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Scuola Secondaria di Secondo Grado Il volume prepara ad affrontare la prova nazionale INVALSI alla fine del secondo ciclo di istruzione. La prima sezione è formata dalle ultime prove ufficiali tratte dal sito INVALSI, commentate e corredate di consigli strategici per rispondere correttamente a ogni domanda. I Test propedeutici, con tabelle di autovalutazione e la possibilità di annotare il tempo di svolgimento, consolidano la preparazione con brani interessanti e di attualità. La sezione complementare di Language in Use garantisce l’allenamento necessario a inferire dai contesti e a potenziare le competenze linguistiche. In questa nuova edizione, oltre ai testi sull’Agenda 2030, sulle discipline STEM e sull’Intelligenza Artificiale, sono stati aggiunti brani di educazione civica ed educazione finanziaria. L’Appendice contiene alcune pratiche schede grammaticali tra cui una nuova sezione sui Linkers e l’elenco completo degli argomenti specifici dei livelli QCER B1 e B2. Prove Computer Based: attraverso il codice personale allegato al volume studente, tutti i test del volume cartaceo potranno essere svolti in maniera interattiva.

Giovanna Da Villa | Chiara Sbarbada | Claire Moore

INVALSI

INVALSI workout

2026

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SS2050-01

Giovanna Da Villa | Chiara Sbarbada | Claire Moore

INVALSI workout

Scuola Secondaria di Secondo Grado

INGLESE EDIZIONE

2026 COMPUTER BASED

Prove ufficiali commentate N uovi brani a tema educazione civica ed educazione finanziaria S chede sui contenuti grammaticali e lessicali dei livelli QCER B1 e B2

Gruppo Editoriale ELi

Il piacere di apprendere

01/12/25 16:01

Introduzione

Questo testo offre gli strumenti fondamentali per affrontare con sicurezza la sezione di inglese delle Prove Nazionali INVALSI per la classe quinta della Scuola Secondaria di Secondo Grado, introdotte a partire dall’anno scolastico 2018-2019. Troverai materiali interessanti, tematiche innovative, metodologie che corrispondono a quelle richieste da INVALSI. Potrai svolgere i test sia sul libro in forma cartacea che online, utilizzando il tuo codice di accesso. Le Prove INVALSI si terranno, infatti, in modalità computer based, quindi ti invitiamo ad allenarti utilizzando schermo, cuffie e tastiera.

Materiali I testi proposti nelle prove di Reading coprono i due livelli di competenza B1 e B2, oltre a uno intermedio, il B1+. Questi livelli fanno riferimento al sistema QCER (Quadro Comune Europeo di Riferimento per le lingue) ovvero CEFR (Common European Framework of Reference for languages). I materiali proposti per le prove di Listening sono studiati per allenarti ad affrontare la sezione di ascolto: le diverse attività ti aiutano a sviluppare le giuste strategie e le abilità necessarie. Le attività della sezione Language in Use, sebbene non presenti nelle prove nazionali, sono indispensabili per arricchire il lessico, allenarti alla comprensione di testi e contesti, fissare strutture linguistiche e forme idiomatiche. Le fonti utilizzate sono articoli adattati da riviste online, materiali autentici rielaborati (brochures, interviste, pubblicità ecc.), brani letterari modificati ad hoc, testi di carattere culturale o scientifico. Lo scopo è quello di abbinare la qualità linguistica, i contenuti interessanti e la finalità didattico-formativa. In questa edizione sono stati aggiunti nuovi brani a tema Educazione finanziaria e Educazione alla cittadinanza digitale, oltre a una nuova sezione grammaticale sui linkers.

Prove ufficiali guidate In questa sezione ti vengono proposte le prove INVALSI ufficiali (tratte dal sito www.invalsi.it) con una guida dettagliata alle soluzioni. Passo dopo passo, ti vengono illustrate le motivazioni delle scelte e imparerai a conoscere meglio tecniche e strategie, per non cadere nei tranelli presenti a volte in queste prove.

Introduzione

Nove batterie di test completi Le nove batterie di test completi ti allenano a raggiungere gradualmente una preparazione specialistica, mirata alle Prove INVALSI. La varietà delle attività ti aiuterà a prendere confidenza con le diverse tipologie e ad abbassare il livello di insicurezza che spesso accompagna queste prove. Ciascuna batteria contiene: • due prove di Reading Comprehension con task diversi, uno di livello B1 e uno di livello B2; • due prove di Listening Comprehension con task diversi, uno di livello B1 e uno di livello B2; • una prova di Language in Use (B1 e B2). Al termine di ogni test potrai verificare la tua performance nella tabella in fondo al volume.

READING B1

READING B2

LISTENING B1

LISTENING B2

LANGUAGE IN USE

TOTAL

……. / 8

……. / 40

Time ……

L’utilizzo della tabella è facoltativo, ma l’indicazione del tempo impiegato per completare una batteria di test ti abitua a organizzarti meglio e ti allena alla limitazione temporale imposta dalla modalità computer based. Troverai le tabelle nelle ultime pagine di questo volume.

Appendice Nell’Appendice sono presenti alcuni utili sussidi didattici: • pratiche schede grammaticali di facile consultazione; • attività di Word building; • un elenco dei Phrasal verbs più ricorrenti, con esempi; • i verbi irregolari più comuni; • una sezione dedicata ai linkers che illustra le diverse tipologie di connettivi e il loro impiego. Inoltre, vengono illustrati i livelli B1 e B2 secondo quanto indicato dal Consiglio d’Europa. Libro digitale: attraverso il codice personale allegato al volume dello studente tutti i test del volume cartaceo potranno essere svolti in maniera interattiva e autocorrettiva. Puoi ascoltare i file audio con la app EliLink o inquadrando il QR code che trovi all’inizio di ogni sezione di Listening. 3

Indice

Introduzione...................................................................... . 2

Test 4 Reading

PROVE UFFICIALI GUIDATE...................................... . 6

B1 Digital citizenship and personal responsibility -

PROVE PROPEDEUTICHE

B2 Quality of education: the PISA assessment -

Multiple choice......................................................... .88 Test 1

Multiple matching/Gapped text......................... .91

Reading

Listening

B1 Smarter than man? From C-3PO to ChatGPT -

B1 Talking to a professor at university -

Short open answers....................................................... .93

Gapped text............................................................... .64

B2 The different faces of the city of London -

B2 The London Tube and its iconic map -

True/False/Justification................................................ .66

Information completion................................................ .94

Listening

Language in use

B1+ Struggling with Digital skills -

B1 Steve Jobs - short biography -

Multiple choice ........................................................ .68

Multiple choice................................................................. .95

B2 In a Barbie world - Multiple matching............. .70 Language in use*

Test 5

B1 Why not study… - Multiple choice...................... .71

Reading B1 Honduras: a cheap and unforgettable

Test 2

holiday destination - Gapped text........................... .96

Reading

B2 The architecture of the 2030 Agenda -

B1 Financial literacy for young people -

Multiple matching.................................................... .98

Gapped text...................................................................... .72

Listening

B2 Gender (in)equality and Next Generation EU -

B1 Train announcements -

True/False/Justification......................................... .74 Listening

Multiple matching........................................................... .100 B2 Magic and illusion -

B1 Follow your dreams: the story of a Chinese

Short open answers....................................................... .101

woman pilot - True/False/Not given....................... .76

Language in use

B2 Not exactly pets! - Multiple matching.............. .77

B2 An impressive AI -

Language in use

Multiple matching........................................................... .102

S T E M

B1 The philosophy behind “living green” Multiple choice......................................................... .78

Test 6 Reading

Test 3 Reading

Multiple matching........................................................... .104

B1 Nothing but a phone? - S T E M

B2 Stock market basics -

Sentence completion..................................................... .80

Short open answers....................................................... .106

B2 Remixing music - Gapped text........................... .82

Listening

B1 The Edinburgh Fringe -

B1 Curiosities from around the world -

True/False/Not given..................................................... .108

Multiple matching........................................................... .84

B2 A world of words - Information completion..... .109

B2 Cells that save our lives - S T E M

Language in use

Multiple choice................................................................. .85

B2 The difference between sound and noise at

Language in use

school - S T E M True/False/Justification............. .110

B1 British pubs - Open cloze...................................... .87

B1 How to improve your public speaking skills -

Indice

Test 7

Test 9

Reading

B1 The benefits of volunteering -

B1 The history of chocolate -

True/False/Not given............................................. .112 B2 The smart city - S T E M Multiple matching/Gapped text......................... .114 Listening

Sentence completion..................................................... .130 B2 New trends in menus - Gapped text................ .132 Listening B1 Interview with a famous actor -

B1 First day at school - Multiple choice................. .116

Multiple matching........................................................... .134

B2 Decluttering -

B2+ Sustainability in hotel management -

Short open answers........... .118

Language in use

Multiple matching.................................................... .136

B2 The STE(A)M IT framework - S T E M

Language in use

Multiple choice................................................................. .119

B2 Education and the sustainable development goals -

Multiple choice.......................................... .137

Test 8 Reading

APPENDICE

B1 This Christmas in London - Gapped text........ .122

Schede grammaticali..................................................... .138

B2 Contemporary fantasy literature -

Word building................................................................... .141

Multiple matching........................................................... .124

Phrasal verbs.................................................................... .147

Listening

Irregular verbs.................................................................. .151

B1 Three really cheap holiday destinations -

Linkers ................................................................................ .153

Information completion................................................ .126

I livelli B1 e B2 del Quadro Comune Europeo

B2 Women for space - S T E M

di Riferimento per le lingue........................................ .155

Multiple matching........................................................... .127 Language in use

Tabelle di autovalutazione......................................... .157

B2 What to do at home instead of zapping on the sofa - Multiple choice...................................... .128

*La sezione Language in Use è complementare alle due precedenti ma non sarà presente nelle prove ufficiali.

