Welcome to. Vocabulary Presenta il nuovo lessico dell unità. Presentation 1 Articoli, blog, pagine web per scoprire la lingua e la cultura inglese.

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2 Welcome to In ogni Unit troverai: Vocabulary Presenta il nuovo lessico dell unità. LEARN TO LEARN Particolarità degli usi della lingua inglese. Presentation Articoli, blog, pagine web per scoprire la lingua e la cultura inglese. Presentation 2 Una photostory con ragazzi della tua età che vivono e studiano a Londra. Vocabulary Un secondo campo lessicale in ogni unità. Grammatica anticipata in piccoli passi: vedrai la regola e l applicherai subito parlando con il tuo compagno. Grammar Tabelle, spiegazioni complete, esempi ed esercizi. Differenze fondamentali con la lingua italiana. Ampliamento nel Grammar reference in coda al Workbook. Functions Video per introdurre le funzioni comunicative: imparerai guardando e ascoltando i tuoi coetanei inglesi, poi toccherà a te parlare! Build your competences La pratica delle quattro abilità linguistiche con argomenti culturali e letture CLIL.

3 Test your competences e Exam practice Ogni due unità, esercizi sommativi con autovalutazione. Nella sezione Exam Practice potrai esercitarti con attività utili alla preparazione degli esami e delle certiicazioni. Multiplex Vai al cinema con Sprint! Guarda le clip direttamente sul tuo FLIP BOOK. Culture e Festivals Alla ine del tuo libro, una sezione dedicata alla cultura, alla storia e alle principali celebrazioni del mondo anglofono ti permetterà di approfondire e confrontare più culture. Sprint FLIP BOOK Students s Book & Workbook interamente sfogliabili, attività interattive e tutti gli audio e i video integrati. Potrai fare il karaoke con i testi, salvare i tuoi esercizi e stamparli, creare ed esportare documenti personali in Word, approfondire la conoscenza del mondo anglofono con tutte le risorse aggiuntive. Palette Zoom Pagina intera Pennarello Evidenziatore Cancella Colori Cerca parole Crea ed esporta Allegati Links Registra la tua voce Stampa Segnalibro Resources US maps Poster di fonetica con audio Schede di potenziamento Schede di civiltà Culture & Festivals Multiplex Grammar reference Word bank

4 Contents Unit Vocabulary Grammar Who s in charge? p. 8 Housework Adverbs of manner Present simple o Present continuous? Pronomi possessivi whose Avverbi di modo 2 Past times p. 8 Jobs be: Past simple Forma affermativa e negativa Forma interrogativa e risposte brevi be born there was / there were Test your competences -2 p. 28 Exam practice -2 p That s entertainment! p. 30 Entertainment Adjectives to describe feelings Past simple Verbi regolari e irregolari Forma affermativa Variazioni ortograiche Epressioni di tempo passato irst / after that / then / inally Aggettivi in -ing e -ed 4 News events p. 40 The media Places around town Past simple Forma negativa Forma interrogativa e risposte brevi Past continuous Forma affermativa e negativa Forma interrogativa e risposte brevi Past simple e Past continuous con when e while Test your competences 3-4 p. 50 Exam practice 3-4 p. 5 5 Art tours p. 52 The world of art Giving directions Present simple con valore di futuro How long? How far? How + aggettivo Usi dell imperativo Preposizioni di moto

5 Pronunciation Functions Build your competences Resources /l/ e /r/ Talking about how you do things Culture: Housework in the USA Reading: capire un brano sui lavori domestici degli adolescenti americani Listening: capire un intervista sulle abitudini degli adolescenti americani Speaking: interagire in un dialogo sulle abitudini nella propria famiglia Writing: scrivere un sulla vita in famiglia nel proprio paese Grammar reference Schede -4 FLIP BOOK Video tutorials -4 Functions Video /w/ Talking about past events CLIL History: Child labour Reading: capire un brano sul lavoro minorile nel periodo vittoriano Listening: capire un dialogo sul lavoro minorile nel periodo vittoriano Speaking: interagire in un dialogo su traccia, parlando del lavoro minorile oggi Writing: scrivere una lettera in cui riferire quanto discusso sul lavoro minorile oggi Grammar reference Scheda 5 FLIP BOOK Video tutorials 5-7 Functions Video 2 La pronuncia di -ed Describing experiences Culture: Nelson Mandela Reading: capire un brano sulla vita di Nelson Mandela Listening: capire un giornalista che racconta del giorno in cui Mandela fu liberato Speaking: recitare a coppie un intervista immaginaria a Mandela Writing: scrivere un intervista immaginaria a Mandela su traccia Grammar reference Scheda 6 FLIP BOOK Video tutorials 8-9 Functions Video 3 /ai/, /ei/, /OI/ Telling a story Culture: Urban youth styles Reading: capire un brano sulle mode giovanili del passato Listening: capire un racconto sull urban style di New York Speaking: rispondere a delle domande sulla propria città Writing: scrivere una lettera su traccia, descrivendo una città a piacere Grammar reference Schede 6-8 FLIP BOOK Video tutorials 0-2 Functions Video 4 / U/ e /au/ Asking for information CLIL Art: American and British landmarks Reading: capire un brano su alcuni luighi famosi degli USA Listening: capire una guida turistica che descrive Trafalgar Square Speaking: interagire in un dialogo, scambiandosi informazioni date Writing: scrivere una breve testo su traccia, in cui si descrive un monumento della propria città Grammar reference Schede 9-0 FLIP BOOK Video tutorials 3-5 Functions Video 5

