Magic Summer 2 by ardeaeditrice

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Pagina 1

OPERATING BOOK

HOLIDAY

Magic summer, è un libro-quaderno, diviso in otto Unità, per ripetere l’inglese, tra allegria e

Magic summer 1

buon umore, durante le vacanze estive. Ciascuna Unità è incentrata sul ripasso, da un lato, degli argomenti grammaticali (Grammar), dall’altro, del lessico (Vocabulary). Le regole grammaticali sono richiamate in spiegazioni in lingua, corredate sempre di traduzione. Molto spazio è riservato all’Operating Part, con i suoi numerosi esercizi di varia tipologia. Attraverso diverse attività si ripetono e si imparano anche le parole della lingua inglese, dai nomi degli animali a quelli dei cibi, dalla famiglia al mondo del lavoro, dagli strumenti musicali agli ambienti di una casa e a tanto, tanto altro. Ogni Unità propone, inoltre, piacevoli letture, l’Angolo delle curiosità con simpatiche notizie su aneddoti particolari o aspetti tipici della cultura anglosassone e, infine, divertenti giochi. Per perfezionare l’acquisizione fonetica e la comprensione orale sul sito www.ardeaeditrice.it sono disponibili i testi di ascolto (Listening) in formato mp3.

Giuseppina Leporanico - Linda Salemme

Magic summer

Giuseppina Leporanico Linda Salemme

OPERATING BOOK

HOLIDAY

IN OMAGGIO

“listening” scaricabile on-line in formato mp3 dal sito

IN OMAGGIO

www.ardeaeditrice.it

“listening” ue

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ARDEA EDITRICE

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D c R A gi a M

€ 7,50

scaricabile on-line in formato mp3 dal sito www.ardeaeditrice.it

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table of contents unit 1 ....................................................................... pag. 3 Grammar: Present Tense of the Verb “to Be”: Affirmative and Negative Forms, Questions and Short Answers; Pronouns, Determiners, Simple adjectives Vocabulary: Greetings, Name, Age, Nationality

unit 2 ......................................................................... 17 Grammar: Possessive Adjectives, Common Nouns, Question Words, Imperative Mood Vocabulary: Animals, Parts of the Body, Colours

unit 3 ......................................................................... 33 Grammar: Quantity Determiners, Plural Nouns, There is/There are, Prepositions of Place, Have/Have got Vocabulary: Food and Drink, Rooms of the House

unit 4 ......................................................................... 47 Grammar: Can/Can’t, Prepositions of Movement, Possessive “’S”, to Like, to Play Vocabulary: Actors and Singers, Sportsmen

unit 5 ......................................................................... 63 Grammar: Present Simple of Common Verbs: Affirmative and Negative Forms, Questions and Short Answers; Let’s Vocabulary: Jobs and Professions

unit 6 ......................................................................... 77 Grammar: Telling the Time, Prepositions of Time, Adverbs of Frequency Vocabulary: Weather, Seasons, Months, Days of the Week, Time Words and Expressions

unit 7 ......................................................................... 93 Grammar: Comparative and Superlative Adjectives; Adjective Order Vocabulary: Family, Personal Descriptions, Clothing

unit 8 ....................................................................... 107 Grammar: Present Continuous, Present Simple vs. Present Continuous, The English Alphabet Vocabulary: Correct pronunciation and Use of the English Alphabet

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unit 1 Oh! Are you Kieron Williamson, the famous 8 year old English painter, the “Mini Monet”? No, I’m not. I’m Paul McArthur. I’m 10 and I’m Swiss.

index Grammar: Present Tense of the Verb “to Be”: Affirmative and Negative Forms, Questions and Short Answers; Pronouns, Determiners, Simple adjectives Vocabulary: Greetings, Name, Age, Nationality

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grammar The verb “To be” – Present Tense

Affirmative Form

Negative Form

Remember…

Full form

Contraction

Full form

Contraction

I am

I’m

I am not

I’m not

In English “I” is always a capital letter (I am and not i am).

You are

You‘re

You are not

You aren’t

“You” is used for second person both in the singular and in the plural

He is

He’s

He is not

He isn’t

“He” is used for men.

She is

She’s

She is not

She isn’t

“She” is used for women.

It is

It’s

It is not

It isn’t

“It” is used for things and animals

We are

We’re

We are not

We aren’t

You are

You’re

You are not

You aren’t

They are

They’re

They are not

They aren’t

Use “they” for people and things. Short answers

Questions (?)

Affirmative

Negative

Am I

Yes, I am

No, I’m not

Are you

Yes, you are

No, you aren’t

Is he

Yes, he is

No, he isn’t

Is she

Yes, she is

No, she isn’t

Is it

Yes, it is

No, it isn’t

Are we

Yes, we are

No, we aren’t

Are you

Yes, you are

No, you aren’t

Are they

Yes, they are

No, they aren’t

In questions, put the forms of the verb “to be” before the personal pronoun, for example: “Are you …?” Nella forma interrogativa, il verbo “essere” precede il pronome personale, ad esempio: “Are you ...?” Do not use contractions in short affirmative answers. Nella risposta breve affermativa non si usa la forma contratta.

exercises

a Complete the following sentences with the proper verb form. Completa le seguenti frasi con la forma corretta del verbo “To be”.

1) John and Kelly . . . . . . . . . . . . . . . . . . . . students. 2) I . . . . . . . . . . . . . . . . . . . . a basketball player. I don’t like sports. 3) The famous song “ . . . . . . . . . . . . . . . . . . . . . . . . the Champions” by the rock group Queen is playing, at the stadium 4) John likes chocolate and . . . . . . . . . . . . . . . . . . . . eating chocolate ice-cream. 5) The cat . . . . . . . . . . . . . . . . . . . . under the table drinking a bowl of milk.

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listening

unit 1 track 1.1

DETERMINERS Remember: Use “a” or “an” before singular generic nouns: ➜ “a” is used before singular nouns beginning with consonants; ➜ “an” is used before singular nouns beginning with vowels. Use “the” before specific nouns, when you know precisely which thing you are talking about. Use “the” for both plural and singular nouns. Use this (thes) and these (thiiz) for things near you. Use that (thet) and those (thooz) for things far from you. Ricorda: Usa “a” o “an” prima di nome generici: ➜ “a” è usato prima di nomi singolari che iniziano con consonanti; per esempio: a banana (una banana), a car (un’automobile), a bike (una bici), a book (un libro), a pencil (una matita); ➜ “an” è usato prima di nomi singolari che iniziano con vocali; per esempio: an apple (una mela), an elephant (un elefante), an umbrella (un ombrello), an opera (un’opera), an airplane (un aereo). Usa “the” prima dei nomi specifici, quando si sa precisamente di cosa si sta parlando. Usa “the” sia per i nomi singolari che plurali. Per esempio: Open the window (Apri la finestra); Close the door (Chiudi la porta); Read the book (Leggi il libro); Where are the car keys? (Dove sono le chiavi dell’auto?) Usa “this” (thes) e “these” (thiiz), questo e questi, per cose vicino a te. What is this? It’s a calculator (Cos’è questo? È una calcolatrice) What are these? They are numbers (Cosa sono questi? Sono numeri) Usa “that” (thet) e “those” (thooz), quello e quelli, per cose distanti. Look at that dog, it’s running! (Guarda quel cane, sta correndo!) Those children study English at school (Quei bambini studiano l’Inglese a scuola).

exercises

b Circle the correct answer. Cerchia la risposta giusta.

1) What’s this/those? Those/This is a/an orange. 2) Look! There’s an/a ball in the park. 3) The/a film is about a superhero. 4) What’s this/these? It’s the/a/an basketball. 5) Where are that/these cars from? They are German. 6) What are those/this? They are tropical plants. 7) This/those/a cake is delicious, happy birthday! 8) These/the cat is hungry, give him some milk.

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unit 1

exercises

c Complete the dialogue (………) with the following words: Completa il dialogo (……..) con le seguenti parole: am

I’m

got

are

French

are

play

John: Hello! My name . . . . . . . . . . . . . . . . . . . John. What’s your name? Lara: My name . . . . . . . . . . . . . . . . . . . . Lara.

J: Pleased to meet you Lara. L: Nice to meet you, too.

J: How old . . . . . . . . . . . . . . . . . . . . you Lara? L:

twelve. I . . . . . . . . . . . . . . . . . . . . an English student at this language school. ....................

J: Oh, really! I . . . . . . . . . . . . . . . . . . . . an English student also! Where . . . . . . . . . . . . . . . . . . . . you from?

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unit 1

L: Iâ&#x20AC;&#x2122;m from Paris. J: Oh, so you speak . . . . . . . . . . . . . . . . . . . . ?

L: Yes, I do. Where are you from? J:

....................

from Lisbon.

J: I like to . . . . . . . . . . . . . . . . . . . . football and tennis. I also like to swim. Have you . . . . . . . . . . . . . . . . . . . . any hobbies? L: Well, I like to listen to music and read books. I donâ&#x20AC;&#x2122;t like sports very much. Do you like films?

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unit 1 TRANSLATION OF THE DIALOGUE TRADUZIONE DEL DIALOGO JOHN: Ciao! Mi chiamo John. Come ti chiami? LARA: Mi chiamo Lara. JOHN: È un piacere conoscerti Lara. LARA: Anche per me è un piacere conoscerti. JOHN: Quanti anni hai Lara? LARA: Ho dodici anni. Sono una studentessa del corso d’Inglese in questa scuola di lingue. JOHN: Oh, veramente! Anch’io sono uno studente del corso d’Inglese! Da dove vieni? LARA: Sono di Parigi. JOHN: Oh, quindi parli il Francese? LARA: Sì. Da dove vieni tu? JOHN: Sono di Lisbona. JOHN: Mi piace giocare a calcio e tennis. Mi piace anche nuotare. Tu hai qualche hobby? LARA: Bene, a me piace ascoltare la musica e leggere i libri. Non amo molto gli sport. Ti piacciono i film? l’angolo delle curiosità

Lo sapevi che...

In Inglese la parola “welcome” si può usare per esprimere due diversi concetti. Infatti, lo usiamo per dire “prego”, a seguito di un ringraziamento (You’re welcome), e lo usiamo anche per esprimere il “benvenuto” in tutti i contesti nuovi. Un nuovo compagno di scuola si può accogliere dicendogli: “Welcome to our school”, un nuovo vicino: “Welcome to our neighbourhood”, un turista: “Welcome to our country” etc. For the English it is very important to be polite. What do you do in your country? Per gli inglesi è molto importante essere cortesi. Come accogli nuove persone nel tuo paese?

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unit 1

exercises

d Complete the following dialogue. Completa il seguente dialogo.

Mary: Good morning Phillip. How are you this morning? Phillip: Iâ&#x20AC;&#x2122;m fine, thank you. Mary: . . . . . . . . . . . . . . . . . . . . you ready to visit your new workplace? Phillip: Yes, I . . . . . . . . . . . . . . . . . . . . . Where . . . . . . . . . . . . . . . . . . . . my desk? Mary: Your desk is . . . . . . . . . . . . . . . . . . . . one, over there. Phillip: And, where . . . . . . . . . . . . . . . . . . . . your desk? Mary: . . . . . . . . . . . . . . . . . . . . is my desk. Phillip: Oh, I see. What are . . . . . . . . . . . . . . . . . . . . things on the bookshelf? Mary: Oh, good question!

....................

address book, this is

....................

dictionary, . . . . . . . . . . . . . . . . . . . . are . . . . . . . . . . . . . . . . . . . . office keys, . . . . . . . . . . . . . . . . . . . . is . . . . . . . . . . . . . . . . . . . . agenda. Phillip: Oh, I see. Are . . . . . . . . . . . . . . . . . . . . my pencils and pens? Mary: Yes, and those . . . . . . . . . . . . . . . . . . . . your files. Phillip: Thank you Mary. Mary: Youâ&#x20AC;&#x2122;re welcome, Phillip. Welcome to our company.

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unit 1 l’angolo delle curiosità

Lo sapevi che...

According to the 2009 edition of Ethnologue, Languages of the World, there are 6,909 known living languages! The languages are divided into 128 “Language families”, which range from the 1,532 languages in the “Niger-Congo” family to many other families containing merely 1 language. English is part of the Indo-European family which includes 439 different languages. Secondo l’edizione 2009 di Ethnologue, Languages of the World, ci sono 6,909 lingue parlate conosciute. Queste lingue sono divise in 128 “Famiglie Linguistiche”, che vanno dalle 1.532 lingue nella famiglia “Niger-Congo” alle molte altre famiglie che contengono appena 1 lingua. L’Inglese appartiene alla famiglia “Indo-European” che contiene 439 lingue diverse.

exercises

e Match each Country with its Nationality and Official Language. Associa ogni Paese con la propria Nazionalità e Lingua Ufficiale.

Country

Nationality

Language

England Ireland Spain Scotland The United States of America Argentina France Brazil Italy Poland China Germany

Scottish French Polish Brazilian Spanish Italian American German Argentinian Irish English Chinese

English English/Irish Gaelic Chinese Spanish Spanish German Portuguese English English Italian Polish French

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listening

unit 1 track 1.2 • Comprehension

The “Shaka” Sign

The “Shaka” sign is a common greeting gesture. It consists of extending the thumb and smallest finger while keeping the three middle fingers curled, and raising the hand as in salutation with the back of the hand facing the person who is being greeted; sometimes the hand is rotated back and forth to emphasize the sign. In Hawaii people often use the “shaka” as a gesture of friendship and understanding, it doesn’t have a literal translation. Many people also call it the “hang loose” sign. In sign language it is a sign used for surfing. Some famous people who use the “shaka” sign are: • Brazilian footballer Ronaldinho to celebrate his goals; • US President Barack Obama on his inauguration day; • professional wrestlers Crush and Samoa Joe; • Brazilian Jiu-Jitsu practitioners; • rappers and surfers.

Il gesto “Shaka”

Il gesto “Shaka” è un gesto comune per salutare. Consiste nello stendere il pollice ed il mignolo mentre si tengono chiuse le tre dita medie, alzando la mano in segno di saluto con il dorso verso la persona che si saluta; a volte la mano viene ruotata per dare più enfasi al saluto. Alle Isole Hawaii le persone usano spesso lo “shaka” come gesto di amicizia e comprensione, non ha una traduzione letterale. Molte persone chiamano questo gesto “hang loose”. Nel linguaggio dei segni è utilizzato per il surf. Alcune persone famose che usano lo “shaka” sono: • il calciatore brasiliano Ronaldinho per celebrare i suoi goal; • il Presidente statunitense Barack Obama nel giorno del suo giuramento; • i wrestlers professionisti Crush e Samoa Joe; • i lottatori brasiliani di Jiu-Jitsu; • i rapper ed i surfisti.

exercises

Answer the following questions. Rispondi alle seguenti domande.

1) What is the Shaka sign? .........................................................................................................................................

2) Which part of the hand must face the person who is being greeted? .........................................................................................................................................

3) What is another way to call the Shaka sign? .........................................................................................................................................

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unit 1

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listening

track 1.3

INTERNATIONAL GESTURES As mentioned above, the “Shaka” is a common greeting gesture, mainly used in Hawaii to express friendship and understanding. Gestures are a form of nonverbal communication and include the movement of the hands, face or other parts of the body. Gestures don’t always have literal translations as they are culture-specific, therefore their meanings can change in different social or cultural settings. Some gestures are very common, such as:

➜ “A-ok” or “Okay”, made by connecting the thumb and forefinger in a circle and holding the other fingers straight.

➜ “The bill, please”. This gesture, used to mean that a dinner patron wishes to pay the bill and depart, is executed by touching the index finger and thumb together and drawing a "✔", circle, or wavy line (as if signing one's name) in the air.

➜ “Crossed fingers” are used to superstitiously wish for good luck or to nullify a promise.

➜ “Dap greeting” is a form of handshake recently popularized in western cultures, related to the fist bump.

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unit 1

➜ “Fist bump” is similar to a handshake or high five which may be used as a symbol of respect.

➜ “Handshake” is a greeting ritual in which two people grasp each others' hands and may move their grasped hands up and down.

➜ “High five” is a celebratory ritual in which two people simultaneously raise one hand and then slap these hands together.

➜ “Hitchhiking gestures” including sticking one thumb upward, especially in North America, or pointing an index finger toward the road elsewhere to request a ride in an automobile.

➜ “ILY” sign combines the letters 'I', 'L' and 'Y' from American Sign Language by extending the thumb, index finger and little finger while the middle and ring finger touch the palm. It is an informal expression of love.

➜ “Money sign”. The thumb rubs repeatedly over the tip of the index finger and middle finger. This gesture resembles the act of rubbing coins or bills together and is generally used when speaking about money.

➜ “Pollice verso” was a gesture used in Ancient Rome to pass judgment on gladiators by raising or lowering one's thumb. “Thumbs Up” or “Thumbs Down” are common gestures of approval or disapproval made by extending the thumb upward or downward.

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unit 1 ➜ “Telephone”. Thumb and pinky outstretched, other fingers tight against palm. Thumb to ear and pinky to mouth as though they were a telephone receiver. Used to say "I'll call you".

➜ “V sign” is made by raising the index and middle fingers and separating them to form a V. With the palm facing outwards. This sign began to be used during World War II to indicate "V for Victory". In the United States it is used to mean "peace".

➜ “Wave” is a gesture in which the hand is raised and moved back and forth, as a greeting or sign of departure. The gesture can be used to attract attention at a distance. Most commonly, though, the gesture means quite simply "hello" or "goodbye".

TRANSLATION ➜ “A-ok” oppure “Okay”, gesto che si ottiene unendo la punta del pollice e dell’indice in un cerchio e tenendo le altre dita diritte. ➜ “Il conto, per favore”. Questo gesto, usato quando un cliente del ristorante desidera pagare il conto ed andare via, è realizzato facendo toccare l’indice ed il pollice come per “scrivere” ✔ , un cerchio, o una linea ondulata (come se firmasse il proprio nome) in aria. ➜ Le “Dita incrociate” sono usate dai superstiziosi per augurare buona fortuna oppure sono impiegate per annullare una promessa. ➜ Il saluto “Dap” è una stretta di mano, di recente divenuta popolare nelle culture occidentali, simile al “fist bump” (urto dei pugni). ➜ “Fist bump” (l’urto dei pugni) è simile ad una stretta di mano o ad un “high five” (il “cinque” in alto) e può essere usato come simbolo di rispetto. ➜ La “stretta di mano” è un saluto rituale dove due persone prendono la mano l’uno dell’altro e possono muovere le mani unite su e giù. ➜ “High Five” (il “cinque” in alto) è un rituale celebrativo dove due persone sollevano una mano simultaneamente e la battono ciascuna contro quella dell’altra. ➜ I gesti da “Autostop” comprendono quello di cacciare il pollice verso l’alto, soprattutto nell’America del nord, oppure di puntare l’indice verso altrove, per richiedere un passaggio in auto. ➜ Il segno ILY, proveniente dal linguaggio dei segni americano, combina le lettere “I”, “L” e “Y” (I Love You = Ti voglio bene) stendendo il pollice, l’indice ed il mignolo mentre il medio e l’anulare toccano il palmo della mano. È un’espressione informale d’amore.

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unit 1 ➜ “Time-out”, a "T" formed with the hands, with one hand with a flat palm placed perpendicular to the other hand with a flat palm, roughly in the center. It originates in American sports. It is used by players to signal for a time out, or brief pause in play. In basketball, the gesture is additionally used by referees to indicate that a player or coach is guilty of a technical foul.

➜ “Eskimo kissing” is a gesture in Western cultures loosely based on an Inuit greeting. It is performed by two people touching noses.

➜ Il gesto del “denaro”. Il pollice strofina le punte dell’indice e del medio ripetutamente. Questo gesto somiglia all’atto di strofinare monete o banconote ed è generalmente usato quando si parla di denaro. ➜ “Pollice verso” era un gesto usato nell’Antica Roma per dare un giudizio sui gladiatori sollevando o abbassando il proprio pollice. “Thumbs up” (pollice in su) oppure “Thumbs down” (pollice in giù) sono gesti comuni di approvazione o disapprovazione, fatti stendendo il pollice verso l’alto o verso il basso. ➜ “Telefono”. Il pollice ed il mignolo stesi, le altre dita strette al palmo. Il pollice va verso l’orecchio ed il mignolo verso la bocca come se fossero la cornetta di un telefono. Usato per dire “Ti chiamerò”. ➜ Il segno del “V” si fa sollevando l’indice ed il medio e separandoli in modo da formare una lettera “V”, con il palmo rivolto verso l’esterno. Si iniziò ad utilizzare questo segno durante la seconda guerra mondiale per indicare “V” per vittoria. Negli USA è usato con il significato di “pace”. ➜ Il “saluto” è un gesto dove la mano è sollevata e viene oscillata a destra e sinistra, come segno di saluto o di partenza. Questo gesto può essere usato per attirare l’attenzione a distanza. Più comunemente, comunque, vuol dire semplicemente “ciao” o “arrivederci”. ➜ Time-out — una lettera "T" formata con le mani, una mano ha il palmo appiattito perpendicolare all’altra mano con il palmo appiattito, approssimativamente al centro. Ha origine negli sport statunitensi. È usato dai giocatori per simboleggiare un “time out”, oppure una breve pausa durante il gioco. Nella pallacanestro, questo gesto, usato dagli arbitri, indica che un giocatore o allenatore è colpevole di un fallo tecnico. ➜ Il “Bacio eschimese” è un gesto delle culture occidentali basato su un saluto inuit. È fatto da due persone che si toccano naso e naso.