Giovanna Da Villa, Chiara Sbarbada, Claire Moore PROVE NAZIONALI INGLESE Responsabile editoriale: Beatrice Loreti Responsabile di produzione: Francesco Capitano Art director: Enrica Bologni Progetto grafico e impaginazione: Diletta Brutti Foto: Shutterstock ©2026 Eli-La Spiga Edizioni Via Brecce – Loreto info@elilaspigaedizioni.it www.gruppoeli.it

Inquadra il QR code per ascoltare le tracce audio delle attività di Listening.

Stampato in Italia presso Tecnostampa – Pigini Group Printing Division – Loreto – Trevi 26.83.223.0 ISBN 978-88-468-4577-1

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Prove ufficiali guidate

READING COMPREHENSION

PROVE UFFICIALI GUIDATE Reading Comprehension How I became a wildlife photographer

Multiple choice

p. 10

Dippy the dinosaur

Short answer questions

p. 13

Cats’ dreams

Multiple matching

p. 15

The last review

Multiple choice

p. 17

Seven ways to save on groceries

Multiple matching

p. 21

How to travel cheaply

Multiple matching

p. 23

Reading in the digital age

True False Justification

p. 25

Animal heroes

Multiple matching

p. 28

Truly unique

True False Justification

p. 30

Chinese art collector

Multiple choice

p. 32

Setting smart goals

Multiple matching

p. 35

A conversation with Jacqueline Wilson

Multiple choice

p. 37

Willa and Brad

Multiple matching

p. 40

My cooking habits

Multiple matching

p. 42

My life so far

Short answer questions

p. 44

Providence

Multiple matching

p. 46

Gene therapy

Multiple choice

p. 48

Chris Gardner

Short answer questions

p. 51

The way we learn

Multiple matching

p. 53

Travel to Luxembourg

Multiple choice

p. 55

BBC News at Midday

Multiple matching

p. 57

The danger of a single story

Multiple choice

p. 59

Listening Comprehension

Prove ufficiali guidate

Introduzione STRUTTURA GENERALE DELLA PROVA La normativa prevede la possibilità di suddividere la prova in due giorni diversi, ma viene consigliato alle scuole di sottoporre i test delle due abilità nella stessa giornata, con una pausa tra Listening e Reading. LISTENING

READING

Numero di task

- 2 task livello B1 (audio max. 4 min.) - 3 task livello B2 (audio max. 4 min.)

- 2 task B1 (fino a 350 parole) - 3 task B2 (fino a 600 parole)

Tempo a disposizione

Massimo 60 minuti

Massimo 90 minuti

Modalità di svolgimento

Non è possibile tornare al task precedente, non è possibile fermare la traccia audio che, però, viene sempre proposta 2 volte.

È possibile muoversi liberamente avanti e indietro tra i vari task e correggere tutte le risposte fino all’invio.

In questa sezione abbiamo fornito le simulazioni ufficiali offerte da INVALSI corredate da soluzioni e commenti per aiutare gli alunni e le alunne a operare con le giuste strategie. Ricordiamo a studenti e docenti che i livelli B1 e B2 sono caratterizzati da competenze specifiche, che INVALSI identifica con dei descrittori ben precisi. Pertanto, a ciascuno studente sarà consegnato un documento che attesterà il suo livello sia nel Listening che nel Reading. Di seguito vengono indicati i descrittori ufficiali.

Descrizione del livello Inglese – Ascolto (Listening)* Ultimo anno del secondo ciclo di istruzione

Livello conseguito L’esito conseguito dall’allievo/a nella prova non consente l’attestazione del raggiungimento del livello B1. Livello QCER: B1. È in grado di comprendere i punti salienti di un discorso chiaro in lingua standard che tratti argomenti familiari affrontati abitualmente sul lavoro, a scuola, nel tempo libero, ecc., compresi dei brevi racconti. CEFR Level: B1. Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc., including short narratives. Livello QCER: B2. È in grado di comprendere i concetti fondamentali di discorsi formulati in lingua standard su argomenti concreti e astratti, anche quando si tratta di discorsi concettualmente e linguisticamente complessi; di comprendere inoltre le discussioni tecniche del suo settore di specializzazione. È in grado di seguire un discorso lungo e argomentazioni complesse purché l’argomento gli sia relativamente familiare e la struttura del discorso sia indicata con segnali espliciti. CEFR Level: B2. Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in standard speech, including technical discussions in his/her field of specialisation.

Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers.

Descrizione del livello Inglese – Lettura (Reading)* Ultimo anno del secondo ciclo di istruzione

Livello conseguito L’esito conseguito dall’allievo/a nella prova non consente l’attestazione del raggiungimento del livello B1. Livello QCER: B1. È in grado di leggere testi fattuali semplici e lineari su argomenti che si riferiscono al suo campo d’interesse raggiungendo un sufficiente livello di comprensione. CEFR Level: B1. Can read straightforward factual texts on subjects related to his/her field and interests with a satisfactory level of comprehension. Livello QCER: B2. È in grado di leggere in modo ampiamente autonomo, adattando stile e velocità di lettura ai differenti testi e scopi, e usando in modo selettivo le opportune fonti per riferimento e consultazione. Ha un patrimonio lessicale ampio che attiva nella lettura, ma può incontrare difficoltà con espressioni idiomatiche poco frequenti. CEFR Level: B2. Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.

*Le abilità attese per la lingua inglese al termine del secondo ciclo di istruzione sono riconducibili al livello B2 del Quadro Comune Europeo di Riferimento (QCER) per le lingue del Consiglio d’Europa, come indicato dai traguardi di sviluppo delle competenze delle Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento concernenti le attività e gli insegnamenti compresi nei piani degli studi previsti per i percorsi liceali, delle Linee Guida per il passaggio al nuovo ordinamento Istituti Tecnici e delle Linee Guida per il passaggio al nuovo ordinamento Istituti Professionali.

Prove ufficiali guidate

Caratteristiche delle prove Il testo seguente è stato estrapolato dal documento “La prova INVALSI di Inglese al termine del secondo ciclo di istruzione” pubblicato sul sito ufficiale Invalsi il 31/08/2018, pagg. 4-7. Ai sensi del decreto legislativo n. 62 del 2017, le prove INVALSI di inglese per la scuola secondaria di II grado sono volte a testare le abilità di comprensione della lingua (ascolto e lettura). Per permettere di descrivere un livello di competenza nell’ascolto e nella lettura anche per quegli alunni che al termine del secondo ciclo di istruzione non avessero raggiunto una competenza di livello B2, la prova INVALSI di inglese è una prova bilivello B1/B2. Pertanto i descrittori di competenza del QCER a cui si rimanda sono i descrittori di comprensione dell’ascolto e della lettura dei livelli B1 e B2. In linea con quanto affermato nelle Indicazioni Nazionali (dei Licei, ndr) e nelle Linee Guida (per gli Istituti Tecnici e Professionali, ndr), le prove introducono l’analisi di materiali autentici (testi e file audio) così da esporre gli studenti a una lingua naturale quale quella con cui saranno chiamati a confrontarsi in situazioni di realtà dopo la fine della scuola secondaria di II grado, in modo da guidare gli alunni verso una reale competenza linguistica di comprensione, di lettura e di ascolto. Contenuti Gli ambiti di riferimento dei testi e dei file audio usati nelle prove sono quelli attinenti alla vita sociale e professionale, all’ambiente, alla scienza e alla tecnologia, al tempo libero, all’intrattenimento e ai media, allo sport, ai viaggi, ai rapporti interpersonali, alla cura della salute e della persona, all’istruzione e alla formazione, ai servizi (musei, biblioteche, ospedali), alle lingue, al lavoro, alla multiculturalità, alla criminalità, alla storia, all’arte, alla musica, alle culture e alle tradizioni, all’alimentazione, ai problemi globali. Tipologie di lettura/ascolto Le tipologie di lettura/ascolto che lo studente deve adottare possono essere: • lettura/ascolto veloce e selettiva/o per cogliere l’idea principale; • lettura/ascolto veloce e selettiva/o per cogliere informazioni specifiche o dettagli importanti; • lettura/ascolto attenta/o e intensiva/o per cogliere le idee principali e i dettagli a supporto; • lettura/ascolto attenta/o e intensiva/o per inferire il significato di una proposizione o di una parola dal contesto. Ogni task è preceduto da specifiche istruzioni in inglese, sia per la comprensione della lettura sia per la comprensione dell’ascolto. In tutti i task la prima domanda costituisce l’esempio. 8

