ESAMI CAMBRIDGE. In caso di dislessia o deficit fisici puoi sostenere l esame con assistenza speciale amministrativa:

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1 ESM CMBRDGE Fonte: sito BRTSH COUNCL n caso di dislessia o deficit fisici puoi sostenere l esame con assistenza speciale amministrativa: Tempo supplementare: dal 25 al 100% del tempo in più, in base alle tue esigenze Pause assistite durante l esame Uso del computer ssistente a cui dettare le risposte Lettore ssistente per la trascrizione integrale del testo Prova orale: formato standard con assistente per la comunicazione o formato singolo Supervisione separata 2014, Pearson talia, MilanoTorino 1

2 Back to school Test Grammar and Vocabulary 1. Choose the correct alternative. ll my friends like music! Jane always 1 plays / is playing the piano, in fact she loves 2 classical / rap music. Kate likes jazz and she usually 3 plays / is playing the 4 keyboards / saxophone. My friend Tom 5 doesn t play / isn t playing any instrument but he likes Eminem, his favourite music is 6 jazz / rap. He often 7 goes / is going to concerts. My friend Sam and play in a rock band. t the moment 8 play / am playing the 9 electric guitar / trumpet and Sam is playing the 10 violin / drums. /10 2. Circle the correct alternative (a, b or c). 1 There are... eggs. a some b a c any 2 There isn t... sugar in my coffee. a a b any c some 3 want... orange. a a b an c some 4 She needs... butter for the cake. a some b any c a 5 There aren t... carrots in the fridge. a some b any c a /5 3. Circle the correct alternative (a, b or c). 1 We need... popcorn for the party. a many b much c a lot of 2 There isn t... cola in the fridge. a much b many c a lot of 3 have... apples. a many b a lot of c much 2014, Pearson talia, MilanoTorino 2

3 4 There aren t... cucumbers. a a lot of b much c many /4 2014, Pearson talia, MilanoTorino 3

4 4. Complete the sentences with the Present simple or the Present continuous form of the verb in brackets. 1 My friends... (listen) to music now. 2 What... you (do)? B (watch) TV. 3 She usually (go) to school by bus, but this week she (go) by bike. 4 never (eat) meat, m vegetarian. 5. Write the jobs under the relevant picture. Choose from the words given. builder office worker painter film director scientist nurse / , Pearson talia, MilanoTorino 4

5 /6 2014, Pearson talia, MilanoTorino 5

6 6. Complete the sentences with the Past simple form of the verbs in brackets. Last winter (go) to New York for the Christmas holidays (spend) two weeks at my grandparents house. On December 23 rd (leave) Naples airport at (be) very happy! 5... (arrived) in New York after ten hours. My grandparents (be) at the airport (see) the Statue of Liberty and the Empire State Building, and (visit) the Guggenheim Museum (not eat) in an talian restaurant of course, but we (have) a fantastic hamburger in a fast food restaurant. 7. Complete the sentences with the words given. /10 high heavy fast long 1 How... is the Tower of Pisa? 2 How... is the river Nile? 3 How... is your dad s car? 4 How... is an elephant? /4 8. Use the adjectives in brackets to make comparative and superlative sentences. 1 My girlfriend is... (nice) than Miley Cyrus. 2 R.E. is the... (interesting) subject. 3 Pizza is the... (good) food. love it! 4 Palermo is... (hot) than osta. 5 Cats are... (intelligent) than dogs. 6 Luigi is the... (tall) boy in my class. 2014, Pearson talia, MilanoTorino 6

7 /6 2014, Pearson talia, MilanoTorino 7

8 9. Match 15 to ae. 1 water a the table 2 tidy b the dog 3 lay c the plants 4 empty d the dishwasher 5 walk e the room 10. Complete the sentences with the correct form of have to. /5 Every week my brother Tom, my sister Ellie and 1... help my Mum and Dad. Tom 2... walk our dog mos and Ellie 3... water the plants. Tom, Ellie and 4... tidy our rooms but we 5... lay the table at lunch because we eat at school load the dishwasher but Ellie 7... do it because she s too young. nd you, what 8... you... do at home? /8 11. Complete the sentences with must / mustn t or can and the words given. shopping centre museum cinema zoo 1 t the you must / mustn t talk during the film but you can / can t eat popcorn. 2 t the you must / mustn t feed the animals but you can / can t take photos. 2014, Pearson talia, MilanoTorino 8