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unit 1

play

G Maths crossword puzzle Across ➜ 1) Ten + Five 2) Four – One 3) Nine – Two 4) Ten – Five 5) One Hundred – Twenty 6) Five – Three 7) Eight + Three

➜

Down 1) Six + Six 2) Twenty – Eleven 3) Three + Five 4) Six – Two 5) Five + One 6) Thirteen – Twelve 7) Fifteen – Five

2 3

5 5 6

6 7 7

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unit 2

Oh mummy! Itâ&#x20AC;&#x2122;s raining cats and dogs today!

index Grammar: Possessive Adjectives, Common Nouns, Question Words, Imperative Mood Vocabulary: Animals, Parts of the Body, Colours

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Pagina 18

grammar Possessive Adjectives

The English possessive adjectives are: my, your, his, her, its, our and their. They are used to show possession and come before a noun. For example: This is my pencil-case. My = possessive adjective; pencil-case = noun. Remember: Possessive adjectives don’t change with plural nouns and cannot be masculine or feminine. With possessive adjectives you don’t use any article. Gli aggettivi possessivi in Inglese sono: my, your, his, her, its, our e their. Sono usati per dimostrare possesso e precedono il nome. Ricorda: gli aggettivi possessivi non cambiano con i nomi plurali, non hanno genere (maschile o femminile). Con gli aggettivi possessivi non si usa l’articolo. Verb “to be”

Possessive Adjective

Remember

I’m French.

My family comes from France.

You’re a student.

That is your school.

He’s a doctor.

His name is Peter White.

For a man

She’s a scientist.

Her lab is in Rome.

For a woman

It’s a Dalmatian.

Its name is Poldo.

For a thing or animal

We’re playing football.

Our team is the World Cup Champion.

You’re swimming.

Your holiday is fantastic.

They’re friends.

Their names are Susan and Jane.

Possessive adjectives don’t change with plural nouns.

exercises

a Complete the following sentences using possessive adjectives. Completa le seguenti frasi usando aggettivi possessivi.

Example/Esempio: This is Martha’s bag. 1) Anna and Susan’s dog is black and white. 2) Bob’s brother is 10 years old. 3) Miss Marple is the teacher of my class. 4) She lives in Madrid.

This is her bag. dog is black and white. . . . . . . . . . . . . . . . . . . . . brother is 10 years old. Miss Marple is . . . . . . . . . . . . . . . . . . . . class teacher. . . . . . . . . . . . . . . . . . . . . house is in Madrid. ....................

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the following sentences with the proper b Complete possessive adjective.

unit 2

Completa le seguenti frasi con lâ&#x20AC;&#x2122;aggettivo possessivo appropriato.

1) Please, turn off . . . . . . . . . . . . . . . mobile phones.

2) This is my father. . . . . . . . . . . . . . . . name is Robert.

3) Whatâ&#x20AC;&#x2122;s . . . . . . . . . . . . . . . name? . . . . . . . . . . . . . . . name is Rose. Whatâ&#x20AC;&#x2122;s . . . . . . . . . . . . . . . name? . . . . . . . . . . . . . . . name is Sarah.

4) She is . . . . . . . . . . . . . . . sister, . . . . . . . . . . . . . . . name is Lynne.

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unit 2

5) News report: A lion escaped from the zoo today. . . . . . . . . . . . . . . . name is Leo. It is a good lion.

6) Are they the new students? Who is . . . . . . . . . . . . . . . teacher?

7) Susan: What is . . . . . . . . . . . . . . . mobile number? Sarah: Itâ&#x20AC;&#x2122;s 12398765.

9) Whose dog is this? Itâ&#x20AC;&#x2122;s . . . . . . . . . . . . . . . dog.

...............

favorite subject is Maths!

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grammar

unit 2

Question Words In English we use the words Who, What, Where, When, Why and How to ask questions. In fact, these are called “Question Words”. Usually these words go at the beginning of the sentence. In Inglese usiamo le parole Who/Chi, What/Che cosa, Where/Dove, When/Quando, Why/Perché, How/Come per formulare le domande. Infatti, questi termini vengono chiamati “Question Words” (Parole Interrogative). Generalmente, vanno all’inizio della frase.

exercises

c Match the following questions with their answers. Collega le seguenti domande con le loro risposte.

Who are you?

I live in Florence.

What is your favourite colour?

My birthday is on March 23rd.

Where do you live?

He is eating because he is hungry.

Where are you from?

I’m Isabelle.

When is your birthday?

I’m fine, thank you. How are you?

Why is John eating?

I’m from Germany. I’m German.

How are you?

She is the girl with the blue dress.

Who is your sister?

It’s half past ten.

What’s the time?

My favourite colour is red.

Ricordati che alle domande che iniziano con “Why” (perché) si risponde sempre con “Because”. Esempio: Why do you like Britney Spears? Because I like her music.

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unit 2

d Complete the following sentences using question words. Completa le seguenti frasi usando question words.

Example/Esempio: Who is your Maths teacher?

Mr. Bean.

1) . . . . . . . . . . . . . . . . . . . . don’t you come to the cinema? 2) . . . . . . . . . . . . . . . . . . . . is your brother? 3) . . . . . . . . . . . . . . . . . . . . are you doing? 4) . . . . . . . . . . . . . . . . . . . . is your mother? 5) . . . . . . . . . . . . . . . . . . . . is your birthday party? 6) . . . . . . . . . . . . . . . . . . . . are you tired? 7) . . . . . . . . . . . . . . . . . . . . do you make a cake? 8) . . . . . . . . . . . . . . . . . . . . are you going? 9) . . . . . . . . . . . . . . . . . . . . old is your mother? 10) . . . . . . . . . . . . . . . . . . . . is my English book?

I’ve got a temperature. The boy with the blue shirt. I’m reading a book. She is at work. Next Saturday. . . . . . . . . . . . . . . . . . . . . I didn’t sleep well. It’s easy, follow the recipe. I’m going to school. She’s 45. I don’t know, look on your desk. ....................

the following body e Match parts to the picture. Associa le seguenti parti del corpo all’immagine.

Arm (arm) Eyes (aais) Hand (hend) Mouth (mauth) Toes (tooz)

Chest (cest) Feet (fiit) Head (heed) Nose (nooz)

Ears (iirs) Fingers (finghers) Knee (nii) Shoulder (sciolder)

Elbow (elbou) Hair (heer) Leg (leg) Stomach (stomac)

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listening l’angolo delle curiosità

unit 2 track 2.1

Lo sapevi che...

Gli inglesi hanno diverse canzoncine per bambini che li aiutano a ricordare i nomi delle varie parti del corpo. Ne conosci qualcuna? Una delle canzoni più comuni è Head, Shoulders, Knees and Toes. Il testo è semplicemente l’insieme delle parti del corpo ma il trucco è riuscire a tenere il ritmo nell’indicare le parti con le mani. Provaci anche tu! Head, Shoulders, Knees and Toes (Music: London Bridge)

Testa, Spalle, Ginocchia e dita dei Piedi (Musica: London Bridge)

Head and Shoulders, Knees and Toes, Knees and Toes, Knees and Toes, Head and Shoulders, Knees and Toes, Eyes, Ears, Mouth and Nose

Testa e Spalle, Ginocchia e dita dei Piedi Ginocchia e Dita dei Piedi, Ginocchia e Dita dei Piedi, Testa e Spalle, Ginocchia e dita dei Piedi Occhi, Orecchie, Bocca e Naso

play

F Body crossword puzzle

3 4

Across ➜ 1) Spalla 2) Dita dei piedi 3) Braccio 4) Testa ➜

Down 1) Stomaco/pancia 2) Gamba 3) Gomito 4) Naso

2 3

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unit 2

A strange name for a dog! Brad and Paul are two school friends. Brad is 11 and Paul is 12. One Saturday morning Brad meets Paul at the park. Brad e Paul sono due amici di scuola. Brad ha 11 anni e Paul ne ha 12. Un sabato mattina Brad incontra Paul al parco.

Brad: Good morning Paul, how are you today? Paul: I’m fine, thank you Brad. What’s that?

Brad: Oh! It’s my new dog. His name is Blue. Paul: Blue? What a strange(1) name for a dog! Brad: Why do you think it’s a strange name? I think it’s perfect! Paul: Because Blue is a colour! Why a colour and not a regular name?

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unit 2

Brad: You see, blue is my favourite colour and I like this dog very much. Paul: Oh, I understand.

Paul: Brad, where are all your other pets? You know, your cat, your fish aquarium, your birds, your hamster and your ant(2) collection? Brad: They are all at home waiting for Blue to arrive and be their new friend!

g Read the following sentences. Write “T” for True and “F” for False. Leggi le seguenti frasi. Scrivi “T” per Vero e “F” per Falso.

Brad and Paul are two school friends. Brad likes animals. Paul has got a dog.

.......... .......... ..........

Brad is at school. Paul doesn’t know Brad. Brad’s dog’s name is Orange.

.......... .......... ..........

(1) strange = peculiar. (2) ant =

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unit 2

play ANIMAL WORD SEARCH

h Find the following animal names. Trova i seguenti nomi di animali.

Bear

Crocodile

Fish

Lion

Parrot

Spider

Bird

Dog

Giraffe

Monkey

Pig

Swan

Butterfly

Dolphin

Horse

Mouse

Python

Tiger

Cat

Eagle

Jaguar

Owl

Rabbit

Whale

Cow

Eel

Kangaroo

Panther

Shark

Elephant

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listening l’angolo delle curiosità

unit 2 track 2.2

Lo sapevi che...

Nel 1901 è stato scritto un libro intitolato Just So Stories for Little Children (Titolo italiano: Storie proprio così) dove si raccontano storie fantastiche sulle origini degli animali. L’autore di questo libro, Joseph Rudyard Kipling, ha scritto tantissime storie e poesie per bambini, racconti, romanzi, letteratura per viaggiatori ed anche scientifica, al punto di ricevere il Premio Nobel per la Letteratura nel 1907. Forse il suo nome ti suona familiare, tra le sue opere c’è anche Il Libro della Giungla... Sorpreso? Cover of The Jungle Book. First Edition Copertina de “Il Libro della Giungla”. Prima edizione

Some “Just So Verses” read: The Camel’s hump is an ugly lump Which well you may see at the Zoo; But uglier yet is the hump we get From having too little to do. From How the Camel Got his Hump

Alcuni “Versi proprio così” recitano: La gobba del cammello è una brutta protuberanza Che puoi ben vedere allo zoo, Ma ancora più brutta è la protuberanza che ci viene Quando da fare non abbiamo abbastanza. Da Come il Cammello ebbe la sua gobba - Traduzione libera

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listening

track 2.3

COMPREHENSION The titles of some Just So Stories are: 1) How the Whale Got His Throat ➜ explains why the big whale eats such small prey. 2) How the Camel Got His Hump ➜ explains how the idle camel was punished. 3) How the Rhinoceros Got His Skin ➜ explains why rhinos have folds in their skin and bad tempers. 4) How the Leopard Got His Spots 5) The Elephant's Child ➜ the story of how the elephant's trunk became long. 6) The Sing-Song of Old Man Kangaroo ➜ the story of how the kangaroo turned to the athletic animal we know today. 7) The Crab That Played with the Sea 8) The Cat That Walked by Himself ➜ the longest story, explaining how all wild animals became domesticated by man except for the wildest of all, the beautiful cat. 9) The Butterfly That Stamped ➜ the story of how wise king Solomon rid himself of troublesome wives, and saved the pride of a butterfly.

I titoli di alcune Storie proprio così sono: 1) Come la Balena ebbe la gola stretta ➜ Spiega perchè la balena mangia delle prede così piccole. 2) Come il Cammello ebbe la sua gobba ➜ Spiega come l'indolente cammello fu punito. 3) Come il Rinoceronte ebbe la sua pelle ➜ Spiega perché il rinoceronte ha la pelle rugosa e l'animo irascibile. 4) Come il Leopardo ebbe le sue macchie. 5) L'elefantino curioso ➜ Storia di come la proboscide dell'elefante divenne così lunga. 6) La triste storia del vecchio Padre Canguro ➜ La storia racconta di come il canguro divenne l’animale atletico che conosciamo oggi. 7) Il Granchio che giocava col mare. 8) Il Gatto che se ne andava solo ➜ La storia più lunga, spiega come tutti gli animali furono addomesticati, eccetto il più selvaggio di tutti, il bellissimo gatto. 9) The Butterfly that Stamped ➜ Mai tradotta in italiano. È la storia di come il saggio Re Salomone si liberò delle sue fastidiose mogli e salvò l'orgoglio di una farfalla.

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listening

unit 2 track 2.4

Pussy cat can sit by the fire and sing, Pussy can climb a tree, Or play with a silly old cork and string To amuse herself, not me, But I like Binkie my dog, because He knows how to behave; So Binkie’s the same as the First Friend was, And I am the Man in the Cave! From “The Cat that Walked by Himself”

Il gattino può sedersi vicino al camino e cantare, il gattino può salire su un albero, oppure giocare con un vecchio turacciolo ed un filo per divertire se stesso, non me, ma a me piace il mio cane Binkie, perché lui sa come comportarsi, quindi Binkie è com’era il primo amico, ed io sono l’Uomo della Caverna! Da Il Gatto che se ne andava solo - Traduzione libera

exercises

i Choose the correct answer. Scegli la risposta esatta.

1) Where may you see a camel? A At the zoo B At school C At home 2) What can Pussy cat do? A Eat chocolate B Sit by the fire C Fly like a bird 3) Who is Binkie? A A cat B A woman C A dog

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unit 2

exercises

j Try to guess... Which animal am I thinking about? Prova ad indovinare... A quale animale sto pensando?

1) Which animal is small and furry(3)? It can live indoors or outdoors. Often it is a pet. It’s got four legs, a tail, two pointy ears, two eyes, a nose and a mouth. It likes to drink milk and eat fish. It often miaows and purrs(4). A A dog

B A fish

C A cat

D A horse

2) Which animal is very tall, lives outdoors, eats tree and plant leaves and has a very long neck? A A hippo

B A shark

C A whale

D A giraffe

3) Which animal is tall, has got four legs, a long nose, two pointed ears, a big mouth and big teeth? It’s got a fluffy(5) tail and mane(6) and neighs. A A horse

B A lion

C A dog

D A snake

4) I am thinking about an animal which usually lives in the ocean. It’s usually grey. It’s got fins(7), a big mouth and sharp teeth. A A butterfly fish

B A starfish

C A shark

D An octopus

5) Which animal lives in the water, can be pink or purple, has eight “arms” called tentacles? A A shark

B An octopus

C A whale

D A swordfish

6) Which animal can fly, has got a very wide wingspan(8), and whose name means it has no hair? A A bald eagle

B A woodpecker

C A a mosquito

D A fly

7) Which animal has got beautiful colours, lives in the water and is often “worn” as jewellery? A A coral

B A gold fish

C A starfish

D A shark

C A whale

D A swordfish

8) Which fish ate Geppetto, Pinocchio’s father? A A starfish

B A shark

(3) furry = peloso. (4) purrs = fusa (5) fluffy = soffice

l’angolo delle curiosità

(6) mane = criniera (7) fins = pinne (8) wingspan = apertura alare

Lo sapevi che...

L’aquila calva da giovane è marrone con solamente i lati inferiori delle ali bianche. In età adulta, le piume sulla testa, sul collo e sulla coda diventano bianche, facendola sembrare “calva”, quindi dandole il nome “Bald Eagle”.

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unit 2

revision

k Choose the correct answer. Scegli la risposta esatta.

1 Roberta is nine years old. . . . . . . . . . . brother is seven. Her His Your

8 Is this your skateboard? No, it isn’t. Its her skateboard. No, it isn’t. It’s his skateboard. Yes, it’s their skateboard.

15 Where do you live? I live in Italy. I live at school. I live ice cream.

2 My eyes are . . . . . . . . . . . blue orange pink

9 Why is your dog thirsty? Because it has hungry. Why she is hot. Because it is hot.

16 I’m English, I’m from: Germany England Italy

3 What’s this? It’s a book. It a paper. It a copybook.

10 Where are you from? I’m Poland. I am Germany. I’m Spanish.

17 I’m from Spain, I’m: Spaniard Spanish Spagnolish

4 How many eyes have you got? I’ve got lots of eyes. I’ve got two eyes. I’ve got three eyes.

11 I can smell with my . . . . . . . . . . ears. hair. nose.

18 She has got . . . . . . . . . . hair. blonde yellow ocre

5 Where are your knees? On my arms. On my back. On my legs.

12 A fish eats . . . . . . . . . . trees hamburgers fish

19 Who is your History teacher? Mr. Smith Mrr. Smith Smith

6 What’s your name? It’s Susan. It Susan. I Susan.

13 My elbow is on my . . . . . . . . . . face arm leg

7 How old are you? I’m 13 years old. I’ve got 13 years. I have 13.

14 A giraffe is a . . . . . . . . . . animal tall short tiny

20 The teacher told the children to be seated. She said: Sit Sit down, please down

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unit 2

l Write the proper name of each animal and body part on the line below the picture. Scrivi il nome corretto di ciascun animale e parte del corpo sul rigo sotto il disegno.

Cat

Dog

Eagle

Fish

Dolphin

Elephant

Tiger

Lion

Bird

Shark

Arm

Leg

Nose

Mouth

Finger

Hair

Ear

Knee

Foot

Toes

....................

listening

Revision pag. 32 - track 2.5

m Cross out the word with a different pronunciation. Barra la parola con pronuncia diversa.

this (questo)

miss (perdere)

fish (pesce)

tree (albero)

kiss (bacio)

that (quello)

maths (matematica)

hair (capelli)

cap (cappellino)

black (nero)

these (questi)

tree (albero)

knee (ginocchio)

this (questo)

me (me)

those (quelli)

nose (naso)

toes (dita dei piedi) door (porta)

home (casa)

Who (chi)

two (due)

too (anche)

to (a/per/verso)

dog (cane)

What (cosa)

but (ma)

cat (gatto)

cup (tazza)

up (su)

Where (dove)

ear (orecchio)

chair (sedia)

care (avere cura)

pear (pera)

When (quando)

eye (occhio)

again (di nuovo)

pen (penna)

Zen (Zen)

Why (perchĂ¨)

sky (cielo)

try (provare)

buy (acquistare)

we (noi)

How (come)

cow (mucca)

now (ora)

food (cibo)

wow

n Answer the following questions. Rispondi alle seguenti domande.

1) 2) 3) 4) 5) 6) 7) 8)

Where is Athens? (Greece) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Where is Andrew from? (England) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Who is your favourite singer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What is this? (a red pen) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Where is John? (at school) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . When do you wake up? (7.30) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Why are you tired? (not sleep) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How are you? (fine) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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unit 3 Yes, weâ&#x20AC;&#x2122;ve got fresh chips. No, there isnâ&#x20AC;&#x2122;t any mayonnaise in our hamburgers. Yes, there are apples in our fruit salad.

Is there any mayonnaise in your hamburgers?

Are there any apples in your fruit salad?

