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MANUAL APONTAMENTOS

Curso: TÉCNICO DE APOIO À GESTÃO

DESIGNAÇÃODomínio/Unidadede Formação:

COMUNICAR EM LÍNGUA I NGLESA

Módulo: CONHECER OS PROBLEMAS DO MUNDO ACTUAL – UFCD 2.2

Duração: 50 HORAS

Formador(a): ALEXANDRA OLIVEIRA

Projecto Financiado no âmbito dos Apoios:

Tipologia de Intervenção 1.1 – Sistema de Aprendizagem

8/3/2019 APONTAMEN. 2.2-1


Manual de Apontamentos: Conhecer os Problemas do Mundo Actual – UFCD 2.2Domínio /Unidade de Formação: Comunicar em Língua InglesaFormador(a): Alexandra Oliveira

Objectivo do Documento:

Este Manual foi concebido pelo Formador(a) do Móduloreferenciado. Pretende-se que seja usado como elemento de

Estudo e de apoio ao tema Abordado. O Manual é umComplemento da Formação e do Módulo, não substitui osobjectivos das Sessões de Formação mas sim complementa-

as.

Condições de utilização:

Este Manual não pode ser reproduzido, sob qualquer

forma, sem a autorização da ACIB.


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Índice

Referencial.........................................................................................................................5

I.I. SSOCIALOCIAL EEXCLUSIONXCLUSION ANDAND SSOLIDARITYOLIDARITY..........................................................................................................................................................................66

II.II. FFILMILM.................................................................................................................................................................................................................................................. 88

III.III. PPOVERTYOVERTY........................................................................................................................................................................................................................................ 99

Poverty and Insecurity in the world............................................................................10

What it Means to Live in Poverty................................................................................11

Poorest of the Poor.....................................................................................................11

IV.IV. T THEHE WWORLDORLD’’SS UUNSCHOOLEDNSCHOOLED...................................................................................................................................................................................... 1111

V.V. HHOMELESSNESSOMELESSNESS...................................................................................................................................................................................................................... 1212

Contributing causes of homelessness.........................................................................12

VI.VI. AAIDSIDS.............................................................................................................................................................................................................................................. 1313

AIDS Around the World...............................................................................................13

VII.VII. RRUBBERUBBER WWRISTBANDSRISTBANDS...................................................................................................................................................................................................... 1414VIII.VIII. T THEHE UNIVERSALUNIVERSAL DECLARATIONDECLARATION OFOF HUMANHUMAN RIGHTSRIGHTS............................................................................................................................................ 1414

XIV.XIV. EENVIRONMENTALNVIRONMENTAL PPRESERVATIONRESERVATION.................................................................................................................................................................................. 1919

Why is atmosphere important?...................................................................................19

XV.XV. CCLIMATELIMATE CCHANGEHANGE................................................................................................................................................................................................................ 2222

XVI.XVI. PPOPULATIONOPULATION ANDAND THE THE EENVIRONMENTNVIRONMENT...................................................................................................................................................................... 2222

XVII.XVII. EENVIRONMENTNVIRONMENT – P– PLANETLANET DDESTRUCTIONESTRUCTION................................................................................................................................................................ 2323

(C(C AUSES AUSES AND AND CONSEQUENCESCONSEQUENCES ) )............................................................................................................................................................................................................ 2323

XVIII.XVIII. T THEHE 33 RR’’SS OFOF RECYCLINGRECYCLING................................................................................................................................................................................................ 2424GGRAMMARRAMMAR 2525

I.I. SSIMPLEIMPLE PPRESENTRESENT.................................................................................................................................................................................................................... 2525

Questions and negatives..................................................................................................26

II.II. SSIMPLEIMPLE PPASTAST............................................................................................................................................................................................................................ 2727

III.III. FFUTUREUTURE T TENSEENSE...................................................................................................................................................................................................................... 2828

FFUTUROUTURO COMCOM GOING TOGOING TO.......................................................................................................................................................................................... 2828


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FFUTUROUTURO COMCOM WILLWILL.......................................................................................................................................................................................................... 2828

IV.IV. CCOMPARATIVEOMPARATIVE ANDAND SSUPERLATIVEUPERLATIVE................................................................................................................................................................................ 2929

V.V. IFIF CLAUSESCLAUSES.............................................................................................................................................................................................................................. 3030

Type I.........................................................................................................................30

Type 2........................................................................................................................30

BBIBLIOGRAPHYIBLIOGRAPHY............................................................................................................................................................................................................................................ 3131BBIBLIOGRAPHYIBLIOGRAPHY


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RREFERENCIALEFERENCIAL


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I. Social Exclusion and SolidarityWHAT IS SOCIAL EXCLUSION?WHAT IS SOCIAL EXCLUSION?


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Social exclusion means being unable to access the things in life that most of society

takes for granted.

It is a build-up of problems across several aspects of people’s lives. Focusing on social

inclusion means emphasizing things like access to services‚ good social

networks‚ decent housing‚ adequate information and support‚ and the

ability to exercise basic rights.

I.I. SSONGONG

WWORKINGORKING CCLASSLASS HHEROERO BY BY GGREENREEN DDAY AY

As soon as you’re born they make you feel small

By giving you no time instead of it all

Till the pain is so big you feel nothing at allA working class hero is something to be

A working class hero is something to be

They hurt you at home and they hit you at school

They hate you if you're clever and they despise a fool

Till you're so fucking crazy you can't follow their rules



When they've tortured and scared you for twenty odd years

Then they expect you to pick a career

When you can't really function you're so full of fear



Keep you doped with religion and sex and tv,

And you think you're so clever and classless and free,

But you're still fucking peasants as far as I can see,A working class hero is something to be


There's room at the top they are telling you still

But first you must learn how to smile as you kill

If you want to be like the fools on the hill



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If you want to be a hero, well just follow me

If you want to be a hero, well just follow me

II.FilmSSLUMDOGLUMDOG MMILLIONAIREILLIONAIRE

Plot Summary (2008)

The story of Jamal Malik, an 18 year-old orphan from the

slums of Mumbai, who is about to experience the biggest

day of his life. With the whole nation watching, he is just

one question away from winning a staggering 20 million

rupees on India's "Kaun Banega Crorepati?" (2000) (Who

Wants To Be A Millionaire?) But when the show breaks forthe night, police arrest him on suspicion of cheating; how

could a street kid know so much? Desperate to prove his

innocence, Jamal tells the story of his life in the slum where he and his brother grew up,

of their adventures together on the road, of vicious encounters with local gangs, and of

