Ready for Planet English 1 by ELI Publishing

PLANET ENGLISH 1

MOTIVAZIONE

Brani che trattano argomenti coinvolgenti per gli adolescenti, utili all’arricchimento culturale durante il percorso scolastico. Sezioni dedicate allo sviluppo del pensiero critico (Critical Thinking) e delle Life Skills, veicolate da brani musicali (Planet Rock).

MULTIMEDIALITÀ

Oltre 50 video: la sit-com Darsha & Harry per le funzioni comunicative e la lingua reale, le video maps di grammatica, i video di civiltà da guardare comodamente sul tablet o sul telefono scaricando la APP gratuita ELI LINK.

INVALSI & EXAMS

Ampie sezioni dedicate alla preparazione della prova Invalsi e al nuovo formato del B1 Preliminary delle Cambridge Qualifications.

AGENDA 2030

Fascicolo Citizenship in action con percorsi interdisciplinari di Educazione Civica e i 17 obiettivi dell’Agenda 2030 spiegati in dettaglio.

APP ELI LINK Consente di accedere subito a tutti gli audio e i video del corso direttamente con smartphone o tablet. Disponibile per dispositivi iOS ed Android.

FLIP BOOK Versione digitale e interattiva del libro di testo con tantissime risorse e la possibilità di trasformare i testi in alta leggibilità.

Tanti Kahoots grammaticali a scelta multipla creati da ELI Edizioni e accessibili tramite un Browser Web o attraverso l’App Kahoot. www.gruppoeli.it/kahoot

PLANET ENGLISH INCLUSIVE ENGLISH

978-88-536-3546-4

Student’s Book & Workbook 2 + App ELI LINK + FLIP BOOK*

978-88-536-3547-1

Ready for Planet English for Everyone 3 + App ELI LINK

978-88-536-3548-8

Ready for Planet English for Everyone 2 + App ELI LINK

978-88-536-3549-5

STUDENT’S BOOK & WORKBOOK

* I FLIP BOOK sono scaricabili tramite codice dal sito www.gruppoeli.it/libridigitali

TEACHER’S PACK PER IL DOCENTE Agenda dell’insegnante 1 con Tests & Resources + Chiavetta USB con Audio, Teacher’s FLIP BOOK, Programmazione & Lesson plans

978-88-536-3550-1

Agenda dell’insegnante 2 con Tests & Resources + Chiavetta USB con Audio, Teacher’s FLIP BOOK, Programmazione & Lesson plans

978-88-536-3551-8

COPIA SAGGIO

CAMPIONE GRATUITO FUORI COMMERCIO Fuori campo IVA (D. PR. 26 ottobre 1972, n. 633, art. 2, lett. d)

Libro in chiaro

sul sito gruppoeli.it trovi tutte le informazioni dettagliate riguardanti questo libro

www.gruppoeli.it

COPIA SAGGIO ES2099_01P

• INVALSI & PRELIMINARY • VIDEOS & MIND MAPS • LIFE SKILLS • VOCABULARY BANK • GRADED READER

PER LO STUDENTE Student’s Book & Workbook 1 + App ELI LINK + FLIP BOOK* + Planet Grammar & Preliminary

with Sarah Jane Lewis

Ready for Ready for

Un progetto che punta a coinvolgere e includere tutti gli studenti grazie alla grafica pulita, ai supporti multimediali, alle attività per classi ad abilità mista, alle mappe concettuali, alle tavole lessicali illustrate e a una lettura graduata in alta leggibilità.

PLANET ENGLISH 1

INCLUSIONE

Claire Moore

Claire Moore with Sarah Jane Lewis

Ready for

Il piacere di apprendere

Ready for

PLANET ENGLISH 1

Presentations & Grammar Starter Unit • Brani o dialoghi introducono il topic della lezione • Ripasso delle strutture di base, livelli pre-A1/A1 • Riquadri grammaticali con rimando al Grammar Bank e alle Video Maps sul FLIP BOOK • Box Watch out! per ricordare le particolarità e le eccezioni • Rimando al Vocabulary Bank illustrato a fine volume • Rimando al Pronunciation Bank sul FLIP BOOK

Presentation 1 • Approccio lessicale • Attività di Reading Comprehension con l’attivazione di lessico e strutture in contesti reali • Tutti i testi registrati • Riquadri grammaticali con rimando al Grammar Bank seguiti da esercizi di semplice applicazione • Attività di Speaking per l’attivazione delle Competenze chiave

Presentation 2

Grammar Lab

• Secondo brano in forma di intervista o articolo giornalistico

• Una pagina dedicata alla pratica delle strutture grammaticali con rimandi al Grammar Bank, alle Mind Map e alle Video Map sul FLIP BOOK

• Attivazione del secondo item grammaticale • Produzione orale mirata allo sviluppo del pensiero critico (Critical Thinking)

Vocabulary & Communication Vocabulary & Listening • Una pagina di approfondimento lessicale con attività mirate alla comprensione e alla memorizzazione • Rimando al Vocabulary Bank illustrato • Rimando al Pronunciation Bank sul FLIP BOOK • Attività di comprensione orale con il lessico contestualizzato 2

Functions & Video • La video sit-com Darsha & Harry per apprendere le principali funzioni comunicative

Skills & Strategies Language Skills

Learn to Learn

• Una doppia pagina di pratica delle quattro abilità linguistiche Reading, Listening, Speaking e Writing

• Strategie per migliorare l’esposizione e la produzione e per acquisire maggior confidenza con la lingua inglese

• Il simbolo CERT indica che l’attività prepara alle certificazioni esterne e alla prova Invalsi

Life Skills & Exams Planet Rock • La musica rock come spunto di riflessione sulle Life Skills • Attività di produzione orale basate sulla personalizzazione

B1 Preliminary & Prove Invalsi • Attività di familiarizzazione con la prova Invalsi e con il B1 Preliminary delle Cambridge Qualifications

Culture & Competences Culture • Lezioni dedicate all’approfondimento di tematiche culturali relative al mondo anglofono • Comprensione e riflessione sull’attualità legate allo sviluppo delle competenze chiave europee • Approfondimenti nei video presenti nelle risorse del FLIP BOOK

Daily News • Un testo giornalistico per riflettere su argomenti di cultura generale mirati allo sviluppo del pensiero critico (Critical Thinking)

1.03

Dracula • Una lettura graduata in carattere ad alta leggibilità, con audio e attività di comprensione

Traccia audio ascoltabile sul FLIP BOOK o scaricabile con la app ELI LINK

Video presente nel FLIP BOOK o scaricabile con la app ELI LINK

CERT Attività di preparazione alle certificazioni esterne e alle prove Invalsi  Vocabulary Bank  Mind Map

Rimando alle tavole lessicali illustrate alla fine delle unità

Rimando alle mappe concettuali di grammatica a fine volume

 Grammar Bank

Rimando alle regole grammaticali nel Workbook

 Pronunciation Bank

Rimando alle schede di pronuncia con esercizi orali presenti nel FLIP BOOK

Il FLIP BOOK è la versione digitale interattiva del libro di testo, da utilizzare in classe con la lavagna interattiva (LIM) oppure a casa per studiare e ripassare in modo autonomo.

Il FLIP BOOK contiene l’intero volume in formato multimediale e sfogliabile e raccoglie tutte le risorse del corso in un unico ambiente: esercizi interattivi e auto-correttivi, audio e video. Tutti i video sono dotati di sottotitoli.

Esercizi intuitivi e di facile applicazione.

Dalla barra degli strumenti potrai inserire all’interno del tuo libro digitale appunti, documenti, immagini, link e note vocali per esercitare la tua pronuncia. Sarà inoltre possibile costruire delle mappe mentali per la memorizzazione e il ripasso dei concetti chiave.

In ogni audio è attiva la funzione di karaoke.

ALTA LEGGIBILITÀ Accedendo al LIBRO LIQUIDO, potrai scegliere lo sfondo e il carattere del tuo libro digitale, e ascoltare la lettura dell’intero volume. In più, il FLIP BOOK ti offre delle risorse extra: • accesso diretto al sito dedicato online dove troverai schede di approfondimento attinenti ad argomenti del corso • Video map di grammatica • Mappe concettuali di grammatica • Video di civiltà con schede operative • L’intero Vocabulary Bank illustrato con attività interattive • Una tavola interattiva con audio dei simboli fonetici della lingua inglese

Video map di grammatica

The United Kingdom

SCOTLAND

(GLQEXUJK

NORTHERN IRELAND

REPUBLIC OF IRELAND

%HOIDVW

ENGLAND

'XEOLQ

WALES &DUGLII

/RQGRQ

Contents Starter Unit p. 10 Grammar: Possessive adjectives; to be, subject pronouns, possessive ’s, have got; plurals, articles, there is/there are, prepositions of place, this, that; these, those, can/can’t; object pronouns. Mind Map Starter pp. 133-134

Unit

Grammar My Life p. 25

Present simple Prepositions of time Adverbs and expressions of frequency VIDEO MAP

Education p. 35

Present continuous Present simple vs continuous State verbs whose Possessive pronouns

Vocabulary & Listening

Functions & Video

Routine and free-time activities Parts of the day Quality adjectives and their opposites

Telling the time Making friends

School subjects School equipment School people and places

Asking for and giving opinions

Food and drink Menus

Ordering food and drink

VIDEO MAP

Food & Drink p. 45

Countables and uncountables some, any a lot of/lots of, much/many, a few/a little Imperative Verbs of preference VIDEO MAP

B1 Preliminary Training p. 55

Entertainment p. 61

• Summative Revision p. 56

was/were be born Past simple: regular and irregular verbs, affirmative form VIDEO MAP

Travel & Transport p. 71

Past simple: negatives and questions could

• Invalsi Training p. 57 Entertainment and leisure Entertainment and media Music genres

Talking about a past event

Travel and transport Holidays

Giving directions Asking for travel information

VIDEO MAP

Fashion p. 81

Comparative and superlative adjectives too, (not) enough, very, extremely

Fashion Clothes and accessories Money

VIDEO MAP

B1 Preliminary Training p. 91 6

• Summative Revision p. 92

• Invalsi Training p. 93

Making suggestions

Vocabulary: Colours; countries and nationalities; numbers; the family; physical appearance; rooms and furniture; jobs. Functions: Greetings and introductions; giving personal information; describing people; asking and answering where things are.

Language Skills

Life Skills

B1 Preliminary & Invalsi Training

Reading: A typical day in space Listening: A woman and her job Speaking: Talking about routine at work Writing: Describing a routine Learn to Learn Taking notes

Know yourself: • Dealing with stress • Asking for help

Invalsi ex. 2 p. 28, ex. 7 p. 30, ex. 3, 4 p. 33

Reading: The Khan Academy Listening: Learning abroad Speaking: Talking about learning English Writing: A report Learn to Learn Using because in your writing

Respect others: • Be a good classmate

Invalsi ex. 4 p. 36, ex. 2 p. 38, ex. 3 p. 42

Song ‘Wonderful World’, by Sam Cooke

B1 Preliminary ex. 4 p. 36, ex. 8 p. 43

Reading: Listening: Writing: Speaking:

Know yourself • Build your self-esteem

Invalsi ex. 4 p. 46, ex. 3 p. 53, ex. 3 p. 58, ex. 4 p. 59

The Slow Movement An interview A questionnaire Reporting data to the class

Song ‘Space Oddity’, by David Bowie

Song ‘Tom’s Diner’, by Suzanne Vega

Maps, Vocabulary Bank, Pronunciation Mind Map p. 135 Vocabulary Bank 2 Pronunciation: 3rd person -s

B1 Preliminary ex. 5 p. 50, ex. 3 p. 58, ex. 4 p. 59

Mind Map p. 136 Vocabulary Bank 3 Pronunciation: /n/ and /N/ Mind Map pp. 137-138 Vocabulary Bank 4 Pronunciation: /a/, /ø/ and /´U/

Culture A Weird Food Facts p. 58

• Daily News A The Royals p. 60

Reading:

ntertainment before E social media Listening: E-books Writing: A description of an object Speaking: Describing an object Learn to Learn Organising ideas

Respect others: • Follow the rules in electronic communication • How to cope with change

Reading: London Transport Listening: Four travel stories Writing: The story of black cabs Speaking: Talking about the Tube Learn to Learn Open-ended questions

Get thinking: • Dealing with peer pressure

Invalsi ex. 5 p. 73, ex. 2 p. 74, ex. 6 p. 76, ex. 3, 4 p. 79

Mind Map p. 139

Song ‘Mercedes Benz’, by Janis Joplin

B1 Preliminary ex. 2 p. 74, ex. 6 p. 76, ex. 3, 6 p. 79

Pronunciation: /I/ and /i…/

School skills: • Be careful with money

Invalsi ex. 2 p. 88, ex. 4 p. 89, ex. 3 p. 94

Mind Map p. 140

Song ‘Money’, by Pink Floyd

B1 Preliminary ex. 4 p. 89, ex. 3 p. 92

Reading: Eco-clothing Listening: Vegan shoes Writing: An article about eco-clothing Speaking: Talking about fashion habits Learn to Learn Making vocabulary lists Culture B Counterculture p. 94

Invalsi ex. 2 p. 64, ex. 3 p. 53 B1 Preliminary ex. 7 p. 69

Mind Map p. 139 Vocabulary Bank 5 Pronunciation: 3rd person -ed

Song ‘Video Killed the Radio Star’, by The Buggles

Vocabulary Bank 6

Vocabulary Bank 7

/´/

Pronunciation:

• Daily News B New Generations p. 96 7

Contents

Language p. 97

be going to Present simple and Present continuous for the future Future time expressions

Language learning Education Word formation

Asking for and offering help

The weather The natural world The environment

Making predictions

Adjectives for jobs and personality Jobs and professions Verbs and expressions about work

Expressing preferences

VIDEO MAP

Wild Weather p. 107

will/won’t may/might some, no, any, every compounds VIDEO MAP

Work p. 117

Zero conditional First conditional when, unless, as soon as must/mustn’t, have to/don’t have to VIDEO MAP

B1 Preliminary Training p. 127

• Summative Revision p. 128

Grammar Mind Maps

pp. 133-143

Vocabulary Bank

pp. 144-159

The Story - Dracula

pp. 160-179

Workbook Units Starter-9

pp. 180-263

Wordlist

pp. 264-269

Irregular Verbs

pp. 270-271

• Invalsi Training p. 129

text about A endangered languages Listening: A person describing a trip to India Writing: An online research Speaking: A short presentation Learn to Learn Oral presentations

Respect others: • Understand another person’s feelings

Invalsi ex. 4 p. 99, ex. 2 p. 100, ex. 3, 4 p. 105

Song ‘We’re Going to Be Friends, by White Stripes

B1 Preliminary ex. 4 p. 89, ex. 3, 4 p. 105

Reading: O ur polluted world Listening: Sea turtles Writing: A research on environmental organisations Speaking: Talking about how to solve the problem of pollution Learn to Learn Writing a descriptive essay

Get thinking: • Understand what makes people creative

Invalsi ex. 4 p. 109, ex. 2 p. 110, ex. 3, 4 p. 114

Reading:

text about summer A jobs Listening: Two people discuss their summer jobs Writing: An email to a friend Speaking: Discussing ideas for summer jobs

Career Skills • Networking

Culture C Multiculturalism p. 130

• Daily News C 21st-century Jobs p. 132

Reading:

Song ‘Truly, Madly, Deeply’, by Savage Garden

Song ‘Happy’, by Pharrell Williams

B1 Preliminary ex. 7 p. 111, ex. 3, 4 p. 105

Mind Map p. 141

Pronunciation: Stressed syllables

Mind Map p. 142

Pronunciation: will, won’t

Invalsi ex. 2 p. 120, ex. 7 p. 122, ex. 3 p. 125, ex. 3 p. 130, ex. 5 p. 131

Mind Map p. 143

B1 Preliminary ex. 7 p. 122, ex. 3 p. 125, ex. 3 p. 128, ex. 3 p. 130, ex. 5 p. 131

Pronunciation: Silent letters

Vocabulary Bank 8

FLIP BOOK Culture Videos London in numbers Scotland, Wales & Northern Ireland London public transport London for teens

Grammar Video Maps Subject/Object pronouns to be have got Present Simple Present continuous some/any

Past simple Possessive adjectives/pronouns Comparatives and superlatives Quantifiers must/have to be going to

Starter

My flag, my country Vocabulary: Colours 1 Read the names of the colours and match them to the pictures.

NORTH AMERICA

Mexico NORTH WEST

E brown 1 n 2 n green 3 n orange

1.01

4 5 6 7

n yellow n blue n white n pink

8 9 10

n red n grey n black

Now listen and check.

Hi! I am Steve. I Y flags! What’s your favourite flag? Here are my top 10 favourites from around the world!

Listen and repeat the countries. Write them on the map. 1.02

Mexico America Brazil Italy Spain Britain Poland Turkey China Vietnam

Nationality Mexican _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

Now write the nationalities in the table in exercise 3. Polish • Chinese • Mexican • British • American Spanish • Vietnamese • Turkish • Italian • Brazilian

1.03 Now listen, check your answers and repeat the nationalities.

Watch out! In English we write the names of countries and nationalities with a capital letter.

SOUTH AMERICA

World Flags

Countries and nationalities

Country

EAST SOUTH

Vocabulary: 3

CENTRAL AMERICA

D Italy is in Europe. The Italian flag is green, white 1 n

and red.

n Mexico is in Central America. The Mexican flag

n Britain is in Europe. The British flag is red, white

n Turkey is in Europe and Asia. The Turkish flag is

is green, white and red with a brown bird. and blue.

red with a moon and a star. The moon and the star are white. China is in Asia. The Chinese flag is red with five yellow stars.

1.04 Listen and read the text. Match the descriptions 1-10 to the flags A-J.

Read the text again and write true (T) or false (F). 1 2 3 4 5 6

Britain is in North America. The Chinese flag is brown and yellow. Spain and Poland are in Europe. The Italian flag is green, white and orange. Brazil is in Central America. The Vietnamese flag is red with five yellow stars.

Fast Finishers Correct the false statements in exercise 7.

F ___ ___ ___ ___ ___ ___

A 8

Underline the correct alternative. Britain is/are in Europe. I am/are Spanish. Brazil is/are in South America. The star on the Turkish flag is/are white. The British and American flags is/are red, white and blue. 6 The Polish flag is/are red and white. 1 2 3 4 5

EUROPE 9

ASIA AFRICA

OCEANIA

n Vietnam is in Asia.

n The United States (America) is in North America.

The Vietnamese flag is red with one yellow star.

The American flag is red, white and blue with stars and stripes. The stars are white. The stripes are red and white. Spain is in Europe. The Spanish flag is red and yellow with a crest. Poland is in Europe. The Polish flag is white and red. Brazil is in South America. The Brazilian flag is green and yellow with a blue circle.

is in North America. 1 Canada _______ 2 The Australian flag is blue with six stars. The stars _______ white. 3 Panama and Guatemala _______ in Central America. 4 The Japanese flag _______ white with a red circle. 5 I _______ Mexican. 6 The Russian flag _______ red, white and blue.

Grammar: Possessive adjectives –

my, your

VIDEO MAP

What’s your favourite flag? Here are my top 10 favourites.  Grammar Bank p. 183

10 Answer the questions. 1 What’s your favourite colour? My favourite colour is blue. 2 What’s your favourite name? 3 What’s your favourite number? 4 What’s your favourite country? 5 What’s your favourite flag?

Speaking 11 Describe a flag from the lesson. Can your partner guess the country?

A It’s green and yellow with a blue circle. B Brazil? A Yes!

Writing 12 Design a new flag for your country.

Grammar:

be – Affirmative form

Complete the sentences with am, is or are.

VIDEO MAP

Draw it here, then write a description of it.

I am Steve. The British flag is red, white and blue. The moon and the star are white. Find more examples of is and are in the text. Underline the subject of the verb.  Grammar Bank p. 181

 Mind Map pp. 133-134

The new flag for my country is… with a… 11

Starter

Nice to meet you! 1

Read and listen to the dialogue. Where is Duc from? 1.05

Alejandro Hi, Agata. I’m Alejandro. We’re in the same class! Agata Hi, Alejandro! Are you Spanish? Alejandro No, I’m not Spanish. I’m from Ecatepec. Agata Ecatepec? Oh, you’re Mexican! Alejandro Yes, that’s right. Are you Italian? Agata No, I’m not from Italy, I’m from Warsaw. I’m Polish. Alejandro Cool. This is my friend, Duc. He’s from Saigon. Agata Hi, Duc. Nice to meet you. Is Saigon in China? Duc Hi, Agata. No, it isn’t in China, it’s in the south of Vietnam! Agata Oh, you’re Vietnamese! Are you in our class too, Duc? Duc I’m not sure… Alejandro How old are you? Duc I’m sixteen. Alejandro No, you aren’t in our class. We’re eighteen in class 2A. Agata You’re with Amalia and Osman. They aren’t in our class, they’re in class 1B. Duc Are they sixteen too? Agata Yes. Duc Oh OK, cool. Alejandro See you in class, Agata! Agata OK, bye, Alejandro! Bye Duc. Duc See you.

Complete the student identity cards.

Name Age City Nationality

Alejandro Martínez 18 (1) ___ Ecatepec (2)____________

Agata Cwalinski (3)____________ (4)____________ Polish

Watch out! We use the verb be to ask and answer about the age. How old is Agata? She’s 18 years old.

Write the names of the students. 1 He’s from Mexico. 2 They’re in the same class. 3 She isn’t Italian. 4 She’s Polish. 5 He’s from Saigon. 6 He isn’t eighteen. 7 They are sixteen. 8 They aren’t in class 2A.

Alejandro _____________ _____________ and _____________ _____________ _____________ _____________ _____________ _____________ and _____________ _____________, _____________ and _____________

_ (5)___________ Pham _____ Age (6)_______ City Saigon )____________ Nationality (7 Name

Fast Finishers Answer the questions about you. 1 How old are you? 2 Are you from China? 3 Are you in class 2A?

B Vocabulary: Numbers 1-20 4 Write the numbers in letters.

Grammar: be – Interrogative and negative forms

three • five • six • twelve • sixteen • nine two • fourteen • seven • eleven • eighteen twenty • one • four • thirteen • seventeen ten • eight • fifteen • nineteen 1 2 3 4 5 6 7

one __________ __________ __________ __________ __________ __________ __________

8 9 10 11 12 13 14

__________ __________ __________ __________ __________ __________ __________

15 16 17 18 19 20

__________ __________ __________ __________ __________ __________

1.06 Now listen, check and repeat the numbers.

Count the objects and write the numbers.

fourteen A _______________ B _______________

C _______________

D _______________ E _______________

F _______________

1.07

Now listen, check and repeat.

Grammar:

Subject pronouns

VIDEO MAP

I’m Alejandro. You’re Mexican. They’re in class 1B. Find more examples of subject pronouns in the dialogue on page 12. Underline the verb.  Grammar Bank p. 181

Underline the correct alternative in the dialogue. Osman Amalia Osman Amalia Osman Adrian Amalia Adrian Amalia

Hi, (1) I/you’m Osman. Are (2) you/he Turkish? Yes, I’m from Istanbul. This is Adrian. (3) He/She’s Mexican. Hi, Adrian. Hi! (4) We/He’re in the same class! How old are you? (5) He/I’m fifteen. Fifteen? You’re in class with Peter and Greta. (6) They/We’re fifteen too.

 Mind Map pp. 133-134

VIDEO MAP

Are you Spanish? Is Saigon in China? Are they fourteen too? I’m not Spanish. It isn’t in China. You aren’t in our class. Find more examples of questions and negative answers in the dialogue on page 12. Underline them.  Grammar Bank pp. 181-182

Complete the sentences with the correct form of be. Are you fifteen? 1 __________ 2 No, I __________ Peter, I’m Rikki. 3 Katie and Harry __________ from New York, they’re from Los Angeles. 4 __________ Brad in our class? 5 __________ Jesus and Juan Brazilian? 6 You __________ from Istanbul, you’re from Ankara! 7 __________ Joe your friend? 8 You and Kelly __________ in the same class, you’re in class 1B and Kelly is in class 1A.

Functions

Greetings and introductions Hi/Hello, I’m Alejandro. This is my friend, Duc. Nice to meet you. See you./Bye.

Speaking 10 In pairs, practise the conversation. Use the model. Change the words in red.

A Hi, Francisco. I’m Juan and this is my friend Lisa. B Hi, Juan! Hi, Lisa. Nice to meet you. A Nice to meet you too. B Are you Brazilian? A No, I’m not Brazilian. I’m from Madrid and she’s from Barcelona. B You’re Spanish! A Yes, that’s right. B How old are you? A I’m sixteen. B Me too! OK, see you Juan. A Bye! 13

Starter

Has she got brown eyes? 1

Joe and Lucy are talking about Lucy’s family. Read and listen to the dialogue. Has Lucy got brothers and sisters? 1.08

Joe Have you got brothers and sisters, Lucy? Lucy Yes, I have, I’ve got one brother, his name’s James, and one sister, her name’s Sylvia. And you? Joe I haven’t got brothers or sisters. I’m an only child. Is your sister pretty? Lucy Yes, she’s very pretty! She’s slim with long, curly, brown hair. Joe Has she got brown eyes? Lucy No, she hasn’t. Sylvia’s eyes are green and she’s got freckles. Joe And your brother? Lucy He’s got very curly hair like my dad. But James’s eyes are blue and Dad hasn’t got blue eyes. His eyes are brown. Joe Is James tall? Lucy Yes, he is. He’s quite tall. Joe What colour hair has he got? Lucy He’s got blond hair and he’s got glasses. Joe Is he in year 4? Lucy Yes, he is. Why? Joe You’re kidding! I think he’s in my Spanish class. Lucy No way!

Watch out!

Complete the descriptions of the people. is 1 Sylvia ________ slim with ________, ________, brown hair. Her eyes are ________ and she ________ freckles. 2 James ________ tall with ________, blond hair. He’s got ________ eyes and ________. 3 Lucy’s father has got ________ hair and his eyes ________ brown.

Match the questions to the answers. 1 2 3 4 5

Have you got brothers and sisters? Is your sister pretty? Has she got brown eyes? Is he tall? What colour hair has he got?

n Yes, she’s very pretty! She’s slim with long

curly, brown hair. b n Yes, he is. 1 Yes, I have. c n d n He’s got blond hair. e n No, she hasn’t.

Fast Finishers Now answer the questions in exercise 3 about your family. Write about your brother or your sister.

Where there are two or more types of adjectives, the order is always: size  quality  colour. She’s slim with long, curly, brown hair.

 Pronunciation Bank: /h/

C Vocabulary: Appearance (1) 1.09 Match the pictures to the words. 4

Then listen, check and repeat the words.

Grammar: have got –

Affirmative form

I’ve got one brother. He’s got very curly hair. Find more examples of have got and has got in the dialogue on page 14. Underline the subject of the verb.

 Grammar Bank p. 183

7 H blonde hair 1 n 2 n curly hair 3 n glasses 4 n a beard

5 6 7 8

VIDEO MAP

n straight hair n freckles n long hair n blue eyes

’ve got two brothers and one sister. 1 I ____________ 2 My father ____________ a beard. 3 The twins ____________ curly blonde hair and blue eyes. 4 We ____________ an uncle in Florida. 5 Your brother and you ____________ straight hair. 6 Rebecca ____________ a baby sister, Lucy.

Grammar: Possessive ’s Sylvia’s eyes are green. Find one more example of possessive ’s in the dialogue on page 14. Underline it.

Complete the sentences with have got or has got.

Complete the text with the correct form of be or have got.

 Grammar Bank p. 184

Write ’s or ’ (apostrophe) in the correct place in the sentences. 1 It’s Tom ’s3Vespa. 2 Susie is Maria sister. 3 We’re in my mother shop. 4 They’re the boys trainers. 5 Jeanette is Luke wife. 6 The twins PlayStation is new.

Vocabulary: The family 1.10 Complete Sophie’s family tree. 6 Then listen and check.

sister • cousin • brother • aunt • grandmother father • mother • grandfather • uncle

Margaret

Jim Lisa

Colin

Sophie (ME!)

Josh

mother

Rachel

Joe

Watch out! Remember: there are different meanings of ’s. He’s in my class.  He is (verb be) Sally’s got two brothers.  Sally has got (verb have got) Frank’s brother is very tall.  Frank’s (possessive ’s)

Richard Louise

Gemma

has got straight, brown hair My aunt Louise (1) __________ and green eyes. My uncle Richard (2) __________ brown hair. My cousins Mark and Joe (3) __________ twins. They (4) __________ both __________ short, straight, red hair and brown eyes. Gemma (5) __________ long, straight, red hair.

Mark

Look at the ’s in the sentences and write is, has or possessive ’s.

1 2 3 4 5 6 7 8 9 10

My friend’s house is in Devon. Italy’s got 20 regions. My father’s sister has got three children. Helen’s my cousin from Australia. Where’s my bag, Mum? Simon’s got a new smartphone. He’s my cousin’s boyfriend. Sophie’s got a parrot and a dog. Paul’s from Brighton. My uncle Jack’s got a beard.  Mind Map pp. 133-134

’s _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ 15

Starter Vocabulary: Appearance (2) 10 1.11 Write the words under the pictures. Then listen, check and repeat the words. tall • short • slim • plump • old young • pretty • good-looking

tall 1 __________ 2 __________ 3 __________ 4 __________

5 __________ 6 __________ 7 __________ 8 __________

11 Write the opposites of these adjectives. 1 big ____________ 2 old ____________ 3 heavy ____________

4 new 5 tall 6 slim

____________ ____________ ____________

Grammar: have got – Negative and

interrogative forms

VIDEO MAP

I haven’t got brothers or sisters. Have you got brothers and sisters? Yes, I have. Has she got brown eyes? No, she hasn’t.  Grammar Bank p. 183

12 Use the prompts to write sentences with have got and has got.

1 we / not / mobile phones We haven’t got mobile phones. 2 your teacher / blonde hair / ? 3 Sally / a brother / in class 3A / ? 4 my sister / not / an English lesson / today 5 I / not / a computer / in my room 6 the twins / not / blue eyes

Grammar:

Possessive adjectives

VIDEO MAP

His sister is nice. Our mother is blonde. Her boyfriend is very tall. Their house is big. Its (the dog’s) name is Pan.

13 Complete the sentences with the

possessive adjectives from the box. our • their • its (x 2) • her (x 2) • his • your (x 2)

1 A Are Sarah’s trainers blue or black? Her trainers are blue. B ________ 2 It’s Peter’s dog. ________ name is Patch. 3 David and ________ friend Richard are from Los Angeles. 4 The new students are Spanish. ________ names are Manuel and Filippo. 5 That’s Elena’s phone. ________ phone is pink. 6 A How do you spell ________ name, Julia? B J-U-L-I-A. 7 A Excuse me, where’s ________ table? B ________ table is by the window. 8 This is my cat. ________ name’s Socks.

14 Complete the text with the possessive adjectives from the box.

her • my • his • our • their (x2) My I’ve got a sister and a brother. (1) __________ sister Rachel and I have got long, blonde hair and blue eyes. My mum’s got blonde hair too but she’s got green eyes. (2) __________ name is Lisa. My brother Josh has got straight, black hair and freckles. My dad’s hair is grey and he’s got a beard and glasses. (3) __________ name is Colin. My grandad’s got short, grey hair and my granny’s got straight hair. (4) __________ names are Jim and Margaret. I’ve also got an aunt and an uncle in Toronto in Canada. (5) __________ names are Louise and Richard. They have got three children, Gemma, Mark and Joe. We love playing with (6) __________ cousins.

Grammar: Plural of nouns We add an -s at the end of nouns to form the plural. eye  eyes sister  sisters Some nouns add -es. potato  potatoes bus  buses Some nouns have irregular plurals. man  men woman  women child  children tooth  teeth fish  fish  Grammar Bank p. 182

 Grammar Bank pp. 183-184

 Mind Map pp. 133-134

C 15 Write the plurals. 1 2 3 4 5 6 7 8

door __________ window __________ classroom __________ kiss __________ tablet __________ policeman __________ schoolchild __________ firewoman __________

17 Complete the text with a or an. 9 10 11 12 13 14 15 16

flag sheep glass tomato virus phone church chair

__________ __________ __________ __________ __________ __________ __________ __________

Watch out! We use the verb be in the following expressions: be afraid (avere paura), be cold/hot (avere freddo/caldo), be hungry/thirsty (avere fame/sete), be in a hurry (avere fretta), be right/wrong (avere ragione/torto), be sleepy (avere sonno)

16 Complete the sentences with the words from the box.

sleepy • hot • hurry • hungry • cold • thirsty right • afraid • wrong 1 A Mum, I’m _________________. B Your sandwich is on the table. 2 Are you _________________? Would you like a drink? 3 My little brother is _________________ of the dark. 4 I’m so _________________, can you close the door, please? 5 Please open the window. I’m so _________________! 6 A So, Zurich is the capital of Switzerland. Am I _________________? B No, you’re _________________. It’s Bern. 7 I’ve got no time for breakfast, I’m in a _________________! 8 A Morning Paulie, time for school, wake up! B Oh no please! I’m _________________!

Grammar: Indefinite article a/an We use a with singular nouns beginning with consonant. a beard a sister We use an with singular nouns beginning with vowel. an aunt an uncle  Grammar Bank p. 182

My friend Emma is 1 __________ special person. She’s very timid, but has got 2 __________ very strong personality. She’s 3 __________ only child. Her father’s 4 __________ musician, her mother’s 5 __________ architect. They live in 6 __________ big house with a garden in King’s Street. Their house is full of music records and books. It’s amazing! They’ve got 7 __________ cat and 8 __________ hamster, and 9 __________ enormous aquarium. Emma’s dream is to be 10 __________ vet one day.

Functions

Describing people Is your sister pretty? Yes, she’s very pretty. She’s slim with long, curly, brown hair. Has she got brown eyes? No, she hasn’t. Her eyes are green.

Speaking 18 Think of two people in your family.

Write their names and describe them. Use the words in the table to help you. Eyes blue brown green

Hair blond(e), red brown, black curly, straight

Other freckles glasses a beard

Isabela: brown eyes; black, curly hair; freckles

19 In pairs, ask and answer questions about people in your family.

A B A B

Have you got a sister? Yes, I have. Has she got... ? Yes, ...

Writing 20 Write a short presentation of the two people in your family.

My mother’s name is Rita and my father’s name is Tom. My mother has got long, red hair and glasses. My father has got...

Starter

At home

Vocabulary: Rooms in a house 1 Match the words to the photos A-F. D living room 1 n C 2 n bedroom 3 n bathroom 4 n kitchen 5 n hall 6 n garden

D E F

1.12

Now listen, check and repeat the words.

1.13

Listen and read the text. Where is Martin’s house?

A Tower House Martin and his family have got a new house. But it’s not a normal house, it’s very special. Their house is in a tower in the Highlands of Scotland.

his is my house. There are five floors and there are two rooms on each floor. On the ground floor there’s a big kitchen with a table and chairs in it and there’s a living room. On the first floor there are two bedrooms, one for my sister Gemma and another room for me. There’s also a small bathroom next to my bedroom. My bedroom isn’t big but I’ve got a bed, a wardrobe, a table, two chairs and some bookcases in it. It’s got a big window too. On the second floor there’s a big bedroom for my parents and a bathroom. There are a lot of unusual things about our house. For example, there are 70 stairs (!!) and the door is 400 years old! My favourite place in the house is on the roof. It’s got an amazing view of the sea and mountains. It’s really beautiful. There isn’t a garden but we have got a forest and there’s a cave under the tower. I love our house!

Read the text again and answer the questions. 1 Why is Martin’s house unusual? Because it is in a tower in the Highlands of Scotland. 2 Where is the living room? 3 Is there one bathroom in the house? 4 Who has got a bedroom on the second floor? 5 What are the unusual things in Martin’s house? 6 Where is his favourite place in the house?

 Vocabulary Bank 1

Watch out! We use wh- question words to make questions about: people who place where things what reason why time when

Fast Finishers Draw a plan of the first three floors in Martin’s house.  Pronunciation Bank: Intonation in questions

D 5

Match questions and answers. 1 Where’s my phone? 2 Who’s that girl? 3 When’s your birthday? 4 What’s your name? 5 Why is the train late?

a b c d e

n My cousin Lola. n Because of an n n n

Vocabulary: Prepositions of place 1.15 Match the prepositions (1-8) to the 8 pictures (A-H). Then listen and check.

accident. Juliet. In September. On the table.

Vocabulary: Furniture (1) 1.14 Look at the picture of Jane’s 6

1 2 3 4

n in n on n under n behind

5 n 6 n 7 n A 8 n

next to between opposite near

bedroom and match the furniture A-H to the words. Then listen, check and repeat the words.

A H

G G

B F

D C

G bookcase 1 n 2 n lamp 3 n table 4 n wardrobe

5 6 7 8

n bed n chair n window n door

Grammar: there is/there are –

Affirmative and negative forms There’s a big kitchen. There are two rooms on each floor. There isn’t a garden. Find more examples of there is and there are in the text on page 18.  Grammar Bank p. 184

Underline the correct alternative. 1 2 3 4 5 6

There is/are a small living room in our house. There is/are a girl from Hong Kong in my class. There isn’t/aren’t two books in your bag. There is/are five boys in my family. There is/are a flag on the roof of the tower. There isn’t/aren’t headphones on the table.

Look back at the picture of Jane’s room in exercise 6. Complete the sentences with the correct preposition. 1 2 3 4 5 6

on The lamp is __________ the table. The wardrobe is __________ the bed. The clothes are __________ the wardrobe. The posters are __________ the wall. The bed is __________ the table. The table is __________ the window.

Speaking 10 In pairs, close your books and ask and

answer questions about the things in Jane’s room. Can you remember where the things are?

A Where’s the lamp? B It’s on the table.

Writing 11 Write where things are in your bedroom. Use words from exercise 6 and prepositions.

In my room the bed is next to the window. There’s a lamp on the table…

Starter

Is there a bath? 1

Listen and read the dialogue. What has Maria got? 1.16

John Hi, Maria. How are you? Maria I’m great, thanks. I’ve got a room in a flat! John Fantastic! Where is it? Maria It’s in the city centre. It’s a big room and it’s got nice furniture. I’ve got some photos of the flat on my phone, look. This is my room. There’s a bed and a table and chair... John What are these here? Maria They’re lamps. John Are there bookcases E for all your books? Maria Yes, there are. And there’s a big wardrobe for all my clothes too. John It’s lovely, Maria. Is there a living room? Maria Yes, there is. And there’s a kitchen too with a cooker and a fridge. John Is this the bathroom? Is there a bath in it? Maria Yes, the big bathroom is next to the kitchen. It’s got a bath and a shower too. Then there’s another small bathroom next to my bedroom. It’s got a shower but it hasn’t got a bath. John Who’s that in the photo? Maria My flatmate, Candace. She’s American. John She’s very pretty. And the boys? Maria Those are my friends, Mike and Neil. Mike’s Candace’s brother and Neil is my... well… we’re friends... John Maria!

n cooker n chair n fridge n sofa n window n armchair n door

CERT Choose the correct option. big 1 Maria’s room is _________. A big B small C old 2 She’s got some photos of the room _________. A in her bag B on her phone C in her room 3 In the flat there _________. A is a B are two C are no bathroom bathrooms bathrooms 4 The big bathroom has got _________. A a bath B a shower C a bath and a shower 5 The other girl in Maria’s flat is _________. A American B Canadian C blonde 6 Neil is Maria’s _________. A brother B cousin C friend

Read the dialogue again and tick the things that are in Maria’s room (3).

n bookcase n lamp n bath n table n shower n wardrobe n bed 20

Fast Finishers Write words for furniture in exercise 2 in the correct room.

1 2 3 4

living room kitchen bedroom bathroom

sofa, ________________________________________ ________________________________________ ________________________________________ ________________________________________  Pronunciation Bank: /D/ vs /T/

E Vocabulary: Furniture (2) 1.17 Look at the photos on page 20 and 4 match the furniture A-F to the words. Then listen, check and repeat the words.

B sofa 1 n 2 n bath 3 n shower

4 5 6

n cooker n fridge n armchair

Grammar: there is/there are –

Interrogative form and short answers Is there a living room? Yes, there is./No, there isn’t. Are there bookcases for all your books? Yes, there are./No, there aren’t.  Grammar Bank p. 184

Rewrite the sentences in the interrogative form, then write short answers for them.

Grammar: Definite article the We use the with singular and plural nouns. the city centre the boys  Grammar Bank p. 185

Complete the dialogue with a/an or the. Dan Zoe Dan Zoe

What’s in 1 ________ meeting room? ________ big sofa, two armchairs, 3 ________ table with chairs and 4 ________ TV. Where are all 5 ________ books? They’re in 6 ________ library. There’s 7 ________ old bookcase there. 2

Speaking 8 Look at the plan of the flat. In pairs, ask

and answer questions about where things are.

1 There is a green bag. (3) ‘Is there a green bag?’ ‘Yes, there is.’ 2 There are three boys in the classroom. (7) 3 There is a bedroom next to the living room. (3) 4 There are two armchairs in the living room. (3) 5 There is a table under the window. (7) 6 There is a man in the car. (7)

Grammar: this, these, that, those This is my room. What are these? Who’s that in the photo? Those are my friends, Mike and Neil. Find more examples of this, these, that or those in the dialogue on page 20. Underline them.  Grammar Bank p. 184

Complete the dialogue with this, these, that or those. These are my photos from A Hi, Sarah. (1) ________ Spain. Look. B Oh, great! A (2) ________ one is of me and my sister on the beach. B Nice beach! A And (3) ________ two are of a castle in the town. B What is (4) ________ next to the castle? A Oh, it’s not a house. (5) ________’s our hotel. B Wow, it’s really cool! What are (6) ________ on the roof? A They’re flags. It’s a very big international hotel. They’ve got flags for all nationalities.

 Mind Map pp. 133-134

A Where’s the cooker? B It’s in the kitchen. It’s next to the fridge.

Writing 9 Write a description of the flat in exercise 8. Talk about the rooms and furniture. Use there is/there are and prepositions of place.

In the flat there are five rooms. There’s a living room... 21

Starter

I can drive very well Vocabulary: Jobs 1 Match the words for jobs to the photos. E nurse 1 n 2 n doctor 3 n driver 4 n teacher 5 n architect G 6 n receptionist 7 n journalist 8 n waiter/waitress 9 n businessman/businesswoman 10 n sales assistant 2 3

1.18

Now listen, check your answers and repeat the words.

Write the jobs in exercise 1 next to the places. 1 2 3 4 5

hospital office café shop other

nurse, ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

Watch out! We talk about permanent jobs and temporary jobs in two different ways. I’m a waiter. (permanent job) I work as a waiter. (temporary job)

1.19 Listen and read the information from a jobs website. Write each person’s job.

1 Katie 2 Lorant 3 Chati

_________________ _________________ _________________

CERT Read the text again and choose the correct option. the UK 1 Katie is from ___________. A South Africa B the UK C the USA 2 She can’t speak ___________. A French and Italian B Spanish C German 3 Lorant is a student of ___________. A Architecture B Medicine C Art 4 He’s ___________. A an architect B a waiter C a teacher 5 Chati is a ___________. A student B doctor C teacher 6 He can ___________ very well. A drive B speak C speak English German

Name Age City Job

Katie Brown 19 Johannesburg receptionist

I’m Katie Brown! I live in Johannesburg now but I’m not South African, I’m British. I’m from Newcastle in the north of England. I work in a hotel in Johannesburg, The Red Palace. I’m a receptionist. I work in the mornings and the evenings but I don’t work in the afternoons. I can speak three languages (French, Italian and Spanish). I want to find a receptionist job on a cruise ship. Posted by Katie, 24th March

Fast Finishers Write about the jobs of five people you know. My brother is an architect.

F Grammar: can / can’t for ability I can drive very well. I can’t speak English at all. Can you speak German? Yes, I can. / No, I can’t. We use can / can’t to talk about ability. To say how good we are at something we use very well, well, quite well, (not) at all.  Grammar Bank p. 185

Write sentences which are true for you. 1 2 3 4 5 6

speak French ride a bicycle ride a scooter cook dinner use an iPad play the guitar

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

Name Age City Job

Lorant Kacsor 21 Warsaw waiter

Grammar:

Object pronouns Subject

Object

I you he she it we you they

me you him her it us you them  Grammar Bank p. 181

Name Age City Job

Complete the sentences with an object pronoun. it I’ve got a scooter but I can’t ride __________. These are my parents. I live with __________. She’s my school mate Annie. I study with __________. Jules is so funny! I love __________! Are you free tonight? Come with __________, we are going to the cinema. 6 Can you help __________? I can’t do this exercise. 1 2 3 4 5

Speaking 8 In pairs, take turns to make true and false

statements about the people from the Dream Jobs website. Can your partner remember which information is true or false?

My name is Lorant and I’m a university student in Warsaw in the faculty of Architecture. I work in a café in the city centre. I work late in the evenings and at weekends. I’m a waiter. I’m Polish but I can speak English and German very well. I want to find a job in London but I don’t want to work as a waiter. I want to work as an architect. Posted by Lorant, 25th March

A B A B A

Posted by Chati K, 24th March

Lorant is a student. True! He can speak French very well. True? False! He can speak English and German.

ead the information and use the prompts R below to write correct sentences about Danny.

Chati Kanokwan 25 Bangkok teacher

Hi, I’m Chati. I’m twenty-five years old and I’m from Thailand. I work in a school, I’m a teacher. I teach Maths and Science. This summer I want to find a job as a driver in the UK because I want to learn English. I can’t speak English well but I can drive very well!

VIDEO MAP

Name Age Nationality City Job Languages

1 2 3 4

be / from Australia be / 28 years old live / in Los Angeles be / a doctor

Danny O’Sullivan 28 Australian Los Angeles doctor English, Mandarin Chinese

5 have got a job / Cedars Hospital 6 can speak / two languages

Danny is from Australia. He… He…  Mind Map pp. 133-134

A-F 1

Review: Starter

Complete the sentences with the correct possessive adjectives. my friend, Katie. 0 This is __________ 1 Diane and __________ friend Will are from Chicago. 2 That’s Lisa’s comb. __________ comb is pink. 3 A How do you spell __________ names, boys? B F-E-R-G-U-S and E-W-A-N. 4 I love ice cream. It’s __________ favourite food! 5 A Are Sam’s headphones black or white? B __________ headphones are black. 6 The girls are from Venezuela. __________ names are Rihanna and Marianna.

Underline the correct option. 0 1 2 3 4 5 6 7 8

Why/What/When is our English test? Who/What/Why is your new friend? When/Where/What are the students? How/What/Who old are the children? These/This/Those pen is red, it isn’t blue. What/Why/How are their names? Are this/that/these books yours? This/That/Those are my shoes! Is that/these/those girl with red hair new?

Complete the dialogue with the correct form of have got. Have you _______ got a big family, John? Kirsten (0) _______ John No, I (1) ________. It’s quite small. I (2) ________ a sister, Megan, but I (3) ________ a brother. Kirsten Oh, just two children in your family then? John Yes, that’s right. But I (4) ________ six cousins! (5) ________ you ________ brothers and sisters, Kirsten? Kirsten No, I (6) ________. I’m an only child.

Use the prompts to write sentences with the negative or interrogative form of have got. 0 your mother / glasses / ? Has your mother got glasses? 1 I / not / a mobile phone 2 Simon / a friend / in class 3B / ? 3 Jane / not / a chair / in her room 4 the children / not / red hair 5 we / not / an English lesson / today 6 your dog / brown eyes / ?

Complete the dialogue with the correct form of the verb to be. A Hi, Pablo. I’m Simon. Are you B Hi, Simon! Nice to meet you. (0) ________ British? A No, I (1) ________ British. I’m from Los Angeles. B Oh, you’re American! A Yes, that’s right. This is my friend, Diane. B (2) ________ she American too? A No, she (3) ________ American, she’s Australian. B Oh. (4) ________ you from Sydney, Diane? C No, I (5) ________ from Sydney, I’m from Perth. B Perth? (6) ________ it in the west of Australia? C Yes, that’s right. B How old (7) ________ you, Diane? C Simon and I (8) ________ both seventeen. B Oh, me too!

Complete the email with the words from the box. I haven’t got • I’m in • there are • they’re isn’t from • I’ve got… • I’m

Hi Francesca! I’m from Here is something about me! (0) _____ Birmingham, a big city in the north of England. It isn’t a beautiful city, but (1) _________ a lot of interesting things to do. I live in a flat with my family. (2) _________ two brothers, Derek and Grant. (3) _________ 12 and 17. I’m sorry (4) _________ a sister, but my brothers are OK. My mum (5) _________ Birmingham, she’s Welsh. At school (6) _________ Third Year, it’s not bad. Write soon! Jess

Write the plurals. 0 1 2 3 4 5

tomatoes tomato ____________ child ____________ shoe ____________ foot ____________ baby ____________ policeman ____________

6 7 8 9 10

box ____________ firewoman ____________ notebook ____________ chair ____________ kiss ____________

Put the words in the correct order to make sentences.

0 The armchair / in front of / is / the window The armchair is in front of the window. 1 next to / My bed / is / the wardrobe 2 The book / the table / is / under 3 The school / next to / the hotel / isn’t 4 a bag / There is / the chair / on 5 There isn’t / the living room / in / a bookcase 6 have got / two windows / my room / in / I 7 can’t / We / in the / sitting room / play 8 They / ride / can / a scooter 9 the iPad / use / My granny / can’t 10 can / Fran’s dad / Chinese / speak

1 Beautiful summer panorama of the Old Town in Helsinki, Finland

My Life Fact According to the World Happiness Report, Finland is the number one country in the world for the level of happiness of its inhabitants.

The Big Question Are you happy with your life? Is there anything you want to change? Why?/Why not?

Unit Objectives Vocabulary & Functions

Grammar

Language Skills

Life Skills

● Routine and free-time activities ● Parts of the day ● Quality adjectives

● Present simple ● Prepositions of time ● Adverbs and expressions of frequency

Reading: A typical day in space Listening: A woman and her job Speaking: Talking about routine at work Writing: Describing a routine

Know yourself: ● Learn to deal with stress ● Ask for help

Telling the time Making friends

‘Space Oddity’, by David Bowie 25

Presentation 1 Vocabulary: Daily routine activities 1.20 Write the correct verb under each 1 picture. Then listen and check.

do my homework • have lunch • wake up get dressed • go to bed • have a shower catch the bus • get to school

1 ______________________

3 ______________________

5 ______________________

7 ______________________

2 ______________________

4 ______________________

6 ______________________

8 ______________________

Pairwork List other activities that you do every day.

Read and listen to the text. Underline all the verbs of routine you can find. 1.21

My life in the mountains My name’s Helga Fischer and I’m 16 years old. I don’t live in a big city, but in a small village in an area called Styria in the south of Austria. I love it because it’s got lots of mountains, forests and lakes, but my home isn’t very near my school. I go to a very small school in the mountains – it’s only got 49 students! On weekdays, in the morning, I always wake up at 6:30 a.m. I don’t like getting up early, so I stay in bed as late as I can but then mum calls me and I hurry up! I usually have a shower and get dressed very quickly, and I leave home at 7:00 a.m. I don’t have breakfast at home, so I take some bread and fruit with me. I usually meet my friends in the village and we catch the bus together. On the journey to school, I usually chat with my friends, so it isn’t boring. Our school is very high up in the mountains, and we travel along small, winding roads to get to it. We never walk or cycle because the journey is all uphill! In spring and summer it’s quicker than in the winter. That’s because it snows a lot and we have to drive very slowly because of the ice.

1 We usually get to school at about 8:15 a.m. and we start classes at 8:45. We have three classes in the morning and then we have a break. We always have lunch at midday. After that, we have two hours of lessons. I finish classes at 2:30 p.m., and I get home around 3:30. After school I always do my homework (boring!), but I read books and play with my younger brother, too. On Tuesday afternoon I play basketball. In the evening, I sometimes help my mum with the cooking, even though she doesn’t think I’m a great cook! At 8:00 p.m., we have dinner. Finally, I go to bed at about 10:00 p.m.

Grammar: Present simple – Affirmative

and negative forms

VIDEO MAP

Read the examples and complete the table. I start classes at 8:30. I don’t have breakfast at home. My mum calls me. She doesn’t think I’m a great cook.

I start She 1_________________

classes at 8.30.

–

You don’t catch He 2_________________

the bus in the mornings.

 Grammar Bank p. 192

as late as più tardi che uphill in salita quicker than più veloce che slowly lentamente even though sebbene

CERT Read the text again and complete the sentences. 1 Helga likes Styria because _____________________. 2 Her school has only got _______________________. 3 She doesn’t eat breakfast at home because __________________________________________________. 4 The journey to school isn’t boring because she ______________________________________________. 5 The journey to school is slower in the winter because _________________________________________. 6 At 12.00 p.m. the students _____________________. 7 At half past three, Julia _________________________. 8 After school she ________________________________.

Watch out!

Complete the sentences with the Present simple of the verbs in brackets. 1 Lily ___________ (have) breakfast at 7:30 in the morning. 2 I ___________ (not leave) for school before 8 a.m. 3 After school, Max ___________ (relax) on his bed and listens to music. 4 Heather and Emma ___________ (not wake) up early on Sundays. 5 Yvonne ___________ (not do) her homework before school. 6 We ___________ (finish) school at 3:30 p.m. 7 The children ___________ (not have) dinner early at the weekend. 8 John always ___________ (get) to school before his classmates.

Grammar: Prepositions of time I always get up at 6:30 a.m. We have three classes in the morning. On Tuesday afternoon I play basketball.  Grammar Bank p. 192

Speaking 7 Pairwork Have a look at Helga’s routine

again. Tell your partner when you do the following activities. get up • have breakfast • have lunch do homework • play (a sport) • go to bed I get up at 7 every morning. I play football on Wednesday afternoon.

We use the verb have (not have got) in a lot of idiomatic phrases, such as have breakfast/lunch/ dinner, have a shower, have a break, have a rest.

Presentation 2

Life at

Boarding School Many children go to boarding school in the UK. This is a school where you also eat and sleep. Today, we speak to Sam Jacobs, 15, who goes to boarding school in the south-west of England. Interviewer Sam Interviewer Sam Interviewer Sam Interviewer Sam Interviewer Sam Interviewer Sam Interviewer Sam

Hi, Sam. So, my first question is do you like boarding school? I do now, yes, but at first, no! I have lots of friends here and we do lots of things. Sam, tell us about your typical day… What time do you get up? Well, I usually get up at 7 a.m. I have a shower and get dressed. We wear a uniform to school every day. Then I have breakfast at 8 a.m. Lessons always start at 9 a.m. And where do you have your lunch? We always have lunch and dinner in the dining hall. It’s a big room where everybody eats together. And what do you do after school? Well, my homework first, that’s called prep. Then I usually do sport. This year I’m in the football and swimming club. Do you have any free time? Oh yes, of course! Before bed at 10 p.m., I watch TV, listen to music or just hang out with my friends. It sounds fun! It is, but I love going home too. And my mum misses me a lot. How often does she come and visit? boarding school collegio She doesn’t come very often, but I go home every hang out passo il tempo weekend.

1.22 Read and listen to the text. Would you like to attend boarding school?

Read the text again and answer the questions. 1 2 3 4 5 6

interrogative form

VIDEO MAP

Do you like boarding school? What time do you get up? Where do you have your lunch? How often does she come and visit?  Grammar Bank p. 192

Complete the questions with the Present simple of the verbs from the box. play • have • do • use • go • finish

Does Sam sleep at boarding school? How old is Sam? What does Sam wear to school? What time does Sam have breakfast? Where does he have dinner? What sports does he do?

Grammar: Present simple –

1 2 3 4 5 6

Where ___________ Anna ___________ to school? What time ___________ the lesson ___________? ___________ you ___________ lunch at school? When ___________ you ___________ your homework? ___________ Max ___________ rugby after school? ___________ they ___________ the Science Lab during the Chemistry lesson?

Critical thinking Discuss the following questions with your partner. ● Do you think boarding school is a good idea for all students? ● List three positive and three negative aspects of boarding schools. ● Compare your list with another pair. Are there points in common?

Grammar Lab Present simple

Complete the rules.

Write questions using the Present simple. 1 Jay and Lucy / leave home together in the morning / ? 2 you / do your homework in the evenings / ? 3 Charlie / get dressed before or after breakfast / ? 4 Greg / have lunch at home or at school / ? 5 Martin / always / catch the 7:45 bus ? 6 Sarah / get home before her parents / ?

Prepositions of time

Complete the sentences with the prepositions from the box. in (x 3) • from • at (x 3) • to • on 1 2 3 4 5 6 7 8

We start music class ___________ nine o’clock. They go on holiday ___________ the summer. ___________ Sundays I get up late. The meeting is ___________ seven ___________ nine. I hate the cold ___________ January. I have lunch ___________ midday. What do you do ___________ the weekend? Come and have a coffee ___________ the afternoon.

 Mind Map p. 135

 Grammar Bank pp. 192-193

Read the examples and underline the correct alternative. I’m often in the library after school. I always wake up at 7 o’clock on weekdays. Do you often play football? I take the bus to school every day. We put adverbs of frequency (1) before / after the verb be and (2) before / after other verbs. We put expressions such as every day/week/month/ year at the (3) beginning / end of the sentence.

Complete the sentences with the verbs in brackets using the Present simple affirmative or negative. 1 Hannah and Louis _____________________ (go) to school by bus. 2 After school Tom, _____________________ (relax) on the sofa in the living room. 3 My sister _____________________ (not / have) a shower in the morning. 4 We _____________________ (wake up) early on weekdays. 5 Samantha and her brother _____________________ (not have) lunch at school. 6 We _____________________ (not watch) TV before we do our homework.

Adverbs and expressions of frequency

1 To form the Present simple with he/she/it we add _______ at the base form of the verb. 2 To form the negative and to ask questions, we use the auxiliary verb _______ with he/she/it and _______ with I/you/we/they.

VIDEO MAP

Rewrite the sentences using the adverbs and the expressions in brackets. 1 He’s in his bedroom after he comes home from school. (always) 2 When they are ill, they watch TV. (never) 3 We have dinner all together in the evenings. (usually) 4 I wake up early if there’s no school. (never) 5 Before you have dinner, do you help your mum in the kitchen? (every day) 6 Dad works in the garden on Saturdays. (often)

Answer the questions so that they are true for you. 1 2 3 4

How often do you have a shower? How often do you get late to school? How often do you have lunch at home? How often do you go to the cinema?

Round up!

Online interaction Sosuke wants to know about Lenny’s family. Read the email and underline the correct alternative.

Dear Sosuke, My mother is a receptionist in a big hotel. She only (1) work / works in the morning from 8.30 to 12.30. My father is a businessman. He (2) gets / get home (3) at / in the evening before dinner but he (4) does / doesn’t work on Saturday or Sunday. (5) Do / Does your parents work? What do they do? My sister is a student at university. She (6) want / wants to be a vet because she loves animals. She (7) have / has lessons (8) on / in Monday, Wednesday and Thursday and she works in the lab (9) in / on the afternoons. My mother makes dinner and we eat together during the week but we are all free (10) at / in the weekend! She (11) doesn’t / don’t make lunch or dinner (12) in / on Saturdays and Sundays! Write soon! Lennie

Vocabulary & Listening Verbs of routine

The time

Complete the expressions under the pictures with the words from the box.

Listen and write the times in the watches. 1.23

dinner • work (x 3) • Internet breakfast • up • television (TV) • bed

1 get ________

2 have _____________

12.30 • 5.15 • 9.45 • 10.00 • 8.10 • 6.40

3 go to _____________

Adjectives and their opposite 4 start _____________

5 finish _____________

6 make _____________

7 watch _____________

8 surf the _____________

9 go to _____________

1 2 3 4 5 6

late small happy boring quick calm

a b c d e f

n interesting n excited n slow n sad n early n big

Listening 1.24 Listen to a radio programme. 6

What does Rashid do at the weekends?

Free-time activities

Match each adjective to its opposite.

Which of these activities do you do at home? Which do you do outside? Write them in the correct group. swimming • drawing • playing video games reading • listening to music • cooking dancing • playing chess

7 At home

Both

Outside

Look at some other expressions for free-time activities. Add them to the diagram in exercise 2. studying • taking the dog for a walk • playing cards surfing the Internet • cleaning the house making lunch/dinner • chatting online

CERT Listen again and choose the correct answer (A, B or C). 1.24

1 Rashid _____ wakes up at 7 o’clock. A often B usually C always 2 He leaves the house at _____. A 8: 00 B 8:15 C 8:45 3 At school, he _____ at 1:30 in the afternoon. A has a break B starts classes C has lunch 4 On _____, he has his favourite lesson at school. A Wednesdays B Thursdays C Fridays 5 He always _____ after school in his bedroom. A watches TV B eats C does his homework 6 He sometimes goes surfing with _____. A his friends B his brother C his sister

 Vocabulary Bank 2

 Pronunciation Bank: 3rd person -s

Functions & Video Making friends

1.25 Harry meets Darsha. Watch or listen to the video. What’s Harry’s weekend job?

Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha

Watch or listen again. Answer the questions.

● Ask where your friend lives. ● Ask what he/she does after school.

1.25

1 2 3 4 5 6

Great place, isn’t it? Yeah, the coffee is fantastic! Hi, I’m Darsha. Good to meet you, Darsha. I’m Harry. Are you a student? I am, yes, but I’m also a musician in a reggae band. A band? That’s so cool! Do you practise every day? No, we don’t. We play on Thursdays and at the weekends. Useful language Do you play gigs? Sure, sometimes. Music is my life, my future… What do you do, Darsha? Hi, I’m Darsha. I’m an actress. Good to meet you. Really? Are you in films? Are you a student? Do you like… ? No, I’m not. Not yet! I do commercials… I go to the Arts college What do you do? around the corner. Do you live in… ? Me too. Do you live in this part of London? Why don’t we…? Yes, I do, but I’m from Manchester. See you on Thursday. Cool! Darsha, are you free after class on Thursday afternoon? In the afternoon? Yes, I am. Why? Why don’t we go for a coffee before I go to the gig? And listen to my band’s CD? Yes, I’d love to. Thanks. Great! Here at 6? 4 Pairwork You meet a new friend. Follow the Fine by me. steps and practise the dialogue. OK! See you on Thursday, then. Bye. ● Introduce yourself.

Where are Harry and Darsha? Is it the first or the second time they meet? Does Harry play on Saturday? Do you think Harry likes Darsha? Why? Does Darsha want to be a singer? What does Harry want to do on Thursday?

Breaking the ice Great place, isn’t it?

KEY LANGUAGE FOR INTERACTION

Underline the correct replies. 1 Meet an old friend A Hi Jeremy, how are you? B Great, thanks. / Good to see you. / See you later. 2 Meet a new person A Hi, I’m Matt. B Fine, thanks. / Good to meet you. / Bye. 3 Saying goodbye A See you tomorrow. B Yes. / Thanks. / Bye.

Complete the mind map with the key language for interaction from the dialogue.

Inviting a friend out 4 ____________________

Reacting/Showing interest That’s so cool! 1 ___________________________ 2 ___________________________ 3 ___________________________

Accepting an invitation 5 ____________________

Pairwork In turns, reply to the following situations. 1 Break the ice at a concert. 2 Your friend invites you at the theatre show. Accept. 31

Language Skills

An unusual job Warm up 1 Look at the photos and read the title of

the article. Where are the men? What do you think is unusual about their day?

A Typical Day in Space On a typical day in space astronauts have got a lot of different jobs to do. A work day on the International Space Station isn’t eight hours, it’s twelve hours!

The astronauts get up when it’s morning at Mission Control in Houston, Texas. They haven’t got a bathroom on the Space Station and water is difficult to use because there’s no gravity. The astronauts wash with gel soap and then they put on their clothes. They have breakfast in the ‘kitchen’, then they look at their list of jobs for the day. They talk to Mission Control about any problems they’ve got, and then they start work. The Space Station is the astronauts’ laboratory. It’s also their office and their home. In the afternoon they work on experiments with the scientists at Mission Control. They write about their experiments on their computers, they look at data and they clean the Space Station. It’s very important to keep healthy in space too, so the astronauts also exercise for two hours every day. This helps them prepare for space walks. They put on their special spacesuits and helmets and they practise walking in them. In the evening the astronauts sit down to have dinner and talk about their day. They don’t make dinner, or cook any of their meals, because their food comes in packets. It’s not delicious but it is healthy. They go to bed when it’s night in Houston, but they haven’t got beds, they sleep in special chairs!

1 5 Reading 1.26 Read and listen to the text. Put the events 2 in the astronauts’ day in the correct order.

n talk to Mission Control n have dinner n start work n exercise n go to bed n work on experiments 1 put on their clothes n n clean the Space Station 3

CERT Read the text again and answer the questions. 1 Do astronauts work for eight hours a day on the Space Station? 2 What do they do in the morning? 3 What do they do in the afternoon? 4 Why is exercise important in space? 5 Do they make dinner in the evening? 6 Where do they sleep?

Listening 1.27 CERT 4

Listen to the interview. Which photo shows the woman’s job? Tick (3).

1.27 Listen again and write true (T) or false (F). Then correct the false statements.

Stella works with gorillas. She gets up early every day. She makes food for the animals. The gorillas exercise for an hour every week. 5 In the afternoon Stella cleans the gorillas’ homes. 6 Stella doesn’t like her job. 1 2 3 4

Learn to Learn

T ____ ____ ____ ____ ____ ____

Writing strategies

Taking notes ● Use a list with bullet points for your notes. ● Write key words and phrases (nouns, verbs, adjectives). ● Don’t write grammar words (pronouns, prepositions, auxiliary verbs, etc.). ● Use abbreviations, don’t write full words.

Speaking 6 Pairwork Look at the photos of the other

two jobs in exercise 4. Choose one of them. Ask and answer questions about the jobs. Use the words in the box and the questions below to help you. Take notes of your partner’s answers. take photographs • watch animals give animals medicine • help animals

n a photographer

1 2 3 4 5 6

work in an office/hospital/hotel? get up early? work in the morning/afternoon/evening? work at weekends? finish work early/late? put on special clothes for your job?

A Do you work in a hospital? B No, I don’t.

n a zoo keeper

Writing 7 Use your notes from exercise 6 to write a paragraph about your partner’s job.

Pablo is a photographer. He doesn’t work in a hospital or in an office. He works outside. He…

n a vet 33

Planet Rock

‘Space Oddity’

Life Skills: Know yourself ● Learn to deal with stress ● Ask for help

Warm up 1 Pairwork What is stress? Try to give a definition together, then compare it with another pair.

When do you ask for help? Make a list of situations. Exchange it with your partner’s list. Find similarities and differences.

(1947-2016) Born David Robert Jones in Brixton, South London, during his career Bowie produces 27 studio albums and hundreds of singles. He also stars in films, theatre shows, and is the voice behind Lord Royal Highness in TV’s Spongebob Squarepants. Innovative, creative and iconic, Bowie constantly changes his musical style, appearance and identity. Famous alter-egos include: astronaut, Major Tom; alien, Ziggy Stardust; and the aristocratic Thin White Duke. A master of self-promotion, he presents Black Star, his final album, on his 69th birthday. Two days later he dies. ‘Look up here: I’m in heaven’, say the lyrics of the song ‘Lazarus’ on that album.

Listen to the song online. Read this extract and answer the questions.

Ground Control to Major Tom Your circuit’s dead, there’s something wrong Can you hear me, Major Tom? Can you hear me, Major Tom? Can you hear me, Major Tom? Can you… ‘Here am I floating ’round my tin can Far above the moon Planet Earth is blue And there’s nothing I can do’ ground control base di controllo a terra dead morto (non funziona) floating galleggiando tin can (space ship) scatola di latta (nave spaziale)

1 2 3 4 5 34

Who tries to contact Major Tom? Why can’t Major Tom hear them? Where is Major Tom? What can Major Tom see? What can he do to resolve his problem?

Space Oddity is Bowie’s first chart hit in 1969, the year astronauts land on the moon. Critics see the song’s character, Major Tom, who loses contact with Earth, as a metaphor for Bowie’s own isolation and loss of control. Whatever its true meaning, the song becomes the background to the 1969 Apollo 11 Moon Landing on TV.

Pairwork How does Major Tom feel? Choose adjectives from the box and tell your partner. Give reasons for your choices. lonely • free • desperate • powerful • happy terrified • tired • sad • anxious • nervous worried • excited I think he feels desperate because he’s alone in space.

Talk about it 5 How do you feel in these situations? Tell you partner and give reasons. Use the adjectives from exercise 4.

travelling alone • going on holiday with friends losing a sports competition When I travel alone, I usually feel… because…

2 Students throw their hats during graduation ceremony at Portsmouth University.

Education Fact Around the world, more than 72 million children don’t attend school and 759 million adults are illiterate.

The Big Question Why do you think it is important to get an education? What are the risks for those who do not have one? What are the risks for a country with a high percentage of illiterate people?

Unit Objectives Vocabulary & Functions

Grammar

Language Skills

Life Skills

● School subjects ● School equipment ● School people and places

● Present continuous: all forms ● Present simple vs Present continuous ● State verbs ● whose ● Possessive pronouns

Reading: The Khan Academy Listening: Learning abroad Speaking: Talking about learning English Writing: A report

Respect others: ● Be a good classmate

Asking for and giving opinions

● ‘Wonderful World’, by Sam Cooke 35

Presentation 1

Year 13 Spanish Exchange Trip Here are some of the photos from this year’s Spanish exchange trip between Redland High School and the Evolis Centro de Formación in Barcelona, Spain. The Spanish students are staying in Bristol this week with our students’ families and they are doing lessons with us here at Redland. In the afternoons they go on trips to visit interesting places in the local area.

The Spanish Exchange is a fantastic experience for all our students! Do you want to visit a Spanish school and then host a Spanish student in your home? Would you like to try studying in Spain for one week? We’re collecting names for next year’s trip now. Register in Mr O’Connor’s classroom, 2F1, in the English department, or click on the link to register online. Exchange trip dates Spanish students’ trip to Bristol – March 11th-18th Redland students’ trip to Barcelona – May 21st-28th

Vocabulary: School subjects

 Vocabulary Bank 3

1.28 Match the words in the box to the pictures for school subjects. Then listen and check.

Maths • History • Geography Physical Education • Art • Science • English Information Technology • Drama • Music

1 __________ 2 __________ 3 __________ 4 __________

5 __________

6 __________

7 __________

8 __________

9 __________

10 __________

Look at the photos on the pages 36-37. Tick (3) the school subjects mentioned in the photo captions.

n Maths n History n Geography n Physical n 36

Education Music

Read and listen to the information on the school website. Match the photos A-F to the captions 1-6.

CERT Read the text again and choose the correct option.

129

1 The exchange trip is between a British school and a school in __________. A Mexico B Spain C Argentina 2 This week the Spanish students are in __________. A Barcelona B London C Bristol 3 The Spanish students are staying __________. A in a hotel B in a school C with British families 4 In the mornings the students __________. A go on trips B stay with C do lessons families in the British school 5 The British students’ trip to Spain is __________. A now B in May C in March 6 For next year’s exchange trip students can __________. A register B register in C register in online the library the office

n Science n English n Information

Watch out!

n n

… because she wants to improve her English pronunciation.

Technology Drama Art

We use why to ask the reason or explanation of something. In the answers we use because.

Here we’re chatting in the common room with our Spanish friends before classes start on Monday morning.

Manuela and Simon are working on a project in the Information Technology classroom.

In this photo we’re all playing basketball in the Physical Education class, Spain vs England!

4 n Amalia understands English very well but her pronunciation is not good. Here she is studying in the library. She’s listening to audio tracks because she wants to improve her English pronunciation! 5n

Don’t worry, we aren’t making a bomb, we’re just doing an experiment in the Science class!

6 n In this photo we’re singing old Beatles songs but we aren’t singing in English, we’re singing in Spanish!! Raoul is playing the guitar, Brian is on the trumpet and Francisco is playing host ospitare the tambourine. improve migliorare You’re awesome, You’re awesome Siete fantastici guys!

Grammar: Present continuous –

Affirmative and negative forms

Look at the picture and write what the people are doing. Use the words in the box.

VIDEO MAP

play • study • cook • read • sleep • listen to

The Spanish students are staying in Bristol this week. We aren’t singing in English, we’re singing in Spanish.  Grammar Bank p. 200

Watch out! We don’t usually use state verbs such as feel, hear, know, understand, like, want, belong, be in the progressive (continuous) form. Amalia understands English very well.

Complete the sentences with the Present continuous form of the verbs in brackets. 1 Tamsin ____________ (do) her homework in the living room. 2 We ____________ (visit) the museum – it’s really interesting. 3 My mum ____________ (cook) chili con carne in the kitchen. 4 Take your umbrella – it ____________ (rain) outside. 5 Ben ____________ (not work) today, he’s on holiday. 6 The children ____________ (not play) in the garden, they’re in their room.

1 2 3 4 5 6

Mr Thompson __________________________________. Mrs ______________________________________________. Sally _____________________________________________. Luke _____________________________________________. The twins _______________________________________. The dog _________________________________________.

Speaking 7 Pairwork What are the people you know doing now? In pairs, talk about your friends and family.

A My dad is working in his office. B My dad isn’t working today. He’s playing tennis with his friend Miguel.

Presentation 2

Let’s do a project together! Today, we’re talking to two students from class 2B, Heidi Jackson and Max Williams, about a special school project. Interviewer Hello Heidi and Max. Thanks for talking to us today. Heidi Thanks for the invitation! Interviewer So Heidi, what type of projects do you usually do at school? Heidi Well, we often do science or English projects. Max Yeah, I really like the science experiments but the English projects are a bit boring. Interviewer So, are you working on a project at the moment? Heidi Yes, we are. Every year we do a sports project, like learning about a new sport or doing a competition, but this year we’re organising a sponsored run for The Wilcox Children’s Hospital. Interviewer That’s amazing! Whose idea is it? Max Mine! We’re planning a 5-mile run around the city on 14th May. Students are registering online and they are adding their sponsors. Interviewer Fantastic! So, how is it going? Heidi Really well! So far, 70 students are planning to do the run… but the deadline is on Saturday so there’s still time to register. We hope to raise £1,000 for the hospital. Interviewer Well good luck! And remember to register so far fino a oggi before Saturday…! deadline scadenza, termine to raise raccogliere

1 2

1.30 Heidi and Max are talking about a school project. Read and listen to the interview.

Read again and answer the questions. 1 2 3 4 5 6

What kind of projects does Max not like? What kind of project do they do every year? What are they organizing? When are they planning the event? How much money do they hope to raise? What is the last day to register online?

Grammar: Present continuous –

interrogative form

VIDEO MAP

A Are you working at a project at the moment? B Yes, we are. A How is it going?  Grammar Bank p. 200

Write the questions. 1 doing / the / who / is / experiment Who is doing the experiment? 2 Nadya / what / studying / are / Liam / and 3 using / Internet / project / are / for / you / the / your 4 everyone / class / same / doing / in / is / your / the / project 5 you / the / project / History / enjoying / are 6 starting / the / they / when / project / French / are

Speaking 4 Pairwork Discuss the following questions. ● Are you doing a school project at the moment? ● What type of projects do you prefer? ● Do you think school projects are useful? Why?/Why not?

Grammar Lab Present continuous

Present simple and present continuous

Spelling rules

regular verbs

+ -ing

work  working

verbs ending in consonant + -e

cut -e + -ing

have  having

verbs ending in vowel + consonant

double the consonant + -ing

stop  stopping

never • at the weekend • often • today • this month in the afternoon • these days • every year

eat ___________ give ___________ cut ___________ become ___________ meet ___________

6 7 8 9 10

get see talk make study

___________ ___________ ___________ ___________ ___________

Complete the sentences with the Present continuous of the verbs from the box.

1 We ______________ Tina’s birthday cake. 2 Dad ______________ a TV programme about cars. 3 I ______________ the window because it’s hot. 4 Sally ______________ the teacher a stupid question. 5 Dad ______________ breakfast in a café. 6 The students ______________ their homework in the library.

Put the words in order to make questions. Then write short answers. 1 2 3 4 5 6

he / is / listening / the / to / teacher / ? (3) going / to / are / they / the museum / ? (7) Sally / wearing / hat / is / a / ? (3) your dad / writing / a book / is / ? (7) a test / students / the / doing / are / ? (3) listening / rap music / my sisters / to / are / ? (3)

 Mind Map p. 136

 Grammar Bank pp. 200-201

Present continuous

always, usually, 1 _________, sometimes, rarely, 2 _________; every day, every month, 3 _________; in the morning, 4 _________, in the evening; on Monday, on Tuesdays, 5 _________

(right) now; at the moment, at present; 6 _________, this morning, this week, 7 _________, this year; 8 _________

Which of the following are state verbs? Which are action verbs? Write S or A in the space. 1 2 3 4 5 6

understand believe go travel know do

___ ___ ___ ___ ___ ___

7 8 9 10 11 12

want make hate prepare like study

___ ___ ___ ___ ___ ___

Possessive pronouns and whose

Write answers using the possessive pronoun. 1 2 3 4 5 6

Use the words in brackets to correct the sentences. 1 Peter’s playing basketball. (tennis) Peter isn’t playing basketball. He’s playing tennis. 2 Joe and Sarah are cooking dinner. (lunch) 3 The baby is sleeping in the car. (in his bed) 4 Denise’s writing an email. (letter) 5 My dad’s driving to the beach. (to the city) 6 They are chatting online. (on the phone)

Present simple

State verbs

ask • do • eat • have • open • watch

Complete the table with the time expressions from the box.

Read the spelling rules and write the -ing form of the verbs. 1 2 3 4 5

VIDEO MAP

Whose project is this? (Shelia) It’s hers. Whose notepads are these? (we) Whose chair is this? (Tim) Whose books are these? (the teachers) Whose phone is that one? (you) Whose jacket is this? (I)

Round up

Online interaction Complete the message with the words from the box. mine • doing • searching • don’t • never training • I’m • are

Hi Pete, I’m 1 _________ Maths but I 2 _________ understand the exercises! 3 _________ you studying now or are you 4 _________ at the gym? I need help! I’ve got a book here, it’s not 5 _________, maybe it’s from the library, I don’t remember! Anyway, 6 _________ reading the rules but I can’t do the exercise. I’m also 7 _________ the Internet for more examples, but I 8 _________ find what I’m looking for! Please call me ASAP!