Have you got any chips?

index Grammar: Quantity Determiners, Plural Nouns, There is/There are, Prepositions of Place, Have/Have got Vocabulary: Food and Drink, Rooms of the House

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listening

track 3.1

PLURAL NOUNS The plural of a noun is usually formed by adding an “s” at the end of the word. For example: the plural of cat is cats; the plural of flower is flowers, and the plural of computer is computers. For words ending in “s”, “x”, “z”, “ch”, or “sh”, the plural is usually formed by adding “es”. This is because when you add an “s” to the end of these words, you have to add an extra syllable to the word in order to pronounce it. Also for words ending in “o”, the plural is usually formed by adding “es”. For some nouns which end in “f”, the “f” turns to “v” and you add “es”. Il plurale si forma solitamente aggiungendo una “s” alla fine della parola. Per esempio il plurale di “cat” è “cats”, il plurale di “flower” è “flowers”, ed il plurale di “computer” è “computers”. Nelle parole che finiscono con “s”, “x”, “z”, “ch”, o “sh”, il plurale è solitamente formato aggiungendo “es”. Il motivo sta nel fatto che l’aggiunta soltanto di una “s” renderebbe queste parole impronunciabili, dunque bisogna aggiungere una sillaba intera (“es”). Anche nelle parole che finiscono con “o”, il plurale si forma aggiungendo “es”. Per alcune parole che finiscono con la lettera “f”, la lettera “f” diventa “v” e si aggiunge “es”. For example:/Per esempio: “s” ending Singular

“x” ending

Plural

Singular

“ch” ending

Plural

Singular

Plural

bacio

kiss

kisses

scatola

box

boxes

pranzo

lunch

lunches

bussola

compass

compasses

volpe

fox

foxes

chiesa

church

churches

aula

class

classes

miscela

mix

mixes

spiaggia

beach

beaches

abito

dress

dresses

tassa

tax

taxes

strega

witch

witches

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unit 3 “sh” ending Singular

“o” ending

Plural

Singular

“f” ending

Plural

Singular

Plural

spazzola

brush

brushes

patata

potato

potatoes

coltello

knife

knives

piatto

dish

dishes

pomodoro tomato

tomatoes

foglia

leaf

leaves

desiderio

wish

wishes

vulcano

life

lives

volcano volcanoes vita

listening

track 3.2

PLURAL NOUNS For nouns which end in “vowel + y”: you add “s”. For nouns which end in “consonant + y”: the “y” changes to “i” and you add “es”. Nelle parole che finiscono con “vocale + y”: bisogna aggiungere “s”. Nelle parole che finiscono con “consonante + y”: la lettera “y” diventa “i” e si aggiunge “es”. For example:/Per esempio: “vowel + y” ending Singular

“consonant + y” ending

Plural

Singular

Plural

ragazzo

boy

boys

neonato

baby

babies

chiave

key

keys

nazione

country

countries

ritardo

delay

delays

ciliegia

cherry

cherries

giocattolo

toy

toys

città

city

cities

tacchino

turkey

turkeys

dizionario

dictionary

dictionaries

via/modo

way

ways

famiglia

family

families

valle

valley

valleys

cielo

sky

skies

scimmia

monkey

monkeys

storia

story

stories

trofeo

trophy

trophies

vittoria

victory

victories

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Pagina 36

unit 3

IRREGULAR NOUNS Are those that do not have the regular plural ending. Sono quelli che non formano il plurale aggiungendo la â&#x20AC;&#x153;sâ&#x20AC;?.

For example:/Per esempio: Irregular Nouns Singular

Plural

bambino/a

child

children

uomo

man

men

donna

woman

women

persona

person

people

pesce

fish

piede

foot

feet

dente

tooth

teeth

topo

mouse

mice

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Pagina 37

listening

unit 3 track 3.3

Some and Any – Countable and Uncountable Nouns In the English language there are two different types of nouns: ➜ Countable – which are things you can count and can be either singular or plural (for example: a tomato, one potato, two potatoes, three potatoes); ➜ Uncountable – which are things you cannot count and therefore cannot be plural (for example: sugar, hair, water). Use some: ➜ with plural countable nouns. For example: I’ve got some apples. ➜ uncountable nouns in affirmative sentences. For example: I’ve got some milk. ➜ in questions when we ask for or offer things politely. For example: • Can I have some coffee, please? • Would you like some coffee? Use any: ➜ in questions with plural countable nouns and uncountable nouns. For example: • Have you got any apples? • Have you got any milk? ➜ in negative sentences with plural countable nouns and uncountable nouns. For example: • I haven’t got any apples. • I haven’t got any milk.

TRANSLATION Nella lingua inglese ci sono due forme di nomi: ➜ Countable – che sono le cose che puoi contare e possono essere sia al singolare che al plurale (per esempio: un pomodoro, una patata, due patate, tre patate); ➜ Uncountable – che sono le cose che non puoi contare e quindi non possono essere trasformate al plurale (per esempio: zucchero, capelli, acqua). Usa some: ➜ con i nomi countable al plurale. Per esempio: I’ve got some apples. ➜ con i nomi uncountable in frasi affermative. Per esempio: I’ve got some milk. ➜ nelle domande quando si richiede o si offre educatamente. Per esempio: • Can I have some coffee, please? • Would you like some coffee? Usa any: ➜ nelle domande con i nomi countable al plurale e con i nomi uncountable. • Have you got any apples? • Have you got any milk? ➜ nelle frasi negative con i nomi countable al plurale ed i nomi uncountable. • I haven’t got any apples. • I haven’t got any milk.

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Pagina 38

unit 3

play WORD SEARCH

a Find the following words. Trova le seguenti parole.

Find the singulars for: boxes foxes shelves wolves flowers people feet teeth cherries

Find the plurals for: knife scarf wife dress kiss toy turkey beach sky

Find the English word for:

grammar There is and there are We often use “there is” and “there are” with the determiners “a”, “an”, “some” and “any”. We can use them for affirmative and negative sentences and also in questions. For example: Spesso usiamo “there is” (c’è) and “there are” (ci sono) con le parole “a”, “an”, “some” ed “any”. Possiamo usarli sia per frasi affermative, negative che nelle domande. Per esempio: Affirmative

Negative

Questions

There is a book in the bag.

There isn’t any juice in the fridge.

Is there any milk on the table?

There are some children in the playground.

There aren’t any cats in the garden.

Are there any oranges in the fruit basket?

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Pagina 39

unit 3

listening

track 3.4

Michelle is in her kitchen looking for something to eat. She cannot leave her house so she writes an email to Charles requesting him to go shopping. Fill in the blanks with the correct words. Michelle sta cercando qualcosa da mangiare in cucina. Non può uscire di casa, quindi scrive una email a Charles chiedendogli di fare la spesa. Completa il testo con le parole mancanti. Dear Charles, I am at home with the flu and the doctor’s orders are to stay warm in bed. Unfortunately, my fridge and cupboards are almost empty and I’m very hungry! Could you please go to the supermarket for me? In my fridge there isn’t . . . . . . . . . . . . . . . . . . and there is

..................

, but there isn’t

....................

.....................

There

....................

. There aren’t . . . . . . . . . . . . . . . . . . . There are

....................

, and there isn’t . . . . . . . . . . . . . . . . . . . .

....................

. There . . . . . . . . . . . . . . . . . . . . a bottle

also a jar of mayonnaise but there

....................

any

mustard. I like Parmesan and Mozzarella cheese, but I don’t have . . . . . . . . . . . . . . . . . . . . . In my vegetable drawer there . . . . . . . . . . . . . . . . any There is a. . . . . . . . . . . . . . . . ...............,

and there are two

there are . . . . . . . . . . . . . . .

There is a red

....................

There isn’t . . . . . . . . . . . . .

..................

and

In my fruit basket, there . . . . . . . . . . . . . . . . . . . . any

................

...............

....................

.................

. There isn’t any

. There is . . . . . . . . . . . . . . . or

....................

and there are . . . . . . . . . . . . . . . . . . . . grapes. in my bread box. In my cupboards there . . . . . . . . . . . any

...........

Thank you so much for your help! Michelle is is is aren’t aren’t

any any any any isn’t

isn’t some some some some

milk lettuce apple oranges garlic

eggs peas carrots cheese butter

meat fruit juice bananas mushrooms hot dogs

potatoes one ketchup onions bread

coffee tomato

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Pagina 40

unit 3 TRANSLATION Caro Charles, sono a casa con l’influenza e l’ordine del medico è di restare nel letto al caldo. Sfortunatamente, il mio frigo e la mia credenza sono quasi vuoti ed io ho molta fame! Potresti per favore andare al supermercato per me? Nel mio frigo non c’è latte o succo di frutta. Non ci sono uova e c’è del formaggio, ma non c’è burro. Ci sono degli hot dog e non c’è carne. C’è una bottiglia di ketchup. C’è anche un barattolo di maionese, ma non c’è mostarda. Mi piace il Parmigiano e la Mozzarella, ma non ne ho. Nel mio cassetto delle verdure non ci sono carote o cipolle. C’è un pomodoro e ci sono due patate. Non c’è lattuga, ci sono dei funghi e piselli. C’è dell’aglio. Nel mio cesto della frutta non ci sono arance o banane. C’è una mela rossa e c’è dell’uva. Non c’è pane nel mio cassetto del pane. Nella mia credenza non c’è caffè. Grazie tante per il tuo aiuto! Michelle

Charles’ reply Dear Michelle, I am sorry to inform you that I haven’t got a lorry but only a small scooter. So call for a pizza and get well soon! Charles P.S.: Bon appetit.

TRANSLATION La risposta di Charles Cara Michelle, Mi dispiace informarti che non ho un camion ma solamente un piccolo scooter. Quindi ordinati una pizza e guarisci presto! Charles P.S. Buon appetito

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Pagina 41

unit 3

grammar Prepositions of place

b Choose the correct preposition of place. Scegli la corretta preposizione di luogo.

The CD is

..........

The cheese is ces of bread.

Bob sits

the stereo.

..........

the sli-

Jane.

The motorcycle is cinema.

The parents are children.

Sarah is

..........

the

The monkey is tree.

..........

the

the The pillow is

Helen.

..........

The eagle is flying valley.

the bed.

..........

the

VOCABULARY - The rooms of a house

c Match each room with its name.

Associa ogni stanza al proprio nome.

Bathroom Balcony

Bedroom Study

Kitchen Entrance

Dining Room Terrace

Garage

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Pagina 42

unit 3

BEN’S HOUSE

d Choose the correct word to complete the following sentences about Ben’s House. Scegli la parola corretta per completare le seguenti frasi inerenti la casa di Ben.

over

next to

opposite

under

between

near

kitchen

table

chairs

fridge

oven

over

bookshelf

window

Ben’s Bedroom

The bookshelf is . . . . . . . . . . . . . . . Ben’s bed. There is a lamp . . . . . . . . . . . . . . . the bedside table. The wardrobe is . . . . . . . . . . . . . . . the bookshelf. There is a large window . . . . . . . . . . . . . . . Ben’s bed. Ben’s desk is . . . . . . . . . . . . . . . the window. Next to Ben’s desk there is a computer table, Ben’s pc is . . . . . . . . . . . . . . . the computer table. There is a paper bin . . . . . . . . . . . . . . . the computer table. The computer table is . . . . . . . . . . . . . . . Ben’s desk and the paper bin.

Ben’s Kitchen

In Ben’s . . . . . . . . . . . . . . . there is a rectangular . . . . . . . . . . . . . . . with four . . . . . . . . . . . . . . . . There is a large . . . . . . . . . . . . . . . next to the . . . . . . . . . . . . . . . . The cooker is . . . . . . . . . . . . . . . the oven and the sink is near the cooker. There is a . . . . . . . . . . . . . . . with cookbooks over the cooker. There is a . . . . . . . . . . . . . . . over the sink. The cooker and oven are . . . . . . . . . . . . . . . the sink and fridge.

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Pagina 43

unit 3

grammar

The verb “Have got” – Present Tense Affirmative Form Full form

Negative Form

Contraction

Full form

Contraction

I have got

I’ve got

I have not got

I haven’t got

You have got

You’ve got

You have not got

You haven’t got

He has got

He’s got

He has not got

He hasn’t got

She has got

She’s got

She has not got

She hasn’t got

It has got

It’s got

It has not got

It hasn’t got

We have got

We’ve got

We have not got

We haven’t got

You have got

You’ve got

You have not got

You haven’t got

They have got

They’ve got

They have not got

They haven’t got

Short answers

Questions (?)

Affirmative

Negative

Have I got?

Yes, I have

No, I haven’t

Have you got?

Yes, you have

No, you haven’t

Has he got?

Yes, he has

No, he hasn’t

Has she got?

Yes, she has

No, she hasn’t

Has it got?

Yes, it has

No, it hasn’t

Have we got?

Yes, we have

No, we haven’t

Have you got?

Yes, you have

No, you haven’t

Have they got?

Yes, they have

No, they haven’t

Remember: “Have got” is used in two different ways: ➜ to show that something belongs to you (I’ve got a red car); ➜ to describe people, animals or things (Shelly has got blond hair). For possession you can use “have” instead of “have got”. Ricordati: “Have got” è usato in due modi diversi: ➜ per dimostrare che qualcosa ti appartiene (I’ve got a red car - Ho un’auto rossa); ➜ per descrivere persone, animali o cose (Shelly has got blond hair - Shelly ha i capelli biondi). Per indicare possesso puoi usare anche solo “have” invece di “have got”.

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Pagina 44

unit 3

exercises

e Choose the correct translation for the following sentences. Scegli la traduzione esatta per le seguenti frasi.

From Italian to English • Dall’Italiano all’Inglese 1) Ho un cane marrone che si chiama Jack. A

I’ve got a brown dog named Jack.

I got a brown dog named Jack.

You have got a pen to lend me?

He’s got his history book.

Has she got the flu?

We’ve got the tickets for the concert.

2) Hai una penna da prestarmi? A

Have you got a pen to lend me?

3) Lui non ha il libro di storia. A

He hasn’t got his history book.

4) Lei ha l’influenza? A

She has got the flu?

5) Abbiamo i biglietti del concerto. A

We got the tickets for the concert.

From English to Italian • Dall’Inglese all’Italiano 6) Have you got some time? I need a hand. A

Hai del tempo? Mi occorre una mano.

Hai un minuto? Ti do una mano.

Noi abbiamo molte cose in comune.

7) We’ve got many things in common. A

Noi abbiamo poche cose in comune.

8) They’ve got many toy cars but they haven’t got any toy spaceships. A

Loro hanno molte macchinine ma non hanno navicelle spaziali.

Loro non hanno molte macchinine neppure navicelle spaziali.

9) I’ve got a terribile headache! Have you got an aspirin? A

Ho un mal di schiena terribile! Hai una aspirina?

Ho un mal di testa terribile! Hai una aspirina?

Non toccare quel cane! Ha le pulci.

10) Don’t touch that dog! It’s got fleas. A

Non giocare con quel cane! Ha le pulci.

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Pagina 45

unit 3

play “SCRAMBLED” LETTERS/LETTERE “STRAPAZZATE”

f Put the letters in correct order and write the Italian translation. Metti le lettere nell’ordine esatto e scrivi la traduzione italiana. Lvngiioomr

Living Room

Soggiorno

ceOngerjaui gaHbumrer foaBRstee sppAle siFh shCip mootaBhr ntiKche yeuTrk eBdoorm

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8-02-2012

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Pagina 46

listening

track 3.5

COMPREHENSION Rick is an English university student who studies in Madrid. One day, his mother decides to pay him a surprise visit, but Rick isn’t there… he has gone to the cinema with his friends. Read his mother’s note he found upon his return home: Dear Rick, I was worried about my poor young son, living on his own in a foreign city, so I decided to pay you a surprise visit and cook you some decent food. It seems the surprise is mine! Your door was open (what an irresponsible thing to do), so I just walked in. Please explain: • why all of your dishes lie dirty in the kitchen sink; • why you’ve got dirty clothes all over the house; • why my shoes stick to the floor when I walk; • and especially WHY AREN’T YOU AT HOME STUDYING!!!! Your father and I work hard to pay for your studies and send you the money you need for room and board, but I seem to understand that you don’t appreciate it. So from now on, we will cut your monthly allowance of 50% and use that money to go to the theatre. If you need more money, find a part-time job! Love Mom Rick è uno studente universitario inglese che studia a Madrid. Un giorno, sua madre decide di andarlo a trovare facendogli una sorpresa, ma Rick non c’è... è andato al cinema con gli amici. Leggi il biglietto di sua madre che trova quando rientra a casa. Caro Rick, Ero preoccupata per il mio povero giovane figlio, che vive da solo in una città straniera, quindi ho deciso di farti una sorpresa e venirti a trovare e prepararti un po’ di cibo decente. Pare che la sorpresa è mia! La tua porta era aperta (che cosa irresponsabile), quindi sono entrata. Ti prego spiegami: perchè tutti i tuoi piatti sono sporchi nel lavello della cucina; perché hai vestiti sporchi in giro per tutta la casa; perché le mie scarpe si attaccano al pavimento quando cammino; e soprattutto PERCHÈ NON SEI A CASA A STUDIARE!!!!! Tuo padre ed io lavoriamo sodo per pagare i tuoi studi ed inviarti i soldi che ti servono per vitto e alloggio, ma mi sembra di capire che non lo apprezzi. Quindi, da ora in poi, diminuiremo la tua paga mensile del 50% ed useremo quei soldi per andare al teatro. Se ti occorrono soldi, trovati un lavoro part-time! Con affetto, Mamma

exercises

g Choose the correct answer. Scegli la risposta esatta.

1) Is Rick’s mother happy? 2) Is Rick’s flat clean?

A Yes, she is. A Yes, it is.

B No, she isn’t. B No, it isn’t.

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Pagina 47

unit 4 You can go down this street and turn left at the supermarket. There is a football field next to the park.

Excuse me, where can we go to play football?

index Quantity Determiners, Grammar: Can/Can’t,Plural Prepositions Nouns, of There Movement, is/TherePossessive are, Prepositions “’S”, toofLike, Place, to Play Have/Have got Vocabulary: Actors Food and andDrink, Singers, Rooms Sportsmen of the House

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unit 4

Pagina 48

grammar

Can and can’t – Present Simple Tense In English “Can” is a very versatile verb and it is used mainly to express ability, possibility and to request, give or refuse permission. It’s a modal verb and it has the same form in all persons (I, you, he, she, it, we, you, they). In Inglese, il verbo “Can” è un verbo molto versatile che è usato principalmente per esprimere capacità, possibilità e per richiedere, dare o rifiutare il permesso di qualcosa. È un verbo modale ed è uguale per tutte le persone (I, you, he, she, it, we, you, they). Affirmative Form

Negative Form Full form

Contraction

Questions (?)

Short answers Affirmative

Negative

I can

I cannot

I can’t

Can I?

Yes, I can.

No, I can’t.

You can

You cannot

You can’t

Can you?

Yes, you can.

No, you can’t.

He can

He cannot

He can’t

Can he?

Yes, he can.

No, he can’t.

She can

She cannot

She can’t

Can she?

Yes, she can.

No, she can’t.

It can

It cannot

It can’t

Can it?

Yes, it can.

No, it can’t.

We can

We cannot

We can’t

Can we?

Yes, we can.

No, we can’t.

You can

You cannot

You can’t

Can you?

Yes, you can.

No, you can’t.

They can

They cannot

They can’t

Can they?

Yes, they can.

No, they can’t.

Remember: the verb which follows “can” is never preceded by “to”. For example: “You can read” NOT “You can to read”. Ricorda: il verbo che segue “can” non è mai preceduto dal “to”. Per esempio: “You can read” e NON “You can to read”.

exercises

a Complete the following sentences. Completa le seguenti frasi.

1) I’m German. I . . . . . . . . . . . . . . . speak German and French. 2) . . . . . . . . . . . . . . . you play football? No, I . . . . . . . . . . . . . . . . I . . . . . . . . . . . . . . . play any sports. 3) Mother, . . . . . . . . . . . . . . . I go to the discotheque with my friends tonight? No, you . . . . . . . . . . . . . . . . 4) During his election campaign, the President’s motto was “Yes, we . . . . . . . . . . . . . . . .” 5) . . . . . . . . . . . . . . . you cook? Yes, I . . . . . . . . . . . . . . . . 6) . . . . . . . . . . . . . . . you speak English? No, I . . . . . . . . . . . . . . . , I speak German.

7) We . . . . . . . . . . . . . . . go to the party, we haven’t got a car. 8) Mommy, . . . . . . . . . . . . . . . I go to Mike’s house after school? I’m sorry son, you . . . . . . . . . . . . . . . today. We . . . . . . . . . . . . . . . go tomorrow. 9) . . . . . . . . . . . . . . . a bird fly? Of course it . . . . . . . . . . . . . . . ! 10) I . . . . . . . . . . . . . . . do all my homework in two hours! 11) . . . . . . . . . . . . . . . you come here? Yes, I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . you come here? No, I . . . . . . . . . . . . . . . .

