Team Up in English Student’s Book
12 Units suddivise in 4 Folders
Ogni Unit propone due inputs di presentazione e attivazione comunicativa. I due inputs della unit hanno uguale struttura:
Dialogo di presentazione il percorso parte dall’ascolto di un dialogo tra i ragazzi di un divertente Summer Camp Dopo il primo ascolto c’è l’esercizio di Comprehension Si continua con esercizi per attivare e ampliare il lessico
Sounds Good! un’attività sulla pronuncia
Vocabulary si passa ad esercizi per la pratica di vocaboli, strutture e funzioni in modo comunicativo
e si conclude con un’attività per l’impiego più libero e personalizzato
My Turn
Communication
Dopo i due inputs c’è una doppia pagina di grammatica:
Grammar Focus è il momento della riflessione sulle regole e sulle strutture grammaticali
Ogni Unit si chiude con l’esercizio delle abilità con tre tipologie diverse per ogni Folder:
2° tipo
Song attività di lettura o di ascolto conducono alla canzone
1° tipo
3° tipo
Skills
Curiosity Corner
attività sulle singole abilità
una doppia pagina speciale, ricca di spunti per scoprire la realtà del mondo anglofono e avvicinarsi al linguaggio più autentico
Check Your Progress alla fine di ogni Folder, per fare il punto sui propri progressi
Student’s Book
inoltre...
Culture Spots
CLIL 4 percorsi di approfondimento interdisciplinare
4 temi di civiltà con attenzione al confronto culturale
Workbook
12 Units e 4 Revisions
Nel CD Rom ulteriori attività per il consolidamento
CD Rom
Ulteriori esercizi per ripassare e fissare:
Vocabulary
Grammar
Communication
Attività sulle skills in ogni Unit del Workbook per un progressivo sviluppo dell’autonomia dello studente
Writing and Speaking dopo l’esercizio di scrittura, una griglia per la preparazione a un’attività orale da svolgere in classe
Reading / Listening percorsi guidati alle abilità di comprensione scritta e orale
Icone e rimandi al Personal Toolkit Il numero dopo C e prima del punto indica se è il CD1 o il CD2 dell’insegnante, il numero dopo il punto indica la traccia.
C 1.40 S 14
Il numero dopo la S indica la traccia per l’ascolto nel CD audio dello studente.
Hot Tip!
Informazioni importanti sulla lingua inglese, soprattutto nel confronto con l’italiano. Consigli per organizzare lo studio.
Attività particolarmente adatte a creare un documento da conservare nel Portfolio linguistico.
PT Pictionary 11 Our Environment rimanda alle tavole di vocabolario illustrato del Personal Toolkit da sfruttare per l’ampliamento del lessico, il numero è quello della tavola PT Grammar Be – Past simple pp. 53-54 rimanda alle pagine di grammatica del Personal Toolkit in cui si trovano approfondimenti e ulteriori esercizi sull’argomento indicato dal titolo
Contents Unit
Grammar
Up to Level 2
Vocabulary
Imperativo
Attività che si svolgono in classe
Present continuous (ripasso)
Avverbi di modo
Avverbi di modo
Tempo atmosferico
Confronto tra Present simple e Present continuous
Lavori domestici
p. 8
13 They’re laughing loudly
p. 10
14 David cleans the windows...
Giorni della settimana e ora (ripasso)
Avverbi di frequenza (ripasso) Why don’t we…? / Let’s… (ripasso)
p. 18
15 She was born in 1991!
Be - Past simple Forma affermativa, negativa, interrogativa e risposte brevi
Numeri ordinali (ripasso)
Espressioni di tempo per il passato
Professioni
Stagioni, mesi, date (ripasso)
p. 26
13-15 Check Your Progress pp. 34-35
16 We stayed up late!
Culture Spot 5: Roman Britain pp. 114-115 CLIL 5: Computer Safety pp. 130-131 Past simple - Verbi regolari. Forma affermativa, negativa, interrogativa e risposte brevi
Verbi di attività (ripasso)
Past simple - Verbi irregolari. Forma affermativa, negativa, interrogativa e risposte brevi