6 Contents Unit Vocabulary Grammar 6 The natural world p. 62 Natural places Wild animals Il comparativo degli aggettivi (not) as as Il superlativo degli aggettivi less / the least Test your competences 5-6 p. 72 Exam practice 5-6 p Holidays p. 74 Holiday accommodation Holiday activities be going to Forma affermativa e negativa Forma interrogativa e risposte brevi How about? / Why don t? / Let s 8 Eating out p. 84 Places to eat Menus Present continuous per il futuro Present continuous e be going to can (permesso e possibilità) Indeiniti composti 9 Rules and regulations p. 94 Rules and regulations Holiday equipment have to Forma affermativa e negativa Forma interrogativa e risposte brevi must Forma affermativa e negativa mustn t e don t have to need to / don t need to Test your competences 7-9 p. 04 Exam practice 7-9 p. 05 Word bank pp. 06- Irregular verbs pp. 2 Workbook pp Grammar reference pp Word list pp Multiplex p. 77 Charlie and the Chocolate Factory Nanny McPhee and the Big Bang Culture pp The USA New York City American history timeline British history timeline Festivals pp Bonire Night Independence Day Thanksgiving and Kwanzaa

7 Pronunciation Functions Build your competences Resources Word stress Making comparisons Culture: Popular trends Reading: capire un brano sugli oggetti in voga tra gli adolescenti di ieri e di oggi Listening: capire delle persone che parlano dei loro oggetti preferiti Speaking: descrivere un oggetto e invitare il proprio compagno a indovinarlo Writing: scrivere una lettera in cui descrivere gli oggetti di tendenza del proprio paese Grammar reference Schede -4 FLIP BOOK Video tutorials 6-7 Functions Video 6 /u / e /U/ Talking about future intentions Culture: National parks in the USA Reading: capire un brano sui parchi naturali statunitensi Listening: capire un dialogo in cui si parla di una vacanza futura Speaking: interagire in un dialogo su traccia in cui si organizza una vacanza futura Writing: scrivere un in cui si raccontano i propri progetti per l estate Grammar reference Scheda 5 FLIP BOOK Video tutorials 8-9 Functions Video 7 /g/ e /k/ Ordering food over the phone Culture: Wild London Reading: capire un brano sugli animali selvatici di Londra Listening: capire una guida che parla dei corvi imperiali della Torre di Londra Speaking: interagire in un dialogo su traccia in cui si parla degli animali selvatici del proprio territorio Writing: scrivere una breve descrizione degli animali selvatici del proprio territorio Grammar reference Schede 6-9 FLIP BOOK Video tutorials 20-2 Functions Video 8 Silent letters Talking about school rules Culture: Legal age limits Reading: capire un brano su alcuni limiti di età imposti dalla legge del Regno Unito Listening: capire un dialogo sui limiti di età imposti dalla legge Speaking: interagire in un dialogo su traccia sui limiti di età del Regno Unito Writing: scrivere un breve testo su traccia sui limiti di età del proprio paese Grammar reference Schede 20-2 FLIP BOOK Video tutorials Functions Video 9 Royal and Presidential residences Road safety

8 Who s in charge? B A Vocabulary Word Bank p. 06 Osserva le foto. Quali delle attività indicate fai volentieri? 2 Abbina la parole e scopri i lavori domestici. Segna (3) quelli rappresentati nelle foto. babysit a the washing-up 2 do b the beds 3 do c the ironing 4 do d the dishwasher / the washing machine 5 lay / clear e your room 6 load / unload f little brothers or sisters 7 make g the table 8 take h the bins out 9 tidy i the laundry j the vacuuming 0 hang out Ascolta e controlla. Scrivi quali lavori domestici pensi che facciano gli adolescenti britannici. Babysit little brothers or sisters, 8 eight C LEARN TO LEARN In inglese si usa il verbo do per indicare lavori o attività e il verbo make per indicare una cosa che viene creata o prodotta. Inserisci make o do per completare le seguenti azioni: the ironing, the washing-up, the vacuuming, your homework 2 the beds, a cake, a cup of tea, a meal

9 D Presentation 5.3 E Leggi e ascolta i racconti di quattro adolescenti britannici e controlla le tue risposte. Household chores: whose jobs are they? Chloe (5) My parents work full-time, so in our house my brother Ben and I get pocket money to do chores. He usually does the vacuuming, lays the table, does the washing-up and takes the bins out; I clear the table, unload the dishwasher and walk the dog. Grace (4) There s a great system for doing chores in our house! While my brother Sam is hanging out the clothes, laying and clearing the table, loading the dishwasher, taking the bins out, tidying my room and his, making his bed and mine, I babysit our little sister! So, whose turn is it to unload the dishwasher? It s not mine! It s Sam s Joey (6) My mum doesn t believe in traditional boys or girls chores for my sister Rochelle and me. So Rochelle takes out the bins, helps in the garden and walks the dog. I usually tidy up, make the beds, do the ironing and the washing-up! It keeps mum happy! Wayne (5) We have constant arguments at home about chores. Our parents ask: Whose turn is it to load or unload the washing machine? My brother and I shout: Yours!, and our parents say it s certainly not theirs So we do it all together! Glossary household chores lavori domestici tidy up riordinare 6 whose Comprehension Scrivi cosa fa ciascuno. Chloe: clear the table, Ben: Grace: Sam: Joey: Rochelle: Wayne: arguments litigi yours! tocca a te! Whose turn is it to unload the dishwasher? It s not mine! It s Sam s. 7 Pairwork Di chi è il turno? Mettetevi d accordo su chi farà le pulizie oggi e preparate una tabella nel quaderno. A I lay the table, load and unload the dishwasher. B I can take the bins out and 8 A gruppi di quattro, fatevi domande e rispondete sui turni di ciascuna coppia. A Whose turn is it to make the beds? B It s mine. / It s Sara s. nine 9