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Pagina 49

unit 4

grammar to play – Present Simple Tense

The word “play” has numerous meanings and functions in English, but the two most common verb functions are: ➜ to play a game or sport; ➜ to play a musical instrument. As most other verbs in the present simple tense, it takes an “s” at the third person singular. “Play” takes “do” in negative sentences and questions and in affirmative short answers. La parola “play” ha numerosi significati nella lingua inglese, ma le due funzioni verbali principali sono: ➜ giocare un gioco o uno sport; ➜ suonare uno strumento musicale. Come per altri verbi al present simple, bisogna aggiungere la “s” alla terza persona singolare. Per “play” si usa il “do” per le frasi negative ed interrogative e nelle risposte brevi affermative.

Affirmative Form

Negative Form

Questions (?)

Short answers Affirmative

Negative

I play

I don’t* play

Do I play?

Yes, I do

No, I don’t

You play

You don’t play

Do you play?

Yes, you do

No, you don’t

He plays

He doesn’t play

Does he play?

Yes, he does

No, he doesn’t

She plays

She doesn’t play

Does she play?

Yes, she does

No, she doesn’t

It plays

It doesn’t play

Does it play?

Yes, it does

No, it doesn’t

We play

We don’t play

Do we play?

Yes, we do

No, we don’t

You play

You don’t play

Do you play?

Yes, you do

No, you don’t

They play

They don’t play

Do they play?

Yes, they do

No, they don’t

* don’t = do + not.

exercises

b Complete the following sentences. Completa le seguenti frasi.

1) 2) 3) 4) 5) 6)

Michael and Robert like to . . . . . . . . . . . the drums. Priscilla . . . . . . . . . . . volleyball in the school team. Chris . . . . . . . . . . . videogames after school. They . . . . . . . . . . . football because they don’t like it. . . . . . . . . . . . you . . . . . . . . . . . basketball? No, I . . . . . . . . . . . . . . . . . . . . . . . you . . . . . . . . . . . a musical instrument? Yes, I . . . . . . . . . . . . I . . . . . . . . . . . the guitar. And you? No, I . . . . . . . . . . . any musical instruments. 7) He likes sports. He . . . . . . . . . . . football, tennis, volleyball and golf. 8) She doesn’t like sports. She prefers to . . . . . . . . . . . board games (giochi da tavolo). 9) Mother, can I go . . . . . . . . . . . in the park with my friends?

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17:25

Pagina 50

grammar to like – Present Simple Tense

The word “like” can be used in many ways. The main use is as a verb to indicate preference or pleasure in something specific. We use a noun after the verb “like” to specify exactly what we like. For example: “I like maths but I don’t like history”. In case another verb follows, we use the “ing” form: “I like eating hamburgers”; “I like watching TV”. As most other verbs in the present simple tense it takes an “s” at the third person singular. “Like” takes “do” in negative sentences and questions and in affirmative short answers. La parola “like” può avere più significati. L’utilizzo principale è con funzione di verbo per indicare una preferenza o il piacere per qualcosa in particolare. Usiamo un nome dopo il verbo “like” per specificare esattamente cosa ci piace. Per esempio: “I like maths but I don’t like history” (Mi piace la matematica ma non mi piace la storia). Nel caso in cui viene seguito da un altro verbo, usiamo la forma “ing”. “I like eating hamburgers” (Mi piace mangiare gli hamburger); “I like watching TV” (Mi piace guardare la TV). Come per altri verbi al present simple, bisogna aggiungere una “s” alla terza persona singolare. Per “like” si usa il “do” per le frasi negative ed interrogative e nelle risposte brevi affermative.

Affirmative

Negative

Questions (?)

Short answers Affirmative

Negative

I like

I don’t* like

Do I like?

Yes, I do

No, I don’t

You like

You don’t like

Do you like?

Yes, you do

No, you don’t

He likes

He doesn’t like

Does he like?

Yes, he does

No, he doesn’t

She likes

She doesn’t like

Does she like?

Yes, she does

No, she doesn’t

It likes

It doesn’t like

Does it like?

Yes, it does

No, it doesn’t

We like

We don’t like

Do we like?

Yes, we do

No, we don’t

You like

You don’t like

Do you like?

Yes, you do

No, you don’t

They like

They don’t like

Do they like?

Yes, they do

No, they don’t

* don’t = do + not.

exercises

c Complete the following sentences. Completa le seguenti frasi.

Example/Esempio: I . . . . . . . . . . . . . . (eat) pizza with tomato sauce. I like eating pizza with tomato sauce. 1) I . . . . . . . . . . . . . . . . . . (play) the drums and the sax. 2) Susan . . . . . . . . . . . . . . . . . . . . . . (go) to the cinema. 3) John and Cindy . . . . . . . . . . . . . . . . . . . . . . (go) to the discotheque.

chocolate but they . . . . . . . . . . . . . . . . . . . . . . fruit and vegetables. His cat . . . . . . . . . . . fish. She likes . . . . . . . . . . . (cook). Clarissa . . . . . . . . . . . . . . . . . . . . . . (talk) on the phone. She . . . . . . . . . . . . . . . . . . . . . . . . (talk) but he is a shy girl.

4) The children 5) 6) 7) 8)

...........

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grammar

unit 4

The Possessive “’S” In English we use the “Possessive ’S” to mention things or relatives belonging to someone. For example: Maria’s bag. We put an “’s” after the name of the person who has something, immediately after we say what the person has. In this case Maria has a bag (which belongs to her). Maria’s sister. In this case we are mentioning a relative, the sister of Maria. The spelling rules for the Possessive ’S are: ➜ add ’s to singular nouns and irregular plural nouns (Mark’s bike; The children’s books); ➜ add ’ to regular plural nouns (The boys’ toys; The dogs’ bones); ➜ add ’s to the last person in case two or more people own the same thing (Jane and Susan’s dog). Remember:

Do not use Possessive ’S with things (NOT The book’s cover). Do not confuse Possessive ’S with the verb To Be (Susan’s dog = The dog of Susan/Susan’s English = Susan is English).

In Inglese usiamo la “S di Possesso” per indicare cose o parentele che appartengono a qualcuno. Per esempio: Maria’s bag (La borsa di Maria). Mettiamo una “’s” dopo il nome della persona che possiede seguito dalla cosa posseduta. In questo caso Maria ha una borsa (che appartiene a lei). Maria’s sister (La sorella di Maria). In questo caso indichiamo una parentela, la sorella di Maria. Le regole per lo spelling della Possessive ’S sono: ➜ aggiungi ’s a nomi singolari e nomi plurali irregolari (Mark’s bike; The children’s books); ➜ aggiungi ’ a nomi plurali regolari (The boys’ toys; The dogs’ bones); ➜ aggiungi ’s all’ultima persona nel caso in cui due o più persone posseggono la stessa cosa (Jane and Susan’s dog). Ricorda:

Non usare Possessive ’S con cose (NO The book’s cover). Non confondere Possessive ’S con il verbo To Be (Susan’s dog = The dog of Susan/Susan’s English = Susan is English).

exercises

d Complete the following sentences with the Possessive ’S. Completa le seguenti frasi con la “S di Possesso”.

1) 2) 3) 4) 5) 6) 7) 8) 9)

John and Mary flat is in the city centre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Simon favourite school subject is maths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diego bike is green. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The dog house is red. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . My mother famous chocolate cake is delicious. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The children toys are in the green and yellow box. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peter car is grey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Linda glasses are red. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Susan mother is very young. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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unit 4

exercises

e Choose the correct answers. Scegli le risposte esatte.

Joseph and Vincent are e-friends. Joseph has a new school friend and he wants to tell Vincent about. Read his e-mail. Dear Vincent, today a new student came to our class, her name is Hillary and she’s (verb “to be” or Possessive S) from Portugal. Hillary’s (verb “to be” or Possessive S) mother is English so she speaks (plural or 3ª person singular) Portuguese and English. Hillary’s (verb “to be” or Possessive S) a very interesting person. She likes (plural or 3ª person singular) music and can/can’t play many musical instruments. She can play/plays the guitar and piano very well and likes/like play/playing the drums. She can sing very well, in fact she’s (verb “to be” or “to have”) got a beautiful voice. She can/can’t play the violin because she hasn’t/has got the time to practice. Hillary’s (verb “to be” or Possessive S) favourite sport is volleyball, but she also likes golf and tennis. She can’t play basketball and football. She likes cook/cooking Portuguese specialities and she doesn’t like/likes English food. Sorry, I must go now, she’s (verb “to be” or Possessive S) phoning me on my mobile... I think I’m in love! Joseph

TRANSLATION TRADUZIONE Joseph e Vincent sono amici di e-mail. Joseph ha una nuova compagna di classe e vuole raccontarlo a Vincent. Leggi la sua e-mail. Caro Vincent, oggi è venuta una nuova studentessa in classe, il suo nome è Hillary e viene dal Portogallo. La madre di Hillary è inglese, quindi parla Portoghese e Inglese. Hillary è una persona molto interessante. Le piace la musica e sa suonare molti strumenti musicali. Sa suonare la chitarra ed il pianoforte molto bene e le piace suonare la batteria. Sa cantare molto bene, infatti ha una bellissima voce. Non sa suonare il violino perché non ha il tempo per esercitarsi. Lo sport preferito di Hillary è la pallavolo, ma le piacciano anche il golf ed il tennis. Non sa giocare a pallacanestro e a calcio. Le piace cucinare specialità portoghesi e non le piace il cibo inglese. Scusa, ma ora devo andare, mi sta chiamando sul telefono cellulare... credo di essermi innamorato! Joseph

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unit 4

grammar Prepositions of movement

f Choose the correct preposition of movement: Scegli la corretta preposizione di moto:

down

over

under

into

out of

through

across

along

(a)round

past

towards

from â&#x20AC;Ś to

...............

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exercises

g Complete the following sentences with the proper preposition of movement. Completa le seguenti frasi con la preposizione di movimento appropriata.

1) The runners are racing . . . . . . . . . . . . . . . . . . . . . . . . . the lake. 2) Look! There’s a plane flying . . . . . . . . . . . . . . . . . . . . . the city! 3) What is the distance . . . . . . . . . . . . . . . . . . . . . . . . . your house . . . . . . . . . . . . . . . . . . . . . . . . . your school? 4) The woman is climbing . . . . . . . . . . . . . . . . . . . . . . . . . the steps. 5) The children are running . . . . . . . . . . . . . . . . . . . . . . . the steps. 6) The ship is sailing . . . . . . . . . . . . . . . . . . . . . . . . . the ocean. 7) The Ferrari is going . . . . . . . . . . . . . . . . . . . . . . . . . the McLaren. 8) The child is walking . . . . . . . . . . . . . . . . . . . . . . . . . his mother. 9) It’s raining! Let’s go . . . . . . . . . . . . . . . . . . . . . . . . . the mall, where it’s dry! 10) The tunnel goes . . . . . . . . . . . . . . . . . . . . . . . . . the mountain.

listening

track 4.1

The History of Rock and Roll Rock and roll (often written as rock & roll or rock 'n' roll) is a genre of popular music which originated and evolved in the United States during the late 1940s and early 1950s. Rock and roll got its name in the 1950s and now has at least two different meanings, both commonly used: ➜ a synonymous with rock music; ➜ the music of the 1950s. In the 1960s, singer and composer Chuck Berry gave birth to what rock and roll is today. In fact, it influenced lifestyles, fashion, attitudes, and language, changing the world. In the U.S.A., the migration of many freed slaves towards urban centers created a “cultural collision” which marked the beginning of other types of music as jazz, swing, rhythm and blues (r & b), country and western, blues, folk and gospel music. The word “rock” in the English language is used as a metaphor for "to shake up, to disturb or to incite". "Rocking" was a term used by black gospel singers in the American South to mean something akin to spiritual rapture. The terms were often used together ("rocking and rolling") to describe the motion of a ship at sea. Many American and British musicians became internationally famous, among these we can remember Fats Domino, Jerry Lee Lewis, Elvis Presley, Little Richard, Buddy Holly, Muddy Waters, the Beatles, The Rolling Stones, The Who, Queen, Pink Floyd, Jimi Hendrix, Velvet Underground, Doors, Fleetwood Mac, Santana, Eric Clapton, Elton John, Led Zeppelin, Genesis, Peter Gabriel, Phil Collins, Supertramp, David Bowie, Police, Kiss, Bruce Springsteen, Dire Straits and many many more.

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unit 4 TRANSLATION La storia del Rock and Roll Il rock and roll (spesso scritto come rock & roll oppure rock 'n' roll) è un genere musicale nato e sviluppatosi negli Stati Uniti negli anni Quaranta-Cinquanta. Il Rock and Roll prese il suo nome negli anni Cinquanta ed ora ha almeno due significati diversi, entrambi comunemente conosciuti: ➜ un sinonimo di musica rock; ➜ la musica degli anni Cinquanta. Negli anni Sessanta, il cantante e compositore Chuck Berry diede inizio al Rock and Roll che conosciamo oggi. Infatti, influenzò gli stili di vita, la moda, le attitudini ed il linguaggio delle persone, cambiando il mondo intero. Negli U.S.A., l’immigrazione di molti schiavi liberati verso i centri urbani creò una “collisione culturale” che segnò l’inizio di altri tipi di musica come il jazz, swing, rhythm and blues (r & b), country and western, blues, folk e musica gospel. La parola “rock” nella lingua inglese è usata come metafora per “scuotere, disturbare o incitare”. “Rocking” era un termine utilizzato dai cantanti neri del gospel nel sud degli Stati Uniti per significare qualcosa attinente al coinvolgimento spirituale. I termini venivano spesso usati insieme (“rocking e rolling”) per descrivere il movimento di una nave in mare. Molti musicisti statunitensi e britannici hanno avuto fama internazionale, tra questi possiamo ricordare: Fats Domino, Jerry Lee Lewis, Elvis Presley, Little Richard, Buddy Holly, Muddy Waters, The Beatles, The Rolling Stones, The Who, Queen, Pink Floyd. Jimi Hendrix, Velvet Underground, The Doors, Fleetwood Mac, Santana, Eric Clapton, Elton John, Led Zeppelin, Genesis, Peter Gabriel, Phil Collins, Supertramp, David Bowie, Police, Kiss, Bruce Springsteen, Dire Straits e moltissimi altri.

l’angolo delle curiosità

Lo sapevi che...

Uno dei molteplici significati della parola “like” è “simile a”, quindi introduce una similitudine. “She speaks like her mother” (Lei parla come sua madre). “He looks like his father” (Il suo aspetto somiglia a quello di suo padre).

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unit 4

exercises

h Answer the following questions. Rispondi alle seguenti domande.

1) What is Rock and Roll?/Cos’è il Rock and Roll? ..................................................................................................................................... .....................................................................................................................................

2) Name 5 internationally famous musicians or rock bands./Scrivi i nomi di 5 musicisti o gruppi Rock di fama internazionale. ..................................................................................................................................... .....................................................................................................................................

listening l’angolo delle curiosità

track 4.2

Lo sapevi che...

Il testo di una delle più conosciute ninna nanne inglesi ha proprio il “rock” come tema, ovviamente inteso come “dondolare”. Il testo è: Rock a-bye baby (Dondola bambino) On the tree top, (Sulla cima dell’albero) When the wind blows (Quando soffia il vento) The cradle will rock. (La culla dondolerà) When the bough breaks, (Quando il ramo si spezza) The cradle will fall, (La culla cadrà) Down will come baby, (E giù verrà il bambino) Cradle and all. (Insieme alla culla) Le esatte origini di questa ninna nanna non sono certe, ma si pensa che sia stata inventata da una mamma americana nel XVII secolo. In quel periodo i neonati venivano messi in culle fatte con la corteccia degli alberi che venivano sospese ai rami permettendo al vento di cullarle.

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Pagina 57

unit 4

exercises

i Answer the following questions. Rispondi alle seguenti domande.

1) Do you like music? .....................................................................................................................................

2) What kind of music do you prefer? .....................................................................................................................................

3) What do you like eating? .....................................................................................................................................

4) What don’t you like eating? .....................................................................................................................................

5) Who is your favourite singer? .....................................................................................................................................

6) Who is your favourite actor? .....................................................................................................................................

7) What is your favorite colour? .....................................................................................................................................

8) What is your favourite school subject? ............................................................................. ......................................................................

9) Do you play any sport? .............................................................. ............................................................

10) Have you got a hobby? ........................................................... ...........................................................

TRANSLATION 1) Ti piace la musica? 2) Che genere musicale preferisci? 3) Quale cibo preferisci? 4) Quale cibo non preferisci? 5) Chi è il tuo cantante preferito?

6) Chi è il tuo attore preferito? 7) Qual è il tuo colore preferito? 8) Qual è la tua materia scolastica preferita? 9) Pratichi qualche sport? 10) Hai un hobby?

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Pagina 58

unit 4

exercises

j Fill in the space with the correct answer. Inserisci la risposta esatta nello spazio.

1) We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . here. can’t to smoke can’t smoke 2)

............................................................

Do you can

draw?

Can you

3) Can she sing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No,she cans Yes, she can 4)

............................................................

Can he to 5)

Can you

............................................................

Can you

go to the concert?

speak German?

Can you to

6) The children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . outside because it’s raining. can’t play play can’t 7) I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to school today, I’m ill. can come can’t come 8) Lou and Victor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . French very well. can speak can speaks 9) Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . very well. She is the school champion. can swims can swim 10) Mark and Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . fix the cupboard. can helps can help

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unit 4

play Wordsearch

k Find the following words: Trova le seguenti parole:

Actors and Actresses: GARY COOPER, ROBIN WILLIAMS, TOM HANKS, JACK NICHOLSON, SEAN PENN, SOFIA LOREN, JULIA ROBERTS. Musical Instruments: GUITAR, TRUMPET, PIANO, FLUTE, VIOLIN, SAXOPHONE, TROMBONE. Singers: MADONNA, RIHANNA, LADY GAGA, MICHAEL JACKSON, ROBBIE WILLIAMS, STING, JOHN LENNON, FREDDIE MERCURY. Sports: TENNIS, BASKETBALL, BASEBALL, GOLF, SWIMMING, FORMULA 1, MOTORCYCLING, RUGBY. Prepositions of Movement: UP, THROUGH, FROM, TO, DOWN, ACROSS, OVER, ALONG, UNDER, AROUND, INTO, PAST, OUT OF, TOWARDS. P O T R C H J K V Q E T H K O J L P U G D F A R O U N D K L J

F R O M U Q E M I C H A E L J A C K S O N F E S F N C Q R O U

O O 1 S I X R V O I O L L L A C D S F L K P A L L D W S O P L

R O B I N W I L L I A M S R A K E S O F I A L O R E N D B 1 I

M P A A T W H I I H O A T I S N E R A E W S I R A R W F B S A

U O S N O R A R N L I D H S T I N G A O U T O F E H E G I H R

L I E T F E N E D O B O E F G C I J Q U P A S L L G D H E U O

A U B T S A N E D O W N Y W Z H Y U C T U A R U I F S J W I B

1 Q A O E K A E 1 L P N A X T O M H A N K S A T U R M K I O E

J U L B A F A G U I T A R D S L G A G O I D D E P E A L L P R

K A L O N G T T D E R G G B A S K E T B A L L A H D C K L L T

S C K I P O T H R O U G H N S O W E R A R A E T H D E L I T S

H R L P E M O A U H M C E H T N E R O A E D W H I Y O O A S H

O O K N N E D S G O P I A N O P I K M G G Y P P M M S T M O O

P S S P N O S G B F E E D Y A G A G B A G G D A X E C V S P V

K S A A E I W O Y U T E N N I S O K O G V A V F D R O T 1 A E

L 1 I K P P I S A G T C V B N M B N N O P G A R Y C O O P E R

D Q T U I O M L K H F F E A U Q Y H E D L A A W E U H W S W B

W W I K L L M O T O R C Y C L I N G Y U I O K L L R O A D E H

A E J K L O I E U O Q U E E L O J G C V E I I W Q Y I R F R J

K L M J O H N O E N N O N A W R Y U M P T I O E R S Z D G P K

L G E F A 1 G O P O I E S S A X O P H O N E K E D Q A S A L L

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unit 4

revision

l Choose the correct answer. Scegli la risposta esatta.

Robert and Matthew are brothers. Read about their Saturday afternoon. Robert e Matthew sono fratelli. Leggi cosa hanno fatto sabato pomeriggio. Robert:

I’m hungry! Is there anything to eat?

Matthew: I don’t know. Let’s have a look in the bedroom/kitchen. Robert:

OK! In the fridge there’s a/some cheese, an/a egg, some/any milk, a/an juice and …

Matthew: Wait a minute! Is there/this any/some meat? Robert:

No, there is/isn’t, but those/there is/are any/some hot dogs.

