WOL ProjectManagement Coursebook

Project
Management
Wise Up Online
Chapters Chapters
1 Scope p. 03
2 Time p. 26
3 Budget p. 50
4 Quality p. 78
5 Human Resource p. 105
6 Procurement p. 133
7 Risks p. 157
8 Communication
Arquivo Interativo.
Interações no menu ao p. 183
lado, topo e base das
páginas, e nas indicações
9 Grammar Guide
do Grammar Guide no
final de cada lesson.
p. 205
1
Scope
Scope
Chapter 1 Video Script Vocabulary Vocabulary Activities Grammar Grammar Activities
Part 1.
In this chapter, you will learn the definition of project and discover the types of
projects that exist inside and outside the corporate world. You will also learn
about the formation of nouns and adjectives.
Now look at the script of Scope.
SCOPE
When we look up the word management in the dictionary, we see that it

can be used in different contexts: from controlling business transactions,
to handling money and guiding people at work. But each and every
one of these concepts implies a certain degree of success. And being
successful usually demands hard work.
Take the Eastern Columbia Building in L.A., for instance. One of the
most iconic constructions in the U.S. When we look at it, fully functional,
fulfilling its purpose, it’s hard to imagine that it all started with an idea,
countless meetings, blueprints, tons of building materials, and hundreds,
sometimes thousands, of workers.
Have you ever thought about how much planning it took to be

successfully built? It’s funny how often we look at things and imagine
they just get done, isn’t it?
Well, let me tell you… If we wish to deliver a product or service

successfully, we can’t ignore the process behind it. It demands planning,
execution, supervision, and closure. And those, my friends, are the main
steps of the project management process.
In this series, we are going to talk about all the main processes involved
in project management, from defining the scope of work to delivering
the project. Even if you’re not aiming at becoming a project manager
yourself, you’ll have the chance to find out why it is so important for
anyone to understand how projects are supposed to be managed.
But first things first! Let’s start with a simple question: what is a project,
anyway?
< voltar para o índice

4
According to the Project Management Institute, or PMI, any temporary

endeavor undertaken to create a unique product, service, or result is a
project.
For example, the construction of a building, the development of a new

software, the expansion of sales into a new market, or the organization
of an event such as a wedding or a trip, I mean, anything that is
temporary, unique, and demands progressive elaboration is a project.
With that in mind, we could say that project management consists of

applying knowledge, skills, tools, and techniques that will meet project
requirements. It’s a complex task aimed at making it possible to deliver
on-time, on-budget results as per the demand and integration that the
organization needs.
So, how do we get started?
Every project starts with a project scope. Do you know what scope is?
It is the core of a project, its crucial part. Scope is composed of a detailed

set of requirements of the project: its goals, benefits, deliverables, tasks,
timeline, budget, the roles and responsibilities of each team member. It
must also cover the demands and interests of the stakeholders and the
milestones that may emerge along the way. In short, the scope must be
able to inform the amount of work, people, money, and time necessary
to get it all done.
Can you imagine how much planning it actually took to raise the Eastern
Columbia Building? Do you have any idea of how vast its scope probably
was, and how long it took for it to be defined?
Well, it did not get ready in twenty minutes, I can promise you that…
The scope is supposed to be detailed, thorough, and carefully thought-
out. It is time-consuming because it is so vital for the project. Without a
well-planned scope, the other aspects of the project cannot be correctly
estimated.
And let’s not forget that all those aspects must be coordinated ever
since the beginning of the project, right at the definition of the scope, so
as to avoid structural changes to it later on. Big changes in scope bring
about a wave of delays, extra costs, not to mention running the risk of
not closing the project at all.
It goes without saying that trying to tie up loose ends is a challenge, so

it is crucial to know how to make trade-offs. The coordination of these

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matters is part of a process called Project Integration Management,

and we could say it should last until the project is closed. Its primary
importance is to create harmony between the various parts and
departments involved in a project by compromising and allocating
resources right from the beginning until the end.
So that’s what project scope is all about!
ESCOPO
Quando procuramos pela palavra gerenciamento no dicionário, vemos

que ela pode ser usada em diferentes contextos: controlar transações
de negócios, administrar dinheiro e orientar pessoas no trabalho. No
entanto, cada um desses conceitos implica certo grau de sucesso. E ter
sucesso, geralmente, exige muito trabalho.
Pense no Edifício Eastern Columbia em Los Angeles, por exemplo. Uma

das construções mais icônicas dos Estados Unidos. Quando olhamos
para ele, plenamente funcional, cumprindo seu propósito, é difícil
imaginar que tudo começou com uma ideia, inúmeras reuniões, plantas,
toneladas de materiais de construção e centenas, às vezes milhares, de
trabalhadores.
Vocês já pensaram quanto planejamento foi necessário? É engraçado

como, muitas vezes, olhamos para as coisas e imaginamos que elas
simplesmente aparecem feitas, não é?
Bem, deixem-me falar para vocês... Se desejamos entregar um produto

ou serviço com sucesso, não podemos ignorar o processo por trás
dele. Ele exige planejamento, execução, supervisão e encerramento. E
esses, meus amigos, são os principais passos do processo de gestão de
projetos.
Nesta série, falaremos sobre todos os principais processos envolvidos

na gestão de projetos, desde a definição do escopo de trabalho até a
entrega do projeto. Mesmo que você não tenha o objetivo de se tornar
um gerente de projetos, terá a oportunidade de descobrir por que é tão

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importante que todos entendam como os projetos devem ser geridos.
Mas uma coisa de cada vez! Vamos começar com uma simples
pergunta: afinal de contas, o que é um projeto?
De acordo com o Project Management Institute, ou PMI, qualquer

esforço temporário para criar um produto, serviço, ou resultado único é
um projeto.
Por exemplo, a construção de um edifício, o desenvolvimento de um

novo software, a expansão de vendas para um novo mercado ou a
organização de um evento, como um casamento ou uma viagem, ou
seja, qualquer coisa temporária, ímpar e que exija uma elaboração
progressiva é um projeto.
Com isso em mente, poderíamos dizer que a gestão de projetos consiste

em aplicar conhecimento, habilidades, ferramentas e técnicas que
cumprirão os requisitos do projeto. É uma tarefa complexa focada em
tornar possível alcançar resultados dentro do prazo e do orçamento, de
acordo com a demanda e a integração de que a organização precisa.
Então, como nós começamos?
Todo projeto começa com um escopo. Você sabe o que escopo significa?
É o cerne de um projeto, sua parte crucial. O escopo é composto

por um conjunto detalhado de requisitos do projeto: seus objetivos,
benefícios, resultados, tarefas, cronograma, orçamento, assim como
funções e responsabilidades de cada membro da equipe. Ele também
deve abranger as demandas e os desejos das partes interessadas, e os
marcos que podem aparecer ao longo do caminho. Em suma, o escopo
deve ser capaz de informar a quantidade de trabalho, as pessoas, o
dinheiro e o tempo necessários para se fazer tudo.
Vocês conseguem imaginar quanto planejamento foi necessário para

construir o Eastern Columbia Building? Você tem ideia de quão vasto
seu escopo provavelmente foi e quanto tempo levou para defini-lo?
Bem, ele não ficou pronto em vinte minutos, posso garantir a vocês...
O escopo do projeto deve ser detalhado, completo e cuidadosamente
pensado. Ele consome tempo porque é extremamente vital para o
projeto. Sem um escopo bem planejado, os outros aspectos do projeto
não podem ser estimados corretamente.
E não vamos esquecer que todos esses aspectos precisam ser

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organizados desde o início do projeto, desde a definição do escopo,

para evitar mudanças estruturais depois. Grandes mudanças no escopo
trazem uma onda de atrasos, custos adicionais, sem mencionar o risco
de sequer fechar o projeto.
É claro que tentar resolver pendências é um desafio, então, é crucial

saber fazer concessões. A organização dessas questões é parte de
um processo chamado de Gerenciamento de Integração de Projeto,
e podemos dizer que isso deve durar até a conclusão do projeto. Sua
principal importância é criar harmonia entre as várias partes e os
departamentos envolvidos em um projeto, empenhando e alocando
recursos desde o início até o final.
Então, é disso que se trata o escopo de um projeto!

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Part 2.
Project management is present not only in the corporate world, but also in your everyday life.
Everything requires planning, execution, supervision, and closure. Incidentally, these are the
steps of a project too.
Planning, execution, supervision, and closure are nouns that derive from verbs. Each noun is
formed by the verb from which it derives and a suffix. Suffixes are morphemes that are added
to the end of root words to change their meaning. Observe:
NOUN FORMATION
Verbs + Suff ix
to plan + -ING to execute + - ION

planning execution
planejamento execução
to supervise + -ION to close + -URE

supervision closure
supervisão encerramento
The word planning originates from the verb to plan with the suffix -ING. It is spelled
with a double n because the verb from which it derives ends in consonant + vowel +
consonant. Execution and supervision are nouns derived from the verbs to execute
and to supervise, respectively, and are formed with the suffix -ION. As for the word
closure, it comes from the verb to close and the suffix -URE.
So far, you have seen three different suffixes used to form nouns – -ING, -ION, and
-URE –, but there are many more. The suffix -ION means the state, condition or the
action of something, thus, execution is the act of executing, supervision is the act of
supervising, so on and so forth.
Observe these nouns in a sentence:

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A project demands planning, execution, supervision, and closure.

Um projeto exige planejamento, execução, supervisão e encerramento.
Even though these nouns derive from verbs, they have different meanings and
different spellings. For instance, as we have just mentioned, planning is spelled
differently from the verb to plan.
However, the word plan can be a noun, meaning an orderly conception to

accomplish an objective, or it can be a verb that means to think carefully about
something one wants to do, and decide how and when it will be done. So,
sometimes, both the verb and the noun have the same spelling.
With that in mind, in the next example, there is another noun for you to notice:
project. Take a look:

Just like the word plan, project can be both a noun and a verb. As
a verb, to project means to calculate and predict how something
will end up being in the future, using the information you have. As a
noun, project is a carefully planned piece of work.
However, although they have the same spelling, their

pronunciations are different. As a noun, the stress is in the first
syllable: proj-ect; as a verb, the stress is in the second syllable,
proj-ect. To learn more about pronunciations, it is possible to listen
to samples on an online dictionary.
And since you are learning about projects, take a look at the
following question:
What is a project anyway?

Afinal de contas, o que é um projeto?
The noun project has several applications, but, in this chapter, you
are learning about project management in the business context, in
which a project is defined as such:

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According to the Project Management Institute, or PMI, any temporary endeavor undertaken to
create a unique product, service, or result is a project.
De acordo com o Project Management Institute, ou PMI, qualquer esforço temporário feito para criar um
produto, serviço ou resultado único é um projeto.
Other words that have the same spelling both as a verb and a noun can be found in the definition provided by
the PMI. One of them is result. Observe:
NOUN VERB
A project is the result of a temporary Good planning will result in well-

endeavor. implemented projects.
Um projeto é o resultado de um esforço Um bom planejamento vai resultar em projetos
temporário. bem implementados.
As a noun, result means a consequence or outcome of a particular action, operation, or course. As a verb, it
means to happen as a consequence of something.
In the same sentence, we have the noun endeavor, which is also spelled the same as the verb. Observe:
NOUN VERB
A project is the result of a temporary We will endeavor to answer all team

endeavor. members’ questions.
Um projeto é o resultado de um esforço Nós vamos nos esforçar para responder às
temporário. perguntas de toda a equipe.
As a noun, an endeavor is a conscientious effort toward an end; an earnest attempt. As a verb, it means
to attempt by employment or expenditure of effort, to work with a set of goals or with a specified aim or
purpose.
Both result and endeavor have their meanings linked: the verb refers to the action and the noun refers to
the act itself. So, according to this definition, a project is a temporary endeavor aimed at achieving a specific
result.
Based on this, we can say a project is like:
the construction of a building.

a construção de um prédio.

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Construction is a noun formed by the verb to construct, which means to build,

and the suffix -ION. The same happens in the formation of the noun building: it
derives from the verb to build + the suffix -ING.
Here is another example of project:
The development of new software.

O desenvolvimento de um novo programa de computador.
Development is a noun that derives from the verb to develop, and it is formed
with the suffix -MENT, which means the process of something. In this case, it is
the process to develop.
Take a look at yet another example of what a project can be:
The expansion of sales into a new market.

A expansão das vendas para um novo mercado.
In the previous sentence, we have the noun expansion, which also derives from a verb, to expand,
and it is formed with the suffix –SION, indicating a state or a quality. We also have the word
market, which can be used as a noun and as a verb. As a noun it means the buyers and sellers for
a particular good or service or within a particular region. As a verb, it means to sell.
As you could see, these are some examples of nouns that are also verbs and, in some cases, such
as in market, also have the same spelling and pronunciation. They were also examples of projects
in the business setting.
However, there are some everyday life situations that can also be carried out as projects. Take a
look:
PROJE CTS IN E VERYDAY LIFE
Organizing a wedding
Organizar um casamento
Organizing a trip
Organizar uma viagem

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Wedding is a noun that comes from the verb to wed + suffix -ING. Because its
structure is consonant + vowel + consonant, this word has a double d.
The word trip, used in the second example, can be a noun or a verb. In the
example, trip is a noun, and it means a visit to a place that involves a journey,
either for leisure or business. In this context, the verb related to the noun trip
would be to travel. As a verb, to trip means something totally different: to hit
something with your foot by accident so that you fall or almost fall.
Now that you have seen what a project is and some common examples of what
it can be in the corporate world as well as in your everyday life, let’s dive into the
specifics of what comprises a project, beginning with the scope.
Observe:
The scope is the core of the project.

O escopo é o cerne do projeto.
The scope defines what must be done. It is the basis of the project. The word
core means central, the most important part. Notice the use of the definite article
the, used to refer to something specific.
The scope is important because there are many things involved in the core of a
project. Take note of the definition:
The scope is composed of a detailed set of requirements of the project.

O escopo é composto por um conjunto detalhado de requisitos do projeto.
Requirements are what must be done, what is needed or asked for. This noun
is formed with the suffix -MENT and the verb to require. The requirements that
compose the scope of a project outline it. These requirements are:
Its goals, benefits, deliverables, tasks, timeline, budget.

Seus objetivos, benefícios, entregáveis, tarefas, cronograma, orçamento.
The roles and responsibilities of each team member.

As funções e responsabilidades de cada membro da equipe.

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One of the items listed as a requirement, the noun deliverables, is formed with
the suffix –ABLE, which means to be able to and is commonly used to form
adjectives. Another noun, task, is spelled and pronounced the same as the verb
to task, which means to give someone the responsibility of doing something to
someone.
Describing the responsibilities of each team member is one of the requirements

of a project. So, we can say:
In short, the scope must be able to inform the amount of work, people,
money, and time necessary to get it all done.
Em suma, o escopo deve ser capaz de informar a quantidade de trabalho, as
pessoas, o dinheiro e o tempo necessários para se fazer tudo.
It was previously mentioned that the suffix -ABLE is mostly used when forming
adjectives. In this sentence, able is the adjective itself, which means to have
sufficient power or resources to accomplish something. In short, it means the
same as capable; competent.
There is another adjective in this sentence: short. Normally, it is used to describe

a small height, distance, or period of time. However, the expression in short
introduces a conclusion, summarizes an idea.
There are other expressions that can be used in this case. Take a look:
EXPRESSIONS THAT INTRODUCE A CONCLUSION
in short summing up to conclude

em suma resumindo para concluir
These expressions are usually followed by a comma, at the beginning of the

sentence, and they are used to lead to a conclusion.
Now, let’s take a look at some adjectives that are related to the aspects of a
project. Observe:

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The project’s scope is supposed to be thorough, detailed, and carefully thought-out.

It is time-consuming because it is vital for the project. Without a well-planned scope,
the other aspects of the project cannot be correctly estimated.
O escopo do projeto deve ser completo, detalhado, e cuidadosamente pensado. Ele
consome tempo porque é vital para o projeto. Sem um escopo bem planejado, os outros
aspectos do projeto não podem ser estimados corretamente.
Estimated is an adjective that derives from the verb to estimate. In some cases, when forming
adjectives from verbs, we will use the past participle. To estimate is a regular verb, so its past
participle is formed by adding -ED. The adjective detailed follows the same formation, and it is
also the past participle of the verb to detail.
These adjectives derive from regular verbs:
ADJE CTIVE FORMATION – RE GUL AR VERBS
detailed estimated well-planned

detalhado estimado bem planejado
Well-planned originates from the regular verb to plan. It is hyphenated with another word,
well, which means successful, satisfactory.
Adjectives can also originate from irregular verbs. Check out some examples:
ADJE CTIVE FORMATION
thought-out thorough
pensado completo
The adjective thought-out is derived from the verbal phrase to think out, and since the verb
to think is irregular, its past participle is a bit different from what we have seen so far: thought.
That is, we do not add -ED to it. On the other hand, the adjective thorough is the only one of
this list that is not derived from a verb. It means complete, absolute.
Now you know some aspects concerning the formation of

nouns and adjectives, and learned a little bit about how to
introduce conclusions.

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Part 3.
Activities
A. Number the columns according to the translation of the words.
( 1 ) desenvolvimento ( 7 ) estimado ( ) well-planned ( ) planning
( 2 ) completo ( 8 ) escopo ( ) detailed ( ) thought-out
( 3 ) detalhado ( 9 ) planejamento ( ) scope ( ) estimated
( 4 ) pensado ( 10 ) esforço ( ) closure ( ) endeavor
( 5 ) orçamento ( 11 ) supervisão ( ) supervision ( ) thorough
( 6 ) bem planejado ( 12 ) encerramento ( ) development ( ) budget
B. Fill in the blanks with the appropriate words according to the translation.
f. planning / execution / supervision

e. goals / benefits / deliverables
a) The scope is the of the project.
O escopo é o cerne do projeto.
b) The scope is composed of a of requirements of the Activity B – Answers
b. detailed set
c. will result
project.
d. result
a. core
O escopo é composto por um conjunto detalhado de requisitos do projeto.

c) Good planning in well-implemented projects.
Um bom planejamento vai resultar em projetos bem implementados.
11. supervision
10. endeavor
7. estimated
12. closure
9. planning
d) A project is the of a temporary endeavor.

8. scope
Um projeto é o resultado de um esforço temporário.
e) Requirements that compose a project: its ,

Activity A – Answers
, , tasks, timeline, budget.

6. well-planned
1. development
4. thought-out
Requisitos que compõem um projeto: seus objetivos, benefícios, entregáveis,

2. thorough
3. detailed
tarefas, cronograma, orçamento.

5. budget
f) A project demands , ,
, and closure.

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Part 4.
In this chapter, you are learning about the scope of the project. It is important to
have a well-defined scope for the following reason:
The scope must be able to inform the amount of work, people, money,
and time necessary to get it all done.
O escopo deve ser capaz de informar a quantidade de trabalho, as pessoas,
o dinheiro e o tempo necessários para se fazer tudo.
According to this sentence, a scope must inform the amount or the quantity of resources
necessary in a project. These resources are listed, and the third one is money.
Money is a noun that does not have a plural form, and it represents something that cannot be
counted, that is, it is an uncountable noun. You cannot say you have two moneys, but you can
say you have an amount of money. Yet, in the previous example, notice the use of the word
amount when speaking of work. You will normally use this word to refer to uncountable nouns.
On the other hand, you can say there are two people in a room, and the word people is plural.
This is why the word people is classified as a countable noun.
It is important to know how to differentiate countable and uncountable nouns, because there
are different structures for each of them.
Countable nouns are the ones that you can separate in units, that is, you can count them using
numbers. Thus, countable nouns always have a plural form. Observe:
COUNTABLE NOUNS
a project – two projects

um projeto – dois projetos
a person – two people

uma pessoa – duas pessoas

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You will form the plural of most countable nouns by adding -S to the end, so we
have project in the singular, two projects in the plural. This is the general rule.
However, some nouns are irregular. A good example is the word person, of
which the plural is people, mentioned previously. But it is important to note that
most nouns follow the general rule, and only a few have irregular plural forms.
Uncountable nouns cannot be measured on their own, such as work and time.
That is, you need a clock to measure time, for example. You can count the hours,
the minutes, and the seconds, but not time itself, and that’s why it is considered
an uncountable noun; therefore, it does not have a plural.
Uncountable nouns usually refer to the following things:
UNCOUNTABLE NOUNS
Grains / liquids / gases / raw material / feelings / abstract things

Grãos / líquidos / gases / matérias-primas / sentimentos / coisas abstratas
Rice is a grain, for example. You cannot say two rices, but you can say some rice.
The same applies to wine, which is a liquid. You can count bottles and glasses
of wine, but not wine itself. The same goes for feelings. The noun feeling can
have a plural; however, love, sadness, fear, and anger cannot be quantified or
measured in numbers.
In short, uncountable nouns do not have a plural because, by definition, they

cannot be counted or measured. Hence, they are only used in the singular.
Observe some examples:
UNCOUNTABLE NOUNS
time information
tempo informação
money advice
dinheiro conselho

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These nouns refer to things that cannot be counted, so we cannot use numbers
to quantify them. With the previous examples, for instance, you can say you give
some advice, you need some information, you have an amount of money or you
need some time.
Considering that the indefinite article a/an can mean one, it will only be used with
singular nouns. Therefore, we do not use the indefinite article with uncountable
nouns.
Observe when to use or not to use indefinite article in the following sentences:
INDEFINITE ARTICLE – A / AN
A project is a temporary endeavor.

Um projeto é um esforço temporário.
Projects are temporary endeavors.

Projetos são esforços temporários.
In the first sentence, the indefinite article can be used because it refers to a
project, a countable noun in the singular. In the second sentence, the indefinite
article cannot be used because it refers to a plural noun: projects. In these cases,
the determiner some can be used instead.
Observe:
DE TERMINER - SOME
We need time to build a project.

Nós precisamos de tempo para montar um projeto.
We need some time to build a project.

Nós precisamos de um tempo para montar um projeto.
In the first sentence, there is no article before the noun time for it is uncountable. In the second
example, the word some precedes the noun. As previously explained, time itself cannot be
measured, but the word some can be used to express an indefinite amount of something.
Here are two other examples:

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DE TERMINER - SOME
We need to gather information to build a project.

Nós precisamos colher informações para montar um projeto.
We need to gather some information to build a project.

Nós precisamos colher algumas informações para montar um projeto.
As well as previous examples, information cannot be counted numerically, so

there will be no indefinite article, but the word some. It is worth mentioning that
some can also be used with countable nouns in the plural.
In this sentence, observe that there is an indefinite article a before the noun project.
Since this noun starts with the consonant P, you use the indefinite article A.
Check out the following examples:
Before Consonant Sounds
a team a plan
uma equipe um plano
Team and plan can be numerically counted, hence the use of the indefinite
article. When the noun starts with a consonant that is not silent, you will use the
indefinite article a.
However, when the first letter is a vowel or has a vowel sound, you use a
variation of the indefinite article, which is an. Observe:
Before Vowel Sounds
an endeavor an attempt
um esforço uma tentativa

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Both endeavor and attempt start with vowel sounds, that is, we must use an
before them. A and an have the same meaning. In short, we use a before a
consonant sound, and an before a vowel sound.
However, there are some exceptions. For example:
INDEFINITE ARTICLE – A / NA
Exceptions
a uniform a university an hour

um uniforme uma universidade uma hora
You will use an with the words uniform and university because even though u
is a vowel, it sounds like -Y, which is considered a consonant when it is in the
beginning of a word or a syllable. Moreover, the -H in the word hour is silent,
therefore, we use an.
Besides the indefinite article, there is also the definite article the. It is important to
remember that the definite article does not differentiate gender or number. You
will say the boy, the girl, the boys, the girls. Take a look at the examples:
DEFINITE ARTICLE – THE
The construction of a building is a project.

A construção de um edifício é um projeto.
The topic of this lesson is project management.

O assunto desta lição é gerenciamento de projetos.
In the first example, the definite article the is used before the countable noun
construction because the sentence does not refer to just any construction, but to
a specific one.
In the second example, the lesson is about a specific subject; hence the use of
the definite article the.

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However, it is important to note that there are some situations in which you will
not use the definite article. One of them is when you are referring to general
concepts. For example:
The management is important for businesses.

Management is important for businesses.
A gestão é importante para os negócios.
The planning is part of project management.

Planning is part of project management.
O planejamento é parte do gerenciamento de projetos.
Both examples refer to general concepts of management and planning rather

than to a specific aspect, so it is not possible to use the definite article.
Also, the definite article is not to be used before proper nouns either, unless the
article is part of the noun in question, such as the United States.
Observe:

Before Proper Nouns
The France is a country in Europe.

A França é um país da Europa.
The Claudia is an excellent project manager.

A Cláudia é uma gerente de projetos excelente.
As you can see, the definite article cannot be used before a country or a person,
since these nouns are already specific.
Note that, in the second example, there is an adjective: excellent. Adjectives are
words used to describe the characteristics of a noun, which can be characteristics
inherent to that noun or just based on the speaker’s opinion. An adjective usually
comes before the noun it describes. For example:

22
ADJE CTIVES
excellent project manager

gerente de projetos excelente
detailed scope
escopo detalhado
organized team
equipe organizada
In these examples, the adjectives are placed before the nouns to which they refer.
Now observe the position of the adjective in the following sentences:
ADJE CTIVES
Claudia is an excellent project manager.

In the previous sentence, the adjective, excellent, is part of the complement of the
sentence. It is between the article an and the noun it qualifies, which is project
manager. The article an refers to project manager, but as the adjective excellent
is placed right after the article, we need to use an because of the vowel sound of
the adjective.
Observe another example:
ADJE CTIVES
A detailed scope is vital for the project.

Um escopo detalhado é vital para o projeto.
In this sentence, there are two adjectives. The first is detailed. It is between the
indefinite article a and the noun scope. The second adjective is vital, following
the verb is. The adjective attributes a characteristic to the subject, which in this
case is detailed scope. This example illustrates the fact that an adjective can
come after a verb, but that will usually happen after the verb to be, since it is a
verb commonly used for descriptions.

23
Now that you have learned a lot about nouns, adjectives, and articles, let’s see
how you can put them all together to form a sentence in the affirmative form:
AFFIRMATIVE FORM
Subjec t + Verb + Complement
sujeito + verbo + complemento

The subject is a project, third person singular, and the verb demands is
conjugated accordingly. The complement follows the verb. In this structure of the
affirmative form, there is no auxiliary, only the main verb.
Now, observe how to form sentences with auxiliary verbs:
AFFIRMATIVE FORM
Subject + Auxiliary Verb + Main Verb + Complement
sujeito + verbo auxiliar + verbo principal + complemento
A wedding can be organized as a project.

Um casamento pode ser organizado como um projeto.
In this sentence, the subject is a wedding, followed by the auxiliary verb can and
the main verb to be in its base form. The complement is after the main verb. Note
that organized is not an adjective, but a verb.
In this chapter, you learned how to form

affirmative sentences using different
structures. You also saw how to use the
articles, adjectives and nouns. If you want to GRAMMAR GUIDE
learn more about these topics, you can refer
to the Grammar Guide section at the end of Adjectives Page 206
your book. Affirmative Form Page 216
Countable and Uncountable Nouns Page 221
Definite Article Page 226
Indefinite Article Page 243

24
Part 5.
Activities
A. Fill in the blanks with the correct indefinite article.
a) endeavor e) country
b) excellent project f) plan
c) hour g) team
d) university h) uniform
B. Fill in the blanks with the missing words according to the translation.
a) subject of this lesson is project management.

O assunto desta lição é gerenciamento de projetos.
b) Claudia is excellent project manager.

f. some
d. A
e. a
c) detailed scope is vital for project.
Activity B – Answers
Um escopo detalhado é vital para o projeto.

c. A / the
d) wedding can be organized as a project.

a. The
b. an
Um casamento pode ser organizado como um projeto.
e) A project is temporary endeavor.

Um projeto é um esforço temporário.

e. a
f. a
g. a
h. a
f) We need to gather information to build a project.

a. an
b. an
c. an
d. a
Nós precisamos colher algumas informações para montar um projeto.

25
2
Time
Time
Part 1.
In this chapter, you will learn the importance of time management in a project.
You will also study word formation, adjectives, and adverbs.
Now look at the script of Time.
TIME
In the previous episode, I mentioned the Eastern Columbia Building.
And let me tell you a little bit about its history. It’s a world-renowned Art
Deco landmark and one of the most photographed structures in L.A.
Can you guess how long it took to be built?
If you guessed over 9 months, you guessed it right. Can you imagine the
level of organization and time management necessary to build it all in
less than a year?
Well, as everybody knows, time is money, and when it comes to project

time management, that quote fits like a glove. Since every project has
an ending date predicted in its scope, delays will certainly cost you a
considerable amount of money.
But is the budget the only reason why projects have an ending date?
Not really. Projects emerge according to market opportunities. And in a

world as fast as ours, time is of the essence. So if there is a chance of
implementing a new system, or launching a new product in the market,
it must get done in a specific time frame to be commercially available –
or else, it’ll become obsolete before it’s even ready.
That being said, it’s imperative to devise a consistent project time

management plan. So how do we do that?
First of all, it’s crucial to define the tasks and activities involved in the
project life cycle. See the importance of the project scope?

27
So, now you must be thinking: “Well, it’s not such a hard job, then…
Once we have the scope and the descriptions of the tasks, all we have
to do is set a starting date and a deadline for everything, isn’t it?”
No, it's not, my friends! Defining the tasks is just the beginning of the
process. Think about it: how can you start building the second floor if
you don’t have the foundation of the first floor?
What I mean is that most tasks in a project are interdependent, and they
cannot begin before another one starts or even finishes, which adds
tons of complexity to the project – a delay on one single task may have
an impact on all the other tasks of the project.
It’ll be the project manager’s job to keep track of the progress of the
tasks and rearrange the schedule according to delays or any other
difficulties that may emerge.
But, if you’re not the project manager, what does that have to do with
you?
As I told you before, even if you are not a project manager yourself, you
have got to be aware of how much your tasks impact everybody else’s
work.
If you can’t manage your time right and then start delivering your tasks
too late, you will definitely affect the entire project schedule. And that’s
not the kind of trouble companies like to have…
So, my friends, if you don’t want to be that person, I strongly recommend

that you think about your time management skills and work on them as
much as necessary.
As you can see, the key aspect of project time management is the fact
that time wasted can never be recovered.

28
TEMPO
No episódio anterior, eu mencionei o Edifício Eastern Columbia. Deixe-

me contar para vocês um pouco da história dele. É um marco do art
déco, renomado mundialmente, e uma das estruturas mais fotografadas
de Los Angeles.
Vocês conseguem adivinhar em quanto tempo ele foi construído?
Se chutaram “mais de 9 meses”, acertaram. Vocês imaginam o nível de

organização e de gerenciamento de tempo necessários para construir
tudo isso em menos de um ano?
Bem, como todo mundo sabe, tempo é dinheiro, e quando se trata de

gerenciamento de tempo de projeto, esse ditado cai como uma luva.
Como todo projeto tem uma data de término em seu escopo, atrasos
certamente custam uma quantia considerável de dinheiro.
Mas o orçamento é o único motivo pelo qual projetos têm uma data de
término?
Não exatamente. Projetos surgem de acordo com as oportunidades

de mercado. Em um mundo veloz como o nosso, tempo é essencial.
Então, se existe uma oportunidade de implementar um novo sistema ou
lançar um novo produto no mercado, isso deve ser feito em um intervalo
de tempo específico para ser disponibilizado comercialmente – ou se
tornará obsoleto antes de estar pronto.
Dito isso, é indispensável elaborar um plano de gerenciamento de tempo

de projeto consistente. Mas como fazemos isso?
Primeiro de tudo, é crucial definir todas as tarefas e atividades

envolvidas no ciclo de vida do projeto. Vocês percebem a importância do
escopo do projeto?
Agora, vocês devem estar pensando: “Bem, não é um trabalho tão difícil
assim, então... Quando tivermos o escopo e as descrições das tarefas,
tudo o que temos a fazer é determinar a data de início e um prazo
para tudo, não é?” Não, não é, meus amigos! Definir tarefas é apenas
o começo do processo. Pensem nisso – como vocês podem começar
a construir o segundo andar se ainda não têm a fundação do primeiro
andar?
O que quero dizer é que a maioria das tarefas em um projeto é

interdependente e não pode começar antes que outra comece ou

29
mesmo termine, o que adiciona muita complexidade ao projeto – um

atraso em uma tarefa pode ter impacto em todas as outras tarefas do
projeto.
Caberá ao gerente de projetos acompanhar o progresso das tarefas

e reorganizar o cronograma de acordo com os atrasos e outras
dificuldades que possam surgir.
Mas se você não for o gerente de projetos, o que isso tem a ver com
você?
Como eu disse antes, mesmo que não seja um gerente de projetos, você
tem que estar ciente do impacto das suas tarefas no trabalho de todos
os outros.
Se você não conseguir gerenciar seu tempo de forma adequada

e começar a atrasar as suas tarefas, certamente afetará todo o
cronograma do projeto. E esse não é o tipo de problema que as
empresas gostam de ter...
Então, meus amigos, se vocês não querem ser esse tipo de pessoa,
recomendo fortemente que vocês pensem sobre suas habilidades de
gerenciamento de tempo e trabalhem nelas tanto quanto for necessário.
Como vocês podem ver, o ponto-chave do gerenciamento de tempo do

projeto é que não se pode correr atrás do tempo perdido.

30
Part 2.
As seen in the previous chapter, the scope of the project is a set of requirements, which are:
The project’s goals, benefits, deliverables, tasks, timeline, budget, and the roles and
responsibilities of each team member.
Os objetivos do projeto, os benefícios, os entregáveis, as tarefas, o cronograma, o
orçamento, e as funções e as responsabilidades de cada membro da equipe.
A timeline is a plan for when things should happen or how long they should take. Every project
follows a schedule that defines its beginning, middle, and end. Every project has a deadline
that must be met in view of all the other requirements mentioned in the scope.
As a noun, the word schedule is a plan that allots the work to be done and the time set aside for
it. As a verb, to schedule is to plan something that will happen in a particular time frame. This
word is related to time in a project, such as these other words. Take a look:
NOUNS AND VERBS REL ATED TO TIME
NOUN VERB
schedule to schedule
cronograma agendar
delay to delay
atraso atrasar
deadline to set a deadline

prazo definir um prazo
time frame to define a time frame

intervalo de tempo definir um intervalo de tempo
Just like the word schedule, delay can be a verb or a noun. As a verb, to delay means
to postpone until a later time, to defer. As a noun, a delay is the act of delaying, a
postponement.

31
In the previous list, there are two words that are only used as nouns: deadline,
which is a time limit for something, such as the completion of an assignment or a
task, and time frame, which is composed of two different words, also known as
a compound word. A time frame is a period during which something takes place
or is projected to occur. In a corporate setting, these words revolve around the
subject of time and schedules.
There are also some expressions related to time and schedules. Observe:
EXPRESSIONS REL ATED TO TIME
starting date ending date

data de início data de término
due date closing date

data de vencimento / entrega data de fechamento
The first expression, starting date, marks the beginning of a

project. The second one, due date, is formed with an adjective
that means expected to happen at a particular time, due, that is,
it is the day in which a task is expected for the delivered. Ending
date is self-explanatory: it is the end of the project, and this can
mean some things. The closing date is the date after the end and
analysis of the entire project.
These expressions refer to the idea of time and time management.

Time management is important because projects are all about the
right timing so that a window of opportunity will not be missed.
So, you can say:
Projects emerge according to market opportunities.

Projetos surgem de acordo com oportunidades de mercado.
According to is an expression that can be replaced by in

agreement with or in line with. These expressions convey the idea
of alignment, of accordance of one element with another. Observe:

32
EXPRESSING ACCORDANCE
According to...
In accordance with...
In line with…
De acordo com…
These expressions end with a preposition, which must be followed by another element.
If projects emerge according to market necessities, we can conclude that a project is the result
of a necessity. Some necessities turn time into an important requirement. Take a look at the
following sentence:
A project must get done in a specific time frame to be commercially available.

Um projeto deve ser feito num intervalo de tempo específico para ser disponibilizado
comercialmente.
In the previous sentence, specific is an adjective that characterizes the word time frame. Available is also an
adjective, and it refers to the word project. Both adjectives qualify nouns.
However, commercially, a word that ends in -LY, qualifies an adjective: available. The suffix -LY, in this case,
indicates the formation of an adverb from an adjective. Adverbs are words that modify a verb, an adjective,
another adverb, or a whole sentence.
Observe some other examples of adverbs formed from adjectives and ending in -LY:
ADVERBS ENDING IN -LY
ADJECTIVE ADVERB
careful carefully
cuidadoso cuidadosamente
financial financially
financeiro financeiramente
perfect perfectly
perfeito perfeitamente

33
All the adverbs previously listed are adverbs of matter. They refer to the way
something is done. Observe that they are formed from an adjective by adding the
suffix -LY.
However, there are other adverbs formed with this suffix. Read the example:
Delays will certainly cost a considerable amount of money.