9 3 t the you must / mustn t eat or drink. 4 t the... you can / can t buy some new clothes. / , Pearson talia, MilanoTorino 9

10 12. Complete the sentences with be going to or the Present continuous form of the verbs in brackets. 1 Dad (leave) tomorrow at What you and your friend (do) next Sunday? 3 love music, (take) piano lessons. 4 What time the coach... (arrive)? 5 My brothers (go) to a summer camp in July. 13. Complete the questions with Whose or Who s. /5 1 My desk is a mess!... exercise books are these? B They re mine flipflops are those? B They re my flipflops going to the cinema tomorrow? B We are going to the cinema skating with you this afternoon? B Charles is skating with me sunscreen is this? B t s Kate s. /5 2014, Pearson talia, MilanoTorino 10

11 Production 14. TRNSLTON Translate. Paolo 1... (Ciao, Carlo, dove sei andato durante le vacanze?) Carlo 2... (Sono andato in Puglia, mi sono divertito tanto.) Paolo 3... (Beato te! o sono rimasto a casa, è stato orribile.) Carlo 4... (La prossima estate abbiamo intenzione di andare in campeggio.) Paolo 5... (E che cosa hai intenzione di fare?) Carlo 6... (Ho intenzione di andare a scalare in montagna, e tu?) Paolo 7... (Non lo so, ma la settimana prossima andremo a un acropark*, ho i biglietti!) Carlo 8... (h, ci sono stato l anno scorso, è molto divertente.) /16 * acropark = acropark 2014, Pearson talia, MilanoTorino 11

12 Back to school test Grammar and vocabulary 1. bbina l immagine 15 al nome dello strumento musicale. Scegli tra quelli dati. drums keyboards piano saxophone violin trumpet 0...saxophone Cerchia l alternativa corretta. /5 0 Jane PLYS / S PLYNG the piano now. 1 Kate often GOES / S GONG to concerts. 2 Tom DOESN T PLY / SN T PLYNG basketball. 3 always LSTEN / M LSTENNG to rap music. 4 My mum REDS / S REDNG a book at the moment. 2014, Pearson talia, MilanoTorino 12

13 /8 2014, Pearson talia, MilanoTorino 13

14 3. Cerchia l alternativa corretta. 0 There are SOME / N eggs. 1 There isn t SOME / NY sugar in my coffee. 2 want N / orange. 3 She needs SOME / NY butter for the cake. 4 There aren t / NY carrots in the fridge. /4 4. Cerchia l alternativa corretta. 0 There aren t MUCH / MNY strawberries. 1 We need LOT OF / MUCH popcorn for the party. 2 There isn t LOT OF / MUCH cola in the fridge. 3 have MUCH / LOT OF apples. 4 There aren t LOT OF / MNY carrots. /4 5. Osserva le immagini 15. Poi scrivi la professione, scegliendo dalle parole date. builder office worker painter film director scientist nurse 0...nurse , Pearson talia, MilanoTorino 14

15 /5 6. Completa le frasi con il Past simple dei verbi tra parentesi. 0...went... (go) to New York for the Christmas holidays (spend) two weeks at my grandparents house. 2 They... (leave) Naples airport at Susy... (be) very happy! 4... (not eat) in an talian restaurant you... (have) a nice time? 7. Cerchia l alternativa corretta. /10 0 How LONG / TLL is a snake? 1 How FST / HGH is the Tower of Pisa? 2 How LONG / BG is the river Nile? 3 How FST / HEVY is your dad s car? 4 How LONG / BG is an elephant? /4 2014, Pearson talia, MilanoTorino 15

16 8. Osserva la tabella. Poi scrivi il comparativo e il superlativo degli aggettivi tra parentesi. COMPRTVO ggettivo corto MORE SUPERLTVO THE THE + ER + ggettivo lungo + ggettivo corto MOST + THN + THN + EST + ggettivo lungo 0 My girlfriend is...nicer than... (nice) Miley Cyrus. 00 Susan is the...tallest... (tall) girl in the class. 1 History is the... (interesting) subject. 2 Pizza is the... (good) food. love it! 3 Palermo is... (hot) than osta. 4 Cats are... (intelligent) than dogs. 5 Luigi is the... (tall) boy in my class. 9. bbina i verbi 14 alle parole ae. /10 0 water a the table 1 tidy b the dog 2 lay c the plants 3 empty d the dishwasher 4 walk e the room /4 2014, Pearson talia, MilanoTorino 16