Matthew: Not bad. Is/Are there any ketchup and mayonnaise? Robert:

Yes, there are/is also some mustard. We can have a/an hot dog! Let’s see if there is/are some/any buns*.

Matthew: Where is the bread box? Oh there it is, over here/there, next to/under the fridge! Is/Are there any/a buns? Robert:

No, there isn’t/aren’t. What can we eat? Can you check the cupboard behind you?

Matthew: OK, let’s see, there’s a/some pasta, some/a can* of tomato sauce, a/some bag of hot dog buns. Robert:

A bag of hot dog buns! Super! We can have our hot dog!

Matthew: Fantastic! buns*

can*

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unit 4

listening

Revision pag. 61 - track 4.3

m Circle the word with a different pronunciation. Cerchia la parola con pronuncia diversa.

Kiss

Mix

Fish

Life

Dish

Man

Half

Scarf

Tax

Class

Brown

From

Down

Clown

Around

Through

Fruit

Blue

Toy

Juice

Golf

Toys

Boy

Joy

Coin

Child

Smile

Lives

Style

Leaf

n Choose the correct sentence. Scegli la frase esatta.

1) A Lara’s sister can play the guitar. B Laras sister can play the guitar.

2) A John and Cindy’s parent’s car is red. B John and Cindy’s parents’ car is red.

3) A His father’s got black hair. B His fathers’ got black hair.

o Ivan is writing a letter to Tony. Re-write the letter correcting his mistakes. Ivan sta scrivendo una lettera a Tony. Riscrivi la lettera correggendo gli errori.

Dear Tony, i have writting you these letter from my home in naples. Today’z a biutiful day, perfect to go for a walk. I am go to the supermarket to by the food, i need two by a potatoes, tomatoes, pasta, bread and milch. I laik frut, gius, and vegtebles. I also laik chocolet very much. The supermarket iz near my house, i go down my street and then go across to the shopping center and I’m there! I go now, i have hungry. Ivan ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .........................................................................................................................................

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unit 4

p Write the plural forms for the following words: Scrivi la forma plurale per le seguenti parole:

child – . . . . . . . . . . . . . . . . . . . . . . . . . . .

monkey – . . . . . . . . . . . . . . . . . . . . . . .

tooth – . . . . . . . . . . . . . . . . . . . . . . . . . . .

cherry – . . . . . . . . . . . . . . . . . . . . . . . . .

lunch – . . . . . . . . . . . . . . . . . . . . . . . . . .

sky – . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

mouse – . . . . . . . . . . . . . . . . . . . . . . . . .

kiss – . . . . . . . . . . . . . . . . . . . . . . . . . . . .

peach – . . . . . . . . . . . . . . . . . . . . . . . . .

knife – . . . . . . . . . . . . . . . . . . . . . . . . . . .

box – . . . . . . . . . . . . . . . . . . . . . . . . . . . .

dish – . . . . . . . . . . . . . . . . . . . . . . . . . . . .

q Choose the correct translation of the following sentences. Scegli la traduzione corretta per le seguenti frasi.

1) I maratoneti gareggiano intorno al lago. The runners are racing through the lake. The runners are racing around the lake.

2) Guarda! C’è un aereo che vola al di sopra della città! Look! There’s a plane flying over the city! Look! There’s a plane flying on the city!

3) Qual è la distanza da casa tua alla tua scuola? What is the distance from your house to your school? What is the distance to your house to your school?

4) La donna si arrampica su per le scale. The woman is climbing up the steps. The woman is climbing down the steps.

5) L’auto attraversa il tunnel. The car is going through the tunnel. The car is going over the tunnel.

6) Il bimbo cammina verso la madre. The child is walking towards his mother The child is walking at his mother

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Oh, I read, draw, paint, speak English and French. I cook and I don’t smoke. My friends all drink coffee but I don’t, do you?

I like reading and drawing.

index Grammar: Present Simple of Common Verbs: Affirmative and Negative Forms, Questions and Short Answers; Let’s Vocabulary: Jobs and Professions

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track 5.1

The Present Simple Tense of common verbs We use the Present Simple: ➜ to talk about our daily habits and actions (I drink milk every morning); ➜ to talk about existing facts (The earth circles around the sun); ➜ to give your opinion (I like ice cream); ➜ to talk about schedules (The school opens at 8 o’clock). Note: in many cases there are two or more usages in the same sentence. All the forms, with the exception of the third person singular, are the same as the infinitive. To the third person singular we add an “s” or “es” following the same spelling rules as for the formation of plural nouns. (For words ending in “s”, “x”, “z”, “ch”, “sh”, or “o” we add “es”. For nouns which end in “consonant + y” the “y” changes to “i” and you add “es”). In the negative form, “don’t” and “doesn’t” go before the infinitive, the contracted forms are almost always used in spoken and informal written English.

Usiamo il Present Simple: ➜ per parlare delle nostre abitudini e azioni quotidiane (Io bevo latte ogni mattina); ➜ per parlare di fatti esistenti (La terra gira intorno al sole); ➜ per esprimere la nostra opinione (Mi piace il gelato); ➜ per parlare di orari fissi (La scuola apre alle 8). Nota bene: in molti casi ci sono due o più utilizzi nella stessa frase. Tutte le forme, ad eccezione della terza persona singolare, sono uguali all’infinito. Alla terza persona singolare si aggiunge “s” o “es” seguendo la stessa regola per la formazione dei plurali. (Nelle parole che finiscono con “s”, “x”, “z”, “ch”, “sh”, e “o” si aggiunge “es”. Nelle parole che finiscono con “consonante + y”, la lettera “y” diventa “i” e si aggiunge “es”). Nella forma negativa, “don’t” e “doesn’t” vanno prima dell’infinito, le forme brevi sono quasi sempre utilizzate sia nell’Inglese parlato che in quello scritto in modo informale.

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grammar Affirmative Form

Negative Form Full Form

Short Form

I work

I do not work

I don’t work

You work

You do not work

You don’t work

He works

He does not work

He doesn’t work

She works

She does not work

She doesn’t work

It works

It does not work

It doesn’t work

We work

We do not work

We don’t work

You work

You do not work

You don’t work

They work

They do not work

They don’t work

Questions (?)

Short answers Affirmative

Negative

Do I work?

Yes, I do

No, I don’t

Do you work?

Yes, you do

No, you don’t

Does he work?

Yes, he does

No, he doesn’t

Does she work?

Yes, she does

No, she doesn’t

Does it work?

Yes, it does

No, it doesn’t

Do we work?

Yes, we do

No, we don’t

Do you work?

Yes, you do

No, you don’t

Do they work?

Yes, they do

No, they don’t

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exercises

a Choose the correct answer. Scegli la risposta esatta.

1) I live/lives in Rome. My name is Tommy. I like/likes reading/readyng and singing/singyng. 2) My sister’s friend is Belgian. She work/works in a chocolate factory. 3) Her mother is a teacher and she studies/study constantly. 4) The traffic officer helps/help the children crosses/cross the street. 5) Do/Does they eat/eats steak every Monday? Yes, they don’t/do. 6) Do/Does you cooks/cook special meals for festivities? No, I do/don’t. We goes/go out. 7) Does/Do the fire-fighters rescue cats on trees? Yes, they don’t/do. 8) Sarah speak/speaks Chinese because she studies/study it at school. 9) Paul wants/want to go/goes to the concert tomorrow, but he hasn’t got/haven’t got a ticket. 10) Elizabeth can play/plays many musical instruments.

b Match each job to its action.

Abbina ciascuna professione alla propria azione.

Actor

Write

Writer

Count

Astronaut

Act

Accountant

Maintain City Order

Doctor

Sing

Singer

Care for the ill

Policeman

Explore Space

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exercises

c Match each profession to its definition.

Associa ogni professione alla propria definizione.

Actor/actress

Baker

Doctor

Inventor

Palaeontologist

Athlete

Ballerina

Pilot

Footballer

Artist

Nurse

Fire-fighter

............................

Someone who bakes food in the oven, like breads and cakes.

............................

A woman who does ballet dancing.

Someone who performs a role in a play or movie.

............................

A person who puts out fires and saves people's lives.

Someone who takes care of you when you are sick or hurt.

Someone who cures you when you are ill or hurt.

............................

Someone who creates works of art.

A person who designs and creates new, useful things.

Someone who is good at a sport.

............................

A scientist who studies ancient life (dinosaurs).

A person who drives an airplane.

Someone who plays football.

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exercises

d Complete the following dialogue. Completa il seguente dialogo.

Do you work?

Yes, . . . . . . . . . . Do you work?

.........

l’angolo delle curiosità

a lawyer.

No, . . . . . . . . . . I’m unemployed. What . . . . . . . . . you do?

Lo sapevi che... The World of Work – Words and expressions Il Mondo del Lavoro – Vocaboli ed espressioni

To work = Lavorare To have a job = Avere un lavoro Part – time = a tempo parziale Full time = a tempo pieno A temporary job = un lavoro temporaneo/contratto a termine A permanent job = un lavoro a tempo indeterminato To be unemployed = Essere disoccupato Working hours = Ore lavorative To retire = Andare in pensione

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grammar Let’s Let’s = Let + us We use “let’s” + verb to make suggestions in the first person plural. Let’s play football. Let’s go swimming. Let + us = facciamo noi Si usa “let’s” + verbo per suggerire un’azione nella prima persona plurale. Giochiamo a calcio. Andiamo a nuotare.

exercises

e Choose the correct word to complete the following dialogue. Scegli la parola corretta per completare il seguente dialogo.

drink

father

doctor

parents

teacher

waitress

children

What

mother

does

long

engineer

Let’s

pilot

Tom, Chad and Carl are at the park. / Tom, Chad e Carl sono al parco. TOM: I’m thirsty. Let’s go to the fountain and . . . . . . . . . . . . . . . . . . . . CHAD: Ok, but then I’ve got to . . . . . . . . . . . . . . . . . . . . home. My . . . . . . . . . . . . . . . . . . . . is returning from Australia tonight and my . . . . . . . . . . . . . . . . . . . . is preparing a special dinner. CARL: Oh really! . . . . . . . . . . . . . . . . . . . . does your father do? CHAD: He’s an airplane . . . . . . . . . . . . . . . . . . . . and travels far away very often. TOM: That sounds interesting. What . . . . . . . . . . . . . . . . . . . . your mother do? CHAD: She’s a . . . . . . . . . . . . . . . . . . . . , a paediatrician to be precise. She cures small . . . . . . . . . . . . . . . . . . . . . CARL: Does she work . . . . . . . . . . . . . . . . . . . . hours? CHAD: Yes, she does. What do your . . . . . . . . . . . . . . . . . . . . do? CARL: My father is an . . . . . . . . . . . . . . . . . . . . and my mother is a housewife. TOM: My father is a journalist and my mother is a . . . . . . . . . . . . . . . . . . . . . CHAD: See you tomorrow! CARL: Bye| TOM: See you. TOM:

....................

go to the shopping centre.

CARL: No, let’s not. Let’s go have a pizza. My sister is working there as a . . . . . . . . . . . . . . . . . . . . for summer break. We can go say hi to her. TOM: Ok. . . . . . . . . . . . . . . . . . . . . go.

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grammar

A compound word is a word that is made up of two or more other words. English people often use compound words. Una parola composta è una parola formata da due o tre parole messe insieme. Gli inglesi usano spesso le parole composte.

Operating part

f Match the following compound words to their definitions. Collega le seguenti parole composte alle loro definizioni.

Grandmother

The anniversary of your birth.

Grandfather

A person who rides a horse and lives in a farm.

Airport

Your father’s or mother’s father.

Airplane

A person who looks after young children.

Cowboy

A room in a school where students learn.

Birthday

A friend in your same class.

Babysitter

The room where you sleep.

Popcorn

Something you can eat at the cinema.

Bathroom

Your father’s or mother’s mother.

Bedroom

The room where you have a shower or bath.

Classroom

A big space where airplanes park.

Classmate

Vehicle which flies in the sky.

g Put the following words in the correct order to form questions. Metti le seguenti parole nell’ordine corretto per formare domande.

1) 2) 3) 4) 5) 6)

are/tired/you ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . they/Spanish/are ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . are/hungry/you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . name/Gilda/is/her ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is/box/your/watch/red/in /the ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . yellow/is/coat/the ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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exercises

unit 5

h Read and correct the article, then try to guess what Mariah does. Leggi e correggi l’articolo, poi, prova ad indovinare cosa fa Mariah.

Hello, my name’s/names Mariah. I’m/I’ve a 27 year old Spanish/Spain women/woman and I lives/I live in Italy. I speak/talk Spain/Spanish, Italian/Italiash and English/Englanish. I’ve got a part-time job/work, I prefer not to have/is a full time work/job because/why I’m married/marryed and I’ve got two/to young childs/children and I need some/any time for them. I am/I’ve got a 10 month contract and my job/work is temporary. I can’t/can find a permanent part-time contract. My working hours are/is good because/why I work/job in the mornings, when my children are at school. I’ve got/I am Spanish qualifications. I’ve got many responsibilities/responsibilitys. I don’t/haven’t work in a company.

Guess: What do I do?

i Read and correct the article, then try to guess what Robert does. Leggi e correggi l’articolo, poi, prova ad indovinare cosa fa Robert.

Hello! I’m/I’ve Robert Smith. I’m a 35 year/years old man from Cleveland. I live/life in Rome and I am married/marryed to a Spain/Spanish woman. I’ve got three/tree children, to/two boys and a girl/girls. My children all speak Spain/Spanish, Italian/Italiash and English/Englanish. Our home is multicultural! My wife and I both work/job in multinational companies, my wife work/works part-time for a Spanish clothing company, she/her is a secretary in the import office. I’ve got a full time permanent job/work. The building where I work is next to/over the building where my wife works/work, so we travel to work together in the morning. The company in which I work/job is an import-export company but I work/job with numbers.

Guess: What do I do?

TRANSLATION Ciao, il mio nome è Mariah. Sono una donna spagnola di 27 anni e vivo in Italia. Parlo lo Spagnolo, l’Italiano e l’Inglese. Ho un lavoro part-time, preferisco non avere un lavoro a tempo pieno perché sono sposata con due figli piccoli e ho bisogno di un po’ di tempo per loro. Ho un contratto di 10 mesi e sono precaria, non riesco a trovare un contratto part-time a tempo indeterminato. I miei orari di lavoro sono buoni perché lavoro di mattina quando i bambini sono a scuola. Ho titoli di studio spagnoli. Ho molte responsabilità. Non lavoro in una società. Indovina: Cosa faccio? Ciao! Sono Robert Smith. Sono un uomo di 35 anni di Cleveland. Vivo a Roma e sono sposato con una donna spagnola. Ho tre figli, due ragazzi ed una ragazza. I miei figli parlano tutti lo Spagnolo, l’Italiano e l’Inglese. La nostra casa è di varie culture! Mia moglie ed io lavoriamo entrambi in società multinazionali, mia moglie lavora part-time per una ditta di abbigliamento spagnolo, lei è una segretaria nell’ufficio import. Io ho un lavoro a tempo pieno con contratto a tempo indeterminato. L’edificio dove lavoro io è vicino l’edificio dove lavora mia moglie, quindi andiamo insieme al lavoro la mattina. La società nella quale lavoro si occupa di importazioni ed esportazioni, ma io lavoro con i numeri. Indovina: Cosa faccio?

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exercises

j Rewrite the following sentences using the verbs in the short or full form. Riscrivi la frase in forma breve o lunga.

Example/Esempio:

We’re late. = We are late. You are a student. = You’re a student.

1) He doesn’t work in the garden. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2) She does not like rice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3) He cannot come with us. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4) They are watching tv. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5) They’re playing video games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6) She’s reading a book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7) I am going to the supermarket. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8) We are the class of 2019. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9) He is my brother’s best friend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10) She is our new Spanish teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

k Mark the sentence in which the Present Simple is used correctly. Segna la frase nella quale viene usato correttamente il Present Simple.

1) A Carol clean the bathroom. B Carol cleans the bathroom. C Carol cleanes the bathroom. 2) A Andrew wash the dishes. B Andrews wash the dishes. C Andrew washes the dishes. 3) A Do you like milk in your tea? B Do you likes milk in your tea? C Do yous like milk in your tea? 4) A Joan study on Sundays. B Joan studies on Sundays. C Joan studys on Sundays. 5) A The dog eats twice a day. B The dogs eats twice a day. C The dog eates twice a day. 6) A Mary goes to the gym on Saturdays. B Mary gois to the gym on Saturdays. C Mary gos to the gym on Saturdays. 7) A Mark has a shower every morning. B Mark hases a shower every morning. C Mark hass a shower every morning.

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play JOBS CROSSWORD PUZZLE

l Select the English word for:

Scegli la parola inglese corrispondente alla figura :

Accountant

Actress

Doctor

Nurse

Secretary

Student

Reporter

Electrician

Actor

Chef

Scientist

Lawyer

Pilot

Waiter

Shop Assistant

Engineer

Footballer

Housewife

Plumber

Receptionist

Waitress

2 1 orizzontale

5 3

1 verticale

4 verticale

3 verticale

2 orizzontale

2 verticale

4 orizzontale

5 verticale 3 orizzontale

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listening

track 5.2 • Story time

STORY TIME. Ben and Lad CAN WE HELP?

➜ Can we help you dad? Yes, Ben. You can help but Lad can’t help.

➜ Lad can play but he can’t help.

➜ Ben can help Dad but Lad can’t

➜ No!!! Lad. You can’t help. Stop it!!

➜ Look out, mum. Look out!!!

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➜ No, Lad. Come here. Stop it !!!

➜ Dad!!! Look out!!!! Come here, Lad!!

➜ No, Lad. Stop!!!

➜ Can you help me, Ben? Here, Lad. Come here, Lad.

➜ Help!!!! Help me!!!!!!

➜ I can help you. Look.

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exercises

M Now, underline the following words in the text and traslate them. Ora, sottolinea le seguenti parole nel testo e traducile.

1) 2) 3) 4)

Can . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . But . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5) 6) 7) 8)

Come . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

n Invent 3 sentences for each underlined word. Inventa 3 frasi per ogni parola sottolineata.

................................................................................................................................... ................................................................................................................................... ...................................................................................................................................

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unit 6 Excuse me, can you please tell me the time?

I mean what’s the time on your watch. Can you please tell me what time it is on your watch?

Oh yes, it’s autumn, time for the leaves to fall

I’m sorry, I haven’t got a watch, but look at the position of the sun, it’s about 4 p.m.

index Grammar: Telling the Time, Prepositions of Time, Adverbs of Frequency Vocabulary: Weather, Seasons, Months, Days of the Week, Time Words and Expressions

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listening

track 6.1

Telling the time Telling the time is the most common thing people do throughout the world. In English there are many different ways to ask a person the time. For example: ➜ Excuse me, what time is it? ➜ Excuse me, what’s the time? ➜ Excuse me, do you know the time? ➜ Excuse me, can you please tell me the time? You can answer with: “It’s two o’clock” or simply telling the time “Two o’clock”. Dire l’ora è la cosa più comune che fanno le persone al mondo. In Inglese ci sono molti modi per chiedere ad una persona l’ora. Per esempio: ➜ Excuse me, what time is it? (Mi scusi, che ora è?) ➜ Excuse me, what’s the time? (Mi scusi, qual’è l’ora?) ➜ Excuse me, do you know the time? (Mi scusi, sa l’ora?) ➜ Excuse me, can you please tell me the time? (Mi scusi, può per favore dirmi l’ora?) Puoi rispondere con: “It’s two o’clock” (Sono le 2) o semplicemente dicendo solo l’ora “Two o’clock” (Le 2).

listening

track 6.2

In English, we don’t tell time using the 24 Hour Clock, but we divide our time in 12 hours. The first 12 hours group (from the first second of the new day to 12:00 in the morning) is defined with “a.m.” (anti-meridian) and the second group of 12 hours (from 12:01 to 24:00) is defined with “p.m.” (postmeridian). Only when we use international time schedules (airplane, train, ships) or “military” English we use the 24 Hour Clock. For example: 24 hour clock

English time telling

13:40

It’s twenty to two p.m.

22:10

It’s ten past ten p.m.

8:20

It’s twenty past eight a.m.

9:05

It’s five past nine a.m.

In Inglese non diciamo l’ora usando le 24 ore, ma dividiamo le nostre giornate in 12 ore. Il primo gruppo di 12 ore (dal primo secondo del nuovo giorno alle 12.00) è distinto con “a.m.” (ante meridiano) ed il secondo gruppo di 12 ore (dalle 12.01 a mezzanotte) è distinto con “p.m.” (post meridiano). Utilizziamo l’orologio a 24 ore soltanto in casi di orari internazionali di mezzi di trasporto pubblico (aereo, treno, navi) oppure nell’Inglese usato dai militari.