COMPRENSIONE DELLA LETTURA La prova di lettura (Reading) è composta da cinque compiti (task), due di livello B1 e tre di livello B2. Ogni task è formato da un testo autentico continuo o discontinuo e da una serie di quesiti di comprensione. Il numero totale di quesiti per ogni prova è di 35/40. La lunghezza massima di un testo di livello B1 è di 350 parole mentre la lunghezza massima di un testo di livello B2 è di 600 parole. I testi possono essere narrativi, descrittivi, argomentativi, espositivi, regolativi, continui e non continui. Si tratta di interi testi o di parti continue di testi tratti da giornali o riviste, Internet, libri, manuali, dépliant e volantini, inserzioni pubblicitarie. Le tipologie di quesiti per la prova di lettura sono: 1. Domande a scelta multipla/Multiple choice questions Domande o frasi da completare seguite da quattro opzioni di riposta consistenti in: • risposte complete; • seconda parte di frasi. N.B.: solo una risposta è corretta. 2. Abbinamento multiplo/Multiple matching • abbinamento tra prima parte e seconda parte di una frase; • abbinamento tra frasi/titoli/descrizioni e frasi/ titoli/descrizioni; • testo da completare reinserendo parti di testo che sono state cancellate (Gap filling); • abbinamento tra una serie di brevi testi e titoli o riassunti dell’idea principale. In tutti i task di abbinamento sono presenti due opzioni che non vanno utilizzate o in alternativa alcune opzioni possono essere utilizzate più volte. 3. Domande con risposta breve/Short answer questions Domande a cui rispondere o frasi da completare con un massimo di 4 parole. In alcuni casi viene richiesto di dare due risposte (Give two answers). In caso di più risposte possibili può venire richiesto di fornirne solo una (Give one answer). N.B.: trattandosi di una prova di comprensione, se la risposta è comprensibile, gli errori di spelling, grammatica o sintassi non vengono penalizzati. 4. Domande True False Justification Si propone agli studenti un testo rispetto al quale si formulano affermazioni che possono essere vere (true) o false (false). Si richiede quindi di decidere se tali affermazioni siano vere o false e successivamente di giustificarne la scelta (justification). La justification è data riportando le prime quattro parole della frase che contiene l’idea oggetto della domanda.

Caratteristiche delle prove

Se non è presente la giustificazione la risposta è da considerarsi errata. COMPRENSIONE DELL’ASCOLTO La prova di ascolto (Listening) è formata da cinque compiti (task) di cui due di livello B1 e tre di livello B2. Ogni task consiste di un file audio di massimo 4 minuti di lunghezza e di una serie di quesiti di comprensione. Il numero totale di quesiti per ogni prova è di 35/40. Il file audio è un monologo/dialogo tra 2 o massimo 3 persone di durata da 2 a 4 minuti, oppure una sequenza di piccoli monologhi di circa 20 secondi ciascuno con speaker diversi. Si tratta di registrazioni autentiche di monologhi e dialoghi, per esempio interviste, conferenze, conversazioni, estratti da documentari, notiziari, trasmissioni radiofoniche, conversazioni telefoniche, annunci che includono un appropriato livello di ridondanza delle informazioni e possono contenere rumori di fondo purché appropriati e di supporto alla comprensione. I file audio possono includere parlanti di sesso ed età diversi con un’ampia gamma di accenti. Il registro linguistico può essere informale o formale. Il file audio viene sempre ascoltato due volte; prima del primo ascolto gli studenti hanno a disposizione un minuto per leggere le domande. Al termine del secondo ascolto gli studenti hanno a disposizione un ulteriore minuto per terminare le risposte. Le tipologie di quesiti per la prova di ascolto sono: 1. Domande a scelta multipla/Multiple choice questions Domande o frasi da completare seguite da quattro opzioni di risposta consistenti in: • risposte complete; • seconda parte di frasi. N.B.: solo una risposta è corretta. 2. Abbinamento multiplo/Multiple matching • abbinamento tra prima parte e seconda parte di una frase; • abbinamento tra frasi/titoli/descrizioni e frasi/ titoli/descrizioni; • abbinamento tra le domande e le risposte di un’intervista; • abbinamento tra una serie di brevi monologhi e titoli o riassunti dell’idea principale. 3. Domande con risposta breve/Short answer questions Domande a cui rispondere o frasi da completare con un massimo di 4 parole. In tutti i task di abbinamento sono presenti due opzioni che non vanno utilizzate o in alternativa alcune opzioni possono essere utilizzate più volte.

Le tipologie di ascolto possibili sono: • ascolto veloce e selettivo per cogliere l’idea principale (Quick, selective listening for gist); • ascolto veloce e selettivo per cogliere informazioni specifiche o dettagli importanti (Quick, selective listening for specific information or important details); • ascolto attento e intensivo per cogliere le idee principali e i dettagli a supporto (Careful listening for main ideas and supporting details); • ascolto attento e intensivo per inferire il significato di una proposizione o di una parola dal contesto (Careful listening: inferring the meaning of a phrase or word from context). Lo studente potrà trovare multiple choice questions, multiple matching e short answers. Ricordiamo che tutte le istruzioni saranno comunicate in lingua inglese e che lo studente le troverà anche in forma scritta. Ogni attività fornita da INVALSI prevede un esempio. L’importanza dell’esempio e dei distrattori ESEMPIO In ogni task è presente una domanda data come esempio. L’esempio ha la funzione di chiarire allo studente la tipologia delle domande, guidarlo nell’argomento non linguistico del testo e fargli comprendere che tipo di risposta è richiesta. Per questo motivo l’esempio non è una domanda standard scollegata dal testo oggetto del compito, ma è una delle domande del task, di solito la prima, di cui è già fornita la risposta. Dovendo fungere da guida alla risoluzione del task, l’esempio presenta lo stesso tipo di difficoltà cognitive e linguistiche degli altri quesiti. È quindi molto importante che gli studenti non sottovalutino l’esempio, bensì lo leggano attentamente. DISTRATTORI Nei task di abbinamento sono sempre presenti una o due opzioni di risposta che non vanno utilizzate o in alternativa una o più risposte possono essere utilizzate due volte. Lo scopo di questi distrattori è quello di evitare che ad alcune domande venga data risposta in modo meccanico andando per esclusione oppure che un’opzione venga selezionata solo perché è rimasta l’unica disponibile. Il senso è quello di stimolare la comprensione attiva del testo letto o ascoltato.

Prove ufficiali guidate READING COMPREHENSION tratto da www.invalsi.it Consigliamo di svolgere le prove in formato computer based su www.invalsi.it/Area prove, grado 13.

B1 Multiple choice HOW I BECAME A WILDLIFE PHOTOGRAPHER Read the text about how a man’s love for photography grew, then choose the correct answer (A, B, C or D) for questions 1-7. Only one answer is correct. The first one (0) has been done for you.

First, I’ve always loved and “lived for” animals – ever since I was a kid. I remember when I was 5 years old, I’d feed the stray kittens on my street. Or, when I was 13, I joined the hiking club at my school; but while everyone else was admiring the mountains and valleys, I was busy looking under the rocks for snakes and scorpions… Even then, I knew I wanted to work with animals when I grew up. So, while working a fulltime job and raising my two kids, I attended veterinary school and received my diploma in 2002. I dreamed of becoming a wildlife veterinarian, but practicing in New York City makes this a bit difficult, so I treat primarily dogs and cats. The next ingredients any wildlife photographer needs are a deep love, respect and curiosity for nature and seeing new places. During a hiking trip to South America in 1995, I was “infected” with the “travel bug”. Since then, I’ve made it my mission to see and experience as many places as possible, especially those that have wildlife. The last part of the equation is a passion for photography. I’ve always liked it, but never studied it in a serious way until I bought my first “zoom-y” camera before a safari trip to Kenya with my son and my best friend. That was one of the most special trips of my life. I discovered that, because I’m a veterinarian and know animals so well, I’m able to anticipate their behavior and capture some very special moments. Unfortunately, when I got home I saw that – even though I got some incredible shots – the image quality wasn’t there. So I invested in a better camera, and taught myself the basics of photography. The more I learned and practiced, the more I fell in love with it, and the better I became. When one of my shots, “Near and Far”, was selected by National Geographic as their Photo of the Day, I was inspired to take things to the next level and make the transition from amateur to professional photographer. If you combine all my passions – animals, traveling and photography – it’s only natural that I became a wildlife photographer. I see this as another way of helping animals – the ones I can’t treat medically.

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When the author was a teenager, he was very careful when walking in the mountains. A. was terrified of wild animal species. B. developed an interest for natural landscapes. C. had different interests from his mates. D.

Q1. The author’s love for animals A. was the reason why he chose to do further studies. immediately became his occupation. B. was negatively influenced by his personal life. C. started with his university studies. D. Q2. The author’s present job as a vet in New York A. can be difficult due to the area where he lives. is his very first dream come true. B. is mainly connected with making pets healthy. C. involves driving around a lot. D. Q3. In 1995, the author A. went on his first trekking adventure. joined a professional photographic mission. B. caught a very dangerous disease. C. realised he had discovered a new passion. D. Q4. The author’s interest in photography A. was born after an expedition into the wild. was influenced by a friend of his. B. changed after he bought some equipment. C. arrived suddenly and without warning. D. Q5. The pictures the author takes A. are taken from a very short distance. are influenced by a specific ability he has. B. have proved as good as those of others. C. show ordinary instants in the life of animals. D. Q6. After buying a new camera, the author A. started making better pictures immediately. saw his interest become stronger. B. did not need to improve his technical knowledge. C. took private lessons in photography. D. Q7. When he got press recognition for his work, the author A. decided to make photography more than a hobby. saw his life change in a variety of ways. B. thought this was very likely to happen. C. realised photography was the only way to help wildlife. D.