10 The School Magazine 0 Presentation 2 2 ten.4 Dove stanno andando Sasha ed Evie? Ascolta e leggi il dialogo. Logan Hey girls! What s up? Why are you whispering? Sasha Sh! Logan! You don t need to talk so loudly! Evie Be quiet and come with us! We re late so you need to walk quickly! Logan Come where? What is going on? Aren t you feeling well? Sasha We re perfectly ine! Why are you following us? Logan Me? I m only asking politely what you re doing and Evie Don t be silly Logan! Sasha Listen, we re on our way to a meeting with the new editor of the School Magazine. Logan In that case you can talk to me because I m the new editor!.4 Riascolta e ripeti. Glossary whispering in that case sussurrando in questo caso 3 K Comprehension Rileggi il dialogo e indica se le frasi sono vere (T), false (F) o se l informazione non è presente (DS). Logan thinks he knows what the girls are whispering about. Sasha and Evie aren t happy to meet Logan. 2 Evie doesn t want Logan to come with them. 3 Logan thinks one of the girls is ill. 4 Evie isn t feeling well. 5 Logan is the new editor of the School Magazine. T F DS

11 Vocabulary: Adverbs of manner 4.5 Completa la tabella degli avverbi di modo con i contrari. Poi ascolta e controlla. sadly / unhappily loudly slowly well softly calmly quietly loudly 4 hard 2 happily 5 angrily 3 badly 6 quickly 5 Cosa stanno facendo? Scrivilo sotto ogni foto come nell esempio. play happily run quickly walk slowly sing badly study hard talk angrily She s singing badly. It s. 2 She s. 3 They re. 4 It s. 5 He s. 6 Pairwork Domandatevi come fate le seguenti azioni e rispondete, usando i suggerimenti dati. How well do you speak English? 2 dance? 3 sing? 4 write text messages? 5 run? 6 ride a bike? A How well do you speak English? B I speak English badly! What about you? A I speak English well! Avverbi di modo You don t need to talk so loudly! You need to walk quickly! Aren t you feeling well? 7 Over to you Ora riporta le risposte del tuo compagno al resto della classe, come nell esempio. Edoardo speaks English badly, but he can dance very well eleven

12 Grammar Present simple o Present continuous? He usually does the vacuuming. Sam s hanging out the clothes. Il Present simple si usa per esprimere azioni abituali ed è spesso accompagnato da avverbi di frequenza come always, often, usually, sometimes, never o espressioni di frequenza come once / twice / three times a week / a month / a year. Il Present continuous si usa per azioni che avvengono in questo momento o in questo periodo di tempo. È spesso accompagnato da espressioni di tempo come now, at the moment, today. Si trova spesso in frasi che iniziano con while (= mentre). Completa le frasi con la forma corretta del Present simple dei verbi del riquadro. do (x2) babysit wash load make tidy up Do you wash the car every Saturday? She often her neighbours little girl. 2 Simon the washing-up every night? 3 No, he doesn t. He the dishwasher. 4 Who the ironing in your house? 5 My sister does. I only my room. 6 We always the beds after breakfast. 2 Completa l con il Present continuous dei verbi tra parentesi. Hi Fran, What s happening (happen)? You (not answer) the phone. 2 you (do) the vacuuming? Or 3 you (listen) to loud music? I hope you 4 (read) this . Come to my house and let s have a chat. I want to know who Sandra 5 (go) out with these days. Is she still with Tommaso? I really fancy him! I 6 (inish) my chores now and I 7 (wait) to hear from you. Come soon, Malia 3 Cerchia l alternativa corretta. They tidy / re tidying up the house after the party. I always lay / am laying the table but I don t like clearing it. 2 Sanya can t come. She babysits / is babysitting her little sister. 3 Rebecca never takes / is taking the bins out when it is her turn. 4 Mum can t come to the phone. She washes / is washing her car. 5 We do / are doing our chores quickly so we can go out. 6 In this house we all make / are making our beds every day. 4 Completa le frasi con i verbi del riquadro al tempo corretto. tidy up take do wash clear babysit do We usually do the washing-up after dinner, but tonight we re doing it at 6 p.m. I can t hear you, Jill! I the vacuuming. 2 How many nights a week you usually? 3 Why you the bins out? It s my chore! 4 Kayra her room once a week. 5 She can t come to the phone. She her car. 6 The children often the table after Sunday lunch. Pronomi possessivi Aggettivi possessivi my your his her its our your their Pronomi possessivi mine yours his hers / ours yours theirs 2 twelve Grammar reference, 2 VIDEO TUTORIAL

