Magic Summer 2

Magic summer:Layout 1

22-02-2012

14:46

Pagina 2

OPERATING BOOK

2

HOLIDAY

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

Magic summer 2

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

2

HOLIDAY

IN OMAGGIO

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

IN IN OMAGGIO OMAGGIO

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inglese_vacanze_2_ardea.qxp:inglese_vacanze_2_ardea

8-02-2012

17:40

Pagina 2

table of contents unit 1 ....................................................................... pag. 3 Grammar: Adjectives and Adverbials of Quantity (Much and many, a lot of/lots of), How many/How much?, Countable and Uncountable Nouns Vocabulary: Food and Drink

unit 2 ......................................................................... 17 Grammar: Question Words, How long does it take? Whose/who’s, Adverbs, Object Pronouns (me, you etc.), Possessive Pronouns (mine, yours etc.), Possessive Adjectives (my, your etc.).

Vocabulary: Family, Friends, Describing People

unit 3 ......................................................................... 33 Grammar: Past Simple of the Verb “To Be”, Past Simple of Regular Verbs Vocabulary: Past time and Date Expressions, Correct Pronunciation Notes for Regular Verbs in the Past Simple Tense, Past Actions. Pets, Rooms in the House and household Areas

unit 4 ......................................................................... 45 Grammar: Past Simple of Irregular Verbs.

Vocabulary: Past actions, Holidays, Hobbies and Sports

unit 5 ......................................................................... 63 Grammar: Present Continuous, Present Continuous with Future Reference Vocabulary: Travel and Weekend Activities, Work, Future Time Clauses

unit 6 ......................................................................... 77 Grammar: Comparative and Superlative Adjectives Vocabulary: Clothing, Music, Local Shops and Places of Interest

unit 7 ......................................................................... 93 Grammar: Must and Mustn’t, Have to, Don’t have to vs. Can Vocabulary: Rules and Regulations, Environment

unit 8 ....................................................................... 107 Grammar: Making Requests and Asking about Likes and Dislikes, Accepting and Refusing Offers, How are you vs. How do you do Vocabulary: Expressions of Preference, Conversational English

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17:40

Pagina 3

unit 1 Certainly dear.

Mum, may I have

How much water do

some water please?

you want? A big glass or a small glass?

A big glass please.

I want a lot of water It’s a lot.

Mum, this is too much!

index Grammar: Adjectives and Adverbials of Quantity (Much and many, a lot of/lots of) How many/How much?, Countable and Uncountable Nouns Vocabulary: Food and Drink

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unit 1

8-02-2012

17:40

Pagina 4

listening

track 1.1

PLURALS Remember: ➜ The plural of a noun is usually formed by adding an 's' at the end of the word (cat = cats; flower = flowers, computer = 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”. ➜ 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”. ➜ Irregular nouns are those that do not form their plural by adding the regular plural ending.

Ricorda: ➜ Il plurale si forma solitamente aggiungendo una lettera “s” alla fine della parola (cat = cats; flower = flowers, computer = 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”. ➜ 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”. ➜ I nomi irregolari nella formazione del plurale non presentano l’aggiunta finale della lettera “s”.

exercises

a Change the singular nouns to plural and the plural nouns to singular.

Trasforma i nomi singolari in plurali e i plurali in singolari.

wife . . . . . . . . . . . . . . . . . . . . brush . . . . . . . . . . . . . . . . . . witch . . . . . . . . . . . . . . . . . . taxes . . . . . . . . . . . . . . . . . . kiss . . . . . . . . . . . . . . . . . . . . beach . . . . . . . . . . . . . . . . . girl . . . . . . . . . . . . . . . . . . . . . teacher . . . . . . . . . . . . . . . . fox . . . . . . . . . . . . . . . . . . . . . tomatoes . . . . . . . . . . . . . .

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wish . . . . . . . . . . . . . . . . . . . children. . . . . . . . . . . . . . . . women . . . . . . . . . . . . . . . . book . . . . . . . . . . . . . . . . . . cow . . . . . . . . . . . . . . . . . . . chair . . . . . . . . . . . . . . . . . . . hippo . . . . . . . . . . . . . . . . . . tree . . . . . . . . . . . . . . . . . . . . potato . . . . . . . . . . . . . . . . . shelf . . . . . . . . . . . . . . . . . . .

boxes . . . . . . . . . . . . . . . . . dress . . . . . . . . . . . . . . . . . . lunches . . . . . . . . . . . . . . . . knife . . . . . . . . . . . . . . . . . . . surf board . . . . . . . . . . . . .

toys . . . . . . . . . . . . . . . . . . . baby . . . . . . . . . . . . . . . . . . . cities . . . . . . . . . . . . . . . . . . glasses . . . . . . . . . . . . . . . . mobile phone . . . . . . . . .

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skate board . . . . . . . . . . .

watch . . . . . . . . . . . . . . . . . dictionary . . . . . . . . . . . . . web site . . . . . . . . . . . . . . .

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wolves. . . . . . . . . . . . . . . . . boy . . . . . . . . . . . . . . . . . . . .

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Pagina 5

listening

unit 1 track 1.2

SOME AND ANY – COUNTABLE AND UNCOUNTABLE NOUNS Remember: 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.

Use “a” or “an” before singular generic nouns: ➜ “a” is used before singular nouns beginning with consonants (a banana, a car, a bike, a book, a pencil); ➜ “an” is used before singular nouns beginning with vowels (an apple, an elephant, an umbrella, an opera, an airplane).

Use “the” before specific nouns, when you know precisely which thing you are talking about.

Use “the” for both plural and singular nouns.

Open the window. Close the door. Read the book. Where are the car keys?

Use this (thes) and these (thiiz) for things near you.

What is this? It’s a calculator.

What are these? They are numbers.

Use that (thet) and those (thooz) for things far from you.

Look at that dog, it’s running!

Those children study English at school.

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Pagina 6

unit 1 Ricorda: 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 al plurale (per esempio: zucchero, capelli, acqua).

Usa some: ➜ con i nomi countable plurali. Per esempio: I’ve got some apples. ➜ con i nomi uncountable in senso affermativo. 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. Per esempio: • Have you got any apples?/Have you got any milk? ➜ nelle frasi negative con i nomi countable al plurale ed i nomi uncountable. Per esempio: • I haven’t got any apples./I haven’t got any milk.

Usa “a” o “an” prima di nomi generici: ➜ “a” è usato prima di nomi singolari che iniziano con consonanti (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 vocale (an apple, una mela; an elephant, un elefante; an umbrella, un ombrello; an opera, un’opera; an airplane, un aereo).

Usa “the” prima di nomi specifici, quando sappiamo precisamente di cosa stiamo parlando.

Usa “the” sia per i nomi singolari che plurali.

Open the window (Apri la finestra). Close the door (Chiudi la porta). Read the book (Leggi il libro).

Where are the car keys? (Dove si trovano 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. (Cosa 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.

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Pagina 7

unit 1

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 child/children are going to eat a/some rice with fish/fishes and vegetables/vegetablies.

4) He has got two watchies/watches, the one/first is black and white and the two/second is red.

5) The/Those film is about a superhero.

6) What’s this/these? It’s a/an basketball.

7) I like drinking any/a glass of milk before going to bed.

8) Where are that/these cars from? They are German.

9) He’s got some peachs/peaches in his fridge.

10) What are those/this? They are tropical plants/plantes.

11) This/those/a cake is delicious, happy birthday! Can I please have another slice/cake?

12) These/the cat is hungry, give him a/some milk.

13) Where is an/the computer? It’s over there/here, next to me.

14) To make an omelette you need some/a eggs, a/some cheese and some/a milk.

15) I’m thirsty! Is there anything/something to drink? Yes, there is a bottle of/a water over there.

English and Italian are often very similar. For example, did you know that an uncountable noun can be changed into a countable noun? Think! It’s simple, all you need is some packaging. In fact “some milk” can become “a bottle of milk” or “some sugar” can become “a box of sugar”. Just like in Italian!

L’Inglese e l’Italiano sono spesso molto simili. Ad esempio, lo sapevi che un nome “uncountable” può essere trasformato in un nome “countable”? Pensa! È semplice, ti occorre solamente un po’ di imballaggio. Infatti “del latte” può diventare “una bottiglia di latte” oppure “dello zucchero” può diventare “una scatola di zucchero”. Proprio come in Italiano!

c Change the following nouns to countable and uncountable.

Cambia i seguenti nomi in countable and uncountable.

noun chocolate (bar) bread (loaf) water (bottle) water (glass) sugar (box) butter (stick) rice (bowl) tea (cup) ice cream cake (slice = fetta/piece = pezzo) cheese (slice = fetta) cheese (piece = pezzo) cereal (bowl=ciotola) cereal (box=scatola) shampoo (bottle)

countable a bar of chocolate

uncountable some chocolate

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an ice cream cone

some ice cream

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unit 1

8-02-2012

17:40

listening

Pagina 8

track 1.3

MUCH AND MANY In English we usually use “much” and “many” to express quantity questions and answers (How much water have you got? How many apples are on the table? How much does this dress cost?).

Much is mainly used in negative sentences (I haven’t got much water.). Much is always used for uncountable nouns.

Many is used in both affirmative and negative sentences (I’ve got many apples. I haven’t got many apples.). Many is always used for countable plural nouns, to ask the number of something.

In Inglese solitamente usiamo “much” e “many” per esprimere domande e risposte di quantità (How much water have you got? = Quanta acqua hai? – How many apples are there on the table? = Quante mele ci sono sul tavolo? – How much does this dress cost? = Quanto costa questo vestito?).

“Much” si usa principalmente in frasi negative (Non ho molta acqua.). “Much” è sempre usato per i nomi “uncountable”.

“Many” è usato sia in frasi affirmative che negative (I’ve got many apples. = Ho molte mele. – I haven’t got many apples. = Non ho molte mele). “Many” si usa sempre per i nomi al plurale, per chiedere la quantità di qualcosa.

exercises

d Complete the following questions with “How much” or “How many”.

Completa le seguenti domande con “How much” o “How many”.

1) .......................... students are in your class?

2) .......................... milk do you want in your coffee?

3) .......................... times do I need to tell you?

4) .......................... boys in your class play football?

5) .......................... sugar do you need for the cake?

6) .......................... slices of bread do you eat at lunch?

7) .......................... time do you sleep at night?

8) .......................... hours do you spend in class?

9) .......................... teachers are ill?

10) .......................... do these jeans cost?

11) .......................... money do your parents give you to go out with your friends?

12) .......................... roses are in a dozen?

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Pagina 9

unit 1

A LOT OF “A lot of” is generally used for big quantities for both countable and uncountable nouns: ➜ I’ve got a lot of patience. I’ve got a lot of books.

It is also used in negative sentences and questions, although it is more common to use “much” and “many”: ➜ I haven’t got a lot of patience./I haven’t got much patience. ➜ Have I got a lot of patience?/Have I got much patience? ➜ I haven’t got a lot of books./I haven’t got many books. ➜ Have I got a lot of books?/Have I got many books?

In short answers we use “a lot” (Yes, I’ve got a lot).

In spoken English people often use “lots of”.

“A lot of” è solitamente usato per grosse quantità sia per i nomi “countable” che per i nomi “uncountable”: ➜ I’ve got a lot of patience. (Ho molta pazienza). I’ve got a lot of books. (Ho molti libri). È anche usato in frasi negative e domande, anche se è più comune usare “much” e “many”: ➜ I haven’t got a lot of patience./I haven’t got much patience. (Non ho molta pazienza) ➜ Have I got a lot of patience?/Have I got much patience? (Ho molta pazienza?) ➜ I haven’t got a lot of books./I haven’t got many books. (Non ho molti libri) ➜ Have I got a lot of books?/Have I got many books? (Ho molti libri?)

Nelle risposte brevi usiamo “a lot” (Yes, I’ve got a lot. = Si, ne ho molto/i).

Nell’inglese colloquiale si usa spesso “lots of”.

A LITTLE “A little” is generally used in affirmative sentences for small, yet sufficient amounts of something uncountable.

There’s a little milk in the fridge.

“A little” (un po’) è solitamente usato nelle frasi affermative per quantità piccole che non possono essere specificate (nomi “uncountable”).

There’s a little milk in the fridge. (C’è un po’ di latte nel frigo).

A FEW “A few” is generally used in affirmative sentences for small, yet sufficient amounts of something countable.

“A few” (alcuni/e) è solitamente usato nelle frasi affermative per quantità piccole numerabili (nomi “countable”).

I’ve got a few pens in my pencil case. (Ho alcune penne nel mio astuccio).

A COUPLE OF “A couple of” is generally used in affirmative sentences for two of something countable.

I’ve got a couple of tickets to the concert. Do you want to come with me?

“A couple of” (un paio) è solitamente usato nelle frasi affermative per due oggetti (nomi “countable”).

I’ve got a couple of tickets to the concert. Do you want to come with me? (Ho un paio di biglietti per il concerto. Vuoi venire con me?)

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Pagina 10

unit 1

exercises the following sentences with “How much”, “How many”, “much”, “many”, “a e Complete lot of”, “a little”, “a few”, “a couple of”.

Completa le seguenti frasi con “How much”, “How many”, “much”, “many”, “a lot of”, “a little”, “a few”, “a couple of”.

1) This is the most important library in the world. There are . . . . . . . . . . . . . . . . . . . . . . . . . . . books here.

2) The children have got . . . . . . . . . . . . . . . . . . . . . . . . . . . homework for tomorrow.

3) The classroom is dark, there isn’t . . . . . . . . . . . . . . . . . . . . . . . . . . . light in it.

4) I don’t spend much money on clothes, I don’t follow the latest fashions.

5) Sarah spends . . . . . . . . . . . . . . . . . . . . . . . . . . . money on shoes.

6) Look, there is still . . . . . . . . . . . . . . . . . . . . . . . . . . . cake in the fridge! Is there any milk?

7) Yes, there is . . . . . . . . . . . . . . . . . . . . . . . . . . . . There are three bottles.

8) Jason has got . . . . . . . . . . . . . . . . . . . . . . . . . . . different hobbies, he likes trying new things.

9) . . . . . . . . . . . . . . . . . . . . . . . . . . . eggs are there in the fridge?

10) There are . . . . . . . . . . . . . . . . . . . . . . . . . . . them. I count ten eggs.

11) I’ve got . . . . . . . . . . . . . . . . . . . . . . . . . . . of tickets to the theatre, do you want to come with me?

12) I haven’t got . . . . . . . . . . . . . . . . . . . . . . . . . . . ideas for the show, and you?

13) Hurry, we haven’t got . . . . . . . . . . . . . . . . . . . . . . . . . . . time. The train leaves in ten minutes.

14) In the garden there are . . . . . . . . . . . . . . . . . . . . . . . . . . . beautiful plants.

15) There are . . . . . . . . . . . . . . . . . . . . . . . . . . . cookies in the cookie jar. Perfect for the child’s afternoon snack.

16) There are . . . . . . . . . . . . . . . . . . . . . . . . . . . passengers on the bus.

17) I’ve got . . . . . . . . . . . . . . . . . . . . . . . . . . . spare time, I think I’ll go for a coffee.

18) . . . . . . . . . . . . . . . . . . . . . . . . . . . is there in the cupboard?

19) . . . . . . . . . . . . . . . . . . . . . . . . . . . children are at the party?

20) . . . . . . . . . . . . . . . . . . . . . . . . . . . time does it take for you to get to work in the morning?

F Write affirmative and negative sentences using “much” “many”, “a lot of”, “a few”, “a little”.

Scrivi delle frasi affermative e negative usando “much” “many”, “a lot of”, “a few”, “a little”.

1) have got / CDs / in / room I have got a lot of CDs in my room. – I’ve got a few CDs in my room.

I haven’t got many CDs in my room. .........................................................................................................................................

2) read / books / in / free time .........................................................................................................................................

3) have / free time .........................................................................................................................................

4) drink / milk / for breakfast .........................................................................................................................................

5) eat / snacks / weekends .........................................................................................................................................

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Pagina 11

unit 1

play A Survey

g Complete the following questions and mark the box which corresponds to your routine.

Completa le seguenti domande e segna la casella che corrisponde alle tue abitudini.

How much/How many

1)

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books do you read a month?

2)

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TV do you watch a week?

3)

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fruit do you eat a day?

4)

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meat do you eat a week?

5)

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fish do you eat a week?

6)

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friends do you call a day?

7)

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sweets do you eat a day?

8)

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9)

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a lot

a few

a little

a couple

not much/ not many

times do you do exercise a week? water do you drink?

10)

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milk do you drink?

11)

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eggs do you eat a week?

12)

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chocolate do you eat a week?

13)

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hours do you sleep a night?

14)

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15)

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homework can you do in an hour? films do you see in a month?

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Pagina 12

unit 1

exercises

h Now, write your answers.

Ora scrivi le tue risposte.

Example: I read a few books a month. I don’t read many books a month.

1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .........................................................................................................................................

2)

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inglese_vacanze_2_ardea.qxp:inglese_vacanze_2_ardea

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listening

17:40

Pagina 13

unit 1 track 1.4 • Comprehension

The food guide pyramid suggests optimal nutrition guidelines for each food category, per day. It is divided into 6 different groups:

Carbohydrate group (Bread, Cereals, Rice and Pasta) Carbohydrates are a source of energy that can be transformed into glucose, the form of sugar that is transported and used by the body, more quickly than proteins or fats.

Vegetable group (Salad, Carrots, Tomatoes, Potatoes, Broccoli, Spinach, Beets, Eggplants, Cucumbers, Artichokes, Peas etc.)

A vegetable is a part of a plant consumed by humans. For example, the stem, root, flower etc. may be eaten as vegetables. Vegetables contain many vitamins and minerals; however, different vegetables contain different vitamins and minerals, so it is important to eat a wide variety of types. For example, green vegetables typically contain vitamin A, dark orange and dark green vegetables contain vitamin C, and vegetables like broccoli and related plants contain iron and calcium. Vegetables are very low in fats and calories, but cooking can often increase them.

It is recommended that people consume 2-3 servings of vegetables in a day. They may be fresh, frozen, canned, or juiced.

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Pagina 14

unit 1

Fruit group (Apples, Bananas, Oranges, Grapes, Mandarins, Peaches, Pears, Plums etc.)