Fare turismo
Domande con How + aggettivo
Mezzi di trasporto
Preposizioni di moto
Aggettivi per descrivere dimensioni e distanze
p. 36
17 I didn’t bring my camera!
Luoghi di interesse turistico in città
p. 44
18 How far is it to Barcelona?
Luoghi pubblici e servizi in città Indicazioni stradali
p. 52
16-18 Check Your Progress pp. 60-61
Culture Spot 6: Cities, Towns and Villages pp. 116-117 CLIL 6: Discovering Food pp. 132-133
Communication / Pronunciation Parlare di attività che si svolgono in classe
Skills / Song / Curiosity Corner
Personal Toolkit
L’alfabeto fonetico
Listening / Reading: comprendere le istruzioni degli esercizi
Descrivere azioni in svolgimento
Skills
Grammar
Parlare del tempo atmosferico What’s the weather like today? It’s …
Listening: capire descrizioni di azioni in svolgimento e descrizioni del tempo atmosferico
Present continuous pp. 48-49
Parole in rima cold / old, not / hot, warm / storm, rain / Spain / pain, eye / dry
Speaking: descrivere le persone, dire che cosa stanno facendo, che cosa indossano e confrontarle Reading: identificare le informazioni di un sms
Avverbi di modo p. 52 Pictionary 7 Summer and Winter Clothes
Writing: rispondere ad un sms informando su ciò che si sta facendo
Confrontare azioni abituali e azioni in svolgimento
Song
Grammar
Formulare proposte per fare qualcosa e per dare consigli
Lemon Tree
Present simple vs Present continuous p. 50 Avverbi di frequenza p. 41-42
Parole in rima does / loves, go / know
L’ora p. 39
Parlare di date e luoghi di nascita
Curiosity Corner
Grammar
Parlare di eventi al passato (1)
Joke Time, Pocket Money, General Knowledge Quiz, Weather Sayings, J.K. Rowling quote
Be – Past simple pp. 53-54
Il suono /T/ per -th finale
Pictionary 8 Jobs and Professions
Parlare di una vacanza al passato
Skills
Grammar
Parlare di eventi al passato (2)
Listening: ascoltare un programma radiofonico e identificare le informazioni essenziali in una biografia
Past simple – Verbi regolari pp. 55-56
Variazioni nella pronuncia di -ed finale /d/ /t/ /Id/
Speaking: interagire in una simulazione di intervista a un personaggio Reading: identificare le informazioni essenziali in un’intervista a un personaggio Writing: scrivere un breve racconto
Parlare di eventi al passato (3)
Song
Grammar
Parlare di una gita turistica, descrivere i luoghi visitati
Doo Wah Diddy Diddy
Past simple – Verbi irregolari pp. 57-60
Curiosity Corner
Grammar
Channel Tunnel, Joke Time, Heathrow Airport, Driving Licences in UK, Royal Mail, Summer Holidays, Tourist Attractions, Places in a Town
How + aggettivo pp. 27-28
Intonazione delle frasi interrogative Parlare di tempi di percorrenza con diversi mezzi di trasporto Parlare di dimensioni e distanze Chiedere e dare indicazioni stradali Individuare le parole su cui cade l’accento nella frase (1)
Preposizioni di moto p. 36 Pictionary 2 Positions 9 The Town in Winter and in Summer