Atrasos certamente custarão um montante considerável de dinheiro.
The adverb certainly derives from the adjective certain, and it is formed with the
suffix -LY. In this sentence, the adverb refers to the verb to cost. Definitely and
surely are synonyms of certainly. These adverbs express degrees of certainty.
The suffix -LY is used to form yet another adverb. Take a look:
I strongly recommend that you think about your time-management skills.

Recomendo fortemente que você pense sobre suas habilidades de
gerenciamento de tempo.
The adverb strongly derives from the adjective strong + the suffix -LY, but it does
not refer to physical strength. You use strongly when you are talking about people’s
feelings or attitudes. For example, if you strongly object to something, you really
object to it. It also expresses degree.
However, it is important to take notice that not all words that end in -LY are adverbs.
Ugly and silly, for example, are adjectives. Ugly is the opposite of beautiful, and silly
is the same as stupid.
Now, back to the topic of projects, with all the examples given so far, it is clear
that an essential part of project management and time management is planning.
Observe:
First of all, it’s crucial to define all the tasks and activities involved in the
project’s life cycle.
Primeiro de tudo, é crucial definir todas as tarefas e atividades envolvidas no
ciclo de vida do projeto.

34
The expression first of all marks the beginning of a sequence. It can be used
in several situations, such as when giving instructions, advice, and orders. This
expression can be substituted by the adverb firstly, which means in the first
place, to begin with, first. This adverb is formed with the adjective first + -LY, and
the same can be done with the adjectives second, third, so on and so forth.
Look at the examples:
Secondly, observe the interdependency of the tasks.

Em segundo lugar, observe a interdependência das tarefas.
Thirdly, set deadlines and organize the schedule.

Em terceiro lugar, defina os prazos e organize o cronograma.
The adverbs secondly and thirdly refer to coming or being in second and third
place, respectively. This follows the logic of the opening marker, firstly. It leads to
the thought that, if there is a first point, there will be a following and/or last point.
Therefore, when wishing to mark a final point, it makes sense to use the adverbs
lastly or finally.
Observe:
Finally, keep track of the progress of the tasks, and rearrange the
schedule according to the delays.
Finalmente, monitore o progresso das tarefas e reorganize o cronograma de
acordo com os atrasos.
The adverb finally marks the conclusion or the end of what was enumerated. It
means at the end or final point. Its synonym, lastly, means at the end or at the
last point.
There is another interesting element in this sentence: the expression to keep

track, which means to observe or to monitor. The expression according to links
the schedule to the delays that may happen during a project.
That happens because the logic behind all this organization and planning is the
following:

35
Most tasks in a project are interdependent, and they cannot begin

before another one starts or even finishes.
A maioria das tarefas em um projeto é interdependente e não pode começar
antes que outra comece ou mesmo termine.
The word most is a determiner, which means that it is a word that specifies
or qualifies the noun to which it refers. In other words, determiners give more
information about the noun. In this sentence, the word one is a pronoun; it refers
to tasks and avoids word repetition.
Now you know the importance of time

when it comes to project management, as
well as how to use adverbs, adjectives, and
some expressions related to time.

36
Part 3.
Activities
( 1 ) agendar ( 7 ) em segundo lugar ( ) deadline ( ) financially
( 2 ) atraso ( 8 ) data de início ( ) careful ( ) time frame
( 3 ) prazo ( 9 ) cronograma ( ) schedule ( ) secondly
( 4 ) intervalo de ( 10 ) financeiramente ( ) starting date ( ) to schedule

tempo
( 11 ) comercialmente ( ) most ( ) commercially
( 5 ) cuidadoso
( 12 ) a maioria ( ) delay ( ) carefully
( 6 ) cuidadosamente
a) I recommend that you think about your time-management

skills.
Recomendo fortemente que você pense sobre suas habilidades de gerenciamento de
tempo.
b) A project must get done in a specific time frame to be .

Um projeto deve ser feito num intervalo de tempo específico para ser disponibilizado
comercialmente.

c) , it’s crucial to define all the tasks and activities involved in
the project’s life cycle.
Primeiro de tudo, é crucial definir todas as tarefas e atividades envolvidas no ciclo de
vida do projeto.
d) , observe the interdependency of the tasks.

Em segundo lugar, observe a interdependência das tarefas.
e) , set deadlines and organize the schedule.

Em terceiro lugar, defina os prazos e organize o cronograma.

37
38
Activity A – Answers Activity B – Answers
1. to schedule 7. secondly a. strongly
2. delay 8. starting date b. commercially available
3. deadline 9. schedule c. Firstly / First of all / First
4. time frame 10. financially d. Secondly / Second
5. careful 11. commercially e. Thirdly / Third
6. carefully 12. most f. Finally / Lastly
os atrasos.
Finalmente, monitore o progresso das tarefas e reorganize o cronograma de acordo com
schedule according to the delays.
f) , keep track of the progress of the tasks, and rearrange the
Grammar Activities Grammar Vocabulary Activities Vocabulary Video Script Chapter 2
Part 4.
In the previous chapter, you saw the definite article the and the indefinite article a/
an. The article the is used to refer to specific things that are clear to the listener or
reader. It does not vary according to number or gender. The indefinite article a/an is
used to identify a random noun in a specific group.
Look at an example:
DEFINITE AND INDEFINITE ARTICLES
The construction of a building is a project.

A construção de um edifício é um projeto.
The refers to construction, so it is a specific construction. The indefinite article a refers to

project. It is used to identify a random noun in a specific group, that is, it is not a specific
project.
That being said, the and a/an also belong to a group called determiners:
DE TERMINERS
Determiners indicate what noun you’re talking about.

Os determinantes indicam a que substantivo você se refere.
They also quantify nouns.

Eles também quantificam os substantivos.
This means that a determiner refers to a noun and qualifies it. For example, a possessive,
which indicates ownership, is used to determine an object that belongs to someone. So, when
saying her project, the determiner her refers to the noun it qualifies, modifying it, that is, her is
a determiner that refers to the noun project.
Determiners can be an article, a number, a possessive adjective, among other elements.

39
Observe the examples:
DE TERMINERS
My deadline is in March.
Meu prazo é em março.
The deadline is in March.

O prazo é em março.
That sales project was very time consuming.

Aquele projeto de vendas foi muito demorado.
In the first example, the determiner is my, which is referring to the noun deadline,
qualifying it. The deadline belongs to the person who is speaking. Comparing this
sentence with the second one, the noun deadline is preceded by the definite article
the, which is also a determiner. The deadline has been specified and no longer
belongs to the person who is speaking.
In the third sentence, the determiner is the demonstrative pronoun that, which
specifies the noun to which it refers: sales project.
Check out the next example:
DE TERMINERS
Most tasks in a project are interdependent, and they cannot begin before
another one starts or even finishes.
A maioria das tarefas em um projeto é interdependente e não pode começar
antes que outra comece ou mesmo termine.
Words like all, most, some, or even numbers followed by nouns, also work as
determiners. That is because they determine the quantity of these nouns. In this
example, the quantifier most refers to tasks, indicating the quantity of tasks.
However, the word one in the sentence is not a number, but a pronoun that replaces
the word tasks, thus avoiding word repetition.
Pronouns like one are called impersonal pronouns. They originate other pronouns
that are commonly used. When referring to people, they can be formed by the
suffixes -ONE or -BODY. Take a look:

40
IMPERSONAL PRONOUNS
Someone is working on a project right now.

Somebody is working on a project right now.
Alguém está trabalhando em um projeto agora mesmo.
Someone and somebody are impersonal pronouns. Someone is formed by the

quantifier some + the pronoun one. Somebody is formed by the quantifier some
+ body. Both words mean the same thing: an unknown person. The verb to be is
conjugated as is because both words are equivalent to the third person singular.
There is an impersonal pronoun to refer to all the people: everyone or everybody.

Observe:
IMPERSONAL PRONOUNS
Everyone is involved in the project.

Everybody is involved in the project.
Todo mundo está envolvido no projeto.
Everyone is formed by the determiner every + the pronoun one, and everybody is
formed by the determiner every + body. The verb to be is conjugated as is once
again because both words are equivalent to the third person singular.
Someone and somebody are used to talk about an unspecified or unknown

person, while everyone and everybody refer to all people, and they are usually –
but not exclusively – used in affirmative sentences.
There are also impersonal pronouns formed by any and no.
Anyone and anybody are used to refer to any person, when it is not important to
say exactly who. Anyone is formed by the determiner any + one, and anybody is
formed by the determiner any + body. Both words are more common in negative
and interrogative sentences.
However, when these words are used in the affirmative, they convey an idea of
no matter what person. Observe:

41
IMPERSONAL PRONOUNS
Is anyone late in their tasks?

Is anybody late in their tasks?
Alguém está atrasado em suas tarefas?
Anyone is able to manage a project.

Anybody is able to manage a project.
Qualquer um pode gerenciar um projeto.
She is not telling anyone about the project.

She is not telling anybody about the project.
Ela não está contando a ninguém sobre o projeto.
In the first example, there are two interrogative sentences, so the structure is
verb + subject + complement. The subject is anyone or anybody, and the verb is
conjugated according to the third person singular: is.
In the second example, there are two affirmative sentences, so the structure is
subject + verb + complement. Once more, the subject is anyone or anybody.
In the third example, there are two negative sentences, so the structure is subject
+ verb + not + complement. In these last two sentences, anyone and anybody
are not the subject, they are part of the complement.
Now, let’s look at some impersonal pronouns formed from the determiner one.
Check out the following example:
IMPERSONAL PRONOUNS
Nobody is out of the planning process.

No one is out of the planning process.
Ninguém está fora do processo de planejamento.
No one and nobody are used to refer to no person. No one is formed by the
determiner no + one, and nobody is formed by the determiner no + body.
The previous sentences are in the affirmative because the negative is already
expressed by the presence of no in nobody and in no one. Therefore, you cannot
use these words in negative sentences, because that would make a double
negative: in English, a double negative is equivalent to an affirmative.

42
But we can say:
IMPERSONAL PRONOUNS
She is not telling anyone about the project.

She is not telling anybody about the project.
The previous sentences are negative, that is, we can use anyone or anybody,
because the negative is not expressed in any of these pronouns.
One important detail regarding these impersonal pronouns is that they are
equivalent to the third person singular. In the examples, the verb to be is
conjugated accordingly, as is. This is valid for the affirmative, negative and
interrogative forms.
As previously seen, the structure of affirmative sentences can be formed of

subject + verb + complement. Observe this structure with to be as the main
verb:
AFFIRMATIVE FORM – VERB TO BE
I am a project manager.
Eu sou um gerente de projetos.
You are on schedule.

Você está dentro do cronograma.
In the first sentence, the subject is I, the verb is am, and the complement is
project manager. In the second sentence, the subject is you, the verb is are,
and the complement is on schedule. Both examples follow the structure subject
+ verb + complement, which is the structure followed by the verb to be in the
simple present.
The verb to be is used to indicate characteristics or locations, whether permanent

or temporary. Observe the conjugation of this verb in the affirmative:

43
TO BE – AFFIRMATIVE FORM
Singular Plural
I am We are
Eu sou / estou Nós somos / estamos
You are You are

Você é / está Vocês são / estão
He
Ele
She is They are

Ela é / está Eles são / estão
It
Isto
There are three conjugations: am, is, and are.
The singular conjugations are: I am, you are, he / she / it is.
The plural conjugations are: we / you / they are.
Even though the conjugations in the second persons singular and plural seem to
be the same, they are in fact different, because they refer to different subjects.
The subject pronoun you can be singular or plural, so, it is necessary to observe
the context to know which is which.
In the negative form, the structure is subject + verb + not + complement.

Observe:
NE GATIVE FORM – VERB TO BE
I am not late with my tasks.

Eu não estou atrasada com minhas tarefas.
It is not easy to plan a project schedule.

Não é fácil planejar um cronograma de projeto.

44
In the first sentence, the subject is the subject pronoun I, the verb is am, followed
by not, and the complement is late with my tasks. In the second sentence, the
subject is It, the verb is is, followed by not, and the complement is easy to plan
a project schedule. Both examples follow the structure subject + verb + not +
complement, because the verb to be is the main verb in both sentences.
In the interrogative, to be will continue to be conjugated according to the subject.

But the sentence is going to be in a different order.
Take a look at the examples:
INTERROGATIVE FORM – TO BE
Is it important to organize tasks?

É importante organizar as tarefas?
Are you a project manager?

Você é gerente de projeto?
In the first example, the verb is comes before the subject it, followed by the
complement. In the second example, the verb are comes before the subject you,
and the complement is a project manager. Both examples follow the structure
verb + subject + complement.
In the previous chapter, we covered the structure of sentences with auxiliary

verbs. In the affirmative form, these sentences follow the structure: subject +
auxiliary verb + main verb + complement.
The present continuous is a verb form that follows this structure. It uses the verb
to be in the present as an auxiliary verb, and the main verb in the -ING form.
Take a look:
PRESENT CONTINUOUS – AFFIRMATIVE FORM
Subject + Auxiliary Verb + Main Verb in the -ING Form + Complement

Sujeito + Verbo Auxiliar + Verbo Principal na Forma -ING + Complemento
The present continuous is used to talk about actions that are in progress, things
that are happening as they are being described. Take a look:

45
PRESENT CONTINUOUS – AFFIRMATIVE FORM
The teams are doing a great job.

As equipes estão fazendo um ótimo trabalho.
The director is building the project schedule.

O diretor está elaborando o cronograma do projeto.
In the first sentence, the subject, the teams, is equivalent to the third person
plural, and the auxiliary verb to be is conjugated accordingly as are. It is followed
by the main verb in the -ING form, doing, followed by the complement.
In the second example, the director is the subject, and it is the equivalent to the
third person singular. For this reason, the auxiliary verb is conjugated accordingly,
as is. The main verb, building, is in the -ING form. The complement is the project
schedule. Both sentences follow the structure of the affirmative form of the
present continuous.
The negative form of the present continuous will have the particle not placed
after the auxiliary verb. Observe:
PRESENT CONTINUOUS – NE GATIVE FORM
Subject + Auxiliary Verb + Not + Main Verb in the -ing Form +

Complement
Sujeito + Verbo Auxiliar + Not + Verbo Principal na Forma -ING +
Complemento
The project manager is not accepting any delays.

O gerente de projeto não está aceitando nenhum atraso.
The subject, the project manager, is equivalent to the third person singular, and
the auxiliary verb to be is conjugated accordingly as is. It is followed by the main
verb in the -ING form, accepting, followed by the complement any delays.
And, finally, observe the interrogative of the present continuous:

46
PRESE NT CONTINUOUS – INTERROGATIVE FORM
Auxiliary Verb + Subject + Main Verb in the -ing Form + Complement

Verbo Auxiliar + Sujeito + Verbo Principal na Forma -ING + Complemento
Is the project manager accepting any delays?

O gerente de projeto está aceitando algum atraso?
As you can see, the subject, the project manager, is preceded by the auxiliary
verb is. The main verb is in the -ING form, accepting, followed by the
complement.
Now you know what determiners are and how to use them.
You also learned some indefinite pronouns, and the use of
the verb to be as an auxiliary verb in the present continuous.
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
Determiners Page 234

Impersonal Pronouns Page 238
Present Continuous Page 283
Simple Present – Verb To Be Page 323

47
Part 5.
Activities
A. Change the sentences into the interrogative form.
a) I am late with my tasks. e) The director is building the project schedule.

Eu estou atrasado(a) com as minhas tarefas. O diretor está elaborando o cronograma do
projeto.

b) It is easy to plan a project schedule.

f) I am a project manager.
É fácil planejar um cronograma de projeto.
Eu sou um gerente de projeto.

c) The project manager is accepting delays.

g) You are on schedule.
O gerente de projetos está aceitando atrasos.
Você está dentro do cronograma.

d) The teams are doing a great job.

h) My deadline is in March.
As equipes estão fazendo um ótimo trabalho.
Meu prazo é em março.

a) out of the planning process.

Ninguém está fora do processo de planejamento.
b) late in their tasks?

Alguém está atrasado em suas tarefas?

48
49
a. Am I late with my e. Is the director building a. Nobody is / No e. Everybody is /
tasks? / Are you late the project schedule? one is Everyone is
with your tasks? f. Am I a project b. Is anyone / Is f. is not telling
b. Is it easy to plan a manager? / Are you a anybody anyone / is not
project schedule? project manager? c. Anyone is / telling anybody /
c. Is the project manager g. Are you on schedule? Anybody is isn’t telling anyone
accepting delays? h. Is my deadline in d. Someone is / isn’t telling
d. Are the teams doing a March? / Is your working / anybody
great job? deadline in March? Somebody is
working
about the project. f) She
Todo mundo está envolvido no projeto.
involved in the project. e)
Alguém está trabalhando em um projeto agora mesmo.
on a project right now. d)
Qualquer um pode gerenciar um projeto.
able to manage a project. c)
3
Budget
Budget
Part 1.
In this chapter, you will learn about finances in a project. You will also see how to
use the simple present with verbs other than to be, how to rephrase a message,
and how to express certainty and uncertainty.

Now look at the script of Budget.
BUDGE T
If time has the power to impact a project, so does money. It goes

without saying that all deliverables have a cost, and companies must
have an idea of how much they’ll have to invest during the development.
“Okay, that’s obvious,” you might say. But have you ever taken a
moment to consider all the aspects included in a project budget plan?
To plan a budget, we have to include the costs related to staff, material

procurement, and all kinds of operational costs, such as travels, licenses,
taxes… In short, everything necessary to get the work done during the
project life cycle.
It’s always possible to use budget information from similar past projects
just to get an understanding of budgeting strategies. But that won’t
substitute the need to do thorough research on actual costs from
selected vendors and suppliers.
So, when you have an idea of the cost, it becomes possible to plan
individual budgets for each work package of the project, and then add
them up to make the total budget.
So, is that a guarantee of success?
Not at all! The budget is supposed to be seen as a parameter, so it must

be continuously compared and measured against real costs. Projects
may be planned to last for years, and the risk of market price fluctuation
should be taken into consideration. That’s why it’s crucial to set aside
some extra money for overruns and unexpected situations ever since
the beginning of the project.

51
Besides, costs must be computed on a daily basis to make sure

everything is going as planned. That’s part of the integration
management, you remember that?
Let’s paint a picture here – Suppose there is a considerable change in

the scope of an ongoing project. That will bring consequences to the
budget. It’ll probably be necessary to adapt the schedule, hire more
people, or expand working hours, or even – worst-case scenario –
postpone the product launch. All those variables generate extra cost,
and they should be predicted ever since the beginning.
Once again, can you see why it is so important to take all the necessary
time to define the project scope?
As renowned project managers put it, planning a budget depends

directly on understanding the stakeholders’ needs and wants during the
scope definition – It’s important to differentiate what they need to get
from the project from what they expect to gain from it. When projects
are planned around needs but executed around wants, the budget is
likely to overrun.
What I mean is that the quality of a project’s outcome is proportional to

the level of clarity the manager has on what the project needs to fulfill,
as well as the amount of money the sponsors are willing to invest in it.

52
ORÇAMENTO
Se o tempo tem o poder de impactar um projeto, o dinheiro também

tem. Não é preciso dizer que todos os entregáveis têm um custo, e as
empresas devem ter uma ideia de quanto terão que investir durante o
desenvolvimento de um projeto.
“Está certo, isso é óbvio”, você pode dizer. Porém, você já parou para
pensar em todos os aspectos incluídos em um plano de orçamento de
projeto?
Para planejar um orçamento, temos que incluir os custos relacionados à

equipe, aquisições de materiais e todos os tipos de custos operacionais,
como viagens, licenças, impostos... Em suma, tudo o que é necessário
para que o trabalho possa ser feito durante o ciclo de vida do projeto.
É sempre possível usar as informações de orçamentos de projetos

passados similares só para entender as estratégias orçamentárias.
No entanto, isso não substituirá a necessidade de fazer uma pesquisa
completa sobre os custos reais de vendedores e fornecedores
selecionados.
Então, quando você tem uma ideia de custo, torna-se possível planejar
orçamentos individuais para cada remessa de trabalho do projeto, e,
depois somá-los para fazer o orçamento total.
Então, essa é uma garantia de sucesso?
Não mesmo! O orçamento deve ser visto como um parâmetro, então,

deve ser continuamente comparado e avaliado em relação aos custos
reais. Os projetos podem ser planejados para durar anos, e o risco de
flutuação dos preços de mercado deve ser levado em consideração. É
por isso que é crucial reservar algum dinheiro extra para excedentes e
situações inesperadas desde o início do projeto.
Além disso, os custos devem ser calculados diariamente para garantir

que tudo esteja conforme o planejado. Isso faz parte da gestão da
integração, lembra-se disso?
Vamos imaginar o seguinte cenário – suponhamos que haja uma

mudança considerável no escopo de um projeto em andamento. Isso
trará consequências para o orçamento. Provavelmente será necessário
adaptar o cronograma, contratar mais pessoas ou ampliar o horário de
trabalho, ou até mesmo - na pior das hipóteses - adiar o lançamento do
produto. Todas essas variáveis geram custo extra e devem ser previstas
desde o início.

53
Mais uma vez, você consegue ver por que é tão importante dedicar o
tempo necessário para definir o escopo do projeto?
Gerentes de projeto renomados dizem que o planejamento de um

orçamento depende diretamente da compreensão das necessidades
e desejos das partes interessadas durante a definição do escopo. É
importante diferenciar o que eles precisam obter do projeto do que
esperam ganhar com ele. Quando os projetos são planejados com base
nas necessidades, mas executados com base nos desejos, é provável
que o orçamento exceda.
O que quero dizer é que a qualidade do resultado de um projeto é

proporcional ao nível de clareza que o gerente tem sobre o que o
projeto precisa cumprir, bem como a quantidade de dinheiro que os
patrocinadores estão dispostos a investir.

54
Part 2.
In the previous chapter, you learned the importance of time management and how it
contributes to the growth of the company. As the popular saying goes, time is money.
Therefore, in this chapter, we will address another essential part of a project: the budget.
A budget requires a lot of caution in planning because of the risks to the project if something
is not anticipated. Anticipated is an adjective that comes from the verb to anticipate.
To anticipate = to expect that something will happen.

Antecipar = esperar que algo aconteça.
During this process, you may be certain or uncertain about some steps and needs of your
project.
In the previous chapter, you saw some adverbs used to express certainty, such as:
ADVERBS OF CERTAINT Y
definitely surely / certainly

definitivamente certamente / com certeza
On the other hand, if you have any doubts about something, there are some other adverbs
you can use to express uncertainty. Take a look:
ADVERBS OF UNCERTAINT Y
maybe
talvez
Maybe is one of the most used adverbs when it comes to describing something
about which you are not sure, and it does not follow the word formation rules we
mentioned in the last chapter.

55
However, other adverbs of uncertainty do follow those rules,

which is the case of possibly and probably:
ADVERBS OF UNCERTAINT Y
possibly probably
possivelmente provavelmente
Possibly is an adverb formed from an adjective, possible, and

probably comes from the adjective probable. Both of them are
formed by replacing the final -E with -Y.
Besides these adverbs, there are also some expressions you can
use to express certainty and uncertainty. Here are some examples:
It’ll probably be necessary to adapt the schedule.

Provavelmente será necessário adaptar o cronograma.
That’s quite obvious.

Isso é bem óbvio.
In the first sentence, probably is between the contracted form of

the modal verb will and the verb to be. One of the uses of will is to
convey certainty.
In the second example, the adverb quite intensifies the word to

which it refers: obvious.
Now, take a look:
It goes without saying that all the deliverables of a

project have a cost.
É desnecessário dizer / Não é preciso dizer que todos os
entregáveis de um projeto têm um custo.

56
It goes without saying has a meaning similar to that of quite obvious, as it refers to something
that is explicit and does not need explanations; therefore, it is a certainty. Note that the verb used
in the expression, goes, is the third person singular of the simple present of to go, and that the
subject is it.
Check out other expressions:
It’s always possible to use budget information from similar past

projects just to get an understanding of budgeting strategies.
É sempre possível usar as informações de orçamentos de projetos passados
similares só para entender as estratégias orçamentárias.
And is that a guarantee of success? Not at all!

E isso é uma garantia de sucesso? Não mesmo!
In it’s always possible, we have the verb to be in the third person singular of the simple present in
its contracted form, ’s. We can also note the adjective possible, which we have mentioned before.
Always is an adverb of frequency, which gives the expression the sense that the possibilities of
something happening are constant.
Not at all is an expression that reinforces the idea of absolute certainty that something is not true
or will not happen.
Speaking of certainty, there is something that is certain:
Companies must have an idea of how much they’ll have to invest

during the development of a project.
As empresas devem ter uma ideia de quanto terão que investir durante o
desenvolvimento de um projeto.
In this sentence, we have the expression how much. How much is used to ask about the quantity
of uncountable nouns, and it is also commonly used to ask about the price of something. As the
context is budget, it is referring to the amount of money that should be invested in a project.
There are specific verbs and terms we can use to talk about money. In this case, there is the verb
to invest, meaning the act of allocating a certain amount of money into a specific asset.
Speaking of budget and finances, let’s get to know a few other terms a little further and also see
some differences between them:

57
TERMS ON BUDGE T AND FINANCE
investment vs. cost fee vs. tax

investimento vs. custo taxa/tarifa vs. taxa/imposto
In the previous word list, we have four terms related to money. Although they
may seem similar, it is important we pay attention to the differences they have.
Investment is a noun that comes from the verb to invest. It means the money
applied to something that makes the profit cycle go forward. In other contexts, to
invest and investment can be applied to other elements, such as effort and time,
for example.
Cost, on the other hand, is the amount of money you have to pay in order to buy,
do, or produce something.
Fee is an amount of money that must be paid in order to get a service provided by
a company or a self-employed person. When this amount of money is destined to
the government and its services, it is called tax.
Now, check out other terms to talk about money itself:
TERMS ON BUDGE T AND FINANCE
money vs. cash coin vs. currency

dinheiro vs. dinheiro vivo moeda de metal vs. moeda corrente
We have money and cash here in the first example. Money, which we already
talked about, refers to something non-material. Cash, on the other hand, means
the material form of money, concretely represented by coins and bills. Both
money and cash are uncountable nouns.
Coin is money in the form of a small round object made of metal. Unlike what we
have talked about so far, coin is a countable noun, that is, it has a plural form by
adding -S to the end.
Currency refers to the money used in a country or specific region, for example:
dollars, pounds, yen.

58
Now that you know terms involving budget and finance, let’s talk about other
terms you may encounter when dealing with the planning of the budget of a
project.
In the steps of your planning, you have to consider services or material you need
to hire from:
SERVICE OR MATERIAL PROVIDERS
vendors
vendedores
suppliers
fornecedores
Vendors mostly refers to people who are selling something, especially in the
street. Suppliers are usually companies or professionals that provide the material
you need for the execution of your project.
In order to get some of these resources and other items for your project, some
documents may be needed, such as:
DOCUMENTS
licenses
licenças
Licenses are official documents that allow the use and possession of objects and
resources for a certain period of time.
In addition, there are other terms which are used to talk about the financial part
of the project specifically, what could happen to the money, and how it could be
applied on a project.
Here are some relevant terms in the financial world. Take a look:

59
FINANCIAL TERMS
overruns
excedentes
price fluctuation
flutuação de preços
Both of these terms relate to cost. The first, overruns, refers to costs that are
higher than expected and planned. It can also be a verb, to overrun, which is to
take more money than intended.
The second term, price fluctuation, refers to prices going up and down, that is,
the variation in costs in a certain period of time.
There are also other factors that can interfere with costs. Take a look:
FINANCIAL TERMS
interest interest rate

juros taxa de juros
rate exchange rate

taxa taxa de câmbio
Within the financial context, interest is an amount of money charged by a bank

or institution for lending money to an individual or a company. It can also be an
amount of money that is earned by keeping money in a financial organization.
Rate is a charge or a payment that is determined by a certain standard scale. It

can be used both to talk about the behavior of interest during a period of time,
which is called interest rate, and in the transaction between currencies, which is
called exchange rate. All of these affect costs.
In addition to the factors that interfere with costs, there is another topic on
finance that can be highlighted: the ways in which payments can be made. Take a
look at some terms:

60
FINANCIAL TERMS
in installments
parcelado / à prestação
down payment
entrada
installments
parcelas/prestações
When we do not pay the full price of an item or service at once, we can say that
we pay in installments. Installments are a series of regular payments made until
the full price is paid. When paying in installments, you can pay a certain amount
first, which is a part of the full price, and continue paying later. This initial amount
is called a down payment.
At the end of this payment process, there is a phrasal verb that can be used.
Observe:
FINANCIAL TERMS
to pay off
quitar (uma dívida)
In finances, when you pay something off, it means that you paid everything you
owed to a company or a person, that is, you achieved the full price of the item.
Now that you know some of the most used terms in the fields of finances and
budget, how to express certainty and uncertainty regarding the stages of the
project, check out how you can plan a budget properly:
To plan a budget, we have to include the costs related to staff, material

procurement, and all kinds of operational costs, such as travels, licenses,
taxes…
Para planejar um orçamento, temos que incluir os custos relacionados à
equipe, aquisição de materiais e todos os tipos de custos operacionais,
como viagens, licenças, impostos...

61
To conclude the previous consideration on budget, we can summarize this idea as

follows:
In short, everything necessary to get the work done during

Em suma, tudo o que é necessário para que o trabalho possa ser
feito durante o ciclo de vida do projeto.
To make a long story short, everything necessary to get the

work done during the project’s life cycle.
Resumindo, tudo o que é necessário para que o trabalho possa
ser feito durante o ciclo de vida do projeto.
Here, the expression in short is used to summarize ideas. When we do so,

we tend to repeat them in other ways, rephrasing their cue points. Another
expression we can use with the same purpose is to make a long story short.
Summarizing, or rephrasing, is a very important technique to reinforce ideas that

have already been mentioned, and to conclude reasoning, making it easier for you
to be understood by those who are listening to you.
There are other expressions that can be used for the same purposes. Take a look
at other examples with the same sentence:
In other words, everything necessary to get the work done

during the project’s life cycle.
Em outras palavras, tudo o que é necessário para que o trabalho
possa ser feito durante o ciclo de vida do projeto.
Basically, everything necessary to get the work done during

Basicamente / Em outras palavras, tudo o que é necessário para
que o trabalho possa ser feito durante o ciclo de vida do projeto.
In other words and basically are expressions we can use to rephrase ideas
without prejudice to the information.
Here are other expressions we can use to rephrase what we said and emphasize
important aspects in the speech:

62
What I mean is that the quality of a project’s outcome is

proportional to the level of clarity the manager has.
O que eu quero dizer é que a qualidade do resultado de um
projeto é proporcional ao nível de clareza do gerente.
I mean, the quality of a project’s outcome is proportional to

the level of clarity the manager has.
Quer dizer, a qualidade do resultado de um projeto é
proporcional ao nível de clareza do gerente.
Once again, can you see why it is so important to take all the
necessary time to define the project’s scope?
Mais uma vez, você consegue ver por que é tão importante
dedicar o tempo necessário para definir o escopo do projeto?
In the first example, there is what I mean is, which can also be said as I mean,
which is usually more informal. Then, we can observe the use of once again.
Now, you have learned how to express certainty and

uncertainty, words and terms about finance and budget,
and how to summarize or rephrase ideas.

63
Part 3.
Activities
( 1 ) quitar toda a ( 7 ) fornecedores ( ) installments ( ) currency

dívida
( 8 ) prestações / ( ) cash ( ) fee
( 2 ) certamente / com parcelas
( ) overruns ( ) down payment
certeza
( 9 ) excedentes
( ) surely / certainly ( ) to pay off
( 3 ) tarifa
( 10 ) juros
( ) vendors ( ) suppliers
( 4 ) imposto
( 11 ) entrada
( ) interest ( ) tax
( 5 ) moeda corrente
( 12 ) vendedores
( 6 ) dinheiro vivo
a) that all the deliverables of a project have a cost.

É desnecessário dizer / Não é preciso dizer que todos os entregáveis de um projeto
têm um custo.
b) , everything necessary to get the work done during the

Em suma, tudo o que é necessário para que o trabalho possa ser feito durante o ciclo
de vida do projeto.

c) to use budget information from similar past projects just to
get an understanding of budgeting strategies.
É sempre possível usar as informações de orçamentos de projetos passados similares
só para entender as estratégias orçamentárias.
d) , everything necessary to get the work done during the

Em outras palavras, tudo o que é necessário para que o trabalho possa ser feito
durante o ciclo de vida do projeto.

64
e) that the quality of a project’s outcome is proportional to the

level of clarity the manager has.
O que eu quero dizer é que a qualidade do resultado de um projeto é proporcional ao
nível de clareza do gerente.
f) , can you see why it is so important to take all the necessary

time to define the project’s scope?
Mais uma vez, você consegue ver por que é muito importante dedicar o tempo
necessário para definir o escopo do projeto?
f. Once again 12. vendors 6. cash

e. What I mean is / What I mean to say is 11. down payment 5. currency
d. In other words 10. interest 4. tax
c. It’s always possible 9. overruns 3. fee
b. In short 8. installments 2. surely / certainly
a. It goes without saying 7. suppliers 1. to pay off
Activity B – Answers Activity A – Answers

65
Part 4.
In this part of the chapter, we will see the simple present of verbs other than
to be, as well as the modal verbs will, used to express the future, and may and
might, used to express probability.
In the previous chapter, you learned the simple present of the verb to be and its
conjugations: I am; you are, he/she/it is, we are, you are, they are.
You also saw that the verb to be does not use auxiliary verbs in its structure to
form the affirmative, negative and interrogative forms. See some examples:
SIMPLE PRESENT – VERB TO BE
AFFIRMATIVE FORM
Subject + main verb + complement
Sujeito + verbo principal + complemento
That is a guarantee of success.

Isso é uma garantia de sucesso.
NEGATIVE FORM
Subject + main verb + not + complement
Sujeito + verbo principal + not + complemento
That isn’t a guarantee of success.

Isso não é uma garantia de sucesso.
INTERROGATIVE FORM
Main verb + subject + complement
Verbo principal + sujeito + complemento
Is that a guarantee of success?

Isso é uma garantia de sucesso?

66
In the previous examples, to be is the main verb. The structure of the sentences
is the same for all persons, whether in the affirmative, negative or interrogative.
What changes is the conjugation of the verb according to the subject.
The simple present of other verbs is usually used to express things that are facts,
habits and routine.
This verb form will only follow the same sentence structure as the simple present of
the verb to be in the affirmative form. Observe:
SIMPLE PRESENT – OTHER VERBS
AFFIRMATIVE FORM
I have to consider all the operational costs.

Eu tenho que considerar todos os custos operacionais.
We have to consider all the operational costs.

Nós temos que considerar todos os custos operacionais.
You have to consider all the operational costs.

Você tem que considerar todos os custos operacionais.
Vocês têm que considerar todos os custos operacionais.
They have to consider all the operational costs.

Eles têm que considerar todos os custos operacionais.
In all previous examples, we have the main verb to have followed by the verb
complement to consider in its infinitive form. We say that it is the infinitive
because it is not conjugated and it carries the particle to in the beginning.
As you can see, the verb to have does not change in any of the examples
previously presented: it remains in the base form for all persons, and the sentence
structure is the same for all of them, that is, they are all formed by subject + main
verb + complement.

67
However, it is important to pay attention to the third person

singular of the simple present.
There is a different conjugation for the subjects he, she, and it: -S is
added to the end of the verb. Considering the verb to have, there is
an extra detail, since it is an irregular verb in the simple present: it
becomes has. Take a look:

THIRD PERSON SINGULAR
Affirmative Form

She has the power to impact his life.

Ela tem o poder de impactar a vida dele.
A project’s outcome is proportional to the level of clarity

the manager has.
O resultado de um projeto é proporcional ao nível de clareza
que o(a) gerente tem.
In the previous examples, the verb to have is conjugated as has according to the
subjects she and the manager. The manager could be either he or she. Notice
that they are both third person singular. As you can see, to conjugate the verb
to have in the simple present third person singular it is necessary to suppress
the -VE at the end and replace it with -S. Observe that the sentence structure
remains the same – subject + main verb + complement. The only change is in
the conjugation of the verb.
The same thing happens when the subject is it. Observe:

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Affirmative Form

If time has the power to impact a project, so does money.

