WOL CrisisManagement Coursebook

Crisis
Management
Wise Up Online
Chapters
Chapters
1 Planning Ahead p. 3
2 Preparing the Team p. 38
3 Carrying out the Plan p. 71
4 Clear Communication p. 105
5 Customer Relations p. 139
6 Unforeseen Crises p. 175
7 The Aftermath p. 205
8 Grammar Guide p. 234

1
Planning
Planning
Ahead
Ahead
Chapter 1 Video Script Vocabulary Vocabulary Activities Grammar Grammar Activities
Part 1.
In this chapter, you will learn some vocabulary related to crisis scenarios, as
well as some word families and collocations. You will also see some important
vocabulary and grammar topics to make it happen.
Now look at the script of Planning Ahead.
PL ANNING AHEAD
What comes to your mind when you hear the word crisis? Hard times,
problems, unemployment, bankruptcy, a damaged reputation? In
general, crises are associated with bad news, either in the job market
or in our personal lives. However, you may have heard that great
opportunities arise during crises.
That is true; but how can you think about seizing an opportunity if the
crisis has brought you or your company to its knees? Crisis management
starts long before the crisis actually arrives. That’s why it is so
important.
Not falling at all is way better than getting up after a fall. From
multinationals to small neighborhood stores, everyone can benefit from
this kind of planning. It can help safeguard the company both financially
and administratively, thus preserving its reputation. For example, let’s
suppose a customer orders a dish in a restaurant and when the waiter
brings it to the table, they realize it's mildly burnt. What are the chances
of this customer dining at this restaurant again? Pretty low, right? But
the problem does not end there. The displeased customer will probably
spread the news and warn people in their social circle not to visit that
place.
The purpose of crisis management is to anticipate events so that you

are not caught by surprise. And to fulfill that goal, there are planning
techniques and strategies that, when applied to crisis management, can
keep the company safer.
< voltar para o índice

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The first step is to survey all possible sources of a potential crisis. Take
a look at your business or your own life and consider what could go
wrong. Write down a list of all the ideas that arise. That list will be very
important to guide you through the development of multiple scenarios.
Each scenario you imagine should take into account the risks involved.
It’s as if you were trying to answer the question: what could happen to
that restaurant after serving burnt food to a customer?
Let me give you an example of how to develop multiple scenarios.

An accounting firm is responsible for the finances of several other
companies. A potential source of crisis would be an accounting error
causing financial loss to a client.
This source of crisis carries two main risks. The first one is financial, as
the accounting firm will have to compensate for the damage caused
to the client. But there is also the risk related to reputation, which can
either push away new clients or cause the firm to lose its current ones.
Well, so far, we have considered a very clear source of crisis and

identified two risks. The next step is to think about the set of actions
that must be taken in order to deal with a crisis caused by an accounting
error. What will become of the relationship with the client who has been
harmed? Where will the financial resources come from to cover the
damage caused? What options does the company have to rebuild its
image before the market?
If you were able to answer these questions, congratulations! You have

just drawn up a crisis management action plan! But, does that mean that
you’re almost done with the planning?
Not at all! Far from that…
The accounting error is only one out of several sources of potential

crises that the company may anticipate. And we also need to consider
the external sources of crises. What if the company headquarters are
affected by a flood, a hurricane, or a fire, leading to the loss of months of
work?
In short, we need to develop scenarios for each of the identified sources

of crises, and then conceive action plans to address the possible
consequences. The message here is: to be able to deal with a crisis, we
need to understand where it may come from. Don’t wait for a crisis to
strike before you are ready to deal with it.

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PL ANE JAMENTO
O que vem à sua cabeça quando você ouve a palavra crise? Tempos
difíceis, problemas, desemprego, falência, uma reputação prejudicada?
De um modo geral, crises são associadas a notícias ruins, seja no
mercado de trabalho ou em nossas vidas pessoais. Porém, você já deve
ter ouvido falar que grandes oportunidades surgem durante as crises.
Isso é verdade; mas como você pode pensar em aproveitar alguma

oportunidade se a crise deixou você ou a sua empresa de joelhos? A
gestão de crise começa muito antes da crise realmente surgir. Por isso,
ela é tão importante.
Não falhar de modo algum é muito melhor do que se levantar após

uma queda. Desde multinacionais a lojinhas de bairro, todos podem
se beneficiar deste tipo de planejamento. Ele pode ajudar a proteger
a empresa tanto no aspecto financeiro quanto administrativo, assim,
preservando sua reputação. Por exemplo, suponhamos que um cliente
peça um prato em um restaurante e, quando o garçom o traz à mesa,
eles percebem que está levemente queimado. Quais são as chances
deste cliente jantar neste restaurante novamente? Baixa, não é? Mas o
problema não acaba aí. O cliente insatisfeito, provavelmente, espalhará a
notícia e avisará as pessoas em seu círculo social para não frequentarem
aquele local.
O objetivo da gestão de crise é antecipar acontecimentos para que você

não seja pego de surpresa. E para cumprir essa meta, há técnicas e
estratégias de planejamento que, quando aplicadas à gestão de crise,
podem manter a empresa mais segura.
O primeiro passo é fazer um levantamento de todas as possíveis fontes

de uma crise em potencial. Olhe para seu negócio ou para sua própria
vida e reflita sobre o que poderia dar errado. Faça uma lista com todas
as ideias que surgirem. Essa lista será muito importante para te orientar
na elaboração de múltiplos cenários.
Cada cenário que você imaginar deve levar em consideração os riscos

envolvidos. É como se você estivesse tentando responder à pergunta: o
que poderia acontecer com aquele restaurante depois de servir comida
queimada a um cliente?
Deixe-me dar um exemplo sobre como desenvolver múltiplos cenários.

Uma empresa de contabilidade é responsável pelas finanças de diversas
outras empresas. Uma possível fonte de crise seria um erro contábil que
gere prejuízo financeiro para um cliente.

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Esta fonte de crise traz dois riscos principais. O primeiro deles é o

financeiro, pois a empresa de contabilidade precisará ressarcir o prejuízo
causado ao cliente. Mas há ainda o risco relacionado à reputação, que
pode tanto afastar novos clientes quanto fazer com que a empresa
perca os atuais.
Bom, até o momento, levamos em consideração uma fonte de crise bem

clara e identificamos dois riscos. O próximo passo é pensar no conjunto
de ações que devem ser tomadas para lidar com uma crise provocada
por um erro contábil. Como será a relação com o cliente que foi
prejudicado? De onde virão os recursos financeiros para cobrir o prejuízo
causado? Quais opções a empresa tem para reconstruir sua imagem
perante o mercado?
Se você conseguiu responder estas perguntas, parabéns! Você acabou

de elaborar um plano de ação de gestão de crise. No entanto, isso quer
dizer que você está quase no fim do planejamento?
De modo algum! Longe disso...
O erro contábil é apenas uma das diversas fontes de possíveis crises

que a empresa pode antever. E nós também precisamos considerar as
fontes de crise externas. E se a sede da empresa for atingida por uma
enchente, um furacão ou um incêndio, causando o prejuízo de meses de
trabalho?
Em suma, é necessário elaborar cenários para cada uma das fontes de

crise que forem identificadas e, em seguida, elaborar planos de ação
para abordar as possíveis consequências. A mensagem aqui é: para
sermos capazes de lidar com uma crise, é preciso entender de onde ela
pode vir. Não espere a crise surgir antes de estar pronto para lidar com
ela.

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Part 2.
Crises can happen in various moments and for different reasons. They may
happen in the company we work for, in projects we are drawing up, as well as in
our personal lives.
You may have already been caught in the middle of a problematic situation to
be solved within one of these scenarios. In fact, many people must have been in
situations like that.
However, not everyone shares the same perspective when it comes to describing
what a crisis is like. Check it out:
What comes to your mind when you hear the word crisis?
O que vem à sua cabeça quando você ouve a palavra crise?
Here, we have the word crisis, which is singular. Its plural is crises, with an e
instead of an i. Take a look:
singular plural
crisis crises
crise crises
Besides the difference in spelling, there is also a slight difference in pronunciation.

Crisis, in the singular, has a short e sound and a clear s sound in the end; crises,
in the plural, has a long e sound and a sonorous z sound in the end. In English,
the same letter may have different sounds depending on the word.
Whether we are talking about crisis or crises, there are a number of elements we
can relate to them. Such as:
ELEMENTS REL ATED TO CRISIS
hard times
tempos difíceis

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Hard times is formed with the adjective hard – which means difficult or tough
– and the noun times – which is the same as moments. Note that the adjective
comes before the noun. This is a very common position for adjectives in English.
Note that, in hard times, the word times ends in -s because it is plural. It refers to
a particular period of time in history. It is different from the word time when we
talk about hours. Take a look:
Time passes quickly when we’re having fun.

O tempo passa depressa quando estamos nos divertindo.
When using the word time meaning hours of the day, it does not have a plural
form. Note that, in this sentence, we are not talking about a particular period of time
in history, but about the time we can count in hours, minutes and seconds.
However, as previously mentioned, when we talk about crises as hard times, we are
referring to a difficult period in the history of the world, of the company, or our own.
Other recurring terms related to crisis – which are essentially its basis – are:
problems difficulty
problemas dificuldade
Problems is a plural noun ending in -s that comes from the singular problem,
which means something that causes trouble. Its meaning is similar to that of the
word difficulty.
To mention that someone is experiencing a problem or a moment of difficulty, we
can use the verb to have. Take a look at the following example:
TO HAVE A PROBLEM WITH

ter / vivenciar um problema com
Taylor has a problem with the configuration of his cell phone.

Taylor tem um problema com a configuração de seu celular.

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Here, the verb to have comes in the expression to have a problem with, which
means the same as to experience a problem. In this sentence, we are saying that
someone is experiencing problems setting up a cell phone. Also note that we use
the preposition with in this structure.
As mentioned earlier, we can also use the verb to have with the noun difficulty;
however, it comes with a different preposition. Observe:
TO HAVE DIFFICULT Y IN
ter / vivenciar dificuldade em
Tristan and Charlie have difficulty in learning sign language.

Tristan e Charlie têm dificuldade em aprender língua de sinais.
Here, we are using the verb to have along with difficulty to mention that
someone is experiencing difficulty in learning sign language. Note that instead
of with as in to have a problem with, we use the preposition in, forming the
expression to have difficulty in.
Both expressions have similar meanings; however, it is important to notice that
some words can have the same spelling but different meanings, depending on
the context.
We have just worked with the same word class with times and time, be it to refer
to a particular period in history or to hours, minutes and seconds. Time and
times are both nouns. Nouns are used to name things, abstract ideas, people,
places, and animals.
However, there are words formed from a root of a different word class; therefore,
they have a different function as well.
When we talked about hard times, we mentioned that hard means difficult.
Both hard and difficult are adjectives. We have also mentioned that the word
problem means the same as difficulty, both nouns.
Although the difference between the adjective hard and the noun problem is
obvious, the difference between the spelling of the adjective difficult and the
noun difficulty is just the letter -y at the end. This happens because they belong
to the same word family, even though they have different functions.
It means that those words have the same root, and we change their word class
by adding suffixes and prefixes. Suffixes are letters or syllables added to the
end of a word; prefixes are letters or syllables added to the beginning of a word.
Take a look at the following words:

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PREFIXES AND SUFFIXES
employment unemployment
emprego desemprego
Here, we have the words employment, which means the condition of having a
paid job, and unemployment, meaning the condition of not having a paid job.
The root of both nouns is the verb to employ, which means to hire someone
or to give someone a job. Both nouns have the suffix -ment, that is, -ment
comes at the end of the verb, which turns employ into a noun. Note that the
word unemployment also carries a prefix, un-, at the beginning of the word. This
prefix implies a negative connotation to the noun.
Employment and unemployment are related to the condition of having or not
having a paid job. Job is a noun, but its meaning depends on the context, even
though its spelling does not change. For example:
Gail has a nice job at the supermarket.

Gail tem um emprego legal no supermercado.
Here, the word job is referring to work somebody does and is paid for. In this
case, someone is working in a supermarket and being paid for it, so, their job is to
work at the supermarket. Note that here we use the verb to have conveying the
idea of possession.
The noun job is also used to refer to something you are responsible for doing,
such as a task or duty, whether or not it is done in return for payment. Let’s take
a look at the following examples:
My job is to take care of children.

Meu trabalho é cuidar de crianças.
It’s the parents’ job to take care of their children.

É tarefa / função dos pais cuidar dos seus filhos.
In the first example, job is referring to the responsibility of taking care of children,
that is, the task or duty that this person is in charge of is to take care of children,
as a kindergarten teacher or as a babysitter. This means that the person is
supposed to be paid to work with children, which is the plural of child.

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In the second example, it is said that the parents’ job is to take care of their
children; however, we are talking about a responsibility for which parents are not
given a sum of money to carry out; even so, they have to do it.
Although the word job may or may not be used to refer to work that is done
in exchange for money, we can see, in short, that job and work are related.
However, work can be used both as a noun and as a verb. That is, the same
word has different functions. Take a look:
WORK (NOUN)
trabalho
I have a lot of work to do.

Eu tenho muito trabalho para fazer.
Sheila came back early from work.

Sheila voltou cedo do trabalho.
In the first example, work is a noun that refers to a specific activity or chore
someone has to do. In the second example, work is also a noun, but it refers to
the place where someone works, like an office building, for example.
In both sentences, work is a noun, but its meaning is slightly different, and it all
depends on the context. So, keep in mind that you need to be attentive to it.
Now, check the following examples with work used as a verb:
TO WORK ( VERB)
trabalhar
Lola works every day from 9 a.m. to 7 p.m.

Lola trabalha todos os dias das 9h às 19h.
Morgan is really working on his mental health.

Morgan está realmente trabalhando a saúde mental dele.
In the first sentence, the verb to work means to do a job in exchange for
money. In this case, Lola works for a certain period of hours to receive an amount
at some point.
In the second sentence, we have the verb to work followed by the preposition on
being used to talk about improving something. Note that, in this last example,
we are not talking about a transaction of work and money, since it is Morgan’s
own mental health that we are referring to.

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It is also important to highlight that, although work and job are words that can be
related as nouns, job cannot be used as a verb.
When it comes to words that share the same root, one example would be
bankrupt and bankruptcy. They are also related to a crisis scenario. Check it out:
bankruptcy bankrupt
falência falido
Note that the only difference they have in spelling is the suffix -cy. Bankruptcy
is a noun that refers to a situation in which a business or a person becomes
unable to pay what they owe, because they have no money. On the other hand,
bankrupt is an adjective that means not being able to pay what you owe. For
example:
This store is bankrupt.

Esta loja está falida.
Here, bankrupt is describing the noun store. Note that we use the verb to be to
make that description. In other words, the store has no money to pay its bills.
However, when we want to refer to the process of something or somebody
becoming unable to pay what they owe, we use the expression to go bankrupt.
Take a look:
TO GO BANKRUPT
ir à falência
The restaurant is going bankrupt.

O restaurante está indo à falência.
In this sentence, we use to go bankrupt to mention that the restaurant is in the

process of becoming unable to pay its bills. Note that it is formed by the verb to
go and the adjective bankrupt. Here, we are not talking about the cause of the
bankruptcy, or what caused the restaurant to go bankrupt.
To do so, we use the verb to bankrupt. Let’s see an example:

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TO BANKRUPT
falir
If the manager keeps on giving free meals, he is going to bankrupt the restaurant.
Se o gerente continuar dando refeições grátis, ele vai falir o restaurante.
Here, we have the verb to bankrupt being used to talk about the act of causing bankruptcy. In
this case, the manager will be responsible for the bankruptcy of the restaurant.
Going bankrupt is one element related to crises. Here are others:
damaged a damaged reputation

prejudicado / ferido / danificado uma reputação prejudicada
Here, we have the word damaged, an adjective that means ruined or harmed. A
damaged reputation is the consequence of negative opinions people have about
someone or something. When we talk about a damaged reputation, we refer to one
that has been discredited. In this case, we use damaged to refer to an abstract idea.
Damaged can also be used to talk about someone’s feelings. Take a look:
A damaged person.
Uma pessoa ferida.
In a damaged person, we are not talking about someone who was literally hurt, with a
cut or a stab wound, for example. We are referring to an emotional injury.
In order to refer to a physical injury, we would use the adjective hurt. For instance:
HURT
ferido / machucado
The passenger is hurt on the legs.

O passageiro está ferido nas pernas.

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In this case, we are talking about an injury inflicted on someone’s body.

We can also use damaged in the sense of ruined when we talk about material
things. For example:
Damaged goods cannot be returned.

Produtos danificados não podem ser devolvidos.
In the previous example, we use damaged goods to talk about objects that may
be broken or no longer working properly. Notice that the word goods is a noun
that means products. It is different from good, which is an adjective meaning of
high quality.
In this case, we could say:
This product is good.

Este produto é bom.
Here, the adjective good is characterizing the noun products. It implies that
a product is of high quality. It is important to note that there is no plural for
adjectives. Therefore, goods will always be a noun, and good will always be an
adjective.
Good and goods are very similar words with very distinct meanings and uses.
Damaged, which we just mentioned, also has its root in a word that has different
uses.
In the word family of the adjective damaged, we will find the noun damage, as
well as the verb to damage. Take a look:
damage
prejuízo / ferida / dano
The financial gap causes damage to the company’s bills.

O déficit financeiro causa prejuízo nas contas da empresa.

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In this context, also related to a crisis scenario, damage is the same as a bad
effect. Note another element that comes up when we think about crises:
financial gap. It implies financial loss, that is, the loss of money, and damage is
the result.
Now, as a verb, we can use to damage to say:
TO DAMAGE
prejudicar / ferir / danificar
Expired licenses damage the progress of projects.

Licenças expiradas prejudicam o andamento dos projetos.
A license is an official permit to own or do something for a period of time. When

they get expired, it means they are no longer valid. In this sentence, damage is a
verb which means to have a bad effect on something. So, what we are saying is
that the expired licenses would have a bad effect on the progress of the projects.
In the examples we have just seen, both the noun and the verb damage are
spelled and pronounced the same. Even though they belong to different word
classes, they can imply similar meanings in the same context.
It is the case of the words error and mistake, which are both nouns. They can be
related to crises as well:
error mistake
erro erro
However, they will have specific or more recurrent uses. Observe:
There are two grammatical errors in this report.

There are two grammatical mistakes in this report.
Há dois erros gramaticais neste relatório.

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Error and mistake can basically mean something someone did or that happened
incorrectly. Both previous examples are correct; however, there is a slight change
in the use of each one of them.
On the one hand, errors sounds more formal, and usually refers to something
that was done in a wrong way due to lack of previous knowledge. Mistakes, on
the other hand, sounds more informal, and implies that something was done the
wrong way unintentionally, due to lack of attention, not of knowledge.
Error and mistake also have specific uses. For example:
John, help me! I don’t understand this error notification in this software.
John, me ajude! Eu não entendo esta notificação de erro neste programa.
Here, we are using error to talk specifically about a problem or failure in a

computer program. It is a specific use of the word error, which could not be
replaced by the word mistake.
We can use the word mistake to talk about an attitude or an action that causes
a bad result. For example:
It’s a big mistake to fire Emma. She’s a great employee!

É um grande erro demitir a Emma. Ela é uma ótima funcionária!
Here, we use mistake because the sentence says that firing Emma will cause bad
results. In this case, it would not be possible to replace mistake with error.
Mistake can also be part of collocations formed with specific verbs. For example:
TO MAKE A MISTAKE
errar / cometer um erro
It is common to make a mistake when you are anxious.

É comum cometer um erro quando você está ansioso.

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To make a mistake is formed by the verb to make and the noun mistake. This
collocation means to do something wrong unintentionally. In the context of the
previous example, you could do something wrong due to anxiety, without really
meaning it.
Mistake, here, is a noun, but the same word can be used as a verb. Then, it will
have a slight different meaning compared to the collocation that we have just
seen. For example:
TO MISTAKE
confundir / entender errado
The director mistakes the claims from the employees.

O diretor entende errado / confunde as reivindicações dos funcionários.
In this case, to mistake means to understand something wrongly. In the example, we are saying that
the director misunderstands the complaints from the employees.
To mistake can have yet another meaning, which is to confuse someone with another person, as in:
TO MISTAKE A PERSON OR A THING FOR SOME ONE OR SOME THING ELSE

confundir uma pessoa ou coisa com outra pessoa ou coisa
My grandmother often mistakes my cousin for my wife.

Minha avó frequentemente confunde minha prima com minha esposa.
In the previous example, the grandmother often thinks that the cousin and the wife of the speaker are
the same person. In other words, she confuses one with the other. Pay attention to the use of the
preposition for in this structure. The full structure of this expression is to mistake a person or a thing for
someone or something else.
In most cases and uses, we can refer to mistake as a source of crisis. Moreover, up until this point, you
have seen many different situations that can cause a crisis, but all of them are under our control and
responsibility: money, errors, mistakes, damaged reputation, and unemployment.
However, not every crisis comes from things we can manage. There are also natural disasters to take
into account:

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What if the company headquarters are affected by a flood, a hurricane,

or a fire, leading to the loss of months of work?
E se a sede da empresa for atingida por uma enchente, um furacão ou um
incêndio, causando o prejuízo de meses de trabalho?
Here, we have listed some factors that we cannot control; among them, fire is a
word with interesting possibilities. Take a look:
FIRE (NOUN)
incêndio fogo fogueira
As a noun, it may refer to uncontrolled flames that burn everything they touch.
It could also mean just the flames made to heat a place, or that we use for
cooking. The noun fire may also be a synonym for bonfire, which is usually made
of wood and used as part of a celebration, to burn trash, or as a signal.
There are some collocations we can use with this noun. Check them out:
COLLOCATIONS WITH FIRE
to start / light a fire

acender uma fogueira / acender o fogo
to set something on fire

atear fogo em algo
to build a fire to start a fire

fazer uma fogueira começar um incêndio

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Moreover, the word fire can be a verb with different meanings. Take a look:
TO FIRE
disparar / atirar
To fire at the enemy.

Disparar / Atirar contra o inimigo.
To fire can mean to shoot a weapon, as in to fire at the enemy, that is to shoot
a weapon towards the enemy.
In a different context, it can mean to dismiss someone from a job, as in:
TO FIRE
demitir
Marie is firing the oldest employee.

Marie está demitindo o funcionário mais velho.
When we fire someone, that person becomes unemployed, which brings us back
to the context of crisis.
Regardless of the cause of a crisis, we must always bear in mind that its
consequences will also affect the customer. As a result:
The displeased customer will probably spread the news and warn
people in their social circle not to visit that place.
O cliente insatisfeito, provavelmente, espalhará a notícia e avisará as
pessoas em seu círculo social para não frequentarem aquele local.
Take a look at the word displeased, which is describing the noun customer. This
is an adjective and a synonym for dissatisfied. Note that these adjectives are
formed by the prefix dis-, which implies a negative connotation. The opposite of
these adjectives is pleased and satisfied. Take a look:

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ADJE CTIVES
displeased / dissatisfied pleased / satisfied

descontente / insatisfeito contente / satisfeito
There are also some verbs that are worth highlighting in this sentence. To spread
is being used in the collocation to spread the news, which is to make something
widely known. Another collocation that could be used with the same meaning is
to spread the word.
Notice that news is a word ending in -s, but it is one case in which -s does not
mean plural. In fact, there is no plural for news. It is important to mention that we
must be careful not to confuse news with new. New is an adjective which is the
opposite of old.
There are other collocations with the verb to spread. Take a look:
COLLOCATION WITH TO SPREAD
to spread gossip
espalhar fofoca
To spread gossip means to make it so reports or conversation about people’s

private lives get widely known, especially information that might not be true.
This can also damage a company’s reputation and cause a crisis.
Customers might not always be very understanding, and they might listen to
untruths. That usually happens because they do not have time to wait around for
the company’s situation to get back to normal so they can get what they want.
Therefore, it is extremely important for us to be careful and try to prevent that
from happening.
This is what defines managing a crisis:
The purpose of crisis management is to anticipate events so that you

are not caught by surprise.
O objetivo da gestão de crise é antecipar acontecimentos para que você não
seja pego de surpresa.

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When it comes to crisis management planning, the key word is to anticipate

problems. This is essential to avoid having things go wrong. We can also use
other verbs with similar meanings, such as:
SYNONYMS FOR TO ANTICIPATE
to foresee to predict
prever prever
All of that will help us be prepared. There are some expressions we can use
when something unpredictable happens to us. Take a look:
EXPRESSIONS
to be caught by surprise
ser pego de surpresa
to be caught off-guard
ser pego desprevenido
to be unprepared
estar despreparado
Note that unprepared is the opposite of prepared. It is formed by adding the

prefix un-.
In this part of the chapter, you have learned that, in the same
word family, we can have verbs, adjectives and nouns with different
meanings and uses. You have also learned some words related to crisis
scenarios caused both by human and natural factors, as well as some
verbs, expressions and collocations.

22
Part 3.
Activities
A. Number the columns according to the translation of the words.
( 1 ) desemprego ( ) to be caught by surprise
( 2 ) produtos ( ) to mistake
( 3 ) ser pego de surpresa ( ) to start / light a fire
( 4 ) atear fogo em algo ( ) to predict / to foresee
( 5 ) acender uma fogueira ( ) to spread gossip
( 6 ) disparar / atirar / demitir ( ) to set something on fire
( 7 ) bom ( ) displeased / dissatisfied
( 8 ) espalhar fofoca ( ) to fire
( 9 ) insatisfeito ( ) to be unprepared
( 10 ) prever ( ) unemployment
( 11 ) estar despreparado ( ) good
( 12 ) confundir / entender errado ( ) goods
B. Fill in the blanks with the appropriate words according to the translation.
1. My grandmother often my cousin for my wife.

Minha avó frequentemente confunde minha prima com minha esposa.
2. Gail has a nice at the supermarket.

3. It is common to make a when you are anxious.

É comum cometer um erro quando você está ansioso.
4. It’s a big mistake Emma. She’s a great employee!

É um grande erro demitir a Emma. Ela é uma ótima funcionária!

23
24
Activity A – Answers Activity B – Answers
1. unemployment 7. good 1. mistakes
2. goods 8. to spread gossip 2. job
3. to be caught by surprise 9. displeased / dissatisfied 3. mistake
4. to set something on fire 10. to predict / to foresee 4. to fire
5. to start / light a fire 11. to be unprepared 5. hurt
6. to fire 12. to mistake 6. damage
the progress of projects. 6. Expired licenses
O passageiro está ferido nas pernas.
on the legs. 5. The passenger is
Grammar Activities Grammar Vocabulary Activities Vocabulary Video Script Chapter 1
Part 4.
In the grammar part of this chapter, we are going to see some important grammar
topics on the structure of sentences in English.
It is important to know the differences in structure when we make up sentences.
There are usually three forms of sentences: the affirmative form, the negative
form and the interrogative form. There can be slight changes in each of these
kinds of sentences according to the verb form we use.
First, let’s start with the affirmative form. Take a look:
AFFIRMATIVE FORM
general structure
estrutura geral
subject + (auxiliary verb) + main verb + complement

sujeito + (verbo auxiliar) + verbo principal + complemento
The basic structure of affirmative sentences is: subject followed by a main verb
and a complement. Depending on the verb form we use, the structure will also
have an auxiliary verb, which must come before the main verb. So, we will have:
subject, the auxiliary verb, followed by the main verb, and the complement.
Let’s see an example:
SIMPLE PRESENT
Affirmative Form
subject + main verb + complement

sujeito + verbo principal + complemento
Lola works every day from 9 a.m. to 7 p.m.


25
In this sentence, we have the subject, Lola, a proper noun, followed by the main
verb works and the complement every day from 9 a.m. to 7 p.m. Notice that we
are talking about something that is habitual, part of Lola’s routine.
We do not have an auxiliary verb in the previous sentence, just the main verb:
works. That happens because the verb form used is the simple present.
The simple present is a verb form used to talk about facts, routine, habitual
actions and events that frequently happen in the present.
Let’s take a look at another example in the affirmative form of the simple
present:
SIMPLE PRESENT
Affirmative Form

Expired licenses damage the progress of projects.

In this sentence, the subject is expired licenses, which corresponds to the subject
pronoun of the third person plural they. Then, we have the main verb damage in
the base form and the complement the progress of projects. Here, we are using
the simple present to talk about a fact: the bad effect caused by expired licenses.
With the exception of the verb to be, in the simple present, the conjugation of the
verbs is always the same as the base form for all persons in the plural and for the
first and second persons in the singular.
Take a look at another example:
SIMPLE PRESENT
Affirmative Form

We work every day to improve our skills.

Nós trabalhamos todos os dias para aprimorar nossas habilidades.

26
In this case, the subject is the first person plural, we, followed by the main verb
to work in the base form, and the complement every day to improve our skills.
Note that, as we mentioned before, the conjugation of the main verb is the same
as the base form because we is the first person plural.
When it comes to the third person singular, the conjugation changes a bit. In
general, we add -s to the base form of the verb. The sentence structure does not
change. For example:
SIMPLE PRESENT
Affirmative Form

My grandmother mistakes my cousin for my wife.

Minha avó confunde minha prima com minha esposa.
In this sentence, we have the subject my grandmother, which corresponds to the

third person singular she. Then, we have the main verb to mistake conjugated
as mistakes, with an -s at the end, and the complement my cousin for my wife.
Note that the verb is conjugated according to the subject, which is the third
person singular. Here, we are using the simple present to talk about something
that the subject frequently does.
There are some spelling rules that must be followed to conjugate verbs in the
third person singular depending on the way the base form of the verb ends.
Take a look:
SIMPLE PRESENT
Third Person Singular – Spelling Rules
Verbs ending in consonant + -y = drop the -y, add -ies.

Verbos terminados em consoante + -y = subtraia o -y, acrescente -ies.
Verbs ending in -o, -z, -ss, -sh, -ch, and -x = add -es.
Verbos terminados em -o, -z, -ss, -sh, -ch, e -x = acrescente -es.

27
In verbs ending in consonant + -y, we must drop the letter -y and add -ies to the
end of the verb; and in verbs ending in -o, -z, -ss, -sh, -ch, or -x, we must add
-es after the last letter of the verb.
There is also an exception concerning spelling in the third person singular, which
is the verb to have. It becomes has, not haves. Take a look:
Gail has a nice job at the supermarket.

Here, the subject is Gail, which corresponds to the third person singular she,
followed by the main verb to have conjugated according to the subject as has,
and the complement a nice job at the supermarket. In this context, the simple
present is being used to talk about a fact.
It is also possible to use the verb to be in the simple present. However, when it
comes to conjugation, the rules will change because each person, singular and
plural, has a specific conjugation.
We use the verb to be in the simple present to make descriptions, talk about
facts and permanent or temporary states, depending on the context.
For example:
SIMPLE PRESENT – VERB TO BE

Affirmative Form

This store is bankrupt.

Here, we have the subject this store, which corresponds to the third person
singular it, followed by the main verb to be conjugated according to the subject
as is, and the complement bankrupt. We are describing the store’s current
situation. In this case, it is a temporary situation. The conjugation is will be used
with all third persons singular - he and she - as well.

28
SIMPLE PRESENT
Conjugation of the Verb To Be
he, she, it is
ele, ela, ele/ela é/está
Now, take a look at the following example:

Affirmative Form

I am very happy for your promotion at work.

Eu estou muito feliz pela sua promoção no trabalho.
Here, the subject is I, which is the first person singular. Next, we have the main verb to
be, conjugated according to the subject as am, which is the conjugation of the first person
singular. Lastly, we have the complement very happy for your promotion at work. Notice
that we are talking about a temporary state in the present.
SIMPLE PRESENT
I am
eu sou / estou
Now, check out another example with the verb to be:

Affirmative Form

Luiz and Keith are very good employees.

Luiz e Keith são funcionários muito bons.

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Here, the subject of the sentence is Luiz and Keith, which corresponds to the
third person plural they, followed by the main verb to be, conjugated according to
the subject as are, and the complement very good employees. In this sentence,
we are using the verb to be to talk about a permanent state in the present. It’s a
condition, a characteristic of the subject.
This conjugation – are – is also used for the subject pronoun you, which
corresponds to the second persons singular and plural. We also use are for the
first person plural, we. Observe:
}
SIMPLE PRESENT
you (singular)
você é/está
we
nós somos/estamos
are
you ( plural)
vocês são/estão
they
eles/elas são/estão
Notice that the structure of affirmative sentences with verbs in the simple present is actually
just one. It will always be subject + main verb + complement, no matter the verb we use.
Even though there is a specific conjugation for the verb to be for each subject, and we have
specific rules in the third person singular according to the spelling of the base form of other
verbs, the way we form affirmative sentences in the simple present is exactly the same.
However, there is yet another use for the verb to be that differs from this one in the simple
present. The verb to be can also be used as an auxiliary verb, not as the main verb, when we
want to talk about things that are happening at the moment of the speech.
To do so, we are going to use another verb form called present continuous. Take a look:
PRESENT CONTINUOUS
Affirmative Form
subject + auxiliary verb to be + main verb in the -ing form + complement

sujeito + verbo auxiliar to be + verbo principal na forma -ing + complemento
events in progress
acontecimentos em progresso
The restaurant is going bankrupt.

O restaurante está falindo.

30
In this sentence, we have the subject the restaurant, which corresponds to the third
person singular it, the auxiliary verb to be conjugated in the present as is, the main verb
to go in the -ing form as going, and the complement bankrupt.
At the beginning of this chapter, we mentioned that the use of auxiliary verbs in the
structure of the affirmative form would depend on the verb form we use. As we are talking
about the present continuous, we must use the auxiliary verb to be in every sentence.
Note that, in the previous example, the main verb is in the -ing form and the auxiliary
verb to be is conjugated according to the subject in the present. This goes for any
subject and in any sentence in the present continuous.
Let’s see another example:
PRESENT CONTINUOUS
Affirmative Form

events in progress
acontecimentos em progresso
Christian and Monica are cooking dinner right now.

Christian e Monica estão preparando o jantar agora mesmo.
In this example, we have the subject Christian and Monica, which corresponds
to the subject pronoun of the third person plural they, followed by the auxiliary
verb to be conjugated in the present according to the subject as are, the main
verb in the -ing form, cooking, and the complement, dinner right now. Here, we
are talking about an event in the present that is in progress at the moment of
speaking.
Besides being used to talk about events in progress, the present continuous can
also be used to refer to previously-planned and expected future events.
To better understand how this works, here is a fictional situation as background:
Anthony is the director of a chain store who has to fire some of the
employees to be able to the keep the business going and avoid a bigger
crisis. A group of employees is having lunch together and ends up
talking about it.
Anthony é o diretor de uma rede de lojas que tem que demitir alguns
dos funcionários para conseguir manter o negócio funcionando e evitar
uma crise maior. Um grupo de funcionários está almoçando junto e acaba
falando sobre isso.

31
Then, one of them says:
PRESENT CONTINUOUS
future events
acontecimentos futuros
Anthony is firing two people next week.

Anthony vai demitir duas pessoas semana que vem.
In this case, the speaker uses the present continuous to talk about something that is
going to happen in the future. Due to the crises in the chain store, Anthony will fire
some of the employees. It is something that can be foreseen or predicted. Note that
the future is also being indicated by next week.
Even though the time reference changes in this context, the structure of the sentence
does not. The subject is Anthony, which corresponds to the third person singular he,
followed by the auxiliary verb to be conjugated in the present according to the subject
as is, the main verb in the -ing form, firing, and the complement is the rest of the
sentence.
Now, let’s see some examples with the present continuous in other contexts. Take a
look:
PRESENT CONTINUOUS
Affirmative Form

future events
acontecimentos futuros
Pablo is starting a new painting tomorrow.

Pablo vai começar um novo quadro amanhã.

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We have the subject Pablo, which corresponds to the subject pronoun of the third person
singular he, followed by the auxiliary verb to be conjugated in the present according to the
subject as is, the main verb in the -ing form starting, and the complement a new painting
tomorrow. In this example, we are talking about an event which was previously planned. It is
not a prediction or something we suppose will happen. It becomes obvious we are talking about
an event in the future because of the word tomorrow.
Note that the structure here is the same as the one we use to talk about situations in progress
at the moment of speaking, which is: subject + auxiliary verb to be + main verb in the -ing
form + complement.
We have seen that the present continuous is used to talk about the future when it is something
previously planned or expected. However, this is not the only way to talk about future events
which are to happen: we can also use the modal verb will.
Will does not convey the idea of something that was planned to happen in the future. Actually,
it is used to make future promises, to express decisions made at the moment of speaking, or
to make assumptions. It implies the idea of inevitability, something you are certain that will
happen based on your opinion. Within some contexts, it shows an implicit willingness to do
something, or that something will happen as expected.
It is important to know that will works as an auxiliary verb when it comes to sentence
structure. Therefore, the affirmative structure is the same as we have previously seen with the
present continuous: subject + auxiliary verb + main verb + complement. What changes here
is the auxiliary verb – which now is the modal verb will, not the verb to be. Another difference
is that the main verb remains in the base form for all subjects.
Take a look:
MODAL VERB WILL

Affirmative Form
subject + modal verb will + main verb in the base form + complement
sujeito + modal verb will + verbo principal na forma base + complemento
inevitable events based on opinion

acontecimentos inevitáveis baseados em opinião
The displeased customer will spread the word about your poor service.
O cliente insatisfeito vai espalhar a notícia sobre seu mau serviço.

33
Here, we have the subject the displeased customer, followed by will, the main verb in the
base form spread, and the complement the word about your poor service. Here, the speaker is
predicting a consequence that will certainly happen based on his intuition.
Now, let’s think about the following situation:
You are in the living room with your significant other and the telephone rings. Right
away, the other person attempts to stand up to answer the phone, but you know how
tired she or he is.
Você está na sala de estar com seu companheiro ou companheira e o telefone toca.
Imediatamente, a outra pessoa tenta se levantar para atender ao telefone, mas você sabe
o quão cansado ou cansada ele ou ela está.
So, you say:
MODAL VERB WILL
immediate decision / willingness

decisão imediata / disposição
Get some rest, honey. I’ll answer the phone.

Descanse, meu bem. Eu atendo o telefone.
Here, we are using the modal verb will to say that we will promptly answer the phone. Hence,
it is an immediate decision, made at the moment of speaking. It can also be interpreted as an act
of willingness to get the phone and spare the other person. Notice the structure is the same as
previously seen, with one minor difference: the subject is contracted with the modal verb will as
I’ll. It sounds more natural and informal. Apart from that, the main verb answer remains in the
base form, followed by the complement the phone.
Have a look at another example:
MODAL VERB WILL

Affirmative Form
immediate decision
decisão imediata
I’m hungry! I’ll make a sandwich.

Estou com fome! Vou fazer um sanduíche.

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Again, the subject and the modal verb will are in the contracted form: I’ll. The main verb is in
the base form as make, and the complement is a sandwich. Here, as the subject was hungry,
he made a decision to make himself a sandwich. It’s a future decision made at the moment he
felt that way. Notice that the first sentence was built with the verb to be in the simple present,
because it is a temporary situation.
Another use of will is when we make promises. Take a look:
MODAL VERB WILL

Affirmative Form
promises
promessas
I will stay with you whether in happy or difficult times.

Eu continuarei com você seja nos momentos felizes ou difíceis.
Here, we have the subject I, the modal verb will, the main verb in the base form stay, and
the complement with you whether in happy or difficult times. In this sentence, the subject is
making somebody a promise to never leave their side in the future.
In this chapter, you have learned some ways to talk about

events in the present and in the future. You have also learned
how to build sentences in the affirmative form in the simple
present, in the present continuous, and with the modal verb
will. If you want to learn more about these topics, you can refer
to the Grammar Guide section at the end of your book.
GRAMMAR GUIDE
Affirmative Form Page 238

Present Continuous Page 293
Simple Present – Other Verbs Page 313
Simple Present – Verb To Be Page 319
Modal Verb Will Page 331

35
Part 5.
Activities
A. Rearrange the following elements to form affirmative sentences.
1. is / a new painting tomorrow / Pablo / starting

Pablo vai começar um novo quadro amanhã.
2. two people next week / is / Anthony / firing

Anthony vai demitir duas pessoas semana que vem.
3. is / this store / bankrupt

4. expired licenses / the progress of projects / damage

5. dinner / are / right now / Christian and Monica / cooking

Christian e Monica estão preparando o jantar agora mesmo.
6. make / I’ll / a sandwich

Eu vou preparar um sanduíche.
7. at the supermarket / Gail / a nice job / has

Gail tem um trabalho legal no supermercado.
8. very good employees / are / Luiz and Keith

Luiz e Keith são funcionários muito bons.

36
B. Fill in the blanks with the missing words.
1. Lola every day from 9 a.m. to 7 p.m.

2. My grandmother my cousin for my wife.

Minha avó confunde minha prima com minha esposa.
3. The restaurant .
O restaurante está falindo.
4. I’m hungry! a sandwich.

Estou com fome! Vou fazer um sanduíche.
5. We every day to improve our skills.

Nós trabalhamos todos os dias para aprimorar nossas habilidades.
6. very happy for your promotion at work.

Eu estou muito feliz pela sua promoção no trabalho.
8. Luiz and Keith are very good employees.

7. Gail has a nice job at the supermarket.
6. I am / I’m 6. I’ll make a sandwich.
5. work 5. Christian and Monica are cooking dinner right now.
4. I will make / I’ll make 4. Expired licenses damage the progress of projects.
3. is going bankrupt 3. This store is bankrupt.
2. mistakes 2. Anthony is firing two people next week.
1. works 1. Pablo is starting a new painting tomorrow.
Activity B – Answers Activity A – Answers

37
2
Preparing
Preparing
The
the Team
Team
Part 1.
In this chapter, you will learn some vocabulary related to planning and taking
action, as well as some terms related to the corporate world, sports, and
games. You will also see some important vocabulary and grammar topics.
Now look at the script of Preparing the Team.
PREPARING THE TEAM
After considering the various possible sources of a crisis that can strike
a company and developing scenarios and action plans for each of them,
it’s time to put the crisis management plan into action. And just like the
act of planning, the plan itself can be implemented long before the crisis
actually happens. And there is a very good reason why this should be
done as soon as possible.
Who do you think has the best chances of winning a chess match?
Someone who has just learned the basic rules of the game and knows
very little about its strategies, or a veteran player who studies the game
in depth? Putting it this way, the answer seems obvious, doesn’t it?
What gives the experienced players an advantage is their deep

knowledge of the game. They know the rules, understand the moves,
and use the right strategies to counterattack their opponents. The
rookies, on the other hand, will need to learn while playing, which
decreases their chances of winning. When a crisis strikes, would you
rather be a newbie or an experienced player?
The development of scenarios and action plans can be analyzed just

like the basic rules of the chess game. You don’t need to wait until game
day to teach your team the rules. In fact, the sooner they know the plan,
the better. Therefore, it is very important to communicate everything
clearly and to make sure that everyone knows their role in the crisis
management action plan. This can be done through promoting training
sessions, meetings, or even distributing booklets. The purpose here is
that each employee really understands the plan and knows what actions
should be taken if the company is affected by a crisis. Consequently, the
response to events caused by the crisis will be much faster and much
more assertive.

39
A well-trained team will be able to stifle the crisis before it increases. In

this sense, the employees play a fundamental role in crisis management.
Besides carrying out the actions outlined by the company’s
management, they can contribute to improving the plan. Once they are
involved with the operational aspects of their tasks and processes, they
tend to have a different perspective from the manager’s. Therefore, the
managers responsible for drawing up the crisis management plan must
always be open to suggestions.
The team can be of great contribution to identifying new sources of a

crisis that have not been anticipated in the initial plan. Besides that, they
can also collaborate in the development of the action plan, since they
know the company’s routine better than anyone.
The crisis management plan must evolve over time, either through the
contributions of the team or the regular review of the sources of crisis
and the risks involved. This is essential to adapt the crisis management
plan to the reality of the company and the market.
PREPARANDO A E QUIPE
Após observar as diversas fontes possíveis de uma crise que podem

atingir uma empresa e elaborar cenários e planos de ação para cada
uma delas, é hora de colocar o plano de gestão de crise em ação. E,
assim como o ato de planejar, o plano em si pode ser implantado muito
antes da crise realmente surgir. E existe um ótimo motivo para que isso
seja feito o quanto antes.
Quem você acha que tem mais chances de ganhar uma partida de
xadrez: uma pessoa que acabou de aprender as regras básicas do jogo
e sabe muito pouco sobre suas estratégias, ou um jogador veterano que
estuda o jogo a fundo? Falando desta forma, a resposta parece óbvia,
não parece?
O que faz os jogadores experientes terem vantagem é seu profundo

conhecimento do jogo. Eles conhecem as regras, entendem os
movimentos, e usam as estratégias certas para contra-atacar os seus
adversários. Os novatos, por outro lado, vão precisar aprender enquanto
jogam, o que diminui suas chances de vitória. Quando surge uma crise,
você preferiria ser um novato ou um jogador experiente?

40
A elaboração dos cenários e dos planos de ação pode ser analisada

como as regras básicas do jogo de xadrez. Você não precisa esperar
até o dia do jogo para ensinar as regras para sua equipe. Na verdade, o
quanto antes ela conhecer o plano, melhor. Por isso, é muito importante
comunicar tudo com clareza e se certificar de que todos saibam sua
função no plano de ação de gestão da crise. Isso pode ser feito por meio
da promoção de sessões de treinamento, reuniões ou até mesmo por
meio de cartilhas. O objetivo aqui é que cada um dos colaboradores
realmente compreenda o plano e saiba quais ações devem ser tomadas
caso a empresa seja afetada por uma crise. Como consequência, a
reação aos eventos provocados pela crise será muito mais rápida e
muito mais assertiva.
Uma equipe bem treinada será capaz de conter a crise antes que ela
aumente. É nesse sentido que os colaboradores desempenham um
papel fundamental na gestão de crise. Além de executarem as ações
planejadas pela direção da empresa, eles podem contribuir para o
aperfeiçoamento do plano. Uma vez envolvidos com os aspectos
operacionais de suas tarefas e processos, eles tendem a ter uma
perspectiva diferente da do gerente. Por isso, os gestores responsáveis
por elaborar o plano de gestão de crise devem estar sempre abertos a
sugestões.
A equipe pode contribuir muito na identificação de novas fontes de uma

crise que não estavam previstas no plano inicial. Além disso, ela também
pode colaborar na concepção do plano de ação, pois conhece melhor do
que ninguém a rotina da empresa.
O plano de gestão de crise deve evoluir ao longo do tempo, seja por

meio das contribuições da equipe, ou pela revisão regular das fontes de
crise e dos riscos envolvidos. Isto é essencial para adaptar o plano de
gestão de crise à realidade da empresa e do mercado.