17 10. Cerchia l alternativa corretta tra HVE TO / DON T HVE TO. 0 Mum HS TO / DOESN T HVE TO water the plants, it s raining! 1 HVE TO / DON T HVE TO study Maths, have a test tomorrow. 2 You HVE TO / DON T HVE TO go to school tomorrow, it s Sunday. 3 We lost the match, we HVE TO / DON T HVE TO train more. 4 Mum, you HVE TO / DON T HVE TO prepare dinner, had a sandwich at the fast food. 11. Cerchia l alternativa corretta tra MUST / MUSTN T. /8 0 t school you MUST / MUSTN T use your mobile phone. 1 t the cinema you MUST / MUSTN T talk during the film. 2 t the zoo you MUST / MUSTN T feed the animals. 3 t school you MUST / MUSTN T listen to the teacher. 4 t home you MUST / MUSTN T do your homework. /4 12. ndica se le frasi esprimono un futuro PROGRMMTO o un futuro NTENZONLE. Cerchia la risposta corretta. 0 Dad is leaving tomorrow at PROGRMMTO / NTENZONLE 00 am going to buy a present for my dad s birthday party. PROGRMMTO / NTENZONLE 1 What are you and your friend going to do next Sunday? PROGRMMTO / NTENZONLE 2 love music, am going to take piano lessons. PROGRMMTO / NTENZONLE 3 What time is the coach arriving? PROGRMMTO / NTENZONLE 4 My brothers are going to a summer camp in July. PROGRMMTO / NTENZONLE /4 2014, Pearson talia, MilanoTorino 17

18 13. Leggi domande e risposte osservando soprattutto le parole in neretto. Poi cerchia l alternativa corretta tra WHOSE / WHO S. 0 WHOSE / WHO S flipflops are those? B They re my flipflops. 1 WHOSE / WHO S going to the cinema tomorrow? B We are going to the cinema. 2 WHOSE / WHO S skating with you this afternoon? B Charles is skating with me. 3 WHOSE / WHO S sunscreen is this? B t s Kate s. 4 My desk is a mess! WHOSE / WHO S exercise books are these? B They re mine. Functions 14. Riordina le battute af nel dialogo. Riporta solo la lettera relativa oppure la frase completa. a re you ready to order? b Can have some ice cream, please? c What would you like to drink? d d like a pizza, please. e Can have some water, please? f Would you like a dessert? /4 1 a...re you ready to order? / , Pearson talia, MilanoTorino 18

19 Production 15. Leggi la tabella con le informazioni sulla vacanza che farà Carlo. Poi completa il testo. 0 when / go 1st July 1 1 where / go National Park of bruzzo 2 where / stay on a campsite 3 how / go by coach 4 how long / stay 15 days 5 who / go Scout group 6 pack GPS watch, waterproof torch 7 spending money 80 8 what / do white water rafting 2014, Pearson talia, MilanoTorino 19

20 My name is Carlo, m leaving on July... (di quando partirà) for the 1. (di dove andrà). m staying on a (di dove alloggerà). m going there by 3... (di con quale mezzo andrà) with my 4. (di con chi ci andrà). We are staying there for (di quanto ci resterà) and m packing 6 (di che cosa ha intenzione di portare). m taking 7. of spending money (di quanto denaro ha intenzione di portare). m doing 8.. (di quale attività ha intenzione di fare là). /16 TOTL / , Pearson talia, MilanoTorino 20

21 rea lessicale: pollution Lettura (comprensione scritta) comprende dettagliatamente un testo informativo relativo ai contenuti di studio di altre discipline (scienze/tecnologia) Scrittura (produzione scritta) scrive un testo raccontando abitudini e conoscenze personali scolto (comprensione orale) individua punti essenziali e informazioni dettagliate nel racconto di un episodio passato Parlato (produzione e interazione orale) espone conoscenze relative a argomenti di studio di altre discipline (scienze/tecnologia) risponde a domande relative a stili di vita personali 2014, Pearson talia, MilanoTorino 21