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Commento all’attività Q1. The author’s love for animals A Sì. “I wanted to work with animals when I grew up. So … I attended veterinary school”. B No, durante il suo percorso di studi aveva un altro lavoro: “while working a full-time job”. C No, nel secondo paragrafo si fa riferimento alla passione per gli animali in tutte le fasi della sua vita. D No, riferendosi ai suoi 13 anni, l’autore dice: “Even then, I knew I wanted to work with animals”. Q2. The author’s present job as a vet in New York A No, la difficoltà è riferita al lavoro con gli animali selvatici: “Practicing in New York City makes this a bit difficult”. B No, il suo sogno era un altro: “I dreamed of becoming a wildlife veterinarian”. C Sì. “Practicing in New York City makes this a bit difficult, so I treat primarily dogs and cats”. D No, non c’è nessun riferimento alla necessità di guidare a lungo. Q3. In 1995, the author A No, aveva iniziato a fare trekking da ragazzo e quella del 1995 non era la sua prima uscita. B No, il viaggio del 1995 non era di carattere professionale. C No, la malattia a cui si riferisce è la passione per i viaggi: “I was ‘infected’ with the ‘travel bug’”. D Sì. “Since then, I’ve made it my mission to see and experience as many places as possible”. Q4. The author’s interest in photography A No, l’autore scrive chiaramente che la fotografia gli è sempre piaciuta: “I’ve always liked it”. B No, l’unico riferimento a un amico è come compagno di viaggio: “a safari trip to Kenya with my son and my best friend”. C Sì. L’autore sottolinea l’acquisto di una nuova macchina fotografica prima di un safari: “but never studied it in a serious way until I bought my first ‘zoom-y’ camera”. D No, esisteva da sempre: “I’ve always liked it”. Q5. The pictures the author takes A No, non viene detto. B Sì. “because I’m a veterinarian and know animals so well, I’m able to anticipate their behavior and capture some very special moments”. C No, l’autore ha vinto un titolo del National Geographic: “as their Photo of the Day”. D No, non c’è riferimento ai momenti della vita degli animali che sono ritratti nelle sue foto. Q6. After buying a new camera, the author A No, insieme all’acquisto, l’autore inizia a studiare fotografia: “and taught myself the basics of photography”. B Sì. “The more I learned and practiced, the more I fell in love with it”. C No, vengono sottolineati lo studio e l’esercizio: “The more I learned and practiced […] and the better I became”. D No, è un autodidatta: “taught myself the basics of photography”. Q7. When he got press recognition for his work, the author A Sì. “I was inspired to take things to the next level and make the transition from amateur to professional photographer”. B No, anzi, sottolinea la naturalezza del processo: “it’s only natural that I became a wildlife photographer”. C No, non viene detto. D No, è un altro modo, non l’unico: “I see this as another way of helping animals”.

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B1 Short answer questions DIPPY THE DINOSAUR Read the text about a famous dinosaur, then answer the questions (1-9) using a maximum of four words. Write your answers in the spaces provided. The first one (0) has been done for you.

Dippy the dinosaur to be ‘flat packed’ as he waves goodbye to the Natural History Museum in preparation for UK tour The famous Dippy the Diplodocus has spent the past 112 years of his life in The Natural History Museum, and welcomed visitors into his home from the entrance hall since 1979. If you have ever visited the museum in Kensington, you will not have been able to escape his grandeur. Standing at an impressive 21.3 metres long, 4.25 metres high, and 4.3 metres wide, he was a favourite of many visitors to the museum. Fossilised bones of a Diplodocus were unearthed in America in 1898, a replica was then built out of plaster, creating Dippy. He is one of 10 replicas in the world including those in Paris and Moscow. Dippy is a Diplodocus, a species which lived around 150 million years ago and belongs to a group called sauropods, which means “lizard feet”. However, Dippy has now left Hintze Hall to prepare for his tour across the country. “We wanted Dippy to visit unusual locations so he can draw in people who may not traditionally visit a museum” said museum director, Sir Michael Dixon. “Making iconic items accessible to as many people as possible is at the heart of what museums give to the nation, so we have ensured that Dippy will still be free to view at all tour venues.” He adds that the project is all about “encouraging children from across the country to develop a passion for science and nature.” On his 2018 tour, the plaster cast model, which is made up of 292 bones, will visit eight venues across Scotland, Wales, Northern Ireland and all five regions of England. What does the dismantling process consist of? The process to prepare Dippy for his tour started many years ago, and takes place after hours, when the doors of the museum were closed to the public. Twice a year for the past 112 years, Dippy has been polished to perfection to ensure that he is always looking in tip-top condition for visitors. A special vacuum is used to remove the dust and Dippy is then polished with conservationgrade brushes with natural fibres.

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Where has Dippy the Diplocodus been on display?

What is the length of the dinosaur?

When were the original Diplodocus remains found?

What cities have copies of the dinosaur? (Give two answers)

What is the meaning of “sauropods”?

What does Sir Dixon do?

How much will it cost to see Dippy?

What might children become interested in thanks to Dippy’s tour?

When did Dippy’s preparation for the tour begin?

How often has Dippy been cleaned every year?

The Natural History Museum

a. b.

Commento all’attività Q1. What is the length of the dinosaur? 21.3 metres (“Standing at an impressive 21.3 metres long”). Q2. When were the original Diplodocus remains found? 1898 (“Fossilised bones of a Diplodocus were unearthed in America in 1898”). Q3. What cities have copies of the dinosaur? (Give two answers) In questo caso si possono scegliere due tra le tre risposte possibili: Paris, Moscow, London (“He is one of 10 replicas in the world including those in Paris and Moscow”). London è implicito, visto che si parla del Natural History Museum. Q4. What is the meaning of “sauropods”? Lizard feet (“a group called sauropods, which means “lizard feet”). Q5. What does Sir Dixon do? Museum director (“said museum director, Sir Michael Dixon”). Q6. How much will it cost to see Dippy? Le risposte possibili sono tre: Nothing; it will be free; free (“we have ensured that Dippy will still be free to view at all tour venues”). Q7. What might children become interested in thanks to Dippy’s tour? La risposta è corretta sia con una che con tutte e due le opzioni: Science and/or nature (“the project is all about encouraging children from across the country to develop a passion for science and nature”). Q8. When did Dippy’s preparation for the tour begin? Many years ago (“The process to prepare Dippy for his tour started many years ago”). Q9. How often has Dippy been cleaned every year? Le risposte possibili sono 4: 2; two times; twice; twice a year (“Twice a year for the past 112 years, Dippy has been polished to perfection”).

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B1 Multiple matching CATS’ DREAMS Read the text about what cats dream about. Parts of the text have been removed. Choose the correct part for each gap (1-7). There are two extra parts that you should not use. The first one (0) has been done for you.

as signs that our cats are dreaming

affecting their movements

the kitten having a nightmare

when they wake up

the stuff of their day-to-day lives

all that different from ours

dreams don’t differ all

where most dreaming occurs

all vertebrates and mammals

a sleeping human’s

C Most of us have probably seen the YouTube clip of (0) ____. The sleeping kit trembles like a little branch in the wind. His mother, curled up next to him, senses his distress and pulls him against her. His quivering stops: all is right with his world. It’s a scene guaranteed to melt any animal lover’s heart in nano-seconds. But some questions remain. What do cats and kittens dream about? And are their dreams really (Q1) ____?

The landscape of dreaming Cats sleep roughly 16 to 18 hours a day. Like humans, they experience Rapid Eye Movement (REM) sleep. The REM stage is (Q2) ____, although some does happen in the non-REM stage as well. The non-REM dreams are more fragmentary and less visual. With kittens, the amount of “dream” or REM sleep will decrease as they mature. So will a lot of the muscle-twitching that goes along with it. Feline (Q3) ____ that much from ours, according to Matthew Wilson, an associate professor of brain and cognitive sciences at MIT’s Picower Institute for Learning and Memory. They, too, dream about (Q4) ____ – playing, stalking prey, etc. The hippocampus, which governs memory, is wired the same in almost (Q5) ____. “If you compared a hippocampus in a rat to a dog, in a cat to a human, they contain all of the same pieces,” explains Wilson. The electrical activity pattern in a sleeping cat’s brain is remarkably similar to that of (Q6) ____. We’re apt to read the slightest physical movements – quivering whiskers, twitching paws or tail – (Q7) ____. This “is misleading where cats are concerned,” says researcher David Greene. “The most significant indication of dreaming is an utterly slack and relaxed condition.”

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Commento all’attività Q1. F

“all that different from ours?”. Il senso della domanda è un paragone tra i sogni dei gatti e degli esseri umani.

Q2. H “where most dreaming occurs”. In questa frase viene descritta la fase del sonno REM. Q3. G “dreams don’t differ all”. Anche qui si richiama il paragone con i sogni umani ma, in questo caso, la struttura è quella di una frase affermativa, non interrogativa come nell’opzione F. Q4. E

“the stuff of their day-to-day lives”. Qui si deve indicare il contenuto dei sogni dei felini.

Q5. I

“all vertebrates and mammals”. Queste sono le classi di animali che condividono la stessa struttura dell’ippocampo.

Q6. J “a sleeping human’s”. Un altro paragone tra gatti e uomini, che si abbina perfettamente nella frase all’espressione “a sleeping cat’s”. Q7. A “as signs that our cats are dreaming”. Si ricollega alla prima parte della frase: “We’re apt to read the slightest physical movements” per spiegare l’errore in cui si incorre guardando i gatti che dormono.

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B2 Multiple choice THE LAST REVIEW Read the text about a music critic, then choose the correct answer (A, B, C or D) for questions 1-9. Only one answer is correct. The first one (0) has been done for you.