Se o tempo tem o poder de impactar um projeto, o dinheiro
também tem.
Time is equivalent to the subject pronoun it, also third person singular. That’s
why we conjugate the verb as has. Again, the sentence structure remains the
same, and the verb conjugation is the only modification made to it.
In fact, there are spelling rules we need to observe when it comes to adding -S to
the verbs in the third person singular of the simple present. Check them out:
SPELLING RULES – SIMPLE PRESENT

Have has
consonant + -Y -IES
-S, -SH, -CH, -X, and -O -ES
The verb to have has the unique rule of becoming has in the third person
singular. Verbs ending in consonant + Y must have the -Y suppressed and
replaced with -IES. It happens with the verb to try, which becomes tries, for
example. Verbs ending in -S, -SH, -CH, -X, and -O must have -ES added at the
end.
Let’s take a look at some examples:

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SIMPLE PRESENT
Affirmative Form

It goes without saying that all the deliverables of a

project have a cost.
É desnecessário / Não é preciso dizer que todos os
entregáveis de um projeto têm um custo.
In this example, we have the verb to go, and its conjugation in the third person
singular is goes. Notice that we add -ES because it ends in –O.
Now, take a look at the following example:
SIMPLE PRESENT
Affirmative Form

Planning the budget depends directly on understanding stakeholders.

Planejar o orçamento depende diretamente de entender as partes
interessadas.
The verb to depend ends in a consonant, so the only change to be made in its
conjugation is the addition of -S, without any deletion.
As you can see, depending on how the verbs end, different suffixes will be added
to them.

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Now, for the interrogative and negative forms of the

simple present for verbs other than to be, you will need
auxiliary verbs. Observe:
SIMPLE PRESENT – AUXILIARY VERBS
Do I, you, we, they

Does he, she, it
The auxiliary verb do must be conjugated in the third person singular. We use do
for the subjects I, you, we and they, and does for the subjects he, she, and it.
In the interrogative, you will follow the structure:

Interrogative Form
Auxiliary verb + subject + main verb in the base form + complement

Verbo auxiliar + sujeito + verbo principal na forma base + complemento
Do all deliverables of a project have a cost?

Todos os entregáveis de um projeto têm um custo?
Does a project manager plan the entire project alone?

Um gerente de projeto planeja o projeto inteiro sozinho?
In the first example, we have the subject deliverables, which corresponds to they,
so the auxiliary verb is do. In the second sentence, we have project manager as
the subject, corresponding to he or she; that’s why the auxiliary verb is does.
Note that when we use the auxiliary verb does, we do not alter the main verb.
That happens because it is the auxiliary that is conjugated, so the main verb
remains in its base form.
The same thing happens with negative sentences. Take a look:

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Negative Form
Subject + auxiliary verb + not + main verb in the base form +

complement
Sujeito + verbo auxiliar + not + verbo principal na forma base +
complemento
We do not / don’t have to say how important the budget is.

Nós não precisamos dizer o quão importante é o orçamento.
A project manager does not / doesn’t plan the entire project alone.
Um gerente de projeto não planeja o projeto inteiro sozinho.
Note that the negative is formed with the auxiliary verb + not, but the contracted
forms don’t and doesn’t can be used. Moreover, as we said previously, the main
verb will remain in the base form for all subjects, because it is the auxiliary verb
that is conjugated.
The simple present of verbs other than to be is used to talk about facts, habits,
and routine.
In addition to using verbs in the simple present, we can also use them with modal
verbs. Modal verbs are auxiliary verbs used to add meaning to the main verb in a
sentence.
An example among several modal verbs is will, which is used to indicate actions
in the future. Observe:
WILL
Affirmative Form
Subject + will + main verb in the base form + complement

Sujeito + will + verbo principal na forma base + complemento
You will need a budget to complete a project.

Você precisará de um orçamento para completar um projeto.

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In the previous sentence, we have the structure subject pronoun + will + main
verb to need + complement. Will conveys inevitability, that is, things that will
certainly happen. You can also use its contracted form, which is subject pronoun
+ ’ll.
Like the auxiliaries, the negative of will is formed by adding the particle not after
it. Take a look:
WILL
Negative Form
Subject + will + not + main verb in the base form + complement

Sujeito + will + not + verbo principal na forma base + complemento
You will not / won’t have many surprises if you have a detailed scope.
Você não terá muitas surpresas se tiver um escopo detalhado.
The negative of will is formed by will + not, and the contracted form is won’t. As
it happens in the affirmative, we can see that the main verb does not change. It is
important to note that, even in the third person singular, the main verb remains in
its base form.
Since will conveys inevitability, it is used to talk about events that are certain to
happen in the future.
Besides will, there are other modal verbs. May and might are used to express
probability. Here are some examples with may:
MODAL VERB MAY

Affirmative Form
Subject + modal verb may + main verb in the base form +

complement
Sujeito + verbo modal may + verbo principal na forma base +
complemento
Projects may be planned to last for years.

Os projetos podem ser planejados para durar anos.

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May is a modal verb used to express probability, that is, something you believe is likely to
happen.
Just as it happens with the modal verb will, the main verb remains in the base form and comes
immediately after may. Modal verbs, as you can see, convey meaning to the main verb.
The structure for negative sentences with may is also similar to what we previously saw. We
just add not after the modal. Take a look:
MODAL VERB MAY

Negative Form
Subject + modal verb may + not + main verb in the base form + complement
Sujeito + verbo modal may + not + verbo principal na forma base + complemento
You may not have enough money to complete the project in case of a long delay.
Você pode não ter dinheiro suficiente para completar o projeto em caso de muito atraso.
Here, we have the subject in the second person, you, followed by the modal verb may plus the
particle not, and the main verb have in the base form. Finally, we have the complement. It is
important to note that, unlike auxiliary verbs, may is not usually contracted with the negative
particle. We’ll use may not.
As already mentioned, we use may to express something that is likely to happen. On the other
hand, when the chances of something happening are quite low, we use might, which is a
modal verb that expresses a certain degree of uncertainty. Observe:
MODAL VERB MIGHT

Affirmative Form
Subject + modal verb might + main verb in the base form + complement
Sujeito + verbo modal might + verbo principal na forma base + complemento
Even with a thorough plan, you might need to adjust your budget.
Mesmo tendo um plano minucioso, você pode precisar ajustar seu orçamento.
In the previous sentence, we have the subject you, followed by the modal verb might, the main
verb need in its base form, and the complement. Like may, the main verb does not change
according to the subject.

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In the negative form, might is similar to the other modal verbs we saw earlier. Take a look:
MODAL VERB MIGHT

Negative Form
Subject + modal verb might + not + main verb in the base form + complement
Sujeito + verbo modal might + not + verbo principal na forma base + complemento
You might not use all your staff in a single project.

Você pode não usar todo o seu pessoal em um único projeto.
As you can see, you just have to add the particle not after might to form a negative sentence,
and the main verb remains in its base form.
In this chapter, you learned to use the simple present for

verbs other than to be, and the modal verbs will, may,
and might, which can be used to express certainty and
uncertainty. 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 May Page 265

Modal Verb Might Page 268
Simple Present – Other Verbs Page 323
Will Page 333

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Part 5.
Activities
A. Change the sentences into the interrogative, negative or affirmative forms.
a) Do all deliverables of a project have a cost?

Todos os entregáveis de um projeto têm um custo?
(affirmative)
b) Time has the power to impact a project.

O tempo tem o poder de impactar um projeto.
(interrogative)
c) A project’s outcome is proportional to the level of clarity the manager has.

O resultado de um projeto é proporcional ao nível de clareza do gerente.
(interrogative)
d) A project manager doesn’t plan the entire project alone.

Um gerente de projeto não planeja todo o projeto sozinho.
(affirmative)
e) You have to consider all the operational costs.

Você deve considerar todos os custos operacionais.
( negative)
f) We don’t have to say how important the budget is.

Não é necessário dizer quão importante o orçamento é.
(affirmative)
g) They have to consider all the operational costs.

Eles têm que considerar todos os custos operacionais.
(interrogative)

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h) Does a project manager plan the entire project alone?

Um gerente de projeto planeja todo o projeto sozinho?
( negative)
a) You many surprises if you have a detailed scope.

Você não terá muitas surpresas se tiver um escopo detalhado.
b) You enough money to complete the project in case of a long delay.

Você pode não ter dinheiro o suficiente para completar o projeto em caso de muito atraso.
c) You all your staff in a single project.

Você pode não usar todo o seu pessoal em um único projeto.
d) You a budget to complete a project.

Você precisará de um orçamento para completar um projeto.
e) Projects planned to last for years.

Os projetos podem ser planejados para durar anos.
f) Even with a thorough plan, you to adjust your budget.

Mesmo tendo um plano minucioso, você pode precisar ajustar seu orçamento.
entire project alone.

not / doesn’t plan the the entire project alone.
h. A project manager does d. A project manager plans
all the operational costs? clarity the manager has?
f. may need / might need g. Do they have to consider proportional to the level of
e. may be / might be important the budget is. c. Is a project’s outcome
d. will need f. We have to say how to impact a project?
c. may not use / might not use operational costs. b. Does time have the power
b. may not have / might not have consider all the project have a cost.
a. will not have / won’t have e. You do not / don’t have to a. All deliverables of a

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4
Quality
Quality
Part 1.
In this chapter, you will learn how to talk about frequency and time. You will
also see some verbs commonly used in project development, as well as some
important vocabulary and grammar topics to make it happen.
Now look at the script of Quality.
QUALIT Y
In the previous episode, we saw how crucial money is to make a project

come to life. In a world such as ours, money is often associated with a
high standard of quality.
Places such as Rodeo Drive, a famous street in L.A. where you can
find expensive high-end clothes, shoes, and jewelry reinforce that
thought. Since everything there costs a significant amount of money, we
immediately conclude that luxury and high-standard quality must come
at a price.
But let me ask you: does high quality always go with high costs?
I’d say sometimes, but not necessarily. When we think about quality, it
seems to be a rather subjective and elusive concept. However, when it
comes to project quality management, it’s easier to narrow it down to a
specific idea.
In project management, “quality” is the degree to which the

requirements of a project are fulfilled. So, the more these requirements
are met, the higher the quality of the project deliverables, products, and
results.
And how can we measure that?
First of all, each project will have specific quality standards. Some
organizations are experts on these matters, and they can be used as
benchmarks. The important aspect here is that everything starts with
a definition of quality standards and the choice of procedures, policies,

79
activities, and resources necessary to meet these criteria. At this point,

scope, schedule, and budget will have to be considered when making
these choices.
Another aspect that has a direct impact on quality standards is the

stakeholders’ inputs and customer satisfaction. Identifying gaps in the
project and addressing changes that will meet the clients’ expectations
are inherent parts of quality control. Constant meetings, feedback, and
clear communication are a must to ensure the deliverables of the project
are on the right track.
That’s why some companies test their products before launching

them. Quality assessment and control must always aim for constant
improvements that will prevent failures after the project is over. Better
safe than sorry, right? There are just some mistakes that we can never
take back…
But you must be thinking, “Okay, but won’t all that affect time and
budget?”
Of course. Quality comes within time and at a cost. But preventing

losses is much more effective than fixing problems. This is what the
“Prevention over Inspection” concept proposes.
But how would that work in practical terms?
We mean investing all it takes in the planning part of the process.

Allocating money on training the team, getting the right equipment,
and taking the necessary time to define the scope describing features,
setting quality standards, and planning the schedule to meet those
standards are just a few examples we can mention.
Prevention should be seen as an investment. As Benjamin Franklin once

put it: “An ounce of prevention is worth a pound of cure.”

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QUALIDADE
No episódio anterior, vimos como o dinheiro é crucial para que o projeto

ganhe vida. Em um mundo como o nosso, dinheiro é frequentemente
associado a altos padrões de qualidade.
Lugares como Rodeo Drive, uma famosa rua de Los Angeles, onde você
pode encontrar roupas, sapatos e joias caras de alta qualidade reforçam
esse pensamento. Uma vez que tudo lá custa uma quantia significativa
de dinheiro, concluímos imediatamente que o luxo e a qualidade de alto
padrão devem ter um preço.
Mas deixe-me perguntar a vocês: a alta qualidade sempre acompanha

altos custos?
Eu diria que isso acontece às vezes, mas não necessariamente. Quando

pensamos em qualidade, parece que é um conceito um tanto subjetivo
e vago. No entanto, quando se trata do gerenciamento da qualidade de
projetos, é mais fácil reduzi-lo a uma ideia específica.
No gerenciamento de projetos, “qualidade” é o grau até o qual os

requisitos do projeto são cumpridos. Então, quanto mais esses requisitos
forem cumpridos, maior será a qualidade dos entregáveis, produtos e
resultados.
E como podemos medir isso?
Primeiro de tudo, cada projeto terá padrões de qualidade específicos.

Algumas organizações são especialistas nestes assuntos, e elas podem
ser usadas como referência. Aqui, o aspecto importante é que tudo
começa com a definição dos parâmetros de qualidade e a escolha de
procedimentos, políticas, atividades e recursos necessários para cumprir
esses critérios. Nesse ponto, escopo, cronograma e orçamento terão que
ser considerados ao se fazer estas escolhas.
Outro aspecto que tem um impacto direto nos parâmetros de qualidade

são as contribuições das partes interessadas e a satisfação do cliente.
Identificar falhas no projeto e fazer mudanças que vão satisfazer as
expectativas dos clientes são partes inerentes do controle de qualidade.
Reuniões frequentes, feedback e comunicação clara são essenciais para
garantir que os entregáveis do projeto estão nos eixos.
É por isso que algumas empresas testam seus produtos antes de

lançá-los. A avaliação e o controle de qualidade devem sempre objetivar
melhorias constantes para evitar falhas após a conclusão do projeto.

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É melhor prevenir do que remediar, certo? Há alguns erros que

simplesmente nunca poderemos retratar...
Mas vocês devem estar pensando: “Ok, mas isso tudo não vai afetar o
tempo e o orçamento?”
Claro que sim. Qualidade vem com o tempo e a um custo. Mas prevenir-
se contra perdas é bem mais eficaz do que consertar problemas. É isso
que o conceito de “Prevenção acima da Inspeção” propõe.
Mas como isso funcionaria em termos práticos?
Estamos falando de investir tudo o que for necessário na parte de

planejamento do processo. Alocar dinheiro no treinamento da equipe,
obter o equipamento certo e tomar o tempo necessário para definir
o escopo, descrevendo recursos, definindo padrões de qualidade e
planejando o cronograma para atender a esses padrões são apenas
alguns exemplos que podemos mencionar.
A prevenção deve ser vista como um investimento. Como Benjamin

Franklin certa vez disse: “Um grama de prevenção vale um quilo de
cura.”

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Part 2.
In the previous chapters, you have learned about scope, time management, and
budget in a project. Now, we are going to approach another important aspect:
quality.
After all the steps of project planning, guaranteeing quality is crucial, as the results
must always be satisfactory. But what is quality? Take a look:
In project management, quality is the degree to which the

requirements of a project are fulfilled.
No gerenciamento de projetos, qualidade é o grau até o qual
os requisitos do projeto são cumpridos.
In short, the quality of a project is measured according to the development of the

scope, the compliance of its deadlines, and the estimated budget.
Quality also goes beyond project management and involves different aspects of
our everyday lives. An example is when we choose a product considering well-
established brands in the market as a standard for quality. However, most of the
time, these brands tend to cost more.
Thinking about this aspect, we could ask:
Does high quality always go with high costs?

Alta qualidade sempre acompanha altos custos?
In this sentence, we have the word cost, which was mentioned in the previous
chapter. Cost is the amount of money you have to pay in order to buy, do, or produce
something. Note that we also have the word always, an adverb of frequency,
which refers to things that happen at all times.

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Adverbs of frequency are used to tell us how often things happen. So, what we
want to know here is whether good products or results are necessarily related to
high costs.
To answer this question, you can say:
I’d say sometimes, but not necessarily.

Eu diria que algumas vezes, mas não necessariamente.
Here we have another adverb of frequency, sometimes, which is formed by the

word some and times, and refers to something that occurs in some occasions,
but not always.
You already know that time is uncountable; therefore, it has no plural. In the case
of sometimes, times is countable because it refers to the number of occasions
something happens. And the word occasions is countable.
As we have learned in previous chapters, some is a determiner used to express

an unspecified quantity. Take a look at these sentences:
Some projects require more time.

Alguns projetos exigem mais tempo.
I need some money to finish the project.

Preciso de algum dinheiro para terminar o projeto.
In the first sentence, we have project as a subject, which is a countable noun. In

the second sentence, we have money, which is an uncountable noun, as we have
seen in the chapter about budget. Regardless, note that some is used in both
examples, for it refers to an undefined quantity or amount.
Check out another example:
First of all, each project will have specific quality standards. Some
organizations are experts on those matters, and they can be used as
benchmarks.
Primeiro de tudo, cada projeto terá padrões de qualidade específicos.
Algumas organizações são especialistas nestes assuntos, e elas podem ser
usadas como referência.

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Here, we have another countable noun, organizations, whose quantity is also undefined in this case.
Some can also be used in other occasions. It can be used to form pronouns such as someone and somebody
to refer to people. But you can also use it to refer to things. Take a look:
The team must do something to improve the product’s quality.

A equipe tem que fazer alguma coisa para melhorar a qualidade do produto.
In the previous sentence, we have something, which is the combination of some and thing. It is used when
you cannot or do not want to refer to an object, idea, action, feeling or fact in a more specific way.
There are still other ways to use some to form words. Observe:
We must meet the deadline somehow.

Temos que cumprir o prazo de alguma maneira.
Here, we have somehow, which is formed by some and how. How refers to the way in which something
happens or is done. So, somehow means in some way, or by some means, although you do not know exactly
what.
There is yet another adverb with some: somewhere. Check out the following example:
The documents must be somewhere.

Os documentos têm que estar em algum lugar.
Somewhere is formed by the words some and where. Where means the place in or to which something is or
is going. So, somewhere means some place.
Now that you reviewed the use of some as a determiner and learned about some of its possible combinations,
it is time we mention how you can use some and time in a sentence.
There are three different ways: some time, as two separate words; sometime, spelled together, and
sometimes, with -S in the end.
Let’s see how they differ. Check out the first example:

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Do you have some time to help me?

Você tem um tempo para me ajudar?
In the previous sentence, we have some time, spelled separately. The adverb some quantifies
the noun time, meaning an indefinite amount of time.
Now, take a look at the next sentence:
I’ll come by to see you sometime.

Virei visitar em algum momento / um dia destes.
Here, we have the adverb of time sometime. It means an undetermined moment in time, that
something can or cannot happen. In this case, since the sentence is formed with will, it means a
moment in the future that we don’t really know exactly when.
Now, check out a sentence with sometimes spelled with -S at the end:
Sometimes it’s very difficult to choose which way to go.

Às vezes é muito difícil escolher para onde ir.
In the previous sentence, we can see that sometimes means how many times or in how many
occasions something happens, that is, in some of them, but not always. So, we can conclude
that sometimes is an adverb of frequency.
There are other adverbs to express frequency. Look:
Our projects’ budgets are usually reasonable.

Os orçamentos dos nossos projetos normalmente são razoáveis.
Here, we have the adverb usually, which means something that happens on most occasions
or in most situations. In the previous example, we have usually referring to the adjective
reasonable to say that projects’ budgets are reasonable most of the time.
You can also talk about frequency using adverbial phrases, which are groups of words that
work as an adverb. Let’s take a look at the following example:

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This team is hardly ever late on their projects.

Esta equipe raramente se atrasa em seus projetos.
In this sentence, we have hardly ever, which means not very often, something
that rarely happens. Here, this adverbial phrase is referring to the adjective late, to
say how often the team delays their tasks on the project.
Adverbs and adverbial phrases can also modify other adverbs and adverbial
phrases. Check it out:
We have follow-up meetings almost every day.

Temos reuniões de acompanhamento quase todos os dias.
Project managers are always very dedicated to their job.

Gerentes de projetos são sempre muito dedicados ao seu trabalho.
In the first sentence, the adverb almost is connected to the adverbial phrase
every day, and it means something that is very close to happening. So, here, you
can understand that meetings take place on most days of the week.
In the second sentence, we have the adverb always, which we have mentioned
earlier in this chapter, and it is referring to very dedicated. Therefore, we can
conclude in this example that project managers devote attention to their work at
all times.
It is also important to highlight that adverbs can also modify verbs. Take a look:
Once in a while, the teams take different projects.

De vez em quando, as equipes pegam projetos diferentes.
Here, we have once in a while, which means something that happens

sometimes, but not often or regularly. In this case, it is referring to the verb to
take, meaning that the team embraces different projects from time to time.
Let’s check another example:

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Projects occasionally need to be adjusted.

Os projetos ocasionalmente precisam ser ajustados.
In the previous sentence, we have occasionally, which also indicates something

that does not happen often. It is related to the verb to need, indicating what
adjustments need to be made to the project on certain occasions over a period of
time.
Now that we have learned some ways to modify verbs using adverbs and
adverbial phrases, it is worth mentioning some verbs that are frequently used
in the planning of a project, considering that a project has a beginning, a
development, and an end. Thus, the verbs to start and to finish will always be
part of a project.
There are some verbs used with specific terms that refer to the development of a
project. First, let’s take a look at some terms related to the deadline:
TERMS ON PROJE CT DE VELOPMENT
To set a deadline
Definir um prazo
To meet the deadline

Cumprir o prazo
The first expression, to set a deadline, means to establish the period of time
in which this deadline should be accomplished. The second one, to meet a
deadline, means to reach this established deadline.
Now, observe some expressions to talk about standards using the same verbs:
TERMS ON PROJE CT DE VELOPMENT
To set standards
Definir critérios/padrões
To meet standards
Atender aos critérios/padrões

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In these examples, we also use the verbs to set and to meet, meaning to define something and
to reach something, respectively.
You can also use the same verbs to refer to budget: to set a budget is to define how much
money will be spent on something, and to meet a budget is to use the money as expected. But
there is yet another important verb we can use specifically in this context, which is to allocate.
To allocate = to give a particular amount of time, money etc. to

someone or something, so that it can be used in a particular way.
Alocar = destinar uma quantidade específica de tempo, dinheiro etc. para
alguém ou alguma coisa, para que seja usada de modo específico.
To allocate money on staff training.

Alocar dinheiro no treinamento da equipe.
Throughout the project, it is also necessary to control the processes, and some verbs are
directly related to this. Take a look at the first one:
VERBS ON PROCESS CONTROL
To measure expenses and costs

Medir despesas e custos
The verb to measure means to find the size, length, or amount of something.
Check out the next verb:
To identify gaps
Identificar falhas
To identify possible delays

Identificar possíveis atrasos
The verb to identify means to detect and recognize something or someone. In the previous
examples, you have gaps and delays, which are topics you must identify as soon as they occur,
so that the project is not ruined.

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Here is another verb we can use when talking about process control:
To address changes
Abordar mudanças
To address problems
Abordar problemas
In this context, the verb to address means to give attenttion to or deal with eventual occurrences.
A very interesting verb you must observe is to work, which can mean to do a job or to function,
depending on the context. Let’s see the first example:
But how would that work in practical terms?

Mas como isso funcionaria em termos práticos?
In this sentence, the verb to work is related to how something is being applied in a process, that is,
how it functions.
Now, take a look at another use of the same verb:
The teams work well together.

As equipes trabalham bem juntas.
Here, the verb to work is related to how the job for which the team is responsible is being done. So
here, to work means to do a job.
There are yet other important verbs to talk about project processes. Take a look at an example with
the verb to ensure:
Constant meetings, feedback, and clear communication are a must to ensure the
deliverables of the project are on the right track.
Reuniões frequentes, feedback e comunicação clara são essenciais para garantir que os
entregáveis do projeto estão nos eixos.

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To ensure means to make certain that something will happen as expected.
For a product or project launch to be successful, it is necessary to have an aim, which

is something one hopes to achieve. Aim can also be a verb: to aim. Take a look:
Quality assessment and control must always aim for constant improvements.
Avaliação e controle de qualidade devem sempre objetivar melhorias constantes.
To aim means to try or to intend to achieve something. So, in the previous

sentence, we can understand that, in order to improvements to be achieved, quality
assessment and control must have this intention.
Each project has its time, from its planning to its launch. To talk about time, the verb
to take is often used. See an example:
It takes time to plan a project thoroughly.

Leva tempo para planejar um projeto completamente.
In the previous sentence, the verb is being used to form the expression to take time,
which refers to a long period of time that something will need to be accomplished.
Besides to take time, there are other expressions with the verb to take. Check it out:
Invest all it takes in the planning part of the process.

Invista tudo o que for necessário na fase de planejamento do processo.
Here, we have the expression all it takes, which means all that is necessary. So,
in this example, we can understand that the advice is to invest everything that is
possible in this stage of the project.
We can also use the verb to take to form phrasal verbs. Take a look at one example:
There are just some mistakes that we can never take back.
Há alguns erros que simplesmente nunca poderemos retratar.

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In this sentence, we have the phrasal verb to take back, which means to retract, to
withdraw. Here in this example, we see that, although some errors can be corrected,
there are those that cannot.
After the long process of planning, deliberating, and executing a project, we get to its
final part: the launch. Launch is a product or a service that is brand new, or an event
to celebrate or introduce something new. It can also be a verb: to launch. Observe:
That’s why some companies test their products before launching them.
É por isso que algumas empresas testam seus produtos antes de lançá-los.
The verb to launch means to start something, usually something new, big or
important. It can also mean to release into the market a new product for the first
time.
Now you know how to talk about frequency and time. You have
also reviewed and learned some adverbs, modal verbs, and
checked out some verbs commonly used in project development.

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Part 3.
Activities
( 1 ) levar tempo ( 7 ) retratar ( ) to address changes ( ) to take time
( 2 ) garantir ( 8 ) definir critérios ( ) to identify possible ( ) to aim

delays
( 3 ) abordar ( 9 ) medir despesas ( ) to set a deadline
mudanças ( ) to launch
( 10 ) identificar falhas ( ) to identify gaps
( 4 ) definir um prazo ( ) to measure expenses
( 11 ) visar / ter como ( ) to take back
( 5 ) lançar objetivo ( ) to set standards
( ) to ensure
( 6 ) identificar ( 12 ) atender aos ( ) to meet standards
possíveis atrasos critérios
a) I’ll come by to see you .
e. Once in a while
Virei te visitar em algum momento.
f. Sometimes
d. some time
a. sometime
c. always
b. almost
b) We have follow-up meetings every day.

Temos reuniões de acompanhamento quase todos os dias.

9. to measure expenses
12. to meet standards

10. to identify gaps
c) Project managers are very dedicated to their job.

8. to set standards
7. to take back
Gerentes de projetos são sempre muito dedicados ao seu trabalho.

11. to aim
d) Do you have to help me?

Você tem um tempo para me ajudar?
3. to address changes
6. to identify possible
4. to set a deadline
e) , the teams take different projects.

1. to take time
De vez em quando, as equipes pegam projetos diferentes.

2. to ensure
5. to launch
delays
f) it’s very difficult to choose which way to go.

Às vezes, é muito difícil escolher para onde ir.

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Part 4.
In this part of the chapter, we will approach topics such as adverbs of frequency,
adverbs of time, indefinite pronouns, and the modal verb must.
First, let’s recap the concept of adverbs. Adverbs are structures that modify
adjectives, verbs, as well as other adverbs. There are many different adverbs,
and, in this chapter, we are studying the ones referring to frequency, that is, how
often something happens or does not happen.
There are different levels of frequency among adverbs. Take a look at the
following list:
ADVERBS OF FRE QUENCY
100%
Always = all the time or at all times
Sempre = o tempo todo, todas as vezes
90%
Usually / Normally = most of the times, but not always
Normalmente = na maioria das vezes, mas não sempre
50%
Sometimes = with a certain constancy, but not so often
Às vezes = com uma certa constância, mas não com muita frequência
10%
Seldom / Rarely = very few times
Raramente = muito poucas vezes
0%
Never = not at any time
Nunca = nem mesmo uma vez
Note that the adverbs imply different degrees of frequency; so, it is important to
pay attention to which one works best in each occasion.

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An important detail about adverbs of frequency is the position they may occupy
in a sentence. As a rule, adverbs are placed before the main verb. Let’s see a few
examples to understand how that works.
INTERROGATIVE FORM – ADVERBS
Auxiliary verb + subject + adverb + main verb in the base form +

complement
Verbo auxiliar + sujeito + advérbio + verbo principal na forma base +
complemento
Does high quality always go with high costs?

Alta qualidade sempre acompanha altos custos?
Note that, in the interrogative form, the adverb is between the subject high
quality and the main verb to go in its base form.
Let’s take a look at other examples:
Projects usually follow quality standards.

Projetos normalmente seguem padrões de qualidade.
Projects must never go without management.

Projetos nunca devem ficar sem gerenciamento.
In both previous examples, the adverbs also follow the rule of coming before the
main verb.
However, there are exceptions. See the following example:
AFFIRMATIVE FORM – ADVERBS
Subject + main verb + adverb + complement

Sujeito + verbo principal + advérbio + complemento
Communication is always important.

A comunicação é sempre importante.
I’d say sometimes, but not necessarily.

Eu diria que algumas vezes, mas não necessariamente.

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In the first sentence, we have the verb to be. The subject is communication,
followed by the verb to be in the simple present, then the complement.
Whenever the main verb is to be in the simple past or in the simple present, the
adverb comes after it.
In the second sentence, the adverb sometimes comes after the verb to say. This
happens because sometimes can be placed at the beginning, in the middle, or at
the end of a sentence. Compare the examples:
Sometimes a schedule needs to be adjusted.

Às vezes, um cronograma precisa ser ajustado.
A schedule sometimes needs to be adjusted.

Um cronograma, às vezes, precisa ser ajustado.
A schedule needs to be adjusted sometimes.

Um cronograma precisa ser ajustado às vezes.
There are also some adverbial phrases of frequency, such as every month,
twice a week, and many others. Normally, you will see them placed at the end of
the sentences, as in:
You should study English every day.

Você deve estudar inglês todos os dias.
Observe that every day is the adverbial phrase.
Besides adverbs of frequency, there are adverbs of time, which are used to point out the moment
in time when an action takes place. Here are some examples:
ADVERBS OF TIME
Today Soon
Hoje Logo / Em breve
Now Tomorrow
Agora Amanhã

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Right now, which is another adverb of time, you need to take a look at the
position of the adverbs of time in a sentence. They normally come at the end of
the sentence, but they can also be placed at the beginning to be more emphatic.
Let’s see some examples:
We need to deliver the project today.

Precisamos entregar o projeto hoje.
The teams will define the quality standards now.

As equipes vão definir os padrões de qualidade agora.
Now, the teams will define the quality standards.

Agora, as equipes vão definir os padrões de qualidade.
In the first two sentences, the adverbs today and now come at the end, that is,
there is a greater emphasis on the moment when the situations should take place.
In the third sentence, however, the adverb of time works as an introduction.
Now that you have learned about adverbs of frequency and adverbs of time, let’s
recap something you saw in Chapter 2: the determiner some, which means an
amount of something with no exact quantity.
There are other determiners that sometimes may get mixed up with it: any and
no. Let’s see some examples so that you can tell them apart. Take a look:
Some projects require more time.

Any project manager knows time is important.

Qualquer gerente de projetos sabe que o tempo é importante.
We don’t start any project without planning it first.

Nós não começamos nenhum projeto sem planejá-lo primeiro.
No project works well without a good plan.

Nenhum projeto funciona bem sem um bom plano.
In the first sentence, we have some, which is referring to projects, that is, there is
no specific number of projects that require more time.

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In the next two examples, we have any, another determiner. Note that the
meaning changes according to the sentence, whether it is affirmative or negative.
In the affirmative one, any means no matter what or no matter who. In other
words, it does not matter who the project manager is, they will definitely be
aware that time is important. In the third sentence on the list, which is in the
negative form, any intensifies the inexistence of projects.
Notice that it means the same as the last example, in which we have no.
No means not one, and it must be used in affirmative sentences. It is worth
mentioning that we cannot use no in negative sentences, for there is no double
negative in English.
Now that you understand the difference in meaning these determiners can have,
let’s see the indefinite pronouns they form. Indefinite pronouns refer to people
or objects that are not defined or specified.
In Chapter 2, you saw the formation of pronouns with some / any / no + one and
some / any / no + body. They are used to refer to people.
Now let’s see a few others:
INDEFINITE PRONOUNS
SOME / ANY / NO + THING
Something Anything Nothing

Uma coisa / Qualquer coisa Nada
Alguma coisa
Something, anything, and nothing are used to refer to things.

You can also create pronouns combining some / any / no with where. Take a look:
INDEFINITE PRONOUNS
SOME / ANY / NO + WHERE
Somewhere Anywhere Nowhere

Algum lugar Qualquer lugar Nenhum lugar
Notice that these are indefinite pronouns of place.

98
When dealing with these pronouns, it is important to have in mind that their
meanings can change if the sentence is in the negative, interrogative or
affirmative forms. If we think about anything in the negative form, for example, it
becomes equivalent to nothing, as we already mentioned. Check it out:
INDEFINITE PRONOUNS
Anything vs. Nothing
We won’t do anything alone.

We will do nothing alone.
Não vamos fazer nada sozinhos.
Notice that both sentences have the same meaning, but they obey different
logics. In the first sentence, we have the subject, we, followed by the auxiliary
verb will, contracted with the negative particle not, plus the main verb do, the
pronoun anything, and the complement. Note that the second sentence has the
same meaning; however, it is an affirmative, as it does not contain the particle
not. So, we use nothing instead of anything. This happens because, in English,
we cannot use a double negative.
The same goes for sentences with anywhere and nowhere. Observe:
INDEFINITE PRONOUNS
Anywhere vs. Nowhere
Kids shouldn’t go anywhere alone.

Kids should go nowhere alone.
Crianças não devem ir a lugar nenhum sozinhas.
In the first sentence, we have the subject, kids, followed by the auxiliary verb
should contracted with the negative particle not, plus the main verb go, the
pronoun anywhere, and the complement. When comparing the first sentence
with the following one, which is affirmative, note that the pronoun used is
nowhere. However, they have the same meaning. In other words, nowhere will
be used in affirmative sentences, whereas anywhere will be used in negative
sentences, with no change in meaning.
Note the use of the modal verb should in the previous sentences. As you know,
modal verbs are those auxiliary verbs that add meaning to the main verb.

99
You have already seen will and should in the previous chapters. In this chapter,
you will learn about the modal verb must, which is used to express necessity or
obligation. Check out these examples:
MODAL VERB MUST

Necessity and Obligation
We must meet the deadlines.

Nós temos que cumprir os prazos.
Project managers must plan their projects carefully.

Gerentes de projetos têm que planejar seus projetos
cuidadosamente.
Here, we have two sentences with the modal verb must in the sense of necessity
and obligation, that is, something that has to be done undeniably.
There is yet another idea the modal verb must can convey. It is frequently used
to express assumptions, that is, things that you consider likely to be true even
though you have no proof. Check it out:
MODAL VERB MUST

Assumptions
Donna is in charge of four projects at once. She must be

really stressed out.
A Donna está no comando de quatro projetos simultaneamente.
Ela deve estar muito estressada.
The documents must be here somewhere.

Os documentos devem estar aqui em algum lugar.
It must take time to plan a project thoroughly.

Deve levar tempo para planejar um projeto completamente.
In the previous sentence, we have a new use for the modal verb must, that
of assumption. This means that, in these cases, must conveys the idea of an
impression based on a context.

100
An interesting fact about the modal verb must is that, even though it is possible
to ask questions with it, it does not happen very often.
However, it is possible to form negative sentences with must, and these will
have an entirely different meaning. Take a look:
MODAL VERB MUST

Prohibition
You must not run a red light.

Você não pode ultrapassar o sinal vermelho.
The teams mustn’t forget about the project’s requirements.