Fruits are the sweet-tasting seed-bearing parts of plants, or occasionally sweet parts of plants which do not bear seeds. These include apples, oranges, plums, bananas etc. Fruits are low in calories and fat and are a source of natural sugars, fiber and vitamins. Processing fruits when canning or making into juices unfortunately may add sugars and remove nutrients. The fruit food group is sometimes combined with the vegetable food group. Note that many foods considered fruits in botany because they bear seeds are not considered fruits in cuisine because they lack the characteristic sweet taste, for example tomatoes or avocados. It is best to consume 2-4 servings of fruit in a day. They may be fresh, frozen, canned, dried, pureed or juiced.

listening

track 1.5 • Comprehension

Fat Group (Fats, Oils and Sweets) The fat group is the least needed in the body. One must have these in small amounts and not much per day, if consumed. Fats are to find in sweets and chocolate.

Dairy group (Milk, Yogurt and Cheese) Dairy products are produced from the milk of mammals, most usually but not exclusively cattle. They include milk, yogurt and cheese. Milk and its derivative products are a rich source of the mineral calcium, but also provide protein, phosphorus, vitamin A and vitamin D. However, many dairy products are high in saturated fat and cholesterol compared to vegetables, fruits and whole grains, which is why skimmed products are available as an alternative. For adults, 3 cups of dairy products are recommended per day.

14

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Pagina 15

unit 1

Protein group (Meats, Poultry, Fish, Dry Beans, Eggs and Nuts) Meat is the tissue - usually muscle - of an animal consumed by humans. Since most parts of many animals are edible, there is a vast variety of meats. Meat is a major source of protein, as well as iron, zinc, and vitamin B12. Meats, poultry, and fish include beef, chicken, pork, salmon, tuna and shrimp, eggs, spices and herbs are also in this group.

The meat group is one of the major compacted food groups in the food guide pyramid. Many of the same nutrients found in meat can also be found in foods like eggs, dry beans, and nuts, such foods are typically placed in the same category as meats, as meat alternatives. These include tofu, products that resemble meat or fish but are made with soy, eggs and cheeses. For those who do not consume meat or animal products, meat analogs, tofu, beans, lentils, chick peas, nuts and other high-protein vegetables are also included in this group.

La piramide alimentare suggerisce una linea guida ottimale per ciascuna categoria di cibo, giornaliero. È divisa in 6 gruppi diversi:

Carboidrati (Pane, Cereali, Riso e Pasta) I carboidrati sono una fonte di energia che può essere trasformata in glucosio, la forma di zucchero che viene trasportato ed usato dal corpo, più velocemente delle proteine o dei grassi.

Verdure (Insalata, Carote, Pomodori, Patate, Broccoli, Spinaci, Barbabietole, Melanzane, Cetrioli, Carciofi, Piselli etc.)

Una verdura è la parte di una pianta che viene consumata dagli umani. Per esempio, lo stelo, la radice, il fiore etc. possono essere mangiati come verdure. Le verdure contengono molte vitamine e minerali; comunque, le diverse verdure ne contengono diversi tipi, quindi è importante mangiare una vasta varietà di tipologie. Per esempio, le verdure verdi contengono solitamente la vitamina A, le verdure di colore arancio scuro e verde scuro contengono la vitamina C, e le verdure come i broccoli e piante simili contengono ferro e calcio. Le verdure hanno pochissimi grassi e calorie, ma spesso la cottura li aggiunge. È raccomandato che si consumino due o tre porzioni di verdure al giorno.

Possono essere fresche, surgelate, inscatolate, o in forma di succo.

15

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Pagina 16

unit 1 Il gruppo della frutta (Mele, Banane, Arance, Uva, Mandarini, Pesche, Pere, Prugne etc.)

I frutti sono parti delle piante, con semi, e dal sapore dolce, altre volte sono la parte dolce delle piante ma non contengono semi. Questi comprendono mele, arance, prugne, banane etc. La frutta contiene poche calorie e grassi ed è fonte di zuccheri naturali, fibre e vitamine. La lavorazione della frutta quando si confeziona o quando si fanno i succhi sfortunatamente potrebbe richiedere l’aggiunta di zuccheri che rimuove i fattori nutrienti. A volte il gruppo della frutta è associato al gruppo della verdura. È da notare che molti alimenti che in botanica vengono considerati frutti perché hanno semi non sono considerati frutti in alimentazione perché non hanno il sapore dolce caratteristico, ad esempio pomodori o avocadi. È buona abitudine consumare 2 – 4 porzioni di frutta al giorno, indistintamente se fresca, surgelata, in scatola, secca, frullata o in succo.

Il gruppo dei grassi (Grassi, Oli e Dolci) Il gruppo dei grassi è quello di cui il corpo umano ha meno bisogno. Se consumati, si devono prenderli in piccole dosi e non troppi al giorno. Questi si trovano nei dolci e nella cioccolata.

Il gruppo del latte e dei latticini (Latte, Yogurt e Formaggio) I prodotti del gruppo dei latticini vengono dal latte di mammiferi, solitamente, ma non esclusivamente, bovini. Comprendono latte, yogurt e formaggio. Il latte ed i suoi derivati sono una fonte ricca di calcio, ma forniscono anche proteine, fosforo, vitamina A e vitamina D. Comunque, molti prodotti caseari hanno un’alta percentuale di grassi saturi e colesterolo paragonato a verdure, frutta e grano integrale, ed è per questo che i prodotti scremati sono disponibili come alternativa. Agli adulti si raccomandano 3 tazze di prodotti caseari al giorno.

Il gruppo delle Proteine (Carni, Pollame, Pesce, Fagioli secchi, Uova e Noci) La carne è il tessuto – solitamente il muscolo – di un animale consumato da esseri umani. Poiché la maggior parte di molti animali è commestibile, c’è una vasta varietà di carni. La carne è la fonte principale di proteine, ferro, zinco e vitamina B12. Le carni, il pollame ed il pesce comprendono anche la carne di vitello, il pollo, il maiale, il salmone, il tonno ed i gamberi, in questo gruppo si trovano anche le uova, le spezie e le erbe aromatiche.

Il gruppo delle carni è uno dei gruppi più compatti nella piramide dell’alimentazione. Molti degli stessi principi nutrienti che si trovano nella carne possono essere trovati anche in cibi come le uova, i fagioli secchi e le noci, tali cibi sono tipicamente messi nella stessa categoria delle carni, come alternativa alla carne. Questi comprendono tofu, prodotti che somigliano alla carne o al pesce ma sono fatti con la soia, uova ed i formaggi. Per coloro che non consumano carni o prodotti derivati da animali, sono altrettanto compresi in questo gruppo prodotti analoghi alla carne, tofu, fagioli, lenticchie, ceci, noci ed altre verdure ad alto contenuto proteico.

i Assign the following foods to the proper Food Group.

Trascrivi i seguenti alimenti nel giusto gruppo alimentare.

Apples

Bread

Cereal

Cheese

Chicken

Eggplant

Chocolate

Hamburgers

Milk

Olive Oil

Oranges

Plums

Potatoes

Rice

Salad

Sweets

Sword Fish

Yogurt

Carbohydrate

16

Vegetable

Fruit

Fat

Dairy

Protein

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17:41

Pagina 17

unit 2 Where is my jacket?

I can’t remember where I put it!

Sorry, this isn’t his jacket. It’s mine.

It’s my jacket.

Is this your jacket?

index Grammar: Question Words, How long does it take? Whose/who’s, Adverbs, Object Pronouns (me, you etc.), Possessive Pronouns (mine, yours etc.), Possessive Adjectives (my, your etc.).

Vocabulary: Family, Friends, Describing People

inglese_vacanze_2_ardea.qxp:inglese_vacanze_2_ardea

unit 2

8-02-2012

17:41

listening

Pagina 18

track 2.1

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.

Ricordati che alle domande che iniziano con “Why” (perchè) si risponde sempre con “Because”.

Esempio:

Why are you hungry?

Because I didn’t have breakfast.

exercises

a Re-write the correct answer to each of the following questions.

Riscrivi la risposta esatta per ciascuna delle seguenti domande.

1) Who is your best friend?

2) What is that?

3) Where are you going?

4) When is your birthday?

5) Why don’t you come to the beach with us?

6) How do you make a chocolate cake?

7) Who is that speaking with Helen?

8) What are you doing?

9) Where are my car keys?

10) When are you going on holiday?

11) Why is the table wet?

12) How are you?

13) Where is your p.c.?

14) Why is the dog out in the garden?

15) Who invented the dishwasher?

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

Because I’m ill.

Because some water spilled on it.

I’m doing my homework.

I’m going on holiday in June.

It’s Helen’s mom.

It’s on my desk, next to the printer.

My best friend is Donna.

They’re over there, on the key rack.

Because it’s a nice day and it’s playing.

I don’t know. Read the recipe in the recipe book.

I’m fine, thank you.

I’m going to school.

It’s my new video game.

Josephine Cochrane invented it.

My birthday is in May.

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Pagina 19

unit 2

exercises

b Complete the following sentences using question words.

Completa le seguenti frasi usando “question words”.

Example/Esempio Who is your Maths teacher?

Mr. Bean.

1) . . . . . . . . . . . . . is your sister?

2) . . . . . . . . . . . . . are you doing?

3) . . . . . . . . . . . . . is your father?

4) . . . . . . . . . . . . . is your birthday?

5) . . . . . . . . . . . . . are you tired?

6) . . . . . . . . . . . . . do you make a cake?

7) . . . . . . . . . . . . . are you going?

8) . . . . . . . . . . . . . old is your mother?

9) . . . . . . . . . . . . . is my video game?

The girl with the blue and pink dress.

I’m doing my homework.

He is at work.

In July. . . . . . . . . . . . . . I didn’t sleep well.

It’s easy, follow the recipe.

I’m going to school.

She’s 52.

I don’t know, look in your room.

listening

track 2.2

THE POSSESSIVE “S”

Il Genitivo Sassone In English we use the “Possessive ’S” to mention things or relatives belonging to someone.

For example: Maria’s bag. We put a “’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 and 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 possegono la stessa cosa (Jane and Susan’s dog).

Ricorda:

Non usare “Possessive ’S” con cose (NOT 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).

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Pagina 20

unit 2

exercises

c Complete the following sentences with the Possessive ’S. Completa le seguenti frasi con la S di possesso.

1) John and Mary school’s in the city centre.

2) Simon favourite school subject is maths.

3) Diego bike is green.

4) The dog house is red.

5) My mother cheese cake is delicious.

6) The children toys are in the green and yellow box.

7) Peter car is grey.

8) Linda glasses are red.

9) Susan mother’s very young.

10) Her mother dog is black and white.

11) My father sister is my aunt.

12) My mother sister is my aunt.

13) My husband brother is my brother in law.

14) My parents parents are my grandparents.

15) My children children are my grandchildren.

listening

track 2.3

POSSESSIVE ADJECTIVES Possessive adjectives are used to express who things belong to. Possessive adjectives always go before nouns and are not preceded by an article.

In Italian nouns have gender (masculine or feminine); remember: in English nouns don’t have gender.

Possessive adjectives don’t change with plural nouns (Her cats. NOT Hers cats.)

Be careful! A common error is to misspell a possessive adjective (it’s instead of its, or you’re instead of your).

Gli aggettivi possessivi sono usati per esprimere a chi appartengono le cose. Un aggettivo possessivo va sempre prima dei nomi e non viene preceduto preceduti da un articolo.

In Italiano i nomi possono essere maschili o femminili; ricordati: in Inglese i nomi non hanno maschile o femminile.

Gli aggettivi possessivi non cambiano con i nomi al plurale (Her cats. NOT Hers cats.).

Attenzione! Un errore comune è quello di scrivere male un aggettivo possessivo (it’s invece di its, o you’re invece di your).

20

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Pagina 21

unit 2 Subject Personal Pronouns

Possessive Adjectives

I

My

You

Your

He

His *

She

Her **

It

Its ***

We

Our

You

Your

They

Their ****

* His = which belongs to a man (che appartiene ad un uomo). ** Her = which belongs to a woman (che appartiene ad una donna). *** Its = which belongs to a thing (che appartiene ad una cosa). **** Their = which belongs to people or things (che appartiene a persone o cose).

Attenzione! Their ha la stessa pronuncia di They’re (forma contratta di essi sono) – Assolutamente da non confondere.

exercises

d Complete the sentences with possessive adjectives.

Completa le frasi con aggettivi possessivi.

1) What’s . . . . . . . . . . . . . . . name? . . . . . . . . . . . . . . . name’s Tracey.

2) Is this . . . . . . . . . . . . . . . maths book?

3) . . . . . . . . . . . . . . . parents are very strict. She can’t go out on Saturdays.

4) Marc and Louise are looking for . . . . . . . . . . . . . . . fishing pole.

5) It’s a male dog, . . . . . . . . . . . . . . . name is Bob. 6) . . . . . . . . . . . . . . . Italian teacher is very kind.

7) . . . . . . . . . . . . . . . brother is five years old.

8) Is this . . . . . . . . . . . . . . . pencil case?

9) Can you help me find . . . . . . . . . . . . . . . glasses? I can’t see without them.

10) I am . . . . . . . . . . . . . . . new neighbour, and this is . . . . . . . . . . . . . . . husband, Ben. 11) What’s the name of . . . . . . . . . . . . . . . school? Its name is Dante’s school.

12) Who is that boy Susan is talking to? It’s . . . . . . . . . . . . . . . brother, . . . . . . . . . . . . . . . name is Tom. 13) Peter and Paul are . . . . . . . . . . . . . . . best friends.

14) Ms. Potter is . . . . . . . . . . . . . . . history teacher.

15) Do you know her? . . . . . . . . . . . . . . . name is Michelle.

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unit 2

8-02-2012

17:41

Pagina 22

listening

track 2.4

POSSESSIVE PRONOUNS AND WHOSE We use possessive pronouns to talk about possession.

Possessive pronouns are used instead of possessive adjectives combined with a noun, therefore they are never followed by nouns. They can be used as short answers to questions starting with “whose …?”

Whose is a question word and is used to request to whom something belongs. For example, if we want to know who the red car belongs to we ask “Whose red car is this?”.

Attention: Whose and Who’s (Who + is) are pronounced exactly the same but they have completely different meanings. Pay attention when reading and writing these two expressions.

Usiamo i pronomi possessivi per parlare di un possesso.

I pronomi possessivi sono usati in luogo degli aggettivi possessivi che si accompagnano un nome, quindi non sono mai seguiti da nomi. Possono essere usati come risposte brevi a domande che iniziano con “whose …?”.

Whose (di chi) è una “question word” ed è usata per richiedere a chi appartiene qualcosa. Per esempio, se vogliamo sapere a chi appartiene l’auto rossa chiediamo “Whose red car is this?” (A chi appartiene quest’auto rossa)?.

Attenzione: Whose e Who’s (Who + is) sono pronunciati esattamente nello stesso modo ma hanno significati completamente diversi. Presta attenzione quando leggi e scrivi queste due espressioni.

Subject Personal Pronouns

Possessive Adjectives

Possessive Pronouns

I

My

Mine

You

Your

Yours

He

His

His

She

Her

Hers

It

Its

-

We

Our

Ours

You

Your

Yours

They

Their

Theirs

exercises

e Complete the questions and answers with possessive adjectives or possessive pronouns.

Completa le domande e le risposte con aggettivi possessivi o pronomi possessivi.

Whose …?

Whose keys are these?

22

Possessive adjective They are my keys.

She is my sister.

It is your book.

It’s his CD. It’s her purse.

They are our friends.

They are your students.

It’s their car.

Possessive Pronoun They’re mine.

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Pagina 23

unit 2 l’angolo delle curiosità

Lo sapevi che ...

È usanza negli USA di festeggiare il giorno di San Valentino (comunemente chiamato “La Festa degli Innamorati” in Italia) dando gli auguri a tutte le persone alle quali si vuole bene. In primis le mamme, di seguito tutti gli altri. Si regalano fiori e/o cioccolatini e si scambiano biglietti augurali (soprattutto nelle scuole) con la dicitura “Be my Valentine” oppure “Be mine” … Simpatico vero?

listening

track 2.5

OBJECT PRONOUNS We use Object Pronouns after verbs as objects or after prepositions.

An Object Pronoun replaces a noun and comes after the verb.

Example: Susan is a nice person. I like her a lot.

An Object Pronoun can also be used after a preposition.

Example: Look at him, he’s running through the finish line!

Usiamo gli “Object Pronoun” dopo verbi come complementi oggetto o dopo preposizioni.

Un “Object Pronoun” sostituisce un nome e viene dopo il verbo.

Esempio: Susan is a nice person. I like her a lot. (Susan è una bella persona. Mi piace molto).

Un “Object Pronoun” può essere usato anche dopo una preposizione.

Esempio: Look at him, he’s running through the finish line! (Guarda lui, sta tagliando il traguardo!).

Subject Personal Pronouns

Object Pronouns

Possessive Adjectives

Possessive Pronouns

I

Me

My

Mine

You

You

Your

Yours

He

Him

His

His

She

Her

Her

Hers

It

It

Its

Its

We

Us

Our

Ours

You

You

Your

Yours

They

Them

Their

Theirs

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Pagina 24

unit 2

exercises

f Complete the following sentences with the proper Object Pronoun.

Completa le seguenti frasi con l’”Object Pronoun” appropriato.

1) It’s a beautiful song. I love . . . . . . . . . . . . .

2) Do you remember . . . . . . . . . . . . ? She’s my classmate.

3) Excuse . . . . . . . . . . . . , can you help . . . . . . . . . . . . , we’re lost.

4) Bob and Jim are going to the gym, they aren’t coming with . . . . . . . . . . . . to the cinema.

5) Paul is coming, I’m having lunch with . . . . . . . . . . . . today.

6) My sister lives in Australia. I hardly ever see . . . . . . . . . . . . .

7) My friends are at the pizzeria, I’m meeting . . . . . . . . . . . . in 10 minutes.

8) The phone is ringing. I think it’s for . . . . . . . . . . . . . I’m waiting for an important phone call.

9) The film is interesting . . . . . . . . . . . . has a fantastic plot.

10) She’s got a new coat . . . . . . . . . . . . is red.

11) See . . . . . . . . . . . . tomorrow.

12) Do you like my new blouse? No I don’t like . . . . . . . . . . . . .

13) I know . . . . . . . . . . . . , she’s the girl who lives across the street.

14) My parents live in the suburbs, I usually see . . . . . . . . . . . . on Sundays.

15) I love . . . . . . . . . . . . .

listening

track 2.6

ADVERBS An adverb is a word that describes an action, telling "how," "when," "where," "how often," or "how much" an action took place. In the phrase "the cat ate hungrily", hungrily is an adverb since it describes how the cat ate. Adverbs often end in -ly. Some adverbs are: easily, warmly, quickly, mainly, freely, often, and unfortunately.