Tom Bates had been music critic at The Herald for almost all of his working life. As an enthusiastic young journalist, he had stepped into the shoes of Bob Black when the respected old music critic dropped dead on his way home from a performance of Fidelio. That was the only performance that was not reviewed in the whole history of the newspaper. Bob’s column was one of The Herald’s most popular features and the editor demanded that somebody take over from Bob right away. The problem was that old Bob had had a string of music qualifications to his name. There was nobody at The Herald to match. “What about you, Bates?” asked the editor. “Know anything about music?” Seeing an opportunity not to be missed, Tom said that he played the piano. “Splendid!” was the editor’s reply. “The next concert’s some piano thing. Make up an impressive-sounding pseudonym and get going.” To say he played the piano had actually been a slight exaggeration as Tom’s musical career had come to an end at the age of ten over the tricky fingering in Für Elise. The pseudonym hadn’t been a problem, though. Tom decided to call himself Major Third. He had no idea what it meant but it was a term he remembered his long-suffering piano teacher using. It had a sophisticated ring to it that would appeal to the elderly readers of the music column, he felt. There was no denying that Tom had a way with words; his writing was eloquent. However, he had no knowledge of music whatsoever and his first reviews were met with a storm of disapproval. “The Major is a charlatan. Are you even aware that Wolfgang Amadeus and Mozart were one and the same person, sir?” was a typical response to his weekly review on the letters page. Tom Bates, alias Major Third, was a fraud, but he persevered. He did his homework, checking encyclopedias for important facts before concerts, and in time he got to know names and faces on the classical music scene. As the years passed, the old generation of Bob’s fans died out, Tom charmed the new wave of readers with his elegant prose, and by the time he was a senior at The Herald, there was hardly anybody left who remembered the day he had taken over from Bob Black. Major Third’s opinion was respected and quoted at dinner parties and no one seemed to notice that he knew next to nothing about the subject he wrote so convincingly about. It was around the time that the internet became popular that Tom stopped going to the concerts, some of them at least. He soon realized that with a little cyber surfing and a couple of CDs, he could write just as good a review without leaving his own fireside. On a cold winter’s night he could have his review written and be sitting watching his favourite detective series on TV before the audience at the concert had even struggled to the bar for their drinks at the interval.

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It was unfortunate that the night the young Albanian soprano Edona Luga was due to sing the lead in Handel’s Semele, Tom decided to go to the performance. If he had stayed at home, he would have heard on the news that Edona had tripped getting off the plane and broken her ankle and that the opera company would be staging Monteverdi’s L’Orfeo instead. It was doubly unfortunate that Tom arrived a little late for the performance and didn’t get a programme. Major Third’s review in The Herald next day was as eloquent and inspired as ever but, sadly, it was to be his last.

Tom Bates became music critic at the Herald because he was an experienced journalist. A. because Bob Black gave up the job. B. when the Herald’s music critic retired. C. when something unexpected happened. D.

Q1. The most important thing for The Herald was that A. they found somebody similar to Bob. Bob was replaced immediately. B. somebody wrote about Fidelio immediately. C. Bob was replaced by somebody younger. D. Q2. Tom got the job because A. nobody else had the time or the interest. the editor had known he played an instrument. B. he was good at inventing names. C. he claimed to have a relevant skill. D. Q3. Tom chose the name Major Third because A. it had been his piano teacher’s name. it sounded appropriate for a music critic. B. the older generation were often snobs. C. a musical name was best for a music critic. D. Q4. When Tom started the job A. many readers were annoyed. readers protested after a concert of Mozart. B. nobody realized how well he could write. C. it was clear he would succeed eventually. D. Q5. Tom soon started A. meeting performers. doing research. B. going to concerts after work. C. to accept he was no good. D.

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Q6. After a while, Tom managed to become more popular than Bob Black. A. learn everything about music. B. write in exactly the same way as Bob Black. C. make people think he was a music expert. D. Q7. Finally, Tom stayed at home to write his reviews because A. recordings were better than live music. he hated queuing for drinks at the concerts. B. it was easier than doing his job properly. C. he preferred to watch Sherlock Holmes on TV. D. Q8. The opera company changed their plans A. and the time of the performance. and showed an opera Tom wanted to see. B. because of an unforeseen problem. C. because the soloist had missed her flight. D. Q9. Tom’s last review showed that he A. did not know which opera he had seen. was not such a good writer after all. B. knew L’Orfeo better than Semele. C. was too good a critic for The Herald. D.

Commento all’attività Q1.

The most important thing for The Herald was that A No, la cosa più importante per il direttore dell’Herald fu sostituire Bob, non trovare qualcuno simile a lui, perché sarebbe stato impossibile: “There was nobody at The Herald to match”. B Sì. “The editor demanded that somebody take over from Bob right away”. C No, non c’è nessun riferimento al pezzo su Fidelio se non che: “That was the only performance that was not reviewed in the whole history of the newspaper”. D No, non viene detto. Q2.

Tom got the job because A No, nel testo non viene nominato nessun altro contendente. B No, è il direttore che chiede a Bates se sa qualcosa di musica: “Know anything about music?” C No, anche se l’informazione è vera, non è la ragione per cui ottiene l’incarico. D Sì. “Seeing an opportunity not to be missed, Tom said that he played the piano”.

Q3.

Tom chose the name Major Third because A No, era un termine che usava il suo maestro di pianoforte. B Sì. “It had a sophisticated ring to it that would appeal to the elderly readers of the music column, he felt”. C No, benché si faccia riferimento agli elderly readers, questi ultimi non vengono descritti come snob. D No, in effetti Bates non sa nemmeno che cosa significhi “He had no idea what it meant”.

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Q4.

When Tom started the job A Sì. “his first reviews were met with a storm of disapproval” e “The Major is a charlatan”. B No, i lettori si sono chiesti se conoscesse Mozart: “Are you even aware that Wolfgang Amadeus and Mozart were one and the same person, sir?”. C No, non viene detto. Viene detto invece che la sua abilità nello scrivere veniva riconosciuta da tutti: “There was no denying that Tom had a way with words”. D No, all’inizio della sua carriera non era per niente chiaro che avrebbe avuto successo, infatti le sue prime recensioni furono accolte con disapprovazione. Q5.

Tom soon started A No, ha solo imparato a riconoscere i nomi e i volti: “in time he got to know names and faces on the classical music scene”. B Sì. “He did his homework, checking encyclopedias for important facts before concerts”. C No, l’affermazione è piuttosto ingannevole perché in effetti lui andava ai concerti dopo aver fatto ricerche, ma il suo vero lavoro era scrivere articoli per il giornale, cosa che faceva DOPO i concerti. D No, piuttosto si sottolinea il fatto che Tom non si curava delle critiche e continuava a scrivere: “Major Third, was a fraud, but he persevered”. Q6.

After a while, Tom managed to A No, semplicemente nessuno ricordava più Bob Black perché i suoi fan piano piano erano morti. B No, la sua ignoranza in materia di musica è ribadita più volte: “he knew next to nothing about the subject he wrote so convincingly about”. C No, non c’è un chiaro riferimento allo stile di Bob Black, ma viene evidenziato lo stile elegante di Tom: “Tom charmed the new wave of readers with his elegant prose”. D Sì. “no one seemed to notice that he knew next to nothing about the subject he wrote so convincingly about”. Q7.

Finally, Tom stayed at home to write his reviews because A No, le registrazioni sui CD e su Internet erano più comode da ascoltare, non migliori. B No, nel testo questa descrizione è riferita agli spettatori presenti ai concerti, mentre Tom si trovava a casa. C Sì. “He soon realized that with a little cyber surfing and a couple of CDs, he could write just as good a review without leaving his own fireside”. D No, si parla di detective stories, ma non di Sherlock Holmes. Inoltre, il motivo per cui Tom aveva deciso di rimanere a casa non erano le serie, ma la facilità di reperire materiale sui concerti in Internet. Q8.

The opera company changed their plans A No, questa informazione non è riportata, sappiamo solo che Tom è arrivato in ritardo. B No, Tom non si era neanche accorto del cambio di programma: “Tom arrived a little late for the performance and didn’t get a programme”. C Sì. La soprano aveva avuto un piccolo incidente: “Edona had tripped getting off the plane and broken her ankle”. D No, era inciampata scendendo dalla scaletta dell’aereo. Q9.

Tom’s last review showed that he A Sì. L’informazione non è esplicita ma è facilmente intuibile dalla successione delle informazioni nelle ultime due frasi. B No, anzi, il suo articolo era sempre di alta qualità: “Major Third’s review in The Herald next day was as eloquent and inspired as ever”. C No, non aveva neanche riconosciuto la musica dell’Orfeo. D No, è un giudizio che non è mai stato espresso nel testo, né in maniera implicita né esplicita.

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B2 Multiple matching SEVEN WAYS TO SAVE ON GROCERIES Read the texts about what to watch out for when shopping. Choose the correct heading (A-I) for each paragraph (1-6). There are two extra headings that you should not use. The first one (0) has been done for you.

I 0 ____ In most grocery stores, advertised sales change every week, so the scanners have to be updated constantly. But surprisingly often, they’re not, so they charge you the full amount, not the discounted price. To get the deal you’re after, keep an eye on the price being registered by the scanner, whether you’re operating it yourself or dealing with a cashier. Put all the week’s specials in a corner of your cart and line them up on the checkout counter together so you can easily keep track of the prices you’re being charged as the items are scanned.