13 Grammar Pronomi possessivi whose Don t make a mess! This is my room, not yours. Our dishwasher is really old but theirs is new. Where s Jane s book? Is this hers? Si usa un pronome possessivo invece di un aggettivo possessivo quando non si vuole ripetere il nome (your room = yours). Il pronome e l aggettivo possessivo his sono identici. Non c è un pronome corrispondente all aggettivo possessivo its. Come gli aggettivi possessivi, anche i pronomi possessivi concordano sempre con il possessore, non con la cosa posseduta. Completa. Traduci gli esempi del Focus e scegli l alternativa corretta. In inglese si mette / non si mette l articolo davanti al pronome possessivo. 5 Pronome o aggettivo? Cerchia l alternativa corretta. This isn t my / mine purse. My / Mine is red. My / Mine mobile phone isn t working. Can I borrow your / yours? 2 These are not Leila s sunglasses. Hers / Her are black. 3 Where are our / ours keys? We need them now! 4 Don t touch those books. They are our / ours. 5 Who does the ironing in their / theirs house? 6 Sostituisci le parole sottolineate con il pronome possessivo corrispondente. It isn t my chore. It s your chore. It isn t my chore. It s yours. Use your laptop. This is my laptop. 2 Is this Kerry s school uniform? Yes, it s her school uniform. 3 Girls, are you making the boys beds? Certainly not, we re making our beds. 4 Dad can wash mum s car. I think his car is clean. 5 Our bins are already out. Are they taking their bins out? This room is a mess! Whose bag is it? oppure Whose is this bag? Whose video games are they? oppure Whose are those video games? Whose chores are these? oppure Whose are these chores? Whose child is this? oppure Whose is this child? Whose significa Di chi? e può essere usato sia come aggettivo che come pronome. Si possono avere due costruzioni: Whose + sostantivo singolare / plurale + is / are? (Whose è aggettivo.) Whose + is / are + sostantivo singolare / plurale...? (Whose è pronome.) 7 Completa le domande con whose e scrivi le risposte. Whose camera is it? (my camera) It s mine. Whose keys are they? (her keys) They re hers. mobile is it? (his mobile) 2 magazine is it? (our magazine) 3 chores are they? (your chores) 4 car is it? (their car) Attenzione a non confondere Whose (Di chi), Who s (Chi è), Who s got (Chi ha). Whose car is this? (Di chi è questa macchina?) Who s your teacher? (Chi è il tuo insegnante?) Who s got a dictionary? (Chi ha un vocabolario?) 8 Cerchia l alternativa corretta. Whose / Who s purse is it? It s mine. Whose / Who s chore is it? It s yours. 2 Whose / Who s got a new laptop? Rajiv has. 3 Whose / Who s that boy? He s my brother. Grammar reference 2, 3 VIDEO TUTORIALS 2, 3 thirteen 3

14 Grammar Avverbi di modo She s a calm person. She speaks calmly. They are good students. They do their homework well. This exercise is hard. I m working hard to do it. I m late for school because my bus always arrives late. Gli avverbi di modo si usano per indicare in che modo viene compiuta l azione. Gli avverbi di modo regolari si formano aggiungendo -ly all aggettivo (calm calmly). Alcuni avverbi subiscono delle variazioni ortografiche: - se l aggettivo finisce in -y, si cambia -y in -ily (angry angrily); - se l aggettivo finisce in -ic, si aggiunge -ally (fantastic fantastically); - se l aggettivo finisce in -ble, si cambia -ble in -bly (possible possibly). Infine alcuni avverbi di modo sono irregolari: cambiano totalmente rispetto all aggettivo (good well) oppure restano invariati (hard hard / late late / fast fast / early early). 9 Trasforma gli aggettivi tra parentesi in avverbi e completa le frasi. Students work very quietly (quiet) during exams. If you ask me (polite), I can help you. 2 It is dangerous to walk (quick) on ice. 3 Don t be secretive! You can speak (free). 4 The neighbours are playing music so (loud)! 5 The guy in the black jacket is acting (suspicious). 6 Are you sitting (comfortable)? 0 Round up! Cerchia l alternativa corretta. Where s my mobile? No, this isn t my / mine. This is your / yours. Ah, here it is. I ve got a nice photo on it. Look! I smile / m smiling because I m on holiday. I sit / m sitting on the beach and I m talking quiet / quietly to my / mine friend Romina. We talk / re talking about her / hers brother. He s acting funny / funnily. She thinks he s got a new girlfriend. Completa. Traduci gli esempi del Focus e rifletti sulla posizione dell avverbio in inglese. Indica se viene messo: A B tra il verbo e il suo complemento; dopo il complemento. Translation Traduci in inglese. Che cosa stai facendo? Metto in ordine la mia camera. Lo faccio tutte le domeniche. 2 Di chi è questo DVD? È mio! Il tuo è sul tavolo in soggiorno. 3 Leggi attentamente questo messaggio. Grammar reference 4 VIDEO TUTORIAL 4 Pronunciation: \l\ e \r\ Il suono /l/ della parola lemon si pronuncia con la lingua arricciata e appoggiata al palato. Il suono /r/ della parola red si produce in modo analogo, ma è detto vibrante, perché la lingua è arricciata all indietro, non tocca il palato, lo sfiora, e vibra. Attenzione! I suoni /l/ e /r/ sono silenziosi in molte parole (e.g. calm /ka m/, salmon /ˈsœm n/, corridor /ˈkÅrIdO r /)..6 Ascolta e ripeti. I live a calm life but last night there were people running in the corridor! 2.7 Ascolta e cerchia l alternativa corretta. Poi riascolta e indica in quali parole la /l/ o la /r/ non sono pronunciate. Flames / Frames are red. 2 The liver / river is important for survival. 3 That s a rather heavy lock / rock. 4 Feathers are light / right for lying. 5 It s a terrible light / fright. I m scared! 6 It s a really big room / loom with a beautiful red carpet. 4 fourteen