Vocabulary & Listening 5

School equipment

Complete the words for school equipment. 1 2 3 4 5 6 7 8

gym classroom laboratory headmaster’s office

1 2 3 4

p ___ ___ c ___ ___ c ___ ___ ___ n ___ ___ e ___ ___ o ___ l ___ ___ ___ ___ ___ r ___ ___ b ___ ___ ___ u l ___ ___ ___ a ___ ___ ___ ___ a ___ ___ ___ m ___ ___ ___ ___ ___ ___ ___ n ___ ___ ___

Read the definitions for four of the things in exercise 1 and write the words. 1 It’s for doing Maths problems. 2 It’s for drawing lines. 3 They’re for underlining words and phrases. 4 It’s for putting all your pencils and pens in.

Match the words in the box to the photos. Use a dictionary to help you.

______________ ______________

5 6 7 8

library common room computer room canteen

______________ ______________

Now write definitions for the other four things from exercise 1.

School people and places

Read the text and look at the words in bold. Then match the questions below to the answers.

Hi, my name is Gloria and I’m a student at Pringle High International School. I’m 16 and I’m in my final year. Mr Manson is our school’s headmaster. He is responsible for everything in the school. He’s got four secretaries working for him and they answer the phone and emails, organise events at the school and help us when we have problems. My classmates are from all over the world. Mr Kearney is our laboratory technician. He helps us in the laboratories with our Science and Information Technology projects. Mr Blair is the school cleaner. He cleans the classrooms after school. My favourite thing at school is our mascot – it’s a black cat and his name is Meo. He lives in the school garden! 1 2 3 4 5 6

What is a headmaster’s job? What does a secretary do? What does a teacher do? Where does a technician work? What is a cleaner’s job? What does a classmate do?

a b c d e

n In the science lab and computer room. n He/She teaches the students. n He/She is responsible for the school. n He/She cleans the school. n He/She answers the phone and emails and

f 40

organizes events. He/She sits in the same class as you.

Listening 131 Listen and write the names of the 6

subjects on the correct place in the timetable. Monday

9.00-10.00

English

10.00-11.00 break 11.15-12.15 12.15-13.15 lunch 2.00-3.00 3.00-4.00  Vocabulary Bank 3

 Pronunciation Bank: /n/ vs /N /

Functions & Video Asking for and giving opinions

1.32 Watch or listen to the video. What is Harry doing?

Darsha Oh! So you can read! That’s incredible Harry! Harry Very funny. I love reading, and you? Darsha Me too, but I never read paperback books, I read on my Kindle. Harry I can’t read ebooks, they’re so… cold. Darsha I don’t agree. I always carry my Kindle in my bag, see? It’s so practical, and light. Books are heavy, and my bag is small! Anyway, books belong in the past: they’re old stuff! Harry How can you say that? Books are living creatures! Here, touch it. Smell it! What do you think? Darsha Yeah… you’re right, it smells like paper. So what? Anyway, what are you reading? Harry Slam, by Nick Hornby. Darsha Oh yes, I know it. It’s also a film. Harry What do you think of it? Darsha The film? It’s nice. I prefer films to books. Harry I don’t. Would you like to read it? You can borrow my book. Darsha Thanks, but on my Kindle it’s only £1.99! Harry Well, I agree it’s cheap but… it doesn’t smell so good. Darsha Yeah… you’re certainly right.

1 Harry is reading an ebook. 2 Darsha has got a big bag. 3 She thinks ebooks are practical and light. 4 Harry likes smelling paper books. 5 He likes the film Slam. 6 Buying the book on the Kindle is cheap.

Watch or listen again. Decide if the sentences are true (T) or false (F). 1.32

___ ___ ___

KEY LANGUAGE FOR CONVERSATION

___

Agreeing 3 ____________. I agree. You’re (certainly) right.

Underline the correct reply. 1 I really like soul music. How can you say that? / Me too. 2 What do you of the new French teacher? I think she’s nice. / Her name’s Mrs Dufour. 3 I prefer Maths to English. I don’t! / And you? 4 London is a beautiful city. I agree, but it’s very expensive. / I don’t.

I love reading, and you? Me too. I don’t agree. How can you say that? What do you think (of it)? I prefer films to books. I agree it’s cheap, but…

Complete the mind map with the key language for conversation from the dialogue. Giving your opinion I love reading. I prefer 1 ____________.

___ ___

Useful language

Asking for people’s opinion What do you think (of it)? What’s your opinion about…? I love (reading). 2 ____________?

Disagreeing How can you say that? I don’t think so. I don’t 4 ____________.

Pairwork Choose a film, a song, a book or a subject you really like. Exchange opinions about them. A I really like the Star Wars saga, I’m a huge fan! B I think it’s really boring! A How can you say that? It’s simply fantastic! 41

The Khan Academy

Language Skills

Education today

Salman Amin Khan (born October 11, 1976) is an American teacher and the founder of the Khan Academy, a free, online education service. The academy started with a YouTube channel in 2004 to teach Maths online to his young cousin. Today the Khan Academy has over 6,500 interactive video lessons on YouTube and around 4 million people around the world use it. Its video lessons teach school and university subjects at different levels, from English and History, to Maths and Science. A lot of successful students are saying they get great exam results because they use the Khan Academy method. Why do users love this digital teaching method?

Warm up 1 Look at the photos below. Where are the students? What are they doing?

Hi I’m Kalinda. I’m revising Maths for my school exams. I’m using the Khan Academy videos on YouTube. I’m watching an interactive lesson now. Salman Khan is writing the problem on the interactive screen. Now he’s explaining the steps we need to do to solve it, and he’s writing the results. I like the Khan Academy videos because I can work at my own speed, I can stop the video when I’m not sure about something and I can play it again and again. Posted by Kalinda, USA

Hello, I’m Peter. I’m studying History on YouTube with Khan Academy. I like this method because it uses pictures and diagrams and small paragraphs of text, so the information is easy to remember. Khan breaks down the topic into small steps and he can explain things very clearly. He makes difficult subjects seem easy! There are also great practice exercises to do after the lessons. You complete them and send them to the Khan Academy and they correct them for you, so you can see where you still have problems. Posted by Peter, Canada

started iniziò

Reading 1.33 Read and listen to the text. Match 2 the three photos A-C to the paragraphs.

CERT Read the text again and answer the questions. 1 What is Salman Khan’s job? 2 What does the Khan method use to teach students? Tick (3). n a television channel n an interactive YouTube channel n books 3 What subjects do the Khan videos teach? 4 What subject is Kalinda studying? 5 Why does she like the method? 6 What subject is Peter studying? 7 Why does he like the method?

Listening 1.34 Listen to the interview. Where is 4 Clint studying now?

Listen again and write true (T) or false (F). 1.34

Clint is studying alone this year. His parents are his teachers. This method doesn’t use books. Clint studies in the morning with his parents. 5 In the afternoon he meets his friends. 6 Clint and his family visit places to see things they are learning about. 1 2 3 4

____ ____ ____ ____ ____ ____

Speaking 6 Pairwork Ask and answer questions about our experience of learning English. Ask about where and how you study and your likes/dislikes.

A Where are you studying English now? B I’m studying English at the EnglishFast centre in Rome. A What does your teacher use to teach English? B She uses videos, books, audio CDs... A Do you like it? B Yes, I do./No, I don’t. A Why do you like it? B I like it because...

Learn to Learn

Writing strategies

Using because in your writing We can use because to give a reason for a statement. Because adds information to a short sentence. This makes your writing more fluent. I like the Khan Academy videos because I can work at my own speed. I like this method because it uses pictures and diagrams and small paragraphs of text.

Add information to these sentences. Use because and the expressions in the box. it isn’t cool • I want to study in the USA • it’s difficult he likes Chelsea • it’s interesting • we love films

1 Marcia likes History… Marcia likes History because it’s interesting. 2 Jacob doesn’t like Science… 3 My brother always wears a blue T-shirt… 4 I’m studying English… 5 We often watch DVDs at the weekend… 6 Sam doesn’t listen to classical music…

Writing 8 CERT Write a paragraph about your

experience of studying English. Use your answers from exercise 6 and the text on page 42 to help you. Think about the things below and give reasons for your likes/dislikes.

● Where you are studying now. ● What things you use to study. ● Why you like it/don’t like it. I’m studying English at the Green Park Language School in Tulum at the moment. In our classes we use a Student’s Book and some CDs… 43

Planet Rock

‘Wonderful World’ Life Skills: Respect Others ● Be a good classmate

Warm up 1 Make a list. What makes a good

classmate (qualities and actions)?

Pairwork Compare your list with your partner’s. Choose the top 5 qualities or actions from the two lists. How many of them are true for you now?

‘Wonderful World’ Cooke releases the song in 1960. It is a hit in the US and the UK. On one level, it is a classic love song about Cooke’s high school girlfriend. But on another level, there is a political message about a lack of opportunities for black people. Otis Redding, Bryan Ferry, Michael Bolton and Rod Stewart make cover versions. It is the soundtrack to the films Animal House and Witness, and the Levi’s 501 jeans advert.

Don’t know much about Geography, Don’t know much trigonometry Don’t know much about algebra, Don’t know what a slide rule is for But I do know that one and one is two, And if this one could be with you, What a wonderful world this would be Now, I don’t claim to be an ‘A’ student, But I’m trying to be For maybe by being an ‘A’ student, baby, I can win your love for me

slide rule regolo calcolatore don’t claim non sostengo di

Listen to the song online. Read this extract and answer the questions. 1 2 3 4 5

Sam Cooke (1931-1964) Born in Mississippi and also known as ‘the inventor of soul music’, Sam Cooke is the son of a church minister. He first sings in his father’s church choir. In the 1930s in Chicago he forms a gospel group – the Singing Children, with his two sisters. In 1950, he joins The Soul Stirrers, a top gospel group, but he doesn’t only want to sing to church audiences. His debut album as a solo artist is in 1957, Songs of Sam Cooke, which combines rhythm and blues, gospel and pop music and sells over 2 million copies. With the single ‘You Send Me’ Cooke tries to break down racial barriers and have black and white fans at his concerts, but this is difficult in 1960s America. As the civil rights movement grows in the USA, Cooke starts earning a lot of money and he plays his own style of music to a wide audience. This includes ‘A Change is Gonna Come’, an important civil rights song, and ‘Shake’, a soul music classic. On December 11, 1964 Bertha Franklin, a motel manager in Los Angeles shoots him, she says in self-defence, and he dies. The case remains a mystery not properly investigated by the police.

Which subjects isn’t he very good at? What does he know? What doesn’t he ‘claim to be’? What would make this a wonderful world? How can he do this?

Pairwork In your opinion, what can help Sam be an ‘A’ student? Put these in order of importance.

n a relaxed atmosphere in class n clear and interesting materials n constructive feedback n different teaching methods n encouragement/praise n help from the teacher/another student n high expectations n interactive lessons n working in pairs/group Talk about it 5 What helps/doesn’t help you do well in class?

A relaxed atmosphere helps me because I get very nervous in tests and exams.

3 Asian street food stall in Camden Market, London

Food & Drink Fact Street food is becoming the new trend. People are always looking for new and exciting food experiences, which is what food stalls offer: tasty, international, informal, easy-to-eat food.

The Big Question TV shows, celebrity chefs, social media posts and pictures, new restaurants opening every day: why are people so obsessed with food?

Unit Objectives Vocabulary & Functions

Grammar

Language Skills

Life Skills

● Food and drink ● Menus

● Countable and uncountable nouns ● some, any ● a lot/lots of, a little, a few, much, many ● Imperative ● Verbs of preference

Reading: The Slow Movement Listening: An interview Writing: A questionnaire Speaking: Reporting data to the class

Respect others: ● Consider other people’s needs

Ordering food and drink

● ‘Tom’s Diner’, by Suzanne Vega 45

Presentation 1 Vocabulary: Food and drink  Vocabulary Bank 4

Match the photos to the words. Then listen and check. 1.35

n water ___ n strawberries ___ n sandwich ___ n salad ___ n cheese ___ n fish ___ n peppers ___ n rice ___ n cake ___

Barbecues are usually in people’s garden and they sometimes make a special place in the garden to cook the barbecue. These are called barbecue pits or ‘barbies’. At the beach and in local parks in the UK, there are often public barbies for people to come and cook their food on. These are free for everyone to use. But what are British people’s favourite barbecue foods? Hamburgers seem to be number one barbecue meat in the UK, followed by sausages and chicken. For those who don’t eat any meat, the alternative is the evergreen corn on the cob, or any other vegetable like tomatoes, aubergines, courgettes or jacket potatoes. You can also grill some fruit on the barbecue, such as bananas and apples with sugar and cinnamon on top.

10 11 12 13 14 15 16 17 18

n cola n pasta n chicken n bread n lentils n soup n sausage n butter n grapefruit

___ ___ ___ ___ ___ ___ ___ ___ ___

Nouns can be countable (= have the plural form) or uncountable (= only have the singular). Look at the list above and write C or U next to each word. Read and listen to the text. What does the title of the article mean? Tick (3). 1.36

n eating good food n eating at home 46

The sun doesn’t always shine in summer in Britain, so British people can’t often eat ‘al fresco’, or outside, but when the weather is good, they love having a picnic, or a barbecue!

1 2 3 4 5 6 7 8 9

Eating ‘al fresco’

n eating outside n eating healthy

CERT Read the text again and answer the questions. 1 2 3 4 5 6

Where do British people go to have a picnic? Where do they usually have barbecues? What can you grill on the barbecue? Name three ingredients of the perfect picnic. What is the typical picnic food? What does the Picnic in the Park service offer?

3 Grammar: some, any

VIDEO MAP

You can also grill some fruit on the barbecue. But those who haven’t got any time…  Grammar Bank p. 208

Complete the sentences with some or any. Is there _________ milk in the fridge? I need _________ eggs for the cake. We haven’t _________ coffee. For Sunday’s barbecue we’re having _________ hot dogs and _________ pork ribs. 5 There isn’t _________ cheese, I’m afraid. 6 We usually have _________ fish for dinner. 1 2 3 4

Despite the cold, the changing weather and the bees, British people love picnics. 70% of them go on a picnic in the summer. Popular places are at the beach or next to a river. In cities people often have picnics in local parks too, where they can find some tables and benches. But what makes the perfect picnic? The location is very important. Parks with lakes and a playground for children are family’s favourite spots. Then comes the food. Some people buy ingredients at the supermarket and make their own sandwiches and potato salad, or shop at the local deli for typical British food such as Scotch eggs, Cornish pasty and shepherd’s pie. But those who haven’t got any time or don’t want to waste a day cooking can order a gourmet picnic basket already full of delicacies, or call the Picnic in the Park service. In this case, they don’t need to do much. Just show up at the park and a butler will do the rest. The last thing to remember for the perfect picnic is the company. You can be on the best spot with great food, but it can’t be a perfect day without your best friends. evergreen classico, intramontabile corn on the cob pannocchia di granturco cinnamon cannella despite nonostante show up presentarsi butler maggiordomo will do farà

Grammar: Quantifiers countable affirmative

VIDEO MAP uncountable

a lot of/lots of a few

a little

negative

many

much

questions

How many…?

How much…?

 Grammar Bank pp. 208-209

Complete the sentences with the correct quantifier. 1 Not ____________ people have a big breakfast in the morning. 2 We have ____________ pasta for lunch every day. (a large quantity) 3 ____________ bottles of cola have we got? 4 I want a pizza with ____________ cheese on top. (a small quantity) 5 ____________ sugar do you put in your coffee? 6 We haven’t got ____________ money. Let’s just have a sandwich. 7 There are ____________ people I know at the picnic. (not a lot)

Get ready for a picnic! Write a list of what you put in your basket. sandwiches, a packet of crisps, some fruit…

Speaking 8 Pairwork Talk about your lists and prepare a basket together.

A I’ve got some cheese and tomato sandwiches. What have you got? B I’ve got tuna and tomato sandwiches. A OK. Then I have… 47

Presentation 2

Kitchen work!

In this special interview, we talk to Lucas Graham, head chef at the five-star hotel The Leicester in London.

Interviewer Lucas Interviewer Lucas Interviewer Lucas Interviewer Lucas Interviewer Lucas Interviewer Lucas Interviewer Lucas

Lucas, tell us, why are you a chef? Because I love food! What type of food do you like cooking most? Definitely desserts. I like all sweet things and I just love making new cakes and desserts for my clients. What do you not like about working in a kitchen? Oh, I hate washing up! Oh yes, me too! So, what are your rules for a successful career as a chef? Keep a good routine and be organized. Keep your kitchen tidy and make sure the people working with you are doing their job correctly. How many people work in your kitchen? Well, the kitchen is quite big. So, at the moment there are about 20 chefs in the kitchen. Wow, that’s a big kitchen and a lot of chefs! Yes, but I prefer working on my own because I like a quiet space when I work. Any other hints for someone who wants to become a chef? Yes, be disciplined… work hard and be friendly to your colleagues, of course! washing up lavare i piatti tidy in ordine hints suggerimenti

1.37 Read and listen to the text. What is Lucas’s favourite food?

Read the text again and choose the correct alternative. Lucas works in a five-star hotel / restaurant. He works as a chef because he loves cakes / food. He doesn’t like making desserts / washing up. Routine and organisation are the rules for a successful career / hotel. 5 There are / There aren’t many chefs in The Leicester kitchen. 6 He likes working alone / with 20 chefs. 1 2 3 4

Grammar: Verbs of preference I like sweet things. I love making new cakes. I hate washing up. I prefer working on my own. Verbs of preference can be followed by a noun or by a verb in the -ing form.  Grammar Bank p. 209

Write complete sentences. 1 Andrew / like / play / video games 2 Francis and Jack / not like / do / homework / at the weekends 3 My mum / love / go / shopping 4 Carla / hate / cook / fish 5 My cousins / not like / walk / to school 6 Sue / prefer / work / at home

Speaking 4 Pairwork Answer the questions. ● Do you like cooking? What dishes can you cook? ● Do you prefer eating at home or eating out? Why? ● Do you like watching TV programmes about food and chefs? Why?/Why not?

Grammar Lab Verbs of preference

How much? / How many?

Complete the sentences with the -ing form of the verbs from the box and the verbs in brackets.

5 6 7 8

I ____________ (love) to the cinema. ____________ you ____________ (like) Minecraft? I ____________ (not like) pudding. ____________ Syd ____________ (prefer) magazines? Peter ____________ (not like) to school. Paul ____________ (hate) experiments. We ____________ (prefer) social networks. She ____________ (love) in the park in the early morning.

Food & Drink Countables

Read the sentences and complete the rule. There’s some butter in the fridge. I need some eggs for the cake. There isn’t any milk. There aren’t any oranges. Have you got any money? We use 1 _________ and 2_________ with uncountable nouns and countable nouns in the plural. We use 3_________ in positive sentences, 4_________ in negatives and questions.

Underline the correct alternative. 1 2 3 4 5 6

Here’s some / any coffee for you, Mum. Have we got some / any cereal for breakfast? My brother doesn’t want some / any salad. There are some / any DVDs on the teacher’s desk. I haven’t got some / any brothers or sisters. Is there some / any fruit?

 Mind Map pp. 137-138

Imperatives

Uncountables

some / any with countable and uncountable nouns

 Grammar Bank pp. 208-209

Choose the correct alternative. 1 Have you got much / a few homework this week? 2 I haven’t got many / lots of friends. 3 Phil watches a lot of / a little films. 4 I’m not rich, but I’ve got a little / a few money in the bank. 5 There are only many / a few mistakes in my English test. I’m happy! 6 Not many / much people like broccoli.

Complete the table with the words from the box. milk • biscuits • peas • bananas • pasta • oranges coffee • rice • carrots • eggs • fruit juice • butter

_______________ meals do you have each day? _______________ tea do you usually drink? _______________ films do you watch in one week? _______________ porridge do you usually eat? _______________ pens have you got? _______________ money is there in your wallet?

much/many, a lot of/lots of, a little, a few

Countables and uncountables

Complete the sentences with how much / how many. 1 2 3 4 5 6

run • do • use • go • play • read • eat • walk 1 2 3 4

VIDEO MAP

Complete the instructions with the words from the box. don’t talk • listen • use • write • don’t copy complete • don’t use

This is your first English test. Listen carefully. 1_____________ the sentences with the correct form of the verb. 2 _____________ the words in the gaps. 3_____________ only a black pen. 4_____________ during the test. 5 _____________ a dictionary. 6_____________ from your friend.

Round up

Complete the dialogue with some, any, how much and how many. Amy I want to make a cheese omelette. Have we got 1 ______________ eggs? Rob Yes, we have. Amy 2 ______________ are there? Rob Let me check, er… six. Amy Great. And is there 3 ______________ cheese? Rob Yes, there’s 4 ______________ parmesan and 5 ______________ mozzarella. Amy And 6 ______________ olive oil have we got? Rob Ops! There isn’t 7 ______________ olive oil. Amy Look, there’s 8 ______________ butter in the fridge. Let’s start then! 49

Vocabulary & Listening 4

Food and drink

Complete the mind map with at least three words in every capsule.

meat and fish ________________ ________________ ________________

carbohydrates ________________ ________________ ________________

dairy products ________________ ________________ ________________

vegetables ________________ ________________ ________________

FOOD

sweet food ________________ ________________ ________________

drinks ________________ ________________ ________________

Complete the recipe with the verbs from the box. mix • add (x2) • bake • stir • press • use • give

To make delicious biscuits, you need very simple ingredients: flour, eggs, sugar, butter and vanilla extract. First, 1 ________ 250g of butter and 140g of sugar together in a large bowl with a wooden spoon, then 2 ________ 1 egg yolk (the yellow part) and 2 teaspoons of vanilla extract. 3 ________ 300g of plain flour and 4 ________ until the mixture is well combined. 5 ________ your hands in the end to 6 ________ everything a good mix. 7 ________ the dough, give the biscuits your favourite shape and 8 ________ in the oven at 180°C.

Listening 1.40 Listen and complete the order at 5 the Park Café for the two people.

fruit ________________ ________________ ________________

(1) cheese sandwich (2) (3) (4)

Containers and quantities

1.38

check. 1 2 3 4 5 6 7 8

Match the pairs. Then listen and

a carton of a slice of a bag of a can of a bar of a loaf of a bowl of a packet of

a b c d e f g h

n bread n chocolate n milk n cake n cereals n flour n cola n crisps

(5) (6)

Look at the pictures and write what these people are having for breakfast.

Marcia

Verbs about cooking

Match the verbs to their translation. Then listen and check.

1 2 3 4 5 6 7 8 9 10 50

1.39

mix add bake fry stir pour boil slice roast steam

a b c d e f g h i j

Jake

n bollire n fare arrosto n affettare n mescolare n versare n aggiungere n cuocere al vapore n miscelare n friggere n cuocere al forno

Susie orange juice, 1 Marcia’s having some____________________________ 2 Jake_______________________________________________ 3 Susie______________________________________________

 Vocabulary Bank 4

 Pronunciation Bank: /a/, /ø / and /´u /

Functions & Video Ordering food and drink

1.41 Darsha and Harry are eating out. Watch or listen to the video. Why isn’t Darsha eating meat?

Darsha Hello. Sorry I’m late. Harry Never mind. What are you having? Hamburger? Hot dog? Toast? Darsha No, thanks. I’m not eating much meat these days. Harry Why not? Darsha I’m trying to be a vegetarian. Harry A vegetarian? Really? Not me, I can’t live without meat. Waiter Hi. Are you ready to order? Useful language Harry Yes. I’m having a ham and cheese sandwich with mayonnaise. Waiter Anything else? What are you having? Harry Yes, I’d like a portion of chips and a coke, please. Are you ready to order? Waiter I’m afraid we haven’t got any chips at the moment, how about I’m having… I’d like… some onion rings? And for you? Harry Onion rings are fine, thanks. Anything else? Waiter And for you? Can I pay by credit card? Darsha I’d like a Margherita pizza with a lot of cheese. And an orange juice. Waiter So that’s one Margherita, one ham and cheese sandwich, one portion of onion rings and two cokes. Harry Yes, that’s right! Darsha No, it isn’t. It’s one coke and one orange juice. Waiter OK. Darsha And can I pay by credit card? Waiter Sure. We accept all credit cards. Darsha OK, great thanks. Onion rings? Don’t talk to me after lunch!

Fuji Delight

Watch or listen again. Answer the questions. 1.41

Favourites

Chicken teriyaki............................................ £7.99

1 Is Harry upset with Darsha because she’s late? 2 Is Darsha having hot dog? 3 What does Harry order to drink? 4 Why is Harry having onion rings? 5 Who is having pizza? 6 Does the restaurant accept credit cards?

Mixed sashimi............................................. £11.49

Role play Student A: you are the customer. You want to order Japanese food. Look at the menu and decide what you want to order. Student B: you are the waiter/ waitress. Perform the dialogue, then swap roles.

Noodle soup.................................................. £4.99

Salmon with sesame seeds.......................... £8.99 Sushi plate................................................... £10.99 Salmon & avocado rolls............................... £4.49 Cucumber & shrimp roll.............................. £3.99 Salad............................................................... £5.99

Language Skills

The Slow Movement

Warm up 1 Look at the people in the photos A-C. Who do you think is stressed? Why?

Reading 1.42 Read and listen to the text. 2

Which of these things are part of the Slow Movement? Tick (3).

n fast-food restaurants n yoga and t’ai chi classes n exams and tests n spending time with your family/friends In the world today we do everything fast. A lot of us are stressed and tired because we work long hours and travel long distances to get to work. We don’t spend time with our families and friends, we never feel relaxed. For people in the Slow Movement, this is crazy. They want to change things.

They want us to slow down and enjoy our lives more. And other people are starting to listen. There are now Slow Movement groups in many cities around the world and people are choosing different lifestyles. Maria from Italy and Nancy from England, are fans…

Maria, Rome – Slow Food Maria is cooking dinner for her family at home. She’s making pasta with fish. She goes out to the market every morning to buy food, then she spends two hours in the evening cooking dinner. Her family always eat together at the table. They chat about their day and they eat Maria’s delicious food. ‘The Slow Movement is about changing the way we live. It helps us to have less stress in our lives,’ says Maria, ‘Slow Food is part of the movement. We think it’s important to cook real food and for families to eat the food together. It takes more time to do this but in my family we never eat in front of the television. We share food and we share conversation. It means we are close in the family.’

3 3

CERT Read the text again and answer the questions. 1 Why are people stressed in the world today? 2 What do people in the Slow Movement want to do about this? 3 What is Maria doing in the photo? 4 Why does she think cooking dinner every day is important? 5 What is Nancy doing in the photo? 6 What sports do people in the Slow Exercise movement do? Why?

Writing 6 Are the people in your class stressed?

How do they relax? Use the prompts below to prepare a questionnaire about their routines and free time.

Listening 1.43 Listen to an interview with David, 4

● ● ● ● ● ● ● ● ● ●

a fan of the Slow Movement. What part of the movement is he talking about? Tick (3).

n Slow Driving n Slow Cities n Slow Food 5

1.43 Listen again and write true (T) or false (F).

1 In a Slow City people choose a slow lifestyle. 2 People in London and New York are relaxed. 3 Ludlow is very noisy. 4 People in Ludlow drive to work in other cities. 5 Offices close at half past 8 in Ludlow. 6 David is having English lessons this month.

1 Do you live in the city?

T ____ ____ ____ ____ ____ ____

live in the city? travel long distance to school / work? study / work long hours? what sports / play? go walking? what free-time activities / do? what / usually / eat? when / cook? eat with your family / friends? what / do / this week / to relax?

Speaking 7 Pairwork Ask and answer the questions from

your questionnaire in exercise 6. Then ask four other people in your class your questions. Make a note of their answers.

Report back to the class about your classmates’ answers. Four people live in the city and one person doesn’t.

Nancy, Bristol – Slow Exercise Nancy, a student from Bristol, is practising t’ai chi in her local park. She’s learning to do slow exercises and meditation to help her to relax. ‘Students’ lives are crazy, we run from Science lectures to English classes, to Music lessons, then to the gym. Often we also have evening jobs!’ she says, ‘In the Slow Exercise Movement we don’t play competitive sports like tennis or football and we don’t go cycling or running. I’m learning to do gentle exercise like yoga, or t’ai chi instead. I do t’ai chi every morning before I go to university. It relaxes me and helps me slow down. I don’t get stressed now and I have more energy.’

Planet Rock

‘Tom’s Diner’ Life Skills: Respect Others ● Consider other people’s needs

Warm up 1 Take the quiz. 1 Do you always offer your food to others? 2 At home, do you wait until everybody has some pudding, or do you eat it all by yourself? 3 Do you ever order a dish and when it arrives you prefer another person’s food? 4 At school, do you often share your snack with a schoolmate?

Pairwork Discuss your answers to the quiz in pairs. Do you think you usually consider other people’s needs? Why/Why not?

Listen to the song online. Read this extract and answer the questions.

I am sitting In the morning At the diner On the corner

And he fills It only halfway And before I even argue

I am waiting At the counter For the man To pour the coffee

He is looking Out the window At somebody Coming in

1 2 3 4 5 54

Suzanne Vega Born in 1959 in New York, she starts writing songs in her teenage years. She also plays the guitar, studies modern dance and English literature. She starts playing music in cafes, festivals and clubs around New York. A Lou Reed concert in 1979 changes her musical style forever. She auditions for the lead role in the film Desperately Seeking Susan in 1985, but Madonna gets it. Her hit album is Solitude Standing in 1987. The lead single ‘Luka’ is a powerful first-person story of child abuse. In 1989, she is the first woman to headline UK’s Glastonbury Festival. In 1999 Vega publishes her first book, The Passionate Eye, a collection of poems, lyrics, essays and articles. She is the first major recording artist to perform live as an avatar online in Second Life in 2006. Today she writes, performs, records music and does a lot of work for charity. She still lives in New York. ‘Tom’s Diner’ Tom’s Diner is a restaurant in New York. Suzanne Vega is a regular customer, she often eats breakfast there. She releases the song in 1984, but it becomes a hit in 1990 when the British group DNA remixes it. Many other artists cover the song and Vega combines them in Tom’s Album. A German computer programmer, Karlheinz Brandenburg, uses ‘Tom’s Diner’ to test the sound quality of the original MP3 technology and Vega is also called the ‘Mother of the MP3’.

Pairwork Imagine you are the woman at the counter. How do you think she feels? useless • abandoned • hilarious • curious intrigued • sad • angry • irritated • lost • lonely embarrassed • ashamed

Talk about it 5 Discuss how you feel in these situations. counter bancone fill riempie halfway a metà argue discuto

Who are the people in the story? What are they doing? Who tells the story? Why does the waiter only fill the cup halfway? What do you think happens next?

● You are talking but nobody listens. ● You go for lunch to a friend’s house but you don’t like the food at all. ● You have a problem but your parents don’t answer the phone. ● You know the answers to a test but you need more time to finish it. When I tell my sister about my day and she continues playing her music, I feel very angry.

B1 Preliminary Training

1-3

Reading: Part 1

For each question, choose the correct answer. 1

Cosy Cafe

Ask your servers about today’s specials. Please tell us about your food allergies – our chef is happy to help!

A You can’t have any food not on the menu. B The food on the menu is ok for allergies. C You can have special food not on the menu.

Starters 2 To: All new students From: The school secretary (Mrs Judd) Subject: Personal information form Please complete the personal information form your teacher gives you and return it to me by Friday.

3 Free to a good home: desk, chair, lamp, shelves. Please take any of these things you can use. Thank you :-)

4 Ben, What do you need for your cookery class tomorrow? How much flour and butter? How many eggs, etc.? Please sms me a shopping list so I can go shopping on the way home!

The secretary wants A all students to bring her the personal information form by Friday. B only new students to bring her the personal information form by Friday. C new students to give the personal information form to their teachers by Friday.

The writer of the note A wants a desk, chair, lamp and shelves for their new home. B is selling a desk, chair, lamp and shelves from their home. C is offering a desk, chair, lamp and shelves for no money. Ben’s Mum A doesn’t know what Ben needs for his cookery class. B is leaving Ben a shopping list so he can go shopping on his way home. C is reminding Ben about what he needs to buy.

Love Mum

Writing: Part 1

You must answer this question. Write your answer in about 100 words. Read this email from your English-speaking friend Conrad, and the notes you have made. Yes

Hi, Can you play tennis? I’m looking for a new tennis partner. I usually play on Tuesdays and Fridays. Are you free then? Or are you free on other days? Let me know what you think. Conrad

Great! Free on Tuesday and Thursday, not Friday Ask when you start

Write your email to Conrad using all the notes. 55

1-3 1

Summative Revision Choose the correct option (A, B, C o D).

1 I ___________ up at 7 a.m. on school days. A does C gets B get D goes

Mum Hi, honey! Tell me, 1 ____________ you ____________ (have) a good time? Tim Hi, Mum. I 2 ____________ (have) a great time! Mum What 3 ____________ you ____________ (do)? Tim I 4 ____________ (have breakfast) at the moment. We usually 5 ____________ (eat) in the terrace, but it 6 ____________ (rain) today. Mum But what 7 ____________ you ____________ (do) every day? Tim Well, we usually 8 ____________ (get up) early, then we 9 ____________ (go) for a walk in the countryside. We sometimes 10 ____________ (have lunch) in a pub, but not today. Today Sandy 11 ____________ (cook) a special meal because we 12 ____________ (celebrate) her birthday! Mum That’s great! And what 13 ____________ you usually ____________ (do) in the evenings? Tim I usually 14 ____________ (play) cards with Jonah, while Sandy 15 ____________ (watch) TV. I really 16 ____________ (like) it here!

2 David ___________ go to school on Saturdays. A doesn’t C don’t B isn’t D aren’t 3 ___________ you like History? A Is C Doesn’t B Does D Do 4 Where ___________ Martha live? A do C does B is D are 5 ‘Does your brother go to bed early?’ ‘Yes, he ___________.’ A does C do B don’t D goes 6 I love ___________ letters to friends. A write C writeing B writing D writes 7 ‘Luca, is this your pen?’ ‘No, that’s ___________. ___________ is blue.’ A mine / your C mine / yours B my / yours D yours / mine

Tim is spending a week in Scotland with friends. Complete the phone conversation with the Present simple or continuous of the verbs in brackets.

Complete the text with the words from the box. usually • using • hour • some • mine • afternoon • any following • do • many • moment • never • some • read

8 ___________ she ___________ music? A Is / listen to C Is / listening to B Does / listening to D Is / listening

I like 1 _________ Twitter a lot. I’m 2 _________ on it in the morning for about an 3 _________. Then, in the 4 _________ and in the evening I check it for about five or six times. I follow eighty-two different people. 5 _________ of them are famous actors or singers like Rihanna or Bruno Mars, all the others are friends. What 6 _________ we usually tweet? Our comments and opinions about things in the news, or things other people say. I 7 _________ their messages and I ‘like’ or ‘dislike’ them, using the icons. I 8 _________ post bad comments on other people’s accounts, I don’t think it’s fair. 9 _________ tweeters have got thousands of followers. How 10 _________ followers have I got? About two hundred. I haven’t got 11 _________ celebrity followers. I’m 12 _________ a new rapper at the 13 _________, he does great music and is a good friend of 14 _________.

9 ‘Are they coming? ‘No, ___________.’ A they are C they don’t B they aren’t D they not 10 What ___________ now? A are you doing B you do

C do you do D do you doing

11 ‘I’m hungry!’ ‘___________’ A Have a party! B Have some water!

C Have a snack! D Have fun!

12 How ___________ sugar do we need? A many C any B some D much 13 I don’t like coffee. I ___________ drink it! A often C sometimes B never D always 14 There isn’t ___________ milk in the fridge. A some C any B many D how much 56

Give true answers to the questions. 1 2 3 4 5 6

What do you usually do on Saturday afternoon? Do you often eat out? Where do you usually go? How much money have you got in your pockets? What are you studying at the moment? What is your father doing now? How often do you eat Chinese food?

Invalsi Training

1-3

Task type: Reading – Short-answer questions

UK families waste EVERY MONTH!

24 meals

British families waste £60 a month on food they don’t eat, says a new report. We throw away 24 meals a month in the UK, that’s 4.2 million tonnes of food and drink every year! The top three foods that British families usually waste are bread, potatoes and milk. We throw away 22 million slices of bread, 5.8 million potatoes and 5.9 million litres of milk every day. This food is often still good to eat, but it goes into the bin.

Why does this happen?

• A lot of consumers don’t understand the labels on food. They throw away food because the expiry date on the packet is past, but food is usually still e do? good 4 or 5 days after that date. What can w • Some consumers say packets of food in supermarkets are too big. ✗ Don’t throw food away on the date on the packet. For example, bags of salad are It is still good to eat! too big for a family to eat before ✓ Check food looks fresh before you eat it. they go bad. ✗ Don’t buy large packets of bread, fruit and vegetables. • Supermarkets often sell food on ‘special offer’, so we buy 2 or 3 ✓ Buy small quantities and finish it before you buy more. items instead of 1. But we throw ✗ Don’t buy extra food because there is a special offer. away a lot of the extra food we ✓ Buy only the quantity of food you need. buy on special offer!

Read the text about food waste in the UK, then answer the questions (1-6) using a maximum of 4 words. There is one example to help you. 0 How much money a month do British families spend on food they waste? sixty pounds 1 How many meals a month do they throw away? 2 Which are the top three foods they usually waste? 3 What does the figure 22 million refer to? 4 What happens to food 4 or 5 days after expiry date? 5 Who says that packet of foods in supermarkets are too big? 6 What is correct to buy, in terms of quantities?

Task type: Listening – Short-answer questions 1.44 Listen to the dialogue in a restaurant, 2 then answer the questions (1-6) using a maximum of 4 words. There is one example to help you.

0 What is the pasta with? tomatoes 1 What does Helen order? 2 What vegetables does she order? 3 What do they want to drink? 4 Who wants tiramisu? 5 What dessert does John order? 6 What size of dessert does Helen order?

Culture

Weird Food Facts Warm up 1 Pairwork Discuss the following questions with your partner.

● What strange food traditions are there in your country? ● Do you like them? Why?/Why not?

Speed Read 2 Read the texts (A-E) and match them with the ingredients (1-5).

1 2 3 4 5

n cheese and pear juice n egg, cheese, leeks and breadcrumbs n fish, pastry, eggs and potatoes n meringues, cream and strawberries n pastry, meat, vegetables and fruit C

Comprehension 3 CERT Read the texts again and choose the correct answer (A, B, C or D).

1 Bedfordshire clanger is… A from Scotland. B not very filling. C sweet and savoury. D three courses. 2 The expression ‘to drop a clanger’ means… A to have an accident. B to make a mistake. C to save a person’s life. D to smell really bad. 3 Eton Mess is… A aristocratic food. B a dessert. C a game. D dog food. 4 Glamorganshire sausages… A are expensive to make. B are no longer made. C have got meat in them. D haven’t got meat in them. 5 Stinking Bishop is… A a fruit. B a cheese. C a man. D juice. 6 Stargazey pie is… A fish and chips. shortages carenze B life-saving. leeks porri breadcrumbs pan grattato C picnic food. smelly maleodorante D typical of Cornwall. baked cotte al forno

A Recipe for Glamorganshire sausages

Listening 1.45 CERT 4

Listen and complete the recipe for Glamorganshire sausages.

Complete the texts with the words from the box. bowl food • Hyper-local food • mocktails nootropics • vegan • West African food

What’s trending? A lot of people in the UK are drinking 1 ____________ now. These are cocktails with no alcohol. They are healthy and refreshing and have exciting flavours and colours. What’s not to like? Another new trend is 2 ____________. That’s right – food in a bowl! In many countries it’s common to eat soups or salads with lots of ingredients in a bowl. British people love it because you can combine your favourite foods. ______________________ is originally from Scandinavia. But the trend is becoming very popular in the UK too. It’s food from ingredients people make or grow in their local area or seasonal wild foods.

Finely slice one leek and fry in butter until soft. Add garlic and cook for another 1______ ___ _. Mix 2_________ grated cheese, 140g brea dcrumbs, parsley, ½ teaspoon of 3_________ mus tard powder and one beaten egg in a bowl. Add 4___ _______. Make into 5__________, cover and chill in the 6 __________ for 30 minutes. Preheat the oil in a frying pan and 7__________ the balls until browned. Serve immediately with a 8__________.

Move over vegetarian food, here comes 4 ____________ food! Lots of people are choosing plant-based diets for health and ethical reasons. Popular UK fast food chains are also following this trend and offering vegan options on their menus. Super foods are good for your body, but now there are 5 ____________, or brain food! People are improving their power simply by eating eggs, salmon, turmeric, spinach, cocoa and blueberries.

COMPETENCES Cultural awareness Complete a food fact file with dishes from your region.

Always adventurous with food, the recent British culinary trend of 6 ___________________ is no surprise. We love the fragrant and spicy stews, and delicious rice dishes typical of the region. refreshing rinfrescanti trend tendenza brain cervello are improving migliorano

Writing 7 Use your food fact file to write a short text about food in your country.

Speaking 8 Pairwork Compare British food and food

from your country. Tell your partner what you like and don’t like about each. What is your ideal diet/food?

A / DAILY NEWS

The Royals What the royals actually do British royals don’t usually have normal jobs, but every year they attend 2,000 events, entertain 70,000 guests and answer 100,000 letters between them. They are very busy, but British people pay them about £45 million a year for this. The young royals are popular at home and abroad. Paparazzi often try to take photos of them. Prince William (Wills) is married to Kate Middleton. She’s a commoner – rich, but not royal. They have three young children and they try to give them a normal life. Believe it or not, Kate is giving Prince Louis some of big brother Prince George’s old clothes!

William and Kate also find time to have some fun – they often go skiing, to the cinema, to sports matches and to parties. But the real party animal in the royal family is Prince Harry, William’s brother. There are always lots of photos and stories about him in the papers. And he’s never afraid to give his opinion, especially about his wife, Meghan Markle. She’s a divorced American actor and a feminist. She’s older than him, and the first mixed-race royal. She is also related to writer William Shakespeare and the famous prime minister Winston Churchill.

Rules of being a royal – Don’t use personal social media accounts or websites. – Don’t vote or talk about politics. – Don’t go out without security. – Don’t take selfies or sign autographs for fans. – Don’t allow people to touch entertain intrattengono you in public or give you abroad all’estero personal presents. commoner cittadina

Start thinking Read the newspaper article about the British royal family and answer the questions.

3 Does the writer like the royal family? Why?/Why not?

1 What is the article about? 2 Is the article formal or informal and how do you know?

Critical thinking Imagine you are a royal for one day. Discuss the advantages and disadvantages with your partner. 1 How do you feel about being a royal? 2 Do you like the idea of getting money for entertaining and visiting? 3 What do you think about the rules of being a royal? 4 Which rules are easy/difficult to follow?

comune older più grande (d’età) mixed-race multirazziale related imparentata

Moving on Research other royal families in Europe. ● Which countries have them and which don’t? ● Do they have different roles and duties in different countries? ● Do they cost more or less than the British royal family? ● Do you think it’s right to have a royal family in the 21st century? Why/Why not?

4 A view of YouTube Gaming Space at the Thailand Game Show big festival in Bangkok. Thailand is a big market for video games in Asia.

Entertainment Fact The video game industry is a cultural phenomenon. It is worth $100 billion, which is more than the music and movie industries combined together.

The Big Question Teenagers are broadcasting live online, playing video games and even making them: is this really healthy and safe entertainment?

Unit Objectives Vocabulary & Functions

Grammar

Language Skills

Life Skills

● Entertainment, leisure and media ● Music genres

● was / were ● be born ● Past simple: regular and irregular verbs, affirmative form

Reading: Entertainment before social media Listening: E-books Writing: A description Speaking: Describing an object

Respect others: ● Follow the rules in electronic communication ● How to cope with change

Talking about a past event

‘Video Killed the Radio Star’, by The Buggles 61

Presentation 1

Video-g

Vocabulary: Entertainment and leisure 1.46 Match the activities with the 1 pictures. Then listen and check.

1 2 3 4 5 6 7 8 A

n play video games n watch YouTube or Netflix n hang out with friends n go out on my hoverboard n go to a music festival n listen to music n watch a theatre show n go to the cinema

millionaires

The first commercial video games appeared in the early 1970s. In the 1980s there were the first reports of video game addiction. Nowadays, teenagers spend hours playing video games. Some of them are also becoming millionaires by making video games, something that only a few years ago just wasn’t possible.

We often hear the negative stories of the video gaming phenomenon: it isn’t healthy; kids spend too much time in front of a screen; it can have negative effects on their school work and social life; there is too much violence and kids can become aggressive. But there are positive aspects, too.

Alex Balfanz is 18 years old. He is a student at Duke University and he is a normal teenager. He studies hard and plays video games. But he doesn’t just play them. Alex makes video games and he is making a

Pairwork Which of these activities do you like doing? Talk to your partner about how often you do them.

I like playing video games. I usually play after lunch. 62

Read and listen to the text. Does it talk positively or negatively about video-gaming?

Read the text again and decide if the sentences are true (T) or false (F).

1.47

1 There weren’t video games before 1980. ____ 2 Teenagers are becoming rich by selling their video game ideas. ____ 3 Some teenagers are angry and aggressive because they spend too much time playing video games. ____ 4 Jailbreak only became a success a few weeks ago. ____ 5 Alex Balfanz works at university. ____ 6 It was possible to earn money by making video games when Alex Balfanz was a child. ____

aming

Grammar: was, were His game was an immediate success. A few years ago it wasn’t possible. Opportunities like this were a dream. Was this possible five or ten years ago?  Grammar Bank p. 216

lot of money. His adventure game, Jailbreak, was an immediate success. He earned a seven-figure salary and a few weeks ago a kid played the game for the billionth time!

1 She’s at school today. _____________________ yesterday. 2 My parents are in Spain now. _____________________ in 1998. 3 I’m not afraid of flying. _____________________ when I ____________ a child. 4 Are you at the cinema? _____________________ last week? 5 There aren’t any yellow taxis in London. _____________________ when we ____________ kids.

Opportunities like this were just a dream. Was this possible just five or seven years ago? No, it wasn’t. But now, thanks to online sales platforms, anyone with a good idea can be successful. Another way of making money is simply by playing video games. Ten years ago, the professional video game player didn’t exist but now it is a sport attracting 600 million viewers. Even the International Olympics Committee is thinking about adding it to their events list. So, perhaps video-gaming does have its positive side too!

addiction dipendenza seven-figure salary stipendio a sette cifre

Rewrite these sentences using was and were.

Grammar: Past simple –

regular verbs

VIDEO MAP

The first video games appeared in the 1970s. A few weeks ago a kid played the game. To form the Past simple we add -ed to the base form of regular verbs.  Grammar Bank pp. 216-217

Complete these sentences using the Past simple of the verbs from the box. create • start • enjoy • work • walk • live 1 Martin ___________ in a bar in Barcelona last summer. 2 Mark Zuckerberg ___________ Facebook when he was at college. 3 Elena ___________ in Milan in 2010. 4 The concert ___________ at 8 p.m. 5 Tanya and Karen ___________ for 5 kilometres two days ago. 6 We really ___________ the film yesterday evening.

Speaking Make sentences which are true for you using the verbs in the Past simple and the expressions from the word pools.

Last week I started a new puzzle. create - start enjoy - work finish - live

last week yesterday - last year five years ago 63

Presentation 2 1

1.48

Read and listen to the text. Do you know Sacha Baron Cohen?

Not the usual celebrity! British actor, comedian and producer, Sacha Baron Cohen was born in London in 1971. He attended the University of Cambridge, where he studied History. He is famous worldwide because he created fictional characters such as Ali G. and Borat. Cohen began to work as a model before he worked as a presenter on a satellite television station. On television, people usually forget he is playing a role because his shows are in a documentary style. Guests do not realise they are part of a comic situation. His first successful character was the ignorant and impolite Ali G. on the 11 O’Clock Show in 1998. He also appeared as Ali G. in Madonna’s music video Music in 2000. Another character is Borat, a naïve, anti-Semitic and controversial Kazakh journalist who visits the UK and the USA. In the film Borat, set in the

Read the text again and complete the sentences. 1 2 3 4 5 6

Sacha Baron Cohen was born _________________. He created a number of _______________________. Before he worked in TV, he ____________________. As Ali G., he appeared on ______________________. He uses his alter-egos to _______________________. In addition to TV programmes, he also _________________.

Grammar: was born Sacha Baron Cohen was born in London in 1971.  Grammar Bank p. 216

United States, Baron Cohen used satire to reveal how simple it is to be a racist or a sexist. Sacha Baron Cohen uses alter egos to expose people’s ignorance and prejudice with obvious satire. In addition to TV, he also appeared in a number of films. He voiced King Julien in Madagascar, had a role in Les Miserables, Alice Through the Looking Glass and Hugo, and wrote and starred in the British comedy Grimsby as an English football hooligan.

Complete these sentences with was/were born. 1 Jake and his brother _________ in Manchester. 2 Where _________ you _________? 3 Alice _________ three months before her cousin. 4 Joseph _________ in 2002. 5 I _________ on a hot summer day in 2000. 6 Jack, Laura and Diana _________ on the same day in 1999.

Critical thinking Discuss the following questions in pairs. 1 Do you think it was correct of Sacha Baron Cohen to use his fictional characters to ridicule public figures? 2 Do you think it is appropriate that actors and comedians earn so much money? 3 Do you think Baron Cohen’s comedy is real entertainment? 4 What is the role of comedians? Discuss the ideas below. to entertain • to make people laugh • to make people think • to criticise society • to comment on politics

Grammar Lab Past simple – be

Complete the table with the irregular verbs.

Read the sentences and complete the rules.

Base form

His first success was Ali G. It wasn’t possible. There weren’t any websites. Were you born in May? 1 2 3 4

drink

cost

swim

put

run

cut

break

send

forget

mean

speak

keep

Write sentences and questions using the Past simple of the verb to be.

wake

meet

1 Hannah / not / at the library / this afternoon 2 you / at the festival / in Bath / last week ? 3 Tom and Charlie / at the swimming pool / at 7 a.m. this morning 4 the book / helpful for your project ? 5 I / on the same airplane / as Greg / last night 6 Liam / not / at the concert / yesterday

bring

buy

have

With I/he/she/it, we use __________________. With we/you/they, we use ________________. The negative of was is ____________________. The negative of were is ___________________.

Past simple

Past time expressions

Look at the table and complete the sentences.

Read and write the short answers in the Past simple form. Was Chris at the cinema with Meg last night? 3 Were you both tired after the festival? 7 Were you home late again last Friday? 3 Was Mr. Hawkins angry that you were late? 7

Read the sentences and underline the correct option.

1 2 3 4

yesterday

yesterday morning/afternoon/evening

last

last Monday/Tuesday/night/month

ago

two minutes/hours/days/months ago

in 2016

________________ night we saw Star Wars. I met Patsy ________________ morning. Shakira was born ________________ 1977. I started swimming two months ________________.

Rewrite the sentences using the Past simple. 1 He writes a lot of emails every day. (yesterday) 2 We go to the UK to visit my aunt. (last week) 3 Emma makes video games for her job. (a new video game last month) 4 I meet my friends online. (yesterday evening) 5 She runs for 30 minutes. (last Monday) 6 The concert begins at 8 p.m. (yesterday evening)

Cohen began to work as a model. He voiced King Julien in Madagascar. He had a role in Les Miserables. He wrote the comedy Grimsby. You add -ed to the base form of the verbs to form the Past simple of regular / irregular verbs.

Base form

hit

Past simple – Regular and irregular verbs

Past simple

begin

1 2 3 4

VIDEO MAP

Round up

Complete the sentences using the Past simple of the regular verbs in brackets. 1 My dog ____________ (escape) from home yesterday. 2 They ____________ (agree) with me about what film to see at the cinema. 3 He ____________ (try) to start the car but it didn’t have any petrol. 4 I ____________ (carry on) working late last night. 5 Paul ____________ (fail) his driving test again. 6 She ____________ (stop) at the zebra crossing before crossing the street.

 Mind Map p. 139

 Grammar Bank pp. 216-217

Complete the conversation with the most appropriate verb in the Past simple. Lucy Mark Lucy Mark Lucy Mark

Where 1 ___________ you during the summer, Mark? I 2 ___________ in London. Oh, cool! 3 ___________ you there to work or to see the sights? A bit of both! I 4 ___________ as an intern at a software company. Wow! 5 ___________ it fun? Yes, it 6 ___________ a great experience.

 Irregular verbs pp. 272-273

Vocabulary & Listening Entertainment and media

Look at the words in the box. Write them in the correct column. Then listen and check. 1.49

performance • reporter • comedian • sitcom audience • stage • theatre • documentary presenter • award • reality show • studio producer • episode • film maker • playwright set • costumes • soundtrack • script Job

Place

Listening 1.51 Listen to the dialogue and answer 4 the questions.

1 What type of music is Julie listening to? 2 Does David like it?

1 David prefers hip hop and ____________ music. 2 David and Jacob went to a music festival last ____________. 3 Julie likes new age and ____________ music. 4 David thinks new age music is too ____________. 5 David didn’t pass his ____________ exam. 6 David invites Julie to a ____________ concert next weekend.

Other

Complete the text with words from exercise 1.

Verbs followed by prepositions

1.50 Complete the types of music. Then listen and check.

1 2 3 4 5 6 66

punk hip __ __ __ new __ __ __ cou__ __ __ __ bl__ __ __ grun__ __

7 8 9 10 11 12

go__ __ __ __ ja__ __ ro__ __ heavy m__ __ __ __ ra__ clas__ __ __ __ __

stay go be be interested be mad be keen be hopeless meet

a b c d e f g h

n in n about n at n on n out n about (something) n up with n in

Complete the sentences with the correct form of some of the verbs from exercise 6. 1 I was tired on Saturday. All my friends went out, but I _______________ in. 2 When I was a kid I _______________ about Harry Potter’s books! 3 I _______________ at Maths. I can’t do fractions or multiplications! 4 Last weekend, I _______________ with my old friend, Isabel. 5 My sister _______________ on horses at the moment. 6 I _______________ in History when I was at school. It was my favourite subject.

Music genres

Match the verbs with the prepositions. 1 2 3 4 5 6 7 8

Fringe Festival

The Fringe Festival started in 1947. It takes place in Edinburgh every year in August. Everybody can participate with any kind of (1) performance. So, if you are a dancer, an actor, a singer or a (2) c________, you are welcome! In fact, comedy is the largest section of the festival. You can find a (3) s________ anywhere in the city: in church halls, theatres, and even in a public toilet! Sometimes members of the (4) a________ offer their own homes as a stage for performances. Performers come to Edinburgh with their own instruments and (5) c________. Many also receive an (6) a________ at the end of the festival!

1.51 Listen to the dialogue again and complete the sentences.

Write six sentences about your last weekend. Use the verbs below or other verbs of your choice. chat • walk • watch • listen • study

Last weekend I watched six episodes of Riverdale.

 Vocabulary Bank 5

 Pronunciation Bank: -ed

Functions & Video

Talking about a past event

1.52 Watch or listen to the video. How does Harry feel about Darsha going to the cinema with Peter?

Harry

Darsha

Harry

Darsha

Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry

Oh here you are. I called you yesterday evening. Where were you? I’m sorry Harry, I was at the cinema. I saw Bohemian Rhapsody. That film about Freddie Mercury and Queen? What was it like? It was interesting. I’m not a big fan of Queen, but the music was great and the actors played quite well, I think. That’s good to know. And where was it? At the Odeon, in Leicester Square. What time? At seven. Why all these questions, Harry? You sound like a policeman! Me? I’m just curious. Peter saw the same film yesterday. I know, I went with him. Oh, so you two went together. Yes. Is that a problem? Of course not. Good. And after the cinema, we had dinner together. Dinner? Where? At the Cabbage Corner, the new vegetarian bistrot in King’s Street. Was it good? What? The cabbage. We had cous cous and it was delicious. Harry Davies, are you jealous? Me? Jealous? No! Ha ha ha! 1.52

Where were you? What was it like? What time was it? Was it (any) good? Who were you with? I was at… / I went to… I was / went with… It was interesting / great / wonderful / cool / awful…

Watch or listen again. Underline the mistakes in the sentences and correct them.

1 Harry called Darsha yesterday morning. 2 Darsha loves Queen. 3 Harry went to the cinema at seven last night.

Useful language

4 Peter and his mum went to the cinema together. 5 Darsha had lunch in King’s Street yesterday. 6 Darsha thinks Harry is funny.

Pairwork Follow the instructions and make the dialogue.

You: Ask where your friend was on Saturday evening. Ask what it was like. Ask where the exhibition was. Ask what time he/she was there. Ask who he/she was with. Ask what the food was like.

Your partner: Say you were at the new modern art exhibition. Say that you really liked it. Say that it was at the City Exhibition Centre. Say what time you were there. Say you were with your sister. You went to the new Mexican restaurant in Bridge Street later. Say the food was great.

Language Skills

Entertainment before social media Warm up 1 Look at the photos and match them to the years when they first appeared. Do you have any of these objects in your house?

1979 • 1985 • 1989

Reading 1.53 Now listen and read the article. Check your answers to exercise 1. 2

Everybody loves social media. Social networking sites like Twitter and Facebook are the new form of entertainment. Lots of people also multitask while watching TV – they check Facebook, surf the Net or tweet something about the programme they’re watching. Others listen to their iPod while uploading something onto Instagram. But what were some of the most popular forms of entertainment before social media?

Before the iPod arrived in the shops, there were portable cassette players called Walkmans. Sony Corp introduced the Sony Walkman in July 1979. It had chunky buttons, headphones and a blue and silver case. The 1980s was definitely the Walkman decade. People listened to music everywhere, and in 1986 the word ‘Walkman’ entered the Oxford English Dictionary.

chunky grossi

4 3

What do these dates and figures refer to? Read the text again and write your answers. 1 2 3 4 5 6

1979 1980s 1989 300,000 1985 9,000

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

Speaking 6 Choose two objects from the past. Then

describe the objects to your partner. Use the Internet to help you. Use the questions below to help you with your description.

● ● ● ● ●

Listening 1.54 Listen to Helen talking about her 4

hobbies. What three types of entertainment does she mention at the beginning?

When did it first appear in the shops? Was it big or small? Was it for children or adults? What colour was it? What was it for?

Learn to Learn

Writing strategies

Organising ideas Before writing about a topic, you need to organise your ideas. The best way to do this is to write your ideas under a selection of headings. For example, if you are writing about your last holiday, you could write ideas under the following headings: When

Where

Who

What

Why

Add your ideas to the table with as many details as possible. Then you can use these ideas to write your paragraph.

Listen again and decide if the sentences are true (T) or false (F). Then correct the false statements. 1.54

1 Helen likes watching documentaries in the evening. ____ 2 She doesn’t think reading is boring. ____ 3 She started her hobby when she was seven. ____ 4 She got a Kindle from her aunt on her 11th birthday. ____ 5 She loves science fiction books. ____ 6 She read two Hunger Games books last night. ____

Writing 7 Use your ideas from exercise 6 to write a

short paragraph describing one of your two objects. Make sure you organise your ideas before writing your paragraph.

Video games and consoles are also very popular forms of entertainment. The Nintendo Game Boy, released in Japan in April 1989, started the success story. Nintendo sold the entire stock of 300,000 units in the first two weeks! Then, of course, there was the VHS revolution long before DVDs, downloading films and Netflix. People watched films on VHS tapes and rented them from places like Blockbuster. The first Blockbuster store opened in Dallas, Texas in 1985 and 9,000 more then followed around the world. Today, however, Blockbuster is virtually extinct – just one effect of the digital influence on entertainment and media.

Planet Rock

‘Video Killed the Radio Star’ Life Skills: Respect Others ● Follow the rules in electronic communication ● How to cope with change

Warm up 1 What kind of electronic

communication do you use as part of your everyday life?

Pairwork Discuss the dos and don’ts of electronic communication. What is safe/unsafe to do? What is polite/ rude to do online? What is right/ wrong?

Listen to the song online. Read this extract and answer the questions.

And now we meet in an abandoned studio We hear the playback and it seems so long ago And you remember the jingles used to go Oh-a oh, you were the first one Oh-a oh, you were the last one

‘Video Killed the Radio Star’ The Buggles released the song in September 1979 and it was a hit in many countries, particularly after the release of the video. Trevor Horn took the idea for the song from a science fiction story about an opera singer in a world without sound, where she had no value. Many artists did cover versions of the song, including: the Violent Femmes, the Pixies, and Radiohead.

Video killed the radio star Video killed the radio star In my mind and in my car we can’t rewind we’ve gone too far Video killed the radio star Video killed the radio star In my mind and in my car we can’t rewind we’ve gone too far Pictures came and broke your heart put the blame on VCR 1 2 3 4 70

The Buggles Guitarist and singer Trevor Horn and keyboard player Geoff Downes formed the Buggles in 1977. The idea behind the band was that everything in life is artificial and that’s why Trevor Horn sings like a robot and the music sounds computerised. The message was that technology is taking over our lives. In fact, Trevor Horn found inspiration for the songs lyrics in science fiction literature. The Buggles were the first band that played on MTV in 1981, with the video of their 1979 hit single ‘Video Killed the Radio Star’. They released their first album The Age of Plastic in 1980. Their second album, Adventures in Modern Recording in 1982, wasn’t a success, and the band broke up soon after. In 2011, The Buggles reunited and played at the London O2 Arena.

rewind riavvolgere blame colpa VCR videoregistratore

Who are the people in the song? Why is the studio abandoned? What do they do in the studio? How did video kill the radio star?

Pairwork Do you prefer to watch/listen to music live or on an electronic device? Do you stream music, or do you buy records and CDs? Tell your partner.

Talk about it 5 How do you react to change? Is change

always good or is it sometimes bad? Think about some situations and discuss them together. Give examples based on your experience, if possible.

● change technology ● change school

● move home ● move to another city

5 An 18-year-old young man travelling around Europe with a free Discover-EU pass.

Travel & Transport Fact Nearly 5 billion people travelled by plane in 2018. Experts expect the number to reach 7.2 billion by 2035.

The Big Question Think of three reasons why it is good for people to travel the world. Can you find any bad aspects in travelling?

Unit Objectives Vocabulary & Functions

Grammar

Language Skills

Life Skills

● Travel and transport ● Holidays

● Past simple: negatives and questions

Reading: London Transport Listening: Four travel stories Writing: The story of black cabs Speaking: Talking about the Tube

Get thinking: ● Dealing with peer pressure

Giving directions Asking for travel information

● could

‘Mercedes Benz’, by Janis Joplin

Presentation 1

Vocabulary: Transport  Vocabulary Bank 6

Complete the chart with the words in the box. Then listen and check. 1.55

coach • aeroplane • ferry • train • scooter • ship tram • underground • taxi • helicopter • lorry glider • motorbike • bicycle • car By air

By land By rail

By sea

By road

Now complete the sentences with some of the words from exercise 1. 1 We took a black ___________ when we were in London. 2 My dad’s got a ___________. He uses it to go to work every day. 3 The ___________ journey from Edinburgh to Brighton was long and tiring. 4 In America they call it the subway but in England they call it the ___________. 5 Last year I went on a cruise with my family. The ___________ was enormous and there was so much to do! 6 When we go to France, we usually take the ___________ from Dover to Calais. 7 I prefer cycling in the city, my ___________ is fast and comfortable.

Pairwork Do you like travelling? Tell your partner about your last holiday.

Last summer I went to… with my family. We travelled by… 72

Read and listen to the text on the opposite page. Find six things that went wrong. 1.56

Watch out! The journey to Edinburgh took five hours. We had a two-day trip to Oxford. journey – to go from one place to another, usually a long distance trip – to go to another place for a short time and return

5 5

A holiday

that went wrong… Teenagers love travelling and they are visiting more and more exotic places around the world. Travel is so easy these days – you can go anywhere by land, by air, by rail and even by sea, if you don’t suffer from seasickness, of course! But sadly, not all trips are a fantastic experience. Rachel and Yukiko went to Malaga for a week to celebrate Rachel’s 18th birthday and their holiday was terrible! They booked everything online. They found a great offer and paid just £200 per person for their flight and accommodation. The offer was perfect and they were very excited. But when they got to the airport the flight was late… seven hours late! They didn’t have travel insurance so they didn’t get any help, they just waited and waited. Then when they finally arrived in Spain, what did they do? They looked for a bus to take them to their hotel. But at 1 a.m. there were no buses. There were only taxis and the journey cost €150! When they finally got to the hotel, there was nobody at reception and they waited for two hours. And what time did they get into their room? At 4 a.m.! But the room was awful! There were cockroaches, it was dirty and there was only one bed! Yukiko didn’t like the food and Rachel had food poisoning for seasickness mal di mare three days. So, as accommodation alloggio you can see, not insurance assicurazione all holidays go to cockroaches scarafaggi food poisoning intossicazione alimentare plan…!

CERT Read the text again and answer the questions. 1 2 3 4 5 6

Why did Rachel and Yukiko go to Spain? Where did they buy their holiday? How late was their flight? Did they take a bus or a taxi to their hotel? How long did they wait at reception? What happened to Rachel?

Grammar: Past simple – negative and interrogative forms VIDEO MAP They didn’t have travel insurance. What did they do? We use the auxiliary did to form the negative and interrogative forms of the Past simple.  Grammar Bank p. 224

Complete the sentences. 1 _______ your sister _______ (go) to the same primary school as you? 2 Where _______ Brian and Sue _______ (meet)? 3 Alicia _______ (not buy) any milk yesterday. 4 What time _______ Harry _______ (arrive) last night? 5 We _______ (not want) to go to school this morning. 6 I _______ (not know) who she was.

Write questions or negative sentences using the Past simple. 1 Owen went to Rome. (-) ___________________________________________________ 2 My sister travelled by plane. (?) ___________________________________________________ 3 We stayed in a luxury hotel. (-) ___________________________________________________ 4 Paul and Chloe took the underground to the party. (?) ___________________________________________________ 5 I flew to New York from London. (?) ___________________________________________________ 6 Holly and Ed enjoyed their holiday. (-) ___________________________________________________

Speaking 8 Pairwork Ask your partner about a holiday or

an event which went wrong. Then swap roles. ● ● ● ●

When did it happen? Where was it? Why did it go wrong? What didn’t go as planned? 73

Presentation 2

Doing the Grand Tour Nowadays young people often travel around Europe –, 1 while others fly with low-cost airlines like Ryanair and easyJet. Between 1660 and about 1840, hundreds of rich young men also travelled around Europe on the so-called Grand Tour, when they came of age.

2 , perhaps a family member or a good friend, and they could afford to visit many places although the itinerary was fairly standard. Starting in France, where 3 , they then went to Switzerland and Italy and they often stayed a few months in Florence. Rome and Venice were also on the itinerary, but southern and Italy and even Greece were only for a few. 4 often spent a few weeks in small cities and up to several months in the main cities. Guidebooks and tour guides also developed as a result of the Grand Tour. The main aim of the Grand Tour was to learn about classical and Renaissance art and architecture, while 5 . Although the Grand Tour was an educational trip, many travellers spent time in more frivolous activities such as drinking and gambling.

6 Historians say that it could last from a few months to several years! They didn’t have a return ticket. Not surprisingly, the Grand Tour still influences tourist destinations today and shapes the idea of the culture and sophistication of travelling.

1 2

Pairwork Do you know what the Grand Tour was in the 17th and 18th centuries? Talk to your partner. CERT Read and listen to the text. Match the sentences A-F to the gaps 1-6 in the text. 1.57

A B C D E F

And how long did the Tour last? They usually travelled with a chaperon many see its capital cities by rail some travellers went to Naples to study music The Grand Tourist travelled from city to city they obviously visited Paris

Complete the sentences with could and the verbs in brackets. 1 Jake __________ (not swim) when he was four. 2 __________ your grandfather __________ (speak) French when he was at school? 3 I __________ (not find) my mobile yesterday evening. 4 Lucy __________ (ride) a horse when she was two! 5 __________ you __________ (read) when you were at nursery school? 6 Lara __________ (stay out) late before she was 18.

Speaking 4 Pairwork What could and couldn’t you do when you were a child? Use the prompts to help you.

Grammar: could They could afford to visit many places. It could last several years. Could is the Past simple of can. It expresses ability and possibility or permission in the past.  Grammar Bank pp. 224-225

came of age diventavano maggiorenni chaperon accompagnatore afford permettersi fairly abbastanza gambling gioco d’azzardo historians storici

Possibility or Ability permission ● speak a foreign ● travel on the bus language ● spend the night at a ● ride a bicycle friend’s place ● buy a train ● spend money on your ticket interests ● play a musical ● watch TV after dinner instrument

Grammar Lab Past simple: negative and interrogative forms

They didn’t have a return ticket. She didn’t like the food. A Did you visit the Uffizi? B Yes, I did. The negative and interrogative forms of the Past simple are different / the same for all persons.

7 A B 8 A B

Write questions and short answers. 1 Steph / take / bus / yesterday ? (7) A Did Steph take the bus yesterday? B No, she didn’t. 2 they / come / with you / last Sunday ? (3) 3 you / pay for / bus ticket / last night? (3) 4 Denise / give / you / birthday present? (7) 5 I / leave / my keys / school / yesterday? (7) 6 Tom / visit / Edinburgh / in 2018? (3) 7 you / see / Lana / party / last Saturday (7) 8 Philip and Jonathan / win / first prize / Maths Olympics (3)

 Mind Map p. 139

 Grammar Bank pp. 224-225

When did you go to Naples? I went to Naples last summer. _______________________________________________? I parked my scooter in the main square. _______________________________________________? We went to Marseille by coach. _______________________________________________? I went to sleep at 11 p.m. last night. _______________________________________________? I bought two: one ham sandwich and one tuna and salad sandwich. _______________________________________________? I watched the X-Factor on TV yesterday evening. _______________________________________________? I met Alison and Flora at the party yesterday. _______________________________________________? I bought a black T-shirt because I didn’t have one.

could

Write sentences with could. 1 My sister / swim / when / be / three 2 I / meet / Mexican girl / but / she / speak not / Italian 3 we / ride a bicycle / be / six 4 Pete / stay up late / last night 5 I / play the piano / be / primary school 6 they / see not / the stage / concert

Correct the sentences so that they are true for you. Use the Past simple affirmative or negative. 1 I ____________ (visit) Rome when I was a child. 2 I ____________ (learn) to ride a scooter last summer. 3 My parents ____________ (travel) to the UK when they were students. 4 I ____________ (win) a medal in a sports competition last year. 5 My best friend ____________ (give) me a book for my birthday. 6 I ____________ (take) a ferry two years ago.

6 A B

Rewrite the sentences using the words in brackets. 1 Amy and Jo went to Paris last week. (Berlin) Amy and Jo didn’t go to Paris last week. They went to Berlin. 2 They travelled by train. (coach) 3 They visited Check Point Charlie. (the Reichstag) 4 They stayed at a B&B. (youth hostel) 5 Jo wanted to eat Indian food. (German food) 6 Amy bought a CD by Mozart. (Beethoven)

Write questions for these answers. 1 A B 2 A B 3 A B 4 A B 5 A B

Read the sentences and underline the correct option.

VIDEO MAP

Round up

CERT Online interaction Sue writes to Nick about a change of plans. Complete the message with the correct option (A, B, or C). Hi Nick, we’re in London, at last! We 1 _________ at 7 p.m. because the train 2 _________ late, so we missed the 7:15 bus to Greenwich. We 3 _________ take a taxi because we didn’t 4 _________ any money, so we walked until the hostel. We were there at 8:30 but they 5 _________ have any room for us! In the end we found a B&B on the same street. Jane sent you a voice message, 6 _________ you get it?

1 2 3 4 5 6

A A A A A A

did arrive were couldn’t had could did

 Irregular verbs pp. 272-273

B B B B B B

did arrived did could have didn’t do

C C C C C C

didn’t arrive was did haved couldn’t were 75

Vocabulary & Listening Travel verbs

Holidays

Complete the sentences with the words from the box. Then listen and check. 1.58

Write the verbs from the box next to their Italian translation. get in • land • catch • ride • miss • get on get off • set off • take off • get out of

excursion • tour • campsite • city break sightseeing tour • B&B (bed & breakfast) youth hostel • journey 1 We only had three days and we decided on a _______________ to Paris. It was short, but we had a great time! 2 The best _______________ of London is on board the hop-on-hop-off bus. 3 We went to Dublin – Joseph, Mike and me. Money wasn’t much so we stayed in a _______________. 4 When I travel, I prefer _______________ accommodation because I love meeting the local people. 5 The return _______________ was a nightmare because our flight was delayed. 6 The best part of the holiday was a one-day _______________ to the small islands by boat. 7 The guided _______________ of the Transport Museum wasn’t that interesting. 8 As soon as we put up the tent in the _______________ it started to rain!

1 2 3 4 5

____________ perdere ____________ salire ____________ scendere ____________ entrare ____________ prendere

6 7 8 9 10

____________ atterrare ____________ uscire da ____________ montare ____________ partire ____________ decollare

Directions

1.59 Match the directions to the pictures. Then listen and check.

1 2 3 4 5 6

n go straight on n turn left n go past n cross the road n take the second road on the right n turn right

Places in town

Write the places under each icon. bus stop • hospital • tourist information centre restaurant • museum • railway station • cathedral stadium • police station

Listening 1.60 Listen to Phil, a tourist, asking for 5 directions. Where does he want to go?

6 1 ____________

4 ____________

2 ____________

5 ____________

3 ____________

CERT Listen again and complete the sentences with one or two words.

6 ____________

1 Phil forgot his passport on _______________. 2 He’s looking for the _______________. 3 The woman told him to walk for about _______________ metres. 4 Past the cathedral there’s a _______________. 5 The police station is in Queen’s _______________. 6 The _______________ is opposite the bank.

1.60

Speaking 7 Pairwork In turns, give directions to go from your school to

7 ____________ 76

8 ____________

9 ____________

● the train / coach station ● the hospital  Vocabulary Bank 6

● a hotel ● the police station

 Pronunciation Bank: /I/, /i… /

Functions & Video Asking for and giving travel information

Watch or listen to the video. Darsha is calling NationalRail Enquiries to buy a train ticket. Why can’t she buy it online? 1.61

Operator NationalRail Enquiries, how can I help you? Darsha Hello, I’m trying to buy a ticket online but the system is not working. Can you help me? Operator Sure. Where are you going to? Darsha Leeds. Operator Leaving from? Darsha London King’s Cross. Operator OK, let me see. Right, the next train leaves at 17:33. Darsha Great, and what time does it arrive in Leeds? Operator It arrives at 19:47. Darsha Great. Can I buy the ticket, please? Operator Sure. Single or return? Darsha Return, please. Is there an early morning train from Leeds to London Victoria tomorrow? Operator Yes, there’s a train at 6:40. Darsha Thank you very much. How much is a return ticket to Leeds? Operator Have you got a railcard? Darsha Oh yes, I’ve got a railcard. It’s a 16-25 railcard. Operator Can I have your railcard number, please? Darsha It’s 04MK1061135755. Operator Right, then it’s £73.50. Can I have your credit card details, please? Darsha Sure. The name is Darsha Jennings, and the number is 518 713…

1.61

4 Is it possible to buy tickets on the phone? 5 How long is Darsha staying in Leeds? 6 Can Darsha have a special price? How do you know?

Underline the correct reply or question. 1 A B 2 A B

Can you tell me what time... ? Can I have a ticket... ? What time does it arrive / leave? How can I get (back) to... ? How much is a single / return ticket to... ? Can I pay by... ?

Watch or listen again. Answer the questions.

1 Did Darsha try to buy the tickets online? 2 Where does she want to go? 3 How long does it take to get to Leeds?

Useful language

How can I help you? Sure. / Hello, I’d like… / Yes, I can. Where are you going to? Dublin. / Single, please. / Can I buy the ticket, please?

3 A B 4 A B

Leaving from? / Single or return? / How can I help you? Return, please. When would you like to leave? Tomorrow morning at 9 o’clock / I’d like a ticket to Manchester, please.

Role play You are at the railway station. Ask about travel information. Practise the dialogue in pairs.

You

Your partner

Ask when the next train to Manchester leaves.

Say at 16:45.

Ask when it arrives.

Say at 19:25.

Ask about the price of a return ticket.

Ask if he / she has got a railcard.

Say yes.

Say £26.50.

Ask to pay by credit card.

Say yes. 77

Language Skills

Getting around London

Warm up 1 Match the types

of London transport (1-5) to the pictures (A-E).

1 2 3 4 5

n Docklands n n n n

Light Railway The Tube Black cab Emirates Air Line Double-decker bus

D B

Reading 1.62 Pairwork 2

Read and listen to the text. How would you like to travel around London? Why? Tell your partner.

London Transport Getting around London can be fun, chaotic, confusing at times, but never boring! There are so many different ways to travel around the capital that a visitor can literally be spoilt for choice. London is famous for its bright red double-decker buses, its black taxis and underground Tube, but you’ll be surprised by how many other types of transport there are too. London’s distinctive red buses run day and night through the city. The first bus service began in 1829 from Paddington and now the iconic double-decker buses are a quick and cheap way to get around the city. You can also do lots of sightseeing from the top deck! Then of course, there’s the Tube, the underground rail network. The first underground railway opened in the 1860s. There are 11 different Tube lines, which run between 5 a.m. and midnight. In addition, there’s the Docklands Light Railway (DLR) which opened in 1987 and serves the redeveloped Docklands area of London. Significant improvements were made to the DLR ahead of the Olympic Games in 2012 and during the Games it carried double its normal number of passengers. Many people just walk or cycle around the city. Otherwise, the classic black taxi is another way of getting from A to B in London. You can catch a taxi in the street and there is a minimum charge of £2.60. The first motor cabs arrived in London in 1897 and are now a distinctive part of London life. People get in and out of them night and day. 78

Did you know that you can fly across the River Thames? If you want to experience London from a different angle, you must try the Emirates Air Line, which is a cable car operating in the Canary Wharf and Greenwich areas. It first opened in 2012 and the route was introduced onto the London Tube map in June of that year. In addition to taking you across the River Thames, it also offers a unique view of the city, although some say it is an impractical transport solution. Then of course there’s the river bus or ferry which takes passengers up and down the River Thames on a daily basis. There are many ways to pay for your trip around London – by cash, credit card or simply by Oyster card, a plastic smartcard that can hold credit to pay for journeys on the Tube, DLR, Emirates Air Line, buses, river bus or tram. So why not visit London...? Getting around is easy, it’s just a question of choosing how!! confusing confusionaria be spoilt for choice avere l’imbarazzo della scelta redeveloped ricostruita cable car cabinovia was introduced venne introdotta

5 Learn to Learn

Reading strategies

Open-ended questions When you have to answer open-ended questions, look for the paragraph in the text which refers to the question. Write the number of the question next to the paragraph, or underline the sentences which contain the answer to help you. Write a complete answer using your own words. Try not to copy the whole answer from the text.

CERT Read the text again and answer the questions. 1 2 3 4 5 6

When do London buses run? Where can you do sightseeing? How many Tube lines are there in the city? When did the DLR open? How can you travel across the River Thames? How can you pay for your trip?