As equipes não podem esquecer dos requisitos do projeto.
Here, we have the modal verb must with the negative particle not, which means
a prohibition. It is very common in the context of laws. Notice you may use must
not, or the contracted version mustn’t, but be aware that the non-contracted
form will sound more emphatic.
Let’s take a look at yet another structure with must.
You can use it, just like with the other modal verbs, in the progressive form. In
this case, you will follow the structure subject + modal verb + be + verb in the
-ING form, as you can see in the example:
MODAL VERB MUST

Progressive Form
You must be thinking, “Okay, but won’t that all affect time and
budget?”
Você deve estar pensando: “OK, mas isto não vai afetar o tempo e o
orçamento?”
In this example, we have the subject you, followed by the modal verb must, and
the auxiliary verb to be in the base form, followed by the main verb in the -ING
form.
Finally, must works not only as a modal verb, but also as a noun. Take a look at
this following example:

101
Constant meetings, feedback, and clear

communication are a must to ensure the
deliverables of the project are on the right track.
Reuniões frequentes, feedback e comunicação clara
são essenciais para garantir que os entregáveis do
projeto estão nos eixos.
Here, we have must preceded by the indefinite article a: a must is a noun, and it
indicates an obligation or a crucial necessity.
In this chapter, you learned to use adverbs of time and

frequency, indefinite pronouns, and the modal verb 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
Adverbs of Frequency Page 209

Adverbs of Time Page 213
Indefinite Pronouns Page 243
Modal Verb Must Page 270

102
Part 5.
Activities
A. Choose the correct meaning of the modal verb must: ( a ) necessity / obligation,
( b ) prohibition, or ( c ) assumption.
1) ( ) You must not run a red light. 5) ( ) The documents must be here
somewhere.
Você não pode ultrapassar o sinal
vermelho. Os documentos devem estar aqui em
algum lugar.
2) ( ) Donna is in charge of four projects at

once. She must be really stressed out. 6) ( ) The teams mustn’t forget about the
project’s requirements.
A Donna está no comando de quatro
projetos simultaneamente. Ela deve estar As equipes não podem esquecer dos
muito estressada. requisitos do projeto.
3) ( ) We must meet the deadlines. 7) ( ) Quality assessment and control must

always aim for constant improvements.
Nós temos que cumprir os prazos.
Avaliação e controle de qualidade devem
sempre objetivar melhorias constantes.
4) ( ) Project managers must plan their
projects carefully.
8) ( ) It must take time to plan a project
Gerentes de projetos têm que planejar seus
thoroughly.
projetos cuidadosamente.
Deve levar tempo para se planejar um
projeto completamente.
a) projects require more time.

b) We will not / won’t do alone.

Não vamos fazer nada sozinhos.

103
c) project manager knows time is important.

Qualquer gerente de projetos sabe que o tempo é importante.
d) Kids shouldn’t go alone.

Crianças não devem ir a lugar nenhum sozinhas.
e) We don’t start project without planning it first.

Nós não começamos nenhum projeto sem planejá-lo primeiro.
f) project works well without a good plan.

Nenhum projeto funciona bem sem um bom plano.
8. c 4. a
f. No c. Any 7. a 3. a
e. any b. anything 6. b 2. c
d. anywhere a. Some 5. c 1. b

104
5
Human
Human
Resources
Resource
Part 1.
In this chapter, you will learn how to use some verbs and phrases related to
human resources, how to add and contrast information, and different types of
questions using the structure of interrogative sentences. You will also see some
important vocabulary and grammar topics to make it happen.
Now, look at the script of Human Resource.
HUMAN RESOURCE
So far, we’ve seen how much the project scope, budget, time frame,
and quality rely on each other. If the project manager fails to coordinate
and integrate them in a satisfactory way, a project is likely to go through
serious problems.
When we put it like that, one may have the impression that the project
manager is the only one behind everything.
Now, do you really think that’s how things work?
Well, my friends, as the poet John Donne wrote, “no man is an island,”
and the project managers are certainly not an exception. Even though
they may be in charge of leading the way, every project relies on human
resources to have a chance of follow-through.
Now, by human resources, we mean the project team or staff, which

is formed by people with specific sets of skills and responsibilities.
Through teamwork and synergy, they are the ones that walk side-by-
side with the project manager to fulfill project requirements.
But how do you get individuals to work as a project team?
One way to build a team is to involve individuals in the plans and

decision-making processes of the project ever since the beginning. This
will tend to increase their loyalty and commitment to the project’s goals
and objectives. Besides that, the team members’ inputs are already an
enormous gain for the project itself. Two minds do think better than one,
right, guys?

106
At this point, I’d like to bring back something we talked about in the last
episode. Remember when we said that a preventative attitude is a kind
of investment?
Well, that thought applies here too. Do you remember how?
A preventative attitude would be to take the necessary time to

determine the roles, responsibilities, and required skills for each team
member.
The next step is to select the people and provide them with constant
feedback based on regular assessments of their performance. If
necessary, train them to do better at work. This is an investment. Even
though it takes time and money, it will most definitely be more effective
than choosing the wrong professionals to do the job. Don’t you agree?
By assessing staff performance regularly, it’ll be possible to discover

new talents and skills. And that may lead to staff deployment. In
other words, team members may be designated to lead smaller work
packages within the project and take over more responsibilities, which
will increase their engagement.
It also allows the project manager to visualize if the project has enough
human resources with the skills and experience needed to complete the
project.
In case the human resource is competent enough, but time is short to

hand in all the deliverables, maybe hiring more people could solve the
problem.
But what if you have no budget to enlarge the team? Hummm…How

could you overcome that challenge?

107
RE CURSOS HUMANOS
Até agora vimos quanto o escopo do projeto, o orçamento, o

cronograma e a qualidade são interdependentes. Se o gestor de projetos
não consegue organizá-los e integrá-los de maneira satisfatória, é
provável que o projeto passe por sérios problemas.
Quando colocamos a questão dessa forma, pode-se ter a impressão de

que o gestor de projetos é o único por trás de tudo.
Agora, vocês realmente acham que é assim que as coisas funcionam?
Bem, meus amigos, como escreveu o poeta John Donne, “nenhum

homem é uma ilha”, e os gestores de projeto com certeza não são
exceção. Apesar de eles liderarem, cada projeto conta com seus
recursos humanos para ter uma chance de prosperar.
Por recursos humanos entende-se a equipe ou os funcionários

do projeto, pessoas com um conjunto específico de habilidades e
responsabilidades. Por meio de trabalho em equipe e sinergia, eles são
os que andam junto ao gestor de projetos para cumprir os requisitos do
projeto.
Mas como fazer com que as pessoas trabalhem como uma equipe no
projeto?
Uma maneira de construir uma equipe é envolver os indivíduos nos

planos e nos processos de tomada de decisão do projeto desde o
início. Isso tende a aumentar a lealdade e o compromisso delas com as
metas e os objetivos do projeto. Além disso, todas as contribuições dos
membros da equipe já são um ganho enorme para o projeto em si. Duas
cabeças realmente pensam melhor do que uma, certo, pessoal?
Neste ponto, eu gostaria de retomar algo que abordamos no episódio

passado. Lembram quando falamos que uma atitude preventiva é um
tipo de investimento?
Bem, esse pensamento também se aplica aqui. Vocês se lembram

como?
Uma atitude preventiva seria levar o tempo necessário para determinar

as funções, responsabilidades e habilidades necessárias para cada
membro da equipe.

108
O próximo passo seria selecionar as pessoas e fornecer feedback

constante com base em avaliações regulares de seu desempenho. Se
necessário, treiná-las para ter um desempenho melhor no trabalho. Isso
é um investimento. Apesar de tomar tempo e dinheiro, definitivamente
será mais eficaz do que escolher os profissionais errados para fazer o
trabalho. Vocês não concordam?
Ao avaliar o desempenho da equipe regularmente, será possível

descobrir novos talentos e habilidades. E isso pode levar ao
desenvolvimento da equipe. Em outras palavras, membros da equipe
podem ser designados para liderar remessas menores de trabalho
dentro do projeto e assumir mais responsabilidades, o que aumentará
seu engajamento.
Isso também permite que o gestor de projetos visualize se o projeto

tem recursos humanos suficientes com as habilidades e experiência
necessárias para concluir o projeto.
Caso os recursos humanos sejam competentes o suficiente, mas o

tempo seja curto para todos os entregáveis, talvez contratar mais
pessoas possa resolver o problema.
Mas e se vocês não tiverem orçamento para ampliar a equipe?

Hummm... Como vocês superariam esse desafio?

109
Part 2.
In this chapter, you are going to learn about the human resources of a project. It is
really important to make a good management of the company or project staff so that
everyone has a good performance.
Throughout all chapters on project management, we learned that, in addition to

giving attention to all of its stages so that the project is well done, it is important to
be aware that nobody does anything alone. The support of a network of people is a
must to reach your goals, each with a different role.
A project manager relies on many people while

conducting a project.
Um gerente de projeto conta com muitas pessoas
ao conduzir um projeto.
In this sentence, we have the phrasal verb to rely on, which means to depend on
the support of someone or something. Note that the subject is project manager,
third person singular, so the verb is conjugated with -IES in the simple present. Here,
we also have the adverb many, which is the same as a lot of, a large number of
something.
When we talk about human resources, we are talking about the people in the
corporate world who are responsible for making companies work. You can refer to
them with a few words:
PE OPLE IN HUMAN RESOURCES
team team member staff

equipe membro da funcionários
equipe

110
A team can be understood as a group of people working together for a

common goal. Team member is only one of the people in that group. On the
other hand, staff can refer to all employees in a general way, which means they
are not necessarily part of the same team.
As we have already mentioned, in a corporation, teamwork is crucial for the

company’s or the project’s objectives to be achieved. About these people, we can
say that:
They are the ones that walk side-by-side with the

project manager to fulfill project requirements.
Eles são os que andam junto ao gestor de projetos
para cumprir os requisitos do projeto.
In the previous sentence, we have the verb to walk, which is in the simple
present because it is something that happens constantly. Here, this verb forms
the expression to walk side-by-side, which is the same as to work together in
harmony to achieve a goal.
There are some ways teamwork can be carried out in a good way. Take a look:
One way to build a team is to involve individuals

in the plans and decision-making processes.
Uma maneira de construir uma equipe é envolver os
indivíduos nos planos e nos processos de tomada de
decisão.
Here, we have the verb to build, which means to develop or form something by
putting parts together. In this sentence, it is linked to the complement team, so to
build a team means to select the members who will be part of it.
Teamwork requires everyone’s contribution, regardless of how it happens, as long

as everyone fulfills their tasks. That is:
Besides that, all the team members’ inputs are

already an enormous gain for the project itself.
Além disso, todas as contribuições dos membros da
equipe já são um enorme ganho para o projeto em si.

111
Note that this sentence starts with the expression besides that. It is a connector used to add information.
Here, we also have the noun gain, which means an improvement in the level or the amount of something. It
can also be a verb, to gain, that is, to obtain or achieve something you want or need.
There are different verbs with a similar meaning, but they are used in different situations. Take a look at the
first examples:
We gain experience with time.

Ganhamos experiência com o tempo.
We earn our money by working.

Ganhamos nosso dinheiro através do trabalho.
In the first sentence, we have the verb to gain, which is linked to the complement experience with time.
Here, we are not talking about something material, but about personal growth.
The next verb, to earn, is linked to the complement money. To earn means to receive an amount of money
after doing something, usually a piece of work, and is directly connected to material goods, money, and profit.
Now, observe the following two verbs:
We win prizes in a competition.

Ganhamos prêmios em uma competição.
Kids usually get many presents at Christmas.

Crianças geralmente ganham muitos presentes no Natal.
In the first sentence, we have the verb to win, which is the same as to be awarded. It is usually used in the
context of a competition or recognition for a job done.
Next, we have the verb to get, which means to receive something as a gift or to buy something. It is often
used in the context of gifts and objects.
When it comes to human resources, it is important to remember that nobody joins a company knowing
everything. Even more experienced employees need guidance and feedback to keep on following the desired
path, and that brings about good results for everyone.
There are some verbs that are commonly used when talking about orientation in teamwork. Let’s see the first
example:

112
VERBS ON ORIENTATION
To lead = To guide or to be in charge of something

Liderar / Conduzir / Levar a = Guiar ou ser responsável por algo
Observe an example with this verb:
By assessing staff performance regularly, it’ll be possible

to discover new talents and skills, and that may lead to staff
deployment.
Ao avaliar o desempenho da equipe regularmente, será possível
descobrir novos talentos e habilidades, e isto pode levar ao
desenvolvimento da equipe.
In the previous example, we have the connector and, which has the sense of adding
information. Note that the noun leader, which is the person who directs groups, organizations,
countries, comes from the verb to lead.
Now, take a look at another verb:
VERBS ON ORIENTATION
To allow = To let something happen or to let someone do or

have something
Permitir = Deixar que algo aconteça ou deixar alguém ter ou
fazer algo
Observe the example:
Team members may be designated to lead smaller

work packages within the project and take over more
responsibilities, which will increase their engagement. It also
allows the project manager to visualize if the project has
enough human resources.
Os membros da equipe podem ser designados para liderar
remessas menores de trabalho dentro do projeto e assumir mais
responsabilidades, o que aumentará seu engajamento. Isso
também permite que o gerente de projeto visualize se o projeto
tem recursos humanos suficientes.

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In this example, we have another connector used to add information, also, linking
the idea of the first sentence with the following one. Here, the verb to allow
is conjugated in the third person singular of the simple present because of the
subject it; therefore, it has -S at the end.
Now that you have learned some verbs used in interactions around projects, let’s
go back to a topic we studied in Chapter 3: phrasal verbs.
Phrasal verbs are a structure of verbs that, together with prepositions or adverbs,
have a different meaning. Let’s see some examples of phrasal verbs:
PHRASAL VERB
To go through = to experience tough or unpleasant

situations
Enfrentar / Passar por = vivenciar situações difíceis ou
desagradáveis
Watch it in a sentence:
A project is likely to go through serious problems.

Um projeto provavelmente enfrentará problemas sérios.
Here, we have the phrasal verb to go through, which is formed by the verb to go
and the adverb through. In this sentence, we can understand that a project can
face some difficult situations through its course.
Let’s see another example:
PHRASAL VERB
To bring back = to start something again, to make you

remember something
Retomar = recomeçar algo, fazê-lo lembrar de algo
Now, observe the example:

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I’d like to bring back something we talked about in the last episode.
Eu gostaria de retomar algo que abordamos no episódio passado.
Here, we have the phrasal verb to bring back, which is formed by the verb to
bring and the preposition back. In this sentence, the subject, I, wants to raise a
topic previously discussed one more time.
There are many phrasal verbs to know, and it is important to recognize them
so as not to interpret them in the literal meaning of the words used in it. Take a
look at a few more examples so you can see how context is important to better
understand them:
PHRASAL VERB
To take over = to take control of something

Assumir = tomar controle de algo
They will take over more responsibilities.

Eles vão assumir mais responsabilidades.
Here, we have to take over, formed by the verb to take and the adverb over. You
can see that, in this example, the phrasal verb implies that the subject, they, will
assume control over more responsibilities.
Finally, take a look at this last example:
PHRASAL VERB
To hand in = to give something to a person in authority,

usually a piece of work
Entregar = dar algo a uma autoridade, normalmente uma
tarefa de trabalho
Time is short to hand in all the deliverables.

O tempo é curto para fazer todas as entregas.
In the previous sentence, we have the phrasal verb to hand in, formed by
the verb to hand and the adverb in. Here, this phrasal verb implies that the
deliverables will be presented.

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You learned here some phrasal verbs and how they are formed. You also noticed
that some connectors were mentioned in the structure of sentences.
Connectors are words that have the function of making sentences coherent and
cohesive. Let’s see some examples:
CONNE CTORS – ADDING INFORMATION
And Besides that Also

E Além disso Também
In the previous list of words, we have some connectors used to add information. There are
also those that can be used to link contrasting ideas. Take a look:
CONNE CTORS – CONTRASTING IDEAS
But
Mas / Porém
However
Contudo / Porém / No entanto
Even though
Embora / Apesar de
Although
Embora / Apesar de
Though
Embora / Apesar de
Now, let’s see them in some examples:
Project managers are essential, but they never work alone.

Gerentes de projeto são essenciais, mas eles nunca trabalham sozinhos.
Team members have different skills; however, they must work together to achieve the same goal.
Membros de equipe têm habilidades diferentes; contudo, eles devem trabalhar juntos para alcançar o
mesmo objetivo.

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In the first sentence, we see the connector but, which is used to contrast ideas between sentences.
It usually comes in the middle of a sentence, or at the beginning, as long as there is a previous
sentence, that is, it refers to a contrasting idea mentioned immediately before.
In the second sentence, unlike the previous connectors we saw, however comes in the middle of
two sentences. It is usually separated from the first sentence with a comma or semicolon, which is
the case here.
Now, let’s see some more examples with the remaining connectors:
Even though they may be in charge of leading the way, every project
relies on its human resources to have a chance of follow-through.
Apesar de eles liderarem / Embora eles liderem as coisas, cada projeto
conta com seus recursos humanos para ter uma chance de prosperar.
Although / Though teams are formed in advance, there may be changes.

Apesar das equipes serem / Embora as equipes sejam formadas com
antecedência, pode haver mudanças.
In the first example, we have even though, which can be used in the beginning or in the middle of
the sentence, but never at the end.
Next, we have the connectors although and though, which also have the same meaning; however,
though is more informal. You may have noticed that they also have the same meaning as even
though, but this one is more emphatic. Though is the only one that can be used at the end of
sentences, separated from the rest by a comma.
Now that you’ve learned some connectors to add and contrast ideas, let’s talk about questions.
There are some types of questions that can be asked. Observe:
Are you okay with that?

Você está OK com isso?
In the previous example, we have a question asked with the verb to be. This type of question is
called yes/no question, because you can usually respond to it by saying yes or no.
The same thing can happen with other verbs. Take a look:

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Do you remember how?

Você se lembra como?
In this example, we have a question in the simple present with the verb to
remember. This question can also be answered only by saying yes or no. Every time
you use an interrogative form, you will be talking about yes/no questions, because
these are the general possible answers.
However, if you want information about something specific, and you have no idea
whatsoever about the answer, you have to use a different kind of question. You are
going to use question words. Look at the following examples:
How do you get individuals to work as a project team?

Como você faz os indivíduos trabalharem como uma equipe de projeto?
How could you overcome that challenge?

Como você poderia vencer aquele desafio?
What if you have no budget to enlarge the team?

E se você não tiver orçamento para aumentar a equipe?
Here, we have two different question words: how, used to ask or talk about the way
something happens or is done, and what if, used to ask what would happen in a
particular situation. In short, these questions are about detailed information.
There are many other question words, such as what, used to ask for information or
opinions; where, meaning to which place or in which place; and when, used to ask
about the time at which something happens.
Besides that, there is also another kind of question, the indirect questions. Indirect
questions start with a yes or no question structure, and then comes the real
question. See some examples:
Do you really think this is how things work?

Você realmente acha que é assim que as coisas funcionam?
Do you know what a team is?

Você sabe o que é uma equipe?

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In the first sentence, the question could be answered with a yes or a no, but it is
understood that there will be a continuation in the dialogue.
The second question could also be answered with yes or no; however, it would not
inform what a team is. This is the type of question that is usually asked when you
want to introduce an explanation, with the intention of stimulating the listener or
reader.
Another type of question is the rhetorical question, which someone asks without
expecting an answer, or it is a question that might have an obvious answer. Observe:
Don’t you agree?

Você não concorda?
Teamwork is key in a project, isn’t it?

Trabalho em equipe é essencial em um projeto, não é?
In both previous examples, we can see that these questions are asked because the
speakers want listeners to confirm what they have just said, as if they already knew
they are right.
Now, you know verbs and phrasal verbs to talk about

the corporate world, as well as connectors to make your
speech and writing more coherent and cohesive, and
different types of questions you can ask.

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Part 3.
Activities
( 1 ) contar com ( 7 ) ganhar dinheiro ( ) team ( ) to rely on
( 2 ) andar junto a / ao ( 8 ) retomar ( ) to go through ( ) staff
( 3 ) equipe ( 9 ) ganhar prêmios ( ) to bring back ( ) to get presents
( 4 ) ganhar ( 10 ) assumir ( ) to take over ( ) to walk side-by-side

experiência
( 11 ) ganhar ( ) to gain experience ( ) to earn money
( 5 ) funcionários presentes
( ) to win prizes
( 6 ) enfrentar / passar ( 12 ) entregar
( ) to hand in
por
B. Fill in the blanks with the appropriate connectors, according to the translation.
a) that may lead to staff deployment.

E isto pode levar ao desenvolvimento da equipe.
b) Project managers are essential, they never work alone.

Gerentes de projeto são essenciais, mas/porém eles nunca trabalham sozinhos.

c) teams are formed in advance, there may be changes.
Embora as equipes sejam formadas com antecedência, pode haver mudanças.
d) Team members have different skills; , they must work

together to achieve the same goal.
Membros de equipe têm habilidades diferentes; contudo, eles devem trabalhar
juntos para alcançar o mesmo objetivo.
e) It allows the project manager to visualize if the project

has enough human resources.
Isto também permite que o gerente de projeto visualize se o projeto tem recursos
humanos suficientes.

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f) they may be in charge of leading the way, every project relies on

its human resources to have a chance of follow-through.
Apesar de eles liderarem as coisas, cada projeto conta com seus recursos humanos para
ter uma chance de prosperar.
f. Even though / Although / Though 12. to hand in 6. to go through

e. also 11. to get presents 5. staff
d. however 10. to take over 4. to gain experience
c. Although / Even though / Though 9. to win prizes 3. team
b. but / however 8. to bring back 2. to walk side-by-side
a. And 7. to earn money 1. to rely on

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Part 4.
In this chapter, you are learning about human resources and the importance of the
people involved in the development of a successful project. You have also learned
some verbs, phrasal verbs, and other elements you can use to talk about it.
You learned in the previous part of this chapter that phrasal verbs are verbs that,
together with a preposition or adverb, have a different meaning. Let’s start with a
phrasal verb about mutual support between team members:
PHRASAL VERB
Verb + adverb or preposi tion forming a new meaning
Back someone up = To provide support

Apoiar = Dar suporte
In case you need help with your task, other teammates can back you up.
Caso você precise de ajuda em sua tarefa, outros companheiros de equipe
podem apoiá-lo.
To back up is a phrasal verb formed by a verb + preposition, and it always indicates

someone or something between the two parts. It means to provide support, to help.
In this example, the meaning is that teammates could support you if you need some
help with tasks.
As we already mentioned, there are many phrasal verbs. Let’s review two of them
that we have already studied in the previous part of this chapter:
PHRASAL VERB
Verb + adverb or preposi tion forming a new meaning
A project is likely to go through serious problems.

Um projeto provavelmente enfrentará problemas sérios.
I’d like to bring back something we talked about in the last episode.
Eu gostaria de retomar algo de que abordamos no episódio passado.

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Here, we have the phrasal verbs to go through, which means to experience a tough or
unpleasant situation, and to bring back, which means to start something again, to make
you remember something. Note that the structure of phrasal verbs is always a verb +
adverb or preposition, giving a different meaning to that of the base verb.
There are many verbs that are commonly used to form phrasal verbs, and it is always
important to pay close attention to the context to understand what the meaning of the
phrasal verb in a sentence is.
Take a look at some phrasal verbs with the verb to go:
PHRASAL VERBS – TO GO
Go back = To return To go back home

Voltar Voltar para casa
Go ahead = To continue Go ahead with this conversation

Prosseguir / Continuar Prossiga / Continue com esta
conversa
Go after = To pursue To go after your goals

Perseguir / Ir atrás de Perseguir / Ir atrás de seus objetivos
Here, we have three phrasal verbs formed with the same verb and three different
prepositions and adverbs: back, after, and ahead.
Note that each of them has a different meaning according to the combinations, despite
the same base verb. In this case, when we add back, the verb to go has the meaning
of returning; to go after conveys the sense of chasing or pursuing; and to go ahead
conveys the sense of continuing something.
Now, take a look at phrasal verbs formed with the verb to bring, also added to different
prepositions and adverbs:
PHRASAL VERBS – TO BRING
To bring someone up = To raise

Criar

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It’s important to bring up kids in an atmosphere of respect.

É importante criar crianças numa atmosfera de respeito.
To bring someone down = To disappoint

Desanimar / Desapontar
Liz is really excited about the project. Nothing can bring her down.
Liz está muito empolgada com o projeto. Nada pode desanimá-la.
To bring about = To cause

Causar
A bad team brings about problems in the project.

Uma equipe ruim causa problemas ao projeto.
Here, we have the verb to bring with three different prepositions and adverbs: up, down, and about. Up gives
the sense of raising; down gives the sense of disappointing or discouraging, and about gives it the meaning
of to cause. Like the verb to go, each element added to the verb gives it a completely different meaning. So,
always pay attention to the context.
Now that you've learned about some phrasal verbs with the verbs to go and to bring, let’s talk about another
verb: to take. Here, we will see something a little different:
PHRASAL VERBS – TO TAKE
To take off = To remove

Tirar
Take off your hat.

Tire o chapéu.
To take off = To departure

Partir / Decolar
The plane takes off at 5.

O avião decola às 5 horas.
To take off = To prosper

Prosperar / Ter sucesso
A project manager takes off when the project is successful.

Um gerente de projeto decola quando o projeto é bem-sucedido.

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Note that the previous three examples are formed with the same adverb, off. However, the meanings are
different depending on the context.
In the first case, we are talking about an object that needs to be removed from the body. Next, we have the
aviation context, and the meaning of this phrasal verb becomes to departure. Finally, within the context of
projects and plans, we get the idea of prospering, being successful.
Now, take a look at another phrasal verb with the verb to take, with the same adverb and different meanings:
PHRASAL VERBS – TO TAKE
To take back = To return

Devolver
You can take it back to the store.

Você pode devolvê-lo à loja.
To take back = To retract / To withdraw

Retirar
I want you to take it back.

Eu quero que retire o que você falou.
Here, we have the phrasal verb to take back. In the first example, it means to
return something to someone or somewhere. In the second example, it means to
withdraw something said or done.
Finally, we will know another phrasal verb with to take:
PHRASAL VERBS – TAKE
To take on = To acquire / To assume

Adquirir / Assumir
The project is taking on a good rhythm.

O projeto está adquirindo um bom ritmo.
Here, we have the phrasal verb formed with the adverb on. To take on means to
continue, to acquire over time.

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It is important to remember that phrasal verbs work just like verbs do, so they
can also be used in different verb forms. But, in phrasal verbs, the verb is the only
part that will suffer changes in conjugation.
Now that you have seen how phrasal verbs are structured and that you must
always pay attention to the context in order to define their meanings, let’s see a
little more about another important topic in building ideas: connectors. They are
important because:
Connectors join words, sentences and/or paragraphs

according to a certain idea.
Conectores conectam palavras, frases e/ou parágrafos de
acordo com uma certa ideia.
There are different kinds of relationships expressed by these connectors, but, in

this chapter, you are only going to focus on two of them: adding information and
contrasting information.
First, let’s take a look at connectors of addition. And and also are the most
common ones. They are used to add one idea to another without the complete
structure being repeated. They can appear in the middle of a single sentence with
two clauses or start a sentence.
See an example:
A preventive attitude would be to take the necessary time to

determine the roles, responsibilities, and required skills for each team
member.
Uma atitude preventiva seria levar o tempo necessário para determinar as
funções, responsabilidades e habilidades necessárias para cada membro
da equipe.
The connector and is the most flexible one when it comes to sentence position.
Now, take a look at the following connectors:

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Furthermore Besides that

Além disso Além disso
Moreover In addition to that

Note that furthermore, moreover, besides that, and in addition to that are
connectors with the same meaning. They are not very common in oral language;
however, when talking about written language, it is interesting that there are
variations in the connectors used so that the text is not too repetitive.
The position of the connector is very important, just as a matter of formality.

From the list you have seen previously, moreover, and furthermore are the most
formal ones, so it is preferable to use the other ones in everyday English. Unless,
of course, you are in a strictly formal situation or using it in writing.
Let’s take a look at the example you have already seen and take the chance to
analyze a little bit further the use of the connector.
This will tend to increase their loyalty and commitment to the

project’s goals and objectives. Besides that, all the team members’
inputs are already an enormous gain for the project itself.
Isto tenderá a aumentar a lealdade e compromisso com os objetivos do
projeto. Além disso, todas as contribuições dos membros da equipe já são
um enorme ganho para o projeto em si.
Here, we have the connector besides that linking two different sentences.
Note that this connector is not going to introduce a paragraph unless there is
something before it. So, it will usually appear at the beginning of a sentence
to refer to a previous sentence, and it will be separated from the rest of the
sentence by a comma. Another possibility would be to have it at the beginning of
a paragraph referring to the previous one.
There are also the connectors of contrast, used to connect contrasting

information in a sentence or text. Let’s see some of them:

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CONNE CTORS – CONTRASTING INFORMATION
but however
mas / porém contudo
even though though

embora / apesar de embora / apesar de
although in spite of
embora / apesar de embora / apesar de
From the previous list of connectors, we have some formal and informal terms. But is the most commonly
used informal option compared with the others. Let’s check its use in a sentence:
In case the human resource is competent enough, but time is short to hand in
all the deliverables, maybe hiring more people could solve the problem.
Caso os recursos humanos sejam competentes o suficiente, mas o tempo seja
curto para todos os entregáveis, talvez contratar mais pessoas possa resolver o
problema.
In terms of placement in the sentence, the connectors of contrast have a greater change in position because
they will always be introducing the contrasting idea, but, sometimes, it is possible to invert the order of the
sentence.
In the case of however, there is a little difference in punctuation. Look at the example:
Team members have different skills; however, they must work together to
achieve the same goal.
Os membros da equipe têm habilidades diferentes; no entanto, eles devem
trabalhar juntos para alcançar o mesmo objetivo.
When used between two sentences, we use a semicolon before however, then a comma after it to start the
next idea.
Observe the following sentence rewritten with two different connectors, but without changing its original
structure:

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Although teams are formed in advance, there may be changes.

Embora as equipes sejam formadas com antecedência, pode haver mudanças.
Though teams are formed in advance, there may be changes.

Apesar de as equipes serem formadas com antecedência, pode haver mudanças.
In these examples, we have the connectors although and though. They are interchangeable
and informal. Now, observe the next examples:
There may be changes, although the teams are formed in advance.

Pode haver mudanças, embora as equipes sejam / apesar das equipes serem formadas
com antecedência.
There may be changes, even though the teams are formed in advance.
Pode haver mudanças, embora as equipes sejam / apesar das equipes serem formadas
com antecedência.
Even though is more emphatic than although due to the adverb even. But both forms are
common and informal.
However, if you want to introduce the same idea in a more formal way, see this connector:
In spite of being formed in advance, there may be changes.

Apesar de serem formadas com antecedência, pode haver mudanças.
In the previous sentence, we have the connector in spite of, which has the same meaning
as although, though, or even though, but it is used in a more formal context. Notice that it is
followed by a verb in the -ING form.
Now that you’ve learned a little more about connectors to add and contrast ideas, let’s remind
you how to ask questions.
You probably remember that, depending on the verb you are using, you need to follow a few
different interrogative structures. Let’s review them:

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INTERROGATIVE FORM
Main verb + subject + complement

Verbo principal + sujeito + complemento
SIMPLE PRESENT – VERB TO BE

Are you okay with that?
Você está OK com isso?
In the previous example, we have a question asked with the verb to be in the simple present. In this case,
we have the structure main verb + subject + complement. So, the main verb is placed before the subject.
Remember that this is a very common structure for yes/no questions, which we saw in the previous part of
this chapter.
Now, let’s see how the interrogative form works with other verbs and modal verbs:
INTERROGATIVE FORM - OTHER VERBS
Auxiliary verb + subject + main verb + complement

Verbo auxiliar + sujeito + verbo principal + complemento

Do you remember how?
Você se lembra como?
MODAL VERB
Could you overcome that challenge?
Você poderia vencer aquele desafio?
Here, we have two examples, one with the verb to remember in the simple present, and the other one with
the modal verb could. Notice that they follow the same sentence structure in the interrogative form: auxiliary
verb + subject + main verb in the base form + complement. As you can see, the auxiliary verb in the simple
present is do and the modal verb works as an auxiliary verb. They are the ones placed before the subject in
the interrogative form. The main verb will remain placed after the subject in the base form.
Now that you know how to form interrogative sentences, let’s go a little deeper into the questions that
have question words. In the vocabulary part of this chapter, you saw that these questions ask for a complete
answer. You also learned that these kinds of questions are usually formed by question words + interrogative
form.
See the first example:

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Here, we have the question word how,

QUESTION WORD – HOW which is used to ask about condition.
HOW + Interrogative Form Notice that it is followed by the
interrogative form in all examples.
How are you?
Como vai você?
Now, we have one of the most common
How do you build a strong team? question words, what, which is used to
Como você constrói uma equipe forte? ask for information or for an opinion. To
form questions with what, you will start
How can we motivate the team? the sentence with the question word and
Como podemos motivar a equipe? complete it with the interrogative form.
Take a look:
As we can see, in the previous example,

QUESTION WORD – WHAT
we have three questions with the word
WHAT + Interrogative Form
what: the first, with the verb to be in the
simple present; the second with the verb
What is your project’s scope? to do in the simple present, and the third
Qual é o escopo do seu projeto? with the modal verb could. Notice that
the interrogative structures are maintained
What do you do in the project? right after the word what.
O que você faz no projeto?
What could you do to improve the team?

O que você poderia fazer para melhorar a equipe?
In this chapter, you learned to use the connectors to add

and contrast ideas. You have also learned a little more
about phrasal verbs and different types of questions
using the structure of the interrogative form. 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
Connectors Page 218

Interrogative Form Page 247
Phrasal Verbs Page 279
Question Word How Page 292
Question Word What Page 298

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Part 5.
Activities
A. Assign ( a ) if the connector is used to add ideas and ( b ) if it is used to contrast ideas.
1) ( ) Although 5) ( ) Besides that
d. How do you build

e. What could you
Embora / Apesar de Além disso
f. How can we
2) ( ) Though 6) ( ) Furthermore
Embora / Apesar de Além disso
c. What do you
a. How are
3) ( ) Moreover 7) ( ) In addition to that
b. What is
4) ( ) However 8) ( ) But
Contudo / Porém / No entanto Mas / Porém
8. b
5. a
6. a
7. a
1. b
2. b
4. b
B. Fill in the blanks with the missing words according to the translation. 3. a
a) you? d) a strong team?

Como vai você? Como você constrói uma equipe forte?
b) your project’s e) do to improve the

scope? team?
Qual é o escopo do seu projeto? O que você poderia fazer para melhorar a
equipe?
c) do in the project? f) motivate the team?

O que você faz no projeto? Como podemos motivar a equipe?

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6
Procurement
Procurement
Part 1.
In this chapter, you will learn how to analyze situations, talk about procurements
and your professional life, as well as some important vocabulary and grammar
topics to make it happen.
Now look at the script of Procurement.
PROCUREMENT
In the last episode, I left you guys with a question – What can be done
when the staff is competent enough but can’t deliver everything on
time, and there’s no budget to enlarge the team?
The answer is to look for help from people outside the project staff,
of course! And that’s a decision related to project procurement
management.
Wait a minute, what is that?
Procurement consists of any purchase, rent, or contract with some

external resource to meet the project goals. In the case I just mentioned,
we could choose to hire temporary services from professionals out of
the project. It could be more cost-effective and less time-consuming
than selecting, training, and hiring more people.
The purpose of procurement management is to identify the items

that will be necessary to meet the project requirements. If the project
doesn’t have them already, it’s the team and the project manager’s job
to analyze if it’s more effective to either come up with the solution to
the problem themselves or get a ready-made solution available in the
market.
And what helps them decide?
The project scope, schedule, budget, and quality standards are usually
the criteria to be taken into consideration at this point. It’s important to
evaluate the pros and cons involved in hiring external services because
it affects the entire project.

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“Which would be the cons?” you might ask. “If anything is missing, just go
and get it, right?”
Well, not necessarily…
The use of external vendors introduces a risk that wouldn’t exist without
procurement activities. What do I mean by that?
Well, the deliverables from these suppliers may not meet the projects’
quality standards, for example. Or maybe they can be a bit disorganized
and start running late, which will interfere with the project schedule,
increasing costs. Shipping delays may also be a concern when it comes to
tangible items. There is also the risk of misunderstandings between what
was demanded and what was actually delivered.
But if we do need some extra help, we’ll have to manage the risks. How?
The answer would be to write a thorough statement of work, which is a

document containing all the details of the kind of work that the vendor is
required to provide. Everything must be documented and signed upfront,
with delivery dates, prices, features, payment methods, I mean, everything
that if made or delivered differently, might bring risks to the project.
It’s also useful to have a list of pre-approved vendors, who are considered
qualified enough due to their good reputation from previous services.
And then, what? Just hope for the best?
Not really, guys! Now it’s time for the project manager to keep track of
everything that is supposed to be done externally so as to avoid any
additional unnecessary risks.
And which could those be? Good question, huh?