Latika, the girl he loved and lost. Each chapter of his story reveals the key to the answer

to one of the game show's questions. Each chapter of Jamal's increasingly layered story

reveals where he learned the answers to the show's seemingly impossible quizzes. But

one question remains a mystery: what is this young man with no apparent desire for

riches really doing on the game show? When the new day dawns and Jamal returns to

answer the final question, the Inspector and sixty million viewers are about to find out. At

the heart of its storytelling lies the question of how anyone comes to know the things

they know about life and love. Written by Fox Searchlight Pictures

Eighteen year old Jamal Malik is having an amazing answering streak on "Kaun Banega

Crorepati?" (2000), the Indian version of the television game show "Who Wants to Be a


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Millionaire" (1998). He's only one correct question away from the big prize. However,

some, including those associated with the game show, question how someone like Jamal,

a self confessed non-genius who grew up in the slums of Mumbai, can be doing so well on

the show when others who are brighter, more educated and wealthier than him have

failed. Is Jamal cheating? Is it purely luck that they have asked him the questions to which

he knows the answers? Seeing Jamal's life journey to this point ultimately answers these

questions. His life journey includes being orphaned at an early age; growing up with an

older brother, Salim, who was both his guardian/protector and antagonist; and having a

relationship since childhood with another orphaned child, a girl named Latika. His

motivation for being on the show also may provide some answers to his success. Perhaps

it was all just meant to be. Written by Huggo

In Mumbai, the eighteen year-old orphan from the slums Jamal Malik is tortured by the

policemen in a precinct accused of cheating a game show. Jamal, who has no education

and works in a call center serving tea, is close to wining twenty million rupees in the show

"Kaun Banega Crorepati?" (2000) (Who Wants To Be A Millionaire?) hosted by Prem

Kumar, giving precise answers to the questions and raising suspicion of fraud. The police

inspector shows the videotape and after each question, Jamal tells parts of his childhood

with his brother Salim, his crush for Latika and their fight to survive on the streets to

justify each correct answer, guided by his common sense and past experience, and prove

his innocence. Written by Claudio Carvalho, Rio de Janeiro, Brazil

Mumbai's Police Sergeant Srinivas and his Superior detain and interrogate a suspect bythe name of Jamal Malik, who they suspect of cheating a popular Indian TV game show

"Kaun Banega Crorepati?" (2000). They have evidence that Jamal has had no formal

education and has been a career-thief as a youngster, and are determined to question

him using any method to find out how he even came close to winning anything. Written

by rAjOo ([email protected])

III.PovertyPoverty refers to the condition of not having the means to afford basic human needs

such as clean water, nutrition, health care, clothing and shelter. This is also referred to asabsolute poverty or destitution. Relative poverty is the condition of having fewer

resources or less income than others within a society or country, or compared to

worldwide averages.

Before the industrial revolution, poverty had mostly been the norm. Poverty reduction has

historically been a result of economic growth as

increased levels of production, such as modern


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http://en.wikipedia.org/wiki/Basic_needs

http://en.wikipedia.org/wiki/Clean_water

http://en.wikipedia.org/wiki/Nutrition

http://en.wikipedia.org/wiki/Health_care

http://en.wikipedia.org/wiki/Poverty_threshold

http://en.wikipedia.org/wiki/Relative_poverty

http://en.wikipedia.org/wiki/Industrial_revolution

http://en.wikipedia.org/wiki/Poverty_reduction

http://en.wikipedia.org/wiki/Economic_growth

http://en.wikipedia.org/wiki/Basic_needs

http://en.wikipedia.org/wiki/Clean_water

http://en.wikipedia.org/wiki/Nutrition

http://en.wikipedia.org/wiki/Health_care

http://en.wikipedia.org/wiki/Poverty_threshold

http://en.wikipedia.org/wiki/Relative_poverty

http://en.wikipedia.org/wiki/Industrial_revolution


http://en.wikipedia.org/wiki/Economic_growth

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industrial technology, made more wealth available for those who were otherwise too poor

to afford them. Also, investments in modernizing agriculture is considered the core of the

antipoverty effort, given three-quarters of the world's poor are rural farmers. Today,

continued economic development is constrained by the lack of economic freedoms.

Economic liberalization includes extending property rights, especially to land, to the poor,

and making financial services, notably savings, accessible. Inefficient institutions,

corruption and political instability can also discourage investment. Aid and government

support in health, education and infrastructure helps growth by increasing human and

physical capital.

Many hundreds of millions of people in the poorer countries are preoccupied solely with

survival and elementary needs. For them work is frequently not available or, when it is,

pay is low and conditions often barely tolerable. Homes are constructed of impermanent

materials and have neither piped water nor sanitation. Electricity is a luxury. Health

services are thinly spread and in rural areas only rarely within walking distance. Primary

schools, where they exist, may be free and not too far away, but children are needed for

work and cannot be easily spared for schooling. Permanent insecurity is the condition of

the poor. There are no public systems of social security in the event of unemployment,

sickness or death of a wage earner in the family. Flood, drought or disease affecting

people or livestock can destroy livelihoods without hope of compensation.

The poorest of the poor . . . will remain . . . outside the reach of normal trade and

communication. The combination of malnutrition, illiteracy, disease, high birth rates,underemployment and low income closes off the avenues of escape.

• Poverty and Insecurity in the world“When I wake up each morning and read the newspaper, I ask myself, everyday, thesame question: “what is wrong with the world?”

The world today is richer than it has ever been before. With the help of science, we arenow able to use the wealth of our world to our maximum benefit. We are more educatedthan our ancestors ever dreamed of. We have access to more knowledge. I ask myself everyday what, then, is wrong with our world? I can answer that question with threewords: it is sick.

It is sick with fear, instability and insecurity. Sick with tension and terrorism. Sick withpower, greed and even with its own richness. And because there is so much sickness inthe world today, it is in a state of perpetual war. Everyday, as I read the news, I seenations at war with each other.

Of the 4 billion people who live in our planet, nearly three quarters are undernourishedand one quarter is overfed.