Speaking 5 Pairwork Ask and answer questions about the history of the London Tube. Use the following information to help you.

● Metropolitan Railway (1st underground railway)

– opened in 1863

● 1st underground signs – appeared in the early

20th century ● World War II – people used Tube stations as shelters ● Victoria Line – opened in 1969 with automatically-driven trains ● Oyster card – first on sale in 2003

1 when / first underground railway / open? A When did the first underground railway open? B It opened in 1863. 2 when / 1st underground signs / appear 3 what / happen / during World War II? 4 when / the Victoria Line / open? 5 when / the Oyster card / first / go on sale?

Listening 1.63 CERT 4

Listen and choose the correct answer (A, B or C).

1 What time does the next bus to Camden leave? A

Writing 6 CERT Read the text about the history of London’s black cab and complete it with one word for each space.

2 How do Katy and Jack decide to go to the party? A

3 Where was Ella when she saw the accident? A

4 How did Tom’s grandad get to work in London? A

THE BLACK CAB

The history of London’s famous black cab is long and interesting. The first cab 1_________ the hackney coach in the 17th century. At this time, there 2_____________ only 20 available for hire in the whole of London. The first taxi rank appeared 3_____________ 1636 outside the Maypole Inn in The Strand. One of the many stories about the origins 4_____________ the taxi meter says that Wilhelm Bruhn invented 5 _____________ in 1891, and that the word ‘taxi’ comes 6 _____________ the German word taxe meaning ‘charge’. 7 _____________ you know that London’s first motor cabs date back to 1897? But they 8_____________ the first real black cabs. These, the FX3 Austin, arrived in 1947. They weren’t the ones we can see today, but they 9 _____________ very similar.

Now write a similar text about the history of the London Tube. Use the information in exercise 5 to help you. 79

Planet Rock

‘Mercedes Benz’ Life Skills: Get Thinking ● Deal with peer pressure

Warm up 1 What is peer pressure? Can you define it and give examples?

Pairwork Talk about the kind of peer pressure you deal with in your life. How do you react to it? appearance • behaviour • activities • clothes • friendship musical taste • need to conform • things you own

Listen to the song online and read this extract. Then answer the questions.

Oh Lord, won’t you buy me a Mercedes Benz? My friends all drive Porsches, I must make amends. s, Worked hard all my lifetime, no help from my friend So Lord, won’t you buy me a Mercedes Benz? Oh Lord, won’t you buy me a color TV? Dialing For Dollars is trying to find me. I wait for delivery each day until three, So oh Lord, won’t you buy me a color TV?

make amends correggere delivery consegna

1 2 3 4 5

What kind of car does the singer want? Why does she want that car? Who does she ask to help her? What else does she want? Why does she want a TV?

Pairwork In the song Janis Joplin is joking about asking for a Mercedes Benz, but she is also making a serious point about the peer pressure to conform. Based on what you just read about her, how did she react to this? Use the verbs in the box to help you answer. conform to it • find a creative alternative • get angry about it • ignore it • laugh at it • rebel against it

Janis Joplin grew up in a small town in Texas. As a teenager, she rebelled against its conformity. She often wore men’s clothes, liked the Beat Generation writers, listened to blues and jazz, and could be a tough girl who liked to shock people. She studied art in Texas and started performing at casual musical events. The audiences loved her unique singing style. In 1963, she moved to San Francisco and then New York to sing, but without much success. After a short break from music, she joined a new psychedelic rock band, Big Brother, in San Francisco. She became their lead singer thanks to her incredible bluesy-rock voice. The band had a big hit with their album Cheap Thrills in 1968, but Janis left soon after to release her first solo album: I Got Dem Ol’ Kozmic Blues Again Mama! in 1969. That same year she performed at Woodstock. Her true success came after her death in 1971, with the release of her second album, Pearl. Janis Joplin died on 4th October, 1970, aged 27.

Janis Joplin

‘Mercedes Benz’ This blues-style, a-cappella song is a social commentary on how we associate personal happiness with money and possessions. It is a rejection of consumerism. ‘Dialing for Dollars’ was a popular American TV show of those years. The presenter gave a password at the beginning and then randomly phoned a local telephone number. If you knew the password, you won the money. Ironically, Janis owned a Porsche.

Talk about it 5 Tell your partner about an

example of peer pressure. In your opinion, what is the best way to dealt with it?

A lot of my friends go shopping together and wear the same clothes from expensive clothes shops. I think it’s really boring and a waste of money, so I started rebelling against it and buying cheap alternative and retro clothing from second-hand clothes shops. It shocked them to start, but now they all started doing it!

6 A model on the catwalk during New York Fashion Week.

Fashion Fact The fashion industry is the product of the modern age. It is a global business which includes designer fashion and everyday clothing.

The Big Question Are there too many fashion victims in this world? Are you a slave to fashion or do you not really care about what you put on in the morning?

Unit Objectives Vocabulary & Functions

Grammar

Language Skills

● Fashion ● Clothes and accessories ● Money

● Comparative and superlative adjectives ● too, (not) enough, very, extremely

Reading: Eco-clothing Get organised: Listening: Vegan shoes ● Be careful with money Writing: An article about ‘Money’, by Pink Floyd eco-clothing Speaking: Talking about fashion habits

Making suggestions

Life Skills

Presentation 1 Vocabulary: Fashion and style 1 Write the words next to the correct definition.

must-have • vintage • timeless • old-fashioned designer label • high street stores fashion victim • catwalk 1 _____________________: a famous company that makes expensive clothes, bags or other accessories 2 _____________________: clothes shops you find in every town or city 3 _____________________: something highly fashionable and in demand 4 _____________________: the place where models walk during a fashion show 5 _____________________: clothes in a style from the past 6 _____________________: clothing that never goes out of fashion 7 _____________________: somebody who wears fashionable clothes that sometimes make him/her look silly 8 _____________________: clothes that are no longer in style

Pairwork What type of clothes do you wear? Talk to your partner about what you like and what you don’t like wearing.  Vocabulary Bank 7

1.64 Read and listen to the text. Would you like to go to a fashion show?

Catwalks around the world Are you mad about fashion or do you hate it? Do you shop in high street stores or do you think designer labels are the best? Fashion is everything from clothes, shoes and accessories to make-up and hairstyles, and is now one of the biggest industries in the world.

6 4

One of the most important events in the fashion world’s calendar is Fashion Week, when fashion designers show off their newest collections in fashion shows. There are four very important fashion weeks – in Paris, New York, London and Milan, and others in Copenhagen, Berlin and lots of other cities around the world, so if you are a real fashion victim there is always something to see! Everyone likes getting dressed up but there are some people who really dress to kill and love the latest fashion styles. These people often sit in the front row of catwalks watching models wear must-have designer labels. In February 2018, even Queen Elizabeth II made a visit to London Fashion Week! Then there are also Teen Fashion Weeks in America where teen models walk the catwalk and designers sell their teen collections. These are smaller but just as important as the big shows for everybody involved. Models want to be taller, thinner and more beautiful than everyone else, while designers want to produce the best show of the year with video backdrops, extravagant lighting shows, live streaming and the coolest music. Some say it is the best business in the world, others say it’s the worst, but it’s definitely more exciting than many others! show off sfoggiano dressed up vestire alla moda dress to kill si mettono in tiro backdrops scenografie

Read the text again and decide if the sentences are true (T) or false (F). Then correct the false statements. 1 Fashion is the biggest industry in the world. 2 The New York Fashion Week is one of the most popular fashion shows in the world. 3 Copenhagen Fashion Week is as important as Milan Fashion Week. 4 People who watch fashion shows are usually fashion lovers. 5 Queen Elizabeth II appeared on the catwalk at the 2018 London Fashion Week. 6 A 15-year-old model can walk the catwalk in America. 7 Fashion designers compete to give the best fashion show. 8 Fashion isn’t as exciting as other industries.

___

___ ___ ___ ___ ___ ___ ___

Grammar: Comparative and superlative

adjectives

VIDEO MAP

These are smaller but just as important as the big shows. Fashion is one of the biggest industries in the world. Some say it is the best business in the world.  Grammar Bank p. 232

Complete these sentences using the comparative or superlative form of the adjective in brackets. 1 I think the Marc Jacobs fashion show was ______________ (good) than the Stella McCartney one. 2 Alison was the ______________ (short) model in the show. 3 Andrew’s designer suit is ______________ (expensive) than Richard’s. 4 I think those trousers are ______________ (nice) than the blue ones. 5 My designer shoes aren’t as ______________ (comfortable) my trainers! 6 That was the ______________ (bad) fashion show ever!

Speaking 6 Pairwork Answer the questions. 1 Which is the best place in your town for shopping? 2 Which is the cheapest? 3 Which is the coolest item of clothing in your wardrobe? Describe it to your partner. 83

Presentation 2 1

1.65 Read and listen to the article. Do you follow any fashion bloggers?

CERT Read the article again and answer the questions. 1 2 3 4 5 6

Are fashion blogs serious sites? What did Susie Lucas do when she was a child? Why did she start writing her blog? How does she help people on her blog? What does she find hard? Does she agree with her description?

Grammar: very, extremely, not enough,

too

I was extremely interested in clothes. There wasn’t enough space to write. They’re too expensive. It’s very difficult to find new beauty tips.  Grammar Bank p. 233

Underline the correct alternative. 1 Daniel hates anything to do with fashion. He thinks it’s extremely / enough boring. 2 My clothes are so old-fashioned but I haven’t got very / enough money to buy anything new. 3 There aren’t enough / extremely fashionable clothes shops in my town. 4 It’s really enough / very difficult to become a top model. 5 We’re extremely / enough excited about the launch of the new fashion magazine. 6 These designer shoes are too / enough expensive for me, I can’t buy them.

Critical thinking In pairs, discuss which statements you agree and disagree with. 1 Fashion bloggers are essential to fashion journalism. 2 Fashion blogs are just full of stupid, useless fashion gossip. 3 Too many fashion bloggers promote clothes that real people can’t afford.

MEET THE

FASHION BLOGGER

Fashion blogs offer incredible style advice and give you inspiration about what to wear for any occasion with a mix of serious and fun fashion articles. StyleM@g talked to Susie Lucas, one of the most influential fashion bloggers in the UK, about why she started her blog. StyleM@g Hi Susie. So, why are you a fashion blogger? Susie Well, when I was a little girl I was extremely interested in clothes. I always dressed up in my mum’s dresses. Then I got my first job as a fashion writer on a vintage fashion magazine. There wasn’t enough space to write all the articles I wanted, so I started Lifestyle, and it quickly became the most exciting blog around. StyleM@g What’s the best thing about being a fashion blogger? Susie Well, I love doing behind-the-scenes pieces, you know, writing about what the models and designers do before the big fashion shows. But I also like telling people where to buy cheaper, stylish clothes… not everyone can afford designer labels, they’re too expensive! StyleM@g And the hardest thing? Susie Mmm, that’s a good question. Sometimes it’s very difficult to find new beauty tips and fashion advice. StyleM@g Some people describe you as one of the coolest women in fashion. Susie I’m not cool, I’m just too obsessed by fashion!

Grammar Lab Comparative and superlative adjectives

Read the sentences and underline the correct option.

Models want to be taller, thinner and more beautiful than everyone else. Designers show off their newest collections in fashion shows. Some say it is the best business in the world, others say it’s the worst. These are as important as the big shows. 1 We use comparative / superlative adjectives when we compare two or more people or things. 2 Comparative adjectives are often followed by the word than / most. 3 To form the superlative of longer adjectives, we use the word more / most. 4 We use as … as to compare two things which are different / the same.

important new late small tall thin beautiful good

Round up

bad

exciting Complete the sentences with the comparative form of the words in brackets. 1 The name Suzie is ____________ Joanna at the moment. (popular) 2 Mark’s jacket is ____________ Justin’s coat. (expensive) 3 The blonde model is ____________ the brunette. (tall) 4 Milan is ____________ Athens. (fashionable) 5 That shirt is ____________ the grey one. (big) 6 Sometimes the quality of high street clothes can be just ____________ designer labels. (good)  Mind Map p. 140

Complete the sentences using very, extremely, (not) enough or too. 1 My grandmother gave me €100, so I’ve got _____________ money to buy a new pair of jeans. 2 When I was a child, I was _____________ interested in TV commercials. I watched them for hours. 3 It’s _____________ difficult to be successful in the fashion industry, almost impossible sometimes. 4 There wasn’t _____________ space in the shop to see the clothes. There were _____________ many people! 5 Eve’s collection wasn’t good _____________ to win the first prize. 6 That dress is _____________ big for her. She’s very small.

big

Nora / tall / Suzie Rome / not big / New York Aunt Mary / not old / granny my scooter / not fast / yours your jacket / not cool / mine Sandra / good / Paula / at volleyball

very, extremely, not enough, too

Comparative Superlative

cool

Tokyo / expensive capital city / the world Russia / big country / the world I / young child / my family Jeff Bezos / rich person / the world mosquitoes / dangerous insects / the world the Burj Khalifa / tall building / the world

Write sentences using (not) as … as. 1 2 3 4 5 6

Complete the table with the comparative and superlative forms. Adjective

Use the words to write sentences using the superlative. 1 2 3 4 5 6

VIDEO MAP

 Grammar Bank pp. 232-233

Complete the text about a designer’s career with the words from the box. enough • more • in • than • most • extremely • best

When I was a child, I loved my dad’s suits. I thought they were the 1 ___________ elegant clothes 2 ___________ the world. That’s how I started drawing my own suit designs. I was 3___________ interested in fashion 4 ___________ in football! After university, I got my first job as an apprentice designer in a suit shop in London, but it wasn’t 5 ___________ for me. I wanted to have my own fashion label, and I did it. It was the 6 ___________ thing for me. I feel 7 ___________ happy that I can just follow my dreams!

Vocabulary & Listening Money

Clothes and accessories

Write the words in the correct column. Then listen and check. 1.66

1.67 Write the correct words under each picture. Then listen and check.

cash machine • credit card • coins • notes till • wallet • savings • tip

flip flops • trousers • cardigan • beanie • dress jumper • gloves • earrings • necklace • belt watch • scarf • boots • trainers • skirt • jacket shoulder bag • top Clothes

Accessories

Fabric and materials

1 ______________________

2 ______________________

3 ______________________

4 ______________________

5 ______________________

6 ______________________

7 ______________________

8 ______________________

Look at the photos and complete the text with the words from the box. silk • wool • cotton • leather • plastic • linen

This year for Christmas I bought clothes and accessories for everybody: a yellow 1 _________ belt for my older brother Freddy; an orange jumper for Dad (he loves 2 _________); a pair of beige 3 _________ shorts for my younger sister Flora; a colourful 4 _________ scarf for Granny; a flowery 5 _________ T-shirt for my younger brother Philip and pink 6 _________ smartphone cases for me and Mum!

Listening

1.68 Listen to the dialogue. Underline the correct option.

1 Emma, Hannah and Liam are at the cinema / a restaurant / a shopping centre. 2 Hannah / Emma / Liam has got a credit card. 3 Hannah / Emma / Liam loves shopping.

1.68 Listen again and decide if the sentences are true (T) or false (F). Then correct the false statements.

1 2 3 4 5 6

You don’t pay your bill at the till. They all want to leave a tip. Liam says he doesn’t have much money. Liam offers to pay the bill for everyone. Hannah asked her uncle for some money. Liam thinks Hannah spends too much money.

 Vocabulary Bank 7

___ ___ ___ ___ ___ ___

 Pronunciation Bank: /´/

Functions & Video Making suggestions

1.69 Watch or listen to the video. What’s wrong with the hairdresser’s gift card idea for Mother’s Day?

Harry Darsha

Harry Darsha Harry

Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha

Watch or listen again. Underline the mistakes in the sentences and correct them. 1.69

1 2 3 4 5 6

Hey there. What’s up? I’m looking for a present for my mum but I can’t find anything good. Oh, is it her birthday soon? No Harry, it’s Mother’s Day tomorrow! Tomorrow?! Oh no! I forgot! Quick, quick! Let’s find something. OK. What about something to wear? Like a silk scarf. Useful language No, I gave her a silk scarf last year. Right. How about buying perfume? What about…? My mum hates perfume. I bought her some for Christmas and How about buying…? she gave it to her sister for her birthday. Why don’t we buy…? We could buy… OK, no perfumes. Why don’t we buy our mums some music? Let’s buy… What kind of music does your mum listen to? Apart from what my band plays, I think she likes jazz. But I have no idea which musicians... Hmm, that’s a good point. I don’t know what my mum likes either. Well, maybe we could buy them books. No! I’ve got a better idea! How about a gift card for the hairdresser’s? They’ll love it! This is the greatest idea of all! Our mums deserve the best! Quick, let’s find something. Right. Let me see… It’s 80 pounds. 80 pounds for two? No, it’s 80 pounds each. Oh… Well, I still think a book is a pretty good idea. Me too.

Darsha is looking for a present for her grandma. It’s Mother’s Day next week. Darsha gave her mother a silk scarf last year. Harry’s mum loves perfume. His mum likes rock music. It costs 80 pounds for two gift cards.

Pairwork Make suggestions for the following situations. 1 It’s your mother’s birthday. Decide on a gift. 2 It’s Saturday afternoon. You and your friend are bored. 3 You want to go to the cinema but the bus is really late. 4 It’s your birthday and you want to throw a theme party. Decide on the theme.

Pairwork Follow the instructions and make the dialogue.

You:

Your partner:

Ask your friend what he/she is doing.

Say you are looking for a present for your friend, Lola’s birthday.

Ask when her birthday is.

Say that it is next Saturday.

Ask if she likes jewellery.

Say that she does but that it is a very personal present.

Suggest buying a book. Suggest buying a ticket to London Fashion Week.

Say that you think it’s a boring present. Say that is a great idea and that you might buy two tickets! 87

Language Skills Waste is one of the biggest problems in our modern world. The world’s oceans are full of plastic and we are producing three per cent more waste every year. In some areas, microplastics from tyres and synthetic textiles are a bigger source of marine pollution than larger plastic waste. So, recycling is more and more important than ever before. The fashion industry, too, is looking for solutions to the problem of pollution caused by plastic materials. We know a lot about vintage fashion and recycling our old clothes in charity shops. Now designers are recycling materials to make clothes. Some are experimenting with plastic bottles by dissolving them and using the polyester in them to make new fabrics – and Emma Watson’s dress is an amazing example of the use of technology in fashion. Other designers are using bicycle inner tubes to make leather-style jackets and T-shirts. London Fashion Week 2018 saw a lot of different examples, including a new kind of leather made from the skins of chestnuts.

Emma Watson at the Met Gala in New York Boots produced using old seats of buses

Eco-clothing Warm up 1 Read the text quickly. Find the name of these objects and write it under each picture.

1 ______________________

2 ______________________

3 ______________________

Reading 1.70 2

CERT Read and listen to the article. Then answer the questions.

1 Why is material recycling so important? 2 How are some designers making leather-style jackets? 3 What did designers use to make Emma Watson’s dress? 4 What innovative material was used at London Fashion Week in 2018? 5 Are only designer labels producing clothes from recycled materials? 6 What materials was used to make the USA 2015 Women’s World Cup uniforms? 7 What can you make out of old seats of buses and trains? 8 What kind of recycling does Worn Again use?

A worker polishes a bag made with two car tyres

But it isn’t just designer labels that are producing environmentallyfriendly clothing. Big, high street brands are also thinking about sustainability in their clothes. Nike, for example, made socks and shorts from recycled plastic bottles for the USA 2015 Women’s World Cup uniforms. Other companies recycle old car tyres to produce trainers and sandals. Above+Below London, a British shoe company, produces boots and Converse-style basketball trainers made from the old seats of buses and underground trains!

Maasai warriors at the London Marathon wearing sandals produced with old tyres

But some say that this method of recycling is just a way of making the lifetime of material longer and longer. One fashion company aims to eradicate all textile waste. Worn Again uses chemical recycling to dissolve materials and remake them into new clothes, so creating a ‘circular’ fashion industry. Sounds easy? No, it is very tyres pneumatici difficult but definitely the future for textiles. textiles tessuti

pollution inquinamento chestnuts castagne

Listening 1.71 Megan is shopping online. What does 3 she want to buy? Listen to the dialogue.

1.71 CERT Listen again and complete the sentences.

1 2 3 4 5 6

Megan didn’t stop ___________. She says that leather shoes aren’t very ___________. The shoes come in lots of different ___________. Grant prefers the ___________. Grant thinks the hiking boots are ___________. Grant takes a size ___________.

Learn to Learn

Writing strategies

Making vocabulary lists A good way to learn vocabulary is to make vocabulary lists on different topics. For example, if your topic is fashion, then list all the words you already know first. Then add to the list new words.

fashion vintage designer …

Add as many words as you can.

Speaking 5 Pairwork Discuss the following

questions together. Use your fashion vocabulary lists to help you. 1 How often do you buy clothes? 2 Where do you usually buy them and how much do you pay for them? Give examples. 3 When it comes to fashion, what is your style? 4 Which is the most expensive clothing item in your wardrobe? Which is the cheapest? Which is the most important for you? 5 Where do you put your old clothes? Do you recycle them? How?

Writing 6 Internet research What do you think about using recycled materials to make clothes? Do you think it is possible or just too expensive? Would you buy vegan shoes? Write a short article. Use the prompts below and the Internet to help you.

● Say what kind of recycled materials are used to make clothes. ● Talk about how expensive the process is. ● Give your opinion. 89

Planet Rock

‘Money’ Life Skills: Get organised ● Be careful with money

Warm up 1 Do you get pocket money from your parents? How often? How much?

Pairwork Think of your attitude towards money: is it good or bad? Do you spend all your money immediately? Are you good at saving money? Tell your partner.

Listen to the song online. Read this extract and answer the questions.

Money, get away Get a good job with good pay and you’re okay Money, it’s a gas Grab that cash with both hands and make a stash New car, caviar, four-star daydream Think I’ll buy me a football team … Money, it’s a crime Share it fairly but don’t take a slice of my pie Money, so they say grab afferra Is the root of all evil today stash scorte segrete But if you ask for a raise daydream sogno a occhi it’s no surprise that they’re aperti root origine giving none away

The English rock band Pink Floyd in 1965 took its name after two American blues musicians: Pink Anderson and Floyd Council. Pink Floyd’s lyrics were philosophical, their music was progressive and psychedelic, and their special lights shows were unique. They were one of the most commercially successful and influential groups in music history. They sold over 250 million record worldwide. The band members changed over the years and Roger Waters took over as the creative genius behind two of the best-selling albums of all time: The Dark Side of the Moon (1973) and The Wall (1979). The band entered the American Rock and Roll Hall of Fame in 1996 and the UK Music Hall of Fame in 2005. ‘Money’ They released the song on the album The Dark Side of the Moon in 1973. The album sold over 34 million copies and Pink Floyd made a lot of money, but the song is about the negative things money can bring. They used many studio effects to create the song. There is the sound of a till on a loop and the sounds of paper tearing, like someone destroying money.

evil male raise aumento

1 What does the singer mean by ‘money it’s a gas’? 2 Why does he think it’s important to make a stash of money? 3 How does the singer’s opinion change in the second verse? 4 Does he believe money ‘is the root of all evil today’? 5 Why is it no surprise they’re giving no money away if you ask for a raise?

Pairwork It is very important to know how much money you have and how much you can spend. Imagine you receive €200 on your birthday. Find the best way to spend it. Compare your ideas with your partner and decide which are the best.

Talk about it 5 Critical thinking ‘Money doesn’t bring

happiness’ is a famous quote. Do you agree with it? Discuss it in small groups.

B1 Preliminary Training

4-6

Reading: Part 2

For each question choose the correct answer. The people below all like different types of clothes. On the opposite column there are six shopping reviews. Decide which shop would be most suitable for each person. 1

Ali is a clothes blogger and he loves going shopping for the latest fashions in high street shops. Although he has a strong online presence, he prefers physically going to the shops to try to copy the styles he sees on catwalks around the world, but it can be expensive and timeconsuming.

Beth doesn’t buy a lot of clothes from conventional shops, because they all look the same. She loves to find unique items of clothing at street markets, secondhand clothes shops or vintage fairs. For Beth fashion means older, cheaper and unusual clothes you just can’t find on the high street. 2

Ryan likes designer sports labels, but because they are quite expensive he can’t buy a lot of trainers and sports clothes, he has to wait for the sales. He tends to buy clothes in shopping centres or online because there is more choice and prices are lower. 3

Fashion is important to Sacha. But it is more important that clothes are not bad for the environment or for the people who make them. So she doesn’t usually buy cheap clothes in big shops in shopping centres or outlets. She prefers smaller, specialist shops, which sell on the Internet or in town. 4

Shopping reviews A ASOS is an online British fashion retailer, selling top fashion from over 850 brands, mostly aimed at young people. It sells the latest fashion at the cheapest prices from some of the most popular brands, but it is only online. It does not have any shops on the high street. B George offers you the latest fashion for the whole family at competitive prices online or in Asda supermarkets up and down the country. It produces its own brand of clothing for men, women and children, and tries to pay producers a fair price for their products. C Lou Lou’s is a pop-up clothes market that moves around different locations across the UK, bringing collectable 1940s, 50s, 60s, 70s and 80s clothes to you at reasonable prices. You can also find beautiful craft jewellery and accessories, or maybe pay to have a 1960s style make-over. D McArthurGlen is a large designer outlet store where you can buy clothes from over 100 designer stores, with savings of 60% on high street prices. Typically, the outlet shops sell the clothes remaining at the end of a season, but they also offer a wide range of reasonably priced sports apparel. E People Tree is an online clothes store that sells ethical and environmentally sustainable fashion. It pays clothes producers a fair price and they look after the environment and don’t pollute it with chemicals or by using too much power. People Trees also encourages clothes recycling and swaps. F TKMaxx stores offer customers the labels they love at the prices they want. You can find all the top brands and all the latest fashions at lower prices than other high street shops. Shopping at TKMaxx also takes less time because you only need to go into one shop rather than lots of them.

4-6 1

Summative Revision

Choose the correct option (A, B, C o D).

1 Where __________ you yesterday? A where C was B were D is

not know • play • not see • go • be • enjoy not play • not like

2 My granddad __________ in 1956. A was born C did born B was borned D were born

___________ you ___________ to the school concert yesterday, Clara? Clara Yes, I 2 ___________. I 3 ___________ in the concert! Oliver Really? I 4 ___________ you were in the orchestra. I 5 ___________ you there. Clara Well, I 6 ___________ there! I played the drums and the xylophone. 7 ___________ you ___________ the concert, Oliver? Oliver No, I 8 ___________, sorry! I think classical music is the most boring music on earth. Clara Well, we 9 ___________ classical music all night! There was some jazz, too. Oliver Jazz is even worse! I’m really sorry Clara, but I 10 ___________ the evening at all. Oliver

3 __________ week I went to the beach. A Ago C Last B Did D Yesterday 4 ‘Did you call me?’ ‘No, I __________.’ A did C doesn’t B didn’t D not did 5 When she __________ young, my mum __________ in London. A were / studied C was / studyed B was / study D was / studied 6 Why __________ to the cinema last night? It was fun! A did you came C did you come B didn’t you came D didn’t you come 7 When he __________ a kid, he __________ swim. A was / can’t C was / couldn’t B wasn’t / couldn’t D were / couldn’t 8 Sally __________ to Paris by coach last summer. A goes C did went B went D goed

12 Mr Taylor is __________ teacher in the school. A most popular C more teacher B the more popular D the most popular 13 Put on another dress, that one is not __________ for the party. A extremely smart C smart very B smart enough D very smart enough 14 I __________ the __________ girl in town last night. A seed / pretty C saw / pretty B saw / prettier D saw / prettiest 92

CERT Read the text and choose the best option (A, B or C).

___________ weekend I 2 ___________ to the BBC studios as part of the audience to record a youth culture programme. I 3 ___________ TV studios were 4 ___________ than school shows, but I was wrong! I 5 ___________ really bored most of the time because the director made the presenters repeat everything two or three times, it was 6 ___________ boring. Then a famous actor arrived, the 7 ___________ in the world according to Mary, but to me he seemed 8 ___________ all the others.

1 A Ago B Last C Yesterday 2 A goed B go C went 3 A thinked B thought C thoughted 4 A more B exciting C most exciting exciting 5 A feel B fell C felt 6 A enough B more C extremely 7 A handsomer B most C more handsome handsome 8 A as nice as B as nice than C as nicer as

C taller as D as taller as

11 That jumper is __________ that T-shirt. A expensiver than C more expensive than B more expensive D more expensiver than

9 Flying to Moscow is __________ travelling by train. A more quick than C quicker than B quicker then D quickest than 10 I’m __________ Jill. A as tall as B as tall than

Complete the dialogue with the Past simple of the verbs from the box and the short answers.

Read the instructions and write the dialogue. Chiedi dov’era Sarah ieri sera. Di’ che eri al concerto dei Maneskin. 3 Chiedi com’era il concerto. 4 Di’ che era fantastico, e che ti sei divertita molto. 5 Chiedi con chi è andata. 6 Di’ che eri con tua sorella, e che tuo fratello non è andato perché aveva troppi compiti. you 7 Chiedi se il concerto era meglio del film della scorsa settimana. Sara 8 Rispondi di sì, e che i Maneskin sono la miglior banda del mondo.

you Sara you Sara you Sara

1 2

Invalsi Training

4-6

Task type: Reading – Gapped text 1 Read the text about mathematician Gaetana Agnesi. Parts of the text are missing. Choose the correct part for each gap (1-7) from the box. There is one example (0) to help you.

how to read or write • an extremely important • could teach • one of the most important • didn’t go to school was born • he found some tutors • could already translate

was born in Milan in 1718. Maria Gaetana Agnesi 0 ____________ In those days girls 1 _____________________. They learned drawing, dancing and religion, but they didn’t learn 2 _____________________. Luckily, Maria’s father, who was a mathematician, saw that Maria was extremely intelligent. She had a very good memory and a talent for foreign languages. He decided that his brilliant daughter needed to have a formal education, so 3 _____________________ who 4 _____________________ Maria at home. When she was nine years old, Maria 5 _____________________ from Italian to Latin, and at eleven she started studying Maths and Physics. Maria spent a lot of her time looking after small children and helping at home, but she continued to study Mathematics. When she was thirty she wrote a two-volume manual on integral and differential calculus. Her book was 6 _____________________ development in the study of the Mathematics, and experts around the world thought it was 7 _____________________ books on the subject. They also found it very surprising that the writer was ‘only’ a woman!

Task type: Listening – Multiple matching 1.72 Listen to a series of safety announcements in a train station. Match the announcements 2 (1-7) to the correct picture (A-H). There is an extra picture. You will hear the recording twice. There is one example (0) to help you. A

1 C

Culture

Counterculture Warm up 1 Pairwork Answer the questions. 1 What do you know about punk culture? 2 Which of these things do you associate with punk? anarchic slogans • expensive clothes • long hair • loud music love songs • messages of peace • multicoloured hair • simple clothes

Speed Read 2 Read the text and check your answers. Punk rock came to the UK from the US in the late 1970s. The music was fast, loud and often aggressive. It had strong political lyrics and provocative titles, like ‘Anarchy in the UK’ (by the Sex Pistols) or ‘No more heroes’ (by the Stranglers). The music was usually produced on independent record labels. The word punk originally came from American prison slang, but an American music journalist first used the term to talk about US band ‘Question Mark and the Mysterians’ in 1971. After that, people used it to refer to American musicians such as the Ramones, the Dead Boys and Patti Smith; and UK bands such as the Sex Pistols, the Damned, the Clash. But punk was about much more than just music, it was an urban youth movement. On one level punk wanted to shock and offend people, but on another level it gave a voice to a large group of marginalised young people. It is important to remember that punk arrived in Britain during a period of political conservatism and conformity. In London it became a powerful subculture with a unique style. It expressed individual freedom and anti-establishment views, it was anti-authotitarian and anti-governmental, calling for direct action. Punk clothes were simple: t-shirts, jeans and leather jackets, but their message was not. Punk rockers wore t-shirts with anarchic slogans on them and ripped jeans. They wore chains and safety pin piercings on their bodies and clothes. Female punks also rebelled

Comprehension 3 CERT Read the text again and complete

the sentences in the most appropriate way.

1 2 3 4 5 6

Punk music originated in _____________________. ‘Anarchy in the UK’ is _________________________. The term ‘punk’ came from __________________. The punk movement represented ___________. Punk hairstyles ________________________________. The motto ‘Craft must have clothes but Truth loves to go naked’ was _______________________.

against traditional roles. They often wore skirts or dresses made of bin bags, or ballet tutus combined with ripped tights and big Dr Martens boots. Hairstyles changed too. Punks had short, spiky and multicoloured hair - called mohicans, after the Native Americans. Young men and women wore lots of make-up and often had tattoos too. Fashion designer Vivienne Westwood and music promoter Malcolm McLaren promoted this punk subculture in London. They opened a shop on the King’s Road in Chelsea record labels case discografiche and sold punk clothes they ripped stracciato designed themselves. There safety pin spilla da balia was lots of anarchic graffiti spiky a punte on the shop walls and above craft arte, mestiere the door was the motto: naked nudo ‘Craft must have clothes but Truth loves to go naked’.

B Listening 1.73 Listen to an interview with a woman 4 who lived during the ‘Swinging Sixties’. Answer the questions.

1 What was the ‘Swinging Sixties’ and where did it happen? 2 What does ‘swinging’ mean? 3 Who first used the term ‘Swinging Sixties’? 4 What kind of shops were there on Carnaby Street and what could you buy there? 5 Who could you see there? 6 What else happened in London in this period?

What’s trending? 5 What type of music and fashion are typical

of the British subculture styles in the box? Do you know which decade each one belongs to? Read the text and check your answers.

COMPETENCES Cultural awareness Make notes about a subculture in your country. ● name of subculture ● when / where it started

● type of music ● fashion style ● bands or artists

Writing 7 Use your notes in exercise 6 to write a short paragraph about the subculture you chose.

Speaking 8 Pairwork Discuss subcultures from the UK and from your country.

● Which ones do you prefer and why? Are they cooler, lighter, more fashionable, crazier, livelier, more exciting, more political etc.? ● Do you follow any of them in your choice of clothes and in the music you listen to?

Acid jazz • Britpop • Glam rock • Grime • Northern Soul

Grime is a kind of electronic dance music originally from the East End of London in the early 2000s. It has its roots in Jamaican reggae, but with hip hop influences. The song lyrics are often about urban life. Pirate radio station Rinse FM first started playing music by artists like Dizzee Rascal, Skepta and Wiley. Grime fashion includes branded trainers, sportswear and baseball caps.

Britpop was a music and culture movement in the mid1990s in the UK. The music was a lighter alternative to the US grunge music of the same period. It was influenced by British punk, glam rock and indie pop music. Clothes reflected past fashions with smart mod suits and mini skirts. Bands include Oasis, Blur and Pulp.

Acid jazz is a fusion of jazz, soul, funk and disco. It originated in the London club scene of the mid-1980s. UK bands include Jamiroquai and the Brand New Heavies. The Acid jazz look was colourful, stylish secondhand clothes. And men often had a small goatee beard.

Northern soul is a music and dance movement that came from the North of England in the late 1960s. The music was fast, with a heavy beat, inspired by British mod music, but generally performed by American soul artists on tour. It is linked to particular clubs and an athletic style of dancing. Because of this people wore light and baggy clothes with their club emblems.

Glam rock was a style of rock developed in the United Kingdom in the early 1970s. Men and women wore crazy costumes, makeup and hairstyles, platform shoes and glitter. David Bowie and Queen were famous glam rockers.

branded di marca goatee beard pizzetto baggy largo platform shoes scarpe con la zeppa

B / DAILY NEWS

New Generations What happened to the millennial hipsters?

They ride bikes or skateboards, eat whole food and juiced vegetables and they like hanging out at music festivals, taking selfies and posting them on social media.

Millennials, also called Generation Y and sometimes referred to as Generation Me, are people born between the 1980s and the 1990s. They reached young adulthood in the early 21st century, so they grew up with technology and social media. On the one hand people see them as narcissists, while on the other hand they see them as open-minded do-gooders. The truth is probably somewhere between these two extremes.

And, until very recently, they were also extremely influential on the tourism industry. Travel companies started offering street food tours, beertasting experiences, meals out at local clubs, and boutique hotels. They also employed people to blog about the hippest places to go on holiday and the coolest things to do.

Many millennials are also hipsters – people who follow the latest trends and fashions, especially the less mainstream ones. The traditional hipster loves old vinyl records and non-digital cameras. They wear ironic t-shirts and beanies and have beards and tattoos.

But suddenly everything changed. People don’t want vintage or retro anymore, they want comfort and style. This is partly because trends change very quickly and partly because we can’t be sure bloggers influence tastes when it comes to actually booking and paying for holidays. So move over Generation Y and make room for the Generation Z, born between 1995 and 2014. Who knows what travel trends we can look forward to…

Start thinking Read the newspaper article about travel trends. ● Who does the article refer to? ● Is the writer for or against these people? How do you know? ● What is the article actually about?

Critical Thinking You belong to Generation Z. Discuss your travel tastes with a friend. 1 Where do you want to go on holiday? 2 What type of accommodation would you like? 3 How do you want to travel to the destination and in the destination? 4 What activities are you interested in?

open-minded di mentalità aperta do-gooders filantropi beanies berretti whole food cibo integrale

Moving on Research your grandparents’ generations and their tastes and trends when they were young. ● Did they go on holiday? If so, where did they go? ● How did they travel? ● Where did they hang out and what did they do in their free time? ● What did they wear? What did they eat? What did they spend their money on? ● Did they capture their memories on film or take photos? Did they keep them?

7 Exchange students from all over the world meet at a college in London.

Language Fact Over 700 million people in the world speak English as a second language and a billion speak English as a foreign language.

The Big Question Why are you learning English? Do you think it is important for your life? Why?

Unit Objectives Vocabulary & Functions

Grammar

● be going to ● Present simple and Present continuous for the future Asking for and offering ● Future time help expressions

● Language learning ● Education ● Word formation

Language Skills

Life Skills

Reading: A text about endangered languages Listening: A person describing a trip to India Writing: A research project research Speaking: A short presentation

Respect others: ● Understand another person’s feelings ‘We’re Going to Be Friends’, by White Stripes 97

Presentation 1 A

English is presently one of the most widely spoken and written languages in the world. There are about 380 million native English speakers, and millions more who are learning English as a second language. English is just everywhere – in cinema, music, science, on TV and of course the Internet. Whether you are a beginner, intermediate or advanced learner, English is such an important language that everyone wants to learn it and use it to communicate with others. But what is the future of English? There are around 60-70 new ‘Englishes’ that people speak around the world, as millions of people learn English as a second and foreign language. Currently, there is just one native speaker to every five non-native speakers of English, an incredible statistic which means that British English is a minority among the other ‘Englishes’. Why do so many people think it is better to study English than another language? Many say that English is an easy language to learn because it lacks in grammar. Others say it is due to the power of the people who speak it, and Britain was a very powerful country in the 19th and 20th centuries. In addition, many British colonial countries made English their official language.

Vocabulary: Learning languages 2.01 Match the expressions to the 1 pictures. Then listen and check.

1 2 3 4 5

2 E

n do a translation n look words up in a dictionary n practise the pronunciation n learn the meaning n focus on grammar

Underline the correct alternative to complete the sentences. 1 Susan said / asked the teacher a question. 2 Martin spoke / said about the future of the German language. 3 Nobody talked / answered the question correctly. 4 The teacher said / told her to translate the article. 5 Melanie told / talked to the children about how to use a dictionary. 6 Jeremy looked / looked up a difficult word in the dictionary.

7 English is developing and changing quickly, and it is so varied that every year around 1,000 new words and vocabulary enter the English language from every area of life. Just take, for example, the words ‘selfie’, ‘hater’, ‘follower’, ‘binge-watching’ (watching TV series for hours) or ‘mini-me’ (a person similar to a younger version, for example mother and daughter). Or even ‘yo’ as a way of greeting people. These are all recent additions to English dictionaries and many more new words are going to appear in the near future. Mary Thorne is an English teacher in London and this is what she said on the subject, ‘New English words are appearing everywhere. I think it’s so important to teach my students some of them that next term I’m going to start a special course called “New Words”. Students are going to study lots of new vocabulary in a fun way. The course starts on 10th October and there are already a lot of applications, it’s going to be a success.’ Are we going to see an explosion of new words and expressions as the Internet and social media take control? As the world is becoming more and more global, are we going to witness the birth of a new global language where translation is probably not going to be necessary? English is definitely evolving but one thing is sure: it is going to be important in the future and to retain its position as lingua franca.

widely spoken ampiamente parlato lacks è carente due to dovuto al retain mantenere

Read and listen to the text. What does the title of the article mean? Tick (3). 2.02

● English is the language of the future ● the development of the English language ● learning to express the future in English

CERT Read the text again and answer the questions. 1 How many people speak English as a native language? 2 How many new ‘Englishes’ have appeared in recent years? 3 What did some British colonial countries do? 4 What is Mary Thorne going to do? 5 What does she think is important for her students? 6 What does she think about the course?

Watch out! We use the Present simple to talk about future scheduled events and timetables. The course starts on 10th October. Classes finish at 4 pm.

Grammar: be going to

VIDEO MAP

Students are going to study lots of new vocabulary. Translation is probably not going to be necessary. Are we going to see an explosion of new words?  Grammar Bank pp. 240-241

Write sentences with the correct form of be going to. 1 2 3 4 5 6 7

she / study German / next term I / not spend a year / abroad your parents / live in the UK / ? Lola / not pass / her French exam what / he / study / at college / ? what / you do / at the weekend / ? I / visit / Edinburgh / at Easter

Read Pablo’s intentions for the summer and complete them with the correct form of be going to and the verbs from the box. visit • not sleep • travel • work • not spend • improve

Next summer:

• I 1__________________ my English • I 2__________________ across Britain by bus with • • • •

my friend Freddy We 3__________________ the Lake District I 4__________________ all day We 5__________________ all our money in hotels We 6__________________ on a farm to pay our holiday

Speaking 7 Pairwork Ask and answer questions to talk

about your future intentions. Use the verbs from the box to help you. be • visit • learn • travel • work • study

A What are you going to do when you finish school? B I’m going to learn to ride a motorbike. A Cool! I’m going to travel the world.

Presentation 2

Greetings from Rome Hi Owen, How are things? I’m in Rome, do you remember? I’m here for six months on an exchange visit with my school. It’s great! I love the city. I’m staying with an Italian family and they live in the centre in a really big flat. Their son is the same age as me. His name’s Luca and we do lots of things together. We go to school together in the morning but we aren’t in the same class. It’s quite hard to do all my schoolwork in a different language, but I’m learning a lot of Italian now! Last weekend, we took the train to Naples and we climbed Vesuvius. It was amazing. I took loads of photos, I put them on my Instagram page. Next weekend, we’re going to Venice for two days. I’m really excited! We’re staying in a youth hostel and we’re even hiring a gondola on Sunday! Next month, we’re meeting Luca’s cousins in Bologna for the weekend. I’ve got so much to do! I’m coming home for a week at Christmas, of course, so I’ll see you then. I’m going to Jessica’s Christmas party on Christmas Eve. Are you going? Anyway, that’s all for now. I’m having a pizza with my Italian schoolmates tonight. We’re meeting at the metro station in 15 minutes! Write with your news! How is everything at home? Ciao! Mark exchange visit programma di scambio

Read and listen to the email. What is Mark doing in Italy?

CERT Read the email again and answer the questions.

2.03

1 2 3 4 5 6

Grammar: Present continuous for VIDEO MAP

We’re going to Venice next weekend. I’m having a pizza tonight. We’re meeting at the metro station. We use the Present continuous for arrangements with a fixed time and place.  Grammar Bank p. 241

Do the sentences refer to a present or a future event? Write P or F. 1 What time are you meeting Alice on Thursday? 2 Where is Mark going next weekend? 3 Tony and Mike aren’t studying, they’re chatting to their friends! 4 Will and I are having lunch together tomorrow. 5 I’m not sleeping, I’m watching a film. 6 Alan’s taking the train to Manchester at 5 p.m.

How long is Mark staying in Rome? Who is the same age as him? Where did he go last weekend? Where is he staying this weekend? What is he planning to do in February? Where is he going tonight?

future

100

___ ___ ___ ___ ___ ___

Critical thinking In pairs, discuss the following statements. ● Everyone should do an exchange visit. ● Learning another language is more important than studying Maths or Geography these days. ● Everyone loves travelling when they’re young.

Grammar Lab

Present tenses for the future

be going to

Complete the table with be.

going to learn Chinese.

You

1 ______ +

going to tour France.

He / She

2 ______ +

going to study in the UK.

3 ______ –

going to work.

4 ______ –

going to pass the test.

5 ______

they

going to play that song?

Complete the sentences with be going to and the verbs in the box.

1 Watch out! He’s ____________________ that glass! 2 I _________________ to Bristol University this year. 3 We _________________ a new course that teaches students about new words. 4 The new Art teacher _______________ us to the Impressionist exhibition. 5 Students _________________ lots of new vocabulary this term. 6 I don’t know what I _________________ next year when I finish school.

We use the Present 1 simple / continuous to talk about timetables and future official events. We use the Present 2 simple / continuous to talk about fixed arrangements.

Future time expressions

Complete with the words from the box. tomorrow • in • in • next • in • after 1 2 3 4 5 6

We’re going to start ___________ 15 minutes. She’s going to get married ___________ May. I’m going to travel ___________ summer. I’m not going to visit you ___________. Sandy’s going to graduate ___________ a year. The exam is the day ___________ tomorrow.

 Mind Map p. 141

 Grammar Bank pp. 240-241

Write I for intention, FA for fixed arrangement and T for timetable. 1 I’m seeing Lara at 6 at the coffee shop. 2 Daniel’s going to buy a new scooter. 3 The coach to Bristol leaves from platform 5 in ten minutes. 4 Tara’s going to work in her mum’s shop. 5 We’re getting the 6 o’clock train. 6 The French lesson is at 4 tomorrow.

____ ____ ____ ____ ____ ____

Complete the sentences with the Present simple or continuous. 1 The train ____________ (arrive) at 9 at night. 2 What time ____________ you ____________ (go) to the doctor’s on Wednesday? 3 My judo class ____________ (start) next week. 4 Our ferry ____________ (depart) for Patra at 6 tomorrow morning. 5 What time ____________ the film ____________ (start)? 6 We ____________ (meet) this afternoon at four.

Write questions for the answers. 1 ___________________________________________________ I’m going to study Economics or Law. 2 ___________________________________________________ My sister is going to live in France next summer. 3 ___________________________________________________ They’re going to get married in May. 4 ___________________________________________________ We’re going to start in five minutes. 5 ___________________________________________________ We’re going to meet Keira Knightley! 6 ___________________________________________________ I’m going to read Wonder for the summer.

Complete the rules. Our bus arrives at 5.30 in the afternoon. The train leaves at 8.30 tomorrow morning. We’ve visiting York on Sunday afternoon. Mum isn’t coming, she’s having lunch with her friend Emma.

not apply • break • do • not take • start • study

VIDEO MAP

Round up

CERT Online interaction Complete the text with the correct option A, B or C.

Hi Dana! Are you 1 _________ with us 2 _________? Come on, it’s going 3 _________ a wonderful day at the beach! I 4 _________ meeting Sal at the bus stop at 9, the bus 5 _________ at 9:15. We 6 _________ to rent something, maybe a kayak or a canoe, because Sal wants to see the sea caves 7 _________ the afternoon. Come on, answer the phone!

1 2 3 4 5 6 7

A A A A A A A

going to next to be – leaves going next

B B B B B B B

coming the day after to go ’m is leaving ’re going tomorrow

C C C C C C C

come tomorrow being going is going go in 101

Vocabulary & Listening Education 2.04 Complete the sentences with the 1

words from the box. Then listen and check. bell • lab • breaks up • essay • break time • degree project • school term • qualifications • register • course

1 I love going to the Science ____________________. 2 School ____________________ for the summer holidays tomorrow. 3 My grandad left school without any ____________________. 4 The teacher called the ____________________ but Peter wasn’t there. 5 We are doing a school ____________________ about space travel. 6 When the ____________________ rings everybody goes home. 7 After school I’m going to get a ____________________ in Chemistry at University. 8 I don’t like speaking in public. I’m going to write an ____________________ for the end of ____________________ test. 9 I think I’ll attend a language ____________________ to learn French in the summer. 10 My sister always has a snack at ________________.

CERT Choose the correct option (A, B or C) to complete the sentences. 1 My cousin is going to ____________ school next week. A leave B find C go 2 Alice wants to ____________ her English so she’s going to Ireland for a month this summer. A understand B improve C look for 3 Max always ____________ notes during his History lesson. A asks B takes C finds 4 Owen is very ____________ at Maths. A happy B sad C good 5 Our teacher is going to ____________ the English tests later. A take B mark C fail 6 Rachel and Sam ____________ the Geography test so they’re doing it again tomorrow. A made B tried C failed 7 I’m going to ____________ for the Science exam this weekend. A pass B revise C take 8 I’m not going to ____________ at college in September. A enrol B write C go

102

 Pronunciation Bank: Stressed syllables

Word formation

Complete the table with the missing nouns. Then listen and check. 2.05

verb

noun

to assign

assignment _____________________________

to assess

1 _____________________________

to revise

2 _____________________________

to educate

3 _____________________________

to pronounce

4 _____________________________

to graduate

5 _____________________________

to behave

6 _____________________________

Complete the sentences with the words from exercise 3. 1 The teacher gave us an _____________ for next Tuesday. 2 Students must _____________ correctly at any time. 3 I like French, but I think the _____________ is very difficult. 4 I don’t feel ready for the test. Can we _____________ together one more time? 5 First, we do the exam. Then, the examiners _____________ the papers and give us a mark. 6 My sister _____________ last month and now she’s going to take a gap year.

Listening 2.06 Listen to the interview to Lucy 5

and James about the summer holidays. Who’s going to work?

Listen to the interview again and decide if the sentences are true (T) or false (F). 2.06

1 James isn’t going to study at university next year. 2 Lucy isn’t thinking of doing a Maths degree next year. 3 She taught English to young children in Colombia last year. 4 Lucy speaks Spanish well. 5 School breaks up for the summer holidays in August. 6 James is going to work on a farm then go on holiday with his family.

___ ___ ___ ___ ___ ___

Functions & Video

Asking for and offering help

2.07 Watch or listen to the video. Harry is telling Darsha about a new language he wants to learn. Why does he want to learn it?

Darsha What are you doing, Harry? Harry Nothing. Just reading. Darsha You’re always reading. Let me see… is it a language course? Harry Yes. I’m studying Italian actually. But more to the point, I’m trying to… Darsha Why? What’s the matter? Harry I’m going to work in Venice next summer, teaching English Useful language to kids. Darsha That sounds great! Italian’s such a beautiful language! I’d love to What’s the matter? learn it one day. Can you help me, please? Harry Yes, but it’s so difficult. All those verbs! OK, I’ll help you. Why don’t you help me with… ? Darsha I speak Spanish. It helps. I can’t help you with that, Harry Really? Could you please help me to memorise these verbs? I’m afraid. Darsha please! Darsha OK, OK, I’ll help you. Harry OK. Listen: io ti amo, tu mi ami… Darsha Not now. Let’s start later Harry. I’m going to revise for German. Anyway, why did you start with the verb ‘love’? Harry Because I’m going to meet lots of lovely Italian girls… Darsha Yes, of course you are. Anyway, why don’t you help me with my German? You studied it last year! Harry German? I can’t help you with that, I’m afraid. German is such a difficult language I even thought about changing to Japanese or something like that! Darsha I’ll see you at four in the library. Harry Good! Alle quattro! Darsha Yeah, whatever.

2.07 Watch or listen again. Underline the mistakes in the sentences and correct them.

1 2 3 4 5 6

Harry wants to learn German. He thinks Italian grammar is easy. Darsha can help him learn Spanish verbs. Darsha speaks very good German. Harry is studying German this year. They are meeting at five thirty at the café.

Watch out! I’ll help you. We use will for spontaneous decisions and to offer help.

Role play Look at the situations below. Practise the dialogues.

Read the situations. React in an appropriate way.

Student A ● You are learning French ● French pronunciation is difficult ● Ask for help

1 Your friend is trying to learn to use her new computer. You are very good at computers. 2 Your father is picking you up at school, but he doesn’t know where and when exactly. 3 Your little brother is very sweet today. You want to give him something special.

Student B ● You speak French quite well ● Your mother is French ● Offer help ● Decide on a time and a place to meet 103

Language Skills

Population and language

Warm up 1 Look at the charts and complete the language fact file with the numbers from the box. 1.39 billion • over 7,000 • 286 • 2,301

FACT FILE World languages Living languages in the world Languages spoken in Asia Languages spoken in Europe Chinese speakers

1 2 3 4

Reading 2.08 Read and listen to the text. 2

Endangered languages There are over 7,000 living languages around the world, the majority of which have only a small number of speakers. More than 60% of the earth’s population speak one of only 30 of these languages as their native tongue. English is obviously the most widely spoken language around the world ... or not? Well, no, because Chinese has, in fact, the higher number of native speakers with 1.39 billion speakers around the world. Next is Hindi-Urdu with 588 million and then English with 527 million. After that, there is Arabic and Spanish, and then languages such as Russian, Portuguese and French. The result is that two-thirds of the world’s population shares just 12 languages. So what about all the other thousands of languages? The answer is that most languages are spoken by only a small handful of people and that many of them are going to disappear – over 50% by 2100! Linguistic extinction is hitting some countries harder and faster than others – for example, in parts of the west coast of the USA and Australia there are many highly endangered languages that risk disappearing altogether. After all, do we all know Newar or Mon, or Muji and Chepang languages? 104

The effects of language extinction could be culturally devastating. Many of these endangered languages are such an important key to local knowledge, customs and traditions. This cultural heritage is going to inevitably disappear together with the language. As a result of this linguistic risk, organisations are developing projects around the world that aim to prevent languages from becoming extinct. One of these is The Enduring Voices Project and another is the Endangered Languages Project which also uses modern technology to document, preserve and teach these endangered languages. One member of the project group said, ‘We are going to put together a catalogue of text, audio and video files online which documents a wide range of languages that are at risk of disappearing, in order to preserve them. These languages really are so important to the world’s cultural heritage that their preservation is imperative for future generations. An exhibition of our project opens in London next are spoken sono parlate week. We are not going to let handful manciata these cultures disappear’. heritage patrimonio

7 3

CERT Read the text again and choose the correct answer (A, B, C or D). 1 Over half of the world’s population… A speaks English. B speaks an endangered language. C speaks one of thirty languages. D speaks three languages. 2 Hindi-Urdu is… A the fifth most important world language. B the third most important world language. C the sixth most important world language. D the second most important world language. 3 ... are going to be extinct soon. A More than 50% of world languages B Under 50% of world languages C Very few world languages D Most Australian languages

Listening 2.09 CERT 4

Mr Sellers is giving a Geography lesson and field-trip briefing about India. Listen and complete the missing information.

I N D I A

Surrounded by the Indian Ocean, the Arabian sea and the Bay of Bengal.

4 Endangered languages… A are very difficult to learn. B are easy to understand. C are full of cultural heritage and customs. D are starting to decrease. 5 The Endangered Languages Project… A has just opened an office in London. B collects videos and texts about endangered languages. C thinks languages are not so important for future generations. D doesn’t think the project will be a great success.

Learn to Learn

Speaking strategies

Oral presentations When preparing an oral presentation, remember to choose and plan the content carefully. Here is some advice: ● collect your notes with order and clarity ● try to find the most interesting aspects of your topic ● present them in a logical order ● speak slowly and clearly ● make pauses, if necessary ● look at the audience ● always practise until you feel confident

Borders with Pakistan, 1___________________, Nepal, Bhutan, Myanmar and Bangladesh. Population: 2_________________ people. Official languages of India are 3_________________ and English. _________________ officially recognised languages in India.

Field trip briefing next Friday at 5_________________. You are going to get a list of what to 6_________________ at the briefing. Flight 7________________ at 5 a.m. on 8_________________.

Speaking 5 COMPETENCES

Prepare a short oral presentation about your country. Answer these questions to help you.

● How big is the country and what is its capital city? ● What is the population? ● What is the official language of the country? ● What other languages are spoken in the country? ● Are any of them endangered languages?

Writing 6 COMPETENCES

Write a text about one of the countries in the box. Use the Internet to research some information and photos. Answer the questions in exercise 5 to help you. China • Indonesia • Argentina • Australia Nepal • Korea • Ukraine • Lithuania

105

Planet Rock

‘We’re going to be friends’ Life Skills: Respect Others ● Understand another person’s feelings

Warm up 1 Do you remember your first day at school?

Did you know everybody? How did you feel?

Pairwork Tell your partner about your first day at school: how you felt, who you were with, who you met.

Read this extract from the song ‘We’re Going to be Friends’ and answer the questions.

Fall is here, hear the yell Back to school, ring the bell Brand new shoes, walking blues Climb the fence, books and pens I can tell that we are going to be friends Walk with me, Suzy Lee Through the park, by the tree We will rest upon the ground and look at all the bugs we’ve found Then safely walk to school without a sound Here we are, no one else We walked to school all by ourselves There’s dirt on our uniforms from chasing all the ants and worms We clean up and now it’s time to learn

fall autunno (US) yell grido brand new nuovo di zecca fence recinto chase inseguire worm verme evil male

1 What time of day and year is it? 2 Can you guess which period of life the author is describing? How do you know? 3 What kind of environment are the boy and girl in? 4 What do they do for the first time? 5 What are they going to do next? 6 What feelings does the song suggest? 106

White Stripes White Stripes was an American garage-rock band from Detroit. For years Jack and Megan White pretended to be brother and sister, but they were actually married and Jack took Meg’s surname. They released their first album in 1999. It was basic and cost only $2,000, but people liked the poetic lyrics. In summer 2000 Jack and Meg got divorced and White Stripes released the album De Stijl, the style, a reference to an early 21st-century art movement, which reduced form and colour to its essentials. They recorded their third album, White Blood Cells in just three days in 2001. It had no blues songs, no guitar solos and no covers – but it was a great success. They went on to release three Grammy-winning albums: Elephant in 2003 (with the single ‘Seven Nation Army’, which became the band’s signature song), Get behind Me Satan in 2005 and Icky Thump in 2007. But fans particularly liked their live performances, as they used very little technology, but relied on their passion and energy. Their style too was unique – clothes and sets in red, white and black – the colours of ‘anger and innocence’. The band split in 2011, but Jack continues making music as a solo artist. ‘We’re Going to Be Friends’ The song was released in 2002, and is from the album White Blood Cells. It is about a boy and a girl meeting on the first day of school – knowing they are going to be friends. It captures the joy and innocence of youth and first friendships.

Pairwork How do you feel when you listen to this song? Can you picture the boy and girl in your minds? How do they feel?

Talk about it 5 Pairwork What are your feelings when you start something new? Are you afraid of meeting new people? What can you do to help people feel at ease in new situations? Talk to your partner.

I’m always a bit scared and excited at the same time when I start something new. I…

8 A flooded road in North Carolina after Hurricane Florence in September 2018.

Wild Weather Fact Climate change is the cause of more and more extreme weather with storms, droughts and heatwaves. These are causing death and destruction around the world.

The Big Question Are we doing enough to slow down climate change? Is it too late to stop the increase of world temperatures?

Unit Objectives Vocabulary & Functions

Grammar

Language Skills

● The weather ● The natural world ● The environment

● will / won’t ● may / might ● some, no, any, every compounds

Reading: Our polluted world Get thinking: Listening: Sea turtles ● Understand what Writing: A research project on makes people creative environmental organisations ‘Truly, Madly, Deeply’, Speaking: Talking about how to solve by Savage Garden the problem of pollution

Making predictions

Life Skills

107

Presentation 1

Changing weather Almost every day we hear about another natural disaster somewhere in the world. In the past there were sometimes hurricanes, floods and droughts, but we are now experiencing extreme weather with devastating consequences. In early November 2020, for example, Hurricane Eta hit Central America leaving damages for 8 billion dollars and more than 200 fatalities in its wake. Extreme weather is becoming more and more common. Scientists say it won’t get any better, it will probably get worse.

So why is this happening? It’s simple, really. It’s all our fault. Scientists say that all of this is happening because of climate change. Climate change means that rising global temperatures increase the risk of extreme weather disasters. Higher temperatures lead to rising sea levels, more powerful storms, stronger winds and longer droughts. Because of warmer temperature, even the ice in the Arctic is melting. Extreme weather will become more and more intense in the coming years. In 2018, there were long summer heatwaves in most of Europe, North America and parts of south-east Asia. There were wildfires in Sweden, Greece and California and then Hurricane Florence arrived, causing flooding and destruction. People, especially the poorest ones, are losing their lives and homes.

Vocabulary: Extreme weather 2.10 Match the words with the pictures 1 on the pages. Then listen and check.

1 2 3 4 5 6 7 8 108

n thunder and lightning n drought n heatwave n fog n flood n sea storm n hurricane n sunshine

Scientists also say that high temperatures may become the ‘new normal’ in the next few decades. Others worry that the effects of climate change might be a lot worse than they originally thought. Unfortunately, one thing is for certain, the phenomenon of extreme weather will simply be a fact of life for future fault colpa generations. lead to portano a rising sea levels innalzamento del livello dei mari

8 2 E

Pairwork What is the weather like in your region? Do you get any of the extreme weather in exercise 1 where you live? Talk to your partner. We usually have sunshine in our region, but in winter it rains a lot and floods cause a lot of damage.

2.11 Read and listen to the text. How many types of extreme weather does it mention?

CERT Read the text again and complete the sentences. We hear about natural disasters ____________. In 2020, Central America experienced ____________. Scientists think the weather situation will ____________. Higher temperatures lead to ____________. Sweden, Greece and California all experienced ____________. 6 Extreme weather will be ____________. 1 2 3 4 5

Grammar: will / won’t,

may / might

VIDEO MAP

Scientists say it will probably get worse. It won’t get any better. High temperatures may become the ‘new normal’. Climate change might be a lot worse. We use will, may or might to express a future prediction.  Grammar Bank pp. 248-249

Reorder these sentences. 1 may / a / become / scientist / she 2 difficult / will / life / more / be 3 think / my brother / pass / test / will / I / driving / his 4 meet / David / I / at / might / party / the 5 become / hurricanes / common /will / more 6 cause / storm / a / damage / might / the / of / lot

Speaking 6 Pairwork Use will, may and might and the ideas in the pools to predict the future.

travel food weather the world

more expensive easier worse more dangerous more difficult

I think travel will become a lot easier… 109

Presentation 2

Family farming The Food and Agriculture Organization (FAO) is a United Nations agency that works to end hunger. Over the next ten years it will focus on eradicating world hunger and malnutrition with the United Nations Decade of Family Farming. The initiative aims to preserve family farmers, who produce over 80% of the world’s food. A family farmer is somebody who produces food directly for his family and includes indigenous people, fishermen and mountain farmers. Did you know that 75% of the world’s extreme poor live in rural areas, and that these areas are the most vulnerable to disaster, conflict and climate-related

1 2

2.12

Read and listen to the text. What is FAO?

events? FAO agrees that we must help family farmers also because they have traditional farming knowledge and maintain environmental sustainability. In Brazil, the government will help family farmers by reducing deforestation, providing strategies when drought occurs, and giving economic aid. But this is not happening everywhere. In some countries nobody is helping family farmers with money or resources. FAO hopes that with this initiative their objective of a hunger fame eradicating debellare Zero Hunger World might just aims mira be possible. knowledge conoscenza occurs si verifica

1 A farmer is someone / somewhere / everywhere who works the land. 2 There is nobody / anybody / somewhere in the field. 3 The hurricane is arriving somewhere / anyone / nothing near Cuba. 4 Can I ask you somebody / something / nothing about what FAO does? 5 Does nobody / anybody / somebody know how to stop climate change? 6 There is anything / nothing / someone we can do about deforestation.

CERT Read the text again. Answer the questions. 1 2 3 4 5 6

Which organization does FAO belong to? What will happen in the next ten years? How much food do family farmers produce? Who lives in rural areas? What kind of knowledge do family farmers have? What kind of world does FAO hope to create?

Grammar: some, any, no, every

compounds

VIDEO MAP

A family farmer is somebody who produces food for his family. This is not happening everywhere. Nobody is helping family farmers.  Grammar Bank p. 249

110

Underline the correct option.

Critical thinking In pairs, discuss which statements you agree and disagree with. Give reasons. 1 It won’t be possible to end world hunger. 2 People will never find a solution to climate change. 3 Family farming isn’t important in our country.

Grammar Lab will / won’t, may / might

Read the sentences and complete the rules.

some, any, no, every compounds

Extreme weather will become more intense. It won’t change. It may/might rain later. 1 To predict a future event or to express certainty in the future, we use ____________. 2 In the negative form, to express a future prediction, we use ____________. 3 To express a future possibility, we use ____________ or ____________.

Complete the sentences with will or won’t. 1 Fewer people _________________ live in rural areas in the future. 2 I promise I _________________ be late! 3 In the future, wildfires _________________ be more common. 4 Temperatures _________________ get hotter. 5 It’s official! Tom _________________ work for the UN. 6 I got horrible marks in Maths! My parents _________________ be happy.

Complete the sentences with will, won’t, may or might. 1 I’ve got influenza, I _________________ go to school tomorrow. 2 It’s very cold. It _________________ snow, but maybe only on the hills. 3 She’s so strong, she _________________ win the match. 4 I _________________ come with you at the cinema, give me five more minutes to think. 5 The environmental situation _________________ change. It really depends on us. 6 Get some food ready, Gill _________________ be very hungry!

 Mind Map p. 142

 Grammar Bank pp. 248-249

Complete the table with the words from the box. everybody • somewhere • nothing • People Things • everywhere • something • no one • anybody

_____________

PLACES

_____________

somebody / _____________ someone 2 _____________ / anything anyone 7 _____________ nobody / 3 _____________ 4 _____________ / everything everyone 6

_____________

anywhere nowhere 9

_____________

Write the compounds. More than one answer is possible. 1 _________________ is helping family farmers with money. (no) 2 Is there _________________ we can do to end world hunger? (any) 3 A scientist is _________________ who studies one of the sciences. (some) 4 There is _________________ on the farm this morning. (no) 5 _________________ is helping the rural communities. (every) 6 There may be _________________ to eat in the fridge. (some)

Reorder the sentences. 1 the / cause / hurricane / lots of damage / will 2 hunger / they / eradicate / might /world 3 floods / may / there / be / more 4 stop / extreme / won’t / weather 5 may / food / expensive / become / more 6 won’t / life / poorest / become / easier / countries / in

VIDEO MAP

Round up

CERT Complete the text with the correct words. More than one answer is possible. Scientists say that climate change 1 ___________ get any better. Moreover, rising temperatures 2 ___________ increase the chance of natural disasters and extreme weather. Not only that, the extreme weather 3 ___________ become more intense. 75% of the world’s extreme poor live in rural, vulnerable areas. Many governments are working to provide economic aid, but it’s not happening 4 ___________. Unfortunately, in many countries, 5 ___________ is helping the local farmers. Fortunately, food agencies like the FAO are introducing initiatives to preserve family farmers with a hope they 6 ___________ end world hunger in the future.

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Vocabulary & Listening The weather

The natural world

Write the words from the box under the correct pictures.

1 2 3 4 5

rainy • snowy • windy • cloudy • stormy • sunny

1 _____________

4 _____________

2 _____________

5 _____________

2.14 Match the words to the pictures. Then listen and check.

3 _____________

hill desert ocean island mountain

6 7 8 9 10

rainforest waterfall volcano river lake

6 _____________

Write the words next to the correct definition.

thunderstorm • avalanche • blizzard • hail • ice • frost 1 ___________: pieces of frozen rain 2 ___________: a mass of snow falling rapidly down a mountainside 3 ___________: frozen water 4 ___________: a severe snowstorm with high winds 5 ___________: ice crystals which cover the ground when the temperature goes below zero 6 ___________: a storm with thunder and lightning and heavy rain

Pollution and the environment

1 The weather never changes. 2 There was frost on the grass in the morning. 3 Alice and Jack’s dad doesn’t like driving on icy roads. 4 They went to the mountains last month. 5 There were two avalanches. 6 Alice doesn’t like thunder and lightning. 112

2.13 Listen again and decide if the sentences are true (T) or false (F).

___ ___ ___ ___ ___ ___

2.15

1 2 3 4 5 6

the questions.

Pairwork Find a geographical place for the terms above. the Sahara desert, …

Listening 2.13 Listen to the dialogue and answer 3 1 What’s the weather like at the moment? 2 Where are Alice and Jack going?

Match the words. Then listen and check.

ozone carbon toxic exhaust acid greenhouse

a b c d e f

n effect n layer n fumes n footprint n gases n rain

Complete the text with the words from ex. 7.

Pollution is the result of many things including 1 _________ and 2 _________. We know very well that there is a hole in the 3 _________, and that global warming is a result of the 4 _________ effect. Poisonous gases can also cause 5 _________ which damages rivers, lakes and the environment. We know a lot about pollution, that’s why everyone should try to limit their 6 _________: that is, the total amount of carbon dioxide we produce.  Pronunciation Bank: will/won’t

Functions & Video Making predictions

2.16 Watch or listen to the video. Is Darsha interested in going to Dartmoor? What convinces her?

Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry

Darsha Harry Darsha Harry Darsha Harry Darsha

Are you coming to Dartmoor with us next weekend? Where? Dartmoor, the National Park, in the south-west of England. No, thanks. I’m not really a national-park-kind-of-girl. Oh shut up and get your wellies ready. No way! It’ll probably rain all weekend anyway. Useful language Yes, it might rain but that won’t stop us from having fun! It’ll certainly rain and you’ll end up covered in mud before the day It’ll probably rain. ends. It might rain. Don’t be so dramatic. Come on, pack the right clothes and come You’ll end up covered in mud. I’ll be a nightmare / so much fun. with us. We’re leaving at 6 p.m. on Friday from London Paddington. I may come with you. We’ll be in Exeter by 8:30. Two and a half hours on a train? It’ll be a nightmare! It’ll be so much fun! I don’t know. Will it be cold and windy in the hills? You never know with the great British weather, they say it might rain but then you may get wonderful sunshine for the whole weekend. It’s usually the other way around, you can’t convince me. Who else is going? Laura, Jason and Peter. Peter? You know, I think I may come with you after all. 2.16

Watch or listen again. Answer the questions.

1 Where is Dartmoor? 2 Does Darsha think the weather will be good next weekend? 3 What time are they leaving London?

Make predictions for the following situations. Use the words from the box to help you. rain • snow • be crowded • be hot • be difficult be easy • be fun • be boring 1 You are going on a school trip to the mountains in November. 2 You are going to visit the Uffizi Museum on the 10th of August. 3 It’s Christmas Day. You are going to the cinema. 4 You and your friend are starting a Chinese language course. 5 You are going on holiday with your parents. 6 The new cooking course starts next week.

4 How long does the train journey take? 5 Does Darsha think it’ll be fun? 6 Is Harry happy that Peter is going too?

Pairwork Follow the instructions and make the dialogue.

You Ask your friend if he/she is going to the Youth Environment Conference next weekend. Say it’s in London. Say you went last year and it was great. Say two days. Say Ben and Sam.

Your partner Ask where it is. Say that you think it’ll be boring. Ask how long it lasts. Ask who else is going. Say that you might go.

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Language Skills

Our polluted world Warm up 1 Look at the photos. Use the words in the

box to describe them. Then look at the other photos on the pages. Which kind of pollution do you think the article talks about? air pollution • water pollution • plastic pollution A ___________________

Millions of tonnes of plastic arrive in the ocean every year from rivers. Scientists say that this number will increase ten times by 2020; some even say that by 2050 there may be more plastic in the oceans than fish. There are five massive patches of plastic in oceans around the world, but the biggest one, somewhere between California and Hawaii, is three times the size of France. Its name is the Great Pacific Garbage Patch (GPGP). It’s an enormous island of plastic in the middle of the ocean.

B ___________________

C ___________________

Reading 2.17 Read and listen to the article. 2 Check your answer to exercise 1.

CERT Read the text again and answer the questions. 1 What might happen by 2020? 2 How many plastic ocean patches are there around the world? 3 Where is the GPGP? 4 When did the US NOAA discovered the first patch? 5 What is dangerous to fish? 6 What did Boyan Slat invent?

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The US National Oceanic and Atmospheric Administration first described this floating plastic patch in 1988. In 1997, oceanographer and boat captain Charles Moore, while returning home on his boat after competing in the Transpacific Yacht Race, found the floating garbage in the North Pacific Gyre. That night he started his own fight against plastic pollution in the oceans. He wanted to raise attention on the effects plastic has on marine wildlife. Microplastics and megaplastics, old fishing nets, bottles, tubes and much more: everything is dangerous for animals. Fish often think the plastic is food or get entangled in the waste. This of course means that when plastic enters the food chain there is a danger to human health too. Scientists are constantly studying the plastic in the ocean. 25-year-old Dutch inventor Boyan Slat and his Ocean Cleanup team launched

8 Listening 2.18 Listen to an oceanographer talk about 4 Boyan Slat a revolutionary cleanup system at the Golden Gate Bridge in San Francisco in September 2018. After four years of research and adjustments, the system consists now of a 600-meter-long floater that sits at the surface of the water and a 3-meter-deep ‘skirt’ attached below. Together, the U-shaped floater and skirt move with the ocean’s currents and waves, passively catching plastic waste along the way. The aim is to capture the plastic waste before it becomes microplastics, which is impossible to catch. The operation will take up to five years. Unfortunately, nobody has an immediate solution. Is there anything we can do? Limiting drastically our plastic consumption could be a good start.

sea turtles. How many species are there?

2.18 Listen again and write true (T) or false (F). Then correct the false statements.

Only three of the species are endangered. Humans don’t kill sea turtles for their meat. Sea turtles sometimes eat plastic. They get entangled in plastic bottles. Chemical pollutants affect sea turtles’ immune systems. 6 It is easy for sea turtles to find a beach and lay the eggs. 1 2 3 4 5

___ ___ ___ ___ ___ ___

Speaking 6 Pairwork Answer the questions below. 1 Do you think actions such as Oceans Cleanup can make a difference for the environment? 2 Do you think it is easy to change people’s attitude towards pollution? 3 In your country is anyone (the government, charities, schools and universities) doing anything to solve the problem of pollution? 4 What could you do to reduce pollution in your country?

patches chiazze floating/floater galleggiante gyre vortice entangled incastrati launched hanno lanciato

Learn to Learn

Writing strategies

Writing a descriptive essay Captain Charles Moore

When you finish your research and all your notes are on paper, order them in paragraphs: ● a short introduction to the topic ● a description of people and organisations working at the topic ● their objective ● why you think it is important ● why people must support them

Writing 7 Internet research Choose one of the

environmental problems from the box and find out more about them in your country. Find activists and organisations which are fighting to solve the problem and write a short text about what they are doing. Include some facts and figures. pollution in the Mediterranean Sea • endangered species pollution in the mountains • air pollution in cities 115

Planet Rock

‘Truly, Madly, Deeply’ Life Skills: Get thinking ● Understand what makes people creative

Warm up 1 What is creativity? What kind of things do creative people do?

Pairwork Compare your ideas and think of the most creative people you know personally or celebrities. How or why are they so creative?

Listen to the song online. Read this extract and answer the questions below.

I’ll be your dream, I’ll be your wish I’ll be your fantasy I’ll be your hope, I’ll be your love be everything that you need I love you more with every breath truly madly deeply do I will be strong, I will be faithful ’cause I’m counting on a new beginning A reason for living. A deeper meaning I want to stand with you on a mountain I want to bathe with you in the sea I want to lay like this forever Until the sky falls down on me wish desiderio

savage garden Savage Garden was an Australian pop duo: Daniel Jones and Darren Hayes. Jones comes from a family where everybody was a musician. He started playing the keyboard and drums in bars and hotels when he was 10. Hayes was a teacher and didn’t have any real musical experience when he answered Jones’s advert for a singer for his band. They released their first album, Savage Garden, in 1997 and it sold 11 million copies. Hayes and Jones are very different. When Hayes got divorced, he moved to New York. Jones stayed in Australia to write songs and make music in his studio. Consequently, they wrote the second album, Affirmation, by phone and over the Internet. The duo split at the end of a world tour in 2001. They sold over 20 million albums and 15 million singles. The name Savage Garden comes from The Vampire Chronicles by Anne Rice – Hayes is a big fan. ‘Truly, Madly, Deeply’ The song was released in 1997 as part of their debut album. It is a passionate love song and soon it became their signature song and an international hit. Darren Hayes wrote the chorus sitting in a café in Sydney and sang it the next day. It was the love theme in the film Music From Another Room with Jude Law.

breath respiro

1 What does the singer promise he will be? 2 What happens to him with every breath? 3 What is he counting on? 4 Find all the references to the natural world in the song. How do they make you feel? 5 Do you think the natural world is a good theme for a love song? Why?/Why not?

Pairwork The writer of this song expresses feelings of love by using different rhetorical devices. Which ones? Find examples in the text. Use the words in the box to help you. alliteration • metaphor • personification repetition • rhyme • simile

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Talk about it 5 Pairwork Find an extract of a poem or a song you really like. Analyse the text and look for the creative aspects listed in exercise 4. Read the extract to your partner and explain why you find it so creative.

I’m going to read you an extract from... It starts with… It talks about… I think it is very creative because…

9 Girl training as an apprentice at a clothes design studio

Work Fact In countries such as Switzerland, where education combines school teaching and professional apprenticeship, young people feel encouraged to start thinking about their future early.

The Big Question Would you like to start an apprenticeship in a company while you are still a school student? Why/Why not? What do you think the advantages for young people can be? And for a country?

Unit Objectives Vocabulary & Functions

Grammar

Language Skills

● Adjectives for jobs and personality ● Jobs and professions ● Verbs and expressions about work

● Zero conditional ● First conditional ● when, unless, as soon as ● must/mustn’t, have to/don’t have to

Reading: A text about summer jobs Career skills: Listening: Two people discuss their ● Networking summer jobs ● ‘Happy’, by Writing: An email to a friend Pharrell Williams Speaking: Discussing ideas for summer jobs

Expressing preferences

Life Skills

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Presentation 1

B Netflix ____________

A private island ____________

Vocabulary: 21st-century jobs 1 Pairwork Look at the pictures and complete the job descriptions with the words in the box. Which of these jobs would you like to do? Why? watcher • caretaker • shopper • designer • ranger

2.19 Choose the correct word (A, B or C) to complete the sentences. Then listen and check.

1 Melanie is __________ for a new job. A looking B finding C asking 2 Mary hasn’t got a __________ job, she only works in the morning. A part-time B full-time C new 3 My dad __________ his job last year and he is still unemployed. A lost B retired C quit 4 My aunt has got a really __________ job – she earns more than £100,000 a year. A low-paid B badly-paid C highly-paid 5 Martin’s got serious economic difficulties because he is __________ a job. A out B out of C out on 6 My grandad is going to __________ next year and then he says he’s going to travel the world! A retire B pensioner C study 7 My brother had six job __________ last month. A contracts B interviews C adverts 8 There is a lot of __________ in this country. A unemployment B employed C job 9 Tom sent his __________ to Apple Inc. last week. A job B job title C job description application 118

C park ____________

2.20

Read and listen to the text.