15 Functions Talking about how you do things Guarda il video e cerchia l attività che Elis sta spiegando ad Amy. play Jenga make pizza build a ire tell a joke take a picture play the guitar Whose turn is it? It s mine / yours / his / hers / ours / theirs. How do you play Jenga / make a pizza / play the guitar? You do it carefully / quickly / quietly / slowly 2 Guarda di nuovo e riordina il dialogo su come raccontare una barzelletta. 0 And just when nobody is expecting it, you attack suddenly with the punch line. First check whose turn it is because if it s not yours and people aren t listening carefully, there s no point trying to tell a joke! Go on then Elis! How do you do it? Go on then tell me a joke! No! If you want to do it well you need to build up gradually. Oh, I always tell them really quickly! That s why mine go so badly! OK, I ve got that. Right! That sounds easy! Then you need to start slowly, but work hard to present it comically. 4 Pairwork Come fate le seguenti attività? Fatevi domande e rispondete, usando parole ed espressioni degli esercizi precedenti. do a magic trick play a card game get good grades at school ride a horse play a musical instrument make a speech A How do you do a magic trick? B Well irst of all you need a secret assistant in the audience! A OK. Then? B Then he / she distracts their attention and you create magic. A OK, I ve got that. Go on then 3 Rileggi il dialogo e abbina. listen 2 start 3 present 4 tell 5 go 6 build up 7 attack a badly b carefully c comically d gradually e quickly f slowly g suddenly ifteen 5

16 Build your competences Housework in the USA Warm up Pairwork Osservate le foto delle pagine. Quali vi rappresentano maggiormente? Perché? Reading 2 Leggi il testo velocemente e abbina una domanda a ogni paragrafo. a b c How can parents get their kids involved in housework? How much time do American children spend on household chores? What are the beneits of doing household chores? A d e What can children do? Why don t American children help much around the house? A recent study at the University of Maryland in the USA estimates that American children aged 6 to 2 do less housework than children in other countries. On average, they spend less than three hours per week, compared to 4 hours a week watching TV! There are many reasons children in the US don t help around the house. Often both parents are at work every day, so there is little time to get children involved in household chores and parents prefer to avoid nagging, supervising or showing kids what to do. For a family to function properly, children need to do housework and by learning to do it, they can look after themselves and contribute to the lives of others. This makes them happy and gives them a sense of responsibility and autonomy, important in adult life. Based on international comparisons, 0 year-olds can load or unload the dishwasher, do the washing-up, tidy or vacuum rooms, put the shopping away, take the rubbish out, cook a simple meal, wash, dry and fold clothes, make the beds and water plants. Experts suggest you do housework as a family, as it is a great team-building activity. They advise parents to make it fun: do it with the music on or as a competition, until it becomes part of the children s routine. 3 K Rileggi il testo e indica se le frasi sono vere (T), false (F) o se l informazione non è presente (DS). American children do more housework than children in other countries. They spend about 4 hours a week watching TV. 2 In other countries one parent is usually at home with the children. 3 Doing things for yourself and others makes you happy and independent. 4 0-year-old children can t cook meals. 5 Experts think housework is a good activity to do as a family. 6 They think it s important for parents to pay children for doing housework. Glossary estimates stima less than meno di on average di media get involved coinvolgere nagging assillare T F DS 6 sixteen

17 Build your competences Listening 4.8 K Ascolta un intervista con un esperto che spiega perché i bambini americani non aiutano i loro genitori a casa e scegli l opzione corretta (A, B o C). American parents don t teach their children to... A clean and tidy. B look after their parents. C watch and learn from others. What is the consequence of this? A They can t get jobs. B They can t look after others. C They can t look after themselves. 2 Children who grow up in small societies learn... A survival skills early. B to read early. C technology early. 3 Children who grow up in large complex societies learn... A academic skills. B household chores. C both of these. 4 Children in Scandinavian countries do more housework because their parents... A are unkind. B are less tolerant. C have less money. 5 Consequently children grow up more... A intelligent. B individualistic. C independent. 6 What do American kids expect from their parents? A entertainment B help C both of these things Speaking 5 T Pairwork Fatevi le seguenti domande sulle abitudini nella vostra famiglia. Prendete nota delle risposte. Do parents usually do a lot of things for their children in your country? Yes, they do. / No, they don t. Do children prefer to spend time on schoolwork, play or household chores? They spend more time on and less time on How much TV do they watch a week? How much homework do they do? How many hours of chores do they do? They watch hours TV a week. They do hours homework a week and they do chores a week. Are children independent or individualistic in your country and why? Children in my country are because... Writing 6 ES T Scrivi un a un amico straniero. Parlagli della vita in famiglia nel tuo paese. Usa le risposte all esercizio 5 come traccia. C B VideoSprint Intervista un membro della tua famiglia. Chiedi quante ore dedica al lavoro, quante alle faccende domestiche e quante allo svago. SprintAhead Fai una ricerca sui lavori che facevano i bambini del tuo paese nel passato. nine 7

18 2 Past times C A B Vocabulary Word Bank p. 06 Osserva le immagini. Quali mestieri sono rappresentati? D 2.9 Abbina i mestieri all icona corrispondente. Poi ascolta e controlla. baker 3 doctor 5 hairdresser 2 bricklayer 4 farmer 6 miner 7 painter 8 ofice worker A 2 B C D E F G H 8 3 Completa le frasi con i mestieri dell esercizio 2. eighteen A farmer works on a farm. An works in an ofice. 2 A works in a salon. 3 A works in a hospital. 4 A works in a bakery. 5 A works in a studio. 6 A works in a mine. 7 A works on a building site. 4 Pairwork Quali mestieri dell esercizio 2 ti piacerebbe fare? A I would like to be a doctor and work in a hospital. What about you? B I d like to be a painter LEARN TO LEARN La parola inglese work è sia un verbo, sia un uncountable noun. Indica un lavoro in termini generici. La parola job è un countable noun e ha il signiicato più speciico di professione retribuita.