Just look at the contrast. In some developed countries, they burn crops to keep up theirprices, whereas in poor countries thousands of children starve to death in the desert sun.In western countries, they have mountains of butter melting to waste while in Asia andLatin America, a peasant often has to pay half a day’s wage for cooking oil. In the rich


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http://en.wikipedia.org/wiki/Wealth

http://en.wikipedia.org/wiki/Agriculture


http://en.wikipedia.org/wiki/World

http://en.wikipedia.org/wiki/Rural

http://en.wikipedia.org/wiki/Farmer

http://en.wikipedia.org/wiki/Property_rights

http://en.wikipedia.org/wiki/Land_rights

http://en.wikipedia.org/wiki/Financial_services

http://en.wikipedia.org/wiki/Savings

http://en.wikipedia.org/wiki/Corruption

http://en.wikipedia.org/wiki/Aid

http://en.wikipedia.org/wiki/Health

http://en.wikipedia.org/wiki/Education

http://en.wikipedia.org/wiki/Infrastructure

http://en.wikipedia.org/wiki/Human_capital

http://en.wikipedia.org/wiki/Physical_capital

http://en.wikipedia.org/wiki/Wealth

http://en.wikipedia.org/wiki/Agriculture


http://en.wikipedia.org/wiki/World

http://en.wikipedia.org/wiki/Rural

http://en.wikipedia.org/wiki/Farmer

http://en.wikipedia.org/wiki/Property_rights

http://en.wikipedia.org/wiki/Land_rights

http://en.wikipedia.org/wiki/Financial_services

http://en.wikipedia.org/wiki/Savings

http://en.wikipedia.org/wiki/Corruption

http://en.wikipedia.org/wiki/Aid

http://en.wikipedia.org/wiki/Health

http://en.wikipedia.org/wiki/Education

http://en.wikipedia.org/wiki/Infrastructure

http://en.wikipedia.org/wiki/Human_capital

http://en.wikipedia.org/wiki/Physical_capital

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countries, people die not of hunger but of over eating. Rich or poor, the reality we seeover the world is the same: the world is sick, it is at war.

But I am a dreamer. I hope that one ay all the people of the world will work togetherrather than fight each other. They will establish a firm and lasting peace which promotesthe unity and brotherhood, based on mutual respect, understanding, and acceptance of

the other.”

• What it Means to Live in PovertyStatistics speak volumes about the extent of poverty that exists around the world, yetnumbers don’t shine a light on the human tragedies; they don’t chronicle the personalstruggles that occur, or expose the pain and hopelessness of constant deprivation.

Regardless of what the facts and figures reveal, poverty continues to be complex, andimpoverished families have widely varying standards of living. Yet the one thing thatremains – and unites them – is their universal struggle.

“In the urban slums of the Philippines, which represent some of the worst povertyimaginable, families live in homes built of trash,” states Kristi Barten Siwajek, Children

International’s regional director for Asia. “In one Quezon City community, people areliving next to a garbage dump, and the stench is unbearable. Many don’t have steadywork, and if they save money for a school uniform, they may not have money to eat for aweek. That’s how poor they are.”

“For families who have steady incomes and homes built of better materials, life isn’t quiteas difficult”, says Kristi. “But often, they still won’t have access to medical care, andmany live just a few dollars away from being homeless”.

• Poorest of the Poor

In South America, the poorest people are the single mothers, says Connie Keyser,Children International’s regional director for South America. Many can’t get regular work,and for those who do, they earn less than men, she says. “It’s common for them to havetrouble feeding their children. For many, the only choice is to live with extended family…so sometimes as many as 15 people are crowded into a one-room shack.”

“While some families struggle with the smallest of needs, others have running water,electricity and indoor plumbing. They would be considered somewhat prosperous incertain communities,” says Vickie Coromac. “But they may not have beds, enough to eat,or clothes to wear. And maybe they can’t even afford school supplies.”

I. The World’s Unschooled

Basic education is a powerful development tool – everyextra year of school in very poor countries can raiseearnings by 10 to 20 percent. At present, about 130million boys and girls between the ages of 6 and 11 arenot enrolled in school. Another 150 million drop out withless than four years of education because of theirparents’ poverty. These children are virtuallycondemned to stay poor and rear their own children inpoverty. The problem is most acute for girls. Fewer than


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half of Africa’s girls finish primary school. That is a huge loss, especially when oneconsiders that educating girls has dramatically positive effects, including lower birthrates, reduced infant mortality and higher incomes.180 countries have agreed to send all children to primary school by 2015. Governmentsare expected to increase their own education spending and improve school quality. Those

that do were promised sustained financial help from the developed world. But that hasnot yet been provided even though the amounts needed are not impossibly large. TheWorld Bank estimates it would take around $5 billion a year from all aid donors. The World Bank has identified 18 countries whose efforts to improve education qualifythem for outside help. These include Ethiopia, Mozambique, Uganda, Nicaragua andVietnam. Five others, India, Pakistan, Bangladesh, Nigeria and Congo, which do not yetqualify, have more than a third of their children not in school. They need increasedinternational help so that they can meet the standards and qualify for internationalassistance. Those countries already able to make good use of aid should not be leftwaiting. Education is the road to economic growth. It is a basic human right.

The New York Times, 1 July 2002.

II. HomelessnessHomelessness is the condition of and social category of people who don't have a regular

house or dwelling because they cannot afford,

pay for, or are otherwise unable to maintain

regular, safe, and adequate housing, or they lack,

"fixed, regular, and adequate nighttime

residence". The actual legal definition varies from

country to country, or among different entities or

institutions in the same country or region.

The term homelessness may also include people

whose primary nighttime residence is in a

homeless shelter, in an institution that provides a

temporary residence for individuals intended to

be institutionalized, or in a public or private place

not designed for use as a regular sleeping accommodation for human beings.

• Contributing causes of homelessness The major reasons and lack of causes for homelessness as documented by many reports

and studies include:

✔ Substance abuse

✔ Mental disorder , where mental health services are unavailable or difficult to

access.

✔ Inavailability of employment opportunities.

✔ Poverty, caused by many factors including unemployment and underemployment.


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http://en.wikipedia.org/wiki/Homeless_shelter

http://en.wikipedia.org/wiki/Substance_abuse

http://en.wikipedia.org/wiki/Mental_disorder

http://en.wikipedia.org/wiki/Mental_health

http://en.wikipedia.org/wiki/Poverty

http://en.wikipedia.org/wiki/Unemployment

http://en.wikipedia.org/wiki/Underemployment

http://en.wikipedia.org/wiki/Homeless_shelter

http://en.wikipedia.org/wiki/Substance_abuse

http://en.wikipedia.org/wiki/Mental_disorder

http://en.wikipedia.org/wiki/Mental_health

http://en.wikipedia.org/wiki/Poverty

http://en.wikipedia.org/wiki/Unemployment

http://en.wikipedia.org/wiki/Underemployment

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✔ Lack of affordable healthcare.

✔ War or armed conflict.