The best job in the world

They say if you choose a job you love, you are happy. As children, most of us know exactly what we want to be when we grow up – a fireman, a zookeeper, a park ranger, a dress designer, or there are those who would prefer to be a doctor, a lawyer or maybe even a politician or TV reporter. But does the dream job really exist? Quite often, just finding a job and keeping it can be difficult enough that people don’t think about their dream job anymore. Every day, thousands of people around the world start new jobs, leave a job they hate, lose their job, or retire and become a pensioner. The working world is a fastmoving industry and not everyone is happy with what they do. Some have to work full-time, 9-to-5, and would like to go part-time (for the same money, if possible!); others with a low-paid job are most probably thinking ‘If I find a well-paid job, I’ll buy a new house...’. So if you are qualified and looking for something new, you’ll find lots of attractive job opportunities but are they all for you? Jobs can be everything from high-powered and rewarding to badly paid, boring or even dangerous. There really are some amazing jobs out there high-powered di prestigio rewarding gratificanti and here are just a rat race vita sfrenata few ideas for you to look after prendersi cura di consider.

9 4

Read the text again and decide if the sentences are true (T) or false (F). 1 Many children want to be doctors or nurses. 2 According to the author, the working world isn’t very interesting. 3 You can be a Disney Imagineer if you live in the USA. 4 A private island caretaker likes living alone. 5 Personal shoppers buy clothes for themselves. 6 You can’t be a professional traveller if you like deadlines.

D dress ____________

___ ___ ___ ___ ___ ___

Grammar: Zero and

First conditional E personal ____________

VIDEO MAP

Zero conditional If you choose a job you love, you are happy.

Disney Imagineer: Located in America, this is a job for an engineer with imagination. The person who gets this job simply has to find amazing ideas for new projects at the Disney amusement parks around the world.

First conditional If you get this job, you’ll work from home.

If this job isn’t for you, you’ll probably like the next job description – that of the private island caretaker. If you like working on your own away from the rat race, then consider this job on a lonely island far away from civilisation. Private islands need someone to look after them, so if you are lucky enough to get this fantastic job, you will spend your days in locations others can only dream of visiting – and you’ll get paid for it too!

You can use when, unless (a meno che), as soon as (non appena) + Present simple instead of if. Unless you hate deadlines, you won’t hate this job.

 Grammar Bank p. 256

Watch out!

And how about becoming a professional Netflix watcher – yes, this job really exists! If you get this job, you’ll work from the comfort of your own home and get paid about $20,000 a year. There are a small group of people who are paid to sit on the sofa and watch TV all day. They watch hundreds of shows and films and categorise them for Netflix – your dream job ... maybe? Then, of course, there are those people who become a personal shopper to the rich. If you like shopping, then you’ll love doing this job as you’ll spend somebody else’s money on beautiful clothes and shoes. Or perhaps you prefer travelling to shopping? If so, then you could be a professional traveller – many travel websites and blogs are looking for people to travel the world and write about their experience. As soon as you arrive in a new city, you’ll have to write about it and upload your article to the Internet, but unless you hate deadlines, then you will love this job!

Match the beginning of the sentences to their ending. 1 2 3 4 5 6

If you look for work in another country, When you work part-time, If you aren’t happy with your job, You’ll meet a lot of interesting people I’ll start university As soon as I arrive in Canada,

a b c d e f

n you have a lot of free time. n you need to learn a new language. n I’ll start studying French. n you need a change. n if you travel the world. n unless I find a job soon.

Pairwork What will you do if …? Exchange information with your partner. Use the ideas below. A What will you do if you become an architect? B If I become an architect, I’ll design a new theatre for my town. pass all my exams this year • go to university find a summer job • dad gets a pay rise

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Presentation 2 1 2

2.21

Read and listen to the interview.

CERT Read the interview again and answer the questions. 1 How many American people do experts predict will be self-employed by 2020? 2 What type of equipment do coworkers share? 3 What do you have to book in advance? 4 Where is the Apple TV? 5 Which area do you have to keep clean? 6 Where do you have to go if you want to have a long telephone conversation?

Grammar:

must / have to

VIDEO MAP

You must keep the area tidy. You have to book in advance. You mustn’t leave things in the fridge. You don’t have to worry. We use must and have to to express obligation; must expresses prohibition; don’t have to means it is not necessary to do something.  Grammar Bank pp. 256-257

Complete the sentences with the correct form of must, have to, mustn’t or don’t have to and the verbs in brackets. 1 You ________ (be) quiet in the workstation area. 2 ________ I ________ (book) the meeting room in advance? 3 You ________ (not leave) the kitchen dirty. 4 Julia ________ (not go) to the office every day, she can also work from home. 5 You ________ (not smoke) anywhere in the coworking offices. 6 Rachel and Ahmed ________ (finish) the project by Monday.

Critical thinking In pairs, discuss the following questions. ● What are the advantages and disadvantages of coworking? ● Would you like to share a coworking space one day? Why?/Why not? ● Imagine a coworking space in your school where students can share facilities and work together on projects. Decide on the rules to follow.

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The world of coworking

‘Coworking’ is a term we are hearing more and more these days. It essentially describes a group of people who share a workplace but do not work for the same company. Coworking offers a solution to the problem of isolation that many freelance workers experience when they work at home. Coworking spaces are appearing all over the world and are becoming increasingly popular. Experts predict, for example, that by 2020 half the US workforce will be self-employed. However, there are rules to follow if you want to be a coworker. We spoke to Helen Anderson, founder of Cowork Together in Manchester. Interviewer Hello Helen. So, what are the rules of your coworking space? Helen Well, firstly you must remember that the keyword in our coworking offices is share. As soon as you come into our office, you’ll see that everyone shares the same workspace. Interviewer OK, and they also share equipment... Helen That’s right. So, you must be considerate of your coworkers. You mustn’t use the photocopier or scanner for too long, for example, and you have to book your workstation in advance. It really is an amazing solution for so many people because you don’t have to worry about a fixed monthly rent anymore. Interviewer What other facilities do you have? Helen There is a meeting room with Apple TV and presentation boards. You must keep this area tidy and you mustn’t exceed your assigned time schedule. Interviewer Is there a kitchen? Helen Of course! We have a lovely kitchen to share. Obviously, you must keep it clean and you mustn’t leave things in the fridge for weeks and weeks…! Interviewer What is the most important rule? Helen You mustn’t be too noisy! If you talk too loudly, you’ll disturb your coworkers. You must limit your telephone conversations or use our mobile-friendly area. Interviewer Well, it all sounds share condividono fantastic. When freelance liberi professionisti self-employed lavoratori autonomi I write my next article, I’ll book a founder fondatore assigned assegnato workstation! noisy rumoroso

Grammar Lab Zero and first conditionals

as soon as, unless

Read the sentences and complete the table.

If you watch TV in English, you learn the language quickly. If you buy a new computer, I’ll get your old one. You won’t arrive on time if you don’t hurry.

if + present simple

result

1 ____________________

First conditional if clause

must/mustn’t, have to/don’t have to result

if + 2 __________________ 3 _______ / _______ + base form

Use the prompts to write First conditional sentences. 1 I / lend you my speakers / if / you / need them 2 Ellie / study in London / if / she / pass her exams 3 you / send me a text / if / you / be late? 4 if / Ava / invite me to her party / I / go

Complete the sentences with the correct form of the verbs in brackets. 1 How _____________ Lana _____________ (celebrate) if she _____________ (get) the job? 2 If Mark _____________ (miss) the bus to work, he always _____________ (walk) there instead. 3 They _____________ (be) very disappointed if they _____________ (not be able to) buy tickets. 4 Where _____________ you _____________ (have) dinner if you _____________ (go) out tonight? 5 I _____________ (text) you if we _____________ (get) to the station early. 6 If you _____________ (not find) a job within six months, I _____________ (contact) my uncle’s company.

 Mind Map p. 143

 Grammar Bank pp. 256-257

Complete the rules. I must study harder if I want to pass! You mustn’t use your phone at school. Visitors have to register at reception. I don’t have to arrive very early at work.

Complete the sentences with the Zero conditional of the verbs in brackets. 1 If you __________ (have) a pet, you __________ (feed) it every day. 2 If I __________ (put) sugar in my tea, it __________ (taste) sweet and I don’t like it. 3 If you __________ (not turn) the lights on at night, you __________ (not see) anything. 4 When the sun __________ (set), the temperature __________ (get) colder.

Complete the sentences with future statements which are true for you. 1 As soon as this class ends today, I... 2 ... unless I get really good marks in the end-of-year examination. 3 As soon as I get a job, ... 4 Unless you do some work experience, ... 5 As soon as I arrive in a new city, ... 6 Unless it is raining at the weekend, ...

Zero conditional if clause

VIDEO MAP

We use 1 __________ when we think it is necessary or important to do something, and 2 __________ when something is prohibited. We use 3 __________ when something is necessary (rules or laws), and 4 __________ when something is not necessary.

Complete the sentences with must or have to and the verbs in brackets. We __________ (chew) gum in our school. In Italy you __________ (be) 16 to start working. You __________ (be) 21 to ride a scooter. She __________ (sleep) more, she’s always tired. You __________ (study) all day, three hours are enough! 6 You __________ (do) what the doctor says! 1 2 3 4 5

Round up 8 Choose the correct alternative. Our class is going to New Forest tomorrow at 8:30. You 1 mustn’t / don’t have to be late! We’re going to visit a bird sanctuary, so if you 2 have / will have binoculars, bring them with you. There’s a café near the forest, so you 3 don’t have to / have to bring your own food. But if you want to buy something, you 4 must / will must bring cash because they don’t accept credit cards. There’s a lake and 5 unless / if you want to swim, you 6 must / mustn’t forget your swimming costume. You 7 must / don’t have to pay for the trip today, you can pay tomorrow if you 8 like / ’ll like.

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Vocabulary & Listening Adjectives to describe jobs and personality

Would you use the words in the box to describe a job, a person’s personality, or both? Write them in the correct vocabulary group.

Verbs about work

1 2 3 4 5 6

temporary • decent • interesting • adventurous creative • challenging • calm • permanent • reliable flexible • rewarding • honest • hard-working confident • well-paid • well-organised

Jobs

Both

People

Match the verbs to their definitions.

to hire to fire to look for to retire to apply for to run

n to stop working and

n to become a candidate

become a pensioner

c d e f

n n n n

for a job to manage a company to employ someone to search to dismiss an employee

Complete the article with the verbs from exercise 4 in the correct form.

General Computers Moves to India 2

2.22 Now complete the sentences with a word from exercise 1. Then listen and check.

1 Abby is such an ________________ person. She wants to be a bungee jumping instructor. 2 My dad is so ________________ – he works 14 hours a day. 3 Melanie’s job is only ________________ – it finishes in August. 4 Heidi Jones is a really ________________, young artist. 5 I would like a ________________ job because my present salary is really low. 6 Stephen is so ________________. He manages to finish all his work before 4 p.m.!

Last month General Computers decided to 1_________ the majority of their workforce and move the business to India. The Managers who 2_________ the company think it’s financially more convenient. The oldest employees managed to 3_________ and now receive a state pension, but the younger ones have to 4_________ other jobs. Many employees 5_________ similar positions at TechnoData, another software company which, on the contrary, is growing fast and it will soon 6_________ twenty new engineers.

Listening 2.23 Laura Lee is a career advisor. Read 6

and listen to her interview with Sally. Is Sally confident about her choices for the future?

Words about employment

Complete the sentences with the words from the box. Make all the necessary changes. unemployed • employer • promotion • self-employed employee • apprentice • colleague • CV 1 If you are _____________, you need to find a job. 2 I got a _____________ after 3 years of hard work! 3 All _____________ must wash their hands before starting work. 4 Our _____________ decided to increase our salary by 10%. 5 Candidates must hand in their letter of application and _____________ at the reception desk for the interview. 6 I can’t stand my _____________, he’s always talking on the phone to his girlfriend. 7 I’m going to work as an _____________ barman during the school break. 8 Sue’s _____________: she works from home as a translator.

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CERT Listen again and complete the sentences from the dialogue with the words you hear. 2.23

1 Sally would like a ____________, ____________ job which is ____________ and ____________. 2 Everyone wants a ____________ ____________. 3 Sally needs good ____________, some ____________ ____________ and the right ____________. 4 She needs lots of positive qualities for both jobs: ____________, ____________, ____________. 5 At the careers fair there will be lots of ____________ and ____________. 6 Sally will learn how to ____________, how to ____________ and what to ____________ interview.

 Vocabulary Bank 8

 Pronunciation Bank: Silent letters

Functions & Video Expressing preferences

2.24 Watch or listen to the dialogue. What doesn’t Darsha like about working in a restaurant?

Darsha

Harry Darsha

Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry Darsha Harry

You know what? I’m going to get a part-time job in the summer. Sounds like a good idea. What do you want to do? Well, I’m not sure about working in a bar or being a waitress in a restaurant… I’d like to do something outside in the fresh air. You mean, like a gardener? Useful language Well, I don’t know. I’m not very good with plants. How about animals? There’s a job advert here for an assistant I’d like to… zookeeper. I’m not sure about… Definitely not! I hate animals. I prefer children. I love… / I prefer… Here! There’s an advert for summer camp assistants too. I hate… / I can’t stand Maybe… what’s the pay? I don’t know. It says £6.50 an hour. I can… / I’m not very good at… Sounds perfect! No way! That’s nothing… no, I’d like something with better pay. But you haven’t got much work experience. Yeah, I know, but I can speak Spanish. Can you speak Spanish well? Of course! I’d love to work in Spain. There’s a job advert here for a ‘Tour guide in Spanish city for Spanish / English speaker. €20 an hour. Four days a week from July to mid-September’. That sounds perfect! If I get this job, I can work and have a holiday! I’m sure I’ll get it… Mmm, I have my doubts but anything’s possible, I suppose! And you can still apply for the assistant zookeeper. I’m sure you’ll do a wonderful job with the gorillas…

Watch or listen again. Answer the questions. 2.24

1 What kind of job is Darsha looking for? 2 Why can’t she work as a gardener? 3 Why doesn’t she want to apply for the job as camp assistant? 4 How much will she get per hour? 5 What does she need to get better jobs? 6 What are the advantages of the job as a tour guide in Spain?

Pairwork Read the situations. React in an appropriate way. 1 You are looking for a weekend job. Your neighbour is looking for a dog sitter. He’s got three dogs. 2 You are looking for a summer job. Your local food shop is looking for a delivery person. 3 You speak Portuguese. You uncle moves to Brazil and needs a baby sitter for the summer.

COMPETENCES Role play Look at the job opportunities below. Use the dialogue above as a model and decide which job you would prefer and why.

Basketball coach needed for kids’ summer camp, six weeks. 6 hours a day, lunch included, £7 per hour.

Kitchen Aid needed at Sweet&Sour restaurant, 8 weeks, from 5 p.m. to midnight. Monday off, £7.5 per hour, no experience required.

Golden Lake Campsite is looking for a receptionist. 5 weeks, 8 hours a day, lunch and tent included, £6/h, a second European language requested.

123

Language Skills

A _____________

Summer jobs Warm up 1 What does the job advert say? Choose the correct answer (A, B or C).

Waiting and Bar Staff required in London PAY £7.50 per hour TYPE OF CONTRACT temporary, part-time

B _____________

JOB TYPE Catering / Hospitality

HOURS 4 hours a day, mostly evening

Candidates must be available at weekends and evenings from mid-June to the end of August. We are looking for fun, enthusiastic people aged between 16 and 25. Send your CV to: jobcity@londonhire.com.uk

A This is the perfect job for someone looking for a permanent, well-paid job. B Candidates for this job should be available every morning for 4 days a week. C This job would be attractive for a young person looking for a summer job.

2.25 Look at the pictures. What jobs do they show? Label them. Then read and listen to the text and check your answers.

Summer Work

Every year thousands of young people around the world get temporary summer jobs. Usually low-paid with long hours and weekend work, these jobs can be as varied as working in a hotel or restaurant, being an activity camp leader, picking grapes in France or apples in the UK, being a tour guide or working as an au pair in Switzerland. Although they are a great way to make some money and even see the world and experience life in a different country, they are also often tiring! So what type of work can you do during the summer, and above all, what are the advantages and disadvantages of doing seasonal work? Very often, young travellers are attracted to temporary, seasonal work as they make their way around the world. As such, working holidays are very popular. So, if you like travelling, you’ll love the idea of making some money at the same time. 21-year-old Alex from Brighton is in Australia at the moment. He told us: ‘It’s fantastic... I’m doing lots of different casual jobs as I go around Australia. At the moment I’m working in a bar in Sydney, but last week I worked on a building site in Perth. I have to go back to university in September, but next year I’ll definitely come back and work as a lifeguard!’ Many students also choose to work as an au pair, which is basically a live-in babysitter. Wages are usually quite low, but au pairs get

C _____________

free food and accommodation with the family and, of course, the opportunity to learn a new language if they live with a family in a foreign country. Farm work is also very popular with young people. Although obviously very hard, tiring work, it often comes with free accommodation and a suntan! But not all summer jobs are abroad. Very often, young people get part-time, summer jobs in their own country, something which can give them a significant competitive advantage when they enter the adult world of work. Even a low-skilled job like working in a fast-food restaurant can be a benefit when it comes to getting a permanent, well-paid job. If you spend your summer holidays watching TV or playing computer games, you won’t gain the early knowledge of the working world that even such a very simple job will give you. Of course, part-time work has its disadvantages – long hours, poor pay, and boring, routine tasks – but seasonal stagionale make their way around the world young people who work si fanno strada per il mondo part-time also develop their communication skills, building site cantiere wages paghe learn how to job-hunt and suntan abbronzatura are more prepared for the low-skilled poco qualificato real world. when it comes to quando si tratta di job-hunt cercare lavoro

124

D _____________

Listening 2.26 Listen to Alice and Isla talking 4

about their summer jobs and decide if the sentences are true (T) or false (F).

E _____________

1 Alice’s summer job was a really good experience. 2 Alice didn’t stay in a hotel. 3 Isla stayed in an Italian villa and looked after three children. 4 Isla thinks that to be an au pair, it’s important to be patient and energetic. 5 Alice wants to apply to be an au pair next summer. 6 Both Alice and Isla learnt a foreign language during the summer.

____ ____ ____ ____ ____ ____

Speaking 5 Pairwork Read the situation and ask and answer questions with your partner.

CERT Read the text again and choose the correct answer (A, B, C or D). 1 Summer jobs are usually... A boring but well-paid. B badly paid with long hours. C 9-to-5. D for people over 35. 2 Young people... A usually do summer jobs. B don’t usually get paid for their summer job. C discover the benefits of working holidays. D never work abroad. 3 Alex says... A he doesn’t want to stay in Australia. B he doesn’t want to go back to university. C he’s going to be a lifeguard. D he would like to work as a lifeguard. 4 If you work as an au pair... A you don’t earn very much money. B you live in a hotel. C you can only eat in restaurants or cafés. D you won’t learn to speak another language. 5 People believe that part-time jobs... A disturb schoolwork. B have more disadvantages than advantages. C help young people prepare for the world of work. D are too tiring for young people.

You want to do a working holiday this summer. Talk together about the different types of jobs you could do and decide which would be the best. Here is a picture with some ideas to help you.

Writing 6 COMPETENCES

Choose the best job for you in exercise 5 and write your personal profile. Follow these steps.

● Say what job you are good at. ● Give reasons for your choice. ● Say why you think you are the right candidate for the job. ● Talk about your skills and qualities. ● Include your experience, if you have some. 125

Planet Rock

‘Happy’

Life Skills: Career skills

Warm up 1 What is networking and how do you

● Networking

do it?

Pairwork Give examples of when and where you use networking in your everyday life.

Listen to the song online and read this extract. Then answer the questions.

It might seem crazy what I’m about to say Sunshine she’s here, you can take a break I’m a hot air balloon that could go to space With the air, like I don’t care, baby by the way Because I’m happy Clap along if you feel like a room without a roof Because I’m happy Clap along if you feel like happiness is the truth Because I’m happy Clap along if you know what happiness is to you Because I’m happy Clap along if you feel like that’s what you wanna do Here come bad news, talking this and that Yeah, give me all you got, don’t it hold back Yeah, well I should probably warn you I’ll be just fine Yeah, no offense to you, don’t waste your time

hot air balloon mongolfiera clap unire le mani hold back trattenere warn preavvisare

1 Why does the singer say ‘it might seem crazy what I’m about to say’? 2 Explain the metaphor ‘I’m a hot air balloon that could go to space’. 3 Explain the simile in the chorus ‘if you feel like a room without a roof’. 4 What effect does the repetition of ‘Because I’m happy’ have? 5 How do you feel when you listen to this song and watch the video? How do you think other people feel, when you listen to it together?

126

Pairwork Pharrell’s ‘Happy’ video connects people through their expression of happiness. Imagine you are directing the video. What instruction would you give the people taking part? Use must, mustn’t, have to and don’t have to.

Pharrell Williams Pharrell Williams is an American rapper, record producer, fashion designer and entertainer. He was born in 1973 in Virginia, USA. He started performing as a teenager and he and his childhood friend, Chad Hugo, co-founded Neptune Records. They produce hip hop and R&B music for many different artists. Williams is also the lead vocalist of the band N*E*R*D, formed with Hugo and their childhood friend, Shay Haley. He released his first solo single, ‘Frontin’, in 2003, followed by his debut solo album, In My Mind, in 2006. His second solo album, Girl, was released in 2014. Williams earned 10 Grammy Awards, including one for Producer of the Year in 2004. He is a two-time Academy Award nominee for his song ‘Happy’ and for the 2017 Best Picture as one of the producers of Hidden Figures. He also contributed music for the film’s soundtrack and to The Amazing Spider-Man 2, Paddington, and SpongeBob Squarepants. ‘Happy’ Williams released the song in 2013 as soundtrack to Despicable Me. He also performed it on an episode of The Simpsons. It blends R&B, funk and soul, using clever techniques to make it likeable and memorable: background vocals, claps, conga, bass, electric piano and drumming elements. It also has the world’s first ever 24-hour music video, following over 400 different characters feeling happy.

Talk about it 5 COMPETENCES

Pairwork Imagine you want to produce a video or short film. From your network of friends, family or acquaintances, who has the right skills and equipment? How are you going to contact them to ask for help (by phone, email, social media, in person etc.)? What are you going to say to them? Organise your ideas together.

A First, we have to use a video camera to make a short film. B My next door neighbour has got one. Maybe we can borrow it. A We don’t have to ask him, we can use a very good smartphone if we have one. B Good idea, I can ask my father.

B1 Preliminary Training

7-9

Reading: Part 4 1 Read about these well-paid jobs that nobody wants to do. Four sentences are missing from the

article. Choose from sentences A-F the one that fills each gap. There are two extra sentences.

Well-paid jobs that nobody wants to do Crime Scene Cleaners have to work long hours often at short notice, cleaning up crime scenes after the police finish investigating. 1 To do the job you must have a strong stomach, be able to work independently and discreetly, and not be afraid of working very hard. If you can deal with all of those things, you will find the job interesting and well-paid. In the UK, you can earn between £30,000 and £40,000 a year. Couriers deliver packages, messages and important documents between people and companies. You can use a van or a car for deliveries, but nowadays more and more couriers use motorbikes or bicycles. 2 You also need to be efficient, have good people skills and be fast. The work can be flexible and couriers earn about £30,000 a year in the UK, depending on the number of hours they work every week. Podiatrist work with people’s feet. You have to find feet interesting and not disgusting to do this job, and you mustn’t be afraid of smell and unusual or unpleasant things. 3 But you will help a lot of different people and earn about £29,000 per year, which can increase up to £40,000 with the right experience and specialised training. Oil Rig Workers live and work on an oil rig in the middle of the sea, looking for oil. It is a stressful and often dangerous work with lots of responsibilities. 4 So, you have to be very self-sufficient and happy to spend time on your own and without all the comforts of home. On the positive side, you can earn up to £50,000 a year, and you will be able to save a lot of money while you are living on the rig. You may also have extended periods away from the rig when you are not working.

A It’s one thing dealing with beautiful toenails in a salon, but quite another thing to deal with feet with problems and infections, so it’s not the job for everyone! B This job might seem a little bit boring, but you will probably find it a very varied career choice overall. C The job is dirty, smelly, can be dangerous and sometimes involves specialist skills, such as pulling up carpets and floors and putting them back down again. D There are lots of reason you might like to do this job, but the early mornings are probably not one of them. E To do this job you must have a good sense of direction and plenty of stamina, because it is very tiring. F You work long hours and stay away from your friends and families for long periods of time.

Listening: Part 3 2.27 You will hear a man forecasting weather for the coming weekend. For each question, 2

write the correct answer in the gap. Write one or two words.

UK weather forecast for this weekend There will be 1_______________ in southwest England tonight. This will continue into 2_______________. It will be cloudy with 3_______________ in central areas. Otherwise the UK will have a mix of 4_______________ skies and brighter periods. Sunday will be 5_______________ along the south coast, with further rain. Other areas of the UK will be mainly dry and cloudy, with similar conditions on 6_______________. There is the chance of some hill snow in the 7_______________ of the UK. It’s too early to predict if there will be snow this 8_______________.

127

7-9 1

Summative Revision Choose the correct option (A, B, C o D).

1 __________ you __________ to buy a new phone? A Are / go C Are / going B Will / go D Will / going

1 Luna is being / going to be famous one day. 2 I’m seeing / going to see the doctor in fifteen minutes. 3 I don’t think you are passing / will pass the exam, you’re always on Instagram! 4 Will you move / Are you moving to another country in the next five years? 5 Careful with all that coffee, you mustn’t / won’t drink too much. 6 I may / must come with you, but I’m not sure. 7 It will / might snow, the sky is grey but I can see some blue over there. 8 You might not / don’t have to help me, I can manage.

2 Jennifer __________ in the USA. A is going study C is going to studying B going to study D is going to study 3 It’s very hot today, it __________. A will rain C not will B won’t rain D will rain not 4 I think __________ enjoy the film, it’s with her favourite actress! A she’s C she’ll not B she’ll D she’ll to 5 The train __________ at 6 p.m. from platform 1. A leaves C will leave B leaving D is going 6 I __________ Joe at 5 in front of the station. A meet C going to meet B meeting D ‘m meeting 7 It __________ rain, but I’m not sure. A ‘s going to C may / might B will D won’t 8 When I __________ Monica, I __________ her about that job. A ’ll see / ’ll tell C ’m seeing / tell B see / ’ll tell D see / tell 9 I rang the bell but __________ answered. A nobody C somebody B anybody D anything

12 You __________ the test, __________ you revise all night. A won’t pass / unless C don’t pass / if B will pass / unless D won’t pass / when 13 You __________ if you don’t have a driving licence! A mustn’t drive C don’t have to drive B have to drive D must drive 14 Patients __________ worry, Dr Corke is really good. A must C don’t have B have to D don’t have to 128

CERT Online interaction Read the post and choose the best option (A, B or C).

Hi, Paulie, 1__________ you doing 2__________ special tomorrow? I 3__________ going to the new sports centre with Sam. Do you want to come? I’m sure you 4__________ like it. Sam says he’s 5 __________ to ask Helen to come, too. I hope you can come! My parents 6__________ visiting their friends this afternoon, so they 7__________ going to drive me around, I 8__________ to take the bus. But if it 9__________ rain, we can go by bicycle. Is that OK with you?

10 If you __________ a glass on the floor, you __________ it. A will throw / break C throw / break B throw / will break D ’ll throw / break 11 Your headache __________, if you __________ an aspirin. C won’t stop / don’t A will stop / don’t take take D don’t stop / won’t B won’t stop / take take

Underline the correct alternative.

1 2 3 4 5 6 7 8 9

A A A A A A A A A

are something may ’re go may won’t have won’t

B B B B B B B B B

will anything ’m ’ll going are aren’t might doesn’t

C C C C C C C C C

do anywhere ’re might asking going to are must isn’t

Write sentences which are true for you. 1 2 3 4 5 6 7 8

If I have some free time tomorrow… I won’t go out on Sunday if… I’ll be very sad if… I’ll be very happy if… Somebody I really admire is… because… I don’t have to… today. Very soon I’m going to… Next week I may/might…

Invalsi Training

7-9

Task type: Reading – Multiple-choice questions 1 Read the text about floods. For each question (1-6) Choose the correct answer (A, B, C or D). There is one example (0) to help you.

0 What are floods? A heavy rains for a long period B long rivers with no trees around them C when the land gets covered in water due to extreme weather 3 D a combination of rain and deforestation 1 The number of trees near a river A can make floods happen. B can prevent floods. C can play a part in the risk of flood. D has an impact on pollution. 2 Flash floods A develop gradually. B are the most dangerous. C can cut off electricity. D happen suddenly. 3 Which is correct? A People are not affected by floods. B Floods damage railway stations. C Floods can have seriously bad effects on people’s health. D Floods can be very good for wildlife. 4 A consequence of floods cannot be A the death of human beings. B the interruption of electricity and phone lines. C a better quality in river waters. D the destruction of cultivated fields. 5 A positive consequence of flood can be A that the soil may become more fertile. B that river beds will become bigger. C that local authorities will improve maintenance. D that people are prepared for other floods. 6 Limiting urban development near rivers A may cause more floods. B will prevent flood damages. C will cause more deforestation. D won’t change the situation.

Water, Water Everywhere A flood is a natural event when an area of dry land gets covered in water. A combination of heavy rain, which makes rivers or seas overflow, and the nature of the surrounding landscape can increase the risk of flooding – in particular the type of river banks, the number of trees or plants growing nearby, the presence of a drainage area for the water to flow away to, and the amount of water that the rocks and soil absorb are all factors which determine how bad the flooding is. Most floods develop gradually, as the rainwater fills rivers whose waters end in the fields; or when storms or big waves bring water from the sea onto the land. But flash floods happen suddenly, without warning and they can be very dangerous. Flooding can have a devastating effect on people’s lives. It can cause damage to homes and possessions, cut off electricity and phone lines. It can also impact transport by flooding roads, bridges, railway lines or airports. And it can damage health if waste from houses, offices and factories, pollutes a city’s clean water system. Wildlife habitats are also damaged or destroyed by floodwater. In extreme cases, flooding can lead to loss of life. Floods may be so powerful that they can carry heavy objects or parts of damaged buildings which can kill or hurt the people in their path. But flooding isn’t all bad. The deposits of flood water on floodplains can be full of valuable nutrients which make soil very fertile to grow crops on. And flood water can be contained in man-made reservoirs to keep a supply of water during droughts or drier periods. One of the main causes of flooding is a lack of maintenance at a local, regional and national level. So often river beds aren’t clean, and there is too much deforestation and building on green land. Only if we conserve natural environments and plant trees, if we limit urban development on floodplains and protect coastal and riverbank areas, we will be able to prevent flood damage.

Task type: Listening – Multiple matching 2.28 Listen to four people making predictions about the future. Select the correct speaker (A-D) 2

to answer the questions (1-6). You will hear the recording twice. There is one example (0) to help you.

Which speaker 0 thinks that people will see 3D images of D products they want to buy? ___ 1 believes that people will only interact online? ___ 2 thinks that we’ll have to explore other planets? ___

3 4 5 6

thinks we will be the same age forever? cannot say if we will be able to play sport? believes food won’t be necessary anymore? thinks extreme weather will destroy everything?

___ ___ ___ ___

129

Culture

Multiculturalism Warm up 1 Pairwork Answer the questions. 1 Do many people from different countries and cultures live near you? 2 Can you hear different languages on the streets? Which are they? 3 Can you buy food from different countries in shops, cafes and restaurants? Which ones?

Speed Read 2 Read the text and match the people’s

nationality with the type of shop they manage.

1 2 3 4 5

Canadian Chinese English/Polish Turkish Zimbabwean

a b c d e

n music shop n clothes shop n fish and chip shop n bookshop n cafe

Comprehension 3 CERT Read the text again and answer the questions.

1 Where is Narborough Road? A Birmingham C Leicester B Bristol D Manchester 2 Which of the following countries is not represented on the street? A Canada C Somalia B Iraq D Venezuela 3 How many language can 63% of the residents of Narborough Road speak? A only one C three B two D four 4 How does the LSE’s lead research see Narborough Road? A As a good example of people working together. B As a potential for future conflict. C As a problem. D As not representative of the rest of the world. 5 What is special about the way people help each other? A They don’t pay for things. B They manage things on their own. C They pay for outside help as a community. D They pay for things with their time or services. 6 What does the writer describe as ‘returning to the origins of the street’? A the book shop B the clothes shop C the fish and chip shop D the music shop 130

The most multicultural street A study by the LSE (London School of Economics) has found the most multicultural street in the UK outside London. Narborough Road in Leicester had lots of clothes shops on it, but now it is full of bars, cafes and restaurants. It is at the centre of a community of over 11,500 people. If you visit Narborough Road, you will find shopkeepers from 4 different continents and 23 different countries (Afghanistan, Britain, Cameroon, Canada, China, India, Iran, Iraq, Jamaica, Kenya, Kurdistan, Lithuania, Malawi, Pakistan, Poland, Somalia, Sri Lanka, Tanzania, Thailand, Turkey, Uganda, Zambia and Zimbabwe). 79% of them will be able to speak to you in more than one language and 63% will be able to speak to you in three languages or more – that’s very impressive!

Narborough Road is not a rich area, but residents respect each other and help in any way they can. For example a Canadian couple run a bookshop on the road. Because English is their first language, they get a free haircut or a meal at a restaurant when they help other people who speak English only a little. Two half-English and half-Polish brothers run a music shop on the street – their dad started it 40 years ago. They think the street is ‘still evolving’ and they don't want to live anywhere else. A Chinese chef worked in London for 40 years, but the city has become too expensive. He and his wife hope that their new fish and chip shop on Narborough Road will be successful. A young Turkish man moved to Leicester to open a Turkish cafe. He only knew the name of the city because Turkish footballer Muzzy Izzet played for Leicester City FC. And two Zimbabwean sisters have just moved to the street to follow their dream of opening a clothes shop – returning to the origins of the street. The lead researcher at LSE, described it as ‘the world in microcosm. All these people, from all these different places, different cultures, working with each other and living in harmony.’ We cannot know now what Narborough Road will look like in ten years’ time. What we do know, is that Narborough Road can be an example for urban projects in the future. run gestire researcher ricercatore

C Listening 2.29 Listen to the beginning of a talk about the influences different invaders have had on the 4 English language. Write the words in the correct columns.

beef • come • get • heart • mass • master • mutton • old • poke • school • sky • they Romans

Anglo-Saxons

Vikings

CERT Listen to the end of the talk. Match the words with the nationalities. Can you think of any more words? 2.30

1 2 3 4 5 6

avatar pyjamas tattoo lemon moped karaoke

a b c d e f

n n n n n n

Iconic British cars: the Mini, the Morris Minor and the Austin-Morris. Engineer and designer, Sir Alec Issigonis was a Greek refugee. His family escaped from Smyrna after the Turks invaded it in around 1920.

Arabic Japanese Sanskrit Swedish Samoan Urdu

The well-known British shopping chain: Marks and Spencer. Jewish refugee Michael Marks arrived from Poland in 1882 and had a small stall in Leeds market. He later went into business with Thomas Spencer and the stalls became shops.

What’s trending? 6 What has multiculturalism given

Britain? Read the text on the right and check your answers.

Olympic Gold medals: runner Sir Mo Farrah left Somalia for Britain when he was eight. He has won two Olympic gold medals in the 5,000m race and two gold medals in the 10,000m race. He is now training to run marathons.

Writing 7 COMPETENCES

Cultural awareness Research and make notes about an important thing, person or group of people that has come to your town or country from another country. In your notes:

Art: Sculptor Sir Anish Kapoor was born in India to a Jewish mother and a Hindu father. He came to the UK to study art and design in 1973. His greatest works include the Cloud Gate in Millennium Park in Chicago, a balloon sculpture in the Grand Palais in Paris and the Olympic Tower in London.

● describe it / them ● say when it / they arrived and where from ● explain why it / they came to your country or area ● say why it / they are so important

Normans

Use your notes and prepare a presentation for your class.

Classic TV programmes: Thunderbirds, The Prisoner, The Saint and The Muppet Show all came to the UK thanks to producer Lew Grade. His family came from Ukraine to the UK in 1912 to escape Jewish persecution.

Speaking 9 Class presentation Give your

presentation and then vote for the top 3 multicultural imports to your town or country. Jewish ebreo

stall bancarella

131

C / DAILY NEWS

21st-century Jobs Mind your skills Soft skills are abilities that help you interact well with other people. Thanks to our super-connected world, these soft skills are almost more important than the specific things you have to know to do a job - the hard skills. According to professional social networking site LinkedIn, the soft skills employers look for are: leadership, communication, collaboration and time management. Nothing new, but let’s look at them in more detail. • By leadership they mean you can manage people in a relaxed, informal way and problem-solve. • A good communicator must be confident, able to influence others, and give and receive feedback. • An effective collaborator must listen to others, can build good working relationships and deal with conflict. • Finally, time management means you can successfully complete tasks on time.

The hard skills you need depend on the particular job you apply for, so let’s take a quick look at the jobs of the future. The fastest growing job is data scientist, working in all sorts of different fields: finance, academia, science, retail, information technology and e-commerce. Data scientists analyse and interpret complex digital data; things like how often people visit a website or buy a product. So hard skills for this role might include mathematics, statistics, computer science, and business. Other careers of the future could be digital architect, designing virtual buildings for advertisers and retailers; elderly well-being consultant, specialising in the care of older people; climate controller, managing and modifying the weather; avatar manager, designing and managing people’s avatars in a virtual reality world; and nano-medic, creating small implants to monitor our health.

Start thinking Read the newspaper article about 21st-century jobs. Answer the questions. 1 The article is divided into two sections, what are they? 2 Is the writer giving personal opinions or referring to expert opinions? 3 Who do you think can be interested in this article?

Critical Thinking Pairwork Discuss 21st-century jobs and skill sets. 1 Which of the soft skills in the article have you got? 2 How could you develop the ones you haven’t got? 3 Which of the 21st-century jobs would you most like to do and why? 4 What can you see yourself doing in 10 years’ time?

132

deal with affrontare, saper gestire field campo retailers commercianti elderly anziano implant impianto

Moving on Research one of the future careers in the article and report back to the class. Find out: ● ● ● ●

what soft and hard skills you need which fields you could work in what training you will need where you could work and what responsibilities you will have

Mind Map – Starter indeterminativi a/an a bag an idea

ARTICOLI

Si usano solo con i sostantivi numerabili singolari.

determinativi the the teacher the actors

Si usano con tutti i tipi di sostantivi.

SOSTANTIVI

singolari girl

plurali

regolari girls irregolari men

AGGETTIVI

Gli aggettivi precedono il sostantivo a cui si riferiscono. qualificativi I’ve got a good idea. The shoes are old.

possessivi my, your, his/her/its, our, your, their My idea is good. Your shoes are old.

Gli aggettivi qualificativi e possessivi sono invariabili in genere e numero.

dimostrativi

singolare: this, that That idea is good. plurale: these, those These shoes are old.

Gli aggettivi possessivi concordano con il possessore e non sono MAI preceduti dall’articolo. Her car is new.

Gli aggettivi dimostrativi sono invariabili SOLO in genere.

PRONOMI

personali soggetto singolare: I, you, he/she/it I am a student. plurale: we, you, they They have got a car.

I pronomi sostituiscono un sostantivo nominato in precedenza. dimostrativi singolare: this, that That is a good idea.

personali complemento singolare: me, you, him/her/it Tom is with her. plurale: us, you, them Marta has got them.

plurale: these, those Those are our bedrooms. I pronomi dimostrativi sono invariabili SOLO in genere. 133

Mind Map – Starter VERBI

BE USO presentarsi I’m Laura. descrizioni John is nice. età He’s eleven. provenienza I’m from Pisa. professione She’s a nurse.

I'm Italian. She's French. They're English.

abilità/ capacità I can speak English. permessi You can’t go out. possibilità/ impossibilità They can’t call us. verbi di percezione I can’t hear you. 134

I’ve got a sister. He’s got a pen. They’ve got a dog.

I'm not Italian. She isn't French. They aren't English. Am I Italian? Yes, I am. Is she French? No, she isn’t. Are they English? Yes, they are.

CAN USO

HAVE GOT

I haven’t got a sister. He hasn’t got a pen. They haven’t got a dog. FORMA AFFERMATIVA FORMA NEGATIVA FORMA INTERROGATIVA E RISPOSTE BREVI

I can swim. She can dance. You can sing.

Can she dance? No, she can’t. Can they sing? Yes, they can.

possesso She’s got a new pet. parentela I’ve got a brother. aspetto fisico She’s got long hair. malattie You’ve got a cough.

Nelle risposte brevi non si usa got.

I can’t swim. She can’t dance. You can’t sing. Can you swim? Yes, I can.

Have I got a sister? Yes, I have. Has she got a pen? No, she hasn’t. Have they got a dog? Yes, they have.

USO

Nelle risposte brevi affermative non si usa la forma contratta.

Mind Map – Unit 1 PRESENT SIMPLE FORMA AFFERMATIVA

soggetto + forma base del verbo I play tennis. We watch TV. terza persona singolare ➝ forma base + -s It lives in the sea. She speaks English. FORMA NEGATIVA

soggetto + don’t/doesn’t + forma base del verbo I don’t play tennis. She doesn’t speak Chinese. FORMA INTERROGATIVA

Do/Does + soggetto + forma base del verbo + ? Do you play tennis? Does she speak Chinese? RISPOSTE BREVI

Yes, soggetto + do/does./ No, soggetto + don’t/doesn’t. Yes, I do. / No, she doesn’t.

Variazioni ortografiche alla terza persona singolare • verbi terminanti in -ch, -o, -s, -sh, -ss, -x, -z: si aggiunge -es does, washes, fixes • verbi terminanti in consonante + -y: si elimina la y e si aggiunge -ies cries, worries, replies con wh- words Wh- word + do/does + soggetto + forma base del verbo + ? Where do you play tennis? con who/what/which/whose con funzione di soggetto Wh- word + verbo alla terza persona singolare + ? Who sings Marlena?

USO affermazioni sempre vere The Sun rises in the east.

azioni abituali e routine

dare istruzioni You peel the apples and you cut them in cubes.

con avverbi di frequenza: always, usually, often, sometimes, rarely, ever/never I rarely drink coffee.

descrivere procedure When the alarm is on, the green light flashes. orari e programmi prestabiliti The train from Milan arrives at 12.55. titoli di giornale Murray wins the Rome Cup.

con espressioni di frequenza: every day, once a week, three times a month, ecc. I drink coffee twice a day. con espressioni di tempo: in the morning/afternoon, on Saturdays, ecc. I drink coffee in the morning.

risponde alla domanda How often…? How often do you drink coffee?

risponde alla domanda When…? When do you drink coffee?

raccontare storie At the end of the book, Anna discovers the truth.

135

Mind Map – Unit 2 FORMA AFFERMATIVA soggetto + am/is/are + forma in -ing del verbo I am playing video games. FORMA NEGATIVA soggetto + am not/isn’t/ aren’t + forma in -ing del verbo She isn’t studying at home. FORMA INTERROGATIVA Am/Is/Are + soggetto + forma in -ing del verbo + ? Are they starting an English course? RISPOSTE BREVI Yes, soggetto + am/is/are. No, soggetto + ’m not/isn’t/ aren’t. Yes, I am./No, she isn’t.

PRESENT CONTINUOUS

USO

azioni in corso di svolgimento nel momento in cui si parla She's sleeping.

situazioni temporanee che si svolgono nel periodo in cui si parla I'm learning the guitar.

Il Present continuous si traduce in italiano con il verbo “stare” + gerundio oppure con il presente semplice del verbo.

situazioni in evoluzione Your English is improving.

descrizione di illustrazioni In this picture you’re crying. azioni ripetute e irritanti con always Why are you always teasing me?

spesso con espressioni di tempo come now, today, at present, at the moment, this week/ month/year

Variazioni ortografiche • verbi terminanti in -e: si elimina la e close – closing • monosillabici terminanti in vocale + consonante: si raddoppia la consonante finale get – getting • bisillabici terminanti in vocale + consonante con ultima sillaba accentata: si raddoppia la consonante finale begin – beginning • verbi terminanti in vocale + -l: si raddoppia la l control – controlling • verbi terminanti in -ie: si cambia la ie in y die – dying

136

Mind Map – Unit 3 IMPERATIVO USO ordini e istruzioni Read the book. FORMA AFFERMATIVA Turn off the TV. FORMA NEGATIVA Don’t go away.

richieste/offerte Close the door. divieti Don’t smoke. indicazioni stradali Turn left.

QUANTIFICATORI in frasi affermative There are some problems. per proposte Let’s take some pictures.

in frasi interrogative Are there any eggs?

some con tutti i sostantivi

per offerte Do you want some help? in frasi interrogative

per richieste Can I have some bread? per proposte Shall I get you some tea?

any con tutti i sostantivi

in frasi negative I haven’t got any money.

137

Mind Map – Unit 3

QUANTIFICATORI PICCOLE QUANTITÀ

QUANTITÀ ELEVATE

a few con sostantivi numerabili in tutti i tipi di frase A few students don’t study.

a lot of, lots of con tutti i sostantivi in frasi affermative You’ve got a lot of homework. She’s got lots of presents.

a little con sostantivi non numerabili in tutti i tipi di frase Is he making a little progress?

much con sostantivi non numerabili in frasi negative e interrogative Has she got much homework? I haven’t got much time. many con sostantivi numerabili in frasi negative e interrogative Do you drink many fizzy drinks? There aren’t many guests at the party.

138

Mind Map – Units 4-5 PAST SIMPLE FORMA verbo be 1° e 3° persona singolare: was/wasn't tutte le altre persone: were/ weren't I was there. We were at home. She wasn’t at school. They weren’t nice. ‘Was he at the park?’ ‘No, he wasn’t.’ ‘Were you in London?’ ‘Yes, we were.’

• Non esiste la forma affermativa contratta. • La forma negativa intera è poco usata.

verbi regolari forma base + -ed work – worked

Variazioni ortografiche • verbi terminanti in -e: si aggiunge -d arrived • verbi terminanti in consonante + -y: la y cade e si aggiunge -ied studied • monosillabici terminanti in vocale + consonante: si raddoppia la consonante finale stopped • bisillabici terminanti in vocale + consonante: si raddoppia la consonante finale preferred

verbi irregolari forma propria leave – left

FORMA AFFERMATIVA You worked hard. They left. FORMA NEGATIVA soggetto + didn’t + forma base del verbo I didn’t sleep last night. FORMA INTERROGATIVA Did + soggetto + forma base del verbo + ? Did she study? RISPOSTE BREVI Yes, soggetto + did. / No, soggetto + didn’t. Yes, I did./No, she didn’t.

USO

azioni avvenute in un tempo passato e concluso I was in Rome last month.

sequenza di eventi We turned at the corner and saw Chris standing…

spesso con espressioni di tempo passato come yesterday, (one) week(s)/month(s) ago, last night/year, ecc.

139

Mind Map – Unit 6 aggettivi monosillabici aggettivi bisillabici terminanti in -e, -er, -le, -ow e -y aggettivi bisillabici e polisillabici

aggettivo + -er tall ➝ taller narrow ➝ narrower more + aggettivo boring ➝ more boring beautiful ➝ more beautiful

Variazioni ortografiche del comparativo in -er • monosillabici terminanti in -e: si aggiunge -r nice ➝ nicer • monosillabici terminanti in consonante preceduta da una sola vocale: si raddoppia la consonante finale e si aggiunge -er big ➝ bigger • bisillabici terminanti in vocale + -y: si elimina la -y e si aggiunge -ier happy ➝ happier

COMPARATIVO DI MAGGIORANZA Si usa per indicare che un elemento possiede una determinata qualità in misura maggiore rispetto a un altro. Those jeans are more expensive than mine.

aggettivi monosillabici aggettivi bisillabici terminanti in -e, -er, -le, -ow e -y aggettivi bisillabici e polisillabici

the + aggettivo + -est tall ➝ the tallest narrow ➝ the narrowest the most + aggettivo boring ➝ the most boring beautiful ➝ the most beautiful

Il secondo termine di paragone è sempre introdotto da than. She it taller than Sarah/me.

Variazioni ortografiche del superlativo in -est • monosillabi terminanti in -e: si aggiunge -st nice ➝ the nicest • monosillabi terminanti in consonante preceduta da una sola vocale: si raddoppia la consonante finale e si aggiunge -est big ➝ the biggest • bisillabi terminanti in vocale + -y: si elimina la -y e si aggiunge -iest happy ➝ the happiest

SUPERLATIVO RELATIVO Si usa per indicare che un elemento possiede una determinata qualità al massimo grado rispetto all’insieme di appartenenza. Those jeans are the most expensive in the shop.

140

Il secondo termine di paragone è introdotto da: • in se il termine di paragone è un luogo She it the tallest woman in Italy. • of se il termine di paragone è un insieme di elementi She it the tallest of the women.

Mind Map – Unit 7 SI TRADUCE

USO

PRESENT SIMPLE

orari e programmi prestabiliti (mezzi di trasporto, eventi, ecc.) The flight from Moscow lands at 15:10.

programmi futuri definiti Next week I’m leaving for Brazil.

con espressioni di tempo futuro come tomorrow, next week/month, ecc.

USO verbo be (not) + going to + forma base del verbo I am going to meet Peter. She is going to learn Dutch. They are not going to swim in the lake.

FORMA

BE GOING TO

Con i verbi go/come/leave si preferisce usare il Present continuous. Gran is coming to visit us.

con il futuro Il volo da Mosca atterrerà alle 15.10.

SI TRADUCE

USO

PRESENT CONTINUOUS

con il presente Il volo da Mosca atterra alle 15.10.

intenzioni per il futuro e decisioni prese prima del momento in cui si parla Jill is going to study Law at university. I’m going to buy a new phone. previsioni basate su dati presenti Rob and Lia are going to break up. azioni riferite a un futuro imminente Watch out! You’re going to spill the coffee.

con il presente La prossima settimana parto per il Brasile. con il futuro La prossima settimana partirò per il Brasile.

SI TRADUCE con il futuro Jill studierà legge all’università. con “avere intenzione/ deciso di” Ho deciso di comprare un telefono nuovo. con il futuro Rob e Lia si lasceranno. con il futuro Fa’ attenzione! Verserai il caffè. con “stare per” + infinito Fa’ attenzione! Stai per versare il caffè.

141

Mind Map – Unit 8

USO will/won’t + forma base del verbo I will meet Peter. She will learn Chinese. They won’t swim in the lake. FORMA

WILL

con avverbi come certainly, perhaps per rafforzare o attenuare una previsione He will certainly return your call.

eventi futuri certi There will be a lunar eclipse tonight.

decisioni prese nel momento in cui si parla I’ll drive you to the library. previsioni frutto di conoscenze, opinioni personali, ecc., spesso con verbi di opinione come think, believe, suppose, expect, ecc. I don’t believe she’ll get her driving licence in July.

possibilità remota al presente e futuro We might go to Paris next month.

142

con il futuro Ci sarà un’eclisse di luna stanotte. con il presente Ti porto io in biblioteca. con il futuro Ti porterò io in biblioteca. con il futuro Non credo che prenderà la patente a luglio.

permesso formale al presente e futuro

possibilità al presente e futuro She may do it now.

SI TRADUCE

MAY/ MIGHT

Guests may use our spa.

permesso formale al presente e futuro, in domande indirette I wonder if I might sit next to you.

Mind Map – Unit 9 FORMA

PERIODO IPOTETICO DI TIPO 0

principale

subordinata con if

Present simple

if/when + Present simple

USO

fatti sempre veri

You die if you don’t drink. fatti abituali

Maria screams if she sees a spider. procedure

You can withdraw cash from an ATM only if you enter your PIN. leggi universali

You get orange if you mix red and yellow.

FORMA

principale

will + forma base

PERIODO IPOTETICO DI 1° TIPO

subordinata con if

if + Present simple

In alternativa a if si può usare:

• even if per rendere la condizione più

remota I won’t forgive him even if he comes crawling on his knees.

• unless + verbo alla forma affermativa se

la subordinata con if è negativa I won’t tell you anything unless you promise not to tell anyone.

USO

ipotesi reali o possibili nel futuro con un’alta probabilità di verificarsi

My Mum will get angry if I’m late again. You’ll get a cold if you don’t wear hat and gloves in this weather. offerte

I will drive you into town if you miss the train. proposte

I’ll make a cake if I get home early. avvertimenti

I’ll smack you if you don’t let go of her.

143

Vocabulary Bank 1

At home

aerial

attic

dormer window

drainpipe

window

door

stairs

garden

144

cellar

doorbell

key

intercom

doormat

house number post box

chimney

roof solar panel

terrace

sunshade

balcony garage

step

flat / apartment

detatched house

semi-detatched house

terraced house

block of flats 145

Vocabulary Bank 2

Free time

cards go to the theatre dominoes

backgammon

read

draughts play go to the stadium

sing

board game

die

piece

dance

chess

jigsaw puzzle

take photographs

pawn 146

rook

king

queen

bishop

knight

play mikado

do sudoku

play scrabble

do crosswords

play videogames

collect stamps

embroider

go to the gym

knit

listen to music go to the cinema

do pottery

make models play cards

travel

play chess do gardening paint

do D.I.Y. cook

147

Vocabulary Bank 3

School

interactive whiteboard

classroom world map

blackboard

teacher

teacher’s desk

desk

chair

projector

sheet of paper 148

tablet

pen

computer

pencil

school bag

book

pencil sharpener

pencil case

notebook

rubber

staff room

canteen

gym

library

laboratory

globe

locker

clock

bookcase

calendar

student

stool

felt-tip pen

highlighter bin

coloured pencil

calculator

compass

sticky tape

ruler

glue

set square

paintbrush

watercolours

scissors 149

Vocabulary Bank 4

At the restaurant

kitchen

chef

RESERVED

waiter

highchair still water sparkling water coffee white wine red wine

beer

cocktail

ice bucket sparkling wine 150

wine list

bread basket

tip

bill

spaghetti

soup

meat

rice

hamburger

chicken

fish

sausages

customer

beans

chips

vegetables

salad

head waiter

eggs

cheese

pizza

oil

vinegar

salt fruit salad

ice cream

cake

pepper

mousse 151

Vocabulary Bank 5

The theatre

poster

gallery ticket

upper circle box

spectator lower circle

programme

foyer usher

cloakroom stalls seat row

binoculars

dance company 152

ballerina

dancer

ballet shoes

actress

aisle

actor

lighting technician

emergency exit

lights scenery

curtain stage backstage

conductor

orchestra pit dressing room 153

Vocabulary Bank 6

Transport

tram

articulated lorry

canoe

wagon bus motorbike camper

scooter

van

bonnet

taxi coach mechanic window door car

steering wheel

bumpers number plate

tyre boot

engine 154

seatbelt

seat

windscreen wiper

warning triangle

headlight

indicator

gear lever

cargo ship

cruise ship

buoy

ancor

oil tanker

sloop dinghy rowing boat

speedboat helmet

yacht fishing boat sailing boat

handlebars saddle

mud guard

pedal

wheel bicycle

light

brake

bell 155

Vocabulary Bank 7

At the clothes shop

hijab ankle boots

blouse

turban skirt

gloves

boots

jilbab Wellington boots

laced shoes

caftan woman’s suit

raincoat

heeled shoes

belt sandals umbrella

flip-flops

trainers 156

bag

wallet

scarf

pants

vest

bra

hat

tights

socks

sweater cap

pullover/jumper hoodie

swimsuit

dress

beret quilted jacket

anorak

swimming trunks cardigan

sweatshirt

jeans braces shirt sari briefcase

shorts

T-shirt

man’s suit waistcoat

tie

coat

trousers

jacket 157

Vocabulary Bank 8

Work and professions

musician singer

tourist guide baker bus driver

taxi driver

post woman courier

fireman photographer bodyguard 158

politician

reporter

lifeguard

fisherman

technician

model

lawyer

child-minder

electrician

ballerina hairdresser

plumber

police officer builder

florist labourer road sweeper

painter architect

engineer director

actor

carpenter 159

THE STORY

Dracula by Bram Stoker

THE CHARACTERS Jonathan Harker A young lawyer from London who goes to Transylvania to sell a house to Dracula. He is Mina’s future husband.

Arthur Holmwood A very rich nobleman. He is Lucy’s fiancé.

Count Dracula A nobleman from Transylvania. He is also a centuries-old vampire.

Dr Abraham Van Helsing He is a very good Dutch scientist. He was Dr Seward’s teacher in the past.

Lucy Westenra She is Mina’s best friend. She is the 19 year-old daughter of a wealthy family.

160

Mina Murray She is a young school teacher and Jonathan’s fiancée.

Dr John Seward He is the administrator of a lunatic asylum near Count Dracula’s new house in England.

• Time and place are both very important in Dracula. • The characters frequently travel from one country to another.

THE PLACES Dracula’s castle The novel starts in London where Jonathan Harker takes the train and travels through Germany to Transylvania, in southeastern Europe. Nowadays, Transylvania is part of Romania. Dracula’s castle is located on the eastern side of Romania, near the Black Sea.

London The rest of the action takes place in and around London.

Whitby From London the action moves to Whitby, a pretty seaside town on the Yorkshire coast of Great Britain.

WHO IS BRAM STOKER? Bram (Abraham) Stoker was born near Dublin, Ireland, on November 8, 1847, the third of seven children. He studied Mathematics at Trinity College Dublin and graduated with honours in 1870. After graduating, Stoker worked at Dublin Castle, home to the British royals in Ireland, as a civil servant. While he was working there, he also started to write for a local newspaper, the Dublin Evening Mail, writing reviews of theatrical productions in the City of Dublin. His first literary work was published in 1879, The Duties of Clerks of Petty Sessions in Ireland. Later he turned to fiction and published his masterpiece, Dracula, a classic horror novel, in 1897. Dracula’s popularity has continued to grow for over a century and has inspired many theatrical, literary and film adaptations. Stoker died on April 20, 1912 in London, England.

161

E PISODE 1

Off to Transylvania! Jonathan Harker’s personal diary 3 May I am so excited! I am going to Transylvania to do business with Count Dracula. I am taking some documents that the Count has to sign for his new home in London. My train journey was a little worrying. I met an old German man who asked me why I was going to Transylvania. When I told him I was going to see Count Dracula, he looked at me as if I were a ghost1! He made the sign of the cross five times and refused to speak to me! Strange… When the train arrived at the Golden Krone Hotel in Munich where I was staying the night, a very nice, friendly lady gave me a letter from the Count. My friend Welcome to Transylvania! Tomorrow afternoon there will be a coach2 at the hotel which will bring you to me at Borgo Pass. I hope you have a good journey! See you tomorrow Dracula

4 May When I got up I went down to the dining room for breakfast. I had a very strange conversation with the landlady3. She said, “Today is the eve4 of St George’s Day! When the clock strikes midnight the most terrible day of the year will begin! Please don’t leave! You must stay here!!” she said and put a crucifix around my neck5. I started to think that everybody was a bit crazy here. I got into the carriage and I could hear the people talking about me. I only understood “Satan”, “Hell” and “witch6”. I must admit I started to feel a bit worried… We started our journey and when we arrived at Borgo Pass the driver stopped, but the Count was not there to collect me. Suddenly, the horses started to act strangely. Then a coach and four horses arrived. The driver was tall and had a beard7 but I could not see his face very clearly. Then I saw his eyes… they were bright red! He took my bags and drove me off8 to the Count’s castle. We drove for a long

COMPREHENSION 1. Read and listen to the story, then match sentences. 2.31

1. 2. 3. 4. 5. 6.

Jonathan is happy He is buying A kind lady met During the journey to the castle Wolves surrounded the coach When Jonathan met the Count

a. a house from Count Dracula. b. Jonathan started to feel worried. c. he immediately liked him. d. and began to attack. e. to go to Transylvania. f. Jonathan at the hotel.

162

2. Report back. Use the following words to complete the summary.

terrible • driver • nice • journey • wolves • house • moustache • castle Jonathan Harker went to Transylvania to help Count Dracula buy a (1)

in England.

He stayed in a hotel in Munich before continuing his (2)

. At breakfast the

landlady told Jonathan not to go to Transylvania because it was the eve of St George’s Day and (3)

things might happen.

Jonathan was worried but left Munich as planned. He

Dracula time. Then I looked out of the window and I saw that there was a pack9 of wolves surrounding us! I was extremely frightened10– the wolves looked very hungry. However, the driver did not seem particularly worried. He put his hand in the air and said something to them. Then the wolves disappeared. It was very strange – I was afraid to speak or move. At last we arrived at the Count’s castle. It was enormous and sat on top of a very high mountain. I got out of the coach but the driver did not help me with my bags. I looked around but he wasn’t there! As I stood in front of the door alone, the door slowly opened and there stood a man dressed in black with a long white moustache. It was Count Dracula. “Welcome to my castle,” he said, “Come in! I hope you will enjoy your stay!” The Count seemed to be a very nice man. I entered the castle and heard the doors close behind me… 1. ghost: fantasma 2. coach: carrozza 3. landlady: padrona di casa 4. eve: vigilia

5. neck: collo 9. pack: branco 6. witch: strega 10. frightened: 7. beard: barba spaventato 8. drove me off: mi ha portato via con la carrozza

arrived at Borgo Pass and Dracula’s coach came to .

meet him. They went to the (4) On

their

way

there

(5)

they

met

pack

. Jonathan was frightened

but the driver sent them away. When they arrived at the castle, the (6)

left Jonathan

alone. Suddenly the doors opened and Jonathan saw Count Dracula. He was strange, dressed in black and had a long white (7)

. However, he seemed

very (8)

and welcomed

Jonathan into his castle.

163

E PISODE 2

Jonathan meets the Count Jonathan Harker’s personal diary 6 May The Count took my luggage and I followed him. “Here is your room,” he said. “When you are ready, come to the dining room. I have prepared a fantastic meal for you!”, and he smiled. I looked at him and thought that he was a very strange man. He was wearing a long black cloak1, black trousers and a white shirt. He was tall and slim. His hair was grey and his skin was very pale. And his teeth – well they were really strange! They were sharp2 – they looked like wolves’ teeth and his mouth was bright red! Anyway, I washed quickly and went down for dinner. I was really hungry and when I went into the dining room I saw plates of meat, fish, and vegetables. The Count said, “Please eat. I see you are very hungry. I have already had my dinner but I will keep you company”. The food was delicious and I ate a lot. After dinner the Count said, “I have to

leave you now, Jonathan. I have some work to do”. I don’t know what work he had to do at 11.30 p.m. but I sat in an armchair and smoked a cigar. I started to think that there was something very strange about this castle. 7 May After dinner this evening I went downstairs to look for something to read. I found a library and saw that Dracula had lots of books, magazines and newspapers in English. While I was looking at some books, the door opened and Dracula walked in, “I see you’ve found my library! I love the English language and culture and I want to speak English like you!” “Do you have the documents for my new property in London?” he added. I took the documents out of my briefcase3 and told him all about his new house. The Count seemed very pleased and after supper4, which he did not eat again, we went to bed.

COMPREHENSION 1. Read and listen to the story. Answer the questions. 2.32

1. 2. 3. 4.

What did the Count look like? Why didn’t the Count eat with Jonathan? Why did the Count have lots of English books? Why did the Count calm down after he attacked Jonathan?

2. Find words in the text which match the following definitions.

1. pointed: 2. very tasty: 3. a bag for documents or papers: 4. you can see yourself in this: 5. a cross with a figure of Christ on it: 164

3. Report back. Use the following words to complete the summary.

mirror • cut • left • library • language • blood • crucifix • worried • following • shave The Count took Jonathan to his room where he prepared for dinner. The Count didn’t have dinner because he said he had already eaten. After dinner the Count (1)

Jonathan

because he said he had to work. The (2)

evening Jonathan

went for a walk around the castle and found a (3)

full of English books and

magazines. The Count said that he read a lot in English

Dracula 8 May When I got up, I decided to shave but I couldn’t find a mirror anywhere. Fortunately, I had a small mirror in my bag so I put it up near the window. Suddenly I felt a cold hand on my shoulder, I jumped and cut myself. Then I heard the Count say “Good morning!”… he was behind me but there was no reflection of the Count in the mirror! When the Count saw the blood, his eyes filled with rage5, he threw the mirror out of the window and he tried to grab6 my throat7. I could see his sharp pointed8 teeth and his horrible tongue9. I was terrified! Luckily, his hand touched the crucifix which I had around my neck and he calmed down. I do not feel safe here now. The Count is crazy. I look out of the window and I realize that I am alone and isolated.

1. cloak: mantello 2. sharp: aguzzi, appuntiti 3. briefcase: valigetta 24 ore

4. supper: cena 5. rage: rabbia 6. grab: afferrare 7. throat: gola

because he wanted to learn the (4)

8. pointed: appuntiti 9. tongue: lingua

Then they talked about the house the Count was going to buy in London. The next day Jonathan got up and wanted to (5)

but he couldn’t find a

(6)

so he used a little mirror he had

in his bag. Suddenly he heard Dracula behind him – himself.

he jumped and he (7)

Incredibly the mirror didn’t reflect Dracula! The Count and attacked Jonathan

saw the (8)

but when he touched the (9)

that

Jonathan was wearing he calmed down. Jonathan was very (10)

. 165

E PISODE 3

A frightening experience Jonathan Harker’s personal diary 12 May I am sure the Count has terrible plans for me. This evening he came into my room and said, “Write to your boss and tell him that you are staying here for another month.” “Is that really necessary?” I asked. “You are in my castle and you will do as I say.” he replied, “Now go to your room and stay there. It is dangerous to sleep in the other rooms. Dinner will be served to you in your room: steak and potatoes. How do you like your steak, rare, medium or well-done? I prefer it raw...” Later, I looked out of one of the windows. I saw the Count coming slowly out of his bedroom window. Was he crazy? Then he began to crawl down1 the wall like a lizard2. It was horrible! I went to the bathroom and I was sick3. 15 May I saw the Count again climbing down the wall. I decided to explore the castle. Most of the rooms were locked but finally I found one which was open. The furniture4 was beautiful but the atmosphere was

terribly cold. I was tired so I decided to lie down on the sofa and I fell asleep. What a terrible night!!! At one point I opened my eyes and I saw three beautiful young ladies in front of me. They all looked like the Count – pale skin, sharp pointed teeth and red lips. One of them came near me: I could feel her breath5 and then her teeth on my neck. I closed my eyes and waited. Suddenly I felt a presence in the room. It was the Count! His eyes were red with rage. He pushed the girl away from me. “Do not touch this one!” he shouted, “I’m saving him6 for myself!” “Is there anything for us tonight?” one of them asked. The Count pointed to a small sack7 on the floor. I heard a noise. It was the voice of a small child calling for help! These people were monsters! Then the three girls took the sack. I don’t remember any more because I fainted8. 25 June Last night something terrible happened here at the castle. A woman came and she was screaming9 hysterically, “You

COMPREHENSION Read and listen to the story. Which characters did the following things? 2.33

wrote a letter to his boss.

crawled down the wall.

appeared in front of Jonathan during the night.

was in a bag, screaming.

came to the castle looking for her child. a spade.

166

lips • month • sofa • wooden • spade • explore • boss • ladies • crawl • bite The Count told Jonathan to write to his (1) in London to tell him that he was staying for another (2)

in his castle. Jonathan was very

frightened. From his room he saw the Count climb out of his room and (3) Jonathan then decided to (4)

decided to kill the Count with

2. Report back. Use the following words to complete the summary.

down the wall! the castle.

One of the rooms was open. He went in, lay on the (5)

and fell asleep. Suddenly, he woke up

evil10 monster! Where is my child?” The Count appeared and clicked his fingers11. A pack of wolves appeared and I heard the cries of the woman as the wolves sucked her blood and disappeared into the forest. The woman was gone for good12. Obviously, I do not want to be eaten by the wolves so I have decided that I will try to escape from the castle from the Count’s room.

Dracula

30 June I entered the Count’s room and I saw the Count lying in a wooden box! His mouth was red with fresh blood and his hair was dark. I don’t know if he was dead or alive because his eyes were open but he was not breathing and his heart was not beating. I looked for the key to get out of the castle but I couldn’t find it, so I decided to kill him. I took a spade13 and I was about to do it when he turned his head and looked at me. I was paralysed with fear14 and I quickly ran back into my room. I was terrified! 1. crawl down: strisciare giù 2. lizard: lucertola 3. I was sick: ho vomitato 4. furniture: i mobili 5. breath: alito

6. I’m saving him: lo sto risparmiando 7. sack: sacco 8. I fainted: sono svenuto 9. was screaming: stava strillando

to find three beautiful (6)

10. evil: cattivo 11. clicked his fingers: ha schioccato le dita 12. for good: per sempre 13. spade: vanga 14. fear: paura

standing near

him. They all looked like Dracula with white skin, red (7)

and pointed teeth. One of them was him when Dracula came into

about to (8)

the room. He was very angry because he wanted Jonathan for himself. Jonathan decided to try to escape from the castle. He went into Dracula’s room and saw Dracula in a (9)

box. He decided to kill him but just

as he was about to hit him with a (10) Dracula woke up and looked at him. Jonathan ran away, terrified.

167

E PISODE 4

Adventures in Whitby Mina Murray’s journal 24 July I am so pleased that Lucy has come to visit me! She looked beautiful in her wide brimmed1 hat and velvet dress. She has come with her mother to spend a few days here in Whitby, a lovely holiday resort2 near the sea. There is a beautiful church with a big graveyard3 full of tombstones4 and there is a wonderful view of the harbour5 and the bay. Lucy and I talked for a long time together about her wedding to Arthur. This made me a little sad because I haven’t heard from Jonathan for a month and I’m worried about him. I wonder where he is, and if he’s thinking about me! Dr Seward’s diary 5 June Here in the lunatic asylum6 I have a patient whose name is Renfield. He has a very large collection of flies7 and I have asked him to get rid of 8 them. He did, but then he started to collect spiders; to feed9 the spiders he gives them the flies! This is quite disgusting!

Then I asked him to get rid of the spiders. While I was speaking a large fly came into the room. Suddenly Renfield caught it and put it in his mouth and ate it! This man has serious problems. 19 July Renfield has got rid of the spiders. He now has a collections of sparrows10. Yesterday he asked me to do him a favour. “Could you please bring me a kitten11? A kitten that I can play with and teach and feed, and feed, and feed?” I said that it was not possible. I did not want to see the sparrows be eaten in the same way as his flies and his spiders. 20 July When I visited Renfield this morning I didn’t see any birds. “The birds have all flown away”, said Renfield. But there were feathers12 everywhere and blood on the floor. Later a nurse told me that Renfield was not very well: he had vomited a lot of feathers. “I think that Renfield ate the poor birds raw13!”

COMPREHENSION Read and listen to the story. Complete the following sentences. 2.34

1. Mina, Lucy and Lucy’s mother were in . 2. Lucy was getting to Arthur. 3. Renfield was Dr Seward’s patient in the . 4. Mina found Lucy in the . 5. A in Budapest gave Mina some information about Jonathan. 2. Find words in the text that match the following definitions.

1. a place where people are buried: 2. you can find boats here: 168

3. 4. 5. 6.

a small creature with eight legs: a young cat: not cooked: you can see this in the sky at night:

3. Report back. Use the following words to complete the summary.

empty • dark • ate • resort • graveyard • patient • fed • neck • hospital Lucy, her mother and Mina spent a few days in Whitby, . Mina was worried a pretty seaside (1) about Jonathan because she hadn’t heard from him for a long time.

Dracula Mina Murray’s journal 11 August Last night at about 1 a.m. I got up and I saw that Lucy’s bed was empty so I went out to look for her. There was a full moon and there were heavy black clouds in the sky. I ran to the churchyard and found Lucy sitting on a bench. Behind her there was a tall dark figure with a white face and red, shining eyes. But when I arrived she was alone! Lucy was sleeping and I noticed two small red points on her neck and some blood on her nightdress… 19 August This morning I finally received some news about Jonathan from a nurse in Budapest. Six weeks ago he arrived at the hospital in a terrible state. It seems he often talks about strange things like “wolves, poison, blood, ghosts and demons”. I am leaving for Budapest today.

1. wide brimmed: a larghe tese 2. resort: località turistica 3. graveyard: cimitero 4. tombstones: tombe

5. harbour: porto 6. lunatic asylum: manicomio 7. flies: mosche (singolare: fly) 8. get rid of: liberarsi di 9. feed: nutrire

10. sparrows: passeri 11. kitten: gattino 12. feathers: piume 13. raw: crudi

Dr Steward had a very strange (2) at the lunatic asylum – his name was Renfield. He (3) flies to spiders and spiders to birds. the birds himself. He even (4) One night Mina noticed that Lucy’s bed was (5) and went to look for her. She with a tall, found her in the church (6) (7) figure who disappeared when Mina arrived. Later, while Lucy was sleeping, Mina noticed . two small points on her (8) Mina was finally informed about Jonathan: he was very in Budapest and talked about ill in (9) strange things. 169

E PISODE 5

Lucy is ill A letter from Mina to Lucy 24 August Dear Lucy I’m sorry I haven’t written to you for a long time but I have been very busy. I am now in the hospital in Budapest with Jonathan. He is very weak1 and ill. He gave me a notebook: the truth2 about what happened in Transylvania is in it. He told me not to read it unless3 it was absolutely necessary. Now for some good news! Jonathan has asked me to marry him! The wedding is today! It is Sunday and there is a dancing festival in the streets. I am so happy Lucy! Love Mina A letter from Arthur to Dr Seward 31 August Dear John You must come as soon as possible. Lucy is very ill and nobody understands what is wrong with her. She looks terrible and is getting worse every day. I am so worried. Arthur

A letter from Dr Seward to Arthur 2 September Dear Arthur I have just visited Lucy but I cannot understand what is wrong with her. I have never seen anything like it before. I have written to my very old friend and professor, Dr Van Helsing from Amsterdam, and I have asked him to come as soon as possible. Yours John Dr Seward’s diary 7 September Dr Van Helsing and I decided that Lucy needed a blood transfusion and that the best person to give blood to Lucy was Arthur. During the transfusion Lucy seemed to look much better. When I returned to Lucy’s room I saw Van Helsing looking very worried. He said, “Look there are two small marks on her neck. They look like bite4 marks. Something is not right. I will go to Amsterdam this evening and study this case”.

COMPREHENSION 1. Read and listen to the story, then reorder the following events. The first one has been done for you. 2.35

a. Dr Seward didn’t know what is wrong with Lucy. b. Lucy’s mother died. c. Dr Van Helsing returned to Amsterdam to study the case. d. Arthur told Dr Seward that Lucy is very ill. e. Lucy had a blood transfusion. f. Dr Van Helsing put garlic around Lucy’s neck. g. Jonathan asked Mina to marry him. 170

2. Find in the text the words corresponding to the following definitions.

1. 2. 3. 4.

a plant often used in cooking: there are ill people here: a red liquid: you can write in this:

3. Report back. Use the following words to complete the summary.

marry • help • bat • transfusion • wrong • window • weak • neck • garlic • enormous Mina visited Jonathan in hospital in Budapest. Although he was very ill and (1) he asked her to (2) him!

Dracula 11 September Van Helsing came back from Amsterdam and he said to me, “We must go and see Lucy”. When we entered her room Lucy looked dead. She was terribly pale. Then the professor did something very strange. He took some garlic5 and put it around Lucy’s neck. I did not know why he was doing this but I did not ask any questions. Lucy’s personal diary 17 September Soon after I went to bed I woke up because I heard something outside the window. So I got up and went to look. All I could see was a big bat6 at the window and I heard wolves howling7. Suddenly an enormous black wolf crashed through the window. My mother came running to my room. When she saw the wolf she died of fright! I was terrified! Then the wolf jumped out of the window and disappeared! My mother is dead and I think that I will die soon, too…

1. weak: debole 2. truth: verità

3. unless: a meno che 4. bite: morso

5. garlic: aglio 6. bat: pipistrello 7. howling: ululare

Arthur wrote to Dr Seward to tell him that Lucy was very ill. Dr Seward examined Lucy but he didn’t know so he asked his friend what was (3) . After seeing Dr Van Helsing for (4) . Lucy Van Helsing suggested a (5) Meanwhile he noticed that Lucy had two red marks . He went to Amsterdam to on her (6) study the case and when he came back he put some (7) around Lucy’s neck. A few days later, Lucy saw a (8) and heard some wolves howling. Suddenly an (9) wolf jumped through the (10) and Lucy’s mother died of fright. 171

E PISODE 6

Lucy is a vampire! Dr Seward’s diary 18 September This morning when Dr Van Helsing and I entered Lucy’s room we were shocked1. Lucy was lying on her bed next to her dead mother. Van Helsing quickly examined Lucy and said, “It’s not too late yet! She’s alive! We must prepare for another blood transfusion!” While the Professor, Arthur and I were all looking after Lucy she said, “My dear Arthur, kiss me! I am dying.” She opened her mouth to kiss him but… her teeth were long and sharp and her eyes were red! “Don’t kiss her!” shouted Van Helsing “It’s too dangerous!” Arthur kissed her on her forehead2 and suddenly her breathing stopped. “Now she can rest in peace.” I said. Van Helsing said, “No! This is only the beginning!” Letter from Van Helsing to Mrs Harker Dear Mrs Harker I am sorry to say that your dear friend Lucy has died. I am a friend of Dr Seward

and Arthur Holmwood’s. I must see you. I have to ask you a lot of questions. Yours Professor Van Helsing Mina Harker’s journal This evening Van Helsing asked me what had happened to Lucy at Whitby. He also wanted the diary that Jonathan kept at the castle. I gave it to him. Dr Seward’s diary 26 September Today Van Helsing showed me a copy of the Westminster Gazette. “Read this” he said. I read the article. It was about some children who returned home very late at night with red marks on their necks. “Just like poor Lucy!” I said. “Whatever injured3 Lucy also injured the children!” “That is true indirectly,” he answered. “The holes in the children’s necks were made by Lucy!” “But Lucy is dead!” I said. “Come with me, John and I will show you that Lucy is not really dead.”