Contents Unit
Grammar
19 Barcelona is better...
Vocabulary
Comparativo di uguaglianza
Aggettivi per descrivere il carattere e l’aspetto fisico
Superlativo di maggioranza
Paesaggi naturali e paesaggi urbani
Pronomi possessivi
Aggettivi per descrivere paesaggi e oggetti personali
Past continuous Forma affermativa, negativa, interrogativa e risposte brevi
Preposizioni di luogo
Confronto tra il Past continuous e Past simple
Luoghi e caratteristiche di un parco pubblico
Comparativo di maggioranza
p. 62
20 The best holiday ever
p. 70
21 She was sitting next to you p. 78
19-21 Check Your Progress pp. 86-87
22 We could join a club
Linkers per collegare azioni o eventi in successione
Oggetti e mobili di arredamento
Culture Spot 7: British History Timeline pp. 118-119 CLIL 7: Electricity and Lightning pp. 134-135 Can / Could per parlare di permessi e richieste
Indicazioni e segnali stradali
Could per parlare di possibilità
Verbi di attività (ripasso)
Indefiniti composti
Vari tipi di feste
Verbo get
Espressioni con get
p. 88
23 Everybody likes parties
Verbi + -ing form (ripasso)
p. 96
24 Are you coming back? p. 104
22-24 Check Your Progress pp. 112-113
Futuro con going to
Verbi di attività (ripasso)
Present continuous per il futuro
Parole relative al computer
Confronto tra going to e il present continuous per il futuro
Culture Spot 8: Sports in the English Speaking World pp. 120-121 CLIL 8: Earthquakes pp. 136-137
Communication / Pronunciation
Skills / Song / Curiosity Corner
Personal Toolkit
Parlare del carattere di una persona e rispondere
Skills
Grammar
Descrivere l’aspetto fisico Fare confronti
Listening: identificare le informazioni essenziali in una conversazione; capire le descrizione di una città, di un ragazzo e di una ragazza
Comparativo di maggioranza pp. 23-24
Variazioni nella pronuncia di as /œz/ /´z/
Speaking: interagire per confrontare le proprie preferenze
Pictionary 6 The Human Body
Reading: identificare le informazioni essenziali in un testo di presentazione Writing: scrivere un testo di presentazione personale Fare confronti
Song
Grammar
Parlare di possesso
Heal the World
Comparativo e superlativo pp. 23-26 Aggettivi e pronomi possessivi pp. 31-32
Il suono /h/
Pictionary 11 Our Environment Parlare della posizione
Curiosity Corner
Grammar
Parlare di azioni in corso nel passato
Guinness Book of Records - the Tallest Man, English Sayings - As Brave as a Lion, etc, Fact Quiz, Maths - Who is good at it?
Past continuous pp. 61-64
Parlare al telefono
Linkers (2) p. 65 Pictionary
Parole in rima
4 Moving House
three / tree / key / sea
Parlare del permesso di fare qualcosa
Skills
Grammar
Formulare richieste
Listening: identificare informazioni per completare un depliant
Verbi modali: Can / Could pp. 82-83
Parole in rima
Speaking: interagire in un dialogo per chiedere ed esprimere preferenze
May / away / day
Reading: ricavare informazioni da un depliant pubblicitario Writing: scrivere un depliant turistico
Fare progetti per organizzare una festa
Song
Grammar
Parlare di feste
Everybody Needs Somebody to Love
Indefiniti composti pp. 66-68 get + agg. e part. p. 98
Individuare le parole su cui cade l’accento nella frase (2) Parlare dei programmi per il fine settimana
Curiosity Corner
Grammar Futuro pp. 71-74
Discriminazione dei fonemi /n/ e /N/
UK Holiday Quiz, Halloween, Cauldron Bubbles Experiment, Shopaholics, Joke Time, Wordsearch
Up to Level 2 C 1.1
1
2 3 4 5 6
2
I I I I I I
C
D
E
F
Write. Close your book. Read. Work in pairs. Listen. Open your book.
In questo volume di Team Up troverai le istruzioni per gli esercizi in inglese. Leggi queste espressioni e poi scrivile sotto l’immagine appropriata. Poi ascolta e controlla.
Go to page 130.
3 _______________________________
8
B
Osserva le immagini e associale alle espressioni. Poi ascolta e controlla. 1
C 1.2
A
eight
Go to page 130. Look at the pictures. Write in your notebook. Listen and check. Draw. Work in small groups.
1 _______________________________
2 _______________________________
4 _______________________________
5 _______________________________
C 1.3
3
Leggi le frasi e abbinale al tipo di esercizio da svolgere. Poi ascolta e controlla. B Answer the questions. I 1 2 3
I I I I I I
Make sentences. Tick the correct answer.
L’alfabeto fonetico C 1.4
4
Osserva i simboli e ascolta la pronuncia degli esempi.
Consonanti
Match.