19 2 E Presentation 5 F.0 Leggi e ascolta un brano sui lavori peggiori della storia britannica. 6 What was work in the mine often like? A easy B interesting C unpaid The Worst Jobs in History! What were the worst jobs in history? In Roman Britain it was perhaps the work of the gold miners, which was difficult, boring and dangerous and often an unpaid punishment for criminals. In Saxon Britain (4th-th century AD) many farmers were also bricklayers and bakers all at the same time, and there wasn t any pay for their work, which was physically hard and dirty without machinery to help them. During the Middle Ages, working conditions were difficult for the barber surgeons (a kind of doctor and hairdresser) who were responsible for people s hair and their serious illnesses without much equipment, information or medicine to help them! In the 6th century theatre jobs were only for men. Shakespeare s Juliet was a boy with heavy make-up, not a girl! It wasn t a stylish or a respectable job, as there was no pay, the make-up was poisonous and the women s clothes were very uncomfortable! During the 7th century, the work of painters in churches and cathedrals was infinite and very dangerous, but the painters themselves weren t famous or well-paid. In Georgian Britain (8th-9th century), the job of an artist s model was also poorly paid, tiring, boring and physically heavy, as it was necessary to hold uncomfortable poses for a very long time. Finally, during the 20th century people were responsible for extremely repetitive and boring tasks as office workers. Even the writer Charles Dickens was the office Glossary boy for a lawyer when young! So was there a worst peggiori worst job in history? No, unpaid non retribuito there wasn t just one. poisonous velenoso, tossico There were lots of them! Comprehension Rileggi e scegli l opzione corretta (A, B, o C). What type of job was very dificult in the Middle Ages? A barber B surgeon C barber surgeon 2 What was dangerous for Shakespeare s boy actors? Their A clothes. B make-up. C workplace. 3 When was life as an artist s model very hard? A in Roman Britain B in the Middle Ages C in the 20th century 4 Where was one of Charles Dickens s early jobs? A in a church B in an ofice C in the theatre be Past simple It was the work of the gold miners. famous. The painters weren t What were the worst jobs in history? 7 Pairwork Di quale mestiere si tratta? Rileggete il testo, fatevi domande e rispondete usando gli aggettivi del riquadro, come nell esempio. dangerous unpaid heavy dirty uncomfortable dificult boring repetitive A It was a dangerous and dificult job. B Miner. 8 Over to you Che mestiere facevano i tuoi nonni? E i tuoi bisnonni? Parlane con un compagno. A My grandad was a doctor. My greatgrandad was a farmer. What about you? B My grandad was a nineteen 9

20 2 He was born in Presentation 2 2 twenty. Sasha ha intervistato suo nonno per il magazine della scuola. Ascolta e leggi il dialogo. Sasha So what do you think of my interview with Grandpa? Arif Awesome! We just need to write it up now! So, when and where was he born? Sasha He was born in Kingston, Jamaica, in 950. Arif Remind me about his irst memory Sasha It was of his mum s beautiful voice. When she was young, she was an opera singer. Arif Was she, really? And what was your grandpa s irst job? Sasha His irst job was as a bellboy in Jamaica. Arif What is that? Sasha It s a person who works in a hotel and carries people s luggage. Arif What about your mum? Was she born in London? Sasha Yes, she was born on 4th August 973, when my grandpa was only 23 years old and a law student. Arif Wow! I bet that wasn t easy. Sasha No, but he and my grandma were very happy because it was a great time to be in London. And they re still happy. Yesterday it was their 45th wedding anniversary. Riascolta e ripeti. Glossary Awesome! bellboy law student Fantastica! portiere, usciere studente di giurisprudenza 3 ES Comprehension Completa il riassunto dell intervista di Sasha a suo nonno. Sasha s grandpa was born Jamaica in 2. His 3 memory was of his mum s 4 voice. She 5 an opera 6. Sasha s grandpa s first job was as a 7 in a 8. Sasha s mum was born 9 4th August 0 in when her grandpa was 2 years old and a law student.