41
Part 2.
In the first chapter of this module, we talked about the importance of being
prepared for moments of crisis, both in our professional and personal lives. Within
this context, we learned some collocations, word families, and other vocabulary
elements.
Now we are going to discuss another perspective about what is necessary in
crisis management. It is worth remembering that it goes beyond planning and
involves actively doing something, in addition to requiring a well-prepared team.
Once the preparation step is complete, we can say:
It’s time to put the crisis management plan into action.

É hora de colocar o plano de gestão de crise em ação.
Here, we are talking about the right moment to start acting. To do so, we have the
crisis management plan between the verb to put and into action. It comes from the
collocation to put something into action, which means to start using something,
be it a plan, an idea, or knowledge. In this sentence, we are basically saying that it is
time to start using the crisis management plan.
We could also use practice instead of action in this collocation. To put something
into practice has a similar meaning to that of to put something into action:
TO PUT SOME THING INTO ACTION / PRACTICE

colocar algo em ação / prática
It’s time to put the crisis management plan into practice.

É hora de colocar o plano de gestão de crise em prática.
Note that crisis management plan is formed by three words – crisis, management
and plan - and it is a compound noun.
There is also another compound noun with the word plan that is commonly used
when talking about solutions to crises. Take a look:

42
ACTION PL AN
plano de ação
The team can also collaborate in the development of the action plan.
A equipe também pode colaborar na concepção do plano de ação.
Here, we see action plan, a compound noun formed by the nouns action and
plan. In this case, unlike the previously-mentioned collocation, the word practice
cannot replace the word action.
In the vocabulary part of the previous chapter, we learned that similar words or
words with the same root can be from different classes and have different uses.
This also happens with the noun action.
The noun action means the process of doing something, especially in order to
achieve a particular result. It has its origins in the verb to act plus -ion, a really
common suffix in the formation of nouns in English.
Action and to act come from the same word family, for they share the same
root. The word act can have different meanings depending on the context. As
a verb, to act means to do something in a particular way or for a particular
reason. For example:
TO ACT
agir
A company must act according to the market.

Uma empresa deve agir de acordo com o mercado.
In this sentence, the verb to act is used to talk about the measures the company
is supposed to take.
In a different context, to act can imply having an attitude that is not the one
you would normally have. To do so, we use an adjective right after the verb to
act. For example:
TO ACT + ADJE CTIVE
have an unusual behavior

ter uma atitude incomum
John, calm down. Don’t act crazy!

John, acalme-se. Não aja como um louco!

43
Here, the verb to act is followed by the adjective crazy, which means mad, or out
of control. In this sentence, the idea is that John is upset, acting in a way that he
usually does not act.
We could also use other adjectives in this formation as well. For example:
TO ACT + ADJE CTIVE

to act silly / stupid

agir como um bobo
The verb to act can also be used with nouns to talk about the way someone
behaves. In this case, we are going to need the word like – which works as a
preposition and conveys the idea of similarity – followed by the indefinite article
and a noun. It is very important to point out that, here, like is different from the
verb to like, which means to enjoy something or to think that it is nice or good.
Take a look at the following examples:
TO ACT + LIKE + INDEFINITE ARTICLE + NOUN

to act like a baby to act like a child

agir como um bebê agir como uma criança
Here, we have to act like a baby, which is formed by the verb to act + like + the
indefinite article a + the noun baby. It means to behave as if you were a baby or,
in other words, it means to be immature. We can also use the noun child and say
to act like a child with a similar meaning.
Check out another example with the same construction:

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TO ACT + LIKE + INDEFINITE ARTICLE + NOUN

to act like a victim

agir como uma vítima
Here, we are using the noun victim, which means someone or something that
has suffered, either because of the actions of someone or something. To act
like a victim means that someone behaves as if they were a victim of the
circumstances, when, in fact, they are not. The idea is that the person does not
own any responsibility concerning the problem, and therefore acts like a victim. It
would also be okay to say to play the victim in this case.
There are yet other applications for the verb to act, with other ideas. For example,
to act can mean to perform when we talk about films and plays. Take a look:
TO ACT
atuar
Greg acts in a film that will be screened at the festival.

Greg atua em um filme que será exibido no festival.
In this sentence, we use the verb to act to say that Greg is performing or playing
a role in a film. From the context, we can assume Greg is an actor.
In addition to being used as a verb, the word act can also be a noun and have
different uses. In the context of theater and literature, it refers to one of the main
parts into which a stage play is divided. Check it out:
ACT CONTEXT: THEATER, LITERATURE
act + cardinal number act + ordinal number
act one first act

ato um primeiro ato
act two second act

ato dois segundo ato

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In this case, the word act comes with a determiner, which can be either a
cardinal or an ordinal number. As we can see in the previous examples, we can
say: act one or first act, act two or second act, and so on.
In a different context, the noun act can mean the same as pretense. For example:
ACT
fingimento
I don’t believe Sarah. Her crying is just an act.

Eu não acredito na Sarah. O choro dela é puro fingimento.
Here, we are using act to say that Sarah is pretending to be sad, she is not being
genuine. Note that, before the noun in this context, we use the indefinite article
an, which is another kind of determiner.
The noun act can also precede another noun that points out a specific attitude.
For example:
AN ACT OF COURAGE
um ato de coragem
His speech on politics was an act of courage.

O discurso dele sobre política foi um ato de coragem.
An act of courage implies that someone has a brave attitude. Here, we have
the indefinite article an followed by the noun act, the preposition of, and another
noun: courage.
There are yet other possibilities for this use of the noun act. Take a look:
ACT + OF + NOUN
an act of violence
um ato de violência
Police warned that acts of violence would not be tolerated.

A polícia alertou que atos de violência não seriam tolerados.

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an act of generosity
um ato de generosidade
Helping people in need is an act of generosity.

Ajudar as pessoas necessitadas é um ato de generosidade.
an act of faith
um ato de fé
Believing things will get better is an act of faith.

Acreditar que as coisas vão melhorar é um ato de fé.
In the first sentence, we have acts of violence, which conveys the idea that people
are speaking or reacting brutally to something. Note that, here, we are using the
plural form of act, acts; therefore, there is no indefinite article.
In the second sentence, we have an act of generosity, conveying the idea that
helping people is a generous attitude.
Finally, we have an act of faith, conveying the idea that believing things can get
better is a behavior based on a strong feeling of trust.
The noun act can also be followed by of and a verb in the -ing form. For instance:
ACT + OF + VERB -ING
Just like the act of planning, the plan itself can be implemented long
before the crisis actually happens.
Assim como o ato de planejar, o plano em si pode ser implantado muito
antes da crise realmente surgir.
In the previous example, the noun act means a specific action performed by
someone for a specific result. Here, act is part of the collocation act of doing
something.
Planning comes from the verb to plan. Plan can also be a noun, as we have here
in the plan. The verb to plan means to think carefully about something you intend
to do and decide when and how to do it. Here, it is in the -ing form, as it comes
after the preposition of.
Take a look at another example with the verb to plan:

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TO PL AN
planejar
Katya is not planning to change the delivery schedule.

Katya não está planejando mudar o cronograma de entregas.
In this example, we have the verb to plan also in the -ing form, as planning. This
use of the -ing is due to the fact that the sentence is conjugated in the present
continuous. It implies an action in progress at the moment of speaking.
As a noun, plan can also be part of some very common collocations used in the
context of crisis management. Let’s check out some examples:
PL AN
plano
to make a plan to draw up a plan

fazer um plano elaborar um plano de modo detalhado
to have a plan to outline a plan

ter um plano discorrer sobre um plano, sem detalhes
to carry out a plan to stick to a plan

executar um plano seguir, se ater a um plano
Here, we have collocations with different verbs followed by the noun plan to
describe different steps that involve crisis management procedures.
Take a look at a sentence with one of the collocations previously mentioned:
The managers responsible for drawing up the crisis management plan

must always be open to suggestions.
Os gestores responsáveis por elaborar o plano de gestão de crise devem
estar sempre abertos a sugestões.

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To draw up is a phrasal verb that means to prepare a written document,

such as a list, a plan or a contract in detail. Also note the adjective open in this
sentence. In this context, it means being receptive to what others say or do.
However, in a different context, it can literally mean the opposite of closed. Check
it out:
OPEN ≠ CLOSED
aberto ≠ fechado
My favorite restaurant is not open today.

Meu restaurante favorito não está aberto hoje.
In this sentence, we are saying that the restaurant is not open, that is, we cannot
just go in and have a meal there. Therefore, it would also be correct to say that
the restaurant is closed.
The word open can also be used as a verb. For example:
TO OPEN
abrir
It’s very stuffy in here! I’ll open the window.

Está muito abafado aqui dentro! Vou abrir a janela.
In the previous example, open has a literal meaning. The window will literally be
opened.
The opposite verb is to close. So, in a reverse situation, we could say:
TO CLOSE
fechar
It’s very cold in here! I’ll close the window.

Está muito frio aqui dentro! Vou fechar a janela.

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As well as the nouns open and close, we can also use the verbs to open and to
close figuratively. Check it out:
TO OPEN ≠ TO CLOSE
abrir ≠ fechar
You must open your mind to environmental issues.

Você deve abrir sua mente para questões ambientais.
Here, the verb to open is being used with the noun mind. In this case, we are not
talking about literally opening your mind, but in the sense of becoming able to
consider different ideas and perspectives. The opposite, as you may infer, is the
verb to close in this case too.
Closing your mind to new ideas would be very detrimental to the planning process,
as a lot of time would be wasted with the same mistakes.
The act of planning takes a considerable amount of time, and it is extremely
important that the whole team get involved and be aware of their role in the crisis
management process.
From this perspective, we can also say that:
A well-trained team will be able to stifle the crisis before it increases.

Uma equipe bem treinada será capaz de conter a crise antes que ela aumente.
In this sentence, we have the construction will be able to, which is used to talk
about the team’s capacity to do something in the future. Here, we could replace will
be able to with the modal verb can. The difference is that, by using this construction,
we are making it clear we are referring to a future moment; can could indicate
capability both in the present or in the future.
In the previous sentence, we also have two verbs commonly used in the context of
crisis. Check them out:
VERBS COMMONLY USED IN THE CONTEXT OF CRISIS
to stifle to increase
conter / diminuir os efeitos aumentar

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First, the verb to stifle. It means to stop something from happening or developing.
It can be a synonym for the verb to restrain. Both verbs are commonly used in the
context of crisis management, because its purpose is exactly to stop or prevent the
effects of a crisis from happening.
Second, the verb to increase, which means to become larger in number, amount,
or degree.
From this verb we can form an adjective by adding the suffix -ing. Take a look:
Leona reported an increasing number of new species in this area.

Leona reportou um número crescente de novas espécies nesta área.
By increasing number of species, we can understand that the number of new species is
growing. Note that, here, increasing is an adjective characterizing the word number, not a
verb.
As we have just learned, it is crucial to be attentive to the context in which the words
are being used to understand their function in the sentence. Therefore, we can better
understand the different possibilities the words offer and grasp the message a bit better.
This is actually comparable to sports and games: the more we practice, the better we get.
Sports, games and business are competitive environments that may intertwine on many
occasions. If we think about it, in addition to the need for practice, they all demand good
strategies to achieve success.
To support this idea, take a look at the following analogy between a crisis management
plan and a chess match:
The experienced players know the rules, understand the moves, and use the
right strategies to counterattack their opponents.
Os jogadores experientes conhecem as regras, entendem os movimentos, e usam as
estratégias certas para contra-atacar os seus adversários.
First, note the word moves, the plural of the noun move. In the context of a chess match,
it refers to a decision you make by changing the position of the pieces so as to win the
game. In the context of crisis management, it refers to the actions and measures you
decide to take to either prevent a crisis or solve it.
Another word worth mentioning is strategies, the plural of the noun strategy. It means
a planned series of actions to achieve something, commonly used in sports, games, and
business as well. Note that the plural form has -ies at the end. That happens because
strategy ends in consonant + -y.
Now, let’s take a closer look at the verbs used in this sentence:

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VERBS
to understand to know
entender / compreender saber / conhecer
The verbs to understand and to know may seem similar in meaning, but there
is a slight difference between them. To know means to have information about
something, while to understand goes beyond that, as it means to realize or
comprehend this information.
Therefore, we can say that one could know something, but not interpret
the information, that is, not understand it. And that would bring about bad
consequences, both in a match and in a business situation, whether it is related to
a crisis scenario or not.
Since we are making this analogy between the crisis management action plan
and a chess match, we can also draw a parallel and call the team members
players. Take a look at the following question:
PREFERENCE
preferência
Would you rather be a newbie or an experienced player?

Você preferiria ser um novato ou um jogador experiente?
In this question, we are using the structure would rather, which conveys the idea
of preference. Note that it is referring to a hypothetical situation.
Here, we are asking about the preference regarding being one of two kinds of
players: the newbie, who is someone who has just started something, and the
experienced player, which refers to someone who has the skills or knowledge
acquired from doing something often or for a long time. Note that the word
newbie is a noun, while experienced is an adjective characterizing the noun
player.
When we talk about sports and games, we usually use informal language, and
there are some specific informal nouns we can use to refer to the different kinds
of players. Take a look at some examples:

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NOUNS REL ATED TO GAM ES AND BUSINESS
newbie = rookie = fish

novato / inexperiente
fish
peixe
Rookie or fish also refer to new and unexperienced players. Note that the word
fish is not being used with its literal meaning, which refers to an aquatic animal.
In the corporate world, it means new in the sense of being unexperienced.
When we want to talk about an experienced player, there is another informal
term we can use. Check it out:
NOUNS REL ATED TO GAM ES AND BUSINESS
shark
pessoa muito experiente / tubarão
Shark is very common in poker and also in the business world, meaning someone
who has a lot of experience. This analogy makes sense when we think of the
new player as a fish in the ocean, being more vulnerable, as opposed to the
experienced player as a real shark, a bigger and more dangerous animal.
Now you know some vocabulary related to planning and taking action, as
well as some collocations and word families. You have also learned terms
related to the corporate world and sports and games.

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Part 3.
Activities
( 1 ) colocar algo em ( 7 ) um ato de ( ) to act ( ) to act like a baby

ação / prática coragem
( ) to plan ( ) to put something
( 2 ) plano de ação ( 8 ) um ato de fé into action / practice
( ) an act of courage
( 3 ) agir como louco ( 9 ) planejar ( ) to understand
( ) action plan
( 4 ) conhecer / saber ( 10 ) seguir / ater-se a ( ) an act of faith
( ) to draw up a plan
um plano
( 5 ) agir / ter uma ( ) to stick to a plan
( ) to know
atitude incomum / ( 11 ) compreender /
atuar / fingir entender ( ) to act crazy
( 6 ) agir como um ( 12 ) elaborar um
bebê plano
1. Would you rather be a or an experienced player?
2. experienced players / sharks

1. newbie / rookie / fish

Activity B – Answers
2. The know the rules, understand the moves.

Os jogadores experientes conhecem as regras, entendem os movimentos.
6. increasing
3. strategies
5. open
4. stifle
3. They use the right to counterattack their opponents.

Eles usam as estratégias certas para contra-atacar os seus adversários.
12. to draw up a plan
10. to stick to a plan
7. an act of courage
6. to act like a baby
11. to understand
4. A well-trained team will be able to the crisis before it

8. an act of faith
increases.
9. to plan
Uma equipe bem treinada será capaz de conter a crise antes que ela aumente.
5. You must your mind to environmental issues.

into action / practice
Activity A – Answers
1. to put something
Você deve abrir sua mente para questões ambientais.

3. to act crazy
2. action plan
6. Leona reported an number of new species in this area.

4. to know
5. to act
Leona reportou um número crescente de novas espécies nesta área.

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Part 4.
In the grammar part of the previous chapter, we approached some basic

structures to form sentences in English. Essentially, we have the affirmative, the
negative and the interrogative forms.
So far, we have exclusively focused on the affirmative form. Let’s review the
general structure:
AFFIRMATIVE FORM
subject + auxiliary verb + main verb + complement

sujeito + verbo auxiliar + verbo principal + complemento
This is the basic structure of sentences in the affirmative form. As we have

already seen, some verb forms require the use of an auxiliary verb, whereas
others do not.
That’s the case of verbs in the simple present, including the verb to be. We do
not use auxiliary verbs in the affirmative form. Take a look:
AFFIRMATIVE FORM
Simple Present

The experienced player understands the moves of the opponents.

O jogador experiente entende os movimentos dos adversários.
Here, we have the subject the experienced player, which corresponds to the
subject pronoun of the third person singular, the main verb conjugated according
to the subject as understands, and the complement the moves of the opponents.
Note that the main verb ends in -s due to the conjugation rules for the third
person singular.

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On the other hand, sentences with other verb forms or with modal verbs do have
an auxiliary verb in their basic structure. That is because modal verbs behave
as auxiliary verbs. That is the case of the modal verb will. Take a look at the
following example:
AFFIRMATIVE FORM
Modal Verb Will

The rookies will need to learn the strategies while playing.

Os novatos vão precisar aprender as estratégias enquanto jogam.
Here, we have an affirmative sentence with the modal verb will. So, we have the
subject the rookies, followed by the modal verb will, the main verb in the base
form need, and the complement to learn the strategies while playing. Note that
the structure is: subject, an auxiliary verb, will, in this case, followed by the main
verb and the complement.
In the last chapter, we learned that the modal verb will conveys the idea of
intentionality or inevitability in the future. However, each modal verb conveys a
specific meaning, and they imprint a certain mood on the main verb.
With that in mind, let’s take a look at another modal verb: would. One of its
functions is to form hypotheses. For example:
AFFIRMATIVE FORM
Modal Verb Would

A potential source of risk would be an accounting error causing

financial loss to a client.
Uma possível fonte de risco seria um erro contábil que gere prejuízo
financeiro para um cliente.

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In this sentence, we have the subject a potential source of risk, followed by the
modal verb would, the main verb in the base form be, and the complement an
accounting error causing financial loss to a client. The structure we use here with
would in the affirmative form is the same as the one we learned with the modal
verb will, that is: subject + auxiliary verb + main verb + complement. Would
takes the place of the auxiliary verb.
Notice that we are using would to raise a hypothesis. In this sense, would can be
understood as the past of will. Compare:
AFFIRMATIVE FORM
MODAL VERB WOULD
hypothesis
hipótese
Flynn would love to work in this company.

Flynn adoraria trabalhar nesta empresa.
MODAL VERB WILL
certainty
certeza
Flynn will love to work in this company.

Flynn vai adorar trabalhar nesta empresa.
In the first previous sentence, we have the subject Flynn, followed by the modal
verb would, the main verb in the base form love, and the complement to work in
this company. Here, we are using would to talk about a hypothetical, imaginary
situation. We are supposing that the subject, Flynn, would love to work in a
certain company. We cannot say he will in fact work there someday; however, in
our imagination, if he did, he would love it.
In the second previous example, we have the same structure. However, note that
by using will we are talking about a future event that is quite likely to happen in
reality, based on our opinion. It is not a hypothesis anymore. When we say that,
we can assume that Flynn is going to start working in the company, and we think
he is going to love to do that.
As you can see, would is used to talk about hypothetical situations. But it can
also be used to talk about habits in the past. Check it out:

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AFFIRMATIVE FORM
Modal Verb Would
habits in the past

hábitos no passado
My boss would give me good advice when I needed it.

Meu chefe me dava bons conselhos quando eu precisava.
The previous sentence follows the same basic structure as the one seen before.
Note that it refers to something that used to happen regularly, a past habit. That
means that someone’s boss used to give good advice in the past, even though
this past is not specified.
We can also use would in some specific expressions, as it is the case of would
rather. It is used to state preferences. Take a look:
WOULD RATHER
preferences
preferências
Would you rather be a newbie or an experienced player?

We start the sentence with would, followed by the subject you, and the word
rather, forming would you rather. Then, comes the main verb in the base form,
which is the verb to be, and the complement, a newbie or an experienced player.
In this case, note we are using or between the two options available.
Now, let’s see how this expression works in a sentence in the affirmative form:
AFFIRMATIVE FORM
Would Rather
preferences
preferências
I would rather / I’d rather stick to a plan than improvise.

Eu preferiria seguir um plano a improvisar.

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Here, we have the subject I, followed by would rather, the main verb in the base
form stick, and the complement to a plan than improvise. Note the word than
used here to compare one situation to another one; in this case, to stick to a plan
and to improvise. That being said, we can say that the person is stating their
preference. The contracted form I’d rather is also possible, but it is more used in
informal contexts. It can be applied to any subject.
Another possible use for the modal verb would is to give an opinion or a
suggestion in a very polite way. For example:
AFFIRMATIVE FORM
Modal Verb Would
opinion / suggestion
opinião / sugestão
Your computer is outdated, Jack. It would be better to buy a new one.

Seu computador está ultrapassado, Jack. Seria melhor comprar um novo.
In the previous example, the speaker is suggesting that Jack buy a new computer.
We use the expression it would be better to do something to nicely suggest
that something needs to be done. The subject pronoun it will always be the
subject in this expression, with an impersonal function. It means that it does not
refer to a specific thing, animal, or idea. It is only part of the sentence because, in
English, verbs must be preceded by a subject.
There is also another way to make a suggestion, but more emphatically, when
using another modal verb: must. This modal verb may be used to imply a strong
recommendation. Take a look:
AFFIRMATIVE FORM
Modal Verb Must
strong recommendation
forte recomendação
The managers must be open to suggestions.

Os gestores devem estar abertos a sugestões.

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Here, we have the subject the managers, followed by the modal verb must, the
main verb in the base form be, and the complement open to suggestions. As
you can see, the sentence structure is the same as with any other modal verb.
However, in the previous sentence, we are using must to talk about what we
consider an appropriate attitude that managers need to have. It is a strong
recommendation about what should be done.
AFFIRMATIVE FORM
Modal Verb Must
strong recommendation
forte recomendação
A company must act according to the market.

Uma empresa deve agir de acordo com o mercado.
Notice that the structure is the same: we have the subject a company, the
modal verb must, followed by the main verb in the base form act, and the
complement according to the market. In this sentence, we are talking about
the way a company needs to do something, that is, we are expressing a strong
recommendation as well.
Moreover, must can be used to convey the idea of obligation. Take a look:
AFFIRMATIVE FORM
Modal Verb Must
obligation
obrigação
A company must act according to the law.

Uma empresa deve agir de acordo com a lei.
In this sentence, we have the same structure, but a different use of the modal
verb must. It is clear that we are talking about an obligation, especially when it
comes to being in conformity with the law.

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The difference between a strong recommendation and an obligation is simple:

when we recommend that someone do something, the person can or cannot
accept the recommendation. It gets more complicated when it comes to rules
or duties, since the negative consequences are obvious, and one cannot ignore
them.
From a different perspective, when we say that someone can or cannot do
something, we enter the realm of possibilities. We use can to express the
possibility of something happening or being done either in the present or in the
future. Take a look:
AFFIRMATIVE FORM
Modal Verb Can
present or future possibility

possibilidade presente ou futura
Various possible sources of crisis can strike a company.

Diversas fontes possíveis de crise podem atingir uma empresa.
Note that the sentence is formed in the same structure: we have the subject
various possible sources of crisis, followed by the modal verb can, the main verb
strike in the base form, and the complement a company. In this sentence, we
are using the modal verb can to convey the possibility of many different kinds of
crises affecting the company.
AFFIRMATIVE FORM
Modal Verb Can
present or future possibility

possibilidade presente ou futura
The team can collaborate in the development of the action plan.

A equipe pode colaborar na concepção do plano de ação.
In the previous sentence, we are using can to express the possibility of the team
collaborating with the development of the action plan.
In addition to the idea of possibility, the modal verb can conveys capability or
ability in the present or in the future, depending on the context. Check it out:

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AFFIRMATIVE FORM
Modal Verb Can
capability / ability
capacidade / habilidade
Joseph can fix his computer by himself.

Joseph consegue consertar seu computador sozinho.
Once again, the structure does not change: we have the subject Joseph, followed
by the modal verb can, the main verb in the base form fix, and the complement
his computer by himself. In this sentence, can implies that Joseph has the ability
or skills to fix his own computer, that is, he is capable of doing it.
Another way of saying the same thing is using be able to. Observe:
TO BE ABLE + TO + VERB
capability / ability
capacidade / habilidade
Joseph is able to fix his computer by himself.

Joseph é capaz de consertar seu computador sozinho.
The structure we are using here is to be able to do something, in this case, to

be able to fix his computer. The structure to be able + to + verb can express the
idea of capability in the present, past or future, depending on how we conjugate
the verb to be. In the previous example, when we say Joseph is able, we convey
a present ability.
That is something we should be attentive to when we use can, because it is not
always clear if we are referring to a capability or ability in the present or in a
near future. When we want to make it clear that we are talking about the future,
we can use the modal verb will with the structure be able + to + verb instead of
using can. Take a look:

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WILL BE ABLE + TO + VERB
capability / ability in the future

capacidade / habilidade no futuro
A well-trained team will be able to stifle the crisis.

Uma equipe bem treinada será capaz de conter a crise.
Here, the subject is a well-trained team, followed by the modal verb will, the main
verb in the base form be, and the complement able to stifle the crisis. We are
obviously referring to the future because we are using will.
However, keep in mind that it is a matter of speaker’s choice, as we could also say:
MODAL VERB CAN
A well-trained team can stifle the crisis.

Uma equipe bem treinada pode conter a crise.
In the previous sentence, we are using the modal verb can to talk about ability or
capability. However, it is not that obvious if we are referring to the future or to
this very moment in the present. It will mostly depend on the context.
Up until now, we have seen sentences in the affirmative form, whether there
is a need to use an auxiliary verb or not. Now, let’s move forward and talk about
another structure: the negative form.
As a rule, to form the negative, we add the particle not. We just have to be
attentive to its position in the sentence.
To form negative sentences with the verb to be in the simple present, we add
the particle not right after the main verb. So, we can say:
NE GATIVE FORM
Simple Present – Verb To Be
subject + main verb + not + complement

sujeito + verbo principal + not + complemento
My favorite restaurant is not open today.


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In this example, we have the subject my favorite restaurant, followed by the main
verb to be conjugated according to the subject as is, the particle not, and the
complement open today. Note that the structure here is subject + main verb +
not + complement.
It is also possible to use the contracted form and say:
NE GATIVE FORM
subject + main verb + not + complement

sujeito + verbo principal + not + complemento
My favorite restaurant isn’t open today.

Isn’t is the contracted form of is + the particle not. It is important to mention that
contracted forms are less formal and less emphatic. As you can see, the other
parts of the sentence are not altered.
Now, when it comes to the simple present of all other verbs, we need to add the
auxiliary verb do and the particle not before the main verb. Take a look:
NE GATIVE FORM
Simple Present – Other Verbs
subject + auxiliary verb + not + main verb + complement

sujeito + verbo auxiliar + not + verbo principal + complemento
I do not / don’t believe Sarah.

Eu não acredito na Sarah.
Here, we have the subject I, followed by the auxiliary verb do, and the particle
not. We can also use the contracted form, which, in this case, is don’t. Then, we
have the main verb in the base form believe, and the complement, Sarah.
Note that we must use an auxiliary verb in this case. It will be conjugated,
becoming does, in the third person singular. For all the other persons of the
discourse, we are going to use do. The main verb will always come in the base
form, regardless of the subject.

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We also use the particle not to make negative sentences in the present
continuous. As you have already learned, this verb form already has an auxiliary
verb: to be. In the negative form, we simply add not right after the auxiliary and
before the main verb in the -ing form. Take a look:
NE GATIVE FORM
Present Continuous

Katya is not / isn’t planning to change the delivery schedule.

In this sentence, we have the subject Katya, the auxiliary verb to be conjugated
in the present according to the subject as is, the negative particle not, the main
verb in the -ing form planning, and the complement to change the delivery
schedule. The contracted form of the auxiliary and the particle not is also
possible here: in this case, is + not becomes isn’t.
So far, we have seen two general structures for the negative form: one without
an auxiliary verb and the other one with an auxiliary verb. Because modal verbs
work as auxiliary verbs, we will use the second general structure, and add the
particle not between the modal verb and the main verb.
It is worth mentioning that the main verb always comes in the base form when
we are using modal verbs. Take a look:
NE GATIVE FORM
Modal Verb Will

Jennifer will not / won’t fire Emma.

Jennifer não vai demitir a Emma.

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Here, we have the subject Jennifer, the modal verb will, the particle not, the main
verb in the base form fire, and the complement Emma. Here, the idea is that
something will not happen in the future.
Will not can also be used in the contracted form as won’t. Keep in mind that
contracted forms are usually used in spoken language, in informal contexts, and
are also less emphatic.
With the modal verb would, we keep the same structure. For example:
NE GATIVE FORM
Modal Verb Would

Trixie would not / wouldn’t create such a bad project.

Trixie não criaria um projeto tão ruim.
We have the subject Trixie, followed by the modal verb would, which takes
the place of the auxiliary verb, then the particle not, the main verb in the base
form create, and the complement such a bad project. In this case, we have
a hypothetical idea in the negative form. Would not can also be used in the
contracted form as wouldn’t.
However, the negative form of would rather, used specifically to state
preferences, follows a slightly different structure. Check it out:
WOULD RATHER NOT
I would rather not carry out this plan.

I’d rather not carry out this plan.
Eu preferiria não executar este plano.
Notice that the particle not comes after the word rather, not right after the
modal verb would, as it is in the other cases. The idea in this sentence is to
point out the preference of not doing something. It is also possible to use the
contracted form here, which is I’d rather not.
The modal verbs can and must follow the same general structure we have
learned for other modal verbs in the negative form. Cannot implies incapability
or inability to do something, as well as the impossibility of something
happening.

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Cannot also implies prohibition, depending on the context. In this case, it

conveys an idea similar to that of the modal verb must in the negative form.
However, there is a slight difference when we use these modal verbs to talk
about prohibition. For instance:
NE GATIVE FORM
Modal Verb Can
prohibition
proibição
You cannot / can’t enter this room.

Você não pode entrar nesta sala.
In this example, we have the subject you, followed by the modal verb can, the
particle not, the main verb in the base form enter, and the complement this room.
Here, we are expressing a prohibition by saying one cannot enter a certain area.
Cannot is the full negative form, written as a single word, and it is more emphatic
than its contracted form can’t.
On the other hand, must not sounds more emphatic than cannot. Observe:
NE GATIVE FORM
Modal Verb Must
outright prohibition
proibição expressa
You must not / mustn’t enter this room.

Você não deve entrar nesta sala.
Você está proibido de entrar nesta sala.
In this case, we are saying that entering the room is expressly prohibited. The
contracted form is also possible here: mustn’t.
Notice that, when we choose to use must not or mustn’t to convey a prohibition,
we tend to sound a lot more emphatic than if we used cannot or can’t. And that
happens despite the sentence structure, which remains the same.

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In this chapter, you have reviewed the affirmative form,

learned two basic structures for sentences in the negative
form, as well as some ideas that can be expressed with the
modal verbs will, would, can and must. If you want to learn
more about these topics, you can refer to the Grammar
Guide section at the end of your book.
GRAMMAR GUIDE
Modal Verb Can Page 262

Modal Verb Must Page 273
Modal Verb Will Page 331
Modal Verb Would Page 278
Negative Form Page 281

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Part 5.
Activities
A. Change the sentences into the negative form.
1. The rookies will need to learn the strategies while playing.
2. The experienced player understands the moves of the opponents.
3. Flynn will love to work in this company.
4. I would rather stick to a plan.
5. It would be better to buy a new computer.
6. A company must act according to the market.
7. The team can collaborate in the development of the action plan.
8. Joseph is able to fix his computer by himself.
1. Various possible sources of crisis a company.

Diversas fontes possíveis de crise podem atingir uma empresa.

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70
1. The rookies will not / won’t need to learn the strategies 1. can strike
while playing. 2. do not / don’t believe
2. The experienced player does not / doesn’t understand the 3. must be open
moves of the opponents. 4. Would you rather be
3. Flynn will not / won’t love to work in this company. 5. would love
4. I would rather not / I’d rather not stick to a plan. 6. is not / isn’t planning
5. It would not / wouldn’t be better to buy a new computer.
6. A company must not / mustn’t act according to the market.
7. The team cannot / can’t collaborate in the development of
the action plan.
8. Joseph is not / isn’t able to fix his computer by himself.
to change the delivery schedule. 6. Katya
Flynn adoraria trabalhar nesta empresa.
to work in this company. 5. Flynn
a newbie or an experienced player? 4.
Os gestores devem estar abertos a sugestões.
to suggestions. 3. The managers
Eu não acredito na Sarah.
Sarah. 2. I
3
Carrying Out
Carrying out
The
the Plan
Plan
Part 1.
In this chapter, you will learn how to form words using suffixes and prefixes,
some adverbs and frequently used verbs within the crisis context. You will also
see important vocabulary and grammar topics to make it happen.
Now look at the script of Carrying out the Plan.
CARRYING OUT THE PL AN
So, you’ve raised potential sources of a crisis, measured the risks, came
out with an action plan, and told everyone what to do. However, your
work is not done yet…
The day when you will need to put the crisis management plan into
action will eventually come. Since everything has been previously laid
down and the employees have been advised, all it takes is to follow the
plan step-by-step and get smoothly through the crisis, right?
Wrong! As detailed as your crisis management plan may be, it will never
be able to predict exactly what the future holds. A crisis is essentially an
unforeseen event. And to address it, besides being very attentive to the
reasons that caused the problem, the company must seek appropriate
solutions.
Prior planning is crucial for the company to be able to come up with a

quick response to mitigate the impact of the crisis. But to get out of the
crisis, you must take a step further. One of the first actions is to organize
a crisis committee. The managers must define which employees will
lead the fight against the crisis, giving them the autonomy to make quick
decisions. This committee must continuously oversee the evolution
of the crisis to understand where it’s going. This will enable them to
recognize the areas of the company that need special attention.
Let’s assume that a phone company had a problem within its network,
causing the outage of service to all customers in a certain area of the
city. The crisis committee will quickly assign technicians and experts
to solve the problem that brought the network down. Meanwhile, the
committee will also monitor the customers’ responses. In case a surge
of complaints should arise, swift action will be essential so that the
problem does not blemish the company’s image.

72
When we track the crisis closely, it’s possible to respond to events a lot
faster and prevent the crisis from growing. To make this possible, the
committee should guide the rest of the company’s employees through
the crisis. Going back to our telecommunication company example, the
crisis committee should tell customer care how to respond to clients
who are calling to complain about the signal outage. The committee
can also establish compensation to damaged customers, while closely
supervising technicians who are in charge of fixing the network
problems.
So far, we already know that, first, agility in crisis response is very

important; second, the establishment of a crisis committee is essential to
follow and oversee all events; and third, the purpose of this committee is
to define the next steps and to guide the staff from other areas.
But what if the crisis lingers for a long time, despite all the planning and
all the actions that have been taken?
Well, my friends, adverse situations call for adverse actions. In a

scenario in which the crisis ceases to be a 100-meter dash and
becomes a marathon, the solution may be to work with some kind of
relay. This way, caring for employees becomes an essential part of crisis
management. Their physical and mental health is crucial to allowing
the crisis committee to continue its work until everything is settled.
Flexibility and employee support are keywords here.
By the way, do you remember when we said that every crisis brings
opportunities?
In fact, a crisis forces a company to rethink its operations and processes.

So, the first opportunity that the company’s leaders will have is to
rethink their conduct. And when this is done thoroughly, the company
has the chance to step out of a crisis being even more efficient than it
was when it all started.
EXE CUTANDO O PL ANO
Então, você fez o levantamento das possíveis fontes de uma crise,

calculou os riscos, apresentou um plano de ação e disse a todo mundo o
que fazer. Mas o seu trabalho ainda não acabou...

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Em algum momento, chegará o dia em que você precisará colocar

em prática o plano de gestão de crise. Uma vez que tudo foi previsto
anteriormente e os colaboradores foram orientados, tudo o que precisa
ser feito é seguir o plano passo a passo, e passar pela crise com
tranquilidade, certo?
Errado! Por mais detalhado que seja seu plano de gestão de crise, ele
nunca será capaz de prever exatamente o que o futuro reserva. Uma
crise é essencialmente um evento imprevisto. E, para enfrentá-la, além
de a empresa estar bem atenta aos motivos que causaram o problema,
ela deve buscar as soluções adequadas.
O planejamento prévio é fundamental para que a empresa seja capaz

de dar uma resposta rápida para mitigar o impacto da crise. Porém,
para sair definitivamente da crise, você deve dar um passo adiante.
Uma das primeiras ações é organizar um comitê de crise. Os gestores
devem definir quais colaboradores serão responsáveis por liderar o
enfrentamento à crise, dando a eles a autonomia de tomar decisões
rápidas. Este comitê deve supervisionar continuamente a evolução
da crise para entender para onde ela vai. Isto permitirá que eles
identifiquem quais áreas da empresa precisam de atenção especial.
Vamos supor que uma empresa de telefonia teve um problema em

sua rede, causando a queda do serviço para todos os clientes de uma
determinada área da cidade. Rapidamente, o comitê de crise designará
os técnicos e especialistas para resolver o problema que derrubou a
rede. Enquanto isso, o comitê também irá monitorar a resposta dos
clientes. Caso uma onda de reclamações comece a surgir, será preciso
tomar uma atitude rápida para que o problema não deixe uma mancha
na imagem da empresa.
Quando monitoramos a crise de perto, podemos responder aos eventos

muito mais rapidamente e evitar que a crise cresça. Para que isso
seja possível, o comitê deve orientar o restante dos colaboradores da
empresa sobre como atuar durante a crise. Voltando ao nosso exemplo
da empresa de telecomunicação, o comitê de crise deve orientar o SAC
sobre como responder aos clientes que ligam reclamando da queda
de sinal. O comitê também pode estabelecer uma compensação para
clientes prejudicados, enquanto supervisiona os técnicos responsáveis
por arrumar os problemas da rede.
Até aqui, nós já sabemos que, primeiro, a agilidade na resposta à crise

é muito importante; segundo, a formação de um comitê de crise é
essencial para acompanhar e monitorar todos os eventos; e terceiro,
este comitê tem a função de definir os próximos passos e de orientar a
equipe de outras áreas.

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Mas e se a crise persistir por um longo período, apesar de todo o

planejamento e todas as ações que foram tomadas?
Bem, meus amigos, situações adversas exigem medidas adversas. Em

um cenário no qual a crise deixa de ser uma prova de 100 metros rasos
e passa a ser uma maratona, a solução pode ser trabalhar com algum
tipo de revezamento. Deste modo, cuidar dos colaboradores torna-se
uma parte essencial da gestão de crise. A saúde física e mental deles
é fundamental para que o comitê de crise possa continuar seu trabalho
até que tudo esteja resolvido. Flexibilidade e suporte ao funcionário são
palavras-chave aqui.
Aliás, você se lembra de quando falamos que toda crise vem

acompanhada de oportunidades?
Na verdade, uma crise força uma empresa a repensar suas operações

e processos. Então, a primeira oportunidade que os líderes da
empresa terão é a de repensar sua conduta. E quando isso é feito
minuciosamente, a empresa tem a chance de sair de uma crise muito
mais eficiente do que era quando tudo isso começou.

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Part 2.
So far, we have learned words from different classes within the context of crisis
management. We have also learned word families, collocations, and even some
terms that can be used both in the corporate environment and in sports and
games.
In the previous chapter, we mentioned the collocation to carry out a plan – that
is, to execute a plan – which is exactly the title of this lesson. We have also
discussed the importance of having a well-trained team to put the plan into
action.
After all, we plan and prepare the team to take action. Take a look:
The day when you will need to put your crisis management plan into
action will eventually come.
Em algum momento, chegará o dia em que você precisará colocar em
prática o plano de gestão de crise.
In this sentence, we are talking about the time to put a plan into action. Here, we
are using the word when to refer to a moment in time, and we can note it refers to a
future event due to the use of the modal verb will.
Here, we also have the word eventually, which is an adverb. Adverbs are words
that modify a verb, an adjective, or another adverb. Take a look at some examples:
ADVERBS
eventually
finalmente / no fim das contas / cedo ou tarde
sooner or later finally

mais cedo ou mais tarde por fim
ultimately
no fim / no fim das contas

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Eventually conveys the idea that something happens, happened or will happen
after a long time, even though we cannot tell exactly when. Note that this adverb
is formed by the word eventual and the suffix -ly. Since eventual ends in -l,
eventually ends with a double -L in -lly.
There are also other adverbs that have a similar meaning and that can replace
eventually in some cases. Sooner or later conveys the idea that something will
surely happen, although we cannot be sure when; finally expresses the idea that
something happens at the end of a series of things – it comes from the word final
and the suffix -ly; and ultimately conveys the idea that something is going to
happen after a series of things is done and considered – it comes from the word
ultimate and the suffix -ly. Note that, in this last adverb, there is no double -L,
since ultimate ends with an -e.
In the context of the previous example, these adverbs would imply that things
have not happened yet, but will almost certainly happen at some point in the
future. When we want to say that something has happened or is happening
around the present, we can use another adverb. Have a look:
ADVERB S
lately / recently
ultimamente / recentemente
Lately refers to something that has happened for some time. It is frequently used
to talk about the recent past, that is, a short time before the present. Recently is
another adverb that conveys the same idea.
The adverbs we have just seen can help us to understand the period of time we
are talking about, such as the recent past or the future, for example.
When talking about the future in the context of crises, it is important to bear in
mind that even though we put all our attention and effort on the planning step, it
is impossible to be a hundred percent sure of what will eventually come ahead.
Take a look:
As detailed as your crisis management plan may be, it will never be

able to predict exactly what the future holds.
Por mais detalhado que seja seu plano de gestão de crise, ele nunca será
capaz de prever exatamente o que o futuro reserva.

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Here, we have may be, used to express the probability of the crisis management
plan being detailed or not. We also have will be able to to talk about ability in the
future. We could also use the modal verb can in this case. However, if we used
can here, it would not be so clear that we are necessarily referring to the future –
as we saw in the last chapter.
Note the use of the word never. It is another adverb of time, which conveys the
idea of not at any time, or not once.
There is also a verb in this sentence that is interesting to address. Check it out:
VERBS
to predict / to foresee
prever
Here, we have the verb to predict, which means to say that something will
happen before it actually happens.
A synonym for this verb is the verb to foresee, which means to know or think
that something will happen at some point in the future. Note that this verb is
formed by the prefix fore-, which means something that happens in advance,
plus the verb to see. Thus, to foresee is to see in advance.
We must have in mind that we will not be able to predict when a crisis and all its
consequences will arise. As much as we learn how to recognize some signs of a
potential crisis before it actually happens, we cannot predict all of its aspects. In
other words:
FORESEEN ≠ UNFORESEEN
previsto ≠ não previsto, imprevisto
A crisis is essentially an unforeseen event.

Uma crise é essencialmente um evento não previsto.
In the previous sentence, we have the adjective unforeseen. The opposite of

unforeseen is foreseen, which means able to be predicted. Unforeseen has
the prefix un-, which implies a negative idea, of lack or absence of something;
therefore, the adjective unforeseen means not able to be predicted. Both
foreseen and unforeseen come from the verb to foresee, which we have
recently learned about.