There are many types of adverb, those that describe an action: manner (describe how something happens); place (describe where something happens); time (describe how long or when something happens); frequency (describe how often something happens); degree (describe to what degree something happens); certainty (describe how probable it is that something will happen);

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Pagina 25

unit 2 Un avverbio è una parola che descrive un’azione, specificando “come”, “quando”, “dove”, “quanto spesso”, oppure “quanto” un’azione ha avuto luogo. Nella frase “il gatto mangiò avidamente”, avidamente è un avverbio perché descrive come mangiò il gatto. Gli avverbi spesso finiscono in -ly. Alcuni avverbi sono: facilmente, calorosamente, velocemente, principalmente, liberamente, spesso e sfortunatamente.

Ci sono diversi tipi di avverbio, che descrivono un’azione: di modo (descrivono come succede qualcosa); di luogo (descrivono dove succede qualcosa); di tempo (descrivono per quanto tempo o quando succede qualcosa); di frequenza (descrivono quanto spesso succede qualcosa); di grado (descrivono in che misura succede qualcosa); di certezza (descrivono con quanta probabilità può succedere qualcosa).

listening

track 2.7

AVVERBI DI MANIERA

Un avverbio di maniera è un avverbio che esprime in quale maniera accadono le cose. La maggioranza degli avverbi di maniera si formano aggiungendo “ly” alla fine dell’aggettivo corrispondente.

Per sempio: quiet = quietly, noisy = noisily, natural = naturally, slow = slowly, quick = quickly.

Regole di Spelling: Per gli aggettivi che finiscono in “consonante+y”, la “y” diventa”i” e si aggiunge “ly”: easy = easily, noisy = noisily. per gli aggettivi che finiscono in “le”, la “e” diventa “y”: Terrible = terribly, gentle = gently.

Alcuni avverbi di maniera sono irregolari, e sono formati diversamente: good = well, fast = fast, hard = hard, early = early, late = late

exercises

g Fill in the blanks with the correct adverb of manner.

Compila gli spazi con l’avverbio di maniera appropriato.

Example/Esempio Robert is a good driver. He drives well.

1) Maria is a terrible cook. She cooks . . . . . . . . . . . . . . . . . . . . .

2) Paul said the question was easy. He answered . . . . . . . . . . . . . . . . . . . . .

3) The children’s room was noisy. They were playing . . . . . . . . . . . . . . . . . . . . .

4) She gave the baby a gentle kiss on his forehead. She kissed him . . . . . . . . . . . . . . . . . . . . .

5) All was quiet in the library. The people spoke . . . . . . . . . . . . . . . . . . . . .

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track 2.8

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 chiedono “Quanto spesso”.

Gli avverbi di frequenza vanno prima di tutti i verbi tranne “be”, che è l’unico verbo che viene prima dell’avverbio di frequenza.

Gli avverbi di frequenza più comuni sono: 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) 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 si usa sempre il numero seguito da “times” (ten times, twentyone times, thirty-three times).

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grammar

unit 2

Other words and expressions related to time are/Altre parole ed espressioni che riguardano il 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, Septemper, 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.

You can:

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).

exercises

G Rewrite the sentence using the adverb in brackets.

Riscrivi la frase usando l’avverbio tra parentesi.

Example/Esempio I play tennis on Sundays. (often) 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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grammar

how long does it take? QUANTO TEMPO OCCORRE? It depends on where you’re leaving from and with which airline you want to travel.

How long does it take to go to London by plane?

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 Cousin (casen) = cugino/cugina

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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” Only child = figlio/a unico/a

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unit 2 l’angolo delle curiosità

Lo sapevi che ...

Col passare degli anni la struttura tradizionale delle famiglie occidentali è cambiata.

Ormai, aumentano sempre di più i divorzi, i genitori single, i secondi e terzi matrimoni etc. e così siamo arrivati ad un concetto comune di “famiglia allargata”, in inglese “Extended Family”. Ci sono sempre più famiglie con figli da più unioni che convivono come fratelli, o senza uno dei due genitori. Ci sono sempre più mamme che lavorano full time e papà che dedicano più tempo alla vita di casa. Molte culture condividono questa tipologia di unione. Infatti 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 (per legame di sangue o contratti matrimoniali). Il termine sottolinea che le famiglie sono gruppi di persone legate insieme che devono collaborare le une con le altre. 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 sentito…..

Un’altra cultura che ha un termine ben preciso per indicare la famiglia “allargata” è quella dei Maori, che usano il termine “Whanau”. Ormai si trova spesso il termine “Whanau” nelle pubblicazioni ufficiali.

grammar DESCRIBING MEMBERS OF YOUR FAMILY To describe a person you need to use adjectives. As in Italian, some adjectives are used with “to have” and others with “to be”.

Per descrivere una persona bisogna usare aggettivi. 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

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unit 2 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, marroni

freckles

lentiggini

a beard, a full beard, a goatee, a stubbly beard, a moustache

una barba, una barba colta, una barbetta, 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

shy

timido

quiet

tranquillo, taciturno

lively

vivace

active

attivo

outgoing

estroverso

nice

gradevole

friendly

amichevole

funny

divertente

happy

felice

annoying

scocciante

sad

triste

aggressive

aggressivo

Personality/Aspetti caratteriali:

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

exercises a person in your family using Describe a friend using as many adh Describe i as many adjectives as possible (appeajectives as possible (appearance, perrance, personality).

Descrivi una persona della tua famiglia usando quanti piĂš aggettivi possibili (aspetto estetico, carattere).

sonality).

Descrivi un amico/a usando quanti piĂš aggettivi possibili (aspetto estetico, carattere).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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revision

unit 2

l Circle the correct word.

Scegli la parola esatta.

1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16)

What are those/this? They are tropical plants.

This/those/a cake is delicious, happy birthday!

These/the cat is hungry, give him some milk.

Where is -/the computer?

Why are the/this windows open? Because it’s hot.

Is this my/your book?. Yes it is. Thank you Peter has got 4 sisters and 3 brothers. Our/His family is very big.

She likes to buy clothes. Her/Hers wardrobe has got everything.

Did you do your/she homework?

Sean’s brother’s name is Peter. Her/His name is Peter.

My brother and I have a red computer. Your/Our computer is red.

My friends have the same name: Julia. Our/Their name is Julia.

I’ve got a purple car. My/Our car is purple.

You’ve got a red bike. My/Your bike is red.

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.

m Complete the following sentences using question words.

Completa le seguenti frasi usando “question words”.

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

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

don’t you come to the cinema? is your brother? are you doing? is your mother? is your birthday party? are you going? old is your boy friend? 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’m going to to the gym.

He’s 24.

I don’t know, look on your desk. ............

n Answer the following questions using short answers.

Rispondi alle seguenti domande con risposte brevi.

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

Are you from Italy? (Yes) Is she beautiful? (Yes) Are we students? (Yes) Is she a teacher? (No) Am I your friend? (No) Are your parents from France? (No) Is Laura a student? (Yes) Are July and August summer months?

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

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unit 2

o Rewrite the sentence using the adverb in brackets.

Riscrivi la frase usando l’avverbio tra parentesi.

Example: She is a slow eater. (slowly) She eats slowly 1)

He likes making new friends. (friendly)

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

2)

Susan is a quick runner. (quickly)

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

3)

He studied for the test, it was easy. (easily)

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

4)

She was ill, she didn’t feel well. (terribly)

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

5)

She speaks in a soft voice. (softly)

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

6)

The children are noisy when they play (noisily)

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

7)

She is happy when she studies. (happily)

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

8)

Her parents are good cooks. (goodly)

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

p Cross out the odd word.

Depenna la parola intrusa.

mature

short

old

young

few

some

many

recent

happy

good

bad

fantastic

red

green

flower

grey

friend

brother

sister

mother

mother

sister

daughter

nephew

father

brother

niece

son

grandmother

aunt

uncle

cousin

grandfather

grandmother

classmate

mother

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unit 3 Oh grandmother, you were very pretty. How old were you when you took this picture?

This is a picture of myself when I was young.

I was your age.

I liked to play with dolls and read adventure books, just like you.

index Grammar: Past Simple of the Verb “To Be�, Past Simple of Regular Verbs Vocabulary: Past time and Date Expressions, Correct Pronunciation Notes for Regular Verbs in the Past Simple Tense, Past Actions. Pets, Rooms in the House and household Areas

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track 3.1

THE PAST SIMPLE TENSE – REGULAR VERBS We use the Past Simple tense for: ➜ actions which took place at a definite time in the past (We worked together last year); ➜ finished actions which happened in the past (I turned on the TV to watch the news); ➜ habitual or repeated actions in the past (I always answered well my tests, when I was a student).

Remember: The past verb form is the same for all persons in both the singular and the plural.

Spelling rules.

The Past Simple of regular verbs is formed by adding “ed” to the base form of the main verb. The spelling rules for the past simple tense of regular verbs are: ➜ for verbs ending in “e”, you need to add a “d” (decide = decided, hate = hated); ➜ for one-syllable verbs ending in “one vowel” + “one consonant”, you need to double the final consonant and add “ed” (stop = stopped); ➜ for verbs with two or more syllables ending in a “stressed vowel” + “one consonant”, you need to double the consonant before the “ed” (prefer = preferred); ➜ for verbs ending in a “consonant” + “y”, change the “y” to “i” and add “ed” (cry = cried); ➜ for verbs ending in one “vowel” + “l”, you need to double the “l” and add “ed” (travel = travelled).

Usiamo il Past Simple (Passato Semplice) per: ➜ azioni che sono accadute in un tempo preciso del passato (Abbiamo lavorato insieme l’anno scorso); ➜ azioni concluse che sono successe nel passato (Ho acceso la TV per guardare il telegiornale); ➜ azioni abitudinarie o ripetute nel passato (Ho sempre risposto bene ai miei esami, quando ero uno studente).

Ricordati: Il verbo al passato è uguale per tutte le persone, sia singolari che plurali.

Regole per lo spelling: Il Past Simple dei verbi regolari si forma aggiungendo “ed” alla forma base del verbo principale. Le regole di spelling per il Past Simple dei verbi regolari sono: ➜ per i verbi che finiscono in “e”, bisogna aggiungere “d” (decide = decided, hate = hated); ➜ per i verbi monosillabi che finiscono con “una vocale” + “una consonante”, bisogna raddoppiare l’ultima consonante prima di aggiungere “ed” (stop = stopped); ➜ per i verbi composti da due o più sillabe che terminano in “una vocale accentata” + “una consonante”, bisogna raddoppiare la consonante finale ed aggiungere “ed” (prefer = preferred); ➜ per i verbi che finiscono con una “consonante” + “y” bisogna cambiare la “y” in “i” ed aggiungere “ed” (cry = cried); ➜ per i verbi che finiscono con una “vocale”+ “l”, bisogna raddoppiare la “l” ed aggiungere “ed” (travel = travelled).

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unit 3 track 3.2

Some common Past Time and Date Expressions, when we speak in the Past Simple tense, are: Alcune espressioni di tempo e date del passato, quando parliamo nel tempo Past Simple, sono: ➜ Three hours ago (tre ore fa)

➜ Last month (il mese scorso)

➜ Yesterday (ieri) ➜ Last night (ieri notte)

➜ Last year (l’anno scorso)

➜ The day before yesterday (l’altro ieri)

➜ Last April (l’aprile scorso)

➜ Last Monday/Tuesday … (lunedì/martedì scorso)

➜ In 1990 (Nel 1990)

➜ Last week (la settimana scorsa)

➜ Two years ago (due anni fa)

listening

track 3.3

PRONUNCIATION NOTES

The regular Past Simple ending (-ed) can be pronounced in three different ways: 1) “-ed” is pronounced /t/ after verbs ending in these unvoiced sounds: /k/, /p/, /f/, /s/, /∫/, /t∫/; for example: booked, hoped, laughed, passed, washed, watched.

2) After voiced endings “-ed” is pronounced /d/; for example: arrived, changed, showed.

3) After verbs ending in /d/ or /t/ the pronunciation of –ed is /id/; for example: wanted, needed, decided.

In practice, the difference between 1 and 2 is very small and can only be appreciated when a verb is said in isolation or is followed by a word beginning with a vowel e.g. I liked it.

However the difference between 3 and the other two is significant (there is an extra syllable).

Following is a “pronunciation chart” of the most commonly used regular verbs in the past simple tense.

Il finale “ed” del Past Simple dei verbi regolari può essere pronunciato in tre modi diversi: 1) “-ed” si pronuncia /t/ dopo i vebi che finiscono con i suoni: /k/, /p/, /f/, /s/, /∫/, /t∫/; per esempio: booked, hoped, laughed, passed, washed, watched.

2) Dopo i verbi che finiscono con suoni dolci la “ed” si pronuncia /d/; per esempio: arrived, changed, showed.

3) Dopo i verbi che finiscono con /d/ oppure /t/ la pronuncia di “ed” è /id/; per esempio: wanted, needed, decided.

In pratica, la differenza tra il numero 1 ed il numero 2 è minima e si riesce ad apprezzarla solamente quando si pronuncia un verbo in maniera isolata oppure se è seguito da una parola che inizia con vocale. e.g. I liked it.

Comunque la differenza tra il numero 3 e gli altri due è significativa (c’è una sillaba in più).

Di seguito c’è una “tabella di pronunce” dei verbi regolari più comunemente usati nel Past Simple tense.

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unit 3 Infinitive

Italiano

/t/

/d/

(id)

answer

rispondere

answered

argue

discutere

argued

arrive

arrivare

arrived

ask

chiedere

believe

credere

book

prenotare

call

chiamare/telefonare

called

change

cambiare

changed

check

controllare

clean

pulire

cleaned

close

chiudere

closed

colour

colorare

coloured

cook

cuocere

cry

piangere

dance

ballare

decide

decidere

disappear

scomparire

disappeared

film

filmare

filmed

happen

succedere

happened

hate

odiare

help

aiutare

helped

hope

sperare

hoped

jump

saltare

jumped

kiss

baciare

kissed

knock

bussare (con mano)

knocked

land

atterrare

listen

ascoltare

listened

live

vivere

lived

look

guardare

love

amare

loved

move

muovere

moved

need

avere bisogno di

offer

offrire

offered

open

aprire

opened

paint

pitturare

painted

plant

piantare

planted

play

giocare/suonare

point

indicare

prefer

preferire

relax

rilassare

rent

noleggiare

sail

navigare

sailed

show

dimostrare

showed

36

asked believed booked

checked

cooked cried danced decided

hated

landed

looked

needed

played pointed preferred relaxed rented

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unit 3 Infinitive

Italiano

/t/

/d/

(id)

ski

sciare

skied

smoke

fumare

spell

fare lo spelling

start

iniziare

stop

fermare

study

studiare

talk

parlare

test

testare

tidy (up)

mettere in ordine

tidied (up)

travel

viaggiare

travelled

try

provare

tried

use

usare

used

visit

visitare

visited

wait

aspettare

waited

walk

camminare

want

volere

wash

lavare

washed

watch

osservare

watched

work

lavorare

worked

smoked spelled started stopped studied talked tested

walked wanted

grammar The verb “To be” – PAST SIMPLE TENSE Affirmative Form

Negative Form

Remember …

Present

Past Simple

Full form

Contraction

I am

I was

I was not

I wasn’t

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

You are

You were

You were not

You weren’t

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

He is

He was

He was not

He wasn’t

“He” is used for men.

She is

She was

She was not

She wasn’t

“She” is used for women.

It is

It was

It was not

It wasn’t

“It” is used for things and animals.

We are

We were

We were not

We weren’t

You are

You were

You were not

You weren’t

They are

They were

They were not

They weren’t

Use “they” for people and things.

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unit 3 Short answers

Questions (?)

Affirmative

Negative

Was I

Yes, I was

No, I wasn’t

Were you

Yes, you were

No, you weren’t

Was he

Yes, he was

No, he wasn’t

Was she

Yes, she was

No, she wasn’t

Was it

Yes, it was

No, it wasn’t

Were we

Yes, we were

No, we weren’t

Were you

Yes, you were

No, you weren’t

Were they

Yes, they were

No, they weren’t

In questions, put “be” before the personal pronoun, for example: “Were you …?”

Nella forma interrogativa, il verbo “essere” precede il pronome personale, ad esempio: “Were you ...?”

exercises the following sentences with the proper form of the verb “to be” in the Past a Complete Simple tense.

Completa le seguenti frasi con la forma corretta del verbo “To be”nel Past Simple.

1) John and Kelly . . . . . . . . . . . . . students.

2) I. . . . . . . . . . . . . . . . . . . . . . . . . . a basketball player. I didn’t like sports.

3) At the stadium, the famous song “We are the Champions” by the rock group Queen . . . . . . . . . . . . . playing.

4) John . . . . . . . . . . . . . chocolate and . . . . . . . . . . . . . eating chocolate ice-cream (like) 5) The cat . . . . . . . . . . . . . under the table drinking a bowl of milk, when the dog returned.

6) . . . . . . . . . . . . . . . . . . . . . . . . . . tired? No, I . . . . . . . . . . . . . tired. I was thinking.

7) . . . . . . . . . . . . . Susan a teenager last year? No, . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . twenty.

8) . . . . . . . . . . . . . they your friends at school? Yes, . . . . . . . . . . . . . . . . . . . . . . . . . . .

9) I didn’t think I. . . . . . . . . . . . . ready for the test. In fact I failed.

10) . . . . . . . . . . . . . the children at school when it began to rain? No, they . . . . . . . . . . . . . , they . . . . . . . . . . . . . at the park.

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unit 3

listening and comprehension

track 3.4

Pets

A pet is an animal kept for companionship and enjoyment or a household animal. The most popular pets are known for their loyal or playful characteristics, for their attractive appearance, or for their song. Pets also generally seem to provide their owners with health benefits, keeping pets has been shown to help relieve stress to those who like having animals around. There is now a medically-approved class of "therapy animals," mostly dogs, that are brought to visit confined humans. Walking a dog can provide both the owner and the dog with exercise, fresh air, and social interaction. Many households have pets. The most common pets are dogs, cats, fishes and birds, followed by hamsters, guinea pigs and turtles.