21 2 Vocabulary Word Bank p K Abbina le descrizioni ai mestieri. I work in a secondary school. I teach teenagers. t eacher She works at home. She does the housework and looks after her children. h 2 A person who works in an ofice. o 3 I sell clothes and shoes in a department store. s 4 He creates and develops software programs. c 5 I work in a legal ofice and represent people in court. l 6 I work on a production line which makes cars. f 7 She wears a uniform. She investigates crimes. p 8 He delivers letters and parcels. p 9 I serve food and drinks in a small restaurant. w 0 I help doctors in hospital. n I design roads and bridges. e 2 She works in a restaurant. She prepares and cooks food. c Jobs shop assistant computer programmer postman policewoman housewife nurse cook teacher waiter lawyer factory worker office worker engineer 5.2 K Cosa facevano da giovani? Ascolta e abbina i nomi ai mestieri. C Joss A babysitter 2 Peter B waiter 3 Catherine C bricklayer 4 Paul D shop assistant 6 Pairwork Domandatevi dove e quando siete nati e rispondete. A Where were you born? B I was born in Rome. A When were you born? B I was born on st June be born Where were you born? I was born in London. When was your mother born? She was born on 4th August Over to you Riferisci le risposte del tuo compagno al resto della classe. Paolo was born in on twenty-one 2

22 2 Grammar be: Past simple Forma affermativa Forma affermativa I was happy. You were happy. He / She / It was happy. We / You / They were happy. be: Past simple Forma negativa Forma negativa estesa e contratta I was not (wasn t) happy. You were not (weren t) happy. He / She / It was not (wasn t) happy. We / You / They were not (weren t) happy. The work of gold miners was difficult. Farmers were also bricklayers. Il Past simple di be ha due forme: was per la prima e la terza persona singolari e were per la seconda persona singolare e per le persone plurali. Non esistono forme contratte. Il Past simple è spesso accompagnato da espressioni di tempo al passato come: yesterday, yesterday morning, last night, a year ago, in 955, when I was a child / young The pay was not / wasn t good. The artists were not / weren t famous. La forma negativa si ottiene mettendo not dopo was e were. Le forme contratte sono wasn t e weren t. 3 Riscrivi le frasi dell esercizio 2 alla forma negativa. We weren t at the cinema last night. Cerchia l alternativa corretta. His parents was / were from Rome. Her voice was / were beautiful. 2 His grandparents was / were farmers. 3 She was / were a hairdresser. 4 The building site was / were dangerous. 5 My grandma and grandpa was / were doctors in a hospital. 2 Completa le frasi con was e were. Aggiungi yesterday, last, ago secondo i casi. We were at the cinema last night. They at school morning. 2 I on holiday two weeks. 3 Zoe tired and bored afternoon. 4 You in a different class year. 5 My birthday a month. 6 Pete and Jamie at home Sunday. 4 Scrivi frasi alla forma affermativa (3) o negativa (7). I / in London / last summer (7) I wasn t in London last summer. The boys / at a football match / yesterday (3) The boys were at a football match yesterday. Evie / at home / last Sunday (7) 2 You / at the party / last night (7) 3 We / in Rome / two months ago (3) 4 Sasha / at school / yesterday (7) 5 My friend and I / in the USA / last year (3) 6 Chloe / at the hairdresser s / an hour ago (3) 22 twenty-two Grammar reference 5 VIDEO TUTORIAL 5

23 Grammar 2 be: Past simple Forma interrogativa e risposte brevi Forma interrogativa Was I happy? Were you happy? Was he / she / it happy? Were we / you / they happy? Risposte brevi affermative Yes, I was. Yes, you were. Yes, he / she / it was. Yes, we / you / they were. What was your grandpa s first job? Were your grandparents from Jamaica? Yes, they were. / No, they weren t. Nella forma interrogativa del Past simple di be, was e were si mettono prima del soggetto. Ricorda che nelle domande con What, Where, When, etc. la parola interrogativa va sempre prima del verbo. 5 Riscrivi le frasi dell esercizio 4 alla forma interrogativa. Was I in London last summer? 6 Scrivi domande e risposte brevi affermative (3) o negative (7). the job / dificult (3) Was the job dificult? Yes, it was. the artists / rich (7) Were the artists rich? No, they weren t. the children s hands / dirty (3) 2 the magic tricks / dangerous (7) 3 the maths exam / easy (7) 4 your new trainers / comfortable (7) 5 your homework / boring (3) 6 the songs / beautiful (3) Risposte brevi negative No, I wasn t. No, you weren t. No, he / she / it wasn t. No, we / you / they weren t. be born Shakespeare was born in Stratford-upon-Avon in 564. Charles Dickens was born on 7th February 82. Per parlare della nascita, in inglese si usa il Past simple di be + born. Ricorda! Le date in inglese si esprimono solo con i numeri ordinali. Si possono scrivere in due modi: 7th February 82 / February 7th 82 e si pronunciano aggiungendo the e of: the seventh of February eighteen twelve (si veda Sprint, Starter Unit, pag. 3). L anno, di solito, viene pronunciato leggendo i numeri a coppie (82 = eighteen twelve). Completa. Traduci gli esempi del Focus e completa. In italiano per indicare una data si usano i numerali cardinali / ordinali eccetto per il primo giorno del mese. 8 Leggi le risposte e completa le domande con Where o When e il Past simple di be. Where was Sasha s grandpa born? He was born in Jamaica. he born? He was born in the 950s. 2 Sasha s mum born? She was born in the 970s. 3 their children born? They were born in the 990s. 4 their children born? They were born in London. 5 Charles Dickens born? He was born in Charles Dickens born? He was born in Portsmouth. 7.3 Ascolta e controlla. Grammar reference 5 VIDEO TUTORIALS 5, 6 twenty-three 23