22 Reading PUNTEGGO TOTLE.../40 THE HSTORY OF WSTE The disposal of waste has always been a problem. ncient Greek and Roman cities were very dirty and smelly places. People used to throw waste into small open canals in the streets; then the slaves, who were the first street cleaners in history, collected the waste and took it outside the city walls. But their work was not enough. n Rome the cloaca maxima was built: this was one of the first sewage systems in history, but the city was very big and sanitary conditions in the poor parts of the city remained terrible. n the Middle ges, the situation got worse. Sewage systems did not exist and houses did not have toilets. People continued to throw waste into the streets, where farm animals lived too. s a result, epidemics were very frequent. B n the following centuries, cities started to find systems to remove waste. n Milan, at the beginning of the 16th century, men called navazzari were the first waste collectors of modern times; one century later, in Paris there were tomberaux, and in London there were nightsoil men. These men could only work between midnight and five o clock: they took the waste from the city to the countryside. Regulations became stricter: for example, Londoners could not throw waste into the Thames. C The first sewage systems were built in Paris in the 17th century. t the same time, the effects of the ndustrial Revolution made the situation worse. Cities became bigger and factory fumes polluted the air. n the hot summer of 1858, London was hit by the Great Stink, a strong smell coming from the Thames, where the sewage system discharged dirty water. D Since the 20th century the western world has adopted more efficient systems to deal with the problem of waste disposal. Scientists have taught us the positive effects of the three Rs: reduce, reuse and recycle. Educational programmes in schools have helped young people to understand the importance of recycling and that everybody should help to reduce waste. But in many parts of the world the problem of waste has not been solved yet, and there are poor cities where people live near enormous landfills. Let s hope that the 21st century will see a solution to this eternal problem. disposal = smaltimento landfill = discarica sewage system = sistema fognario slave = schiavo 2014, Pearson talia, MilanoTorino 22

23 smell = odore smelly = puzzolente street cleaner = spazzino waste = rifiuti 2014, Pearson talia, MilanoTorino 23

24 1. Match these titles to the paragraphs they refer to. 1 ir pollution B C D 3 Waste disposal today B C D 2 Waste collectors in European cities B C D 4 Waste in ancient times B C D 2. Read the text and tick the paragraph which mentions: /4 1 the invention of the first modern systems to remove waste B C D 2 the effect of pollution in ancient times B C D 3 how recycling reduces waste B C D 4 the building of sewage systems in Europe B C D 5 the effect of factories B C D 6 the Latin name of a sewage system B C D /6 3. Read the text again and decide if the following sentences are true (T) or false (F). Correct the false ones. T F 1 n ancient Greek cities streets were very dirty ncient Roman cities did not have sewage systems Rome was a small city n the Middle ges people and animals lived side by side Sanitary conditions were bad in the Middle ges Navazzari, tombearux and night soil men did the same job London had the first sewage system in the world The Thames was a clean river The problem of waste disposal was solved in the 20th century Pollution has become a subject in schools. 2014, Pearson talia, MilanoTorino 24

25 ... / , Pearson talia, MilanoTorino 25

26 4. nswer these questions. 1 Where did people use to throw waste in the past?... 2 Where did the first street cleaners take waste?... 3 Why were streets very dirty in the Middle ges?... 4 Why were London s street cleaners called nightsoil men?... 5 What couldn t Londoners do with waste? What was the Great Stink?... 7 What was the origin of the Great Stink?... 8 Why are educational projects important?... 9 What hasn t been solved in some parts of the world? Where do people sometimes live in the very poor countries of the world?... / , Pearson talia, MilanoTorino 26

27 Writing PUNTEGGO TOTLE.../20 5. Write a short text about the recycling of waste and your habits. These questions will help you. 1 Do you recycle waste at home? 2 Which materials do you recycle? 3 t home do you have different bins for different materials? 4 Do you throw waste in special bins or do collectors come to your house? 5 Do you think waste disposal is a serious problem? 6 Have you discussed this problem with your teachers? 7 Has your school organized special educational projects about this problem? 8 Do you separate waste at school? 9 Do you know anything about other environmental problems? 10 Do you worry about these problems? Maximum number of words in your review: , Pearson talia, MilanoTorino 27

28 , Pearson talia, MilanoTorino 28

29 Listening ( 3 122) PUNTEGGO TOTLE.../20 6. Listen and list: the three biggest environmental problems of our planet which two words form the word smog three cities with very bad air /8 7. Listen again and answer these questions 1 When did London become famous for the bad quality of its air?... 2 When was the Great Smog?... 3 How long did it last?... 4 How many people died?... 5 What contributes to air pollution?... 6 Who is especially in danger?... / , Pearson talia, MilanoTorino 29