COMPREHENSION 1. Read and listen to the story. True (T) or false (F)? Correct the false statements. 2.36

T F

1. Dr Seward saw Lucy’s mother dead. 2. Van Helsing told Arthur not to kiss Lucy. 3. Mina hid Jonathan’s diary from the doctor. 4. There was an article in the newspaper about some children. 5. Van Helsing killed Lucy.

□ □ □ □ □ □

2. Find words in the text which have the opposite meaning to the following.

1. alive 5. safe 172

2. slowly 6. end

3. closed 7. false

4. short 8. ugly

□ □ □ □

3. Report back. Use the following words to complete the summary.

necks • strike • article • mouth • stake • vampire • dead • kiss • teeth • coffin After the wolves’ attack, Lucy’s mother died. Lucy was still alive but she needed another blood transfusion. her but when

She asked Arthur to (1)

she had long sharp

she opened her (2) (3)

and her eyes were red. Arthur kissed

her forehead, then she died. Van Helsing decided to investigate and he showed Dr Seward an (4)

in a newspaper about some

Dracula That night Van Helsing took me to the graveyard. He took the lid4 off Lucy’s coffin5. He was right. The coffin was empty! 27 September Van Helsing wanted to go to Lucy’s tomb again. He said he wanted to show me and Arthur something important. So we went in and the doctor opened the coffin. This time, Lucy was there! She looked so peaceful6 and very beautiful. “Lucy is un-dead, John. She cannot die because she was bitten by a vampire and now she is a vampire. Now she bites children. We must stop her!” Van Helsing took a stake7 about three feet long and a hammer8 from his bag. “Arthur, place this stake over her heart. Then strike9 it with the hammer.” As Arthur struck the stake Lucy twisted10 and shook11, and a terrifying scream came from her red blood-stained12 lips. Then the body stopped moving. “Now we must find and destroy the cause of this evil,” said Van Helsing. 1. shocked: scioccati 7. stake: palo 2. forehead: fronte 8. hammer: 3. injured: ha ferito martello 4. lid: coperchio 9. strike: colpisci 5. coffin: bara 10. twisted: si 6. peaceful: in pace contorse

11. shook: tremò 12. blood-stained: macchiate di sangue

children who went home late at night with red marks on . Van Helsing said that the marks

their (5)

were made by Lucy. Dr Seward was shocked because . Van Helsing

he thought Lucy was (6)

took Dr Seward to the graveyard and opened Lucy’s (7) When

. It was empty! they

returned

the

graveyard

the

following day Lucy was in her coffin. Lucy was a (8)

! Van Helsing told Arthur to take a

(9)

, place it over her heart and then

(10)

it with a hammer.

173

E PISODE 7

Looking for the Count Dr Seward’s diary 30 September Mina’s husband, Jonathan, comes to the asylum to meet Arthur, Quincey Morris (a friend of Arthur’s) and Dr Van Helsing. I was shocked to hear that Dracula had bought the house in Carfax which is very near the asylum. Maybe this is why Renfield is acting so strangely. He still eats flies and spiders and keeps saying, “The Master is near”. Van Helsing told us about our enemy. “Vampires need blood. When they suck1 blood they become younger and stronger. They can make it rain with thunder and lightning2. They can control many animals such as wolves, rats, bats and owls3 and they can grow or shrink4 whenever they like. However, they cannot enter a home if they are not invited, they cannot act during the day and they must sleep in a box full of earth5. Some things make them powerless6 like garlic and crucifixes.” He continued, “We must find all the boxes of earth here in London and destroy them as soon as possible so that

Dracula has nowhere to sleep. Then we can kill him!” Jonathan Harker’s diary 1 October We went to Dracula’s house in Carfax. Before we entered, Van Helsing gave us a silver crucifix, some garlic to put round our necks, a gun7 and a knife. Dr Seward opened the door of the house and we went inside to look for the wooden boxes. There was a terrible smell8 and there were hundreds of spiders and rats everywhere! Then we found the boxes. When we returned to the asylum, I went to my bedroom. Mina was sleeping but she was very pale. She didn’t look very well at all. Dr Seward’s diary 3 October Yesterday we talked with Renfield. When we got to his room we saw that he was covered with blood; he seemed confused and started to talk about Dracula, rats, blood and Mina.

COMPREHENSION 1. Read and listen to the story. Complete the following sentences. 2.37

1. The Count had bought a near the asylum. 2. Van Helsing told everybody about . 3. They had to all the boxes of earth. 4. In the Count’s house there were lots of and rats. 5. The Count was making Mina blood from his chest. 6. When Van Hesling showed the Count a he disappeared. 174

2. Report back. Use the following words to complete the summary.

stronger • spiders • crucifixes • vampires • fog • boxes • weather • bats • noise • chest • unconscious • boxes According to Van Helsing (1) younger and (2)

if they suck blood, they

can control the (3)

and many animals

like wolves, rats, (4) need to sleep in (5) and (6) On October 1

become

and owls. They full of earth. Garlic

make vampires powerless. st

Jonathan and the others went

Dracula Suddenly we heard a noise from Mina’s room upstairs. We all hurried there as fast as we could and opened the door. What I saw shocked me. Jonathan was lying on the bed, unconscious. His face was white and standing next to him was the Count! He had his hands around Mina’s head and he was forcing her to drink blood from his chest9! When he saw us his eyes turned red and evil. He pushed Mina onto the bed and came towards us. Van Helsing took out a crucifix and began to walk towards him. Suddenly, a thick fog10 entered the room and when it lifted, the Count had gone! Mina was screaming loudly and blood was dripping11 down her neck where the Count had bitten her. Her eyes were mad with terror. “He made me drink his blood! He said that now I am with him and that he will never be destroyed! What will happen to me?”

1. suck: succhiano 2. thunder and lightning: tuoni e lampi 3. owls: gufi

4. shrink: rimpicciolirsi 5. earth: terra 6. powerless: impotenti 7. gun: pistola

8. smell: odore 9. chest: petto 10. thick fog: nebbia fitta 11. was dripping: gocciolava

to Dracula’s house where there were lots of (7) (8)

and

rats.

They

found

some

and went back to the asylum.

Two days later while they were talking to Renfield a (9)

came from Mina’s room upstairs.

They opened the door to see Mina drinking blood from Dracula’s (10) lying on the bed; he was (11)

! Jonathan was . When

Van Helsing showed Dracula his crucifix, a thick (12)

came into the room and the Count

disappeared. 175

E PISODE 8

Dracula gets away Jonathan Harker’s diary 4 October We have destroyed the Count’s boxes here in London. We have found his secret hiding places1 and sterilised the earth inside, but we must find the Count! Today Mina asked the doctor to do something very strange: she asked him to hypnotise her. She said that if her mind2 was connected to the Count’s mind, we could read his thoughts through Mina’s mind and find out exactly where the Count was. So the professor hypnotised Mina. She said that everything was dark but that she could hear the sound of water and the noise of his feet. “He is on a ship!” she shouted. “He wants to escape!” said the doctor. “He knows we have destroyed all his boxes here in London. He has taken his last box on a ship and he is leaving for Transylvania! We must follow him and kill him!” Mina Harker’s diary 6 October We discovered that the name of the ship the Count was on is “Czarina

Catherine”. It has just arrived in the port of Galatz. A group of Slovaks collected the box containing the Count and started to take it back to the castle. Our plan is to follow the Slovaks and kill the Count while it is daytime. We have decided to split up3 and follow the Count in three groups. Jonathan and Arthur Holmwood will go to Galatz by boat and then take a wagon4, Quincey Morris and Dr Seward will be on horseback and Dr Van Helsing and I will go by train. Van Helsing’s diary 5 November This morning Mina and I reached Borgo Pass. Mina is slowly changing. She sleeps all day and she doesn’t want to eat anything, so I decided to go to the castle alone. It was not safe for Mina to come with me. When I arrived I found that all the doors were open and I started to look for the boxes where the monsters slept. I had to destroy them as soon as possible.

COMPREHENSION 1. Read and listen to the story. True (T) or false (F)? Correct the false sentences. 2.38

T F

1. The Count was on a ship.

□ □

2. The Slovaks took the Count to the castle in a box.

□ □

3. All the people in the group decided to stay together and look for the Count. □ □

176

4. Van Helsing found the vampires in the churchyard.

□ □

5. The doctor couldn’t find Dracula’s tomb.

□ □

2. Connect a word in column A with a word in column B which has a similar meaning.

A 1. 2. 3. 4. 5.

find out split up scream empty beast

a. discover b. make a loud cry c. inhuman animal d. separate e. containing nothing

3. Report back. Use the following words to complete the summary.

entrances • thoughts • split up • daytime • ship • empty • hypnotise Dracula now had control over Mina’s mind so Mina asked the doctor to (1) her so that he could

Dracula Finally, I found one and opened it. Inside there was a beautiful vampire girl with full red lips but cold dead eyes. I took the stake and drove it through her heart. It was a horrible thing to do but it had to be done. She let out a terrible scream and then I cut off her head and put garlic in her mouth. I did this to two other girls. I think they were the sisters that seduced6 Jonathan that night when he was in the castle. Then I looked around and saw a much bigger tomb. On it there was just one word: DRACULA I opened the tomb but of course it was empty. He was still in his box with the Slovaks. So I sterilised the earth in the tomb to destroy it forever. He will never be able to sleep here again. Then I left the castle quickly and closed all the entrances. No one will ever enter the castle again. It is time to kill the beast7! 1. hiding places: nascondigli 2. mind: mente

3. split up: dividerci 4. wagon: carro 5. lit: ho acceso

read the Count’s (2)

6. seduced: hanno sedotto 7. beast: bestia

and find out where he

was. Under hypnosis Mina said that the Count was on a (3)

: all of the boxes in London had been sterilised

and he was returning to Transylvania in the last box. The plan was to kill the Count while it was still (4)

and they decided to (5)

and follow him in three groups. Van Helsing arrived at the castle first. He found several vampires in their boxes and he killed them. But Dracula’s tomb was (6)

: Dracula was still in his box with the

Slovaks. So Van Helsing sterilised the earth in the tomb and closed all the (7)

to the castle so that

nobody could enter. 177

E PISODE 9

The end of Dracula Mina’s diary 6 November It was late afternoon when Van Helsing and I found a place where we could protect ourselves if attacked. In the distance we could hear the howling of wolves. They were far away1 but the sound was terrifying: Dracula was near! The Professor climbed up a hill that looked all over Transylvania and took out his binoculars. He began to look around. Suddenly he called me, “Look, Mina! Look!” I jumped up and climbed up the hill. Through the binoculars I could see a group of Slovaks on horseback. In the middle of the group on a long wagon there was a big square chest2. I knew that the Count was inside the chest. The end was near but we had to hurry. I knew that if the sun set3 the Count could change into many forms and escape! Then, behind the wagon, coming from the north, I could see two men on horseback. They were Dr Seward and Quincey

Morris! From the opposite direction, Jonathan and Arthur appeared! There was little time left. The sun was setting behind the mountains. We hid behind a rock ready with our guns. As the three groups came closer, we suddenly heard Jonathan and Arthur shout, “Stop!”. The Slovaks stopped immediately. Arthur and Jonathan went to one side of the wagon while Dr Seward and Quincey went to the other side. Then the doctor and I stood up and pointed our guns at them. The Slovaks saw that they were surrounded4 and they took out their knives and pistols and formed a circle around the wagon to protect it. They started to fight with us. All four of our men ran towards the wagon. Jonathan jumped up onto the top of the wagon and threw5 the Count’s box to the ground. The Slovaks tried to defend Dracula and they injured Quincey with their knives. I could see blood dripping through his fingers.

COMPREHENSION 1. Read and listen to the story. Which characters did the following things?

2. Find words in the text that match the following definitions.

and Val Helsing found somewhere to hide from the Slovaks. 2. was inside a large box. 3. The stopped when Jonathan and Arthur shouted at them. 4. threw the chest off the top of the wagon. 5. During the fight was injured. 6. woke up just as the sun was going down in the sky. 7. killed the Count.

1. an optical instrument used for seeing things in the distance 2. a large stone 3. instruments used for cutting

2.39

8. The 178

went off on their horses.

4. a colour that is near to white or grey 5. victory 6. very frightened 7. fine powder 8. not war

3. Report back. Use the following words to complete the summary.

wagon • surrounded • Slovaks • late • forever • box • defend • setting • kill • heart

Dracula The men had to act quickly. The sun was going down and Dracula would soon wake up. Jonathan and Quincey opened the box: inside I saw the Count lying upon some earth. He was deathly pale and his eyes were an angry red. Then, just as the sun was setting behind the mountains the look of hate turned into a look of triumph6. The Count thought he had won! But just then Jonathan took out his knife and cut the Count’s throat. Blood began to flow from his neck. At the same time Quincey took out a wooden stake and stuck it through the Count’s heart. The Slovaks were terrified and rode away on their horses, leaving us alone. Suddenly I saw a look of peace return to the Count’s face. He seemed to be a normal man just like the rest of us. Then he turned to dust7 and disappeared. The Count could finally rest in peace.

1. far away: distanti 2. chest: baule 3. set: fosse tramontato 4. surrounded: circondati

5. threw: lanciò 6. triumph: trionfo 7. dust: polvere

Professor Van Helsing and Mina saw a group of (1) on horseback and a long (2) with a chest, inside which there was the Count. It afternoon and if they didn’t was (3) Dracula now, he would escape. Dr (4) Seward, Quincey Morris, Jonathan and Arthur (5) the Slovaks who tried to (6) the wagon and the Count. They wounded Quincey but Jonathan managed to throw the Count’s (7) onto the ground. They opened it and just Jonathan stabbed the as the sun was (8) . Dracula could now Count through his (9) . rest in peace (10) 179

Sarah Jane Lewis

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PLANET ENGLISH

Workbook Starter Unit ...................................................................................................................................... Unit 1 My life ............................................................................................................................... Unit 2 Education ......................................................................................................................... Unit 3 Food & Drink .................................................................................................................. Unit 4 Entertainment ................................................................................................................ Unit 5 Travel & Transport ........................................................................................................ Unit 6 Fashion .............................................................................................................................. Unit 7 Language ......................................................................................................................... Unit 8 Wild Weather ................................................................................................................. Unit 9 Work ...................................................................................................................................

p. 181 p. 192 p. 200 p. 208 p. 216 p. 224 p. 232 p. 240 p. 248 p. 256

Wordlist ............................................................................................................................................. p. 264 Irregular Verbs ............................................................................................................................... p. 270

Starter

Grammar Bank I pronomi personali Pronomi personali soggetto

complemento

you

he / she / it

him / her / it

you

they

them

● He è il pronome che si usa per il maschile. He is my brother Jim. Lui è mio fratello Jim.

● La forma affermativa di to be ha tre forme: am, is e are. I am a girl. Io sono una ragazza. It is a zebra. È una zebra. We are Italian. Noi siamo italiani. ● La forma contratta viene di solito usata nelle situazioni informali. Hello, I’m Greta! Ciao, sono/mi chiamo Greta! Wow, it’s wonderful! Wow, è bellissimo! They’re my mum and dad. Loro sono mia madre e mio padre.

● She è il pronome che si usa per il femminile. She is my sister Vanessa. Lei è mia sorella Vanessa. ● It è il pronome che si usa per gli oggetti, i luoghi o gli animali. It is the new school. È la nuova scuola. It is a beautiful city. È una bella città. It is a cat. È un gatto. ● I pronomi personali soggetto si usano al posto del soggetto. Jim is my brother. He is my brother. Jim è mio fratello. Lui è mio fratello.

! Il pronome I è sempre scritto in maiuscolo. My sister and I are twins. Mia sorella e io siamo gemelli.

to be: il Present simple Forma affermativa estesa

contratta

I am

I’m

you are

you’re

he / she / it is

he / she / it’s

we are

we’re

you are

you’re

they are

they’re

Forma negativa estesa

contratta

I am not

I’m not

you are not

you’re not

he / she / it is not

he / she / it’s not

we are not

we’re not

you are not

you’re not

they are not

they’re not

● La forma negativa di to be si ottiene così: soggetto + am / is / are + not (o -n’t) He is not (isn’t) Italian. Lui non è italiano. We are not (aren’t) tired. Noi non siamo stanchi.

! Non esiste la forma contratta di am not. I am not (‘m not) cold. NON I amn’t cold. Non ho freddo. Forma interrogativa

Am I? Are you? Is he / she / it? Are we? Are you? Are they?

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Starter ● La forma interrogativa di to be si ottiene così: Am / Is / Are + soggetto + ? Are you happy? Sei felice? Is it cold? Fa freddo? ● Il Present simple di to be si usa per parlare della realtà. ‘Are you English?’ ‘No, I’m French.’ “Sei inglese?” “No, sono francese.” ● Si usa anche per parlare dell’età. ‘How old are they?’ ‘They are 17.’ “Quanti anni hanno?” “Hanno 17 anni.”

Espressioni con to be to be hot / cold = avere caldo / freddo to be hungry / thirsty / sleepy = avere fame / sete / sonno to be right / wrong = avere ragione / torto to be afraid (of) = avere paura (di)

a / an ● L’articolo indeterminativo a si usa davanti ai sostantivi che iniziano per consonante. a cat, a book, a house ● L’articolo indeterminativo an si usa davanti ai sostantivi che iniziano per vocale o con un suono vocalico. an apple, an ice cream, an MP3 player ● Vi sono però delle eccezioni. – Quando la prima lettera del sostantivo è una vocale ma ha un suono consonantico si usa l’articolo a. a university in a European country (sia university che European iniziano con un suono consonantico) – Quando la prima lettera del sostantivo è una h muta si usa l’articolo an. an hour, an honest price, an honour (in queste parole, la h non si pronuncia) ● Gli articoli indeterminativi si usano con un sostantivo generico, non specificato. There is a man with an umbrella. C’è un uomo con un ombrello.

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Il plurale ● Il plurale dei sostantivi si ottiene aggiungendo una s al singolare. one apple  two apples one dog  two dogs one computer  four computers ● Ci sono però delle eccezioni. – Ai sostantivi che terminano in -s, -ss, -ch, -sh, -z, -x si aggiunge -es. a glass  four glasses a brooch  two brooches a box  10 boxes – Ai sostantivi che terminano con una vocale + y si aggiunge -s regolarmente. one boy  two boys – I sostantivi che terminano con una consonante + y cambiano la y in i e aggiungono -es. one country  five countries – La maggior parte dei sostantivi che terminano in -f / -fe cambiano la f in v e aggiungono -es. one knife  three knives – Alla maggior parte dei sostantivi che terminano in -o si aggiunge -es. one potato  six potatoes

! Attenzione a queste ulteriori eccezioni. – I sostantivi che terminano in -o ma sono delle abbreviazioni aggiungono -s regolarmente. one photo  ten photos – I sostantivi stranieri che terminano in -o aggiungono -s regolarmente. one piano  three pianos

I plurali irregolari ● Alcuni sostantivi hanno il plurale irregolare. child  children man  men woman  women person  people foot  feet tooth  teeth mouse  mice ● Alcuni sostantivi invece hanno la stessa forma per il singolare e il plurale. one fish  six fish one sheep  ten sheep ● I sostantivi composti da sostantivi irregolari sono a loro volta irregolari. one policeman  two policemen one businesswoman  two businesswomen

Starter have got Forma affermativa estesa

contratta

Forma interrogativa

Risposte brevi affermative

negative

Have I got?

Yes, you have.

No, you haven’t.

I have got

I’ve got

Have you got?

Yes, I have.

No, I haven’t.

you have got

you’ve got

he / she / it has got

he / she / it’s got

Has he / she / it got?

Yes, he / she / it has.

No, he / she / it hasn’t.

we have got

we’ve got

Have we got?

Yes, you have.

No, you haven’t.

you have got

you’ve got

Have you got?

Yes, we have.

No, we haven’t.

they have got

they’ve got

Have they got?

Yes, they have.

No, they haven’t.

● Il Present simple affermativo di have got ha due forme: have got e has got. They have got a new dog. Loro hanno un nuovo cane. Louise has got a red bag. Louise ha una borsa rossa. ● have got si usa per parlare del possesso, delle relazioni familiari e dell’aspetto fisico. They have got an old car. Hanno una macchina vecchia. I’ve got a brother and a sister. Ho un fratello e una sorella. Tara’s got black hair and blue eyes. Tara ha i capelli neri e gli occhi azzurri.

● La forma interrogativa di have got si ottiene così: have / has + soggetto + got + ? Have you got an MP3 player? Hai un lettore MP3? Has she got a brother? Ha un fratello?

! Nelle risposte brevi non si usa got. ‘Have you got a new smartphone?’ ‘Yes, I have.’ / ‘No, I haven’t.’ “Hai un nuovo smartphone?” “Sì.” / “No.”

Gli aggettivi possessivi Pronomi personali soggetto

! Attenzione a non confondere ’s (is) con ’s (has): Tom’s a footballer. = Tom is a footballer. Amy’s got a big house. = Amy has got a big house. Forma negativa estesa

contratta

I have not got

I haven’t got

you have not got

you haven’t got

he has not got

he hasn’t got

she has not got

she hasn’t got

it has not got

it hasn’t got

we have not got

we haven’t got

you have not got

you haven’t got

they have not got

they haven’t got

● La forma negativa di have got si ottiene così: soggetto + have / has + not + got You have got not a bike. Tu non hai una bicicletta. Susan hasn’t got a new phone. Susan non ha un nuovo telefono.

I / you / he / she / it / we / you / they Aggettivi possessivi

my / your / his / her / its / our / your / their ● Gli aggettivi possessivi si usano per indicare possesso o relazione tra cose o persone. This is your bag. Questa è la tua borsa. Danny and his dad have got blond hair, and their eyes are green. Danny e suo padre hanno i capelli biondi, e i loro occhi sono verdi. ● Gli aggettivi possessivi si usano davanti al nome cui si riferiscono, e non sono mai preceduti da un articolo. My bag is blue. Your bag is green. La mia borsa è blu. La tua borsa è verde. ● Gli aggettivi possessivi hanno un’unica forma per il plurale e il singolare. Your keys are in your bag. Le tue chiavi sono nella tua borsa. Their bikes are in my garden. Le loro bici sono nel mio giardino.

183

Starter ! In inglese gli aggettivi possessivi concordano con il possessore, e non con la cosa posseduta. Jack has got a sister, Tess. Tess is his sister. Jack ha una sorella, Tess. Tess è sua sorella. Julia has a new pair of trainers. Her trainers are red. Julia ha un nuovo paio di scarpe da ginnastica. Le sue scarpe sono rosse. I’ve got an old phone. Its screen is broken. Io ho un vecchio telefono. Il suo schermo è rotto.

Il genitivo sassone (‘s) ● In inglese, per indicare il possesso o una relazione di parentela, si aggiunge ’s al nome del possessore. Tim has got a dog, Bobby. Bobby is Tim’s dog. Tim ha un cane, Bobby. Bobby è il cane di Tim. Jenna’s mum is a teacher. La mamma di Jenna è un’insegnante. Leo is Tommy’s best friend. Leo è il miglior amico di Tommy. ● Per i nomi singolari si aggiunge ’s , mentre per i nomi plurali che terminano in -s si aggiunge solo ’. This is Tina’s bag. Those are the girls’ bags. Questa è la borsa di Tina. Quelle sono le borse delle ragazze. ● I nomi con plurale irregolare aggiungono regolarmente ’s. The children’s toys are on the floor. I giocattoli dei bambini sono sul pavimento.

! Se i possessori sono due, si aggiunge ’s solo all’ultimo nome. Tom and Jane’s house. La casa di Jane e Tom.

there is, there are ● La forma affermativa di there is / there are si ottiene così: there + is / are + soggetto There is si usa con i sostantivi singolari. There is a black cat in the garden. C’è un gatto nero in giardino. There are si usa con i sostantivi plurali. There are two new girls in my class. Ci sono due nuove ragazze nella mia classe.

! Non esiste la forma contratta di there are.

184

● Quando vi sono più oggetti, la forma concorda con il primo. On my desk, there is a book and two notepads. Sulla mia scrivania, ci sono un libro e due bloc notes. In my room, there are two chairs and a bed. Nella mia stanza, ci sono due sedie e un letto. ● La forma negativa di there is / there are si ottiene così: there + is / are + not + soggetto There isn’t a pen in that pencil case. Non c’è una penna in quell’astuccio. There aren’t clouds in the sky today. Non ci sono nuvole nel cielo oggi. ● La forma interrogativa di there is / there are si ottiene così: Are / Is + there + soggetto + ? Is there your mother on the phone? È tua mamma al telefono? Are there two glasses on the table? Ci sono due bicchieri sul tavolo?

I dimostrativi this, these, that, those ● This si usa per indicare un singolo oggetto o una persona vicino a chi parla. This is my bag. Questa è la mia borsa. ● These si usa per indicare due o più oggetti o persone vicini a chi parla. These apples are delicious! Queste mele sono squisite! ● That si usa per indicare un singolo oggetto o una persona lontani da chi parla. That desk is new. Quella scrivania è nuova. ● Those si usa per indicare due o più oggetti o persone lontani da chi parla. Those are their friends. Quelli sono i loro amici. ● Gli aggettivi dimostrativi hanno un’unica forma per il maschile e per il femminile. That is my friend Jim and those are his sisters. Quello è il mio amico Jim, e quelle sono le sue sorelle. This is my Granny, and that is my uncle. Questa è mia nonna, e quello è mio zio.

Starter the ● L’articolo determinativo the si usa per indicare una cosa o una persona specifica, o qualcosa già noto sia a chi parla sia a chi ascolta. The car parked outside is grandad’s. La macchina parcheggiata fuori è del nonno.

Vocabulary organiser Country

Nationality

America

American

Australia

Australian

Belgium

Belgian

● È invariabile nel genere (maschile, femminile e neutro) e nel numero (singolare e plurale). the book  the books; the girl  the girls

Brazil

Brazilian

Britain

British

Canada

Canadian

● L’articolo determinativo the non si usa: – davanti ai nomi usati in senso generico: Children love ice cream. I bambini amano il gelato. – davanti ai nomi degli Stati o delle lingue: China is very far, and Chinese is very difficult. La Cina è molto lontana, e il cinese è molto difficile. – davanti a home, work, school: Mum’s at work, Dad’s at school, but I’m at home! Mamma è al lavoro, papà è a scuola ma io sono a casa! – davanti ai giorni della settimana e dei mesi. I’m free on Saturdays and on Mondays in August. Sono libero il sabato e il lunedì ad agosto.

China

Chinese

Colombia

Colombian

Denmark

Danish

Egypt

Egyptian

England

English

Estonia

Estonian

France

French

Germany

German

Greece

Greek

India

Indian

Indonesia

Indonesian

Iran

Iranian

Ireland

Irish

Italy

Italian

Jamaica

Jamaican

Japan

Japanese

Mexico

Mexican

can / can’t

Peru

Peruvian

● Il verbo can si usa per esprimere l’abilità di fare qualcosa. È un verbo modale ed è uguale per tutte le persone. È sempre seguito dalla forma base del verbo principale. Tom can play tennis. Tom sa giocare a tennis. We can speak Spanish. Noi sappiamo parlare spagnolo.

Poland

Polish

Portugal

Portuguese

Russia

Russian

Scotland

Scottish

South Africa

South African

Spain

Spanish

Sri Lanka

Sri Lankan

● La forma negativa di can è cannot (can’t). I can’t play the piano. Non so suonare il piano.

Switzerland

Swiss

Taiwan

Taiwanese

Thailand

Thai

● La forma interrogativa di can si ottiene così:

Turkey

Turkish

Uganda

Ugandan

Vietnam

Vietnamese

Wales

Welsh

! L’articolo determinativo the non si usa mai davanti a un aggettivo possessivo. My bag is in your car. La mia borsa è nella tua macchina.

Can + soggetto + verbo + ...? Can you speak English? Sai parlare inglese?

185

Starter The family

I pronomi personali soggetto

Male

Female

great grandfather

great grandmother

grandfather

grandmother

father

mother

husband

wife

uncle

aunt

brother

sister

son

daughter

grandson

granddaughter

nephew

niece

1 She

Appearance

2 They

long/short

3 He

straight/curly

hair

4 They

blond(e)/red/black/grey/brown freckles

skin

5 You

light/dark

eyes

blue/brown/green/dark

6 It

tall/short

7 We

slim/plump

body

old/young pretty/good-looking

Rooms and furniture Rooms

cooker fridge armchair

living room

lamp sofa bookcase

bedroom bathroom

186

bed wardrobe bath shower

Sottolinea l’alternativa corretta. 1 2 3 4 5 6 7

Furniture

table

a is the capital city of Turkey. (Ankara) b is from Algeria. (Fatima) c are best friends. (Penny and Leonard) d are in the same group. (José and I) e isn’t at the university today. (Omar) f are different. (the English, Scottish and Welsh flags) g aren’t on holiday here. (you and your friend)

to be – Forma affermativa

chair kitchen

Abbina i pronomi (1-7) con le frasi (a-g). Fai attenzione alle parole tra parentesi.

Raul is / are 89 years old. I are / am in class today. We are / is from Uruguay. Luc and Pedro are / am friends. She are / is Taiwanese. It am / is a red, white and blue flag. You are / am Egyptian.

Riscrivi le frasi usando i pronomi personali soggetto e la forma breve di to be. 1 Carol and Lindsay are American. They’re American. ___________________________________________________ 2 My sister and I are students. ___________________________________________________ 3 Sam is British. ___________________________________________________ 4 The students are in the classroom. ___________________________________________________ 5 The cake is delicious. ___________________________________________________ 6 Mr and Mrs Redford are from Dublin. ___________________________________________________

Grammar Lab to be – Forma negativa

Guarda le foto e completa le frasi con la forma negativa di to be.

isn’t at 1 Liam _________ school today. He’s at home.

2 Naoko and Akiko _________ 20, they are 18.

to be – Forma interrogativa

4 You _________ in room 7, you are in room 9.

Riscrivi le frasi usando la forma interrogativa di to be.

1 Tokyo is a big city. ___________________________________________________ 2 Kigali is in Rwanda. ___________________________________________________ 3 Kate and Peter are Australian. ___________________________________________________ 4 I am in class with you. ___________________________________________________ 5 You are Brazilian. ___________________________________________________ 6 Lionel is 19. ___________________________________________________ 7 The Chinese flag is red and yellow. ___________________________________________________ 8 Seven is a lucky number in Britain. ___________________________________________________

3 It _________ the Russian flag, it’s the Estonian flag.

Starter

Riordina le parole in modo da formare frasi affermative, negative o interrogative. Poi ascolta e controlla. 1

1 New York / Victoria / Are / from / Owen / and / ? ___________________________________________________ 2 friends / José / Manuel / not / and / are ___________________________________________________ 3 She / sister / is / my ___________________________________________________ 4 Are / books / the / green / ? ___________________________________________________ 5 a / not / student / Paul / is ___________________________________________________

a / an 5 The girls _________ from China, they are from Hawaii.

6 We _________ in a French restaurant, we’re in a Thai restaurant.

7 I _________ from Tijuana, I’m from Mexico City.

8 It _________ British money, it’s American money.

Completa le frasi con l’articolo corretto a o an. 1 2 3 4 5 6 7 8 9 10

It is ____ heavy bag! It is ____ Apple computer. It isn’t ____ exercise book, it’s ____ dictionary. It is ____ old wallet, not ____ new wallet. Is ____ iPod also ____ MP3 player? That isn’t ____ UFO, it’s ____ airplane! It’s ____ photo of my dog. Are you ____ new student here? It is ____ lovely day. It is ____ old university.

187

Starter Il plurale

have got – Forma affermativa

Cosa c’è nelle foto? Scrivi per esteso i numeri e il plurale delle parole nel riquadro. baby • flag • dog • mobile phone • watch woman • child • key

two dogs 1 ______________________

2 ______________________

Sottolinea l’alternativa corretta.

1 2 3 4 5 6 7 8 9 10

Lucy have / has got an uncle. I have / has got a brother. He have / has got blond hair. We have / has got an old car. Jim and Graham have / has got three cousins. It have / has got a new app. You have / has got very blue eyes. She have / has got glasses. They have / has got short hair. Joe and I have / has got two sisters.

have got – Forma negativa

11 3 ______________________

4 ______________________

5 ______________________

6 ______________________

7 ______________________

World Statistics • There are about 7 billion 1 people ___________________ in the world (person) • There are almost 200 2 ___________________ in the world (country) • There are almost 2 billion 3 ___________________ in the world under 15 years old (child) • There are 19 million people with 4 ___________________ on the same day as you! (birthday) • There are almost 7 billion 5 ___________________ (mobile phone) in the world

188

hasn’t got glasses. 1 Kerry _____________ 2 She _____________ short, red hair. 3 She _____________ curly hair.

8 ______________________

Completa le frasi con il plurale delle parole tra parentesi.

Guarda le foto e completa le frasi con la forma negativa di have got.

4 5 6

Paul and Alexandra _____________ long hair. Paul _____________ a beard. They _____________ black hair.

7 8 9

Josef and Tim _____________ long, curly hair. They _____________ beards. Tim _____________ a watch.

have got – Forma interrogativa e risposte brevi

Usa i suggerimenti per formulare domande con have got. Poi scrivi le risposte brevi affermative (3) o negative (7). 1 you / smartphone? (3) ‘Have you got a smartphone?’ ‘Yes, I have.’ ___________________________________________________ 2 Ned / a cat (7) ___________________________________________________ 3 Francesca and Antonello / a brother? (3) ___________________________________________________ 4 my cousins and I / red hair? (3) ___________________________________________________ 5 she / green eyes? (7) ___________________________________________________ 6 Charles and Chris / a slim father? (7) ___________________________________________________ 7 Barcelona / a beach? (3) ___________________________________________________ 8 I / a twin sister? (7) ___________________________________________________

Starter Gli aggettivi possessivi

there is / there are

Completa le frasi con l’aggettivo possessivo corretto. Aiutati con le parole sottolineate. 1 I’ve got a new telephone. This is ________ my new number: 343 624 3416. 2 Larry’s sister is very tall. ________ name is Hilda. 3 Jack and Jenny have got a new house. ________ new house is in the city. 4 Luke’s got a lovely cat but ________ dog is crazy! 5 You’ve got a great sister. ________ sister is now my girlfriend! 6 You and Ben have got big, blue eyes and ________ hair is brown. 7 Michelle, come and meet my sister. ________ name is Trisha. 8 I am from London. ________ population is about 8 million people.

Scegli l’opzione corretta per completare le frasi (A, B o C). A 1 __________ mother has got brown eyes. A Justin’s B Justin C Justins 2 Have __________ children got freckles? A Cesare B Cesares C Cesare and Maria and Marias and Maria’s 3 Has __________ husband got a beard? A Ginas B Gina’s C Gina 4 __________ parents haven’t got a big house. A Pauls B Paul C Paul’s 5 Rina is __________ daughter. A Mark B Marks C Mark’s and Jan’s and Jans and Jan 6 Who are __________ children? A Keith B Keith’s C Keith and Dee’ and Dee and Dee’s Riscrivi le frasi al plurale. 1 2 3 4 5 6 7 8

the boy’s book the girl’s bag the woman’s jacket the dog’s biscuit the man’s car the teacher’s room the child’s doll my sister’s watch

B&B

the boys’ books __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

Hi Henry, this is your room. there is a double bed, a _______________ wardrobe and a desk. 2 _______________ also two lamps on the desk. 3 _______________ an internet connection? Yes, 4 _______________. 5 _______________ a password? No, 6 _______________. It’s free Wi-Fi. Excellent. Is that my bathroom? Yes, it is. 7 _______________ a shower but 8 _______________ a bath... No problem, I like showers! 9 _______________ other people in the house? No, 10 _______________. 1

Henry B&B Henry B&B Henry B&B Henry

B&B

Il genitivo sassone (‘s)

2 Henry è in un bed & breakfast per tre giorni. Completa il dialogo con la forma corretta di there is o there are. Poi ascolta e controlla.

Gli aggettivi dimostrativi this, these, that, those

Riscrivi le frasi al plurale. Fai attenzione ad ogni parola.

1 This is an English exercise. These are English exercises. ___________________________________________________ 2 That is my brother. ___________________________________________________ 3 Is that a new house? ___________________________________________________ 4 This isn’t a big bedroom. ___________________________________________________ 5 Is this your child? ___________________________________________________ 6 What’s that? ___________________________________________________

Adesso riscrivi le frasi al singolare.

1 Those are Jack’s books. That is Jack’s book. ___________________________________________________ 2 These aren’t my phones. ___________________________________________________ 3 Are these your photos? ___________________________________________________ 4 Those aren’t my sisters. ___________________________________________________ 5 Are those people with you? ___________________________________________________ 6 Are these children your cousins? ___________________________________________________

189

Starter the, a / an

Scrivi the o / quando la frase è già completa.

Grammar in context 22

the ball.’ 1 ‘...and now Cristiano Ronaldo has _____ 2 Jeff isn’t at _____ home today. 3 The tennis players are ready on _____ tennis court. 4 The athletes run on _____ track on the left. 5 We don’t play sports at _____ our school. 6 Rugby is _____ sport of gentlemen. 7 ‘Where is your father?’ ‘He is at _____ work.’ 8 Can you see _____ ball? 9 I love to study _____ English! 10 What time does _____ game start this evening?

can / can’t

Formula delle domande con il verbo can, poi rispondi, in modo affermativo (3) o negativo (7).

1 Joseph / drive a car (7) ‘Can Joseph drive a car?’ ‘No, he can’t.’ ___________________________________________________ 2 dog / talk (7) ___________________________________________________ 3 Lucy / swim (3) ___________________________________________________ 4 your friends / help me (3) ___________________________________________________ 5 Ben and Mart / act (3) ___________________________________________________ 6 you / paint (7) ___________________________________________________ 190

Benoit Alessio

Juan Benoit Alessio Benoit Juan

Leggi il testo e sottolinea l’opzione corretta.

Polo is originally 1 the / a / an Persian sport and it is about 2,600 years old! Each team has got four players and each player has various horses. 2 The / A / An horses are very fast and 3 the / a / an players change horses every 15 minutes. Polo players wear 4 the / a / an helmet and use 5 the / a / an special type of bat called 6 the / a / an mallet. There is only one ball. The aim of 7 the / a / an game is to hit 8 the / a / an ball with 9 the / a / an mallet into 10 the / a / an opponents’ goal.

Completa il dialogo con un pronome soggetto o la forma affermativa di to be.

Benoit

am Benoit and 2______ am from Hi, I 1______ Paris in France. Hi Benoit! I’m Alessio and I’m Italian. This is Juan. He 3______ from Córdoba and 4______ is nineteen years old. Hi Benoit. 5______ you nineteen too? No, I’m seventeen. Are 6______ in the same class? No, I’m with Mr Taylor and 7______ are with Miss Bright. You’re with Evangelina. 8______’s with Mr Taylor too. Cool!

Completa il dialogo con le domande nel riquadro. Where’s your new house? What’s your name? • What’s your phone number? Where are you from? • Is it new? Hello! I’m Sally. You’re new here. 1 ___________________________________________ Hi Sally, my name’s Bob. 2 ___________________________________________. I’m from Glasgow but my whole family is here now. 3 Sally ___________________________________________ Bob It’s in Station Road. (sound of telephone) Sally Cool! 4_____________________________________ Bob Yes, it’s my new mobile phone. 5 Sally ___________________________________________ Bob It’s 07616 9865900.

Sally Bob Sally Bob

Completa l’email di Kim alla sua amica Tanya con la forma corretta di have got.

Hi Tanya, ’ve got great news! We 2_______ two new I 1_______ students in our class: Karim and Shayma. They are twins and they come from Tunisia. Karim is very tall and dark. He 3_______ big, brown eyes and short, straight hair. His twin sister, Shayma, is also tall and dark but she 4_______ green eyes and long hair. We 5_______ all our classes together. 6 _______ Mike’s telephone number? I 7_______ his MP3 player in my bag... Oh and my brother 8_______ a new girlfriend. She’s got short, curly hair and freckles. She’s very funny! A big hug and write soon! Love, Kim xxx

Starter 25

Completa con le parole nel riquadro. Have you got • has • Yes • ’ve got • Have hasn’t • haven’t

1 A 1___________ you got brothers and sisters? B I haven’t got a sister but I 2___________ a brother. A Have you got a big family? B No, I 3___________. I have got only one cousin! 2 A Has your brother got a dog? B Yes, he 4___________! He’s got three dogs. A Has he got a cat? B No, he 5___________. 3 A 6___________ a big family? B 7___________, I have! I 8___________ three sisters, four uncles and four aunts and twelve cousins! A Wow! That is a big family!

Vocabulary 26 Di che lingua si tratta? Completa il cruciverba con i nomi delle lingue parlate dalle persone. 2 1

4 3 6

7 9 8 10 11 12

e sottolinea l’alternativa corretta.

My half-brother isn’t tall but he’s got 1 our / your father’s amazing blue 2 eyes / hair and 3 his / her mother’s long, dark 4 hair / skin. I’m 5 tall / long and I’ve got my mother’s green eyes. My uncle Jack has got two children, Allie and Jim. They are 6 his / my cousins, and they have got 7 their / your father’s 8 blond / plump hair. My grandmother Beth isn’t very 9 tall / short and she’s got 10 grey / slim hair now.

28 Completa l’email di Tina con le parole nel riquadro.

bath • sofa • table • fridge • bed • kitchen wardrobes • cooker • living room

Hi Fran, I’ve got a great new flat in the centre of kitchen with a town! There’s a new 1 _________ 2 _________, a 3 _________ and a 4 _________. There are three windows in the 5 _________ and there’s a 6 _________ and three big armchairs too. There’s a double 7 _________ in the bedroom and two big 8 _________. And the bathroom has got a 9 _________ and a shower. Come and visit soon! Lots of love Tina xxx

29 Completa le frasi con le parole nel riquadro. 13

Across I am from Denmark. I speak ... I am from Indonesia. I speak ... They are from Turkey. They speak ... I am from America. I speak ... You are from Spain. You speak ... I am from Portugal. I speak ... She is from Wales. She speaks ...

3 5 7 8 10 12 13

Down You are from France. You speak ... She is from Vietnam. She speaks ... They are from Poland. They speak ... She is from Germany. She speaks ... We are from China. We speak ... I am from Greece. I speak ...

1 2 4 6 9 11

27 Leggi la descrizione della famiglia di Jenny

waits • reception • acts • takes photos helps • drives • does business • teaches drives 1 A bus driver ________________ a bus. 2 An actor ________________ in films and theatre plays. 3 A businesswoman ________________ in an office. 4 A photo-journalist ________________ for newspapers. 5 A French teacher ________________ French in a school. 6 A waiter ________________ on people in a restaurant. 7 A receptionist works in the ________________ area of an office or a hotel. 8 A nurse ________________ doctors in hospitals.

191

My Life Il Present simple

● La forma negativa del Present simple si ottiene così: soggetto + do / does + not + verbo

Forma affermativa

I play

You do not (don’t) speak French. Tu non parli francese. Julia does not (doesn’t) play basketball. Julia non gioca a basket.

You play He / she / it plays We play You play

Forma interrogativa

They play ● La forma affermativa del Present simple si ottiene dalla forma base del verbo (l’infinito senza la preposizione to), aggiungendo -s alla 3° persona singolare. On Sundays, I watch football and Helen reads a book. Di domenica, io guardo il calcio e Helen legge un libro. ● Attenzione alla formazione della 3° persona singolare. – Quando il verbo termina in -ch, -sh, -ss, -zz, -o si aggiunge -es. Rob watches this TV show every Thursday. Rob guarda questo show televisivo ogni giovedì. Tara goes to the cinema. Tara va al cinema. – Quando il verbo termina con una consonante + y, la y si trasforma in i e si aggiunge -es. Patrick studies French. Patrick studia francese. – Quando il verbo termina con una vocale + y, si aggiunge -s. David plays tennis. David gioca a tennis. ● Il Present simple si usa per parlare di abitudini e cose che succedono abitualmente. My sister goes to piano lesson every Wednesday. Mia sorella va a lezione di pianoforte ogni mercoledì. I speak two languages. Io parlo due lingue.

Forma negativa estesa

192

contratta

I do not play

I don’t play

You do not play

You don’t play

He / she / it does not play

He / she / it doesn’t play

We do not play

We don’t play

You do not play

You don’t play

They do not play

They don’t play

Risposte brevi affermative

negative

Do I work?

Yes, you do.

No, you don’t.

Do you work?

Yes, I do.

No, I don’t.

Does he / she / it work?

Yes, he / she / it does.

No, he / she / it doesn’t.

Do we work?

Yes, you do.

No, you don’t.

Do you work?

Yes, we do.

No, we don’t.

Do they work?

Yes, they do.

No, they don’t.

● La forma interrogativa del Present simple si ottiene così: Do / Does + soggetto + verbo + ? ‘Do you play the guitar?’ ‘Yes, I do.’ ‘Suoni la chitarra?’ ‘Sì.’ ‘Does your mum teach History?’ ‘No, she doesn’t.’ ‘Tua madre insegna storia?’ ‘No.’

Le preposizioni di tempo ● Le preposizioni di tempo at, in, on indicano un momento preciso. – at + ricorrenza / night / the weekend We go to Granny’s at Christmas. A Natale andiamo dalla nonna. – in + le parti del giorno I make my homework in the afternoon. Io faccio i compiti nel pomeriggio. – on + giorni della settimana Sheila plays rugby on Saturdays. Sheila gioca a rugby di sabato.

Gli avverbi di frequenza 0% never

rarely

sometimes

often

usually

100% always

● Gli avverbi di frequenza si usano per indicare quanto spesso accade qualcosa. I always have breakfast in the morning. Io faccio sempre colazione al mattino. We usually go to the cinema at the weekend. Noi di solito andiamo al cinema nel weekend.

Grammar Bank ● Con il verbo to be l’avverbio di frequenza va dopo il verbo. Con tutti gli altri verbi, l’avverbio di frequenza va prima del verbo. Jim is always late. Jim è sempre in ritardo. I am often tired in the evening. Sono spesso stanco la sera. I sometimes watch a film after dinner. Qualche volta guardo un fim dopo cena.

Verbi di routine

! Never e rarely hanno valore negativo, quindi il verbo va alla forma affermativa. They never get angry. Loro non si arrabbiano mai. We rarely go to the shopping mall. Noi andiamo raramente al centro commerciale.

Vocabulary organiser

In the morning

In the afternoon / evening

to get up

to go to bed

to make breakfast

to make dinner

to have breakfast

to have dinner

to go to school/work

to get home

to start school/work

to finish school/work

Free-time activities art

drawing painting

drama dancing

L’ora

hobbies

14.00

It’s two o’clock.

14.05

It’s five past two.

14.10

It’s ten past two.

14.15

It’s a quarter past two.

14.20

It’s twenty past two.

14.25

It’s twenty-five past two.

14.30

It’s half past two.

14.35

It’s twenty-five to three.

14.40

It’s twenty to three.

14.45

It’s a quarter to three.

14.50

It’s ten to three.

14.55

It’s five to three.

15.00

It’s three o’clock.

● La parola midday indica mezzogiorno (12.00), e midnight mezzanotte (0.00). My grandparents have lunch at midday. I miei nonni pranzano a mezzogiorno. I usually go to bed before midnight. Di solito vado a letto prima di mezzanotte. ● Si può anche dire prima l’ora e dopo i minuti. It’s six-twenty. = 6.20 It’s ten-thirty. = 10.30

music

to have music lessons to listen to music to play the guitar

photography/take photographs play chess athletics cycling football sports

rugby surfing swimming t’ai chi yoga cook

go online at home

blog chat to friends online surf the Internet use social media apps watch videos on YouTube

meet friends play video games read watch television

● Di solito in inglese non si usa il formato delle 24 ore, ma alle ore 1-12 vengono aggiunte a.m. per il giorno, e p.m. dal pomeriggio in poi. It’s 11.15 a.m. (è mattina) It’s 11.15 p.m. (è notte)

193

Vocabulary & Functions Vocabulary: Verbs of routine 1 Scrivi il verbo corretto sotto ogni foto.

get up • dance • play computer games have a shower • go out for a meal • start work have lunch • reading • go home • go to the theatre

get up • make breakfast have a shower • drive to work • finish work get home • have dinner • watch TV meet friends • go to bed

have a shower 1 ________________________

2 ________________________

Scrivi le attività nel riquadro nella colonna corretta.

Routine activities

Free-time activities

get up ___________, __________, _______________________, _______________________, _______________________

_______________________, _______________________, _______________________, _______________________, _______________________

Completa le frasi con i verbi corretti. go 1 _______________ walking in the park, fishing,

swimming, travelling 2 _______________ the piano, cards, football, chess 3 _______________ to the pub, to a concert, to work, to bed 4 _______________ lunch, videos 5 _______________ breakfast, a party, a coffee

3 ________________________

4 ________________________

Vocabulary: The time 4 Che ore sono? Scrivi l’orario corretto sotto ogni immagine.

5 ________________________

7 ________________________

9 ________________________ 194

6 ________________________

It’s ten 1 ____________ to three. ____________

2 ____________ ____________

3 ____________ ____________

4 ____________ ____________

5 ____________ ____________

6 ____________ ____________

7 ____________ ____________

8 ____________ ____________

9 ____________ ____________

8 ________________________

10 _______________________

1 5

Leggi gli appuntamenti sull’agenda di Richard e rispondi alle domande. Monday

11.45 ‑ new secretary

Tuesday

16.30 ‑ doctor’s appointment

Wednesday

09.15 ‑ meeting with Mr Holmes

Thursday

13.40 ‑ lunch with Wendy

Friday

15.00 ‑ take the dog to the vet

Saturday

20.00 ‑ film ‘Godzilla’ with Wendy

1 When is Richard’s appointment with the doctor? On Tuesday afternoon at half past four. ___________________________________________________ 2 What time does the film start on Saturday? ___________________________________________________ 3 Who does Richard go to the cinema with? ___________________________________________________ 4 What film do they want to watch? ___________________________________________________ 5 When does he meet Mr Holmes? ___________________________________________________ 6 When does Richard’s new secretary come? ___________________________________________________ 7 When does he have lunch with Wendy? ___________________________________________________ 8 When does he take the dog to the vet? ___________________________________________________

A che ora…? Rispondi alle domande sulle tue abitudini. Scrivi gli orari per esteso. 1 2 3 4 5 6 7 8

What time do you wake up on Sundays? What time do you have breakfast? What time do you have a shower or a bath? What time do you start work or school on Mondays? What time do you have lunch? What time do you finish work or school? What time do you have dinner? What time do you go to bed at the weekend?

Adjectives and their opposites

Sottolinea l’alternativa corretta. 1 The guests are late / early for dinner: Mum is not sad / happy at all. 2 The History lesson is long / short, but it is very boring / interesting. 3 Today the sea is slow / calm, and the waves are big / small. 4 I’m excited / sad: this film is very boring / sad. 5 An elephant is quick / slow and small / big. 6 The log in is very quick / early.

Vocabulary extension 8 Completa le frasi con gli opposti degli aggettivi in grassetto.

1 A USB memory stick is small but with a big ___________ memory. 2 It’s a new MP3 player but with very ___________ music! 3 1 kilo is light but 99 kilos are ___________. 4 Number 48 trainers are big but number 35 trainers are ___________. 5 The photo is old but Katherine’s identity card is ___________. 6 Black is a dark colour but white is a ___________ colour.

Functions: Making friends 9 Riordina il dialogo fra Helen e Clark. n Clark Wow! Really? n Clark Yes, I am. Are you a student? n Clark Um, yes, but I prefer music. 1 Clark Hi, I’m Clark. n n Clark Are you free this Saturday evening? n Clark OK! See you on Saturday, then. n Clark Why don’t we go to the new jazz n

Clark

n n n

Helen Helen Helen

Helen

n n n n

Helen Helen Helen Helen

club? I play the drums in a jazz band.

Yes. Do you like the theatre, Clark? Yes, I’d love to. Yes, but I’m also an actress in the school company. Hi Clark. I’m Helen. Nice to meet you. Are you new here? Wow, that’s great! Ok, bye! What do you do? Yes, I am.

195

Grammar Lab Il Present simple

Completa le frasi con i verbi tra parentesi. teaches in a 1 Mia is a teacher. She ______________ language school. (teach) 2 Billy is a student and he ______________ to university in London. (go) 3 Pete ______________ TV in the evenings. (watch) 4 The lesson ______________ at 17.00. (finish) 5 Sean ______________ Chinese. (study) 6 He ______________ two sisters. (have got) 7 Lucy ______________ the piano in a band with her friends. (play) 8 Trisha ______________ her homework on the bus. (do)

Completa le frasi con i verbi nel riquadro. want • meet • like • speak play • start • live • work meets David for lunch on 1 Colby _____________ Wednesdays. 2 Doctors and nurses _____________ in a hospital. 3 Your school _____________ early. 4 Our family _____________ Spanish at home. 5 Katy is a receptionist and she _____________ in the hotel. 6 Markus and I _____________ to work in Japan. 7 Jeff and Bojan _____________ in a band. 8 Otto’s brother _____________ pizza!

Correggi le frasi. Usa le parole tra parentesi. Poi ascolta e controlla. 3

1 I get up early in the morning. (late) I___________________________________________________ don’t get up early in the morning, I get up late. 2 Henry has a shower every morning. (bath) ___________________________________________________ 3 Jill has breakfast with her parents. (husband) ___________________________________________________ 4 You go to work by car. (bus) ___________________________________________________ 5 We get home before James. (after) ___________________________________________________ 6 My girlfriend makes dinner. (lunch) ___________________________________________________ 7 I watch television in the evening. (do my homework) ___________________________________________________ 8 Susie surfs the Internet after dinner. (chat online) ___________________________________________________

196

Usa i suggerimenti per formulare delle domande, quindi scrivi risposte brevi affermative (3) o negative (7).

1 you / like / your job? (3) ‘Do you like your job?’ ‘Yes, I do.’ ___________________________________________________ 2 Beth / go / to school by bus? (7) ___________________________________________________ 3 Tyler and Wendy / get up / early on Sundays? (3) ___________________________________________________ 4 Graham / work / in an office? (3) ___________________________________________________ 5 the door / have / a key? (7) ___________________________________________________ 6 you / live / in a big house? (7) ___________________________________________________ 7 we / get home / late? (3) ___________________________________________________ 8 you / work / in the city? (3) ___________________________________________________ 9 Frank and Chloe / do homework / together? (3) ___________________________________________________ 10 Susie / study / Chinese? (7) ___________________________________________________

Le preposizioni di tempo

Scrivi le espressioni di tempo nella colonna corretta. Christmas • the morning • Saturday evening • night the evening • the weekend • Friday afternoon Monday morning • the afternoon • Sundays • Easter

Christmas ________________, ________________, ________________, ________________

________________, ________________, ________________

________________, ________________, ________________, ________________

Gli avverbi di frequenza

Metti gli avverbi di frequenza dati tra parentesi al posto giusto. 1 I am late for class. (rarely) I am rarely late for class. __________________________________________ 2 Valentino is a bad boy! (sometimes) __________________________________________ 3 Martin and William are top of the class. (always) __________________________________________ 4 Josh is at home on Sundays. (never) __________________________________________ 5 We are in the school football team. (usually) __________________________________________ 6 You are right! (often) __________________________________________

1 Grammar in context 7 Mark è un insegnante e oggi è un giorno speciale. Non ci sono lezioni ma ci sarà un concerto. Leggi il programma della giornata di Mark e completa le frasi con la forma affermativa o negativa del Present simple.

Round up 8 CERT

Completa il dialogo con le risposte corrette (A, B o C). Jada Eddy Jada Eddy Jada Eddy Jada Eddy Jada

Eddy

11.00 12.00 13.00 14.00 14.30 15.00 17.30 18.00 20.30 21.00 22.00

1 2 3 4 5 6 7 8 9 10

Get up and have a shower Make lunch Drive to the school Open the Great Hall Meet the musicians in the Great Hall Help the musicians Open the doors for the students Watch the band with the students Clean the Great Hall Go home Make dinner for Lisa

Mark ___________ a shower before he has lunch. He ___________ to school by bus. He ___________ the Great Hall at 13.30. He ___________ the musicians in the Great Hall. He ___________ the musicians. He ___________ the doors for the students at 17.30. The band ___________ at 18.00. Mark ___________ the Great Hall after the band finishes. He ___________ home at 21.00. He ___________ dinner for Lisa.

Jada Eddy Jada 1 2 3 4 5 6 7 8 9 10 11 12

A A A A A A A A A A A A

Hi, I’m Jada. Nice to meet you. Hi Jada. I’m Eddy. Nice to meet you, A you work here? too. 1____ 2 No, I ____. I’m a student. And you? I am a student too. Do you go to a boarding school? No, I don’t. I live with my mum and dad: they work here. 3 ____ your mum teach at Uni? Yes, she 4____ Spanish. And my dad 5____ the violin in the city Orchestra. Do you play any sport? Yes, a lot: I play basketball 6_______ Monday and Wednesday evenings, and 7 ____ go running on Saturdays, 8____ the morning. And you? I play the bass guitar in the school band 9 ____ the weekend. We meet 10____ 7 o’clock p.m. on Sundays. That’s great! How often do you play? We work hard, we 11____ play twice a week! 12____ you come and see us? I’d love to. Thanks. Do not Don’t teachs plays at usually at at on always Why not

B B B B B B B B B B B B

Don’t do Does teach playis in never in on in never Do

C C C C C C C C C C C C

Are don’t Do teaches playes on rarely on in at often Why don’t

Mediation 9 Traduci in italiano. 1 I often play video games in the evening. 2 Ted doesn’t usually get up before 10 in the morning at the weekend. 3 Does your father goes to work on Saturday morning? 4 My sister doesn’t go to bed early: she goes to bed late! 5 Jameela chats to her friends on the Internet in afternoon. 6 Do Jacques and Kim have dinner with their kids? 7 My father often cooks in the evenings in winter. 8 I’m never late for my dance lessons! 197

Language Skills Reading 1 Leggi velocemente il testo. Le attrazioni proposte sono tutte gratuite?

Free-time activities around the world What do people do in their free time in different countries? In Istanbul, the capital city of Turkey, lots of people go to the Grand Bazaar, the Kapali Carsi. It is a very big, covered market with 61 streets and 3,000 different shops. 350,000 tourists go shopping at the Kapali Carsi every day.

Mardi Gras in Rio de Janeiro, Brazil, is a giant street carnival and samba music festival. It takes place at the end of February every year. Every day, about 2 million people dance in the streets, listen to music and have parties.

The Garden of Five Senses in Delhi, India, is a big park and visitors see, smell, touch, listen to and taste the different attractions in the various themed areas. People like coming here to escape from the chaos of the city. Entry tickets aren’t expensive, only 30 rupees per person (about 30 pence). People love going on the City Circle Tram in Melbourne, Australia, because they can see the waterfront and all of the city. And they travel on the tram because it’s free! About 3 million passengers use the service every year.

The Tate Modern art gallery in London is free to enter! About four and a half million artlovers visit the exhibitions every year. The Tate Modern is in an old power station on the south side of the river Thames.

198

Invalsi Training 2

CERT Leggi di nuovo il testo e scegli l’opzione corretta (A, B o C). 1 People go to the Kapali Carsi in _____. A Delhi B Istanbul C London 2 People visit Tate Modern in _____. A Istanbul B Delhi C London 3 _____ people visit Tate Modern. A 4.5 million B 2 million C 350,000 4 Mardi Gras in Rio de Janeiro is _____. A a garden B an art C a street gallery carnival 5 Tickets are very cheap at _____. A Mardi Gras B Kapali C the Garden Carsi of Five Senses 6 About 3 million people _____. A take the City B visit Tate C go to Circle Tram Modern Mardi Gras

Task Type: Reading – Multiple matching Read the text about the school routine of an American student. Choose the correct heading (A-G) for each paragraph (1-4). There are two extra headings that you should not use. The first one (0) is an example. B 0 ____ Jeff Spencer is a student at Cedars High School. Helen Kennedy asks him about a typical day at his school in Charlottesville, Virginia.

1 ____ In my school there are about 1,200 students, 300 in each grade or year. In the USA we start junior high school at 11 or 12 years old, and we finish at 15 years old. I’m in the 9th grade and there are 22 students in my class.

Listening 4 3 CERT

2 ____ My school day starts at 7.35 a.m. I get up at 6.15 a.m. I have breakfast and then I walk to school. I’ve got 8 different subjects on my timetable this year. I study Science, English, Maths, Spanish, History and Theatre Arts, then I’ve also got two optional subjects – Art and Physical Education. We don’t study Music in my school.

Ascolta Luke, Sally e Javi parlare del loro passatempo preferito. Completa le schede con le informazioni mancanti. Scrivi una o due parole.

Luke: – is very busy during the 1___________; – plays the violin in the 2___________; – plays Minecraft with his 3___________ Joel.

3 ____ Students go home at 2 p.m., or they stay for an activity period – they do homework or extra study – and then go home at 3 p.m. We also stay after school two or three afternoons a week to play sports or go to clubs. Our lunch time is about 40 minutes. We have lunch in the school canteen. My sister is a senior student and she doesn’t have lunch in the canteen, she goes home.

Sally: – 4___________ in Wimbledon; – goes to the tennis club 5___________ a week; Javi: – usually goes to 6___________ after school; – he cooks dinner for his 7___________; – after dinner he 8___________.

4 ____ We don’t wear a uniform but there is a dress code – no short skirts, no ripped jeans. All of the students have got a locker at school for their books, backpack and personal possessions.

Writing 4 CERT Descrivi a un amico cosa fai di solito nel tuo tempo libero. Rispondi a queste domande per aiutarti.

● ● ● ● ●

What do you do? Why do you like do it? Where do you do it? How often do you do it? What do you do it with?

Scrivi un’email di circa 100 parole.

n Number of students in the school, age per

grade, number of students in Jeff’s class 0 Our guest today B n C n What to wear every day D n Competing for the school E n Where and when to eat F n It’s project time G n An intense school timetable

199

Education Il Present continuous Forma affermativa estesa

breve

I am working.

I’m working.

You are working.

You’re working.

He / she / it is working.

He / she / it’s working.

We are working.

We’re working.

You are working.

You’re working.

They are working.

They’re working.

● La forma affermativa del Present continuous si ottiene così: soggetto + be + verbo con -ing (gerundio) Maria is cooking dinner. Maria sta cucinando la cena. They are studying Maths. Loro stanno studiando matematica. ● Il Present continuous si usa per parlare di eventi che stanno accadendo nel momento in cui si parla. Jake is reading the newspaper. Jake sta leggendo il giornale. We are watching TV. Noi stiamo guardando la TV. ● Il Present continuous si usa anche per parlare di situazioni temporanee. I am staying in London this summer. Quest’estate starò a Londra. She’s working from home at the moment. Attualmente lei sta lavorando da casa.

! Il Present continuous non si usa con i verbi di stato: – be – belong – feel

– hear – know – like

– understand – want

Forma negativa estesa

breve

I am not working.

I’m not working.

You are not working.

You aren’t working.

He / she / it is not working. He / she / it isn’t working. We are not working.

We aren’t working.

You are not working.

You aren’t working.

They are not working.

They aren’t working.

200

● La forma negativa del Present continuous si ottiene così: soggetto + be + not + verbo con -ing Susan is not sleeping. Susan non sta dormendo. The boys are not studying. I ragazzi non stanno studiando.

Forma interrogativa

Risposte brevi affermative

negative

Am I working?

Yes, you are.

No, you aren’t.

Are you working?

Yes, I am.

No, I’m am not.

Is he / she / it working?

Yes, he / she / it is.

No, he / she / it isn’t.

Are we working?

Yes, you are.

No, you aren’t.

Are you working?

Yes, we are.

No, we aren’t.

Are they working?

Yes, they are.

No, they aren’t.

● La forma interrogativa del Present continuous si ottiene così: be + soggetto + verbo con -ing Are you going to the beach? Stai andando in spiaggia? Is she singing? Sta cantando?

! In italiano il Present continuous si può tradurre con il gerundio o con l’indicativo presente. ‘What are you doing?’ ‘I’m reading a magazine.’ “Che stai facendo?” o “Che fai?” “Sto leggendo una rivista.” o “Leggo una rivista.”

Spelling rules ● Per formare il gerundio (la forma in -ing), si aggiunge -ing alla forma base del verbo (l’infinito senza il to). go  going We are going to the beach. Noi stiamo andando in spiaggia. ● Per i verbi che terminano con una -e muta, prima di aggiungere -ing si elimina la -e. come  coming You are coming home. Voi state venendo a casa. ● Per i verbi che terminano con una vocale + consonante, prima di aggiungere -ing si raddoppia la consonante. run  running Louis is running for the bus. Louis sta correndo per prendere il bus.

Grammar Bank ! Per i verbi che terminano con due vocali + consonante, si aggiunge normalmente -ing. sleep ➝ sleeping Jim is sleeping at the moment. Jim sta dormendo adesso.

Il Present continuous con le Wh- questions ● Le domande con il Present continuous sono spesso introdotte dai pronomi interrogativi. What are you reading? Cosa stai leggendo? Where are you going to? Dove stai andando?

! Se nella frase sono presenti verbi seguiti da preposizioni, queste vanno sempre alla fine della frase. Osserva: ‘What are you looking for?’ “Cosa stai cercando?” ‘What are you thinking about?’ “A cosa stai pensando?”

● I pronomi possessivi si usano al posto degli aggettivi possessivi quando non si vuole ripetere il nome della cosa posseduta. My T-shirt and yours are identical. La mia maglietta e la tua sono identiche. ● Come gli aggettivi possessivi, anche i pronomi possessivi non vogliono l’articolo, e concordano sempre con il possessore e non con la cosa posseduta. My sister and his are blond (his = Jack’s). Mia sorella e la sua sono bionde.

! Non esiste il pronome possessivo neutro: mentre his è sia pronome che aggettivo, its è solo aggettivo.

Vocabulary organiser School subjects Rooms

Geography History Literature

classroom

Why / Because

Maths

● Why e because significano entrambi “perché”, ma si usano in contesti diversi. ● Why...? si usa per formulare una domanda. Why are you sad? Perché sei triste? Ugh! Why is this tea bitter? Ugh! Perché questo tè è amaro? ● Because si usa per rispondere a una domanda. Because I can’t go on holiday. Perché non posso andare in vacanza. Because there is no sugar! Perché non c’è zucchero!

I pronomi possessivi

Economics Biology Chemistry

laboratory

Physics Science

computer room

Information Technology

language lab

English Art

other rooms

Pronomi possessivi

mine

your

yours

his

her

hers

its

our

ours

your

yours

their

theirs

Drama Music Technical Drawing

gym

Aggettivi possessivi

School subjects

Physical Education

British school system Age

School

3-4

nursery

5-11

primary school

11-16

secondary school

16-18

sixth form

18 plus

university

201

Vocabulary & Functions Vocabulary: School subjects 1 Abbina le icone ai nomi delle materie

Scrivi sotto ogni foto il nome dell’oggetto che usi a scuola.

scolastiche.

1 n Maths 2 n History A Geography 3 n 4 n Physical Education 5 n Art

6 7 8

2 ______________________

3 ______________________

4 ______________________

5 ______________________

6 ______________________

7 ______________________

8 ______________________

n Science n English n Information Technology

9 10

ruler 1 ______________________

n Drama n Music

Adesso leggi le definizioni e scrivi il nome della materia corrispondente.

1 the study of the English language 2 the study and practice of musical instruments 3 the study of the Earth 4 training and practice in sports 5 the study of computers 6 the study of the nature of the universe 7 the study of numbers 8 the study of drawing and painting 9 the study of theatre 10 the study of past events

English ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

Leggi le definizioni e completa il cruciverba. 1 2

C 4 5

A 6

Vocabulary: School equipment 3 Leggi le frasi e scegli l’opzione corretta (A, B o C).

B in our Maths exam. 1 We can’t use a ____ A pencil case B calculator C rubber 2 My ____ has got an Internet connection. A ruler B notebook C laptop 3 Have you got a ____ on the end of your pencil? A rubber B marker pen C notebook 4 Put your coloured pencils in your ____. A pencil case B ruler C laptop 5 Don’t write on the board with ____ because they are permanent. A rulers B marker pens C notebooks

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U Across 2 a portable computer 3 the study of how things work 5 the study of the planet Earth 7 the study of past events 8 You can cancel a pencil drawing with this. 8

Down 1 You write notes in this. 4 You do maths calculations with this. 6 You can draw a picture with this.

2 Vocabulary extension 6 Abbina le foto alle parole nel riquadro.

Teacher Good morning! Class Good morning Miss! Teacher Art class is finished, it’s Maths class now. marker pens So put your 1__________________, 2 ___________ and 3___________ in your 4 ___________. Have you all got your 5 ___________ and 6___________? Roland I’m sorry Miss, I haven’t got my 7 ___________. Can I use my 8___________? Teacher OK but don’t send messages in our Maths class. Roland No problem Miss. Can I email Pythagoras and ask for help? Teacher Very funny! Close your laptop Roland and do the calculations in your 9 ___________. Roland Oh no!

Aiutati con il dizionario.

binder • test tubes • white board • globe • clips stapler • thumbtacks • sharpener

white board 1 ______________________

5 Ascolta e completa il dialogo con i nomi degli oggetti che usi a scuola.

2 ______________________

British school system

Completa la tabella con le parole nel riquadro. primary • university • secondary • nursery • sixth

3 ______________________

4 ______________________

Age

School

3-4

nursery ____________

5-11

____________ school

11-16

____________ school

16-18

____________ form

18 plus

____________

Functions: Asking for and giving opinions 9 Completa il dialogo con le frasi nel riquadro. 5 ______________________

6 ______________________

you’re right • Because I don’t like • I’m a huge fan agree • I prefer • I don’t agree • what do you think Marie Phil Marie Phil Marie Phil

7 ______________________

8 ______________________

Marie Phil Marie Phil

Hi Phil, what are you doing? I’m a huge fan I’m reading comics. 1____________________ of The Avengers saga: it’s brilliant! Really? 2____________________. Why? 3 ____________________ superheroes! But everybody loves Superheroes! In comics or movies, they are the best! Well, 4____________________ films to books. Don’t you? Um, maybe 5____________________. So, 6____________________ about a movie night next Saturday? Wow, I definitely 7____________________! 203

Grammar Lab Present continuous: Spelling rules 1 Scrivi la forma in -ing dei verbi seguenti. 1 2 3 4 5

chat run get up come make

chatting __________ __________ __________ __________ __________

6 7 8 9 10

live drive take wake up have

Forma interrogativa e risposte brevi

__________ __________ __________ __________ __________

1 you / sleep / in this bed? (4) A Are you sleeping in this bed? B Yes, I am. 2 Mike / go / to his grandparents? (4) 3 they / eat / lunch? (8) 4 she / send / online messages in class? (8) 5 our parents / wash / the car? (4) 6 you / look / at your computers? (4) 7 I / meet / Sandra for a coffee? (4) 8 Sally and Andrew / talk / to us? (8)

Forma affermativa e negativa

Cosa stanno facendo queste persone? Guarda le immagini e scrivi delle frasi con i verbi nel riquadro al Present continuous. play the guitar • watch TV • cook • listen to music eat dinner • talk on the phone • study • surf the Internet

Wh- questions con il Present continuous

She is cooking. 1 ______________________

3 ______________________

Usa i suggerimenti per fare delle domande, e poi scrivi delle risposte brevi affermative (4) o negative (8).

Scrivi delle domande usando i suggerimenti dati, poi abbinale alla risposta corretta. 1 When / they / arrive? When are they arriving? ___________________________________________________ 2 Why / you / study English? ___________________________________________________ 3 Where / he / live now? ___________________________________________________ 4 What / they / look at? ___________________________________________________ 5 Who / she / meet? ___________________________________________________

2 ______________________

a n In Chicago. b n Tim. 1 Tomorrow morning. c n d n Because I want to travel the world. e n My fantastic new trainers!

4 ______________________

I pronomi e gli aggettivi possessivi

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5 ______________________

6 ______________________

7 ______________________

8 ______________________

Riscrivi le frasi dell’esercizio 2 alla forma negativa.

Sottolinea l’alternativa corretta. 1 Our / Ours Science Lab is very big, yours / your is very small. 2 Tell Deborah not to forget her / hers books and not to forget my / mine either. 3 I don’t have any water left. Can I have some of your / yours? 4 These don’t look like my / mine glasses. 5 Two of their / theirs children go to junior school and their / theirs oldest son goes to secondary school. 6 I’m chatting with Edward’s sister. Her / Hers name is Caroline. 7 Hello, my / mine name is Andrea! What’s your / yours? 8 ‘Is this Jim’s phone?’ ‘ No, this isn’t his / him: this is mine / my.’

2 Grammar in context 7 Online Interaction Completa il testo e la chat con il Present continuous dei verbi tra parentesi.

Delia is in her science class. isn’t listening (not listen) to the teacher, She 1________________ 2 she ________________ (chat) with her friend Manuel on Facebook! They 3________________ (talk) about the other students. What are the other students doing, Delia? Well, Robert 4_____________ (watch) a video on his smartphone. Lello and Tina 5_____________ (send) messages and Philip 6_____________ (finish) his French homework from yesterday. Leo and Caroline 7_____________ (not write) science notes, they 8 _____________ (draw) cartoons of the teacher! But what is the teacher doing? He 9_____________ (not explain) the lesson, he 10_____________ (read) his newspaper. So you 11_____________ (study) the science of doing nothing! No, we 12_____________ (do) everything except Science!

Round up 8 Completa il testo con le forme corrette dei verbi nel riquadro.

eat • sleep • do (x3) • chat • yours have (x2) • travel • go (x4) • get up • what • happen

is happening (happen) now around the world? What 1_________________ Imagine it is 8 o’clock in the morning in London. What 2_________________ people _________________ in London at 8 a.m.? Some people 3_________________, some 4 _________________ breakfast, some 5_________________ to work and some lucky people 6_________________! When it is 8.00 in London, it is 1 p.m. in Karachi, in Pakistan. Most people in Pakistan 7_________________ lunch. School usually finishes at 3:30 in Pakistan, so some students 8_________________ their lunch at school. What 9_________________ they _________________ in Tokyo, Japan? Well, it is 5 p.m. in Tokyo and many people 10_________________ home after a day at the office. Perhaps they 11_________________ by bus or train. Many children 12_________________ their homework. It is midnight in Los Angeles and most people 13 _________________ to bed, but perhaps some of them 14 _________________ to parties or they 15 _________________ on the Internet. This is the report of 16_________________ a lot of people are doing around the world; can you send us 17 _________________?

Mediation 9 Traduci in italiano. 1 Are you going out now? ___________________________________________________ 2 I’m not watching a film in French. ___________________________________________________ 3 He’s studying Science this year. ___________________________________________________ 4 Their school is very new. Ours is old. ___________________________________________________ 5 We aren’t having a big party. ___________________________________________________ 6 Why aren’t you coming with us? Because I’m studying. ___________________________________________________ 7 My new T-shirt is blue. It is just like his. ___________________________________________________ 8 Sophie isn’t coming with us. ___________________________________________________

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Language Skills Reading 1 Leggi il testo. Quale paese non ha l’obbligo di istruzione?

School Systems Around The World 1 Education in Burkina Faso follows the French model. Basic education in Burkina Faso is free. 2 Iraq has got an ancient tradition of excellent education but because of the wars, Iraqi students aren’t getting enough books or school equipment at the moment. 3 Education in Italy is free for all primary and secondary students, including the children of foreigners if they are living in Italy. The teachers usually test the students orally. 4 Children often start school in Jamaica at 2 years old. Obligatory education is from 6 to 12 years.

7 New Zealand gives schools the biggest percentage of public money in the world. In fact, New Zealand is often the number one country in the world for education.

5 Japan has got one of the world’s best-educated populations. About 46% of all high-school students go to university.

8 Education in Papua New Guinea is not compulsory. Today a big part of the population is still illiterate. The present government is improving the system and quality of education.

6 Traditionally, children in the Maldives study in Islamic ‘Maktab’ classes from the age of three. They usually study together in a big room or under a tree.

9 Most schools in Zambia are free (public) but new, expensive private schools are emerging. Students at public schools normally wear a school uniform.

Rileggi il brano e decidi se le frasi sono True (T), False (F) o se l’informazione non è presente (NG). 1 2 3 4 5 6 7 8

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Education is free in France. In Iraq, there aren’t modern schools. Italian teachers test their students orally. Jamaican children always start school at 2 years old. About 46% of all Japanese students go to high school. Maktab are religious schools. In Papua New Guinea half of the population is still illiterate. In private schools in Zambia, students wear a school uniform.

____ ____ ____ ____ ____ ____ ____ ____

Invalsi Training 3

CERT Leggi di nuovo il testo e rispondi alle domande.

Task Type: Listening – Multiple-choice questions

1 In which country are the schools based on the French system? ___________________________________________________ 2 Why doesn’t Iraq have much school equipment? ___________________________________________________ 3 Which country usually tests its students orally? ___________________________________________________ 4 How old are children in Jamaica when they often start school? ___________________________________________________ 5 Where do children study in ‘Maktab’ classes? ___________________________________________________ 6 What % of students go to university in Japan? ___________________________________________________ 7 Which country is often the number one for education? ___________________________________________________ 8 Where are new, expensive private schools emerging? ___________________________________________________

Listen to the description of a very particular school. You will hear the recording twice. While listening, choose the correct answer (A, B, C or D) for questions 1-6. Only one answer is correct. The first one (0) is an example.

Listening 6 4 CERT corretta.

Ascolta e scegli l’opzione

1 It is Maggie’s first day at ____. A school B university C 2 She is studying ____. A History B Science C 3 She hasn’t got a ____ in her bag. A laptop B phone C 4 She wants to learn about the ____. A moon B sun C 5 There are ____ students in her class. A 45 B 54 C 6 Laura is Maggie’s ____. A teacher B classmate C

work Geography calculator earth 40 technician

Writing 5 CERT Descrivi il sistema scolastico del tuo paese in un breve articolo. Rispondi alle domande per aiutarti.

● ● ● ● ●

How old are students when they start school? From what age is education compulsory? Is education free? Are there private or public schools? Do students wear a school uniform?

Scrivi almeno 100 parole. In my country, we start school at…

B 0 Samreen’s school is ____. A in a house. B on a boat. C on a plane. D on an island. 1 There are about ____ floating schools in Bangladesh. A 10 B 100 C 200 D 50 2 In the rainy season, a lot of her country is ____. A famous. B noisy. C under water. D in danger. 3 In her school there is/are ____. A one classroom. B four classrooms. C no classrooms. D two classrooms. 4 The students study ____. A in the same group. B in different groups. C on their own. D at home. 5 In the school there’s a small ____. A lab. B gym. C library. D canteen. 6 The school has got ____. A computers. B tablets. C smartphones. D boats. 207

Food & Drink L’imperativo

some / any

● L’imperativo alla forma affermativa è identico alla forma base del verbo (l’infinito senza il to). L’imperativo non ha il soggetto. Hurry up! Sbrigati! Come and help us! Vieni ad aiutarci!