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We have yet another adverb in this sentence: essentially. It is used when we

wish to state the most basic facts about something. As some of the adverbs we
have seen in this chapter, it also ends with the suffix -ly and has a double -L, as
the origin of the word is essential, an adjective ending in -l.
Let’s take a closer look at some formations of adverbs by adding suffixes to
adjectives:
ADVERB FORMATION
adjective adverb
essential essentially
essencial essencialmente
basic basically
básico / fundamental basicamente
First, we have the adverb essentially, formed by the adjective essential and the
suffix -ly.
The next one is the adverb basically, which has a closer meaning to that of
essentially. It is formed by the adjective basic plus the suffix -ally.
The suffix -ally is often used to form adverbs from adjectives ending in -ic. Take a
look:
ADVERB FORMATION
adjective adverb
historic historically
histórico historicamente
dramatic dramatically
dramático dramaticamente
However, there are some exceptions. For example:

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ADVERB FORMATION
adjective adverb
public publicly
público publicamente
The adjective publicly comes from the adjective public. Even though the adjective
public ends in -ic, we add the suffix -ly to form the adverb. We do not use the suffix
-ally in this case.
Now, it is important to understand the difference between an adverb and an
adjective. As we have already mentioned, adverbs modify verbs, adjectives and
other adverbs, whereas adjectives modify nouns.
It is interesting that we realize how a simple addition of a suffix or a prefix can
completely change the function and the meaning of a given word.
Take a look at the following sentence, in which we can find other examples of this:
TO OVERSEE
monitorar / supervisionar
The establishment of a crisis committee is essential to follow and oversee

all events.
A formação de um comitê de crise é essencial para acompanhar e monitorar
todos os eventos.
First, we have the word establishment, which is a noun that here means the
process of starting or creating something. This word is formed by the verb to
establish, which is to institute something, and the suffix -ment.
Here, we also have the adjective essential, which we have just mentioned as the
root of the adverb essentially. Moreover, notice the verb to oversee, which means to
supervise. It is formed by the prefix over- and the verb to see.
The prefix over- is commonly used with verbs to convey the idea of an excess, of
something that goes beyond the expected or necessary. Let’s check it out with some
examples formed with this same prefix:

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PREFIX OVER-
to overdo to overcook
fazer algo em excesso cozinhar demais
to overreact
reagir de forma exagerada
To overdo comes from the verb to do, and means to exaggerate, to do

something in excess; to overreact comes from the verb to react, and means
to react with exaggeration or by doing something that is unnecessary; to
overcook comes from the verb to cook, meaning to cook food for too long.
Take a look at some other examples with over-:
PREFIX OVER-
to overachieve
alcançar além do esperado / ser mais bem sucedido do que o esperado
to overpay
pagar mais do que o esperado ou acordado
To overachieve is formed with the verb to achieve, and means to do more than
is expected or be more successful than others, especially by working hard. And
we also have to overpay, which comes from the verb pay, and means to pay
more than expected or agreed.
In all the previous examples, we have the prefix over- added to a verb, conveying
the idea of an action that happens in an exaggerated way.
But beware: when it comes to the verb to overlook, for example, the prefix over-
may convey a different meaning. Observe the following sentence:

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TO OVERLOOK
ignorar / deixar de ver
It’s important to pay close attention when overseeing a project so as

not to overlook important details.
É importante prestar muita atenção quando supervisionar um projeto para
não ignorar detalhes importantes.
Even though to overlook is another verb formed with the same prefix, it means
to miss or to not notice something important. It has nothing to do with
exaggeration. As you can see, sometimes words formed with prefixes also need
to be understood based on the context.
There is also the prefix under-, which implies the opposite idea as that of over-.
It conveys that something is done with less intensity or quality than expected.
Check out some examples:
PREFIX UNDER-
to underdo
fazer menos do que o necessário ou esperado
to underreact
reagir de modo menos intenso do que o apropriado
to undercook
cozinhar menos que o necessário
Here, we have to underdo, which means to do less than necessary or expected;

next, we have to underreact, meaning to react with less than appropriate
force or intensity; we also have the verb to undercook, which means to cook
insufficiently or less than thoroughly.
There are also other examples with over- that can also be formed with under-,
conveying the opposite idea, with one exception. Take a look:

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PREFIX UNDER-
to underachieve
ter nível / resultado abaixo do esperado
to underpay
pagar menos do que o necessário
to undersee
To underachieve means to fail to attain a predicted level or not to do as well

as expected. We also have to underpay, which means to pay less than the
necessary or agreed.
It is important to highlight that the prefix under- is not used with the verb to
see; consequently, the verb to undersee does not exist, as opposed to oversee.
We have learned that this verb means to supervise, as one of the functions of
the committee that must be established to take care of the procedures to face a
possible crisis.
Now, take a look at the following question:
TO LINGER
perdurar / insistir em continuar da mesma forma desagradável
What if the crisis lingers for a long time?

E se a crise perdurar por um longo tempo?
Here, we start the question with what if, which is used to ask about something
that could happen in the future. Also, note that we use the verb to linger, which
means to continue to exist for longer than usual, to endure. One of the uses
of this verb is to express the idea that something unpleasant persists, as in the
context of crisis.
If you look it up in a dictionary, you will find that to linger can also be a synonym
of other verbs, such as to remain and to stay.
Nonetheless, these three verbs – to linger, to remain and to stay – are slightly
different from each other. To remain and to stay mean to continue to be in the
same state or condition, but they do not imply a negative connotation, as to
linger can imply.
Sometimes, to remain and to stay can also be interchangeable. For example:

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TO REMAIN / TO STAY
permanecer / continuar
Managers should remain / stay open to suggestions during a crisis.

Gestores devem permanecer abertos a sugestões durante uma crise.
In this case, we are using the verb to remain or to stay to talk about continuing to be
in the same state, in this case, open to suggestions. Here, both verbs have the same
meaning; however, we could not use to linger in this sentence, since a negative idea of
continuity would be inconsistent.
On the other hand, if we want to say we will continue to be in a place for some time,
then, we could use any of the three verbs. Take a look:
TO REMAIN / TO STAY / TO LINGER
Karen wants to stay / remain outside the hotel in the hope of seeing her idol
leave.
Karen quer permanecer do lado de fora do hotel na esperança de ver seu ídolo
sair.
Karen wants to linger outside the hotel in the hope of seeing her idol leave.
Karen quer permanecer/“fazer hora” do lado de fora do hotel na esperança de
ver seu ídolo sair.
In this case, the verb to linger conveys the idea that the period she is going to
spend outside the hotel is much longer. If we used the verbs to stay and to
remain, we would convey a more pleasant idea of permanence.
When we talk about a crisis, we do not want it to stay nor remain, let alone linger.
But there is still a possibility that the crisis will continue.
Having said that, maybe it will be necessary to guide people on what to do and
how to act during some time.
First, it is worth mentioning that the verb to guide can be used in a collocation
referring to both physical spaces and situations. We can use this collocation in
the sense of helping someone or something to physically move in a particular
direction. For example:

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TO GUIDE SOME ONE THROUGH SOME THING

guiar / orientar alguém por alguma coisa
I’ll guide you through the streets with the best bars in the city.
Vou guiá-los pelas ruas com os melhores bares na cidade.
Here, we are using the collocation to guide someone through something to talk
about orientation in places and physical spaces. In this sentence, we are using guide
you through the streets to talk about giving directions to get to a certain place.
But we could also use the same collocation meaning helping someone in a
particular situation or moment. Check it out:
TO GUIDE SOME ONE THROUGH SOME THING

guiar / orientar alguém por alguma coisa
The committee should guide the rest of the company’s employees

through the crisis.
O comitê deve orientar o restante dos colaboradores da empresa durante a crise.
In the previous sentence, we used the collocation to guide someone through

something. In this case, the rest of the company's employees through the crisis.
Note that, by using this collocation, we mean showing someone the right way to
do something.
Here, we also used the word should, which implies a recommendation. In the
former example, we are talking about a committee that is responsible for managing
the crisis plan and guiding the other employees during this period.
When the entire team follows and understands the crisis process, it becomes easier
to go through it with less difficulty. In other words:
TO PRE VENT
evitar / prevenir
When we track the crisis closely, it’s possible to respond to events a lot
faster and prevent the crisis from growing.
Quando monitoramos a crise de perto, podemos responder aos eventos muito
mais rapidamente e evitar que a crise cresça.

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Here, the sentence begins with when, which we mentioned at the beginning of the present
chapter, to refer to a moment in a timeline when something takes place. In this case, it is the
moment we track a crisis. The verb to track means to monitor or to observe.
There are also two adverbs worth highlighting in the previous sentence: closely and quickly.
Closely comes from the adjective close and the suffix -ly, and means very carefully; and
quickly, means fast, and is formed by the adjective quick and the suffix -ly.
Now, let’s take a closer look at the verb to prevent. In the context of the previous example, it
means to stop something from happening.
In some contexts, to prevent can also have a meaning similar to that of to avoid. For example:
TO PRE VENT = TO AVOID

evitar / prevenir
The repair is being done to prevent / avoid serious accidents.

O conserto está sendo feito para prevenir / evitar acidentes graves.
In the previous example, to prevent or to avoid mean the same thing: to stop something from
happening, in this case, to stop serious accidents from happening.
However, in different contexts, they are not interchangeable. Take a look:
TO AVOID ≠ TO PRE VENT
to avoid = to keep away / a distance from

evitar = manter distância
Laila has to avoid excessive salt. She has high blood pressure.
Laila tem que evitar o excesso de sal. Ela tem pressão alta.
In the previous sentence, we are using to avoid to point out that Laila needs to stay away from
salt. In this context, the verb to prevent could not be used because we are not talking about
something that should be stopped from happening. Here, a synonym for to avoid would be to
keep away from, or to keep a distance from.
Now you know that there are verbs that can be used with
the same meaning in certain contexts but not in others. You
have also learned the use of adverbs, and how some verbs and
adverbs are formed with suffixes and prefixes.

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Part 3.
Activities
( 1 ) ultimamente / recentemente ( ) unforeseen
( 2 ) no fim / no fim das contas ( ) to overreact
( 3 ) historicamente ( ) to undercook
( 4 ) não previsto ( ) to overdo
( 5 ) básico / fundamental ( ) to linger
( 6 ) fazer algo em excesso ( ) to overpay
( 7 ) reagir de forma exagerada ( ) lately
( 8 ) pagar mais do que esperado ou acordado ( ) basic
( 9 ) monitorar / supervisionar ( ) to underachieve
( 10 ) cozinhar menos do que o necessário ( ) ultimately
( 11 ) ter nível / resultado abaixo do esperado ( ) to oversee
( 12 ) perdurar, insistir em continuar da mesma forma desagradável ( ) historically
B. Fill in the blanks with the appropriate words according to the translation:
1. What if the crisis for a long time?

E se a crise perdurar por um longo tempo?
2. Managers should open to suggestions during a crisis.

Gestores devem permanecer abertos a sugestões durante uma crise.
3. Karen wants to outside the hotel in the hope of seeing her idol leave.
Karen quer permanecer do lado de fora do hotel na esperança de ver seu ídolo sair.
4. The committee should the rest of the company’s employees through the crisis.

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5. The repair is being done to serious accidents.

O conserto está sendo feito para prevenir acidentes graves.
6. Laila has to excessive salt. She has high blood pressure.

Laila tem que evitar / manter distância (d)o excesso de sal. Ela tem pressão alta.
keep a distance from

6. avoid / keep away from / 12. to linger 6. to overdo
5. prevent / avoid 11. to underachieve 5. basic
4. guide 10. to undercook 4. unforeseen
3. stay / remain / linger 9. to oversee 3. historically
2. remain / stay 8. to overpay 2. ultimately
1. lingers 7. to overreact 1. lately

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Part 4.
In the previous chapters, you have learned some verb forms to talk about present and future
events, as well as how to use some modal verbs.
To do so, we have approached the existence of three basic structures in English – the
affirmative, negative and interrogative forms –, and have discussed two of them: the
affirmative form and the negative form.
Now, we are going to address the third structure, which is used to ask questions: the
interrogative form.
As its basic structure with the verb to be in the simple present, we have main verb + subject +
complement. For example:
INTERROGATIVE FORM
main verb + subject + complement

verbo principal + sujeito + complemento
Is Carl a marketing manager?

Carl é gerente de marketing?
Here, we start the sentence with the main verb to be conjugated in the simple present
according to the subject as is. Next, we have the subject Carl, and the complement a marketing
manager. Note that the simple present is used to talk about facts, routines, habits and events in
the present.
Also note that, as well as in the affirmative and negative forms, we do not add an auxiliary verb
to build sentences with the verb to be when it is the main verb. The only change that happens
compared to the affirmative and negative forms is the inversion of the verb position in the
structure.
It is important to remember that the main verb in this structure must be conjugated according
to the subject. In the case of the verb to be, we have am for the first person singular I; are
for the second persons singular and plural you, for the first person plural we, and for the third
person plural they; and, finally, we have is for the third persons singular he, she and it.
When it comes to other verbs in the interrogative form of the simple present, we must use an
auxiliary verb, do, which must be conjugated according to the subject. The main verb will not
be conjugated, remaining in the base form.

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Now the structure is slightly different: auxiliary verb + subject + main verb + complement.
Check it out:
INTERROGATIVE FORM
Simple Present – Other Verbs
auxiliary verb + subject + main verb + complement

verbo auxiliar + sujeito + verbo principal + complemento
Do you have plans for the future of the company?

Você tem planos para o futuro da empresa?
In the previous example, we have the auxiliary verb do, followed by the subject
you, the main verb in the base form have, and the complement plans for the
future of the company. Note that the auxiliary verb do is conjugated according to
the subject you. Keep in mind that, when it comes to the third person singular,
this auxiliary verb is conjugated as does.
In the present continuous, the auxiliary verb to be is part of the structure in all
forms, be it affirmative, negative, or interrogative.
So, the affirmative form will be subject + auxiliary verb + main verb +
complement. In the negative, we simply add not after the auxiliary verb. And in
the interrogative form, we invert the auxiliary verb with the subject. Observe:
INTERROGATIVE FORM
Present Continuous
auxiliary verb + subject + main verb + complement

verbo auxiliar + sujeito + verbo principal + complemento
Are you guiding us through the city tomorrow?

Você vai nos guiar pela cidade amanhã?
In the former question, we have the auxiliary verb to be conjugated in the

present as are, the subject you, the main verb in the -ing form guiding, and the
complement us through the city tomorrow. Remember that the verb to be is the
one that will be conjugated according to the subject. And the main verb always
comes in the -ing form.
With the exception of the verb to be in the simple present, we are going to
use this structure with the verb forms and modal verbs we have learned in the
previous chapters.

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So, the general interrogative structure for all modal verbs is:
INTERROGATIVE FORM
Modal Verbs
modal verb + subject + main verb + complement

modal verb + sujeito + verbo principal + complemento
The modal verb occupies the place of the auxiliary verb.

However, even though there is a basic structure for all modal verbs, the meaning
of the questions will change according to the modal verb used. That is because
modal verbs convey different ideas to the main verb.
For example, the interrogative form of the modal verb will can be used to make a
request. Have a look:
INTERROGATIVE FORM
Modal Verb Will
request
solicitação
Will you take this document to the manager’s office, please?

Você pode levar este documento para o escritório do gerente, por favor?
Here, we have the modal verb will, followed by the subject you, the main verb in
the base form take, and the complement, this document to the manager’s office,
please. It is a polite way to make a request, that is, we are using will to ask
someone to take a document somewhere. When using will to make a request,
we normally use the word please at the end of the question.
We could also use the modal verb would to make the same request; however, it
would sound more formal. Check it out:

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INTERROGATIVE FORM
Modal Verb Would
formal request
solicitação formal
Would you take this document to the manager’s office, please?

Você poderia levar este documento para o escritório do gerente, por favor?
In the previous example, we have the modal verb would, the subject you, the
main verb in the base form take, followed by the complement this document
to the manager’s office, please. By using would, even though we are asking the
same thing, the intention is different from the one with will, as it is more formal.
Also note that even though there is a slight difference in tone, both modal verbs
follow the same general structure.
The modal verb must is not commonly used in the interrogative form, except in
specific situations, such as to confirm an obligation or to ask about something
that is expected to be done. Take a look at the following example:
INTERROGATIVE FORM
Modal Verb Must
confirmation of an obligation
confirmação de uma obrigação
Must I send this e-mail to the CEO today?

Eu tenho que mandar este e-mail para o CEO hoje?
The idea in the previous question is that an obligation or something that should
be done was already known, and a confirmation is being requested.
When it comes to the modal verb can, it is possible to ask questions about ability,
possibility, to make requests, or to ask for permission. For example:

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INTERROGATIVE FORM
Modal Verb Can
ability / possibility / request / permission

capacidade / possibilidade / solicitação / permissão
Can I turn the lights on? It’s getting dark in here.

Eu posso acender as luzes? Está ficando escuro aqui.
In the previous example, we have the modal verb can, the subject I, the main
verb in the base form turn, followed by the complement the lights on. In this
context, we are asking for permission to turn on the lights.
In order to ask for permission, we can also use the modal verb may. However, it
will sound considerably more formal and polite. Check it out:
INTERROGATIVE FORM
Modal Verb May
permission (formal)
permissão (formal)
May I turn the lights on? It’s getting dark in here.

Eu posso acender as luzes? Está ficando escuro aqui.
In the previous example, we are also asking for permission to turn on the lights,
but in a much more formal tone. Note that the structure of the interrogative form
is the same.
It is important to mention that context makes all the difference to understand
the different uses of the modal verbs and the ideas they convey, be it in
interrogative, affirmative or negative sentences.
For example, we have just seen the modal verb may being used to ask for
permission in an interrogative sentence. However, this modal verb can also be
used to talk about probability. Take a look:

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MODAL VERB MAY
probability
probabilidade
As detailed as your crisis management plan may be, it will never

be able to predict exactly what the future holds.
Por mais detalhado que seja seu plano de gestão de crise, ele nunca
será capaz de prever exatamente o que o futuro reserva.
In the former statement, we used may to convey the idea of a probability of having
a thorough crisis management plan. Note that this is an affirmative sentence, and
does not convey the idea of permission.
MODAL VERB MAY
probability
probabilidade
The solution in this scenario may be to work with some kind of relay.
A solução, neste cenário, pode ser trabalhar com algum tipo de revezamento.
The previous sentence is in the affirmative form. So, we have the subject the
solution in this scenario, followed by the modal verb may, the main verb in the base
form be, and the complement to work with some kind of relay. Note that we are
using the modal verb may to talk about probability, that is, something that is likely
to happen.
It is worth highlighting the difference between may be – which is the structure
modal verb + main verb in the base form – and maybe – which is an adverb. For
example:
MAY BE ≠ MAYBE
Maybe the solution in this scenario is to work with some kind of relay.
Talvez a solução, neste cenário, seja trabalhar com algum tipo de revezamento.

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Here, we are also talking about a probability, and we started the sentence with the
adverb maybe. Then, we have the subject the solution in this scenario, and the main
verb to be conjugated according to the subject as is. The structure, in this case, is that of
a sentence in the affirmative form of the verb to be in the simple present, that is, there
is no modal verb in this sentence. So, even though may and maybe can both be used to
imply probability, their uses in the sentence are totally different.
In the negative form, the modal verb may will convey lack of probability or lack of
permission, depending on the context. Check it out:
NE GATIVE FORM
Modal Verb May
lack of permission / probability of something not happening

falta de permissão / probabilidade de algo não acontecer
The solution in this scenario may not be to work with some kind of relay.
A solução, neste cenário, pode não ser trabalhar com algum tipo de revezamento.
As you can see, the sentence structure is the same as that of the negative form of other
modal verbs. It is also worth mentioning that, even though there is a contracted form for
may in the negative form – mayn’t –, it is not commonly used.
Now, check out the following sentence in the negative form with the adverb maybe:
MAY BE ≠ MAYBE
Maybe the solution in this scenario isn’t to work with some kind of relay.
Talvez a solução, neste cenário, não seja trabalhar com algum tipo de revezamento.
Now, we have the adverb maybe, followed by the subject the solution in this scenario,
and the main verb to be conjugated according to the subject as is. Note that, since it is a
negative sentence, we also have the particle not after the main verb, in this case, in the
contracted form, isn’t. The idea of probability is expressed through the adverb maybe.
Therefore, the adverb maybe also conveys the idea of probability, but within a different
structure than that of the modal verb may also in the negative.
Furthermore, the meaning and use of the modal verb may can also be quite close to those
of the modal verb can. However, there is a subtle difference between them.

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We use the modal verb can to talk about possibility, that is, something that is not
impossible to happen. With the modal verb may, we are talking about probability, that is,
there is a fifty-fifty chance of something happening. This happens based on evidence in
the speech.
Check out the following example:
MODAL VERB CAN VS. MODAL VERB MAY
possibility
possibilidade
The manager can call us at any time.

O gerente pode nos chamar a qualquer momento.
In the previous sentence, we are using the modal verb can to talk about the
possibility of the manager calling us. It means that he can do that if he wants to.
It is not an impossible situation, but we do not have evidence to think he will or
will not call.
Now, take a look:
MODAL VERB CAN VS. MODAL VERB MAY
probability
probabilidade
The manager may call us at any time.

Here, with the modal verb may, it is implicit that there is a probability or a fifty-
percent chance that the manager will call. That means we should be prepared for
that because the chances of that happening are real, based on the evidence we
have.
The difference in the concepts of possibility and probability may be hard to
grasp in real-life situations. So, it is important to always pay attention to the
context.
In addition to the modal verbs may and can, we have also learned how to talk
about obligations using the modal verb must, how to talk about future events
using will, and how to talk about hypotheses, habits in the past, preferences
and suggestions using would. Now, take a look at another modal verb: should.

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We can use should to give an opinion, make a recommendation or give advice, using
the same structure we have seen with other modal verbs. Check out the example:
AFFIRMATIVE FORM
Modal Verb Should
recommendation
recomendação
The committee should guide the rest of the company’s employees

through the crisis.
Here, we have the subject the committee, the modal verb should followed by the
main verb in the base form guide, and the complement the rest of the company’s
employees through the crisis. We are using should to make a recommendation, that
is, we are suggesting that something needs to be done.
In the negative form, should can be used to make recommendations or give advice
about what is not right or sensible to be done. Take a look:
NE GATIVE FORM
Modal Verb Should
recommendation
recomendação
You should not stick to this plan. It’s full of gaps.

Você não deve seguir este plano. Ele está cheio de lacunas.
Here, we have the subject you, followed by the modal verb should, the particle
not, the main verb in the base form stick, and the complement to this plan.
We are using the negative form to recommend what is not right or sensible to
do. See that we are using the collocation stick to a plan, which we saw in the
previous chapter. Within this context, the explanation is that this plan is full of
gaps, and that is why it is not right to stick to it.
We can also use the contracted form, shouldn’t. It would sound less emphatic
and more natural in spoken language than the full form.
Should can also be used to talk about something we deduce, based on evidence
or previous experiences.

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To clarify this idea, take a look at the following fictional context:
We handed the manager a project yesterday, and he

was expected to give us some feedback.
Nós entregamos ao gerente um projeto ontem, e esperava-se
que ele nos desse algum feedback.
As he always delivers feedback on the following day, we can make a deduction

with should:
DE GREES OF PROBABILIT Y
Should - 70% Chance
deduction
dedução
The manager should comment on our project today.

O gerente deve comentar sobre nosso projeto hoje.
Here, we use should with the intention of expressing a deduction based on our
previous experience, that is, a seventy percent chance of happening. Since I am
used to the manager giving feedback the day after I hand him a project, I suppose
it is quite certain that it will happen at present time.
We could also make a deduction using the modal verb may, but conveying an
idea of lower probability. Take a look:
DE GREES OF PROBABILIT Y
May - 50% Chance
deduction
dedução
The manager may comment on our project today.

O gerente pode comentar sobre nosso projeto hoje.

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May gives the idea of a fifty-percent chance of something happening as well as

a fifty-percent chance of something not happening.
Notice that the structure of the modal verb may is the same as the one we used
with should. It does not change, regardless of the degree of deduction. When we
talk about modal verbs, they all follow the same structure.
As we have mentioned earlier in this chapter, modal verbs work as auxiliary
verbs. So, in the interrogative form, we will always have:
MODAL VERBS
Interrogative Form
modal verb + subject + main verb in the base form + complement

modal verb + sujeito + verbo principal na forma base + complemento
With this structure, we can ask questions whose answers can be either yes or no.
On the other hand, to know about something specific, we are going to use question
words. In the vocabulary part of this chapter, we mentioned one of them: when,
used to ask about the moment something happens.
Take a look at the following example:
QUESTION WORD WHEN
question word when + interrogative form

question word when + forma interrogativa
When should he comment on the project?

Quando ele deve comentar sobre o projeto?
Here, we have the question word when, followed by the

interrogative form of the modal verb should. So, we
have the question word when, the modal verb should,
followed by the subject he, the main verb in the base
ADVERBS OF TIME
form comment, and the complement on the project.
To answer this question, we can use an adverb of time.
Take a look: Today.
Hoje.

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Today is an adverb of time that means at the present moment, this day.
Adverbs of time are words that express the moment something happens.
We can also use when with other modal verbs. For example:
QUESTION WORD WHEN

When will you put your plan into action?

Quando você colocará seu plano em ação?
Here, we have the question word when, followed by the

interrogative form of the modal verb will. It is a question that
refers to a moment in the future. So, we have the question
word when, followed by the modal verb will, the subject you,
ADVERBS OF TIME
the main verb in the base form put, and the complement
your plan into action.
We could answer this question by saying: Tomorrow.
Amanhã.
The same way we have answered the previous question, here we have also used
an adverb of time, tomorrow, which is the day after today.
It is also possible to use the present continuous to talk about the future using
when. For instance:
QUESTION WORD WHEN

When are Keith and Joanna traveling?

Quando Keith e Joanna vão viajar?

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In the previous example, we have the question word when, followed by the auxiliary verb to
be conjugated in the present according to the subject as are, the subject Keith and Joanna, and
the main verb in the -ing form traveling. In this case, a complement is not necessary, and we
are asking a question related to a future event.
To answer this question, we could say:
ADVERBS OF TIME
They are traveling tonight.

Eles vão viajar esta noite.
Here, we have a sentence in the affirmative form of the present continuous. So, there is the
subject they, the auxiliary verb to be conjugated in the present according to the subject as are,
the main verb in the -ing form traveling, and the complement tonight. Tonight is an adverb of
time that expresses the near future. It means the same as this night.
We could also use other adverbs to refer to the future. Take a look:
ADVERBS OF TIME
future
futuro
tomorrow the day after tomorrow

amanhã depois de amanhã
Here, we have tomorrow, which means the day after today, and the day after
tomorrow. We can use both adverbs to refer to the near future.
Check out other examples:
ADVERBS OF TIME
future
futuro
next week next month next year

semana que vem mês que vem ano que vem

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in two weeks / two weeks from now

em duas semanas / daqui a duas semanas
Here, we have next week, which is in a week’s time; next month, which is in
a month’s time; and next year, which is in one year’s time. In this case, we are
providing a longer and more precise deadline.
We can also say in two weeks or two weeks from now when we want to talk about
more than one week from now. Two, which is a cardinal number, can be changed
for any other number to establish other quantities, and weeks can be exchanged for
days, months, years, centuries and so on.
There are yet other adverbs of time regarding the future more vaguely. For example:
ADVERBS OF TIME
future
futuro
in the future soon later

no futuro em breve mais tarde
In the future conveys an idea that something will happen at a moment, and it is
not very clear if this future is near or not; soon conveys the idea of something
that will happen in the near future, even though we do not know exactly when;
and later conveys the idea of something that will happen in a more distant
future, also without specifying when.
In the grammar section of this chapter, we have learned the structure of the
interrogative form, how to use the modal verbs may and should, in addition
to how to use the question word when and some adverbs of time to talk
about the future. If you want to learn more about these topics, you can refer
to the Grammar Guide section at the end of your book.
GRAMMAR GUIDE
Adverbs of Time Page 235

Interrogative Form Page 253
Modal Verb May Page 268
Modal Verb Should Page 275
Question Word When Page 310
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Part 5.
Activities
A. Change the sentences into the affirmative or interrogative forms.
1. Do you have plans for the future of the company?

(Affirmative)
2. They are traveling tonight.
(Interrogative)
3. Is Carl a marketing manager?
(Affirmative)
4. The committee should guide the rest of the company’s employees through the crisis.
(Interrogative)
5. Must I send this e-mail to the CEO today?
(Affirmative)
6. The manager can call us at any time.
(Interrogative)
7. Are you guiding us through the city tomorrow?
(Affirmative)
8. Can I turn the lights on?
(Affirmative)
B. Fill in the blanks with the missing words according to the guidelines.
1. The manager comment on our project today.

(seventy percent chance)
O gerente deve comentar sobre nosso projeto hoje.
2. The solution in this scenario be to work with some kind of relay.

( probability – modal verb)
A solução, neste cenário, pode não ser trabalhar com algum tipo de revezamento.

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3. The manager comment on our project today.

(fifty percent chance)
O gerente pode comentar sobre nosso projeto hoje.
4. When your plan into action?

(future event)
Quando você colocará seu plano em ação?
5. The manager us at any time.

( possibility)
6. the solution in this scenario isn’t to work with some kind of relay.
( probability – adverb)
Talvez a solução, neste cenário, não seja trabalhar com algum tipo de revezamento.
8. I can turn the lights on.

7. You are guiding us through the city tomorrow.
6. Can the manager call us at any time?
6. Maybe 5. I must send this e-mail to the CEO today.
5. can call company’s employees through the crisis?
4. will you put 4. Should the committee guide the rest of the
3. may 3. Carl is a marketing manager.
2. may not 2. Are they traveling tonight?
1. should 1. You have plans for the future of the company.

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4
Clear
Clear
Communication
Communication
Part 1.
In this chapter, you will learn how to express frequency, how to use some
collocations, as well as some elements of coherence and cohesion. You will also
see important vocabulary and grammar topics to make it happen.
Now look at the script of Clear Communication.
CLEAR COMMUNICATION
One of my friends once told me something quite interesting: “If you want
to spread the word quickly, tell someone about it and say it’s a secret.”
It makes perfect sense because people love to communicate. We are
constantly sharing information and experiences with our friends and family,
especially when the news is either very pleasant or very unpleasant.
That being said, let me ask you something: when a crisis strikes your
company and the customer experience is harmed, how long do you think
it usually takes for the news to spread? Maybe not too long, right?
It is quite obvious that establishing direct communication with

customers is one of the most relevant actions during crisis management.
Every company exists because of its customers. If no one is willing to

pay for your product or service, there is no reason for your company
to exist. Being close to customers is essential at any moment of
your business. However, when a crisis arises, it becomes even more
important.
Quick and transparent communication is essential to provide security

for customers. It is better for them to know the truth through an official
communication channel than to be hit by gossip and rumors from
outside of the company. After all, rumors are unlikely to convey the
reality of a situation.
The goal in establishing quick communication is to show customers

that the company is aware of the problem and is taking the necessary
actions to solve it. If customers assume that the company has been
taken by surprise and have the perception that it is not able to deal with
the issue, they will probably look for the product or service elsewhere.
Through its official communication channels, the company can show

106
that it is aware of how this problem affects the quality of the services
provided and that it is working to solve everything as soon as possible.
This shows respect for the customers, who will be more likely to stay
with your company during and after the crisis.
But just a set of nice and beautiful words is not enough. It is necessary
to take concrete actions and communicate how the problem is being
solved and how soon the situation will be back to normal.
Being close to customers is also important to identify those who are

most dissatisfied. That way, compensation measures can be thought
of to appease the most anxious customers. This will prevent bad news
about the company from spreading and ending up contaminating other
people who, until then, had trusted the affected company.
There is yet another reason to hold close communication with customers

during the crisis. As we have said before, a crisis normally forces the
company to review its procedures, right? That means crisis management
strategies can alter processes that are directly related to the customer’s
experience. And that can become a problem if not properly addressed.
Imagine that an online shoe store had a backup issue due to a system
failure, and some orders placed on the website were lost. After the
turmoil, the company recovers the lost orders, but not in time to prevent
a delay in the deliveries. Consequently, to avoid going through this
situation again, the company decides to implement a cutting-edge
IT system, whose protocols end up altering the customer’s shopping
journey. The worst that can happen is a customer having their shopping
experience changed without any explanation whatsoever. This would
definitely increase their level of insecurity and dissatisfaction.
An open communication channel with customers makes it possible

to inform them about the new system that has been implemented, in
addition to helping them understand how to roam the new shopping
journey.
Otherwise, the entire crisis management plan and all the effort in its
implementation will have been in vain.
Direct and transparent communication helps regain consumer’s trust,

even from those who have been most harmed. As you can see, it’s
absolutely necessary to communicate clearly and efficiently.

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COMUNICAÇÃO CL ARA
Uma vez, um de meus amigos me disse algo bem interessante: “Se

você quiser espalhar a notícia rapidamente, conte para alguém e diga
que é segredo”. Isso faz todo sentido, porque as pessoas adoram
se comunicar. Nós estamos sempre compartilhando informações e
experiências com nossos amigos e familiares, principalmente quando
essas novidades são ou muito prazerosas ou muito desagradáveis.
Dito isso, deixe-me perguntar uma coisa: quando uma crise atinge sua
empresa e a experiência do cliente é prejudicada, quanto tempo você
acha que normalmente leva para essa notícia se espalhar? Talvez não
demore muito, certo?
É bem óbvio que estabelecer uma comunicação direta com os clientes é

uma das ações mais relevantes durante a gestão de crise.
Toda empresa existe em função de seus clientes. Se não existem

pessoas dispostas a pagar pelo seu produto ou serviço, não há razão
para sua empresa existir. Estar próximo do cliente é essencial em
qualquer momento do seu negócio. Todavia, quando uma crise aparece,
isso se torna ainda mais importante.
Uma comunicação rápida e transparente é fundamental para dar

segurança aos clientes. É melhor que eles saibam da verdade por
meio de um canal oficial de comunicação do que serem atingidos por
fofocas e boatos externos à empresa. Afinal, os boatos dificilmente vão
transmitir a realidade da situação.
O objetivo ao estabelecer uma comunicação rápida é mostrar aos

clientes que a empresa está ciente do problema e está tomando as
ações necessárias para resolvê-lo. Se os clientes presumirem que a
empresa foi pega de surpresa e ficarem com a impressão de que ela não
é capaz de lidar com a questão, provavelmente, eles vão procurar pelo
produto ou serviço em outro lugar.
Por meio de seus canais oficiais de comunicação, a empresa pode

demonstrar que está ciente de como este problema afeta a qualidade
dos serviços prestados, e que está trabalhando para resolver tudo o
mais breve possível. Isso demonstra respeito pelos clientes, que estarão
mais propensos a continuarem ao lado da sua empresa durante e após
a crise.
Mas apenas um conjunto de palavras legais e bonitas não basta. É

preciso tomar atitudes concretas e comunicar como o problema está
sendo resolvido e em quanto tempo a situação voltará ao normal.

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Estar próximo dos clientes também é importante para identificar

aqueles que estão mais insatisfeitos. Deste modo, medidas de
compensação podem ser pensadas para acalmar os mais nervosos.
Isso evitará que notícias ruins sobre a empresa se espalhem e acabem
contaminando os outros que, até então, não haviam tido a confiança
na empresa abalada.
Existe ainda outro motivo para manter uma comunicação próxima

com os clientes durante a crise. Como já falamos antes, uma crise
normalmente força a empresa a rever seus procedimentos, certo? Isso
significa que as estratégias de gestão de crise podem alterar processos
que estão diretamente relacionados à experiência do cliente. E isso pode
se tornar um problema se não for tratado de modo adequado.
Imagine que uma loja virtual de sapatos teve um problema no

backup decorrente de falha no sistema, e alguns pedidos feitos no
site foram perdidos. Após o susto, a empresa consegue recuperar os
pedidos perdidos, mas não a tempo de evitar um atraso nas entregas.
Consequentemente, para evitar passar por essa situação novamente, a
empresa decide implantar um sistema de ponta de TI, cujos protocolos
acabam alterando a jornada de compra do consumidor. O pior que pode
acontecer é um cliente ter sua experiência de compra alterada sem
nenhuma explicação qualquer. Isso definitivamente aumentaria seu nível
de insegurança e insatisfação.
Um canal de comunicação aberto com o cliente torna possível informá-

lo sobre o novo sistema que foi implantado, além de ajudá-lo a entender
como percorrer a nova jornada de compra.
Do contrário, todo o plano de gestão de crise e o esforço de implantação

terão sido em vão.
Uma comunicação direta e transparente ajuda a reconquistar

a confiança do consumidor, mesmo daqueles que foram mais
prejudicados. Como você pode ver, ela é absolutamente necessária para
se comunicar de modo claro e eficiente.

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Part 2.
In the three previous chapters, we have discussed many different vocabulary

elements: phrasal verbs, collocations, nouns, adjectives, verbs, and, more
recently, adverbs. We have also learned how we can form words using prefixes
and suffixes.
Knowing how to use all these elements mentioned previously is crucial for clear
communication, whether inside or outside the context of crisis management. In
this chapter, we will explore how sharing experiences is part of our daily lives.
Take a look at the following statement:
We are constantly sharing information and experiences with our

friends and family, especially when the news is either very pleasant or
very unpleasant.
Nós estamos sempre compartilhando informações e experiências com
nossos amigos e familiares, principalmente quando essas novidades são ou
muito prazerosas ou muito desagradáveis.
In the previous sentence, note the word constantly, an adverb of frequency that
means all the time or often. It is formed by the adjective constant and the suffix
-ly. As we have seen before, adverbs modify other adverbs, verbs, and adjectives.
Speaking of which, there are two adjectives worth mentioning: pleasant and
unpleasant. They are opposites:
ADJE CTIVES
pleasant ≠ unpleasant
prazeroso / agradável ≠ desagradável
Pleasant means enjoyable, easy to like; unpleasant is formed by the word

pleasant and the prefix un-, which conveys the opposite idea. In the previous
example, these two adjectives come in between the words either and or.
Either... or is an element of coherence and cohesion that connects two
alternatives or choices, but only one of them will be chosen.

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EITHER... OR
ou... ou
Sheila is going to study either French or German.

Sheila vai estudar ou francês ou alemão.
Here, we have either French or German expressing that Sheila is going to study
one of these two languages, and not both of them. Note that either comes
before the first alternative, and or, before the second alternative.
In the previous example, we are using French and German as alternatives. They
are nouns. We can also use full sentences as options. Check it out:
EITHER... OR
ou... ou
You can either solve the problem yourself or ask your team for help.
Você pode ou resolver o problema sozinho ou pedir ajuda à sua equipe.
In the previous sentence, the first option – after the word either – is solve the
problem yourself; the second option – introduced by the word or – is ask your
team for help. Note that these are both full sentences. Their subject is implicit
in the second sentence – in the context, it is you, the one who has to make the
choice.
As we have already learned, when we present two alternatives with either... or, it
is implied that only one of these options will be chosen.
To present options from which none of them will be chosen, we use another pair
of connectors: neither... nor. For example:
NEITHER... NOR
nem... nem
Sheila is going to study neither French nor German.

Sheila não vai estudar nem francês, nem alemão.

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Here, we have French after the word neither, and German after the word nor. In
this case, we use neither... nor to say that none of the options will be considered.
Note that this sentence is built with an affirmative structure, because neither...
nor already conveys a negative idea.
Check out another example:
NEITHER... NOR
nem... nem
John likes neither the beach nor the mountains.

John não gosta nem de praia, nem de montanhas.
In this previous sentence, we have neither the beach nor the mountains, which means
that John does not like any of these options.
Neither... nor is also an important element of cohesion and coherence, as it also connects
two ideas, pointing out that none of them will be chosen or will happen.
We can also express another line of reasoning to link two ideas using whether… or. One of
its uses is to express when we don’t know which of the two options to choose. Take a look:
WHE THER... OR
se... ou
usado para demonstrar indecisão em relação a uma escolha
They’re not sure whether they’ll choose Vanessa’s or Christian’s action plan.
Eles não estão certos se vão escolher o plano de ação da Vanessa ou do Christian.
Here, we have whether before the first option, Vanessa’s plan, and or introducing the
second option, Christian’s action plan. In this case, we could have used if instead of
whether to convey the same idea, keeping the word or as the second element.
We are using whether... or to express the idea of doubt. Either... or does not convey this
idea.
Another use of whether is in whether… or not, to present two options when the result is
the same regardless of which option gets chosen. For example:

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WHE THER… OR NOT

se... ou não
usado para falar de duas alternativas cujo resultado é o mesmo
It’s too late to avoid damages. Customers will be harmed whether they
make a decision or not.
É tarde demais para evitar danos. Os clientes serão prejudicados se eles
tomarem uma decisão ou não.
Here, the result is customers being harmed, which will happen regardless of
their decision. So, making a decision or not will have absolutely no impact on the
consequences.
In this construction, we use whether followed by the option they make a
decision, and the rest of the connector, or not, comes at the end of the sentence.
In this case, if can also replace whether, keeping or not at the end.
However, we can also build this sentence in a different way. Take a look:
WHE THER OR NOT

se... ou não
usado para falar de duas alternativas cujo resultado é o mesmo
It’s too late to avoid damages. Customers will be harmed whether or

not they make a decision.
É tarde demais para evitar danos. Os clientes serão prejudicados se eles
tomarem ou não uma decisão.
In the previous example, we are using whether or not as a whole construction.

The idea is also that the result will be the same, so customers will be harmed.
But note that the option that can or cannot be taken comes after whether or not.
Here, we could not use if to replace whether. That is because when using if, or
not must come at the end of the sentence.
In some cases, whether and if are interchangeable. In other cases, they are not.
That applies to situations in which if implies a condition. Check it out:

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IF
se
If there are no people willing to pay for your product or service, there is
no reason for your company to exist.
Se não existem pessoas dispostas a pagar pelo seu produto ou serviço,
não há razão para sua empresa existir.
Here, if introduces a condition: there are no people willing to pay for your product
or service. This condition is followed by a consequence: there is no reason for
your company to exist. In this case, we cannot replace if with whether, because
whether does not convey the idea of condition.
It is also worth mentioning that we have there are and there is in the previous
example. They are used to talk about existence. Then, we have the word no,
which conveys the idea of total absence or zero quantity. Here, this quantity
refers to the existing number of people and reasons. By saying no people and no
reason, we are more emphatic on the idea of absence than by using the negative
form with there be.
We also have the word willing in the previous example, which is an adjective.
It means disposed or inclined to do something. It is commonly used in the
collocation to be willing to do something. In the case of the former sentence,
willing to pay. Note that willing is different from the modal verb will.
There are many reasons why a customer does not purchase a product or is not
attracted to it, and one of them is the lack of transparency in communication. In
the meantime, a lot of distorted information can reach these customers, causing
disinterest.
Take a look at the following statement concerning this idea:
It is better for them to know the truth through an official

communication channel than to be hit by gossip and rumors from
outside of the company.
É melhor que eles saibam da verdade por meio de um canal oficial de
comunicação do que serem atingidos por fofocas e boatos externos à
empresa.

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Here, we are talking about the importance of providing information through an

official communication channel in order to avoid misinterpretation.
To define this failure in communication, we have two words in the previous
sentence:
REASONS FOR FAILURE IN COMMUNICATION
gossip rumor
fofoca boato
Gossip is information passed on from one person to the other about people’s
behavior and private lives which is not necessarily true. Rumor is a kind of
unofficial interesting story or piece of news that might be true or invented, and
may quickly spread from person to person.
Gossip and rumor are nouns, and they can form different collocations. Take a
look at some of them:
COLLOCATIONS WITH GOSSIP
hot gossip
fofoca muito interessante / fofoca quente
the latest gossip idle gossip

a fofoca mais recente fofoca não baseada em fatos
common gossip
fofoca que todo mundo sabe
The most common verb used with the noun gossip is to spread:
COLLOCATIONS WITH GOSSIP
to spread gossip
espalhar fofoca

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We can also collocate the same verb with rumor and say:
COLLOCATIONS WITH RUMOR
to spread a rumor
espalhar um boato
Here are other verbs that collocate with this very same noun:
to hear a rumor to deny a rumor

ouvir um boato negar um boato
To hear a rumor is to receive information about a rumor; and to deny a rumor is

to say it is not true.
There is yet another collocation with rumor that is quite different from the ones
we have seen so far. Check it out:
rumor has it = it is being said

vem sendo dito / diz-se que
Here, we have rumor has it, which is a way to introduce information that came
from a rumor, something that is often being said. Another way of saying this
would be to introduce the information with: it is being said.
In a business context, gossip and rumors usually tend to make customers feel
suspicious. As a result, the circle of negative comments can increase and end up
harming the company.
There is an attitude that can contribute to mitigate this kind of situation.
Take a look:

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TO APPEASE / TO CALM DOWN / TO SOOTHE

acalmar / apaziguar
Compensation measures can be thought of to appease the most

anxious customers.
Medidas de compensação podem ser pensadas para acalmar os clientes
mais nervosos.
To appease means to calm down, to soothe. Here, we are talking about calming
down anxious customers, that is, impatient customers. Note that we used can to
convey the idea of a possibility. That implies it is possible to consider measures
that will calm unhappy customers down.
The word customer is a noun that can sometimes be considered the same as
client. However, there is a small difference in use between them in the business
world. Even though these words can be interchangeable depending on the
context, it is good to know the small differences in usage.
Customer is generally someone who buys a product or service from a store or a
service provider. This can be a relationship that happens only once, that does not
happen again or very often. When we think of a store, for example, we usually
refer to the people who shop there as customers.
Client, on the other hand, is a type of customer that acquires a type of service or
assistance from a specialized professional, such as a lawyer or a psychologist,
for example. We assume there is a relationship of trust between the client and
the service provider. And clients usually use the service from the same provider
again and again.
Whether the company’s relationship is with customers or clients, it may be
damaged at some point, causing a crisis to arise.
In this case, there is one consequence that is almost certain:
As we have said before, a crisis normally forces the company to review

its procedures.
Como já falamos antes, uma crise normalmente força a empresa a rever
seus procedimentos.
Here, we are talking about an action that the company may be forced to carry out,
which is to review procedures in order to improve.
At the beginning of the previous example, we have before, an adverb of time
used to indicate that something happened at an earlier time. Note that it comes
after we have said, in the present perfect, which indicates an action that was
carried out in the past.

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We also have normally, an adverb of frequency that means usually. Let’s take a
closer look at them:
ADVERBS OF FRE QUENCY
normally usually
normalmente usualmente
Note that both normally and usually are formed by adding the suffix -ly to their root.
The same goes for the following adverbs of frequency that have similar meanings:
ADVERBS OF FRE QUENCY
generally commonly
geralmente comumente
Knowing how to express frequency is another way of making our speech clearer
to the listener.
Connectors are other elements that help in the coherence and cohesion of the
speech, thus making it clearer. They help us structure the discourse by linking one
idea to another, making the message more fluid.
Take a look at the following example:
CONNE CTORS
An open communication channel with customers makes it possible

to inform them about the new system that has been implemented, in
addition to helping them understand how to roam the new shopping
journey. Otherwise, the entire crisis management plan and all the effort
in its implementation will have been in vain.
Um canal de comunicação aberto com os clientes torna possível informá-
los sobre o novo sistema que foi implantado, além de ajudá-los a entender
como percorrer a nova jornada de compra. Do contrário, todo o plano de
gestão de crise e o esforço em sua implantação terão sido em vão.

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Here, we have two ideas exposed as benefits of an open communication channel

with customers. The first is to inform them about the new system that has been
implemented, and the second is helping them understand how to roam the new
shopping journey. Between the two ideas, we use in addition to, which means
as well as, besides, or even plus. In addition to is a connector used to add
something related to what was said earlier.
Otherwise is also a connector. It means or else, alternatively, or simply or. Note
that it introduces a consequence of the previous situation in case it does not
happen as expected. The consequence of things not going as expected is that
all the efforts will have been in vain. To be in vain means to be pointless, or
to no purpose. There is yet another expression that can be used with a similar
meaning, which is to be fruitless or unproductive.
In short, the connectors used in the previous example are:
CONNE CTORS
in addition to / as well as / besides / plus

além de
otherwise / or else / alternatively / or

do contrário / por outro lado / senão
These are important elements of coherence and cohesion as well.
Now you know how to express frequency, some collocations,

different ways of presenting two alternatives, as well as how
to use other elements of coherence and cohesion.