Animal-assisted therapy (AAT), better known as “Pet Therapy”, is a type of therapy that involves an animal with specific characteristics becoming a fundamental part of a person's treatment. Animal-assisted therapy is designed to improve the physical, social, emotional, and/or cognitive functioning of the patient, as well as provide educational and motivational effectiveness for participants. AAT can be provided on an individual or group basis.

During AAT, therapists document records and evaluate the participant's progress.

Many kinds of animals are used in therapy, including dogs, cats, elephants, birds, dolphins, rabbits, lizards, and other small animals. Such animals are often referred to as “comfort animals”. AAT with horses is known as hippotherapy.

exercises

b Read the following sentences and mark True or False Leggi le seguenti frasi e indica se sono vere o false

TRUE FALSE

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

A pet is a wild animal.

The most popular pets are known for their loyal or playful characteristics.

Pets are generally stressful.

Walking a dog isn’t good for dog owners.

AAT stands for Association of Active Turtles.

Pet therapy improves the physical, social and emotional functioning of the patient.

Only dogs are used for pet therapy.

Pet therapy cannot be done with horses.

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Pagina 40

unit 3 TRADUZIONE ANIMALI DOMESTICI Un animale domestico è un animale tenuto per compagnia e piacere oppure un animale che vive in casa. Gli animali domestici più comuni sono noti per le loro caratteristiche come lealtà o giocosità, per il loro aspetto attraente oppure per il loro canto. Gli animali domestici generalmente sembrano fornire benefici alla salute dei loro padroni, infatti è stato dimostrato che tenere un animale domestico aiuta a diminuire lo stress a coloro ai quali piace essere circondati da animali. Esiste una categoria di “animali terapeutici” medicamente approvata, principalmente cani, che si portano a far visita a persone confinate in casa. Portare a passeggio il cane può fornire sia al padrone che al cane esercizio fisico, aria fresca ed interazione sociale. In molte case c’è un animale domestico. Gli animali domestici più diffusi sono cani, gatti, pesci ed uccelli, seguiti da criceti, porcellini d’india e tartarughe.

La terapia assistita dagli animali (AAT) meglio conosciuta come “Pet Therapy” è un tipo di terapia che coinvolge animali con caratteristiche specifiche facendoli diventare una parte fondamentale del trattamento verso la persona.

La terapia assistita dagli animali è creata per migliorare il funzionamento fisico, sociale, emotivo, e/o cognitivo del paziente, così come per fornire una fonte educativa e motivante per i partecipanti. La terapia assistita dagli animali può essere fornita sia al singolo individuo che ad un piccolo gruppo di persone. Nel corso della terapia, i terapisti annotano i passaggi e valutano il progresso del partecipante.

Diversi tipi di animali sono usati nella terapia, compresi cani, gatti, elefanti,uccelli, delfini, conigli, lucertole ed altri animali piccoli. Tali animali sono spesso indicati come animali “comfort”. La terapia assistita con animali quali i cavalli è conosciuta come “ippoterapia”.

play Famous Pets Wordsearch

c

Find the following names and words.

Trova i seguenti nomi e parole.

40

Garfield

Rex

Spinner

Tom and Jerry

Lassie

Rintintin

Sylvester

Tweety

P

E

L

A

S

S

I

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T

H

E

R

T

T

H

I

P

P

P

O

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P

Y

A

H

R

I

N

T

I

N

T

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E

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A

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A

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O

M

A

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D

J

E

R

R

Y

A

W

P

Y

E

E

H

I

P

P

P

A

P

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F

G

A

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F

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L

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R

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E

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H

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P

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H

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T

P

E

T

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H

E

R

A

P

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L

V

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Pagina 41

unit 3

VOCABULARY - The rooms of a house

d Match each room with its name.

Associa ogni stanza al proprio nome.

Attic Corridor Garden Study

Balcony Dining Room Kitchen Terrace

Bathroom Entrance Living Room/Sitting Room Window

Bedroom Garage Stairs Yard

e Match each object with its name.

Associa ogni oggetto al proprio nome.

Armchair Chair Flowers Picture Sink Washbasin

Bath Coathanger Fridge Picture Sofa

Bed Cooker Grass Plant Table

Bedside Table Desk Lamp Plant Toilet

Car Fireplace Oven Shower Tree

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Pagina 42

unit 3

listening and comprehension

track 3.5

Yesterday

Yesterday is a song originally recorded by The Beatles for their 1965 album Help!.

It won the Ivor Novello Award for Outstanding Song of 1965, and came second for Most Performed Work of the Year, it ranked 13th on Rolling Stone's 2004 list The 500 Greatest Songs of All Time. According to Guinness World Records, Yesterday has more cover versions of any song ever written. The song remains popular today with more than 3,000 recorded cover versions. Broadcast Music Incorporated (BMI) asserts that it was performed over seven million times in the 20th century alone. Yesterday was voted the best song of the 20th century in a 1999 BBC Radio 2 poll of music experts and listeners. In 2000, Yesterday was voted the first Pop song of all time by MTV and Rolling Stone Magazine. In 1997, the song was inducted into the Grammy Hall of Fame.

Paul McCartney composed the entire melody in a dream one night in his room at the Wimpole Street home of his then girlfriend Jane Asher and her family. Upon waking, he hurried to a piano and played the tune to avoid forgetting it. McCartney's initial concern was that he had subconsciously plagiarised someone else's work. Upon being convinced that he had not robbed anyone of his melody, McCartney began writing lyrics to suit it.

As Lennon and McCartney were known to do at the time, a substitute working lyric, entitled Scrambled Eggs (the working opening verse was "Scrambled Eggs/Oh, my baby how I love your legs"), was used for the song until something more suitable was written.

Although McCartney had fallen in love with the song, he had a much harder time convincing the other members of the band that it was worthy of an album place, the main objection being that it did not fit in with their image, especially considering that Yesterday was extremely unlike other Beatles' songs at the time. This feeling was so strong that the other Beatles—Lennon, Harrison and Ringo Starr—refused to permit the release of a single in the United Kingdom.

exercises

f Answer the following questions.

Rispondi alle seguenti domande.

1)

Who recorded the song Yesterday?

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

2)

When did Paul McCartney compose the melody?

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

3)

Why was Paul McCartney concerned about the melody?

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

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Pagina 43

unit 3 TRADUZIONE YESTERDAY Yesterday è una canzone originariamente registrata dai Beatles nel loro album del 1965 intitolato Help!. Vinse il premio “Ivor Novello Award for Outstanding Song of 1965”ed arrivò al secondo posto per la Most Performed Work of the Year (la canzone più suonata dell’anno), arrivò al tredicesimo posto nell’elenco "The 500 Greatest Songs of All Time” (le 500 canzoni migliori di tutti i tempi) della rivista “Rolling Stone” nel 2004. Secondo il Guinness Book of World Records la canzone vanta il maggior numero di cover di qualunque altra canzone mai scritta. Oggi è ancora di grande successo con più di 3000 cover. Secondo la Broadcast Music Incorporated (BMI) il brano è stato trasmesso più di sette milioni di volte soltanto nel corso del ventesimo secolo. Nel 1999 una votazione condotta dal secondo canale radio della BBC tra ascoltatori ed esperti l'ha premiata come la canzone più bella del ventesimo secolo. Nel 2000, MTV e la rivista "Rolling Stone" l'hanno scelta come canzone pop numero 1 di tutti i tempi. Nel 1997 la canzone è entrata nella Grammy Hall of Fame.

McCartney compose l'intera melodia in sogno, nella sua stanza nella casa della sua fidanzata Jane Asher e della sua famiglia, in Wimpole Street, a Londra. Al risveglio, corse ad un pianoforte e suonò il pezzo, per evitare di dimenticarlo.

La preoccupazione iniziale di McCartney fu di avere inconsciamente plagiato il lavoro di qualcun altro. Dopo essersi convinto di non avere derubato nessuno della sua melodia, McCartney cominciò a scrivere il testo. Come Lennon e McCartney erano soliti fare sostituirono il testo con un testo temporaneo di lavoro, intitolato Scrambled Eggs (Uova strapazzate - il verso di apertura era: “Uova strapazzate, oh cara come mi piacciono le tue gambe”), che venne usato per la canzone fino a quando non fu trovato qualcosa di più adatto.

Sebbene McCartney si fosse innamorato della canzone, fece molta fatica a convincere gli altri membri della band che meritava un posto in un album, la principale obiezione era quella di non corrispondere alla loro immagine, considerando inoltre che Yesterday era estremamente diversa dalle altre canzoni dei Beatles dell'epoca. Questa posizione era così forte che gli altri Beatles (Lennon, Harrison e Starr) negarono il permesso di pubblicare un singolo in Gran Bretagna.

listening

track 3.6

Yesterday Yesterday, all my troubles seemed so far away, now it looks as though they're here to stay, oh, I believe in yesterday.

Ieri Ieri, tutte le mie preoccupazioni sembravano così lontane, ora sembra che rimarrano qui, oh, io credo in ieri.

Suddenly, I'm not half the man I used to be, there's a shadow hanging over me oh, yesterday came suddenly.

Improvvisamente, non sono neanche la metà dell’uomo che ero, c’è un’ombra su di me, Oh, ieri è arrivato improvvisamente.

Why she had to go I don't know, she wouldn't say.

I said something wrong, now I long for yesterday.

Perché lei è dovuta andare via, non so, non lo ha voluto dire. Io ho detto qualcosa di sbagliato, ora desidero ieri.

Yesterday, love was such an easy game to play, now I need a place to hide away oh, I believe in yesterday.

Ieri, l’amore era un gioco facile, ora ho bisogno di un posto dove nascondermi. oh, io credo in ieri.

Why she had to go I don't know, she wouldn't say.

I said something wrong, now I long for yesterday.

Perché lei è dovuta andare via, non so, non lo ha voluto dire. Io ho detto qualcosa di sbagliato, ora desidero ieri.

Yesterday, love was such an easy game to play, now I need a place to hide.

Ieri, l’amore era un gioco facile, ora ho bisogno di un posto dove nascondermi.

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Pagina 44

unit 3

exercises

g Complete the following sentences with the proper verb form.

Completa le seguenti frasi con la forma corretta del verbo.

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

Yesterday, all my troubles . . . . . . . . . . . . . . . . . . (seem) so far away.

Yesterday, love . . . . . . . . . . . . . . . . . . (be) such an easy game to play.

Yesterday is a song originally . . . . . . . . . . . . . . . . . . (record) by The Beatles for their 1965 album Help!

It . . . . . . . . . . . . . . . . . . (rank) 13th on Rolling Stone's 2004 list The 500 Greatest Songs of All Time.

Paul McCartney . . . . . . . . . . . . . . . . . . (compose) the entire melody in a dream.

Upon waking, he . . . . . . . . . . . . . . . . . . (hurry) to a piano and . . . . . . . . . . . . . . . . . . (play) the tune to avoid forgetting it.

The feeling that the song was unfit for their group was so strong that the other Beatles . . . . . . . . . . . . . . . . . . (refuse) to permit the release of a single in the United Kingdom.

h Translate the following sentences.

Traduci le seguenti frasi.

1)

John danced all night long.

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

2)

The teacher decided to have an exam next Monday.

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

3)

During the magic act, a rabbit disappeared in the hat.

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

4)

We watched TV until midnight.

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

5)

What happened? The little boy jumped into a puddle.

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

6)

The man helped the old woman cross the street.

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

7)

He looked into her eyes and kissed her.

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

8)

He loved the match.

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

9)

When they moved the car they noticed an oil spot on the pavement.

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

10)

She loved him and he loved her.

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

11)

The music played all night.

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

12)

Last Saturday, he relaxed.

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

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Pagina 45

unit 4 Where were you on the night of December 2nd 1997?

I don’t remember.

I was only 5 years old!

index Grammar:Past Simple of Irregular Verbs.

Vocabulary: Past actions, Holidays, Hobbies and Sports

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unit 4

8-02-2012

17:41

listening

Pagina 46

track 4.1

THE PAST SIMPLE TENSE – IRREGULAR VERBS We use the Past Simple tense for: ➜ actions which took place at a definite time in the past (We went to the cinema yesterday); ➜ finished actions which happened in the past (I saw your sister at school); ➜ habitual or repeated actions in the past (I always went shopping on Saturdays).

A small amount of verbs are irregular in the Past Simple. This means that we don’t add “ed” to form the past tense, but the verbs change their form. Such change can either be mere or complete.

Irregular verbs are only irregular in the affirmative form. For example: I wore a blue dress to the dinner party.

In questions and in the negative form, we use the infinitive of the verb after “did” or “didn’t” (just as we do with regular verbs). For example: What did you wear to the dinner party? I didn’t wear a red dress to the dinner party.

Attention: The Simple Past of “can” is “could”. Could doesn’t call for do/did in questions or in the negative form. For example: Could we eat? No, we couldn’t eat.

Usiamo il Past Simple (Passato Semplice) per: ➜ azioni che sono accadute in un tempo preciso del passato (Abbiamo lavorato insieme l’anno scorso); ➜ azioni finite che sono successe nel passato (Ho visto tua sorella a scuola); ➜ azioni abitudinarie o ripetute nel passato (Andavo sempre a fare compere di sabato).

Una piccola quantità di verbi è irregolare nel Past Simple. Questo vuol dire che non aggiungiamo “ed” al passato, ma il verbo cambia nella forma. Tale cambiamento può essere minimo o completo.

I verbi irregolari sono irregolari solamente nella forma affermativa. Esempio: I wore a blue dress to the dinner party. (Ho indossato un abito blu alla cena.)

Nelle domande e nella forma negativa usiamo l’infinito del verbo dopo “did” o “didn’t” (proprio come facciamo con i verbi regolari). Esempio: What did you wear to the dinner party? I didn’t wear a red dress to the dinner party. (Cosa ha indossato alla cena? Non ho indossato l’abito rosso alla cena).

Attenzione: Il Simple Past di “can” è “could”. Could non chiede do/did nella forma interrogativa o negativa. Esempi: Could we eat? (Potevamo mangiare?) No, we couldn’t eat. (No, non potevamo mangiare.).

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Pagina 47

unit 4 Infinitive

Past affirmative

Past negative

have

had

didn’t have

went

didn’t go

saw

didn’t see

wore

didn’t wear

did

didn’t do

ran

didn’t run

read (red)

didn’t read (riid)

wrote

didn’t write

go see wear do run read (riid)

I You He She It We You They

write

grammar Following is a list of the most common irregular verbs.

Di seguito, un elenco dei verbi irregolari più comuni.

Infinitive

Italian Translation

Past Simple

Be

essere

was

Become

diventare

became

Begin

iniziare

began

Break

rompere

broke

Bring

portare

brought

Buy

acquistare

bought

Can

potere

could

Catch

prendere

caught

Come

venire

came

Choose

scegliere

chose

Cut

tagliare

cut

Do

fare

did

Drink

bere

drank

Drive

guidare

drove

Eat

mangiare

ate

Fall

cadere

fell

Feel

sentire (tatto)

felt

Find

trovare

found

Fly

volare

flew

Forget

dimenticare

forgot

Give

dare

gave

Go

andare

went

Grow

crescere

grew

Have

avere

had

Hear

sentire (udito)

heard

Hit

colpire

hit

Keep

tenere per sé

kept

Know

conoscere

knew

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Pagina 48

unit 4 Infinitive

Italian Translation

Past Simple

Learn

imparare

learnt

Leave

lasciare

left

Lend

dare in prestito

lent

Let

permettere

let

Lose

perdere

lost

Make

fare/creare

made

Meet

incontrare

met

Pay

pagare

paid

Put

mettere

put

Read (riid)

leggere

read (red)

Ride

andare in moto a “cavallo�

rode

Ring

suonare

rang

Run

correre

ran

Say

dire

said

See

vedere

saw

Sing

cantare

sang

Send

spedire/inviare

sent

Sit

sedersi

sit

Sleep

dormire

slept

Speak

parlare

spoke

Spend

spendere denaro/trascorrere tempo

spent

Stand

stare in piedi

stood

Steal

rubare

stole

Swim

nuotare

swam

Take

prendere

took

Teach

insegnare

taught

Tell

dire

told

Think

pensare

thought

Throw

lanciare/buttare

threw

Understand

comprendere

understood

Wake

svegliare

woke

Wear

indossare

wore

Win

vincere

won

Write

scrivere

wrote

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Pagina 49

unit 4

exercises

a Fill in the following chart with the Simple Past in the affirmative, interrogative and negative forms.

Compila la seguente tabella con le forme affermative, interrogative e negative del Simple Past.

Italian conoscere trovare avere dormire potere imparare prendere leggere scrivere cantare

Simple Past knew

Question did know

Negative didn’t know

in the blanks with the words from the list, and put the verbs in brackets () in b Fill the Past Simple tense.

Compila gli spazi con le parole dell’elenco, e metti i verbi tra parentesi () al Past Simple.

beach city house two o’clock p.m.

Last summer we

beautiful gardens eight o’clock a.m. mountains

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

We

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

DISEGNO MONTAGNE, or

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

churches historical monuments nine o’clock a.m.

(go) abroad for our summer holidays. We

(can + not) decide whether to go to a .........................

camping half past one p.m. museums

DISEGNO SPIAGGIA, to the

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

(have) three weeks time, so we

DISEGNO CITTA’ sightseeing.

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

(think) to spend a week at

a beach site, a week in the mountains and a week city sightseeing. Finally, we (decide) to go

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

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

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

DISEGNO TENDA DA CAMPEGGIO near a beach site. This is

what we . . . . . . . . . . . . . . . . . . . . . . . . . (do).

We left our . . . . . . . . . . . . . . . . . . . . . . . . . DISEGNO CASA on Saturday morning. We . . . . . . . . . . . . . . . . . . . . . . . . . (drive) for seven hours and finally

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

(reach) the campsite. Here we

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

(go)

swimming in the mornings and . . . . . . . . . . . . . . . . . . . . . . . . . (sunbathe). We . . . . . . . . . . . . . . . . . . . . . . . . . (have) lunch on the . . . . . . . . . . . . . . . . . . . . . . . . .

at about . . . . . . . . . . . . . . . . . . . . . . . . .

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Pagina 50

unit 4 We usually . . . . . . . . . . . . . . . . . . . . . . . . . (go) for a walk, after lunch. In the evenings we either . . . . . . . . . . . . . . . . . . . . . . . . . (go) to a pub or dancing at a disco. We . . . . . . . . . . . . . . . . . . . . . . . . . (meet) many people and . . . . . . . . . . . . . . . . . . . . . . . . . (make) some friends. It . . . . . . . . . . . . . . . . . . . . . . . . . (is) a nice week at the beach.