● Per indicare una quantità non definita si usano some e any, sia con nomi numerabili al plurale, sia con nomi non numerabili.

● La forma negativa dell’imperativo si ottiene così: Don’t + forma base del verbo Don’t tell me what to do. Non dirmi cosa fare. Don’t step on the flowers. Non calpestare i fiori.

● L’imperativo si usa: – per dare ordini: Sit down! Siediti! – per dare istruzioni: Follow the main road and then turn left. Segui la strada principale e poi gira a sinistra. – per fare richieste: Close the door, please! Chiudi la porta per piacere. – per avvisare qualcuno: Watch out! Fai attenzione!

I nomi numerabili e non numerabili ● I nomi numerabili (countable) sono tutti i nomi di cose, animali, persone che si possono contare e che hanno una forma plurale. two eggs, four horses, three books, five students due uova, quattro cavalli, tre libri, cinque studenti ● I nomi non numerabili (uncountable) sono i nomi di cose che non si possono contare e che hanno solo la forma singolare. sugar, water, bread, milk, tea, coffee, meat zucchero, acqua, pane, latte, tè, caffè, carne

! Davanti ai nomi non numerabili non si può mai usare l’articolo indeterminativo a / an. Per indicare una quantità precisa bisogna usare altre espressioni: a glass of water, a packet of sugar, a piece / slice of bread, 1 kilo of bread / flour, a cup of coffee / tea, a bottle of water / milk

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● Nelle frasi affermative si usa some. I’ve got some biscuits. Ho un po’ di / Ho dei biscotti. There is some milk in the fridge. C’è un po’ di latte nel frigo. ● Nelle frasi negative e nelle domande si usa any. We haven’t got any eggs. Non abbiamo uova. Is there any coffee? C’è del caffè?

! Nelle frasi interrogative quando si offre qualcosa si utilizza some, non any. Do you want some sugar in your coffee? Vuoi un po’ di / Vuoi dello zucchero nel caffè?

much, many, a lot of ● Much è utilizzato con i nomi non numerabili (uncountable) per le frasi negative e interrogative. I don’t have much time today. Non ho molto tempo oggi. Have they got much money? Hanno molti soldi? ● Many si usa con i nomi numerabili (countable) al plurale, nelle frasi negative e nelle domande. There are many restaurants in this area. Ci sono molti ristoranti in questa zona. I don’t have many DVDs. Non ho molti DVD. Has she got many friends? Ha molti amici? ● A lot of (o lots of) si usa con nomi numerabili e non numerabili, in frasi affermative. There is a lot of bread for dinner. C’è un bel po’ di pane per cena. There are a lot of / lots of ice creams in the fridge. Ci sono tanti gelati nel frigo.

Grammar Bank a little, a few ● A little e a few si usano in frasi affermative per parlare di piccole quantità. A little si usa con i sostantivi non numerabili e a few con i sostantivi numerabili plurali. I’ve got a few books. Ho pochi libri. He’s got a little time to play with his kids before they go to bed. Ha un po’ di tempo per giocare con i suoi bambini prima che vadano a letto.

How much...? / How many...?

Vocabulary organiser Food and drink

Fruit

Vegetables

● Per informarsi sulla quantità di qualcosa si usano How much...? e How many...? ● How much...? si usa con i nomi non numerabili. How much ice cream is there? Quanto gelato c’è? How much time have we got? Quanto tempo abbiamo? ● How much...? si usa anche per chiedere il prezzo di qualcosa. How much is this bag? Quanto costa questa borsa? How much are the pizzas? Quanto costano le pizze? ● How many...? si usa invece con i nomi numerabili plurali. How many posters have you got in your room? Quanti poster hai nella tua stanza? How many children are there in the classroom? Quanti bambini ci sono nell’aula?

like / love + -ing ● Con i verbi di preferenza (like, love, enjoy, prefer, dislike, hate/detest) si usa di solito il gerundio (la forma in -ing) del verbo. Jane loves reading fantasy books. Jane ama leggere libri fantasy. I hate tidying up my room! Odio riordinare la mia stanza! We prefer traveling by train. Preferiamo viaggiare in treno. Do you like going to the cinema? Ti piace andare al cinema?

Dairy food

apple banana grape orange pear carrot garlic mushroom onion potato salad tomato butter cheese milk yoghurt

Eggs Fish Meat

Cereal products

Snacks and cold food

Seasoning

Sweets and desserts

Cold drinks Hot drinks

tuna fish salmon bacon chicken sausage bread cereals pasta rice burger hot dog pasta salad sandwich toast oil pepper salt biscuits cake chocolate ice cream jam cola orange juice water (black) coffee (green) tea 209

Vocabulary & Functions Vocabulary: Food and drink 1 Scrivi sotto ogni immagine il nome del cibo o della bevanda corrispondente.

Lindsay sta preparando il pranzo per i suoi due figli, Jada e Justin. Completa le immagini con le parole nel riquadro. Poi leggi le descrizioni in fondo alla pagina, e decidi quale è il pranzo di Jada e quale quello di Justin. water • cola • fruit • vegetables • fish • rice • pasta

2 _______________ water 1 _______________

3 _______________

4 _______________ 5 _______________

6 _______________

water A ___________

C ___________

B ___________

D ___________

1 This is ___________________’s lunch. 7 _______________ 8 _______________

9 _______________ F ___________

10 ______________

11 ______________

G ___________ 2 This is ___________________’s lunch.

butter 1 F ______________ ______________ 2 ______________ 3 ______________ 4 ______________ 5

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12 ______________

Metti in ordine alfabetico i cibi e le bevande.

E ___________

6 7 8 9

______________ ______________ ______________ ______________

Jada is vegetarian. She doesn’t like fizzy drinks and she isn’t eating sweet foods at the moment.

Justin doesn’t like vegetables but he loves fish and sweet foods. He prefers fizzy drinks.

3 4

Caccia all’intruso! Quale cibo o bevanda non c’entra niente con gli altri del gruppo? Individualo (3) e scrivi il perché.

Vocabulary extension 8 Completa il testo con le parole nel 6 riquadro. Poi ascolta e controlla.

1 Drinks tea coffee 3 egg orange juice __________________________________________________ __________________________________________________

boiled • sweet • vegetarian • frozen spicy • grill • roasted • fried I’m a 1_______________ vegetarian , so I never eat meat but I eat animal products like milk and eggs. I love potatoes 2 _______________ in hot oil. I also like potatoes 3 _______________ at 100°C in hot water for 15 minutes or 4_______________ in the oven for 30 minutes. I really like Indian curries because I love hot, 5 _______________ food! I often 6______________ vegetables on the barbecue when my friends cook meat. My favourite 7_______________ food is 8_______________ yoghurt because it is very similar to ice cream. I also love chocolate.

2 Animal jam cheese products yoghurt butter __________________________________________________ __________________________________________________ 3 Vegetable cereal milk products coffee toast __________________________________________________ __________________________________________________

Completa il menù con le parole nel riquadro. Side dishes • Desserts • Cold drinks Starters • Hot drinks • Main courses

Completa le informazioni su una dieta sana con le parole nel riquadro. proteins • garlic • disease • poultry vegetables • yoghurt

Starters 1 ___________________ • Onion soup • Avocado slices

• Vegetable tart • Smoked salmon

2 ___________________ • Roast chicken • Fried fish

• Grilled sausages • Vegetable pasta

3 ___________________ • Fried or boiled potatoes

• Salad • Grilled vegetables

4 ___________________ • Ice cream • Apple pie

• Chocolate cake • Cheesecake

5 ___________________ • Tea • Coffee

• Hot chocolate • Irish coffee

6 ___________________ • Still/Sparkling water

• Orange juice • Cola

Carbohydrates Bread, rice and potatoes are examples of carbohydrate-rich foods. These foods give us plenty of energy. Fruit and vegetables vegetables provide us with vitamins Fruit and 1________________ and minerals, which are essential for keeping us healthy, as well as fibre, which is important for digestion. 2_______________ helps flavour our food and is also a great source of vitamin C. Dairy Dairy products are great sources of protein and calcium and are found in milk, cheese and 3 _______________. Protein helps the body to grow or repair itself. Meat, fish, 4_______________, eggs and beans These foods are a good source of 5______________, vitamins and minerals in your diet. These foods help the body to grow and repair itself and keep hair, skin, muscles and nails strong. Foods high in fats and sugar These foods provide the body with energy, warmth and insulation around vital organs. Too much fat in your diet can increase the risk of heart 6________________.

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Grammar Lab 5

L’imperativo

Completa le espressioni con i verbi nel riquadro.

What’s in our picnic basket? We haven’t got any cheese. (7) 1 ___________________________ 2 ___________________________ eggs. (3) 3 ___________________________ tomatoes. (3) 4 ___________________________ cakes.(7) 5 ___________________________ sandwiches. (3) 6 ___________________________ tea. (7)

Help • Be (x2) • Come • Wake • Start • Close • Go 1 2 3 4 5 6 7 8

Be __________ quiet. __________ here. __________ up. __________ me. __________ careful. __________ your test now. __________ to bed. __________ the door.

How much...? / How many...?

Riscrivi gli imperativi alla forma negativa. 1 2 3 4 5 6 7 8

Don’t stop. Stop. ____________________________________________ Wait for me. _____________________________________ Touch it. _________________________________________ Wake me up. ____________________________________ Go to work. _____________________________________ Eat a big lunch. _________________________________ Drink this water. _________________________________ Open the window. ______________________________

Nomi numerabili potatoes,

Nomi non numerabili steak,

some / any

Sottolinea l’alternativa corretta. 1 We usually drink some / any water with our lunch. 2 Are there some / any sandwiches? I’m hungry. 3 No, there aren’t some / any. We’ve just got some / any fruit. 4 Let’s buy some / any ice cream. Chocolate or vanilla? 5 Do you have some / any CDs for the party tonight? 6 No, I haven’t got some / any CDs. But I’ve got some / any DVDs to watch after dinner. 7 She doesn’t want some / any chips with her steak. 8 Do you usually eat some / any fruit for breakfast?

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Sottolinea l’alternativa corretta. 1 Is there much / many juice in the fridge? 2 Mum can cook a lot of / many of Indian recipes. 3 We can make sandwiches: there are some / any tomatoes and a lot of / many bread too. 4 Oh, no! There isn’t some / any dessert! 5 Andy has many / much things to do. 6 Hurry up! You don’t have many / much time.

Scrivi le parole dei cibi e delle bevande nella colonna corretta. potatoes • oranges • steak • carrot • apples chicken • vegetables • sandwiches • toast tomatoes • coffee • ham • bananas • juice • butter strawberry • cheese • rice • pie

Completa le frasi con How much o How many. many tomatoes have you got for the salad? 1 How ____________ 2 ____________ butter is there in the fridge? 3 ____________ flour is there? 4 ____________ sandwiches have you got for lunch? 5 ____________ students are in the classroom? 6 ____________ are these cherries?

some / any, much, many, a lot of

Nomi numerabili e non numerabili

Completa le frasi con We’ve got some (3) o We haven’t got any (7).

Verbi di gradimento

Completa le frasi seguenti con i verbi di gradimento tra parentesi e le espressioni nel riquadro. swim • catching • take • help • cook • do • go have dinner • run love cooking (love) together at 1 My parents _________________ the weekend. 2 I _________________ (not like) at the swimming pool; I _________________ (prefer) in the park. 3 Gina and I _________________ (enjoy) in a nice pub, now and then. 4 Trisha _________________ (don’t mind) me with my Maths homework. 5 Oh, I _________________ (hate) the washing-up every week! 6 Sam and Andy _________________ (love) to the mountains in winter. 7 My cat _________________ (like) lizards in my parents’ garden. 8 My grandparents _________________ (not like) the tube to travel around London, they prefer buses.

3 Grammar in context 9 Quante cose ci sono nel frigo? Scrivi le domande.

Round up 11 Completa il dialogo con much, many, some e any.

Lara Janet Lara Janet Lara Janet Lara Janet Lara

1 How much food is there? There’s a lot of food. 2 _________________________________________________? There are a lot of vegetables. 3 _________________________________________________? There is some water. 4 _________________________________________________? There are two bananas. 5 _________________________________________________? There is some cheese. 6 _________________________________________________? There isn’t any orange juice. 7 _________________________________________________? There’s some butter. 8 _________________________________________________? There are some eggs.

Leggi la presentazione che James fa di se stesso. Completa gli spazi A-C con la forma corretta dei verbi nel riquadro, e gli spazi 1-5 con la forma corretta dei verbi tra parentesi. detest • prefer • love

I’m a complete geek. I really (A) ___________ sitting in my room and 1___________ (surf) the Net, 2___________ (check) my Facebook page and 3___________ (write) comments. My mum is always 4___________ (say) that I spend a lot of time on my computer. I don’t think she understands; she (B) ___________ using technology. She’s got an old phone. She says she (C) ___________ reading a book to 5 ___________ (sit) in front of a machine!

Let’s make a cake for Dana’s party! much butter is there? Good idea! How 1 _________ 2 There isn’t _________ in the fridge. OK, and how 3 _________ eggs are there? Um. Only two… OK. So we need 4 _________ eggs and butter. Is there 5 _________ sugar? Yes, there’s 6 _________ in the cupboard. And how 7 _________ flour is there? None! We need to go shopping!

CERT Cosa mangia un giovane rugbista? Leggi il testo e completalo con l’opzione corretta (A, B o C).

Hi, I’m Josh and I’m from Wales. I play A food every day! For rugby so I eat 1 _______ 2 breakfast, I have _______, toast and two cups of coffee. I don’t have 3 _______ sugar in my coffee. I usually have 4 _______ at 11 o’clock… a sandwich or 5 _______ fruit. For lunch, I always have a hot meal, 6 _______ or potatoes and meat or fish. I always have big portions! In the evenings, I prefer 7 _______ pasta or rice for dinner. My mum sometimes makes curry or vegetable risotto. Ah, I drink 8 _______ water all day! 1 2 3 4 5 6 7 8

A A A A A A A A

a lot of pizza many potatoes some pasta have any

B B B B B B B B

many porridge some chips any chicken having much

C C C C C C C C

some vegetables any a snack much ice cream to have a lot of

Mediation 13 Traduci in italiano. 1 2 3 4 5 6 7 8

Is there any milk left in the fridge? We love drinking some juice at breakfast. Do you like baking Christmas biscuits? There are many cafes in this area. Do we have two more eggs for the omelette? I eat a lot of food after swimming practice. Sorry, I haven’t got much time to chat today. How many students are there in the room?

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Language Skills Reading 1 Leggi il testo. Cosa hanno di speciale questi ristoranti?

Unusual Restaurants There are many unusual restaurants in the world but these restaurants are particular for their way of cooking the food. They both use free, alternative, renewable sources of energy! The El Diablo restaurant in Lanzarote, Spain, is a barbeque with a big difference. All the food is cooked over an active volcano. The food on the grill is cooked at temperatures of about 450°C of geothermal heat. The hole for the barbeque is two metres deep and there are nine layers of volcanic basalt rock between the grill and the volcano. The guests say that the grilled meat and fish is delicious! The Delicias del Sol restaurant in Villaseca, Chile, uses solar energy to cook the food. The restaurant has got 10 orange solar ovens and can now prepare food for 120 people. Villaseca has about 310 days of sunshine a year and it is often difficult to find wood for a fire, so solar energy is the perfect solution. The dishes are very healthy because they don’t contain the toxic gases (carbon monoxide) sometimes present in traditional cooking methods on a gas or electric cooker. The Bamboo Sushi in Portland, Oregon, is the world’s first certified sustainable sushi restaurant. They use only the freshest ethically farmed fish, meats and other food available. Bamboo Sushi also gets 100% of its power from renewable energy sources, offers reusable chopsticks and fully biodegradable take-out containers, and put all its efforts to compost or recycle all waste. ‘We want to make an impact: setting a new standard for restaurants. We seek to inspire change: in the way people eat, the way restaurants do business, and the way we treat our environment.’

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Invalsi Training 2

Task Type: Reading – Multiple matching

Leggi di nuovo il testo e decidi se le frasi sono True (T) o False (F). 1 The El Diablo restaurant uses geothermal heat to cook its food. 2 There are seven layers of volcanic rock between the grill and the volcano. 3 The Delicia del Sol restaurant uses energy from the sun to cook food. 4 It’s easy to find firewood in Villaseca. 5 The food cooked in a solar oven is healthy. 6 Bamboo Sushi uses half of its power from renewable energy sources. 7 Bamboo Sushi aims to compost or recycle all its waste. 8 One of Bamboo Sushi’s main goal is to become an example.

___ ___

Read the text about the school routine of an American student. Choose the correct sentence (A-K) for each gap (1-7). There are two extra sentences that you should not use. The first one (0) is an example.

___ ___ ___

FAST or SLOW

___

food?

___

Most teens know that fast food isn’t healthy but that doesn’t stop them from eating it. There are fast food restaurants everywhere you look… 0 A ____ and cafeterias. Soft drinks companies sponsor some schools: 1 ____ for equipment in return for the exclusive right to sell their drink in school. If you eat fast food as part of a healthy diet, it is OK. Just make sure you don’t make it a part of 2 ____. And remember, fast food restaurants are starting to serve healthy options such as salad. Why not try them?

___

Listening 9 Ascolta e sottolinea l’alternativa 3 corretta.

1 The Soul Kitchen is in North / South America. 2 The menu at the Soul Kitchen has / hasn’t got prices. 3 You / The waiters decide how much you pay for your dinner. 4 People with no money can work in the kitchen for an hour / a day. 5 You can also pay less / extra and give the next person a free dinner. 6 All the food is / isn’t produced locally.

Slow Food is good food. It is food that is produced in a way that 3 ____, animal welfare or health. Founded in 1989 by Italian journalist Carlo Petrini, the slow food world is now an international organization of 4 ____ with the aim of protecting traditional regional food and drink from globalisation. Slow Food organises a variety of events such as tastings, 5 ____, and visits to places of food and drink interest. It collects 6 ____ and drink, either in shops or restaurants and passes on this information to Slow Food members worldwide. Members also receive the magazine Slow as well as Snail Mail, 7 ____.

9 Ascolta di nuovo e rispondi alle domande.

1 2 3 4

Why is The Soul Kitchen special? Is the food expensive? How can you pay? Are there free meals?

Writing 5 CERT Descrivi il tuo ristorante preferito. Rispondi a queste domande per aiutarti.

● ● ● ● ● ●

Where is the restaurant? How often do you go there? Why do you like it? Is the food good? What is special about the restaurant? Is it expensive?

Scrivi un testo di almeno 100 parole.

A B C D F G H I J K

even in many school canteens 80,000 members in 90 countries the organisation’s quarterly newsletter dinners with a particular theme because people don’t like your normal everyday diet local produce and farmers they give them money does not harm the environment information about regional food 215

Entertainment to be: il Past simple

Forma interrogativa

Forma affermativa

Risposte brevi affermative

negative

I was

Was I...?

Yes, you were.

No, you weren’t.

you were

Were you...?

Yes, I was.

No, I wasn’t.

he / she / it was

Was he / she / it...?

Yes, he / she / it was.

No, he / she / it wasn’t.

Were we...?

Yes, you were.

No, you weren’t.

Were you...?

Yes, we were.

No, we weren’t.

Were they...?

Yes, they were.

No, they weren’t.

we were you were they were ● Il Past simple di to be ha due forme: was per la prima e la terza persona singolare, e were per tutte le altre. We were very happy to go to the theatre: Dad was the main actor! Eravamo molto felici di andare a teatro: papà era l’attore principale! Friday I was at home, but my friends were at the school dance recital. Venerdì ero a casa, ma i miei amici erano al saggio di danza della scuola. ● Il Past simple di to be si usa per dire come o dove erano le cose o le persone nel passato.

Forma negativa estesa

contratta

I was not

I wasn’t

you were not

you weren’t

he / she / it was not

he / she / it wasn’t

we were not

we weren’t

you were not

you weren’t

they were not

they weren’t

● La forma negativa del Past simple di to be si ottiene così: soggetto + was / were + not For once, they weren’t on time and I wasn’t late for dinner. Per una volta, loro non erano puntuali e io non ero in ritardo per cena. The film wasn’t in hall 7. Il film non era nella sala 7.

● La forma interrogativa del Past simple si ottiene così: Was / Were + soggetto + ? Was it a good show? È stato uno spettacolo bello? Were they your friends? Erano tuoi amici?

was / were born ● Per parlare della data e del luogo di nascita si usano was / were born. My twin brothers were born in summer. I miei fratelli gemelli sono nati in estate. ● Per indicare il giorno di nascita si usano i numeri ordinali. I was born on 31st December. Sono nato il 31 dicembre.

! be born si usa normalmente solo al tempo passato. La forma al Present simple è usata in casi rari. A star is born! È nata una stella!

Il Past simple dei verbi regolari Forma affermativa

I / you / he / she / it / we / you / they worked ● La forma interrogativa del Past simple si ottiene così: forma base del verbo + ed ● Il Past simple dei verbi regolari è uguale per tutte le persone. Yesterday I walked to school and Jill walked with me. Ieri sono andato a scuola a piedi e Jill è venuta con me.

216

Grammar Bank ● Il Past simple si usa per parlare di azioni ed eventi completamente conclusi nel passato. Last night Cardi B presented the Music Awards. Ieri sera Cardi B ha presentato i Music Awards.

Variazioni ortografiche ● Attenzione ad alcune variazioni ortografiche. – Se il verbo termina con una e muta si aggiunge solo -d: Yesterday I arrived home late. Ieri sono arrivata a casa tardi. – Se il verbo termina in consonante + y si cambia y in i e si aggiunge -ed: My father studied French at school. Mio padre ha studiato francese a scuola. – Se termina in vocale + y si aggiunge -ed regolarmente: We played video games all the weekend. Abbiamo giocato con i videogiochi per tutto il weekend. – Se il verbo termina con una vocale accentata + una consonante oppure in l, si raddoppia la consonante: The car stopped in the middle of the street. La macchina si fermò nel centro della strada. Sarah travelled a lot in her schooldays. Sarah viaggiava molto quando andava a scuola.

Il Past simple dei verbi irregolari ● I verbi irregolari non aggiungono -ed ma hanno una forma propria che va imparata a memoria (vedi la tabella a p. 270). Anche per i verbi irregolari il Past simple è uguale per tutte le persone. Yesterday Sheila and I went to the shops: she bought a new video game console, but I bought only a book. Ieri io e Sheila siamo andati per negozi: lei ha comprato una nuova console per i videogiochi, ma io ho comprato solo un libro.

– yesterday o yesterday + momento della giornata (yesterday morning / afternoon / evening) There was a good film on TV yesterday evening. C’era un bel film in TV ieri sera. – one / two, ecc. minutes / hours / days / months / years / centuries ago Dani was here a minute ago! Dani era qui un minuto fa! – date precise, anni o periodi passati: in 2006 / in the 20th century / in the Middle Ages, ecc. Rihanna was born in 1988. Rihanna è nata nel 1988.

Vocabulary organiser Leisure activities

the cinema go to

a concert play

music a musical instrument video games

hang out

with friends a film Netflix

watch

a theatre play TV YouTube

listen to

music

TV and cinema genres documentary the news TV

reality show talent show TV series animated cartoon

Espressioni di tempo passato ● Il Past simple è spesso accompagnato da espressioni di tempo passato: – last + week / month / year, un mese specifico (last January / February, ecc.), un giorno della settimana (last Monday / Tuesday, ecc.) Last week we went to Florence. La settimana scorsa siamo andati a Firenze.

the theatre

comedy cinema

drama horror sci-fi thriller

217

Vocabulary & Functions Vocabulary: Entertainment and leisure 1 Scrivi sotto ogni immagine l’attività

C together 1 Jessica and her mum went to the ___ to watch a film. A concert B theatre C cinema 2 Many of my friends play ___ in the computer room after school. A YouTube B video games C TV 3 I can’t hang out ___ until after I do my homework. A with B at school C on my my friends hoverboard 4 You can come over to my house this afternoon and we can watch ___. A some B video C Netflix new music games 5 Do you ever listen to ___ on your computer? A music B cinema C TV 6 I prefer to ___ books on my Kindle. A listen B watch C read 7 On Saturday evenings, I usually ___ my favourite TV show about baking. A hang out B listen C watch 8 Last Saturday I went to the ___ with Carl, but he didn’t like the opera at all. A cinema B concert C theatre

corrispondente.

watch TV 1 ______________________

2 ______________________

3 ______________________

4 ______________________

5 ______________________

6 ______________________

7 ______________________

8 ______________________

Completa le frasi con la forma corretta dei verbi nel riquadro. play • listen • surf • hang out • watch chat • read • go 1 2 3 4 5 6 7 8

218

chatting with her friends. Clara loves _____________ I often _____________ video games in the afternoon. Let’s _____________ the latest episode on Netflix! They invited me to _____________ to a music festival with them. On Saturday afternoon, I usually _____________ with my friends. Every night, Jill _____________ to some new age music before going to bed. I can download many books and _____________ them on my Kindle. You can _____________ the Net to find the opening time of the cinema.

Completa le frasi con l’opzione corretta (A, B o C).

Completa il testo con le parole corrette.

Hi, I’m David and I’m from Manchester. It’s a pretty cool city to live in. We have a huge place called Manchester arena. Music concerts take place there. It can hold over concerts there with 21,000 people inside! I go to 1__________ my friends at the weekend. I saw my favourite band there last month. It was amazing! My city is also a great place to 2______________ with your friends. There are lots of shops, cafes and restaurants. I usually 3______________ the Odeon cinema on Saturday afternoons: they have a great IMAX system. Whenever I’m not out, I also like to relax at home. I listen to 4______________ on my iPod or watch 5______________ on YouTube. In the evenings, I sometimes 6______________ Netflix with my brother. Yesterday we watched an 7______________ of a new crime 8______________. Wow, it’s really brilliant!

4 Vocabulary: Entertainment and media 5 Sottolinea l’alternativa corretta. 1 The reporter / comedian made all the audience laugh! 2 Julie was thrilled to watch the reality show / news final. 3 The producer / presenter of the show introduced the winner. 4 I didn’t watch the documentary / thriller last night: it was too frightening! 5 The audience / set applauded when the actors came on stage. 6 I didn’t like the last character / episode: it was too slow. 7 That new sitcom / stage on Channel 4 is simply brilliant! We love it! 8 We watched the interview the film maker / reporter gave to promote his film.

Risolvi il cruciverba. 2

E 5

4 W

6 7 8 8

10 A O

Across 1 a short film part of a series 4 a show where people compete in singing, acting, playing 6 a famous person 8 the music of a film 10 a prize you win for excelling in something Down 2 a person who writes plays 3 a comic actor 5 where actors play in a theatre 7 the people watching a show 8 a funny TV show 9 a person in a novel, play, film

Vocabulary extension 10 Sottolinea l’alternativa corretta. 7 Poi ascolta e controlla.

The Brighton Festival started in 1967. It is the largest multi-arts festival in England. There are many different 1 performances / reality shows that celebrate music, theatre, dance, circus skills, art, film, literature, debate, for all the family. Anyone can 2participate / watch: if you are a 3 reporter / comedian or a singer, you can share your talents for three weeks. There are over 150 events that take place at different venues / actors across the city. You can join 5characters / audiences across Brighton and enjoy the lively atmosphere as you watch both well-known and up-and-coming acts on the many 6stages / episodes. You can find them in theatres, church halls and even on the streets. 4

It’s also a chance for people to dress up in fun and colourful 7costumes / soundtracks. People spend months designing them and sometimes they also receive an 8 show / award at the end of the festival.

Functions 8 Completa il dialogo con le espressioni nel riquadro.

What time was it on • was at • Was it any good Who were you with • What was it like • Where were you there was • went with • It was amazing there was Melissa Hi Tom, 1________________________ the Crime City special episode yesterday. Tom Really? I forgot! 2________________________? Melissa It was at 9 p.m. Tom No, I missed it. I wasn’t at home. Melissa 3________________________? Tom I 4________________________ my cousin’s house: it was her birthday! Melissa I see. What a pity you missed it. 5 ________________________? Tom Melissa 6________________________! A very special episode. Tom Ugh, don’t tell me! Melissa Don’t worry: they say you can watch it online on their iPlayer. Tom Wow, that’s great! Melissa Anyway, tell me about the party. 7 ________________________? Tom It was really cool: there was a DJ and the music was terrific! We had a lot of fun. Melissa Sounds great! 8________________________? Tom I 9________________________ my brother, so I got home very late. What a night! 219

Grammar Lab to be: il Past simple

Completa le frasi con was o were. was at home yesterday. 1 I ___________ 2 Amanda ___________ very elegant at the film premiere. 3 You ___________ in primary school with me. 4 There ___________ a big party for Jonathan’s birthday. 5 All my friends ___________ there. 6 We ___________ at the pop concert last night.

Completa le frasi con la forma negativa o affermativa del Past simple di to be.

was / were born

5 1 2 3 4 5 6

220

Il Past simple dei verbi irregolari

Sottolinea l’alternativa corretta. 1 The fans see / saw the band and screamed. 2 My friends came / come to play with me yesterday. 3 Jeannie think / thought it was late, so she catch / caught the last train home. 4 Oh, no! I forgot / forget to call Mum! 5 The bus took / take us to the station in no time. 6 Yesterday the cat drink / drank all my juice!

Riordina le parole e scrivi le domande. 1 last / were / where / you / night / ? Where were you last night? 2 parents / your / were / home / at ? 3 your / was / friend / best / who / primary / at / school / ? 4 was / last time / your / family / on / when / holiday / ? 5 were / how many / in / students / class / yesterday / ? 6 was / who / your / English / first / teacher / ?

Completa le frasi con il Past simple dei verbi tra parentesi. wanted (want) to play 1 My friends and I _______________ with the new video game after school. 2 It was very late when the documentary _______________ (finish). 3 Jamie _______________ (study) hard for his performance. 4 We _______________ (dance) all night at the concert. 5 The students _______________ (travel) to France on a school exchange last month. 6 Milly _______________ (cry) on her first day at the new school. 7 After school I _______________ (chat) a bit with Ellie about the Art lesson. 8 Yesterday I _______________ (watch) the new Black Panther film: it was amazing!

Scrivi frasi alla forma affermativa (✓) o negativa (✗). Usa il Past simple di to be. 1 Tilly / at home/ yesterday (✗) ___________________________________________________ 2 You / at the shops / with David (3) ___________________________________________________ 3 Tom / happy / after his exams (✗) ___________________________________________________ 4 We / late for school / last Friday (3) ___________________________________________________ 5 They / in Paris / in 2010 (✗) ___________________________________________________ 6 We / at a party / last Saturday (3) ___________________________________________________ 7 I / at school / last week (✗) ___________________________________________________

I was / were born in 2005. Which day was / were you born? I was born on the 10 / 10th of June. When was / were your brother born? He was / were born on the 5 / 5th of May. My grandparents were / was born in Scotland.

Il Past simple dei verbi regolari

weren’t from Ancient 1 The mummies _______________ were Rome. They _______________ from Ancient Egypt. 2 Dante Alighieri _______________ an inventor. He _______________ a poet. 3 Guglielmo Marconi _______________ English. He _______________ Italian. 4 The Beatles _______________ American singers. They _______________ English. 5 John and Robert Kennedy _______________ cousins. They _______________ brothers.

Sottolinea l’alternativa corretta.

Completa la tabella con le forme verbali mancanti. Present simple

Past simple

begun broke bring come go made speak run

4 Grammar in context 9 Abbina le due parti delle frasi che

raccontano l’origine dei libri di Harry Potter. 1 2 3 4 5 6

When she was a child, She started to write the first Harry Potter book When she finished it, she tried to sell her book One day she received a letter He liked her book and In June 1997 the first volume appeared

a n from a publisher in London. 1 J.K. Rowling wanted to be a writer. b n c n and it was a great success. d n while she was on a train. e n but publishers weren’t interested. f n wanted to publish it.

Quanto conosci Tolkien? Completa il testo con il Past simple dei verbi tra parentesi.

was born (be born) in South J. R. R. Tolkien 1____________ Africa in 1892. When he was three years old, he 2____________ (come) to England with his mother and brother. They 3____________ (live) in Birmingham with his mother’s family. When he was four, Tolkien 4____________ (start) reading and writing and his mother 5____________ (encourage) his love of books and languages. Tolkien 6____________ (fight) in World War One. Maybe the experience of the battlefield 7 ____________ (inspire) him to write his famous book, The Lord of the Rings. He 8____________ (start) it in 1937 while he was a professor at Oxford University and he 9____________ (finish) it about ten years later. He 10____________ (publish) it in three volumes between July 1954 and October 1955.

CERT Completa il messaggio con l’opzione corretta (A, B o C).

Hi Tara, guess where I was last night…?! A I 1___________ The X Factor final! It was amazing! Aunt Jane 2___________ me the ticket for my last birthday. There 3___________ so many people in the audience who 4___________ all the time! I 5___________ and 6___________ all night! I got home exhausted but happy! Speak soon! 1 2 3 4 5 6

Round up 12 Completa il dialogo con le parole corrette.

A A A A A A

saw buy were shout dancing sang

B B B B B B

seed buyed was shouted dance singed

C C C C C C

see bought being shoutted danced sing

Meg Robert Meg Robert Meg Robert Meg Robert

Meg Robert Meg Robert Meg

Robert

were Where 1______________ you yesterday? You 2______________ at home. I’m sorry Meg, I was at a 3______________. At a music festival? Wow! 4______________ you on your own? No, I went with Josh, my cousin. He lives in London but he’s here for a few weeks. Oh, cool! Where 5______________ this festival? It was at Wood park. How much 6______________ the tickets? They were £25 each. We bought them on the gate as we entered. It 7______________ a last minute idea. Great! So, what 8______________ it like? What, the festival? Yes. 9______________ it good? No, not really. It was a rock music festival and you know I can’t stand 10______________! Oh well, we can do something fun on Saturday. Maybe we can 11______________ Kate, Paul and Louis and go to the 12______________. There’s a good adventure film I want to see. Good idea! Let’s plan it!

Mediation 13 Traduci in italiano. 1 Saturday I was at home, but my friends were at the cinema. ___________________________________________________ 2 Were you at school this morning? ___________________________________________________ 3 I was born on December 25th! ___________________________________________________ 4 The reality show finished, and we turned off the TV. ___________________________________________________ 5 When I was a child, I wanted to be a comedian. ___________________________________________________ 6 My mother studied German at school. ___________________________________________________ 7 They preferred to go to the cinema. ___________________________________________________ 8 The bus stopped outside the station. ___________________________________________________ 221

Language Skills Reading 1 Osserva le immagini A-D e scrivi il titolo del paragrafo corrispondente.

Home entertainment: from black & white TV to fibre optics

A _______________________

In the past, there weren’t many options when it came to enjoying entertainment at home. There were only a few channels on TV and some stations on the radio. However, when cable and satellite TV came along, this all changed, with many people enjoying access to a huge range of channels. In addition, new games consoles, computer technology, and high-speed internet broadened the range of home entertainment. Over the years, technology brought huge changes in the world of home entertainment. People can now enjoy all sorts of activities at home. Here are some of the main changes occurred through the years.

Gaming

Nowadays, the gaming industry is huge. People can easily download their favourite games from the Internet anytime they want, without leaving the comfort of their own homes to go out to the shops and buy the new sensation. Thanks to a high-speed, fibre optics Internet connection, you can play together with your friends or enjoy online gaming and challenge people all around the world. B _______________________

Watching movies

In the past, people went to the cinema to enjoy a film. Now, with high-speed Internet, and many film streaming websites, people have access to a vast choice of different films, documentary, TV series and TV shows. Film rental shops, like Blockbuster, are a thing of the past: people now find all the films and the entertainment they want online and, sometimes, free of charge.

Listening to music C _______________________

With the wide variety of music download sites and apps that are now available, people can download their own tunes in real time and create their own playlists rather than buying CDs. People can listen to any genre of music they choose, whenever they like. There are also multiple ways of listening to music, from a computer, smartphone, tablet and even through a smartwatch now.

Reading

D _______________________

Many people still love to settle down with a good book, magazine, or newspaper. However, just like buying films or music, you can choose to go out to a bookshop or a newsstand, or you can buy your books or your favourite magazine online, downloading them from libraries, virtual bookshops, etc. From e-books and e-magazines to online news reports and live news streaming, you can read everything you want online.

Leggi il testo e decidi se le frasi sono True (T) o False (F). 1 The gaming industry was very huge in the past. 2 People don’t play computer games with their friends anymore. 3 ‘Streaming’ is a way to quickly download films, TV shows or music without spending money. 4 People still prefer to buy CDs rather than download music online.

222

___ ___

new sensation l’ultima novità fibre optics fibra ottica rather than piuttosto che settle down mettersi tranquilli

5 There are more ways of listening to music today than there were in the past. ___ 6 Reading wasn’t a popular form of entertainment before e-books. ___ 7 On an e-book reader, you can read e-books and e-magazines. ___ 8 As technology evolves, people are now able to read books and newspapers online. ___

Invalsi Training Listening 11 CERT 3

Ascolta Charlene ed Edward parlare dei loro programmi TV preferiti, poi scegli la risposta corretta (A, B, C o D).

1 The Big Bang Theory was on every week on ____. A Sundays B Thursdays C Tuesdays D Mondays 2 The main characters are ____. A five scientists friends B three nerd friends C four normal friends D four scientists friends 3 Charlene’s favourite moments were when they ____. A played baseball B tried to behave like ‘normal’ people C invented something D played computer games 4 The judges test bakers’ ____. A ability and personality B social interactions C special cakes D behaviour 5 After participating the show, many of the contestants ____. A became famous B changed life C didn’t feel fine D started a real career as a baker 6 The cake for the 90th birthday of Queen Elizabeth II was ____. A a chocolate cake B an orange cake C a lemon cake D a cheesecake

Writing 4 CERT Scrivi un’email a un tuo amico e parlagli dell’ultima puntata del tuo programma televisivo preferito. Considera questi punti:

● che tipo di programma è e come si chiama ● quando è iniziato e in che giorno e a che ora va in onda ● quando hai visto l’ultima puntata ● cosa ti è piaciuto della puntata

Scrivi un testo di almeno 100 parole.

Task Type: Reading – Gapped text Read the text about J.K. Rowling. Parts of the text have been removed. Choose the correct part (A-I) for each gap (1-8). There is one extra part that you should not use. The first one (0) is an example.

The girl who

LOVED books…

Joanne Rowling was born in England in 1965. When she B Joanne was a child her home was full of books: 0_____. lived for books and reading was always her favourite hobby. She decided she wanted to be a writer. She wrote her first story at the age of six – 1_____ – and she wrote her first complete book at eleven! In 1991, Joanne travelled to London. The idea for Harry Potter was born when 2_____, and she started to write the first book in the series, Harry Potter and the Philosopher’s Stone. She finished it in 1995 and tried to sell it to publishers, 3_____. Joanne was very disappointed. She stopped writing and decided to look for a job as a teacher. Then, one day in 1997, 4_____ from a publisher in London. 5_____: he wanted to publish Harry Potter and the Philosopher’s Stone! The book was soon a bestseller and 6_____ from thousands of Harry Potter fans. After that, 7_____ about the boy magician. Then, in 2016, she added a play called The Cursed Child – the eighth book in the series. Today there are Harry Potter books in 78 languages around the world! J.K. Rowling is now the world-famous author of novels, stories, plays and film scripts. Her friends are actors, artists, politicians and celebrities. 8_____, and she’s got her own private airplane. But one thing in Joanne’s life is still the same – her love of books! A n she wrote another six books 0 all her family loved reading B n C n she was on the train D n but they weren’t interested E n Joanne started to receive letters F n Today she’s got homes in the UK and the USA G n It was a big surprise H n she received a letter I n a story about a rabbit 223

Travel & Transport Il Past simple: Forma negativa estesa

contratta

Risposte brevi affermative

negative

I did not work

I didn’t work

Yes, I did.

No, I didn’t.

you did not work

you didn’t work

Yes, you did.

No, you didn’t.

he / she / it did not work

he / she / it didn’t work

Yes, he / she / it did.

No, he / she / it didn’t.

we did not work

we didn’t work

Yes, we did.

No, we didn’t.

you did not work

you didn’t work

Yes, you did.

No, you didn’t.

they did not work

they didn’t work

Yes, they did.

No, they didn’t.

● La forma negativa del Past simple si ottiene anteponendo did not / didn’t alla forma base del verbo: soggetto + did + not / didn’t + verbo ● La forma negativa del Past simple è uguale per tutte le persone, sia per i verbi regolari che per quelli irregolari. They didn’t wait for us. Non ci hanno aspettato. I didn’t know what to do. Non sapevo cosa fare. You didn’t go to school last week. Non sei andato a scuola la settimana scorsa.

Il Past simple: Forma interrogativa e risposte brevi Forma interrogativa

Did I work... ? Did you work... ? Did he / she / it work... ? Did we work... ? Did you work... ? Did they work... ? ● La forma interrogativa del Past simple si ottiene così: Did + soggetto + verbo + ? Did we play well? Abbiamo giocato bene? Did it rain a lot last summer? È piovuto molto la scorsa estate?

could / couldn’t Forma affermativa

I could swim you could swim he / she / it could swim we could swim you could swim they could swim ● Could è il passato del verbo modale can. Si usa per dire cosa eravamo o non eravamo in grado di fare nel passato. ● Come can, è sempre seguito dalla forma base del verbo principale. They could buy a new house last year. Hanno potuto comprare una nuova casa l’anno scorso. I could swim when I was 4. Sapevo nuotare a 4 anni.

Forma negativa

I couldn’t swim you couldn’t swim he / she / it couldn’t swim we couldn’t swim you couldn’t swim they couldn’t swim ● La forma negativa di could si ottiene così: soggetto + could + not / couldn’t + forma base del verbo Andrew couldn’t finish his homework. Andrew non ha potuto finire i suoi compiti. They couldn’t come to the party last week. Non sono potuti venire alla festa la scorsa settimana.

224

Grammar Bank Forma interrogativa

Risposte brevi

Holidays

affermative

negative

city break

Could I swim?

Yes, you could.

No, you couldn’t.

excursion

Could you swim?

Yes, I could.

No, I couldn’t.

Could he / she / it swim?

Yes, he / she / it could.

No, he / she / it couldn’t.

Could we swim?

Yes, you could.

No, you couldn’t.

Could you swim?

Yes, we could.

No, we couldn’t.

Could they swim?

Yes, they could.

No, they couldn’t.

Activities

tour B&B (Bed & Breakfast) Accommodation

Places

mountains backpack guidebook passport railcard

train

Equipment

reservation

tram

suitcase

underground

ticket

bus

travel insurance

bicycle

visa

car

catch

coach

get in

lorry

get off

motorbike

get on

scooter

by sea

lake seaside

Travel and transport

by road

hotel countryside

Vocabulary organiser

by land

campsite youth hostel

could + soggetto + forma base del verbo + ?

by rail

journey sightseeing tour

● La forma interrogativa di could si ottiene così:

Could they go to Mexico last summer? Sono potuti andare in Messico la scorsa estate? Could Sarah finish her work in time? Sarah è riuscita a finire il suo lavoro in tempo?

Verbs about transport

get out of

van

land

taxi

ride

boat

set off

ferry

take off

ship aeroplane by air

helicopter glider

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Vocabulary & Functions Vocabulary: Means of transport 1 Leggi le definizioni e scrivi i mezzi di

Completa le frasi con la forma corretta dei verbi nel riquadro.

trasporto.

catch • drop off • get off • get in • get on • get out land • pick up

1 an aircraft with long wings and L __ I D E __ R no engine G __ __ __ 2 a comfortable bus used to take people on long journeys

got in the car and left. 1 The woman ___________ 2 We ___________ our luggage at the check-in desk first. 3 I’m going to ___________ the train when it stops at the next station. 4 You mustn’t ___________ of a taxi into the main road. 5 I usually ___________ my friend from the airport terminal building. 6 You can’t ___________ a plane with any liquids. 7 Hurry up, their plane ___________ right now! 8 I’m always late, so I ___________ my bus at the very last second every day.

C __ __ __ __

3 a vehicle that flies and has an engine A __ __ __ __ __ __ __ __ 4 a boat that regularly carries people across a body of water

F __ __ __ __

5 a long, thin vehicle that travels along metal tracks

T __ __ __ __

6 a large boat that carries people or goods across the sea

S __ __ __

7 a car with a driver that you pay to drive you somewhere

T __ __ __

8 an aircraft with rotating blades

H __ __ __ __ __ __ __ __ __

9 a road vehicle for carrying goods

L __ __ __ __

Common collocations about travelling

corretto.

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2 ___________________

3 ___________________

4 ___________________

5 ___________________

6 ___________________

journey to Cardiff took four hours. The ______________ We usually ______________ to school by car. We went there once on a school ______________. How long does the ______________ take from Manchester to Liverpool? 5 Do you want to take a ______________ to the beach at the weekend? 6 We don’t ______________ by taxi. It’s too expensive. 1 2 3 4

Vocabulary: Travel verbs 2 Guarda le immagini e scrivi il phrasal verb

1 get in

Completa le frasi con travel, journey o trip.

Abbina le parole (1-6) con le parole (a-f) per formare collocazioni di uso comune. 1 2 3 4 5 6

passport departure duty journey check-in international

a b c d e f

free time desk control flight lounge

Vocabulary: Holidays 6 Sottolinea l’alternativa corretta. 1 Last summer we went on a guided excursion / tour of Pompeii ruins. 2 When I was a kid I loved going on a campsite / city break holiday with my friends. 3 Our journey / sightseeing tour of Athens’ Acropolis was the best part of our holiday. 4 A B&B / youth hostel is the cheapest solution when you go on holiday with your friends! 5 Last time we went to London we stayed in a cosy B&B / campsite near Hyde Park. 6 On our last day in Cornwall we went on an exciting journey / excursion to Dartmoor National Park.

5 7

Completa l’annuncio con le parole nel riquadro. delayed • single • next • railcard • takes • at cancelled • early morning

parole (1-6) alle parole (a-f) per formare un’unica espressione.

1 house

Travel information

2 school

b c

next train to Leeds leaves The __________ 2 __________ 18.48. However, at the moment it is 3__________ by 55 minutes and the 16.48 train is 4__________. It normally 5__________ an hour to Leeds. Tomorrow, there is an 6__________ train at 7 a.m. A 7__________ ticket is £9.20 with a 8 __________. You can pay by credit card.

3 activity 4 holiday

5 Bed &

6 tourist

Vocabulary extension 9 Quanti tipi di vacanza conosci? Abbina le

Lara Nina Lara Nina

Lara Nina

Lara

Ascolta e completa il dialogo. So Nina, tell me all about your 1 holiday Did you have a good time? ______________. It was amazing! Canada is beautiful… So, how long did you stay there? Well, we stayed in Toronto for three weeks and then we went to Vancouver for a week. Wow! Did you have a good 2______________? It was very long … 7 hours and 50 minutes. We took off at 10 a.m. from London and landed in Toronto at nearly midnight! It sounds tiring! It was! We arrived at the airport at 5 a.m. for our 7 a.m. 3______________, but while we were in the queue to 4 ______________ our luggage, we heard an announcement that our flight was 5 ______________ … by three hours! Ugh! So what did you do? Nothing … we just waited in the departure lounge. But then Dad realised he didn’t have his 6______________, boarding pass or 7______________! Oh no! What happened? We went to the help desk but, luckily, a lady appeared with everything in her hand. That was lucky! Yes! Then, of course, we were late and when we finally got to the gate, we were the last people to 8______________ the plane … exhausted! Oh dear … not a good start to your holiday!

n camp n resort n Breakfast 1 swap n n apartment n trip

Functions: Ask for travel information 10 Completa il dialogo con le domande (a-f). Zainab Hello, I need some information. Ticket agent Sure. How can I help you? 1 Can you tell me what time Zainab _____________________________________ the next train to Cardiff leaves? Ticket agent Yes, of course. It leaves at 8.25 a.m. 2 _____________________________________ Zainab please? Ticket agent Single or return? 3 Zainab _____________________________________ in Cardiff? Ticket agent A month ago there was a train which arrived at 12.05 but then they suspended it. Now, it arrives at 12.20. Zainab That’s fine. So, 4 _____________________________________ Leeds? Ticket agent Mmm, let me see... last train to Leeds is at 21.38 this evening. Zainab OK, so 5 _____________________________________ Leeds? Ticket agent The ticket is £13.50. 6 Zainab _____________________________________ credit card? Ticket agent Yes, of course. Zainab Thank you. a b c d e f

what time does it arrive can I pay by how can I get (back) to can you tell me what time how much is a return ticket to can I have a ticket

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Grammar Lab Il Past simple: Forma negativa e interrogativa

Riscrivi le frasi alla forma negativa del Past simple.

1 Last year we went to Dublin for a short holiday. (3) Did we go to Dublin for a short holiday ___________________________________________________ last year? Yes, we did. ___________________________________________________ 2 The plane landed on time. (7) ___________________________________________________ 3 Tom bought Sheila a scarf at the duty-free shop. (3) ___________________________________________________ 4 You booked a flat for our holiday. (7). ___________________________________________________ 5 Your taxi arrived late to the station. (3) ___________________________________________________ 6 The sightseeing tour finished too early. (3) ___________________________________________________

1 We went on a school trip to Greece last year. We didn’t go on a school trip to Greece ___________________________________________________ last year. ___________________________________________________ 2 I did all my homework during the weekend. ___________________________________________________ 3 Lara took a city break with her friend. ___________________________________________________ 4 They cycled all the way home from school. ___________________________________________________ 5 Mum bought us tickets to the Harry Potter world! ___________________________________________________ 6 Security agents checked our bags at the airport. ___________________________________________________

Completa le frasi con la forma affermativa o negativa del Past simple dei verbi tra parentesi. didn’t come (come) with us to Paris: he 1 Ian ________________ lived ________________ (live) there. 2 We ________________ (travel) by train: we ________________ (prefer) using our car. 3 Julia ________________ (book) a hotel because she ________________ (want) to sleep in a tent: it was too cold! 4 They ________________ (book) the tickets, so they ________________ (buy) them at the station, but it was late. 5 James ________________ (arrive) late: luckily his train ________________ (be) on time. 6 I ________________ (pay) with my card: they ________________ (accept) cash only.

Completa le domande con i verbi tra parentesi. 1 2 3 4 5 6

Did you _______ go (go) to Spain last year? _______ What time _______ you _______ (catch) the bus? _______ the last train _______ (leave) at nine? _______ your friends _______ (like) the excursion? _______ the plane _______ (take off) from Gatwick? _______ you _______ (hear) what he said?

Adesso abbina le domande dell’esercizio 3 alle risposte. a n No, it didn’t. It left at 8.30. 1 Yes, I did: it was a fantastic holiday! b n c n Yes, it did. d n At eight o’clock. e n Yes, they all did. f n No, I didn’t. There was too much noise.

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Trasforma ogni frase da affermativa a interrogativa, e poi rispondi in modo affermativo (3) o negativo (7).

could / couldn’t

Sottolinea l’alternativa corretta. 1 My grandmother was a good cook. She couldn’t / could make cakes and lasagne. 2 Michael could / couldn’t work on a computer when he was three, but he learnt very fast. 3 My brother couldn’t / could do Maths very well when he was at school and now he always helps me. 4 I could / couldn’t watch horror films when I was little. I found them too frightening. 5 Mozart could / couldn’t compose music on the piano when he was five. 6 When I was very young, I couldn’t / could skateboard, but now I’m very good at it.

Completa le frasi con could o couldn’t e i verbi nel riquadro. draw • drive • play • ride • rollerblade • watch couldn’t ride a bicycle until he was 8! 1 Jamie _________________ 2 My sister _________________ tennis so well when she was a child, that she was on the national team. 3 I _________________ the same animated film over and over when I was young. I never found it boring! 4 My dad _________________ a bus when he was 21 years old. 5 When he was younger, he _________________ very well, but now he can do lots of tricks and jumps. 6 My grandfather was a great artist. He _________________ pictures of people that were so life-like.

5 Grammar in context 8 Completa il dialogo con il Past simple alla forma negativa, interrogativa o le risposte brevi dei verbi tra parentesi.

Did you do (do) anything cool Jamie Hi Meg! 1_______________ during your campsite holiday in Sitges? Meg 2_______________ (do) actually. I went paintballing. Jamie Wow! Who 3_______________ (go) with? Meg Well, it was Josie’s birthday and she 4 _______________ (want) to spend it like a normal day, so we asked the other guys at the campsite for something special. Jamie … and they suggested paintballing. Meg No, 5_______________ (do). Jamie No? And what 6_______________ (say)? Meg They said we 7_______________ (can / play) a board game; they 8_______________ (like) the idea of going outside the campsite. Jamie Why? Where 9_______________ (play)? Meg At a paintball centre near Barcelona. Jamie How much 10_______________ (cost)? Meg It 11_______________ (cost) very much: only £6 for the whole day. Jamie That’s good! 12_______________ (enjoy) yourself? Meg Well, at the beginning I 13_______________ (like) the idea of a war game, but then I 14 _______________ (can believe) the fun of it!

Cosa può andare storto in una vacanza? Riscrivi il racconto della disastrosa vacanza di Thomas e Harry usando la forma negativa dei verbi in grassetto. Last month Thomas and I went on a holiday in didn’t go went well the French countryside. It 1__________ at all. The bus 2_________ arrived at the airport on time, and it 3_________ dropped us at the right terminal. The security guards at the gate checked our tickets but they 4_________ let us pass until they looked through our bags: Thomas 5_________ knew he 6_________ could take his contact lens liquids on board! The plane 7_________ took off at the scheduled time, and obviously we 8_________ landed at the scheduled time, either. When we finally arrived at the B&B, they 9_________ could keep our reservation. So, we 10_________ stayed in a comfortable hotel, but we stayed in a tent on a campsite in the countryside. The sun 11_________ shone at all during our stay. I 12_________ could believe our bad luck!

Round up 10 Completa le frasi con l’opzione corretta (A, B o C).

C you and your friends like the youth hostel 1 ____ in Barcelona last week? A Do B Don’t C Did 2 We don’t ____ by train. We prefer to go by plane. A travelled B travel C travelling 3 Saturday I ____ all my homework before I went to the cinema. A did B didn’t C don’t 4 ____ Jason go away last weekend? A Did B Do C Does 5 She ____ to me yesterday. I don’t know why. A didn’t B didn’t C doesn’t talked talk talked 6 Megan ____ do her Maths homework because she forgot her book at school. A did B couldn’t C could 7 Caroline didn’t ____ to Paris by train. A went B goes C go 8 A Did it rain a lot while you were on the excursion? B Yes, it ____. A does B didn’t C did

Mediation 11 Traduci in italiano. 1 We didn’t walk to school yesterday. ___________________________________________________ 2 They couldn’t walk anymore so they went on the metro. ___________________________________________________ 3 Did you and your friends catch the bus last night? ___________________________________________________ 4 Sam could ride a bike by himself at the age of 5. ___________________________________________________ 5 Could you repeat the name of the campsite, please? ___________________________________________________ 6 Why didn’t you ride your bicycle to school yesterday morning? ___________________________________________________ 7 John went on a coach tour to see the northern lights in Finland. ___________________________________________________ 8 Because I was ill, I couldn’t go on the city break with my friends. ___________________________________________________ 229

Language Skills Reading 1 Osserva le foto: a quali delle città nominate nel testo si riferiscono?

A ________________________________

B ________________________________

C ________________________________

Leggi la relazione di Emma sul sistema di trasporti di Singapore, e decidi se le frasi sono True (T) o False (F).

Transport in Singapore: A Report Student name: Emma Simpson Singapore has one of the best and most affordable public transport systems compared to 24 other big cities around the world, including Hong Kong, New York and London. A company in the US carried out a survey to determine which is the best. Their survey evaluated all modes of transport, from personal and public transport, to shared transport, cycling and walking. First of all, Singapore public transport is affordable. That means that many people have enough money to travel on buses, trains and, other means of transport. Moreover, the survey found that the transport system is efficient and, most importantly, it is very safe. The next reason why Singapore scored so highly on the survey is that their transport is also one of the most eco-friendly. Many of their buses and trains are new and are run on clean fuel, instead of petrol or diesel. The survey also praised Singapore for their ticket system. People could use an EZ-Link card, which was convenient and flexible for people commuting around the country. The country also scored highly on travel comfort as all transport had new modern seats inside, and also the roads were regularly maintained. This meant the journeys on the roads are smooth and not bumpy. More than 80% of people in Singapore said they were satisfied with the overall public transport system. Many people said they liked the modern, electronic ticket systems and how their government is improving the transport for the future. The survey ended by saying that Singapore transport system is excellent, accessible, efficient, convenient, affordable and will last a long time.

The survey compared the transport systems in countries only in Asia. There were many different types of transport in the survey. Not everyone can afford to travel on the public transport in Singapore. Singapore has a modem ticket system that helps people travel around easily. One of the problems in Singapore is the roads are uncomfortable to travel on. The company who did the survey also asked local people in the country what they thought of the transport system. 7 All people in Singapore liked the public transport system. 8 They liked the modern ticket system.

1 2 3 4 5 6

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____ ____ ____ ____ ____ ____ ____ ____

Invalsi Training 3

CERT Rileggi il testo e rispondi alle domande. 1 Was the company that carried out the survey Asian? 2 What did the survey evaluate? 3 Why is Singapore transport system eco-friendly? 4 What is an EZ-Link card? 5 How are Singapore roads maintained? 6 According to the final results of the survey, what are the main features of Singapore’s transport system?

Listening 13 Ascolta il racconto di Laura e Katie 4 sul loro viaggio a Parigi, e sottolinea l’alternativa corretta.

1 It was Laura’s first / third time in France. 2 When Laura was at school / university, a guest speaker from France came to teach French. 3 The trip to France was her birthday / graduation present. 4 Laura and Katie went to Paris by plane / train. 5 The signs were / weren’t in French and English. 6 When they passed around the Arc de Triomphe, Laura didn’t recognise / recognised it.

Writing 5 CERT Scrivi un breve testo (circa 100

parole) su un viaggio recente che hai fatto. Racconta:

● dove sei andato ● come ci sei arrivato e cosa hai utilizzato per muoverti una volta arrivato ● se hai fatto o ti è successo qualcosa di bello o di insolito.

Task Type: Reading – Short Answer Questions Read the text about New Guinea, then answer the questions (1-9) using a maximum of 4 words. The first one (0) is an example.

New Guinea According to some scientists, ‘paradise lost’ is in New Guinea. In this remote country there are birds, butterflies, frogs, insects, plants and flowers all belonging to species previously unknown to man. For the first time in history, scientists are studying many of these species. This beautiful forest is uncontaminated and uninhabited by humans. It is in the Foja Mountains, one of the most isolated parts of Indonesia and of the world. It is completely separate from the rest of the world and cannot be reached on foot. For years scientists asked the indigenous people about its existence, and the Indonesian Institute of Science finally managed to arrive by air. ‘It’s like the Garden of Eden!’ said one of the researchers on first seeing it. Two tribes living in the Foja Mountains are the Kwerba and the Papasena. They live near the forest, but they never went there. So, even the Kwerba and the Papasena, who helped the scientists explore the forest, were surprised by its complete isolation. It really is a lost world! For the first time, scientists saw numerous undiscovered animal and plant species. In this forest, there are at least 500 types of plants, including 5 species of palm trees, 20 species of frogs, 4 butterfly families, 40 species of mammals and numerous birds such as the orange-headed honeyeater. The scientists’ excitement exploded when they saw the fabulous bird of paradise. This bird was described for the first time in the late 19th century. They also discovered the Queen Alexandra butterfly, the biggest butterfly in the world. 0 Where is ‘paradise lost’? In a forest in New Guinea. 1 Were the animals and plants living in the Foja Mountains known to men before? 2 Do people live in this part of New Guinea? 3 How can you get there? 4 Who are the Kwerba and the Papasena? 5 Where do they live? 6 Why were they important to the expedition? 7 What does number 40 refer to in the text? 8 What is the orange-headed honey eater? 9 What is the name of the biggest butterfly? 231

Fashion I comparativi degli aggettivi ● I comparativi degli aggettivi si usano per confrontare due persone, cose o categorie. Il comparativo di maggioranza degli aggettivi brevi si forma: aggettivo + -er + than The blue T-shirt is cheaper than the red one. La T-shirt blu è più economica di quella rossa. Wool is warmer than cotton. La lana è più calda del cotone. ● Attenzione alle variazioni ortografiche. – Se l’aggettivo termina con una vocale + una consonante si raddoppia la consonante: hot  hotter. The kitchen is hotter than the bathroom. La cucina è più calda del bagno. – Se termina per -e muta si aggiunge soltanto -r: large  larger. This belt is larger than the other one. Questa cintura è più larga dell’altra. – Se termina in -y preceduta da consonante si toglie la -y e si aggiunge -ier: easy  easier. Shopping online is easier than going to a shopping mall. Comprare online è più facile che andare in un centro commerciale. ● Il comparativo di maggioranza degli aggettivi lunghi si forma: more + aggettivo + than Your new coat is more expensive than your older one. Il tuo cappotto nuovo è più costoso di quello vecchio. Jenn is more interested in shopping than in sport! Jenn è più interessata allo shopping che allo sport!

! Alcuni comparativi sono irregolari: good / well  better; bad  worse; far  further / farther

I superlativi degli aggettivi ● Il superlativo relativo di un aggettivo si usa per paragonare una cosa o persona con tutte le altre cose o persone in quel gruppo. Il superlativo degli aggettivi brevi si forma: the + aggettivo + -est These trainers are the cheapest! Queste scarpe da ginnastica sono le più economiche. Yellow is the brightest colour. Il giallo è il colore più brillante.

232

● Attenzione alle variazioni ortografiche. – Se l’aggettivo termina con una vocale + una consonante si raddoppia la consonante: hot  the hottest. Jameela’s is the hottest blog ever! Il blog di Jameela è il più figo di tutti! – Se termina per -e muta si aggiunge soltanto -st: large  the largest. The green sweatshirt is the largest. La felpa verde è la più larga. – Se termina in -y preceduta da consonante si toglie la -y e si aggiunge -iest: easy  the easiest. Jeans are the easiest clothes to wear. I jeans sono gli abiti più facili da indossare. ● Il superlativo degli aggettivi lunghi si forma: the most + aggettivo + than Milan Fashion Week is one of the most important fashion events. La Milano Fashion Week è uno degli eventi più importanti della moda.

! Alcuni superlativi sono irregolari: good / well  the best; bad  the worst; far  the furthest / farthest ● L’aggettivo superlativo è sempre preceduto dall’articolo the e può essere seguito da in + luogo o gruppo di persone oppure da of + nome o pronome plurale. Jane has got the smartest dress in the whole class! Jane ha il vestito più elegante dell’intera classe. This is the most important piece of the Summer collection. Questo è il pezzo più importante della collezione estiva.

Il comparativo di uguaglianza ● Il comparativo di uguaglianza si usa per dire che due cose, animali o persone hanno o non hanno la stessa qualità. Si forma: as + aggettivo + as I’m as smart as you. Sono elegante quanto te. ● La forma negativa si ottiene così: not as + aggettivo + as Shaun is not as fashionable as Ben. Shaun non è alla moda quanto Ben.

Grammar Bank too ● L’avverbio too indica che una qualità (quando è usato con un aggettivo) o una modalità (quando è usato con un avverbio) è eccessiva. This bag is too expensive, I can’t buy it. Questa borsa è troppo costosa, non posso comprarla. Nowadays, fashion changes too fast. Oggigiorno, la moda cambia troppo velocemente.

Vocabulary organiser Clothes and accessories

cardigan jacket jumper Clothes

skirt top

enough

trousers

● Per indicare che qualcosa è sufficiente si usa enough. Attenzione alla posizione di enough.

T-shirt

aggettivo / avverbio / verbo + enough My dress is smart enough to wear it to the party. Il mio vestito è abbastanza elegante per indossarlo al party. I ate well enough at that restaurant. Ho mangiato abbastanza bene in quel ristorante. I worked enough yesterday. Today I’m tired. Ho lavorato abbastanza ieri. Oggi sono stanca. enough + nome

waistcoat boots Shoes

beanie belt earrings gloves Accessories

necklace scarf shoulder bag wallet watch must-have

Styles

old-fashioned timeless vintage cotton leather

Fabrics and materials

linen plastic silk

very / extremely ● Gli avverbi very e extremely si usano per rafforzare il significato di un aggettivo o di un altro avverbio. I was very happy to go to the fashion show. Ero molto contenta di andare alla sfilata di moda. The new collection is extremely glamorous. La nuova collezione è estremamente / terribilmente affascinante.

flip flops trainers

I have got enough money to buy a new beanie. Ho abbastanza soldi per comprare un nuovo berretto. ● Per indicare che qualcosa non è sufficiente si usa not…enough. This jumper isn’t warm enough. Questo maglione non è abbastanza caldo. I didn’t sleep enough last night. Non ho dormito abbastanza la scorsa notte. The bus wasn’t going fast enough, so I arrived late. Il bus non andava abbastanza veloce, così sono arrivato in ritardo. There isn’t enough room for all my accessories. Non c’è abbastanza spazio per tutti i miei accessori.

wool

Shopping and money high street shop Shopping

market till window cash machine coins

Money

credit card notes savings 233

Vocabulary & Functions Vocabulary: Clothes and accessories 1 Sottolinea l’alternativa corretta.

1 I want to buy a new winter coat: mine is very timeless / old-fashioned. 2 Did you see the dress Helen wore at the party? It’s a designer label’s / high street stores’. 3 The latest fashion victim / must-have of the season is a silver leather jacket. 4 Some jewels are so beautiful they are timeless / vintage. 5 I love shopping around in high street stores / vintage shops: you could find beautiful accessories from the past. 6 Aaron’s biggest dream is to become a model walking the most important catwalks / high street stores in the world. 7 Amanda is a real fashion victim / designer label: her clothes are always in the latest fashion. 8 These clothes are very ordinary: you can find them in every high street store / vintage shop.

234

must-have • expensive • vintage • comfortable cool • leather • supermodel • the latest fashion 1 Jake I like my _____________. They’re from the the latest fashion and USA – they are 1________________________ 2 are very ___________________, too: I wear them every day. 2 Dana This is my favourite _____________. It was my sister’s but now it’s mine! It’s red and it’s made of 3___________________. My sister bought it in a luxury shop in Milan. It was really 4 ___________________! I wear it to parties with my jeans. 3 Martha This is my new purple _____________. I bought it yesterday in a 5___________________ shop in Soho. It belonged to a famous 6 ___________________ ! 4 James I love this _____________. It’s from my exchange trip to an American University, a very 7___________________ for all the students to wear. It’s so 8___________________ !

Completa le frasi con l’alternativa corretta, a o b. a to go 1 Oh, come on: you can’t wear your ____ to the Ambassador party! 3 flip flops a n b n shirt 2 These golden earrings don’t match your silver ____. a n skirt b n necklace 3 I need a new pair of ____: mine are too old now. a n beanie b n jeans 4 For Christmas, I got a new set of woollen ____. a n scarf and gloves b n t-shirts 5 My ____ are made of leather. a n trainers b n boots 6 A cotton ____ is perfect over a shirt. a n cardigan b n trousers 7 The model was wearing a long ____ and high heels. a n dress b n top 8 I’m coming! Just, let me grab my phone and my ____! a n belt b n shoulder bag

Di chi sono questi oggetti? Completa ogni descrizione con le parole nel riquadro, poi abbina ogni oggetto (A - D) alla persona giusta (1 - 4).

Di che cosa sono fatti? Completa le frasi con la risposta corretta (A, B o C). 1 Trisha’s new boots are vegan: they are not B made of ____. A plastic B leather C linen 2 I need a cap and new pair of ____ flip flops for the swimming pool. A leather B wool C plastic 3 ‘Brrr…it’s getting chillier!’ ‘Here: take this ____ jumper to keep you warm.’ A wool B leather C linen 4 Alexander McQueen’s summer collection is all about cotton and ____. A wool B linen C plastic 5 My grandma was very elegant: she had a collection of more than 100 ____ scarves. A silk B leather C linen 6 Did you know that the word ‘jeans’ comes from the Italian city of Genoa, where the ____ fabric was made? A wool B linen C cotton

6 5

Vocabulary extension

14 Ascolta Sarina che parla della sua passione per lo shopping e completa il brano con le parole nel riquadro.

Sizes

shoulder bag • trends • labels • high street fashion • leather • skirts • vintage • leather belt shop window fashion I confess: I’m in love with ______________! I’m not 2 really fond of designer ______________ because they’re too expensive, but I love shopping in shops on the 3______________. When I was younger, I could only look at the mannequins through the 4______________, but now I have a job of my own, I can afford to buy the clothes myself. I like to keep up with the latest 5______________. My favourite things are my accessories. My grandma gave me this silk scarf last year. It’s 6______________. I love it! I’m a big fan of watches, too. I have four! But I don’t wear them all at the same time of course. My favourite one has a 7______________ strap. Now it’s winter, I love wearing my boots and jeans. I have a big coat, too. On really cold days, I like to wear my beanie hat. It’s made of wool. My new 8______________ is the most expensive item I’ve bought. I’ve got lots of pairs of jeans, too. I think they’re more comfortable than dresses or 9______________. I like to wear my favourite 10______________ with them. 1

Adesso, indica quali sono gli accessori posseduti da Sarina. C

Vocabulary: Money 7 Sottolinea l’opzione corretta. 1 In some countries, leaving a tip / coins is very common. 2 The cashier at the cash machine / till was very polite. 3 Chris spent all his savings / notes to buy a new designer watch. 4 I don’t usually have much money in my till / wallet. 5 I went to the cash machine / wallet to take some money from my account, but it was out of order. 6 Can I pay by bill / credit card?

Osserva i riferimenti alle taglie e scrivi per quali capi di abbigliamento si possono usare. Usa le parole nel riquadro. trousers • jumper • dress • boots • skirt sweatshirt • T-shirt • flip-flops • trainers

1 size 2 length 3 waist 4 medium 5 UK size 7 6 regular fit

trousers, jumper, dress, ______________________________________ boots, skirt, sweatshirt ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

Functions: Making suggestions 9 Completa il dialogo con le espressioni nel riquadro.

How about • could write • Why don’t we • could become Let’s check • What about • could have • What could Maureen Hi Alexa, I’ve got great news! I passed the admission test to the Fashion Academy! Alexa Wow, that’s fantastic! Do you know what you want to do, precisely? I could become a clothes mean, you 1__________________ designer, fashion stylist, boutique manager… Maureen No, not really. 2__________________ I do? It’s all so exciting! Alexa Um. 3__________________ a jewellery design course? Maureen Er. I’m not sure I can design jewels. I prefer shoes and bags… 4 Alexa __________________ ask the Academy? Surely they can help us and find the right course for you. Maureen You’re right! I 5__________________ an email and make an appointment to talk to someone. Alexa Fantastic! 6__________________ the address on their website…here! Maureen 7__________________ going to the shopping mall to celebrate? Alexa Sure! And later we 8__________________ a pizza, too. You know, shopping is too tiring…

235

Grammar Lab I comparativi e i superlativi

enough

Completa la tabella con le forme mancanti. aggettivo

comparativo

superlativo

bad

worse

________________

cheap

________________

easier

________________

fat

________________

good

________________

large

________________

the largest

shy

________________

the smallest

Comparativo o superlativo? Completa le frasi con gli aggettivi tra parentesi. bigger 1 Carl’s backpack is _________________ (big) than James’. 2 I prefer _________________ (bright) colours to the pastels. 3 Vogue is _________________ (famous) fashion magazine. 4 I think grey is a _________________ (sad) colour than blue. 5 I gave Tara a necklace as a present: she was _________________ (happy) ever! 6 Martin is _________________ (good) player of our rugby team! 7 This exercise is _________________ (simple) thing the teacher gave us. 8 This watch is _________________ (expensive) yours!

Riscrivi le frasi in modo che abbiano lo stesso significato. 1 The blue sweatshirt is more expensive than the red one. as expensive as The red sweatshirt isn’t __________________________ the blue one. __________________ 2 Silk is not as warm as wool. Wool is ___________________________________________. 3 Calvin Klein’s latest collection is the most exciting collection of this season. All this season’s collections _____________________ ____________________________________________________. 4 My trainers are more comfortable than my high heel shoes. My high heel shoes aren’t ______________________ ____________________________________________________. 5 Milan Fashion week is not more important than London’s. Milan Fashion week is ___________________________ ____________________________________________________. 6 Your jeans aren’t as trendy as your T-shirt. Your T-shirt is ____________________________________.

236

Completa le frasi con le parole tra parentesi e enough. 1 These trousers are too short. They aren’t long enough (not long). __________________________ 2 Did you buy a new dress? Don’t you have ____________________ (clothes) in your wardrobe? 3 Gemma didn’t work ____________________ (well), so she failed her test. 4 We ____________________ (study), so we went out for a walk. 5 I haven’t got ____________________ (money) to buy those jeans. 6 We couldn’t enter: our clothes weren’t ____________________ (fashionable) for the party!

too e enough

La festa di Joel è stata un disastro. Riordina le parole e scopri perché. 1 hot / too / was / weather / the The weather was too hot. ___________________________________________________ 2 cool / my / clothes / weren’t / enough ___________________________________________________ 3 food / wasn’t / enough / there ___________________________________________________ 4 room / enough / wasn’t / clean / the ___________________________________________________ 5 noisy / people / the / too / were ___________________________________________________ 6 was / loud / too / music / the ___________________________________________________

Phrasal verbs about clothing

Completa le frasi con la forma corretta dei phrasal verbs nel riquadro. dress up • shop around • sell out • try on pay for • put on • take off • pop into shopping around for a new pair of jeans: 1 I’m _____________________ do you want to come with me? 2 When you buy clothes online, you can’t ____________ them ____________. 3 I went to Footlocker to buy the latest Converse but they said they were _____________. 4 C’mon, ____________ your beanie and let’s get out! 5 How much did you _____________ that skirt? 6 ___________ this jacket, this colour doesn’t suit you. 7 Yesterday I _____________ the new Primark megastore: it was terrific! 8 The Ambassador party is a very important event, you have to ____________ properly!

6 Grammar in context 7 Leggi il post del blog di Janice e scegli l’alternativa corretta.

Round up 9 Leggi il dialogo e sottolinea l’alternativa corretta. Sam Jess

A trip to the fashion museum I love clothes and fashion, so a trip to the Fashion Museum in the centre of Bath last week was the 1 better / best birthday surprise! I always wear 2 very / enough fashionable clothes: jeans and T-shirts are 3 the most / more comfortable, but I also love dresses and skirts 4 not as / as fashionable as the ones you see on the catwalk. The Fashion Museum has an 5 enough / extremely big collection of clothes from the past and the present. It’s amazing: some of 6 the most old / the oldest clothes were made in the 1600s! There were even old dresses, hats, shoes and coats to play dressing up! There are about 30,000 objects in the museum - it is 7 too big / big enough for only one day! When I grow up, I want to become a fashion designer: I want to design 8 very / too fashionable clothes that are not only for 9 the richest / the richer.

Trova e correggi gli errori nelle frasi. 1 I think yellow is a happyer colour than blue. ___________________________________________________ 2 Look at those boots! They’re enough expensive than three coats! ___________________________________________________ 3 This scarf is most fashionable than my old one. ___________________________________________________ 4 The fashion house is the old in Europe. ___________________________________________________ 5 He’s the richiest fashion designer in the world. ___________________________________________________ 6 Nowadays, fashion is changing too faster. ___________________________________________________ 7 Your backpack is heavy than mine. ___________________________________________________ 8 Selfridges in London have the most beautifulest shop windows of any high street shop. ___________________________________________________

Sam Jess Sam Shop Assistant Sam Shop Assistant Sam Shop Assistant Jess Sam Shop Assistant Sam Shop Assistant

Jess, do you like these trainers? Yes, they’re 1 cool / old-fashioned ! Do you need some new trainers? Yes, mine are 2 too / enough old now. Well, these ones are 3 extremely / enough fashionable. Let’s get inside! Excuse me, can I try these 4 on / over, please? Of course. What 5 length / size are you? I’m a 6 9 / medium. OK. Here you are. Do they 7 big / fit? Yes, they’re 8 fine / well. How much are they? Let me see... They are just £79.99. They’re 9 more / enough expensive than mine! Do you have any 10 cheapest / cheaper trainers? No, I’m sorry. They are 11 the cheapest / cheaper we have. OK. I’ll take them. It’s a 12 very / too good choice. They are the latest trend in sport shoes.

Mediation 10 Traduci in italiano. 1 The green cardigan is cheaper than the blue one. ___________________________________________________ 2 Shopping online is extremely popular these days. ___________________________________________________ 3 My new belt is more expensive than my older one. ___________________________________________________ 4 These flip flops are the cheapest! ___________________________________________________ 5 Why don’t we buy a present for Eileen? ___________________________________________________ 6 London Fashion Week is one of the most important fashion events. ___________________________________________________ 7 Those shoes are not as fashionable as these boots. ___________________________________________________ 8 I have got enough money to buy a new watch. ___________________________________________________

237

shopping

Reading 1 Leggi il blog di Amelia e scrivi

il nome dei posti sulle foto (1-4).

CERT Leggi le frasi e decidi se sono True (T) o False (F). 1 At Brick Lane Market you can buy second-hand things. 2 Borough Market sells clothes and furniture. 3 People who love food go to Borough Market. 4 Covent Garden was a different type of market one hundred years ago. 5 People perform music and mime in the theatre at Covent Garden. 6 Columbia Road Flower Market is in the centre of the city.

London

Language Skills

____ ____ ____

____

London is famous for shopping, but it isn’t all about expensive department stores and designer clothes. London has got lots of fantastic markets too. Local people and tourists go there to shop, meet friends and hang out. These are the ones I love.

Brick Lane Market

This is one of the most famous markets in London! If you can’t get enough of vintage things (like I do), then this place is for you: they’ve got second-hand clothes, hats, shoes, books… even furniture: I entered a shop where the newest item was older than me. There are ethnic things too – spices and textiles – it’s all very colourful. And of course it’s cheaper than high street shops. It’s awesome!

____

Listening 15 CERT 3

Ascolta Tania che parla della sua bancarella al mercato, e scegli l’opzione corretta (A, B o C).