119
Part 3.
Activities
( 1 ) fofoca muito interessante / fofoca quente ( ) idle gossip
( 2 ) a fofoca mais recente ( ) to deny a rumor
( 3 ) fofoca não baseada em fatos ( ) the latest gossip
( 4 ) fofoca que todo mundo sabe ( ) in addition to
( 5 ) espalhar fofoca ( ) to hear a rumor
( 6 ) ouvir um boato ( ) to avoid damages
( 7 ) negar um boato ( ) otherwise
( 8 ) vem sendo dito / diz-se que ( ) to spread gossip
( 9 ) além de ( ) to appease
( 10 ) do contrário ( ) hot gossip
( 11 ) acalmar ( ) rumor has it
( 12 ) evitar danos ( ) common gossip
B. Fill in the blanks with the appropriate words according to the translation:
1. Sheila is going to study French German.

Sheila vai estudar ou francês ou alemão.
2. Sheila is going to study French German.

Sheila não vai estudar nem francês, nem alemão.
3. You can solve the problem yourself ask your team for help.
Você pode ou resolver o problema sozinho ou pedir ajuda à sua equipe.
4. John likes the beach the mountains.

John não gosta nem de praia, nem de montanhas.

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5. They’re not sure they’ll choose Vanessa’s or Christian’s action plan.

Eles não estão certos se vão escolher o plano de ação da Vanessa ou do Christian.
6. , the entire crisis management plan and all the effort in its
Do contrário, todo o plano de gestão de crise e o esforço em sua implementação terão sido em vão.
Alternatively / Or
6. Otherwise / Or else / 12. to avoid damages 6. to hear a rumor
5. whether / if 11. to appease 5. to spread gossip
4. neither - nor 10. otherwise 4. common gossip
3. either - or 9. in addition to 3. idle gossip
2. neither - nor 8. rumor has it 2. the latest gossip
1. either - or 7. to deny a rumor 1. hot gossip

121
Part 4.
So far, we have seen the three basic structures for sentences in English: affirmative form,
negative form and interrogative form. We have also seen how there may or may not be an
auxiliary verb in the formation of these sentences, depending on the verb form used.
We have learned that the basic structure of the affirmative form is:
AFFIRMATIVE FORM
Basic Structure

First, we have the subject, followed by a main verb, and then a complement. In this case, we
do not have an auxiliary verb.
We see this structure in affirmative sentences in the simple present, which is used to talk
about facts, routines, habits and to make descriptions. With verbs in the simple present, the
affirmative form does not carry auxiliary verbs, whether the main verb is to be or not.
For verb forms that require an auxiliary verb in the affirmative form, the basic structure is:
AFFIRMATIVE FORM
Basic Structure

First, we have the subject, followed by an auxiliary verb, the main verb, and the
complement.
We have seen the verb to be used as an auxiliary verb in the present continuous,
which refers to planned future and events in progress at the time of the speech.

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We have also learned about the modal verbs can, must, will, may and should,
which behave as auxiliaries. Each one of them has a specific use, which can be
to talk about the future, to express possibility and probability, to give advice, to
make assumptions, to give orders and to make prohibitions.
In addition to the verb to be and modal verbs as auxiliary verbs, we have also
learned that do is the auxiliary verb in the simple present when forming negative
and interrogative sentences with verbs other than to be.
There is also another auxiliary verb, to have, which is used in a verb form that we
are going to approach in this chapter: the present perfect.
This verb form is used to talk about events that happened in the past, but that
still have relevance in the present or that started in the past and continue to
happen in the present.
Take a look at a sentence with this verb form:
PRESENT PERFE CT
As we have said before, a crisis normally forces the company

to review its procedures.
Como já falamos antes, uma crise normalmente força a empresa
a rever seus procedimentos.
In the previous example, we have said before is in the present perfect. In this
case, it refers to something that happened in the past, but that is still relevant in
the present.
Note that the structure here is the subject we, followed by the auxiliary verb
have, the main verb said and the complement before. Said is the verb to say in
the past participle. The past participle is used in some verb forms, such as the
present perfect.
To understand how to form the past participle, it is important to know that most
verbs in English are regular. That means we will add -d, -ied or -ed to the end of
their base form. For example:

123
PAST PARTICIPLE – RE GUL AR VERBS
BASE FORM PAST PARTICIPLE
close closed
fechar fechado
establish established
estabelecer estabelecido
study studied
estudar estudado
The verb to close becomes closed. As it is a verb already ending in -e, we only
add -d to the end. The verb to establish becomes established. As it is a verb
ending in -sh, we add -ed to the end. And the verb to study becomes studied.
Because this verb ends in consonant + y, we subtract -y and add -ied.
There are also irregular verbs, which do not follow any rules in the formation of
the past participle.
Some of them will have completely different spellings and pronunciations
from their base form; others will be written in the same way but pronounced
differently; and there are also some that are written and pronounced the same
way. Take a look at some examples:
IRRE GUL AR VERBS – PAST PARTICIPLE
say said
falar / dizer falado / dito
pay paid
pagar pago / pagado
To say becomes said, as we have seen in the first example in the present perfect.
The verb to pay has a similar form, and becomes paid in the past participle. As
you can see, there is little change in them.
Check out other examples of irregular verbs:

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think thought
pensar pensado
win won
ganhar / vencer ganho / ganhado
draw drawn
traçar / desenhar traçado
In the previous examples, we can see how some verbs are completely different in
the past participle. The verb to think becomes thought, as we saw in an example
in the passive voice in the vocabulary part of this chapter. The verb to win
becomes won. And the verb to draw becomes drawn. We saw this verb within
the collocation to draw up a plan, which means to create or design a plan. In
these cases, the verbs change a lot compared to their base form.
Now, take a look at what happens to the following verbs in the past participle:
cut cut
cortar cortado
read read
ler lido
Note that the verb to cut has the same spelling both in its base form and its past
participle. The pronunciation is also the same for both of them. Now, with verbs
such as to read, even though the spelling is the same, the pronunciation in the
base form is not the same as that of the past participle. In this case, the past
participle is pronounced read, almost like the color red.
The past participle of irregular verbs is something we have to pay attention to
and get used to as we come into contact with the language. Therefore, practice is
important.

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The past participle is a fundamental part of the present perfect, for it is the way we
must use the main verb in this verb form.
The basic structure of the affirmative form with verbs in the present perfect is the
same as the one seen so far: subject + auxiliary verb + main verb + complement.
The difference is that the auxiliary verb is have conjugated in the present, and the
main verb is in the past participle. Take a look:
PRESENT PERFE CT
Affirmative Form
subject + auxiliary verb have + main verb in the past participle + complement
sujeito + verbo auxiliar have + verbo principal no particípio passado + complemento
They have foreseen the crisis.

Eles previram a crise.
In the previous example, we have the subject they, followed by the auxiliary verb have,
the main verb in the past participle foreseen, and the complement the crisis. Here, we
are talking about an event that happened in the past and still has consequences in the
present. Note that foreseen is the past participle of to foresee, an irregular verb. Also
note that the auxiliary verb to have must be conjugated in the present according to the
subject, which is the third person plural they.
Now, take a look at an example with the subject in the third person singular:
PRESENT PERFE CT
Affirmative Form
Jake loves working here. It has increased the chances of improving his career.
Jake ama trabalhar aqui. Isso aumentou as chances de melhorar sua carreira.
Here, we have the subject it, which corresponds to the third person singular. Then, we
have the auxiliary verb have conjugated in the present according to the subject as has,
the main verb in the past participle increased, and the complement the chances of
improving his career. Note that increased is the past participle of the verb to increase,
which is regular.

126
In the former example, Jake still works at the company we are talking about, as you can
see he loves working there. With that, we can understand that the chances of improving
his career started in the past and still continue to have an impact on the present.
In the negative form, the structure is the same as we have seen with other auxiliary verbs:
subject + auxiliary verb + not + main verb + complement. For example:
PRESENT PERFE CT
Negative Form
subject + auxiliary verb have + not + main verb in the past participle +
complement
sujeito + verbo auxiliar have + not + verbo principal no particípio passado +
complemento
The meeting has not / hasn’t started yet.

A reunião ainda não começou.
Here, we have the subject the meeting, followed by the auxiliary verb have
conjugated in the present according to the subject as has, the particle not, the
main verb in the past participle started, and the complement yet, which is an
adverb that means until now.
When we say the meeting has not started yet, we mean that it did not start in
the past, but should start at some point in the near future. We can also contract
the auxiliary verb and not, forming hasn't. The contracted form is more informal
and more common in spoken English.
PRESENT PERFE CT
Negative Form
complement
sujeito + verbo auxiliar have + not + verbo principal no particípio passado
+ complemento
You have not / haven’t delivered the project on time.

Você não entregou o projeto a tempo.

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Here, we have the subject you, followed by the auxiliary verb conjugated in the
present according to the subject as have, the particle not, the main verb in the
past participle delivered, and the complement the project on time. We can also
have a contracted form here: haven’t.
In this previous example, we are saying that failing to deliver the project in the
past has an impact on the present.
The interrogative form of the present perfect also follows the same structure
as that of interrogative sentences with other verb forms that require an auxiliary
verb: auxiliary verb + subject + main verb + complement. Check it out:
PRESENT PERFE CT
Interrogative Form
auxiliary verb have + subject + main verb in the past participle +

complement
verbo auxiliar have + sujeito + verbo principal no particípio passado +
complemento
Have you heard the rumor about a new store in the neighborhood?
Você ouviu o boato sobre uma nova loja no bairro?
First, we have the auxiliary verb conjugated in the present according to

the subject as have, followed by the subject you, the main verb in the past
participle heard, and the complement the rumor about a new store in the
neighborhood.
Notice that, like other auxiliaries and modals, the auxiliary verb to have comes
before the subject in the question. Also note that heard is the past participle of
the verb hear, which is an irregular verb.
When we make a question with a verb in the present perfect, it is also quite
common to use the adverb ever, emphasizing the idea that you refer to any
moment in the past. For example:
PRESENT PERFE CT
Interrogative Form – Ever
Have you ever spread gossip?

Você já espalhou fofoca?

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Observe that the adverb ever will be placed before the main verb in the past
participle. In the previous example, we are asking if the subject, at any point
in the past, has spread gossip. Also, notice that the verb to spread remains the
same in the base form and in the past participle, because it is an irregular verb.
The verb forms and structures we have discussed so far only require one
auxiliary. However, there are other verb forms that carry two auxiliary verbs.
One of them is the future perfect. This verb form requires the modal verb will
and the auxiliary verb have. The main verb also comes in the past participle.
In the affirmative form, the sentence will have the following structure: subject
+ auxiliary verb will + auxiliary verb have + main verb in the past participle +
complement. Take a look:
FUTURE PERFE CT
Affirmative Form
subject + auxiliary verb will + auxiliary verb have + main verb in the
past participle + complement
sujeito + verbo auxiliar will + verbo auxiliar have + verbo principal no
particípio passado + complemento
Henry will have finished this project by tomorrow.

Henry terá terminado este projeto até amanhã.
Here, the subject is Henry, followed by the first auxiliary verb will, the second
auxiliary verb have, the main verb in the past participle finished, and the
complement this project by tomorrow. Here, finished is the past participle of the
regular verb to finish.
Note the word tomorrow, which means the next or following day, as we have
learned in the last chapter of this module. By tomorrow indicates a moment in
the future. So, we can understand that, when we say that sentence, by some
time the next day Henry will have finished the project. The action will be over
before a specific moment in the future.
Also note that the first auxiliary verb is always will, and the second auxiliary is
always have. In this verb form, have will not change its conjugation according to
the subject. So, even if we have a third person singular, we will still be using have
in its base form.
Observe that in the following example:

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FUTURE PERFE CT
Affirmative Form
subject + auxiliary verb will + auxiliary verb have + main verb in the
sujeito + verbo auxiliar will + verbo auxiliar have + verbo principal no
If they don’t take action, the restaurant will have gone

bankrupt by the end of the year.
Se eles não tomarem uma atitude, o restaurante terá ido à
falência até o fim do ano.
Here, we have a condition in the simple present introduced by if. In the second
part of the sentence, we have the future perfect to describe what will have
happened in the future as a result.
Therefore, we have the subject the restaurant, the first auxiliary verb will, the
second auxiliary verb have, the main verb in the past participle gone, and the
complement bankrupt by the end of the year. Gone is the past participle of the
verb to go, which is part of the collocation to go bankrupt, which we saw on the
first chapter.
Notice that by the end of the year refers to a moment in the future, indicating
when the restaurant will have gone bankrupt. So, again, we have an action that
will be over before a certain moment in the future.
As you have just learned, we use the future perfect when we talk about
something that will be completed before a certain moment or event in the future.
In the vocabulary part of this chapter, you have seen this verb form in another
example. Check it out:
FUTURE PERFE CT
The entire crisis management plan and all the effort in its
Todo o plano de gestão de crise e o esforço em sua implantação
terão sido em vão.

130
In the previous example, we use the future perfect to talk about something
that will be complete at a given time in the future. In other words, the plan and
implementation will have been in vain without clear communication.
The negative form of the future perfect also refers to actions that will be
completed before something in the future. The particle not comes between the
two auxiliaries. Take a look:
FUTURE PERFE CT
Negative Form
subject + auxiliary verb will + not + auxiliary verb have + main verb in
the past participle + complement
sujeito + verbo auxiliar will + not + verbo auxiliar have + verbo principal no
Henry will not / won’t have finished this project by tomorrow.

Henry não terá terminado este projeto até amanhã.
Here, we have the subject Henry, followed by the first auxiliary verb will, the
particle not, the second auxiliary verb have, the main verb in the past participle
finished, and the complement this project by tomorrow. Note the use of the
adverb tomorrow, indicating a certain moment in the future.
Also, notice that the particle not comes after the first auxiliary will and before the
second auxiliary have. You can also use the contracted form won’t, which is a lot
more common in spoken English and much more informal.
Take another example:
FUTURE PERFE CT
Negative Form
subject + auxiliary verb will + not + auxiliary verb have + main verb in
the past participle + complement
sujeito + verbo auxiliar will + not + verbo auxiliar have + verbo principal no
If they take action, the restaurant will not / won’t have gone
bankrupt by the end of the year.
Se eles tomarem uma atitude, o restaurante não terá ido à
falência até o fim do ano.

131
Here, we have the subject the restaurant, the first auxiliary verb will, the particle
not, the second auxiliary verb have, the main verb in the past participle gone,
and the complement bankrupt by the end of the year. Note the use of by the end
of the year, which indicates until when something will have happened.
In the interrogative form of the future perfect, the first auxiliary verb changes
its position with the subject. Take a look:
FUTURE PERFE CT
Interrogative Form
auxiliary verb will + subject + auxiliary verb have + main verb in the
verbo auxiliar will + sujeito + verbo auxiliar have + verbo principal no
Will Henry have finished this project by tomorrow?

Henry terá terminado este projeto até amanhã?
First, we have the first auxiliary verb will, followed by the subject Henry, the
second auxiliary verb have, the main verb in the past participle finished, and
the complement this project by tomorrow. Here, we are asking if something will
have happened when that moment in the future arrives.
FUTURE PERFE CT
Interrogative Form
auxiliary verb will + subject + auxiliary verb have + main verb in the
verbo auxiliar will + sujeito + verbo auxiliar have + verbo principal no
Will the restaurant have gone bankrupt by the end of the year?
O restaurante terá ido à falência até o fim do ano?

132
We have the first auxiliary verb will, the subject the restaurant, the second
auxiliary verb have, followed by the main verb in the past participle gone, and the
complement bankrupt by the end of the year. Keep in mind that will comes before
the subject, which is followed by the second auxiliary have.
All the verb forms that we have seen so far follow an affirmative structure in which
the subject always comes before the main verb, and that is what determines their
conjugation in some of these forms.
However, there is a structure that is an exception to this: there + be, which we use
to talk about existence. In this structure, what should be taken into account for the
conjugation of the verb to be is what comes after it, and not before it. Take a look:
THERE + BE
Affirmative Form
If there are no people willing to pay for your product or service, there is no
reason for your company to exist.
Se não existem pessoas dispostas a pagar pelo seu produto ou serviço, não
há razão para sua empresa existir.
In this previous sentence, we use there are, because it refers to people, a plural
noun; and there is because it refers to reason, a singular noun. In short, we use
there are when referring to plural nouns, and there is when referring to singular
nouns.
Observe that the word no conveys the idea of absence or zero quantity. So,
what we are saying here is that zero people are interested, and zero reasons
exist to buy a product or service.
However, as we have just seen in the vocabulary part of this chapter, this does
not indicate that the sentence is in the negative, because the word no refers to
the nouns people and reason, not to the verb.
To form negative sentences, we use the particle not. That applies to other verb
forms that we have learned up to this point, including modal verbs. We use there
+ be in the negative form to say that something does not exist. For example:
THERE + BE
Negative Form
If there are not people willing to pay for your product or service,
there is not a reason for your company to exist.
Se não existem pessoas dispostas a pagar pelo seu produto ou serviço,
não há razão para a sua empresa existir.

133
In the previous sentence, we have inserted the particle not between there are
and people, and also between there is and a reason.
Note that the particle not is connected to the verb to be; therefore, this is a
negative sentence. We can also contract the verb with the particle, forming there
aren’t and there isn’t, used in more informal, less emphatic contexts, and in
spoken English.
To form interrogative sentences with there + be, the verb to be comes before
there. For example:
THERE + BE
Interrogative Form
Are there people willing to pay for your product?

Há pessoas dispostas a pagar pelo seu produto?
Are there is followed by the plural noun people, whose existence is what we
want to know. We also have the complement willing to pay for your product.
Take another example, now in the singular:
THERE + BE
Interrogative Form
Is there a reason for your company to exist?

Há um motivo para a sua empresa existir?
There is is followed by a reason, whose existence we are asking about. We also

have the complement for your company to exist.
Note that the verb to be is always conjugated according to what comes next.
We can also use there + be with the modal verbs we have seen so far. Each of
them will convey a different idea. To do so, we will follow the structure there
+ modal verb + be. In this case, the verb to be will remain in the base form,
regardless of the noun that comes next.
When we want to talk about the existence of something in the future, we will use
will. For example:

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THERE + MODAL VERB + BE + COMPLEMENT

Will
existence in the future

existência no futuro
There will be lots of customers in the store this week.

Haverá muitos clientes na loja esta semana.
Here, we have there, followed by the modal verb will, the verb to be in the base
form, followed by what we indicate about future existence, which is lots of
customers, and the complement.
Take a look at another modal verb with there + be:

Can
possibility of existence
possibilidade de existência
There can be lots of customers this week in the store.

Pode haver muitos clientes esta semana na loja.
There can be implies there is a possibility of existence of something.

To convey a tone of probability, we use may. Check it out:

May
probability of existence
probabilidade de existência
There may be lots of customers this week in the store.


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Note that the structure is the same as the one with other modal verbs: there +
modal verb may + verb to be in the base form and the complement. Now, we are
talking about the probability of existing customers in the store this week.
If we wish to express a logical assumption of existence, we can use must. Take a
look:

Must
logical assumption of existence

suposição lógica de existência
There must be lots of customers this week in the store.

Deve haver muitos clientes esta semana na loja.
Note we also have the structure there + modal verb + verb to be in the base
form + complement. In this case, the existence of customers in the store this week
is almost certain.
In this chapter, you have had a review and learned some other verb
forms and their use in affirmative, negative and interrogative sentences
that you can apply to the other verb forms you have seen throughout
this module. We took the opportunity to find out how to use the
present perfect and the future perfect. We have also learned how to
use there + be and its variations with modal verbs. If you want to learn
more about these topics, you can refer to the Grammar Guide section
at the end of your book.
GRAMMAR GUIDE
Future Perfect Page 245

Irregular Verbs – Past Participle Page 256
Present Perfect Page 296
There + Be Page 327

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Part 5.
Activities
A. Complete the chart with the correct form of the verbs in the past participle.
Base Form Past Participle

Be 1.
Cut 2.
Draw 3.
Go 4.
Read 5.
Say 6.
Think 7.
Win 8.
B. Fill in the blanks with the missing words according to the verb form in parenthesis.
1. They the crisis. (Present perfect)

Eles previram a crise.
2. Henry this project by tomorrow. (Future perfect)

Henry terá terminado este projeto até amanhã.
3. The meeting yet. (Present perfect)

A reunião ainda não começou.
4. You the project on time. (Present perfect)

Você não entregou o projeto a tempo.

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5. lots of customers in the store this week.

(Existence in the future)
Haverá muitos clientes na loja esta semana.
6. lots of customers this week in the store. (Probability of existence)

8. won
6. There may be 7. thought
5. There will be 6. said
delivered 5. read
4. have not / haven’t 4. gone
3. has not / hasn’t started 3. drawn
2. will have finished 2. cut
1. have foreseen 1. been

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5
Customer
Customer
Relations
Relations
Part 1.
In this chapter, you will learn how to make comparisons of equality, as well as
some collocations and phrasal verbs. You will also learn connectors that indicate
sequence in the speech, and you will see some important vocabulary and
grammar topics to make it happen.
Now look at the script of Customer Relations.
CUSTOMER REL ATIONS
Our journey throughout crisis management is reaching a fundamental

point.
We have already talked about the importance of holding open and

transparent communication with customers. The company should
inspire trust by showing that it is aware of the problems and that it’s
working hard to solve them as soon as possible. As you may have
already realized, the way companies react to a crisis can bring about
interesting opportunities in the market.
But what if none of this works? What if, after a first attempt at winning
your customers back, some of them are still dissatisfied?
Well, first of all, it is important to remember that this is more common

than you think. It's impossible to please everyone. However, if the
company takes too long to solve the customers' problems, it may lose
them to the competition for good.
In addition to preventing some angry customers from influencing

other clients, the crisis management committee must be aware of the
mistakes that led these people to be dissatisfied in the first place. And
the secret to deal with that is dialogue.
You may have already experienced a conflict situation with someone

from work or from your personal life. Something goes wrong, and one
party gets a really bad impression of the other. In such situations, it
would be advisable to talk to the other person and try to figure out all
the points that caused discomfort. Dialogue helps to solve relationship
problems on a personal level, and it’s also key to dissolve customer
dissatisfaction during a crisis.

140
Therefore, it is vital that the company should set an environment of

dialogue with customers, so they can vent their frustrations. In return,
the company can better understand them and offer a personalized
solution. This can take a little bit of work, but it is totally worth it.
Once you identify where the problem is, it gets easier to solve it. And,
during a crisis, different clients may experience different problems.
Mapping and quickly resolving all of these issues can be a competitive
strategy during a crisis, especially if it’s had an impact on the market as
a whole.
This leads us to another important point when managing a crisis: how

are my competitors doing?
There are two good reasons for you to keep an eye on the competition
during a crisis. First of all, understanding the actions that the
competition is taking to solve the situation can bring up new ideas for
your own company to better deal with the crisis. If a specific strategy
has worked very well for the competition, maybe we should try
something similar, right? Secondly, when you keep track of the moves
made by the competition during a crisis, it is also possible to identify
where they are going wrong. And that’s when we must consider the so-
called competitive differentiation.
When a crisis strikes an entire market, several companies will be

affected at the same time. Obviously, not all of them will be able to react
quickly enough. And that can lead them to face even greater difficulties.
So, companies that cannot sail through the crisis lose ground to the
competition that successfully overcame the situation. This is when a
crisis can bring about a good opportunity for growth.
It's like what happens in a Formula 1 race; those who spend as little time
in the pit box as possible will have an advantage over the others. I mean,
if there is a demand for a product or service, customers will not wait
around for the company to recover from a crisis so that they can buy it
from them again. They’ll simply migrate to those who can immediately
provide the best service.
In short, the mistakes of others open a window of opportunity for the

company to reinforce its presence in the market.
Just think about it: if coming out of a crisis is already good news, can you
imagine getting out of it even better than you were when it hit you?

141
REL ACIONAMENTO COM O CLIENTE
Nossa jornada pela gestão de crise está chegando a um ponto

fundamental.
Já falamos sobre a importância de se manter uma comunicação aberta

e transparente com o cliente. A empresa deve inspirar confiança
mostrando que ela está ciente dos problemas e que está trabalhando
para resolvê-los o quanto antes. Como você já deve ter percebido,
a forma como as empresas reagem a uma crise pode proporcionar
oportunidades interessantes no mercado.
Mas, e se nada disso funcionar? E se, após uma primeira tentativa de

reconquistar seus clientes, uma parte deles ainda continuar insatisfeita?
Bem, em primeiro lugar, é importante lembrar que isso é mais comum

do que se imagina. É impossível agradar a todos. Porém, se a empresa
demora para resolver os problemas dos clientes, ela pode perdê-los de
vez para a concorrência.
Além de evitar que alguns clientes irritados influenciem outros clientes,

o comitê de gestão de crise deve estar atento aos erros que causaram
insatisfação nestas pessoas, em primeiro lugar. E o segredo para lidar
com isso é um só: diálogo.
Você já deve ter passado por uma situação de conflito com alguém do
seu trabalho ou da sua vida pessoal. Algo dá errado, e uma das partes
fica com uma péssima impressão da outra. Em situações como esta,
seria aconselhável conversar com a outra pessoa e tentar descobrir
todos os pontos que causaram incômodo. O diálogo ajuda a resolver os
problemas de relacionamento a um nível pessoal, e é também a peça-
chave para resolver a insatisfação dos clientes durante uma crise.
Por isso, é essencial que a empresa ofereça um ambiente de diálogo ao

cliente para que ele possa desabafar suas frustrações. Em contrapartida,
a empresa pode entendê-lo melhor e oferecer uma solução
personalizada. Isso pode dar um pouco de trabalho, mas vale muito a
pena.
Uma vez que você identifica onde está o problema, fica mais fácil de
resolvê-lo. E, durante uma crise, clientes diferentes podem vivenciar
problemas diferentes. Mapear e resolver todas essas questões
rapidamente pode ser uma estratégia competitiva durante uma crise,
especialmente se ela teve um impacto no mercado como um todo.

142
Isso nos leva a outro ponto importante na gestão de uma crise: como os
meus concorrentes estão se saindo?
Existem dois bons motivos para você observar a concorrência durante

a crise. Em primeiro lugar, entender as ações que a concorrência está
realizando para resolver a situação pode trazer ideias novas para a sua
empresa para lidar melhor com a crise. Se uma estratégia específica
funcionou muito bem para o concorrente, talvez devêssemos tentar
algo parecido, certo? Em segundo lugar, quando você acompanha
os movimentos feitos pela concorrência durante uma crise, também
é possível identificar onde ela está errando. E é quando devemos
considerar o diferencial competitivo.
Quando uma crise atinge todo um mercado, várias empresas serão

afetadas ao mesmo tempo. Obviamente, nem todas serão capazes de
agir rápido o bastante. E isso pode levá-las a enfrentar dificuldades
ainda maiores. Então, empresas que não conseguem navegar pela
crise perdem espaço para a concorrência, que superou a situação com
sucesso. Este é o momento em que uma crise pode trazer uma boa
oportunidade de crescimento.
É como acontece numa corrida de Fórmula 1. Aqueles que passam o

menor tempo possível no box levarão vantagem em relação aos outros.
Quero dizer, se houver a demanda por um produto ou serviço, os
clientes não vão esperar que a empresa se recupere de uma crise para
que possam comprá-lo novamente. Eles simplesmente migrarão para
onde possam fornecer imediatamente o melhor serviço.
Os erros dos outros abrem uma janela de oportunidade para a empresa

reforçar sua presença no mercado.

Pense nisso: se sair de uma crise já é uma boa notícia, imagine
conseguir sair dela melhor do que quando ela atingiu você?

143
Part 2.
Throughout this module, we have discussed some aspects of the crisis and
measures that can be taken both to prevent it and to deal with it when it catches
us by surprise. Within the context of crisis management, we have learned
several words from different classes, as well as phrasal verbs, collocations, and
expressions with those words.
In the last chapter, we learned some elements of coherence and cohesion
that can and should be used to make our communication clearer. Clear
communication, especially with customers, increases the chances of overcoming
the crisis, as it helps maintain a good relationship with them.
Take a look at the following statement:
The company should inspire trust by showing that it is aware of the

problems and that it’s working hard to solve them as soon as possible.
A empresa deve inspirar confiança mostrando que ela está ciente dos
problemas e que está trabalhando para resolvê-los o quanto antes.
In the previous sentence, we have the modal verb should, used to make
recommendations. There are also two topics here that are worth mentioning: the
expressions inspire trust and as soon as possible.
To inspire trust means to make other people trust something or someone or
to make people trust you. In this case, to inspire conveys the idea of prompting
a certain feeling in someone, and that is the recommendation made in the former
statement. Also note that inspire trust is followed by the preposition by, which, in
turn, is followed by a verb that indicates how something can be done. This verb
must be in the -ing form in this case.
To inspire can also mean to encourage someone to do something. Take a look:
TO INSPIRE / ENCOURAGE SOME ONE TO DO SOME THING

inspirar / encorajar alguém a fazer algo
A good leader inspires / encourages the team to pursue their dreams.

Um bom líder inspira a equipe a ir atrás de seus sonhos.

144
In the previous example, we have the verb to inspire with the same meaning as
to encourage someone to do something. In this case, a good leader motivates the
team to go after its dreams. Note that the verb that comes after to inspire or to
encourage is in the infinitive.
The second expression we mentioned earlier is as soon as possible. In written
informal language, it is commonly used in its abbreviation, ASAP. It means as
promptly or as quickly as you can.
This expression is formed by as… as with an adjective in between. In as soon as
possible, the adjective is soon.
We use the construction as + adjective + as to compare things or people. It
implies a comparison of equality: neither more nor less.
You can use this structure to make comparisons in various contexts by changing
the adjective. For example:
AS... AS
tão... quanto
Effective communication is as essential as a thorough action plan.

Comunicação eficaz é tão essencial quanto um plano de ação detalhado.
Here, we are using the structure as + adjective + as with the adjective essential,
which means fundamental. In other words, in the previous example, we are
saying that communication and the action plan are equally essential.
AS... AS
tão... quanto
Margareth is as experienced as Nick.

Margareth é tão experiente quanto Nick.
In the previous sentence, we have the adjective experienced between as and

as. In this case, we are conveying the idea that Margareth and Nick are equally
experienced.
However, making comparisons of equality is not the only way we can use the
word as. In a different construction, it can be used to express the way something
happens. Take a look:

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AS
como / conforme
Jeremy is late, as usual.

Jeremy está atrasado, como de costume.
Here, we use as followed by the adjective usual, which means ordinary, normal,
or typical. As usual means that something happens in a recurring, usual, or
customary way. Note that, in the previous sentence, we do not have another as
after the adjective.
The word as can also be used in the same construction to express the idea that
something is in accordance with what has been defined or said. For example:
AS
como / conforme
The company made a refund as agreed.

A empresa fez um reembolso conforme combinado.
In the former example, as is followed by the adjective agreed, because we are

talking about something that the company assented or consented to do. That
is, we are conveying the idea of agreement, that something is done according to
what was previously arranged. Note that there is no second as after the adjective
in this case.
We can also start a sentence with as. Take a look:
AS
como
As you may have already realized, the way companies react to a crisis
can bring about interesting opportunities in the market.
Como você já deve ter percebido, a forma como as empresas reagem a
uma crise pode proporcionar oportunidades interessantes no mercado.

146
We started the previous excerpt with as, followed by the modal verb may to
make an assumption. Therefore, as conveys that what is being said is known to
everyone, either because it has been stated before or because people can infer it.
Also note the phrasal verb to bring about, which comes after the modal verb
can. Here, it means to make something happen or to cause something to
happen. In this case, we are saying the companies’ attitudes can make interesting
opportunities happen.
Phrasal verbs are combinations of verbs and a particle, and their meaning can
vary according to these combinations and the context.
TO BRING ABOUT
fazer com que algo aconteça / ocasionar algo
A crisis can bring about a good opportunity for growth.

Uma crise pode trazer uma boa oportunidade de crescimento.
Here, we have to bring about meaning that crises can cause a good opportunity for
growth to happen. In this phrasal verb, we have the verb to bring and the preposition
about.
There are other phrasal verbs formed with the verb to bring. For example:
TO BRING AROUND / ROUND

persuadir / convencer ou fazer com que alguém fique a seu favor
Cameron may not be sure about our investments, but I’ll bring her around.
Cameron pode não estar segura quanto aos nossos investimentos, mas eu irei
convencê-la.
Here, we have the phrasal verb to bring around, formed by the verb to bring and the
particle around. To bring someone around means to persuade or to convince someone.
We can say to bring somebody around or round, and, in the previous example, it implies
that the speaker will try to convince Cameron that their investments are reliable.
As we already mentioned, the same word can be applied in different ways and have
different meanings when combined with other elements. This happens with phrasal
verbs, collocations, as well as in other constructions.

147
An example of these types of construction is with the word as. We have just seen we can
make comparisons of equality or indicate that something occurs in accordance with what
was determined or predicted using the word as.
Now, if we combine the words as and if, which we have learned in Chapter 4 being used
to introduce a condition, we will have the expression as if, with a totally different use from
its isolated parts. Take a look:
AS IF
como se
The manager acts as if he were the president of the company.

O gerente age como se fosse o presidente da empresa.
As if is used to talk about what a situation seems to be. When it is followed by

a verb in the past, it implies that what seems to be true, in reality, is not. In the
previous example, the manager is acting in a certain way that does not correspond
to what he is in fact. In this context, as if is synonymous with as though. Note
that the verb after this expression comes in the past to convey this idea: were is a
conjugation of the verb to be in the simple past.
We can also combine the word if with what and form what if, which has yet other
meanings. For example:
WHAT IF
e se
suggestion
sugestão
What if we ask Julius for his opinion? He knows a lot about this subject.
E se pedirmos a opinião do Julius? Ele conhece muito sobre este assunto.
Here, we are using what if to make a suggestion. In the former example, the
suggestion is to ask the opinion of someone who knows more about a particular
subject.
Take a look at another possible use of what if:

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WHAT IF
e se
hypothesis
hipótese
What if, after a first attempt at winning your customers back, some of
them are still dissatisfied?
E se, após uma primeira tentativa de reconquistar seus clientes, uma parte
deles ainda continuar insatisfeita?
In the previous example, what if conveys the idea of a hypothesis, not a suggestion.
The hypothesis here is that some of the clients are still dissatisfied after a first
attempt to win them back.
Now, note the word attempt. It is a noun with the same meaning as try. In the
former sentence, this noun comes in first attempt. First is an ordinal number,
indicating the order in which things happen. It is the number one attempt.
So, to say there were other tries that followed that first attempt, we would use
second attempt, and, after that, third attempt, and so on. Take a look:
ORDINAL NUMBERS
first attempt second attempt third attempt

primeira tentativa segunda tentativa terceira tentativa
As we have already learned, ordinal numbers indicate the order or position in

which something comes or happens. They are very common in competitions or
anything that involves some sort of ranking.
These numbers can also be used as elements of textual cohesion, organizing the
order of the arguments and ideas in the discourse. In this case, ordinal numbers
will indicate a logical sequence of arguments.
We can list the points as we add arguments to the speech. Take a look at the
sequence:

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CONNE CTORS
first / firstly / first of all / first and foremost

primeiramente / em primeiro lugar / primeiro de tudo
second / secondly third / thirdly

segundo / em segundo lugar terceiro / em terceiro lugar
finally / at last
por fim / por último / finalmente
The initial argument will be marked by the word first, or its variation firstly, or first
of all. We could also say first and foremost; next, we have second or secondly;
then, we have third or thirdly; and, generally, we conclude the list of arguments with
the connectors finally or at last, which close the line of reasoning.
Take a look at an example:
First of all, understanding the actions that the competition is taking

to solve the situation can bring up new ideas for your own company.
Secondly, when you keep track of the moves made by the competition
during a crisis, it is also possible to identify where they are going wrong.
Em primeiro lugar, entender as ações que a concorrência está realizando para
resolver a situação pode trazer ideias novas para a sua empresa. Em segundo
lugar, quando você acompanha os movimentos feitos pela concorrência
durante uma crise, também é possível identificar onde ela está errando.
Here, we have first of all indicating the first point of argument. Then, we have
secondly to introduce a second idea.
In the previous example, we also have two interesting phrasal verbs: to bring up and
to go wrong.
The first one, to bring up, is formed by the verb to bring and the particle up. In this
context, this phrasal verb means the same as to raise, to make something emerge
or increase.
Now, when we use the phrasal verb to bring up to refer to a person, especially kids,
it is synonymous with to raise. Check it out:

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PHRASAL VERBS
to bring up a child = to raise a child

criar uma criança ensinando valores e tarefas até que se torne independente
Here, to bring up is related to child rearing. We can say to bring up a child or to

raise a child, but it means to promote growth, in the sense of teaching them values
and tasks until they become independent.
To talk about teaching kids at school, that is, about children’s formal education, we
use another verb. Take a look:
VERBS
to educate someone
educar alguém formalmente, na escola
To educate someone means to teach someone, especially using the formal

system of school, college or university. In this sense, we cannot use the phrasal
verb to bring up.
The second aforementioned phrasal verb is to go wrong, formed by the verb to
go and the adjective wrong:
PHRASAL VERBS
to go wrong = to make a mistake

errar = cometer um erro
To go wrong means to make a mistake, to do something that will cause another

to have negative results.
There is yet a very common sentence in spoken English with this phrasal verb.
Take a look:

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YOU CAN’ T GO WRONG WITH (SOME THING )

não dá para errar com (alguma coisa)
It’s a formal cocktail party, Julia. You can’t go wrong

with a black dress.
É um coquetel formal, Julia. Não dá para errar com um
vestido preto.
You can't go wrong with (something) is used to say that there is no way that
someone could make a mistake by doing a certain thing. In the context, Julia has
a formal party to attend, and the outfit that she could choose without making a
mistake would be a black dress.
To go wrong has also another use, when the subject does not refer to a person
but to a situation. In this case, it will no longer mean the same as to make a
mistake. It means not working well. Check it out:
TO GO WRONG
dar errado
You may have already experienced a conflict situation with someone

from work or from your personal life. Something goes wrong, and one
party gets a really bad impression of the other.
Você já deve ter passado por uma situação de conflito com alguém do seu
trabalho ou da sua vida pessoal. Algo dá errado, e uma das partes fica
com uma péssima impressão da outra.
Here, we have something goes wrong in the second sentence of the excerpt.
Notice that the subject no longer refers to someone, but to a situation. So, the
meaning of that expression is the same as to stop working properly. In this case,
something involving the relationship between two people stops working properly,
so they get a bad impression of one another.
To get a bad impression is a variation of the following collocation:

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COLLOCATIONS
to get an impression
ter uma impressão
To get a bad impression ≠ to get a good impression

Ficar com ou ter uma má impressão ≠ ficar com ou ter uma boa impressão
To get an impression means to have a feeling about someone or a situation.

We can add adjectives to determine the type of impression: with bad, we have
to get a bad impression, that is, a negative idea; to convey the opposite idea, we
could use good, an adjective that is the opposite of bad, forming to get a good
impression.
We can also change the verb to get for the verb to make and change the
perspective. Check it out:
COLLOCATIONS
to make an impression
causar uma impressão
To make a bad impression ≠ to make a good impression

Causar uma má impressão ≠ causar uma boa impressão
By using the verb to make, we have to make an impression, used to talk

about having a strong effect on people or on a situation. We can also add
an adjective: with bad, we have to make a bad impression, with a negative
connotation; with good, we have to make a good impression, to convey the
opposite idea.
If as customers we can get a bad impression of a company, within the corporate
environment, when we make a bad impression, the first thing to be done is to
acknowledge the mistake.
And that is the job of the crisis management committee. Have a look:
The crisis management committee must be aware of the mistakes that

led these people to be dissatisfied in the first place.
O comitê de gestão de crise deve estar atento aos erros que causaram
insatisfação nestas pessoas, em primeiro lugar.

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In the previous example, we have the modal verb must, used to talk about an
obligation. Here, it is an obligation of the crisis management committee.
Also, note the use of the word first in the expression in the first place. In this
case, we are referring to a starting point or the initial point of a process. We are
not literally talking about the order of something, or the first argument in a line of
reasoning. Therefore, in the first place has the same meaning as the expression to
begin with.
As you already know, it is through this perception and care that the company can
have an opportunity for growth. By maintaining a transparent relationship with the
customer, we are much more likely to keep them interested and, with that, to deviate
from the negative effects that a crisis may have.
Now you know how to use some collocations, phrasal verbs,

and you have learned a little bit about ordinal numbers and
connectors to organize your speech.

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Part 3.
Activities
( 1 ) ter uma má impressão ( ) to raise / to bring up a child
( 2 ) causar uma má impressão ( ) as if
( 3 ) errar / dar errado ( ) to make a bad impression
( 4 ) trazer / levantar ( ) attempt / try
( 5 ) criar uma criança ( ) to get a bad impression
( 6 ) primeiramente / em primeiro lugar ( ) dissatisfied
( 7 ) tentativa ( ) to bring around
( 8 ) insatisfeito(a) ( ) what if
( 9 ) como se ( ) to bring up / to raise
( 10 ) e se ( ) to bring about
( 11 ) fazer com que algo aconteça / ocasionar algo ( ) first of all / firstly / first
( 12 ) persuadir / convencer alguém ( ) to go wrong
B. Fill in the blanks with the appropriate words, according to the translation.
1. Margareth is experienced Nick.

Margareth é tão experiente quanto Nick.
2. The company made a refund agreed.

A empresa fez um reembolso conforme combinado.
3. Jeremy is late, usual.

Jeremy está atrasado, como de costume.
4. we ask Julius for his opinion? He knows a lot about this subject.
E se pedirmos a opinião do Julius? Ele conhece muito sobre este assunto.

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5. The manager acts he were the president of the company.

O gerente age como se fosse o presidente da empresa.
6. you may have already realized, the way companies react to a crisis can bring
about interesting opportunities in the market.
Como você já deve ter percebido, a forma como as empresas reagem a uma crise pode proporcionar
oportunidades interessantes no mercado.
6. As 12. to bring around 6. first of all / firstly / first

5. as if 11. to bring about 5. to raise / to bring up a child
4. What if 10. what if 4. to bring up / to raise
3. as 9. as if 3. to go wrong
2. as 8. dissatisfied 2. to make a bad impression
1. as - as 7. attempt / try 1. to get a bad impression

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Part 4.
So far, in the last few chapters, we have learned the three basic sentence
structures in English – affirmative, negative, and interrogative forms – formed
with different verb forms to talk about events in the present, past, and future.
We have learned that some verb forms will have auxiliary verbs, and we
have also learned the use of modal verbs. The general structure of affirmative
sentences with modal verbs is as follows:
MODAL VERBS
Affirmative Form
subject + modal verb + main verb in the base form + complement

sujeito + modal verb + verbo principal na forma base + complemento
As you know, modal verbs imprint different meanings on the verbs they precede.
Take the modal verb can, for example:
MODAL VERB CAN

Affirmative Form
ability / possibility
habilidade / possibilidade
It is vital that the company should set an environment of dialogue with

customers, so they can vent their frustrations. In return, the company
can better understand them.
É essencial que a empresa ofereça um ambiente de diálogo aos clientes,
para que eles possam desabafar suas frustrações. Em contrapartida, a
empresa pode entendê-los melhor.

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In the previous example, we used can twice. In the first sentence, can conveys
the idea of possibility, that is, it is possible for customers to express themselves.
This possibility refers both to the present and the future. In the second sentence,
it is possible to interpret that can conveys two ideas: one of possibility and
another of ability.
So, it is possible for the company to better listen to customers, and, at the same
time, the company becomes capable of doing that, either in the present or in the
future. In both situations, can could be replaced by the expression to be able to.
Note that these sentences are in the affirmative form, which means they have
the subject, followed by the modal verb can, the main verb in the base form,
and a complement.
We have also learned that the modal verb can is used to ask for permission in the
interrogative form. For example:
MODAL VERB CAN

Interrogative Form
permission
permissão
Can I write down your address, please?

Eu posso anotar seu endereço, por favor?
Here, we have a recurring question in customer service, especially when the customer
is contacted by phone. The modal verb can implies permission. We can even include
the word please at the end to be polite. As the sentence is in the interrogative form,
we have the modal verb can followed by the subject I, then the main verb in the base
form write, and the complement down your address, please.
Note that the general structure of modal verbs in the interrogative form is as follows:
MODAL VERBS
Interrogative Form
modal verb + subject + main verb in the base form + complement

modal verb + sujeito + verbo principal na forma base + complemento

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When it comes to the negative form, the general structure is as follows:
MODAL VERBS
Negative Form
subject + modal verb + not + main verb in the base form + complement
sujeito + modal verb + not + verbo principal na forma base + complemento
We use can in the negative form to talk about the lack of ability in the present.
For example:
MODAL VERB CAN

Negative Form
lack of ability
falta de habilidade
Sheila cannot / can’t swim very well.

Sheila não consegue nadar muito bem.
Here, we have the subject Sheila, the modal verb can, the particle not, the main
verb in the base form swim, and the complement very well. Note that, in the
negative form, can and the particle not form a single word, cannot. Here, we are
talking about Sheila’s inability to swim. It is possible to contract cannot as can’t.
The contracted form is less emphatic and more common in spoken language.
Take another example, now to convey lack of possibility:
MODAL VERB CAN

Negative Form
lack of possibility
falta de possibilidade
Dr. Anderson cannot / can’t see you today. He’s busy.

Dr. Anderson não pode te ver hoje. Ele está ocupado.

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Here, we are using cannot to express the lack of possibility of Dr. Anderson
seeing someone.
We can also use the negative form to talk about lack of permission. For example:
MODAL VERB CAN

Negative Form
lack of permission
falta de permissão
You cannot / can’t leave early today.