For our second week we

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

(decide) to go to the

_______________ (leave) the campsite near the beach at

......................... DISEGNO

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

MONTAGNE. We

OROLOGIO CHE SEGNA LE

8.00 on the following Saturday and ......................... (drive) to the mountains. After 7 hours of driving, we finally

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

(reach) the mountains. We

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

(check) into our hotel and

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

(find) a

large and comfortable room there. It ......................... (seem) warm and quiet. In the morning we ......................... (go) skiing. At about .........................

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

DISEGNO OR we

(is) delicious. In the afternoons we

......................... (have)

......................... (take)

photos and

lunch at the hotel, is

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

(meet) many

people who ......................... (are) on holiday just like us. At night we ......................... (read) books and ......................... (watch) TV in the hotel hall.

For our final week we . . . . . . . . . . . . . . . . . . . . . . . . . (go) city sightseeing. We . . . . . . . . . . . . . . . . . . . . . . . . . (leave) the hotel in the mountains on Saturday morning at about . . . . . . . . . . . . . . . . . . . . . . . . . OROLOGIO CHE SEGNA LE 9.

We

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

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

noisy room. We

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

(arrive) in the city we

(think) it was one of the inconveniences of being in the city. We

(go) sightseeing every day from mornings to late afternoons. We . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

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

(want) to see. We checked into our hotel and . . . . . . . . . . . . . . . . . . . . . . . . . (find) a small and

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

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

(see) many

(drive) for about 6 hours and finally

DISEGNO MONUMENTI,

DISEGNO MUSEI and

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

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

DISEGNO CHIESE,

DISEGNO GIARDINI. We

(take) many pictures and . . . . . . . . . . . . . . . . . . . . . . . . . (taste) lots of delicious food.

After a week our holiday . . . . . . . . . . . . . . . . . . . . . . . . . (is) over, and it . . . . . . . . . . . . . . . . . . . . . . . . . (is) time to return home.

What a pity. In any case, it . . . . . . . . . . . . . . . . . . . . . . . . . (is) a fantastic summer holiday.

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unit 4

listening and comprehension

track 4.2

HOBBIES A “Hobby” is an activity or interest which is done for pleasure or relaxation. In fact, the word “hobby” originally means “to follow a favourite pastime”. Usually you do a hobby during your leisure time. Often having a hobby can lead to acquire substantial skill, knowledge and experience. However, personal fulfillment is the aim.

People throughout the world have many different hobbies. Some examples of these are: Collecting – You can collect anything you like: football cards, coins, stamps, sea shells, books, comic books etc. The most important things of a good collection is its organization, categorization, conservation and display.

Game playing – Some people enjoy playing games as a hobby. The goal of a game is reaching a set of rules and creating challenge. Back in prehistoric times, cavemen were known to play games. Many games help develop practical skills.

Outdoor recreation – There are many hobbies which are done outdoors, often seen as sports or activities such as hill walking, canoeing, skiing, climbing, watersports and snowsports.

Performing – Some hobbies can also be singing, acting, magic and dancing.

Creative hobbies – There are also many creative hobbies people do. Some examples of these would be woodworking, photography, moviemaking, jewellery making, artistic projects or playing a musical instrument.

illustrare

Scale Modelling – Many like reproducing scale models of fortifications, cars, ships and electric trains. Assembling, painting and displaying scale models of imaginary or true places is a common hobby.

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unit 4

Cooking – Cooking is the act of preparing food for eating. It generally requires the selection, measurement and combining of ingredients in an ordered procedure in an effort to achieve the desired result.

Gardening – Gardening usually takes place in non-residential green areas such as parks (botanical gardens or zoological gardens), around tourist attractions and hotels. Residential gardening most often takes place in a residence and may be located in a roof, in an atrium, on a balcony on a patio or on a vivarium. Indoor gardening is the growing of houseplants, and water gardening is the growing of plants adapted to pools and ponds.

Fishkeeping – For this hobby you need a well kept aquarium, which can be freshwater or marine.

Reading – Many people read as a hobby. You can read books, magazines, comics or newspapers. When reading books, it is easy to take the reading material on holiday or on public transport with very little inconvenience. One great advantage is that it allows the human mind to create its own view of the world portrayed in the book, something that can be disappointing when a book is made into a play for television or into a film.

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unit 4

exercises

c Answer the following questions.

Rispondi alle seguenti domande.

1) What is a hobby? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .........................................................................................................................................

2) When do you do a hobby? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .........................................................................................................................................

3) What is the aim of having a hobby? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .........................................................................................................................................

4) What are some categories of hobbies you know? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .........................................................................................................................................

5) What can you collect and how? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .........................................................................................................................................

6) What is a great advantage of reading? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... .........................................................................................................................................

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unit 4 TRADUZIONE GLI “HOBBY” Un “hobby” è un’ attività di interesse che viene fatta per piacere o per rilassarsi.

Infatti, la parola “hobby” vuol dire “seguire un passatempo preferito”.

Solitamente si fa un hobby durante il proprio tempo libero. Spesso avere un hobby può comportare l’acquisizione di capacità specifiche, conoscenza ed esperienza. Comunque, lo scopo principale è l’arricchimento personale.

Le persone in tutto il mondo hanno diversi hobby. Alcuni esempi di questi sono: Collezionismo – Puoi collezionare qualunque cosa ti piaccia: carte dei giocatori, monete, francobolli, conchiglie, libri, fumetti etc. Le cose più importanti per una buona collezione sono la sua organizzazione, catalogazione, conservazione ed esposizione.

Giochi – Ad alcune persone piace giocare per hobby. La meta di un gioco è di raggiungere una serie di regole formando la sfida. Nella preistoria, anche l’uomo delle caverne giocava. Molti giochi aiutano a sviluppare capacità pratiche.

Ricreazione esterna – Ci sono molti hobby che vengono fatti all’aria aperta, spesso visti come sport o attività come camminare sulle colline, canottaggio, sciare, scalare, sport di acqua e sport da neve.

Performing – Alcuni hobby possono essere cantare, recitare, magia e ballare.

Hobby creativi – Ci sono anche molti hobby creativi. Alcuni esempi di questi sono lavorare il legno, la fotografia, fare film, creare gioielli, progetti d’arte o suonare uno strumento musicale.

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unit 4

Modellismo in scala – A molti piace riprodurre dei modelli in scala come fortezze, auto, navi, e trenini elettrici. Assemblare, pitturare e mostrare modelli in scala di luoghi immaginari o veri è un hobby comune.

Cucinare – Cucinare è l’atto di preparare cibo da mangiare. Generalmente richiede la selezione, la misurazione e la combinazione di ingredienti in un ordine preciso in modo da raggiungere il risultato desiderato.

Giardinaggio – Il giardinaggio solitamente avviene in aree verdi non abitate come parchi (giardini botanici o zoologici), intorno ad attrazioni turistiche ed alberghi. Il giardinaggio residenziale spesso avviene su tetti, in un atrio, su un balcone o su un patio o in un vivaio. Il giardinaggio interno è crescere delle piante da casa, ed il giardinaggio d’acqua è crescere piante adatte a piscine e laghetti.

Pesci – Per questo hobby occorre un acquario ben tenuto che può essere di acqua dolce o salata.

Lettura – Molte persone leggono per hobby. Puoi leggere libri, riviste, fumetti o quotidiani. Quando si leggono i libri, è facile portare con sé il materiale in vacanza o sui mezzi pubblici con pochissimo fastidio. Uno dei grossi vantaggi è che permette alla mente umana di creare la propria visione del mondo ritratto nel libro, una cosa che può risultare spiacevole quando dal libro si inscena una recita per la TV oppure un film.

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Pagina 56

unit 4

exercises

d Re-write the following sentences in the Past Simple tense.

Riscrivi le seguenti frasi nel Past Simple.

1) The children go to school by bus. .........................................................................................................................................

2) Patricia prefers pasta with tomato sauce. .........................................................................................................................................

3) Her father drives home at 5 o’clock pm. .........................................................................................................................................

4) He goes to the cinema with his friends. .........................................................................................................................................

5) They know the maths teacher at the test. .........................................................................................................................................

6) She finds something new every day. ........................................................................................... .....................................................................................

7) They sleep in a tent when they go camping. ............................................................................. ...........................................................................

8) She takes an apple with her to give to the teacher. ........................................................................... ...........................................................................

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9) I like to read.

unit 4

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

10) She can speak, read and write in three different languages. ........................................................................ .......................................................................

11) They often write for the school journal ........................................................................ ..........................................................................

12) She is the singer who sings the national anthem at the matches. ....................................................................................... ..................................................................................................

13) She tells the children to mind their manners when they go to someone’s house. .........................................................................................................................................

14) I think it’s a good idea! .........................................................................................................................................

15) He invents useful things for society. .........................................................................................................................................

16) The dog brings his bone everywhere, even in the bedroom! .........................................................................................................................................

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Pagina 58

play Wordsearch

e Find the Past Simple form of the following verbs.

Trova la forma Past Simple dei seguenti verbi. answer

arrive

become

believe

break

bring

can

colour

decide

disappear

do not

drink

drive

fall

find

give

help

keep

know

let

live

move

need

open

read

relax

run

sing

speak

stop

study

swim

teach

test

think

use

visit

wake

watch

win

S

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P

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Pagina 59

unit 4 l’angolo delle curiosità

Lo sapevi che ...

Did you know that …, according to CNN News, some of the most famous sport professionals got seriously injured in bizarre ways.

➜ Australian golfer Robert Allenby tore his knee ligaments in a fishing accident and because of this couldn’t participate in the final major tournament of the year. ➜ Manchester United captain Rio Ferdinand injured a tendon in his knee while watching TV with his feet up on a coffee table for several hours. ➜ Scottish golfer Sam Torance fractured his chest after sleep-walking into a flower pot in his hotel in Belfry. ➜ Goalkeeper Dave Beasant dropped a bottle of salad cream on his big toe severing his tendon. ➜ England goal keeper David James pulled a muscle in his back reaching for the remote control.

Lo sapevi che …, secondo la CNN News, alcuni dei più famosi professionisti sportivi si sono feriti nelle maniere più bizzarre. ➜ Il giocatore di golf australiano Robert Allenby si è stirato i legamenti in una battuta di pesca, a causa di questo non ha potuto partecipare all’ultima rilevante competizione dell’anno. ➜ Il capitano della Manchester United Rio Ferdinand si è ferito il tendine del ginocchio mentre guardava la TV con i piedi sollevati sul tavolino per molte ore. ➜ Il giocatore di golf Sam Torance si è fratturato le costole dopo essersi imbattuto in un vaso di fiori in un albergo di Belfry mentre camminava nel sonno. ➜ Il portiere di calcio Dave Beasant ha fatto cadere una bottiglia di condimento per l’insalata sull’alluce ferendosi il tendine. ➜ Il portiere di calcio inglese David James si è stirato un muscolo della schiena allungandosi per prendere il telecomando.

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Pagina 60

unit 4

exercises

the following questions. Compare the Simple Present with the Simple Past in f Read the first example and then complete the questions using the correct form of the verb "to be" in the past.

Leggi le seguenti domande. Paragona il Simple Present con il Simple Past nel primo esempio e completa le domande usando la forma corretta del verbo “to be” nel passato.

Simple Present Where is Jack today?

What day is it today?

Where are they today?

I am at home this afternoon.

We aren't in school now.

What is that in your hand?

When is she usually at home?

He isn't a teacher.

Simple Past Where was Jack yesterday? yesterday? last week? yesterday afternoon. yesterday. this morning? yesterday?

g Write questions for the following answers.

Scrivi delle domande per le seguenti risposte.

QUESTION

ANSWER

Yes, he was at home.

The car was in the garage.

The windows? No, they were closed.

The man with me? That was my English teacher.

No, they weren’t at the cinema.

They were at the disco.

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Pagina 61

unit 4

revision

h Write the proper form of the Past Tense of the verb “to be”.

Scrivi la forma appropriata del Past Tense del verbo “To Be”.

Example/Esempio Last week my husband James was in Rome.

1) 2) 3) 4) 5) 6) 7) 8) 9) 10)

Yesterday at four o’clock I . . . . . . . . . . . . . . . . . . . . . at the cinema with my sister.

Last Monday Jim . . . . . . . . . . . . . . . . . . . . . not at school.

Where . . . . . . . . . . . . . . . . . . . . . my trainers? I couldn’t find them Why . . . . . . . . . . . . . . . . . . . . . you angry with me yesterday ? . . . . . . . . . . . . . . . . . . . . . you hungry?

Sarah and Martha . . . . . . . . . . . . . . . . . . . . . at the supermarket when John called.

What . . . . . . . . . . . . . . . . . . . . . you doing? I . . . . . . . . . . . . . . . . . . . . . looking for something to eat.

He . . . . . . . . . . . . . . . . . . . . . at the gym, not at school.

We . . . . . . . . . . . . . . . . . . . . . a great group of classmates.

They . . . . . . . . . . . . . . . . . . . . . always late for school.

i Match the questions with their appropriate answers.

Associa le domande con le risposte appropriate.

Questions 1) Did you go to a French restaurant?

2) Why did you eat a sandwich?

3) Did Paul buy a new car?

4) What did you eat?

5) Did your daughter study hard for her exam?

6) How much did your father spend for your present?

7) Who told you to see this film?

Answer a) About 40 euro. b) We had beans and sausages. c) My friend Carl. He loves comedies. d) Because I was hungry. e) No, he didn’t. He didn’t have money. f) Yes, she did. It was very difficult. g) No, we didn’t. We went to a Greek restaurant.

j Answer the following questions with a full sentence.

Rispondi alle seguenti domande con una frase completa.

Example/Esempio How many bananas were there in the basket? (6) There were 6 bananas in the basket.

1) How much sugar do you need to make this cake? (150 grams) .........................................................................................................................................

2)

How much milk do you drink in the morning? (one medium sized cup)

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

3)

How many students went to the beach for their summer holidays? (about 75%)

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

4)

How many children did you invite to your party? (25 children, 15 boys and 10 girls)

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

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unit 4

k Complete the table with the correct Past Simple tense.

Completa la tabella con il Past Simple tense.

Answer Ask Become Buy Can Clean Colour Cry Do Drive Fall Fly Give Happen Help Keep Know Let Look Need Open Play Read Ride Smoke Study Take Tell Travel Watch Win Write

Arrive Be Believe Call Choose Close Cook Dance Drink Eat Find Forget Go Have Jump Kiss Learn Listen Love Offer Pay Prefer Relax Run Stand Swim Teach Think Try Wear Work

l Match the furniture to each room.

Associa l’arredo a ciascuna camera.

Bathroom Bedroom Kitchen Living Room

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Bedside table Wardrobe Shower Toilet Oven Fridge TV Bath Bed Cooker Sofa

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unit 5 What are you doing on saturday?

I’m going to the jackson concert

index Grammar: Present Continuous, Present Continuous with Future Reference Vocabulary: Travel and Weekend Activities, Work, Future Time Clauses

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Pagina 64

grammar THE PRESENT CONTINUOUS TENSE

The Present Continuous is used in several instances.

1) To describe something which is happening in the exact moment of speech: The boy is crying.

2) To describe an action that is taking place now, but not in the exact moment of speech: He is working in Dubai.

3) To describe an event which is planned in the future: I'm going to Jane’s house on Tuesday.

Some Present Continuous Time Expressions are: now, right now, at the moment, in an hour, in a day, in a week, in a year, at present, these days, today, this week, this month, this year, tonight, tomorrow, on Wednesday, next week, next year.

Il Present Continuous è usato in diversi casi.

1) Per descrivere qualcosa che sta succedendo nello stesso momento in cui si sta parlando.

The boy is crying. (Il bambino sta piangendo).

2) Per descrivere un’azione che succede ora, ma non nello stesso momento in cui si sta parlando.

He is working in Dubai. (Lui lavora a Dubai).

3) Per descrivere un evento programmato nel futuro.

I'm going to Jane’s house on Tuesday. (Martedì prossimo andrò a casa di Jane).

Alcune espressioni temporali del Present Continuous sono: Now (ora), right now (proprio ora), at the moment (al momento), in an hour (in un’ora), in a day (in un giorno), in a week (in una settimana), in a year (in un anno), at present (al presente), these days (in questi giorni), today (oggi), this week (questa settimana), this month (questo mese), this year (quest’anno), tonight (questa sera), tomorrow (domani), on Wednesday (Mercoledì), next week (la prossima settimana), next year (l’anno prossimo).

not really mother, i’m still finishing my lunch, but i’m reading my history book at the same time.

what are you doing? are you studying?

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unit 5

TRANSLATION

MADRE: Cosa stai facendo?, Stai studiando?

FIGLIO: Non proprio mamma, sto ancora finendo il mio pranzo ma nel frattempo sto leggendo il mio libro di storia.

To form the Present Continuous, we use “to be” followed by the verb in the “ing” form as shown in the following charts.

Per formare il Present Continuous, usiamo “to be” seguito dal verbo nella forma “ing” come mostrato nei seguenti schemi.

Affirmative Full form

Contraction

I am

I’m

You are

You’re

He is

He’s

She is

She’s

It is

It’s

We are

Negative Full form

Contraction

I am not

I’m not

You are not

You aren’t

He is not

He isn’t

She is not

She isn’t

It is not

It isn’t

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

Questions

verb in the “ing” form

writing driving swimming travelling forgetting working

Affirmative short answers

Am I Are you Is he Is she Is it

writing driving swimming travelling forgetting working

Yes,

verb in the “ing” form

writing driving swimming travelling forgetting working

Negative short answers

I am

I’m not

you are

you aren’t

he is

he isn’t

she is

No,

she isn’t

it is

it isn’t

we are

we aren’t

Are you

you are

you aren’t

Are they

they are

they aren’t

Are we

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unit 5

Is she writing?

Yes, she is.

Is she driving her car?

Yes, she is.

Are they eating?

Is she studying?

No, they aren’t, they’re travelling No, she isn’t, she’s listening to music.

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Are they swimming?

Yes, they are

Are they dancing?

Yes, they are. They’re having a party.

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grammar

unit 5

Spelling Rules for the -ing form ➜ For verbs which end in “e”, we replace the “e” with “ing”. For example: write = writing, drive = driving. ➜ For one-syllable verbs which end in “vowel + consonant”, we double the final consonant and then add “ing”.