Vocaboli e dittonghi
Simbolo
Esempio
Simbolo
Esempio
p
pen
i
eat
b
board
i
it
t
table
e
bed
d
day
has
k
cap
É‘
start
go
É’
hot
f
funny
É”
door
v
very
Ď…
book
θ
think
u
moon
Ă°
mother
love
s
sunny
skirt
C She / play tennis She’s playing tennis.
z
zoo, his
É™
the
is listening (listen) to her new CD. D She _____________
Ęƒ
she
ei
day
measure
əυ
know
h
hungry
ai
five
tĘƒ
cheese
aĎ…
sound
d
joy
iÉ™
hear
m
my
eÉ™
hair
n
nobody
Ď…É™
pure
Ĺ‹
sing
w
water
l
look
r
read
j
young
4 5 6
Ask your partner. Then swap roles. Complete. Reorder the words to make a sentence.
A What is Julia doing now?
A
I
B Is Sara happy?
E
snowing
cloudy 1 ___________
B
I
C
I
No, she isn’t.
cloudy
hot
hot 2 ___________
snowing 3 ___________
F usually / do / breakfast / have / for / What / you
What do you usually have for breakfast? G
What’s your name?
And what’s your name?
I’m Oliver.
I’m Melanie.
nine
9
13 C 1.5 S1
1
They’re laughing loudly
Listen and read.
A group photograph Sara: Mrs Doyle: Sara:
Mrs Doyle: Sara: Mrs Doyle:
Sara: Mrs Doyle: Sara:
Mrs Doyle:
Sara:
Quickly Mrs Doyle! Come and look at the picture on our website. What a lovely group photograph! Yes, except for me. I’m crying so hard, the make-up is running down my face! Don’t be silly! But who is that comforting you? Which twin is it? Paolo of course! Francesco is falling over between Maria and Natalie. Oh yes, I can see. They’re looking at him and laughing loudly. What’s David doing? I can’t see him. He’s on the floor trying to find his contact lenses! Oh yes and is that Jack helping him? No, it isn’t! Jack isn’t helping him at all... he’s sitting down, pulling faces childishly. Well, at least Emi is wagging her tail happily. But where am I? What am I doing? You’re taking the photograph of course!
Come and look. except for me run down (v) fall over (v) at all at least
10
ten
Vieni / Venga a vedere. tranne me colare cadere per niente almeno
Comprehension
2
Answer the questions in your notebook. Who is crying hard? Sara. 1 What is Sara looking at on her laptop? 2 What is Francesco doing? 3 Who is laughing loudly? 4 What is David doing? 5 Is Jack helping David? 6 Why isn’t Mrs Doyle in the photo?
13 Vocabulary
3
5
Work in pairs. Look at the pictures and make sentences with the correct adverb.
Look at the pictures and write sentences using the opposites of the adverbs. move quickly – slowly
It isn’t moving quickly. It’s moving slowly.
clumsily quickly hard comically loudly well carelessly
1 sing well – badly _________________________ _________________________ 2 speak loudly – quietly _________________________ It / move
_________________________
It’s moving clumsily.
3 drive carelessly – carefully _________________________ _________________________ 4 walk sadly – happily _________________________
1 He / talk
2 He / cook
_________________________ C 1.7
6
Listen and check.
Communication
7 3 They / act
4 She / run
Work in pairs. Look at the picture for three minutes. Describe what the four teenagers are doing. Student A close your book and answer two questions. Then swap roles.
¡Hola! ¿Qué tal? Olivia
Lucy
Callum Tom 5 She / speak Spanish C 1.6
4
Listen and check.
6 He / study A What’s Callum doing? B He’s studying hard. eleven
11
13 C 1.8 S2
1
Listen and read.
Oh no! It’s raining! Oh no! It’s raining… and it’s cold! We can’t play games outside today! Jack: Listen! There’s thunder and look, lightning too! Mrs Doyle: Don’t say that Jack! My washing is drying on the line. David: I think it’s getting wet in this stormy weather. Mrs Doyle: Oh well. Let’s have a cup of tea then! Sara: That’s your answer to everything! Jack: I wonder what the weather is like in Spain today? David: Oh, cool. José’s in Spain! We can look it up on the Internet. Sara:
David gets his laptop out. Jack: Oh lucky thing! It’s really hot and sunny in Madrid. Sara: What about in Rome? David: It’s hot but cloudy and windy in Rome and guess what? It’s snowing in Japan. Poor Sumi! Mrs Doyle: What about in New York?