Você não pode ir embora mais cedo hoje.
In the previous case, cannot denotes lack of permission to leave work early.
In addition to learning that we can use can for permission, ability, possibility or
lack of them, we have also learned the modal verb may, which can sometimes
have a similar idea to that of the modal verb can.
Whereas can is used to talk about a possibility, that is, something that is not
impossible to happen, the modal verb may is used to talk about a probability,
that is, when we have grounds to believe that something has a fifty-fifty chance
of happening. Take a look:
MODAL VERB MAY

Affirmative Form
probability
probabilidade
If the company takes too long to solve its customers’ problems, it may
lose them to the competition for good.
Se a empresa demora para resolver os problemas dos clientes, ela pode
perdê-los de vez para a concorrência.
Here, may conveys probability, which is to lose customers to the competition.

The previous example is in the affirmative form, that is, we have the subject it,
the modal verb may, the main verb in the base form lose, and the complement.
As you can see, it also follows the general structure for modal verbs in the
affirmative form.
Take a look at another example with may in the affirmative form:

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MODAL VERB MAY

Affirmative Form
probability
probabilidade
Once you identify where the problem is, it gets easier to solve it. And, during
a crisis, different clients may experience different problems.
Uma vez que você identifica onde está o problema, fica mais fácil de resolvê-lo.
E, durante uma crise, clientes diferentes podem vivenciar problemas diferentes.
In the former example, we are using may to talk about the probability of problems
varying according to customers.
Another modal verb we have also seen is must, used in the affirmative form to
express necessity. For example:
MODAL VERB MUST

Affirmative Form
necessity
necessidade
When you keep track of the moves made by the competition during a crisis,
it is also possible to identify where they are going wrong. And that’s when
we must consider the so-called competitive differentiation.
Quando você acompanha os movimentos feitos pela concorrência durante uma
crise, também é possível identificar onde ela está errando. E é quando devemos
considerar o diferencial competitivo.
Here, we use must to talk about an attitude that has to be or needs to be

taken. That is, we talk about the necessity of taking into account competitive
differentiation, either in the present or in the future.
The structure is the same as the one we have seen so far with other modal verbs:
we have the subject we, the modal verb must, followed by the main verb in the
base form consider, and the complement.
We can also use must in the affirmative form to specifically talk about obligation.
Check it out:

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MODAL VERB MUST

Affirmative Form
obligation
obrigação
You must wear a seat belt while driving.

Você tem que usar um cinto de segurança ao dirigir.
We use the modal verb must to talk about something that is mandatory either in
the present or in the future. In the previous example, the use of seat belts while
driving refers to an obligation according to the law.
Note that the structure here is that of the affirmative form: subject + modal verb
+ main verb in the base form + complement.
When we use must in the negative form, we talk about prohibition. Take a look:
MODAL VERB MUST

Negative Form
prohibition
proibição
You must not / mustn’t run a red light.

Você não pode ultrapassar um sinal vermelho.
In the previous example, we use the negative form of the modal verb must to
express a prohibition, which is to run a red light. Note that the structure here is
the same as the negative form for all modal verbs. We just add not after must.
It is worth emphasizing that we cannot express prohibition with sentences in the
affirmative form, just as we cannot talk about obligations in the negative form
with must. Prohibitions will always be expressed in sentences in the negative
form, just as obligations and necessities will always be expressed in sentences
in the affirmative form.
There is yet another idea that we can express using the modal verb must in the
affirmative form, which is to make deductions. Check it out:

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MODAL VERB MUST

Affirmative Form
deduction
dedução
Anna has worked on the solution for this problem all day. She must be
mentally exhausted.
Anna trabalhou na solução deste problema o dia todo. Ela deve estar
mentalmente exausta.
In this case, we are using must to make a logical deduction, based on the information
we have: Anna worked all day; therefore, we can assume she is mentally exhausted.
Must implies a high chance of concluding that something is right.
For us to make deductions in the negative form, we use the modal verb can instead
of must.
In order to help understand how it happens, read the following excerpt:
Let’s suppose we went to an office party and then a colleague, Greg, ended
up drinking too much. The employees are usually allowed to bring someone,
who we call a plus-one.
Suponhamos que nós fomos a uma festa do escritório e, então, um colega, Greg,
acabou bebendo demais. Normalmente, os funcionários podem levar alguém,
que nós chamamos de convidado.
One of Greg’s colleagues observes he is not well, and tells the plus-one the following:
MODAL VERB MUST

Affirmative Form
deduction
dedução
Don’t let Greg drive. He’s had too much to drink, so he must be drunk.
Não deixe o Greg dirigir. Ele tomou muitos drinques, então, deve estar bêbado.

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Here, we have a deduction in the affirmative form, referring to the present. We

use must because we are deducing that Greg is drunk. But we could also deduce
the reverse and say:
MODAL VERB CAN

Negative Form
deduction
dedução
He’s had too much to drink, so he can’t be sober.

Ele tomou muitos drinques, então, ele não pode estar sóbrio.
In the previous example, can’t does not refer to lack of skill, ability or possibility, but
to a deduction regarding the present. We are assuming that Greg cannot be sober,
as he has drunk too much. Also note that we have the modal verb can contracted
with the particle not as can’t. If we want to emphasize the negative, we can use the
non-contracted form, cannot.
In all of the cases with modal verbs we have seen so far, we were talking about
events in the present or in the future.
However, there are some contexts in which we can use a different structure from
the ones we have learned, which does not exactly refer to the present or to the
future, but to the past.
The basic structure in the affirmative form is:
MODAL VERBS – REFERR ING TO THE PAST

Affirmative Form
subject + modal verb + auxiliary verb have + main verb in the past
participle + complement
sujeito + modal verb + verbo auxiliar have + verbo principal no particípio
passado + complemento

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It is important to point out that modal verbs work as auxiliary verbs; therefore,
the modal verb is the first auxiliary, and have is the second auxiliary. It is always
conjugated as have, regardless of the subject. The main verb is always in the past
participle. And the complement may or may not be part of this structure, as it will
depend on the main verb.
This structure appears with different modal verbs, each of which will convey a
different idea.
When we use may in this structure, we convey probability in the past. For instance:
MODAL VERB MAY

Affirmative form
probability in the past

probabilidade no passado
You may have already experienced a conflict situation with someone from
work or from your personal life.
Você já deve ter passado por uma situação de conflito com alguém do seu
trabalho ou da sua vida pessoal.
Here, note we have the subject you, the modal verb may, then the auxiliary verb
have, the main verb in the past participle experienced, and the complement a
conflict situation with someone from work or from your personal life.
We are talking about a high probability. However, it refers to the past, different
from the use of the modal verb may followed by the verb in the base form.
Take another example about probability in the past:
MODAL VERB MAY

Affirmative form
probability in the past

probabilidade no passado
As you may have already realized, the way companies react to a crisis
can bring about interesting opportunities in the market.
Como você já deve ter percebido, a forma como as empresas reagem a
uma crise pode proporcionar oportunidades interessantes no mercado.

165
Here, we have the subject you, followed by the modal verb may, the auxiliary
verb have, the adverb already, and the main verb in the past participle realized.
The adverb already means previously, or beforehand. It emphasizes that the
situation is behind us. The previous example introduces what we infer the viewer
may have already realized or noticed, that is, it is also a probability in the past.
We can also use this same structure with the modal verb must to talk about
logical deductions in the past. It denotes a high probability that something has
happened.
Consider the following excerpt:
Martha, an employee of a certain company, overhears a conversation

in the corridors. However, even without hearing things clearly, she
understands that there will be a massive layoff. Desperate, she spreads
the news to her colleagues, and this rumor gets to the administration,
who denies the story to the rest of the team.
Martha, uma funcionária de determinada empresa, ouve por alto uma
conversa nos corredores. No entanto, mesmo sem ouvir as coisas com
clareza, ela entende que vai haver uma demissão em massa. Desesperada,
ela espalha a notícia aos colegas dela, e o boato chega na administração,
que nega a história ao restante da equipe.
In the speech of the administrative representative, the following statement is made:
MODAL VERB MUST

Affirmative form
deductions in the past

deduções no passado
Nobody is getting fired. Martha must have misheard someone.

Ninguém vai ser demitido. Martha deve ter ouvido alguém errado.
In the previous example, saying that Martha must have misheard someone is a
logical deduction about what has most probably happened in the past, since no
one will actually be fired. Note that the sentence is formed by the subject Martha,
followed by the modal verb must, the auxiliary verb have, the main verb in the past
participle misheard, and the complement someone.

166
Observe how there is no change in the conjugation of the second auxiliary, even
though the subject is the third person singular.
So, in order to illustrate the use of deductions in the past with must, read the
following excerpt within the same context:
After everything has been cleared up, the staff feels relieved. However,
everybody is worried about Martha, because she has been acting
strange after all this misunderstanding. Then, one of the staff members
mentions that she had a project once that did not go as expected and
that she got very disappointed at the time.
Depois que tudo foi esclarecido, a equipe se sente aliviada. Porém, todos
estão preocupados com Martha, pois ela tem agido de maneira estranha
depois de todo esse mal-entendido. Então, um dos membros da equipe
menciona que, uma vez, ela teve um projeto que não saiu como esperado e
ela ficou muito decepcionada naquela ocasião.
Based on the previous background, a staff member makes the following deduction:
MODAL VERB MUST

Affirmative form

She must have been worried because her action plan didn’t work as expected.
Ela deve ter ficado preocupada porque seu plano de ação não funcionou conforme
o esperado.
The team member comes to that conclusion because he knows that Martha’s action plan
did not go as she expected. Therefore, it is a deduction that refers to the past, as you can
see by the structure of the sentence.
To make a negative deduction in the past, we use cannot or can’t, with the same
structure we have seen so far: modal verb + auxiliary verb have + main verb in the past
participle.
To better illustrate the idea with the negative form of the modal verb can, read the
following story:

167
Some very important files of a company are kept in a locked drawer in the director’s office.
Only her and her secretary, Veronica, have the key that gives access to these documents.
However, one day, the director opens the drawer and sees that they are no longer there.
Completely caught by surprise, the director calls her husband and tells him what happened.
He reminds her that Hector, a former employee who had just been fired, did not prove to be
a very reliable person, so he could have taken these documents before leaving.
Alguns arquivos muito importantes de uma empresa são mantidos em uma gaveta trancada
no escritório da diretora. Somente ela e sua secretária, Veronica, têm a chave que dá acesso a
eles. Porém, um dia, a diretora abre a gaveta e vê que os documentos não estão mais lá. Pega
completamente de surpresa, a diretora liga para seu marido e conta a ele o que aconteceu. Ele a
lembra que Hector, um ex-funcionário que tinha acabado de ser demitido, provou não ser uma
pessoa muito confiável, portanto, ele poderia ter levado estes documentos antes de ir embora.
With that information in mind, the director then deduces:
MODAL VERB CAN

Negative form

Hector can’t have taken the files. Only Veronica has the key
to that drawer.
Hector não poderia ter levado os arquivos. Só a Veronica tem a chave
dessa gaveta.
Here, we have the subject Hector, the modal verb can in its contracted form with the particle
not, can’t, the auxiliary verb have, the main verb in the past participle taken, and the
complement the files. Therefore, she assumes Hector did not get the documents, as she knows
that only her secretary had the keys to her drawer.
The husband, knowing how much his wife trusts Veronica, replies with another deduction:
MODAL VERB CAN

Negative form

Veronica is so reliable and loyal. She can’t have done anything to harm you.
Veronica é tão confiável e leal. Ela não pode ter feito algo para te prejudicar.

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Here, we have the subject she, the modal verb can in its contracted form with the
particle not, can’t, the main verb in the past participle done, and the complement
anything to harm you. The negative form of the modal verb can is being used to
make another deduction in the past, regarding something the husband assumes did
not happen.
It is worth mentioning that the use of cannot or can’t in this structure does not
convey the idea of lack of permission or lack of ability in the past. To express those
ideas, we need to use another modal verb: could.
First, take a look at its basic structure:
MODAL VERB COULD

Affirmative form
subject + modal verb could + main verb in the base form + complement
sujeito + modal verb could + verbo principal na forma base + complemento
As you can see, the structure of affirmative sentences with could is the same as
it is with other modal verbs. Could works as an auxiliary verb, and the main verb
comes in the base form.
Have a look at an example:
MODAL VERB COULD

Affirmative form
ability in the past

habilidade no passado
My daughter could play the piano at the age of ten.

Minha filha podia tocar piano aos dez anos de idade.
In the previous example, we have the subject my daughter, followed by the

modal verb could, the main verb in the base form play, and the complement
the piano at the age of ten. This sentence refers to an ability in the past, which is
marked by the phrase at the age of ten, that is, when she was ten years old.
Even if we did not have a time reference here, we would convey the notion of
ability in the past just by using the modal verb could. In this sense, we can say
that could is the past of can. Check it out:

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MODAL VERB COULD

Affirmative form
ability in the past

habilidade no passado
Mike could run five miles before gaining weight.

Mike conseguia correr cinco milhas antes de ganhar peso.
Here, we have the subject Mike, followed by the modal verb could, the main
verb in the base form run, and the complement five miles before gaining weight.
Before gaining weight implies that Mike used to run prior to that. So, here, by
using could, we can infer that Mike can no longer run as he did before gaining
weight.
We would use the modal verb can if he managed to run five miles in the present.
Take a look:
MODAL VERB CAN

Affirmative form
ability in the present

habilidade no presente
Mike can run five miles.

Mike consegue correr cinco milhas.
Here, we have the same structure as the one used with could just before: subject
+ modal verb + main verb in the base form + complement. However, in the
previous example, we are talking about an ability in the present or in the future,
which is that Mike is able to run five miles. As we have already mentioned, can
conveys the idea of a possibility in the present or the future.
Depending on the context, could also implies possibility. However, we will not
be referring to a past possibility. Could implies a remote possibility either in the
present or in the future.
Taking the last example into account, we could think of some possibilities for
Mike to get back into shape using the modal verb could. Check it out:

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MODAL VERB COULD

Affirmative form
possibility in the present and future

possibilidade no presente e futuro
He could go to the gym.

Ele poderia ir para a academia.
He could start a diet.

Ele poderia começar uma dieta.
In these cases, we are not talking about a lack of probability in the past, but about
the remote possibility that he could go to the gym or start a diet in the present or
in the future. Note that the structure here is the same for both sentences: subject +
modal verb + main verb in the base form + complement.
To use could to talk about a possibility in the past, we would have to use the
structure in which the modal verb is followed by the second auxiliary verb have and
the main verb in the past participle. For example:
MODAL VERB COULD

Affirmative form
possibility in the past

possibilidade no passado
Daniel could have been an excellent engineer, but he is a ballet dancer.

Daniel poderia ter sido um excelente engenheiro, mas ele é um bailarino.
In the former sentence, we have the subject Daniel, the modal verb could, the
auxiliary verb have, followed by the main verb in the past participle been, and the
complement an excellent engineer. Here, we are talking about something that could
have happened but actually didn’t, because Daniel is a ballet dancer today, not an
engineer. Therefore, we refer to a possibility in the past.

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MODAL VERB COULD

Affirmative form
possibility in the past

possibilidade no passado
They could have anticipated the crisis before going bankrupt.

Eles poderiam ter previsto a crise antes de terem ido à falência.
Here, we have the same structure with the subject they, the modal verb could,
followed by the auxiliary verb have, the main verb in the past participle anticipated,
and the complement the crisis before going bankrupt. In this case, we are talking
about the possibility of having avoided the crisis and bankruptcy in the past.
In this chapter, you have reviewed some modal verbs and learned
a few more uses for them in the present, future, and past. If
you want to learn more about these topics, you can refer to the
Grammar Guide section at the end of your book.
GRAMMAR GUIDE
Modal Verb Can Page 262

Modal Verb Could Page 265
Modal Verb May Page 268
Modal Verb Must Page 273

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Part 5.
Activities
A. Complete the sentences with the right modal verb according to the guidelines.
1. He go to the gym. (Remote possibility in the present and future)

Ele poderia ir para a academia.
2. Mike run five miles. (Ability in the present)

Mike consegue correr cinco milhas.
3. My daughter play the piano at the age of ten. (Ability in the past)
Minha filha conseguia tocar o piano aos dez anos de idade.
4. She have been worried because her action plan didn’t work as expected.
(Deduction in the past / affirmative)
Ela deve ter ficado preocupada porque o seu plano de ação não funcionou conforme o esperado.
5. You leave early today. (Lack of permission)

Você não pode sair mais cedo hoje.
6. Don’t let Greg drive. He’s had too much to drink, so he be drunk.
(Deduction / affirmative)
Não deixe Greg dirigir. Ele bebeu demais, então, ele deve estar bêbado.
7. You run a red light. (Prohibition)

É proibido furar o sinal vermelho.
8. Sheila swim very well. (Lack of ability in the present)

Sheila não sabe nadar muito bem.
1. He’s had too much to drink, so he sober.

Ele tomou muitos drinques, então, ele não pode estar sóbrio.

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2. You a seat belt while driving.

Você tem que usar um cinto de segurança ao dirigir.
3. Veronica is so reliable and loyal. She anything to harm you.

Veronica é tão confiável e leal. Ela não pode ter feito algo para te prejudicar.
4. Nobody is getting fired. Martha someone.

Ninguém vai ser demitido. Martha deve ter ouvido alguém errado.
5. Hector the files. Only Veronica has the key to that drawer.
Hector não pode ter levado os arquivos. Só a Veronica tem a chave dessa gaveta.
6. Anna has worked on the solution for this problem all day. She
mentally exhausted.
Anna trabalhou na solução deste problema o dia todo. Ela deve estar mentalmente exausta.
6. must be
5. can’t have taken / cannot have taken
4. must have misheard 8. cannot / can’t 4. must
3. can’t have done / cannot have done 7. must not / mustn’t 3. could
2. must wear 6. must 2. can
1. can’t be / cannot be 5. cannot / can’t 1. could

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6
Unforeseen
Unforeseen
Crisis
Crises
Part 1.
In this chapter, you will learn some idioms and some elements of coherence and
cohesion. You will also learn some phrasal verbs and verbs related to business,
as well as other important vocabulary and grammar topics.
Now look at the script of Unforeseen Crises.
UNFORESEEN CRISES
After all that we have said so far, I think you may have already come
up with a good idea of how crisis management can help you and your
company at the most delicate moments.
First, we drew up the crisis management plan by creating a range of

possible scenarios. Then, we implemented this plan by communicating
the main points to the whole team. During this process, we still had
the chance to improve the plan based on the suggestions given by the
employees and the customers. Once the crisis arose, we identified its
origin and put into practice the whole set of moves previously intended.
But what if the crisis is caused by a totally unpredictable event, a

situation that no one could ever imagine during the preparation step?
What can we possibly do about it? I can assure you that panicking is
certainly not an option here.
When a crisis arises out of the blue, it requires a quick diagnosis by the
company. And it gets particularly complicated once the crisis has already
set in.
If you focus your efforts exclusively on replying to customers, you are

not fighting the root of the crisis. On the other hand, if you devote all
your efforts to identifying the cause of the crisis, you will not be giving
proper attention to your customers. Those are not easy to juggle, but
it’s not impossible at all. That’s why promptness and precision are
essential in this type of situation. And the committee must quickly
identify the cause of the crisis. For instance… Was it caused by internal
or external events? Is it a logistical or financial problem? Is it a juridical or
administrative mistake?

176
Based on that information, the committee will then be able to make a

diagnosis of the crisis and its direct consequences, as well as build a new
scenario for the management plan. This scenario will help create a set of
actions to be taken to fight the problems.
Another aspect to be considered is that a crisis brought on by an

unpredicted event requires close supervision by the company’s managers.
They need to know whether the action plan is actually working, so they
can change the route, in case it’s necessary. And this is done through the
continuous monitoring of some indicators. Which indicators would those
be? Well, that’s up to the committee to decide.
Let me illustrate that with an example. Imagine that an online store runs
out of stock of a certain product, blocking its sales on the website. When
poring over the problem, the company’s management discovers that the
product has become unavailable, not because of a sudden increase in
demand, but due to a problem with the haulage company. That information
will make it possible for the committee to quickly send a second company
to transport the goods from the factory to the warehouse.
With that in mind, I ask you: which indicators would be important to

monitor here? Firstly, the size of the stock. If the inventory shows an
increase in goods, it means that the second haulage company is managing
to deliver everything according to plan. From the moment the store
replenishes its stock, customers will then be able to purchase that product
again.
And this is another important indicator to be monitored: the number of

orders on the website. If even with the stock fully reloaded the number
of orders does not come back to its regular status, the problem may have
spread way further. The thing is that other departments of the company
may have also been affected, prolonging the crisis even more. Therefore,
the committee would have to adapt its plans as the crisis progresses.
So, we can conclude that, in addition to making a quick diagnosis, drawing

up an action plan, and monitoring the indicators, the committee needs to
pay attention to the evolution of the crisis.
And then, guys, it’s no secret. Readiness and adaptability will make all the
difference to rise above a crisis, especially when it comes out of the blue.

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CRISES IMPRE VISTAS
Depois de tudo o que comentamos até aqui, imagino que você já esteja
com uma boa ideia de como a gestão de crise pode ajudar você e sua
empresa nos momentos mais delicados.
Primeiro, elaboramos o plano de gestão de crise criando uma gama

de cenários possíveis. Em seguida, nós implantamos este plano
comunicando os pontos principais para toda a equipe. Durante este
processo, nós ainda tivemos a chance de melhorar o plano a partir das
sugestões dadas pelos colaboradores e pelos clientes. Uma vez que a
crise surgiu, identificamos sua origem e colocamos em prática todo o
conjunto de ações planejado anteriormente.
Mas, e se a crise for ocasionada por um evento totalmente imprevisto,

uma situação que ninguém foi capaz de imaginar durante a etapa de
preparação? O que podemos fazer sobre isso? Posso garantir a você que
entrar em pânico certamente não é uma opção aqui.
Quando uma crise surge “do nada”, ela exige um diagnóstico rápido por
parte da empresa. E isso fica particularmente complicado uma vez que a
crise já esteja instalada.
Se você focar seus esforços exclusivamente em responder aos

clientes, você não combaterá a origem da crise. Por outro lado, se você
dedicar todos os seus esforços para identificar a causa da crise, você
não dará a atenção apropriada a seus clientes. Não é fácil fazer tudo
isso ao mesmo tempo, mas não é de todo impossível. É por isso que
prontidão e precisão são essenciais neste tipo de situação. E o comitê
tem que identificar rapidamente a causa da crise. Por exemplo... Ela
foi provocada por um evento interno ou externo? É um problema de
logística ou financeiro? É um erro jurídico ou administrativo?
Baseado nesta informação, o comitê poderá, então, fazer um diagnóstico

da crise e de suas consequências diretas, assim como construir um novo
cenário para o plano de gestão. Este cenário ajudará o comitê a elaborar
um conjunto de ações que serão tomadas para combater os problemas.
Outro aspecto a ser considerado é que uma crise provocada por um

evento imprevisto requer uma supervisão minuciosa por parte dos
gestores da empresa. Eles precisam saber se o plano de ação está
realmente funcionando, para que possam mudar o percurso, caso seja
necessário. E isto é feito por meio do monitoramento contínuo de alguns
indicadores. Quais seriam esses indicadores? Bem, é o comitê que
decide.

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Deixe-me ilustrar isso com um exemplo. Imagine que uma loja online
esgote o estoque de um determinado produto, bloqueando sua venda
no site. Ao se debruçar sobre o problema, a gestão da empresa
descobre que o produto acabou, não por um aumento repentino na
demanda, mas por um problema com a transportadora. A informação
tornará possível que o comitê envie rapidamente uma segunda empresa
para transportar a mercadoria da fábrica para o estoque.
Com isso em mente, eu te pergunto: quais indicadores seriam

importantes monitorar aqui? Em primeiro lugar, o tamanho do estoque.
Se o inventário mostra um aumento de mercadoria, isso significa que a
nova transportadora está conseguindo entregar tudo de acordo com o
plano. A partir do momento em que a loja repõe seu estoque, os clientes
vão poder voltar a comprar aquele produto novamente.
E este é outro indicador importante de ser monitorado: o número

de pedidos no site. Se, mesmo com o estoque reposto, o número
de pedidos não voltar a seu status regular, o problema pode ter se
espalhado ainda mais. O fato é que outros departamentos da empresa
também podem ter sido afetados, prolongando ainda mais a crise.
Portanto, o comitê teria que adaptar seus planos conforme a crise
avança.
Então, podemos concluir que, além de fazer um diagnóstico rápido,

elaborar um plano de ação e monitorar os indicadores, o comitê precisa
prestar atenção na evolução da crise.
E aí, pessoal, não é segredo. Agilidade e adaptabilidade farão toda a

diferença para superar uma crise, especialmente quando ela aparece
“do nada”.

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Part 2.
We have seen many aspects of the crisis so far. One thing we can be sure of is that crisis
management strategies are all about preventing a crisis from happening or stifling it as
soon as possible by being prepared for the worst-case scenario.
However, sometimes a crisis may be an unpredictable event:
OUT OF THE BLUE / A BOLT FROM THE BLUE = SUDDENLY /

UNEXPE CTEDLY
“do nada” / de repente
When a crisis arises out of the blue, it requires a

quick diagnosis by the company.
Quando uma crise surge “do nada”, ela exige um
diagnóstico rápido por parte da empresa.
When we say a crisis arises, we mean it appears or emerges. The idiomatic

expression out of the blue is used to say that the situation is completely
unexpected. Another expression that could be used here is a bolt from the blue,
with the same meaning. These expressions convey the same idea as that of the
adverbs suddenly and unexpectedly, but they would sound more formal than the
expressions.
The word blue in isolation is the name of a color. In the former expressions, it
refers to the color of the sky, and it implies something has unexpectedly fallen
from the sky.
There are many other idioms in English formed with various names of colors;
however, they are not necessarily related to the colors themselves. Take a look:
IDIOMATIC EXPRESSIONS WITH NAMES OF COLORS

expressões idiomáticas com nomes de cores
once in a blue moon

muito raramente / de vez em nunca

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golden opportunity red herring

oportunidade de ouro pista falsa
black-and-white
muito claro / fácil de entender como certo ou errado
gray area
zona cinzenta / área obscura ou nebulosa
As you can see, idioms are expressions whose meaning is not literal. It is
important to be on top of these expressions because they are very common in
everyday life.
When a crisis appears out of the blue or unexpectedly, there are some things
we need to pay attention to in order to quickly take action. Take a look:

not fighting the root of the crisis.
Se você focar seus esforços exclusivamente em responder aos clientes,
você não combaterá a origem da crise.
Let’s analyze that sentence in parts. The first sentence shows a condition,
introduced by if. And its consequence is that you will neglect the root of the
crisis. Note that the word root refers to the underlying cause or essence of some
issue, problem, or difficulty. It would be similar to the cause of the matter.
In other contexts, root can also mean the part of a plant that grows down into
the earth, or even the main part of a word, that is, the basis to which we add
prefixes and suffixes in word formation. For example, in the adverb exclusively,
which you can see in the previous example, -ly is the suffix, as we have already
seen, and exclusive is the basis, the root of the word. In short:
ROOT
raiz
root of the problem

raiz / causa / origem do problema

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root root
raiz de uma planta raiz / radical de uma palavra
So, identifying the root of the problem is important to be able to actually begin to
solve it.
However, it should not be the primary focus either. Take a look:
On the other hand, if you devote all your efforts to identifying the cause
of the crisis, you will not be giving proper attention to your customers.
Por outro lado, se você dedicar todos os seus esforços para identificar a
causa da crise, você não dará a atenção apropriada a seus clientes.
Note that on the other hand is used to introduce an alternative in opposition to

the previous one.
Another way of presenting two contrasting alternatives would be by using
the pair of connectors: on the one hand, which introduces the first point to be
considered, and on the other hand to introduce the second alternative, which
contrasts with the first one. Like this:
ON THE ONE HAND… ON THE OTHER HAND

por um lado… por outro lado
On the one hand, the employees have been very tired lately. On the
other hand, the overwork is temporary.
Por um lado, os funcionários têm estado muito cansados ultimamente. Por
outro lado, o excesso de trabalho é temporário.
Here, we use on the one hand, introducing the first idea, which is that the
employees have been very tired lately. Then, we use on the other hand
presenting the counterpart, which is that the overwork is a temporary situation.
So, we have got two contrasting ideas put together by this pair of connectors.
Notice that we use the word hand here. When isolated, hand refers to the part
of the body at the end of the arm. However, its meaning cannot be taken literally
in this case either.
We also have lots of idiomatic expressions formed with other parts of the body,
just as we saw with colors at the beginning of this chapter. Again, it is worth
mentioning that these words should not be taken literally. Check them out:

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IDIOMATIC EXPRESSIONS WITH NAMES OF

PARTS OF THE BODY
to lend somebody a hand

ajudar alguém / dar uma mão
to bring someone or something to their knees

derrotar alguém ou algo / deixar alguém de joelhos
to burn one’s finger

sofrer as consequências dos seus atos / queimar-se
to put one’s neck on the line

arriscar o pescoço
to learn by heart to know by heart

memorizar / decorar saber de cor
Knowing these idioms is of great help to grasp messages correctly when we are
learning a second language.
Resuming the points on crisis management, if we pay too much attention to one side,
the other may end up being neglected, and vice versa. That is why it is so important to
find a balance. Take a look:
TO JUGGLE
conciliar / equilibrar
Those are not easy to juggle, but it’s not impossible at all.
Não é fácil fazer tudo isso ao mesmo tempo, mas não é de todo impossível.
It’s important to note that those refer to the conditions we mentioned previously:
paying attention to one side and not neglecting the other. Instead of repeating both
topics, the pronoun those works as an element of coherence, as it refers back to the
conditions mentioned in the sentence.

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Now, notice that the verb to juggle is being used here to express exactly that balance
we just mentioned. In this context, to juggle means to keep things in balance.
We can also use this verb mentioning the two things that must be balanced. To do so,
we use the preposition with. Observe:
Giving proper attention to your customers is not easy

to juggle with identifying the root of the crisis.
Dar a devida atenção aos seus clientes não é fácil
de conciliar com a identificação da raiz da crise.
In this construction, we use the preposition with to say that we balance one thing
with another.
Here is another example with the same construction:
TO JUGGLE SOME THING WITH SOME THING ELSE

equilibrar uma coisa com a outra / conciliar
Bruna is juggling her job with her dance classes.

Bruna está conciliando seu emprego com suas aulas de dança.
Note that, here, we are saying that Bruna is trying to manage or to conciliate
more than one activity at the same time: her work and her dance classes.
In these previous examples, the verb to juggle is being used in a figurative sense.
It actually comes from the artistic act of throwing several objects up in the air,
then catching and throwing them up again, without letting them fall.
Regarding this literal meaning, we could say:
TO JUGGLE
fazer malabarismo
Gabriela juggles with two balls and four knives at the same time.
It’s incredible!
Gabriela faz malabarismo com duas bolas e quatro facas ao mesmo tempo.
É incrível!

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Here, we use to juggle to refer to the physical and artistic act that Gabriela can perform. Note
that we use the preposition with to name the objects with which she juggles. Also note that
the idea of this verb is similar to to balance, to conciliate many elements at the same time;
however, in this case, we are referring to its literal meaning.
There is also a third use of this verb that conveys a slightly different idea from the original.
Take a look:
TO JUGGLE SOME THING AROUND

rearranjar coisas para abrir espaço para outras
You’ll have to juggle your meetings around so you can meet your boss later.
Você terá que rearranjar suas reuniões para que possa encontrar seu chefe mais tarde.
The expression to juggle something around means to rearrange something

in order to make room for other things. In the previous sentence, we use to
juggle around to say that someone has to reschedule a meeting to fit another
appointment, which is to meet with the boss.
So, to help us understand that it is possible to balance both the attention given
to the client and the quick identification of the origin of the crisis, here is an
illustration:
Imagine that an online store runs out of stock of a certain product,

blocking its sales on the website.
Imagine que uma loja online esgote o estoque de um determinado produto,
bloqueando sua venda no site.
To run out of stock means that there are no products available for sale. This is
the phrasal verb to run out of something, which means to use something until it
finishes.
Here, to run does not mean to move along, operate, or control something,
as we saw in previous chapters, because it forms a phrasal verb. Therefore, it
cannot be understood based on its isolated parts.
To run out can also be used in another way. Take a look:

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TO RUN OUT
acabar
Time is running out.

O tempo está acabando.
Here, we use running out to say that something is ending. In this case, time is
coming to an end. Note that it is the subject of the sentence.
To run out can also mean to expire or to lose validity, as in:
TO RUN OUT
expirar
Their agreement will run out in April.

O acordo deles vai expirar em abril.
In this sentence, we are using to run out to say that the document in question
will expire, lose its validity. This phrasal verb is commonly used to refer to
contracts and documents.
To run out is also part of the expressions to run out of steam and to run out
of gas, in the sense of losing energy or not being interested in something
anymore. For example:
TO RUN OUT OF STEAM / OF GAS

ficar sem energia / perder o interesse em algo
My colleagues are running out of steam after this

long week of hard work.
Meus colegas estão ficando sem energia depois desta
longa semana de trabalho árduo.
Sometimes, a critical event may cause people to run out of steam. That is why it is
important to quickly diagnose the problem so that it can be solved fast. One way
to do this is to base the analysis on some indicators.

186
In the hypothetical case of the store having the sales blocked due to lack of stock,
the root of the problem is the haulage company. After hiring another company, it
would be necessary to analyze the following indicators:
Firstly, the size of the stock. If the inventory shows an increase in

goods, it means that the second haulage company is managing to
deliver everything according to plan.
Em primeiro lugar, o tamanho do estoque. Se o inventário mostra um
aumento de mercadoria, isso significa que a nova transportadora está
conseguindo entregar tudo de acordo com o plano.
We have started the previous sentence with firstly, an element of cohesion that we saw
last chapter. It introduces a first point of argument. Then, we have again a condition
introduced by if. Also, note that the word goods, which we have learned in Chapter 4, refers
to the items for sale.
The sentence closes with the expression according to plan. In this context, it means
everything happened as expected or as planned. According to is another element of
cohesion that implies an idea of conformity.
We can also use according to in this same sense of conformity in other contexts. Take a look:
ACCORDING TO
de acordo com / em conformidade com
You will be paid according to your position in the company.

Você será pago de acordo com seu cargo na empresa.
Here, according to is being used to state that the payment depends on the position the
person holds in the company.
Other than that, according to is also used as a connector, conveying another meaning:
ACCORDING TO
de acordo com
According to the reports, the last action plan is the most effective one we have.
De acordo com os relatórios, o último plano de ação é o mais eficiente que temos.

187
In this case, according to is being used to introduce information based on what was
already shown in the reports; it does not imply one thing depends on the other.
So, after the problem has been detected and the committee has taken the necessary
actions, it is also important that it pays attention to other parts of the company that
may have been affected. As we saw, we need to detect the problem as quickly as
possible in order to promote a happy ending.
This idea of agility in diagnosis is concluded as follows:
Readiness and adaptability will make all the difference to rise above a
crisis, especially when it comes out of the blue.
Agilidade e adaptabilidade farão toda a diferença para superar uma crise,
especialmente quando ela aparece “do nada”.
To rise above is a phrasal verb that means to overcome something difficult.

The verb to rise means to increase, or to move upwards. Be careful not to
confuse it with to raise, which can convey the same meaning. Let’s compare this
with some examples:
TO RISE
aumentar / levantar
sujeito + to rise (sem complemento do verbo)
Prices are rising due to inflation.

Os preços estão aumentando devido à inflação.
Rising is being used to say that prices are going up, increasing. Note that a
complement to this verb is not necessary. Something rises, and that is it.
Now, with raise, we would say:
TO RAISE
aumentar / levantar
sujeito + to raise + complemento do verbo
Supermarkets are raising their prices every day.

Os supermercados estão aumentando seus preços todos os dias.

188
Note that we use raising with the same meaning, which is to increase, but, here,
we need a complement. It is as if we said whoever raises, raises something. The
complement of the verb, in this case, is their prices every day.
So, we see that to rise has no complement for the verb, and the formation of
sentences with it will be subject + to rise.
But, with the verb to raise, we must add a complement for the verb. Then, the
formation of sentences with this verb is subject + to raise + complement of the verb.
We can also use these verbs implying physical movement towards an upper position.
Take a look:
TO RISE
aumentar / levantar
sujeito + to rise (sem complemento do verbo)
Every day, the sun rises.

Todos os dias, o sol se levanta.
In this case, we use rises to say that the sun moves upwards. There is no
complement for the verb here either.
Now, compare:
TO RAISE
aumentar / levantar
sujeito + to raise + complemento do verbo
You must raise your hand to have a chance to speak.

Você tem que levantar sua mão para ter uma chance de falar.
Here, we are using raise, and the complement of this verb is your hand, to say
that you have to put your hand up to get something. Note that, with to raise, a
subject raises something.
Now you know how important it is to take quick action to detect the
origin of a crisis that appears suddenly. We also learned many different
idioms with names of colors and body parts, as well as some elements
of coherence and cohesion, and phrasal verbs.

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Part 3.
Activities
( 1 ) do nada / de repente ( ) red herring
( 2 ) muito raramente / de vez em nunca ( ) root of the problem
( 3 ) oportunidade de ouro ( ) to run out of something
( 4 ) pista falsa ( ) to know by heart
( 5 ) muito claro / fácil de entender como certo ou errado ( ) out of the blue
( 6 ) zona cinzenta / área obscura ou nebulosa ( ) to put one’s neck on the line
( 7 ) raiz do problema ( ) golden opportunity
( 8 ) ajudar alguém / dar uma mão ( ) to lend somebody a hand
( 9 ) arriscar o pescoço ( ) black-and-white
( 10 ) saber de cor ( ) to juggle
( 11 ) equilibrar / conciliar ( ) gray area
( 12 ) esgotar / usar algo até o fim ( ) once in a blue moon
B. Fill in the blanks with the appropriate words, according to the translation.
1. You will be paid your position in the company.

Você será pago de acordo com seu cargo na empresa.
2. You’ll have your meetings so you can

meet your boss later.
Você terá que rearranjar suas reuniões para que possa encontrar seu chefe mais tarde.
3. Their agreement will in April.

O acordo deles vai expirar em abril.
4. My colleagues are after this long week of hard work.

Meus colegas estão ficando sem energia depois desta longa semana de trabalho árduo.

190
191
1. out of the blue 7. root of the problem 1. according to
2. once in a blue moon 8. to lend somebody a hand 2. to juggle - around
3. golden opportunity 9. to put one’s neck on the line 3. run out
4. red herring 10. to know by heart 4. running out of steam / gas
5. black-and-white 11. to juggle 5. are raising
6. gray area 12. to run out of something 6. are rising
Os preços estão aumentando devido à inflação.
due to inflation. 6. Prices
their prices every day. 5. Supermarkets
Part 4.
Up to now, we have studied the structures of affirmative, negative, and

interrogative sentences with different verb forms, with or without modal verbs,
as well as some uses of each one of them. Now, let’s turn our attention to some
specific elements of these structures to better understand their role.
We already know that the structure of a sentence requires a subject, which is
usually a person, an animal, or a specific thing or idea. And there are some ways
for us to talk about the same subject, either within the same sentence or in a
general context, without being repetitive.
To do so, we use subject pronouns. For example:
SUBJE CT PRONOUNS
When a crisis arises out of the blue, it requires a quick diagnosis

by the company.
Quando uma crise surge “do nada”, ela exige um diagnóstico rápido
por parte da empresa.
In the first part of this excerpt, we have a crisis as the subject, followed by the
verb arises. Then, we have the pronoun it fulfilling the role of subject, followed
by the verb requires. It is a subject pronoun that is being used in the place of
crisis, which was mentioned earlier.
We use it, the third person singular, when we refer to things, animals or ideas.
Still in the third person singular, we use he to refer to people who identify
themselves as male, and she for those who identify as female. In the plural, we
have they for any gender, and it is used to refer to people, animals, things, and
ideas.
The first person singular is I, and the first person plural is we.
In the second persons singular and plural, the pronoun is written and
pronounced the same way: you. It is necessary to understand the context to
know to which of the two we are referring. Take a look:

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SUBJE CT PRONOUNS
first person singular first person plural

primeira pessoa do singular primeira pessoa do plural
I we
eu nós
second person singular second person plural

segunda pessoa do singular segunda pessoa do plural
you you
você vocês
third person singular third person plural

terceira pessoa do singular terceira pessoa do plural
it he she they
ele / ela ele ela eles / elas
Subject pronouns replace proper names or common nouns when they function
as subjects of the sentence. By doing so, we avoid the repetition of the same
noun, be it in the same sentence or in another one that is very close in the
context. That makes the speech more fluid and natural.
As you know, to form sentences in English in most verb forms, we need a subject.
That is, the verb cannot be by itself in the sentence.
In the case of the imperative form, as you may recall, even though the subject
is omitted, there is one: you. It is simply omitted because, by the tone of the
sentence, it is clear that we are referring to the second person, or the one or ones
we are speaking with.
As you may also know, it is possible to mention the subject in the imperative form
in order to make it more emphatic in negative sentences, or to convey a tone of
anger in affirmative sentences. Nonetheless, omitted or not, there is a subject.
However, a subject pronoun will not always necessarily refer to a specific thing,
animal, situation, or person. That is the case of the subject pronoun it.
Depending on the situation, it will not refer to any specific thing, idea or animal
that was previously mentioned. And, in this kind of situation, it has an impersonal
function.
Have a look at the next sentence:

193
SUBJE CT PRONOUN IT
It’s no secret. Readiness and adaptability will make all the difference to
rise above a crisis, especially when it comes out of the blue.
Não é segredo. Agilidade e adaptabilidade farão toda a diferença para
superar uma crise, especialmente quando ela aparece “do nada”.
We have it working as a subject pronoun twice: once in the part that says: it’s no
secret; and the other in the part that says: it comes out of the blue. Note that the
second it refers to crisis, which was mentioned in the first part of the sentence.
Now, the first it does not refer to crisis, nor to what comes next. It is used to say in a
general way that there is no secret in this particular situation; therefore, the first it in
the sentence has an impersonal function.
Let’s look at another example:
SUBJE CT PRONOUN IT
impersonal function
função impessoal
It is important to carry out the plan carefully.

Is important to carry out the plan carefully.
É importante executar o plano cuidadosamente.
It is the subject of this sentence, but it does not refer to anything specific. It is
being used before the verb to be just because we could not form this sentence
without a subject. That means we cannot just say is important to carry out the
plan carefully. This sentence is incorrect because it is missing the subject.
One context in which this is very clear is when we talk about time. Take a look:
SUBJE CT PRONOUN IT
impersonal function
função impessoal
It’s too late to identify the problem. The damage is done.

É tarde demais para identificar o problema. O dano está feito.

194
Note that, here, we are using too late, which means not in time for something. It
is a time reference. It is the subject of the sentence, but it is not referring to the
problem, because this is the object of the sentence. It is neither referring to the
damage, which is the subject of the second sentence, and is new information in
this context. In this case, the pronoun it is not replacing anything previously said,
as it has an impersonal function.
There is yet another subject pronoun that can be used not referring to something
or someone in particular: you. You can be used to refer to people in general, not
specifically to the one to whom we are talking. Take a look:
SUBJE CT PRONOUN YOU
generic use
uso genérico

not fighting the root of the crisis. On the other hand, if you devote all
your efforts to identifying the cause of the crisis, you will not be giving
proper attention to your customers.
Se você focar seus esforços exclusivamente em responder aos clientes,
você não combaterá a origem da crise. Por outro lado, se você dedicar
todos os seus esforços para identificar a causa da crise, você não dará a
atenção apropriada a seus clientes.
In this excerpt, we have you as the subject of all the actions described. In this
context, we are not talking about a specific person, but about people in general.
So, it is a generic use of this pronoun.
There are other words that may work as pronouns and that may play the role of
subject. Take a look at the next example.
DEMONSTRATIVES
Those are not easy to juggle, but it’s not impossible at all.
Não é fácil fazer tudo isso ao mesmo tempo, mas não é de todo impossível.

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Those is a demonstrative in the plural. In this case, it works as the subject of the
sentence. It is being used as an element of coherence and cohesion. Those is
referring to the hypothetical situations mentioned just before in the context. By
doing so, we avoid repetition in the speech.
Do not miss the opportunity of noticing that we have the subject pronoun it again
as a subject with an impersonal function.
In addition to those, there are three other demonstratives: in the plural, we have
these, and in the singular, this and that. We can use all of them as the subject of
the sentence to refer to something already mentioned in the context, connecting
ideas, and avoiding the repetition of the same information.
DEMONSTRATIVES
The company offers clear communication and fair prices. These are
essential characteristics of a successful business.
A empresa oferece comunicação clara e preços justos. Estas são
características essenciais de um negócio de sucesso.
Here, we use these, a demonstrative in the plural, to provide coherence and

avoid repetition. It refers to two things that have just been mentioned: clear
communication and fair prices.
By using these, we avoid saying:
DEMONSTRATIVES
The company offers clear communication and fair prices. Clear

communication and fair prices are essential characteristics of a successful
business.
A empresa oferece comunicação clara e preços justos. Comunicação clara e
preços justos são características essenciais de um negócio de sucesso.
Note that it would get very repetitive. It is not incorrect, but it would not sound very
natural.
We can also use the demonstrative this with the same function. Take a look:

196
DEMONSTRATIVES
The committee hasn’t come up with an action plan yet. This means that
the problem is very serious.
O comitê não criou um plano de ação ainda. Isso significa
que o problema é muito sério.
This is the subject of the second sentence. We chose to use this to refer to the
previous situation, which was just mentioned.
Now, we could use that when mentioning something more distant in time, or
something said by someone else. Observe the dialogue:
DEMONSTRATIVES
- I’ve heard that Rick is telling everyone he is going to buy the store.
- Eu ouvi que o Rick está dizendo para todo mundo que ele vai comprar a loja.
- That’s not true! He can’t afford it.