1 Tanya’s stall is in… A Brick Lane Market. B Covent Garden. C Borough Market. 2 She works there… A every day. B once a month. C at the weekend. 3 The things she uses for the jewellery are… A plastic. B silver. C metal. 4 Yesterday she made a bracelet for… A the interviewer. B her mum. C her friend. 5 The bracelet she shows the interviewer costs… A £13. B £30. C £40.

Writing 4 CERT Scrivi un post per un blog che si occupa di shopping, descrivendo un posto che conosci. Usa i suggerimenti dati.

• • • •

what type of shopping place it is where it is what they sell there what else you can do / see there

Scrivi almeno 100 parole.

238

1 _____________________

Borough Market

My friend took me to this market near the River Thames. Borough Market sells all sorts of fresh and organic food. There are the most unusual kinds of cheese, bread, jam, sweets and cakes, and lots 2 _____________________ of stranger ingredients than those you usually find in supermarkets. There are stalls that sell cooked food too, and lots of them offer free samples. Before you choose your lunch, try a selection. The Greek bread I ate there was fantastic! And the brownies: they were too delicious! But the apple pie was definitely the best! Shopping around Borough market is the easiest way to gain a kilo or two!

Invalsi Training Covent Garden

A hundred years ago this beautiful old building was just a big fruit and vegetable market. Now it’s full of trendy independent shops selling beautiful, original things – clothes, jewellery, perfumes and gifts. After shopping, you can sit in the square at one of the cafes and watch the street performers: musicians, mime artists, dancers and acrobats. It’s like watching a talent show, but it’s more fun!

Task Type: Reading – Multiple matching Read the text about the clothing industry. Parts of the text have been removed. Choose the correct part (A-H) for each gap (1-7). There is one extra part that you should not use. The first one (0) is an example.

Cheaper than

ever

3 _____________________

Clothes are cheaper now than ever for shoppers in the western world. D Twenty years ago people paid twice the amount 0 ____! But how is this possible? Retailers think that such low prices are possible because they buy in big quantities. Huge chain stores can sell 1 ____ very quickly. For example, the British supermarket Asda sold 7,000 pairs of trousers in just one week at £7 each! Another reason 2____ is the fact that developing countries compete to win orders by offering lower prices based on the sweatshop factor, i.e. huge factories which employ 3____. On the large scale, millions of people work in garment sweatshops where extremely long hours are normal, overtime is compulsory (and sometimes unpaid), 4____.

4 _____________________

Columbia Road Flower Market

Flower Power! Believe me: it isn’t just a ‘60s slogan, and my trip to Columbia Road, a street market in East London, was the best way to prove it. The market is extremely beautiful: they have the most amazing plants, from the smallest bulbs to the tallest trees from all over the world, and stalls full of exotic flowers. I saw a handkerchief tree from China – it has flowers on it as big as a handkerchief! For those who are not very interested in flowers, there are shops selling gifts too, and even birds and goldfish!

As a result of these low prices, people are buying twice as many clothes as they did a decade ago. Whilst some of these clothes could maybe find their way to charity shops or 5____, a lot of them end up as rubbish. In the UK alone, 900,000 tonnes of textiles become rubbish every year. So, what can we do to be better shoppers but keep up with fashion? • We can definitely buy less. Next time you go to buy a new item of clothing, 6 ____. Do you really need it, or is it just for the back of your wardrobe? • We must recycle. Don’t throw your clothes into the bin along with all the other household rubbish. Take them to a charity shop or a recycling project. • We can buy fair trade clothes. Look out for products which carry the Fair Trade logo. This is a sign that whoever produced them 7____. A B C D E F G H

go to recycling did not work under sweatshop conditions safety conditions are non-existent they pay today for the very cheap price thousands of workers with a basic salary thousands and thousands of the latest item think if it is really necessary 239

Language be going to Forma affermativa estesa

contratta

I am going to play

I’m going to play

you are going to play

you’re going to play

he / she / it is going to play he / she / it’s going to play we are going to play

we’re going to play

you are going to play

you’re going to play

they are going to play

they’re going to play

● Il futuro con be going to si usa per esprimere l’intenzione di fare qualcosa. Si ottiene così: soggetto + be going to + forma base del verbo I’m going to study abroad. Studierò all’estero. They are going to buy a new house. Compreranno una nuova casa. ● be going to si usa anche per indicare qualcosa che sta per succedere. Look at those clouds. It’s going to rain. Guarda quelle nuvole. Sta per piovere.

Forma negativa estesa

contratta

I am not going to play

I’m not going to play

you are not going to play

you’re not going to play

he / she / it is not going to play

he / she / it’s not going to play

we are not going to play

we’re not going to play

you are not going to play

you’re not going to play

they are not going to play

they’re not going to play

● La forma negativa di be going to si ottiene così: soggetto + not + be going to + forma base del verbo We are not going to buy a new car. Non compreremo una nuova auto. It’s not going to be a difficult test. Non sarà un test difficile.

240

Forma interrogativa

Risposte brevi affermative

negative

Am I going to play... ?

Yes, you are.

No, you aren’t.

Are you going to play... ?

Yes, I am.

No, I’m not.

Is he / she / it going to play... ?

Yes, he / she / it is.

No, he / she / it isn’t.

Are we going to play... ?

Yes, you are.

No, you aren’t.

Are you going to play... ?

Yes, we are.

No, we aren’t.

Are they going to play... ?

Yes, they are.

No, they aren’t.

● La forma interrogativa di be going to si ottiene così: be + soggetto + going to + forma base del verbo ...? ‘Are you going to watch that film, tonight?’ ‘Yes, I am.’ “Guarderai quel film, stasera?” “Sì.” ‘Is James going to have a party for his graduation?’ ‘No, he isn’t. “James farà una festa per la sua laurea?” “No.”

! Ricorda che le risposte brevi affermative non sono mai contratte. Yes, I am. non Yes, I’m. ● Oltre a esprimere intenzione e a indicare che qualcosa sta per succedere, be going to si usa anche per fare una previsione basata su dati oggettivi: She’s riding his bike too fast. She’s going to crash! Sta andando in bici troppo velocemente. Farà un incidente! Temperatures are falling, it’s -1°C now. It’s going to snow soon. Le temperature stanno crollando, siamo a -1°C adesso. Nevicherà presto.

Grammar Bank ! Be going to equivale al futuro semplice in italiano, all’indicativo presente quando ha un significato di futuro e all’espressione “avere intenzione di”. È spesso accompagnato da espressioni di tempo futuro. In inglese non si usa mai il Present simple quando si parla di azioni programmate o di intenzioni. Si usa invece dopo le congiunzioni temporali when, as soon as, before, after. I’m going to go to college when I leave school. Andrò all’università quando finirò la scuola. As soon as I graduate, I’m going to leave my country. Appena sarò laureato, lascerò il mio paese. Before I leave, I’m going to improve my English. Prima di partire, migliorerò il mio inglese. After I finish my English exams, I’m going to move to the USA. Quando finirò gli esami di inglese, mi trasferirò negli USA.

Vocabulary organiser Language learning

beginner Levels

intermediate advanced native speaker listening grammar

Skills & Knowledge

meaning pronunciation translation writing dictionary

Tools

exchange visit language lab

Espressioni di tempo futuro

student exchange

● I tempi futuri sono spesso accompagnati da espressioni e avverbi di tempo come: next week / month / year / Sunday this morning / afternoon / evening tomorrow morning / evening in two days’ time / in three weeks’ time

to learn

We’re leaving next week / Monday. Partiamo / Partiremo la prossima settimana / il prossimo lunedì. I’m meeting Jane this afternoon. Questo pomeriggio incontrerò Jane. School is going to end in three weeks’ time. La scuola finirà tra tre settimane.

Il Present simple e il Present continuous per il futuro

to look something up (in a dictionary) Verbs

● Il Present continuous si usa invece per azioni già programmate, e chi parla è sicuro che accadranno. I’m meeting my English teacher in half an hour. Incontrerò il mio insegnante di inglese tra mezz’ora.

to memorise to revise to speak to translate

Education primary school secondary school Levels

college university master’s degree

● Per riferirsi a eventi futuri si possono usare anche il Present simple e il Present continuous. ● Il Present simple si usa per riferirsi a eventi futuri che sono certi, già stabiliti, come ad esempio gli orari dei mezzi di trasporto. The train leaves at 10 o’clock. Il treno parte alle 10.

assignment break time degree essay Other

exam graduation presentation qualification revision school term

● Per le variazioni ortografiche della forma in -ing vd. p. 200.

241

Vocabulary & Functions Vocabulary: Language 1 Trova e correggi gli errori nelle frasi.

1 a book where you can find the meaning of the words 2 a room used for scientific work 3 a pause in an activity, usually to rest or eat 4 a short piece of writing about a particular subject 5 what you get when you pass an exam or a course 6 one of the periods of time that a school or university year is divided into

1 Our teacher helps us to do the meaning of learn new words. ______________ 2 We have to rehearse the pronunciation of new words regularly. ______________ 3 It’s not only important to focus in vocabulary, but also grammar. ______________ 4 If you don’t understand what a word means, find it up in a dictionary. ______________ 5 We have to practise a translation of a passage from a book. ______________

Completa le frasi con le parole nel riquadro. answered • spoke • asked • chatted said • talked • told spoke at the 1 Yesterday, the Prime Minister ___________ Peace Conference. 2 James ___________ me what I’m going to do next year after I finish school. 3 Lisa ___________ my questions about her gap year. 4 The teacher ___________ to us in great detail about our options for the future. 5 My friend and I ___________ on the phone for hours last night. 6 The museum guard ___________ us not to take photographs in the gallery. 7 The teacher ___________ we have to practise our pronunciation.

Vocabulary: Education 3 Sottolinea l’alternativa corretta. 1 The teacher noted it down in the register / report. 2 The school lab / bell rang and we left the room. 3 Our school summer break up / break time is on the 20th July this year. 4 We’re doing a class project / essay on the environment. 5 The teacher is going to write a qualification / report about the students’ ability and performance. 6 My mum has a degree / report in French.

242

Leggi le definizioni e scrivi le parole.

dictionary _____________ _____________ _____________ _____________ _____________

_____________

Ascolta e completa il dialogo. Poi riascolta e controlla. 16

Martin Thanks guys, for agreeing to talk to me today during your precious 1 break time ________________! So, first question … what are you going to do next year when you leave school? James Well, I think I’m going to apply to Bristol University to study Maths. I’m going to an 2________________ next Thursday. The 3________________ looks really interesting and I think a 4 ________________ in Maths is a better 5 ________________ than a degree in French or something like that. Lucy I don’t agree! I think languages are so important, I’m going to study a language. But first I’m going to take a 6 ________________. Martin That’s very interesting! Lucy Yes, I’m meeting some people at the weekend who taught English to 7 ________________ school children in Colombia last year. They’re going to tell me about their experience. Martin Many young people take a gap year after school now. Where are you going to travel to? Lucy I’m not sure yet. I 8________________ Spanish … I’m an 9________________ level, so I’m thinking of going somewhere in South America too. I’m going to do an advanced Spanish course during the summer holidays to 10________________ my language. The course starts in August and lasts for four weeks.

7 6

Cosa farà Thomas l’anno prossimo? Leggi il brano e sottolinea l’alternativa corretta.

I’M GOING TO GO TRAVELLING After thinking carefully a lot about my future, I came to the conclusion it’s important to do a 1 degree / qualification. So, I decided I’m going to study languages and 2 teaching / learning. But first I’m going to take a 3 break time / gap year. I’m going to go travelling around the world, to stop in some eastern country – maybe India, or Myanmar, and I want to teach English to 4 college / primary school children, both to earn some money for my travels and gain work experience. I know these are poor areas, so they don’t have 5 grammar / language labs to practise the 6 pronunciation / meaning, but I’m going to 7 tell / speak to them my best English! I’m going to bring with me my 8 grammar books / dictionary, too, so we can focus on it. My parents 9 told / said me they don’t want me to travel on my own but I’m not worried: I’m organising the trip through a gap year organisation, so I’m sure everything is going to be fine. It is going to be the most exciting and the hardest thing in my life!

Phrasal verbs about language learning

Completa le frasi con i phrasal verbs nel riquadro. brush up on • look up • note down • keep up with focus on • pick up 1 2 3

4 5

pick up Some people ________________ new vocabulary very quickly. Sarah is going on holiday in Spain next summer: she wants to ________________ her Spanish. Our German teacher suggested we ________________ as many new words as we heard when watching the film. This semester I’m going to a special Italian course: I want to ________________ pronunciation. Our Chinese final exam was very difficult: we couldn’t use a dictionary to ________________ the words we didn’t know. Amanda is very good at French: she speaks so fast I can’t ________________ her!

Vocabulary extension: Language levels 8 Sottolinea l’alternativa corretta. I’m learning Chinese but I’m only a 1 beginner / advanced! I can understand simple 2 matters / expressions and I can say some very basic 3 phrases / vocabulary. I can only understand people if they speak 4 quietly / slowly.

Martha speaks Spanish and is an 5 intermediate / advanced student. She can 6 speak / communicate in most situations and she can understand 7 familiar / everyday matters about work and hobbies.

Jonathan speaks German 8 slowly / really well. I think he’s an advanced student because he speaks really 9 fast / fluently and he uses German 10 effectively / happily to talk about his job. Liz is a 11 native / beginner speaker, so she understands everything! She 12 expresses / talks herself fluently and 13 quickly / accurately and understands 14 idioms / jokes of course!

Functions: Asking for and offering help 9 Leggi i mini dialoghi e completali con la domanda e la risposta corretta.

Can you help me, please • I’m sorry I can’t. What’s the matter • OK, I’ll help you. Why don’t you help me ... ? I can’t help you with that, I’m afraid 1 A Samira, you look very worried. ______________________? B The French test is starting in half an hour and I forgot my dictionary at home! 2 A ______________________? I can’t find the language lab. B Sure. It’s the third door on your left. 3 A I’m very tired; can you do the dishes for me? B ______________________. I’m going out right now. 4 A Alan, luckily you’re here: I can’t find my mobile! B ______________________ search for it. 5 A Excuse me, where’s the Asian Languages bookshelf, please? B ______________________. I don’t work here. 6 A Dana, you’re very good at German. ______________________ with this translation? I don’t get it at all! B Ok, but I can help you later, I’m studying Maths now.

243

Grammar Lab 4

be going to

Completa le frasi con la forma corretta dei verbi tra parentesi. Poi indica se la frase esprime un’intenzione (I) o una previsione (P). are you ________________ going to do (do) 1 What ______ when you finish school? 2 Paul and Lisa ______________ ( join) a gym. 3 You ______________ (be) late. 4 What ______ you ________________ (wear) to Andy’s party? 5 Thomas ______________ (not paint) his room green! He ______________ (paint) it red! 6 ______ Suzie ______________ (have) a baby?

___

___ ___

Abbina le domande alle risposte corrette.

a b c d e f

n Yes, I am: I’m hungry! 1 Yes, she is: hers is too small. n n No, it isn’t: they lost half the matches! n No, we aren’t. I can’t stand their manners.

Forma delle frasi usando la forma corretta di be going to. 1 Harry / meet George / outside the library / tomorrow afternoon 2 you / learn / Chinese / next year / at university? 3 we / not spend / next weekend / in Paris 4 I / not buy / a new motorbike / this year 5 my grandparents / go / on a Mediterranean cruise / next month 6 Dad / not lend me / his car / for the weekend

244

Il Present simple e il Present continuous per il futuro

Sottolinea l’alternativa corretta. 1 Sandra is meeting / meets Jeannie at half past six. 2 What time does the lesson start / is the lesson starting? 3 What do they do / are they doing after college? 4 Hurry up! The film starts / is starting at 7.45! 5 When is Rob giving / does Rob give his speech? 6 Greta isn’t going / doesn’t go to her yoga class tomorrow.

n No, I’m not: I’m too tired! n No, she isn’t: she’s going to ski with her friend.

1 It’s 8 p.m., and Tom is cooking some spaghetti. (have dinner) Tom is going to have dinner __________________________________________________. 2 Carla is putting her jacket on. (go out with her friends) __________________________________________________. 3 You did all your homework before your friend. (finish early) __________________________________________________. 4 The dog chewed Dad’s new trainers. (be angry) __________________________________________________. 5 Yesterday I went running in the rain and now my throat hurts. (be ill) __________________________________________________. 6 It’s very cold, and the sky is white. (tonight snow). __________________________________________________.

I ___ ___ ___

1 Is Carla going to buy a larger house? __________________________________________________. 2 Is our team going to win the League? __________________________________________________. 3 Are you going to eat all the chips? __________________________________________________. 4 Are we going to invite our new neighbours? __________________________________________________. 5 Are you going to clean the house this weekend? __________________________________________________. 6 Is Granny going to spend the holidays with us? __________________________________________________.

Cosa sta per succedere? Leggi le frasi e scrivi il seguito.

Completa il dialogo con il Present continuous dei verbi nel riquadro. visit • invite • stay • not come • drive • have Hey Stacey, do you know the news? is not coming to the party you Rosie 1 _________________ 2 _________________ on Saturday. Stacey What? Why? Sam She 3 _________________ her brother at college. Her parents 4 _________________ there on Saturday morning and they 5 _________________ there overnight. Stacey Oh, what a pity! I 6 _________________ all our friends!

Sam

7 Grammar in context 7 Scegli l’alternativa corretta. Hi, I’m Katherine, and I’m a Language student. Yesterday I got my last semester’s final results and yay! I got all good marks! I’m so happy! My parents promised I could have a party, so I 1 ’m celebrating / ’m going to celebrate with a big party next Friday night. Right now I 2 text / ’m texting my friends to invite them all. Next, I3’m going to go / go to Munich University to study German. The course 4 starts / is going to start the first week of November, so mid-October 5 I’m moving / I move to Munich to look for a flat share. It’s 6 going to be / being a terrific experience! The course 7 stops / is stopping just a week before Christmas, so I8’m coming / come home for the holidays.

Round up 9 Leggi il dialogo tra Ashely e Nina e sottolinea l’alternativa corretta. Ashely

Nina

Ashely Nina Ashely Nina Ashely

Nina

Ashely

CERT Completa il testo con la risposta corretta (A, B o C). B to a music festival Tomorrow afternoon I 1____ on the beach with my best friends, and we 2____ there by a special train set up just for the event. I’m very excited, because we 3____ some of my favourite bands. The concert 4____ at half past five. The weather forecast says it 5____, but there aren’t any clouds in the sky this evening, so I think tomorrow it 6 ____ sunny. I’m sure we’re 7____ a lot of fun. They are going to film it, and the DVD is going on sale in two 8____: I can’t wait to watch it! 1 A going B ‘m going C go 2 A travel B are travel C are travelling 3 A are going B see C are to see seeing 4 A starts B is starting C started 5 A ‘s raining B rains C ‘s going to rain 6 A is being B is going C is to be 7 A going to B having C have have 8 A months B month C months’ time time time

Nina, what 1 do you do / are you going to do as an extra course next 2 term / break? 3 I’m going to attend / I’m attending a Spanish course. The course is starting in two 4 weeks’ time / week’s time. Spanish? Why? So I can 5 speak / tell with my friend Isabela in Madrid. Are you 6 going to visit / visiting her in Spain this summer? Yes, I am! 7 I’m staying / I stay with my friend for a month. When you 8 are planning / are going to plan your trip, let me know. I’d love to come, too! Oh, that’s great! Don’t worry, I’m not 9 going to book / booking my flight before my final exam in May. It10’s going to be / being a beautiful summer!

Mediation 10 Traduci in italiano. 1 I’m meeting John and Greg for dinner. __________________________________________________. 2 Are you going to study abroad next year? __________________________________________________. 3 The train leaves in 30 minutes form platform 11. __________________________________________________. 4 I’m going to take a gap year and go travelling in India. __________________________________________________. 5 I’m exhausted! I’m not having another exam too soon! __________________________________________________. 6 They are going to throw a graduation ceremony at the weekend. __________________________________________________. 7 Will isn’t coming with us on the language exchange. __________________________________________________. 8 I’m organising a trip through a gap year organisation. __________________________________________________.

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Language Skills Reading 1 Leggi il titolo dell’articolo e indica (✓) l’argomento. Poi leggi l’articolo e controlla la tua risposta.

A B C

n ways language evolves n emoticons in our language n languages around the world

The Future of Our Language

he world’s first emoticon appeared in 1982, when computer scientist Professor Scott Fahlman found that colleagues using online messaging often misunderstood posts and didn’t recognise jokes. The solution was to create a smiley. Now, emoticons can express everything from surprise to happiness. We’ve asked four experts to give their opinion on this means of online communication.

Jessica Williams, journalist Journalist Jessica Williams sounds more than a bit worried about the growing use of emoticons. ‘On the one hand,’ she says, ‘an emoticon makes up for our lack of face-to-face contact. But what could happen to the written word? Are words going to disappear in the near future? Who needs to be a literary genius when you can attract the masses with a smiling yellow face?’ Are we going to a universal language in a couple of years? Jessica believes this could lead to a lack of empathy in young people and the lack of reading is going to seriously affect our ability to understand real-life emotions.

CERT Rileggi il testo e rispondi a queste domande. 1 Who is concerned that we could lose the ability to show compassion? 2 Who suggests reasons why emoticons are useful? 3 Who suggests emoticons can change our brain activity? 4 Who points out that the use of emoticons shows a greater knowledge of language? 5 Who largely disapproves of the use of emoticons?

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Dr Oliver Smith, psychologist Amazingly, emoticons are having an effect on our brains. The human brain adapts to react to emoticons in the same way it reacts to human faces. In an experiment by Dr Smith, people looked at images of faces and emoticons while researchers examined their brain activity. He discovered that both emoticons and human faces caused similar face-specific brain activity. ‘The research revealed that emoticons are a lazy means of communicating,’ says Dr Smith.

Dr Paul Davis, cyber psychologist We are limited in the variety of messages that can be written in emoticons, but Dr Paul Davis believes they do have an important purpose. ‘We can shape technology to suit our needs. One of the best things about emoticons is that they help us include our emotions in non-verbal communication online. They help us show traditional expressions of the human face.’ Dr Davis said there was no evidence that textspeak – the kind of language containing abbreviations and emoticons that people use writing text messages – is making content simpler in a negative way for the younger generation. ‘Research shows that children who use this language can even write and speak better. Textspeak can be a creative form of communication and in order to break grammatical rules, we need to understand them in the first place.’

Invalsi Training Task Type: Listening – Multiple matching

Listening 17 Ascolta l’intervista radiofonica e 3

decidi se le frasi sono True (T) o False (F).

1 Suzanna prefers individual sports to team sports. 2 She believes it is important to do what she loves. 3 Ben lives in the USA. 4 He is going to study English. 5 Ellie is working for a local vet at the moment. 6 She wants to work with animals. 7 Friends are the most important thing to Chandler. 8 He doesn’t want to have a conventional job.

____ ____ ____ ____

18 Listen to Chloe and Rebecca talking about language courses. While listening, match the beginning of the sentences (1-5) with the endings (A-H). There are two endings that you should not use. The first one (0) is an example.

____ ____ ____ ____

Ascolta di nuovo e rispondi alle domande. 17

1 What is Suzanna planning to be? 2 Who thinks it is important to do something you like? 3 Who is planning their whole life? 4 Who is going to get useful experience? What are they doing? 5 What is Chandler planning to do after university?

Writing 5 CERT Adesso scrivi una lettera (circa 100

parole) a un tuo amico: parlagli dei tuoi programmi futuri, se e cosa hai già deciso di fare. Rispondi a queste domande per aiutarti. ● What are you going to do after you leave school? ● Are you going to study abroad? ● Where are you going to visit or travel to?

0 1 2 3 4 5

Chloe is studying She’s not going to Her Spanish cousins are coming They’ve got a German test Craig is going to study Rebecca’s mother’s family live

A B C D

in Wales study Welsh next week Japanese at university

E F G H

G ____ ____ ____ ____ ____ ____

to Russia on Wednesday Spanish Spain

Task Type: Listening – Information completion

Listen to the conversation about Jake and Zac’s plans for half-term. Fill in the gaps with the missing information (1-6). The first one (0) is an example. 19

Dad Jake’s 0____________ wants to take them on a mini-break on a canal 1____________. The canal is in Lee Valley, 2____________ of London. Jake’s cabin has got 3____________ in it. Jake’s Dad invites Zac 4____________ with them. Zac needs to check with 5____________ first. Jake thinks he’s going to lose the match 6 __________.

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Wild Weather ● La forma interrogativa del futuro si ottiene così:

will ● Per formare il futuro dei verbi si utilizza will (Future simple).

Forma affermativa estesa

contratta

I will play

I’ll play

you will play

you’ll play

he / she / it will play

he / she / it’ll play

we will play

we’ll play

you will play

you’ll play

they will play

they’ll play

● La forma affermativa del futuro si ottiene così: soggetto + will + forma base del verbo ● Will è uguale per tutte le persone, e si usa per: – fare previsioni sul futuro: It will be sunny at the weekend. Sarà soleggiato nel weekend. – per fare promesse: I promise I’ll come to your party. Prometto che verrò alla tua festa. – per le decisioni prese al momento: ‘Do you want something to drink?’ ‘I’ll have a juice, please.’ “Vuoi qualcosa da bere?” “Prendo un succo, grazie.” – con i verbi di opinione think, know, believe, hope: Sarah thinks she’ll go to university after college. Sara pensa che andrà all’università dopo il college. ● La forma negativa del futuro si ottiene così: soggetto + will + not (won’t) + forma base del verbo

Forma negativa estesa

contratta

I will not play

I won’t play

you will not play

you won’t play

he / she / it will not play

he / she / it won’t play

we will not play

we won’t play

you will not play

you won’t play

they will not play

they won’t play

I won’t study French next year. Non studierò francese l’anno prossimo. They are vegetarians: they won’t eat that roast beef. Sono vegetariani: non mangeranno quel roast beef.

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Will / Won’t + soggetto + forma base del verbo ...?

Forma interrogativa affermativa

negativa

Will I play...?

Won’t I play...?

Will you play...?

Won’t you play...?

Will he / she / it play...?

Won’t he / she / it play...?

Will we play...?

Won’t we play...?

Will you play...?

Won’t you play...?

Will they play...?

Won’t they play...? Risposte brevi

affermative

negative

Yes, I will.

No, I won’t.

Yes, you will.

No, you won’t.

Yes, he / she / it will.

No, he / she / it won’t.

Yes, we will.

No, we won’t.

Yes, you will.

No, you won’t.

Yes, they will.

No, they won’t.

‘Will they have an Art class at Islington College?’ ‘Yes, they will.’ “Avranno un corso di arte all’Islington College?” “Sì, lo avranno!” ‘Won’t it be too early at 8 p.m.?’ ‘No, it won’t.’ “Non sarà troppo presto alle 20?” “No.”

may, might ● Per parlare di probabilità, di cosa potrebbe o non potrebbe succedere in futuro e per fare previsioni si usano may e might, utilizzato soprattutto per indicare una possibilità remota. La forma affermativa si ottiene così: soggetto + may/might + forma base del verbo The weather forecasts say it may snow tomorrow. Le previsioni del tempo dicono che potrebbe nevicare domani. Pollution might become a bigger problem in the next future. L’inquinamento potrebbe diventare un problema più grande nel prossimo futuro. ● La forma negativa si ottiene così: soggetto + may/might + not + forma base del verbo Just limiting the use of plastic may not stop sea pollution. Il solo limitare il nostro uso della plastica potrebbe non fermare l’inquinamento del mare.

Grammar Bank We might not be totally aware of the damages caused by climate change. Potremmo non essere completamente consapevoli dei danni causati dal cambiamento climatico.

Vocabulary organiser The environment

desert hill

I composti di some, any, no, every ● Con some, any, no ed every si possono costruire pronomi e avverbi indefiniti che si riferiscono alle persone, alle cose e ai luoghi.

island lake The natural world

● I composti di some si usano nelle frasi affermative. Somebody / Someone will meet you at the gate. Qualcuno ti verrà incontro al cancello. This is something I will surely remember. Questo è qualcosa che ricorderò di sicuro.

mountain ocean rainforest river volcano waterfall avalanche

● I composti di any si usano nelle frasi negative e nelle domande. Is there anybody out there? C’è qualcuno là fuori? There isn’t anything on TV tonight. Non c’è niente in TV stasera.

blizzard cloudy drought flood fog

! Se la domanda è un’offerta oppure una richiesta si usano i composti di some: Would you like something to drink? Vuoi qualcosa da bere? I’m starving! Can I have something to eat? Sto morendo di fame! Posso avere qualcosa da mangiare?

frost hail heatwave The weather

ice lighting rain

● I composti di no si usano con il verbo alla forma affermativa. Nobody attended the lecture. Nessuno andò alla conferenza. There’s nothing I can do to help him. Non c’è niente che io possa fare per aiutarlo. ● I composti di every si usano per indicare che cose o persone sono considerate nella loro totalità. Fighting pollution is everybody’s duty. Combattere l’inquinamento è un dovere di tutti. Nowadays plastic is everywhere around us. Oggigiorno la plastica è ovunque attorno a noi. We can go: I’ve got everything. Possiamo andare: ho tutto. ● I composti di some, any, no ed every sono sempre seguiti da un verbo alla terza persona singolare. Everything is ready for the party: nobody is late and there isn’t anything missing. Everybody laughs. Tutto è pronto per la festa: nessuno è in ritardo e non manca niente. Tutti ridono.

hurricane

snow storm sunny sunshine thunder wind acid rain carbon footprint climate change deforestation Pollution

exhaust fumes greenhouse effect ozone layer plastic debris toxic fumes

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Vocabulary & Functions Vocabulary: The natural world and pollution

1 Reducing / Recycling is a good way to reduce pollution in our environment. 2 Climate change can cause severe snowing / flooding in low land areas. 3 Drought / Flood occurs when no rain falls for a long time. 4 Melting ice caps are a direct result of climate change / deforestation. 5 Nature reserves help with the protection of native drought / wildlife. 6 Air pollution is mostly caused by traffic fumes / rubbish.

Abbina le parole alle definizioni. 1 2 3 4

carbon footprint climate change drought ecosystem

n a lot of water suddenly covering land n a period of time without rain n all the plants and animals in a particular area n something that affects the world’s weather 1 the amount of carbon dioxide you produce n

b c d e

5 6 7 8

flood greenhouse effect pollution sustainable

and how much it affects the environment

f g

n damaging air water or land with chemicals n using ways that don’t damage the

Vocabulary: The weather 4 Scrivi sotto ogni immagine il fenomeno climatico corretto.

environment

Sottolinea l’alternativa corretta.

n when heat in the atmosphere causes the temperature of the Earth to rise

Completa le frasi con l’opzione corretta (A, B o C). C will repair 1 Some scientists say the ozone ____ itself. A effect B gases C layer 2 Electric cars don’t emit exhaust ____. A effect B fumes C layer 3 Greenhouse ____ are mostly caused by human activities. A fumes B footprint C gases 4 Acid ____ is very harmful to plants and animals. A rain B debris C layer 5 Reducing our carbon ____ is one of our priorities. A fumes B gases C footprint 6 Marine wildlife is in danger because of plastic ____. A debris B layer C effect 7 Carbon monoxide (CO) is one of the most common toxic ____. A gases B effects C fumes

drought 1 ______________________

2 ______________________

3 ______________________

4 ______________________

5 ______________________

6 ______________________

Completa le frasi con alcune delle parole nel riquadro. pollution • heatwave • hail • flood • ice • frost • fog climate • drought • hurricane • avalanche • blizzard 1 5,000 people became homeless after the flood ___________. 2 Greece is known for its hot, dry ___________ in the summer. 3 ___________ are terrifying tropical storms. 4 When the ___________ is very thick you can’t see anything around you. 5 When snow melts in the mountains, there is a high risk of an ___________ . 6 The lecturer told us simple things we can do to cut down on ___________ in our cities.

250

8 6

In ogni frase c’è una parola errata: correggila usando una parola dell’esercizio precedente. 1 A severe climate this year ruined the crop drought growing in the fields. ______________ 2 When the temperature goes below zero fog covers the ground. ______________ 3 In the near future summer could become a long, hot avalanche. ______________ 4 We stopped on our way to the mountain top because of the drought. ______________ 5 One of the most urgent climate concerns is about the hail melting at the Poles. ______________ 6 When rain freezes it becomes frost. ______________

Vocabulary: Energy 7 Quante fonti di energia conosci? Scrivi

sotto ogni immagine di che tipo di energia si tratta usando le parole nel riquadro. nuclear • natural gas • geothermal • wind biomass • hydroelectric • solar • fossil fuels

Vocabulary extensions: Green living 9 Quanto sei green? Abbina le parole per formare espressioni di senso compiuto.

1 homemade 2 reusable 3 bottled 4 plastic 5 recycled 6 electric 7 LED 8 organic 9 pre-packaged 10 fair 11 huge 12 local

n food b n farmers c n trade d n supermarkets e n bulbs f n water g n vehicle h n paper 1 lunch i n l n bags m n bottles n n fruit and vegetables

Functions: Making predictions 10 20 Completa il dialogo con le espressioni nel riquadro. Poi ascolta e controlla.

’ll write • might come • think • might • may turn Will it be • will • may become • won’t • will pay I’ll do • probably

solar 1 ______________________

2 ______________________

3 ______________________

4 ______________________

5 ______________________

6 ______________________

7 ______________________

8 ______________________

Adesso scrivi nella colonna corretta di che tipo di energia si tratta.

Renewable energy solar,

Non renewable energy fossil fuels,

Kelly What are you thinking about, William? William Well, I’m thinking about the future. Will it be Kelly You mean, your future? 1____________ interesting? William Well, first of all I 2___________ I’ll learn another language. I think Chinese 3 ___________ be the language of the future. It 4___________ useful for my job… Kelly And what’s ‘your’ job, then? William Um … I don’t know… I like travelling visiting countries. That’s what 5 ___________! I’ll travel! I 6___________ a professional traveller, or a blogger, or… Kelly It sounds great fun, indeed. I 7___________ with you, perhaps. We’ll go around the world: you 8___________ about the places and I’ll take pictures. We’ll 9___________ become famous, after all. William …famous…together…? Kelly Yeah: everybody will read our adventures, and they 10___________ a lot of money to know everything about us! We 11 ___________ even get married, in the end… William What?? Married? You know…maybe I’ll work in an office… Kelly Mr Predictions, you 12___________ escape your destiny! 251

Grammar Lab will

may / might, will Come sarà la vita nel 2080? Completa le previsioni di George con will (✓) o won’t (✗) e i verbi nel riquadro.

1 People may / won’t develop telepathy in the future. 2 The space explorers might not / will soon find water on Mars. 3 Regular trips to space won’t / may be available in the next century. 4 One day they will / might find life on other planets. 5 He might not / won’t know you called to warn him not to go. 6 This evening the sky is clear, tomorrow it will / may not be sunny. 7 It won’t / may be rainy in Scotland in June. 8 We might / will have a clean planet in the future.

discover • read • use • have • be • live • go will have all their lessons at home 1 Students ___________ on computers. (3) 2 The world’s climate ___________ warmer. (3) 3 People ___________ books made of paper. (7) 4 Most people ___________ for more than 100 years. (3) 5 People ___________ on holiday to the Moon. (3) 6 Most vehicles ___________ petrol for their power. (7) 7 Astronomers ___________ a planet exactly the same as the Earth. (3)

Riordina le parole e scrivi le frasi. Poi, indica se si tratta di un’offerta (O), una promessa (P), una decisione (D) o una previsione (F).

I composti di some, any, no, every

___

___ ___ ___

___

may, might

Cosa potrebbe o non potrebbe succedere in futuro? Completa le frasi con la forma affermativa o negativa di might o may. In the next future….. may become normal. 1 high temperatures ___________ 2 air pollution ___________ be a lot worse. 3 many plants ___________ become extinct. 4 there ___________ be enough water for everybody. 5 clean energy ___________ power our cars. 6 we ___________ reach environmental sustainability.

252

Sottolinea l’alternativa corretta. 1 Is there somebody / anybody in the waiting room? 2 They must be out: nobody / somebody answers the phone. 3 I smell something / anything bad in the fridge. 4 Karen is new here, she doesn’t know nobody / anyone. 5 I can’t find my phone, it seems to be anywhere / nowhere. 6 Don’t worry: something / everything will be all right. 7 It’s a secret! I don’t want anybody / nobody to know it! 8 The party is a success: everybody / nobody is here!

1 ’ll do / about / the shopping / it / don’t worry / I / for you! Don’t worry about the shopping: ___________________________________________ O I’ll do it for you! ___________________________________________ ___ 2 will / really well / I’m sure / go / your History test ___________________________________________ 3 not very hungry / ’ll have / I’m / I / a sandwich ___________________________________________ 4 your secret / tell / won’t / I / I / promise ___________________________________________ 5 I’ll / tired / our dinner / You’re / cook ___________________________________________ 6 there / at the park / It’s hot / a lot of people / will be ___________________________________________

Sottolinea l’alternativa corretta.

Completa le frasi con un composto di some, any, no, every. everything 1 I will plan ___________________: our next holiday will be ___________________ special. 2 There is ___________________ on the phone for you. 3 ___________________ was very bored: we had ___________________ to do all day. 4 It was silent. There wasn’t ___________________ in the house when we arrived. 5 I found ___________________ really strange in my cupboard. 6 Your bad manners will take you ___________________ ! 7 Are they going ___________________ interesting this weekend? 8 I’m freezing: ___________________ left the window open. 9 Can I do ___________________ to help you? 10 ___________________ turn down the TV. I can’t hear ___________________ ! 11 The window broke and the glass went ___________________ in the room.

8 Grammar in context 7 Completa il dialogo con le espressioni nel riquadro.

Round up 8 Sottolinea l’alternativa corretta. 1 Probably climate change will / is going to get worse in the next years. 2 It’s very cold: all this snow will / is going to freeze tonight. 3 The earth’s temperature is rising: we are going to / will have hotter summers. 4 I think I’ll / ’m going to buy an electric car. 5 They’ve already decided. They are going to / will stop using fossil fuels. 6 A powerful hurricane is going to / will hit the bay area next month.

won’t • everywhere • might • anything • someone something • everything • nobody • will • everybody Clara

Mark

Clara Mark

Clara Mark Clara

Mark

Clara

Tom Clara

something Mark, I’m preparing 1___________________ to eat. We’re going to the park. Do you want to come with us? I’m finishing an article for the blog… It 2___________________ appear on tomorrow’s update. It 3___________________ take long. What’s it about? You know, sustainable living, producing less, consuming less. We have to change our lifestyle: all this useless stuff… Do you think there’s 4___________________ we can do? Sure. We 5___________________ stop buying cars, for a start. But 6___________________ needs cars to get around, to get to work… 7 ___________________ ! You’re right. But I’m sure one day 8 ___________________ will use petrol. We’ll all drive electric cars only. They are pretty cool. Yeah, I know! They don’t pollute and you recharge their battery like you recharge a mobile phone. 9 ___________________ in my street has already got one. Clara, Mark: are you coming? Yes, Tom: 10___________________ is ready! We’re coming! Hurry up, Mark!

Completa le frasi con la parola corretta (A, B o C). will have terrible results. 1 Extreme weather ______ A won’t B will C might 2 Reducing ______ will help farmers in rural areas. A climate B drought C deforestation change 3 An avalanche ______ destroy a forest. A will B might C may 4 A ______ stopped the expedition to the Pole. A hurricane B flood C blizzard 5 Is there ______ we can do to protect the environment? A something B anything C nothing 6 There is a new fish farm ______ near the coast. A anywhere B somewhere C nowhere

Mediation 10 Traduci in inglese. 1 I disastri naturali saranno più frequenti in futuro. ___________________________________________________. 2 Le aree rurali possono essere le più vulnerabili al cambiamento climatico. ___________________________________________________. 3 L’inquinamento dell’aria può danneggiare tutto. ___________________________________________________. 4 Gli esseri umani non cambieranno facilmente le loro abitudini. ___________________________________________________. 5 Tutti sono felici in un giorno di sole. ___________________________________________________. 6 C’è qualcosa che possiamo fare per aiutare l’ambiente? ___________________________________________________. 7 Qualcuno pulirà la spiaggia. ___________________________________________________. 8 Nessuno è al sicuro dal cambiamento climatico. ___________________________________________________.

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Language Skills C

Reading 1 Leggi i testi (1-4) e abbinali alle foto (A-D).

In the year 3000… to 20 billion and there The population of the globe will rise ody on the planet. Some won’t be enough space for everyb they will live on the moon or people will live on other planets; there will be fewer natural 2 Technology Mars. On the moon and on Mars will change everything. There ce. spa re mo resources but won’t be computers so PCs and lapt they If et? plan ops will not or on a new Will people choose to live on Earth exist. Kids won’t learn at school, with are they if but h iPads or Eart e leav to ose like adventure, they will cho teachers. There won’t be teachers et! plan ther ano on in live the and year go bored with life on Earth, they may 3000. The children of the future will learn alone by using special digital devices. The re will be wi-fi everywhere. 3 Human beings will protect nature. They will build less and use technology to renew old buildings and so there will be more green areas 4 Forms of transport will change because our cities and parks. They won’t use plastic anymore. will be very crowded. There won’t be enough space for If they want to do shopping, they will do it all cars so people won’t have their own cars but they will ride online. People will have more free time and if they bicycles – they will also fly bicycles! Scientists will invent a want to work, they will do it for fun! If they want new flying bicycle so people will fly over the city and park to travel, there will be space tourism and they on the top of buildings. There won’t be any more traffic may be able to visit distant planets for holidays! pollution. 1

CERT Leggi il testo e decidi se le frasi sono True (T), False (F) o se l’informazione non è presente (NG). 1 2 3 4 5 6 7

254

There won’t be enough space on the Earth for everybody. People may go to the moon for a holiday. Kids and teachers will use computers in school. Our planet will be green. There will be no traffic problems in the future. Space travel will be very expensive. More people will use bicycles.

____ ____ ____ ____ ____ ____ ____

Invalsi Training 3

CERT Rileggi i testo e rispondi alle domande. 1 How many people there will be in the year 3000? 2 Will the Earth be the only inhabited planet? 3 How will the children of the future learn? 4 How will there be more green areas? 5 Will the future cities be crowded? 6 How will transport change?

Listening 21 Ascolta l’intervista a Jane, una 4

giovane attivista green, e poi rispondi alle domande.

1 Where are rubbish dumps? 2 What is an e-waste village? 3 What materials can you find in an e-waste villages? 4 Can we recycle them? 5 What happens to plastic if we dump it in the sea? 6 How can we reduce our waste?

Writing 5 CERT Immagina di collaborare al blog della scuola. Scrivi delle linee guida su come ridurre il nostro impatto sull’ambiente, basandoti su quello che realmente fai nella vita di ogni giorno. Includi:

● ● ● ●

energy saving sustainable way of life how to recycle paper, plastic, etc. how to reuse things before recycling them

Scrivi almeno 100 parole.

Task type: Reading – Multiple-choice questions Read the description Sally gives of the future according to her ideas. Choose the correct answer (A, B, C or D) for questions 1-5. Only one answer is correct. The first one (0) is an example. In my opinion lots of things will change for us in the future: for example, there won’t be any diseases or illnesses, so doctors will have to find new jobs. We will continue emitting dangerous levels of CO2 from our cars, machines and factories, which will lead to more global warming and climate change. So, we will have so many extreme weather conditions, such as droughts, storms and floods, until we destroy our natural marine and forest habitats and we may not be able to grow

crops to eat and eventually we won’t be able to live here on Earth. I think that social media will become very important and we’ll stop interacting with people in real life and start to spend all our time at home living our lives online. If that happens, we’ll lose the ability to talk to people face-to-face and we’ll all become obsessed with our virtual lives. Education too will all take place online and our teachers may even be robots and not real people! On the positive side, we won’t need to do any exams because computers will test us! Finally, we won’t eat food anymore. Science will be able to give us the experience of eating, without preparing anything to eat! Well, that’s what I think, anyway! How about you? C 0 Sally thinks that ____. A nothing will change. B diseases will change. C there will be many changes. D there won’t be any future. 1 What does Sally say about health? A We’ll live longer. B We’ll be healthier. C We’ll have more doctors. D There will be new diseases. 2 What does Sally say about environmental problems? A Global warming might stop. B There will be less CO2 in the air. C Climate change may destroy our planet. D We will certainly live on a different planet. 3 Sally thinks that in the future ____. A we may all live at home alone. B we may stop meeting people in real life. C we will only chat with robots. D we will spend a lot of money online. 4 In Sally’s opinion ____. A people will do exams online. B people will only take exams on computers. C robots will give us exams. D exams won’t be necessary. 5 She thinks that ____. A there may be more food to eat. B it will take a long time to prepare food. C we won’t have to cook. D food will be delicious.

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Work Zero conditional ● Per descrivere una condizione che si verifica sempre si usa lo Zero conditional. Si forma: if + soggetto + Present simple ... soggetto + Present simple If it rains, the ground gets wet. Se piove, il terreno si bagna. ● Si può utilizzare anche un’altra costruzione, e cioè: soggetto + Present simple ... if + soggetto + Present simple The ground gets wet if it rains. Il terreno si bagna se piove. ● Al posto di if, si può utilizzare when. When it rains, the ground gets wet. Quando piove, il terreno si bagna. The ground gets wet when it rains. Il terreno si bagna quando piove.

First conditional ● Per parlare della possibilità che una situazione si verifichi nel futuro si usa il First conditional. Il First conditional si forma: if + soggetto + Present simple ... soggetto + will + infinito If I need your help, I’ll call you. Se avrò bisogno del tuo aiuto, ti chiamerò. ● Il First conditional si usa anche per predire possibili azioni o conseguenze future, e per dare consigli. If you push that button, the door will open. Se premi quel pulsante, la porta si aprirà. Jack will pass the test, if he studies harder. Jack passerà il test, se studierà duramente. ● Si può utilizzare anche un’altra costruzione, e cioè: soggetto + will + infinito... if + soggetto + Present simple I’ll call you, if I need your help. Ti chiamerò, se avrò bisogno del tuo aiuto.

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● Al posto di if, si può utilizzare when. When I need your help, I’ll call you. Quando avrò bisogno del tuo aiuto, ti chiamerò. I’ll call you, when I need your help. Ti chiamerò, quando avrò bisogno del tuo aiuto.

as soon as, unless ● Si usa as soon as con un verbo alla forma affermativa per due azioni che avvengono contemporaneamente. I’ll text you as soon as I get home. Ti messaggerò appena arriverò a casa. ● Unless invece ha lo stesso significato di if…not. I’ll go by train unless I find a cheap flight. Andrò in treno, a meno che non trovi/troverò un volo economico.

must, mustn’t / have to, don’t have to ● Per esprimere l’idea di obbligo, di necessità che qualcuno faccia qualcosa, si usano must e have to. ● Must si usa per dare un ordine o esprimere un dovere, un obbligo, spesso avvertito dal soggetto stesso. È un verbo modale, uguale per tutte le persone ed è sempre seguito dalla forma base del verbo. You must clean your room before you leave it! Dovete pulire la vostra stanza prima di lasciarla! I can’t come with you, I must finish my work. Non posso venire con te, devo finire il mio lavoro. ● La forma negativa di must è mustn’t, e si usa per esprimere una proibizione o un divieto. You mustn’t smoke inside the building. Non si può fumare all’interno dell’edificio. ● Have to si usa per esprimere un dovere o un obbligo imposto da qualcun altro. Si forma: soggetto + have to + forma base del verbo Jack has to wear a suit at work. Jack deve indossare un completo al lavoro. You have to fill these two forms. Devi riempire questi due moduli. ● La forma negativa di have to si ottiene così: soggetto + do / does + not + have to + forma base del verbo

Grammar Bank ! La forma negativa di have to si usa per indicare la mancanza di obbligo, per specificare che non è necessario fare qualcosa: The fridge is full, we don’t have to go shopping. Il frigo è pieno, non c’è bisogno che andiamo a fare la spesa. Claire is really tired, she doesn’t have to make dinner, I’ll do it. Claire è veramente stanca, non c’è bisogno che prepari lei la cena, lo farò io.

to apply for to hire to fire Verbs about work

to look for to retire to run to share apprenticeship coworker

● La forma interrogativa di have to si ottiene così:

coworking

Do + soggetto + have to + forma base del verbo + ... ?

flexible

Do they have to send their CV to the HR? Devono inviare il loro CV alle risorse umane?

full-time

freelance(r) highly-paid low-paid

! Al contrario di must, have to ha tutti i tempi, e si usa anche per i tempi mancanti di must. They had to prepare a detailed report. Hanno dovuto preparare un resoconto dettagliato.

café/restaurant hospital hotel laboratory office school shop

other

Expressions about work

out of job part-time professional

Vocabulary organiser Workplaces

hard-working

rewarding Jobs

a cook a waiter/waitress a doctor a nurse a receptionist a scientist an architect a businessman/woman a journalist a secretary a teacher a sales assistant an actor/actress an astronaut a driver a farmer a musician a painter a photographer a policeman/woman a singer a vet a writer

rat-race self-employed stressful temporary unemployed well-paid

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Vocabulary & Functions Vocabulary: Jobs 1 Abbina i lavori con i luoghi in cui si

Leggi le definizioni e risolvi il cruciverba. 1

svolgono.

1 2 3 4 5 6 7 8

businessman doctor / nurse teacher receptionist waiter sales assistant astronaut actor

a n shop 1 office b n c n hospital d n café e n hotel f n theatre g n school h n spaceship

Completa le frasi con le espressioni nel riquadro. interview • self-employed • looking • out of part-time • freelance • retire • well-paid

P 6

L K

Across 5 Works at the zoo 6 Something that gives satisfaction 7 Happening in a precise time of the year 8 Looks after a building 10 Who designs clothes or objects 11 People call them in case of fire Down 1 The money you get from a job 2 Boring, ordinary 3 A person you’re working with 4 Learning to do a job 9 Very competitive part-time job. She 1 My sister has got a __________________ only works on the weekends. 2 I’m __________________ for a job as a web journalist. 3 My parents won’t be able to __________________ from their jobs until they’re 67. 4 My dad has a __________________ job – he earns over £80,000 a year. 5 Ellen has been __________________ a job for two months now. 6 I’m still waiting to see if I will get an __________________ for the job I applied for last month. 7 Jacob is a famous __________________ photographer: the pictures from his travels are on every magazine! 8 Katherine is __________________: she’s her own boss!

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Vocabulary: Coworking 4 Sei un bravo coworker? Completa il brano con le parole nel riquadro.

meeting rooms • share • rent • considerate freelancers • workstation • common areas • isolation freelancers because it Coworking is ideal for 1______________ solves problems such as 2_____________, or paying a 3_____________ or bills. The keyword is obviously 4_____________: everyone shares the same workspace and equipment, so you must be 5_____________ of your coworkers. First of all, you mustn’t be too noisy: if you talk too loudly, you’ll disturb people around you. Then, you mustn’t go past your assigned time when using 6_____________: usually, in a coworking there are one or two 7_____________, and some have a kitchen, too – and you must keep them tidy. A coworking sometimes feels like your own home. But remember: you have to book your 8 _____________ in advance!

9 5

22 Ascolta questo colloquio di lavoro e completalo con le parole mancanti. Poi riascolta e controlla.

Ms Bell

Liam Ms Bell Liam

Ms Bell Liam

Ms Bell

Liam

Thank you for coming in today. You part-time activity applied for the 1______________ camp assistant position. I’m very impressed with your 2_____________, but I must ask you some questions about yourself and your 3_____________. Yes, that’s great. What’s your work experience so far? Well, last year I worked in a private nursery school. It was a 4_____________ position over the summer. It was a 5 _____________ job and I gained lots of useful experience with young kids. That’s very interesting. I’m sure you have some more skills to add. Well, I’m very responsible and 6 _____________. At the nursery, I took the children outside to play every morning. I’m also 7_____________, I always turn up on time to work, and I’m also hardworking. I know it can be tiring taking care of children, but I find it a 8_____________ job. Those are very useful skills for the job. So, if you don’t have any questions then we can discuss salary. Great!

Vocabulary extension: Adjectives 6 Completa le frasi con l’opzione corretta (A, B o C).

C 1 She hasn’t been very ____________ with us and has told us lots of lies. A calm B patient C honest 2 Teaching young children is hard work but also very ____________. A rewarding B decent C creative 3 My rent is very high. I need to find a new ____________ job. A hard-working B creative C well-paid 4 I’m trying to be more ____________ with my cooking and not preparing the same dishes to my clients. A rewarding B adventurous C confident 5 You’ll have to be ___________ and wait your turn. A adventurous B calm C patient 6 I think you should do the ___________ thing and apologise. A decent B interesting C reliable

Completa le frasi scegliendo l’aggettivo corretto dall’esercizio precedente. patient 1 You need to be ____________________ if you work with children. 2 Julia’s book is full of ways to decorate your home. She’s so ____________________. 3 Justin is a very ____________________ person. He’s always trying new exciting sports. 4 He’s very ____________________. He comes to work before everyone and stays until late. 5 I don’t think he’s been really ____________________ about his past in this interview. 6 She’s very good at her job; she just need to be more ____________________ in herself. 7 My grandmother never gets anxious. She’s very ____________________. 8 Rachel is very ____________________; if she says she’ll do something, she’ll do it. 9 When they choose their holidays, they aren’t very ____________________. They always want to stay in the best hotel in town.

Functions: Expressing preferences 8 Completa il dialogo con le espressioni nel riquadro.

sounds perfect • don’t know • prefer • quite sure ’d like to • sure • way • not sure Fred I’m going to get a part-time job. Brian Sounds interesting! What do you want to do? don’t know yet but I Fred Well, I 1_________________ 2 _________________ work with people. I’m 3 _________________ whether I’d like to work inside or outside in the fresh air. Brian You mean like a teacher? Fred No 4_________________! I don’t want to work in a school. I’d 5_________________ to help people in some way. Brian There’s a job advert here for doctor’s surgery receptionist. Fred Maybe. But I’m 6_________________ I don’t want to be around sick people all the time. Brian Well, how about working in a dentist’s? There’s another advert here that is looking for dental assistants. The pay is pretty good – £8.20 per hour. Fred It 7_________________! If I get this job, I can save up to go travelling next year. I’m 8 _________________ I’ll get the job. Brian Mmm, maybe – you never know. Good luck!

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Grammar Lab Zero and first conditional

Sottolinea l’alternativa corretta.

unless, as soon as

1 If you do / will do what I say, you succeed /

2 3 4 5 6

1 2 3 4 5 6

1 We’ll have a pizza as soon as / unless we get home. 2 Please phone me unless / as soon as you book the tickets for the show: I can’t wait! 3 I’ll read a book before I go to bed as soon as / unless I feel too tired. 4 Unless / As soon as my mum says no, I’m going to the concert with you. 5 I’ll check my mail as soon as / unless I get to my office. 6 We can watch a film this evening unless / as soon as you prefer to go out.

will succeed. I’ll go / go to bed if I’m / will be tired. Is Dad / Will Dad be angry if I use / will use his tablet without asking? We answer / will answer if we know / will know what to say. If you take / will take a taxi, you don’t miss / won’t miss your train. They interview / will interview you if they like / will like your CV.

Abbina le due parti per formare una frase. If Kath gets the job at Google I’ll help you practise it We’ll come later If Brian doesn’t find a new job here If you get a part-time job They’ll take the next train

Sottolinea l’alternativa corretta.

must / mustn’t, have to / don’t have to

Quali sono le regole nella tua scuola? Completa le frasi con le forme corrette di must o have to.

a n if you are nervous about the interview. b n he’ll go abroad. c n if they are late. d n you’ll have a lot of free time. 1 she will be happy. e n f n if there’s nobody at home at 7 p.m.

Completa le frasi con la forma corretta del verbo tra parentesi. 1 2 3

4 5 6 7 8

260

arrive If we _______________ (arrive) on time, they will admit (admit) us to the theatre. _______________ If Lucy _______________ (miss) her favourite TV series, she _______________ (watch) it online. If the weather _______________ (not improve), we _______________ (not have) a picnic in the park. Tess _______________ (help) us if we _______________ (ask) her. If you _______________ (need) any help, I _______________ (be) in the next room. I _______________ (call) her if I _______________ (find) my phone. If we _______________ (not hurry) to the station, we _______________ (miss) the train. I _______________ (be annoyed) with Arthur if he _______________ (not answer) my WhatsApp messages.

mustn’t use our mobile phones 1 We _______________ inside the school. 2 In our school, we _______________ wear a school uniform. 3 We _______________ talk during exams. 4 We _______________ hand in our homework on time. 5 We _______________ do sport and keep active every day. 6 We _______________ be on time for lessons. 7 We _______________ study a lot if we want to pass our exams. 8 We _______________ keep classrooms tidy. 9 We _______________ bring books home, we can use lockers. 10 We _______________ be very careful in the Science lab.

9 Grammar in context 6 Completa le regole del Climbing center con must, mustn’t e don’t have to.

Round up

B come with you. 1 If I’m not busy, I ______ A can B will C won’t 2 We’ll take off our shoes ______ we get home. A but B unless C as soon as 3 I’ll paint the fence ______ I have time. A I don’t B when C unless 4 If they are tired, they ______ stay at home tonight. A will B won’t C unless 5 They’ll come home now with us, ______ they want to stay longer. A if B unless C as soon as 6 Kathrin will call us ______ she has some news about the recruitment. A as soon as B will C unless 7 The doctor won’t see you ______ you have an appointment. A when B unless C as soon as 8 If you eat too many sweets, you ______ sick. A won’t feel B will feel C feel

ROCK CLIMBING must use the correct equipment. • You 1_____________ • At a climbing wall, you 2_____________ buy your gear – you can hire it! • You 3_____________ do anything potentially dangerous. • It’s a good idea to wear a helmet, but you 4 _____________ wear one at a climbing wall if you are using a safety rope. • You 5_____________ try to stay calm – you need a clear head to think. • It’s recommended that you wear climbing gloves but you 6_____________ if you’re an

experienced climber.

Completa il dialogo con la forma corretta dei verbi tra parentesi. James

Lara

James

Lara

James

Lara James

Chemistry is too difficult: as soon as I 1 open (open) the book, I 2___________ ___________ (get) a headache! Is it really that difficult? Let me have a look. I 3___________ (help) you if you 4 ___________ (want). Wow, thanks Lara. If you 5___________ (spare) me this Chemistry torture, I 6 ___________ (do) the dishes for you, this evening. Oh, great! If you 7___________ (do) that for me, I 8___________ (go) out with Sophie after dinner. Ok, and when you 9___________ (come) back, we 10___________ (watch) the new Stranger Things episode! You know it. When I 11___________ (go) out with her, I 12___________ (be) always late! Well, unless you come back early this time, I 13___________ (watch) it alone with the dogs.

Completa le frasi con l’opzione corretta (A, B o C).

Completa la seconda frase in modo che abbia lo stesso significato della prima. 1 It isn’t necessary to pay for the library card. don’t have to pay for the library card. You _________________ 2 Eating and drinking is forbidden in the library. You _________________ eat or drink in the library. 3 It is necessary to pay a fee to join the club. You _________________ pay a fee to join the club. 4 When I was at school, there was a compulsory assembly every week. I _________________ go to an assembly every week when I was at school. 5 It’s very important you remember to eat lots of fruit. You _________________ forget to eat lots of fruit. 6 Be sure to drink a lot of water. You _________________ drink a lot of water.

Mediation 10 Traduci in inglese. Ho 14 anni e un lavoro part-time. A meno che io non debba studiare nel weekend, lavoro in una stalla locale. Devo pulire i cavalli e accertarmi che abbiano il cibo. È un lavoro molto piacevole. Sono sicuro che farò molta esperienza. Se avrò buoni voti, andrò all’università e studierò come veterinario. Devi avere la giusta personalità per questo lavoro. Devi essere affidabile, gran lavoratore e onesto. Un giorno, se avrò la possibilità, aprirò la mia clinica veterinaria. 261

Language Skills Reading 1 Leggi il blog e abbina i lavori alle descrizioni. Category ▼

About Us

video-game tester • volcanologist • Disney character

Explore ▼

Have fun, let’s work! 1

_______________________________________

Average pay Experience

About $55,000 a year No formal education but some experience in acting and/or dancing is an advantage. Job description It is an interesting and fun job. To be a character in a Disney World, you do an audition to check your physical ability and personality. Workplace Disney World Resort in Florida, Disneyland in California or Disneyland in Tokyo, Paris, Hong Kong or Shanghai.

CERT Leggi di nuovo il testo e scegli l’opzione corretta. 1 A Disney character earns about ___________ a year. A $40,000 B $55,000 C $70,000 2 To be a volcanologist, it is important to have A no formal education. B a high school diploma. C a university education. 3 It is possible for a ___________ to work from home. A Disney character B video game tester C volcanologist 4 Acting ability is important for a ___________. A Disney character B video game tester C volcanologist 5 A ___________ travels the world. A Disney character B video game tester C volcanologist

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_______________________________________

Average pay

About $70,000 a year

Experience

For a simple game testing job, a high school diploma. Advanced video-gaming jobs want an education in computer science and/or game designing.

Job description Test new video games and do research on other video games to help make a great game. Workplace

All over the world and also from home.

_______________________________________

Average pay

About $40,000 a year

Experience

A university education in Geology, Earth Sciences, Chemistry or Geography.

Job description You work with universities, research centres and governments. You travel the world to study active and inactive volcanoes and their effect on human populations. You are also responsible for saving lives! Workplace

All over the world.

Invalsi Training Listening 23 Ti piacerebbe fare un lavoro insolito? 3 Acolta il brano e completalo con le parole mancanti.

Would you rather sit in an 1_______________ all day or meet lots of famous actors? If you are a 2_______________, social person, then getting a job as an 3_______________ in a film could be your dream job. Extras are the people in the background. They are the 4_______________ in the street or the diners in a restaurant during the film. What would you do if you met the famous actors? Would you freeze? You 5_______________ act, but you have to sit around and wait for a long time. You 6_______________ talk to the actors, take their photos or ask for autographs because they’re working. 7_______________ you are patient and you want to try something different, then you 8_______________ love this job.

Task type: Reading – Gapped text Read the article and complete the gaps 1-7 with the sentences A-I below. There is one extra sentence. The first one (0) is an example.

Earn Money

WHILE Shopping

Nothing sounds better than getting paid when you work, but what if you could get paid to go shopping? If you want to try this experience, you’ll have to work as a C for students. mystery shopper: 0____ Today many international companies hire mystery shoppers, especially among students that need to work part-time. Although competition to work in this field is increasing, 1____ for you to find such a thrilling job out there! We’ve looked into mystery shopping and 2____. Mystery shopping has nothing to do with a detective story. It is a real form of employment where you start working for an agency that pays you to anonymously visit companies or stores so as to check that they meet the necessary standards like being clean and tidy or 3____. How does it work? 4____ with a specific set of instructions to read before starting to check a shop or company: the company hiring you will tell you what to buy or which details to watch out for. Once you get home, 5____ on what you found out and send it to the agency. The pay you can get for mystery shopping varies a lot, but now agencies are offering less money. In the past, some full-time mystery shoppers even claimed 6 ____, but remember this dream can only come true after spending many years on the job and earning a reputation in the industry. As for the do’s and don’ts of mystery shopping, remember that the secret to getting the best jobs is being flexible and offering to work regularly, and don’t be late: if you send in your report late, you may not get paid and 7____ for further jobs.

Riascolta il brano e decidi se le frasi sono True (T) o False (F). 23

1 In an office you can meet lots of famous actors. 2 Being an extra in a film is for confident and social people. 3 Extras are the people in the background. 4 They have a lot of acting to do. 5 As an extra, you can ask famous actors for autographs. 6 Extras don’t have to be patient.

F ___ ___ ___ ___ ___ ___

Writing 5 Descrivi il tuo lavoro ideale. Scrivi almeno 100 parole. Aiutati rispondendo a queste domande.

● ● ● ●

What is the job? Where do you work? Do you start work early in the morning? Do you finish work late in the afternoon/ evening? ● Do you work at night/weekends? ● What do you do? My ideal job is...

A B C D E F G H I

you’ll usually have to write a report there’s still plenty of opportunities it is an amazing part-time opportunity they could earn between £30-40,000 per year offering good customer service but not many shops accept it they might not call you here’s what we have found out You’ll get an email 263

Wordlist A

a bit /ə bɪt/ un po’ about /əˈbaʊt/ su, di (argomento) abroad /əˈbrɔːd/ all’estero access (v) /ˈækses/ accedere accessories /əkˈsesəriz/ accessori accident /ˈæksɪdənt/ incidente, infortunio accommodation /əkɒməˈdeɪʃn/ sistemazione, alloggio according to /əˈkɔːdɪŋ tə/ secondo, in base a account /əˈkaʊnt/ conto action /ˈækʃn/ azione active /ˈæktɪv/ attivo activist /ˈæktɪvɪst/ attivista activity /ækˈtɪvəti/ attività activity camp /ækˈtɪvəti kæmp/ activity camp actor /ˈæktə(r)/ attore actress /ˈæktrəs/ attrice actually /ˈæktʃuəli/ in verità, in effetti admit (v) /ədˈmɪt/ ammettere adult /ˈædʌlt/ adulto adventure /ədˈventʃə(r)/ avventura advert (v) /ˈædvɜːt/ fare riferimento advice /ədˈvaɪs/ consiglio advise (v) /ədˈvaɪz/ consigliare affect (v) /əˈfekt/ influenzare afford /əˈfɔːd/ permettersi afraid /əˈfreɪd/ spaventato after /ˈɑːftə(r)/ dopo after all /ˈɑːftə(r) ɔːl/ dopo tutto afternoon /ɑːftəˈnuːn/ pomeriggio age /eɪdʒ/ età agree (v) /əˈɡriː/ essere d’accordo ahead /əˈhed/ (in) avanti air /eə(r)/ aria aircraft /ˈeəkrɑːft/ aeroplano, aircraft airplane /ˈeəpleɪn/ aeroplano airport /ˈeəpɔːt/ aeroporto alarm clock /əˈlɑːm klɒk/ sveglia alien /ˈeɪlɪən/ alieno allergic /əˈlɜːdʒɪk/ allergico alligator /ˈælɪɡeɪtə(r)/ alligatore allow /əˈlaʊ/ permettere, ammettere alone /əˈləʊn/ da solo, solo a lot of /ə lɒt əv/ molto, tanto also /ˈɔːlsəʊ/ anche always /ˈɔːlweɪz/ sempre amazing /əˈmeɪzɪŋ/ sorprendente American /əˈmerɪkən/ americano ancient /ˈeɪnʃənt/ antico, vecchio and /ənd/ e angel /ˈeɪndʒl/ angelo anger /ˈæŋɡə(r)/ rabbia, ira angry /ˈæŋɡri/ arrabbiato animal /ˈænɪm(ə)l/ animale animated /ˈænɪmeɪtɪd/ animato annoyed /əˈnɔɪd/ seccato any /ˈeni/ alcuno, ogni anything /ˈenɪθɪŋ/ niente apart from /əˈpɑːt frɒm/ a parte, a eccezione di apartment /əˈpɑːtmənt/ appartamento appearance /əˈpɪərəns/ aspetto apple /æpl/ mela application form /æplɪˈkeɪʃn fɔːm/ modulo di domanda apprentice /əˈprentɪs/ apprendista, tirocinante approach /əˈprəʊtʃ/ avvicinarsi April /ˈeɪprəl/ aprile arachnid /əˈræknɪd/ aracnide arch-enemy /ɑːtʃ ˈenəmi/ arcinemico archery /ˈɑːtʃəri/ tiro con l’arco archive (v) /ˈɑːkaɪv/ archiviare argue /ˈɑːɡjuː/ discutere arm /ɑːm/ braccio armchair /ˈɑːmtʃeə(r)/ poltrona army /ˈɑːmi/ esercito around /əˈraʊnd/ intorno a arrive /əˈraɪv/ arrivare Art /ɑːt/ arte artist /ˈɑːtɪst/ artista as /əz/ come ask /ɑːsk/ chiedere, domandare astronaut /ˈæstrənɔːt/ astronauta astronomer /əˈstrɒnəmə(r)/ astronomo at all /ət ɔːl/ affatto athletics /æθˈletɪks/ atletica at last /ət lɑːst/ finalmente at least /ət liːst/ almeno attack /əˈtæk/ aggressione audience /ˈɔːdɪəns/ pubblico August /ˈɔːɡəst/ agosto aunt /ɑːnt/ zia author /ˈɔːθə(r)/ autore autumn /ˈɔːtəm/ autunno available /əˈveɪləbl/ disponibile aware /əˈweə(r)/ consapevole awareness /əˈweənəs/ consapevolezza awesome /ˈɔːsəm/ bellissimo, fantastico

B&B /biː ənd biː/ B&B back /bæk/ schiena background /ˈbækɡraʊnd/ sfondo backpack /ˈbækpæk/ zaino