Q1. ____ After all, the person at the register may not know a pomegranate from a persimmon. On a recent shopping trip, I watched as a cashier entered my three-pound cabbage (39 cents per pound) as Brussels sprouts ($1.89 per pound) – an overcharge of $4.50. If I hadn’t corrected him, my family would’ve eaten some very pricey coleslaw that night. Q2. ____ Many people don’t know it, but big chains like Giant, Safeway and Kroger will often give you an item for free if the scan shows a higher price than what’s advertised. (Tobacco, alcohol, pharmacy items and dairy are excluded). Q3. ____ If your grocer runs out of an advertised special, ask customer service for a rain check – a written promise to sell you the item at a lower price when it’s restocked. Make sure the slip specifies the maximum number you can buy for the sale price (usually six). Ask about the time limit for using your rain check (it’s usually 15 days). Q4. ____ Before you stash ten boxes of something on your shelves, check the sell-by date. Even seemingly ageless products like tea bags and toothpaste eventually expire – and you don’t want to be stuck owning eight more when they do.

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Q5. ____ If you’re buying a ten-pound bag of potatoes, put it on the scale before you put it in your cart. Many items weigh less than what the package says. Q6. ____ It’s easier to pick up personal-care products and other nongrocery items at the supermarket. But this stuff often costs more than it does at a big drugstore chain. A

Collect your payoff if there’s a mistake.

Weigh before you pay.

Don’t pay extra for convenience.

Don’t assume that regular-price items are being entered correctly.

Don’t trust the scale.

Stock up, but wisely.

Be persistent.

Don’t buy products that have expired.

Watch the register.

Commento all’attività Q1. D Don’t assume that regular-price items are being entered correctly. Nell’esempio sono stati scambiati i prezzi di due verdure non in sconto (“regular-price”). Q2. A Collect your payoff if there’s a mistake. “Payoff” indica il compenso previsto in caso di errore da parte del supermercato, come nel caso delle catene citate che regalano un articolo se il lettore ottico registra un prezzo più alto di quello esposto. Q3. G Be persistent. Se l’articolo in sconto è esaurito, ci viene suggerito di non rinunciare all’acquisto e chiedere un buono per poterlo comprare una volta riassortito, sempre con il prezzo ridotto. Q4. F

Stock up, but wisely. Prima di fare la scorta di qualcosa (“stock up”) è bene controllare la data di scadenza.

Q5. B

Weigh before you pay. Prima di andare a pagare è sempre consigliabile pesare (“weigh”) le confezioni di verdura per controllare che il peso effettivo corrisponda a quello dichiarato.

Q6. C Don’t pay extra for convenience. Il consiglio è di comprare i prodotti non alimentari nei negozi specializzati perché, benché sia comodo fare la spesa in un negozio solo (“convenience”), nei supermercati potrebbero costare di più.

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B2 Multiple matching HOW TO TRAVEL CHEAPLY Read the text about travelling on a low budget. Parts of the text have been removed. Choose the correct part for each gap (1-10). There are two extra parts that you should not use. The first one (0) has been done for you. A

guide you to the most authentic experiences

missed being alone

ask a local

witnessed and learned

traveled the world as backpackers

was real life

not pay for any part of his trip

relied on the locals

forced to interact with the locals

never had anything stolen

invited us into a hut

is generally a safer place to travel in

is more affordable than you might think

Alex Boyland, who won CBS’s The Amazing Race 2, knows how to push the bounds of budget travel. Alex’s latest project is Around the World for Free. E reporting in for regular live appearances For half of the year, he and a video producer (0) ____, on the CBS Early Show. Viewers were told to visit the website AroundTheWorldForFree. com and tell Alex where he should travel next. The goal was for him to rely on the kindness of strangers and (Q1) ____. Now Alex and his team have edited the video shot during the journey through 16 countries – from the rural parts of the Dominican Republic through the backstreets of Calcutta to Kenya during political unrest. The resulting TV series will air on WGN America, starting in January. I recently spoke with Alex about what he and his producer Zsolt Luka (Q2) ____, plus his advice for budget travelers. Here’s what he had to say: money can be a crutch that prevents you from a profound experience. While what I was doing was unusual, the same rule applies to everyone. When you’re traveling cheaply, you’re (Q3) ____ and really put yourself out there emotionally day after day, and that’s the truly broadening part of travel. To find out where’s the best restaurant or the liveliest bar, (Q4) ____. It’s a cliché but it’s true. It’s the critical piece here, but when you’re traveling, don’t ask the hotel porter and don’t ask the leader of your walking tour or the information desk for the tourist office. During my trip, I would be asking someone – like the lady behind the counter making the tacos – “where do you go for dinner” or “where do you go for fun”. She didn’t know who I was and there was no camera equipment around or anything unusual about me. I was just a 30-year old from

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out of town. And she gave me great advice. Locals will just naturally (Q5) ____ and culture. On our trip taping this show, we walked from Thailand to Cambodia, walking down dusty roads. A monk with broken English (Q6) ____. It was spontaneous generosity. When we were in the Maasai Mara in Kenya and Tanzania, we met with a guy named Freddie where we were staying. He says: “My boss has this campground in the park that you should check out.” We agreed. He drove us there, and we passed through a Maasai warrior camp, with young guys carrying spears. It (Q7) ____. We’d never see it on typical travel TV documentary or on a trip taken in a group with a tour guide. The world (Q8) ____ than many Americans realize. Media reports always play up the scary part. We went on this journey with a mindset that the world is a good place. We didn’t seek outside security help of any kind. We (Q9) ____ we met to guide us about where to be safe, and when to scram. By making friends with them, they helped direct us. For example, when we were in Kenya, riots and protests broke out, but locals told us how to avoid the trouble spots. And crime wasn’t a problem for us. Even though we were traveling the world with this expensive camera gear and laptops in our backpacks, we (Q10) ____. It’s true that during the times when we had our camera out and we were shooting a scene, people were less likely to bother us. But most of the time we just looked like tourists. If we were safe, you will be safe, too. Commento all’attività Q1. G “not pay for any part of his trip”. Dal momento che parliamo della sfida “Around The World for Free” e si fa riferimento alla gentilezza degli estranei, l’opzione giusta non può che essere questa. Q2. D “witnessed and learned”. L’intervista si basa su ciò che i due viaggiatori hanno osservato e imparato. Q3. I

“forced to interact with the locals”. Sta descrivendo la situazione in cui si trovano i viaggiatori che decidono di affidarsi alla gente del luogo rinunciando ad appoggiarsi solo sul denaro.

Q4. C

“ask a local”. Questo è il metodo più efficace per sapere quali sono i locali migliori. L’opzione H ha più o meno lo stesso significato ma è da scartare a causa del tempo verbale che in questo caso non si combina con la frase precedente.

Q5. A “guide you to the most authentic experiences”. Secondo riferimento al contributo degli abitanti del luogo. La scelta è obbligata sia per il senso della frase, sia per la struttura grammaticale che richiede un bare infinitive dopo il verbo modale will. Q6. K “invited us into a hut”. Un esempio di ospitalità da parte di un monaco del luogo. Q7. F

“was real life”. L’autore descrive come “vita reale” l’esperienza di attraversare un campo di guerrieri Masai armati di lance, sottolineando che tali situazioni non sono presenti nei documentari e nei tour organizzati.

Q8. L

“is generally a safer place to travel in”. Qui la scelta è chiaramente determinata dalla presenza di un comparativo che si combina con la seconda parte della frase introdotta da “than”. L’opzione M è da scartare, in quanto contiene anche il secondo termine di paragone.

Q9. H “relied on the locals”. Di nuovo un riferimento all’importanza di affidarsi (rely) alle persone del luogo. Q10. J

“never had anything stolen”. Questa frase è legata a quella che la precede poiché si parla di criminalità e, nello specifico, di furti.

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B2 True/False/Justification READING IN THE DIGITAL AGE Read part of a text about how reading has changed in the digital age. Decide whether the statements (1-6) are true (T) or false (F), then write the first four words of the sentence which supports your decision in the space provided. The first one (0) has been done for you.

Unfortunately, we now appear to have entered a ‘Post-Literature Era’. Every month of 2016, the sales of books, newspapers, and other reading material fell. The culprits behind this drop are easy to see, the internet being chief among them. Nearly all of the information that we can glean from the contents of our libraries can now be found floating around on the web. The price of books does not help matters either. A vicious cycle has been created in the publishing world. Fewer books are being bought, so prices rise to cover the costs, and then even fewer books are bought. Finally, aspects of childhood cannot be ignored on this issue. Where once a child had only two options to use up their free time, reading or going outside, there are now a multitude of different entertainment options available. Many children now, rather than pick up a book, will sit in front of a television, browse the internet, or play on some form of games console. Although certain benefits have been shown to result from playing video games in moderation, such as improved decision-making abilities, we must ask what people are losing when technology replaces our literature. Given all the benefits of reading books, from childhood to adulthood, it is clear that the absence of it will lead to the absence of those benefits. There are those who fear that the combination of an ‘autocorrect’ function on many electronic devices and the steady decrease in reading by children will negatively impact on children’s spelling and grammatical abilities. This will obviously present them with problems in the future, should they find themselves without such a crutch. A 2014 study from Emory University found that reading during childhood is associated with greater empathy and improved cognitive function. The physical act of reading a print book, as opposed to an electronic version, can increase spatial awareness. Research from the University of California shows that reading can make you smarter (proving Tyrion’s point), reduce stress levels, improve analytical thinking and memory, increase your vocabulary and improve your writing skills. Those who read more as children have also been shown to earn more as adults. Leaving all of this aside, the greatest benefits of reading are the life lessons contained within the pages of those books. Even in works of fiction, what we learn by reading is applicable to the real world. These stories teach children that good will always triumph over evil, but only if they, the protagonist of their own story, stand up for what they believe in and what’s right. The dwindling passion for literature in today’s society is truly a negative development. As books fade from their lives, our children won’t just suffer in school; they will be less enriched in all aspects of their lives. Their understanding of technology will no doubt surpass our own, and perhaps that will stand them in good stead as tech giants like Apple and Google come to further dominate the job market.