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listening

unit 6 track 6.3

When we tell the time we mention the minutes first. We divide an hour in two halves. The first half (the first 30 minutes of the hour) are the minutes past the main hour and the second half (the last 30 minutes) are the minutes needed to reach the next hour. For example: Digital time

Minutes

To/past

Hour

9.55

Five

Ten

11.20

Twenty

Past

Eleven

Quando diciamo l’ora indichiamo prima i minuti. Dividiamo un’ora in due metà. La prima metà (i primi 30 minuti di un’ora) sono i minuti passati dopo l’ora di riferimento (past) e la seconda metà (gli ultimi 30 minuti dell’ora) sono i minuti che mancano per raggiungere l’ora successiva (to).

listening

track 6.4

Special definitions ➜ For time at the exact hour we use the word “o’clock”, which comes from “of the clock”. ➜ For 15 minutes we say “a quarter”, because it is a quarter of an hour. In fact: 1.15 can be 15 minutes past 1 or a quarter past 1 2.45 can be 15 minutes to 3 or a quarter to 3 ➜ For 12 o’clock in the morning we use midday or noon. ➜ For 12 o’clock at night we use midnight. Remember the difference between “clock” and “watch”! A “clock” isn’t personal, you can hang it on a wall or put it on a nightstand (alarm clock), a “watch” is personal, you wear it on your wrist or put it in your pocket.

Terminologia ➜ Per l’ora esatta usiamo la parola “o’clock”, che deriva da “of the clock”. ➜ Per 15 minutI diciamo “a quarter”, perchè è un quarto d’ora. Infatti: 1.15 può essere 15 minutes past 1 oppure a quarter past 1 2.45 può essere 15 minutes to 3 oppure a quarter to 3 ➜ Per mezzogiorno diciamo midday or noon. ➜ Per mezzanotte diciamo midnight. Ricordati la differenza tra “clock” (orologio) e “watch” (orologio da polso). “Clock” non è personale, puoi appenderlo ad un muro o metterlo sul comodino (sveglia). “Watch” è personale, lo indossi sul polso o lo metti in tasca.

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unit 6

exercises

a Choose the correct answer. Scegli la risposta corretta.

WHAT’S THE TIME? 19.45 A A quarter to eight p.m. B A quarter past nine p.m.

8.10

23.45 A A quarter past noon. B A quarter to midnight.

12.15 A A quarter past midnight. B A quarter past noon.

13:00 A One o’clock p.m. B One o’clock a.m.

7.00

16.40 A Twenty to five p.m. B Twenty past four p.m.

15.45 A A quarter to four p.m. B A quarter to five p.m.

13.45 A A quarter to three p.m. B A quarter to two p.m.

9.05

A Seven o’clock a.m. B Seven o’clock p.m.

13.25 A Twenty-five past one a.m. B Twenty-five past one p.m. 18.10 A Ten past six p.m. B Ten past eight p.m. 15.25 A Twenty-five past five p.m. B Twenty-five past three p.m. 16.00 A Four o’clock a.m. B Four o’clock p.m. 14.40 A Twenty minutes to three p.m. B Twenty minutes to four p.m. 10.25 A Twenty-five past ten a.m. B Twenty-five to ten a.m. 22.30 A Half past ten p.m. B Thirty past two a.m.

A Ten past eight a.m. B Ten to eight a.m.

01.00 A One o’clock p.m. B One o’clock a.m.

A Five past nine a.m. B Five past nine p.m.

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grammar

unit 6

Prepositions of time When you tell the time you do something, use the preposition “at”. For example: What time do you go to school? I go to school at 8 o’clock. Quando parli dell’ora rispetto a qualcosa in particolare usa la preposizione “at”. Per esempio: What time do you go to school? A che ora vai a scuola? I go to school at 8 o’clock. Vado a scuola alle 8.

The three main prepositions of time are: At

Used before the exact times of the day, weekends, Christmas, Easter and New Year.

Used before times of the day (in the morning, in the evening) Used before months and seasons in general (in May, in Spring) Used before years and centuries (in 2011, in the 1990’s)

Used before specific days and dates (on Monday, on the 4th of July, on my birthday)

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unit 6

exercises

b Choose the correct preposition of time (at, in, on). Scegli la giusta preposizione di tempo (at, in, on).

1) I wake up . . . . . . . . . . . . 7 o’clock and I have breakfast . . . . . . . . . . . . a quarter past seven. 2) I go to school . . . . . . . . . . . . twenty to eight. 3) . . . . . . . . . . . . noon I have lunch. 4) . . . . . . . . . . . . Wednesday it’s my birthday. 5) . . . . . . . . . . . . the summer we go to the beach. 6) . . . . . . . . . . . . January it’s cold. 7) The film starts . . . . . . . . . . . . 6 o’clock. 8) They celebrate their anniversary . . . . . . . . . . . . the 20th of June. 9) . . . . . . . . . . . . the winter the children make snowmen. 10) . . . . . . . . . . . . the summer the children make sand castles.

c Complete the following table. Completa la seguente tabella.

PREPOSITION

WHEN TO USE IT

in January, in February, in March, in April, in May, in June, in July, in August, in SeptemBefore months and seasons in ber, in October, in November, in December; general in Spring, in Summer, in Autumn (Fall), in Winter. Before times of the day Before Years and Centuries

Before the exact times of the day, weekends, Christmas, Easter and New Year

Before specific days and dates

EXAMPLES

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grammar

unit 6

Adverbs of Frequency An adverb of frequency is an adverb which expresses the frequency of things that happen. We use adverbs of frequency to answer “How often” questions. Adverbs of frequency go before all verbs except “be”, which is the only verb that comes before the adverb of frequency. The most common adverbs of frequency are: Always I always have breakfast in the morning (sempre) Usually I usually wake up at 7 o’clock (solitamente) Often They often study together (spesso) Sometimes He sometimes goes to her house (a volte) Hardly ever She hardly ever plays video games (quasi mai) Never He never smokes (mai) Un avverbio di frequenza è un avverbio che esprime la frequenza delle cose che succedono. Usiamo gli avverbi di frequenza per rispondere alle domande che richiedono “Quanto spesso”. Gli avverbi di frequenza vanno prima di tutti i verbi tranne nel caso di “be”, che è l’unico verbo che viene prima dell’avverbio di frequenza. Gli avverbi di frequenza più comuni sono: Always Faccio sempre colazione al mattino Usually Solitamente mi sveglio alle 7 Often Studiano spesso insieme Sometimes A volte va a casa sua Hardly ever Lei non gioca quasi mai ai video games Never Lui non fuma mai Ricordati:

in Inglese, la specifica di quante volte (una volta, due volte, tre volte) è: ➜ Once (una volta) ➜ Twice (due volte) ➜ Three times (tre volte); da qui in poi è sempre il numero seguito da “times” (ten times, twenty-one times, thirty-three times).

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Pagina 84

unit 6 Other time words and expressions are: Altre parole ed espressioni del tempo sono: Every day (ogni giorno) = Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Every Week (ogni settimana) = 7 days = 1 week Every month (ogni mese) = January, February, March, April, May, June, July, August, September, October, November, December Every year (ogni anno) = 1999, 2000, 2001, 2002, 2003 etc. Once a week/month/year = una volta la settimana/il mese/l’anno Twice a week/month/year = due volte la settimana/il mese/l’anno Three times a week/month/year = tre volte la settimana/il mese/l’anno Spend time (trascorrere il tempo) or Waste time (sprecare il tempo) Be late (essere in ritardo), be early (essere in anticipo) or be on time (in tempo) Take your time (prendi il tempo che ti occorre, fai le cose con calma).

listening

track 6.5

Bed in Summer

A Letto d’Estate

In winter I get up at night. And dress by a yellow candle-light. In summer, quite the other way, I have to go to bed by day.

D’inverno mi sveglio di notte, e mi vesto al lume giallo di candela, d’estate, contrariamente, devo andare a letto di giorno.

I have to go to bed and see, The birds still hopping on the tree, Or hear the grown-up peoples’ feet Still going past me in the street.

Devo andare a letto e vedere, gli uccellini che saltellano ancora sugli alberi, o sentire i passi degli adulti, che mi sorpassano ancora per le strade.

And does it not seem hard to you, When all the sky is clear and blue, And I should like so much to play, To have to go to bed day?

E non ti sembra difficile, quando tutto il cielo è limpido e azzurro, ed io vorrei tanto giocare, dover andare a letto di giorno?

Robert Louis Stevenson

Traduzione libera

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listening

unit 6 track 6.6

Early to Bed, Early to Rise

Presto a letto, Presto a svegliarsi

Cocks crow in the morn To tell us to rise, An he who lies late Will never be wise;

I galli cantano al mattino, per dirci di svegliarci, e colui che dorme fino a tardi, non sarà mai saggio;

For early to bed And early to rise, Is the way to be healthy And wealthy and wise.

Presto a letto e presto a svegliarsi, è il modo per essere sani, ricchi e saggi.

Unknown Author

Autore sconosciuto/Traduzione libera

listening Solomon Grundy

Solomon Grundy

Solomon Grundy, Born on Monday, Christened on Tuesday, Married on Wednesday, Took ill on Thursday, Worse on Friday, Died on Saturday, Buried on Sunday, And that is the end of Poor Solomon Grundy

Solomon Grundy, nato di lunedì, battezzato di martedì, sposato di mercoledì, ammalato di giovedì, peggiorato di venerdì, morto di sabato, sepolto di domenica, e questa è la fine del povero Solomon Grundy

Unknown Author

track 6.7

Autore sconosciuto/Traduzione libera

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Pagina 86

listening

track 6.8

A light exists in Spring A light exists in Spring Not present on the year At any other period. When March is scarcely here Emily Dickinson

Una luce esiste in primavera Una luce esiste in primavera non presente nell’anno in qualsiasi altro periodo. Quando Marzo è appena qui... Traduzione libera

Summer sun Meantime his golden face around He bears to all the garden ground, And sheds a warm and glittering look Among the ivy’s inmost nook... Robert Louis Stevenson

Il Sole d’estate Nel frattempo il suo volto d’oro intorno egli porta a tutto il terreno del giardino, e getta uno sguardo caldo e scintillante tra l’intimo angolo della edera. Traduzione libera

listening Autumn fires Sing a song of seasons! Something bright in all! Flowers in the summer, Fires in the fall!... Robert Louis Stevenson

I fuochi d’Autunno Canta una canzone di stagioni! Qualcosa di brillante in tutto! Fiori in estate, incendi in autunno! Traduzione libera

track 6.9

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Pagina 87

unit 6

Winter-time LATE lies the wintry sun a-bed, A frosty, fiery sleepy-head; Blinks but an hour or two; and then, A blood-red orange, sets again... Robert Louis Stevenson

L’Inverno D’inverno il sole si alza molto tardi col capo acceso, freddo addormentato lampeggia un poco ma non lancia dardi, e dopo un paio d’ore è tramontato... Traduzione libera

exercises

d Choose the correct word. Scegli la parola giusta. raining

It’s

...............

hot

It’s

...............

cold

It’s

windy

...............

listening

It’s

...............

cloudy

It’s

...............

track 6.10

The cloud I am the daughter of earth and water And nursling of the sky I pass through the pores of the ocean and shores I change but I cannot die... Percy Shelley

La nuvola Io sono la figlia della terra e dell’acqua la figlia di latte del cielo io passo per i pori dell’oceano e delle rive io cambio ma non posso morire... Traduzione libera

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Pagina 88

unit 6

exercises

e Rewrite the complete sentence using the adverb in brackets. Riscrivi la frase completa usando lâ&#x20AC;&#x2122;avverbio tra parentesi.

Example/Esempio:

I play tennis on Sundays. (often) Answer: I often play tennis on Sundays.

1) He listens to the radio. (often) .....................................................................................................................................

2) Tom is very friendly. (usually) .....................................................................................................................................

3) They watch TV in the afternoon. (never) .....................................................................................................................................

4) Peter gets angry. (never) .....................................................................................................................................

5) I take sugar in my coffee. (sometimes) .....................................................................................................................................

6) I go to bed late. (usually) .....................................................................................................................................

7) She studies in the kitchen because her sister studies in their bedroom. (always) .....................................................................................................................................

8) They go to work by bus. (usually) .....................................................................................................................................

9) We have a pizza with our friends on Saturday evenings. (often) .....................................................................................................................................

10) He goes to the gym on Thursdays. (always) ....................................................................................................................................

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Pagina 89

unit 6 l’angolo delle curiosità

Lo sapevi che...

I giorni della settimana prendono i loro nomi dalle stelle e dai pianeti. Infatti Sunday (Domenica) viene da Sun (Sole), Monday (Lunedì) viene da Moon (Luna), Tuesday (Martedì) viene da Mars (Marte), Wednesday (Mercoledì) viene da Mercury (Mercurio), Thursday (Giovedì) viene da Jupiter (Giove), Friday (Venerdì) viene da Venus (Venere) e Saturday (Sabato) viene da Saturn (Saturno). Cose dell’altro mondo, vero!!!!

exercises

f Translate the days of the week. Traduci i giorni della settimana. Domenica Lunedì Martedì Mercoledì Giovedì Venerdì Sabato

g Choose the correct answer. Scegli la risposta giusta.

1) The first day of the weekend: A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

2) The day after Monday: A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

3) The day after Tuesday: A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

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Pagina 90

unit 6 4) Church is usually on this day: A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

5) What day is before Monday? A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

7) The day before Friday: A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

8) What day is two days after Thursday? A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

10) What day is after Tuesday? A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday 13) What day is before Saturday? A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

11) What day is before Thursday? A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

6) What day is after Wednesday? A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday 9) What day is before Tuesday? A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday 12) Easter is on this day: A Sunday B Monday C Tuesday D Wednesday E Thursday F Friday G Saturday

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Pagina 91

unit 6

revision

h Rewrite the sentences with the adverb of frequency in the correct place. Riscrivi le frasi con l’avverbio di frequenza nel posto giusto.

Example/Esempio: I wake up at 7 o’clock. (usually) I usually wake up at 7 o’clock. 1) I like to play basketball. I play on Saturdays. (always) .....................................................................................................................................

2) My parents go out on Saturday evenings. (usually) .....................................................................................................................................

3) Do you eat hamburgers when you go out with your friends? (always) .....................................................................................................................................

4) No, I don’t. I eat pizza. (often) .....................................................................................................................................

5) They study in the afternoon. (always) .....................................................................................................................................

6) I go to bed late. (usually) .....................................................................................................................................

listening

Revision pag. 91 - track 6.11

i Cross out the word with a different pronunciation (vowels in bold). Annulla la parola con pronuncia diversa (lettere in grassetto).

January (Gennaio) February (Febbraio) March (Marzo) April (Aprile) June (Giugno) July (Luglio) August (Agosto) October (Ottobre) November (Novembre) December (Dicembre) Sunday (domenica) Tuesday (martedì) Wednesday (mercoledì) Thursday (giovedì) Friday (venerdì) Saturday (sabato)

Flat (appartamento) September (Settembre) Car (auto) May (Maggio) Noon (mezzogiorno) Buy (acquistare) Draw (disegnare) Clock (orologio) Throne (trono) Tree (albero) Monday (lunedì) Noon (mezzogiorno) Grey (grigio) Computer (computer) Buy (acquistare) Sax (sassofono)

Cat (gatto) me (me) Father (padre) Train (treno) Boy (ragazzo) Key (chiave) House (casa) Stop (fermo) good (buono) ten (dieci) Fun (divertire) Juice (succo) Bread (pane) Fur (pelliccia) Tie (cravatta) Tax (tassa)

Party (festa) Ten (dieci) Name (nome) Spain (Spagna) Fruit (frutta) Cry (piangere) Law (legge) Sock (calzino) Bone (osso) Me (me) Run (correre) Put (mettere) Leg (gamba) Her (di lei) Cry (piangere) Party (festa)

Black (nero) Red (rosso) Star (stella) Chair (sedia) Juice (succo) My (mio) Paw (zampa) Open (aprire) Home (casa) Three (tre) Son (figlio) Fruit (frutta) Egg (uovo) Use (usare) Car (auto) Cat (gatto)

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unit 6

j Look at the chart and complete the sentences below. Osserva la tabella e completa le frasi.

Juliaâ&#x20AC;&#x2122;s week

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Wake up early Go to University Study Go to the gym Go shopping See my friends Go to the cinema Go out for a pizza Phone my parents Always =

, Usually =

, Often =

, Sometimes =

, Hardly ever

, Never = .

Example/Esempio: Julia always wakes up early on weekdays. She wakes up early five times a week. 1) Julia . . . . . . . . . goes to University . . . . . . . . . weekdays. She . . . . . . . . . to University . . . . . . . . . . . . . . . . . . a week. 2) She . . . . . . . . . studies on Sundays and she . . . . . . . . . on weekdays and Saturdays. Julia studies . . . . . . . . . day. 3) She . . . . . . . . . goes to the gym on Mondays, Wednesdays and Fridays. She . . . . . . . . . . . . . . . . . . to the gym . . . . . . . . . . . . . . . . . . a week. 4) She . . . . . . . . . goes shopping on Saturdays. She . . . . . . . . . . . . . . . . . . shopping on Tuesdays and Thursdays. 5) She . . . . . . . . . sees her friends on . . . . . . . . . . She . . . . . . . . . sees her friends . . . . . . . . . Wednesdays. 6) She . . . . . . . . . goes to the cinema . . . . . . . . . Wednesdays. She . . . . . . . . . goes to the cinema . . . . . . . . . a . . . . . . . . . . 7) She . . . . . . . . . goes out for a pizza on Saturdays. She . . . . . . . . . goes out for a pizza . . . . . . . . . a week. 8) She . . . . . . . . . phones her parents . . . . . . . . . evening. She phones her parents . . . . . . . . . times a week.

k Fill in a chart for yourself and write 5 sentences about what you do during the week. Compila la scheda per te e scrivi 5 frasi raccontando cosa fai durante la settimana. Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Wake up early Go to School Study Go to the gym Go shopping See my friends Always =

, Usually =

, Often =

, Sometimes =

, Hardly ever

, Never = .

.....................................................................................................................................

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unit 7

I come from a big family. Oh, really! I think my family is bigger than yours.

index Grammar: Comparative and Superlative Adjectives; Adjective Order Vocabulary: Family, Personal Descriptions, Clothing

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grammar Comparative adjectives

We use a comparative adjective when we want to compare two things. ➜ For one-syllable adjectives ending in “e” we add “er” (taller, shorter, colder); ➜ For one-syllable adjectives ending in “vowel + 1 consonant” we double the consonant and add “er” (hotter, bigger, fatter); ➜ For one-syllable adjectives ending in “vowel + more than 1 consonant” we add “er” (lighter, faster); ➜ For two-syllable adjectives ending in “y” we change the “y” to “i” and add “er” (happier, sillier); ➜ For adjectives ending in “ing”, “ed”, “ful” and “less” and for adjectives of three or more syllables we use “more” before the adjective. ➜ There are some irregular adjectives: good becomes better, bad becomes worse and far becomes further. When we compare two things we use the word “than” after the comparative adjective (The red car is faster than the blue car). Usiamo un aggettivo comparativo quando vogliamo paragonare due cose.

➜ Per gli aggettivi di una sola sillaba che finiscono in “e” aggiungiamo “er”: taller (più alto), shorter (più basso), colder (più freddo); ➜ Per gli aggettivi di una sola sillaba che finiscono in “vocale + 1 consonante” aggiungiamo “er”: hotter (più caldo), bigger (più grande), fatter (più grasso); ➜ Per gli aggettivi di una sola sillaba che finiscono in “vocale + più di una consonante” aggiungiamo “er”: lighter (più leggero), faster (più veloce); ➜ Per gli aggettivi di due sillabe che finiscono in “y” cambiamo la “y” in “i” e aggiungiamo “er”: happier (più felice), sillier (più sciocco); ➜ Per gli aggettivi che terminano in “ing”, “ed”, “ful” e “less” e per gli aggettivi con tre o più sillabe usiamo “more” prima dell’aggettivo. ➜ Ci sono alcuni aggettivi irregolari: good (buono) diventa better, bad (cattivo) diventa worse e far (lontano) diventa further. Quando paragoniamo due cose usiamo la parola “than” dopo l’aggettivo comparativo (The red car is faster than the blue car.- L’auto rossa è più veloce dell’auto blu.)

exercises

a Choose the correct answer. Scegli la risposta esatta.