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AQUISIÇÕES
No último episódio, deixei vocês com uma pergunta: o que pode ser feito
quando a equipe é competente o bastante, mas não consegue entregar
tudo no prazo e não há orçamento para ampliar a equipe?
A resposta é procurar ajuda fora da equipe de projeto, claro! E essa é

uma decisão relacionada ao gerenciamento de aquisições do projeto.
Espere um minuto, o que é isso?
Aquisições são qualquer compra, aluguel ou contrato com terceiros para

atender aos objetivos do projeto. No caso que acabei de mencionar,
poderíamos optar por contratar serviços temporários de profissionais
que não estão no projeto. Pode ser mais rentável e menos demorado do
que selecionar, treinar e contratar mais pessoas.
O objetivo do gerenciamento de aquisições é identificar os itens que

serão necessários para cumprir os requisitos do projeto. Se o projeto já
não os tem, cabe à equipe e ao gerente de projetos analisar se é mais
efetivo eles mesmos encontrarem uma solução para o problema ou
comprarem uma solução pronta e disponível no mercado.
E o que os ajuda a decidir?
Nesse momento, o escopo do projeto, o cronograma, o orçamento e os

padrões de qualidade são normalmente os critérios a serem levados em
consideração. É importante avaliar os prós e os contras envolvidos na
contratação de serviços externos porque isso afeta o projeto inteiro.
“Quais seriam os contras?”, vocês podem perguntar. “Se algo está

faltando, basta buscar, certo?”
Bem, não necessariamente...
O uso de fornecedores externos introduz um risco que não existiria sem

atividades de aquisição. O que eu quero dizer com isso?
Bem, os produtos finais desses fornecedores podem não cumprir os

padrões de qualidade do projeto, por exemplo. Ou, talvez, eles sejam
um pouco desorganizados e comecem a se atrasar, o que interferirá no
cronograma do projeto e elevará os custos. Atrasos de envio também
podem ser uma preocupação quando se trata de itens tangíveis. Existe
também o risco de mal-entendidos entre o que foi exigido e o que foi
realmente entregue.

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Mas se precisamos de uma ajuda extra, precisamos administrar os

riscos. Como?
A resposta seria escrever uma declaração de trabalho detalhada,

um documento que contém todos os detalhes do tipo de trabalho
que o fornecedor é obrigado a fornecer. Tudo deve ser documentado
e assinado antecipadamente, com datas de entrega, preços,
características, formas de pagamento, ou seja, tudo que, se feito ou
entregue de modo diferente, possa trazer riscos para o projeto.
Também é útil ter uma lista de fornecedores pré-aprovados, que são

considerados qualificados o bastante devido à sua boa reputação por
serviços anteriores.
E depois, o quê? Basta torcer para que tudo dê certo?
Não exatamente, pessoal! Agora é o momento de o gerente de projetos

controlar tudo o que deve ser feito externamente, para evitar quaisquer
riscos adicionais desnecessários.
E quais poderiam ser? Boa pergunta, hein?

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Part 2.
In the previous chapter, you learned about human resources in a project, and that, in order
for it to be successful, we need the engagement of many people. You also learned some
verbs and phrasal verbs related to it.
If you need more resources in order to achieve its goals during the course of the project,
this would be a mission for the person in charge of the procurement sector:
Procurement consists of any purchase, rent, or contract with some external

resource to meet the project’s goals.
Aquisições consistem em qualquer compra, aluguel ou contrato com terceiros para
atender aos objetivos do projeto.
An efficient project development consists in acquiring the right resources.

Um desenvolvimento de projeto eficiente depende da aquisição dos recursos certos.
In the first sentence, we have the phrasal verb to consist of, which is formed by the verb to
consist and the preposition of, and means to be composed of, and is commonly used to refer to
tangible things. In the second example, we have to consist in, formed with the preposition in,
which means to have as its essence, and is commonly used to refer to intangible things. Here
we have two phrasal verbs formed with the same verb, but with different prepositions; thus,
their meanings are completely different.
As we mentioned in the previous chapter, phrasal verbs are structures that modify the meaning
of a verb by adding prepositions or adverbs to it.
Note that, in the first previous sentence, we have three nouns: rent, purchase, and contract.
These nouns can also be verbs. Take a look at the first example:
We have to rent a 3D printer.

Nós precisamos alugar uma impressora 3D.
In the previous sentence, we have the verb to rent, which means the act of paying for the use
of something for a pre-established period of time.

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The noun rent also originates another noun. Observe:
The project management has to sign the form to authorize the rental.
O gerenciamento de projeto tem que assinar o formulário para autorizar o aluguel.
The rental must be here by Tuesday.

O artigo alugado deve estar aqui até terça-feira.
Here we have the noun rental, which means the arrangement someone makes to
rent something, as in these previous sentences, or the thing that’s being rented –
like a car or a house, for example.
Now, let’s talk about purchase. Take a look:
We need to make a purchase for the project.

Nós precisamos fazer uma compra para o projeto.
In the previous sentence, we have the noun purchase, which means something
you buy. It originates the verb to purchase, which is to make a purchase, that is,
to buy something.
Now, observe:
We need to purchase the material for the project.

We need to buy the material for the project.
Nós precisamos comprar o material para o projeto.
In these examples, you may have noticed that to purchase and to buy are synonyms. The only
difference between them is the level of formality. To purchase is more formal, while to buy is
informal. So, always pay attention to which one you are going to use depending on the context.
Another noun you saw was contract, which is an official agreement between people or
companies, establishing what each party will do. This word can be a verb as well. Check it out:
We need to contract a few words to fit in one page.

Precisamos contrair algumas palavras para que o texto caiba em uma página.

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Here we have the verb to contract, which means to become smaller or shorter
here in this sentence. As this sentence is talking about contracting words, it is
referring to when you use mustn’t instead of must not, for example.
However, this verb also has other meanings. Take a look at the following example:
All the employees on board the ship contracted a contagious disease.

Todos os funcionários a bordo do navio contraíram uma doença contagiosa.
In this sentence, to contract is the same as to catch an illness. So, as you can see,
the verb to contract has different meanings in different contexts.
There is still another meaning to it in the context of business. Check it out:
Joe wants to get a divorce. He should contract a lawyer.

Joe quer se divorciar. Ele deveria contratar um advogado.
Here, we have the verb to contract meaning to sign a formal agreement between parties. In this case,
the subject, he, is contracting the services of a lawyer.
Even though it is possible to say to contract in this case, there is another verb that is much more
commonly used to express the same idea: to hire. So, you could say:
Joe should hire a lawyer.

Joe deveria contratar um advogado.
We could choose to hire temporary services from professionals out of the project.
Poderíamos optar por contratar serviços temporários de profissionais que não estão no projeto.
In both previous sentences, the verb to hire could be replaced by to contract, as it means employing
someone for a specific period of time to do a job, or contracting the service itself.
As you can see, throughout a project, it is possible to look for backup in the market even if you do so for a
short time. Even if a project already has a pre-established team, you might need to do so because:
It could be more cost-effective and less time-consuming than selecting, training, and hiring more people.
Pode ser mais rentável e menos demorado do que selecionar, treinar e contratar mais pessoas.

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In the previous sentence, in addition to the verb to hire, which we have already
seen, there are two other verbs: to select, which means to choose the best and
more suitable person, and to train, which means to teach someone how to do a
specific job or activity.
Selection and training are two frequent situations in our professional lives,
especially when we’re looking for a new job. Besides these two, there are other
verbs used to describe a professional path.
Let’s start with the following two:
VERBS ON PROFESSIONAL LIFE
to look for a job to apply for a job

procurar um emprego candidatar-se a um emprego
In the first example, we have the phrasal verb to look for, which means to search.
The next step after this takes us to the second example, to apply, which means to
make a formal request for something; in this case, a job. This verb originates from
the word applicant, which is someone who makes this request.
For the next stages, the sector that is responsible for receiving résumés or CVs
will have two other steps to follow. Observe:
to select the candidates to hire

selecionar os candidatos contratar
The first verb is to select, which we have seen previously. In this case, what is
being chosen are the candidates for a job. After this choice is made, the company
moves on to the second step, which is to hire them, as we have also mentioned
earlier.
When hiring employees, they have:
to train the staff to assess the performance

treinar o pessoal avaliar o desempenho

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Here, to train means to teach someone how to do a specific job, and it is a

necessary step for the employees to know the company, its projects, and how to
conduct their tasks according to their position. From time to time, leaders need to
assess the staff’s performance, which means to judge how good they are.
There are many possible paths for a professional to take inside a company, and
they usually depend on the type of corporate culture the company follows. But
there are three situations that apply to pretty much all of them. Take a look:
If you do a bad job, the manager will fire you.

Se você fizer um trabalho ruim, o gerente vai demiti-lo.
If you don’t like your job, you can quit / resign.

Se você não gostar do seu trabalho, pode pedir demissão.
We can retire after years of service.

Podemos nos aposentar após anos de serviço.
In the previous examples, we have three situations related to stopping work.

In the first sentence, we have the verb to fire, which means forcing someone to
leave a job. In this example, we can see that this is one of the consequences of
not dedicating yourself to work. In the second example, we have the verbs to quit
and to resign, which, in this context, mean to step down from, to leave a job. In
the last example, we have the verb to retire, which means to stop working, to
leave a career, usually because of age or an illness.
In the work environment, before making any decisions, you need to analyze the
situation. And one way of analyzing things is to relate causes to their possible
consequences. For example:
If the project doesn’t have everything it needs, it’s the project manager’s
job to decide how to get it.
Se o projeto não tiver tudo de que precisa, é dever do gerente de projeto
decidir como obtê-lo.
In the previous example, we have the conjunction if, which introduces a condition,
usually followed by a consequence or result. In both sentences, note that the verb
to be, after if, comes in the simple present, which indicates that we are talking
about a fact: the project manager is responsible for taking actions in the present.

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Now, let’s see another example:
If we do need some extra help, we’ll have to manage the risks.

Se realmente precisarmos de ajuda adicional, teremos de administrar os riscos.
In this sentence, we also have the conjunction if. Here, we are talking about future
consequences, which are indicated by the modal verb will. Note that there is also
the auxiliary do before the verb to need, used to emphasize the necessity of getting
some extra help.
Another interesting strategy to analyze situations is by exploring the pros and cons.
Take a look:
It’s important to evaluate the pros and cons involved in hiring external
services because it affects the entire project.
É importante avaliar os prós e os contras envolvidos na contratação de serviços
externos porque isso afeta o projeto inteiro.
When we say pros and cons, we are talking about advantages and
disadvantages of the decisions we make, that is, we need to assess our choices.
Observe the verb to evaluate, which means to assess. Note that we also have
the verb to affect, which means to have an effect on something.
When we are evaluating our decisions, we can ask some questions:
“Which would be the cons?”, you might ask. “If anything is missing,
just go and get it, right?” Well, not necessarily…
“Quais seriam os contras?”, você pode perguntar. “Se há algo faltando, basta
buscar, certo?” Bem, não necessariamente...
The questions we see in this example are rhetorical questions that lead to
hypotheses. Here, we have a new question word, which; it is used to ask about a
particular thing. The second question starts with if, which introduces a cause and
establishes its relationship with a consequence.

143
Besides raising hypotheses and asking rhetorical questions before making a

decision, you can also think of what is possible or probable to happen in case
one path or another is taken. Let’s see an example:
The deliverables from these suppliers may not meet the projects’
quality standards.
Os entregáveis destes fornecedores podem não atender aos padrões de
qualidade do projeto.
In this sentence, we have the modal verb may, which indicates the probability of
something happening. Here, may is followed by the particle not, which makes
this sentence negative, that is, there is a probability that the deliverables will not
meet the standards.
The modal verb may can also be used in the affirmative to talk about
probabilities. Check it out:
Shipping delays may also be a concern.

Atrasos no envio também podem ser uma preocupação.
In the previous sentence, the modal verb may is used without the particle not,
that is, it is an affirmative. In this case, we are saying that shipping delays are
likely to be a concern. Note that, here, we have the verb to be right after the
modal verb may.
However, know that may be is not the same as the adverb maybe, which is also
used to raise possibilities. Observe:
Or maybe they can be a bit disorganized and start running late.

Ou talvez eles sejam um pouco desorganizados e comecem a se atrasar.
In this example, we have the adverb maybe, which comes at the beginning of
the sentence. It is followed by the modal verb can, which is used to talk about
possibilities, and the verb to be.

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Within the possibilities in every decision-making process, there are some risks
involved that need to be analyzed:
There is also the risk of misunderstandings between what was

demanded and what was actually delivered.
Há também o risco de mal-entendidos entre o que foi exigido e o que foi
realmente entregue.
In the previous sentence, misunderstandings are presented as one of the risks

that can emerge in a project. Misunderstanding is a noun formed by the word
understanding plus the prefix MIS-, which conveys the idea of something
contrary, wrong.
As we have seen, analyzing situations involves considering positive and negative
parts, raising questions, hypotheses, as well as assessing benefits and risks.
Now you know how to analyze situations, some

vocabulary related to professional life, and some nouns
and verbs related to procurement.

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Part 3.
Activities
( 1 ) comprar ( 7 ) procurar um ( ) to make a purchase ( ) to buy / to purchase

emprego
( 2 ) treinar ( ) to contract a disease ( ) to quit / to resign
( 8 ) candidatar-se a
( 3 ) fazer uma compra ( ) to hire / to contract a ( ) to fire
um emprego
lawyer
( 4 ) alugar ( ) to retire
( 9 ) se aposentar
( ) to apply for a job
( 5 ) contrair uma ( ) to rent
( 10 ) avaliar o
doença ( ) to train
desempenho ( ) to look for a job
( 6 ) contratar um ( ) to assess the
( 11 ) demitir
advogado performance
( 12 ) pedir demissão
d. purchase / buy
e. contract / hire
c. contracted
f. purchase
a. contract
b. rent
a. We need to a few words to fit in one page.
Precisamos contrair algumas palavras para que o texto caiba em uma página.
b. We have to a 3D printer. 10. to assess the performance
12. to quit / to resign

8. to apply for a job
Nós precisamos alugar uma impressora 3D.

7. to look for a job
9. to retire
11. to fire
c. All the employees on board the ship a contagious disease.

Todos os funcionários a bordo do navio contraíram uma doença contagiosa.
6. to hire / to contract a lawyer
d. We need to the material for the project.

Nós precisamos comprar o material para o projeto.
5. to contract a disease
1. to buy / to purchase
3. to make a purchase
e. Joe wants to get a divorce. He should a lawyer.

Joe quer se divorciar. Ele deveria contratar um advogado.
2. to train
4. to rent
f. We need to make a for the project.

Nós precisamos fazer uma compra para o projeto.

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Part 4.
In this part of the chapter about procurements, you will learn a little more about
subject and object pronouns, demonstratives, and the question words what
and which.
You have already seen one of the simplest structures used in order to create a
sentence: subject + verb + complement. Take a look at some examples:
SENTENCE STRUCTURE
Subject + verb + complement

Sujeito + verbo + complemento
I left you with a question.

Eu deixei uma pergunta para vocês.
It’s important to evaluate the pros and cons.

É importante avaliar os prós e contras.
In the first sentence, we have the subject, I, before the verb left, which is
the simple past of the verb to leave. After that, we have the object pronoun
you, which is the object of the verb, followed by the rest of the complement:
with a question.
In the second sentence, we have the subject, it, followed by the verb to
be conjugated in the simple present in the third person singular in its
contracted form, ’s, followed by the complement important to evaluate the
pros and cons.
As you can see, the affirmative form in the simple past and in the simple
present follows the same sentence structure, even if the main verb is to be.
The subject of the sentence may be a noun, which can be a person, a
thing, a situation or a feeling. In the examples you have just seen, there are
pronouns as subjects. These pronouns are called subject pronouns.
In a sentence, subject pronouns come before the verb, defining the type of
conjugation that should be used. Take a look:

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SUBJE CT PRONOUNS
SINGULAR PLURAL
I we
eu nós
you you
você vocês
she
ela
he they
ele eles / elas
it
ele / ela / isto / isso
As we can see in the previous list, in the singular, we have: I, you, he, she and it.
Remember that it is used to refer to things and animals. In the plural, we have we,
you and they. They is used for everything: people, material, and non-material things.
It is important to remember that subject pronouns replace a noun in the sentence;
therefore, they can only be understood based on a previously mentioned reference.
That is, a subject pronoun does not work by itself. Take a look:
The project manager is hiring new employees. He believes the project is

behind schedule.
O gerente de projeto está contratando novos funcionários. Ele acha que o
projeto está atrasado.
In the first sentence of the previous example, we have the subject project manager.
The following sentence begins with the subject pronoun he, which is referring to
the subject already mentioned, project manager. Observe that he is followed by the
verb to believe conjugated in the third person singular in the simple present.
As you can see, if we had used he by itself, we would not know for sure who that he
would be.

148
On the other hand, there are the objects, which are the elements that come after
the verb. The object of a verb can be the person or thing that receives the action
expressed by this verb. The object can be replaced with a pronoun, which is
called an object pronoun. Take a look:
OBJE CT PRONOUNS
SINGULAR PLURAL
me us
mim / me nós / nos
you you
você / o / a / lhe vocês / os / as / lhes
him
Ele / o / lhe
her them
Ela / a / lhe eles / elas / os / as / lhes
it
isto / isso / o / a / lhe
In the singular, we have me, you, him, her, and it. In the plural, the object
pronouns are us, you, and them. Note that each of the object pronouns is related
to a subject pronoun. That is:
SUBJE CT PRONOUNS – OBJE CT PRONOUNS
I me
you you
he / she / it him / her / it
we us
you ( plural) you
they them

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If the pronoun comes before the verb, it is a subject pronoun. If it is placed after the verb in the sentence
and, therefore, receives the action conveyed by the verb, it is an object pronoun.
Just as you have seen with the subject pronouns, it is necessary to have a clear reference to understand to
what the object pronoun refers. Let’s see an example:
The manager will buy the material for the project. He needs to pay for it by the end of the month.
O gerente vai comprar o material para o projeto. Ele precisa pagá-lo até o final do mês.
In this already mentioned example, we are now going to highlight the objects. As
was the case with the subject pronouns, there must be a context to know to what
the object pronoun refers.
In the first sentence, the material is the object of the verbal phrase will buy.
In the next sentence, the object pronoun is it, which refers to the material
mentioned in the previous sentence.
Sometimes, the subject of the sentence may be determined by a demonstrative
to express an idea of distance. Let’s start with some sentences with
demonstratives in the singular:
DEMONSTRATIVES
Singular
This project is very important.

Este projeto é muito importante.
That contract with the supplier is under analysis.

Aquele contrato com o fornecedor está sob análise.
In the first example, we have the demonstrative this, determining the noun
project. Together, they form the subject this project, which is followed by the
verb to be in the third person singular, plus the complement very important. We
use this when referring to something that is close to the speaker.
Next, we have the demonstrative that along with the noun contract, forming the
subject that contract. We use that when the speaker is far from what he or she
is referring to.

150
In short, you will use the demonstrative this to refer to things that are close, and
that to refer to things that are far from you, both in the singular.
There are also demonstratives in the plural form. Let’s check them out:
DEMONSTRATIVES
Plural
These new employees need training.

Estes funcionários novos precisam de treinamento.
Those delivery deadlines must be met.

Aqueles prazos de entrega precisam ser cumpridos.
In the first example, we have the demonstrative these, which forms the subject
these new employees, followed by the verb need and the complement training.
These is the plural of this, which means it conveys the idea of proximity.
In the second sentence, we have the demonstrative those, which forms the
subject those delivery deadlines, followed by the modal verb must, plus be met.
Those is the plural of that, that is, it indicates a longer distance between the
speaker and what he or she refers to.
Basically, you will use the demonstrative these to refer to things that are close,
and those to refer to things that are far from you, both in the plural.
The demonstratives this, that, these, and those can also function as pronouns
and replace the subject of a sentence, as long as they are related to a previous
reference. When this happens, it is important to note that the verb will come in
the third person singular or plural. For example:
DEMONSTRATIVE PRONOUNS
This task is approved, but these need to be redone.

Esta tarefa está aprovada, mas estas precisam ser refeitas.
That candidate is perfect for the job. Those were not assessed yet.
Aquele candidato é perfeito para o trabalho. Aqueles ainda não foram
avaliados.

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In the first example, this comes with the noun task, forming the subject this task,
followed by the verb to be in the third person singular. Next, we have only these as
the subject, which indicates that the subject in this sentence is plural; therefore, the
verb need, which follows it, is conjugated accordingly. Note that, by using this and
these, the speaker is close to the things to which he or she refers.
In the second example, we have that forming the subject that candidate, followed
by the verb to be conjugated in the third person singular. Then, we only have those
as the subject. In the context, we know it refers to candidates in the plural, because
those is plural. Therefore, the verb to be is conjugated accordingly. Note that, by
using that and those, the speaker is distant from what he or she refers to.
Now, it is time to focus on some questions with question words. On the previous
chapter, you learned about the question word what. Take a look at some examples:
WHAT + INTERROGATIVE FORM
What is that?
O que é aquilo?
What is your favorite part of this project?

Qual é a sua parte favorita deste projeto?
In the first example, we have what followed by the interrogative form of the
verb to be. That is the complement. In the second question, we have what
again, followed by the verb to be and the complement your favorite part of this
project.
The question word what is used to ask about things and activities in general.
In the first question, it is being used to ask for information about something in
the speaker’s environment. In the second question, the speaker wants to know
someone else’s favorite part of a project.
Now, let’s see other questions with what. Take a look at the following example:
WHAT + AFFIRMATIVE FORM
What helps them decide?

O que os ajuda a decidir?

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Here, what takes the place of the subject in the question, and the verb is
conjugated in the affirmative form in the third person singular in the simple
present. As a consequence, there is no auxiliary verb in this question.
Now, check out the next example:
WHAT + AFFIRMATIVE FORM
What makes a person resign?

O que faz uma pessoa pedir demissão?
Low pay makes a person resign.

Salário baixo faz uma pessoa pedir demissão.
In this example, we also have what as the subject of this question, and the verb is conjugated
in the affirmative in the third person singular in the simple present. Note that the structure is the
same as that of the previous example, and that what refers to unlimited options of answers. The
second example is the answer to the question, and it ends up being the subject of the sentence:
low pay.
There is another question word that may look similar to what: which. However, there is
a difference. Which is used to ask about alternatives or options, that is, to ask for specific
information. For example:
WHICH + INTERROGATIVE FORM
Which would be the cons?

Quais seriam os contras?
Here, we have a question formed by the question word which, followed by the interrogative form
of the modal verb would, plus the verb to be and the complement the cons. In this sentence, we
have which because it is used when there is a limited amount of options, and we want to know
specifically the cons within that context.
Observe this next example:
WHICH + INTERROGATIVE FORM
Which is your favorite part of the project: designing the scope or managing the budget?
Qual é a sua parte favorita do projeto: elaborar o escopo ou administrar o orçamento?

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In the previous example, the specificity expressed with which becomes even clearer, since the
question is complemented by two options from which the person for whom the question is
being asked will have to choose. In a context in which there is a limited number of options, we
use which. Notice that, in this case, it is followed by the verb to be in the interrogative form.
But, just as you have seen with the question word what, it is also possible to ask a question
with the affirmative structure in which the question word which assumes the role of subject,
and the answer will also be the subject. Look:
WHICH + AFFIRMATIVE FORM
Which part of the project is delayed?

Qual parte do projeto está atrasada?
Which part of the project happens next?

Qual parte do projeto acontece em seguida?
In the first question, we have which forming the subject which part of the project, followed
by the verb to be conjugated in the third person singular. In the second question, we have the
same subject, followed by the verb to happen in the third person singular of the simple present.
Notice that there is no auxiliary verb in both questions, since which functions as the subject.
As you could see, what and which may be followed by the interrogative or affirmative forms. It
will depend on what is being asked.
You have also learned that what is used when we have unlimited options, and which, when we
have a limited amount of things. Always pay attention to the context in order to know which
one to choose.
In this chapter, you have learned how to analyze situations. You have also learned
about subject and object pronouns, the demonstratives, and a little more about
question 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
Demonstratives Page 229

Object Pronouns Page 275
Question Word What Page 298
Question Word Which Page 305
Subject Pronouns Page 329

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Part 5.
Activities
A. Assign SP for subject pronoun, OP for object pronoun and D for demonstrative:
1. ( ) Those delivery deadlines must be met.
2. ( ) What helps them decide?
3. ( ) He believes the project is behind schedule.
4. ( ) This task is approved, but these need to be redone.
5. ( ) I left you with a question.
6. ( ) It’s important to evaluate the pros and cons.
7. ( ) These new employees need training.
8. ( ) He needs to pay for it by the end of the month.
B. Fill in the blanks with the missing words.
a. task is approved, but these need to be redone.

Esta tarefa está aprovada, mas estas precisam ser refeitas.
b. new employees need training.

Estes funcionários novos precisam de treinamento.
c. delivery deadlines must be met.

Aqueles prazos de entrega precisam ser cumpridos.

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d. project is very important.

Este projeto é muito importante.
e. contract with the supplier is under analysis.

Aquele contrato com o fornecedor está sob análise.
f. candidate is perfect for the job. Those were not assessed yet.
Aquele candidato é perfeito para o trabalho. Aqueles ainda não foram avaliados.
f. That
e. That
d. This 8. OP 4. D
c. Those 7. D 3. SP
b. These 6. SP 2. OP
a. This 5. OP 1. D

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7
Risks
Risks
Part 1.
In this chapter, you will learn how to express possibility and uncertainty. You will
also learn how to assess risks and how to express cause and consequence, as
well as some important vocabulary and grammar topics to make it happen.
Now, look at the script of Risks.
RISKS
Risks are part of life, and we can’t say precisely how or when they’ll
happen. But we can certainly get prepared for them!
The Project Management Institute states that risks are every uncertain
event or condition that has an impact on the project’s objectives. It may
affect anything, from people to processes, technology, and resources.
Can you think of any risks that a project might face?
An example of a risk would be a supplier having their employees going

on a strike and then delaying the manufacturing of the material you
ordered – this is something you can’t control; it’s external to your project.
Even so, you can foresee that event as something that could happen.
We deal with risks all the time in life; we may not even notice that some
things we do are to avoid some risks. For instance, when you leave an
umbrella in the car, or when you back up your last vacation pictures in
cloud storage, you’re preparing yourself for the risk of rain or of losing
your photos.
So, how can we get prepared for the risks we may face when
developing projects?
The first thing to do is to assess the risks. Literally, make a list of all the
potential risks that we might come across throughout the project. And
then ask: What are the odds? That question allows us to rate the risks
according to the chance of occurrence: low, medium, or high.

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Finally, analyze the impacts that each one of them might have on the
project and rate them as well. Only when you have an assessment of the
risks, will it be possible to work on responses.
In order to develop a sustainable, strong risk management plan, it’s crucial

to align strategies with the team members and the stakeholders. Which
risks can be tolerated? Which ones can we simply pay for the expenses
and move on? Who do we turn to if something happens? And who has
the authority to solve the problem? What if the consequences are too big?
Who will respond to those?
It is crucial to map the risks constantly. They are external to the project and
are affected by the forces that change them all the time. It’s also essential
to devise action plans to deal with them so as not to be caught by surprise
when they do take place. If risks are not predicted, a rather fatal threat may
emerge – making wrong decisions during a crisis. And believe me, nobody
wants that…
On the other hand, the project may also bring about windows of
opportunity. Once a window closes, it may never open again. Therefore,
it’s vital to be prepared for positive encounters as well. Mapping positive
consequences and planning how to take advantage of them are smart
management decisions.
Do you want an example?
Let’s suppose the project is already halfway through, and the chance to
welcome a new stakeholder comes up. Imagine they are willing to invest
an additional 20% on this project, which could expedite the process, thus
shortening the project life cycle. Or maybe that money could be allocated
in quality standards, increasing the product’s value in the market.
If the project manager, the other stakeholders, and the team members are
not prepared to grasp this opportunity, they will miss it. So, the lesson here
is: you have to be prepared for everything!

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RISCOS
Riscos fazem parte da vida, e não podemos dizer precisamente como ou

quando eles vão acontecer. Mas certamente podemos nos preparar para
eles!
O Project Management Institute afirma que riscos são todo evento

ou condição incerta que exerça algum impacto nos objetivos do
projeto. Isso pode afetar qualquer coisa, desde pessoas até processos,
tecnologia e recursos.
Vocês podem pensar em algum risco que um projeto possa correr?
Um exemplo de risco seria os funcionários de um fornecedor entrarem

em greve e então atrasar a produção do material que você encomendou
– isso é algo que você não pode controlar, trata-se de algo externo ao
seu projeto. Ainda assim, você pode prever este evento como algo que
poderia acontecer.
Na vida, lidamos com riscos o tempo inteiro. Podemos até não perceber
que fazemos algumas coisas para evitar riscos. Por exemplo, quando
você deixa um guarda-chuva no carro, ou quando faz uma cópia de
segurança em nuvem das fotos das suas últimas férias, você está se
preparando para o risco de pegar uma chuva ou perder suas fotos.
Então, como podemos nos preparar para os riscos que podemos

enfrentar ao desenvolver projetos?
A primeira coisa a fazer é avaliar os riscos. Literalmente fazer uma lista

de todos os riscos em potencial com os quais podemos nos deparar
durante o projeto. E, depois, perguntar: qual a probabilidade? Essa
pergunta nos permite classificar os riscos de acordo com a possibilidade
de ocorrência: baixa, média ou alta.
Por último, analisar os impactos que cada um deles pode ter no projeto
e classificá-los também. Somente depois que você tiver uma avaliação
dos riscos, será possível elaborar as respostas.
A fim de desenvolver um plano de gerenciamento de risco sólido e

sustentável, é crucial alinhar estratégias com a equipe e as partes
interessadas. Quais riscos podem ser tolerados? Por quais podemos
simplesmente pagar o custo e seguir em frente? Com quem falamos
se algo acontecer? E quem tem autoridade para resolver o problema?
O que acontece se as consequências são grandes demais? Quem
responde por isso?

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É crucial mapear os riscos constantemente. Eles são externos ao projeto

e são afetados por muitas forças que mudam o tempo inteiro. Também
é essencial desenvolver planos de ação para lidar com eles, para não
sermos surpreendidos quando acontecerem. Se os riscos não são
previstos, uma ameaça um tanto fatal pode surgir – tomar decisões
erradas durante uma crise. E, acreditem em mim, ninguém quer isso...
Por outro lado, o projeto também pode abrir portas para oportunidades.
Quando uma porta se fecha, ela pode nunca mais abrir. Portanto,
é vital estar preparado para encontros positivos também. Mapear
consequências positivas e planejar como aproveitá-las são decisões
inteligentes de gerenciamento.
Vocês querem um exemplo?
Vamos supor que o projeto já esteja na metade, e surja a oportunidade

de receber uma nova parte interessada. Imaginem que ela esteja
disposta a investir mais 20% no projeto, o que poderia acelerar o
processo, diminuindo, portanto, o ciclo de vida do projeto. Ou, talvez, o
dinheiro possa ser investido nos padrões de qualidade, aumentando o
valor do produto no mercado.
Se o gerente de projeto, as outras partes interessadas e os membros da

equipe não estiverem preparados para agarrar esta oportunidade, eles
vão perdê-la. Portanto, a lição aqui é: vocês têm que estar preparados
para tudo!

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Part 2.
In this chapter, we will continue our approach to project management. It is very

important to consider all the risks before making any decision in a project. With
that, we have certainties, uncertainties, and we need to pay attention to the
causes and consequences of our actions.
Let’s see the definition of risks by the Project Management Institute:
The Project Management Institute states that risks are every uncertain
event or condition that has an impact on the project’s objectives.
O Project Management Institute afirma que riscos são todo evento ou
condição incerta que exerça algum impacto nos objetivos do projeto.
In this definition, risks involve the uncertainties regarding the impact of the actions
within a project.
Observe the verb to state, which is to formally say a piece of information or an opinion.
We also have the adjective uncertain, formed by the adjective certain and the prefix
UN-. In this case, uncertain is the opposite of clear. Note that this adjective refers to the
nouns event and condition, meaning that they are not clear or not defined.
There are several ways to express certainty and uncertainty. Let’s see some examples:
It is uncertain whether we’ll finish on time.

Não se sabe se terminaremos a tempo.
In this sentence, we have the adjective uncertain preceded by the verb to be

conjugated in the third person singular. The adjective uncertain means having doubts
about something. Note that here we also have a connective, whether, which is similar
to if; however, it does not convey the idea of condition: it highlights the idea of doubt.
Now, take a look at the next example:
The managers are unsure about their estimated delivery date.

Os gerentes estão inseguros sobre a data de entrega estimada deles.

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In the previous sentence, we have the adjective unsure preceded by the verb to be
conjugated in the third person plural. This adjective is similar to uncertain, as we also
have the prefix UN- added to the word sure. Sure is the same as certain, confident.
Now, take a look at how we can express uncertainty with the word doubt:
The procurement manager is in doubt about which supplier to choose.

O gerente de aquisições está em dúvida sobre qual fornecedor escolher.
In the previous sentence, we have the expression to be in doubt about something.

This expression means to be in a state of not knowing what to do about something.
Therefore, we can understand that, here, the subject, procurement manager, does
not know what to do about the choice of supplier.
The word doubt can also be a verb. Take a look:
We doubt that another team is more effective.

Duvidamos que outra equipe seja mais eficiente.
In the previous example, we have the verb to doubt, which means to think that
something may not be true, or that it is unlikely to be true. Here, we can understand
that the subject, we, thinks another team will probably not be more effective.
We also have the word question, which differs from the word doubt because we
do not use question to express uncertainty in a general way. A question refers to a
specific matter. Let’s see how it works:
Excuse me, I have a question.

Com licença, eu tenho uma pergunta / uma dúvida.
Here, we have the verb to have, which is used with question. To have a question
means to want to know more information about something specific.
There are other expressions used to talk about uncertainty. Let’s see other
examples:
There is a slight chance we’ll need to hire more people.

There is a small chance we’ll need to hire more people.
Há uma pequena probabilidade de precisarmos contratar mais pessoas.

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In this sentence, we have the expression there is a slight chance, which means
there is little probability of anything happening. We could also say there is a
small chance, with the same meaning.
The modal verb might can also be used to talk about uncertainty. Take a look:
We might need to hire more people.

Há uma pequena probabilidade de precisarmos contratar mais pessoas.
As you know, might indicates a remote probability, that is, that something is likely
to happen, but the chances are slim. The modal verbal might comes after the
subject, we, followed by a verb in the base form, need.
Let’s get to know another expression with a word that we have seen in previous
chapters, what:
What are the odds of delivering the project in advance?

Quais são as chances de se entregar o projeto com antecedência?
Here, we have the question word what, which we reviewed in the previous
chapter, forming the expression what are the odds. The odds are the chances that
something will happen; so, saying what are the odds is the same as saying what
are the chances.
This expression can also be an interjection. Take a look at the following dialogue:
Paul: Can you believe I came across my kindergarten

teacher while coming to work today?
Paul: Você acredita que eu encontrei minha professora do
jardim de infância enquanto vinha para o trabalho hoje?
Monica: Really? What are the odds!

Monica: É mesmo? Qual a chance de isso acontecer?!
In this sentence, we see the expression what are the odds used as a reaction when
it is not believed that something can happen or that something has happened.
When you are not sure or certain of something, you will probably imagine that
there is a possibility of something going wrong. So, you are thinking about the risks
involved in that situation.

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Risk is a noun that also originates a verb. Take a look:
VERB TO RISK
to risk something
arriscar alguma coisa
Here, we have the verb to risk, which means to put something in a

situation in which that something can be destroyed or lost.
There are also other verbs used to talk about risks. Observe:
VERBS ON RISK
to run a risk / take a risk of doing something

correr um risco / arriscar-se a fazer alguma coisa
to be at risk
estar em risco
to pose / carry risks

representar riscos
Here, we have some verbs that, combined with risk, indicate different kinds of
situations. First, we have to run or to take a risk, which means to do something
even though there is danger. Then, we have to be at risk, which uses the
preposition at to say that someone or something is included in a dangerous
situation. Finally, we have to pose or to carry risks, which means that something
is dangerous.
Risks exist in any place or situation, and sometimes you cannot escape them.
What you really need is to know how to prepare for them.
Let’s take a look at some commonly-used verbs in the context of risk
management that can help us express that:
VERBS ON RISK MANAGEMENT
to map risks to foresee risks

mapear riscos prever riscos

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to assess / calculate risks to face risks

avaliar / calcular riscos enfrentar riscos
In the previous list, we have some verbs that, combined with risks, show us
attitudes that can prevent them or enable us to deal with them.
First, we have to map risks, which means to identify risks, when they can occur,
and what their effects are on the project. Then we have to foresee risks, which
means to predict risks, and, with that, we also have to assess or to calculate
risks, which is to evaluate and calculate them. When we encounter risks, it is up
to us to deal with them and move on, that is, to face risks.
Once we are aware that risks exist and are part of many processes, there are two
attitudes that we must consider in our choices. Take a look:
VERBS ON RISK
to lower / reduce / decrease risks

diminuir / reduzir riscos
to increase / raise risks

aumentar / elevar riscos
In the previous list, we have one perspective, which is to lower, reduce or

decrease risks; and its opposite, which is to increase or raise risks, that is, to
make those chances higher.
When it comes to a project, there are risks of all kinds involved. But we do not
always realize that they are there. Take a look at the following question:
Can you think of any risks that projects might face?