- Isso não é verdade! Ele não pode pagar por ela.
Here, that is the subject of the sentence, and it is referring to what was mentioned earlier by
someone else about Rick buying the store. Note how distant it sounds from the moment of the
speech, so we use that to imply there is a distance in time.
In addition to being used as elements of coherence and cohesion and to avoid mentioning the
same word or expression twice within the same context, there is another use for demonstratives.
We can also use demonstratives to point things out by referring to the physical distance between
them and the speaker. Take a look:
DEMONSTRATIVES
close distant
perto longe
singular
this that
este / esta / isto esse / essa / isso
aquele / aquela / aquilo
plural
these those
estes / estas esses / essas / aqueles / aquelas

197
So, we use this and these to talk about things that are close, and that and those
to talk about things that are distant. For example:
DEMONSTRATIVES
Morgan likes this restaurant, but I prefer that diner.

Morgan gosta deste restaurante, mas eu prefiro aquela lanchonete.
By the use of the demonstrative this, we can infer that the restaurant is close
to the person who is speaking. By the use of the demonstrative that, we can
understand that the diner is far away from them. See that both this and that
refer to singular nouns.
In the plural, we use these or those. Take a look:
DEMONSTRATIVES
Can you take these files to the director, please?

Você pode levar estes arquivos para o diretor, por favor?
Can you give me those files, please?

Você pode me dar aqueles arquivos, por favor?
Through the use of these to determine files, we can understand that they are
close to the speaker. Those would imply the files are distant from the speaker.
Notice that, in the former examples, this restaurant, that diner, these files, and
those files, the demonstratives are accompanied by the nouns or elements
to which they refer. Therefore, in these cases, they are not pronouns. They are
called determiners.
We just saw how demonstratives can accompany nouns to point out their
physical distance, and, right before that, we also saw how to use them as
pronouns to connect the discourse and make it more natural.
At the beginning of this chapter, we learned a little about subject pronouns, and
we also learned how it may have an impersonal function, and that you can have
a generic use.
Now, let’s take a look at another type of pronoun: possessive pronouns. It is very
common for students to confuse these pronouns with the possessive adjectives,
as they are very similar and both have the function of indicating ownership.

198
However, possessive adjectives must be accompanied by a noun. The

possessive pronoun is used to replace the possessive adjective plus the noun
when the element possessed has already been mentioned in the context.
To understand that, let’s start by taking a look at some possessive adjectives to
see how they work. Take a look:
POSSESSIVE ADJE CTIVES
subject pronoun possessive adjective
it its
ele / ela sua(s) / seu(s)
Imagine that an online store runs out of stock of a certain product,

blocking its sales on the website.
Imagine que uma loja online esgote o estoque de um determinado
produto, bloqueando sua venda no site.
Note its before the word sales. Its is a possessive adjective, and we know that
because it is immediately followed by the noun sales. And those sales belong to
the online store. So, its is the possessive adjective that refers to things, animals,
and situations in the third person singular.
she her
ela sua / seu
Bruna is juggling her job with her dance classes.

Bruna está conciliando seu emprego com suas aulas de dança.
Here, we have her followed by the noun job, and then again followed by the noun
dance classes. In both cases, her works as a possessive adjective indicating
ownership of the nouns job and dance classes by Bruna.

199
Bruna corresponds to the third person singular, female, so the corresponding

subject pronoun is she. As you can infer, her is the possessive adjective that
corresponds to she, used to say a female owns something.
Take a look at an example in the plural:
they their
eles / elas sua(s) / seu(s)
Supermarkets are raising their prices every day.

Here, we use their to indicate the possession of prices. From the context, we
know that it refers to supermarkets, which corresponds to the subject pronoun
they. So, their is a possessive adjective, because it is immediately followed by
the noun prices.
So, we can conclude the following:
possessive adjective + noun

possessive adjective + substantivo
Possessive adjectives are always placed before the noun they modify.
Now, it is possible to replace the construction possessive adjective + noun with
a possessive pronoun. When we do that, we avoid repetition in the speech. Let’s
see an example:
POSSESSIVE ADJE CTIVES ≠ POSSESSIVE PRONOUNS
You will be paid according to your position, and I’ll be paid

according to mine.
Você será pago de acordo com o seu cargo, e eu serei pago
de acordo com o meu.

200
In the first sentence, we have your position, formed by the possessive adjective
your and the noun position. We know that the position mentioned belongs to the
subject of the sentence, which is you, so the corresponding possessive adjective
is your.
Now, in the second sentence, we have the subject I and, at the end, mine, a
possessive pronoun which indicates possession by the subject in the first
person singular. It is used here to avoid repeating my position. That is because
we know, by the context and by the use of the pronoun, what we are referring
to: the position that I, first person singular, occupy. So, when we say mine, it is
enough.
POSSESSIVE ADJE CTIVES ≠ POSSESSIVE PRONOUNS
His action plan is great. Hers is not so good.

O plano de ação dele é ótimo. O dela não é tão bom.
First, we have his action plan, formed by the possessive adjective his and the
noun action plan. Later on, we have hers, a possessive pronoun corresponding
to the third person singular she, which is being used here to avoid saying her
action plan. It would sound repetitive, as it is already clear in the context that we
are comparing two action plans.
But keep in mind that it is not wrong to use the structure possessive adjective
+ noun more than once within the same context. However, it can sound very
repetitive and unnatural. Take a look:
I don’t like their ideas. I prefer your ideas.

Eu não gosto das ideias deles. Eu prefiro as suas ideias.
Note that we are using two possessive adjectives with the same noun: ideas.
And that is okay, but not great. It is preferable to say:
POSSESSIVE PRONOUNS
I don’t like their ideas. I prefer yours.

Eu não gosto das ideias deles. Eu prefiro as suas.

201
So, when we use yours, a possessive pronoun, we sound more natural.

Each subject pronoun has its corresponding possessive adjective and possessive pronoun. Let’s see:
SUBJECT POSSESSIVE POSSESSIVE

PRONOUNS ADJECTIVES PRONOUNS
I my mine
eu meu(s) / minha(s) meu(s) / minha(s)
he his his
ele sua(s) / seu(s) / dele sua(s) / seu(s) / dele
she her hers

ela sua(s) / seu(s) / dela sua(s) / seu(s) / dela
it its its
ele / ela / isso sua(s) / seu(s) / disso sua(s) / seu(s) / disso
we our ours
nós nosso(s) / nossa(s) nosso(s) / nossa(s)
you your yours

você / vocês seu(s) / sua(s) seu(s) / sua(s)
teu(s) / tua(s) teu(s) / tua(s)
they their theirs

eles / elas sua(s) / seu(s) / deles / sua(s) / seu(s) / deles /
delas delas
It is worth mentioning that, even though the possessive pronoun its exists grammatically, it is not commonly
used in everyday English.
In this chapter, you have learned how to use different types of

pronouns and words that can function as pronouns to avoid
repetition in the speech. If you want to learn more about
these topics, you can refer to the Grammar Guide section at
the end of your book.
GRAMMAR GUIDE
Demonstratives Page 240

Impersonal and Indefinite Pronouns Page 248
Possessive Adjectives Page 286
Possessive Pronouns Page 290
Subject Pronouns Page 323
202
Part 5.
Activities
A. Complete the chart with the missing possessive adjective or pronoun.
Subject pronoun Possessive adjective Possessive pronoun

I My 1.
You 2. Yours
He 3. His
She Her 4.
It 5. Its
We Our 6.
You Your 7.
They 8. Theirs
B. Fill in the blanks with the missing words:
1. important to carry out the plan carefully.

É importante executar o plano cuidadosamente.
2. The company offers clear communication and fair prices. are essential
characteristics of a successful business.
A empresa oferece comunicação clara e preços justos. Estas são características essenciais de um
negócio de sucesso.
3. Can you give me files, please?

Você pode me dar aqueles arquivos, por favor?
4. too late to identify the problem. The damage is done.

É tarde demais para identificar o problema. O dano está feito.

203
5. The committee hasn’t come up with an action plan yet. means that the
problem is very serious.
O comitê não criou um plano de ação ainda. Isso significa que o problema é muito sério.
6. Can you take files to the director, please?

Você pode levar estes arquivos para o diretor, por favor?
8. Their
7. Yours
6. these 6. Ours
5. This 5. Its
4. It is / It’s 4. Hers
3. those 3. His
2. These 2. Your
1. It is / It’s 1. Mine

204
7
The Aftermath
The Aftermath
Part 1.
In this chapter, you will learn some common expressions and phrasal verbs with
the verbs to go, to come, and to take. You will also see important vocabulary and
grammar topics.
Now look at the script of The Aftermath.
THE AF TERMATH
So far, we’ve seen what to do before and during a crisis. However,

what happens after it’s all over? Will the company go back to the same
routine it had before the crisis struck? What lessons can we learn from
all this?
Well, it goes without saying that hard times always offer a great
opportunity to learn. A crisis usually brings out a series of problems that
the company has probably overlooked. And the fight against the crisis
can be just the right moment to solve all of them.
However, let’s not forget that the key move in crisis management is to
identify what triggered the crisis in the first place. Only then will it be
possible to identify the points of improvement, preventing the same
issues from coming back and creating a vicious circle.
If you have a situation that is beyond human control, such as natural

disasters, for instance, the company must reflect on the actions and
procedures that must be implemented to reduce the impact of those
events. “But, how?” – you might be asking yourself. Well, let me illustrate
that with an example.
Imagine you leave your place on a cloudy day to go to work and forget
to take your umbrella. A storm suddenly falls down and catches you
off guard. After arriving at work soaking wet and in need of dry clean
clothes, you will naturally reflect on your situation: “Did I get wet in this
rain because I forgot my umbrella? Or was it because I didn’t notice the
weather was cloudy? Or maybe, I didn’t consider checking the weather
forecast…”

206
Having experienced this kind of discomfort will lead you to implement

new habits so that you’re not caught off guard again. One alternative is to
leave an umbrella by the door of your house or even keep one in your car.
Another option is to download a weather forecast app and set it to send
you daily notifications. Or, maybe, you can make it a habit of looking out
the window and paying attention to the weather conditions. There is no
right or wrong here, fellows. You just gotta choose the strategy that works
best for you.
The post-crisis is also important for the company to revise and question
its internal processes: “how can we offer more security to employees?
And what about more satisfaction to customers? How can we generate an
increase in productivity?”
After the dust has settled, the manager should consider everything that
was done to fix the problems and choose the solutions worth keeping.
That can result in new processes that will make the company much more
competitive in the market.
But the lessons learned will only be effective if consolidated into new
action plans. And that’s because other unpredictable situations may always
take us by surprise. So, the knowledge acquired during the overcoming of
a crisis must be applied to the creation of new contingency plans, including
the development of multiple scenarios. In other words, guys, when a
crisis comes to an end, it’s time to get ready for the next one. In fact, crisis
management is a never-ending task.
And the same is true in life. When we overcome a crisis on a personal

level, it will be worthless if we do not learn anything from it. And that
means we may have to change some habits, make new choices, or even
reconsider relationships.
As we have seen in this series, developing effective crisis management

strategies is what separates the strong from the vulnerable. On a corporate
level, companies that manage to go through various critical events tend to
become much more solid and stand the test of time.
Think of the big companies that have been around for a long time. How
many crises have they probably gone through? How many lessons have
they learned and how many different strategies have they incorporated
into their routine? Resilience is definitely an essential trait here.
What’s the takeaway here? I guess we should constantly review our

strategies before a problematic situation takes over.
So, tell me…have you been keeping your crisis management plans up to
date, or are you still leaving the house without an umbrella?

207
O PÓS -CRISE
Até agora, nós vimos o que fazer antes e durante uma crise. Porém, o
que acontece depois que ela passa de vez? A empresa voltará à mesma
rotina que ela tinha antes da crise acontecer? Quais lições nós podemos
aprender com tudo isso?
Bem, não é preciso dizer que tempos difíceis sempre oferecem uma
grande oportunidade de aprendizado. Uma crise geralmente traz uma
sucessão de problemas que a empresa provavelmente deixou passar. E
o combate à crise pode ser o momento exato para solucionar todos eles.
No entanto, não nos esqueçamos de que o movimento fundamental na

gestão de crise é identificar o que foi o estopim da crise, em primeiro
lugar. Só assim será possível identificar os pontos a melhorar, evitando
que os mesmos problemas voltem e criem um círculo vicioso.
Se você tem uma situação que vai além do controle humano – como
catástrofes naturais, por exemplo – a empresa tem que refletir sobre
as ações e os procedimentos que devem ser implantados para
reduzir o impacto de tais eventos. “Mas, como?” – você pode estar se
perguntando. Bem, deixe-me ilustrar isso com um exemplo.
Imagine que você saia da sua casa em um dia nublado para ir ao

trabalho e se esqueça de levar seu guarda-chuva. Uma tempestade cai
de repente e te pega desprevenido. Depois de chegar todo molhado no
trabalho e precisando de roupas secas e limpas, você naturalmente vai
refletir sobre sua situação: “Eu me molhei nesta chuva porque esqueci o
guarda-chuva? Ou foi porque não reparei que o tempo estava nublado?
Ou, talvez, eu não tenha considerado checar a previsão do tempo?...”
Ter vivido este tipo de desconforto te levará a implantar novos hábitos

para que você não seja pego desprevenido novamente. Uma saída é
deixar um guarda-chuva na porta de casa ou até mesmo manter um
no carro. Outra opção é baixar um aplicativo de previsão do tempo e
configurá-lo para enviar notificações diárias a você. Ou, talvez, você
pode criar o hábito de olhar pela janela e prestar atenção nas condições
climáticas. Não existe certo ou errado aqui, amigos. Você só tem que
escolher a estratégia que funciona melhor pra você.
O pós-crise também é importante para que a empresa possa rever e

questionar seus processos internos: “como podemos oferecer mais
segurança aos colaboradores? E quanto a dar mais satisfação aos
clientes? Como podemos gerar um aumento de produtividade?”

208
Depois que a poeira baixou, o gestor deve considerar tudo o que foi
feito para corrigir os problemas e escolher as soluções que valem a
pena manter. Isso pode resultar em novos processos que tornarão a
empresa muito mais competitiva no mercado.
Mas as lições aprendidas só serão eficazes se consolidadas em novos

planos de ação. E isso porque outras situações imprevisíveis podem
sempre nos pegar de surpresa. Então, o conhecimento adquirido
durante a superação de uma crise tem que ser aplicado na criação
de novos planos de contingência, incluindo a elaboração de múltiplos
cenários. Em outras palavras, pessoal, quando uma crise chega ao fim,
é hora de se preparar para a próxima. Na verdade, a gestão de crise é
uma tarefa sem fim.
E o mesmo vale para a vida. Quando nós superamos uma crise no

âmbito pessoal, não terá valido nada se nós não aprendermos nada
disso. E isso significa que nós podemos ter que mudar alguns hábitos,
fazer novas escolhas e até mesmo repensar nossas relações.
Como vimos nesta série, desenvolver estratégias eficazes de gestão de

crise é o que separa os fortes dos vulneráveis. No âmbito corporativo,
empresas que conseguem atravessar vários eventos críticos tendem a
se tornar muito mais sólidas e resistir ao tempo.
Pense nas grandes empresas que estão por aí há muito tempo. Por
quantas crises elas provavelmente passaram? Quantas lições elas
aprenderam e quantas estratégias diferentes elas incorporaram à sua
rotina? A resiliência é, definitivamente, uma característica essencial
aqui.
Qual é a lição aqui? Acho que devemos revisar nossas estratégias

constantemente antes que uma situação problemática assuma o
controle.
Então, me diga... você tem mantido seus planos de gestão de crise em

dia ou ainda tem saído de casa sem um guarda-chuva?

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Part 2.
In this module, we went from preparation to the emergence of a crisis, including

the actions that can be taken and the unforeseen events that may arise in the
middle of the road. Now, we have reached the end of a cycle: the post-crisis.
After all this process, it is quite impossible to get out of a critical moment exactly
the same way as we were when it all started. Take a look:
It goes without saying that hard times always offer a great opportunity
to learn.
Não é preciso dizer que tempos difíceis sempre oferecem uma grande
oportunidade de aprendizado.
Here, we have the idiomatic expression it goes without saying, which implies
that something is obvious, so it would not even have to be said. Note that it is
formed by the subject pronoun it with an impersonal function.
Another expression that we can use here with the same meaning is needless to
say, in which needless means unnecessary. Note that needless is an adjective
formed by the noun need and the suffix -less, which implies lack or absence.
It is always worth remembering that idioms do not usually convey the literal
meaning of their words taken separately. In the expression it goes without
saying, the verb to go does not mean physically moving towards another place.
In fact, there are other idioms with the verb to go that refer to different uses in
different contexts. Take a look:
TO GO WITH THE FLOW

ir com a corrente / seguir o fluxo
Sheila should go with the flow and stop thinking about

the pros and cons of the project.
Sheila deveria ir com a corrente e parar de pensar sobre
os prós e contras do projeto.

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Here, we have to go with the flow, an expression used to say that a person
does the same thing as most people do, often because it is easier or because it
is a trend.
Look at one more expression:
TO GO IN FOR SOME THING

desfrutar ou gostar de algo
My children really go in for cartoons about superheroes.

Meus filhos realmente gostam de desenhos animados de super-heróis.
We use to go in for something to say that someone enjoys or likes something

very much.
We use the same particle to form the expression go for it. Look at an example:
GO FOR IT
ir em frente / ir fundo / ir nessa
If you want to be an actress, quit your current job and go for it!
Se você quer ser atriz, saia do seu emprego atual e vá em frente!
Note that we use go for it as an incentive here. This expression implies you
should do anything necessary to get something, give all you have got to achieve
a certain goal. It is normally used in the imperative form, as you can see here, or
with the modal verb should to imply a suggestion.
There is also the expression to go into overdrive, which conveys the idea of
starting to be very active. For example:
TO GO INTO OVERDRIVE
tornar-se muito ativo ou trabalhar intensamente / deslanchar
His career as a biologist has gone into overdrive in the past two years.
A carreira de biólogo dele deslanchou nos dois últimos anos.
Note that it is the same as saying the career has started to take off or to become
successful.
There is also the expression to go through the floor. Look at it in a sentence:

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TO GO THROUGH THE FLOOR / TO FALL THROUGH THE FLOOR

diminuir significativamente / despencar
Investment rates have gone through the floor this year.

As taxas de investimento despencaram este ano.
To go through the floor means to decrease significantly. It is especially used when

referring to the price of things. Another verb that we can use here in this expression
instead of to go is to fall, forming to fall through the floor. The meaning is the same.
Now, check out this next sentence:
TO GO THROUGH THE MOTIONS

fazer algo com desinteresse, sem achar que é importante /
empurrar com a barriga
Joseph is just going through the motions in this project. He’s not really dedicated
to it.
Joseph está só empurrando este projeto com a barriga. Ele não está realmente
dedicado a ele.
Here, we have to go through the motions, which means to do something with

disinterest, without feeling that it is important.
Besides idiomatic expressions, we can also use the verb to go to form phrasal
verbs. Check it out:
TO GO THROUGH SOME THING

atravessar / passar por alguma coisa ou situação difícil
How many crises have they probably gone through?

Por quantas crises elas provavelmente passaram?
In the previous question, it is being asked how many crises, or the quantity of
crises, someone has endured or suffered.
Here is another example with this phrasal verb:

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TO GO THROUGH SOME THING

atravessar / passar por alguma coisa ou situação difícil
Companies that manage to go through various critical events tend to

become much more solid and stand the test of time.
Empresas que conseguem atravessar vários eventos críticos tendem a se
tornar muito mais sólidas e resistir ao tempo.
Again, the phrasal verb to go through refers to experiencing a certain difficult

situation, in this case, various critical events. Also notice another interesting
expression: to stand the test of time. It means to last for a long period, even
with all the adversities that time can bring.
Another possible phrasal verb formed with the verb to go is to go through
with. Even though we just add the preposition with to it, the meaning changes
completely. Have a look at the example:
TO GO THROUGH WITH SOME THING

prosseguir com / levar algo adiante
Allan says the manager may not go through with this plan.
Allan diz que o gerente pode não levar este plano adiante.
To go through with something means to proceed with something, or to go

ahead with it. In this case, to go ahead with a certain plan.
Check out another phrasal verb with to go:
TO GO AROUND / GO ROUND
satisfazer a todos / distribuir
There’s not enough food to go around at the party. We must go to the

grocery store.
Não há comida suficiente para satisfazer a todos na festa. Temos que ir ao
mercado.

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In this case, to go around is being used alongside the word enough to convey
the idea that something is insufficient to be shared by everyone. In this case,
there is not enough food for everybody. Usually, we form sentences with this
expression using there + be. The particle can be either around or round.
Now, in a different context, if the same phrasal verb is followed by a place, the
idea changes completely. So, if we say:
TO GO AROUND / GO ROUND (SOME WHERE )

circular por (algum lugar)
There is a rumor going around the company that we may go to another

business facility.
Há um boato circulando na empresa de que podemos ir para outro
estabelecimento comercial.
To go around somewhere implies something is passing from one person to

another, it is spreading. That is because the phrasal verb is followed by a place,
which is the company. Here, you could also use the preposition round instead of
around.
There are also some very interesting proverbs with the verb to go, such as:
PROVERBS WITH TO GO
What goes around, comes around.

Aqui se faz, aqui se paga. / Tudo o que vai, volta.
It implies that the consequences of one’s actions will have to be dealt with
eventually.
Take a look at another one:
PROVERBS WITH TO GO
Easy come, easy go.

Tudo o que vem fácil, vai fácil.

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Easy come, easy go means that something easily gained is prone to be lost just as
easily.
Notice that both expressions are not only formed with to go, but also with the verb
to come.
When used on its own, the verb to come can be understood as a simple action, that
is to physically move towards the place where the speaker is.
However, when we use the verb to come in phrasal verbs and other expressions, it
does not necessarily mean the same as it does in isolation.
Check it out:
TO COME BACK
voltar / retornar
Only then will it be possible to identify the points of improvement,

preventing the same issues from coming back and creating a vicious circle.
Só assim será possível identificar os pontos a melhorar, evitando que os
mesmos problemas voltem e criem um círculo vicioso.
Notice the phrasal verb to come back, which means to return. In this case,
with the committee’s actions, we prevent the same problems from repeating
themselves.
Take a look at another expression formed with to come:
TO COME TO AN END
chegar ao fim / acabar
When a crisis comes to an end, it’s time to get ready for the next one.
Quando uma crise chega ao fim, é hora de se preparar para a próxima.
To come to an end is an idiom that means to stop or to end.

There are other expressions with to come that are quite common in everyday
English. For example:
TO COME IN HANDY
vir a calhar
Having a financial reserve comes in handy in times of crisis.

Ter uma reserva financeira vem a calhar em momentos de crise.

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Handy is an adjective that means useful. So, to come in handy means to be useful.
Let’s see another one:
TO COME TO HAND
estar à mão / à disposição / de fácil acesso
A company should use any strategy that comes to hand in case of a crisis.
Uma empresa deve usar qualquer estratégia que esteja à mão no caso de uma crise.
We use to come to hand to refer to something to which we have easy access.

This expression usually relates to things that are made available or visible by
chance. Note that it is another expression formed with a part of the body, just like
the ones we saw in the previous chapter.
And here is one more:
TO COME TO A HEAD
chegar a um ponto crítico
Christian will not take action until the problems come to a head.
Christian não agirá até que os problemas cheguem a um ponto crítico.
Head can refer to the part of the body above the neck. But, in this expression,
it means peak or critical point. So, the expression to come to a head means to
become critical or to reach a critical point. It implies that some strong action has
to be taken. See that, in this case, we refer to problems, either negative or bad
things.
And, for the crisis to come to an end, we need to identify the root of the problem
and learn from it. In other words:
TAK EAWAY TO TAKE OVER

lição / moral da história alastrar-se / assumir o controle
What’s the takeaway here? I guess we should constantly review our

strategies before a problematic situation takes over.
Qual é a lição aqui? Acho que devemos revisar nossas estratégias
constantemente antes que uma situação problemática assuma o controle.

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To take over is a phrasal verb that means to begin to have control over
something. Now, the word takeaway is a compound noun formed with the verb
to take and the adverb away. It is not a verb. In this context, takeaway is the
main message that you learn from something you hear or read, such as a speech
or a text.
However, we may use this same noun in another context. Look:
TAKE WAY (FOOD)

comida para viagem
Julia is opening a Chinese takeaway restaurant next month.

Julia vai abrir um restaurante de comida chinesa para viagem mês que vem.
Here, takeaway refers to a meal that will be cooked and bought at a shop or
restaurant and taken somewhere else to be eaten. It is very common in the context
of restaurants, cafeterias, or regarding food and drinks in general. It is the same as
takeout.
To take and away can also form the phrasal verb to take something away, which
means to remove or subtract something. For example:
TO TAKE AWAY
levar embora / tirar
Great leaders shouldn’t let a crisis take away their peace of mind.
Grandes líderes não deveriam deixar uma crise tirar sua paz de espírito.
Here, we use take away in the sense of subtracting something. Peace of mind is a
feeling of calmness and serenity, which is usually jeopardized in a moment of crisis.
This last chapter is a great opportunity to take a moment to reflect on the main
message that the entire module sends us concerning crisis management. We should
think about our daily choices and actions so that we prevent rainy days from turning
into critical events. In other words:
UP TO DATE = UPDATED = CURRENT

em dia / atual / atualizado
Have you been keeping your crisis management plans up to date, or are
you still leaving the house without an umbrella?
Você tem mantido seus planos de gestão de crise em dia, ou ainda tem saído
de casa sem um guarda-chuva?

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In English, a rainy day may refer to an actual day of bad weather and rain coming from the
sky, but it can also refer to a time of need or trouble, in a figurative context. Based on that
information, we may infer that the word umbrella in the previous example is being used as
a metaphor.
Also, notice the adjective: up to date. It means the same as current or updated. The
opposite of that is out of date or outdated. These adjectives can be used to describe
something that is not in vogue anymore, or that has become obsolete. For example:
OUT OF DATE = OUTDATED

desatualizado / obsoleto
Your computer system is out of date. You might want to change it soon.
Seu sistema de computador está desatualizado. Você pode querer trocá-lo em breve.
Here, we have out of date within the context of technology. Note that it characterizes the
computer system. It would also be possible to use outdated in this sentence.
Now you know some common expressions and some phrasal

verbs with the verbs to go, to come, and to take.

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Part 3.
Activities
( 1 ) ir com a corrente / seguir o fluxo ( ) to go through the floor
( 2 ) desfrutar ou gostar de algo ( ) to take over
( 3 ) ir em frente / ir fundo / ir nessa ( ) to go in for something
( 4 ) diminuir significativamente / despencar ( ) to come back
( 5 ) Tudo o que vem fácil, vai fácil. ( ) Easy come, easy go.
( 6 ) voltar / retornar ( ) to come to hand
( 7 ) chegar ao fim / acabar ( ) to go for it
( 8 ) estar à mão / à disposição / de fácil acesso ( ) to come to a head
( 9 ) chegar a um ponto crítico ( ) to take something away
( 10 ) Tudo o que vai, volta. ( ) What goes around, comes around.
( 11 ) tirar / retirar / levar algo embora ( ) to go with the flow
( 12 ) assumir o controle / alastrar -se ( ) to come to an end
1. that hard times always offer a great opportunity to learn.

Não é preciso dizer que tempos difíceis sempre oferecem uma grande oportunidade de aprendizado.
2. Sheila should and stop thinking about the pros and cons of the
project.
Sheila deveria ir com a corrente e parar de pensar sobre os prós e contras do projeto.
3. Joseph is just in this project. He’s not really dedicated to it.

Joseph está só empurrando este projeto com a barriga. Ele não está realmente dedicado a ele.
4. Allan says the manager may not this plan.

Allan diz que o gerente pode não levar este plano adiante.

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220
1. to go with the flow 7. to come to an end 1. It goes without saying / Needless to say
2. to go in for something 8. to come to hand 2. go with the flow
3. to go for it 9. to come to a head 3. going through the motions
4. to go through the floor 10. What goes around, comes around. 4. go through with
5. Easy come, easy go. 11. to take something away 5. comes in handy
6. to come back 12. to take over 6. take away
Grandes líderes não deveriam deixar uma crise tirar sua paz de espírito.
their peace of mind. 6. Great leaders shouldn’t let a crisis
Ter uma reserva financeira vem a calhar em momentos de crise.
in times of crisis. 5. Having a financial reserve
Part 4.
In the grammar parts of all the chapters in this module, we have focused a lot on the basic
structures of sentences and on the use of modal verbs in different sentence formations
to talk about the present, the past, and the future. We have also covered the functions of
some words that are part of these structures, as was the case in the previous chapter, in
which we covered different types of pronouns.
In Chapter 4, we talked about the present perfect, its structure, and how it is used to talk
about things that happened in the past but still affect the present. Take a look:
PRESENT PERFE CT
Affirmative Form
As we have seen in this series, developing effective crisis management

strategies is what separates the strong from the vulnerable.
Como vimos nesta série, desenvolver estratégias eficazes de gestão de crise é o que
separa os fortes dos vulneráveis.
The previous sentence is in the affirmative form; therefore, we have the

following structure: the subject is we, then we have the auxiliary verb have, the
main verb in the past participle seen, and the complement in this series. Note
that seen is the past participle of the verb to see. The main verb is always in
the past participle, regardless of the subject. In turn, the auxiliary verb always
agrees with the subject, and will become has when it refers to the third person
singular.
In the negative form, we have the following:

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PRESENT PERFE CT
Negative Form
complement
sujeito + verbo auxiliar have + not + verbo principal no particípio passado +
complemento
Megan has not / hasn’t spoken to her parents in the past two years.
Megan não falou com seus pais nos dois últimos anos.
As you can see, we use the particle not right after the auxiliary verb have, conjugated
here as has according to the subject in the third person singular, Megan. We can contract
the auxiliary verb with not, forming hasn’t.
Note that the main verb here is spoken, the past participle of to speak. The phrase in the
past two years indicates that this action started in the past and still has relevance in the
present. In other words, Megan hasn’t spoken to her parents, or hasn’t solved her issues
with them yet.
Now let’s see sentences in the interrogative form of the present perfect:
PRESENT PERFE CT
Interrogative Form
auxiliary verb have + subject + main verb in the past participle + complement
verbo auxiliar have + sujeito + verbo principal no particípio passado + complemento
Have you ever thought about pursuing a career in business?

Você já pensou em seguir uma carreira na área de negócios?
We start the sentence with the auxiliary verb have before the subject you. Notice that the
auxiliary verb agrees with the subject: in this case, it is the second person singular, so the
auxiliary verb is conjugated as have. The main verb, thought, is the past participle of to
think. The rest of the sentence is the complement.
Note that we are using the adverb ever between the subject and the main verb. This
adverb is typically used in questions in the present perfect. It is similar to before, or at any
moment in your life.
As you know, we use the present perfect to talk about things that happened in the past and
still affect the present, either due to relevance or continuity, depending on the context.
Now, the present perfect continuous focuses on the continuity of the action. In other
words, it implies that something started in the past, continued in the past, and is still
happening in the present. Just by using this verb form, it is clear that that there is continuity.

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When it comes to the present perfect, however, that idea is not necessarily
obvious. Let’s compare some examples:
PRESENT PERFE CT
Doris has gone through rough situations recently.

Doris passou por situações difíceis recentemente.
The previous sentence is in the present perfect. Note that we only have one
auxiliary verb – have, conjugated according to the subject as has –, and the main
verb comes right after, in the past participle – gone through. Depending on the
context, we can understand that Doris no longer goes through difficult situations
or that she is still going through some kind of trouble. There is not enough
context to tell if this situation is over or not.
However, in the present perfect continuous, it becomes clear the situation is not
over yet. Observe:
PRESENT PERFE CT CONTINUOUS
Doris has been going through rough situations recently.

Doris tem passado por situações difíceis recentemente.
Note that we have two auxiliary verbs, have, conjugated according to the
subject as has, and be in the past participle as been. The main verb comes in
the -ing form. In this case, there is no doubt: we are clearly saying that Doris is
still going through difficult situations that started in the recent past.
Let’s compare two more examples. Suppose Fred has five reports to deliver
today. As it is a lot of work, he started early in the morning:
Fred has been working on the reports since 8 a.m.

Fred está trabalhando nos relatórios desde 8h da manhã.
Note that, when we use the present perfect continuous here, we are saying
that Fred started working at 8 in the morning, and he’s still working now. Clearly,
he has not stopped working. The focus is on the continuity of the action. It is
important to mention that we use since to indicate the starting point of the
action. In this case, it started at 8 a.m.

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Now, compare:
PRESENT PERFE CT
Fred has already written three reports.

Fred já escreveu três relatórios.
From the context, it is clear that three out of five reports are already finished. To convey
that idea, we’ve used the present perfect, and we reinforced that by adding the adverb
already to the sentence. So, in this case, the present perfect refers to a past action that
has relevance in the present, but it does not indicate continuity, because the three reports
mentioned are already written. Fred is not writing them anymore.
As you may have noticed, the structure of the present perfect continuous requires two
auxiliary verbs: have and be. Observe:

Affirmative form
subject + auxiliary verb have + auxiliary verb be in the past participle + main
verb in the -ing form + complement
sujeito + verbo auxiliar have + verbo auxiliar be no particípio passado + verbo
principal na forma -ing + complemento
They have been working on this project for four hours.

Eles estão trabalhando neste projeto há quatro horas.
In this case, the subject is they, the first auxiliary verb is have, the second auxiliary verb
is be, conjugated in the past participle as been, the main verb is to work in the -ing form,
and the complement is on this project for four hours. We can also contract the auxiliary
have with the subject, forming they’ve, which is more informal and less emphatic.
Another important detail here: note that we use for to point out the duration of the
action. In this case, four hours.
In the negative form, we place the particle not between the two auxiliaries, and only one
of them, have, agrees with the subject. Take a look at the example:

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Negative form
subject + auxiliary verb have + not + auxiliary verb be in the past participle +
main verb in the -ing form + complement
sujeito + verbo auxiliar have + not + verbo auxiliar be no particípio passado + verbo
principal na forma -ing + complemento
Greg hasn’t been studying properly. He’s going to fail the test.
Greg não tem estudado direito. Ele não passará na prova.
We have the subject in the third person singular Greg, the first auxiliary verb
have contracted with the particle not as hasn’t, the second auxiliary verb in the
past participle, been, the main verb in the -ing form, and the complement. Note
that only the first auxiliary verb is conjugated according to the subject.
In the interrogative form, we will reverse the order of only one of the auxiliaries,
have. We place it before the subject. Take a look:

Interrogative form
auxiliary verb have + subject + auxiliary verb be in the past participle +

main verb in the -ing form + complement
verbo auxiliar have + sujeito + verbo auxiliar be no particípio passado +
verbo principal na forma -ing + complemento
Have you been keeping your crisis management plans up to date?

Você tem mantido seus planos de gestão de crise em dia?
First, we have the first auxiliary verb have, followed by the subject you, the
second auxiliary verb in the past participle been, the main verb in the -ing form
keeping, and the complement your crisis management plans up to date.
Pure interrogative forms can only have yes or no for an answer. They work as if
they are questioning the information, which can be either confirmed or denied.
However, when we want to ask a question about a specific aspect, then we
will need the help of the question words. Each one of them is used to ask about
something in particular. Some of them also have variations, which means they
cover an even wider range of specific questions.
That is the case of the question word how. One of its variations is how many,
used to ask about quantity. For example:

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QUESTION WORD HOW
How many crises have they probably gone through?

Por quantas crises elas provavelmente passaram?
In this case, we are asking about the quantity of crises big companies have
endured. After that, note that we have an interrogative sentence in the present
perfect, formed by the auxiliary verb have, the subject they, and the main verb
in the past participle gone through. The adverb probably is used here to convey
an idea of probability.
In isolation, the question word how is commonly used to ask questions about
condition and manner. In both cases, the structure is question word how +
interrogative form.
When we greet someone, we usually ask:
QUESTION WORD HOW

Simple Present
greeting / asking about condition

cumprimento / pergunta sobre condição
How are you?

Como você está?
As you can see, how is followed by the interrogative form of the simple present.
Another way of asking about condition is in the present continuous:
QUESTION WORD HOW

Present Continuous
greeting / asking about condition

cumprimento / pergunta sobre condição
How are you doing?

Como você está?

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In this case, the main verb in the -ing form is to do. Note that there is no
complement after the verb doing.
However, if we keep the same question, but add a complement to the verb doing,
the idea will change completely. Take a look:
QUESTION WORD HOW

Present Continuous
the way in which something is done

o modo como algo é feito
How are you doing this task?

Como você está fazendo esta tarefa?
It is still a question in the present continuous, but now we are referring to the
way something is being done. The difference compared with the last example
is that there is a complement here, which is this task. This complement changes
the idea of the entire question. Here, it has nothing to do with a greeting or with
someone’s condition at the present moment.
We can also ask questions with how in both uses in other verb forms, such
as the present perfect and the present perfect continuous. Once again, the
complement will make all the difference to help us grasp the meaning of the
question. Check it out:
QUESTION WORD HOW
PRESENT PERFECT
condition
condição
How have you been?

Como você tem estado?
PRESENT PERFECT CONTINUOUS
condition
condição
How have you been doing?


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Both previous questions ask about someone’s condition. In the first question, we
have how, followed by the interrogative form of the verb to be in the present
perfect: the auxiliary verb have, followed by the subject you and the main verb
in the past participle been. There is no complement.
In the second question, we have how followed by the interrogative form of the
verb to do in the present perfect continuous. Therefore, we have the auxiliary
verb have, the subject you, the auxiliary verb in the past participle been, and
the main verb in the -ing form doing. Again, no complement.
Note that been, in the first sentence, is the main verb. In the second sentence,
been is the auxiliary verb, and doing is the main verb in the -ing form.
However, this verb does not convey the meaning of performing an activity in this
context, and the sentence must be understood as a whole.
In short, these two questions refer to someone’s condition, but taking into account
a period that starts in the past and goes up to the present.
We can also use how to ask the way things have been done. For example:
QUESTION WORD HOW

Present Perfect Continuous
the way something is done

o modo como algo é feito
How have you been doing your job?

Como você tem feito o seu trabalho?
The latter example is in the present perfect continuous. Compared with the
former example, note that the main verb doing has a complement: your job. As
a consequence, in this case, the verb to do means to perform an activity, so the
complement changes the whole meaning of the sentence.
In addition to asking questions with the verb forms that we have seen so far, the
question word how can also be used with modal verbs. For example:
QUESTION WORD HOW + MODAL VERB CAN
How can we offer more security to the employees?

Como podemos oferecer mais segurança aos funcionários?

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We have a question formed by how and the interrogative form of the modal verb
can. In this context, we are asking about the possible ways we can offer more
security to the employees.
As modal verbs have specific meanings according to the context, each one will
convey a specific tone to questions asked with the question word how.
There is one modal verb that we have not talked about yet: might. In sentences in
the affirmative form, it will follow the general basic structure for modal verbs:
MODAL VERB MIGHT

Affirmative Form
subject + modal verb might + main verb in the base form + complement
sujeito + modal verb might + verbo principal na forma base + complemento
Might conveys probability, and so does the modal verb may, as we have already
learned. However, the difference is that might can be chosen over may in some
contexts, especially to express remote probability.
Observe:
MODAL VERB MIGHT
remote probability
probabilidade remota
We have a tight deadline. The team is efficient, but we might need more
people.
Nós temos um prazo apertado. A equipe é eficiente, mas é provável que
precisemos de mais pessoas.
Note that the structure is the same as the one used with the other modal verbs:
the subject is we, followed by the modal verb might, the main verb in the base
form need, and the complement more people.
Using might, we imply that there is a remote probability that we will need
more people to meet the deadline. Note that the sentence says that the team is
efficient; therefore, it is still unclear whether more people will really be necessary.
Now, if we had used may instead of might, the probability would sound stronger.
We can also talk about the probability of something not happening using the
structure of the modal verb might in the negative form. Take a look:

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MODAL VERB MIGHT

Negative Form
subject + modal verb might + not + main verb in the base form + complement
sujeito + modal verb might + not + verbo principal na forma base + complemento
Juliana is tired. She might not come to our get-together tonight.

Juliana está cansada. É provável que ela não venha ao nosso encontro hoje à noite.
The structure is the same we already know; we just add the particle not after the modal
verb might. Here, we are talking about the probability of something not happening, that
is, there is a chance that Juliana will not go to the meeting.
MODAL VERB MIGHT

Negative Form
Kate might not like this dish. There’s a lot of onion in it.
É provável que Kate não goste deste prato. Tem muita cebola nele.
Here, we are talking about the probability of something not happening by

adding not after might. Note that, in the sentence that follows, we argue why. So,
we can infer that Kate is not a fan of onions; that is why she is probably not going
to like the dish.
We can also use might to make a suggestion. Usually, in these cases, the subject
is you, because the suggestion is made directly to a person with whom we speak.
Also, it is quite common for might to be followed by the verb to want in this use.
Check it out:
MODAL VERB MIGHT
suggestion
sugestão
We’ve seen lots of grammar topics today. You might want to do the
following exercises to practice.
Nós vimos muitos tópicos gramaticais hoje. É provável que você queira
fazer os exercícios a seguir para praticar.

230
In the previous example, we have the subject you, followed by the modal verb
might, the main verb in the base form want, and the complement to do the
following exercises to practice. Note that, after the modal verb might, there is the
verb in the base form want, which works as the main verb, and its complement is
introduced by another verb in the infinitive form, in this case, to do.
In this chapter, you have learned several verb forms, the modal
verb might, and the functions of different words. If you want to
learn more about these topics, you can refer to the Grammar Guide
section at the end of your book.
GRAMMAR GUIDE
Modal Verb Might Page 271

Present Perfect Page 296
Present Perfect Continuous Page 302
Question Word How Page 304

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Part 5.
Activities
A. Write (PP) if the sentence is in the present perfect or (PPC) if it is in the present perfect
continuous.
1. ( ) Megan hasn’t spoken to her parents in the past two years.

2. ( ) Doris has been going through rough situations recently.
3. ( ) Have you ever thought about pursuing a career in business?
4. ( ) Fred has already written three reports.
5. ( ) Doris has gone through rough situations recently.
6. ( ) Fred has been working on the reports since 8 a.m.
7. ( ) They have been working on this project for four hours.
8. ( ) How have you been?
1. How your job?

Como você tem feito o seu trabalho?
2. Greg properly. He’s going to fail the test.

Greg não tem estudado direito. Ele não passará na prova.
3. your crisis management plans up to date?

Você tem mantido seus planos de gestão de crise em dia?
4. How many crises ?

Por quantas crises elas passaram?

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1. PP – present perfect 1. have you been doing
2. PPC – present perfect continuous 2. hasn’t / has not been studying
3. PP – present perfect 3. Have you been keeping
4. PP – present perfect 4. have they gone through
5. PP – present perfect 5. have you been / have you been doing
6. PPC – present perfect continuous 6. We’ve / have seen
7. PPC – present perfect continuous
8. PP – present perfect
para praticar.
Nós vimos muitos tópicos gramaticais hoje. É provável que você queira fazer os exercícios a seguir
the following exercises to practice.
lots of grammar topics today. You might want to do 6.
? 5. How
Grammar Guide.
Adverbs of Time
Adverbs are words that modify a verb, an adjective, another adverb, phrases,
or sentences. They answer questions such as where, when, how long, how
likely, or to what degree. They are classified as manner, place, time, frequency,
certainty, degree, comparative, and superlative adverbs.
We’ll now focus on the adverbs of time, which are used to say when something
happens.
ADVERBS OF TIME
now yesterday
agora ontem
tomorrow today
amanhã hoje
before ago
antes atrás
already soon
já em breve
after tonight
depois hoje à noite
yet early/earlier
ainda cedo / mais cedo
recently lately
recentemente ultimamente
finally late/later
finalmente tarde / mais tarde

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Check examples with some of these adverbs.
ADVERBS OF TIME
I need to talk to you now.

Eu preciso falar com você agora.
The boarding will soon take place at gate 38.

O embarque acontecerá em breve pelo portão 38.
I’ll call you later.

Eu vou te ligar mais tarde.
Adverbs of time may tell us which day we are talking about.
ADVERBS OF TIME
I have a busy day today.

Eu tenho um dia ocupado hoje.
Yesterday we went to the movies.

Ontem, nós fomos ao cinema.
I have an important meeting tomorrow.

Eu tenho uma reunião importante amanhã.
To refer to the time an action ADVERBIAL PHRASES

happens, it’s very common to use
adverbial phrases, which are phrases
that work as adverbs and indicate time. So, our meeting is next Friday.
You can build adverbial phrases with Então, a nossa reunião é na próxima sexta.
next, this, and last, for example.
Our meeting is this Friday.

A nossa reunião é nesta sexta.
Our meeting was last Friday.

A nossa reunião foi na sexta passada.

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Check out some other examples of adverbial phrases.
ADVERBIAL PHRASES
Past Present Future
in the past at this moment in the future

no passado neste momento no futuro
a long time ago right now some years from now

há muito tempo agora mesmo daqui a alguns anos
once upon a time at this very moment in a distant future

era uma vez neste exato momento em um futuro distante
Now you know how to refer to the past, present,

and future using different adverbs.

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Affirmative Form
The basic affirmative sentence structure in English is the subject, depending
on the verb form, an auxiliary verb, the main verb, and the complement, if
necessary.
BASIC AFFIRMATIVE SENTENCE STRUCTURE
Subject + (Auxiliary Verb) + Main Verb + (Complement)

Sujeito + (Verbo Auxiliar) + Verbo Principal + Complemento
In English, all verb forms will take a subject that cannot be omitted from the
sentence. The only verb form in which the subject is usually omitted is the
imperative.
The subject may be omitted in the imperative form in English because it is
always used to refer to the person or people we are talking to.
IMPERATIVE FORM
Affirmative Structure:
Main Verb + Complement
Open your books.