1) My brother is me. A more tall B tallest C taller

.........

than

2) Her skin is much . . . . . . . . . after two weeks in the Caribbean. A more dark B darker C dark

3) The traffic is . . . . . . . . . today because of an accident on the highway. A more slow B slowest C slower

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Pagina 95

unit 7

b Write sentences describing the pictures. Scrivi delle frasi che descrivano le immagini.

Example/Esempio:

The boy is taller than the girl.

(tall)

The girl is shorter than the boy.

(short)

............................................................... ...............................................................

(fast)

...............................................................

............................................................... ...............................................................

(slow)

...............................................................

............................................................... ...............................................................

(old)

...............................................................

............................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (young) ...............................................................

.......................................................... ..........................................................

(expensive)

..........................................................

.......................................................... ..........................................................

(cheap)

..........................................................

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Pagina 96

unit 7 ............................................................. .............................................................

(difficult)

............................................................. ............................................................. .............................................................

(easy)

.............................................................

............................................................. .............................................................

(sunny)

............................................................. ............................................................. .............................................................

(cloudy)

.............................................................

.............................................................. ..............................................................

(big)

.............................................................. .............................................................. ..............................................................

(small)

..............................................................

................................................................ ................................................................

(hot)

............................................................... ...............................................................

(long)

(short)

(cold)

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unit 7

grammar Superlative adjectives We use a superlative adjective when we want to compare more than two things.

When we compare more than two things we use the word “the” before the adjective (The red car is the fastest).

➜ For one-syllable adjectives ending in “e” we add “st” (the tallest, the shortest, the coldest); ➜ For one-syllable adjectives ending in “vowel + 1 consonant” we double the consonant and add “est” (the hottest, the biggest, the fattest); ➜ For one-syllable adjectives ending in “vowel + more than 1 consonant” we add “est” (the lightest, the fastest); ➜ For two-syllable adjectives ending in “y” we change the “y” to “i” and add “est” (the happiest, the silliest); ➜ For adjectives ending in “ing”, “ed”, “ful” and “less” and for adjectives of three or more syllables we use “most” before the adjective. ➜ There are some irregular adjectives: good becomes the best, bad becomes the worst and far becomes the furthest. Usiamo un aggettivo superlativo quando vogliamo paragonare più di due cose. Quando paragoniamo più di due cose usiamo la parola “the” prima dell’aggettivo (The red car is the fastest L’auto rossa è la più veloce).

➜ Per gli aggettivi di una sola sillaba che finiscono in “e” aggiungiamo “st”: tallest (il più alto), shortest (il più basso), coldest (il più freddo); ➜ Per gli aggettivi di una sola sillaba che finiscono in “vocale + 1 consonante” aggiungiamo “est”: hottest (il più caldo), biggest (il più grande), fattest (il più grasso); ➜ Per gli aggettivi di una sola sillaba che finiscono in “vocale + più di una consonante” aggiungiamo “est”: lightest (il più leggero), fastest (il più veloce); ➜ Per gli aggettivi di due sillabe che finiscono in “y” cambiamo la “y” in “i” e aggiungiamo “est”: happiest (il più felice), silliest (il più sciocco); ➜ Per gli aggettivi che terminano in “ing”, “ed”, “ful” e “less” e per gli aggettivi con tre o più sillabe usiamo “most” prima dell’aggettivo. ➜ Ci sono alcuni aggettivi irregolari: good (buono) diventa the best, bad (cattivo) diventa the worst e far (lontano) diventa the furthest.

exercises

c Choose the correct answer. Scegli la risposta esatta.

1) The cheetah is the . . . . . . . . . land animal in the world. A faster B fastest C fast

2) She always has a smile on her face, she is the . . . . . . . . . person that I know. A happiest B most happy C happier

3) That is the . . . . . . . . . mountain I have ever seen. A highest B higher C most high

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d Write sentences describing the pictures. Scrivi delle frasi che descrivano le immagini.

Example/Esempio:

The boy is the tallest.

(tall)

The boy is the shortest.

(short)

............................................................. .............................................................

(fast)

.............................................................

............................................................. .............................................................

(slow)

.............................................................

............................................................. .............................................................

(old)

.............................................................

............................................................. .............................................................

(young)

.............................................................

.......................................................... ..........................................................

(expensive)

..........................................................

.......................................................... .......................................................... ..........................................................

(cheap)

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unit 7 ............................................................. .............................................................

( difficult)

.............................................................

............................................................. .............................................................

(easy)

.............................................................

............................................................. .............................................................

(big)

.............................................................

............................................................. .............................................................

(small)

.............................................................

............................................................. .............................................................

(hot)

.............................................................

............................................................. .............................................................

(cold)

.............................................................

............................................................. .............................................................

(long)

.............................................................

............................................................. .............................................................

(short)

.............................................................

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unit 7

THE SMITH’S FAMILY TREE Brad Oxe

Liz Smith

Claire Dunn

Charles Oxe

Joseph Smith Jr.

Alex Smith

Faye Connor

Matt Oxe

Cindy Shane

Peter Smith

Robert Smith

Laura Welsh

Joseph Smith

Caroline Robins

THIS IS THE STORY OF THE SMITH’S FAMILY Joseph and Caroline are Peter and Robert’s parents. Joseph and Caroline are Joseph Jr. and Alex’s grandparents and Charles’ half-grandparents. Joseph and Caroline are Brad’s half great grandparents and Liz’s great grandparents. Joseph and Caroline are Cindy and Laura’s father and mother-in-law. Peter is Cindy’s husband. Cindy is Peter’s wife. Matt is Cindy’s ex-husband and Cindy is Matt’s ex-wife. Charles is Matt and Cindy’s son. Matt and Cindy are Charles’ father and mother. Peter is Charles’ step-father. Charles is Peter’s step-son. Charles and Joseph Jr. are half brothers. Cindy and Peter are Alex’s aunt and uncle. Alex is Cindy and Peter’s nephew. Cindy and Peter are Laura’s sister and brother in-law. Cindy and Matt are Claire’s mother and father-in-law. Robert and Laura are Joseph Jr.’s uncle and aunt and Charles’s half uncle and aunt. Joseph Jr. is Robert and Laura’s nephew and Charles’ half nephew. Claire is Charles’ wife. Charles is Claire’s husband. Brad is Charles and Claire’s son. Charles and Claire are Brad’s father and mother. Robert is Laura’s husband. Laura is Robert’s wife. Alex is Robert and Laura’s son. Robert and Laura are Alex’s father and mother. Robert and Laura are Cindy’s brother and sister-in-law. Faye is Alex’s wife. Alex is Faye’s husband. Robert and Laura are Faye’s father and mother-in-law. Joseph Jr. and Alex are cousins. Charles is Alex’s half cousin. Liz is Alex and Faye’s daughter. Alex and Faye are Liz’s father and mother. Brad is Liz’s boyfriend. Liz is Brad’s girlfriend.

FAMILY DEFINITIONS Mother = madre Father = padre Parents = genitori Husband = marito Wife = moglie Son = figlio Daughter (daater) = figlia Aunt (aant) = zia Uncle (ancle) = zio Nephew (nefiu) = nipote maschio di zii Niece (niis) = nipote femmina di zii

100

Cousin (casen) = cugino/cugina Grandmother = nonna Grandfather = nonno Grandparents = nonni Step mother/father/son/daughter = matrigna/patrigno/figliastro/figliastra Mother/Father/Sister/Brother-in-law = parenti acquisiti “per legge” (per contratto di matrimonio) Half brother/sister = in casi di fratellastro o sorellastra, è un termine più “carino”

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exercises

unit 7

e Answer the following questions. Rispondi alle seguenti domande.

1) Who is Joseph Smith Jr’s grandmother? .....................................................................................................................................

2) Who is Claire’s husband? .....................................................................................................................................

3) Who is Cindy’s nephew? .....................................................................................................................................

4) Who is Laura’s sister-in-law? .....................................................................................................................................

5) Who is Laura’s mother-in-law? .....................................................................................................................................

6) Who is Brad’s girlfriend? .....................................................................................................................................

7) Who is Peter’s brother? .....................................................................................................................................

8) Who is Cindy’s ex-husband? .....................................................................................................................................

9) Who is Cindy’s husband? ......................................................................................

10) Who is Cindy and Matt’s son? ............................................................................... ..............................................................................

11) Who is Cindy and Peter’s son? ............................................................................. .........................................................................

12) Who is Robert and Laura’s son? ................................................................. ................................................................

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unit 7

exercises

f Complete Susan and Delia’s dialogue. Completa il dialogo di Susan e Delia.

Susan: Oh Look Delia, my . . . . . . . . . ! Delia:

Where?

Susan:

.........

Delia:

Do you mean those . . . . . . . . . young ones over there? Who is your grandson?

the street, outside the . . . . . . . . . . . . . . . . . . . you see him? He’s with some of his friends.

Susan: It’s Robert, the . . . . . . . . . young man with . . . . . . . . . black hair. Delia:

I haven’t . . . . . . . . . my glasses, I can’t see! What is he wearing?

Susan: He’s wearing . . . . . . . . . and a yellow . . . . . . . . . . Can you see him now? Delia:

Oh yes, I can! . . . . . . . . . are those other people with him?

Susan: Well, the tall and . . . . . . . . . girl with long curly blond . . . . . . . . . must be Laura, his girlfriend. Delia:

Oh, the one wearing the long blue . . . . . . . . . and . . . . . . . . . ?

Susan: Yes, that’s her. The young . . . . . . . . . and chubby boy with short blond hair must be William. He’s wearing blue . . . . . . . . . and a white . . . . . . . . . . Delia:

Yes, I see. Who is the short thin girl with the . . . . . . . . . hair?

Susan: Do you mean the one wearing red . . . . . . . . . , a light blue . . . . . . . . . and . . . . . . . . . ? Delia:

Yes.

Susan: I think it’s Rebecca, Laura’s best friend.

TRADUZIONE SUSAN: Oh Guarda Delia, mio nipote! – DELIA: Dove? – SUSAN: Di fronte, fuori al cinema. Lo vedi? È con alcuni suoi amici. – DELIA: Vuoi dire quei quattro ragazzi laggiù? Chi è tuo nipote? – SUSAN: È Robert, il giovane alto con capelli neri corti. – DELIA: Non ho gli occhiali, non vedo! Cosa indossa? – SUSAN: Indossa jeans ed una camicia gialla. Lo vedi ora? – DELIA: Oh sì, lo vedo! Chi sono quelle altre persone con lui? – SUSAN: Beh, la ragazza alta e magra con i capelli lunghi, ricci e biondi sarà Laura, la sua ragazza. – DELIA: Oh, quella che indossa l’abito lungo blu con i sandali? – SUSAN: Sì, è lei. Il ragazzo giovane bassino e cicciottello con i capelli biondi corti deve essere William. Indossa pantaloni blu ed una polo bianca. – DELIA: Sì, vedo. Chi è quella ragazza magra e bassina con i capelli corti? – SUSAN: Vuoi dire quella con i pantaloncini rossi, la camicetta celeste e gli stivali? – DELIA: Si. – SUSAN: Credo sia Rebecca, l’amica del cuore di Laura.

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grammar

unit 7 track 7.1

Adjective order In English, an adjective usually comes before the noun it pertains to (for example, a red apple or a cute cat). Adjectives can be classified into many categories. In English, adjectives are generally used in the order: quantity – opinion – size – age – shape – colour – origin – material – purpose. Some of these categories are:

➜ quantity - few, one, two, three, four, several, many, all, some, every, each... ➜ opinion - good, better, best, bad, worse, worst, mediocre, fantastic, pretty, ugly, clean, dirty, difficult, comfortable, valuable, worthless, useful, useless, important... ➜ personality/emotion - happy, sad, excited, scared, frightened, outgoing, funny, grumpy, cheerful, quick, lonely... ➜ sound - loud, soft, silent, screaming, thunderous, blaring, quiet, noisy, talkative, deafening, faint... ➜ taste - sweet, sour, acidic, bitter, salty, tasty, delicious, yummy, tasteless, appetizing, spicy, watery... ➜ touch - hard, soft, silky, smooth, coarse, irregular, scaly, polished, glossy... ➜ size, weight - heavy, light, big, small, tiny, tall, short, fat, thin, underweight, wide, enormous, vast, gigantic... ➜ smell - perfumed, acrid, putrid, burnt, smelly, noxious, pungent, aromatic, fragrant... ➜ speed - quick, fast, slow, rapid, prompt, brief... ➜ temperature - hot, cold, freezing, chilly, sizzling, burning, steaming... ➜ age - young, old, teenaged, ancient, antique, old-fashioned, elderly, mature, adolescent, infantile, recent, modern... ➜ distance - short, long, far, distant, nearby, close, remote, neighboring, handy... ➜ shape - round, circular, square, triangular, oval, flat, spherical, wavy, straight, zigzag, crooked... ➜ miscellaneous qualities - full, empty, wet, dry, open, closed... ➜ brightness - light, dark, bright, shadowy, radiant, shining, pale, dull... ➜ colour - pink, red, orange, yellowish, dark-green, blue, purple, black, white, grey, brown, pastel... ➜ time - early, late, first, last, delayed, punctual... ➜ origin/location - lunar, northern, oceanic, polar, equatorial, American, English, Italian... ➜ material - wooden, cotton, plastic, ceramic, metallic... ➜ purpose - folding, swinging, cooking, sleeping, dance, walking. In Inglese, un aggettivo generalmente precede il nome al quale si riferisce (per esempio: “a red apple” – una mela rossa, o “a cute cat” – un gatto carino). Gli aggettivi possono essere classificati in molte categorie. In Inglese gli aggettivi sono generalmente usati nell’ordine: quantità – opinione – misura – età – forma – colore – origine – materiale – causa. Alcune di queste categorie sono:

➜ quantità – un po’, uno, due, tre, quattro, molti, tutti, alcuni, ogni, ciascun...

➜ opinione – buono, migliore, il migliore, cattivo, peggiore, il peggiore, mediocre, fantastico, carino, brutto, pulito, sporco, difficile, comodo, di valore, senza valore, utile, inutile, importante...

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unit 7 ➜ personalità/sfera emotiva – felice, triste, eccitato, spaventato, estroverso, divertente, brontolone, gioioso, veloce, solitario... ➜ suono – forte, leggero, silenzioso, urlante, tuonante, squillante, quieto, rumoroso, loquace, assordante, fioco...

➜ gusto – dolce, amaro, acidulo, aspro, salato, saporito, delizioso, buono, insipido, appetitoso, speziato, acquoso... ➜ tatto – duro, morbido, setoso, liscio, ruvido, irregolare, a scaglie, lucidato, lucido...

➜ misura/peso - pesante, leggero, grande, piccolo, minuscolo, alto, basso, grasso, magro, sottopeso, largo, enorme, vasto, gigantesco... ➜ odore – profumato, acre, putrido, bruciato, puzzolente, nauseante, pungente, aromatico, fragrante... ➜ velocità – svelto, veloce, lento, rapido, pronto, di poca durata...

➜ temperatura – caldo, freddo, congelato, fresco, bollente, bruciante, vaporoso...

➜ età – giovane, vecchio, teenager (dai 13 ai 19 anni), antico, di stile antico, all’antica, anziano, maturo, adolescente, infantile, recente, moderno... ➜ distanza – breve, lungo, lontano, distante, nelle vicinanze, vicino, remoto, nel quartiere, a portata di mano... ➜ forma – rotondo, circolare, quadrato, triangolare, ovale, piatto, sferico, ondoso, diritto, a zig zag, storto... ➜ qualità varie – pieno, vuoto, bagnato, asciutto, aperto, chiuso...

➜ luminosità – chiaro, scuro, luminoso, ombroso, raggiante, brillante, pallido, opaco...

➜ colore – rosa, rosso, arancione, giallino, verde scuro, blu, viola, nero, bianco, grigio, marrone, pastello... ➜ tempo – in anticipo, in ritardo, primo, ultimo, ritardato, puntuale...

➜ origine/luogo – lunare, del nord, oceanico, polare, equatoriale, americano, inglese, italiano... ➜ materiale – di legno, di cotone, di plastica, di ceramica, di metallo...

➜ scopo – pieghevole, altalenante, per cucinare, per dormire, per ballare, per camminare.

Example of the Sequence of Multiple Adjectives. Esempio di Sequenza di Aggettivi multipli.

QUANTITY OPINION Quantità Opinione five

SIZE Misura

AGE Età

huge

young

SHAPE Forma

COLOR ORIGIN MATERIAL PURPOSE NOUN Colore Origine Materiale Scopo Nome black

old

many

magnificent

antique

British

one

studious

teenaged

American

boy

few

shiny

Indian

gems

many

well-made

tiny

several

cheap

large

round

gray

bears

battered

104

shapeless

Canadian

blue

cotton

work

pants

reference

books

elongated brown

wooden

fishing

boats

purple

polyester

sleeping

bags

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unit 7

grammar

As in Italian, some adjectives are used with “to have” and others with “to be” Come in Italiano, alcuni aggettivi qualificativi si usano con il verbo avere (I have got) ed alcuni con il verbo essere (I am).

For example/Per esempio:

I am You are He is She is It is We are You are They are

tall

alto/a

small

piccolo/a

overweight

sovrappeso/a

fat

grasso/a

slim

magro/a

young

giovane

old

anziano/a

…. years old

….. anni d’età

beautiful

bella

handsome

bello

pretty

carina (graziosa)

cute

carino/a

Appearance/Aspetto estetico:

I have (got) You have (got) He has (got) She has (got) It has (got) We have (got) You have (got) They have (got)

blue, green, grey, brown eyes

occhi blu, verdi, grigi, castani

freckles

lentiggini

a beard, a full beard, a goatee, a stubbly una barba, una barba colta, una barbetta, beard, a moustache una barba non rasa, baffi blonde, red, brown, black hair

capelli biondi, rossi, castani, neri

dyed hair

capelli tinti

blond highlights

colpi di sole

short, long hair

capelli corti, lunghi

straight, curly hair

capelli lisci, ricci

a bald head

una testa calva (essere calvo)

a square, round, oval face

un viso quadrato, tondo, ovale

a big, small, long nose

un naso grande, piccolo, lungo

big, small ears

orecchie grandi, piccole

Personality adjectives/Aggettivi caratteriali. I am You are He is She is It is We are You are They are

shy

timido

quiet

tranquillo, taciturno

lively

vivace

active

attivo

outgoing

estroverso

friendly

amichevole

funny

divertente

annoying

scocciante

sad

triste

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listening

track 7.1

clothing

Jeans

Trousers

Pants

Skirt

Gown

Dress

Shirt

Blouse

Tie

Belt

T-shirt

Polo

Jacket

Coat

Raincoat

Sweater

Socks

Stockings

Tights

Pyjamas

Shoes

Trainers

Boots

Sandals

Slippers

Slip

Vest

Scarf

Hat

Cap

We wear (pronunciation â&#x20AC;&#x153;ueerâ&#x20AC;?) accessories: Noi indossiamo accessori: Present simple

Present continuous

English

Italian

I wear (ueer)

I am wearing

glasses, contact lenses

occhiali, lenti a contatto

You wear (ueer)

You are wearing

earrings

orecchini

He wears (ueers)

He is wearing

a necklace

una collana

She wears (ueers)

She is wearing

a bracelet

un braccialetto

It wears (ueers)

It is wearing

a ring

un anello

We wear (ueer)

We are wearing

an anklet

una cavigliera

You wear (ueer)

You are wearing

a cap, a hat

un cappellino, un cappello

They wear (ueer)

They are wearing

a red scarf, a tie

una sciarpa rossa, una cravatta

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unit 8 What are you doing?

I’m doing my homework. How do you spell “neighbour”?

N – E – I – G – H – B – O – U – R.