✔ Domestic violence.

✔ Natural disaster, including but not limited to earthquakes and hurricanes. An

example is the 1999 Athens earthquake in Greece in which many middle class

people became homeless and are still without a home as of 2009, with some of

them living in containers, especially in the Nea Ionia earthquake survivors

container city provided by the government, and in most cases their only property

that survived the quake was their car. Such people are known in Greece as

seismopathis meaning earthquake-struck.

✔ Forced eviction - In many countries, people lose their homes by government order

to make way for newer upscale high rise buildings, roadways, and othergovernmental needs. The compensation may be minimal, in which case the former

occupants cannot find appropriate new housing and become homeless.

I. AidsAcquired immune deficiency syndrome or acquired immunodeficiency syndrome

(AIDS) is a disease of the human immune system caused by the human

immunodeficiency virus (HIV).

• AIDS Around the World

When AIDS first emerged, no one could have predicted how the epidemic wouldspread across the world and how many millions of lives it would change. Now we knowfrom experience that AIDS is caused by the virus HIV, and that it can devastate families,communities and whole continents.

People are beginning to change risky behavior patterns, because they have seen andknown people who have been killed by AIDS. Fear is the worst and last way of changingpeople's behavior and by the time this happens it is usually too late to save a hugenumber of that country's population.

In 2007, around 2.1 million men, women and children lost their lives. 33 million peoplearound the world are now living with HIV, and most of these are likely to die over the nextdecade or so. The most recent UNAIDS/WHO estimates show that, in 2007 alone, 2.5

million people were newly infected with HIV.It is disappointing that the global numbers of people infected with HIV continue to rise,despite the fact that effective prevention strategies already exist.


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http://en.wikipedia.org/wiki/Healthcare

http://en.wikipedia.org/wiki/War

http://en.wikipedia.org/wiki/Domestic_violence

http://en.wikipedia.org/wiki/Natural_disaster

http://en.wikipedia.org/wiki/Earthquake

http://en.wikipedia.org/wiki/Hurricane

http://en.wikipedia.org/wiki/1999_Athens_earthquake

http://en.wikipedia.org/wiki/Middle_class

http://en.wikipedia.org/wiki/Container

http://en.wikipedia.org/w/index.php?title=Nea_Ionia_earthquake_survivors_container_city&action=edit&redlink=1


http://en.wikipedia.org/wiki/Eviction

http://en.wikipedia.org/wiki/Immune_system

http://en.wikipedia.org/wiki/HIV


http://www.avert.org/aids-history-86.htm

http://www.avert.org/aids.htm

http://www.avert.org/children.htm

http://en.wikipedia.org/wiki/Healthcare

http://en.wikipedia.org/wiki/War

http://en.wikipedia.org/wiki/Domestic_violence

http://en.wikipedia.org/wiki/Natural_disaster

http://en.wikipedia.org/wiki/Earthquake

http://en.wikipedia.org/wiki/Hurricane

http://en.wikipedia.org/wiki/1999_Athens_earthquake

http://en.wikipedia.org/wiki/Middle_class

http://en.wikipedia.org/wiki/Container



http://en.wikipedia.org/wiki/Eviction

http://en.wikipedia.org/wiki/Immune_system



http://www.avert.org/aids-history-86.htm

http://www.avert.org/aids.htm

http://www.avert.org/children.htm

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Heart


Late morning. Harlem Hospital. Doris White, 32, pulls her thin robe across her narrow,bony chest and lights a cigarette. Her dark arms are riddled with small, round scars, the

hieroglyphs of chronic heroin abuse. She is here for the seventh time in two years. In1998 she brought her four-year-old son Rashan to the same hospital. The boy was listless,losing weight. He had white spots on his lips and tongue. The boy's father, a drug addict,had recently come out of prison and was not at all well himself.

For the next years, Rashan fought a combat he did not understand. "Mostly my mothertook care of him", says Doris, crossing her skinny legs, "It was hard. I'd have to get highbefore I could go see him." Rashan died a year ago with AIDS, about the same time Doriswas diagnosed as having the disease and two months later after the boy's fathersuccumbed to the illness.

“I will feel the guilt for the rest of my life", she says. A month ago Doris's five-year-olddaughter Jamile received the deadly diagnosis. So far only her eldest daughter has beenspared. Doris says the disease has changed her.

Every day someone else is getting sick. And so are their lovers and their children. Medicalexperts warn that unless urgent actions are taken, AIDS may become a predominantlyminority disease. But the future may tell a different story...

I. Rubber Wristbands

Rubber wristbands are not just decorative - people wear them to show that they supporta cause and that they feel strongly about it. The colours all come with a differentmessage.

Black and white bands with the slogan Stand up Speak up represent anti-racism. Thesebands have an important part to play in the sporting world, particularly in football. Thefirst person to wear them was the footballer Thierry Henry. If you buy one in the UK, yourmoney will contribute to anti-racism campaigns all over Europe.

The yellow Live Strong wristband supports people who have or have had cancer. TheAmerican Cyclist Lance Armstrong was diagnosed with the illness when he was 25. His

brave fight against cancer was successful and he started a foundation to collect money tosupport other people in similar situations. He won the 1999 Tour de France and has won itseven times in a row!

If you wear a blue band with the slogan Beat Bullying, you are against aggressivebehaviour, especially in schools. A white band shows solidarity with countries sufferingfrom poverty. Its slogan is Make Poverty History. There are many other bands: pinksupports breast cancer sufferers, while red is for people with heart diseases. Which onedo you wear?


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Stand up Speak upLive StrongBeat BullyingMake Poverty HistoryBreast Cancer Awareness

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II. The universal declaration of human rightsOn December 10, 1948 the General Assembly of the United Nations adopted and

proclaimed the Universal Declaration of Human Rights.

PREAMBLEWhereas recognition of the inherent dignity and of theequal and inalienable rights of all members of the humanfamily is the foundation of freedom, justice and peace inthe world,

Whereas disregard and contempt for human rights haveresulted in barbarous acts which have outraged theconscience of mankind, and the advent of a world inwhich human beings shall enjoy freedom of speech andbelief and freedom from fear and want has beenproclaimed as the highest aspiration of the commonpeople,

Whereas it is essential, if man is not to be compelled tohave recourse, as a last resort, to rebellion againsttyranny and oppression, that human rights should be

protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith infundamental human rights, in the dignity and worth of the human person and in the equalrights of men and women and have determined to promote social progress and betterstandards of life in larger freedom,

Whereas Member States have pledged themselves to achieve, in co-operation with theUnited Nations, the promotion of universal respect for and observance of human rights

and fundamental freedoms,Whereas a common understanding of these rights and freedoms is of the greatestimportance for the full realization of this pledge,

Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OFHUMAN RIGHTS as a common standard of achievement for all peoples and all nations, tothe end that every individual and every organ of society, keeping this Declarationconstantly in mind, shall strive by teaching and education to promote respect for theserights and freedoms and by progressive measures, national and international, to securetheir universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

Article 1.