24 2 Grammar there was / there were Round up! Completa il brano con was, were, wasn t, weren t. Aggiungi there dove è necessario. There was a nice boy. There were boy actors. Yesterday was the 3st October. Yes, it Halloween but I 2 at home to play Trick or Treat on our neighbours. I 3 in hospital! 4 other children in hospital and 5 a special Trick or Treat party. Our costumes 6 scary, but unfortunately 7 any sweets for us! Al Past simple l espressione there is diventa there was (c era), e there are diventa there were (c erano). La forma negativa, le domande e le risposte brevi seguono le stesse regole di formazione studiate per there is / there are. 9 Completa il brano con there was, there were, there wasn t o there weren t. There was a big fire in our college last night. It was in the kitchen and it was very dangerous because a smoke alarm and 2 any fire extinguishers. We were lucky because 3 two fire escapes, but 4 a ramp for disabled people. 5 lots of students at the assembly point. They were cold and scared: 6 any warm blankets or any hot drinks. 0 Un reporter intervista gli studenti dopo 2 Translation Traduci in inglese. l incendio. Completa l intervista. C erano molti studenti in quella classe. Was there a big ire in your college? Yes, there was. When was the ire? Last night. 2 Gli esami erano dificili. 3 Non c era una scala antincendio nella scuola. 4 Dov erano gli insegnanti? the ire? In the kitchen. 5 Il lavoro era pericoloso. 2 a smoke alarm? No,. 6 Eri annoiato ieri in classe? No. 7 C erano delle modelle a teatro? Sì. 3 any ire escapes? Yes, two. 8 Era tardi. Non c erano muratori nel cantiere. 4 the students? At the assembly point. Grammar reference 5 VIDEO TUTORIAL 7 Pronunciation: \w\ Il suono /w/ della parola world è detto semiconsonante ed è sonoro. Si ottiene formando un piccolo cerchio con le labbra, come quando si spengono le candeline di una torta, e facendo vibrare le corde vocali. Attenzione! Questo suono è silenzioso quando si trova prima della lettera r come in write /rait/..4 Ascolta e ripeti. The white jacket works well in wet weather. 24 twenty-four 2.5 Ascolta e indica tutti i suoni /w/ che senti nelle frasi. Poi riascolta e ripeti. Winter weather in Watford is wet and wild. 2 We won a wonderful award. 3 Why worry when we can relax! 4 My wife s wardrobe was full of dresses. 5 The Welsh writers were the winners!

25 Functions 2 Talking about past events Guarda il video. Che evento sta raccontando Amy? I was born on in There was / were It was / wasn t I was 2 Guarda di nuovo il video e indica se le frasi sono vere (T) o false (F). T F Amy remembers her irst day at school. She was born in May. 2 She was sad to leave her mum. 3 There wasn t any space to sit in the big hall. 4 Her school uniform was clean by the end of the day. 5 She was a good girl on her irst day at school. 3 Completa la conversazione fra Amy ed Elis. Elis Amy Elis Amy Elis Amy Elis Amy Elis Amy Elis Amy Do you remember your irst day at school Amy? Yes, I do. Look! Here s a photo of me. You were! I know! I was very young because I was born in September. 2? Yes, I was, but I was also sad to leave my mum. What else 3? Well, there were lots of children in the big hall so there wasn t any space to sit. Tell me about 4 It was lovely and new and clean in the morning but really dirty by the end of the day! 5 or a bad girl on your irst day at school? I was a good girl of course but there were two very bad boys in my class. 4 Pairwork Pensate a un evento importante della vostra vita (il primo giorno di scuola, una gara sportiva, una cerimonia ). Raccontatelo facendovi domande e rispondendo. Where were you? When was it? Were you happy or sad? What else do you remember? I was in / at I was in / at I was I remember there was / were twenty-ive 25

26 2 Build your competences Child labour Warm up Osserva le immagini e abbinale ai lavori. A chimney sweep 2 clothes-maker 3 lower-seller 4 farm worker 5 servant B Reading 2 Leggi il testo e scopri quali lavori facevano i bambini inglesi in epoca vittoriana. A Families were often very big in Victorian Britain, as there was a high risk of child mortality due to illness or poor living conditions. It was common for poor children to go to work to earn money for their families and not to go to school, which was expensive. Child labour was another cause of death. It was cheap. The average adult wage in the 850s was about 75p a week, but for children it was just 25p a week, and children were able to start work at 4 or 5 years old and do specific jobs because of their small size. They were chimney sweeps, factory, farm and mine workers, clothes or match-makers. Other children were servants in rich people s homes, doing jobs such as washing, sewing, cooking or cleaning. There was also work on the streets, as flower-sellers, fruit-sellers, matchstick-sellers, road-sweepers or rubbish collectors. The work was hard and tiring and the conditions dangerous and dirty. Initially there weren t many laws to protect children, so by 82 about half the workforce was under 20. The Society for the Prevention of Cruelty to Animals was created in 824, but the Society for the Prevention of Cruelty to Children, wasn t around until 89! Things were gradually better. Under the 833 Factory Act, children under 9 weren t allowed in factories and there was two hours education a day for children under 3. By 89 schools were free and compulsory for all children from 5 to 2 and child labour was no longer the norm. 3 INVALSI Rileggi il testo e scegli l opzione corretta (A, B, C o D). Families in Victorian Britain were often A big. B poor. C rich. D small. Child mortality was caused by A illness. B poverty. C work. D all of those things. 2 Child labour was A common. B expensive. C illegal. D uncommon. 3 Child servants were responsible for A animals. B domestic chores. C other children. D waiting at table. C Glossary size match / matchstick (qui) statura iammifero 4 Which of these was street work? A chimney sweep B farm worker C fruit-seller D mine worker 5 The Factory Act was A in 82. B in 824. C in 833. D in twenty-six