For example: swim = swimming, stop = stopping. ➜ For verbs with two or more syllables which end in “vowel + consonant”, we double the final consonant and then add “ing” only when the last syllable is stressed. For example: begin = beginning, forget = forgetting. ➜ For verbs which end in “vowel” + “l” , we double the “l” and add “ing”. For example: travel = travelling. ➜ For verbs which end in “ie”, we change the “ie” to a ”y” and add “ing”. For example: die = dying. ➜ Per i verbi che finiscono in “e”, sostituiamo la “e” con “ing”. Per esempio: write (scrivere) = writing (scrivendo), drive (guidare) = driving (guidando). ➜ Per i verbi monosillabi che finiscono in “vocale” + “consonante”, raddoppiamo la consonante finale e poi aggiungiamo “ing”. Per esempio: swim (nuotare) = swimming (nuotando), stop (fermare) = stopping (fermando). ➜ Per i verbi con due o più sillabe che finiscono in “vocale” + “consonante”, raddoppiamo la consonante finale e poi aggiungiamo “ing” soltanto quando l’ultima sillaba è accentata. Per esempio: begin (iniziare) = beginning (iniziando), forget (dimenticare) = forgetting (dimenticando). ➜ Per i verbi che finiscono con “vocale” + “l”, raddoppiamo la “l” ed aggiungiamo “ing”. Per esempio: travel (viaggiare) = travelling (viaggiando). ➜ Per i verbi che finiscono in “ie”, cambiamo la “ie” in “y” ed aggiungiamo “ing”. Per esempio: die (morire) = dying (morendo).

Is he wearing an expensive jac- Is she eating?

Are they holding hands? ket?

No, she isn’t. She hates aspara- Yes, they are. They love each Yes, he is. His jacket costs a lot. gus. other.

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unit 5 There are some verbs which aren’t normally used in the Present Progressive form, these are called “Stative Verbs”. The following are “stative verbs”: Senses: hear, smell, taste, see etc.

Emotions: love, hate, like, prefer, want ecc.

Thought, knowledge, belief: think, know, remember, mean, understand.

Various other: be, have, cost, belong.

Ci sono alcuni verbi che normalmente non vengono usati nel Present Progressive, questi sono chiamati “Stative Verbs”. I seguenti sono “Stative Verbs”: Sensi: udire, sentire (olfatto), sentire (gusto), vedere, etc.

Emozioni: amare, odiare, piacere, preferire, volere ect.

Pensiero, conoscenza, credenza: pensare, conoscere, ricordare, significare, comprendere.

Altri vari: essere, avere, costare, appartenere.

a For each picture, write a question and answer.

Per ogni disegno, scrivi una domanda ed una risposta.

68

QUESTION

ANSWER

What’s she doing?

She’s singing.

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unit 5

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grammar

PRESENT CONTINUOUS FOR FUTURE USE – BE GOING TO We use the Present Continuous for future use (be going to) for actions that we intend to do in the future, or for future predictions. The Present Continuous for future use is formed with the verb “to be” + “going to” + “infinitive verb”.

For example: I’m going to study for the test. He’s going to play football. The clouds are dark, I think it’s going to rain.

Attention: in the Present Continuous for future use only the verb “be” changes (depending on the person).

With the verb “go” you can either say: “I’m going to go” or “I’m going”.

Usiamo il “Present Continuous for future use” (be going to) per azioni che intendiamo fare nel futuro oppure per previsioni future. Il Present Continuous for future use è formato con il verbo “to be” + “going to” + “verbo all’infinito”.

Per esempio: I’m going to study for the test. (Studierò/Ho intenzione di studiare per l’esame).

He’s going to play football. (Lui giocherà/ha intenzione di giocare a calcio).

The clouds are dark, I think it’s going to rain. (Le nuvole sono scure, credo stia per piovere).

Attenzione: nel Present Continuous for future use cambia solo il verbo “be” (essere) secondo la persona.

Con il verbo “go” (andare) puoi dire sia: “I’m going to go” (Io andrò/sto andando) oppure “I’m going” (Io andrò/sto andando).

We often use Future Time Clauses with the Present Continuous for future use, such as: Spesso usiamo termini per indicare tempi futuri con il present continuous for future use, come: soon (presto), in a minute (in un minuto), in an hour (in un’ora), tonight (questa sera), tomorrow (domani); next Monday (Lunedì prossimo), Tuesday (Martedì prossimo), Wednesday (Mercoledì…), Thursday (Giovedì…), Friday (Venerdì…), Saturday (Sabato…), Sunday (Domenica…); this weekend (questo fine settimana); next week (la settimana prossima), next month (il mese prossimo), next year (l’anno prossimo).

She is going to London for the weekend.

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She is going to bake a cake.

The ball is going to break the window.

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unit 5 Affirmative

Negative

Full form

Short form

Full form

Short form

I am going to travel

I’m going to travel

I am not going to travel

You are going to travel

You’re going to travel

You are not going to travel You aren’t going to travel

He is going to travel

He’s going to travel

He is not going to travel

He isn’t going to travel

She is going to travel

She’s going to travel

She is not going to travel

She isn’t going to travel

It is going to travel

It’s going to travel

It is not going to travel

It isn’t going to travel

We are going to travel

We’re going to travel

We are not going to travel

We aren’t going to travel

You are going to travel

You’re going to travel

You are not going to travel You aren’t going to travel

They are going to travel

They’re going to travel

They are not going to travel They aren’t going to travel

I’m not going to travel

illustrare

Questions

Short Affirmative answer

Short negative answer

Am I going to travel?

Yes, I am.

No, I’m not.

Are you going to travel?

Yes, you are.

No, you aren’t.

Is he going to travel?

Yes, he is.

No, he isn’t.

Is she going to travel?

Yes, she is.

No, she isn’t.

Is it going to travel?

Yes, it is.

No, it isn’t.

Are we going to travel?

Yes, we are.

No, we aren’t.

Are you going to travel?

Yes, you are.

No, you aren’t.

Are they going to travel?

Yes, they are.

No, they aren’t.

Are you going to watch the football match today?

I’m going to watch the football match at Sal’s house, what are you going to do?

No, I’m not.

I’m going to the cinema with my family.

I prefer staying at home. I’m going to read a good book.

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unit 5

exercises

b Fill in the blanks using the Present Continuous form of the verbs below.

Compila gli spazi vuoti usanto il Present Continuous dei verbi di seguito elencati. play

not go

sing

wash

work

make

Example/Esempio: Oh no! Mrs Green’s son is playing the drums again!

1) What . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? A cake for your birthday.

2) My parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . They aren’t at home.

3) Listen! Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ! She’s got a beautiful voice.

4) My sister. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to school today. It’s a holiday.

5) Stop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the dishes. They are clean.

the questions and answers in the proper Present Continuous form using the c Write word combinations below.

Scrivi le domande e le risposte nella forma del Present Continuous corretta usando i seguenti insiemi di parole.

Example/Esempio: What/you/do?

I /do/my homework.

What are you doing? I’m doing my homework.

1) They/try/to steal/that car? ..................................................................................................

No. ..................................................................................................

2) What/ Bob/ study? ..................................................................................................

He/study/history ..................................................................................................

3) Where Carol and Mary/go? ..................................................................................................

They/go/home ..................................................................................................

4) What/you/watch/on TV? ..................................................................................................

I/watch/a comedy ..................................................................................................

5) You/come/cinema/today? ..................................................................................................

Yes. ..................................................................................................

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unit 5

exercises

d Match each profession to its definition.

Associa ogni professione alla propria definizione.

Scientist

Cashier

Optometrist

Butcher

Dentist

Shop Assistant

A person who helps you decide A person who sells meat

what to buy in a shop

A person who looks after your teeth

A person who you pay in a shop

A person who studies science

A person who looks after your eyes

Do you work?

No, I don’t.

I’m unemployed.

What do you do?

Yes, I do. Do you work?

I’m a lawyer.

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unit 5

Words and espressions - The World of Work

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 = Pensionarsi

exercises

e 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 Peter Jones. I’m a 42 year/years old man from Naples, Florida. I live/life in Venice and I am married/marryed to a Germany/German woman. I’ve got three/tree childrens/children, to/two girls and a boy/boys. My children all speak Germany/German, and English/Englanish why/because my wife is German. Our home is multicultural! My wife and I are both doctors. My wife is a dentist and I work/works part-time a dental centre, I am a Cardiologist. I work full time/permanent at a cardio centre next to/over the building where my wife works/work so we travel to work together in the morning.

Ciao! Sono Peter Jones. Sono un uomo di 42 anni da Naples, Florida. Vivo a Venezia e sono sposato con una donna tedesca.

Ho tre figli, due ragazze ed un ragazzo. I miei figli parlano tutti il tedesco, e l’inglese perché mia moglie è tedesca. La nostra casa è multiculturale! Mia moglie ed io siamo entrambi medici. Mia miglie è dentista e lavora part-time in un centro dentistico. Io sono un cardiologo. Lavoro a tempo pieno in un centro cardiologico vicino all’edificio dove lavora mia moglie quindi andiamo insieme al lavoro la mattina.

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Pagina 75

unit 5

exercises

f Match the holiday images with the appropriate verb phrases.

Associa i disegni delle vacanze con i verbi appropriati. go abroad

go camping

go to the beach

go hunting

go by train

go for a walk

go sailing

go by bus

go away for the weekend

go sightseeing

go by plane

go on holiday

go swimming

go by car

go out at night

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Pagina 76

unit 5

exercises

g Write a dialogue following the indications below.

Scrivi un dialogo seguendo le istruzioni sotto indicate.

BILL AND TOM ARE TALKING ON THE PHONE Bill e Tom stanno parlando al telefono.

BILL: (Bill telefona al suo amico David, ma risponde suo fratello Tom. Gli chiede se David sta studiando a casa ) ........................................................................................................................................ ........................................................................................................................................

TOM: (Tom risponde di no e aggiunge che è fuori e sta giocando a tennis) ........................................................................................................................................

(Tom chiede a Bill perché sta cercando David) ........................................................................................................................................

BILL: (Bill risponde che sta cercando David perché sta facendo un difficile esercizio di italiano e David è molto bravo in italiano) ........................................................................................................................................ ........................................................................................................................................

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Pagina 77

unit 6 Mary, look at this blue dress, isn’t it pretty?

Yes, it is.

Look at this red dress, I think it’s prettier.

I don’t agree, I think the blue dress is the prettiest.

index Grammar: Comparative and Superlative Adjectives Vocabulary: Clothing, Music, Local Shops and Places of Interest

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unit 6

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Pagina 78

track 6.1

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 = better, bad = worse and far = 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 con 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 = better, bad = worse e far = 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).

Paul is taller than Cindy.

Cindy is shorter than Paul.

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The hare is faster than the tortoise.

The tortoise is slower than the hare.

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unit 6 track 6.2

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 “the 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 superlativi quando vogliamo paragonare più di due cose.

Quando paragoniamo più di due cose usiamo la parola “the” prima dell’aggettivo superlativo (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 con due sillaba 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 “the most” prima dell’aggettivo. ➜ Ci sono alcuni aggettivi irregolari: good diventa the best, bad diventa the worst e far diventa the furthest.

The cheetah is the fastest land animal in the world.

Michael Zarnock has got the largest collection of model cars (8,128).

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8-02-2012

unit 6

exercises

a Write sentences describing the pictures.

Scrivi delle frasi che descrivono le immagini.

Exemple/Esempio

The boy is taller than the girl.

(tall)

The girl is shorter than the boy.

(short)

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

(wet)

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

(sunny)

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

(fat)

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

(thin)

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

(dark)

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

(light)

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Pagina 81

unit 6

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

(big)

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

(small)

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

(hot)

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

(cold)

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

(long)

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

(short)

l’angolo delle curiosità

Lo sapevi che ...

Il Guinness dei primati (in lingua inglese Guinness World Records) è un libro edito annualmente dal 1955 che raccoglie tutti i record del mondo, da quelli naturali a quelli umani, a quelli più originali.

L’idea di collezionare ogni possibile tipo di primato venne a sir Hugh Beaver (amministratore delegato delle birrerie Guinness) il quale, durante il ricevimento che seguì una battuta di caccia alla volpe, osservò come alcuni pivieri dorati fossero riusciti a fuggire grazie alla loro velocità; nacque così tra gli astanti una discussione tesa a definire se il piviere dorato fosse o meno l’uccello più veloce esistente in Europa.

Sir Hugh pensò che queste discussioni dovessero essere molto frequenti ed ebbe l’idea di creare un libro dove chiunque potesse soddisfare la propria curiosità in ambito di record. Così, il 27 agosto 1955, nacque la prima edizione del Guinness dei primati.

Pensa, è stato tradotto in 37 lingue diverse ed è il terzo libro più venduto al mondo dopo la Bibbia ed il Corano.

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unit 6

exercises

b Write sentences describing the pictures.

Scrivi delle frasi che descrivono le immagini.

Exemple/Esempio

The boy is the tallest.

(tall)

The boy is the shortest.

(short)

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

(fast)

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

(slow)

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

(expensive)

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Pagina 82

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Pagina 83

unit 6 ............................................................

(cheap)

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

(difficult)

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

(easy)

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

(sunny)

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

(wet)

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

(dry)

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

(large)

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

(small)

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

(wide)

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

(narrow)

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unit 6

c Choose the correct answer.

Scegli la risposta esatta.

1) Alice is . . . . . . . . . . . . . . . . . . . . . . girl in the class.

A younger B the youngest C the most young

2) It is . . . . . . . . . . . . . . . . . . . . . . story in the book.

A more terrifying B the terrifyingest C the most terrifying

3) Sally is . . . . . . . . . . . . . . . . . . . . . . girl I know A the prettiest B prettier C very pretty

4) This is . . . . . . . . . . . . . . . . . . . . . . book in the library.

A the most interesting B more interesting C the interestingest

5) James is . . . . . . . . . . . . . . . . . . . . . . of my friends.

A very old B the oldest C older

6) The Po is . . . . . . . . . . . . . . . . . . . . . . river in Italy.

A the longest B the most long C longer

7) The Ferrari is . . . . . . . . . . . . . . . . . . . . . . car I know.

A the fastest B the most fast C faster

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Pagina 85

unit 6 8) Peter is . . . . . . . . . . . . . . . . . . . . . . friend I’ve got.

A the most good B the best C gooder

9) Ice is . . . . . . . . . . . . . . . . . . . . . . thing in the fridge.

A the colder B the most cold C the coldest

10) This is . . . . . . . . . . . . . . . . . . . . . . garden in the city.

A the beautifulest B the most beautiful C beutifuller

d Write for each adjective the comparative form and superlative form Comparative

Superlative

Comparative

Superlative

form

form

form

form

Bad

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

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

Hot

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

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

Beautiful

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

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

Important

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

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

Big

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

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

Long

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

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

Busy

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

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

Much

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

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

Cheap

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

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

Near

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

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

Clean

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

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

Nice

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

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

Cold

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

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

Noisy

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

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

Comfortable

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

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

Polluted

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

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

Difficult

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

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

Poor

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

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

Easy

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

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

Pretty

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

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

Expensive

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

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

Quiet

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

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

Famous

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

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

Relaxed

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

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

Far

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

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

Rich

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

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

Fat

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

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

Short

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

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

Friendly

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

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

Silly

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

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

Generous

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

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

Tall

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

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

Good

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

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

Thin

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

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

Greedy

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

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

Ugly

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

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

Happy

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

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

Uncomfortable

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

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

Healthy

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

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

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unit 6 VOCABULARY

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Pagina 86

track 6.3

e What are you wearing today?

Cosa indossi oggi?

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

Mary is wearing a short sleeved blue and white silk dress with white stockings and blue shoes.

She is also wearing a light blue raincoat.

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Oh, beautiful!

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Pagina 87

unit 6

exercises We also “wear” (c’è nella tabella) accessories: Noi indossiamo anche accessori: Present simple

Present continuous

English

Italian

I wear (ueer)

I am wearing

glasses, contact lenses

occhiali, lentine 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

f Look at the picture and answer the following questions.

Guarda l’immagine e rispondi alle seguenti domande.

ALEXANDER

PATRICIA

JAMES

PAULA

Example/Esempio: 1) What is Paula wearing?

Paula is wearing a a pink and green flowered bluse, dark green pants, blue shoes and a black coat.

She is also wearing a necklace, earrings and glasses.

2) What is Patricia wearing? .........................................................................................................................................

3) What is James wearing? .........................................................................................................................................

4) What is Alexander wearing? .........................................................................................................................................

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unit 6 VOCABULARY

8-02-2012

17:42

Pagina 88

listening

track 6.4

g Match the different types of music with their definition.

Associa i diversi tipi di musica con la loro definizione.

Punk

Blues

Opera

Rock

Jazz

Rap

music invented by black American musicians with a strong rhythm. popular music usually played on electronically amplified instruments and characterized by a persistent heavily accented beat, repetition of simple phrases, and often country, folk, and blues elements. a type of rock music which is played in an aggressive way. a slow and often sad type of music developed by black Americans in the southern United States. a kind of music in which singers sing rapidly. similar to a play at the theatre where people sing the words.

Musical Instruments

h Match each musical instrument with its name.

Associa ogni strumento musica col proprio nome.

Drums

Flute

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

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

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Guitar

Violin

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

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

Cello

Piano

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

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

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exercises

Pagina 89

unit 6

i Answer the following questions.

Rispondi alle seguenti domande.

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

2) Can you play a musical instrument? .........................................................................................................................................

3) What is your favourite kind of music? .........................................................................................................................................

4) Who is your favourite group? .........................................................................................................................................

j Re-write the sentences as done in the example.

Riscrivi le frasi come nell’esempio.

Tea is more expensive than coffee Coffee is cheaper than tea.

Coffee is not as expensive as tea.

Football is more popular than rugby. ........................................................................... ...........................................................................

Wine is better than beer. ........................................................................... ...........................................................................

Kiran is more generous than Jack. ........................................................................... ...........................................................................

Ferrari cars are faster than Jaguar cars. ....................................................................... ...........................................................................

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Pagina 90

- local shops and places of interest

k Match the following names with their picture.

Associa i seguenti nomi con la propria immagine.

A bank A church A park A shopping centre An airport

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A bridge A cinema A police station A square An art gallery

A bus station A hospital A post office A supermarket A statue

A castle A market A railway station A theatre

A chemist’s A museum A school

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Pagina 91

revision

unit 6

in the blanks with the appropriate words from the list and the proper verb forms l Fill and adjectives.