• All human beings are born free and equal in dignity and rights. They are endowedwith reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2.

• Everyone is entitled to all the rights and freedoms set forth in this Declaration,without distinction of any kind, such as race, colour, sex, language, religion,political or other opinion, national or social origin, property, birth or other status.Furthermore, no distinction shall be made on the basis of the political,


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jurisdictional or international status of the country or territory to which a personbelongs, whether it be independent, trust, non-self-governing or under any otherlimitation of sovereignty.

Article 3.

•

Everyone has the right to life, liberty and security of person.Article 4.

• No one shall be held in slavery or servitude; slavery and the slave trade shall beprohibited in all their forms.

Article 5.

• No one shall be subjected to torture or to cruel, inhuman or degrading treatmentor punishment.

Article 6.

• Everyone has the right to recognition everywhere as a person before the law.

Article 7.

• All are equal before the law and are entitled without any discrimination to equalprotection of the law. All are entitled to equal protection against anydiscrimination in violation of this Declaration and against any incitement to suchdiscrimination.

Article 8.

• Everyone has the right to an effective remedy by the competent national tribunalsfor acts violating the fundamental rights granted him by the constitution or by law.

Article 9.

• No one shall be subjected to arbitrary arrest, detention or exile.

Article 10.

• Everyone is entitled in full equality to a fair and public hearing by an independentand impartial tribunal, in the determination of his rights and obligations and of anycriminal charge against him.

Article 11.

• Everyone charged with a penal offence has the right to be presumed innocentuntil proved guilty according to law in a public trial at which he has had all theguarantees necessary for his defence.

• No one shall be held guilty of any penal offence on account of any act or omissionwhich did not constitute a penal offence, under national or international law, at thetime when it was committed. Nor shall a heavier penalty be imposed than the onethat was applicable at the time the penal offence was committed.

Article 12.• No one shall be subjected to arbitrary interference with his privacy, family, home

or correspondence, nor to attacks upon his honour and reputation. Everyone hasthe right to the protection of the law against such interference or attacks.

Article 13.

• Everyone has the right to freedom of movement and residence within the bordersof each state.

• Everyone has the right to leave any country, including his own, and to return tohis country.


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Article 14.

• Everyone has the right to seek and to enjoy in other countries asylum frompersecution.

• This right may not be invoked in the case of prosecutions genuinely arising from

non-political crimes or from acts contrary to the purposes and principles of theUnited Nations.

Article 15.

• Everyone has the right to a nationality.

• No one shall be arbitrarily deprived of his nationality nor denied the right tochange his nationality.

Article 16.

• Men and women of full age, without any limitation due to race, nationality orreligion, have the right to marry and to found a family. They are entitled to equalrights as to marriage, during marriage and at its dissolution.

• Marriage shall be entered into only with the free and full consent of the intendingspouses.

• The family is the natural and fundamental group unit of society and is entitled toprotection by society and the State.

Article 17.

• Everyone has the right to own property alone as well as in association with others.

• No one shall be arbitrarily deprived of his property.

Article 18.

• Everyone has the right to freedom of thought, conscience and religion; this rightincludes freedom to change his religion or belief, and freedom, either alone or incommunity with others and in public or private, to manifest his religion or belief inteaching, practice, worship and observance.

Article 19.

• Everyone has the right to freedom of opinion and expression; this right includesfreedom to hold opinions without interference and to seek, receive and impartinformation and ideas through any media and regardless of frontiers.

Article 20.

• Everyone has the right to freedom of peaceful assembly and association.

• No one may be compelled to belong to an association.

Article 21.

•

Everyone has the right to take part in the government of his country, directly orthrough freely chosen representatives.

• Everyone has the right of equal access to public service in his country.

• The will of the people shall be the basis of the authority of government; this shallbe expressed in periodic and genuine elections which shall be by universal andequal suffrage and shall be held by secret vote or by equivalent free votingprocedures.


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Article 22.

• Everyone, as a member of society, has the right to social security and is entitled torealization, through national effort and international co-operation and inaccordance with the organization and resources of each State, of the economic,social and cultural rights indispensable for his dignity and the free development of

his personality.Article 23.

• Everyone has the right to work, to free choice of employment, to just andfavourable conditions of work and to protection against unemployment.

• Everyone, without any discrimination, has the right to equal pay for equal work.

• Everyone who works has the right to just and favourable remuneration ensuringfor himself and his family an existence worthy of human dignity, andsupplemented, if necessary, by other means of social protection.

• Everyone has the right to form and to join trade unions for the protection of hisinterests.

Article 24.• Everyone has the right to rest and leisure, including reasonable limitation of

working hours and periodic holidays with pay.

Article 25.

• Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medicalcare and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihoodin circumstances beyond his control.

• Motherhood and childhood are entitled to special care and assistance. All children,whether born in or out of wedlock, shall enjoy the same social protection.

Article 26.

• Everyone has the right to education. Education shall be free, at least in theelementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and highereducation shall be equally accessible to all on the basis of merit.

• Education shall be directed to the full development of the human personality andto the strengthening of respect for human rights and fundamental freedoms. Itshall promote understanding, tolerance and friendship among all nations, racial orreligious groups, and shall further the activities of the United Nations for the

maintenance of peace.• Parents have a prior right to choose the kind of education that shall be given to

their children.

Article 27.

• Everyone has the right freely to participate in the cultural life of the community, toenjoy the arts and to share in scientific advancement and its benefits.

• Everyone has the right to the protection of the moral and material interestsresulting from any scientific, literary or artistic production of which he is theauthor.


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Article 28.

• Everyone is entitled to a social and international order in which the rights andfreedoms set forth in this Declaration can be fully realized.

Article 29.

• Everyone has duties to the community in which alone the free and fulldevelopment of his personality is possible.

• In the exercise of his rights and freedoms, everyone shall be subject only to suchlimitations as are determined by law solely for the purpose of securing duerecognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democraticsociety.

• These rights and freedoms may in no case be exercised contrary to the purposesand principles of the United Nations.

Article 30.