Comprehension
2
Tick ( ) the correct answer.
Mrs Doyle’s washing is
I I I
A drying on the line. B getting wet on the line. C not on the line.
3 In Japan
I I I
I wonder… Mi chiedo… Oh lucky thing! Che fortuna!
A it’s raining. B it’s hot. C it’s snowing.
4 Mrs Doyle
I I I
A thinks that it’s windy and cloudy in New York. B asks about the weather in New York. C thinks it’s snowing in New York.
Vocabulary C 1.9
3
Match the symbols to the words. Then listen and check.
cloudy cold foggy hot raining snowing stormy sunny warm windy It’s
foggy ___________. 1 It’s ___________.
5 It’s ___________. 6 It’s ___________.
1 Mrs Doyle’s answer to everything is
I I I
A to have a sandwich. B to have a cup of tea.
___________.
7 It’s ___________.
C to have a cup of coffee. 3 It’s
2 José
I I I
2 It’s
___________.
8 It’s ___________.
A lives in Rome. B doesn’t live in Paris. C lives in Spain.
12
twelve
4 It’s ___________.
9 It’s ___________.
13 Communication C 1.10
4
Listen and complete the weather forecast. Then work in pairs and use the information to ask and answer questions. A What’s the weather like in Glasgow today? B It’s…
5
Work in pairs. Student B: Look at the map on page 126. Student A: Look at your map of the British Isles and read the weather forecast to Student B. Then listen to Student B and draw the correct weather symbols on the cities.
Sounds Good! C 1.11
6
Listen to these silly sentences about the weather and fill in the gaps. snow is cold when you’re old. The ________ 1 I’m n________ h________! 2 There’s a w_______ st_______ in the m_______.
Today it’s sunny in Manchester…
3 The r________ in S________ is a real p________. 4 M________ e________ is very d________!
7
Check in pairs.
My Turn
8
Create your own weather map. Draw the symbols and then tell your partner what the weather is like on your map.
It’s… in Rome. thirteen
13
13 Grammar Focus Present continuous
2
Look at the picture. Tick ( ) T (True) or F (False). Correct the false sentences and write them in your notebook.
Ricordi le regole sul Present continuous? Paul
Leggi di nuovo i dialoghi alle pagine 10 e 12 e sottolinea le forme del Present continuous. Poi completa la regola.
Frank
Il Present continuous si forma con: soggetto + Present simple del verbo _________ + forma in _______ del verbo principale.
Will
Holly Louise
Sara ____ play + _______.
Ora completa le regole sullo spelling della forma in -ing. Quando un verbo monosillabico termina con una consonante preceduta da una _______ vocale, si raddoppia l’ultima _____________ e si aggiunge _______. Sara is sit_______. Quando il verbo termina in e muta, si _____________ la e e si aggiunge _______. Mrs Doyle is make_______ tea.
Tom
Emma Melissa T
Will and Tom are drinking coffee.
1 Frank is sleeping. 2 Melissa is dancing. 3 Emma is reading a magazine.
We love canoe______.
4 Paul is watching TV. 5 Holly and Louise are eating cake.
Complete the sentences with the Present continuous of the verbs in brackets. is listening (listen) to her new She _______________ CD.
He’s pulling faces childishly. They’re laughing loudly. Emi is wagging her tail happily.
4 Helen’s mum _______________ (make) dinner. 5 They _______________ (study) for the French exam.
14
Leggi gli esempi e traducili.
2 I _______________ (not do) my homework, 3 Alex and James _______________ (play) football with their friends in the park.
fourteen
I I I I I
Avverbi di modo
1 He _______________ (sit) on the bus. I _______________ (watch) TV!
II
Will and Tom aren’t drinking coffee. They’re eating cake.
Se la -e finale è sonora non _____________.
1
F
Completa e rispondi. Gli avverbi di modo descrivono il modo in cui avvengono le ____________. Come terminano normalmente gli avverbi in italiano? In ____________. E in inglese? In ____________.