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Books have been only partially replaced by online resources. F

Nearly all of the

Q1.

The more book sales decrease, the more books cost.

Q2.

In the past, children could choose from plenty of pastimes.

Q3.

Using electronic devices may improve our youth’s writing accuracy.

Q4.

Reading is associated with a decrease in anxiety.

Q5.

Reading can deepen our understanding of the real world.

Q6.

Despite reading less, children’s lives will remain the same.

Commento all’attività Ricorda che devi prima indicare se il quesito è True (T) o False (F). Poi devi individuare le prime 4 parole della frase che giustifica la tua scelta. Il segreto è quello di leggere tutto il testo una prima volta con molta attenzione e poi di capire bene i quesiti. Se procedi in questo modo, saprai esattamente dove cercare l’informazione che ti è necessaria. Come di consueto, ti invitiamo a non preoccuparti se non capisci tutte le parole. Ecco un esempio: leggi bene il primo paragrafo del testo. Ci sono due parole che probabilmente non conosci: “culprits” e “glean”. Prova a capire il testo senza alcune parole, concentrandoti solo sul senso generale. Il risultato sarà il seguente: “Unfortunately, we [...] entered a ‘Post-Literature Era’. Every month in 2016, the sales of books and newspapers [...] fell. [...] easy to see, the internet [...]. Nearly all of the information [...] can now be found [...] on the web.” Il paragrafo contiene un messaggio chiaro, che si deduce anche senza capire ogni singola parola: nel 2016 sono stati venduti pochi libri e riviste perché si poteva trovare praticamente tutto (“Nearly all”) sul web. L’esempio che ti viene dato (0) è quindi False e le prime 4 parole sono proprio “Nearly all of the”.

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Veniamo ora ai quesiti veri e propri (Q1-Q6) Q1. The more book sales decrease, the more books cost. “The + comparativo … the + comparativo” indica che un fenomeno dipende da un altro. Il costo maggiore dei libri dipende da un maggior calo delle vendite. Questo quesito non riguarda il primo paragrafo, dove non si parla di costi, ma di motivazioni della mancata vendita. Passa quindi a una parte successiva, in particolare il secondo paragrafo dove infatti si parla di costi (price/costs). Prova a leggere il secondo paragrafo con la tecnica che ti abbiamo suggerito. Il risultato sarà il seguente: “The price of books does not help [...]. A vicious cycle has been created [...]. Fewer books are being bought, so prices rise to cover the costs, and then even fewer books are bought.” Cioè: si è formato un circolo vizioso: poiché si vendono meno libri, i prezzi salgono e i libri si vendono ancor meno. Il quesito è quindi True e la frase “Fewer books are being bought, so prices rise to cover the costs” giustifica la nostra scelta. Scriveremo quindi le prime 4 parole di questa frase. Risposta corretta: T Fewer books are being Q2. In the past, children could choose from plenty of pastimes. Nel passato, i bambini avevano un’ampia scelta di passatempi. “Plenty” è una parola molto usata, simile a much/many. Nel terzo paragrafo, dove trovi la parola “child” (singolare di “children” del nostro quesito), si dice che nel passato (“once”) c’erano “only two options”, in contrasto con il presente (“now”), dove ci sono “a multitude of different options”. Il quesito è quindi False e scriveremo le prime quattro parole di quella frase. Risposta corretta: F Where once a child Q3. Using electronic devices may improve our youth’s writing accuracy. L’utilizzo di apparecchi elettronici può migliorare l’accuratezza della scrittura tra i giovani. “May” indica possibilità. Il paragrafo 4 tratta l’argomento “benefits”, ma si sostiene che ci siano benefici nella lettura di libri (“reading books”), non nell’utilizzo di “electronic devices”. Infatti, si parla di un possibile impatto negativo (“will negatively impact”) sullo spelling e sulla grammatica. “Will” si avvicina a “may”, perché indica un’ipotesi, una possibilità futura. Il quesito è quindi False e le parole da inserire saranno le prime 4. Risposta corretta: F There are those who Q4. Reading is associated with a decrease in anxiety. In breve: leggere sembra ridurre l’ansia. Procediamo nel testo rileggendo il paragrafo seguente, dove si parla di uno studio del 2014. Cerchiamo le parole chiave: “empathy” “cognitive function”, “spatial awareness”; nulla che sia collegato ad “anxiety”. Invece nel paragrafo successivo troviamo la parola “stress” che si collega bene ad “anxiety”, e il verbo “reduce” che si collega bene al sostantivo “decrease”. Associando i concetti appare che il quesito è True, dato che “Reading can reduce stress”. Risposta corretta: T Research from the University Q5. Reading can deepen our understanding of the real world. Leggere può farci capire meglio il mondo reale. Probabilmente non conosci il verbo “deepen” (approfondire) ma, se ci pensi, deriva dall’aggettivo “deep” (profondo). Nel paragrafo successivo troviamo le prime due frasi con le espressioni “life lessons” e “real world”, proprio quello che ci interessa. Leggere ci fornisce “life lessons” e ci collega al “real world”. In questo caso tutte e due le frasi confermano il quesito (True) e possiamo scegliere quale selezionare delle due. Risposta corretta: T Leaving all of this / Even in works of Q6. Despite reading less, children’s lives will remain the same. Anche se i bambini leggeranno/leggono meno, la loro vita rimarrà la stessa. Il senso dell’intero testo ci fa già dedurre che questa frase è False, ma noi dobbiamo verificare e specialmente trovarne la giustificazione. L’ultimo paragrafo (e lo sai perché hai già letto tutto il testo prima) tratta delle abilità tecnologiche dei bambini, quindi lo escludiamo. Il penultimo, invece, fa al caso nostro: si parla di sofferenza a scuola (“suffer at school”) e sostanzialmente di una vita meno ricca intellettualmente (“less enriched”). La vita dei bambini non rimarrà la stessa e perciò il quesito è False. Risposta corretta: F As books fade from

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B2 Multiple matching ANIMAL HEROES Read the texts about animals that have saved people, then choose the correct texts (A-H) to answer the questions (1-6). Use each text once only. There is one extra text that you should not use. The first one (0) has been done for you.

A. While doing his daily farm work, farmer Noel Osborne was accidentally knocked into a pile of manure, shattering his hip. He was rendered immobile and stranded too far away for anyone to hear his calls for help. For five days, his goat Mandy huddled by his side keeping him warm, even throughout stormy, cold nights. Perhaps more remarkably, Mandy allowed Osborne to milk her for sustenance. B. In 1919, a ship called Ethie crashed into rocks, stranding 93 sailors amidst stormy seas. After one of the sailors was swept out to sea, the crew turned to their dog, Tang. With the rope in his mouth, he leaped into the water. When he reached land, onlookers were amazed to discover that his jaw was still fastened to the rope. All 92 of the remaining sailors were pulled to safety due to Tang’s ceaseless bravery. C. Diver Yang Yun was part of a competition to hold her breath for as long as possible in a pool of beluga whales in China. The dive was going smoothly until she tried to move her legs and she couldn’t. That’s when Mila, one of the beluga whales, came to her rescue. Sensing something was wrong, the animal swam to the drowning diver, took Yun’s leg in her mouth and lifted her to the surface to breathe, saving her life. D. 8-year-old Amber Mason was saved by a 4-year-old elephant during the 2004 tsunami in Thailand. Just as the wave struck, the elephant took Amber on its back and ran for higher ground. As the wave crashed around them, the elephant even turned its back to the water, creating a protective wall from the impact. “If she had been on the beach on her own or with us on the beach, she would never have lived,” Amber’s mother recalled “The elephant took the pounding of the wave.” E. A 2-year-old named Hannah would have choked to death if it wasn’t for Willie the parrot. “While I was in the bathroom, Willie started screaming like I’d never heard him scream before and he started flapping his wings,” said Megan, the babysitter. “Then he started saying ‘mama baby’ over and over again until I came out and looked at Hannah and Hannah’s face was turning blue.” Willie saved the day. F. Surfer David Rastovich describes how a dolphin saved him from a shark attack. “I was sitting in the water, when all of a sudden I saw a dolphin next to me that was behaving unusually hectic. From the top I saw how the dolphin came flying and hit a shark hard in the side. I myself hadn’t even seen the shark before” he recalled.