• Nothing in this Declaration may be interpreted as implying for any State, group or

person any right to engage in any activity or to perform any act aimed at thedestruction of any of the rights and freedoms set forth herein.

XIV. Environmental Preservation• Why is atmosphere important?

The atmosphere is made up of layers. The one nearest the Earth – thetroposphere – is where clouds and weather occur. From about 15km to about 50km abovesea level is the stratosphere. This contains the ozone layer, which protects the Earth fromthe sun’s harmful rays.

The atmosphere is constantly circulating and together with the action of the sunand the oceans, it generates the Earth’s climate. Climate has a vital role to play in animaland plant life, and affects the processes of life from conception and growth to health and

disease. It has only recently been realised that the reverse is also true: humans can affectclimate.

Humans have been increasing the quantities of some trace gases ever since theIndustrial Revolution in the late 18th century.

Human beings’ use of energy was altered dramatically during the IndustrialRevolution. Energy is the basis of industrial civilisation: it is what drives modern life.Keeping our homes warm and lit, powering machines like motor cars, running factoriesand making the products we buy in shops, all requires energy. However, the energywhich human beings rely on comes primarily from fossil fuels – coal, gas and oil – whichreleases CO2 when they are burned.

The process of burning fossil fuels produce air pollution. Air pollution is beinggenerated at an unprecedented rate nowadays. It is affecting humans’ health particularlythat of children and the elderly. It is damaging crops, wildlife and buildings. Mostalarmingly, air pollution is threatening the stability of the climate on which life on Earthdepends. Cos plays an important role in trapping heat in the world’s atmosphere. As Coslevel rise, the world’s climate heats up. This problem is known as climate change.

POLLUTION

This may be defined as contamination of air, water, or soil by materials thatinterfere with human health, the quality of life, or the natural functioning of theecosystems. Pollution of the environment can be caused by many different things, forexample, noise, oil, smoke, chemicals and litter. Pollution of the atmosphere is the result


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of emissions from industrial plants, incinerators, internal combustion engines, and othersources. Contamination of water, rivers, lakes and seas is caused by domestic, municipal,nuclear, agricultural and industrial waste products.

AIR POLLUTION

This may be defined as contamination of the atmosphere by gaseous, liquid orsolid waste or by products that can endanger human health and the health and welfare of plants and animals, or can attack materials. Reduce visibility, or produce undesirableodours. Among air pollutants emitted by natural resources, only the radioactive gas radonis recognized as a major health threat.

Cars, industry and power stations all contribute to air pollution. Cars and lorriesare clogging up our towns and polluting the air we breathe. Exhaust fumes contain acocktail of gases which may trigger asthma attacks and other serious health problems.

But it isn’t just cars! Although factories now have strict controls, some parts of the country are still affected by industrial air pollution. Power stations also emit gaseswhich may cause acid rain. There’s also a big threat from chemicals used by industry andfarmers which damage the ozone layer.

WATER POLLUTION

Factories, farms and individuals can all help t cause water pollution. Farmers usefertilizers and pesticides on their crops to help them grow. The se chemicals get washedaway and many eventually end up polluting our water supply. Sometimes liquid manure(slurry) leaks from farms into our rivers and streams polluting them and sometimes killingfish.

Some industries release a large number of chemicals into our waterways andsewers. Sewage is also discharged into rivers and seas and can threaten human health.

ACID RAIN

Form of air pollution, currently a subject of great controversy because of thewidespread environmental damage for which it has been blamed. If forms when oxides of sulphur and nitrogen combine with atmospheric moisture to yield sulphuric and nitricacids, which may then be carried long distances from their source before they aredeposited by rain. The pollution may also take the form of snow or fog or be precipitatedin dry forms. The dry form of such precipitation is just as damaging in the environment asthe liquid forms.

RAINFORESTS

Apart from their intrinsic splendour, the rainforests are the source of productsvital to our society. Many of the world’s major food plants originate in the rainforests, andhave been used by forest people for millennia. Other plants are invaluable medicines, andnew products are still being discovered.

Since the Second World War, over half the world’s tropical forests havedisappeared. And even today an area the size of the United Kingdom is cut and burnteach year. Virgin temperate forests such as those in Siberia, Canada, USA, Finland andPoland are also coming under increasing pressure for timber and pulp production.

Apart from the wealth pf products they provide, tropical forests have been calledthe world’s air conditioners, they are an essential part of the Earth’s metabolism.

WASTE


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The main reason for pollution is waste – something which is no longer needed.Waste can be many things. It can be yesterday’s newspaper, an old car, your dirty bathwater, or smoke from a factory chimney. Some waste id dangerous because it containspoisons. This kind of waste is called toxic waste, and it is the problem of toxic wastewhich is worrying many governments today.

All living things, especially people make waste. There are five billion people inthe world. They all need to eat, dress and travel about. Most of them need to heat theirhomes as well. They buy things, they use them and they throw their old things away. Today, we live in a “throw away” world.

Farms ands factories produce the things that people need. When they producethese things, they produce waste too. Cars, trains and buses, ships and planes carrypeople from place to place. They produce waste too. Everyone adds to the problem of waste, just by being there.

DUMPING OR DISPOSAL

We often talk about waste disposal, but disposal is really the wrong word,because you can not really dispose of waste. Suppose that you put your waste on a

rubbish dump or a controlled tip or even a sanitary landfill. You have dumped it, but youhave not disposed of it.If you want to do something better than dumping, you can change waste into

something different. For example you can burn it. This will produce heat, which may beuseful, but it may also produce poisonous smoke and gases, which are another kind of waste.

RECYCLING

In some places tin cans are removed from household waste and converted backinto steel and tin which an then be sold for reuse. In other towns the householders areasked by the local authority to sort their refuse into separate sacks so that paper, metaland clothes can be sold to leaders for recycling. Another example of recycling is a ‘bottletank’: this is a scheme in which householders deposit old bottles in containers, dependingon the colour of the glass which can then be sold to the glass manufacturers.

One of the unsightly aspects of our society is the amount of unauthorizeddumping, often in rural areas, of abandoned objects. These objects will only rot away veryslowly, creating an eyesore for many years if not removed.

CONSERVATION

Recycling and reclamation are both examples of conservation. Conservation isimportant because our civilisation is using up natural resources and fossil fuels at analarming rate – resources which can not be replaced. This is why energy conservation isso vital. Any measures we can take to cut down the use of fossil fuels are a contributiontowards conserving precious resources.

Consumer education in its widest sense means being aware of our responsibilityto the community as a whole. This includes an understanding of the need of conservationin today’s technological society.