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bacon /ˈbeɪkən/ pancetta bad /bæd/ cattivo, male bad at /bæd ət/ essere scarso in badge (school badge) /bædʒ/ badge bad luck! /bæd lʌk/ che sfortuna! badly /ˈbædli/ malamente bag /bæg/ borsa baker /ˈbeɪkə(r)/ fornaio bakery /ˈbeɪkəri/ forno balance /ˈbæləns/ equilibrio, bilanciere, saldo ball /bɔːl/ palla, pallone balloon /bəˈluːn/ pallone, mongolfiera banana /bəˈnɑːnə/ banana band /bænd/ complesso, banda bank /bæŋk/ banca barbecue /ˈbɑːbɪkjuː/ griglia barbecued meat /ˈbɑːbɪkjuːd miːt/ carne alla brace barber /ˈbɑːbə(r)/ barbiere based on /beɪsd ɒn/ basato su basketball /ˈbɑːskɪtbɔːl/ pallacanestro bass guitar /beɪs ɡɪˈtɑː(r)/ basso bat /bæt/ mazza, pipistrello bath /bɑːθ/ vasca da bagno bathroom /ˈbɑːθruːm/ bagno battery /ˈbætri/ batteria battle /ˈbætl/ battaglia be /biː/ essere beach /biːtʃ/ spiaggia bean /biːn/ fagiolo, chicco bear /beə(r)/ orso beard /bɪəd/ barba bearded /bɪədɪd/ barbuto beat (v) /biːt/ battere, sconfiggere beauty /ˈbjuːti/ bellezza because /bɪˈkɒz/ perché become /bɪˈkʌm/ diventare bed /bed/ letto bedroom /bedruːm/ camera da letto bedtime /ˈbedtaɪm/ ora di andare a letto beef /biːf/ manzo before /bɪˈfɔː(r)/ prima behave (v) /bɪˈheɪv/ comportarsi behind /bɪˈhaɪnd/ dietro be hurt /bi hɜːt/ farsi male believe /bɪˈliːv/ credere bell /bel/ campana belonging /bɪˈlɒŋɪŋ/ appartenente bend (v) /bend/ piegare best friend /best frend/ migliore amico / amica bestseller /bestˈselə(r)/ bestseller bet (n) /bet/ scommessa bet (v) /bet/ scommettere better /ˈbetə(r)/ meglio, migliore between /bɪˈtwiːn/ tra, fra big /bɪg/ grande bike /baɪk/ bici bill /bɪl/ conto billion /ˈbɪljən/ miliardo bin /bɪn/ bidone della spazzatura bird /bɜːd/ uccello birthday /ˈbəːθdeɪ/ compleanno biscuit /ˈbɪskɪt/ biscotto black /blæk/ nero blackboard /ˈblækbɔːd/ lavagna blazer /ˈbleɪzə(r)/ giacca, blazer blog /blɒɡ/ blog blogger /ˈblɒɡə(r)/ blogger blond(e) /blɒnd/ biondo, bionda blood /blʌd/ sangue blue /bluː/ blu boat /bəʊt/ barca boil (v) /bɔɪl/ bollire bongo /ˈbɒŋɡəʊ/ bongo book (n) /bʊk/ libro book (v) /bʊk/ prenotare bookcase /bʊkkeɪs/ libreria bookshop /ˈbʊkʃɒp/ libreria boots /buːts/ stivali bored /bɔːd/ annoiato boring /ˈbɔːrɪŋ/ noioso borough /ˈbʌrə/ quartiere both /bəʊθ/ entrambi bowl /bəʊl/ ciotola boy /bɔɪ/ ragazzo braces /breɪsiz/ bretelle Brazil /brəˈzɪl/ Brasile Brazilian /brəˈzɪliən/ brasiliano bread /bred/ pane break (n) /breɪk/ pausa breakfast /ˈbrekfəst/ colazione brick /brɪk/ mattone bridge /brɪdʒ/ ponte bright /braɪt/ luminoso brilliant /ˈbrɪliənt/ brillante Britain /ˈbrɪtən/ Gran Bretagna British /ˈbrɪtɪʃ/ britannico brother /ˈbrʌðə(r)/ fratello brown /braʊn/ marrone brownies /ˈbraʊniz/ brownies brush (n) /brʌʃ/ pennello / spazzola brush (v) /brʌʃ/ lavare, spazzolare build /bɪld/ costruire building /ˈbɪldɪŋ/ edificio building site /ˈbɪldɪŋ saɪt/ cantiere bulbs /bʌlbz/ bulbi

burger /ˈbɜːgə(r)/ hamburger bus stop /bʌs stɒp/ fermata dell’autobus but /bʌt/ ma, però butter /ˈbʌtə(r)/ burro buy /baɪ/ comprare bye /baɪ/ ciao

café /ˈkæfeɪ/ bar cake /keɪk/ torta calculator /ˈkælkjuleɪtə(r)/ calcolatrice call (n) /kɔːl/ chiamata call (v) /kɔːl/ chiamare camera /ˈkæmərə/ macchina fotografica camp /kæmp/ campo, campeggio campsite /ˈkæmpsaɪt/ area di campeggio can (n) /kən/ lattina can (v) /kæn/ potere, saper (fare) canteen /kænˈtiːn/ mensa canyon /ˈkænjən/ gola, canyon carbon footprint /ˈkɑːbən ˈfʊtprɪnt/ impronta ecologica card /kɑːd/ carta, figurina cardboard /ˈkɑːdbɔːd/ cartone careful /ˈkeəfl/ attento, cauto carefully /ˈkeəfəli/ con attenzione carpet /ˈkɑːpɪt/ tappeto carrots /ˈkærəts/ carote cartoon /kɑːˈtuːn/ vignetta, fumetto castles /ˈkɑːslz/ castelli cat /kæt/ gatto catch /kætʃ/ prendere, afferrare centre /ˈsentə(r)/ centro cereal /ˈsɪərɪəl/ cereali chain (v) /tʃeɪn/ collegare / incatenare chair /tʃeə(r)/ sedia challenge (n) /ˈtʃælɪndʒ/ sfida chance /tʃɑːns/ occasione, opportunità change (n) /tʃeɪndʒ/ cambiamento, spiccioli channel /ˈtʃænl/ canale character /ˈkærəktə(r)/ personaggio charity /ˈtʃærəti/ beneficenza chase (v) /tʃeɪs/ cacciare, inseguire chat to friends online / tʃæt tə frendz ˌɒnˈlaɪn / chattare con gli amici cheap /tʃiːp/ economico check (v) /tʃek/ controllare checked / tʃektid/ quadrettato check in /tʃek ɪn/ prendere possesso della camera, controllare cheese /tʃiːz/ formaggio chess /tʃes/ scacchi chest /tʃest/ petto chicken /ˈtʃɪkɪn/ pollo child / children /tʃʌɪld, ˈtʃɪldrən/ bambino / bambini chimneys /ˈtʃɪmniz/ camini chin /tʃɪn/ mento China /ˈtʃʌɪnə/ Cina Chinese /tʃaɪˈniːz/ cinese chips /tʃɪps/ patatine fritte chocolate /ˈtʃɒkələt/ cioccolata choice /tʃɔɪs/ scelta choose /tʃuːz/ scegliere Christmas /ˈkrɪsməs/ Natale church /tʃɜːtʃ/ chiesa cigar /sɪˈɡɑː(r)/ sigaro cinema /ˈsɪnəmə/ cinema circus /ˈsɜːkəs/ circo city /ˈsɪti/ città Civil War /ˈsɪvl wɔː(r)/ guerra civile claim /kleɪm/ sostenere, chiedere class /klɑːs/ classe classroom /ˈklɑːsruːm/ aula clean /kliːn/ pulito clear (v) /klɪə(r)/ sparecchiare clever /ˈklevə(r)/ intelligente, abile climate /ˈklaɪmət/ clima climate change /ˈklaɪmət tʃeɪndʒ/ cambiamento climatico climb /klaɪm/ scalare climbing /ˈklaɪmɪŋ/ arrampicata clock /klɒk/ orologio close (adv) /kləʊz/ vicino close (v) /kləʊs/ chiudere clothes /kləʊðz/ vestiti cloudy /ˈklaʊdi/ nuvoloso coat /kəʊt/ cappotto coffee /ˈkɒfi/ caffè cold (n) /kəʊld/ raffreddore, freddo collect /kəˈlekt/ collezionare, raccogliere colour /ˈkʌlə(r)/ colore colourful /ˈkʌləfl/ colorato combine (v) /kəmˈbaɪn/ combinare, unire come /kʌm/ venire comfortable /ˈkʌmftəbl/ comodo, confortevole comic /ˈkɒmɪk/ fumetto common /ˈkɒmən/ comune compare (v) /kəmˈpeə(r)/ paragonare compass /ˈkʌmpəs/ bussola competition /kɒmpɪˈtɪʃ(ə)n/ competizione computer/kəmˈpjuːtə(r)/ computer computer parts /kəmˈpjuːtə(r) pɑːts/ parti del computer

concert /ˈkɒnsət/ concerto condition /kənˈdɪʃn/ condizione consider /kənˈsɪdə(r)/ considerare console /kənˈsəʊl/ console, videogioco constantly /ˈkɒnstəntli/ sempre, costantemente continent /ˈkɒntɪnənt/ continente contract (v) /kənˈtrækt/ contrarre cook (n) /kʊk/ cuoco cooker /ˈkʊkə(r)/ fornello cook food /kʊk fuːd/ cucinare del cibo copper /ˈkɒpə(r)/ rame copy (n) /ˈkɒpi/ copia copy (v) /ˈkɒpi/ copiare corn on the cob /kɔːn ɒn ðə kɒb/ pannocchia di granturco cost (v) /kɒst/ costare costume /ˈkɒstjuːm/ costume cotton /ˈkɒtn/ cotone cough /kɒf/ tosse count (v) /kaʊnt/ contare countable /ˈkaʊntəbl/ numerabile country /ˈkʌntri/ paese, nazione countryside /ˈkʌntrisaɪd/ campagna cousin /ˈkʌz(ə)n/ cugino / cugina CPU /ˌsiː piː ˈjuː/ CPU crash /kræʃ/ incidente, schianto crazy /ˈkreɪzi/ pazzo create /kriːˈeɪt/ creare creature /ˈkriːtʃə(r)/ creatura crime /kraɪm/ reato, crimine cross /krɒs/ attraversare cup /kʌp/ tazza cupboard /ˈkʌbəd/ armadietto, credenza curly /ˈkɜːlɪ/ riccio cursed /kɜːst/ maledetto customer /ˈkʌstəmə(r)/ cliente cut (n) /kʌt/ taglio, incisione cycle (v) /ˈsaɪkl/ andare in bici cycling /ˈsaɪklɪŋ/ ciclismo

dad /dad/ papà, babbo daily /ˈdeɪlɪ/ giornaliero, quotidiano dance /dɑːns/ ballare dancer /ˈdɑːnsə(r)/ ballerino danger /ˈdeɪndʒə(r)/ pericolo dangerous /ˈdeɪndʒərəs/ pericoloso dark-haired /dɑːk heə(r)d/ moro dark /dɑːk/ buio, scuro daughter /ˈdɔːtə(r)/ figlia day /deɪ/ giorno dear /dɪə(r)/ caro, cara death /deθ/ morte December /dɪˈsembə(r)/ dicembre decide /dɪˈsaɪd/ decidere deep /diːp/ profondo depend /dɪˈpend/ dipendere describe /dɪˈskraɪb/ descrivere description /dɪˈskrɪpʃn/ descrizione desert /ˈdezət/ deserto Design and Technology /dɪˈzaɪn ənd tekˈnɒlədʒi/ design e tecnologia desk /desk/ scrivania desktop /ˈdesktɒp/ desktop dessert /dɪˈzɜːt/ dessert, dolce da fine pasto destroy /dɪˈstrɔɪ/ distruggere detail /ˈdiːteɪl/ dettaglio detective /dɪˈtektɪv/ poliziesco development /dɪˈveləpmənt/ sviluppo diary /ˈdaɪərɪ/ diario, agenda dictionary /ˈdɪkʃənri/ vocabolario, dizionario die (v) /daɪ/ morire different /ˈdɪfrənt/ diverso dining room /daɪnIN ruːm/ sala da pranzo dinner /ˈdɪnə(r)/ cena dinner lady /ˈdɪnə(r) ˈleɪdi/ addetta alla mensa, cuoca director /dɪˈrektə(r)/ regista dirty /dɜːti/ sporco disappear /dɪsəˈpɪə(r)/ sparire disappointed /ˌdɪsəˈpɔɪntɪd/ deluso disaster /dɪˈzɑːstə(r)/ disastro discolour (v) /dɪsˈkʌlə(r)/ decolorare, macchiare discover /dɪˈskʌvə(r)/ scoprire discovery /dɪˈskʌvəri/ scoperta disease /dɪˈziːz/ malattia divorced /dɪˈvɔːst/ divorziato do /duː/ fare do sports /duː spɔːts/ fare sport doctor /ˈdɒktə(r)/ dottore documentary /dɒkjuˈmentri/ documentario Does that count? /dʌz ðæt kaʊnt/ conta? dog /dɒg/ cane do homework /duː ˈhəʊmwɜːk / fare i compiti doll /dɒl/ bambola door /dɔː(r)/ porta do the washing-up /du ðə ˈwɒʃɪŋ-ʌp/ lavare i piatti download (v) /daʊnˈləʊd/ scaricare downstairs /daʊnsteəz/ al piano di sotto draw (v) /drɔː/ disegnare, redigere drawing /ˈdrɔːɪŋ/ disegno dream (n) /driːm/ sogno dress (n) /dres/ abito, vestito dress (v) /dres/ vestirsi

dress code /dres kəʊd/ codice di abbigliamento dressed as /drest əz/ vestito come dress up /dres ʌp/ travestirsi drink (n) /drɪŋk/ bibita drink (v) /drɪŋk/ bere drought /draʊt/ siccità drums /drʌms/ batteria duke /djuːk/ duca during /ˈdjʊərɪŋ/ durante

each other /iːtʃ ˈʌðə(r)/ l’un l’altro ear /ɪə(r)/ orecchio early /ˈɜːli/ in anticipo, prima, presto earrings /ˈɪərɪŋz/ orecchini Earth /ɜːθ/ Terra earth /ɜːθ/ terreno, suolo Easter /ˈiːstə(r) Pasqua eat /iːt/ mangiare eco-friendly /ˈiːkəʊ-ˈfrendli/ ecologico ecology /ɪˈkɒlədʒi/ ecologia ecosystem /ˈiːkəʊsɪstəm/ ecosistema education /edʒuˈkeɪʃn/ istruzione effect /ɪˈfekt/ effetto eggs /eɡz/ uova electronic /ɪlekˈtrɒnɪk/ elettronico elephant /ˈelɪfənt/ elefante else /els/ altro embarrassed /ɪmˈbærəst/ imbarazzato emoji /ɪˈməʊdʒi/ emoji encourage (v) /ɪnˈkʌrɪdʒ/ incoraggiare end /end/ fine, estremità endangered /ɪnˈdeɪndʒəd/ a rischio, in estinzione energetic /enəˈdʒetɪk/ energico engineer /endʒɪˈnɪə(r)/ tecnico, ingegnere English /ˈɪŋglɪʃ/ inglese enormous /ɪˈnɔːməs/ enorme enough /ɪˈnʌf/ abbastanza entertainer /ˌentəˈteɪnə(r)/ persona di spettacolo, intrattenitore entertainment /entəˈteɪnmənt/ intrattenimento, svago environment /ɪnˈvaɪrənmənt/ ambiente equipment /ɪˈkwɪpmənt/ attrezzatura, strumenti essential /ɪˈsenʃl/ essenziale even /ˈiːvn/ persino evening /ˈiːvnɪŋ/ sera evening suit /ˈiːvnɪŋ suːt/ abito da sera event /ɪˈvent/ avvenimento eventually /ɪˈventʃuəli/ alla fine every /ˈevri/ ogni everything /ˈevrɪθɪŋ/ tutto evidence /ˈevɪdəns/ prove evil /ˈiːvl/ male exam /ɪgˈzæm/ esame exchange trip /ɪksˈtʃeɪndʒ trɪp/ scambio studio excited /ɪkˈsaɪtɪd/ eccitato exercise book /ˈeksəsaɪz bʊk/ quaderno exhausted /ɪɡˈzɔːstɪd/ esausto exhibition /eksɪˈbɪʃn/ mostra expensive /ɪkˈspensɪv/ costoso experience (v) /ɪkˈspɪəriəns/ sentire, provare, passare experiment /ɪkˈsperɪmənt/ esperimento expert /ˈekspɜːt/ esperto explore (v) /ɪkˈsplɔː(r)/ esplorare, esaminare extinct /ɪkˈstɪŋkt/ inattivo, spento eye /aɪ/ occhio

face /feɪs/ viso, faccia factory /ˈfæktri/ fabbrica fail /feɪl/ fallire, mancare fair /feə(r)/ giusto, equo fall /fɔːl/ cadere family /ˈfæməli/ famiglia famous /ˈfeɪməs/ famoso fancy (v) /ˈfænsi/ avere interesse per, voglia di fantastic /fænˈtæstɪk/ fantastico fantasy /ˈfæntəsi/ fantasy farm /fɑːm/ fattoria farmer /ˈfɑːmə(r)/ agricoltore fashion /ˈfæʃn/ moda fast /fɑːst/ veloce fast food /fɑːst fuːd/ fast food fat /fæt/ grasso father /ˈfɑːðə(r)/ padre favourite /ˈfeɪvərɪt/ preferito fear (n) /fɪə(r)/ paura February /ˈfebruəri/ febbraio feed /fiːd/ dare da mangiare, nutrire feel /fiːl/ provare, sentirsi felt-tip pen /felt-tɪp pen/ pennarello female /ˈfiːmeɪl/ femmina, donna fence /fens/ recinto ferry /ˈferi/ traghetto field /fiːld/ campo fight (n) /faɪt/ lotta fight (v) /faɪt/ lottare, azzuffarsi film (v) /fɪlm/ filmare finally /ˈfaɪnəli/ alla fine find /faɪnd/ trovare finger /ˈfɪŋɡə(r)/ dito

finish /ˈfɪnɪʃ/ finire fire /ˈfaɪə(r)/ fuoco, incendio fireplace /ˈfaɪəpleɪs/ caminetto first /fɜːst/ primo first aid /fɜːst eɪd/ primo soccorso fish /fɪʃ/ pesce fisherman /ˈfɪʃəmən/ pescatore fit (v) /fɪt/ andare bene, calzare flag /flæɡ/ bandiera flat /flæt/ appartamento flood /flʌd/ alluvione floor /flɔː(r)/ pavimento, piano flour /ˈflaʊə(r)/ farina flow /fləʊ/ scorrere flower /ˈflaʊə(r)/ fiore flowery /ˈflaʊəri/ a fiori flu /fluː/ influenza fluently /ˈfluːəntli/ fluentemente fly /flaɪ/ mosca fly (v) /ˈflaɪ/ volare follow /ˈfɒləʊ/ seguire foot /fʊt/ piede football /ˈfʊtbɔːl/ calcio for /fɔː(r)/ per forehead /ˈfɔːhed/ fronte forest /ˈfɒrɪst/ foresta forever /fərˈevə(r)/ per sempre forget /fəˈɡet/ dimenticare found (v) /faʊnd/ fondare France /frɑːns/ Francia freckles /ˈfreklz/ lentiggini free /friː/ gratuito, libero freedom /ˈfriːdəm/ libertà free time /friː taɪm/ tempo libero French /frentʃ/ francese fresh /freʃ/ fresco, nuovo Friday /ˈfraɪdeɪ/ venerdì fridge /frɪdʒ/ frigo fried /fraɪd/ fritto friend /frend/ amico fringe /frɪndʒ/ frangia frog /frɒɡ/ rana from /frɒm/ da front door /frʌnt dɔː(r)/ porta principale frozen /ˈfrəʊzn/ gelido, ghiacciato fruit /fruːt/ frutta fruit juice / fruːt dʒuːs/ succo di frutta full /fʊl/ pieno fumes /fjuːmz/ gas di scarico fun (adj) /fʌn/ divertente fun (n) /fʌn/ divertimento funny /ˈfʌni/ buffo, divertente fur /fɜː(r)/ pelliccia furniture /ˈfɜːnɪtʃə(r)/ mobilio future /ˈfjuːtʃə(r)/ futuro

gallery /ˈgælərɪ/ galleria game /geɪm/ gioco game console /ɡeɪm kənˈsəʊl/ console per videogiochi garage /ˈgærɑːʒ/ garage garden /ˈgɑːd(ə)n/ giardino garlic /ˈgɑːlɪk/ aglio gas /ɡæs/ gas gate /ɡeɪt/ cancello geek /ɡiːk/ fanatico della tecnologia geocache /ˈdʒiːəʊkæʃ/ geocache geographic coordinate system /ˌdʒiːəˈɡræfɪk kəʊˈɔːdɪnət ˈsɪstəm/ sistema di coordinate geografiche geographic grid /ˌdʒiːəˈɡræfɪk ɡrɪd/ griglia geografica Geography /dʒɪˈɒgrəfi/ geografia get /get/ ricevere, ottenere, raggiungere get there /ɡet ðeə(r)/ arrivarci get to /ɡet tuː/ arrivare a get up /get ʌp/ alzarsi get wet /ɡet wet/ bagnarsi ghost /ɡəʊst/ fantasma gift /ɡɪft/ regalo gig /ɡɪɡ/ esibizione, concerto di musica pop giraffe /dʒɪˈrɑːf/ giraffa girl /gɜːl/ ragazza girlfriend /ˈɡɜːlfrend/ fidanzata, amica give /ɡɪv/ dare glamorous /ˈɡlæmərəs/ affascinante glamping /ˈɡlæmpɪŋ/ glamping glass /ɡlɑːs/ bicchiere / vetro glasses /glɑːsɪz/ occhiali globalisation /ɡləʊbəlaɪˈzeɪʃn/ globalizzazione global warming /ˈɡləʊbl ˈwɔːmɪŋ/ riscaldamento globale go /gəʊ/ andare go back /ɡəʊ bæk/ tornare go cycling /ɡəʊ ˈsaɪklɪŋ/ andare in bicicletta God /gɒd/ Dio go for it /ɡəʊ fə(r) ɪt/ dai!, forza!, vai! goggles /ˈɡɒɡlz/ occhialini da nuoto / da sci go home /ɡəʊ həʊm/ andare a casa gold (n) /ɡəʊld/ oro golden /ˈɡəʊldən/ dorato goldfish /ˈɡəʊldfɪʃ/ pesce rosso good-looking /ˌɡʊdˈlʊkɪŋ/ di bell’aspetto good (adj) /gʊd/ bravo, buono good (n) /ɡʊd/ bene materiale

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Wordlist good at /ɡʊd ət/ bravo in, a fare goodbye /gʊdˈbʌɪ/ arrivederci good luck /gʊd lʌk/ buona fortuna good morning /gʊd ˈmɔːnɪŋ/ buongiorno good night /gʊd naɪt/ buona notte go out /gəʊ aʊt/ uscire gorilla /gəˈrɪlə/ gorilla go shopping /ɡəʊ ˈʃɒpɪŋ/ andare a fare la spesa go to the cinema /ɡəʊ tə ðə ˈsɪnəmə/ andare al cinema go to the mountains /ɡəʊ tə ðə ˈmaʊntnz/ andare in montagna go walking /ɡəʊ ˈwɔːkɪŋ/ andare a camminare grade /ɡreɪd/ voto graffiti /ɡrəˈfiːti/ murales, graffiti grammes /ɡræmz/ grammi grandfather, grandad, granpa /grænˈfaːðə(r), grændæd, ˈɡrænpɑː/ nonno grandmother, grandma, granny /grænmʌðə(r), grænmɑː, ˈgrænɪ/ nonna grass /ɡrɑːs/ erba, prato great /greɪt/ grande green /griːn/ verde greenhouse effect /ˈɡriːnhaʊs ɪˈfekt/ effetto serra greet /griːt/ accogliere, salutare grey /greɪ/ grigio grill /grɪl/ griglia ground /ɡraʊnd/ suolo ground floor /ɡraʊnd flɔː(r)/ pianterreno grow /ɡrəʊ/ crescere, coltivare guest /ɡest/ ospite guest bedroom /ɡest ˈbedruːm/ camera per gli ospiti guidebook /ɡaɪdbʊk/ guida guitar /gɪˈtɑː(r)/ chitarra guy /gʌɪ/ ragazzo gym /dʒɪm/ palestra gymnastics /dʒɪmˈnæstɪks/ ginnastica

habit /ˈhæbɪt/ abitudine hair / heə(r) / capelli, pelo hairdresser /ˈheədresə(r)/ parrucchiere half /hɑːf/ mezzo hall /hɔːl/ sala da pranzo, corridoio ham /hæm/ prosciutto hand /hænd/ mano handball /ˈhændbɔːl/ pallamano handkerchief /ˈhæŋkətʃɪf/ fazzoletto hang out (with) /hæŋ aʊt/ stare in compagnia di hang out /hæŋ aʊt/ stendere happen /ˈhæpən/ accadere, succedere happily /ˈhæpɪli/ felicemente happy /ˈhæpi/ felice hard /hɑːd/ forte, duro, difficile harmful /ˈhɑːmfl/ nocivo, pericoloso hat / hæt / cappello hate /heɪt/ odiare hater /heɪtə(r)/ che odia, detesta have /hæv/ avere have a break /həv ə breɪk/ fare una pausa have a look /həv ə lʊk/ dare un’occhiata have a party /həv ə ˈpɑːti/ fare una festa have a snack /həv ə snæk / fare uno spuntino have breakfast /həv ˈbrekfəst / fare colazione have dinner /həv ˈdɪnə(r)/ cenare have lunch /həv lʌntʃ / pranzare head /hed/ testa headache /ˈhedeɪk/ mal di testa head for the hills /hed fə(r) ðə hɪlz/ fuggire a gambe levate headmaster /ˌhedˈmɑːstə(r)/ preside headphones /ˈhedfəʊnz/ cuffie healthy /ˈhelθi/ salutare, sano heart /hɑːt/ cuore heavy /ˈhevi/ pesante, battente (di pioggia) hello, hi /həˈləʊ, hʌɪ/ ciao helmet /ˈhelmɪt/ casco help (n) /help/ aiuto help (v) /help/ aiutare helpful /ˈhelpfl/ utile hence /hens/ da qui here /hɪə(r)/ qui here you are /hɪə(r) ju ə(r)/ ecco high /haɪ/ alto high school /hʌɪ skuːl/ liceo higlight /ˈhaɪlaɪt/ culmine, punto luce hilarious /hɪˈleəriəs/ divertente hill /hɪl/ collina History /ˈhɪst(ə)ri/ storia hit /hɪt/ colpire hobby /ˈhɒbi/ passatempo hockey /ˈhɒki/ hockey holiday /ˈhɒlɪdeɪ/ vacanza home /həʊm/ casa homemade /həʊmˈmeɪd/ fatto in casa homework /ˈhəʊmwɜːk/ compiti hook /hʊk/ uncino hopeless /ˈhəʊpləs/ senza speranza horrible /ˈhɒrəbl/ orribile horror /ˈhɒrə(r)/ horror hospital /ˈhɒspɪtl/ ospedale host (n) /həʊst/ padrone di casa host (v) /həʊst/ ospitare hot-air balloon /hɒt-eə(r) bəˈluːn/ mongolfiera hot /hɒt/ caldo

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hotel /həʊˈtel/ albergo hot meal /hɒt miːl/ pasto caldo hour /ˈaʊə(r)/ ora house /haʊs/ casa how /haʊ/ come how many /haʊ ˈmeni/ quanti / quante how much /haʊ mʌtʃ/ quanto / quanta how often /haʊ ˈɒfn/ quanto spesso huge /hjuːdʒ/ immenso, grande human /ˈhjuːmən/ essere umano, uomo hungry /ˈhʌŋɡri/ affamato hunt /hʌnt/ cacciare hurricane /ˈhʌrɪkən/ uragano hurry up /ˈhʌri ʌp/ sbrigarsi husband /ˈhʌzbənd/ marito

I can’t wait /aɪ kɑːnt weɪt/ non vedo l’ora ice /aɪs/ ghiaccio ice cream /ʌɪs kriːm/ gelato ice skating /aɪs ˈskeɪtɪŋ/ pattinaggio su ghiaccio idea /ʌɪˈdɪə/ idea I’d like /aɪd laɪk/ mi piacerebbe, vorrei identity /aɪˈdentətɪ/ identità if /ɪf/ se I get lost /aɪ ɡet lɒst/ mi perdo illness /ˈɪlnəs/ malattia I’ll show you /aɪl ʃəʊ juː/ ti faccio vedere I’ll take it /aɪl teɪk ɪt/ lo prendo illustrator /ˈɪləstreɪtə(r)/ illustratore impact /ˈɪmpækt/ impatto in /ɪn/ in, dentro in balance /ɪn ˈbæləns/ in equilibrio include /ɪnˈkluːd/ includere increase (v) /ɪnˈkriːs/ aumentare, crescere incredible /ɪnˈkredəbl/ incredibile information /ɪnfəˈmeɪʃn/ informazione Information Technology (IT) /ɪnfəˈmeɪʃn tekˈnɒlədʒi/ informatica ingredient /ɪnˈgriːdɪənt/ ingrediente in here / there /ɪn hɪə(r) / ðeə(r)/ qui / lì dentro inheritance /ɪnˈherɪtəns/ eredità in real life /ɪn rɪəl laɪf/ nella vita reale in safety /ɪn ˈseɪfti/ in sicurezza inside /ɪnˈsaɪd/ interno, dentro instead /ɪnˈsted/ invece intensity /ɪnˈtensəti/ intensità interested /ˈɪntrəstɪd/ interessato international /ɪntəˈnæʃnəl/ internazionale interview (n) /ˈɪntəvjuː/ intervista interview (v) /ˈɪntəvjuː/ intervistare investigate (v) /ɪnˈvestɪɡeɪt/ investigare island /ˈaɪlənd/ isola islander /ˈaɪləndə(r)/ isolano Italian /ɪˈtæljən/ italiano Italy /ˈɪtəlɪ/ Italia IT classroom /ɪt ˈklɑːsruːm/ aula di informatica it smells good! /ɪt smɛlz ɡʊd/ profuma di buono! I wish /aɪ wɪʃ/ vorrei

jacket /ˈdʒækɪt/ giacca jam /dʒæm/ marmellata January /ˈdʒænjuəri/ gennaio jeans /dʒiːnz/ jeans jewellery /ˈdʒuːəlri/ gioielleria, gioielli job /dʒɒb/ professione jogging /ˈdʒɒɡɪŋ/ jogging joke /dʒəʊk/ battuta journalist /ˈdʒɜːnəlɪst/ giornalista journey /ˈdʒɜːni/ viaggio joy /dʒɔɪ/ gioia joystick /ˈdʒɔɪstɪk/ joystick judge /dʒʌdʒ/ giudice judo /ˈdʒuːdəʊ/ judo juice /dʒuːs/ succo July /dʒuˈlaɪ/ luglio jump /dʒʌmp/ saltare jumper /ˈdʒʌmpə(r)/ maglione June /dʒuːn/ giugno just /dʒʌst/ appena, solo

keep /kiːp/ tenere, mantenere keep fit /kiːp fɪt/ (man)tenersi in forma keyboard /ˈkiːbɔːd/ tastiera keys /kiːz/ chiavi kid /kɪd/ ragazzino kind (adj) /kaɪnd/ gentile kind (n) /kaɪnd/ tipo kit /kɪt/ attrezzatura kitchen /ˈkɪtʃɪn/ cucina kitchen-diner /ˈkɪtʃɪn ˈdaɪnə(r)/ cucina abitabile kitten /ˈdʒɜːni/ gattino knee /niː/ ginocchio knife /naɪf/ coltello knock /nɒk/ bussare know /nəʊ/ sapere, conoscere

label /ˈleɪbl/ etichetta

labour /ˈleɪbə(r)/ lavoro lack /læk/ carenza lake /leɪk/ lago lamp /læmp/ lampada land (n) /lænd/ terra land (v) /lænd/ atterrare landlady /ˈlændleɪdi/ proprietaria, locatrice landscape /ˈlændskeɪp/ paesaggio language /ˈlæŋgwɪdʒ/ lingua, linguaggio Language lab /ˈlæŋɡwɪdʒ læb/ laboratorio linguistico laptop /ˈlæptɒp / computer portatile last (adj) /lɑːst/ ultimo last (v) /lɑːst/ durare last month / last year /lɑːst mʌnθ / lɑːst jɪə(r)/ mese scorso / anno scorso late /leɪt/ tardi, in ritardo laundry /ˈlɔːndri/ bucato laundry room /ˈlɔːndri ruːm/ lavanderia, locale lavanderia lava /ˈlɑːvə/ lava law /lɔː/ legge lawyer /ˈlɔːjə(r)/ avvocato lay (v) /leɪ/ apparecchiare lead (v) /liːd/ condurre lead singer /liːd ˈsɪŋə(r)/ voce principale learn /lɜːn/ imparare leave /liːv/ lasciare, partire leg /leɡ/ gamba leisure centre /ˈleʒə(r) ˈsentə(r)/ centro ricreativo lemon /ˈlemən/ limone length /leŋθ/ lunghezza / durata lesson /ˈles(ə)n/ lezione let /let/ lasciare, permettere let me taste /let mi teɪst/ fammi assaggiare let’s ask him /lets ɑːsk hɪm/ chiediamoglielo library /ˈlaɪbrəri/ biblioteca life /laɪf/ vita lifestyle /ˈlaɪfstaɪl/ stile di vita lift (v) /lɪft/ sollevare lighthouse /ˈlaɪthaʊs/ faro lighting /ˈlaɪtɪŋ/ illuminazione light lunch /laɪt lʌntʃ/ pranzo leggero like (prep) /laɪk/ come like (v) /laɪk/ piacere lion /ˈlʌɪən/ leone lip /lɪp/ labbro list /lɪst/ lista listen /ˈlɪs(ə)n/ ascoltare listen to music /ˈlɪsn tə ˈmjuːzɪk/ ascoltare la musica litre /ˈliːtə(r)/ litro little /ˈlɪtl/ piccolo, poco live (v) /lɪv/ vivere living room /lɪvɪŋ ruːm/ salotto lizard /ˈlɪzəd/ lucertola location /ləʊˈkeɪʃn/ posizione, posto lock (v) /lɒk/ chiudere a chiave locker /ˈlɒkə(r)/ armadietto, ripostiglio long (adj) /lɒŋ/ lungo long (adv) /lɒŋ/ a lungo longitude /ˈlɒŋɡɪtjuːd/ longitudine look (v) /lʊk/ sembrare, vedere look after /lʊk ˈɑːftə(r)/ prendersi cura di, badare look down /lʊk daʊn/ guardare in basso look for /lʊk fɔː(r)/ cercare look forward to /lʊk ˈfɔːwəd tuː/ non vedere l’ora di look like /lʊk laɪk/ sembrare, assomigliare a lose /luːz/ perdere loser /ˈluːzə(r)/ perdente lot of /lɒt ɒv/ molto, parecchio loud /laʊd/ rumoroso loudly /laʊdli/ ad alta voce love (n) /lʌv/ amore love (v) /lʌv/ amare lovely /ˈlʌvli/ bello, carino low /ləʊ/ basso lunch /lʌntʃ/ pranzo

magazine /mæɡəˈziːn/ rivista magic /ˈmædʒɪk/ magia magician /məˈdʒɪʃn/ illusionista, mago magma /ˈmæɡmə/ magma magnetism /ˈmæɡnətɪzəm/ magnetismo magnifying glass /ˈmæɡnɪfaɪɪŋ ɡlɑːs/ lente d’ingrandimento main /meɪn/ principale main course /meɪn kɔːs/ portata principale make /meɪk/ fare male /meɪl/ maschio, uomo mall /mɔːl/ centro commerciale manage /mænɪdʒ/ dirigere, riuscire manner /ˈmænə(r)/ maniera many /ˈmeni/ molti map /mæp/ mappa, cartina marathon /ˈmærəθən/ maratona March /mɑːtʃ/ marzo mark (n) /mɑːk/ voto mark (v) /mɑːk/ segnare market /ˈmɑːkɪt/ supermercato match /mætʃ/ partita / fiammifero Maths /maθs/ matematica May /meɪ/ maggio

maybe /ˈmeɪbiː/ forse, può darsi meal /miːl/ pasto mean /miːn/ significare, intendere measure (v) /ˈmeʒə(r)/ misurare, soppesare meat /miːt/ carne mechanic /məˈkænɪk/ meccanico media (adj) /ˈmiːdɪə/ mediatico medicine /ˈmedsn/ medicina medium /ˈmiːdɪəm/ medio medium-length /ˈmiːdɪəm leŋθ/ di lunghezza media meet /miːt/ incontrare meet friends /miːt frendz/ incontrarsi con gli amici meeting room /ˈmiːtɪŋ ruːm/ sala riunioni melt (v) /melt/ sciogliere, sciogliersi member /ˈmembə(r)/ componente, membro memories /ˈmeməriz/ ricordi memorise (v) /ˈmeməraɪz/ memorizzare memory stick /ˈmeməri stɪk/ chiavetta USB mess /mes/ confusione, caos metal /ˈmetl/ metallo midday /ˌmɪdˈdeɪ/ mezzogiorno midnight /ˈmɪdnʌɪt/ mezzanotte milk /mɪlk/ latte million /ˈmɪljən/ milione mind /maɪnd/ mente mining /ˈmaɪnɪŋ/ attività mineraria minority /maɪˈnɒrəti/ minoranza mirror /ˈmɪrə(r)/ specchio miss /mɪs/ mancare, perdere mistake /mɪˈsteɪk/ errore mobile phone /ˈməʊbaɪl fəʊn/ telefono cellulare model /ˈmɒd(ə)l/ modello, esempio modem /ˈməʊdem/ modem modern /ˈmɒdn/ moderno monarch /ˈmɒnək/ monarca, sovrano Monday /ˈmʌndeɪ/ lunedì money /ˈmʌnɪ/ denaro monitor /ˈmɒnɪtə(r)/ schermo, monitor month /mʌnθ/ mese moon /muːn/ luna moped /ˈməʊped/ motorino more (adj) /mɔː(r)/ più more (adv) /mɔː(r)/ di più, altro mostly /ˈməʊstli/ per lo più mother /ˈmʌðə(r)/ madre motorbike /ˈməʊtəbaɪk / moto mountain /ˈmaʊntən/ montagna mouse /maʊs/ topo mouth /maʊθ/ bocca move (n) /muːv/ movimento move (v) /muːv/ spostarsi, muovere move back /muːv bæk/ tornare move to /muːv tuː/ trasferirsi MP3 player /ˌem piː ˈθriː pleɪə(r)/ lettore MP3 mud /mʌd/ fango multicultural /mʌltiˈkʌltʃərəl/ multiculturale mum /mʌm/ mamma mummy /ˈmʌmi/ mummia muscle /ˈmʌsl/ muscolo museum /mjuˈziːəm/ museo mushroom /ˈmʌʃruːm/ fungo music /ˈmjuːzɪk/ musica musician /mjuˈzɪʃn/ musicista Music room /ˈmjuːzɪk ruːm/ aula di musica mysterious /mɪˈstɪəriəs/ misterioso mystery /ˈmɪst(ə)ri/ mistero

name /neɪm/ nome nationality /naʃəˈnalɪti/ nazionalità near /nɪə(r)/ vicino a neck /nek/ collo need (v) /niːd / aver bisogno di neighbour /ˈneɪbə(r)/ vicino di casa nerd /nɜːd/ nerd never /ˈnevə(r)/ mai new /njuː/ nuovo news /njuːz/ notizia newspaper /ˈnjuːzpeɪpə(r)/ giornale, quotidiano next /nekst/ prossimo next to /nekst tuː/ accanto night /nʌɪt/ notte noise /nɔɪz/ rumore nonsense /ˈnɒnsns/ assurdità, nonsenso northern hemisphere /ˈnɔːðən ˈhemɪsfɪə(r)/ emisfero boreale North Pole /nɔːθ pəʊl/ Polo Nord North Star /nɔːθ stɑː(r)/ Stella Polare nose /nəʊz/ naso not at all /nɒt ət ɔːl/ per niente notice (v) /ˈnəʊtɪs/ notare novel /ˈnɒvl/ romanzo November /nəʊˈvembə(r)/ novembre now /naʊ/ ora number /ˈnʌmbə(r)/ numero / brano nurse /nɜːs/ infermiera nutrients /ˈnjuːtriənts/ sostanze nutritive

obtain /əbˈteɪn/ ottenere occur /əˈkɜː(r)/ verificarsi, succedere ocean /ˈəʊʃn/ oceano October /ɒkˈtəʊbə(r)/ ottobre

of course /əv kɔːs/ naturalmente office /ˈɒfɪs/ ufficio office worker /ˈɒfɪs ˈwɜːkə(r)/ impiegato often /ˈɒfn/ spesso oil /ˈɔɪl/ olio, petrolio oil painting /ˈɔɪl peɪntɪŋ/ pittura a olio old-style /əʊld-staɪl/ vecchio stile old /əʊld/ vecchio, antico old times /əʊld taɪmz/ i vecchi tempi olive oil /ˈɒlɪv ɔɪl/ olio d’oliva Olympic Games /əˈlɪmpɪk ɡeɪmz/ Giochi Olimpici on /ɒn/ su, sopra once /wʌns/ una volta oncoming /ˈɒnkʌmɪŋ/ in arrivo onion /ˈʌnjən/ cipolla only /ˈəʊnlɪ/ solo, solamente open (v) /ˈəʊpən/ aprire open-air hot tub /ˈəʊpən eə(r) hɒt tʌb/ vasca all’aria aperta opera /ˈɒprə/ opera opponent /əˈpəʊnənt/ avversario opposite /ˈɒpəzɪt/ opposto, di fronte orange /ˈɒrɪndʒ/ arancione order (v) /ˈɔːdə(r)/ ordinare ordinary /ˈɔːd(ə)n(ə)ri/ ordinario organic /ɔːˈɡænɪk/ biologico organisation /ɔːɡənaɪˈzeɪʃn/ organizzazione organise /ˈɔːgənʌɪz/ organizzare orienteering /ˌɔːriənˈtɪərɪŋ/ orientamento original /əˈrɪdʒɪn(ə)l/ originale originally /əˈrɪdʒənəli/ originariamente other /ˈʌðə(r)/ altro outdoor / outdoors /ˈaʊtdɔː(r), aʊtˈdɔːz/ esterno, all’aperto outside /ˌaʊtˈsaɪd/ fuori, esterno over (adj) /ˈəʊvə(r)/ finito, passato over (prep) /ˈəʊvə(r)/ oltre overseas /əʊvəˈsiːz/ all’estero over there /ˈəʊvə(r) ðeə(r)/ là owl /aʊl/ gufo own room /əʊn ruːm/ la propria stanza

packaged /ˈpækɪdʒid/ confezionato packet (v) /ˈpækɪt/ confezione paddle (v) /ˈpædl/ pagaiare paint (n) /peɪnt/ vernice paint (v) /peɪnt/ pitturare paintbrush /ˈpeɪntbrʌʃ/ pennello painter /ˈpeɪntə(r)/ pittore pan /pæn/ padella pancakes /ˈpænkeɪks/ pancakes paper /ˈpeɪpə(r)/ carta parent /ˈpeərənt/ genitore park (n) /pɑːk/ parco, giardino parrot /ˈpærət/ pappagallo part /pɑːt/ parte partner /ˈpɑːtnə(r)/ compagno party /ˈpɑːti/ festa pass (v) /pɑːs/ passare, superare passport /ˈpɑːspɔːt/ passaporto past (adj) /pɑːst/ passato, superato past (adv) /pɑːst/ oltre, dopo pasta /ˈpæstə/ pasta pastime /ˈpɑːstaɪm/ passatempo pay (v) /peɪ/ pagare pea /piː/ pisello peacefully /ˈpiːsfli/ tranquillamente peach /piːtʃ/ pesca P.E. kit /piː iː kɪt/ attrezzatura da educazione fisica pen /pen/ penna pencil /ˈpensl/ matita pencil case /ˈpensl keɪs/ astuccio pencil sharpener /ˈpensl ˈʃɑːpənə(r)/ temperino penfriend /ˈpenfrend/ amico di penna penny /ˈpeni/ penny perfect /ˈpɜːfɪkt/ perfetto perform /pəˈfɔːm/ compiere, mettere in scena performer /pəˈfɔːmə(r)/ intrattenitore perfume /ˈpɜːfjuːm/ profumo perhaps /pəˈhæps/ forse person / people /ˈpɜːsn, ˈpiːpl/ persona / persone personality /pɜːsəˈnælətɪ/ personalità pet /pet/ animale domestico petrol station /ˈpetrəl ˈsteɪʃn/ benzinaio phone charger /fəʊn ˈtʃɑːdʒə(r)/ caricabatterie del telefono phone number /fəʊn ˈnʌmbə(r)/ numero di telefono photograph /ˈfəʊtəgrɑːf/ fotografia photographer /fəˈtɒɡrəfə(r)/ fotografo photography /fəˈtɒɡrəfi/ fotografia Physical Education /ˈfɪzɪkl ˌedʒuˈkeɪʃn/ educazione fisica piano /pɪˈænəʊ/ pianoforte pick (v) /pɪk/ scegliere pick up (v) /pɪk ʌp/ andare a prendere, raccogliere picture /ˈpɪktʃə(r)/ immagine, foto, quadro pill /pɪl/ pillola pilot /ˈpaɪlət/ pilota pineapple /ˈpaɪnæpl/ ananas pink /pɪŋk/ rosa pirate ship /ˈpaɪrət ʃɪp/ nave dei pirati pizza /ˈpiːtsə/ pizza place /pleɪs/ posto

plain /pleɪn/ semplice plan (v) /plæn/ pianificare plane /pleɪn/ aeroplano planet /ˈplænɪt/ pianeta plant /plɑːnt/ pianta plasma /ˈplæzmə/ plasma plastic /ˈplæstɪk/ plastica plate /pleɪt/ piatto play (n) /pleɪ/ commedia play (v) /pleɪ/ giocare / suonare / recitare player /ˈpleɪə(r)/ giocatore playground /ˈpleɪɡraʊnd/ parco giochi playlist /ˈpleɪlɪst/ elenco dei brani play sports /pleɪ spɔːts/ fare sport play tennis /pleɪ ˈtenɪs/ giocare a tennis play the guitar /pleɪ ðə ɡɪˈtɑː(r)/ suonare la chitarra play video games /pleɪ ˈvɪdɪəʊ ɡeɪmz/ giocare ai videogiochi please /pliːz/ per favore plenty (of) /ˈplenti/ abbondante, parecchio plenty of room /ˈplenti əv ruːm/ tanto spazio plot /plɒt/ trama plump /plʌmp/ paffuto plural /ˈplʊərəl/ plurale pocket /ˈpɒkɪt/ tasca pocket money /ˈpɒkɪt ˈmʌni/ paghetta podcast /ˈpɒdkɑːst/ podcast poem /ˈpəʊɪm/ poesia poet /ˈpəʊɪt/ poeta poisonous /ˈpɔɪzənəs/ velenoso pole /pəʊl/ palo, asta policeman /pəˈliːsmən/ poliziotto political /pəˈlɪtɪkl/ politico politician /pɒləˈtɪʃn/ politico pollute /pəˈluːt/ inquinare pollution /pəˈluːʃn/ inquinamento pond /pɒnd/ stagno pool /puːl/ piscina poor /pɔː(r)/ povero poorly /ˈpɔːli/ scarsamente popular /ˈpɒpjələ(r)/ popolare pork /pɔːk/ maiale porridge /ˈpɒrɪdʒ/ porridge portion /ˈpɔːʃn/ parte, porzione portrait /ˈpɔːtreɪt/ ritratto possession /pəˈzeʃn/ bene, oggetto personale possible /ˈpɒsəbl/ possibile postcard /ˈpəʊstkɑːd/ cartolina poster /ˈpəʊstə(r)/ poster postman /ˈpəʊstmən/ postino post office /pəʊst ˈɒfɪs/ ufficio postale pot /pɒt/ pentola potato /pəˈteɪtəʊ/ patata potion /ˈpəʊʃn / pozione poverty /ˈpɒvəti/ povertà powerful /ˈpaʊəfl/ potente, imponente practice (n) /ˈpræktɪs/ allenamento practise (v) /ˈpræktɪs/ praticare, esercitare praise (n) /preɪz/ lode predictable /prɪˈdɪktəbl/ prevedibile prefer /prɪˈfɜː(r)/ preferire preparations /ˌprepəˈreɪʃnz/ preparativi prequel /ˈpriːkwəl/ prequel present /ˈpreznt/ regalo preservation /ˌprezəˈveɪʃn/ protezione, conservazione pretty (adj) /ˈprɪti/ carino pretty (adv) /ˈprɪti/ abbastanza princess /ˌprɪnˈses/ principessa print (v) /prɪnt/ stampare prison /ˈprɪzn/ prigione prize /prʌɪz/ premio probably /ˈprɒbəbli/ probabilmente problem /ˈprɒbləm/ problema product /ˈprɒdʌkt/ prodotto programme /ˈprəʊɡræm/ programma project /ˈprɒdʒekt/ progetto projector /prəˈdʒektə(r)/ proiettore properly /ˈprɒpəli/ in modo appropriato protect /prəˈtekt/ proteggere publicity /pʌbˈlɪsətɪ/ pubblicità publisher /ˈpʌblɪʃə(r)/ editore pudding /ˈpʊdɪŋ/ pudding pull /pʊl/ tirare pupil /ˈpjuːpl/ allievo, scolaro purple /ˈpɜːpl/ viola purpose /ˈpɜːpəs/ scopo put away /pʊt əˈweɪ/ mettere via put on /pʊt ɒn/ mettere su

quality /ˈkwɒləti/ qualità queen / kwiːn/ regina question /ˈkwestʃən/ domanda questionnaire /ˌkwestʃəˈneə(r)/ questionario quick /kwɪk/ veloce quickly /ˈkwɪkli/ velocemente quiet /ˈkwaɪət/ calmo, quieto quite /kwaɪt/ abbastanza

rabbit /ˈræbɪt/ coniglio racism /ˈreɪsɪzəm/ razzismo

267

Wordlist radio station /ˈreɪdiəʊ ˈsteɪʃn/ stazione radio raid /reɪd/ raid, assalto rail /reɪl/ rotaia, ferrovia rain (n) /reɪn/ pioggia rain (v) /reɪn/ piovere rainforest /ˈreɪnfɒrɪst/ foresta pluviale rainy /ˈreɪni/ piovoso raise (v) /reɪz/ alzare rare /reə(r)/ raro rarely /ˈreəli/ raramente rather /ˈrɑːðə(r)/ piuttosto reach /riːtʃ/ raggiungere reaction /riˈækʃn/ reazione read /riːd/ leggere read a book /riːd ə bʊk/ leggere un libro reader /ˈriːdə(r)/ lettore ready /ˈredi/ pronto real /riːl/ vero, reale reality /riˈæləti/ reality really /ˈrɪəlɪ/ davvero reason /ˈriːzn/ ragione receive /rɪˈsiːv/ ricevere recharge /riːˈtʃɑːdʒ/ ricaricare recognise /ˈrekəɡnaɪz/ riconoscere recognition /ˌrekəɡˈnɪʃn/ riconoscimento recommend /rekəˈmend/ raccomandare record (v) /rɪˈkɔːd/ registrare record-breaking /ˈrekɔːd breɪkɪŋ/ da record record companies /ˈrekɔːd ˈkʌmpəniz/ case discografiche recreate (v) /ˌriːkriˈeɪt/ ricreare recycle /riːˈsaɪkl/ riciclare red /red/ rosso reduce /rɪˈdjuːs/ ridurre refill (v) /ˌriːˈfɪl/ ricaricare, rifornire, riempire reflective /rɪˈflektɪv/ catarifrangente regulate /ˈreɡjuleɪt/ regolamentare rehearse (v) /rɪˈhɜːs/ provare, ripassare relax (v) /rɪˈlæks/ riposarsi relive (v) /ˌriːˈlɪv/ rivivere remarried /riːˈmærid/ risposato remember /rɪˈmembə(r)/ ricordare, ricordarsi remote /rɪˈməʊt/ remoto, a distanza Renaissance /rɪˈneɪsns/ Rinascimento rent (v) /rent/ affittare replace /rɪˈpleɪs/ sostituire report (v) /rɪˈpɔːt/ riferire, riportare require /rɪˈkwaɪə(r)/ richiedere research /rɪˈsɜːtʃ/ ricerca reserve /rɪˈzɜːv/ riserbo, riserva reservoir /ˈrezəvwɑː(r)/ bacino resort /rɪˈzɔːt/ villaggio turistico restaurant /ˈrestərɒnt/ ristorante retire /rɪˈtaɪə(r)/ andare in pensione reusable /riːˈjuːzəbl/ riutilizzabile reuse /riːˈjuːz/ riutilizzare review /rɪˈvjuː/ recensione revise /rɪˈvaɪz/ ripassare reward /rɪˈwɔːd/ ricompensa rice /raɪs/ riso rich /rɪtʃ/ ricco ride (n) /raɪd/ giro, cavalcata ride (v) /rʌɪd/ cavalcare (una bici, una moto, un cavallo) ride a bicycle / raɪd ə ˈbaɪsɪkl/ andare in bicicletta right (adj) /raɪt/ giusto right (adv) /raɪt/ sulla destra right (n) /raɪt/ diritto rim (v) /rɪm/ orlare ripped /rɪpt/ strappato rise (v) /raɪz/ aumentare, salire river /ˈrɪvə(r)/ fiume roast potatoes /rəʊst pəˈteɪtəʊz/ patate arrosto role /rəʊl/ ruolo roll /rəʊl/ arrotolare rollerblades /ˈrəʊləbleɪd/ pattini a rotelle Romania /rəʊˈmeɪnɪə/ Romania Romanian /rəʊˈmeɪnɪən/ romeno roof /ruːf/ tetto rooftop /ˈruːftɒp/ (terrazzo sul) tetto root /ruːt/ radice rope /rəʊp/ corda round (adj) /raʊnd/ rotondo routine /ruːˈtiːn/ routine royal court /ˈrɔɪəl kɔːt/ corte reale rubber /ˈrʌbə(r)/ gomma rubbish /ˈrʌbɪʃ/ immondizia rucksack /ˈrʌksæk/ zaino rude /ruːd/ scortese rugby /ˈrʌɡbi/ rugby ruler /ˈruːlə(r)/ righello rules /ruːlz/ normativa, regole run /rʌn/ correre running /ˈrʌnɪŋ/ corsa

sad /sæd/ triste sadly /ˈsædli/ tristemente sadness /ˈsædnəs/ tristezza safe /seɪf/ sicuro safely /ˈseɪfli/ in modo sicuro salad /ˈsæləd/ insalata salon /ˈsælɒn/ salone salt /sɔːlt/ sale salty /ˈsɔːltɪ/ salato

268

same /seɪm/ stesso sandals /ˈsændlz/ sandali sandwich /ˈsænwɪtʃ/ tramezzino sandy /ˈsændi/ sabbioso Saturday /ˈsætədeɪ/ sabato sauce /sɔːs/ salsa save /seɪv/ salvare, risparmiare say /seɪ/ dire scared /skeəd/ spaventato scarf /skɑːf/ sciarpa scary /ˈskeəri/ spaventoso school /skuːl/ scuola school equipment /skuːl ɪˈkwɪpmənt/ materiale scolastico school subjects /skuːl ˈsʌbdʒɪkts/ materie scolastiche Science /ˈsaɪəns/ scienze science fiction /ˈsaɪəns ˈfɪkʃn/ fantascienza Science lab /ˈsaɪəns læb/ laboratorio scientifico scientist /ˈsaɪəntɪst/ scienziato scissors /ˈsɪzəz/ forbici scream (v) /skriːm/ urlare screaming /skriːmɪŋ/ urlanti screen /skriːn/ schermo script /skrɪpt/ copione sculptor /ˈskʌlptə(r)/ scultore sea /siː/ mare sea-monster /siː-ˈmɒnstə(r)/ mostro marino seaside /ˈsiːsaɪd/ mare, spiaggia season /ˈsiːzn/ stagione seat /siːt/ posto seatbelt /siːtbelt/ cintura di sicurezza secondary /ˈsekəndri/ secondario secret /ˈsiːkrət/ segreto see /siː/ vedere see you later /siː ju ˈleɪtə(r)/ ci vediamo dopo selfie /selfi/ selfie sell /sel/ vendere seller /ˈselə(r)/ venditore separate (adj) /ˈsepərət/ separato September /sepˈtembə(r)/ settembre sequel /ˈsiːkwəl/ seguito, sequel series /ˈsɪəriːz/ serie set /set/ scenario setting /ˈsetɪŋ/ impostazione settle down /ˈsetl daʊn/ stabilirsi set up /set ʌp/ fondare, aprire several /ˈsevrəl/ parecchi shake hands /ʃeɪk hændz/ stringersi la mano shallow /ˈʃæləʊ/ basso, poco profondo shape /ʃeɪp/ forma share (v) /ʃeə(r)/ condividere sheep /ʃiːp/ pecora shelf /ʃelf/ scaffale shelter /ˈʃeltə(r)/ rifugio shine /ʃaɪn/ splendere ship /ʃɪp/ nave shirt /ʃɜːt/ camicia shock (v) /ʃɒk/ scioccare shoes /ʃuːz/ scarpe shop (n) /ʃɒp/ negozio shop (v) /ʃɒp/ fare spese shop assistant /ʃɒp əˈsɪstənt/ commesso shopping /ˈʃɒpɪŋ/ compere shopping centre /ˈʃɒpɪŋ ˈsentə(r)/ centro commerciale short /ʃɔːt/ basso, corto shorts /ʃɔːts/ pantaloncini shoulder /ˈʃəʊldə(r)/ spalla shout /ʃaʊt/ gridare show (n) /ʃəʊ/ spettacolo show (v) /ʃəʊ/ mostrare shower /ˈʃaʊə(r)/ doccia shy /ʃaɪ/ timido side dish /saɪd dɪʃ/ contorno sight (v) /saɪt/ avvistare sightseeing /ˈsaɪtsiːɪŋ/ giro turistico silly /ˈsɪli/ sciocco silver /ˈsɪlvə(r)/ argento sing /sɪŋ/ cantare singer /ˈsɪŋə(r)/ cantante sink /sɪŋk/ lavandino sister /ˈsɪstə(r)/ sorella sit /sɪt/ sedere site /saɪt/ luogo, posto size /saɪz/ dimensione, taglia skateboard /ˈskeɪtbɔːd/ skateboard skiing /ˈskiːɪŋ/ sci skill /skɪl/ abilità skin /skɪn/ pelle skirt /skɜːt/ gonna ski run /skiː rʌn/ pista da sci sleep /sliːp/ dormire slice /slaɪs/ fetta slippers /ˈslɪpə(r)z/ pantofole small /smɔːl/ piccolo smart /smɑːt/ elegante, intelligente smartphone /smɑːtfəʊn/ smartphone smart TV /smɑːt ˌtiː ˈviː/ smart TV smelly /ˈsmeli/ maleodorante smoke (v) /sməʊk/ fumare smoke alarm /sməʊk əˈlɑːm/ allarme antincendio snack /snæk/ spuntino snake /sneɪk/ serpente snow (v) /snəʊ/ nevicare snow-capped /snəʊ kæpt/ coperto di neve snowy /ˈsnəʊi/ innevato

so /səʊ/ quindi, così sociable /ˈsəʊʃəbl/ socievole sofa /ˈsəʊfə/ divano soft /sɒft/ morbido, soffice solar panel /ˈsəʊlə(r) ˈpænl/ pannello solare solution /səˈluːʃn/ soluzione solve /sɒlv/ risolvere some /sʌm/ qualche, alcuno, del somebody /ˈsʌmbədi/ qualcuno someone /ˈsʌmwʌn/ qualcuno something /ˈsʌmθɪŋ/ qualcosa sometimes /ˈsʌmtaɪmz/ qualche volta son /sʌn/ figlio song lyrics /sɒŋ ˈlɪrɪks/ testo di una canzone soon /suːn/ presto sort /sɔːt/ tipo, sorta soul /səʊl/ anima sound (n) /saʊnd/ suono sound (v) /saʊnd/ suonare / sembrare soup /suːp/ zuppa, minestra source /sɔːs/ fonte, risorsa southern hemisphere /ˈsʌðən ˈhemɪsfɪə(r)/ emisfero australe South Pole /saʊθ pəʊl/ Polo Sud souvenirs /ˌsuːvəˈnɪə(r)z/ souvenir, ricordi spaceship /ˈspeɪsʃɪp/ astronave Spain /speɪn/ Spagna Spanish /ˈspænɪʃ/ spagnolo spare /speə(r)/ di scorta spare room /speə(r) ruːm/ stanza degli ospiti speak /spiːk/ parlare speakers /ˈspiːkə(r)z/ casse acustiche special /ˈspeʃl/ speciale special effects /ˈspeʃl ɪˈfekts/ effetti speciali speech /spiːtʃ/ discorso spell (n) /spel/ incantesimo spell (v) /spel/ fare lo spelling spend /spend/ spendere, passare sperm whale /spɜːm weɪl/ capodoglio spices /spaɪsiz/ spezie spicy /ˈspaɪsi/ saporito, piccante spider /ˈspaɪdə(r)/ ragno spiky /ˈspaɪki/ a punte spinach /ˈspɪnɪtʃ/ spinaci spoil (v) /spɔɪl/ rovinare sport /spɔːt/ sport sporty /ˈspɔːtɪ/ sportivo spot (v) /spɒt/ scorgere spotted /ˈspɒtɪd/ punteggiato, macchiato spring /sprɪŋ/ primavera square (adj) /skweə(r)/ quadrato, serioso square (n) /skweə(r)/ piazza, quadrato stadium /ˈsteɪdɪəm/ stadio stage /steɪdʒ/ palcoscenico stall /stɔːl/ banchetto stamp /stæmp/ francobollo stand up /stænd ʌp/ alzarsi star /stɑː(r)/ stella stare (v) /steə(r)/ fissare start (v) /stɑːt/ iniziare starter /ˈstɑːtə(r)/ antipasto state of mind /steɪt əv maɪnd/ stato d’animo station /ˈsteɪʃn/ stazione stationer’s /ˈsteɪʃənə(r)z/ cartoleria statue /ˈstætʃuː/ statua stay /steɪ/ restare staycation /ˌsteɪˈkeɪʃn/ staycation, vacanza a casa steak /steɪk/ bistecca steel /stiːl/ acciaio steel band /stiːl bænd/ banda di ottoni step /step/ passo, fase stepbrother /ˈstepbrʌðə(r)/ fratellastro stepsister /ˈstepsɪstə(r)/ sorellastra sticker /ˈstɪkə(r)/ adesivo still /stɪl/ ancora stomach /ˈstʌmək/ stomaco stop (v) /stɒp/ fermare, fermarsi store (v) /stɔː(r)/ immagazzinare storm /stɔːm/ tempesta, temporale story /ˈstɔːri/ storia, racconto straight (adj) /streɪt/ diritto, liscio straight (adv) /streɪt/ dritto strange /streɪndʒ/ strano stranger /ˈstreɪndʒə(r)/ sconosciuto strawberry /ˈstrɔːbərɪ/ fragola stream (n) /striːm/ ruscello stream (v) /striːm/ sgorgare street /striːt/ strada stressed /strest/ stressato strong /strɒŋ/ forte stuck /stʌk/ incastrato student /ˈstjuːdənt/ studente study (n) /ˈstʌdi/ studio study (v) /ˈstʌdi/ studiare stuff /stʌf/ roba, cosa stylish /ˈstaɪlɪʃ/ elegante, alla moda subject /ˈsʌbdʒekt/ materia subscribe /səbˈskraɪb/ abbonarsi success /səkˈses/ successo successful /səkˈsesfl/ affermato, che ha successo suddenly /ˈsʌdənli/ improvvisamente sugar /ˈʃʊgə(r)/ zucchero suitcase /ˈsuːtkeɪs/ valigia summer /ˈsʌmə(r)/ estate sun /sʌn/ sole

Sunday /ˈsʌndeɪ/ domenica sunglasses /ˈsʌnglɑːsɪz/ occhiali da sole sunny /ˈsʌni/ assolato sunset /ˈsʌnset/ tramonto sunshine /ˈsʌnʃaɪn/ luce del sole, felicità supermarket /ˈsuːpəmɑːkɪt/ supermercato support (v) /səˈpɔːt/ sostenere suppose (v) /səˈpəʊz/ supporre surface (n) /ˈsɜːfɪs/ superficie surf the Internet /sɜːf ðə ˈɪntənet/ navigare in internet surprise /səˈpraɪz/ sorpresa surprised /səˈpraɪzd/ sorpreso surround (v) /səˈraʊnd/ circondare survey /ˈsɜːveɪ/ sondaggio survive /səˈvaɪv/ sopravvivere sustain (v) /səˈsteɪn/ mantenere sustainable /səˈsteɪnəbl/ sostenibile swap (v) /swɒp/ scambiare sweat (v) /swet/ sudare sweatshirt /ˈswetʃɜːt/ felpa sweep (v) /swiːp/ spazzare sweet /swiːt/ dolce (al palato) sweets /swiːts/ dolci swimming /ˈswɪmɪŋ/ nuoto swing /ˈswɪŋ/ oscillare symbolise /ˈsɪmbəlaɪz/ simboleggiare

T-shirt /ˈtiːʃɜːt/ maglietta table /ˈteɪbl/ tavolo tablet /ˈtæblət/ tablet table tennis /ˈteɪbl ˈtenɪs/ ping pong taekwondo /ˌtaɪ ˌkwɒnˈdəʊ/ taekwondo tail /teɪl/ coda tailor /ˈteɪlə(r)/ sarto take /teɪk/ prendere, portare take off /teɪk ɒf/ decollare take photos /teɪk ˈfəʊtəʊz/ fare foto talent /ˈtælənt/ talento talk /tɔːk/ parlare tall /tɔːl/ alto target /ˈtɑːɡɪt/ obiettivo, bersaglio taste (n) /teɪst/ assaggio, gusto taster /ˈteɪstə(r)/ di prova tasty /ˈteɪsti/ saporito, gustoso tea /tiː/ tè teach /tiːtʃ/ insegnare teacher /ˈtiːtʃə(r)/ insegnante team /tiːm/ squadra teaspoon /ˈtiːspuːn/ cucchiaino teen /tiːn/ adolescente teeth /tiːθ/ denti television /ˈtelɪvɪʒn/ televisione tell /tel/ dire, raccontare temperature /ˈtemprətʃə(r)/ temperatura tennis /ˈtenɪs/ tennis tent /tent/ tenda term /tɜːm/ quadrimestre terrible /ˈterəbl/ terribile terrified /ˈterɪfaɪd/ terrorizzato terrifying /ˈterɪfaɪN/ terrificante test (v) /test/ testare, provare textile /ˈtekstaɪl/ tessuto thank /θaŋk/ ringraziare thank you /θæŋk ju/ grazie that /ðæt/ quel / quello / quella theatre /ˈθɪətə(r)/ teatro theme /θiːm/ tema then /ðɛn/ poi these /ðiːz/ questi / queste the USA /ðə juːesˈeɪ/ gli USA they don’t work /ðeɪ dəʊnt wɜːk/ non funzionano thigh /θaɪ/ coscia thin /θɪn/ magro thing /θɪŋ/ cosa think /θɪŋk/ pensare this /ðɪs/ questo, questa thought /θɔːt/ idea, parere thriller /ˈθrɪlə(r)/ thriller, giallo through /θruː/ attraverso throw /θrəʊ/ lanciare, buttare throw away /θrəʊ əˈweɪ/ buttare via Thursday /ˈθɜːzdeɪ/ giovedì ticket office /ˈtɪkɪt ˈɒfɪs/ biglietteria tiger /ˈtaɪgə(r)/ tigre tight /taɪt/ stretto, aderente time /taɪm/ tempo, volta timeless /ˈtaɪmləs/ senza tempo time zones /taɪm zəʊnz/ fusi orari tired /ˈtaɪəd/ stanco tiring /ˈtaɪərɪŋ/ stancante to /tuː/ a, per toast /təʊst/ pane tostato today /təˈdeɪ/ oggi together /təˈgeðə(r)/ insieme toilet /ˈtɔɪlət/ gabinetto tomato sauce /təˈmɑːtəʊ sɔːs/ sugo di pomodoro tongue /tʌŋ/ lingua too /tuː/ inoltre, anche toothbrush /ˈtuːθbrʌʃ/ spazzolino da denti top /tɒp/ top torch /tɔːtʃ/ torcia touch (n) /tʌtʃ/ tatto, tocco

touch (v) /tʌtʃ/ toccare touching /ˈtʌtʃɪŋ/ toccante, commovente tough /tʌf/ duro, difficile tour /tʊə(r)/ giro, visita towards /təˈwɔːdz/ verso towel /ˈtaʊəl/ asciugamano tower /ˈtaʊə(r)/ torre toxic /ˈtɒksɪk/ tossico toy /tɔɪ/ gioco track /træk/ pista, tracciato / traccia, brano trade (n) /treɪd/ commercio trade (v) /treɪd/ scambiare, commerciare traffic lights /ˈtræfɪk laɪts/ semaforo train (n) /treɪn/ treno train (v) /treɪn/ preparare, allenarsi trainer /ˈtreɪnə(r)/ allenatore trainers /ˈtreɪnə(r)z/ scarpe da ginnastica training /ˈtreɪnɪŋ/ addestramento, allenamento translate /trænsˈleɪt/ tradurre transport (n) /ˈtrænspɔːt/ trasporto transport (v) /trænˈspɔːt/ trasportare travel (n) /ˈtrævl/ viaggio travel (v) /ˈtrævl/ viaggiare treasure /ˈtreʒə(r)/ tesoro treat /triːt/ sfizio tree /triː/ albero trend /trend/ tendenza trendy /ˈtrendi/ alla moda trick /trɪk/ trucco trip /trɪp/ viaggio trouble /ˈtrʌbl/ problema trousers /ˈtraʊzəz/ pantaloni true /truː/ vero trumpet /ˈtrʌmpɪt/ tromba truth /truːθ/ verità try /traɪ/ provare , cercare di try on /traɪ ɒn/ provare (vestiti) tsunami /tsuːˈnɑːmi/ tsunami Tuesday /ˈtjuːzdeɪ/ martedì turn (n) /tɜːn/ curva turn (v) /tɜːn/ girare turn off /tɜːn ɒf/ chiudere, spegnere turtle /ˈtɜːtl/ tartaruga twice /twaɪs/ due volte twins /twɪnz/ gemelli twist /twɪst/ attorcigliare type /taɪp/ tipo typical /ˈtɪpɪkl/ tipico tyre /ˈtaɪə(r)/ copertone

umbrella /ʌmˈbrelə/ ombrello uncle /ˈʌŋkl/ zio uncomfortable /ʌnˈkʌmftəbl/ a disagio, scomodo uncountable /ʌnˈkaʊntəbl/ non numerabile under /ˈʌndə(r)/ sotto under the ground /ˈʌndə(r) ðə ɡraʊnd/ sotto terra underline /ʌndəˈlaɪn/ sottolineare understand /ʌndəˈstænd/ capire unfortunately /ʌnˈfɔːtʃənətli/ purtroppo uniform /ˈjuːnɪfɔːm/ uniforme unique /juˈniːk/ unico unnecessary /ʌnˈnesəsəri/ non necessario until /ʌnˈtɪl/ fino a, finché unusual /ʌnˈjuːʒuəl/ insolito unwelcome /ʌnˈwelkəm/ sgradito up /ʌp/ su upload (v) /ʌpˈləʊd/ caricare upstairs /ʌpˈsteəz/ al piano di sopra USB memory /ˌjuː es ˈbiː ˈmeməri/ chiavetta USB use (v) /juːs/ usare useful /ˈjuːsfl/ utile useless /ˈjuːsləs/ inutile usually /ˈjuːʒʊəli/ di solito utility room /juːˈtɪləti ruːm/ lavanderia

vacuum (v) /ˈvækjuəm/ passare l’aspirapolvere valley /ˈvæli/ valle valuable /ˈvæljuəbl/ prezioso, di valore value /ˈvæljuː/ valore van /væn/ furgoncino vegetables /ˈvedʒtəblz/ ortaggi vehicle /ˈviːəkl/ veicolo very /ˈveri/ molto view /vjuː/ panorama village /ˈvɪlɪdʒ/ villaggio villain /ˈvɪlən/ cattivo violin /vaɪəˈlɪn/ violino vocabulary /vəˈkæbjələri/ vocabolario voice /vɔɪs/ voce volcano /vɒlˈkeɪnəʊ/ vulcano volleyball /ˈvɒlibɔːl/ pallavolo volunteer (v) /vɒlənˈtɪə(r)/ fare volontariato voyage /ˈvɔɪɪdʒ/ viaggio

walk (v) /wɔːk/ camminare, portare a passeggio walking /ˈwɔːkɪŋ/ camminata walking boot /ˈwɔːkɪŋ buːt/ scarpone da trekking walking tour /ˈwɔːkɪŋ tʊə(r)/ escursione a piedi wall /wɔːl/ muro, parete wallet /ˈwɒlɪt/ portafoglio want (v) /wɒnt/ volere war /wɔː(r)/ guerra wardrobe /ˈwɔːdrəʊb/ guardaroba warm up /wɔːm ʌp/ riscaldamento, preparazione warning /ˈwɔːnɪŋ/ allarme waste (n) /weɪst/ rifiuti watch (v) /wɒtʃ/ guardare watch TV /wɒtʃ ˌtiː ˈviː/ guardare la TV watch videos /wɒtʃ ˈvɪdiəʊz/ guardare video water (n) /ˈwɔːtə(r)/ acqua water (v) /ˈwɔːtə(r)/ innaffiare watercolour /ˈwɔːtəkʌlə(r)/ acquarello waterfall /ˈwɔːtəfɔːl/ cascata wave /weɪv/ onda wavy /ˈweɪvɪ/ ondulato way /weɪ/ modo / percorso, via wear /weə(r)/ indossare weather /ˈweðə(r)/ tempo webcam /ˈwebkæm/ webcam wedding /ˈwedɪŋ/ nozze Wednesday /ˈwenzdeɪ/ mercoledì week /wiːk/ settimana weekday /ˈwiːkdeɪ/ giorno feriale weekend /wiːkˈend/ fine settimana weeping /ˈwiːpɪŋ/ piangente weigh (v) /weɪ/ pesare weights /weɪts/ pesi weird /wɪəd/ strano weirdly /wɪədli/ stranamente welcome /ˈwelkəm/ benvenuto well /wel/ bene west /west/ ovest wet /wet/ umido, bagnato whale /weɪl/ balena what /wɒt/ che, cosa wheels /wiːlz/ ingranaggi / ruote when /wen/ quando where /weə(r)/ dove which /wɪtʃ/ quale, che white /waɪt/ bianco white blood cells /waɪt blʌd selz/ globuli bianchi whiteboard /ˈwaɪtbɔːd/ lavagna bianca who /huː/ chi whole /həʊl/ intero why /waɪ/ perché wide /waɪd/ ampio wife /waɪf/ moglie wild /waɪld/ selvatico / dal ritmo sfrenato wildlife /ˈwaɪldlaɪf/ fauna selvatica win /wɪn/ vincere window /wɪndəʊ/ finestra window shop /ˈwɪndəʊ ʃɒp/ guardare le vetrine windy /ˈwɪndi/ ventoso wing /wɪŋ/ ala winner /ˈwɪnə(r)/ vincitore winter /ˈwɪntə(r)/ inverno wish (n) /wɪʃ/ desiderio wish (v) /wɪʃ/ desiderare with /wɪð/ con without /wɪðˈaʊt/ senza wonderful /ˈwʌndəfl/ meraviglioso wood /wʊd/ bosco, legno woodland /ˈwʊdlənd/ foresta work (n) /wɜːk/ lavoro work (v) /wɜːk/ lavorare worker /ˈwɜːkə(r)/ lavoratore, operaio work on a project /wɜːk ɒn ˈprɒdʒekt/ lavorare su un progetto world /wɜːld/ mondo worried /ˈwʌrid/ preoccupato worry /ˈwʌri/ preoccuparsi write /raɪt/ scrivere

xylophone /ˈzʌɪləfəʊn/ xilofono

year /jɪə(r)/ anno yellow /ˈjeləʊ/ giallo yoghurt /ˈjɒɡət/ yogurt you bet! /ju bet/ ci puoi scommettere! young /jʌŋ/ giovane youth hostel /juːθ ˈhɒstl/ ostello you’re the best! /jʊə ðə best/ siete fantastici! you’re welcome /jʊə ˈwelkəm/ figurati

zebra /ˈzebrə/ zebra zip /zɪp/ cerniera zoo /zuː/ zoo

wage /weɪdʒ/ salario, paga wagon /ˈwæɡən/ vagone waistcoat /ˈweɪskəʊt/ gilè waiter /ˈweɪtə(r)/ cameriere wake up /weɪk ʌp/ svegliarsi

269

Irregular Verbs Base form be /biː/ become /bɪˈkʌm/ begin /bɪˈɡɪn/ break /breɪk/ bring /brɪŋ/ build /bɪld/ buy /bʌɪ/ catch /katʃ/ choose /tʃuːz/ come /kʌm/ cost /kɒst/ cut /kʌt/ do /duː/ draw /drɔː/ dream /driːm/ drink /drɪŋk/ drive /drʌɪv/ eat /iːt/ fall /fɔːl/ feel /fiːl/ fight /fʌɪt/ find /fʌɪnd/ fly /flʌɪ/ forget /fəˈɡɛt/ forgive /fəˈɡɪv/ get /ɡɛt/

Past simple was /wɒz/ were /wə/ became /bɪˈkeɪm/ began /bɪˈɡan/ broke /brəʊk/ brought /brɔːt/ built /bɪlt/ bought /bɔːt/ caught /kɔːt/ chose /ˈtʃəʊz/ came /keɪm/ cost /kɒst/ cut /kʌt/ did /dɪd/ drew /druː/ dreamed /driːmd/ dreamt /dremt/ drank /draŋk/ drove /drəʊv/ ate /eɪt/ fell /fɛl/ felt /fɛlt/ fought /fɔːt/ found /faʊnd/ flew /fluː/ forgot /fəˈɡɒt/ forgave /fəˈɡeɪv/ got /ɡɒt/

give /ɡɪv/ go /ɡəʊ/ grow /ɡrəʊ/ have /hav/ hear /hɪə/ hit /hɪt/ keep /kiːp/ know /nəʊ/ learn /ləːn/

gave /ɡeɪv/ went /wɛnt/ grew /ɡruː/ had /həd/ heard /hɜː(r)d/ hit /hɪt/ kept /kɛpt/ knew /njuː/ learned /ˈləːnɪd/ learnt /lɜː(r)nt/

leave /liːv/ lend /lɛnd/ let /lɛt/ lose /luːz/ make /meɪk/ mean /miːn/ meet /miːt/ pay /peɪ/ put /pʊt/ read /riːd/ ride /raɪd/ ring /rɪŋ/

left /lɛft/ lent /lɛnt/ let /lɛt/ lost /lɒst/ made /meɪd/ meant /mɛnt/ met /mɛt/ paid /peɪd/ put /pʊt/ read /red/ rode /rəʊd/ rang /raŋ/

270

Past participle been /biːn/ become /bɪˈkʌm/ begun /bɪˈɡʌn/ broken /ˈbrəʊk(ə)n/ brought /brɔːt/ built /bɪlt/ bought /bɔːt/ caught /kɔːt/ chosen /ˈtʃəʊzn/ come /kʌm/ cost /kɒst/ cut /kʌt/ done /dʌn/ drawn /drɔːn/ dreamed /driːmd/ dreamt /dremt/ drunk /drʌŋk/ driven /ˈdrɪvn/ eaten /ˈiːt(ə)n/ fallen /ˈfɔːlən/ felt /fɛlt/ fought /fɔːt/ found /faʊnd/ flown /fləʊn/ forgotten /fəˈɡɒtn/ forgiven /fə(r)ˈɡɪv(ə)n/ got /ɡɒt/ gotten /ˈɡɒt(ə)n/ given /ˈɡɪv(ə)n/ gone /ɡɒn/ grown /ɡrəʊn/ had /həd/ heard /hɜː(r)d/ hit /hɪt/ kept /kɛpt/ known /nəʊn/ learned /ˈləːnɪd/ learnt /lɜː(r)nt/ left /lɛft/ lent /lɛnt/ let /lɛt/ lost /lɒst/ made /meɪd/ meant /mɛnt/ met /mɛt/ paid /peɪd/ put /pʊt/ read /red/ ridden /ˈrɪdn/ rung /rʌŋ/

In italiano essere diventare iniziare rompere portare costruire comprare prendere, afferrare scegliere venire costare tagliare fare disegnare sognare bere guidare mangiare cadere sentire, provare combattere, litigare trovare volare dimenticare perdonare ricevere, ottenere dare andare crescere avere sentire, udire colpire tenere, mantenere sapere, conoscere imparare lasciare, partire prestare permettere, lasciare perdere fare, fabbricare significare, intendere incontrare, conoscere pagare mettere leggere cavalcare suonare, squillare

Base form

Past simple

Past participle

In italiano

run /rʌn/ say /seɪ/ see /siː/ sell /sɛl/ send /sɛnd/ show /ʃəʊ/

ran /ræn/ said /sɛd/ saw /sɔː/ sold /səʊld/ sent /sɛnt/ showed /ʃəʊd/

run /rʌn/ said /sɛd/ seen /siːn/ sold /səʊld/ sent /sɛnt/ showed /ʃəʊd/ shown /ʃəʊn/

correre dire vedere vendere spedire, mandare mostrare

shut /ʃʌt/ sing /sɪŋ/ sit /sɪt/ sleep /sliːp/ speak /spiːk/ spend /spɛnd/ stand /stand/ swim /swɪm/ take /teɪk/ teach /tiːtʃ/ tell /tɛl/ think /θɪŋk/ throw /θrəʊ/ understand /ʌndəˈstand/ wake /weɪk/ wear /wɛː/ win /wɪn/ write /rʌɪt/

shut /ʃʌt/ sang /sæŋ/ sat /sat/ slept /slɛpt/ spoke /spəʊk/ spent /spɛnt/ stood /stʊd/ swam /swam/ took /tʊk/ taught /tɔːt/ told /təʊld/ thought /θɔːt/ threw /θrəʊn/ understood /ʌndəˈstʊd/ woke /wəʊk/ wore /wɔː/ won /wʌn/ wrote /rəʊt/

shut /ʃʌt/ sung /sʌŋ/ sat /sat/ slept /slɛpt/ spoken /ˈspəʊk(ə)n/ spent /spɛnt/ stood /stʊd/ swum /swʌm/ taken /ˈteɪkən/ taught /tɔːt/ told /təʊld/ thought /θɔːt/ thrown /θrəʊn/ understood /ʌndəˈstʊd/ woken /ˈwəʊkən/ worn /wɔːn/ won /wʌn/ written /ˈrɪtn/

chiudere cantare sedere dormire parlare spendere, passare, trascorrere stare (in piedi) nuotare prendere insegnare dire, raccontare pensare gettare, buttare capire svegliarsi indossare vincere scrivere

Alfabeto e simboli fonetici A /eI/

/bi/

/si/

D /di/

/dZeI/

/keI/

/El/

M /Em/

N /En/

/es/

/ti/

U /ju/

W /’døblju/

/vi/

/i/

G /dZi/

H /eItS/

/øI/

O /əU/

/pi/

Q /kju/

/A/

/wøI/

/ef/ /Eks/

/zEd/

Vocali /i/ see

/i/ happy

// cat

/ø/ jump

/ɔ/ four

/ɒ/ got

/ə/ the

/i/ it

/e/ bed

/ɑ/ father

/U/ look

/u/ usually

/u/ two

/‰/ purple

Dittonghi /eI/ day

/aU/ now

/aI/ nine

/Ie/ hear

/ɔI/ boy

/eə/ hair

/əU/ go

/Uə/ tour

Consonanti /p/ pen

/k/ car

/θ/ think

/ʃ/

/b/ book

/g/ give

/ð/ this

/t/ table

/f/ five

/d/ desk

/v/ very

she

/tS/ chair

/ŋ/ sing

/Z/ vision

/dZ/ juice

/r/ run

/s/ sit

/h/ he

/m/ me

/l/

/z/ zoo

/w/ we

/n/ no

/j/ you

look

271

Ready for Planet English 1 Student’s Book & Workbook Editorial project and coordination: Simona Franzoni Editors: Francesca Seracini, Simona Bagalà, Sabina Cedraro Art director: Marco Mercatali Page design: Sergio Elisei – Airone Comunicazione Illustrated by: Laura Désirée Pozzi Picture editor: Giorgia D’Angelo Production manager: Francesco Capitano Page layout: Sergio Elisei, Federico Borsella Cover Cover design: Paola Lorenzetti Photos: Shutterstock © 2022 ELI S.r.l. P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax +39 071 977851 info@gruppoeli.it www.gruppoeli.it Norma Iandelli is the author of the Grammar Mind Maps. The Vocabulary Bank section (pages 144-159) is an extract from the ELI Illustrated Dictionary by Joy Olivier, translated by Lynn Patricia Bulmer, illustrated by Matteo Piana. Janet Harmer is the author of the graded reader Dracula. No unauthorised photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publisher will be pleased to make the necessary arrangements at the first opportunity. The Publisher would like to give a special thanks to Emma Hill and Niccolò Caderni for their kindness and support during the video production in London. Printed by Tecnostampa – Pigini Group Printing Division – Loreto, Trevi – Italia 22.83.174.0 ISBN 978-88-536-3546-4

Thanks and Acknowledgements The Authors and Publisher would like to extend a very special thanks to the following teachers for the invaluable feedback they provided during the development of the material: Grazia Cerulli, Lucia Bellini, Maria Laura Berti, Valentina Chen, Laura Clyde, Gillian Donnolly, Karen Dyer Silvestrin, Vanessa Gritti, Silvia Papi, Giuliana Porcheddu, Elisabetta Romano, Giulia Rossi Dufour. Photo Acknowledgements Alamy: pp. 28, 254 (C); ELI Archives: 32 (top), 34 (David Bowie pictures), 41 (book cover), 44 (right), 54 (bottom left), 58, 60 (bottom left), 70, 77 (middle right), 80 (middle), 93 (top left), 94 (top right), 95 (top and bottom photos), 98 (B, D), 114 (map), 197, 198, 207, 214, 223 (bottom), 234 (D), 258, 262 (photo 1); Gettyimages: pp. 14 (Joe and Lucy), 20 (A), 32 (bottom), 44 (left), 64, 80 (top right), 82 (bottom), 88 (photos on the top), 89, 90, 94 (bottom), 106 (top right), 115 (top left; middle left), 116, 118 (C); Istock: pp. 45, 125 (E); Shutterstock: pp. 5, 10, 11, 12, 13, 14 (portraits on the right), 18, 20 (C, D, E-F), 22, 23, 25, 26, 27, 30, 32 (image on the background), 33, 34 (top right illustration; space image on the background), 35, 36, 37, 38, 40, 42, 46, 47, 48, 50, 51 (Fuji Delight pictures), 52, 53, 54 (top right), 55, 57, 59, 60 (top photos), 61, 62, 63, 66, 67 (bottom), 68, 69, 71, 72, 73, 74, 76, 78, 79, 81, 82 (top right), 83, 84, 86, 87, 88 (photos ex 1), 91, 93 (photos ex 2), 95 (middle), 96, 97, 98 (A, C, E), 99, 100, 102, 104, 105, 106 (left), 107, 108, 109, 110, 112, 113, 114 (A, B, C; photo on the background), 115 (images on the background), 117, 118 (A, B), 119, 120, 122, 123 (bottom), 124, 125 (D), 126, 127, 129, 130, 131, 132, 186, 187, 188, 190, 194, 202, 203, 204, 205, 206, 210, 211, 216, 218, 221, 222, 223 (top), 229, 230, 231, 234 (A, B, C), 235, 237, 238, 239, 242, 243, 245, 246, 247, 250, 251, 253, 254 (A, B, D), 260, 261, 262 (photo 2, 3), 263. Sitography: youtube.com/ khanacademy; khanacademy.org (p. 43). Video Acknowledgements Commissioned video production in London: Mainline Design Ltd (David Turner & Nilesh Mistry), London. Video Grammar Maps: Lightbox Culture videos: ELI Archives

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