Você consegue pensar em algum risco que projetos poderiam enfrentar?
Here, we have an interrogative sentence formed with the modal verb can, which
means to be able to do something. Note that the speaker is asking if the listener
or reader has any idea of the probability of risks in a project. This probability is
conveyed by the use of might, which we learned earlier, placed just before the
verb to face.

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Now, take a look at the following excerpt:
An example of a risk would be a supplier having their employees

going on a strike and then delaying the manufacturing of the material
you ordered […].
Um exemplo de um risco seria os funcionários de um fornecedor
entrarem em greve e então atrasar a produção do material que você
encomendou [...].
Here, we have an example of cause and effect involving risks. First, we have
the expression going on strike, the -ING form of to go on strike, which
means to stop working to claim for workers’ rights. The consequences will
affect the manufacturing of the material. In this case, to delay is in its -ING
form, and it means to make something happen later or more slowly than
expected.
In this very same sentence, you can also see the verb to order in the simple
past, ordered, which here means to ask for goods or services to be supplied.
That is, if employees delay their deliverables, what was ordered will be
affected in a negative way.
To order means to ask for a service or good for which you will pay. Although
they are similar, to order and to request have a slight difference. To order
is different from making a request. In both cases, you ask for something;
however, to order convey the idea of a command, and to request convey the
idea of a question. See some examples of requests:
Can I ask you a favor? Can I ask you a question?

Posso lhe pedir um favor? Posso lhe fazer uma pergunta?
Sometimes, external factors prevent orders from being fulfilled:
This is something you can’t control; it’s external to your project. Even so,
you can foresee that event as something that could happen.
Isto é algo que você não pode controlar; trata-se de algo externo ao seu projeto.
Ainda assim, você pode prever este evento como algo que poderia acontecer.

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Talking about external factors that are out of our control, here we have the modal
verb can in its negative contracted form, can’t, indicating the impossibility of
something happening. In this case, what cannot be done is to control. Note that the
second sentence starts with even so, which is a connector used to introduce the
second of two contrasting pieces of information. In this case, the strike mentioned in
the previous example cannot be controlled, but it can be foreseen.
Even usually implies something unexpected or surprising, but it can also be used to
add emphasis to a word or idea. So also has several uses, such as in the formation of
the expression so as to. Take a look at the example:
It’s also essential to devise action plans to deal with them so as not to be
caught by surprise when they do take place.
Também é essencial desenvolver planos de ação para lidar com eles, para não
sermos surpreendidos quando acontecerem.
The expression so as to indicates a purpose or intention. Here, we have a negative

of this expression, determined by the particle not before to and the verb to be.
So as to has the same meaning as the following expression:
In order to develop a sustainable, strong risk management plan, it’s crucial

to align strategies with the team members and the stakeholders.
A fim de desenvolver um plano de gerenciamento de risco sólido e sustentável,
é crucial alinhar estratégias com a equipe e as partes interessadas.
In order to is an idiom that comes from the word order, which we saw earlier, but
with a different meaning. This expression indicates purpose and intention, so we
can use either so as to plus the verb or in order to plus the verb.
But one of the most common uses of the word so is in the sense of then, which
is a connector that indicates conclusion and appears in cause-and-consequence
relationships.
When you think about risks, you need to weigh your intentions and the
consequences of certain decisions. Let’s see other connectors that express this
relationship through some examples:
Delays may be a huge problem; therefore, we must avoid them.

Atrasos podem ser um grande problema; portanto, devemos evitá-los.

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Therefore is a connector used to introduce a conclusion or a consequence. Here, therefore is

introducing a conclusion.
Take a look at another sentence using this connector:
On the other hand, the project may also bring about windows of opportunity. Once
a window closes, it may never open again. Therefore, it’s vital to be prepared for
positive encounters as well.
Por outro lado, o projeto também pode abrir portas para oportunidades. Quando uma
porta se fecha, ela pode nunca mais abrir. Portanto, é vital estar preparado para encontros
positivos também.
In this example, therefore introduces a consequence or conclusion. Note that we also have
another connector, on the other hand, which is an expression used to refer to a situation
contrary to what was previously stated. This statement talks about the possibilities of good
things also happening unexpectedly, that is, we must always be open to them too.
In other words:
We do not prepare only for threats, but also for opportunities.

Não só nos preparamos para ameaças, como também para oportunidades.
Here we have another connector: not only... but also, which is used to present two related
pieces of information that complement each other. Both of them are supposed to be surprising
or unexpected, but the second one sounds even more surprising than the first.
Here is another example with a different connector:
Let’s suppose the project is already halfway through, and the chance to welcome a
new stakeholder comes up. Imagine they are willing to invest an additional 20% on
the project, which could expedite the process, thus shortening the project’s life cycle.
Suponhamos que o projeto já esteja na metade, e surja a oportunidade de receber uma
nova parte interessada. Imagine que ela esteja disposta a investir mais 20% no projeto, o
que poderia acelerar o processo, diminuindo, portanto, o ciclo de vida do projeto.
Note that, in this example, we have thus, a connector similar to therefore, introducing
a conclusion or a consequence. The only difference is that thus is a bit more formal than
therefore.

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Now you know how to express possibility and

uncertainty, how to assess risks, how to express
cause and consequence, as well as how to use
some connectors of conclusion.

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Part 3.
Activities
( 1 ) correr o risco de fazer alguma coisa ( ) to be at risk
( 2 ) estar em risco ( ) even so
( 3 ) correr o risco ( ) to face risks
( 4 ) a fim de ( ) to foresee risks
( 5 ) representar riscos ( ) to lower / reduce / decrease risks
( 6 ) mesmo assim ( ) in order to
( 7 ) prever riscos ( ) to increase / raise risks
( 8 ) avaliar os riscos ( ) to take a risk of doing something
( 9 ) diminuir / reduzir riscos ( ) to map risks
( 10 ) mapear riscos ( ) to assess risks
( 11 ) aumentar / elevar riscos ( ) to run a risk
( 12 ) enfrentar riscos ( ) to pose / carry risks
1. We do not prepare only for threats, for opportunities.

Não só nos preparamos para ameaças, como também para oportunidades.
2. Delays may be a huge problem; , we must avoid them.

Atrasos podem ser um grande problema; portanto, devemos evitá-los.
3. It is uncertain we’ll finish on time.

Não se sabe se terminaremos a tempo.
4. This is something you can’t control; it’s external to your project. ,

you can foresee that event as something that could happen.
Isto é algo que você não pode controlar; trata-se de algo externo ao seu projeto. Ainda
assim, você pode prever este evento como algo que poderia acontecer.

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5. , the project may also bring about windows of opportunity.

Por outro lado, o projeto também pode abrir portas para oportunidades.
6. Once a window closes, it may never open again. , it’s vital to be

prepared for positive encounters as well.
Quando uma porta se fecha, ela pode nunca mais abrir. Portanto, é vital estar preparado
para encontros positivos também.
6. Therefore / Thus / So 12. to face risks 6. even so

5. On the other hand 11. to increase / raise risks 5. to pose / carry risks
4. Even so 10. to map risks 4. in order to
3. whether 9. to lower / reduce / decrease risks 3. to run a risk
2. therefore / thus / so 8. to assess risks 2. to be at risk
1. but also 7. to foresee risks 1. to take a risk of doing something

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Part 4.
In this part of the chapter, you will learn about the question word who, the modal
verbs can and could, as well as some connectors.
In the last chapters, you have learned lots of verbs and adjectives related to project
management, as well as how to ask questions with what and which. Let’s start our
review with an example of what:
QUESTION WORD WHAT
What if the consequences are too big?

E se as consequências forem muito grandes?
In the previous example, we have the question word what, followed by if, forming
what if, which is used to ask about the probable results of something happening.
Then, there is the complement: consequences are too big.
As we saw in the previous chapter, the question word what is also used to ask
for information or an opinion on an unlimited number of things.
Which is also a question word used to ask about options, but when they are
limited or restricted. Take a look:
QUESTION WORD WHICH
Which risks can be tolerated? Which ones can we simply pay for the
expenses and move on?
Quais riscos podem ser tolerados? Por quais podemos simplesmente
pagar o custo e seguir em frente?
Here, we have two questions formed by the question word which with the
interrogative form of the modal verb can. In the second question, the pronoun
ones replaces risks, due to the context defined in the first question.
In this case, we use which because we are referring to a limited number of
possible answers. This is the difference between which and what. As we have
already mentioned, what is used to ask questions about an indefinite number of
possibilities.

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The previous two question words are related to ideas, things, and opinions. There
is also a question word to talk about people. Take a look:
WHO + INTERROGATIVE FORM
- Who do we turn to if something happens?

- A quem recorremos se algo acontecer?
- You turn to the manager.

- Vocês recorrem ao gerente.
Who is the question word used to ask about the subject or the object of the verb
when these are people. In the previous question, the subject is we, and who is
asking about the object of the verb, that is, the person to whom we can turn if
something happens. As you can note from the answer, that person is the project
manager.
But if you want to know the subject of the action, the question word who will
occupy the position of the subject of the sentence, followed by the affirmative
form. Check it out:
WHO + AFFIRMATIVE FORM
- Who will respond to the consequences?

- Quem responderá pelas consequências?
- The manager will respond to the consequences.

- O gerente vai responder pelas consequências.
The previous question is in the future, that is, the structure is question word who
+ modal verb will + main verb in the base form + complement. Notice that who
is in the position where the subject would be.
Now, observe an example in the simple present:
- Who has the authority to solve the problem?

- Quem tem autoridade para resolver o problema?

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- The manager has the authority to solve the problem.

- O gerente tem autoridade para resolver o problema.
In the previous examples, the question is in the simple present in the third person
singular, and there is no auxiliary verb because who occupies the position of the
subject, and it is followed by the affirmative form. So, the structure is: question
word who + main verb in the simple present + complement.
You can also use the question word who with the modal verb can. Take a look:
- Who can be responsible for risk management?

- Quem pode ser responsável pelo gerenciamento de risco?
- The manager can be responsible for risk management.

- O gerente pode ser responsável pelo gerenciamento de risco.
In the previous question, we have the use of who with the modal verb can. Note
that the sentence structure also follows the affirmative form, as who occupies the
position of the subject.
Can is a modal verb. As you know, modal verbs are auxiliary verbs that add
meaning to the main verb. Can conveys the idea of possibility, as does the modal
verb could. Let’s see some examples:
CAN / COULD – AFFIRMATIVE FORM

Ability / Possibility
We can foresee many risks if we plan the project carefully.

Podemos / Conseguimos prever muitos riscos se planejarmos o projeto
cuidadosamente.
We could finish the project faster with a bigger team.

Poderíamos / Conseguiríamos terminar o projeto mais rapidamente com
uma equipe maior.

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In the previous example, can conveys the idea that it is possible that something
will happen, whereas could conveys a distant possibility of something happening.
Depending on the context, both would also suit the idea of ability, can referring to
an ability in the present, and could, in the past.
Observe the sentence structure for the modal verbs can and could in the
affirmative form:
CAN / COULD – AFFIRMATIVE FORM
Subject + modal verb + main verb in the base form + complement

Sujeito + verbo modal + verbo principal na forma base + complemento
As you can see, both modal verbs follow the same sentence structure.
Now, let’s see how to use can and could in the negative form:
CAN / COULD – NE GATIVE FORM

This is something you can’t / cannot control; it’s external to your project.
Isto é algo que você não pode / não consegue controlar; é algo externo ao
seu projeto.
We had to confirm the purchase because the supplier could not /

couldn’t wait any longer.
Tivemos que confirmar a compra porque o fornecedor não podia /
conseguia mais esperar.
Here, we have cannot and its contracted form can’t, which are the negative forms
of can. Can’t is most common in spoken and informal language. It is important to
pay attention to the complete negative form of can, since it is spelled as one word,
cannot, which is used in a very formal context or when you want to be emphatic.
The same happens with could.
Observe the general basic structure these modal verbs follow in the negative form:
CAN / COULD – NE GATIVE FORM
Subject + modal verb + not + main verb in the base form + complement
Sujeito + verbo modal + not + verbo principal na forma base + complemento

176
It is possible to use can and could in the interrogative form to express the idea of ability or
possibility. For example:
CAN / COULD – INTERROGATIVE FORM

Can you think of any risks that a project might face?

Você pode / consegue pensar em algum risco que um projeto poderia enfrentar?
Could you think of any risks that a project might face?

Você poderia / conseguiria pensar em algum risco que um projeto poderia enfrentar?
However, it is also common to use can or could to ask for favors or permission. In this
case, can is considered more informal, while could is more formal. Check it out:

To ask for favors / permission
Can you help the manager with the strategic plan?

Você pode / consegue ajudar o gerente com o planejamento estratégico?
Could we change the teams if we have to?

Poderíamos / Conseguiríamos mudar as equipes se precisarmos?
Notice that, regardless of the idea conveyed by can and could in the interrogative form, the
structure of the sentence is the same:
Modal verb + subject + main verb in the base form + complement

Verbo modal + sujeito + verbo principal na forma base + complemento
As you can see, we just invert the modal verb and the subject, and the main verb remains in the
base form.
Besides the modal verbs and question words you have been studying since the beginning of this
module, there is yet another structure on which you are going to focus in this part of the chapter.
You have already seen some connectors of contrast, such as but, as well as connectors of addition,
like and. Now, you are going to learn more about the connectors of cause and consequence.

177
Let’s start with the connectors that indicate cause:
CONNE CTORS
Cause
Costs rise because of delays.

Os custos aumentam por causa de atrasos.
The project is short of staff due to a strike.

Falta pessoal no projeto em virtude de uma greve.
In the first example, we have the connector because of, which is one of the most
used ones. It is considered neither too formal nor too informal. However, pay
attention to the fact that it cannot be used at the beginning of a sentence, unless
the information to which it relates is explicit in the previous sentence. The second
connector we have here is due to, which is more formal and is also linked to the idea
of pointing out the origin of something.
Now, look at the following connectors, still on cause:
CONNE CTORS
Cause
Since / As the project is ahead of schedule, we can start a new one.

Já que / Como o projeto está adiantado, podemos começar um novo.
We can start a new project since / as this one is ahead of schedule.

Nós podemos começar um novo projeto já que este está adiantado.
In these examples, we have since and as, which are connectors with the same
meaning. Here, we have two ways of using these connectors, at the beginning
and in the middle of the sentence.

178
Now, it’s time to take a look at some connectors of consequence, which we have
already seen in the previous part of this chapter. Take a look:
CONNE CTORS
Consequence
Once a window closes, it may never open again. Therefore, it’s vital to
be prepared for positive encounters as well.
Quando uma porta se fecha, ela pode nunca mais abrir. Portanto, é vital
estar preparado para encontros positivos também.
New investors could help expedite the process, thus shortening the
Novos investidores podem ajudar a acelerar o processo, diminuindo,
portanto, o ciclo de vida do projeto.
Here, the first connector is therefore, one of the most used connectors to indicate
consequence and conclusion. Note that therefore is starting the second sentence.
This happens here because the relationship with the previous sentence is explicit.
Then we have thus, which is a more formal synonym for therefore. Note that
it comes after a comma, because, like its synonym, you cannot start sentences
using thus unless the relationship between the sentences is clear.
Some expressions or adverbs may seem obvious when used as indicators of
consequence or conclusion. Have a look at them:
EXPRESSIONS AND ADVERBS

Consequence
The material delivery was delayed. As a consequence / Consequently,

we had to change our schedule.
A entrega do material atrasou. Como consequência / Consequentemente,
tivemos que mudar nosso cronograma.
We had to change our schedule as a consequence of the delay in the

material delivery.
Tivemos que mudar nosso cronograma em consequência do atraso na
entrega do material.

179
Here, we have the expression as a consequence, which means the same as the adverb
consequently, and it indicates the result of the action in the previous sentence. Note that, as
they are at the beginning of the sentence, there is a comma right after the expression and the
adverb.
In the second sentence, we inverted the order of cause and consequence, maintaining the same
meaning. With the expression as a consequence in the middle of the sentence, we have to add
the preposition of and present the result before the cause. In this case, as a consequence of is
the same as because of.
This change in sentence order can happen with other expressions that indicate consequence as
well. Let’s see:
EXPRESSIONS OF CONSE QUENCE
The material delivery was delayed. As a result, we had to change our schedule.
A entrega do material atrasou. Como resultado, tivemos que mudar nosso cronograma.
As a result of the delay in the material delivery, we had to change our schedule.
Em decorrência do atraso na entrega do material, tivemos que mudar nosso cronograma.
Here, we have the expression as a result, which is also used to point out the consequence
and conclusion of something. As with the expression we saw earlier, as a result can
also be used in two ways: in the first example, followed by a comma, it is introducing a
consequence; in the second example, followed by the preposition of, it presents the cause
before the consequence, and it is the same as because of.
In this chapter, you have learned to use connectors to show cause and
consequences. You have also learned a little more about the question word who
and the modal verbs can and could. 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
Connectors Page 218

Modal Verb Can Page 259
Modal Verb Could Page 262
Question Word Who Page 308

180
Part 5.
Activities
A. Choose if the connector is used to introduce ( A ) cause or ( B ) consequence.
1. ( ) Therefore 5. ( ) As
2. ( ) Because 6. ( ) Since
3. ( ) Due to 7. ( ) So
4. ( ) Thus 8. ( ) Because of
B. Transform the sentences into affirmative, negative, or interrogative, as indicated in the parenthesis.
1. Can we change the teams if we have to?

Podemos / Conseguimos mudar as equipes se precisarmos?
(negative)
2. This is something you can’t / cannot control.

Isto é algo que você não pode / consegue controlar.
(affirmative)
3. We can foresee many risks if we plan the project carefully.

Podemos / Conseguimos prever muitos riscos se planejarmos o projeto cuidadosamente.
(interrogative)
4. Could you think about the risks that a project might face?
Você poderia / conseguiria pensar nos riscos que um projeto poderia enfrentar?
(affirmative)
5. Can you help the manager with the strategic plan?

Você pode / consegue ajudar o gerente com o planejamento estratégico?
(negative)

181
182
1. B 5. A 1. We cannot / can’t change the teams if we have to.
2. A 6. A 2. This is something you can control.
3. A 7. B 3. Can we foresee many risks if we plan the project carefully?
4. B 8. A 4. You could think about the risks that a project might face.
5. You can’t / cannot help the manager with the strategic plan.
6. Could we finish the project faster with a bigger team?
(interrogative)
Poderíamos / Conseguiríamos terminar o projeto mais rapidamente com uma equipe maior.
6. We could finish the project faster with a bigger team.
8
Communication
Communication
Part 1.
In this chapter, you will learn the importance of communication in project

management and how to express past actions. You will also see some important
vocabulary and grammar topics to make it happen.
Now look at the script of Communication.
COMMUNICATION
In the last episode, I told you we should be prepared for everything. And
getting prepared in project management demands good communication
all the way.
Have you ever had the chance to reflect on it a bit?
Allow me to begin with a story – There was once a restaurant that

wanted to promote a new dish. So, they decided to work together with
a very famous TV hostess so as to make some free-meal coupons
available on her show’s website. However, they did not warn there was
supposed to be a limited number of coupons, and they certainly did not
count on the number of people that would go online to get their coupons.
So, they ended up with huge lines, but they didn’t have enough meals for
everybody. People got really upset, and the restaurant had to reimburse
them with rain checks.
What was meant to be positive marketing, ended up being a total

nightmare to the restaurant, and they most likely lost some hundreds of
dollars.
Can you see how chaotic it can be when communication fails?
James C. Humes, a famous presidential speechwriter, once said that

“the art of communication is the language of leadership.” And that, my
friends, is true not only when it comes to leading a country but also in
any endeavor that we wish to take part in.

184
According to the Project Management Institute, most project failures can be

traced either to poor communication or the lack of it entirely. That’s why the
objectives of the project and ongoing progress must be known by everyone,
at all times. Data must flow downward, upward, and laterally as much as
needed to ensure success.
To achieve that, it’s important to plan how to manage communications

throughout the project, from scope to closure.
Any ideas on how we can do that?
The first part of the plan is to define the audience. Clear communication
must be tailored to the needs of the ones that the message is directed to.
That means you have got to consider who you will be communicating with
– is it the team members, sponsors, or customers? Do you need to use any
jargon to communicate what you need? Does the audience understand this
use of jargon?
After considering those aspects, it’s essential to understand the purpose of

your communication. What do you wish to achieve? Do you need people to
reflect on the message or to take action immediately?
This takes us to understanding the message itself. Is it about scope? Or

maybe budget and schedule? Or perhaps you want to address the risks and
deliverables…
Considering both purpose and message will define the most appropriate
channel of communication. Are formal emails necessary? Do you need to
meet with the audience face to face? Will there be a report at the end of the
meeting? Or can you communicate effectively through informal online talk?
As you can see, the success of any project depends on planning well your
means of communication and making sure you use your communication
skills. It can all be quite challenging, but it’s doable.
Well, guys, we’ve come a long way. And we’ve learned the many layers and
connections when it comes to managing projects. And most importantly,
we’ve seen how they can be put to use both at work and in life. I hope
you’ve had the chance to reflect on these matters throughout our time
together. I’ll be seeing you! Take care!

185
COMUNICAÇÃO
No último episódio, mencionei que devemos estar preparados para

tudo. E, no gerenciamento de projetos, se preparar exige uma boa
comunicação ao longo de todo o processo.
Vocês já tiveram a oportunidade de refletir um pouco sobre isso?
Permitam-me começar com uma história: um restaurante queria

promover um prato novo. Então, eles decidiram trabalhar com uma
apresentadora de TV muito famosa, e disponibilizaram alguns cupons
de refeições grátis no site do programa dela. No entanto, eles não
avisaram que o número de cupons deveria ser limitado, e certamente
não contaram com o número de pessoas que iria buscar os cupons
on-line. Então, eles acabaram com filas imensas, mas não tinham
refeições o suficiente para todos. As pessoas ficaram muito chateadas,
e o restaurante teve que reembolsá-las com cupons para serem usados
depois.
O que deveria ter sido um marketing positivo acabou se tornando um

pesadelo total para o restaurante, e eles, provavelmente, perderam
centenas de dólares.
Vocês conseguem perceber como pode ser caótico quando a

comunicação falha?
James C. Humes, renomado escritor de discursos presidenciais, disse

certa vez: “A arte da comunicação é o idioma da liderança.” E isso, meus
amigos, é verdade, não apenas quando se trata de liderar um país, como
também em qualquer empreitada da qual desejamos participar.
De acordo com o Project Management Institute, a maioria dos fracassos

de projetos está relacionada a uma comunicação ruim ou a uma total
ausência dela. É por isso que os objetivos e o andamento do projeto
precisam ser conhecidos por todos, o tempo todo. A informação deve
fluir para baixo, para cima, lateralmente, o tanto quanto for preciso para
garantir o sucesso.
Para isso, é importante planejar como administrar a comunicação durante

o projeto, desde o escopo até o encerramento.
Alguma ideia sobre como fazer isso?
A primeira parte do plano é definir o público. Uma comunicação clara

deve ser adaptada às necessidades daqueles a quem a mensagem é

186
dirigida. Isso significa que você precisa considerar com quem está se
comunicando – são membros da equipe, patrocinadores ou clientes?
Você precisa usar algum jargão para comunicar o que necessita? O
público entende o uso deste jargão?
Após considerar esses aspectos, é essencial entender o propósito da sua

comunicação. O que você deseja alcançar? Você precisa que as pessoas
reflitam sobre a mensagem ou ajam imediatamente?
Isto nos leva a entender a mensagem em si. Trata-se do escopo? Ou,

talvez, do orçamento e do cronograma? Ou, talvez, você queira abordar
os riscos e os entregáveis?
Considerar tanto propósito quanto mensagem definirá o canal de

comunicação mais apropriado. São necessários e-mails formais? Você
precisa encontrar o público cara a cara? Haverá um relatório ao final da
reunião? Ou você pode se comunicar eficientemente por meio de uma
conversa on-line informal?
Como vocês podem ver, o sucesso de qualquer projeto depende de

planejar bem seus meios de comunicação e de garantir que você esteja
usando suas habilidades de comunicação. Pode ser desafiador, mas é
possível ser feito.
Bem, pessoal, evoluímos bastante. E aprendemos sobre as muitas

camadas e conexões quando se trata de gerenciar projetos. E, mais
importante, vimos como eles podem se aplicar tanto ao trabalho quanto
à vida. Espero que vocês tenham tido a oportunidade de refletir sobre
essas questões durante nosso tempo juntos. Nos vemos em breve! Se
cuidem!

187
Part 2.
This is the last chapter in this module about project management. To wrap it up, let’s talk
about the importance of communication.
Effective communication is crucial in our lives. However, we often underestimate its
importance by not working on how to improve it.
Have you ever had the chance to reflect a bit on it?

Você já teve a oportunidade de refletir um pouco sobre isso?
In the previous question, we have the verb to reflect, which means to think
deeply about something. We use the preposition on after it, and the adverb
a bit means a little. In other words, good communication starts with the
attention we give it, considering how it happens.
First, let’s talk about the importance of good communication by telling a
brief story as an example:
A restaurant wanted to promote a new dish.

Um restaurante queria promover um prato novo.
Here, in the beginning of this story, we have wanted, the simple past of the verb to want,
which means to have a desire for something or for doing something. It is followed by the
verb to promote in the infinitive form, which means to advertise, to help sell something.
The object for this verb is a new dish, formed by the adjective new and the noun dish.
Regarding the word dish, we can take into account two meanings: that of the object that
we can also call plate, and a specific food preparation, which is part of a meal. There are
three main meals:
THREE MAIN MEALS
breakfast lunch dinner

café da manhã almoço jantar

188
Now that you know the meaning of the word dish, let’s continue our story:
They decided to work together with a very famous TV hostess and made
some free-meal coupons available on her show’s website.
Eles decidiram trabalhar junto com uma apresentadora de TV muito famosa, e
disponibilizaram alguns cupons de refeições grátis no site do programa dela.
Here, we have two verbs in the simple past. The first one, decided, is a regular verb.
The verb to decide means to make a choice or judgment about something. When
regular verbs end in -E, as is the case here, we only add -D at the end to conjugate it.
Another verb also in the simple past is made, which is the simple past of the irregular
verb to make, an irregular verb. Irregular verbs do not have a single conjugation rule.
Reading this story, you can imagine how many people were involved in this idea. After
all, offering free coupons to the audience of a famous TV show is something big. You
might think it has to be well done. Let’s move on with the narrative:
However, they did not limit the number of coupons, and they certainly did
not count on the number of people that would go online to get their coupons.
No entanto, eles não limitaram o número de cupons, e certamente não contaram
com o número de pessoas que iria buscar os cupons on-line.
This part of the story starts with however. As we have already learned, however is a
connector of contrast. Note as well that here we have the negative form of the simple
past of the verbs to limit and to count: we use the auxiliary verb did and the particle
not before the verb in the base form to make the sentence in the negative form.
There is yet the modal verb would, which conveys the idea of hypothesis to the main
verb, go. Would can be used to say what someone intended to do or what they
expected to happen.
Back to the story, not being ready to serve that many people led to consequences:
So, they ended up with huge lines, but they did not have enough meals for
everybody. People got really upset, and the restaurant had to reimburse them
with rain checks.
Então, eles acabaram com filas enormes, mas não tinham refeições o suficiente
para todos. As pessoas ficaram muito chateadas, e o restaurante teve que
reembolsá-las com cupons para serem usados depois.

189
Here in these excerpts, as we continue to talk about past events, we have more verbs in the simple
past: in the affirmative, the phrasal verb ended up, which means to be in a particular place or
situation after a series of events; and got upset, which is the same as to become unhappy about
something. In the negative form, there is the verb have preceded by the auxiliary verb did and the
particle not. We also have the structure had to reimburse, which conveys the idea of obligation or
necessity to pay something in return.
Note the use of rain check:
A rain check is a piece of paper that can be used to buy something later because it is not
available at the moment.
Rain check ou remarcação é um pedaço de papel que pode ser usado para comprar algo em
outra ocasião, porque o item não está disponível no momento.
This expression came up some time ago in the context of cancellations of baseball games.
Esta expressão surgiu há algum tempo no contexto de cancelamento de jogos de beisebol.
The ticket had two parts; one had rain check written on it. If it rained on the day of the
match and it got canceled, the viewer could use the rain check ticket in another match
without paying any extra money for it.
O ingresso tinha duas partes; uma tinha rain check escrito nela. Se chovesse no dia da partida
e ela fosse cancelada, o espectador poderia usar o bilhete rain check em outra partida sem
pagar nenhuma quantia a mais por isso.
Here in the narrative, rain check refers to a new coupon for customers who
did not get their meals so that they could return another day. Because of a
communication failure, the company ended up suffering.
Let’s see how the communication process should be thought out:
The first part of the plan is to define the audience.

A primeira parte do plano é definir o público.
Clear communication must be tailored to the needs of the ones that the
message is directed to.
Uma comunicação clara deve ser adaptada às necessidades daqueles a
quem a mensagem é dirigida.

190
In the first sentence, to define means to set limits, to determine or to describe

something, that is, we need to define the audience, our target, in order to know
the best way to plan our communication.
In the second sentence, we have the verb to tailor, which means to do something
right for the specific needs of someone or something. In this context, we can
understand that, in order to tailor the information appropriately, it is necessary
to reflect a little on to whom you are talking and for what purpose.
So, we must ask ourselves some important questions. Check them out:
That means you have got to consider who you will be communicating
with – is it the team members, sponsors, or customers? Do you need
to use any jargon to communicate what you need? Does the audience
understand this use of jargon?
Isso significa que você precisa considerar com quem está se comunicando
– são membros da equipe, patrocinadores ou clientes? Você precisa usar
algum jargão para comunicar o que necessita? O público entende o uso
deste jargão?
Here in this statement, we have the structure have got, which conveys the idea
of necessity and obligation when followed by a verb, in this case, to consider.
Note that, next, we have three questions in the simple present. The first is with
the verb to be in the third person singular. Notice that we do not use auxiliary
verbs when the main verb is to be. In the second sentence, we have the verb
to need in the second person singular, with the auxiliary verb do. In the third
sentence, we have the verb to understand in the third person singular, with the
auxiliary verb does.
Moreover, observe the word jargon in the second question. Jargons are words
and expressions used in a particular profession or by a particular group of people,
which can be difficult for other people to understand.
Let’s see another fundamental step in communication planning:
After considering those aspects, it’s essential to understand the

purpose of your communication. What do you wish to achieve? Do you
need people to reflect on the message or to take action immediately?
Após considerar esses aspectos, é essencial entender o propósito da sua
comunicação. O que você deseja alcançar? Você precisa que as pessoas
reflitam sobre a mensagem ou ajam imediatamente?

191
In this excerpt, we have questions that can help us begin to define our purpose
when communicating. We have two questions: the first is with the question word
what, followed by the interrogative form of the simple present with the main
verb to wish, which means to want something to be true. Then we have a yes/no
question, that is, one without a question word, also in the simple present, with
the verb to need in the second person singular.
Let’s see the last considerations on how to put together an efficient and clear
communication plan:
Considering both purpose and message will define the most

appropriate channel of communication.
Considerar tanto propósito quanto mensagem definirá o canal de
comunicação mais apropriado.
Here, we have the verb to consider in its -ING form, which is used when the verb takes the
place of subject of the sentence. In this case, the subject would be considering both purpose
and message. It is followed by the modal verb will, which indicates the future, together with the
verb to define, which we learned earlier. That is, in order to have an effective communication
channel, we have to consider our purpose and the message we want to convey.
Let’s see what these communication channels would be:
Are formal emails necessary? Do you need to meet with the audience face to face?
São necessários e-mails formais? Você precisa encontrar o público cara a cara?
Emails are indeed a way of communicating that has come to stay, and that is true
in any area of our lives. But when it comes to business, reports are even more
common. A report is a written or spoken statement describing something or an
event that is very important in the communication records.
So, this is another point that needs to be considered:
Will there be a report at the end of the meeting?

Haverá um relatório ao final da reunião?

192
Here in this question, we have the modal verb will with there be, which is used to
talk about existence in the future.
However, not every form of communication needs to have a formal record to be
effective:
Or can you communicate effectively through an informal online talk?

Ou você pode se comunicar eficientemente por meio de uma conversa
on-line informal?
Here, we have a question with the auxiliary verb can, which is accompanied
by the main verb to communicate. This question refers to the use of informal
conversations without a written record, such as videoconferences, for example.
Now you know how communication must be thought and

rethought so that it can be really effective.

193
Part 3.
Activities
( 1 ) ter a oportunidade ( 7 ) terminar ( ) to work together ( ) to get upset

( 2 ) trabalhar junto ( 8 ) ficar chateado(a) ( ) to count on ( ) to take action
( 3 ) prato ( 9 ) reembolsar ( ) to reimburse ( ) sponsors
( 4 ) público ( 10 ) patrocinadores ( ) to end up ( ) to have the chance
( 5 ) contar com ( 11 ) adaptar ( ) to tailor ( ) meal
( 6 ) refeição ( 12 ) agir ( ) audience ( ) dish
1. The first part of the plan is to define the .

A primeira parte do plano é definir o público.
2. Considering both purpose and message will define the most appropriate channel of
.
Considerar tanto propósito quanto mensagem definirá o canal de comunicação mais apropriado.
3. Clear communication must be to the needs of the ones that the

message is directed to.
Uma comunicação clara deve ser adaptada às necessidades daqueles a quem a mensagem é dirigida.
4. Do you need to meet with the audience ?

Você precisa encontrar o público cara a cara?
5. Will there be a at the end of the meeting?

Haverá um relatório ao final da reunião?
6. Can you effectively through an informal online talk?

Você pode se comunicar eficientemente por meio de uma conversa on-line informal?
6. communicate 12. to take action 6. meal

5. report 11. to tailor 5. to count on
4. face to face 10. sponsors 4. audience
3. tailored 9. to reimburse 3. dish
2. communication 8. to get upset 2. to work together
1. audience 7. to end up 1. to have the chance
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Part 4.
This is the final grammar section of the module on project management, and
we are talking about communication. In order to have good communication, it
is important to know how to express different verb forms so that there are no
mistakes in the middle of the process. Here, let’s talk about the modal verb would,
some verbs in the simple past, the present perfect, and some rules on regular
and irregular verbs.
Let’s start with the modal verb would. Take a look:
They certainly did not count on the number of people that would go
online to get their coupons.
Eles certamente não contavam com o número de pessoas que iria buscar os
cupons on-line.
Communication would work better with clear information.

A comunicação funcionaria melhor com informações claras.
As you know, modal verbs add meaning to the verb to which they refer; in the first sentence,
this verb is to go. The modal would is being used to show what was expected to happen in the
future. In the second sentence, the modal verb would is linked to the verb to work, which, in
this context, means to function. The use of would in this sentence indicates that something is
not working for some reason, raising a hypothesis on how it could be improved.
Observe the basic sentence structure with would in the affirmative form:
MODAL VERB WOULD

Affirmative Form
Subject + modal verb would + main verb in the base form + complement
Sujeito + verbo modal would + verbo principal na forma base + complemento
We would / We’d like to introduce new ways to communicate better.

Gostaríamos de apresentar novos meios para se comunicar melhor.

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Note that the main verb following would remains in the base form. That is, would follows the
same structure as that of the other modal verbs. Would also has a contraction in the affirmative,
which is formed by adding ’d to the end of the subject. It is widely used, mainly in informal or
spoken language.
In the interrogative and negative forms, you will follow the same structure as the one you use
with the other modal verbs. First, let’s see the negative:
MODAL VERB WOULD

Negative Form
Subject + modal verb would + not + main verb in the base form + complement
Sujeito + verbo modal would + not + verbo principal na forma base + complemento
We would not / wouldn’t want to lose clients due to bad communication.

Não gostaríamos de perder clientes em virtude de má comunicação.
In the previous example, we have the subject, we, followed by the modal verb
would, the main verb to want in its base form, plus the complement, to lose clients
due to bad communication. Note that, to form the negative, you will use would not
or its contracted form, wouldn’t.
Now let’s see an example in the interrogative:
MODAL VERB WOULD

Interrogative Form
Modal verb would + subject + main verb in the base form + complement
Verbo modal would + sujeito + verbo principal na forma base + complemento
Would the audience prefer coupons or free samples?