XIV. Climate Change

For more than a century, people have relied on fossil fuels such as oil, coal andgas for their energy needs. Now, worldwide, people and the environment are


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experiencing the consequences. Global warming, caused by burning fossil fuels, is theworst environmental problem we face today.

People are changing the climate that made life on earth possible and the resultsare disastrous – extreme weather events, such as droughts and floods, disruption of

water supplies, melting Polar regions, rising sea levels, loss of coral reefs and much more.Scientists and governments worldwide agree on the latest and starkest evidence of human-induced climate change, its impact and the predictions of what is to come.

It is not too late to slow global warming and avoid the climate catastrophe thatscientists predict. The solutions already exist. Renewable energy sources such as windand solar offer abundant clean energy that is safe for the environment and good for theeconomy.

Corporations, governments and individuals must begin now to phase in clean,sustainable energy solutions and phase out fossil fuels. Major investments must be madein renewable energy, particularly in developing economies.

At the same time, immediate international action must be taken to reduceemissions of greenhouse gases (the gases that cause global warming), or the world maysoon face irreversible global climate damage.

Ratifying the Kyoto Protocol, the climate treaty finally agreed at Marrakech inNovember 2001, is a crucial first step in this process. However, the greenhouse gasreduction targets agreed at Marrakech are only a fraction of what is needed to stopdangerous climate change.

XV. Population and the Environment

The link between population growth and environmental impact seems obvious at

first glance: more people consume more resources, damage more of the earth andgenerate more waste. As nations develop, they increase consumption. This simplereasoning is true as far as it goes, but the larger picture is more complex.

A very small proportion of the population consumes the majority of the world’sresources. The richest fifth consumes 86% of all goods and services and produces 53% of all carbon dioxide emissions, while the poorest fifth consumes 1.3% of goods and servicesand accounts for 3% of CO2 output.

Human action has transformed between one-third and one-half of the entire landsurface of the earth. We have lost more than one-quarter of the planet’s birds, and two-thirds of the major marine fisheries are fully exploited, over-exploited or depleted.

Every 20 minutes, the world adds another 3,500 human lives but loses one ormore entire species of animal or plant life – a least 27,000 species per year.

Spreading deserts and declining water tables in a third of the planet arecontributing to famine, social unrest and migration.

Two thirds of the world’s population lives within 100 miles of an ocean, inland seaor freshwater lake: 14 of the world’s 15 largest megacities (10 million or more people) arecoastal. Their impacts include growing loads of sewage and other waste, the drainage of wetlands and development of beaches, and destruction of prime fish nurseries.


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Technological advances can mitigate some of the impact of population growth,and market mechanisms raise prices for some diminishing resources, triggeringsubstitution, conservation, recycling and technical innovation so as to prevent depletion.

XVI. Environment – Planet Destruction(Causes and consequences)

Deforestation

Causes:- Demand for products which come from trees. (e.g.: paper)- Destruction of many forests, including the world’s largest rainforest in Brazil(Amazon)- Burning of forests.- Need for more space in order to build more houses.- Agricultural expansion and production.

Consequences:- Floods.- Destruction of habitats for people and animals.- Elimination of thousands of valuable plants.- Harms / damages the air because trees and forests as very important filters (theytake in carbon dioxide and release oxygen).

Hole in the ozone layer

Causes – man made chemicals (CFC’s) from aerosols, refrigerators, foam packaging, etc.

Consequences - stop protecting the earth against the sun’s ultraviolet rays.

- skin cancer.Greenhouse effect

Causes: – Emissions from coal-burning power plants and other pollutants that come from

burning carbon based fuels trap the heat in the atmosphere. – Cars without catalytic converters.

Consequences: – Rise of the earth’s temperature. – Melting of polar ice caps. – Rise the level of the seas.

– Droughts. – Acid rain.Animal and plant extinction

Causes: – Man’s expanding need for land. – Hunting of endangered species. – Animals are forced to leave their natural habitats.

Consequences:


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– Animals and plants face extinction, e.g. China’s giant panda, Africa’s black rhinos,elephants, mountain gorillas.

Nuclear plants

Causes: – Nuclear accidents.

Consequences: – Release radioactive gases. – People and environment will suffer for generations. – Nuclear waste which is discharged to seas turning it radioactive and killing

thousands of fishes and other sea animals. – Life-long health problems.

Dangerous spilling

Causes: – Spilling accidents.

Consequences: – Killing of animal species as well as people.

Uncontrolled population growth

Causes: – Excess of population (Mexico, Kenya, etc)

Consequences: – Uncontrolled development. – Terrible consequences for the environment. – Excess of consumption, either food on energy.

– Excess of garbage.

XIV. The 3 r’s of recyclingReduce Reuse Recycle

Reducing waste does not mean you have to reduce what you buy. It means

shopping with the environment in mind. Consider the environment impact of each

product before you buy it. Make a list of what you need before you go shopping; this will

reduce impulse buying.

Buy in Bulk!Buy in bulk. It is cheaper and eliminates small containers and excess packaging,

which accounts for 50 percent of our domestic trash. You have bought your laundry soap

like this for years. Think about what else you can buy in bulk! Avoid buying throw aways

that can’t be recycled. Remember, every time you make a purchase, you cast your vote

to protect the environment.

Paper or Plastic? – Use Canvas


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Learning to reuse is easy and after a little practice, it will become second nature.

Here are some great ways to reuse them when you shop. Reuse shopping bags or buy

canvas bags and use them when you shop. Buy durable high quality goods for a longer

life outside the landfill. Although durable goods may cost a little more at first, they will

save you money and help save the environment in the long run. Before throwing away,

think about each item can be reused. Be sure to use both sides of a piece of paper before

recycling it. Donate clothing, furniture, and appliances to charity. Hospitals and nursing

homes often accept old magazines and schools reuse many items in their art and theatre

classes. Almost all glass, plastic, and metal containers can be reused for storage in the

kitchen or the garage. Think before you toss.

Reducing is the best way to protect the environment. However, if you can’t reduce

something, reuse it, and if you can’t reuse it, recycle it. Recycling means collecting,

processing, marketing, and ultimately using materials that were once discarded.Many different materials can be recycled. Among these are aluminium cans, glass

bottles and jars, plastics, tin cans, steel cans, brass, copper, car batteries, computer

paper, office paper, corrugated cardboard, motor oil, scrap iron and steel, and tires.