Thanks!

index Grammar: Present Continuous, Present Simple vs. Present Continuous, The English Alphabet Vocabulary: Correct pronunciation and Use of the English Alphabet

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grammar Present continuous

We use the Present Continuous tense for things that are happening now, in the very moment of speaking. To form the Present Continuous tense we put the verb in the “ing” form. I’m playing video games now. She’s studying for her exam at the moment. The spelling rules are the same as when we say we like doing something, and that is:

➜ for verbs that end in “e” cancel the “e” and add “ing”; ➜ for one-syllable verbs ending in “1 vowel + 1 consonant” we double the final consonant and add “ing”; ➜ for verbs with two or more syllables ending in “1 vowel + 1 consonant”, if the final syllable is stressed we double the final consonant and add “ing”; ➜ for verbs ending in “1 vowel + l”, we double the “l” and add “ing”; ➜ for verbs ending in “ie”, the “ie” becomes “y” and we add “ing”. ➜ some verbs are not normally used in the present continuous form, and these are: “like” (not liking), “want” (not wanting), “have” (possession) (not having) and “need” (not needing). Usiamo il Present Continuous tense per parlare di cose che stanno succedendo ora, nello stesso momento in cui si parla. Per formare il Present Continuous mettiamo il verbo nella forma “ing”. Ora, sto giocando ai videogiochi. Al momento, lei sta studiando per il suo esame. Le regole di spelling sono le stesse di quando usiamo “like”, esprimendo che ci piace fare qualcosa, e cioè:

➜ per i verbi che finiscono in “e” annulla la “e” ed aggiungi “ing”; ➜ per i verbi di una sillaba che finiscono con “1 vocale + 1 consonante” raddoppiamo la consonante finale ed aggiungiamo “ing”; ➜ per i verbi di due o più sillabe che finiscono con “1 vocale + 1 consonante”, se la sillaba finale è accentata, allora raddoppiamo la consonante finale ed aggiungiamo “ing”; ➜ per i verbi che finiscono con “1 vocale + l”, raddoppiamo la “l” ed aggiungiamo “ing”; ➜ per i verbi che finiscono in “ie”, la “ie” diventa “y” e aggiungiamo “ing”. ➜ Alcuni verbi non si usano solitamente nel present continuous form, e questi sono “like” (no liking), “want” (no wanting), “have” (possession) (no having) e “need” (no needing).

Affirmative Form Full form

Contraction

Negative Form Full form

Contraction

Examples of Verbs

I am

I’m

I am not

I’m not

eating

You are

You’re

You are not

You aren’t

playing

He is

He’s

He is not

He isn’t

studying

She is

She’s

She is not

She isn’t

working

It is

It’s

It is not

It isn’t

reading

We are

We’re

We are not

We aren’t

writing

You are

You’re

You are not

You aren’t

calling

They are

They’re

They are not

They aren’t

dancing

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unit 8 Questions (?)

Short answers

Examples of Verbs

Affirmative

Negative

Am I

eating?

Yes, I am

No, I’m not

Are you

playing?

Yes, you are

No, you aren’t

Is he

studying?

Yes, he is

No, he isn’t

Is she

working?

Yes, she is

No, she isn’t

Is it

reading?

Yes, it is

No, it isn’t

Are we

writing?

Yes, we are

No, we aren’t

Are you

calling?

Yes, you are

No, you aren’t

Are they

dancing?

Yes, they are

No, they aren’t

exercises

a Complete the following dialogue. Completa il seguente dialogo.

Mother: Hello Jenny, where are you? Jenny:

Hello mother, I’m at Jane’s house.

Mother: What are you . . . . . . . . . ? (do) Jenny:

We’re . . . . . . . . . for our test. (study)

Mother: Is Jane’s mom home or is she still . . . . . . . . . ? (work) Jenny:

She’s home. She’s . . . . . . . . . dinner. Can I stop for dinner here mom? (prepare)

Mother: No, Jenny, I’m afraid you can’t. Your father is . . . . . . . . . home and I am . . . . . . . . . a special birthday dinner for him. Don’t be late. (return, prepare) Jenny:

Oh, I forgot. Ok mom, see you soon.

b Choose the correct form for each verb. Scegli la forma esatta per ciascun verbo.

1) Look! Junko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . into the water. A jumps B is jumping

2) I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . you're crazy! A think B am thinking

3) Salman is rich: he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a Mercedes. A drives B is driving

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unit 8 4) I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to Toronto next Thursday. Do you want to come? A go B am going

5) It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . quite hard â&#x20AC;&#x201D; perhaps we shouldn't go out tonight. A snows B is snowing

6) I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lunch in the cafeteria every day. A have B am having

7) Our favourite football team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 â&#x20AC;&#x201C; 2. The match will finish in 13 minutes. A wins B is winning

8) Look! Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . his surfboard. Can you see him? A is riding B rides

9) At the moment, the teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the tests. A corrects B is correcting

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c Answer the following questions. Rispondi alle seguenti domande.

................................ ................................

What am I doing?

................................

(eat)

................................

................................ ................................

What is he doing?

................................

(watch the match)

................................

................................ ................................

What is it doing?

................................

(play)

................................

................................ ................................

What are you doing?

................................

(to phone)

................................

listening

track 8.1

The English Alphabet Spelling is considered an important school subject in the UK and in the USA, because in the English language we don’t pronounce many words as they are written. The English alphabet has 26 letters and their pronunciation is, of course, different from the Italian pronunciation of the Italian alphabet, which has 21 letters. We usually ask, or are asked “Can you please spell that?” in order to be certain of one’s name, address, a particular word or anything else. Following there is the English Alphabet, with the Italian reading of each letter to help you pronounce the letters properly. Lo spelling è considerato una materia scolastica di importanza significativa nel Regno Unito e negli Stati Uniti, perché in inglese molte parole non si pronunciano così come sono scritte. L’alfabeto inglese è composto da 26 lettere e la loro pronuncia è, naturalmente, diversa dalla pronuncia dell’alfabeto italiano, che ne ha 21. Solitamente chiediamo, o ci chiedono “Puoi, per favore, farmi lo spelling?” in modo da essere certi di un nome, indirizzo, una parola in particolare o qualunque altra cosa. Di seguito è riportato l’alfabeto inglese con la lettura in Italiano di ciascuna lettera per aiutarti a pronunciare correttamente le lettere.

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unit 8 Letter

Italian Pron.

èi

bì

sì

dì

eic

gei

chei

listening

Letter

Italian Pron.

chiu

dàbliu

uai

zed (UK) zi (USA) track 8.2

Many songs have been written with the English Alphabet, one of these is a song written by the Beatles: All together now

Molte canzoni sono state scritte con l’alfabeto inglese, una di queste è una canzone scritta dai Beatles: All together now

All together now One, two, three, four Can I have a little more? Five, six, seven, eight, nine, ten, I love you A, B, C, D Can I bring my friend to tea? E, F, G, H, I, J, I love you Sail the ship, Jump the tree Skip the rope, Look at me All together now... Black, white, green, red Can I take my friend to bed? Pink, brown, yellow, orange, blue, I love you All together now... Sail the ship, Jump the tree Skip the rope, Look at me All together now...

Tutti insieme ora Uno, due, tre, quattro Posso averne un altro po’ Cinque, sei, sette, otto, nove, dieci, ti amo A, B, C, D Posso portare il mio amico a prendere il tè? E, F, G, H, I, J, ti amo Naviga la nave, salta l’albero Salta la corda, guarda me Tutti insieme ora... Nero, bianco, verde, rosso Posso portare il mio amico a letto? Rosa, Marrone, Giallo, Arancio, Blu, io ti amo Tutti insieme ora... Naviga la nave, salta l’albero Salta la corda, guarda me Tutti insieme ora... Traduzione libera

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listening and comprehension

track 8.3

The Beatles One of the most famous English rock bands, formed in Liverpool in 1960, and one of the most commercially successful and critically acclaimed acts in the history of popular music. The group consisted of John Lennon, Paul McCartney, George Harrison and Ringo Starr. The nature of their enormous popularity, which first emerged as the “Beatlemania” fad, transformed as their songwriting grew in sophistication. The group came to be perceived as the embodiment of progressive ideals, seeing their influence extend into the social and cultural revolutions of the 1960s. The Beatles achieved mainstream success in the United Kingdom in late 1962 with their first single, Love Me Do. Gaining international popularity over the course of the next year, they toured extensively until 1966, then retreated to the recording studio until their breakup in 1970. Each then found success in an independent musical career. Lennon was shot and killed in 1980, and Harrison died of cancer in 2001. McCartney and Starr remain active. During their studio years, the Beatles produced what critics consider some of their finest material including the album Sgt. Pepper’s Lonely Hearts Club Band (1967), widely regarded as a masterpiece. Four decades after their break-up, the Beatles’ music continues to be popular. The Beatles have had more number one albums on the UK charts, than any other musical act. They have sold more albums in the United States than any other artist. They have been honored with 7 Grammy Awards, and they have received 15 Ivor Novello Awards from the British Academy of Songwriters, Composers and Authors. The Beatles were collectively included in Time magazine’s compilation of the 20th century’s 100 most influential people.

TRADUZIONE THE BEATLES Uno dei gruppi rock inglesi più famosi, formato a Liverpool nel 1960, ed uno dei gruppi con maggior successo commerciale e migliore critica nella storia del “popular music”. Il gruppo era composto da John Lennon, Paul McCartney, George Harrison e Ringo Starr. La natura della loro enorme popolarità, che emerse inizialmente come “Beatlemania”, si trasformò intanto che i testi delle loro canzoni diventavano sempre più sofisticati. Il gruppo arrivò al punto di essere percepito come l’incarnazione di idee progressiste, vedendo la loro influenza estendersi nelle rivoluzioni sociali e culturali degli anni ’60. I Beatles raggiunsero il successo nel Regno Unito alla fine del 1962 con il loro primo singolo: Love Me Do. Conquistarono popolarità internazionale nel corso dell’anno successivo, fecero diverse tournee fino al 1966, poi si ritirarono nello studio di registrazione fino alla loro separazione nel 1970. Ognuno poi trovò il successo in carriere musicali indipendenti. Lennon fu assassinato nel 1980, e Harrison morì di cancro nel 2001. McCartney e Starr sono ancora attivi. Durante gli anni di registrazione in studio i Beatles produssero quello che i critici considerano alcuni dei loro più raffinati brani comprendendo l’album Sgt. Pepper’s Lonely Hearts Club Band (1967), considerato, su vasta scala, un capolavoro. Quattro decadi dopo lo scioglimento del gruppo, la musica dei Beatles continua ad essere popolare. I Beatles hanno avuto il maggior numero di album al primo posto delle classifiche britanniche, mantenendo la posizione per più tempo rispetto a qualsiasi altro gruppo musicale. Hanno venduto più album negli USA che qualunque altro artista. Sono stati premiati con 7 Grammy e hanno ricevuto 15 premi Ivor Novello dalla British Academy of Songwriters, Composers and Authors. I Beatles sono stati inclusi nell’elenco delle 100 personalità aventi maggior influenza del XX secolo redatto dal «Time magazine».

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unit 8 Sitting in an English garden, waiting for the sun, if the sun doesn’t come, I’ll get a tan from standing, in the English rain. (from: I Am The Walrus) Seduto in un giardino inglese, aspettando il sole, se il sole non viene, io sto ad abbronzarmi, sotto la pioggia inglese. From: Magical Mystery Tour Capitol Records, 1967, prodotto da George Martin.

exercises

d Answer the following questions. Rispondi alle seguenti domande.

1) Where and when did the Beatles form? A In London in 1980 B In Liverpool in 1960 C In New York in 1980 2) How many musicians formed the group? A 3 B 7 C 4 3) Which album is considered a masterpiece? A Sgt. Pepper's Lonely Hearts Club Band B Yellow Submarine C Love Me Do l’angolo delle curiosità

Lo sapevi che...

A proposito di alfabeto, gli inglesi lo usano perfino per le forme dei biscotti (alphabet biscuits), le forme dei cereali (alphabet cereal) e il formato di pasta da brodo (alphabet soup). È un allenamento continuo!

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exercises

unit 8

e Present Simple or Present Continuous? 1) John and Michael are studying for their exam. ....................................................................................................................................

2) Susan is going to the shopping centre to buy some milk and cheese. ....................................................................................................................................

3) Carl opens his mail box every evening. ....................................................................................................................................

4) Where are you going? ....................................................................................................................................

5) What are you doing? ....................................................................................................................................

6) Their baby cries every night and wakes us up. .................................................................................. ..............................................................................

7) They often buy pizza on Saturday evenings. ......................................................................... .......................................................................

8) The ship is sailing to the tropical island. ..................................................................... ....................................................................

9) The dog eats and drinks in the yard. .................................................................... ....................................................................

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unit 8 l’angolo delle curiosità

Lo sapevi che...

La canzoncina dell’alfabeto inglese è una delle canzoni più conosciute nella lingua inglese. La canzone fu scritta nel 1835. L’arrangiamento musicale è stato attribuito a Louis Le Maire, un compositore del XVIII secolo e pare che la musica sia quella che usava Mozart per Ah, vous dirai-je, maman.

listening

track 8.4

exercises the following words and letters into 8 different groups. Each group must have f Put the same vowel sound. Raggruppa le seguenti parole e lettere in 8 insiemi. In ogni insieme le vocali devono essere pronunciate nello stesso modo.

A FISH H IT J K PLAY SIX

SWIM THIS E BAR B ARE C V

G R STAR CAR I M Y S

FLY SKY MY F X L O Q

HOME SCHOOL PHONE OLD COLD U THROUGH W

ABBREVIATIONS Do you know these abbreviations? Conosci queste abbreviazioni? 3D = Three Dimensional 4D = Four Dimensional 4WD = Four Wheel Drive CD = Compact Disk UN = United Nations

116

NBA = National Basketball Association PC = Personal Computer FIAT = Fabbrica Italiana Automobili Torino DVD = Digital Video Disc USA = United States of America UK = United Kingdom MTV = Music Television

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A famous family William Bradley “Brad” Pitt, American actor and film producer (born December 18, 1963) is the son of Jane Etta, a high school counselor, and William Alvin Pitt, a truck company owner, Pitt was born in Shawnee, Oklahoma. He grew up in Springfield, Missouri, where the family moved soon after his birth. Brad Pitt was married to actress Jennifer Aniston for five years, he currently lives with actress Angelina Jolie. He and Jolie have six children: • Maddox Chivan Jolie-Pitt (born August 5, 2001 in Cambodia; adopted January 19, 2006) • Pax Thien Jolie-Pitt (born November 29, 2003 in Vietnam; adopted March 15, 2007) • Zahara Marley Jolie-Pitt (born January 8, 2005 in Ethiopia; adopted January 19, 2006) • Shiloh Nouvel Jolie-Pitt (born May 27, 2006 in Swakopmund, Namibia) • Knox Léon Jolie-Pitt (born July 12, 2008 in Nice, France) • Vivienne Marcheline Jolie-Pitt (born July 12, 2008 in Nice, France) Since the beginning his relationship with Jolie, Pitt has become increasingly involved in social issues both in the United States and internationally. In fact, the couple has made many donations to many humanitarian organizations. He founded the Make It Right Foundation in 2006, organizing housing professionals in New Orleans to finance and construct 150 sustainable, affordable new houses in New Orleans's Ninth Ward following the devastation caused by Hurricane Katrina. In September 2006, Pitt and Jolie established a charitable organization, the Jolie-Pitt Foundation, to aid humanitarian causes around the world. The foundation donated more than US$ 6 million.

TRADUZIONE UNA FAMIGLIA FAMOSA William Bradley “Brad” Pitt, attore e produttore cinematografico statunitense (nato il 18 dicembre 1963), è il figlio di Jane Etta, un consigliere scolastico, e William Alvin Pitt, dirigente di una ditta di trasporti, nato a Shawnee, Oklahoma. È cresciuto a Springfield, nel Missouri, dove la sua famiglia si è trasferita poco dopo la sua nascita. Brad Pitt è stato sposato con l’attrice Jennifer Aniston per 5 anni, attualmente vive con l’attrice Angelina Jolie. Lui e la Jolie hanno sei figli: • Maddox Chivan Jolie-Pitt (nata il 5 agosto, 2001 in Cambogia; adottato il 19 gennaio 2006) • Pax Thien Jolie-Pitt (nato 29 novembre, 2003 in Vietnam; adottato il 15 marzo 2007) • Zahara Marley Jolie-Pitt (nato l’8 gennaio 2005 in Etiopia; adottata il 19 gennaio 2006) • Shiloh Nouvel Jolie-Pitt (nata il 27 maggio 2006 a Swakopmund, Namibia) • Knox Léon Jolie-Pitt (nato il 12 luglio, 2008 a Nizza, Francia) • Vivienne Marcheline Jolie-Pitt (nata il 12 luglio, 2008 a Nizza, Francia). Dall’inizio della sua relazione con Angelina Jolie, Pitt si è lasciato coinvolgere sempre di più in cause umanitarie sia negli USA che in ambito internazionale. Infatti, la coppia fa diverse donazioni ad organizzazioni umanitarie in tutto il mondo. Brad Pitt ha fondato la Make It Right Foundation nel 2006, organizzando il piano case in New Orleans per finanziare e costruire 150 case ecosostenibili, economicamente abbordabili, a seguito della devastazione dell’uragano Katrina. A settembre del 2006, Brad Pitt e Angelina Jolie hanno fondato una organizzazione umanitaria chiamata la Jolie-Pitt Foundation, per assistere le cause umanitarie in tutto il mondo. La fondazione ha già donato oltre US$ 6 milioni ad associazioni varie.

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play Brad and Angelina’s Wordsearch

G Find the following names and words. Trova i seguenti nomi e parole. Actor

Actress

Angelina

Bradley

Donations

Film

Humanitarian

International

Jolie

Knox-Leon

Maddox-Chivan

Make it Right

Organization

Pax-Thien

Pitt

Shiloh-Nouvel

Social

United States

Vivienne-Marcheline

William

Zahara-Marley

Brad and Angelina’s Wordsearch S M S F G O E E Z

l’angolo delle curiosità

Lo sapevi che...

Nella cultura hawaiana la parola “ohana” ha il preciso significato di famiglia “allargata”, che comprende anche le persone “care” alla famiglia ma non necessariamente imparentate. Il termine sottolinea che gli individui sono legati tra loro e devono collaborare gli uni con gli altri. La radice del termine “ohana” è “ohà” e si riferisce alla radice della pianta rappresentativa hawaiana, il taro, un tubero, che secondo le leggende Kanaka Maoli è considerato l’antenato cosmologico degli abitanti delle Hawaii. Se hai mai visto Lilo & Stich, sicuramente l’avrai sentita...

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revision

h Choose the correct answer. Scegli la risposta esatta.

1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15)

Peter is the faster/fastest runner. Charles is the older/oldest brother. Susan has got long yellow/blond hair. Paul and Carl are brothers/sisters. My aunt’s daughter is my sister/cousin. My great grandmothers son is my father/grandfather. Claire is tall and thin. She is 16. She is young/old. Robert is having/haveing a shower. Paul is tall/short and chubby. He’s 1.50 metres. His favourite film is Peter Pan, he thinks it’s the worst/best children’s film. She is tall/short and has got long dark hair. She’s 1.80 metres. She prefers the most expensive/expensiver watch. Chinese is more difficult/difficulter to learn than English. His sister’s friend is my brother’s cousin = his sister’s friend is my uncle/cousin. I usually get up at 9 o’clock and have breakfast at a quarter past nine/nine and a quarter.

i Cross out the odd word. Cancella la parola intrusa.

faster

happy

perfumed

steaming

mature

light

good

early

oceanic

few

happy

red

putrid

remote

loud

silent

metal

full

ocean

friend

mother

father

grandmother

grandfather

bedroom

kitchen

earring

copybook

slower

sad

heavy

morning

short

glass

hard

late

polar

some

good

green

nauxious

early

round

vociferous

ceramic

empty

river

brother

sister

brother

aunt

grandmother

living room

bedroom

ring

watch

prompter

funny

light

hot

old

dark

soft

punctual

hard

many

bad

flower

smooth

square

noisy

glass

wet

lake

sister

daughter

niece

uncle

classmate

chicken

school

cap

pencil

sweeter

acrid

small

cold

young

dull

velvety

pale

equatorial

recent

fantastic

grey

acrid

far

oval

handy

loud

blue

shower

mother

nephew

son

cousin

mother

bathroom

living room

bracelet

pen

necklace

carrings

ring

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j Find the following word groups. Trova i seguenti gruppi di parole.

The months of the year The days of the week The Four seasons Blue, Orange, Green, Yellow, Red, White, Black Mother, Father, Sister, Brother, Son, Daughter, Aunt, Uncle, Cousin T

The remaining letters will give you a famous rhyme. Le lettere rimanenti ti daranno una famosa rima.

k Choose the correct answer. Scegli l’opzione esatta.

1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13)

Chad is making / makes delicious cakes. Juliet studies / studyes every day. The cheetah is faster / fastest then the turtle. My friend is never / always late for school. He wakes up early. On weekends we play / playing at the park. Patricia can dance the salsa. She like / likes dancing. Pearla cook / cooks delicious meals. In the kitchen there isn’t any / some milk. Be careful when you wash up, you can cut your finger with the knives / knifes. I’m from Spain. I speak Spagnol / Spanish. Look! A bald eagle is flying / flies over the mountains. The cat usually sleeps / is sleeping under the table. I like eat /eating out on Saturday evenings.

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