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G. Here’s the remarkable story of Jambo, a silverback gorilla at the Jersey Zoo. After a young boy, Levan, fell into the gorilla’s zoo enclosure, fracturing his skull and breaking limbs, Jambo immediately came to his aid. The silverback stood firmly next to the young boy and even stroked his back in comfort, protecting the boy from danger. When Levan woke up and began to cry, Jambo led his entire troop away so human rescuers could reach the boy. H. After a gasoline-powered water pump leaked odorless carbon monoxide into the Keesling family’s home, their cat Winnie began to nudge and meow loudly at their ears. “It was a crazy meow, almost like she was screaming,” said Cathy Keesling. By the time she got up, Cathy Keesling was already dizzy and nauseous from the fumes, and her husband and son were completely unconscious. But thanks to Winnie, Cathy was able to dial 911 before anyone was seriously harmed. Which text mentions an animal that helped 0 Q1 Q2 Q3 Q4 Q5 Q6

a family by producing a loud sound and keeping one member awake? a child by making a noise to attract the nanny’s attention? a person by preventing them from being violently attacked? a group of people by guiding them to the shore? a person by feeding and protecting them from the cold for several days? a child by providing protection from its fellow creatures? a person by dragging them upwards out of the water?

Commento all’attività Which text mentions an animal that helped 0

H a family by producing a loud sound and keeping one member awake?

Q1. E

a child by making a noise to attract the nanny’s attention? “Willie (the parrot) started screaming like I’d never heard him scream before and he started flapping his wings,” said Megan, the babysitter.”

Q2. F a person by preventing them from being violently attacked? “Surfer David Rastovich describes how a dolphin saved him from a shark attack.” Q3. B a group of people by guiding them to the shore? “With the rope in his mouth, he (Tang, the dog) leaped into the water. When he reached land, onlookers were amazed to discover that his jaw was still fastened to the rope. All 92 of the remaining sailors were pulled to safety due to Tang’s ceaseless bravery.” Q4. A a person by feeding and protecting them from the cold for several days? “For five days, his goat Mandy huddled by his side keeping him warm, even throughout stormy, cold nights. (…) Mandy allowed Osborne to milk her for sustenance.” Q5. G a child by providing protection from its fellow creatures? “The silverback (gorilla) stood firmly next to the young boy (…) protecting the boy from danger. When Levan woke up and began to cry, Jambo led his entire troop away so human rescuers could reach the boy.” Q6. C a person by dragging them upwards out of the water? “Sensing something was wrong, the animal (Mila, a beluga whale) swam to the drowning diver, took Yun’s leg in her mouth and lifted her to the surface to breathe, saving her life.”

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B2 True/False/Justification TRULY UNIQUE Read the text about an unusual type of animal behaviour. Decide whether the statements (1-6) are true (T) or false (F), then write the first four words of the sentence which supports your decision in the space provided. The first one (0) has been done for you.

No wild cat has ever been observed nursing a cub from another species – the event may be the result of the Tanzanian lioness having lost her own litter. A lioness has been spotted nursing a tiny leopard cub in Tanzania, the first time a wild cat is known to have adopted a cub from another species. The five-year-old lioness, called Nosikitok, is closely monitored by conservationists in the Ngorongoro conservation area and is known to have had a litter of her own in mid to late June. How she came to adopt the leopard cub, thought to be three weeks old, is not known. But Luke Hunter, president of big cat conservation group Panthera, said her recent births are a critical factor: “She is physiologically primed to take care of baby cats, and the little leopard fits the bill – it is almost exactly the age of her own cubs and physically very similar to them.” “She would not be nursing the cub if she wasn’t already awash with a ferocious maternal drive. Even so, there has never been another case like it, and why it has occurred now is mystifying. This is a truly unique case. It is quite possible she has lost her own cubs, and found the leopard cub in her bereaved state when she would be particularly vulnerable”. The unique spectacle was captured on camera on Tuesday by a guest at the Ndutu Lodge in Tanzania’s Ngorongoro conservation area. But the cub faces an uncertain future, even if the lioness continues to nurse it. “It is very unlikely that the lioness’s pride will accept it” Hunter said. “Lions have very rich, complicated social relationships in which they recognise individuals – by sight and by roars – and so they are very well equipped to distinguish their cubs from others. If the rest of the pride finds the cub, it is likely it would be killed.” However, if the cub manages to survive for 12-18 months and reaches adulthood, it is likely to revert to leopard behaviour, Hunter said: “Even its early exposure to lion society would not override the millions of years of evolution that has equipped the leopard to be a supreme solitary hunter. I am sure it would go its own way”. 0

Researchers have proven that wild cats adopt animals of different species. F

A lioness has been

Q1.

It is evident how the lioness decided to nurse the baby leopard.

Q2.

Her baby cats would have been older than the baby leopard.

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Q3.

The lioness was thought to be suffering loss when she found the leopard cub.

Q4.

What is certain is that the baby leopard will survive.

Q5.

The lions’ social structure is very different from that of leopards.

Q6.

The baby leopard will act like a lion when it becomes an adult.

Commento all’attività 0

A lioness has been

Q1. It is evident how the lioness decided to nurse the baby leopard. F How she came to / Even so, there has Sono possibili due opzioni, in entrambi i casi la frase completa mette in evidenza che non si conosce il motivo per il quale la leonessa abbia deciso di adottare il cucciolo di leopardo. (How she came to adopt the leopard cub, (…), is not known / Even so, (…) and why it has occurred now is mystifying) Q2. Her baby cats would have been older than the baby leopard. F But Luke Hunter, president / She is physiologically primed In questo caso, l’informazione si trova in un punto specifico (it is almost exactly the age of her own cubs) e dimostra che l’età dei suoi cuccioli era molto simile a quella dei cuccioli di leopardo; certamente non erano più grandi. Attenzione: vengono accettate sia le prime 4 parole della frase introduttiva (But Luke Hunter, president) che quelle del discorso diretto (She is physiologically primed). Q3. The lioness was thought to be suffering loss when she found the leopard cub. T It is quite possible Sia il testo che la frase di commento sottolineano che si tratta di una ipotesi, dunque l’affermazione può considerarsi vera. (It is quite possible she has lost her own cubs) Q4. What is certain is that the baby leopard will survive. F But the cub faces / If the rest of Anche in questo caso sono possibili due risposte. In entrambi i casi, è evidente che la sopravvivenza del cucciolo di leopardo non sia sicura. (But the cub faces an uncertain future) (If the rest of the pride finds the cub, it is likely it would be killed) Q5. The lions’ social structure is very different from that of leopards. T Lions have very rich La differenza con la struttura sociale dei leopardi non è dichiarata apertamente, bisogna piuttosto operare un’inferenza dal testo: dal momento che non ci sono paragoni con la struttura della società dei leopardi è facile intuire che siano presenti differenze. (Lions have very rich, complicated social relationships in which they recognize individuals) Q6. The baby leopard will act like a lion when it becomes an adult. F However, if the cub La falsità di questa affermazione è estremamente chiara nella frase riportata di seguito. (However, if the cub manages to survive for 12-18 months and reaches adulthood, it is likely to revert to leopard behaviour).

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B2 Multiple choice CHINESE ART COLLECTOR Read the text about a Chinese trader who has bought a famous piece of artwork, then tick the correct sentence ending (A, B, C or D) for the beginning of the sentences 1-8. Only one answer is correct. The first one (0) has been done for you.

Liu Yiqian, a former taxi driver turned billionaire art collector, confirmed on Tuesday that he was the buyer of the painting of a nude woman by Amedeo Modigliani that sold for $170.4 million at Christie’s New York on Monday night. Speaking by telephone from Shanghai, the Chinese collector said he planned to bring the work back to the city, where he and his wife have two private museums. “We are planning to exhibit it for the museum’s fifth anniversary,” he said “It will be an opportunity for Chinese art lovers to see good artworks without having to leave the country, which is one of the main reasons why we founded the museums.” Bidding by telephone, Mr Liu, 52, was one of six people competing for Modigliani’s 1917-18 canvas, Nu Couché, during the auction. The final price of $170.4 million with fees was well above the previous auction record of $70.7 million for a work by Modigliani. With Mr Liu’s winning bid, the painting became the 10th work of art to reach the elite nine-figure club for works sold at auction. “Modigliani’s works already have a pretty established value on the market,” Mr Liu said “This work is relatively nice compared to his other nude paintings. And his nude paintings have been collected by some of the world’s top museums.” As a teenager growing up in Shanghai during the tumultuous years of the Cultural Revolution, Mr Liu sold handbags on the street and later worked as a taxi driver. After dropping out of middle school, he went on to ride the wave of China’s economic opening and reform, making a fortune through stock trading in real estate and pharmaceuticals in the 1980s and 1990s. According to the 2015 Bloomberg Billionaires Index, Mr Liu is worth at least $1.5 billion. “To me, art collecting is primarily a process of learning about art,” Mr Liu said in an interview with The New York Times in 2013. “First you must be fond of the art. Then you can have an understanding of it.” Mr Liu, together with his wife, Wang Wei, is one of China’s most visible - some say flashy art collectors. Over the years, they have built a vast collection of both traditional and contemporary Chinese art, much of which is displayed in their two museums in Shanghai: the Long Museum Pudong, which opened in 2012; and the Long Museum West Bund, which opened last year. Ms Wang, 52, is the director of both museums. “I first came up with the idea that the Long Museum should collect international objects about two years ago” said Ms Wang, adding that her husband has been very supportive of her work. The couple’s collection includes a 15th-century silk hanging, called a thangka, bought by Mr Liu for $45 million at a Christie’s auction in Hong Kong last year. The purchase made headlines when it set the record for a Chinese artwork sold at an international auction. With that purchase, Mr Liu broke a record he had set months earlier when he paid $36.3 million at a Sotheby’s sale for a tiny Ming dynasty porcelain cup known as a “chicken cup”. Soon after, he caused an uproar after a photograph that showed him sipping tea from the antique cup spread online.