Abram seus livros.
(Main Verb: open; Complement: your books)
Speak slowly, please.

Fale pausadamente, por favor.
(Main Verb: speak; Complement: slowly, please)

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In the affirmative of the simple forms, that is, the simple present and simple
past, the auxiliary verb is generally not used. Thus, the structure for the
affirmative form is:
AFFIRMATIVE ST RUCTURE
Subject + Main Verb + Complement (if necessary)
We go to work at 7 a.m.
Nós vamos para o trabalho às 7h da manhã.
(Subject: we; Main Verb: go; Complement: to work at 7 a.m.)
I went to the movies yesterday.

Eu fui ao cinema ontem.
(Subject: I; Main Verb: went; Complement: to the movies yesterday)
Apart from the imperative and the simple forms, every other verb form will take one or more
auxiliary verbs in the affirmative.
The auxiliary will vary according to the verb form. Modal verbs and the verbs be, have, or do can
function as auxiliaries. In the affirmative form, they will always be placed in between the subject
and the main verb. Some verb forms require more than one auxiliary verb.
Check it out:
AFFIRMATIVE STRUCTURE
Subject + Auxiliary Verb(s) + Main Verb + (Complement)
I’m reading an excellent book.

Eu estou lendo um livro excelente.
(Subject: I; Auxiliary Verb: am; Main Verb: reading; Complement: an excellent book)
You should travel with us.

Você deveria viajar conosco.
(Subject: You; Auxiliary Verb: should; Main Verb: travel; Complement: with us)
Julia has been working hard this month.

Julia vem trabalhando duro neste mês.
(Subject: Julia; Auxiliary Verbs: has been; Main Verb: working; Complement: hard this month)
And now you know the basic sentence structure of the affirmative form in English.

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Demonstratives
Demonstratives can be used as determiners or as pronouns. The difference is in
how they function. When they are placed before the noun to which they refer, they
function as determiners; when they are used to replace a noun, they function as
pronouns.
DEMONSTRATIVES
Question
That baby in the picture is so cute. Is he your son?
Aquele bebê da foto é tão fofo. Ele é seu filho?
(Demonstrative, that, placed before the noun it refers to, baby determiner)
Shorter Answer: Option 1

Yes, that is my son.
Sim, aquele é meu filho.
(Demonstrative that replacing the noun baby pronoun)
Longer Answer: Option 2

Yes, that baby is my son.
Sim, aquele bebê é meu filho.
(Demonstrative, that, placed before the noun it refers to, baby determiner)
We can also use the demonstrative as a pronoun to replace longer structures.
DEMONSTRATIVES
Question
Let’s watch that movie you mentioned tonight.
Vamos assistir àquele filme que você mencionou hoje à noite.
(Demonstrative, that, placed before the noun it refers to, movie determiner)

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Shorter Answer: Option 1
That’s a great idea. (that pronoun)
Essa é uma ótima ideia.
(Demonstrative that replacing the longer structure watch that movie pronoun)
Longer Answer: Option 2

Watching that movie is a great idea.
Assistir àquele filme é uma ótima ideia.
(Demonstrative, that, placed before the noun it refers to, movie determiner)
Demonstratives have singular and plural forms. We use this in the singular or these in the plural to talk about
people or things that are near us.
DEMONSTRATIVES
Position—Near
Singular Plural
This book is amazing. She needs to read all these books.
Este/Esse livro é incrível. Ela tem que ler todos estes/esses livros.

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We can also use demonstratives to refer to time. When we use this or these, we
are referring to the present moment, something that is ongoing or about to start.
DEMONSTRATIVES
Time—Present
Singular
This week I’ll finish reading John’s book.
Esta semana eu vou terminar de ler o livro do John.
Plural
I’ve been working really hard these past few months.
Eu venho trabalhando muito duro nestes últimos meses.
If we want to talk about people or things that are not near us, we use that or those.
DEMONSTRATIVES
Position—Far
Singular Plural
That blouse over there is beautiful. Those shoes back there are nice.
Aquela blusa lá é bonita. Aqueles sapatos lá atrás são legais.

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That and those can also be used to refer to time. We use them to talk about
something that has just finished or that is more distant in the past.
DEMONSTRATIVES
Time—Past
Singular
Do you remember that month we spent at the ranch with the kids?
Você se lembra daquele mês que passamos na chácara com as crianças?
Plural
Those days were the best!
Aqueles dias foram os melhores!
The demonstratives have some special uses and meaning.

When referring to people, we can also use the subject pronoun it to identify a
person or ourselves, but we’ll use the demonstrative this to introduce someone.
DEMONSTRATIVES
It or This?
Identifying a person Saying who the person is
Look! It’s Anne. This is Anne.

Olha! É a Anne. Essa é a Anne.

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We can also use this or these to show approval or interest in something,
and that or those to show disapproval or dislike.
DEMONSTRATIVES
Approval or Disapproval
Tell me about this new job of yours.

Conte-me sobre esse seu novo trabalho.
(Demonstrative this showing interest or approval)
I can’t believe you still have that job.

Não acredito que você ainda está naquele trabalho.
(Demonstrative that showing disapproval or dislike)
The demonstratives this and that can also be used to emphasize adjectives and adverbs,
having the function of an intensifier.
DEMONSTRATIVES
Emphasize an adjective or adverb
OMG! He proposed to you. I never thought he’d be that fast.

Meu Deus! Ele te pediu em casamento. Eu nunca pensei que ele seria tão rápido.
(Demonstrative that emphasizing the adjective fast)
I didn’t expect the exam to be this hard. I’m surprised.

Eu não esperava que a prova fosse tão difícil assim. Estou surpreso.
(Demonstrative this emphasizing the adjective hard)
That’s it. Now you know the main uses and functions of demonstratives.

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Future Perfect
The future perfect is formed by: WILL + auxiliary verb HAVE + the main verb in the past
participle.
In English, there are two types of verbs: regular and irregular. For the past particle of regular
verbs, we’ll add -ED, -D, or -IED to the verb, depending on its spelling. And, for irregular
verbs, there is no specific spelling rule, so it’s important to practice and to get used to them.
There is a grammar guide on the past participle of irregular verbs if you want to learn more
about it.
Let’s check the structure of the future perfect.
FUTURE PERFE CT
Basic Structure
Affirmative Form
Subject + Will + Have + Main Verb (Past Participle) + Complement
Janet will have left the office by 6 p.m.

Janet vai ter saído do escritório até as 18 horas.
She’ll have left by 6 p.m.

Ela vai ter saído até as 18 horas.
Negative Form
Subject + Will + Not + Have + Main Verb (Past Participle) + Complement
Janet will not have left the office by 6 p.m.

Janet won’t have left the office by 6 p.m.
Janet não vai ter saído do escritório até as 18 horas.
Interrogative Form
Will + Subject + Have + Main Verb (Past Participle) + Complement
Will Janet have left the office by 6 p.m.?

Janet vai ter saído do escritório até as 18 horas?

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The future perfect is mainly used to refer to actions that will be complete before a
certain event or moment in the future. So, certain time phrases will be commonly
used with this verb form. forms.
FUTURE PERFE CT

(Here, the time phrase is by 6 p.m. Before that time or not
later than that the action will have happened.)
By the end of next year, Sammy will have already graduated from college.
Até o final do próximo ano, Sammy já vai ter se formado na faculdade.
(In this case, we’re referring to a point in time—the end of next year.)
It’s important to highlight that the time phrase always establishes a point in time in
the future when the future perfect action will be completed. We cannot establish
the exact moment when a future event described by the future perfect will happen.
If we want to be more specific, we should use other ways to refer to the future.
REFERRING TO THE FUTURE
A point in time in the future

NOT SPECIFIC

Certain moment in the future

SPECIFIC
Janet will leave the office at 5 p.m.

Janet is going to leave the office at 5 p.m.
Janet is leaving the office at 5 p.m.
Janet vai sair do escritório às 5h da tarde.

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We can also choose to use a situation instead of a time phrase to pinpoint a
moment in the future up to which something will have taken place. In this case,
we use the future perfect to refer to the complete action, and the simple present
to refer to the future situation.
FUTURE PERFE CT
Actions complete before a certain situation in the future
Traffic is terrible! By the time we get to the hospital,

she will have delivered the baby.
O trânsito está horrível! Na hora em que chegarmos ao hospital,
ela já vai ter dado à luz o bebê.
(The time phrase by the time introduces a situation,
which is getting to the hospital.)
When Patrick meets Lucy, she will have already made up her mind.
Quando Patrick encontrar Lucy, ela já vai ter se decidido.
(In this sentence, we introduce the future situation using when.)
And that’s the way we use the future perfect.

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Impersonal And
Indefinite Pronouns
Pronouns are words that can take the place of a noun, a noun phrase, and noun clauses.
They can have different uses: a specific use, and a more generic use.
When pronouns are specific, we know exactly to whom or what they are referring. As for the
generic use of pronouns, we cannot specify to whom or to what they are referring.
PRONOUNS
Specific
Refer to definite people, things, or places.
Se referem a pessoas, coisas ou lugares definidos.
Generic / Non-specific
Do not refer to a specific person, thing, or place. They are either generic or indefinite.
Não se referem a uma pessoa, coisa ou lugar específicos. Eles são genéricos ou indefinidos.
The pronoun it, for example, may refer to a specific thing, animal, or place, but it can also have a
non-specific use when it does not refer to a person, or thing, or to any other part of the sentence.
In such cases, the pronoun it is often referred to as impersonal. Check some examples.
PRONOUN – IT
Specific and Generic Uses
Specific
This purse is beautiful. Too bad it is too expensive.

Essa bolsa é linda. Pena que é muito cara.
(it = this purse)
Look at this fish. It changes color.

Olhe para esse peixe. Ele muda de cor.
(It = this fish)

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Non-specific
It’s good to see you!

É bom te ver!
(It accomplishes the function of the subject of the sentence.
It does not refer to a person or thing.)
It’s a pleasure to meet you.

É um prazer conhecê-lo.
(It makes no reference to a person, thing, or to any part of the sentence.)
Other pronouns such as you, they, he, or she can also have generic uses when
they refer to people in general. Check some examples so you can understand
it better.
PRONOUNS – HE , SHE , AND THE Y

Specific
If John wants to arrive on time, he should leave now.

Se o John quiser chegar a tempo, ele deveria sair agora.
(He replaces John. It has a definite and specific function.)
Generic
If a student wants to pass the exam, he has to study.

Se um aluno quer passar na prova, ele tem que estudar.
(He refers to a student in a generic way.)
If a student wants to pass the exam, he or she has to study.

Se um aluno/a quer passar na prova, ele ou ela tem que estudar.
(It’s a generic statement, and it avoids using just the
masculine pronoun to refer to both genders.)
If a person wants to pass the exam, they have to study.

Se uma pessoa quer passar na prova, ele/ela tem que estudar.
(This is the singular they. In this generic use, they replaces
he or she, and it refers to a person.)

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The second person pronoun, you, can also be used in a generic way. But we’ll have to analyze
the context in order to distinguish how it is being used.
PRONOUN – YOU
Specific
Mark, you haven’t been studying hard enough. If you want to pass, you must study.
Mark, você não tem estudado o bastante. Se você quer passar, tem que estudar.
(you = Mark)
Non-specific
Everyone knows that graduating from college takes time and effort.
If you want to pass, you must study.
Todo mundo sabe que para se formar na faculdade é preciso tempo e esforço.
Se você quer passar, tem que estudar.
(you = anyone who wants to pass)
To refer to the singular, we can also use the pronoun one. One is used to talk
about people in general, and it can be replaced by the pronoun you with generic
meaning.
GENERIC USES OF PRONOUNS
One cannot learn a language without practicing.

Não se pode aprender um idioma sem praticar.
(One = a person).
You cannot learn a language without practicing.

Você não pode aprender um idioma sem praticar.
(You = people in general).

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There is a group of pronouns, indefinite pronouns, that will always be used
in place of a noun without specifying a particular person or thing that is being
represented. These pronouns are always used to refer to people, places, and
things in a general way.
If we want to refer to a group of people, we can use some variations ending
in -ONE, such as everyone, someone, anyone, or no one, or with the same
meaning, using the suffix -BODY. They all refer to people.
We’ll use the suffix -THING, if we want to refer to things in general, be them
concrete or abstract.
INDEFINITE PRONOUNS
People Things
Nobody / No one Nothing

Ninguém Nada
Somebody/Someone Something
Alguém Alguma coisa
Anybody/Anyone Anything
Qualquer pessoa Qualquer coisa
Everybody/Everyone Everything
Todo mundo Tudo
Check some examples of the use of indefinite pronouns.
INDEFINITE PRONOUNS
No one should ever die of starvation. Can someone tell me the truth?
Nobody should ever die of starvation Can somebody tell me the truth?
Ninguém deveria morrer de fome. Alguém pode me dizer a verdade?
(No one / Nobody = Not even one person) (Someone/Somebody = an unspecified
person, some person)
I’ve never met anyone as kind as you.

I’ve never met anybody as kind as you.
Everyone was excited about the game.
Eu nunca conheci alguém /
Everybody was excited about the game.
uma pessoa tão gentil quanto você.
Todos ficaram entusiasmados com o jogo.
(Anyone/Anybody = one person,
(Everyone/Everybody = every individual)
two or more people)

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It’s important to notice, though, that these pronouns usually refer to a group
of people or things—or, in their negative forms, to the absence of a group
of people or things—, but they will always require a verb in the third person
singular.
INDEFINITE PRONOUNS
Everybody loves Mary.

Todo mundo ama a Mary.
(The verb to love is used in the third person singular, loves.)
Thank you for dinner. Everything was delicious.

Obrigado pelo jantar. Tudo estava delicioso.
(Everything means all the dishes. But the verb to be
is used in the third person singular, was.)
Everybody is happy. They are singing, laughing, and dancing.

Todo mundo está feliz. Eles estão cantando, rindo e dançando
(Everybody means all the people. But the verb to be is used
in the third person singular, is.)
And this how you use pronouns in specific and generic ways.

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Interrogative Form
Interrogative sentences in English follow some basic structures.
In a sentence with the verb to be as the main verb in the simple present or the
simple past, there is no need to use an auxiliary verb. Therefore, the sentence
will have the following structure: the verb to be as the main verb, the subject,
and the complement.
Sentences that have one auxiliary or modal verb are made by placing the
auxiliary right before the subject, and then the main verb, which may be
followed by a complement.
In the case of verb forms that have more than one auxiliary, the structure is the
first auxiliary verb, the subject, and then the second or third auxiliary verbs,
followed by the main the verb and a complement, if necessary.
INTERROGATIVE SENTENCES
Structures
Verb To Be + Subject + Complement (Simple Present and Simple Past)

Verbo To Be + Sujeito + Complemento (Simple Present and Simple Past)
Auxiliary or Modal Verb + Subject + Main Verb + Complement (if necessary)

Verbo Auxiliar ou Modal Verb + Sujeito + Verbo Principal + Complemento (se necessário)
First Auxiliary Verb + Subject + Other Auxiliaries + Main Verb +

Complement (if necessary)
Primeiro Verbo Auxiliar + Sujeito + Outros Auxiliares + Verbo Principal +
Complemento (se necessário)

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Check out some examples with these structures. In verb forms such as the simple present and
the simple past, in which the verb to be is the main verb, we don’t need an auxiliary to ask a
question.
Verb forms with the verb to be as the main verb (simple present and simple past)
Structure: Verb To Be + Subject + Complement
Is she a lawyer?
Ela é advogada?
Were you home last night?

Você estava em casa na noite passada?
However, in the case of verb forms in which the main verb is not
the verb to be, one auxiliary verb or a modal verb is required.
Verb forms with other verbs as the main verb
Structure: Auxiliary Verb + Subject + Main Verb + Complement (if necessary)
Does she work as a lawyer? ( main verb: work)

Ela trabalha como advogada?
(The verb to do works as an auxiliary, and the sentence is in the simple present)
Did you do your homework? ( main verb: do)

Você fez sua lição de casa?
(The verb to do works as an auxiliary, and the sentence is in the simple past)
Can you help me? ( main verb: help)

Você pode me ajudar?
(The modal verb can works as an auxiliary, and the sentence is in the simple present)
Are you studying for the test? ( main verb: study in the -ING form)
Você está estudando para a prova?
(The verb to be works as an auxiliary, and the sentence is in the present continuous)

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Depending on the verb form, there may be more than one auxiliary verb before the main verb, which is
the case of the present perfect continuous.
Verbs forms with more than one auxiliary verb
Structure: First Auxiliary Verb + Subject + Other Auxiliaries +

Main Verb + Complement (if necessary)
Have you been studying for the test? ( main verb: study in the -ING form)
Você tem estudado para a prova?
(The verb to have works as the first auxiliary, and the verb to be in the past participle, as the second)
Have you been waiting for a long time? ( main verb: wait in the -ING form)
Você está esperando há muito tempo?
(The verb to have works as the first auxiliary, and the verb to be in the past participle, as the second)
Notice that in English when someone asks a question using auxiliaries, we can give a long or a short
answer, and to give a short answer we need to use the auxiliary verb.
Long and short answers
Question Full Answer Short Answer Wrong Answer
Do you like chocolate? Yes, I like chocolate. Yes, I do. Yes, I like.
Você gosta de chocolate? Sim, eu gosto de chocolate. Sim, eu gosto.
And this is how we use the interrogative form in English.

Now, you know its basic sentence structure.

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Irregular Verbs -
Past Participle
In this grammar guide, we’ll tackle irregular verbs in the past participle. It’s important to
highlight that, among the most commonly used verbs in English, there are only about 200
irregular verbs. That means that most of the verbs are regular.
But although there aren’t many irregular verbs in English, it’s fair to say that they deserve some
special attention, since there is not a pattern that applies to all of them.
In English, the past participle is used with some perfect forms in the active voice, namely the
present perfect, the past perfect, the future perfect, and modal verbs + perfect, and it is also
used with all the verb forms in the passive voice.
PAST PARTICIPLE – IRRE GUL AR VERBS

Perfect Forms
I’ve seen so many beautiful places. I couldn’t have chosen just one to write about.
Eu vi muitos lugares bonitos. Eu não poderia ter escolhido escrever sobre apenas um.
(seen = past participle of to see; chosen = past participle of to choose)
Check some examples in the passive voice:

Passive Voice
The tradition was kept by many people around the country.

A tradição foi mantida por muitas pessoas ao redor do país.
She was chosen as the employee of the month.

Ela foi escolhida a funcionária do mês.
If you want to learn more about the perfect forms or the passive voice, check the grammar
guides on these topics. They both use the past participle, and that’s why it’s important to focus
on this topic.

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The regular verbs in the past participle follow the same pattern of the past forms.
As for the irregular verbs, some of them will keep the same form as the one used for
the past, some of them will keep the base form—although they might differ from the
past form—and others will have a totally different form.
In the first case, the verbs have the same form for the past and past participle
grouped by phonological patterns.

Past = Past Participle
Base Form Past Past Participle
Keep Kept Kept

Manter
Sleep Slept Slept

Dormir
Meet Met Met

Encontrar, conhecer
The same rule applies for the verbs to mean, to read, and to hear, for example.

Mean Meant Meant

Significar
Read Read Read

Ler
Hear Heard Heard

Ouvir

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In the same group, we’ll find the verbs to find, to bring, and to think, which will have
the same form in the past and in the past participle.

Find Found Found

Encontrar, achar
Bring Brought Brought

Trazer
Think Thought Thought

Pensar, achar
Verbs ending in -ELL change to -OLD and keep the same form in the
past and past participle.

Sell Sold Sold

Vender
Tell Told Told

Dizer, contar

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There is a group of verbs that do not change their base forms in the past.
This group will also keep the same form in the past participle.

Keep the same form
Bet Bet Bet

Apostar
Cut Cut Cut

Cortar
Hurt Hurt Hurt

Machucar
Another group of verbs will undergo some changes in their past forms, but their past
participle forms are spelled and pronounced just like their base forms.

Base form = Past Participle
Come Came Come

Vir
Run Ran Run

Correr
Become Became Become

Tornar-se

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Moreover, there is a group of verbs that have three different forms. Check some examples grouped
according to phonological patterns as we did with the first group.
To make the past participle of some verbs, we’ll repeat the same form of the past and add -N or -EN.

Past Participle = Past + -N or -EN
Break Broke Broken

Quebrar
Choose Chose Chosen

Escolher
Get Got Gotten

Pegar, conseguir
For some others, we’ll add -N or -EN to the base form to make the past participle,
and they may change the pronunciation of the stressed vowel.

Base form = Past Participle
Drive Drove Driven

Dirigir
Ride Rode Ridden

Montar
Write Wrote Written

Escrever
Eat Ate Eaten

Comer
Fall Fell Fallen

Cair
Forbid Forbade Forbidden

Proibir

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Some verbs that end in -EW in the past, will have their endings changed
to -OWN in the past participle.

Past (-EW) = Past Participle (-OWN)
Grow Grew Grown

Crescer
Know Knew Known

Saber, conhecer
Fly Flew Flown

Voar
The highly frequent verbs to be, to do, and to go also have different forms.
Check it on the table.
Notice that there are two different past forms for the verb to be, but there
is only one for the past participle, which is been.
Be Was/Were Been
Ser, estar
Do Did Done
Fazer
Go Went Gone
Ir
And now you know the past participle of irregular verbs, when to use it,
as well as how to use it in the active and passive voices.

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Modal Verb Can
Modal verbs function as auxiliary verbs, adding meaning to the main verb.
Modal verbs express possibility, probability, ability, permission, assumption,
obligation, or prohibition.
Modal verbs have the same sentence structure. In the affirmative, the structure
is the subject, the modal verb followed by the main verb in the base form, and
it can be followed by a complement or not.
MODAL VERBS
Affirmative Form
I can drive.
Eu posso dirigir.
(subject: I + modal verb: can + main verb: drive)
I can play the piano.

Eu posso tocar piano.
(subject: I + modal verb: can + main verb: play + complement: the piano)
In negative sentences, we keep the same pattern, but include NOT after the
modal verb. We generally use the contracted form can’t.
MODAL VERBS
Negative Form
I can’t drive.
Eu não posso dirigir.
(subject: I + modal verb: can + not (can’t) + main verb: drive)
I can’t play the piano.

Eu não posso tocar piano.
(subject: I + modal verb: can + not (can’t) + main verb: play +
complement: the piano)

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In interrogative sentences, we invert the position of the modal verb and the subject.
The structure is the modal verb, the subject, the main verb in the base form, and a
complement, when necessary.
MODAL VERBS
Interrogative Form
Can you drive?

Você pode dirigir?
( modal verb: can + subject: you + main verb: drive)
Can you play the piano?

Você pode tocar piano?
( modal verb: can + subject: you + main verb: play + complement: the piano)
The modal verb can in its affirmative form typically expresses possibility, present ability,
and permission. In the negative form, it expresses lack of possibility, lack of ability, and lack
of permission.
MODAL VERBS
Uses
Affirmative Negative
Possibility Lack of Possibility

I can meet you later. I can’t meet you later.
Eu posso te encontrar mais tarde. Eu não posso te encontrar mais tarde.
Present Ability Lack of Ability

I can dance very well. I can’t dance very well.
Eu posso/sei dançar muito bem. Eu não posso/sei dançar muito bem.
Permission Lack of Permission

You can come in. You can’t come in.
Você pode entrar. Você não pode entrar.

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As for the interrogative form, the modal verb can is typically used to
make requests. It’s used to ask for favors and for permission, or to
ask about the possibility of something happening.
MODAL VERB CAN

Uses
Interrogative
Asking a Favor
Can you help me?
Eu não posso te encontrar mais tarde.
Asking for Permission

Can I come in?
Eu não posso/sei dançar muito bem.
Asking about Possiblity

Can we meet after work?
Você não pode entrar.
It’s important to acknowledge that these uses are usually easily noticed within the context, since the same
sentence in different contexts may have different meanings.
MODAL VERB CAN

Contexts
You can speak English. You have the ability to speak English.
Você pode/sabe falar inglês. Você tem habilidade para falar inglês.
It’s possible for you to speak English in a certain situation.

É possível que você fale inglês em determinada situação.
You have permission to speak English in a certain situation.

Você tem permissão para falar inglês em determinada situação.
And this is how you use the modal verb can.

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Modal Verb Could
Modal verbs are also known as modal auxiliary verbs because they add
meaning to the main verb. Modal verbs can express possibility, probability,
ability, permission, assumption, obligation, or prohibition.
Modal verbs follow the same sentence structure. Let’s look at structures
in the affirmative, negative, and interrogative forms.
In the affirmative, the structure is the subject, the modal verb, and the main
verb in the base form, which may be followed by a complement or not.
Take a look at the table.
MODAL VERBS
Affirmative
Subject + Modal Verb + Main Verb in the Base Form + Complement
We could go to the gym.

Nós poderíamos ir à academia.
In negative sentences, we’ll include the word not after the modal verb.
When we use the negative form, we generally use the contracted form couldn’t.
MODAL VERBS
Negative
Subject + Modal Verb + Not + Main Verb in the Base Form + Complement
We couldn’t go to the gym.

Nós não pudemos ir à academia.

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To make interrogative sentences, the modal verb is placed before the subject.
MODAL VERBS
Interrogative
Modal Verb + Subject + Main Verb in the Base Form + Complement
Could we go to the gym together?

Nós poderíamos ir à academia juntos?
It’s important to notice that modal verbs in general should be associated with their functions in the context,
and not with time ( past, present or future). This is particularly important when analyzing the modal verb
could, since the time reference may change drastically according to its function in the context.
The modal verb could in its affirmative and negative forms can be used to express probability or lack of
probability, either of a present or a future event. It can also refer to abilities, but in such case, could refers to
past abilities.
MODAL VERB COULD

Probability / Lack of Probability (in the Present)
Mary is not home right now. She’s usually at her parents’ in the morning. She could be there.
Mary não está em casa agora. Ela geralmente está na casa de seus pais de manhã. Ela pode estar lá.
(She could be there = It’s possible that she is there)
Mary’s parents are out of town. She couldn’t be there.

Os pais da Mary estão fora da cidade. Ela não poderia estar lá.
(She couldn’t be there = It’s not possible for her to be there)
We can also use the modal verb could to talk about probability in the future, that is, the chances for
something to happen.
MODAL VERB COULD

Probability / Lack of Probability (in the Future)
Sylvia is an excellent professional. I think she could be the new manager.

A Sylvia é uma profissional excelente. Eu acho que ela poderia ser a nova gerente.
(She could be the new manager = It’s likely to happen)
Brian is just as good. But he couldn’t be the new manager; he has no management skills.
Brian é tão bom quanto ela. Mas ele não poderia ser o novo gerente; ele não tem habilidades gerenciais.
(He couldn’t be the new manager = It’s not likely to happen)

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However, when we use the modal verb could to refer to ability, we are referring to abilities
people had in the past, and that they probably don’t have anymore, or, in the case of negative
sentences, abilities people didn’t have in the past.
MODAL VERB COULD

Ability / Lack of Ability (in the Past)
Kevin won a lot of football tournaments back in our school days. Boy, he could run!
Kevin ganhou muitos torneios de futebol americano na época de escola. Cara, como ele
sabia/podia correr!
George was a good player, but he couldn’t run long distances.

George era um bom jogador, mas ele não sabia/podia correr distâncias longas.
The modal verb could in the interrogative form is used to ask about possibilities
or abilities in the past.
MODAL VERB COULD
Could you meet me at the coffee shop tomorrow?

Você poderia me encontrar no café amanhã?
(Asking about possibilities for the future)
Could you speak English by the time you lived abroad?

Você podia/sabia falar inglês quando morou fora?
(Asking about past ability in the past)
In the interrogative, the modal verb could is also very frequently used to make
requests in a polite way, either asking for a favor or for permission.
MODAL VERB COULD

Making Requests
Could you lend me your car?

Você poderia me emprestar o seu carro?
Could I borrow your car?

Eu poderia pegar o seu carro emprestado?
And now you know how to use the modal verb could.

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Modal Verb May
Modal verbs are also known as modal auxiliary verbs because they add meaning
to the main verb. Modal verbs can express possibility, probability, ability,
permission, assumption, obligation, or prohibition.
The sentence structure of modal verbs follows the same pattern:
MODAL VERBS
Sentence Structure
Affirmative Form
Subject + Modal Verb + Main Verb in the Base Form + Complement (if necessary)
Sujeito + Modal Verb + Verbo Principal na Forma Base + Complemento (se necessário)
Negative Form
Subject + Modal Verb + Not + Main Verb in the Base Form + Complement (if necessary)
Sujeito + Modal Verb + Not + Verbo Principal na Forma Base + Complemento (se necessário)
Interrogative Form
Modal Verb + Subject + Main Verb in the Base Form + Complement (if necessary)
Modal Verb + Sujeito + Verbo Principal na Forma Base + Complemento (se necessário)

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The modal verb may can be used to express probability.
In such cases, we are saying that something is likely to happen, that there’s a
chance that something will happen. For example:
MODAL VERB MAY

Expressing Probability
It may rain.
Pode chover. / Pode ser que chova.
(There is a reasonable chance that it will rain).
I may go to the party.

Eu posso ir à festa. / Pode ser que eu vá à festa.
(There is a reasonable chance that I will go to the party).
She may be at home.

Ela pode estar em casa. / Pode ser que ela esteja em casa.
(There is a reasonable chance that she will be home).
The modal verb may can also be used to say that there
is a chance that something does not happen.
In this case, we use it in the negative form. Take a look:
MODAL VERB MAY

Expressing Unlikely Things
I may not be the best student in class, but I’m very dedicated.
Eu posso não ser o melhor aluno da turma, mas eu sou muito dedicado.
Be careful with the pieces of news you read on social media. They may not be true.
Tenha cuidado com notícias que você lê nas redes sociais. Elas podem não ser verdadeiras.
Researchers may not be able to find the cure to some diseases,

but they’ve been doing their best.
Pesquisadores podem (até) não ser capazes de achar a cura para algumas doenças,
mas eles têm dado o melhor de si.

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It is rare to see may in the interrogative form to give the idea of probability.
The interrogative form is used as a formal way to ask for permission. In such
cases, may is used in questions in the first person, either singular or plural.
MODAL VERB MAY

Asking for Permission
Excuse me, Ms. Sullivan. May I come in?

Com licença, senhora Sullivan. Eu posso entrar?
(May I come in? = First person singular – I).
May we talk to you for a minute, sir?

Nós podemos falar com senhor por um minuto?
(May we talk…? = First person plural – We).
When we ask for permission, the interrogative form can only be used in the first person.
However, when we answer these permission requests, that is, when we give permission or not, we will use
the affirmative or the negative forms in the second person. Have a look:
MODAL VERB MAY

Giving Permission (or not)
Asking for permission: Excuse me, Ms. Sullivan. May I come in?
Com licença, senhora Sullivan. Eu posso entrar?
Giving permission, or not: Yes, you may come in. / No, you may not come in.
Sim, você pode entrar. / Não, você não pode entrar.
Asking for permission: May we talk to you for a minute, sir?

Nós podemos falar com o senhor por um minuto?
Giving permission, or not: Yes, you may. / No, you may not.
Sim, vocês podem. / Não, vocês não podem.
And now you know how to use the modal verb may.

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Modal Verb Might
Modal verbs, also known as modal auxiliary verbs, add meaning to the main
verb. Modals can express possibility, probability, ability, permission, assumption,
obligation, or prohibition.
The modal verb might is mainly used to say that there’s a weak probability that
something will happen, except in the interrogative form.
MODAL VERB
Structure
Affirmative
Subject + Modal Verb + Main Verb (Base Form) +
We might go to Paris in the holiday season.

Pode ser que nós vamos para Paris na temporada de férias.
É possível que nós vamos para Paris na temporada de férias.
Há uma pequena chance de nós irmos para Paris na temporada de férias.
Negative
Subject + Modal Verb + NOT + Main Verb (Base Form) +
I might not go to the party.

Pode ser que eu não vá à festa.
É possível que eu não vá à festa.
É pouco provável que eu vá à festa.
Interrogative
Modal Verb + Subject + Main Verb (Base Form) +
Might I ask you a question?

Eu poderia fazer uma pergunta a você?

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Questions with might are used when we want to ask for permission in formal contexts.
But it is important to note that the modal verb may has this same function in the interrogative
form, and it is usually preferred.
Now, let’s see the uses of the modal verb might.
Might can be used to express probability when we want to express that we believe
something is not really likely to happen, so there’s a small chance, it’s a slight probability.
MODAL VERB – MIGHT

Uses
I might be wrong, but I don’t think that’s a good decision.

Pode ser que eu esteja errado, mas eu não acho essa uma boa decisão.
É possível que eu esteja errado, mas eu não acho essa uma boa decisão.
Há uma pequena chance de eu estar errado, mas eu não acho essa uma boa decisão.
Kate might not be able to get to the meeting in time.

Pode ser que a Kate não chegue a tempo na reunião.
É possível que a Kate não chegue a tempo na reunião.
É pouco provável que a Kate chegue a tempo na reunião.
We can also use might to make suggestions.
MODAL VERB – MIGHT

Uses
You might like this book I am reading.

Pode ser que você goste desse livro que eu estou lendo.
É possível que você goste desse livro que eu estou lendo.
You might want to try the gazpacho. It’s delicious.

Pode ser que você queira experimentar o gaspacho. Está delicioso.
É possível que você queira experimentar o gaspacho. Está delicioso.
Now you know what a modal verb is, the structures you’ll use with them, and
when and how to use the modal verb might.

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Modal Verb Must
Modal verbs are also known as modal auxiliary verbs because they add meaning to the main verb.
Modal verbs will follow the same sentence structure in the affirmative, negative, and interrogative
forms, as you can see in the following table.
MODAL VERBS
Sentence Structure
Affirmative Form
Negative Form
Interrogative Form
Must is used in the affirmative form to express obligation or necessity.

For example:
MODAL VERB MUST

Obligation/Necessity
You must pay your taxes.

Você tem que pagar seus impostos.
You must be 18 to drive in some countries.

Você tem que ter 18 anos para dirigir em alguns países.

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It can also be used to make assumptions or deductions in the affirmative form. Have a look:
MODAL VERB MUST

Assumption/Deduction
John’s son was born. He must be very happy. It must be nice to be rich.
O filho do John nasceu. Ele deve estar muito feliz. Deve ser legal ser rico.
In the negative form, however, must is used to express prohibition. We generally

use the contracted form, mustn’t. If you wish to emphasize the prohibition, use
must not. For example:
MODAL VERB MUST

Prohibition
You must not ( mustn’t) drink and drive.

Você não pode beber e dirigir.
Visitors must not ( mustn’t) cross this line. This is a restricted area.
Os visitantes não podem cruzar esta linha. Esta é uma área restrita.
Must is rarely used in the interrogative form, but it can be used to confirm or to
double-check duties and obligations. For instance:
MODAL VERB MUST

Confirm and Double-check Duties and Obligation
Must I take the exam today? I didn’t know that.

Eu tenho que fazer a prova hoje? Eu não sabia disso.
Eu sou obrigado a fazer a prova hoje? Eu não sabia disso.
Mustn’t you be at the job interview at 9h? It’s 8:30h already.

Você não tem que estar na entrevista de emprego às 9h? Já são 8:30h.
Você não tem a obrigação de estar na entrevista às 9h? Já são 8:30h.
And this is how you use the modal verb must.

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Modal Verb Should
Modal verbs are also known as modal auxiliary verbs because they add meaning
to the main verb.
Modal verbs will follow the same sentence structure in the affirmative, negative,
and interrogative forms. Check the following table to see how it works:
MODAL VERBS
Sentence Structure
Affirmative Form
Negative Form
Interrogative Form

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The modal verb should has different uses. One of the most frequent is to give advice or
recommendations. For example:
MODAL VERB SHOULD

Advice and Recommendation
You should check the airline policies before you pack.

Você deve verificar as políticas da companhia aérea antes de fazer as malas.
You shouldn’t drink so much coffee.

Você não deve beber tanto café.
Depending on the context, sentences with the modal verb should can be understood
as a polite way to talk about obligations and duties. Have a look at some examples:
MODAL VERB SHOULD

Expressing Obligations and Duties
You should clean your room. People should respect other people’s choices.
Você deve limpar o seu quarto. As pessoas devem respeitar as escolhas de outras pessoas.
(It’s your responsibility). (It’s a social rule).
In some other cases, should expresses that something is probable because it is logical or normal,
that is, you refer to a deduction. For instance:
MODAL VERB SHOULD

Deductions
She left home half an hour ago. She should be arriving.

Ela saiu de casa meia hora atrás. Ela deve estar chegando.
(It’s a deduction based on the time she left her house and how far her home is from here)
The singer should launch her new album next month.

A cantora deve lançar o seu novo álbum mês que vem.
(Deduction based on behavior or clues).

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When talking about modals, the meaning we want to convey
depends on the context. The same sentence may have different
meanings. Compare:
MODAL VERB SHOULD

Different Meanings Depending on the Context
You should get here before noon.

Você deve chegar aqui antes de meio-dia.
• It could be a piece of advice

• Poderia ser um conselho
• It could be your duty

• Poderia ser sua obrigação
• It could be the speaker’s expectation

• Poderia ser uma expectativa do falante
And this is how you use the modal verb should.

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Modal Verb Would
Modal Verbs are also known as modal auxiliary verbs because they add meaning to the main
verb. They express possibility, probability, ability, permission, assumption, obligation, or
prohibition.
The structure of the modal verbs follows the same pattern. Check the following table.
MODAL VERBS
Sentence Structure
Affirmative Form
Negative Form
Interrogative Form
In some cases, the modal verb would is used as a softer and less definitive form of the modal will,
or as the past of will when we are reporting sentences.
Expressing hypothesis is one of the most common uses of the modal verb would. And since it is
used to express hypothetical situations, you’ll see that it is used in many conditional sentences.
In such cases, we’ll use a clause with would to refer to unreal or uncertain situations together with
an if-clause.

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MODAL VERB WOULD
Hypothesis
If I had a lot of money, I would travel the world.

Se eu tivesse muito dinheiro, viajaria pelo mundo.
(I don’t have a lot of money. So, traveling the world is just a hypothetical situation.)
Would you invite your boss for your birthday?

Você convidaria o seu chefe para o seu aniversário?
(The question is asked out of curiosity. It’s a hypothetical situation.)
If I were you, I wouldn’t go the Caribbean now. It’s hurricane season.

Se eu fosse você, eu não iria para o Caribe agora. É temporada de furacão.
(It’s a hypothetical situation because I am not you, and I am not going to the Caribbean.)
We can also use would to make polite requests. If we observe it carefully, we’ll see that it’s still
a request made from a hypothetical perspective, but now you are actually asking something
from someone.
MODAL VERB WOULD

Polite Requests and Offers
Polite Requests Polite Offers
Would you help me with my project? Would you like some coffee?
Você me ajudaria com o meu projeto? Você aceitaria um café?
Would you go to the grocery store for me? Would you like me to drive you home?
Você iria ao supermercado para mim? Você gostaria que eu te levasse para casa?

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Would is also used to talk about a past habit or to express refusal in the past.
MODAL VERB WOULD

Talk about a past habit or express refusal in the past
I asked her what was going on, but she wouldn’t tell me.
Perguntei o que estava acontecendo, mas ela não quis me dizer.
(I asked her in the past and she refused to tell me.)
When I was younger, I would argue with my brother all the time.
Quando eu era mais novo, eu discutia com meu irmão o tempo todo.
(It was a typical behavior in the past.)
We can use would in expressions too. Would rather is used to say we prefer
one thing to another. Most of the times, we use the contracted form, which is
“I’d rather.”
MODAL VERB WOULD

Expressions – Would Rather
I’d rather stay home tonight. I’m tired.

Eu prefiro ficar em casa hoje à noite. Estou cansado(a).
Another commonly used expression with would is “would mind.” We use it to ask for favors or permission.
But the structure is a bit different. Check it out in the following box.
MODAL VERB WOULD

Expressions – Would Mind
Asking for a favor Asking for permission
Would you mind opening the window? Would you mind if I opened the window?
Você se importaria de abrir a janela? Você se importaria se eu abrisse a janela?
(Would you mind + verb in the -ING form) (Would you mind if + subject + verb in the past)
And this is how you use the modal verb would.

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Negative Form
In English, negative sentences follow three basic structures.
One is for sentences in simple tenses in which the main verb is the verb to be. In this case, there is no
auxiliary. So, the structure would be the subject, the main verb (which is the verb to be), then NOT, which is
the negative particle, and a complement.
NE GATIVE SENTENCES
Basic Structures
Subject + Main Verb (To Be) + NOT + Complement

Sujeito + Verbo Principal (To Be) + NOT + Complemento
The second is for sentences that have one auxiliary verb or a modal auxiliary. In this case, the structure
is the subject, the auxiliary or modal verb, then NOT to indicate the negative, the main verb, and the
complement.
NE GATIVE SENTENCES
Basic Structures
Subject + Auxiliary or Modal Verb + NOT + Main Verb + Complement (if necessary)
Sujeito + Verbo Auxiliar ou Modal Verb + NOT + Verbo Principal + Complemento (se necessário)
And the third is when there’s more than one auxiliary. In this case, the structure is the subject, the first
auxiliary verb followed by NOT, which indicates the negative, then the second or second and third
auxiliaries, depending on the verb form, then the main verb, and the complement.
NE G ATIVE SENTENCES
Basic Structures
Subject + First Auxiliary + NOT + Other Auxiliaries + Main Verb + Complement (if necessary)
Sujeito + Primeiro Auxiliar + NOT + Outros Auxiliares + Verbo Principal + Complemento (se necessário)

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There is only one verb form that does not fit in the previous structures, which is the
negative imperative, in which we usually omit the subject.
NE GATIVE SENTENCES
Imperative Structure
Structure: Do + NOT (Don’t) + Main Verb + Complement (if necessary)
Don’t do this.
Não faça isso.
Don’t open the box.

Não abra a caixa.
Besides the imperative, all verb forms in English take a subject and follow one of the
three basic structures to make the negative.
If we use the simple forms, that is, the simple present and the simple past, with
the verb to be as the main verb, we will not use an auxiliary to make negative
statements.
NE GATIVE SENTENCES
Structure: Subject + Verb To Be + NOT + Complement
She isn’t (is not) home now.

Ela não está em casa agora.
They weren’t (were not) home yesterday.

Eles não estavam em casa ontem.

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For all other verbs, to make negative statements we need at least one auxiliary
verb before the word not.
The verbs that function as auxiliary verbs are the modal verbs, and the verbs
do, have, and be, depending on the verb form.
NE GATIVE SENTENCES
Structure: Subject + Auxiliary + NOT + Main Verb +

He doesn’t (does not) work on weekends.

Ele não trabalha aos finais de semana.
She didn’t (did not) do that.

Ela não fez aquilo.
They aren’t (are not) studying this month.

Eles não estão estudando este mês.
I haven’t (have not) seen him in ages.

Eu não o vejo há séculos.
I can’t (cannot) help now.

Eu não posso ajudar agora.
Some verb forms will take more than one auxiliary verb. It’s the case of the present
perfect continuous, which takes two auxiliary verbs. In this case, we’ll place the
negative particle NOT right after the first auxiliary.
NE GATIVE SENTENCES
Structure: Subject + First Auxiliary + NOT + Other Auxiliaries +

Main Verb + Complement
Julia hasn’t (has not) been studying as she should.

Julia não vem estudando como deveria.

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Negatives sentences are made using the negative particle not. However, you may see no as a
negative particle as well.
They are both used to make negative statements, but the particle no is used mostly before
nouns, or to answer questions, whereas not is the particle that adds a negative meaning to
the verb or that is combined with words other than nouns.
NE GATIVE SENTENCES
No used to answer questions and before nouns

Not denies words other than nouns
Check the uses of not and no with the examples in the following box.
NE GATIVE SENTENCES
Question
Do you have any money?
Você tem algum dinheiro?
Possible Answers:
1. No, I have no money.
Não, eu não tenho dinheiro.
(The particle “no” goes before the noun “money” in an affirmative structure.)
2. No, I don’t (do + not) have any money.

Não, eu não tenho dinheiro algum.
(The particle “not” adds a negative meaning to the auxiliary verb “do.”)
You cannot use not and no in the same sentence, as in:
No, I don’t have no money.
You cannot use two negative statements ( not and no) in the same sentence.
Você não pode usar duas partículas negativas na mesma frase.

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However, in many contexts, it is the speaker’s choice to deny the noun, using no, or
other parts of the sentence, using not.
NE GATIVE SENTENCES
It’s no secret that John is in love with Karen.

It isn’t a secret that John is in love with Karen.
Não é segredo que o John está apaixonado pela Karen.
( particle “no” before the noun “secret”: no secret)

( particle “not” after the verb “to be”: is not / isn’t)
There are no tables available for tonight.

There aren’t tables available for tonight.
Não há mesas disponíveis para hoje à noite.
( particle “no” before the noun “tables”: no tables)

( particle “not” after the verb “to be”: are not / aren’t)
Not surprisingly, Kim had the highest score in the class.

No surprisingly, Kim had the highest score in the class.
Não é de surpreender que a Kim teve a nota mais alta da turma.
(The only possibility is to use “not” before the adverb “surprisingly”

because there isn’t a noun)
Now you know the basic sentence structure of the negative form in English
and how to use no and not.

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Possessive Adjectives
Possessive adjectives are always used before a noun, and they determine who
possesses the noun to which they refer.
my dog
meu cachorro
(It’s not your dog or his dog, it is my dog)
our house
nossa casa
(It’s not a house or a beautiful house, it is our house)
their books
os livros deles
(It’s not just any book, it is their books)
Take a look at the following table to see all the possessive adjectives in English.
Singular Plural
My Our
First person
meu(s), minha(s) nosso(s), nossa(s)

Your Your
Second person
teu(s), tua(s), seu(s), sua(s) seus, suas, de vocês
His
seu(s), sua(s), dele
Her Their
Third
person seu(s), sua(s), dela seus, suas, deles, delas
Its
seu(s), sua(s), dele, dela

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It is important to notice that possessive adjectives in English do not suffer
number or gender variations according to the nouns to which they are referring,
as opposed to what happens in several other languages.
That means that the possessive adjectives will keep the same form whether they
are referring to a singular noun or to a plural noun, as well as to a masculine,
neutral, or female noun.
Let’s take a closer look at each one of them.