Separate aluminium, steel and tin cans from other metals. Wipe or lightly rinse all

cans and make sure they are dry before recycling them. Prepare newspapers by folding

them into brown paper bags or bundle with string into one foot stacks.

Prepare glass by rinsing and removing metal or plastic rims and lids. Break down

corrugated cardboards boxes. Motor oil should be collected in no larger than five gallon

containers and be free of contaminants.

GrammarI. Simple Present

A. When we talk about regular actions or permanent states we use the simple present

tense.

Quando falamos sobre acções regulares ou estados permanentes nós usamos o

presente simples

I work for IBM. We speak English and German.You live in London. They travel a lot.

B. We add -s -ies ou –es to the end of the verb in the third person singular (he, she or

it).

Acrescentamos -s -ies ou –es no final dos verbos nas terceiras pessoas do singular

(he, she ou it)


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Most verbs

(maioria dos verbos)

-s loveloves amar

Verbs that end in:

(verbos que terminam em)

o, x, s, z, sh, ch

-es do→does

mix→mixes

kisskisses

fizz→fizzes

finishfinishe

s

teach→teache

s

fazer

misturar

beijar

borbulhar

terminar

ensinar

Verbs that end in –y after a

consonant

(verbos que terminam em –y depois

de uma consoante)

-y

-ies

studystudies

fly→flies

estudar

voar

Verbs that end in –y after a

vowel

(verbos que terminam em –y depois

de uma vogal)

-s play→plays jogar/brincar

Questions and negatives

A. To make questions and negative sentences we use the auxiliary do/ does.

Para formular perguntas e frases negativas utilizamos o auxiliar do/does.

Where do you live? I live in Tokyo. I don’t (do not) live

in Osaka.When do they finish work? They finish work at 13:00.

They don’t (do not) work in the

afternoon.Do you live here? No, I don’t.Do you speak English? Yes, I do.

B. We use does for the third person (he, she or it ).

What languages does she speak? She speaks Finnish and English.


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She doesn’t (does not) speak

Spanish.Does he smoke? Yes, he does.Does she work with them? No, she doesn’t.

I. Simple Past


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I. Future TenseSe quisermos falar de acções, que irão decorrer no futuro, poderemos utilizar o Futuro

com GOING TO ou o Futuro com WILL.


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• FormaPositive = I/ you/ he/she/ it /we/they + verb (uma forma)

[ Excepto o verbo to be que tem duas formas: was e were]

Regular verbs = verb + edcontinue – continued phone - phoned

Irregular verbs = different conjugation (check IRREGULAR VERBS) be – was/ were

have – had do - did

Negative = I/ you/ he/she/ it /we/they + did + not+ verb

Question = did + I/ you/ he/she/ it/we/they + verb?

Exceptions: verbo TO BE

Positive = I / he/she/ it was you/ we/they were

Negative = I / he/she/ it was not you/ we/they were not

Question = was + I/ he/she/ it? were you/we/they?

• UsoUsa-se para falar de acções do passado. Geralmente ocorre com expressões como:yesterday, last week/ night/ month/year, a few hours/ minutes/ days agoÉ o principal tempo verbal em histórias:“Once upon a time there was a little girl called Little Red Ridding Hood…”

Examples:She got up at 7 o’clock yesterday. John wasn’t home last nightDid they go to the cinema last week?

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Futuro com GOING TO

O Futuro com Going To é usado para:

fazer previsões sobre o futuro próximo.Ex: Oh, look! It’s going to rain in a minute.

falar sobre intenções e planos futuros definidos.

Ex:.I’m going to see my grandma tomorrow.

I’m going to spend my holidays in the States, that’s for sure.

FORMAÇÃO:

Ex: I am going to go out with some friends.

Futuro com WILL

O Futuro com Will é usado:

para fazer previsões

Ex: Barcelona will win next Sunday.

Com orações de tempo.

Ex:.When I’m rich, I will travel a lot.

Com orações condicionais

Ex:.If you study, you will get good marks.

FORMAÇÃO:

Ex: When I grow up, I will be a computer operator .

Nota: Will também poderá aparecer escrito em short form.-‘ll.Ex: Next Summer I’ll go to the beach.

I. Comparative and Superlative

One syllable COMPARATIVE + than the + SUPERLATIVE+ er or + r + est or + st

tall taller tallestnice nicer nicest


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GOING TO + INFINITIVE

Will + INFINITIVE

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double the final consonant when there’s only one vowel preceding it big bigger biggestsad sadder saddest


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If + PresentSimple

Will +infinitive

ImperativeModal verb (can, may, might, must, should…) +infinitive

If-clause

Mainclause


II. IF Clauses• Type I

• Type 2

Bibliography

WebPages

http://www.ageconcern.org.uk/AgeConcern/social_inclusion_what.asp


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Formation

In the If-clause we can use Present Perfect if we refer to an action that has already finished.If you have finished your homework, you can go out.

In the main clause we can use instead of will + infinitive:

• Imperative (to give instructions or commands)If you miss the train, take the bus.

• Modal verb + infinitive (without “to”)

If she finishes the work early, she may come with us.

Use

We use the first conditional to express something that it is possible or probable will happen

in the present or future.If Sheila gets the job, she will move to Paris.

Formation If + Past Simple

Mod

+ in

If-claus

In the If-clause we can use were instead of was in all persons.

If she were thinner, she would buy that skirt.

In the main clause we can use could / might + infinitive instead of would + infinitive.If you spoke Italian, you could get a job in Italy.

Use

We use the second conditional:

• To express unreal or imaginary situations in the present or future.

If I had a big house, I would give a party.

• To give advice. In this case, we use the phrase If I were you in the If-clause.

If I were you, I wouldn’t go on holiday in October.

Two syllables COMPARATIVE + than the + SUPERLATIVE

+ er +estending in –er clever cleverer cleverestending in –y happy happier (-y + ier) happiest (-y + iest)ending in –ow yellow yellower yellowestending in -le simple simpler simplestending in –ure secure securer securest

and the adjectives: handsome, polite, pleasant, common and quiet

more+ adjective most + adjectiveother endings boring more boring most boring

correct more correct most correct

Irregular comparatives and superlativesgood better bestbad worse worstlittle less leastmuch more mostfar further/farther

furthest/farthest

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http://www.answers.com/topic/social-exclusion

http://family.jrank.org/pages/1314/Poverty.html

http://en.wikipedia.org/wiki/Homelessness

http://en.wikipedia.org/wiki/AIDS

http://www.un.org/en/documents/udhr/

www.eslprintables.com


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http://www.eslprintables.com/





http://www.eslprintables.com/

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