30 Speaking PUNTEGGO TOTLE.../20 bout your country 8. Prepare a short oral report about pollution in your country. Think about the following points: levels of pollution (high, low, ) in your country problems of traffic congestion in cities forests or protected areas in your country (national parks, coasts, ) publicity about reducing pollution. /10 bout yourself 9. nswer the following questions. 1 Do you try to reduce pollution? 2 Do you go to school by car, by bike or on foot? 3 Do your parents go to work by car or by public transport? 4 Do you reuse plastic bags when you do the shopping? 5 Do you recycle old paper for your homework or to write notes? / , Pearson talia, MilanoTorino 30

31 Name Surname Class Date 2014, Pearson talia, MilanoTorino 31

32 Name Surname Class Date Reading PUNTEGGO TOTLE.../40 THE HSTORY OF WSTE The disposal of waste has always been a problem. ncient Greek and Roman cities were very dirty and smelly places. People used to throw waste into small open canals in the streets; then the slaves, who were the first street cleaners in history, collected the waste and took it outside the city walls. But their work was not enough. n Rome the cloaca maxima was built: this was one of the first sewage systems in history, but the city was very big and sanitary conditions in the poor parts of the city remained terrible. n the Middle ges, the situation got worse. Sewage systems did not exist and houses did not have toilets. People continued to throw waste into the streets, where farm animals lived too. s a result, epidemics were very frequent. B n the following centuries, cities started to find systems to remove waste. n Milan, at the beginning of the 16th century, men called navazzari were the first waste collectors of modern times; one century later, in Paris there were tomberaux, and in London there were nightsoil men. These men could only work between midnight and five o clock: they took the waste from the city to the countryside. Regulations became stricter: for example, Londoners could not throw waste into the Thames. 2014, Pearson talia, MilanoTorino 32

33 Name Surname Class Date C The first sewage systems were built in Paris in the 17th century. t the same time, the effects of the ndustrial Revolution made the situation worse. Cities became bigger and factory fumes polluted the air. n the hot summer of 1858, London was hit by the Great Stink, a strong smell coming from the Thames, where the sewage system discharged dirty water. D Since the 20th century the western world has adopted more efficient systems to deal with the problem of waste disposal. Scientists have taught us the positive effects of the three Rs: reduce, reuse and recycle. Educational programmes in schools have helped young people to understand the importance of recycling and that everybody should help to reduce waste. But in many parts of the world the problem of waste has not been solved yet, and there are poor cities where people live near enormous landfills. Let s hope that the 21st century will see a solution to this eternal problem. disposal = smaltimento waste = rifiuti dirty = sporco smelly = puzzolente throw = gettare slaves = schiavi street cleaners = spazzini took = portavano enough = abbastanza sewage systems = sistemi fognari remained = rimanevano got worse = peggiorava 2014, Pearson talia, MilanoTorino stricter = più severe 33 B C polluted = inquinavano

34 Name Surname Class Date 2014, Pearson talia, MilanoTorino 34

35 Name Surname Class Date 1. Unisci il titolo al paragrafo a cui si riferisce. 1 ir pollution B C D 2 Waste collectors in European cities B C D 3 Waste disposal today B C D 4 Waste in ancient times B C D /4 2. Leggi il testo e indica a quale paragrafo corrispondono i punti seguenti. 1 the invention of the first modern systems to B C D remove waste 2 the effect of pollution in ancient times B C D 3 how recycling reduces waste B C D 4 the building of sewage systems in Europe B C D 5 the effect of factories B C D 6 the Latin name of a sewage system B C D /6 2014, Pearson talia, MilanoTorino 35

36 Name Surname Class Date 2014, Pearson talia, MilanoTorino 36

37 Name Surname Class Date 3. Rileggi il testo e indica se le frasi seguenti sono vere (TRUE = T) o false (FLSE = F). T F 1 n ancient Greek cities streets were very dirty. 2 ncient Roman cities did not have sewage systems. 3 Rome was a small city. 4 n the Middle ges people and animals lived side by side (= fianco a fianco). 5 Sanitary conditions were bad in the Middle ges. 6 Navazzari, tombearux and night soil men did the same job. 7 London had the first sewage system in the world. 8 The Thames was a clean river. 9 The problem of waste disposal was solved in the 20th century. 10 Pollution has become a subject in schools. /10 4. Rileggi il testo e rispondi alle domande seguenti. iutati con le sottolineature nel testo. Ricorda: Where? = Dove? Why? = Perché? What? = Cosa? Risposta: Because (paragrafo ) 1 Where did people use to throw waste in the past? People used... 2 Where did the first street cleaners take waste? They took it... 3 Why were streets very dirty in the Middle ges? 2014, Pearson talia, MilanoTorino 37