For the first person, we’ll use the possessive adjective my in the singular or our
in the plural.

First Person (singular and plural)
This is my dog. These are my daughters.

Este é o meu cachorro. Estas são minhas filhas.
That is our house. Those are our sons.

Aquela é nossa casa. Aqueles são nossos filhos.
For the second person, we’ll use your. This possessive adjective will
be the same for both the singular and plural forms, and only the
context will make it clear if we are referring to one or more owners.

Second Person
Is this cute boy your son?

Este menino fofo é seu/teu filho?
Este menino fofo é filho de vocês?

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When we express possession referring to the third person, singular or plural,
we can use the possessive case or the possessive adjectives his, her, its in the
singular, or their in the plural.
The possessive case might be preferred if it is not clear in the context to whom
we are referring.
POSSESSIVE CASE
I’m going to Jeff’s birthday party.

Eu estou indo à festa de aniversário do Jeff.
(Jeff’s name wasn’t mentioned before, so the possessive case is used

because it makes it clear whose birthday party it is.)
(O nome do Jeff não havia sido mencionado anteriormente, então usa-se o
possessive case porque ele deixa claro de quem é a festa de aniversário.)
If the context makes it clear to whose party we are referring, we can replace the
possessive case with a third person possessive adjective.
POSSESSIVE ADJE CTIVE
Jeff is my best friend. I’m going to his birthday party.

Jeff é o meu melhor amigo. Eu estou indo à sua festa de aniversário.
For the third person singular, we’ll use the possessive adjectives his for a masculine owner, her for feminine,
and, for other cases, we will use its.

Third Person Singular
George is traveling with his wife.

George está viajando com a sua esposa / a esposa dele.
(We used “his” because we are talking about George’s wife, and George is a man.)
(Usamos his porque estamos nos referindo à esposa do George, e George é um homem.)

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Paula is traveling with her husband.
Paula está viajando com o seu marido / o marido dela.
(We used “her” because we are talking about Paula’s husband, and Paula is a woman.)
(Usamos her porque estamos nos referindo ao marido da Paula, e Paula é uma mulher.)
Don’t use this computer. Its keyboard is not working.

Não use este computador. Seu teclado / O teclado dele não está funcionando.
(We used “its” because we are talking about the computer keyboard, which is an object.)
(Usamos its porque estamos nos referindo ao teclado do computador, que é um objeto.)
In the third person plural, we will use their regardless of the gender.

Third Person Plural
George and Paula are traveling with their son.

George e Paula estão viajando com o seu filho / o filho deles.
The kids are playing with their toys.

As crianças estão brincando com os seus brinquedos / os brinquedos delas.
And this is how we use the possessive adjectives in English.

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Possessive Pronouns
There are different ways to express possession in English. For example, we can
use the verb to have, the possessive case, possessive adjectives, or possessive
pronouns.
EXPRESSING POSSESSION
Julia has two dogs. These are Julia’s dogs.

A Julia tem dois cachorros. Estes são os cachorros da Julia.
These are her dogs. These dogs are hers.

Estes são os cachorros dela. Estes cachorros são dela.
The possessive case structure will only be used to refer to the third person,
either singular or plural.
POSSESSIVE CASE
This is Peter’s wallet. This is the president’s house.

Esta é a carteira do Peter. Esta é a casa do presidente.
This is Brian and Meg’s baby.

Este é o bebê do Brian e da Meg.

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It is possible to omit the noun following the possessive if it’s clear what we are
talking about in the context. For example:
POSSESSIVE CASE
Omitting the Noun
Whose shirt is this? It is Joana’s.

De quem é esta camisa? É da Joana.
Possessive adjectives also indicate possession or belonging, and they are always
used before a noun. They are called possessive adjectives precisely because they
are placed in the same position as most adjectives in English: before the noun.
Is this your shirt? Yes, this is my shirt.

Esta é a sua camisa? Sim, esta é a minha camisa.
However, when it is not necessary to mention what you are talking about
because it is clear in that context or because the noun has been mentioned before
in the sentence or in the conversation, we will replace the structure possessive
adjective + noun with a possessive pronoun.
POSSESSIVE PRONOUNS
Yes, it’s mine.

Is this your shirt?
Sim, é minha.
Esta é a sua camisa?
(“mine” = my shirt).

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Now, check the following table with possessive adjectives and possessive pronouns according to
whom they refer.
Possessive Adjective Possessive Pronoun
First person my mine

Singular meu, meus, minha, minhas meu, meus, minha, minhas
your yours
Second person seu, seus, sua, suas, seu, seus, sua, suas,
Singular teu, teus, tua, tuas teu, teus, tua, tuas
his his
dele dele
Third person her hers

Singular dela dela
its its
dele, dela dele, dela
First person our ours

Plural nosso, nossos, nossa, nossas nosso, nossos, nossa, nossas
your yours
Second person seus, suas, vosso, vossos, seus, suas, vosso, vossos,
Plural vossa, vossas vossa, vossas
Third person their theirs

Plural delas, deles delas, deles
And now you know how to express possession in English,

especially using possessive pronouns.

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Present Continuous
The present continuous is mainly used to talk about actions and events in
progress at the moment or about temporary states or situations that are true at
the moment of speaking.
The basic structure of the present continuous is the verb to be, which works as
an auxiliary, and a main verb in the -ING form. The verb to be will be conjugated
according to the subject. Take a look at its structure:
PRESENT CONTINUOUS
Structure
Affirmative
Subject + To Be + Verb in the -ING Form + Complement
I am watching a movie.
Eu estou assistindo a um filme.
Negative
Subject + To Be + Not + Verb in the -ING Form + Complement
I am not hearing you.

Eu não estou te ouvindo.
Interrogative
To Be + Subject + Verb in the -ING Form + Complement
Are you taking your pills?

Você está tomando os seus remédios?

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The present continuous can also be used to describe
actions that are repeated or frequent, but that we
believe to be a temporary situation, different from our
routine.
PRESENT CONTINUOUS
Repeated Temporary Actions and Events
I am working a lot this week.

Estou trabalhando muito nesta semana.
We can use the present continuous to talk about

changes that take time.
PRESENT CONTINUOUS
Gradual Change
It’s getting easier every day.

Está ficando mais fácil a cada dia.
The present continuous is also used to talk about future

events that have been previously arranged or planned.
PRESENT CONTINUOUS
Future
I am getting married next week.

Vou me casar na próxima semana.
Some verbs are not used in the continuous form,

PRESENT CONTINUOUS
even if they refer to temporary situations or things
Non-progressive Verbs
that are happening now. They are called non-
progressive verbs, and they express feelings, like
the verbs to love and to hate; mental states and I like this book.
opinions, like the verbs to believe, to guess, and to NOT: I am liking this book.
agree; and senses, like the verbs to see and to hear. Eu gosto desse livro.

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Some of these non-progressive verbs can be used with continuous forms,
but they will have different meanings.
PRESENT CONTINUOUS
Non-progressive Verbs in Continuous Forms: Different Meaning
I see someone at the door.

Eu estou vendo alguém na porta.
I am seeing someone.
Eu estou saindo com alguém.
I have two pieces of luggage.

Eu tenho duas malas.
I am having breakfast at the hotel restaurant.

Eu estou tomando café da manhã no restaurante do hotel.
Now you know what the present continuous is all about: you’ve seen its
structure, some examples, and how to properly use it.

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Present Perfect
The present perfect is a verb form used to talk about things that happened or
started in the past but are connected to the present, either by relevance or
continuity. Its concept can be tricky, because not all languages have a specific
verb form to fit this definition.
Let’s start by analyzing the structure of the present perfect. We mainly use the
verb to have in the present as an auxiliary, that is, have (or has for the third
person singular), and the main verb in the past participle.
The verb to have functions as an auxiliary verb in the structure of the present
perfect. So, it’s important to recall its conjugation according to the subjects.
As for the main verb in the past participle, the general rule is that, for regular
verbs in the past participle, we add -D, -ED, or -IED to the verb. And irregular
verbs don’t follow a pattern. Go over the grammar guide dedicated to irregular
verbs in the past participle.
PRESENT PERFE CT
Subject + Have + Past Participle + (Complement)
Subject Auxilary Verb To Have

I/you/we/they have
he/she/it has
Main Verb: Past Participle

Regular Verbs: add -D, -ED, or -IED
Irregular Verbs: follow no pattern

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For affirmative sentences, the structure is the subject followed by the verb to have
in the present, then the main verb in the past participle, and the complement, if
necessary. The verb to have is conjugated according to the subject.
PRESENT PERFE CT
Affirmative Sentences
Structure: Subject + Have/Has + Main Verb (Past Participle) + Complement
I’ve taken many English courses.

Eu fiz muitos cursos de inglês.
(I’ve = I have; “taken” is the past participle of the irregular verb “to take”)
This place has been highly recommended.

Esse lugar foi muito recomendado.
(“This place” = it; “been” is the past participle of the irregular verb “to be”)
For interrogative sentences, we’ll invert the order and place the auxiliary verb
before the subject.
When you ask questions in the present perfect, it’s very common to use the
adverb ever to ask if something has happened at any time before now.
PRESENT PERFE CT
Interrogative Sentences
Structure: Have/Has + Subject + Main Verb (Past Participle) + Complement
Have you found the book you were looking for?

Você achou o livro que estava procurando?
(“found” is the past participle of the irregular verb “to find”)
Structure: Have/Has + Subject + Ever + Main Verb (Past Participle) + Complement
Have you ever watched a soccer game at a stadium?

Você já assistiu a um jogo de futebol em um estádio alguma vez?
(“watch” is the past participle of the regular verb “to watch”)

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For negative sentences, we place the negative particle not after the auxiliary verb.
In the negative form, we can use the adverb never to express at no time and convey
a negative meaning. However, we cannot use a double negative, so if we use
never, the sentence will be made in the affirmative structure, and the adverb will
show that it’s a negative statement.
PRESENT PERFE CT
Negative Sentences
Structure: Subject + Have/Has + Not + Main Verb (Past Participle) + Complement
I haven’t seen snow.

Eu não vi neve.
(haven’t = have not; “seen” is the past participle of the irregular verb “to see”)
Structure: Subject + Have/Has + Never + Main Verb (Past Participle) + Complement
I’ve never been to Paris.

Eu nunca estive em Paris.
(Affirmative Structure + Never = Negative Statement)
Now that we’ve seen the structures, let’s check the use. The main use of the present perfect
is to talk about things that happened or started in the past but are connected to the present
either by relevance or continuity.
Most of the time, it is the speaker’s choice to focus on the past action, using the simple past, or
on the relevance it has to the present moment, choosing the present perfect.
Analyze the comparison of these two tenses in context.
SIMPLE PAST AND PRESENT PERFE CT
Simple Past
The simple past focuses on the past event, and not on any eventual connection
between this past action and the present moment.
O simple past foca no evento passado, e não em alguma possível conexão que possa
haver entre esse evento passado e o momento presente.
Last year, I traveled to Europe and visited many museums. It was an amazing trip.
Ano passado, eu viajei para a Europa e visitei muitos museus. Foi uma viagem incrível.
(the focus is only on the past action)

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Present Perfect
The present perfect highlights that there is a connection between something that
happened in the past and the present moment.
O present perfect destaca que há uma conexão entre algo que aconteceu no passado e o
momento presente
Visiting so many museums has changed my view of the world. I’ve learned a lot.
Visitar tantos museus mudou a minha visão de mundo. Eu aprendi muito.
(The focus is on the relationship between a past action and present moment: I’m a
different person now because of a past action)
It’s important to notice that, when the speaker chooses to use the present perfect,
the relevance of that past action to the present might be implicit in the context.
SIMPLE PAST AND PRESENT PERFE CT
The game has begun.

O jogo começou.
(It is happening right now and that is the focus)
The game began at 4 p.m.

O jogo começou às 4h da tarde.
(The focus is on the information on when it started)
Another important thing: we never use the present perfect with time adverbs that
refer to specific moments in the past, such as yesterday, last year, or last month.
When we choose to use the present perfect, the focus is on the consequence,
relevance, or continuity that a past action has in the present, so saying when it
happened is unimportant and even wrong.
It doesn’t mean that you don’t know when it happened, but this is not what you want
to highlight. Adverbs that refer to specific moments in the past are mostly used with
the simple past or the past continuous.
There are other adverbs used with the present perfect that highlight its connection
to the present either by relevance or continuity. When we use the present perfect to
describe an action that is connected to the present by continuity, we frequently
use the adverbs never or always or some adverbial phrases.

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PRESENT PERFE CT
Chris has lived in London his whole life.

Chris morou em Londres a sua vida inteira.
(The action started when Chris was born and is still in progress)
(A ação começou quando Chris nasceu e continua acontecendo)
Karen has known him for years.

Karen o conhece há anos.
(Karen knew him in the past and knows him now)
(Karen o conheceu no passado e o conhece até agora)
She’s always been in love with him.

Ela sempre foi apaixonada por ele.
(She fell for him in the past and is still in love with him)
(Ela se apaixonou por ele no passado e continua apaixonada no presente)
But they have never been in a serious relationship.

Mas eles nunca tiveram um relacionamento sério.
(It did not happen in the past and still hasn’t happened in the present)
(Não aconteceu no passado e continua sem ter acontecido no presente)
Besides never and always, there are other adverbs of time commonly used with
the present perfect. Check some examples:
PRESENT PERFE CT AND ADVERBS OF TIME
EVER – any time before now ( mostly in interrogative sentences)

Alguma vez; já
JUST – a short time before now YET – until now

Acabei de...; há pouco tempo Ainda; até o momento
ALREADY – happened earlier than expected

Já; antes do esperado

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Check the following box to see some examples of adverbs used in
present perfect sentences. Notice that we place the adverbs before
the main verb, except for the adverb yet, which usually comes at the
end of the sentence.
PRESENT PERFE CT – ADVERBS
Have you ever seen snow?

Você já viu neve alguma vez?
Come in. We have just started the meeting.

Entre. Acabamos de começar a reunião.
I have already finished the report.

Eu já terminei o relatório.
I haven’t met the new director yet.

Eu não conheci o novo diretor ainda.
And now you know the structure and uses of the present perfect.

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Present Perfect
Continuous
The present perfect continuous is a verb form used to talk about things that
started in the past and are still going on.
The structure for affirmative sentences is the subject followed by the verb to
have conjugated in the present, the verb to be in the past participle, which is
always been, the main verb in the -ING form, and the complement.

Affirmative Sentences
Structure: Subject + Have/Has + Been + Main Verb (in the -ING form) + Complement
She has been working a lot.

Ela tem trabalhado muito.
Ela vem trabalhando muito.
For interrogative sentences, the auxiliary have is placed before the subject.

Interrogative Sentences
Structure: Have/Has + Subject + Been + Main Verb (in the -ING form) + Complement
Have you been waiting for me?

Você estava esperando por mim?
In negative sentences, we place the negative particle not after the auxiliary verb have.

Negative Sentences
Structure: Subject + Have/Has + NOT + Been + Main Verb (in the -ING form) + Complement
I have not been traveling lately.

Eu não tenho viajado ultimamente.

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The present perfect continuous is used to talk about continuing events that started any time
before now, that is, in the past.

Uses
I have been writing a new book.

Eu estou escrevendo um novo livro.
(It means I started in the past and I am still working on it.)
I’ve been cleaning the house since early in the morning.

Estou limpando a casa desde de manhã cedo.
(In this sentence, I stated a point in time when the action started.)
We can use the present perfect continuous to talk about repeated events that started in the past and keep on
repeating until now.

Uses
I’ve been going to the United States every year since my kid was born.
Eu tenho ido para os Estados Unidos todo ano desde que o meu filho nasceu.
(It is something I started doing in the past, when my kid was born, and I repeat it every year).
I’ve been watching this TV show recently. It’s pretty good.

Eu tenho assistido a esse programa de TV recentemente. É muito bom.
(The frequency is not mentioned, but it’s clear in the context that it’s an activity that is often repeated).
And now you know the structure of the present perfect continuous and how to use it.

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Question Word - How
Common question words include what, when, where, which, why, who,
and how. On this grammar guide, we’ll focus on the question word how.
The question word how means “in what way” or “to what extent” and, as all the
other question words, it can be used in direct and indirect questions.
QUESTION WORD – HOW

Direct and Indirect Questions
How are you feeling?

Como você está se sentindo?
(Direct Question: How + Structure of the Interrogative Form)
Can you tell me how you are feeling?

Você pode me dizer como está se sentindo?
(Indirect Question: How + Structure of the Affirmative Form)
The structure for direct questions is the question word followed by the
interrogative form, and it can be used with different verb forms.
In the simple present, we can use how with the verb to be or with other verbs.
The difference is that when the verb to be is the main verb, we do not use an
auxiliary verb. For all the other verbs, an auxiliary must be used to create the
questions.
Check out some examples:

Simple Present
Structure: How + Verb To Be + Subject + Complement (if necessary)
How are the kids?

Como estão as crianças?
( main verb is the verb to be = do not use an auxiliary verb)

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Structure: How + Auxiliary Verb + Subject + Main Verb in the Base Form
+ Complement (if necessary)
How do you go to work?

Como você vai para o trabalho?
( main verb is not the verb to be = the auxiliary verb do must be used)
How can also be used in the simple past, and the structure will follow the same
pattern of the simple present. The difference is that the verb to be or the auxiliary
verb will be conjugated in the past.

Simple Past
Structure: How + Verb to Be + Subject + Complement (if necessary)
How was the game?

Como foi o jogo?
( main verb is the verb to be = do not use an auxiliary verb)
Structure: How + Auxiliary Verb + Subject + Main Verb in the Base Form +
How did you go to the game?

Como você foi para o jogo?
( main verb is not the verb to be = the auxiliary verb did must be used)
The question word how can also be used with continuous forms such as the
present and the past continuous. In this case, we’ll use how followed by the
interrogative form of these structures.
For the interrogative form of the present and past continuous, the verb to be
works as an auxiliary verb, followed by the subject, the main verb in the -ING
form, and a complement, if necessary.

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Present and Past Continuous
Structure: How + Verb to Be + Subject + Main Verb in the -ING Form +

How are you organizing your tasks?

Como você está organizando as suas tarefas?
(I am asking about an action that is in progress now)
How were you feeling when you started therapy?

Como você estava se sentindo quando iniciou a terapia?
(I asked about a feeling that was going on before the person decided to start therapy)
It is also possible to use how with perfect forms such as the present perfect and
the present perfect continuous.

Present Perfect and Present Perfect Continuous
Structure: How + Verb To Have + Subject +

Main Verb in the Past Participle + Complement (if necessary)
How have you been?

(I want to know how this person has been lately or since I last saw him or her)
Structure: How + Verb To Have + Subject + Been +

Main Verb in the –ING Form + Complement (if necessary)
How have you been dealing with this situation?

Como você tem lidado com essa situação?
(It’s an ongoing situation that started in the past and is still going on)

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We also use how with modal
verbs. In this case, they come right
Modal Verbs
after the question word.
Structure: How + Modal Verb + Subject +

Main Verb in the Base Form + Complement (if necessary)
How should we help her?

Como devemos ajudá-la?
(Should works as an auxiliary, and it was used to ask for
guidance or recommendation)
How can we go to the party?

Como podemos ir para a festa?
(Can works as an auxiliary, and it shows the idea of possibility)
If you want to ask more specific questions using how, you can use an
adjective or an adverb after it. Check out the examples.

Other Possibilities
How old is your brother? How often do you go to the gym?

Quantos anos seu irmão tem? Com que frequência você vai à academia?
(How + Old = Age) (How + Often = Frequency)
How much is this T-shirt? How many people were there at the concert?
Quanto custa esta camiseta? Quantas pessoas havia no show?
(How + Much = Amount or Price) (How + Many = Quantity)
How far is San Diego from Los Angeles?

Quão distante é San Diego de Los Angeles? / Qual é a distância de San Diego a Los Angeles?
(How + Far = Distance)
How long does it take to get there? How tall is your brother?
Qual tempo demora para chegar lá? Qual é a altura do seu irmão?
(How + Long = Duration) (How + Tall = Height for People)
How high is Mount Everest?

Quão alto é o Monte Everest? / Qual é a altura do Monte Everest?
(How + High = Height for Places)

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How can also be used with prepositions such as “about.” There are
two ways we can use it—to offer something or to make a suggestion.
HOW ABOUT
Offers and Suggestions
How about a cup of coffee?

Que tal uma xícara de café?
(How + About + Noun = Offer)
How about going to the movies?

Que tal irmos ao cinema?
(How + About + Verb in the –ING Form = Suggestion)
In spoken English, there is a very common expression with how—how come. It is

used to ask about the reason why something has happened. We could say that how
come is an informal way to ask “why.”
How come can also be used to show surprise. There is an important detail in the
structure of the question, though: how come is always followed by the affirmative
form, regardless of the verb form.
HOW ABOUT
Reason and Surprise (Informal)
How come she went to the party alone?

Como assim ela foi à festa sozinha?
(How Come + Structure of the Affirmative Form in the Simple Past)
How come she is not here?

Como é que ela não está aqui?
Como pode ela não estar aqui?
(How Come + Affirmative Form of the Simple Present)

308
We can also use how in exclamations. It can either be followed by a complete
sentence or by an adjective. It’s important to notice, though, that what can also
be used in exclamations.
The difference is that when there is either a complete sentence or only an
adjective, you’ll use how. However, in the case of the structure adjective + noun
or just a noun, you’ll have to use what.
Compare the difference:
HOW AND WHAT

Exclamation
How + Complete Sentence
How I love this city!

Como eu amo essa cidade!
(How + Subject “I” + Main Verb “love” + Complement “this city”)
How + Adjective
How beautiful!
Que bonito!
(How + Adjective “beautiful”)
What + (Article) + Adjective + Noun
What a beautiful city!

Que cidade bonita!
(What + Article “a” + Adjective “beautiful” + Noun “city”)
And now you know different ways to use the question word how, it’s meaning, structures in
different verb forms, as well as how to use it in exclamations.

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Question Word -
When
Question words are used to ask direct and indirect questions. Common
question words include what, when, where, which, why, who, and how.
On this grammar guide, we’ll focus on the question word when, which is used
to ask or to explain at what occasion or moment something takes place.
QUESTION WORD - WHEN
When
Quando
Check out some examples of when used in direct and indirect questions:
QUESTION WORD – WHEN

Direct and Indirect Questions
When are you traveling?

Quando você viaja?
(Direct Question: When + Structure of the Interrogative Form)
Tell me when you are going to travel.

Me diga quando você vai viajar.
(Indirect Question: When + Structure of the Affirmative Form)
Could you tell me when you are going to travel?

Você poderia me dizer quando você vai viajar?
(Indirect Question: When + Structure of the Affirmative Form)
In general, the structure to make these interrogative sentences is the question

word when followed by the structure of the interrogative form, which can be
used with different verb forms.

310
In the simple forms, when the verb to be is the main verb of the sentence, there is no auxiliary.
For all the other verbs, you’ll need the auxiliary verb to make an interrogative sentence.

Simple Forms – Simple Present and Simple Past
Structure: When + Verb To Be + Subject + Complement
When are you free?

Quando você está livre?
(are = simple present)
When was she born?

Quando ela nasceu?
(was = simple past)
Structure: When + Auxiliary Verb + Subject + Main Verb in the Base Form +
When does she have English classes?

Quando ela tem aulas de inglês?
(does = auxiliary for the simple present)
When did you start college?

Quando você começou a faculdade?
(did = auxiliary for the simple past)
We can use when with continuous forms such as the present continuous to
indicate actions in the future.

Continuous Forms
Structure: When + Verb To Be + Subject + Main Verb in the –ING Form +

When are you moving to Italy?

Quando você se mudará para a Itália?

311
The same happens with perfect forms. It’s important to notice, though, that most
perfect forms do not refer to a specific point in time, so questions with perfect
forms are usually accompanied by an adverb of time. Check out the examples:

Perfect Forms
PRESENT PERFECT
Structure: When + Verb To Have + Subject +
Main Verb in the Past Participle + Complement (if necessary)
When has she ever helped her parents?

Quando na vida ela ajudou seus pais?
(Rhetorical question reinforced by the adverb “ever”)
PRESENT PERFECT CONTINUOUS

Structure: When + Verb To Have + Subject + Been +
Main Verb in the -ING Form + Complement (if necessary)
Since when have you been studying?

Desde quando você está estudando?
(The adverb “since” is used to ask about a starting point)
It’s important to notice that if we want to ask about the specific

time when an activity or event starts or ends, the preferred
question is “what time” and not “when.”
QUESTION WORDS
Specific Time
What time did you leave work yesterday?

A que horas você saiu do trabalho ontem?
When did you leave work yesterday?

Quando você saiu do trabalho ontem?
And now you know what a question word is and how to use the question
word when with different verb forms.

312
Simple Present -
Other Verbs
The simple present was divided into two grammar guides, and we did that
because there is an important difference in structure.
In this grammar guide, we’ll talk about the simple present with verbs that are not
the verb to be, that is, all the other verbs.
When we use the verb to be, we do not use an auxiliary verb to make interrogative
and negative sentences. But when we use other verbs, we need to use the
auxiliary verb. The auxiliary verb for the simple present is do or does, according to
the subject.
Check out the difference in the box.
SIMPLE PRESENT
Verb To Be Other Verbs
Interrogative Is she a teacher? Does she work as a teacher?

Ela é professora? Ela trabalha como professora?
Negative She isn’t a teacher. She doesn’t work as a teacher.

Ela não é professora. Ela não trabalha como professora.
The basic structure for the affirmative form is the SVC structure, that is, subject,
main verb, and complement. And the verb conjugation works like this: we’ll use the
base form of the verb for all persons, except for the third person singular. In this
case, we’ll add –S, –ES, or –IES to the end of the verb, depending on how it’s spelled.

313
If you want to learn more about the third person spelling rules, you can check the grammar
guide on this topic. However, most verbs will only take a final S in the third person singular,
as you can see in the following table.
SIMPLE PRESENT
Affirmative Form
Singular Plural
I work here. We work here.

First person
Eu trabalho aqui. Nós trabalhamos aqui.
You work here. You work here.

Second person
Você trabalha aqui. Vocês trabalham aqui.
He works here.
Ele trabalha aqui.
She works here. They work here.

Third person
Ela trabalha aqui. Eles/Elas trabalham aqui.
It works for now.

Isso funciona por enquanto.
Notice that we do not use the auxiliary verb in the affirmative form. But it’s possible to use it to
add emphasis to a statement. In that case, the auxiliary verb is placed before the main verb.
SIMPLE PRESENT
Affirmative Form: Adding Emphasis
Usage of the Auxiliary Do
I do have the right to speak my mind.

Eu tenho (sim) o direito de dar minha opinião.
(The verb “do” is used as an auxiliary. So it does not have a meaning, but a function).
(O verbo “do” é usado como auxiliar. Portanto, não tem um significado, mas uma função).

314
Thus, it is possible to use the auxiliary with the simple present in the affirmative form, but it’s also important
to notice that it adds emphasis to the sentence, which means that it is only going to happen in very specific
contexts.
As for the negative and interrogative forms, the auxiliary do is not optional, it’s necessary.
The basic structure for the negative form is the subject, the auxiliary verb do conjugated according to the
subject, the negative particle not, the main verb in its base form, and the complement, if necessary.
You should pay close attention to the third person singular. In both negative and interrogative forms, the
conjugation goes in the auxiliary verb, that is, we will use does, and, because of that, the main verb goes
back to its base form.
SIMPLE PRESENT
Negative Form
Singular Plural
I don’t work here. We don’t work here.

First person
Eu não trabalho aqui. Nós não trabalhamos aqui.
You don’t work here. You don’t work here.

Second person
Você não trabalha aqui. Vocês não trabalham aqui.
He doesn’t work here.

Ele não trabalha aqui.
She doesn’t work here. They don’t work here.

Third person
Ela não trabalha aqui. Eles/Elas não trabalham aqui.
It doesn’t work for now.

(Isso) não funciona por enquanto.
In informal language, the contracted

forms don’t (do + not) or doesn’t SIMPLE PRESENT
(does + not) are used in most cases. Negative Form: Adding Emphasis
In formal written language, we avoid
using contractions. Do Not Use the Contracted Form
On the other hand, in spoken
language, if we use the full form, You do not have the right to shout at people.
it probably means we want to add Você não tem o direito de gritar com as pessoas.
emphasis to a negative statement.

315
The basic interrogative form structure in the simple present is the auxiliary verb do conjugated according to
the subject, the subject, the main verb in its base form, and the complement, if necessary.
So the position of the auxiliary verb and the subject is inverted, and, once again, in the third person singular,
the main verb goes back to its base form, and the auxiliary verb is conjugated.
Check out the following table:
SIMPLE PRESENT
Interrogative Form
Singular Plural
Do I work here? Do we work here?

First person
Eu trabalho aqui? Nós trabalhamos aqui?
Do you work here? Do you work here?

Second person
Você trabalha aqui? Vocês trabalham aqui?
Does he work here?

Ele trabalha aqui?
Does she work here? Do they work here?

Third person
Ela trabalha aqui? Eles/Elas trabalham aqui?
Does it work for now?

Isso funciona por enquanto?
The simple present is used to talk SIMPLE PRESENT

about facts and to show repetitions, Other Verbs – Uses
habits, or generalizations.
I work at a law firm.

Eu trabalho em um escritório de advocacia.
She works a lot.

Ela trabalha muito.

316
It can also be used to present a series of events when we narrate
something or give instructions and directions.
SIMPLE PRESENT
Other Verbs – Uses
First you read the questions, then you have to mark the correct statement.
Primeiro você lê as perguntas, depois você tem que marcar a afirmação correta.
You go straight and turn right on the traffic light.

Você segue em frente e vira à direita no semáforo.
The simple present can convey the idea of immediacy and drama, and that’s why it’s commonly
used in stories or novels, in sports broadcasting, and in newspaper headlines, even when
reporting past events.
SIMPLE PRESENT
Other Verbs – Uses
She crosses the street toward him, looks back, and decides to let it go.
Ela atravessa a rua em direção a ele, olha para trás e decide deixar para lá.
He gets the ball, passes through the defense and shoots, but the goalkeeper saves it.
Ele pega a bola, passa pela defesa e chuta, mas o goleiro agarra.
Firefighters save many lives in Brooklyn.

Os bombeiros salvam muitas vidas no Brooklyn.

317
In English, some verbs cannot be used in continuous forms. These verbs are
called non-progressive verbs, and we use them in the simple present. This
group is divided into different subgroups of verbs.
SIMPLE PRESENT
Non-progressive Verbs
Mental process verbs
know, suppose, think, understand

saber, supor, achar, entender
Verbs that express feelings
admire, adore, hate, like, respect

admirar, adorar, detestar, gostar, respeitar
Verbs that describe senses
smell, taste, hear

sentir cheiro, sentir sabor, ouvir
Speech act verbs
promise, swear, agree, deny

prometer, jurar, concordar, negar
And now you know the structure and the most common uses of the simple present.

318
Simple Present -
Verb To Be
The simple present is used to talk about factual information or things
that happen regularly.
SIMPLE PRESENT
This wall is white.

Esta parede é branca.
(It’s a factual piece of information.)
I sleep for 8 or 9 hours a day.

Eu durmo de 8 a 9 horas por dia.
(It’s part of a routine, something I do every day.)
The simple present will be tackled in two different grammar guides.

In this one, we’ll focus on the simple present sentences in which the
main verb is the verb to be.
Check the following table to see the conjugation of the verb to be in
the simple present.
SIMPLE PRESENT
Verb To Be
Singular Plural
First person I am We are
Second person You are You are
Third person He/She/It is They are

319
There is a different sentence structure for the interrogative, negative, and
affirmative forms. In affirmative sentences, we’ll frequently use the SVC
structure, that is, Subject, Verb, and Complement. To make a negative
statement, you’ll place the negative particle not after the verb. And to ask a
question, we invert the order and place the verb before the subject.
SIMPLE PRESENT
Verb To Be
Affirmative
Subject + Verb To Be + Complement
I’m a writer.
Eu sou escritor.
Negative
Subject + Verb To Be + NOT + Complement
I am not a writer.
Eu não sou escritor.
Interrogative
Verb To Be + Subject + Complement
Are you a writer?

Você é escritor?
The simple present of the verb to be is commonly

SIMPLE PRESENT
used in its contracted form, also known as short
Verb To Be – Contracted Form
form. Contractions are considered informal, and they
are very common in everyday situations. However,
if you want to sound more formal or more emphatic, Affirmative Negative
use the full form. I’m I’m not
The short or contracted forms can be used in You’re You aren’t
affirmative or negative sentences. He’s/She’s/It’s He/She/It isn’t
We’re We aren’t
They’re They aren’t

320
Now that you know the conjugation in the plural and singular forms, its structure
for affirmative, negative, and interrogative sentences, as well as its full and
contracted forms, check out the possible uses of the verb to be in the simple
present.
It can be used to refer to personal information such as name, age, profession,
marital status, and nationality.
SIMPLE PRESENT
Verb To Be – Uses
Name
I am Sophie. My name is Sophie.
Eu sou Sophie. O meu nome é Sophie.
Profession Age
I am an architect. I am 36 years old.
Eu sou arquiteta. Eu tenho 36 anos.
Nationality Marital Status

I am French. I am single.
Eu sou francesa. Eu sou solteira.
We can also use the verb to be followed by an adjective to talk about

permanent or temporary physical characteristics and feelings.
SIMPLE PRESENT
Verb To Be – Uses
I am thirsty.
Eu estou com sede.
(It’s a state. Something I am experiencing now.)
I am skinny.
Eu sou magro(a).
(It refers to a physical characteristic.)

321
The verb to be in the simple present is also used to talk about permanent or
temporary qualities or states, personal characteristics, or mood.
SIMPLE PRESENT
Verb To Be – Uses
I am stressed. I am a stressed person.

Eu estou estressado(a). Eu sou uma pessoa estressada.
(It’s a current mood or a temporary state.) (It’s part of my personality.)
The verb to be in the simple present is also used to talk about time and dates.
SIMPLE PRESENT
Verb To Be – Uses
It’s eleven o’clock. Our meeting is on December 3rd.

São onze horas. A nossa reunião é no dia 3 de dezembro.
We can use the verb to be in the simple present to refer to places and locations as well.
SIMPLE PRESENT
Verb To Be – Uses
I am at the mall. The 9/11 Memorial is in Manhattan.

Eu estou no shopping. O memorial do 11 de Setembro é em Manhattan.
And now you know when and why we use the verb to be in the simple present.

322
Subject Pronouns
Subject pronouns are personal pronouns that replace nouns that work as the
subject of the sentence. Let’s take a look at them:
First person pronouns are the ones used to refer to the person speaking;
second person pronouns refer to the person we are talking to; and third person
pronouns, to the people or objects we are talking about.
SUBJE CT PRONOUNS
Singular Plural
I we
First person
eu nós

you you
Second person
tu/você vós/vocês
he
ele ( pessoa)
she they
Third person
ela ( pessoa) eles/elas
it
ele/ela (exceto pessoas)
Let’s start analyzing the first person pronouns, the ones that refer to the person
who is talking.
The first person singular pronoun (I) is always written with a capital letter,
regardless of its position in the sentence. Capitalization does not happen with
any other pronoun in English, not even with the first person plural (we).

323
SUBJE CT PRONOUNS
First Person
I am her friend.
Eu sou amigo(a) dela.
(first person singular pronoun I) We are friends.
Nós somos amigos.
(first person plural pronoun we)
Karen and I work at the same company.

Karen e eu trabalhamos na mesma empresa.
(first person singular pronoun I)
That was the moment we decided to quit the job.

Foi nesse momento que nós decidimos deixar o emprego.
(first person plural pronoun we)
For the second person, the subject pronoun you will be used both in the singular
and in the plural. You always refers to the person or the people you are talking to.
Therefore, the context will tell you whether it is singular or plural.
SUBJE CT PRONOUNS
Second Person
You are a teacher.

Você é professor.
(second person singular pronoun you)
You are teachers.

Vocês são professores.
(second person plural pronoun you)

324
The third person is used to refer to the people or objects we are talking about. In the
third person singular, there are two pronouns used to refer to people, and, in some
cases, to pets: he and she. “He” is used for the masculine; and “she,” for the feminine.
SUBJE CT PRONOUNS
Third Person Singular (He/She)
John is a teacher. He is very good.

O John é professor. Ele é muito bom.
(third person singular masculine pronoun he)
Sarah is an actress. She is great.

A Sarah é atriz. Ela é ótima.
(third person singular feminine pronoun she)
For all the other cases, we will use the other third person singular pronoun, it;
that is, to talk about any other thing in the singular.
SUBJE CT PRONOUN
Third Person Singular (It)
Turn off the computer. It’s too hot.

Desligue o computador. Ele está muito quente.
(third person singular neutral pronoun it)
Turn the TV down. It’s loud.

Abaixe a televisão. Ela está alta.
(third person singular neutral pronoun it)
Notice that, in the examples we have just seen, the reference of the pronoun it is
clear in the sentence. It refers to the computer in the first example, and to the TV in
the second one.
But the pronoun it will also be used as a subject in sentences that have an
impersonal subject. This impersonal use of it introduces new information, and it is
used particularly to talk about time, dates, the weather, and opinion.
When it has an impersonal function, it does not refer to a previously mentioned
noun. In this case, the pronoun it simply works as the subject of the sentence.

325
Take a look at the following examples:
SUBJE CT PRONOUN
Third Person Singular (It)
It’s a pleasure to be here.

É um prazer estar aqui.
(third person singular neutral pronoun it impersonal subject)
It’s hot today.

Está quente hoje.
It’s late.
Está tarde.
For the third person plural, there is only one pronoun: they. This is the plural form of the pronouns he, she,
and it—meaning this pronoun can be used to refer both to people and objects.
SUBJE CT PRONOUN
Third Person Plural (They)
They are good teachers. They are great students.

Elas são boas professoras. Eles são ótimos alunos.
(third person plural pronoun they) (third person plural pronoun they)
They are good books.

São bons livros.
(third person plural pronoun they)
And now you know how to use subject pronouns in English.

326
There + To Be
The structure there + To Be expresses existence, and it can be used in the
affirmative, interrogative, and negative forms.
THERE + TO BE
Structures
Affirmative
There + To Be
There’s a restaurant near the hotel.

Há um restaurante perto do hotel.
Interrogative
To Be + There
Is there a restaurant near the hotel?

Há um restaurante perto do hotel?
Negative
There + To Be + Not
There isn’t (is not) a restaurant near the hotel.

Não há um restaurante perto do hotel.

327
You can use the structure in the singular or plural according to the noun that follows it.
THERE + TO BE
Singular and Plural
Are there good schools in your neighborhood?

Há/Tem boas escolas no seu bairro?
(The noun “schools” is in the plural, so the verb to be is in the plural)
There is a good school in my neighborhood.

Há/Tem uma escola boa no meu bairro.
(The noun “school” is in the singular, so the verb to be is in the singular)
When we talk about singular or plural forms, there are some things to which we should pay
attention. If you are talking about a list of things, use there is when the noun that follows is
also in the singular.
If there are one or more nouns in the plural, use there are and place the nouns in the plural
before the ones in the singular, if there are any.
THERE + TO BE
Singular and Plural
There is an apple, a banana, and a pineapple in the fruit basket.

Tem uma maçã, uma banana e um abacaxi na fruteira.
(There is All nouns in the singular)
There are some apples, two bananas, and a pineapple in the fruit basket.
Tem algumas maçãs, duas bananas e um abacaxi na fruteira.
(There are One or more nouns in the plural)

328
In informal spoken language you might as well hear there is followed by plural
nouns. This is perfectly acceptable in such case, but you should not use it in
written formal language.
THERE + TO BE
Informal Spoken Language
There’s two teachers in each classroom.

Tem dois professores em cada sala de aula.
(Informal: There is One or more nouns in the plural)
We have seen some uses of there + To Be in the present. However, it is important to highlight
that this structure can also be used in the past and in the future.
So we will conjugate the verb to be accordingly. If we are referring to the past, we use there
was for the singular and there were for the plural.
THERE + TO BE
Past: There Was / There Were
There was only one employee assisting the customers.

Só havia um funcionário auxiliando os clientes.
(“Employee” is a singular noun, so we used the verb to be in the singular: “There was”)
There were many people waiting in line.

Tinha muita gente esperando na fila.
(“People” is a plural noun, so we used the verb to be in the plural: “There were”)
To use there + To Be in the future, we’ll use there will be with singular or plural
THERE + TO BE
Future: There Will Be
There will be a mall near my house.

Haverá um shopping perto da minha casa.
There will be flying cars in the future.

Haverá carros voadores no futuro.

329
There + To Be can also be used with modal verbs. In this case, we’ll join the idea of existence
with the meaning that each modal verb expresses.
THERE + TO BE
Modal Verbs
Structure: There + Modal Verb + To Be
There must be a gas station around.

Tem que ter / Deve haver um posto de gasolina por perto.
There should be no wait.

Não deve haver demora.
There might be a cocktail after the meeting.

Deve ter / É possível que tenha / Pode ser que haja um coquetel após a reunião.
We can also use there with verbs such as seem and tend before to be. In these
cases, we’ll use the infinitive form to be.
SUPERL ATIVES
Two-syllable Adjectives – Exceptions
Structure: There + Verb + To Be
There seems to be a lot of vacant rooms in this hotel.

Parece haver muitos quartos vazios neste hotel.
(It’s the speaker’s perspective of an impression).
There tends to be tension between the parts

Tende a haver tensão entre as partes.
(It’s something that is expected).
And now you know what there + To Be means, its structures, and how to use it.

330
Will
The modal verb will is mostly used to refer to the future. As all modal verbs,
it functions as an auxiliary verb, adding meaning to the main verb.
Check the structures for the affirmative, interrogative, and negative forms.
WILL
Structure
Affirmative
She will go to college next year.

Ela vai para a faculdade ano que vem.
Subject + Will + Main Verb in the Base Form +

Negative
Will you talk to her?

Você vai falar com ela?
Will + Subject + Main Verb in the Base Form +

Interrogative
It won’t rain.
Não vai chover.
Subject + Will + Not (Won’t) + Main Verb in the Base Form +


331
Will is commonly used to express willingness and decisions about
the future that we make at the moment we speak.
WILL
Uses
Willingness and Decisions
I’ll (I + will) get the door.

Eu vou abrir a porta.
I will quit smoking.

Eu vou parar de fumar.
In the interrogative, we can use will to tell people what to do or to

make proposals. We can also use it for promises in affirmative and
negative sentences.
WILL
Uses
Tell people what to do
Will you behave now?

Você vai se comportar agora?
Make an offer / a proposal
Will you marry me?

Você quer se casar comigo?
Promises
I will always be with you.

Eu sempre estarei com você.

332
It can be used to express refusal in the negative form.
WILL
Uses
Refusal
I won’t (will + not) talk to her.

Eu não vou falar com ela.
She won’t talk to anybody.

Ela não vai falar com ninguém.
Will is also used to refer to things that are inevitable.
WILL
Inevitability
You’ll have to attend driving classes to get your driver’s license.

Você terá que fazer aulas de direção para tirar a carteira de motorista.
Now you know that will is a modal auxiliary verb,

and you are familiar with its structures and common uses.

333
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Crisis

2 Preparing the Team p. 38

3 Carrying out the Plan p. 71

4 Clear Communication p. 105

5 Customer Relations p. 139

6 Unforeseen Crises p. 175

7 The Aftermath p. 205

8 Grammar Guide p. 234

The purpose of crisis management is to anticipate events so that you

< voltar para o índice

Let me give you an example of how to develop multiple scenarios.

Well, so far, we have considered a very clear source of crisis and

If you were able to answer these questions, congratulations! You have

Not at all! Far from that…

The accounting error is only one out of several sources of potential

In short, we need to develop scenarios for each of the identified sources

< voltar para o índice

Isso é verdade; mas como você pode pensar em aproveitar alguma

Não falhar de modo algum é muito melhor do que se levantar após

O objetivo da gestão de crise é antecipar acontecimentos para que você

O primeiro passo é fazer um levantamento de todas as possíveis fontes

Cada cenário que você imaginar deve levar em consideração os riscos

Deixe-me dar um exemplo sobre como desenvolver múltiplos cenários.

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Esta fonte de crise traz dois riscos principais. O primeiro deles é o

Bom, até o momento, levamos em consideração uma fonte de crise bem

Se você conseguiu responder estas perguntas, parabéns! Você acabou

De modo algum! Longe disso...

O erro contábil é apenas uma das diversas fontes de possíveis crises

Em suma, é necessário elaborar cenários para cada uma das fontes de

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Besides the difference in spelling, there is also a slight difference in pronunciation.

ELEMENTS REL ATED TO CRISIS

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Time passes quickly when we’re having fun.

ELEMENTS REL ATED TO CRISIS

TO HAVE A PROBLEM WITH

Taylor has a problem with the configuration of his cell phone.

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Tristan and Charlie have difficulty in learning sign language.

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PREFIXES AND SUFFIXES

Gail has a nice job at the supermarket.

My job is to take care of children.

It’s the parents’ job to take care of their children.

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I have a lot of work to do.

Sheila came back early from work.

Lola works every day from 9 a.m. to 7 p.m.

Morgan is really working on his mental health.

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ELEMENTS REL ATED TO CRISIS

This store is bankrupt.

The restaurant is going bankrupt.

In this sentence, we use to go bankrupt to mention that the restaurant is in the

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ELEMENTS REL ATED TO CRISIS

damaged a damaged reputation

The passenger is hurt on the legs.

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In this case, we are talking about an injury inflicted on someone’s body.

Damaged goods cannot be returned.

This product is good.