I I I I I
PT Grammar
13
Pres. continuous pp. 48-49 Avverbi di modo p. 52
Avverbi di modo
3
Variazioni ortografiche Osserva gli esempi e completa le regole. quick slow serious careful
quickly slowly seriously carefully
Complete the sentences with the adverb of the adjectives in the box. Then match them to the correct pictures.
comfortable
dangerous
A The children are sitting very
happy
quiet
strange
B
_______________.
Normalmente si aggiunge _____ all’aggettivo. happy pretty
happily prettily
Quando l’aggettivo termina in -y si toglie la _____ e si aggiunge -ily. sensible comfortable
sensibly comfortably
Agli aggettivi in -ble si toglie la e e si aggiunge la _____. comic tragic
comically tragically
Agli aggettivi in -ic si aggiunge _____.
B Please speak
quietly _________. The baby is sleeping!
C They are living _______________ together in their new house.
D Sam is acting
Un altro caso particolare: hard è un aggettivo ed un avverbio. Ann is a hard worker. Ann is working hard.
Posizione degli avverbi Osserva gli esempi e cerchia l’alternativa corretta. They are waiting patiently. Is she reading carefully? We aren’t walking quickly. In genere gli avverbi di modo precedono / seguono il verbo.
2
3
_______________ at the moment.
Un caso particolare: l’aggettivo good diventa well. Your English is good. You speak English well.
1
E That man is driving
4
_______________!
4
Sara is describing a photo. Complete the description. Use the -ing form of the verbs and change the adjectives into adverbs.
smiling Look at the picture! There I am __________ happily (smile / happy) because our new __________ guests are here. Natalie and Francesco are (1) ______________ ______________ (talk / loud) and Paolo is (2) ______________ ______________ (wait / patient) for a chance to speak. Emi is (3) ______________ her tail ______________ (wag / happy). fifteen
15
13 Skills Listening
1
C 1.12
Listen to the dialogues and tick ( ) the correct answer.
What is Julia doing now?
A
I
B
I
3 Is the car moving quickly?
C
I
1 What’s the weather like?
A
I
B
I
C 1.13
I
2
16
B
Listen to the description and draw a picture of what you hear.
sixteen
I
I
B
I
C
I
C
I
C
I
4 What are the people doing?
C
I
2 What is the boy listening to?
A
A
A
I
B
I
5 What is the dog doing?
C
I
A
I
B
I
A
The Route of Gisors to Pontoise, Effects of Snow by Camille Pissarro
13
Speaking
3
Look at the pictures and describe one to your partner. Use the questions on the right to help you.
1 Where is it? 2 What time of year is it? 3 What’s the weather like? 4 What time of day is it? 5 How many people are in the picture? 6 What are they wearing? 7 What are they doing? 8 Do you like the picture? B
A Sunday Afternoon on the Island of La Grande Jatte by Georges Seurat
Reading
4
Read the text message about Miriam’s party and answer the questions. 1 Who is writing the sms? _________________
Writing
5
You can’t go to Miriam’s party. Answer Jane’s text message and tell her what you are doing at the moment.
2 Who is receiving the sms? _______________ 3 Where is Jane?___________________________ 4 What can Mike bring? ___________________ 5 What is great? ___________________________
Hi Jane! ______________________
Hi Mike! ☺ Where R U? Brilliant party at Miriam’s! Y don’t U come? Bring food or drink! The music is great! See U soon. Jane
________________________________ ________________________________ ________________________________ ________________________________
seventeen
17
14 C 1.14 S4
1
David cleans the windows...
Listen and read.
You’re reading a magazine! Mrs Doyle: Sara, why are you so sad? Sara: I’m thinking about the summer and all our new friends. I miss them now they’re not here. I think about them all the time. Mrs Doyle: Oh dear… where’s Jack? Sara: I don’t know. Isn’t he out with Emi? He always takes Emi for a walk in the morning.
Mrs Doyle: Yes, you’re probably right. But it’s his turn to make the beds. Where’s David? Is he cleaning the windows? Sara: No, David cleans the windows on Fridays. He’s doing the shopping now. Mrs Doyle: Let me see… the schedule says you tidy the rooms on Mondays. But you aren’t tidying the rooms - you’re reading a magazine! Sara: Sorry, but it’s not the same without our friends. There are no beds to make. There’s no need to tidy the rooms. Oh Mrs Doyle, what can we do?
Comprehension
2
Answer the questions. Is Sara happy?