Compila gli spazi con le parole appropriate scelte dall’elenco e con le forme verbali e gli aggettivi corretti beach beach beach dolphins music nights pictures plane rainbows snorkelling starfish swimming My Holiday Last/next summer I go/went on holiday to Hawaii. It is/was a wonderful experience that I would like to share with you. My family and I travelled/travelled by (disegno aereo) from Italy, we needed/needeed to switch a few flights, but this is what happens when you decided/decide to go abroad to such far away destinations. When we arrive/arrived in Honolulu, we stayed/stayd in a hotel for two (disegno notti). During the day we went/wented sightseeing and (disegno nuotare) at the beach. There were much/many people sailing, surfing, diving and (disegno snorkelling). In the evenings we gone/went out to local restaurants for dinner.

On the third day of our holiday, we taked/took a plane to go to another island called Lana’ì. Lana’ì is a beautiful island, there isn’t/aren’t as many tourists as Honolulu. It is a natural, calm and exclusive island.

We rented a typical Hawaiian house near the city centre and hired a car to be able to visit the island. In the mornings we go/went to the (disegno spiaggia) by car. We went swimming and snorkeling. Swimming near the shore, there were beautiful (disegno delfini), sea turtles, (disegno stella marina) and many other tropical fishes, including jellyfish. We also went sightseeing on the beach! Not far from the shore there were/was a beautiful coral reef, where many/much tourists went snorkeling. On the beach there were/was tropical trees and plants, near the rocks we always find/found giant crabs. It was a wonderful experience to swim over the coral reef among all the tropical fishes. Sometimes we sunbathed on the (disegno spiaggia), but usually we were too busy enjoying nature. In the evenings we often staid/stayed at a nearby hotel where we could experience relaxing Hawaiian (disegno nota musicale) and Hula dancing. We met much/many people and make/made much/many friends during our stay in Lana’ì.

After some days, we go/went to the nearby island of Maui by ferry boat. Maui is a beautiful island with much/many tourists and many/much tourist attractions. We stayed/staied in a hotel for two nights and hired a car. We went sightseeing during the day and saw many interesting things, including the Maui Ocean Center which we found very interesting. The Hawaiian Islands are full of natural beauty, from beautiful mountaintop (disegno arcobaleni) to colourful ocean life.

During our holiday, we took many (disegno fot ) and bought some souvenirs. It was a very expensive holiday but we had a lifetime experience.

m Answer the following questions.

Rispondi alle seguenti domande.

1) Which animals did the author see? .........................................................................................................................................

2) Did the author enjoy her holiday? .........................................................................................................................................

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Pagina 92

unit 6

n Fill in the blanks with the proper comparative or superlative adjective.

Compila gli spazi con l’aggettivo comparativo o superlativo appropriato.

1) Mark is (intelligent) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . than Alex.

2) It’s the (good) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . film I’ve ever seen.

3) The Nile is the (large) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . river in Africa.

4) Which do you like (good) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? Tea or coffee?

5) George is (bad) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . than his brother.

6) Which of the two boys is (tall) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

7) Mary is the (young) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of my four sisters.

8) John is the (old) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of my friends.

9) Of the two sisters Brenda is the (pretty) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10) Haven’t you got a (interesting) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . book than this one?

sentence has an underlined word; your task is to decide whether the word is o Each an adverb or not.

Ogni frase ha una parola sottolineata; il tuo compito è decidere se la parola è un avverbio o meno.

1) I get up early every morning Adverb Not an adverb

6) Joe dresses very informally.

Adverb Not an adverb

2) Sam walks very shakily, because he's get-

7) This bacon is lovely!

Adverb Not an adverb

ting old.

Adverb Not an adverb 3) Jan is very helpful if you have a problem with your computer.

Adverb Not an adverb 4) I'm free tomorrow. Shall we meet at five?

Adverb Not an adverb 5) She's a very strange woman!

Adverb Not an adverb

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8) Jun sang very loudly.

Adverb Not an adverb 9) A microwave can cook food fast.

Adverb Not an adverb 10) Be careful! The iron is very hot.

Adverb Not an adverb

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Pagina 93

unit 7 We were already passing when it turned yellow, so we mustn’t stop. Don’t worry.

(Stavamo già passando quando è scattato il giallo, quindi non dobbiamo fermarci. Non ti preoccupare)

Father, what did you do?

You must stop at a yellow light!

(Papà cosa hai fatto?

Ti devi fermare ad un semaforo giallo).

index Grammar: Must and Mustn’t, Have to, Don’t have to vs. Can Vocabulary: Rules and Regulations, Environment

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Pagina 94

grammar MUST AND MUSTN’T

The modal verb “must” is used: ➜ in affirmative sentences and questions in order to express specific or personal obligation in the present and future forms.

For example: I must remember to phone Marco tonight, it’s his birthday. ➜ in negative sentences in order to express prohibition (mustn’t).

For example: You mustn’t smoke here, it’s prohibited.

Il verbo modale "dovere" è usato: ➜ in frasi affermative e domande al fine di esprimere specifici o personali obblighi.

Per esempio: Devo ricordarmi di telefonare stasera a Marco, è il suo compleanno. ➜ Nella forma negativa al fine di esprimere un divieto esplicito (“mustn’t”): Per esempio: Non devi fumare qui, è vietato.

Affirmative Form

Questions

Negative Form

I

I

I

You

You

You

He

He

He

She

She

must study

It

mustn’t study

It

She

Must

We

We

We

You

You

You

They

They

They

Short answers - Affirmative

Yes,

Short answers - Negative

I

I

You

You

He

He

She It

must

study?

It

No,

She It

We

We

You

You

They

They

mustn’t

exercises

a Complete the following sentences with must or mustn’t.

Completa le seguenti frasi con must o mustn’t.

1) Children . . . . . . . . . . . . . . . drink lots of milk. It’s good for them.

2) In a library you . . . . . . . . . . . . . . . shout.

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3) When you go to the beach, you . . . . . . . . . . . . . . . remember to use sunscreen.

4) You . . . . . . . . . . . . . . . smoke in public areas.

5) You . . . . . . . . . . . . . . . do your homework now, it’s late.

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Pagina 95

unit 7

grammar HAVE TO AND DON’T HAVE TO

We use “have to” in both affirmative sentences and questions to express general obligation in the present and future tenses.

For example: You have to wear a seat belt in the car.

We use “don’t have to” to express the absence of obligation.

For example: You don’t have to go to the cinema if you don’t want to.

Attention do not confuse “don’t have to” with “mustn’t”.

Remember: Don’t have to = it’s not obligatory or necessary.

Mustn’t = it’s prohibited or against the law.

Usiamo “have to” (dovere) sia in frasi affermative che in domande per esprimere un obbligo generale in tempi presenti e futuri.

Per esempio: Devi indossare la cintura di sicurezza in auto.

Usiamo “don’t have to” per esprimere l’inesistenza dell’obbligo.

Per esempio: Non devi andare al cinema se non vuoi.

Attenzione a non confondere “don’t have to” con “mustn’t”.

Ricorda: don’t have to = non è obbligatorio o necessario. mustn’t = è vietato o contro la legge.

Affirmative Form I

have to study

You He

I

don’t have to study

You He

She

has to study

It

We

We have to study

They

doesn’t have to study

She

It You

Questions

Negative Form

don’t have to study

You They

Short answers - Affirmative I You She

Does

She

have to study?

It We You

Do

They Short answers - Negative I

do

You

don’t

He does

It

No,

We You

You He

He Yes,

I

Do

She

doesn’t

It We

do

You

They

don’t

They

b Complete the following sentences with “have to” or “don’t have to”.

Completa le seguenti frasi con “have to” o “don’t have to”.

1) You . . . . . . . . . . . . . . . . . wear a uniform in primary schools.

2) You . . . . . . . . . . . . . . . . . wake up early on weekends.

3) It’s a sunny day. You . . . . . . . . . . . . . bring an umbrella.

4) I . . . . . . . . . . . . . . . . . buy the grammar book, my friend will lend me hers.

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Pagina 96

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

Questions (?)

Short answers Affirmative

Negative

Can I?

Yes, I can.

No, I can’t.

You can’t

Can you?

Yes, you can.

No, you can’t.

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.

Full form

Contraction

I can

I cannot

I can’t

You can

You cannot

He can

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. NOT You can to read

exercises

c Complete the following sentences.

Completa le seguenti frasi.

1) I’m Italian. I . . . . . . . . . . . . . speak Italian and Spanish.

2) . . . . . . . . . . . . . you play tennis?

No, I . . . . . . . . . . . . . . I . . . . . . . . . . . . . play tennis.

3) Daddy, . . . . . . . . . . . . . I borrow your car)?

No, you . . . . . . . . . . . . . .

4) During his election campaign, the President’s motto was “Yes, we . . . . . . . . . . . . . .”

5) . . . . . . . . . . . . . you see the rainbow?

Yes, I . . . . . . . . . . . . . .

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Pagina 97

unit 7

exercises

d Fill in the blanks with “must or “mustn’t”.

Completa le frasi con “must” o “mustn’t”.

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

It’s a non-smoking area. You . . . . . . . . . . . . . . . . . . . . smoke here.

The taxi is here. You . . . . . . . . . . . . . . . . . . . . go now.

Mum will be late, you . . . . . . . . . . . . . . . . . . . . cook the dinner.

We . . . . . . . . . . . . . . . . . . . . take our mobile phones to school.

You . . . . . . . . . . . . . . . . . . . . write on the desk.

We . . . . . . . . . . . . . . . . . . . . be at home before 7 pm.

e Fill in the blanks with “must or “mustn’t” and the appropriate verb.

Completa le frasi con “must” o “mustn’t” ed il verbo appropriato.

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

write

cross

walk

listen

use

You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . too much oil when you cook.

We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the road when the lights are red.

She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . an invitation to her party.

You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the dog twice a day.

He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to his i-pod during the lesson.

You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . something to eat. There’s nothing in the fridge.

f Fill in the blanks with “must” or “have to” using the proper tenses and forms.

Completa le frasi con “must” o “have to” usando tempi verbali e forme appropriate.

1) I’m sorry but I can’t go out with you.

I . . . . . . . . . . . . . . . . . . . . do the housework.

2) She . . . . . . . . . . . . . . . . . . . . be at the office at 9 o’ clock every morning.

3) If you are late, you . . . . . . . . . . . . . . . . . . . . go back home.

4) We . . . . . . . . . . . . . . . . . . . . lay the table, Dad will take us to the restaurant.

5) Last summer I . . . . . . . . . . . . . . . . . . . . teach my little brother how to swim.

6) . . . . . . . . . . . . . . . . . . . . you . . . . . . . . . . . . . . . . . . . . book in advance for the concert?

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Pagina 98

unit 7

exercises

the sentences in their correct form using an appropriate verb, then trag Re-write slate the sentences in Italian.

Riscrivi le frasi nella loro forma corretta usando un verbo appropriato, poi traduci le frasi in Italiano.

1) You (don’t have to /mustn’t) go swimming after a meal.

2) You (don’t have to /mustn’t) watch the news on TV, you can read the newspaper.

3) There isn’t an English test tomorrow, so we (don’t have to /mustn’t) bring a dictionary.

4) You (don’t have to /mustn’t) park here. The car park is just round the corner.

5) You (don’t have to /mustn’t) use the computer. There’s a virus in the system.

6) You (don’t have to /mustn’t) send a letter, you can phone.

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Pagina 99

unit 7

exercises the following affermative sentences into negative and h Change interrogative sentences.

Trasforma le seguenti frasi affermative in frasi negative e interrogative.

1) You must be at the station to meet Jane. ........................................................................................... ...........................................................................................

2) You have to be at the station to meet Jane. ........................................................................................... ...........................................................................................

3) You should be at the station to meet Jane. ........................................................................................... ...........................................................................................

i Match each question with its answer.

Associa una risposta per ogni domanda.

1) Can you buy me some milk, please?

A) All right. I’ll tidy the rooms.

2) Can you phone for a taxi, please?

B) Sorry, I can’t go out tonight.

3) Can you pass me the dictionary, please?

C) Yes, of course. How much do you want?

4) Can you walk the dog, please?

D) Sure. Where’s the teapot?

5) Can you make some tea, please?

E) Yes, of course. Here you are.

6) Can you help me with the housework, please?

F) I’m sorry. I don’t know the number.

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unit 7

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listening

Pagina 100

track 7.1

The Environment Global Warming is Hot Stuff!

Global warming is a hot(1) topic. Some scientists believe the Earth is warming up. While that may be hard to believe, if it's true it could mean big changes for our planet.

Il riscaldamento globale è un argomento che “scotta”!

Il riscaldamento globale è un argomento che “scotta”. Alcuni scienziati credono che il pianeta Terra si stia riscaldando. Anche se è difficile da credere, se è vero potrebbe significare grossi cambiamenti per il nostro pianeta.

How do you keep a whole planet warm?

Light from the sun warms land, water, and air. In turn, the warmed-up land, water, and air give off heat, which rises up toward the sky. Gases in the Earth's atmosphere capture some of that heat and prevent it from escaping into space. This heat trap keeps the ground, oceans and air at fairly stable temperatures – warm enough to allow thousands of plant and animal species (including humans, like us) to grow.

Without heat trapping, the earth's surface would be much colder than it is now. For the past 100 years or so, scientists have noticed the Earth seems to be warming up more than usual. This phenomenon is called global warming.

(1)

hot = 1st definition: of high temperature (The food is hot), 2nd definition: of intense and immediate interest (It’s a hot topic of conversation).

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Pagina 101

unit 7 Come si mantiene un pianeta intero caldo?

La luce dal sole riscalda la terra, l’acqua e l’aria. In cambio, la terra, l’acqua e l’aria riscaldate emettono calore, che sale verso il cielo. I gas nell’atmosfera terrestre catturano un po’ di quel calore e fanno sì che non si disperda nello spazio. Questa trappola di calore tiene la terra, gli oceani e l’aria a delle temperature piuttosto stabili – caldo abbastanza per permettere la crescita di migliaia di specie di piante ed animali (compreso noi umani). Senza questo “intrappolamento”, la superficie della terra sarebbe molto più fredda di com’è ora. Negli ultimi 100 anni circa, gli scienziati hanno notato che il pianeta Terra si sta riscaldando più del solito. Questo fenomeno si chiama riscaldamento globale.

What is the greenhouse effect?

The Earth's surface and atmosphere stay warm when gases in the air trap heat from the sun. Have you ever been inside a greenhouse, the all-glass buildings where plants are grown? They're very warm, because the glass walls allow the sun's rays in but prevent the heat from getting out.

Think of the Earth as being inside a giant greenhouse. The gases act like a greenhouse's glass walls they keep heat from escaping into space, and the Earth stays warm.

Cos’è l’effetto serra?

La superficie e l’atmosfera del pianeta Terra rimangono calde quando i gas nell’aria intrappolano il calore del sole. Sei mai stato all’interno di una serra, quei edifici completamente di vetro dove si crescono le piante?

Le serre sono molto calde, perché le pareti di vetro permettono ai raggi del sole di entrare ma evitano che il calore esca. Pensa alla Terra come se stesse all’interno di un’enorme serra. I gas sono come le pareti di vetro della serra – fanno in modo che il calore non si disperda nello spazio, e la Terra rimane calda.

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listening

Pagina 102

track 7.2

The greenhouse gases Scientists say the amount of gases in the atmosphere has increased in the past few decades. Most of the increase is due to human activities, like: ➜ burning gasoline to drive cars and trucks ➜ burning oil, coal or wood to produce electricity ➜ for heating, cooling, and other purposes With greater amounts of greenhouse gases in the air, more heat will be trapped, and the Earth will get warmer... and warmer... and warmer.

I gas serra Gli scienziati dicono che la quantità di gas nell’atmosfera è aumentata negli ultimi decenni. La maggior parte dell’aumento è a causa di attività degli esseri umani come: ➜ combustione di gasolio per guidare auto e camion; ➜ combustione di petrolio, carbone o legno per produrre elettricità ➜ per il riscaldamento, raffredamento ed altri motivi Con quantità maggiori di gas serra nell’aria, più calore verrà intrappolato, ed il pianeta Terra si riscalderà sempre di più.

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Pagina 103

unit 7 What could happen if Earth gets hotter?

If Earth gets hotter, some of the following things might occur: ➜ new coastlines would have to be drawn on maps! Because water expands as it is heated, and because oceans absorb more heat than land, sea levels around the world would rise. Cities on coasts would flood. ➜ temperate places that now receive frequent rain and snowfall might become hotter and drier. Inland lakes and rivers would shrink. Forest fires could occur more often. Frequent periods of drought would make it hard to raise crops for food. There would be less water available for drinking, showers, irrigation, even swimming pools! ➜ plants and animals unable to take the heat may go extinct, and be replaced by heat-tolerant species. ➜ hurricanes, tornadoes and other storms caused by changes in heat and water evaporation might occur more frequently and be more intense.

Cosa potrebbe succedere se si riscalda la Terra?

Se la Terra si riscalda, alcune delle seguenti cose potrebbero succedere: ➜ si dovranno disegnare nuovi confini delle coste sulle cartine geografiche! Poiché l’acqua si espande quando viene riscaldata, e poiché l’oceano assorbe più calore della terra, il livello del mare in tutto il mondo si alzerebbe. Le città sulle coste si allagherebbero. ➜ i luoghi di clima temperato che ora ricevono piogge e nevicate frequenti potrebbero diventare più calde e secche. I laghi interni ed i fiumi potrebbero rimpicciolirsi. Gli incendi forestali potrebbero verificarsi più spesso. Frequenti periodi di siccità potrebbero rendere difficile la coltivazione delle terre per prodotti alimentari. Ci sarebbe meno acqua disponibile per bere, fare le docce, l’irrigazione ed anche le piscine! ➜ le piante e gli animali che non sopportano il calore potrebbero estinguersi, ed essere sostituiti da specie che tollerano il calore. ➜ potrebbero essere più frequenti ed intensi gli uragani, i tornado ed altre tempeste causate dal calore e dall’evaporazione dell’acqua.

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listening

Pagina 104

track 7.3

Global warming: It is more than just a game of up-and-down on a thermometer.

We do not know enough about how Earth works to accurately predict what the increase in greenhouse gases caused by humans will do to the planet.

The Earth is a big place -- a place that's worthy of your attention and study.

Il riscaldamento globale: È più di un semplice gioco di su e giù sul termometro.

Non sappiamo abbastanza di come funziona il pianeta Terra per prevedere accuratamente cosa provocherà l’incremento dei gas dell’effetto serra al pianeta.

Il pianeta Terra è un luogo enorme – un luogo degno della tua attenzione e della tua premura.