O público preferiria cupons ou amostras grátis?
Here, we have the modal verb would, followed by the subject the audience, plus the
main verb prefer in its base form, and the complement: coupons or free samples.
Note that, to form the interrogative, you only have to invert the order of the modal
verb and the subject.
In addition to being used to raise hypotheses or to speak of situations expected
to happen in the future but that will not actually occur, as you have already seen,
the modal verb would can also be used to say that something happened often or
regularly in the past. Let’s see an example to make it clearer:

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MODAL VERB WOULD
I remember when we would offer gifts to get new clients.

Eu lembro quando oferecíamos brindes para conseguir novos clientes.
In this example, we have the affirmative sentence beginning with the subject, I,
followed by the verb to remember conjugated in the simple present, and the adverb
when. The second subject, we, is followed by the modal verb would, the main verb
to offer in its base form, plus the complement gifts to get new clients. Note that the
subject is remembering that he or she and his or her partners used to offer gifts to
customers for some time in the past.
In other words, would conveys the idea that something used to happen but doesn’t
happen anymore. But if you want to talk about an action with a beginning and an
end at a definite moment in the past, you use the simple past.
Let’s review some examples and analyze them in detail:
SIMPLE PAST – OTHER VERBS
A restaurant wanted to promote a new dish.

They decided to work together with a very famous TV hostess and made
some free-meal coupons available on her show’s website.
Eles decidiram trabalhar junto com uma apresentadora de TV muito famosa, e
disponibilizaram alguns cupons de refeições grátis no site do programa dela.
In the first example, we have the verb to want in the simple past, conjugated with
-ED at the end because it is a regular verb ending in a consonant. In the second
example, we have the verb to decide, which is also a regular verb in the simple past,
and you just have to add -D at the end because this verb already ends in -E. Note
that both actions were initiated and completed in the past, at once.
When you use the simple past, there are different rules for regular verbs and
irregular verbs. But there is an upside to that, that is, there’s an advantage: you only
need to worry about that in the affirmative form, in which the verbs actually appear
conjugated in the past. Let’s see these rules:

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Affirmative Form

REGULAR VERBS = Add -D, -ED or -IED

VERBOS REGULARES = Adicione -D, -ED ou -IED
IRREGULAR VERBS = No general rule

VERBOS IRREGULARES = Sem regra geral
Note that, to the regular verbs, you will add -D, -ED or -IED according to the
final letters of the verb. For example, if the verb ends in a consonant and -Y, you
will remove the -Y and add -IED. Irregular verbs have their own form, and don’t
follow any general rule.
This difference applies only to the affirmative, as aforementioned. In the
negative, the verb remains in its base form, preceded by the auxiliary verb did
and the particle not, for all persons. Take a look:

Negative Form
Subject + did not / didn’t + main verb in the base form + complement
Sujeito + did not / didn’t + verbo principal na forma base + complemento
The manager did not / didn’t want to change the plan.

O gerente não quis mudar o plano.
Offering discounts did not / didn’t make our customers happy.

Oferecer descontos não deixou nossos clientes satisfeitos.
In the first example, we have the subject, the manager, followed by the modal
verb did, plus the particle not, followed by the verb to want in its base form, plus
the complement: to change the plan. In the second example, we have the verb
to offer in its -ING form, forming the subject offering discounts, followed by the
modal verb did, plus the particle not, the verb to make in its base form, and the
complement: our customers happy.

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Let’s see the interrogative with the same verbs. That way you can compare
them:

Interrogative Form
Did + subject + main verb in the base form + complement

Did + sujeito + verbo principal na forma base + complemento
Did the manager want to the change the plan?

O gerente quis mudar o plano?
Did discounts make your customers happy?

Os descontos deixaram seus clientes satisfeitos?
Like other auxiliary verbs, did goes to the beginning of the question, followed by
the subject, plus the main verb in the base form, plus the complement. Note that
these examples are mentioning events that started and ended in the past.
There is yet another verb form in English that we can use to refer to the past in
some situations. It is called the present perfect. The structure of the present
perfect uses have as an auxiliary verb and the main verb is in the past participle.
Have a look:
PRESENT PERFE CT
Affirmative Form
Subject + have/has + main verb in the past participle + complement

Sujeito + have/has + verbo principal no particípio passado + complemento
This team has worked together for many years.

Esta equipe trabalhou junta por muitos anos.
They have met all the deadlines.

Eles cumpriram todos os prazos.
In the first sentence, we have the subject, this team, followed by the auxiliary
verb has, which is conjugated in the third person singular. The main verb to work
appears in the past participle, and the complement is together for many years.
Note that the verb to work is regular; therefore, it has -ED at the end.

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In the second example, there is the subject they, followed by the auxiliary verb to
have in the third person plural, the main verb to meet in the past participle, and
the complement: all the deadlines. To meet is an irregular verb, and it becomes
met in the past participle.
Note that, unlike the simple past, the present perfect will need an auxiliary verb,
have or has, including the affirmative form. This means we have a different
general sentence structure.
The formation of the past participle follows the same rule as that of the
formation of the simple past when it comes to regular verbs. However, irregular
verbs do not follow a specific rule:
PAST PARTICIPLE
REGULAR VERBS = Add -D, -ED or -IED

VERBOS REGULARES = Adicione -D, -ED ou -IED
IRREGULAR VERBS = No general rule

VERBOS IRREGULARES = Sem regra geral
Now, let’s see how to form the negative of the present perfect. Just bear in mind that you
have to use the auxiliary verb have or has. Take a look:
PRESENT PERFE CT
Negative Form
Subject + have / has not + main verb in the past participle + complement
Sujeito + have / has not + verbo principal no particípio passado + complemento
The restaurant has not / hasn’t made clear how many coupons they would offer.
O restaurante não deixou claro quantos cupons iria oferecer.
Some projects have not / haven’t invested in communication as they should.

Alguns projetos não investiram em comunicação como deveriam.
In the first sentence, we have the subject, the restaurant, followed by the auxiliary verb
has in the third person singular. Then, comes the particle not, followed by the phrasal
verb to make clear conjugated in the past participle, and the complement. Note that the
conjugation of to make is irregular.

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In the second example, we have the subject some projects, the auxiliary verb have in
the third person plural, the particle not, the verb to invest in the past participle, and the
complement. Note that to invest is a regular verb, so it has -ED added at the end.
Observe that to form the negative of the present perfect, you use has not for the subjects
he, she and it, that is, for the third person singular. Has not can be contracted as hasn’t.
And, if the subject is equivalent to I, we, you or they, you use have not, which can be
contracted as haven’t.
To form the interrogative, you will use the auxiliary have or has, depending on the subject,
and also the past participle of the main verb. Check it out:
PRESENT PERFE CT
Interrogative Form
Have/Has + subject + main verb in the past participle + complement

Have/Has + sujeito + verbo principal no particípio passado + complemento
Have you ever had the chance to reflect a bit on it?

Você já teve a oportunidade de refletir um pouco sobre isso?
Has the project achieved its goal?

O projeto alcançou seu objetivo?
In both previous examples, we have the same structure used in other auxiliary
verbs: first, we have the auxiliary verb have, followed by the main verb in the past
participle and the complement. Note that these questions refer to situations that
have happened in the past, but we don’t know exactly when or how things went.
It is different from the simple past. We use the simple past when the action
started and finished at a definite moment in the past. And you will use the
present perfect when you refer to an action in the past without mentioning
exactly when it happened, either because you do not know when, or because this
information is not relevant.
We can also say that it refers to a past that relates to the present, that is, it has
effects on the present. Let’s see some examples to illustrate that:
PRESENT PERFE CT
These projects have been in our portfolio for years.

Estes projetos estão em nosso portfólio há anos.

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Here, we have the subject, these projects, plus the auxiliary have, followed by been
and the complement: in our portfolio for years. Note that this sentence conveys the
idea of something that started in the past and highlights the effects of that situation
on the present.
Compare with these two examples:
PRESENT PERFE CT AND SIMPLE PAST
I love Shakespeare. I have read Macbeth and Hamlet.

Eu amo Shakespeare. Eu li Macbeth e Hamlet.
I read Macbeth last May.

Eu li Macbeth em maio.
In the first example, with the present perfect, the speaker talks about something he
or she has done some time in the past, but it is not clear exactly when. In the second
sentence, we have the simple past, and the speaker’s action started and finished at
a specific moment in the past: last May. From that, we see that verb forms convey
different ideas, so they must be well used in accordance with the context.
You have come to the end of this module on project management. You have seen a
lot about how to manage a project, in addition to learning many words and structures
that will help you use English both in your personal and professional life.
In this chapter, you have learned to use the modal verb would. You have also
learned how to use the present perfect, and you could review the simple 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
Irregular Verbs – Past Participle Page 253

Modal Verb Would Page 272
Present Perfect Page 286
Simple Past Page 318

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Part 5.
Activities
A. Change the sentences into the negative or interrogative:
1. This team has worked together for many years.

( negative)
2. They have met all the deadlines.

(interrogative)
3. The audience would prefer coupons or free samples.

O público preferiria vales ou amostras grátis.
( negative)
4. Communication would work better with clear information.

A comunicação funcionaria melhor com informações claras.
(interrogative)
5. These projects have been in our portfolio for years.

Estes projetos estão em nosso portfólio há anos.
( negative)
6. A restaurant wanted to promote a new dish.

(interrogative)
7. They decided to work together with a very famous TV hostess.

Eles decidiram trabalhar com uma apresentadora de TV muito famosa.
( negative)
8. The project has achieved its goal.

O projeto alcançou sua meta.
(interrogative)

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B. Fill in the blanks with the missing verbs as indicated in the parenthesis.
1. The manager to change the plan. (want – simple past – negative)

O gerente não quis mudar o plano.
2. They all the deadlines. ( meet – present perfect – affirmative)

3. A restaurant to promote a new dish. (want – simple past – affirmative)

4. Some projects in communication as they should. (invest – present perfect

– negative)
Alguns projetos não investiram em comunicação como deveriam.
5. Offering discounts our customers happy. ( make – simple past – negative)

Oferecer descontos não deixou nossos clientes satisfeitos.
6. This team together for many years. (work – present perfect – affirmative)
8. Has the project achieved its goal?

6. has worked 7. They did not / didn’t decide to work together with a very famous TV hostess.
5. did not / didn’t make 6. Did a restaurant want to promote a new dish?
invested 5. These projects have not / haven’t been in our portfolio for years.
4. have not / haven’t 4. Would communication work better with clear information?
3. wanted 3. The audience would not / wouldn’t prefer coupons or free samples.
2. have met 2. Have they met all the deadlines?
1. did not / didn’t want 1. This team has not / hasn’t worked together for many years.

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Grammar Guide.
Adjectives
Adjectives are used to describe ADJE CTIVES
things. We can use adjectives to Subject + Verb + Adjective
describe objects, people, places,
the weather, and food, for example.
Mary is smart.
Adjectives don’t have singular Mary é esperta.
or plural forms or feminine and (subject: Mary + verb: is + adjective: smart)
masculine, and they always refer
to nouns or pronouns. John is smart.
Adjectives are used mainly in two John é esperto.
positions. In the first one, a noun or a (subject: John + verb: is + adjective: smart)
pronoun is the subject of the sentence,
followed by the verb and the adjective. Mary and John are smart.
Mary e John são espertos.
(subject: Mary and John + verb: are + adjective: smart)
The other position for adjectives is right before the noun to which they refer.
In this case, we’ll have a determiner (if necessary), the adjective and the noun.
Take a look:
ADJE CTIVES
(Determiner) + Adjective + Noun
Mary has a great job.

Mary tem um ótimo emprego.
(determiner: a + adjective: great + noun: job)
John has a great job.

John tem um ótimo emprego.
(determiner: a + adjective: great + noun: job)
Mary and John have great jobs.

Mary e John têm ótimos empregos.
( no determiner + adjective: great + noun: job)

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In this second structure, it’s possible to use a determiner or not. But what is a determiner?
A determiner can be an article, such as the, a, or an; a demonstrative, such as this, that,
these, or those; or a possessive adjective, such as my, your, his, her, its, our, or their.
DE TERMINERS
Article: the/a/an
Artigo: o(a) / um(a)
Demonstratives: this; these / that; those

Pronomes demonstrativos: este(a), esse(a); estes(as) esses(as) / aquele(a); aqueles(as)
Possessive adjectives: my / your / his / her / its / our / their

Pronomes possessivos: meu(s); minha(s) / teu(s); tua(s); seu(s); sua(s) /
seu; sua; dele; dela / nosso(s); nossa(s) / seus; suas; deles; delas
Let’s see some examples with determiners before the adjective and the noun.
ADJE CTIVES
(Determiner) + Adjective + Noun
Chris is the best student in the class.

Chris é o melhor aluno da sala.
(determiner: the + adjective: best + noun: student)
Look at those cute dogs!

Olha aqueles cachorros fofos!
(determiner: those + adjective: cute + noun: dogs)
Chocolate is my favorite dessert.

Chocolate é minha sobremesa favorita.
(determiner: my + adjective: favorite + noun: dessert)

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It’s possible to use two or more adjectives in a sentence. Look at the example:
ADJE CTIVES
Carnival is a beautiful big old festival.

O Carnaval é uma grande e bonita festa antiga.
(determiner: a + adjectives: beautiful, big, and old + noun: festival)
When you use more than one adjective in a sentence, there is an order to be followed. Check it out:
ADJE CTIVE ORDER
1st – Opinion 2nd – Size

Example: Amazing, beautiful, nice. Example: Big, small, tall, short.
Exemplo: Incrível, bonito(a), legal. Exemplo: Grande, pequeno(a), alto(a), baixo(a).
3rd – Physical characteristics 4th – Shape

Example: Thin, tall, short. Example: Round, square, rectangular.
Exemplo: Magro(a), alto(a), baixo(a). Exemplo: Redondo(a), quadrado(a), retangular.
5th – Age 6th – Color

Example: Old and young. Example: Blue, red, yellow.
Exemplo: Velho(a) e novo(a). Exemplo: Azul, vermelho(a), amarelo(a).
3rd – Physical characteristics 8th – Material

Example: Japanese, Italian, American. Example: Wooden, plastic, glass.
Exemplo: Japonês(esa), Italiano(a), Americano(a). Exemplo: De madeira, de plástico, de vidro.
9th – Type 10th – Purpose

Example: General, specific. Example: Cooking, cleaning, teaching.
Exemplo: Geral, específico(a). Exemplo: Para cozinhar, limpar, ensinar.
It’s not common to use many adjectives for the same noun, but it’s possible.
This is how adjectives are used in English.

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Adverbs of Frequency
Adverbs are words used to modify a verb, an adjective, another adverb, phrases,
or sentences. They answer questions such as where, when, for how long, how
likely, or to what degree, and are classified as adverbs of manner, place, time,
frequency, certainty, and degree.
Adverbs of frequency are the ones used to express how often we do things.
Take a look at the most common ones.

Commonly used
100% Always
Sempre
Usually/Typically
Geralmente
Often
Frequentemente
Sometimes
Às vezes / Algumas vezes
Hardly / Hardly ever

Dificilmente / Quase nunca
0% Never
Nunca

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Regarding the structure, the general rule is that the adverb comes before the main verb.

Position of the Adverb – General Rule
Do you usually go to the gym in the morning?

Você geralmente vai à academia de manhã?
(The adverb “usually” is placed before the main verb “go.”)
You can’t always get what you want.

Você nem sempre consegue o que deseja.
(The adverb “always” is placed before the main verb “get.”)
However, there are exceptions to the general rule. When the verb
to be is the main verb in the simple present or the simple past, the
adverb is placed after the verb to be.

Position of the Adverb – Verb to be: Main Verb
She is always on time.

Ela é sempre pontual.
(Verb to be = main verb; The adverb “always” is placed after it).
Pay attention to this. When the verb to be is an auxiliary verb, the position follows
the general rule and the adverb is placed before the main verb.

Position of the Adverb – Verb to be: Auxiliary Verb
I am always looking for discounts.

Eu estou sempre procurando descontos.
(Verb to be = auxiliary verb; Main verb = “looking”; The adverb “always” is
placed before the main verb.)

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Another exception is the adverb sometimes. This adverb can be placed before the subject,
before the main verb, or after the main verb.

Position of the Adverb – Verb to be: Auxiliary Verb
Sometimes we hike. / We sometimes hike. / We hike sometimes.

Às vezes caminhamos. / Nós às vezes caminhamos. / Nós caminhamos às vezes.
(The adverb “sometimes” can go before the subject, before the main verb,
or after the main verb.)
Besides the most common adverbs we’ve seen, there are some that express a definite frequency and
are most of the time placed at the end of the sentence. These adverbs usually bring us information about
scheduled and planned events.

Definite Frequency
We have exams monthly. I check the stock market daily.

Nós fazemos provas mensalmente. Eu verifico o mercado de ações diariamente.
(It means that every month we have exams.) (I check the stock market every day.)
The system is updated hourly.

O sistema é atualizado a cada hora.
(The system is updated every hour.)
An adverbial phrase expressing

frequency can also be used to tell
Definite Frequency
us how often something happens.
An adverbial phrase is a group of
words that function as an adverb Once a day Twice a week
in a sentence. They are used to add Uma vez por dia Duas vezes por semana
meaning to a verb, an adjective, or
another adverb.
Three times a month Ten times a year
Três vezes por mês Dez vezes por ano

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Check the use of adverbial phrases in the context. In terms of structure, notice that the
words combined are phrases because they form a unit that has a particular function in the
sentence. These phrases refer to the verbs to show us how often things happen. As they add
information to verbs, they are called adverbial phrases of frequency.
ADVERBIAL PHRASES OF FRE QUENCY
Sandra has Pilates classes three times a week.

A Sandra tem aula de pilates três vezes na semana.
(Sandra has Pilates classes three days in a week.)
I take a vacation twice a year.

Eu tiro férias duas vezes por ano.
(It means that I have two vacation periods per year.)
Some expressions are also used tell us how often things happen.
EXPRESSIONS
Once in a blue moon, I wash my car.

Uma vez ou outra, eu lavo o meu carro.
(“Once in a blue moon” means that something is rare, so, I rarely wash my car.)
Every now and then we visit our friends.

De vez em quando nós visitamos nossos amigos.
(“Every now and then” means that it is not all the time, but it is not rare either).
Now you know what an adverb is, as well as when and how we use adverbs of frequency and
adverbial phrases to say how often we do things or how often things happen.

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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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Connectors
Connectors are words used to join other words, phrases, sentences, or
paragraphs. They can be used to convey ideas of addition, contrast, conclusion,
logical consequence, or cause, among others. Connectors help the flow of the
speech both in written and spoken language.
In spoken language, it is natural to use fewer connectors, since the sentences
tend to be shorter. But in written language, it is advisable to connect paragraphs
and ideas in different ways.
It is important to be able to recognize the connectors when you see them in a text
to understand the ideas they convey.
Let’s see a few of them grouped according to their main ideas.
CONNE CTORS
Addition
I need to study and write a paper for tomorrow.

Eu preciso estudar e escrever um artigo para amanhã.
The new quarterback played badly. In addition to that,

he was rude during the press conference.
O novo quarterback jogou mal. Além disso,
ele foi grosseiro na coletiva de imprensa.
The price is reasonable. Moreover, the location is perfect.

The price is reasonable. Besides that, the location is perfect.
O preço é justo. Além disso, a localização é perfeita.

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Connectors are also used to contrast ideas and information.
CONNE CTORS
Contrast
The player had an injury during the game, but he played amazingly.
O jogador sofreu uma lesão durante o jogo, mas jogou de maneira surpreendente.
The player had an injury during the game; however, he played amazingly.
O jogador sofreu uma lesão durante o jogo; no entanto, jogou de maneira surpreendente.
Although she studied hard, she didn’t pass the exam.

Though she studied hard, she didn’t pass the exam.
Embora ela tenha estudado muito, ela não passou na prova.
Some connectors sound more formal than others. Nonetheless,

they convey the same idea.
CONNE CTORS
Contrast
Our vacations were great in spite of the bad weather.

Our vacations were great despite the bad weather.
Nossas férias foram ótimas, apesar do mau tempo.
These are common connectors used to refer to logical consequences or conclusions.
CONNE CTORS
Conclusion
The product was damaged, so she asked for a refund.

O produto estava danificado, então ela pediu um reembolso.
Some clients reported bugs. Therefore, we’ll have to release a new version to fix them.
Alguns clientes relataram erros. Portanto, teremos que lançar uma nova versão para corrigi-los.

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It’s common to use connectors to explain reasons or a cause.
CONNE CTORS
Reason
I read this book because my friend recommended it.

Eu li esse livro porque um amigo o recomendou.
The traffic is jammed due to the holiday.

O trânsito está engarrafado devido ao feriado.
As I had to arrive earlier at work, I didn’t go to the gym.

Como eu tinha que chegar mais cedo ao trabalho, eu não fui à academia.
They decided not to go to the beach, since it was raining.

Eles decidiram não ir à praia, já que estava chovendo.
Now you know what connectors are and how to use them.
Remember that, in most cases, using one or the other is just a matter of choice.
However, one connector may be more appropriate than the other, and that depends on whether
you are speaking or writing, or on how formal or informal the context is.

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Countable and
Uncountable Nouns
Nouns can be either countable or uncountable.
Countable nouns are the ones that we can count and thus they have a plural form.
COUNTABLE NOUNS
There’s a cat in the garden.

Tem um gato no jardim.
(a cat: indefinite article + countable noun in the singular)
There are two cats at my front door.

Tem dois gatos na minha porta da frente.
(two cats: cardinal number + countable noun in the plural)
There were many cats at the adoption fair.

Havia muitos gatos na feira de adoção.
(many cats: quantifier + countable noun in the plural)
Before countable nouns we can use the indefinite article or cardinal numbers to
specify the exact amount we are referring to.
However, if we don’t know or don’t want to mention an exact amount, we can
also use quantifiers to express the idea of quantity. Some quantifiers can only be
used with countable nouns, such as few to express small quantities, and many
to express large quantities.

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Let’s see an example in which we refer to people, which is a countable noun with irregular plural.
COUNTABLE NOUNS
Quantifiers
Small amount Large amount
There are few people at the beach. There are many people at the beach.
Há poucas pessoas na praia. Há muitas pessoas na praia.
Uncountable nouns are the ones you cannot count, and for this
reason they do not have a plural form.
Uncountable nouns are usually abstract ideas, liquids, grains, gases,
or natural phenomena. As we usually treat uncountable nouns as
singular nouns, we do not use the indefinite article with them, since
the indefinite article means one.
It is important to notice that the concept of countable and

uncountable nouns is present in several languages, but the words
that are considered countable or uncountable may vary widely from
one language to the other.
In English, the nouns “travel,” “advice,” “information,” “baggage,” and
“work” are uncountable. However, if you need to count them, there
are some strategies you can use.

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The first one is to use countable nouns with a similar meaning.
UNCOUNTABLE AND COUNTABLE NOUNS

Similar meanings
Uncountable Countable
travel a journey/trip
viagem uma jornada/viagem
baggage/luggage a bag/suitcase/backpack
bagagem uma bolsa/maleta/mochila
work a job/project/task
trabalho um trabalho/projeto / uma tarefa
advice a recommendation
conselho uma recomendação
money dollars/euros/reais/yens
dinheiro dólares/euros/reais/ienes
This strategy may not work every time, though. You may not want to use a similar
word, or maybe there isn’t a similar word that fits the context.
In such cases, you can use a quantifier. The most frequent way to quantify
uncountable nouns is to use either “some” or “(a) piece of” before these nouns.
The expression piece of can be used with not only the indefinite article (a piece of)
meaning one, but also with cardinal numbers (two pieces of).
UNCOUNTABLE NOUNS
some and (a) piece of
Some + Uncountable Noun

Can you give me some advice?
Você pode me dar alguns conselhos?

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Indefinite Article + Piece of + Uncountable Noun
Can you give me a piece of advice?
Você pode me dar um conselho?
Cardinal Number + Piece of + Uncountable Noun
Can you give me two/three/four pieces of advice?

Você pode me dar dois/três/quatro conselhos?
Check some other examples with some and a piece of used with uncountable nouns.
UNCOUNTABLE NOUNS
some and (a) piece of
Equipment – some equipment; a piece of equipment; two pieces of equipment

Equipamento – alguns equipamentos; um equipamento; dois equipamentos
Furniture – some furniture; a piece of furniture; two pieces of furniture

Móvel – alguns móveis; um móvel; dois móveis
Information – some information; a piece of information; two pieces of information

Informação – algumas informações; uma informação; duas informações
News – some news; a piece of news; two pieces of news

Notícia – algumas notícias; uma notícia; duas notícias

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Regarding moods and feelings, it’s not possible to use a piece of, but it’s possible to
use quantifiers, such as much, some, or little.
UNCOUNTABLE NOUNS
Quantifiers
I’ve been under too much pressure lately.

Tenho estado sob muita pressão ultimamente.
I feel a bit frustrated, but I see some hope for the future.
Eu me sinto um pouco frustrado, mas vejo alguma esperança no futuro.
I’d gladly accept a little help from my friends.

Eu aceitaria de bom grado um pouco de ajuda dos meus amigos.
When referring to gases, grains, and liquids, we can count them by using a
unit of measurement, such as kilos, liters, or ounces. We can also count the
containers in which they have been packed.
UNCOUNTABLE NOUNS
Units of measurement or containers
Water – liters/bottles/gallons of water

Água – litros/garrafas/galões de água
Rice – kilos/pounds/packs of rice

Arroz – quilos/libras/sacos de arroz
Sugar – cubes/spoons/cups of sugar

Açúcar – torrões/colheres/xícaras de açúcar
Now you know the most frequent countable and uncountable nouns
and how they can be quantified.

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Definite article
The definite article is a determiner. Determiners are groups of words that will
always precede a noun, since they are used to “mark” nouns.
In English, there is only one definite article: the.
DEFINITE ARTICLE
The
o(a); os(as)
Unlike other languages, the definite article in English does not change according
to gender. This means that it will remain the same before a feminine, masculine,
or neutral noun.
Take a look:
DEFINITE ARTICLE
Gender
Masculine noun Feminine noun Neutral noun

the boy the girl the kid
o menino a menina a criança
The same goes for number. The definite article in English does not change
in number either. So, there’s no article variation, whether it is referring to a
singular or a plural noun.
DEFINITE ARTICLE
Number
Masculine noun Feminine noun Neutral noun

the boys the girls the kids
os meninos as meninas as crianças

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We use the definite article when we believe the listener or reader
knows or is familiar with the noun to which we are referring.
DEFINITE ARTICLE
This is the place I told you about.

Este é o lugar do qual eu te falei.
Get the phone. It’s ringing.

Pegue o telefone. Está tocando.
The moon is beautiful tonight.

A lua está bonita hoje.
The article is placed before the noun DEFINITE ARTICLE

to which it refers. And although it is not
always immediately before the noun,
The car is outside.
articles are always determining a noun.
O carro está lá fora.
Take a look: (article: the + noun: car)
The red car is outside.

O carro vermelho está lá fora.
(article: the + adjective: red + noun: car)
In English, there are some situations in which we will not use articles before nouns. Articles
are not used before generalizations, possessive adjectives, and most proper nouns.
Let’s see each of these cases:
DEFINITE ARTICLE
No article before generalizations
The shopping bags are on the bed.

As bolsas de compras estão na cama.
(Specific shopping bags and specific bed = article)
Your shopping bags are on my bed.

Suas bolsas de compras estão na minha cama.
(Specifying the owner of the objects with possessive adjectives = no article)

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In most cases, we do not use the definite article before proper nouns either.
DEFINITE ARTICLE
General rule: no article before proper nouns
Europe Russia California Julia

The Europe The Russia The California The Julia
But there will be some exceptions to this general rule. We’ll use the definite article before
proper nouns in some situations, as we can see in the following table.
DEFINITE ARTICLE
Exceptions: definite article before proper nouns
Proper nouns that include a common noun as part of their name, such as states,
kingdom, and republic in the following examples.
The United States The United Kingdom The Czech Republic

Os Estados Unidos O Reino Unido A República Tcheca
Names of seas, rivers, deserts, mountain groups, and island groups
The Atlantic The Sahara The Caribbean

O Atlântico O Saara O Caribe
Geographical regions
The South The East The Midwest

O sul O leste O Centro-Oeste
This is how we use the definite article 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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Determiners
Determiners are words used to limit or specify the nouns that follow them. Several word classes
can function as determiners: articles, demonstratives, quantifiers, numbers, and possessive
adjectives.
DE TERMINERS
Definite article the

o, a, os, as
Indefinite article a – an
um, uma, uns, umas
this – that
esse, essa, este, esta, isso, isto – aquele, aquela, aquilo
Demonstratives
these – those
esse, essa, este, esta, isso, isto – aquele, aquela, aquilo
Possessive adjectives my – your – his – her – its – our – your – their

meu(s), minha(s) – teu(s), tua(s), seu(s), sua(s) – dele(s), dela(s)
– nosso(s), nossa(s) – vosso(s), vossa(s), de vocês
Quantifiers (a) few / (a) little – many/much – some – any

poucos, poucas – muitos, muitas – alguns, algumas – nenhum,
nenhuma, qualquer um, qualquer uma
Numbers one – third

um – terceiro
Check some examples with each of these determiners in a context and note how
determiners are also refer to nouns. There may be an adjective in between the
determiner and the noun, but they always determine the nouns.

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DE TERMINERS
I feel like going to a park to chill.

Eu estou com vontade de ir a um parque para relaxar.
(The indefinite article a is the determiner before the noun park.)
Let’s go to the park.

Vamos para o parque.
(The definite article the is the determiner before the noun park.)
I want to go to that park.

Eu quero ir àquele parque.
(The demonstrative that is the determiner before the noun park.)
My favorite place in town is Central Park.

O meu lugar preferido na cidade é o Central Park.
(The possessive adjective my is a determiner before the noun place.)
There are many parks in the city.

Há muitos parques na cidade.
(The quantifier many is the determiner before the noun parks.)
This is the second park they closed this year.

Esse é o segundo parque que eles fecham este ano.
(The ordinal number second is the determiner before the noun park.)
Determiners define nouns. They can specify quantity, proximity, or relationship.
DE TERMINERS
Have you seen my cell phone?

Você viu o meu telefone?
(My determines which cell phone I am talking about.)
(Meu determina de qual celular eu estou falando.)

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This is the girl I told you.
Essa é a garota de que eu te falei.
(It’s not any girl. It’s the girl I told you.)
(Não se trata de qualquer garota. É a garota de que eu te falei.)
Five people won the last lottery.

Cinco pessoas ganharam a última loteria.
(Five is used to quantify the noun people. How many people won in the lottery? Five.)
(Cinco quantifica o substantivo pessoas. Quantas pessoas ganharam na loteria? Cinco.)
I am thirsty. I need some water.

Eu estou com sede. Eu preciso de um pouco de água.
(Some expresses how much water I need. I can’t count water, but I can quantify it.)
(Um pouco mostra de quanta água eu preciso. Não dá pra contar água,
mas dá para quantificá-la).
Some words used as determiners can also be used as pronouns.

So, it’s important to understand the difference between them:
DE TERMINERS VS. PRONOUNS
THIS demonstrative adjective; determiner ( modifies a noun)
This shirt is beautiful.

Essa camisa é bonita.
THIS demonstrative pronoun ( replaces a noun)
This is beautiful.
Isso é bonito.

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When demonstratives work as determiners, they are placed before the noun to which they
refer. When used as pronouns, they replace the noun to which they refer. It is important
to highlight that demonstratives will have the same form no matter if they function as a
determiner or as a pronoun, so we’ll always use this, these, that, or those.
There are different words regarding possessives—possessive adjectives are placed before
a noun and function as determiners, and possessive pronouns which replace a possessive
adjective and a noun. Thus, it’s easier to spot when the possessive is a determiner and when it’s
a pronoun. Only possessive adjectives work as determiners.
Check the examples out:
This is my purse; which one is yours?

Essa é a minha bolsa; qual é a sua?
(My qualifies the noun purse = Determiner / Yours replaces your purse = Pronoun)
(Minha qualifica o substantivo bolsa = Determiner / A sua substitui sua bolsa =
My dog is white, yours is brown.

O meu cachorro é branco, o seu é marrom.
(My refers to dog = Determiner / Yours replaces your dog = Pronoun)
(Meu se refere a cachorro = Determiner / O seu substitui seu cachorro = Pronome)
Now you know what determiners are, some examples, and the difference
between determiners and pronouns.

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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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Indefinite Article
Articles are determiners. Determiners are a group of words that will always
precede a noun, since they are used to “mark” nouns.
The indefinite article “a” or its variation “an” are used to refer to things in
general. In opposite to the definite article, which is used to talk about specific
things.
ARTICLES
Indefinite x Definite
I gave Mark a book.

Eu dei um livro ao Mark.
(Things in general = indefinite article “a” or “an”)
He loved the book I gave him.

Ele adorou o livro que eu dei a ele.
(Specific things = definite article “the”)
In English, the articles do not change according to gender. This means that no
matter if the noun is feminine or masculine, there will be no variation.
Regarding number, it is important to notice that the English indefinite article is
only used before singular nouns.
INDEFINITE ARTICLE
Singular Plural
a girl girls
uma menina (umas) meninas
a boy boys
um menino (uns) meninos

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Take a look at the following examples to see how it works in a sentence:
INDEFINITE ARTICLE
The baby is a girl / a boy.

O bebê é uma menina / um menino.
(Singular noun = we can use the indefinite article)
The babies are girls/boys.

Os bebês são meninas/meninos.
(Plural noun = we cannot use the indefinite article)
We should also pay special attention to the variation of the indefinite article in English.
The indefinite article in English will vary depending on the initial sound of the word that comes
after it. If the following word begins with a consonant sound, we’ll use a, and if the following
word begins with a vowel sound, then we’ll use an.
Notice that the variation occurs based on the initial sound and not on the spelling. Considering
the vowels, sound and spelling will coincide in all words starting with the vowels A, E, and I. That
means that these words are spelled with initial vowels and have an initial vowel sound. Therefore,
they will be preceded by an.
Have a look:
INDEFINITE ARTICLE
Indefinite Article + Words Starting with A, E, and I
Words spelled with initial vowels and pronounced as vowels.

Palavras que começam com vogais que são pronunciadas como vogais.
A E I
an army an elephant an island
an avenue an event an institution
an alien an employee an immigrant

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Words starting with O and U require more attention because, although they
are spelled with an initial vowel, they may have an initial consonant sound.
As for words spelled with an initial O, most will be pronounced as vowels.
Among the most frequent words in English, we should pay special attention
to the word “one,” which has an initial consonant sound.
INDEFINITE ARTICLE
Indefinite Article + Words Starting with O
an object
um objeto
( pronounced as vowel)
( pronunciada como vogal)
a one-way street
uma rua de mão única
( pronounced as a consonant – sounds like /w/ as in the verb want)
( pronunciada como consoante – como o som inicial do verbo “want”)
As for words spelled with an initial U, we should pay more attention to the
difference in pronunciation, since there are a considerable number of words
spelled with initial U but pronounced as a consonant.
Take a look at the difference:
INDEFINITE ARTICLE
Indefinite Article + Words Starting with U
an umbrella
um guarda-chuva
( pronounced as vowel – sounds like / / as in the word “other”)
( pronunciada como vogal – como o som inicial da palavra “other”)
a university
uma universidade
( pronounced as a consonant – sounds like /j/ as in the pronoun you)
( pronunciada como consoante – como o som inicial do pronome “you”)

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We must also pay attention to the initial consonant H. Words spelled with an
initial H may carry initial vowel sounds – in case the H is silent – or consonant
sounds.
INDEFINITE ARTICLE
Indefinite Article + Words Starting with H
an hour
uma hora
( pronounced as vowel – silent initial H)
( pronunciada como vogal – o H inicial é mudo)
an honest man
um homem honesto
( pronounced as vowel – silent initial H)
( pronunciada como vogal – o H inicial é mudo)
a house
uma casa
( pronounced as consonant – the initial H is not silent)
( pronunciada como consoante – o H inicial não é mudo)
a hurricane
um furacão
( pronounced as consonant – the initial H is not silent)
( pronunciada como consoante – o H inicial não é mudo)
And this how we use the indefinite article in English.