38 Name Surname Class Date Because people , Pearson talia, MilanoTorino 38

39 Name Surname Class Date (paragrafo B) 4 Why were London s street cleaners called nightsoil men? Because they... 5 What couldn t Londoners do with waste? They... (paragrafo C) 6 What was the Great Stink? t was... 7 n which year London was hit by the Great Stink? n... (paragrafo D) 8 Why are educational projects important? Because they... 9 What hasn t been solved in some parts of the world? The Where do people sometimes live in the very poor countries of the world? They... / , Pearson talia, MilanoTorino 39

40 Name Surname Class Date Writing PUNTEGGO TOTLE.../20 5. Scrivi un breve testo sul riciclaggio dei rifiuti e sulle tue abitudini. Queste domande ti potranno aiutare. Segui la traccia. 1 Do you recycle waste at home? 2 Which materials do you recycle? 3 t home do you have different bins (= bidoni) for different materials? 4 Do you throw (= getti) waste in special bins or do collectors come to your house? 5 Do you think waste disposal is a serious problem? 6 Have you discussed this problem with your teachers? 7 Has your school organized special educational projects about this problem? 8 Do you separate waste at school? 9 Do you know anything about other environmental problems? 10 Do you worry about these problems? 2014, Pearson talia, MilanoTorino 40

41 Name Surname Class Date t home we... We usually recycle the following materials:... We have different bins for... We usually throw... think that waste disposal is... We have discussed pollution at school with... My school... t school we separate / don t separate... There are other environmental problems, for example... nd think that , Pearson talia, MilanoTorino 41

42 Name Surname Class Date Listening ( 3 122) PUNTEGGO TOTLE.../20 6. scolta e elenca: the three biggest environmental problems of our planet (= i tre maggiori problemi ambientali del nostro pianeta) which two words form the word smog three cities with very bad air /8 7. scolta ancora e rispondi alle domande. 1 When did London become famous for the bad quality of its air? fter the When was the Great Smog? n , Pearson talia, MilanoTorino 42

43 Name Surname Class Date 3 How long did it last? (= Quanto tempo durò?) t lasted How many people died?... people. 5 What contributes to air pollution?... and Who is especially in danger?... are especially in danger. / , Pearson talia, MilanoTorino 43

44 Name Surname Class Date Speaking PUNTEGGO TOTLE.../20 bout your country 8. Prepara una breve relazione orale sull inquinamento nel tuo paese. Segui questi punti: Espressioni utili save energy save water Pollution can affect Pollution causes People should reduce pollution levels of pollution (high, low ) in your country problems of traffic congestion in cities forests or protected areas in your country (national parks, coast,...) publicity about reducing pollution Vocaboli utili flooding (= alluvione) oil spillage drought (= siccità) renewable energy (= energia rinnovabile) pesticides (= pesticidi) toxic waste (= rifiuti tossici) rubbish water pollution threat (= minaccia) damage acid rain (= pioggie acide) pollute air pollution protect clean energy recylcle environmental disaster respect (= disastro ambientale) throw (= gettare) global warming (= surriscaldamento globale) greenhouse effect (= effetto serra) 2014, Pearson talia, MilanoTorino 44

45 Name Surname Class Date / , Pearson talia, MilanoTorino 45

46 Name Surname Class Date bout yourself 9. Rispondi alle domande seguenti. 1 Do you try to reduce pollution? 2 Do you go to school by car, by bike or on foot? 3 Do your parents go to work by car or by public transport? 4 Do you reuse plastic bags when you do the shopping? 5 Do you recycle old paper for your homework or to write notes? Vocaboli utili aluminium bin (= bidone) glass paper plastic Espressioni utili go to school My parents go to work try to reduce don t let water run turn off t is important to NOME COGNOME CLSSE /10 COORDNTORE CLSSE GRGL OSSERVTV per LLEV CON BES NON CERTFCT Osservazioni degli NSEGNNT (rea 2. e rea 3. Svantaggio socioeconomico, linguistico e culturale) Manifesta difficoltà di lettura/scrittura Manifesta difficoltà di espressione orale Manifesta difficoltà logico/matematiche , Pearson talia, MilanoTorino 46