YOU can help slow global warming!

Increasing greenhouse gases, burning too much gasoline and other fossil fuels creates air pollution and wastes energy. Who wants to breathe bad air, or always look up at a dirty sky?

You can help slow global warming by: ➜ walking, riding your bicycle, or taking the bus instead of always going by car; ➜ not wasting electricity (turn off the lights, the radio, the TV and the computer when you're not using them); ➜ reducing, reusing or recycling all kinds of items, from soda cans to clothes, to save energy and raw materials; ➜ planting trees to help absorb excess CO2, and to provide shade and windbreaks to keep buildings at more even temperatures so they will require less energy for heating or cooling.

TU puoi aiutare a rallentare il riscaldamento globale!

L’incremento dei gas dell’effetto serra, la combustione di troppo gasolio ed altri combustibili fossili crea l’inquinamento dell’aria e spreca l’energia. Chi di noi vuole respirare aria sporca, o alzare la testa per guardare un cielo sempre sporco?

Tu puoi aiutare a rallentare il riscaldamento globale nei seguenti modi: ➜ camminare a piedi, andare in bici o prendere un autobus invece di spostarti sempre in auto; ➜ non sprecare l’elettricità (spegni le luci, la radio, la TV ed il computer quando non li usi); ➜ riducendo, riutilizzando o riciclando ogni genere di cose, dalle lattine delle bibite ai vestiti, per conservare l’energia e le materie prime; ➜ piantando alberi per aiutare l’assorbimento dell’eccessivo CO2, e per fornire ombra e riparo al vento per tenere gli edifici a temperature più stabili così avranno bisogno di minor energia per il riscaldamento o per il raffreddamento.

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exercises

unit 7

j Listen to Tracks 7.1, 7.2, 7.3 again and answer the following questions.

Ascolta di nuovo le tracce 7.1, 7.2, 7.3 e rispondi alle seguenti domande.

1) What is Global Warming? ................................................................................................ ............................................................................................. ........................................................................................... .......................................................................................... ........................................................................................ .......................................................................................

2) What is the greenhouse effect? .................................................................................... ................................................................................... .................................................................................. .................................................................................. ................................................................................. .................................................................................

3) What causes the increase of gases in the atmosphere? ................................................................................ ................................................................................ ................................................................................ ................................................................................. ................................................................................. .................................................................................

4) How can you help slow global warming? .................................................................................. ................................................................................... .................................................................................... ..................................................................................... ...................................................................................... ....................................................................................... ......................................................................................... .......................................................................................... ............................................................................................

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play ENVIRONMENT CROSSWORD PUZZLE

k Now do the Environment Crossword Puzzle.

Ora fai il cruciverba dell’Ambiente.

atmosphere

drought

Earth

energy

extinct

gases

greenhouse

heat

land

ocean

planet

plant

rain

recycle

reduce

reuse

sky

snow

species

surface

temperature

trap

warm

water

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Pagina 107

unit 8 Certainly, white or wholemeal bread?

Excuse me, may I have some more bread please?

White bread please

index Grammar: Making Requests and Asking about Likes and Dislikes, Accepting and Refusing Offers, How are you vs. How do you do Vocabulary: Expressions of Preference, Conversational English

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grammar MAKING REQUESTS

When making requests we either use the modal verb “can” or the modal verb “may”.

Remember, when using modal verbs: ➜ they are the same for all persons, singular and plural ➜ they don’t ask for any auxiliary verbs (do and did) to form questions and negative sentences ➜ they are followed by the base form of a verb, without “to”.

“May” is considered to be more formal than “can”, although the difference is mere.

Quando bisogna fare richieste usiamo il verbo modale “can” oppure il verbo modale “may”.

Ricorda, quando usi i verbi modali: ➜ sono gli stessi per tutte le persone, singolari e plurali ➜ non prevedono l’uso dell’ausiliare (do e did) nelle domande e nelle frasi negative ➜ sono seguiti dalla forma base del verbo, senza “to” “May” è considerato più formale di “can”, anche se la differenza è minima.

Requests I you

have a glass of water, please? go to the cinema tonight, mom? have some more vegetables? go to the party?

he May/Can

she it we you they

Affirmative response

Yes,

108

Negative response

I

I

you

you

he

he

she

she

it

can/may

No,

it

we

we

you

you

they

they

can’t/ may not

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grammar

unit 8

MAKING, ACCEPTING AND REFUSING OFFERS In English, when making offers, we use “Can” or “Could/Would”, in order to be more polite.

When accepting or refusing offers we always use “can”.

For example:

Could you please give me a glass of water?

Of course I can. / Certainly. / Yes, here you are.

I can’t, I’m sorry.

Would you please pass me that bag?

Yes, here you are.

I’m sorry, I can’t. My hands are full.

In inglese, quando facciamo delle offerte, usiamo “Can” oppure “Could / Would” in modo da essere più cortesi.

Quando accettiamo o rifiutiamo offerte usiamo sempre “can”.

Per esempio: Per favore, mi potresti dare un bicchiere d’acqua?

Naturalmente che posso. / Certamente. / Si, ecco qui.

Non posso, mi dispiace.

Potresti per favore passarmi quella busta?

Sì, ecco qui.

Mi dispiace, non posso. Ho le mani impegnate.

exercises

a Translate the following sentences in English.

Traduci le seguenti frasi in inglese.

1)

Per favore, mi insegneresti a guidare l’auto?

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

2)

Posso uscire dall’aula, per favore?

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

3)

Vuoi un’altra tazza di tè?

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

4)

Posso andare a casa di Francis dopo la scuola?

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

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grammar ASKING LIKES AND DISLIKES

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, “like” takes an “s” at the third person singular. “Like” takes “do” for 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 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 Form

Negative Form

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

b Complete the following sentences.

Completa le seguenti frasi.

Example: I . . . . . . . . . . . . . . . . (eat) pasta and cheese.

I like eating pasta and cheese.

2) I . . . . . . . . . . . . . . . . (play) tennis.

3) Susan . . . . . . . . . . . . . . . . (go) to the school.

4) John and Cindy . . . . . . . . . . . . . . (go) to the cinema.

5) The children . . . . . . . . chocolate but they . . . . . . . . . . . . . . . . bread and jam.

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6) His cat . . . . . . . . tuckey.

7) She . . . . . . . . like . . . . . . . . (iron).

8) Jane . . . . . . . . . . . . . . . . (talk) to Rebecca.

9) She . . . . . . . . . . . . . . . . (talk) about herself.

10) The students . . . . . . . . . . . . . . . . (dance).

11) They . . . . . . . . . . . . . . (travel) for their summer holidays.

12) He . . . . . . . . . . . . . . . . (have) a midnight snack.

13) I . . . . . . . . . . . . . . . . (read) before I go to bed.

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unit 8

grammar PREFERENCES Question: Do you like pasta?

Answer: Yes, I do, but I prefer rice.

Affirmative Form

Negative Form

Questions (?)

Short answers Affirmative

Negative

I prefer

I don’t prefer

Do I prefer?

Yes, I do.

No, I don’t.

You prefer

You don’t prefer

Do you prefer?

Yes, you do.

No, you don’t.

He prefers

He doesn’t prefer

Does he prefer?

Yes, he does.

No, he doesn’t.

She prefers

She doesn’t prefer

Does she prefer? Yes, she does.

No, she doesn’t.

It prefers

It doesn’t prefer

Does it prefer?

Yes, it does.

No, it doesn’t.

We prefer

We don’t prefer

Do we prefer?

Yes, we do.

No, we don’t.

You prefer

You don’t prefer

Do you prefer?

Yes, you do.

No, you don’t.

They prefer

They don’t prefer

Do they prefer?

Yes, they do.

No, they don’t.

exercises

c Write sentences as per the example.

Scrivi delle frasi come da esempio.

Example: You / coffee / tea Do you like coffee or do you prefer tea?

He / Basketball / Football. .............................................................................

She / dancing / gymnastics. ..............................................................................

We / maths / English .................................................................................

They / fruit / vegetables ......................................................................................

You / dogs / cats? ..................................................................................................

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Pagina 112

grammar HOW ARE YOU / HOW DO YOU DO

“How do you do” is a traditional salutation phrase which isn’t as used as is was a few years ago. Nowadays, we more often shake hands and say: Pleased to meet you. Hello. Hi. It’s a pleasure meeting you.

“How are you” simply means: How do you feel.

“How do you do” è una frase tradizionale di saluto che non è più tanto usata come in passato. Oggi giorno, più comunemente ci diamo la mano e diciamo: È un piacere conoscerti. Ciao. Salve. Felice di conoscerti.

“How are you” vuol dire semplicemente: come ti senti.

exercises

d Complete the sentences with the correct form.

Completa le frasi con la forma corretta.

1) Open/window Can you open the window, please?

2) Ring / bell ..................................................................

3) Go / post office ..................................................................

4) Lay / table ..................................................................

5) Translate / letter ..................................................................

6) Book / flight to Milan ..................................................................

7) Go / shopping ..................................................................

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unit 8

e Write sentences using must or mustn’t.

Scrivi delle frasi usando must o mustn’t.

fasten / safety belt You must fasten your safety belt. smoke ..................................................................

turn right ..................................................................

wear / helmet ..................................................................

wear / uniform ..................................................................

stop / here ..................................................................

enter / this road ..................................................................

park your car here ..................................................................

pass ..................................................................

show / i.d. ..................................................................

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Pagina 114

unit 8

exercises

f Complete the following sentences with the proper superlative adjective.

Completa le seguenti frasi con l’aggettivo superlativo appropriato.

1) The Volga is the . . . . . . . . . . . . . . . (long) river in Europe.

2) The K2, the world’s second . . . . . . . . . . . . . . . (high) mountain is in Asia.

3) The Gobi is the . . . . . . . . . . . . . . . (large) desert in Asia.

4) Mount Everest is the . . . . . . . . . . . . . . . (high) mountain in the world.

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unit 8

5) Asia is the . . . . . . . . . . . . . . . (big) continent in the world.

6) The Nile is the . . . . . . . . . . . . . . . (long) river in the world.

7) Greenland is the world’s . . . . . . . . . . . . . . . (large) island.

8) Donna is my . . . . . . . . . . . . . . . (good) friend.

9) The Ferrari is the . . . . . . . . . . . . . . . (fast) car in the world.

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unit 8

exercises

H

Complete the story filling in the blanks with adjectives and adverbs from the list below Completa la storia compilando gli spazi con aggettivi e avverbi dall’elenco quì sotto. amazing

incredibly

strong

heavy

alone

sharp

everywhere

well

safely

rare

silently

The cougar is an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . animal. Its back legs are longer than its front legs, so it can jump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . high; some cougars can jump up to six meters. It is extremely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . too, and can drag its prey (which may be as . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . as the cougar itself) for long distances, until it finds a place where it can eat its food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Its claws are very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . but they can be pulled back into its toes, so the cougar can run . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cougars live . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . they only meet with other cougars in order to breed. Cougars can swim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and climb trees. They used to live . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in north and south America, from Chile to the Yukon, but now they are quite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Il puma è un animale sorprendente. Le sue zampe posteriori sono più lunghe delle sue zampe anteriori, quindi riesce a saltare incredibilmente in alto. Alcuni puma riescono a saltare fino a sei metri di altezza. È anche estremamente forte, e può trascinare la sua preda (che potrebbe essere pesante quanto il puma stesso) per lunghe distanze, finchè trova un posto dove può mangiare il suo cibo da solo. I suoi artigli sono molto affilati ma possono ritirarsi nelle sue dita, quindi il puma può correre silenziosamente. I puma vivono dappertutto e si incontrano soltanto con altri puma per la riproduzione.

I puma sanno nuotare bene ed arrampicarsi sugli alberi. Vivevano al sicuro nelle Americhe del nord e del sud dal Cile fino al Yukon, ma ora sono piuttosto rari.

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Pagina 117

unit 8

exercises the following sentences with the present progressive or with the “be I Complete going to” form.

Completa le seguenti frasi con il “present progressive” oppure con la forma “be going to”.

1) I’ve got the tickets for the concert. I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (meet) Jane outside the Arena at 4 pm.

2) It’s very cold. It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (snow) 3) This year Manchester United . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (win) the League.

4) I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (buy) you a present.

5) Be careful ! You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (fall) off the ladder.

6) My mum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (bake) a cake.

7) Let’s go to bed. We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (leave) at 6 am tomorrow.

8) I can’t go to school tomorrow. I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (meet) my grandparents at the airport.

j

Translate in English the following sentences.

Traduci in inglese le seguenti frasi.

1) Vado al cinema stasera. ...................................................................................... ....................................................................................... ......................................................................................

2) A che ora partite domani? ....................................................................................... ...................................................................................... .....................................................................................

3) Quest’anno studierò l’Inglese. .................................................................................... ..................................................................................... ....................................................................................

4) Che cosa hai intenzione di fare? Non lo so. ................................................................................... ................................................................................... .......................................................................................

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unit 8

k

Complete the story with the proper verb forms.

Completa la storia con le corrette forme verbali.

It was a cold dark night…

It was a cold dark night in January. Troy was . . . . . . . . . . . . . . . . . . . . . . . . . . (drive) his car to work when he . . . . . . . . . . . . . . . . . . . . . . . . . . (feel) a strange sensation. He . . . . . . . . . . . . . . . . . . . . . . . . . . (work) the night shift at Susan’s 24/7 fast food and he never . . . . . . . . . . . . . . . . . . . . . . . . . . (feel) scared or frightened before. His mobile phone . . . . . . . . . . . . . . . . . . . . . . . . . . (ring) and he had to stop the car at the side of the road. When he . . . . . . . . . . . . . . . . . . . . . . . . . . (answer), there was no reply. He . . . . . . . . . . . . . . . . . . . . . . . . . . (continue) his journey to work.

While he was . . . . . . . . . . . . . . . . . . . . . . . . . . (drive) his phone . . . . . . . . . . . . . . . . . . . . . . . . . . (ring) again. So once again he . . . . . . . . . . . . . . . . . . . . . . . . . . (stop) his car at the side of the road to answer, and once again there was no reply.

Troy . . . . . . . . . . . . . . . . . . . . . . . . . . (start) to get upset, he was . . . . . . . . . . . . . . . . . . . . . . . . . . to be late for work because of all these phone calls. He . . . . . . . . . . . . . . . . . . . . . . . . . . (continue) his journey to work again, . . . . . . . . . . . . . . . . . . . . . . . . . . (hope) his phone wouldn’t ring again. He soon . . . . . . . . . . . . . . . . . . . . . . . . . . (arrive) at the restaurant, but he . . . . . . . . . . . . . . . . . . . . . . . . . . (notice) something very strange, all the lights . . . . . . . . . . . . . . . . . . . . . . . . . . (to be) off. Was there a power failure? He . . . . . . . . . . . . . . . . . . . . . . . . . . (get) out of his car and . . . . . . . . . . . . . . . . . . . . . . . . . . (walk) towards the restaurant. There were no noises, the restaurant . . . . . . . . . . . . . . . . . . . . . . . . . . (seem) empty. He . . . . . . . . . . . . . . . . . . . . . . . . . . (enter) and . . . . . . . . . . . . . . . . . . . . . . . . . . (turn) on the lights. Suddenly he . . . . . . . . . . . . . . . . . . . . . . . . . . (see) a crowd of people yelling out “Surprise” and . . . . . . . . . . . . . . . . . . . . . . . . . . (sing) the Happy Birthday Song to Troy. In fact, it was his birthday!

Era una notte fredda e buia…

Era una notte fredda e buia di gennaio. Troy stava guidando la sua auto per sudare al lavoro quando sentì una strana sensazione. Lui faceva il turno di notte presso il fast food aperto 24 ore su 24 di Susan e non si era mai spaventato prima. Il suo telefonino suonò e dovette fermare l’auto al lato della strada.

Quando rispose non c’era risposta. Lui continuò il viaggio verso il lavoro. Mentre guidava il telefonino suonò di nuovo. Quindi dovette accostare di nuovo per poter rispondere, e di nuovo non ebbe alcuna risposta. Troy iniziò ad innervosirsi, stava per fare tardi al lavoro a causa di tutte quelle telefonate. Riprese di nuovo il suo cammino verso il lavoro, sperando che il suo telefono non suonasse ancora. Arrivò presto al ristorante, ma notò qualcosa di molto strano, tutte le luci erano spente. Mancava la corrente? Scese dall’auto e s’incamminò verso il ristorante. Non c’erano rumori, il ristorante sembrava vuoto. Entrò ed accese le luci. Improvvisamente vide una folla di persone che urlavano “Sorpresa” e gli cantavano la canzoncina “Happy Birthday to you”. Infatti era il suo compleanno.

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revision

unit 8

l Translate the following sentences in English.

Traduci le seguenti frasi in inglese.

1)

Posso avere un bicchiere d’acqua, per favore?

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2)

Preferisci acqua liscia o gasata?

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3)

Preferisco acqua liscia, grazie.

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4)

Ti andrebbe una tazza di caffè?

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5)

Si, grazie. Posso avere anche un po’ di latte nel caffè?

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6)

Qual’è il tuo colore preferito?

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7)

Il mio colore preferito è il verde.

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8)

A che ora ti svegli la mattina?

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9)

A che ora ti alzi la mattina?

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10) Preferisci alzarti presto nel fine settimana o preferisci dormire? .........................................................................................................................................

11) Mi piace la cioccolata calda d’inverno. .........................................................................................................................................

12) Mi piacciono i gelati alla frutta d’estate. .........................................................................................................................................

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Pagina 120

unit 8

m Correct and re-write the following sentences.

Correggi e riscrivi le seguenti frasi.

1)

My sisters friend Julia often go to the cinema.

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2)

His best friend is studies maths at the evening.

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3)

I am born in June 5th five years ago.

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4)

Robert and Steven plays a musical instruments.

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5)

Peter want to learn Spanish and she study on weekends.

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n Rewrite the following sentences using an adverb of frequency.

Riscrivi le seguenti frasi utilizzando un avverbio di frequenza.

1)

Basketball players are tall. (often)

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2)

Surfers get wet. (always)

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3)

In the summer, I go to the beach. (often)

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4)

He is very tired in the morning and so he is late for school. (sometimes)

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5)

She is very talkative and talks on the phone for hours. (sometimes)

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6)

The children are hungry when they return from school. (always)

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7)

On Sunday they watch the match on TV. (usually)

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8)

She doesn’t like swimming and she goes to the pool. (never)

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