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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
Irregular verbs are those that do not follow the rule for regular verbs. These
verbs have different forms in the past that do not follow specific spelling rules.
Some will have a different ending, some will have a vowel change, some will
become totally different from their base form, and some won’t change at all.
The verb to read has no change in spelling. However, the pronunciation of the
central vowel will be different.
IRRE GUL AR VERBS

No Change
To cut (cut) To let (let)

cortar deixar, permitir
To hurt (hurt) To put ( put)

machucar botar, colocar
Another group of irregular verbs will change the stressed vowel in their past forms.
RE GUL AR VERBS
Change the Stressed Vowel
To begin (began) To give (gave) To run (ran)

começar dar correr
To come (came) To know (knew) To see (saw)

vir saber, conhecer ver

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Still in the group of irregular verbs that undergo changes in the stressed vowel, there is a very
large group of verbs that will change the vowels from the base form to the vowel o, which is
sometimes spelled “ou.” In some verbs from this group this will be the only change. Others
undergo some additional changes.
IRRE GUL AR VERBS

Change the Stressed Vowel to “O” or “OU”
To break (broke) To bring (brought) To buy (bought)

quebrar trazer comprar
To drive (drove) To get (got) To speak (spoke)

dirigir pegar, conseguir falar
To take (took) To tell (told) To think (thought)

levar, tomar contar, dizer pensar, achar
To understand (understood) To win (won) To write (wrote)

entender, compreender ganhar escrever
Another group of irregular verbs will be altered in order to have the final syllable of their past
forms sounding as a D. Among the most frequent verbs, we can highlight three.
These widely used verbs are: to have, in the past had, to make, in the past made, and to say,
in the past said (in this case we dropped the -Y and added –ID).
IRRE GUL AR VERBS

Change to end in a “D” Sound
To have (had) To make (made) To say (said)

ter fazer falar, dizer

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There’s also a group that will vary to have the ending -T in the simple past.
In addition to the ending, another feature of this group of verbs is that the stressed vowel in the base form,
pronounced as a long vowel, in the past becomes a short vowel. For example, the verb to feel. The stressed
vowel has a long sound. But, in the past, it’s felt, which is a short vowel, and it ends in -T.
Check out a group of verbs that undergo similar changes:
RE GUL AR VERBS
Change the Stressed Vowel
To feel (felt) To keep (kept) To leave (left)

sentir manter, permancer sair, partir, deixar
To meet (met) To lose (lost) To leave (left)

encontrar, conhecer perder sair, partir, deixar
There are three very frequent verbs in English that do not fit any of the aforementioned groups,
which are the verbs to be, to go, and to do.
IRRE GUL AR VERBS

No pattern
To do (did) To go (went) To be (was/were)

fazer ir ser, estar
The verb to be is the most irregular verb in English. In the past, it is the only verb to have two
different conjugations: was and were. Look at the conjugation table of the verb to be in the past.
IRRE GUL AR VERBS

To Be (ser/estar)
Subject Pronoun Verb To Be (Simple Past)

I/he/she/it was
you/we/they were
And now you know some irregular verbs in the past.

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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.
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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?
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 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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Object Pronouns
There are two types of personal pronouns in English: personal pronouns used in the subject
position, which, for that reason, are called subject pronouns, and personal pronouns used in the
object position, which are called object pronouns.
Check the following table to see the subject and object pronouns.
PERSONAL PRONOUNS
Subject Pronouns Object Pronouns

(Replace nouns as subjects) (Replace nouns as objects)

First person I me

singular eu me/mim

Second person you you

singular tu/você te/ti/você/lhe
he him
ele ele/o/lhe

Third person she her

singular ela ela/a/lhe
it it
ele/ela ele/ela/o/a/lhe

First person we us

plural nós nos/nós

Second person you you

plural vós/vocês vos/vocês/lhes

Third person they them

plural eles/elas eles/elas/os/as/lhes

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Object pronouns are usually placed after the main verb of the sentence, since they
function as the object of these verbs. They might not be placed immediately after the
main verb, but they will always come after it. The only exception to this rule is when
they are used in certain expressions such as both of us, all of them, none of you,
etc. In such situations, they can be part of the subject of a sentence.
Let’s now take a closer look at each object pronoun.
Some languages present variations of the object pronouns used depending on the
verb they are complementing. But that won’t happen in English.
The first-person pronouns used in the position of the object of the sentence will
always be me for the singular and us for the plural.
OBJE CT PRONOUN
First Person Singular
Tell me. What is your problem?

Conte-me. Qual é o seu problema?
Read this story to me, please!

Leia esta história para mim, por favor!
Do you want to talk to me?

Você quer falar comigo?
OBJE CT PRONOUN
First Person Plural
Tell us about your day.

Conte-nos sobre o seu dia.
Are they talking about us?

Eles estão falando sobre nós / a gente?
Do you want to go to the movies with us?

Você quer ir ao cinema conosco / com a gente?

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For the second person, the personal
OBJE CT PRONOUN
pronoun used as the object pronoun is
Second Person Singular/Plural
the same used as the subject pronoun:
you. And it is used for both singular and
plural. Therefore, the context tells us if I’ll help you.
you will be referring to singular or plural. Eu vou te ajudar. / Eu vou ajudar você. / Eu vou lhe ajudar. /
Eu vou ajudar vocês/ Eu vou lhes ajudar.
I don’t understand you.

Eu não te entendo. / Eu não entendo você. /
Eu não entendo vocês.
When we read these sentences, it’s not clear if we are using you to refer to one
or to more people, that is, singular or plural. Especially because they are isolated
sentences.
In spoken language, chances are the context will make it clear, since you is used
to refer to the person or to the people you are talking to. Either way, you can make
it clearer that you are using the plural form by combining you with other words,
for example: you people, you all, or you both.
OBJE CT PRONOUN
Second Person Plural
I’ll help you people / you all / you both.

Eu vou ajudar vocês / vocês todos / vocês dois.
The third person singular object pronouns used for people are: him for masculine
and her for feminine. Both are used mostly for people.
OBJE CT PRONOUN
Third Person Singular (Him/Her)
Mike’s son looks just like him.

O filho do Mike se parece muito com ele.
(The object pronoun him refers to “Mike,” a male noun,
and it’s the object of the sentence.)
My sister is an amazing person. I love to talk to her.

Minha irmã é uma pessoa incrível. Eu adoro conversar com ela.
(We used the object pronoun her to replace the female noun “my sister.”)

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There’s still another third person singular object pronoun that is used for the other
cases: the pronoun it. This personal pronoun will also have the same form when
used as the subject or as the object pronoun.
OBJE CT PRONOUN
Third Person Singular (It)
I don’t understand this topic. I don’t understand it.

Eu não entendo este tópico. Eu não entendo (isto).
I love chocolate cake. I love it.

Eu adoro bolo de chocolate. Eu adoro (isso).
I’m watching this show. I’m watching it.

Estou assistindo a este programa. Estou assistindo (a isto).
In the third person plural, we’ll use they as the subject pronoun, and them as the object pronoun. In the
plural, we will use the same pronoun to refer to people, places, objects, animals, or any other third person
plural reference.
OBJE CT PRONOUN
Third Person Plural (Them)
I’m going to the beach with my friends. I’m going to the beach with them.
Estou indo à praia com meus amigos. Estou indo à praia com eles.
(The object is “my friends,” and it’s in the plural, so we could replace it with the object pronoun them.)
I don’t know those people. I don’t know them.

Eu não conheço aquelas pessoas. Eu não as conheço. / Eu não conheço elas.
(To avoid repetition, we can replace the object “those people” for the object pronoun them.)
I like these shoes. I like them.

Eu gosto destes sapatos. Eu gosto deles.
(The object of the sentence is “these shoes.” To avoid repetition, we can use the object pronoun them.)
And now you know more about object pronouns.

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Phrasal Verbs
A phrasal verb consists of a verb combined with one or two particles.
To form a phrasal verb, it is possible to combine a verb with an adverb, a verb
with a preposition, or a verb with both an adverb and a preposition.
PHRASAL VERB
Verb
Adverb + Preposition
Particles
Both
Adverb
+
Preposition
The verb to look, for example, means “to turn your eyes towards something.” But if we combine
this verb with a particle, we will have phrasal verbs with different meanings.
PHRASAL VERB
Verb Verb + Adverb

To look – to turn your To look ahead – to plan
eyes towards something or to prepare for the future
Olhar Olhar para o futuro
Verb + Preposition Verb + Adverb + Preposition

To look after – to take care To look forward to – to wait anxiously
Cuidar Esperar ansiosamente

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The meaning of phrasal verbs cannot usually be guessed from their individual
parts. Moreover, phrasal verbs can have multiple meanings.
PHRASAL VERBS
To put down
To write down; To criticize someone;

Escrever; anotar Criticar alguém
To repress and bring to an end; To subject an animal to euthanasia.

Reprimir, suprimir Submeter um animal à eutanásia
Pay attention not to confuse phrasal verbs and prepositional verbs.

A prepositional verb is followed by a preposition that links the verb and the complement. That means these
verbs will always have a complement after the preposition.
For example, when we listen, we listen to someone or something, if we cope, we cope with something or
someone, when we depend, we depend on something or someone, and when we go, we go to a place.
These are all prepositional verbs. The preposition links the verb to its complement, but it does not change the
meaning of the verb.
So, I can say: listen to me, listen to this, or listen to your heart.
I may have to cope with stress, or cope with the technological advances, or cope with problems.
Something may depend on my boss, depend on the weather, or depend on the situation.
I may go to the club, go to the beach, or go to my mother’s house.
PREPOSITIONAL VERBS
Listen to me Depend on my boss

Ouvir a mim Depender do meu chefe
this the weather

isso do tempo
your heart the situation

o seu coração da situação

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PREPOSITIONAL VERBS
Cope with stress Go to the club

Lidar com stress Ir à(ao) clube
technological advances the beach

avanços tecnológicos praia
problems my mother’s house

problemas casa da minha mãe
Now that we know what phrasal verbs are, check out some common phrasal verbs.
Some of the most common particles used to form phrasal verbs are about, across, ahead, along, around,
aside, away, back, by, down, forward, in, home, off, on, out, over, past, through, and up.
We’ll see some examples with the most common definitions, but it’s important to say that most of them will
have more than one meaning.
To bring up To get over To make up

Levantar (uma questão) Superar Inventar
To call off To give away To move on

Cancelar Doar Seguir em frente
To chill out To hang out To show up

Relaxar Ficar de bobeira Aparecer
To figure out To keep up To turn on/off

Descobrir Manter / Continuar Ligar/desligar
To get in To let down

Entrar Decepcionar
Some phrasal verbs are intransitive, that is, they do not need a complement. I can say, “Let’s hang out” or
“Chill out,” and there’s no need to use a complement.
But some other phrasal verbs are transitive. T hat means that they require a complement. For example, I
couldn’t just say, “turn off” without a complement. This is not grammatically correct in English, and nobody
would understand the message since I didn’t mention what exactly needs to be turned off.

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So, when phrasal verbs require a complement, we can usually place the complement before or after the
phrasal verb particle. I could say, Turn off the TV or Turn the TV off. Both sentences are correct and
comprehensible to the listener.
PHRASAL VERBS
I will have to put off the meeting. Mary shut her computer down.
I will have to put the meeting off. Mary shut down her computer.
Vou ter que adiar a reunião. Mary desligou o computador dela.
However, if we decide to replace the objects with an object pronoun, then we must place it
before the phrasal verb particle.
PHRASAL VERBS
What about the meeting? Is the computer on?

I’ll have to put it off. Mary shut it down.
I’ll have to put off it. Mary shut down it.
E a reunião? O computador está ligado?
Eu vou ter que adiá-la. Mary o desligou.
If the phrasal verb has three parts, that is, the verb + a particle + a preposition,
the particle and the preposition will never be separated.
PHRASAL VERBS
You won’t get away with it. Watch out for the car.
Você não vai se safar. Cuidado com o carro.
I can’t put up with this behavior.

Eu não posso tolerar esse comportamento.
Now you know what a phrasal verb is.

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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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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?

Como você tem estado?
(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)

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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 -
What
Question words are used to ask direct and indirect questions. On this grammar
guide, we’ll focus on the question word what, which is used to ask general
questions.
In most cases, the structure of direct and indirect questions follows this pattern:

What is your favorite color?

Qual é a sua cor favorita?
(Direct Question: Question Word + Interrogative Form)
Tell me what your favorite color is.

Diga-me qual é a sua cor favorita.
(Indirect Question: Question Word + Affirmative Form)
But when we ask direct questions with the question word what, there are three
possible structures.

Structure – Direct Questions
1. What + Interrogative Form
2. What + Verb in the Third Person Singular + Complement
3. What + Noun + Interrogative Form

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Let’s analyze each structure, starting with the first one, which is the question
word what followed by an interrogative form. This structure can be used with
any verb form.
Let’s see some examples:

What + Interrogative Form
What does she want for breakfast?

O que ela quer de café da manhã?
(Simple Present: Question Word + Auxiliary Verb + Subject +

Main Verb in its Base Form+ Complement)
What did you do yesterday?

O que você fez ontem?
(Simple Past: Question Word + Auxiliary Verb + Subject +

Main Verb in its Base Form + Complement)
What were you doing last week?

O que você estava fazendo semana passada?
(Past Continuous: Question Word + Auxiliary Verb + Subject +

Main Verb in the –ING Form + Complement)
What have you been doing lately?

O que você tem feito ultimamente?
(Present Perfect: Question Word + 1st Auxiliary + Subject + 2nd Auxiliary +

Main verb in the –ING Form + Complement)
What would you do with a million dollars?

O que você faria com um milhão de dólares?
(Simple Present: Question Word + Modal Verb + Subject +

Main Verb in its Base Form + Complement)

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It is important to notice that the structure what + interrogative form will never be used for
questions about the subject of the sentence. When we follow this structure, it means that the
subject is included in the given question.
Let’s take a closer look:

What + Interrogative Form
What does she want for breakfast?

O que ela quer de café da manhã?
She wants eggs and toast.

Ela quer ovos e torradas.
(The question is not about who performs the action, but about what the person
wants. The subject “she” is part of the question. The core answer is “eggs and toast.”)
(Não tem relação com o sujeito, mas com o que o sujeito quer fazer.
O sujeito “ela” é parte da pergunta. A resposta central é “ovos e torradas”.)
What were you doing last week?

O que você estava fazendo semana passada?
I was traveling.
Eu estava viajando.
(It’s not about who was performing the action, but what the person was doing.
The subject “you,” which is part of the question, becomes “I” in the answer.
And the core answer is “traveling.”)
(Não tem relação com quem estava fazendo a ação, mas com o que a pessoa estava
fazendo. O sujeito “você”, que é parte da pergunta, vira “eu” na resposta.
A resposta central é “viajando”.)

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But it is possible to ask questions with the question word what to learn about the subject of a sentence.
In such cases, we will use the structure: What + Verb in The Third Person Singular + Complement.
Check the following examples:

What + Verb in Third Person Singular + (Complement)
What makes you happy? Spending time with my family makes me happy.
O que deixa você feliz? Passar tempo com a minha família me deixa feliz.
(The core answer is “spending time with my family,” which is the subject of the answer and is not
part of the question. That is why the verb in question is in the third person singular “makes.”)
(A resposta central é “passar tempo com a minha família”, que é o sujeito da resposta e não faz parte da
pergunta. Por isso o verbo da pergunta está na terceira pessoa do singular “makes”, deixa.)
There are so many people here. What’s happening?

Tem tanta gente aqui. O que está acontecendo?
A music festival (is happening here).

Um festival de música (está acontecendo aqui).
(The core answer is “a music festival,” which is the subject of the answer and is not part
of the question. That is why the verb in question is in the third person singular “is.”)
(A resposta central é “um festival de música”, que é o sujeito da resposta e não faz parte
da pergunta. Por isso o verbo da pergunta está na terceira pessoa do singular “is”, está.)
What’s bothering them?

O que está incomodando eles?
Not having money to pay their bills (is bothering them).

Não ter dinheiro para pagar as suas contas (está incomodando eles).
(The core answer is “not having money to pay their bills,” which is the subject of the answer and is
not part of the question. That is why the verb in question is in the third person singular “is.”)
(A resposta central é “não ter dinheiro para pagar suas contas”, que é o sujeito da resposta e não faz
parte da pergunta. Por isso o verbo da pergunta está na terceira pessoa do singular “is”, está.)

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Let’s take a closer look and analyze the structure of the examples
we have previously seen.
(1) (2) (3)

What + Verb in the Third Person Singular + Complement (if necessary)
(1) (2) (3)

What makes you happy?
(1) (2)
What’s happening?
(1) (2) (3)

What’s bothering them?
If you want to ask a more specific question using what, place a noun right after
the question word.

What + Noun + Interrogative Form
What time do you usually wake up?

A que horas você geralmente acorda?
(What + time = used to ask about the hour)
What kind of music do you like?

De que tipo de música você gosta?
(What + kind = used to ask about the specific type of a thing)
What size do you need?

De que tamanho você precisa?
(What + size = used to ask about size)

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There are still some special cases, such as what + about. It is used
to make an offer or to ask about your opinion or how you feel about
something.

Special Cases – What About
What about going to the movies?

Que tal irmos ao cinema?
Great idea.
Ótima ideia.
How are you?

Como vai você?
I’m fine, thanks. What about you?

Eu estou bem. E você?
In informal conversations, there are some common

expressions with the question word what.

Expressions
What’s up?
E aí?
What now?
O que agora?

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The question word what can also be used in exclamations to express surprise,
shock, or emotions. In this case, we use: what + an article + (an adjective) + a
noun. We may or may not include the adjective, but the noun must always be
there in exclamations with what.

Exclamations
Structure: What + Article + (Adjective) + Noun
What a (beautiful) place!

Que lugar (bonito)!
(What + Article “a” + (Adjective “beautiful”) + Noun “place”)
What a great song!

Que música ótima!
(What + Article “a” + Adjective “great” + Noun “song”)
What a ( nice) gesture!

Que gesto (legal)!
(What + Article “a” + (Adjective “nice”) + Noun “gesture)
What a song!
Que música!
(What + Article “a” + Noun “song”)
Now you know different ways in which you can use the question word what, the structure used
with different verb forms, as well as how to use it in exclamations and expressions.

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Question Word -
Which
Question words are used to ask direct and indirect questions. On this grammar
guide, we’ll talk about the question word which.
We use which to ask about specific information. As in some contexts which will
be interchangeable with the question word what, it’s important to highlight the
difference between these two question words.
The most important feature of which is that it’s used when there’s a limited
number of choices in mind.
QUESTION WORDS
What vs. Which
What’s your phone number?

Qual é o seu telefone?
(There are many possibilities. Country code, area code,
and several possible combinations of numbers.)
Which size do you want?

Que tamanho você quer?
(There are limited options, such as small, medium, or large.)
In English, when we ask direct questions with both which and what, it’s possible to use a noun
after the question word to make the question more specific.
Again, you’ll choose to use one or the other based on the range of options. Take a look at the
examples.
QUESTION WORDS
Which vs. What
I bought white and grey paint. Which color will you choose for your bedroom?
Eu comprei tinta branca e cinza. Qual cor você vai escolher para o seu quarto?
(Limited options = only two colors available: white and grey)

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I’m trying to decide on the new color of our bedroom walls. What colors do you like?
Eu estou tentando decidir a cor das paredes do nosso quarto. De quais cores você gosta?
(Broader option = from all the colors, you can choose the ones you like)
Which can also be followed by a pronoun, usually because you don’t want to repeat the
options you have just given, and in such case, we’ll frequently use the pronoun one.
QUESTION WORD – WHICH

Which + Pronoun
Structure: Which + Pronoun + Interrogative Form
Mr. Brown and Ms. Davenport are my favorite teachers.

O Sr. Brown e a Sra. Davenport são meus professores favoritos.
OK. But which one do you like the most?

OK. Mas de qual deles você gosta mais?
(Replace “teacher” with “one” since the teachers were already mentioned.)
We can also use an object pronoun or a determiner right after

which, but in such case we’ll use which of. Check the examples.

Which of
Which of us is going to sleep in the bigger bed?

Qual de nós vai dormir na cama maior?
Which of these jackets is yours?

Qual dessas jaquetas é sua?

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The question word which can be used in direct and indirect questions. In direct questions, it
follows the interrogative form and structure, whereas in indirect questions we are reporting the
question or there’s a question within another question.

Which dress do you prefer? The pink or the green?

Qual vestido você prefere? O rosa ou o verde?
(Direct Question: Which + Structure of the Interrogative Form)
Can you give me some suggestions on which museums I should visit in Berlin?
Você pode me dar algumas sugestões de quais museus eu devo visitar em Berlim?
(Indirect Question: Which + Structure of the Affirmative Form)
Now you know how to ask questions using the question word which, and know the
difference between what and which, their use and structure.

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Question Word –
Who
Question words are used to ask direct and indirect questions. The question word
who is used to ask questions about people.
Question Word—W ho
Who is that girl?

Quem é aquela garota?
(Direct question = who + structure of interrogative form)
Tell me who that girl is.

Diga-me que é essa garota.
(Indirect question = who + structure of affirmative form)
As with all question words, the most frequent structure to ask a direct question is
the question word followed by the interrogative form in different verb forms.
In the simple present, when we use who with the verb to be, we do not use an
auxiliary verb.
WHO – SIMPLE PRESENT

To be
Who is your favorite singer?

Quem é o seu cantor favorito?
(Simple Present + To be = No auxiliary)

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With all the other verbs in all other verb forms, we need to use an auxiliary verb in the interrogative form. But
when we ask questions with the question word who, we have to pay special attention to this structure.
The question word who is always used to ask about the identification of a person. However, it is possible to
ask about the subject or the object of the sentence. This is important because the structure of the question
will change.
Take a look:
When we ask about the subject, the main verb is conjugated in third person singular. Pay attention to the
structure of the interrogative sentence:

Questions about the subject
Structure: Who + Verb in the third person singular + Complement
Who helps you with the kids?

Quem te ajuda com as crianças?
(Who + verb in the third person singular “helps” + complement “you with the kids”)
My mom helps me with the kids.

Minha mãe me ajuda com as crianças.
(Subject “my mom” + verb in the affirmative “helps” + complement “me with the kids”)
(The core of the answer is the subject “My mom.”)
(A parte central da resposta é o sujeito “Minha mãe”.)
When we ask questions to learn about the object of a sentence, then the subject is included in the question,
and we will use who followed by the structure of the interrogative form.

Questions about the object
Structure: Who + Structure of the Interrogative Form
Who do you want to win the elections?

Quem você quer que vença as eleições?
(Who + Interrogative Form: Auxiliary “do” + Subject “you” + Main Verb “want” + Complement)
I want Michael to win the elections.

Eu quero que o Michael vença as eleições.
(Subject “I” + Verb in the Affirmative “want” + Object “Michael” + Complement “to win the elections”)
(The core of the answer is the object “Michael.”)
(A parte central da resposta é o objeto “Michael”.)

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In the simple past, we follow the same pattern. The difference here is that the
auxiliary verb in the past is did regardless of the subject.
As with the simple present, if we use the verb to be, we don’t use the auxiliary
verb. We will use was or were, according to the subject.
WHO – SIMPLE PAST

Subject and Object Questions
Who was Anne Frank?

Quem foi Anne Frank?
(Who + Verb To Be)
Who called you?

Quem te ligou?
(Who + Verb in the Third Person Singular + Complement)
Who did you call?

Para quem você ligou?
(Who + Interrogative Form: Auxiliary Verb + Subject + Main Verb)
In continuous forms such as the present and the past continuous, we’ll use the
question word who followed by the interrogative of these structures.
WHO – CONTINUOUS FORMS

Present and Past Continuous
Who is driving today?

Quem está dirigindo hoje?
(Who + Verb in the third person singular + Complement)
Who were you talking to?

Com quem você estava falando?
(Who + Interrogative Form: Auxiliary + Subject + Main Verb)

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With perfect forms, such as the present perfect and the present perfect continuous,
we’ll use the same patterns.
WORD – PERFE CT FORMS

Present Perfect and Present Perfect Continuous
Who has won the most Oscars?

Quem ganhou mais Oscars?
(Who + Verb in the Third Person Singular + Complement)
Who have you been seeing?

Com quem você tem saído?
(Who + Interrogative Form: Auxiliary 1 + Subject + Auxiliary 2 + Main verb)
Who is commonly used with modal verbs. In this case, the modal comes right after the question word.
WHO – MODAL VERBS
Who should we consider for the project? Who can help us?
Quem devemos considerar para o projeto? Quem pode nos ajudar?
Who would you take to a desert island?

Quem você levaria para uma ilha deserta?
You can make questions using who and verbs followed by prepositions. In these cases, the prepositions
go to the end of the sentence.
WHO
Verbs + Prepositions
Who are you going out with? Who did you talk to?
Com quem você vai sair? Com quem você falou?
(I am asking about the person or (In this question, we want to know
people who are joining you.) who that person is.)
And now you know when and how to use who, and you’ve seen its
structure with different verb forms.

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Simple Past –
Other Verbs
The simple past is a verb form used to talk about things that happened or existed in
the past.
Check the structures, starting with affirmative sentences in the past.
SIMPLE PAST
Structure: Subject + Main Verb (in the Past) + Complement
I watched all the episodes of this series.

Eu assisti a todos os episódios desta série.
(I performed this action in the past. It’s over now because I finished it).
In affirmative sentences, the auxiliary verb is not necessary, but it can be used in some
specific contexts to emphasize the message.
If we decide to use the auxiliary did to add emphasis to affirmative sentences, the main verb
goes back to its base form.
SIMPLE PAST
Affirmative Sentences – Adding Emphasis
Structure: Subject + Auxiliary Verb (in the Past) +

Main Verb (Base Form) + Complement
I did watch all the episodes of this series.

Eu (de fato) assisti a todos os episódios desta série.
(Note that the auxiliary doesn’t have a meaning, only the function of emphasizing).

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The verb conjugation in the simple past will be the same for all persons, singular or plural.
What we must take into consideration, though, is that some verbs in English are regular, while
others are irregular.
In the previous example in the affirmative form, we used the regular verb to watch in the past,
which is watched.
For regular verbs, we’ll add -D, -ED, or -IED to the end, depending on how the base form is
spelled. Check the spelling rules for regular verbs in the past.
SIMPLE PAST – RE GUL AR VERBS

Spelling Rules
GENERAL RULE: ADD -ED
To watch – watched To play – played

Assistir Brincar, jogar, tocar
VERBS ENDING IN -E: ADD -D
To like – liked To love – loved

Gostar Amar
VERBS ENDING IN CONSONANT + -Y: DROP THE -Y AND ADD -IED
To study – studied To cry – cried

Estudar Chorar
CVC VERBS: DOUBLE THE LAST CONSONANT AND ADD -ED
To stop – stopped To plan – planned

Parar Planejar

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These are the spelling rules for all regular verbs in the past, which are most
verbs in English.
But there are few irregular verbs in English, and they do deserve some special
attention. As the name says, they are irregular, which means there is not one
pattern that applies to all of them.
For instance, some irregular verbs suffer significant changes in their base
forms. That’s the case of the verb to be, which in the past becomes was or were
depending on the subject, or the verb to have, which becomes had, and the verb
to go, which becomes went. On the other hand, verbs such as to quit, to put, or
to cut will keep their base form when conjugated in the past.
SIMPLE PAST
Irregular Verbs
To be – was/were To quit – quit

Ser, estar Desistir
To have – had To cut – cut

Ter Cortar
To go – went To put – put

Ir Botar, colocar
There’s a grammar guide dedicated to irregular verbs in the past. Check it so you can learn
more about them.
Now, when using sentences in the negative and in the interrogative forms, the fact that the
verbs can be either regular or irregular is unimportant, since it’s the auxiliary verb did that
will be conjugated. This means that the main verb goes back to its base form.
SIMPLE PAST
Negative Sentences
Structure: Subject + Auxiliary (Did) + NOT + Main Verb (Base Form) + Complement
I didn’t watch this series.

Eu não assisti a esta série.
(didn’t = did not)

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The contracted form didn’t will be used in most cases. However, in formal
written language, it is advisable to avoid the use of the contraction. In spoken
language, if you use the full form, you are adding emphasis to a negative
statement.
SIMPLE PAST
Negative Sentences – Adding Emphasis
I did not watch this series.

Eu não assisti a esta série.
For interrogative sentences, we’ll invert the order and place the auxiliary before the subject.
SIM PLE PAST

Structure: Subject + Auxiliary (Did) + NOT + Main Verb (Base Form) + Complement
Did you watch all the episodes of the final season?

Você assistiu a todos os episódios da temporada final?
Now that we’ve seen the simple past in the affirmative form and the spelling
rules for regular verbs, as well as the structures of negative and interrogative
sentences, it’s time to see its common usages.
We use the simple past to talk about definite time in the past.
SIMPLE PAST
Uses
I graduated in December.
Eu me formei em dezembro.
(“To graduate” is a regular verb, and its past form is “graduated”)
We went to the movies yesterday.

Nós fomos ao cinema ontem.
(“To go” is an irregular verb, and its past form is “went”)

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The simple past may or may not have an explicit time reference.
Either way, it refers to past events.
SIMPLE PAST
Uses
Anne studied with me.

A Anne estudou comigo.
(No time reference: but it’s still a finished action in past)
Santos Dumont flew around the Eiffel Tower.

Santos Dumont voou em volta da Torre Eiffel.
(No time reference: but it’s still a finished action in past)
We can use the simple past to talk about events that happened once or events that happened
with some frequency in the past.
SIMPLE PAST
Uses
I went to Italy for my 15th birthday.

Eu fui para a Itália no meu aniversário de 15 anos.
(The trip to Italy is an isolated event that happened because of my 15th birthday).
Every summer I traveled with my family to Italy.

Todo verão eu viajava com minha família para a Itália.
(The trip to Italy was something that happened more frequently, every summer.)

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When we want to make it clearer that we are talking about a past habit, something that
happened frequently in the past, it’s also possible to use the expression used to followed
by a main verb.
USED TO
Frequent Events in the Past
Structure: Subject + Used to + Main Verb (Base Form) + Complement
I used to travel to Italy every summer.

Eu costumava viajar para a Itália todo verão.
(Used to + Main Verb in the Base Form = frequent events or habits in the past)
Now you know when and why we use the simple past with other verbs,
as well as its structures and spelling rules.

317
Simple Past - To Be
The simple past is used to talk about an event that happened in the past. The time it occurred may
be given or not, but it refers to an event that happened in the past.
In this grammar guide, we’ll focus on the verb to be in the past. First, it’s important to know
that the verb to be is an irregular verb, and it’s the only verb in English that has two irregular
conjugations for the simple past depending on the person: was and were.
SIMPLE PAST
Verb To Be
Singular Plural
Verb (To Be) Verb (To Be)

First person I was we were

Second person you were you were
he/she/it was they were

Third person
seu(s), sua(s), dela seus, suas, deles, delas
Check the structures for interrogative, negative, and affirmative sentences.

The basic structure for affirmative sentences is the SVC structure, that is, the subject, the verb to be in the
past, and the complement.
SIM PLE PAST – TO BE

Structure: Subject + Verb + Complement
I was in Los Angeles last week.

Eu estava em Los Angeles na semana passada.
(Subject “I” + Verb in the Simple Past “was” + Complement “in Los Angeles last week”)
We were at the annual conference.

Nós estávamos na conferência anual.
(Subject “we” + Verb in the Simple Past “were” + Complement “at the annual conference”)

318
To make a negative statement, you’ll place the negative particle not after the verb. It is very
common to see the contracted forms, which are, wasn’t for was not, and weren’t for were not.
SIMPLE PAST – TO BE
Negative Sentences
Structure: Subject + Verb + NOT + Complement
I wasn’t home when he arrived.

Eu não estava em casa quando ele chegou.
(wasn’t = was not)
We weren’t in Rio last summer.

Nós não estávamos no Rio no verão passado.
(weren’t = were not)
In interrogative sentences, we invert the order and place the verb before the subject.
Structure: Verb + Subject + Complement
Were you home last night?

Você estava em casa ontem à noite?
Was Meg with you?

A Meg estava com você?
In the simple past, you’ll only see contracted or short forms in negative sentences.
Short forms are very common in everyday situations. However, if you want to sound
more formal or more emphatic, use the full form.

319
Let’s now check some possible uses of the verb to be in the simple past.
To Be is used to refer to past physical conditions or states.
Uses
I was sad because I failed the exam.

Eu estava triste porque não passei na prova.
(I was feeling that way, but I am not anymore).
I was so thirsty.
Eu estava com muita sede.
(I am referring to a past state. I probably had water, and I am not thirsty anymore).
I was skinnier.
Eu era mais magro(a).
(It was how I looked in the past, but I’ve changed).
We can talk about a past age, profession, or marital status.
Uses
Age
I was 40 years old when my son was born.
Eu tinha 40 anos quando o meu filho nasceu.
(I am not 40 anymore. I was 40 at the time of that specific event—the day my son was born).
Profession
I was a teacher.
Eu era professor(a).
(I was a teacher. I may have retired or I changed my profession).
Marital Status
I was married.
Eu era casado(a).
(Since it is in past, it means I am not married anymore.
I may be divorced or have become a widow/widower).

320
We can use the verb to be in the past to talk about past relationships.
Uses
We were friends.
Nós éramos amigos.
(We are not that close anymore, maybe we don’t see each
other as often as we used to).
He was my boyfriend.
Ele era meu namorado.
(We broke up and he is not my boyfriend anymore. He is my ex now).
We can also use the verb to be in the past to talk about past time and dates.
Uses
It was about 8 a.m. when she left.

Eram cerca de 8 horas da manhã quando ela saiu.
Our last appointment was on January 3rd.

A nossa última consulta foi no dia 3 de janeiro.

321
We can use the verb to be in the past to refer to places and locations in the past.
Uses
Meg was at the mall with me.

A Meg estava no shopping comigo.
(I am mentioning the place where Meg and I were).
My office was on Fifth avenue.

Meu escritório ficava na 5ª avenida.
(I am talking about a past location—it’s not there anymore.
I may have moved to another office).
And now you know when and why we use the verb to be in the simple past, as well as its
structure and the contracted form for negative sentences.

322
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.

323
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).

324
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.

325
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.

326
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.

327
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.

328
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).

329
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)

330
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
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.

331
Take a look at the following examples:
SUBJE CT PRONOUN
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.

332
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 +


333
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.

334
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.

335
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Project

5 Human Resource p. 105

Now look at the script of Scope.

When we look up the word management in the dictionary, we see that it

Have you ever thought about how much planning it took to be

Well, let me tell you… If we wish to deliver a product or service

< voltar para o índice

According to the Project Management Institute, or PMI, any temporary

For example, the construction of a building, the development of a new

With that in mind, we could say that project management consists of

So, how do we get started?

It is the core of a project, its crucial part. Scope is composed of a detailed

It goes without saying that trying to tie up loose ends is a challenge, so

< voltar para o índice

matters is part of a process called Project Integration Management,

So that’s what project scope is all about!

Quando procuramos pela palavra gerenciamento no dicionário, vemos

Pense no Edifício Eastern Columbia em Los Angeles, por exemplo. Uma

Vocês já pensaram quanto planejamento foi necessário? É engraçado

Bem, deixem-me falar para vocês... Se desejamos entregar um produto

Nesta série, falaremos sobre todos os principais processos envolvidos

< voltar para o índice

importante que todos entendam como os projetos devem ser geridos.

De acordo com o Project Management Institute, ou PMI, qualquer

Por exemplo, a construção de um edifício, o desenvolvimento de um

Com isso em mente, poderíamos dizer que a gestão de projetos consiste

Então, como nós começamos?

É o cerne de um projeto, sua parte crucial. O escopo é composto

Vocês conseguem imaginar quanto planejamento foi necessário para

E não vamos esquecer que todos esses aspectos precisam ser

< voltar para o índice

organizados desde o início do projeto, desde a definição do escopo,

É claro que tentar resolver pendências é um desafio, então, é crucial

Então, é disso que se trata o escopo de um projeto!

< voltar para o índice

to plan + -ING to execute + - ION

to supervise + -ION to close + -URE

Observe these nouns in a sentence:

< voltar para o índice

A project demands planning, execution, supervision, and closure.

However, the word plan can be a noun, meaning an orderly conception to

A project demands planning, execution, supervision, and closure.

However, although they have the same spelling, their

What is a project anyway?

< voltar para o índice

A project is the result of a temporary Good planning will result in well-

A project is the result of a temporary We will endeavor to answer all team

Based on this, we can say a project is like:

the construction of a building.

< voltar para o índice

Construction is a noun formed by the verb to construct, which means to build,

Here is another example of project:

The development of new software.

Take a look at yet another example of what a project can be:

The expansion of sales into a new market.

PROJE CTS IN E VERYDAY LIFE

< voltar para o índice

The scope is the core of the project.

The scope is composed of a detailed set of requirements of the project.

Its goals, benefits, deliverables, tasks, timeline, budget.

The roles and responsibilities of each team member.

< voltar para o índice

Describing the responsibilities of each team member is one of the requirements