47 Name Surname Class Date Manifesta difficoltà nel rispetto delle regole Manifesta lentezza nello svolgimento dei compiti Manifesta difficoltà nel mantenere l attenzione durante le spiegazioni Non svolge regolarmente i compiti a casa Non esegue le consegne che gli vengono proposte in classe Manifesta difficoltà nella comprensione delle consegne proposte Memorizza e recupera con difficoltà i termini Si stanca facilmente Fa domande non pertinenti all insegnante/educatore Disturba lo svolgimento delle lezioni (distrae i compagni, ecc.) Non presta attenzione ai richiami dell insegnante Manifesta difficoltà a stare fermo nel proprio banco Si fa distrarre dai compagni Viene escluso dai compagni dalle attività scolastiche Tende ad autoescludersi dalle attività scolastiche Non porta a scuola i materiali necessari alle attività scolastiche Ha scarsa cura dei materiali per le attività scolastiche (propri e della scuola) Dimostra scarsa fiducia nelle proprie capacità Frequenta con regolarità le lezioni , Pearson talia, MilanoTorino 47

48 Name Surname Class Date LEGEND 1 L elemento descritto dal criterio mette in evidenza problematicità lievi o occasionali 2 L elemento descritto dal criterio mette in evidenza problematicità piuttosto rilevanti 3 L elemento descritto dal criterio mette in evidenza problematicità severe e reiterate 4 L elemento descritto non solo non mette in evidenza problematicità, ma rappresenta un punto di forza dell allievo, su cui fare leva nell intervento. TBELL D OSSERVZONE STUDENTE BES Nome e Cognome studente..classe.docente coordinatore.... Legenda: Sempre = 4 Spesso = 3 Qualche volta = 2 Mai = 1 rea della relazionalità rea emotivomotivazionale R E L G O N E T L N O S T O R N G L E S E F L O S O F M T E M T N F O R M B O L O G S C E N Z E F S C C H M C E D F S T C C C Si relaziona correttamente con i compagni E corretto nel rapporto con i docenti; ha rispetto delle regole; frequenta regolarmente Mantiene costanti l attenzione e l impegno durante le lezioni 2014, Pearson talia, MilanoTorino 48

49 Name Surname Class Date Dimostra lentezza nell esecuzione delle consegne, a lezione e durante le verifiche Ha una buona autostima E motivato ed interessato alle attività svolte in classe; interviene a tono Mostra maggiore curiosità per le attività laboratoriali rea cognitiva rea linguistica Ha difficoltà nella comprensione di informazioni verbali orali Ha difficoltà nella espressione di informazioni verbali orali Ha una competenza lessicale ridotta Memorizza e recupera difficilmente termini specifici delle discipline 2014, Pearson talia, MilanoTorino 49

50 Name Surname Class Date 2014, Pearson talia, MilanoTorino 50./.. RE COGNTV RE LNGUSTC R E L G O N E T L N O S T O R N G L E S E F L O S O F M T E M T C N F O R M T C B O L O G S C E N Z E F S C C H M C E D F S C Ha necessità di usare una scaletta durante le interrogazioni Riferisce oralmente su un argomento di studio servendosi di materiale di supporto (cartine, grafici, tabelle, schemi, mappe, ) Legge lentamente con frequenti pause ed errori Mostra difficoltà nella ideazione e/o stesura di un testo scritto

51 Name Surname Class Date 2014, Pearson talia, MilanoTorino 51 Scrive in modo ortograficamente corretto Mostra affaticamento RE NON VERBLE R E L G O N E T L N O S T O R F L O S O F N G L E S E M T E M T C N F O R M T C B O L O G S C E N Z E F S C C H M C E D F S C Possiede scarsa memoria spaziale

52 Name Surname Class Date Ha difficoltà nell ambito della matematica Ha difficoltà nell ambito della geometria E impacciato nel disegno Ha difficoltà a comprendere comandi che implicano relazioni spaziali Mostra difficoltà nell esecuzione del tratto grafico (aspetto esecutivo della scrittura) Ha goffaggini con scadenti prestazioni sportive 2014, Pearson talia, MilanoTorino 52