No, she isn’t. 1 Does she miss her friends? 2 Is she thinking about them? 3 Is Jack making the beds? 4 Is David doing the shopping? 5 Is Sara tidying the rooms?
18
eighteen
14 Vocabulary C 1.15
3
What are they doing? Match the actions with the pictures. Then listen and check.
do the ironing take out the rubbish sweep the floor make the beds do the washing up clean the windows do the washing do the shopping
She’s doing the washing up. 1 He’s _________________.
2 She’s ________________.
3 They’re ______________.
4 She’s ________________.
6 She’s ________________.
7 He’s _________________.
5 He’s _________________.
Communication
4
Look at the schedule and read the dialogue in exercise 1 again. Then answer the following questions. 1 What day is it? 2 What does Sara do on this day? 3 What is she doing now?
Hot Tip!
4 What does David do on this day?
In inglese to do the shopping significa “fare la spesa”, mentre to go shopping significa “fare shopping”.
5 What is he doing now? 6 What does Jack do on this day? 7 What is he doing now? C 1.16
5
Look at the schedule in exercise 4. Listen to five dialogues and write what day it is in each. 1 _____________
6
2 _____________
3 _____________
Play a game. Choose a character in exercise 4 and a day of the week. Mime the housework you do on that day. Answer your partner’s questions so he / she can guess who you are. A Are you making the beds? B No, I don’t make the beds today. A Are you doing the shopping? B Yes, I am! A You’re Sara and it’s Wednesday!
4 _____________
5 _____________
My Turn
7
Go to page 126. What do you do at home? Fill in the first part of the table with the things you do at home. Then ask and answer questions in pairs to complete the table. A What do you do on Mondays? B I make the beds. nineteen
19
14
C 1.17 S5
1
Listen and read.
We miss our friends! Mrs Doyle: Hey kids, why are you sitting here indoors? What’s up? You’re usually outside at this time. David: We miss our friends! Mrs Doyle: I can’t stand seeing you so sad. I’ve got an idea! Why don’t we go and visit your friends? Jack: Really? But how? Mrs Doyle: We can drive. There are four of us, and Emi. A camper van is a good idea. David: Where do we get a camper van? Mrs Doyle: We can hire one. They’re not expensive. Sara: Great! David has got a driving licence, and you can drive too. Mrs Doyle: Of course! Sara: Hurrah! Let’s plan our trip. Mrs Doyle: What about going to France first? Sara: Yes, then let’s go to Italy and then Spain and... Mrs Doyle: OK, OK! Slow down! I can’t stand… David: Oh, it’s so exciting! Non sopporto… Emi: Woof! go and visit (v)
20
twenty
andare a trovare
Comprehension
2
Read the following sentences and tick ( ) T (True), F (False) or DS (Doesn’t say). T 1 They miss their friends. 2 Emi likes travelling by bus. 3 Camper vans are expensive to hire.
F DS
III III
4 David can drive.
III III
5 Their first destination is Spain.
III
Hot Tip! Per dire “Siamo in due / tre / quattro /...” si usa una struttura un po’ diversa da quella dell’italiano e si dice There are two / three / four of us.
14 Vocabulary
3
Sounds Good!
Work in pairs. Look at the pictures and describe what the people usually do at this time, and what they are doing now.
C 1.19
5
Listen and repeat the rhyme.
have lunch take the dog for a walk play chess do homework take out the rubbish read comics sleep on the sofa play the guitar
USUALLY
NOW
Communication At 4 o’clock she usually does her homework, but now she is playing the guitar.
USUALLY
6
NOW
Read the following sentences and think of an idea to help solve the problem. Then practice in pairs. A I’m bored. I miss my friends. B Why don’t we visit them? 1 A I’m thirsty. There isn’t anything in the fridge. B Let’s...
1 At half past two…
2 A I’m cold. I haven’t got a jacket. B Why don’t we...
USUALLY
NOW
3 A I’m tired. It’s very late. B Let’s...
My Turn
7 2 At 11 o’clock…
USUALLY
NOW
Work in small groups. Tell the others what you usually do on Sundays and what you are doing now.
I usually visit my grandparents on Sundays. I’m talking to my friends now.
3 At half past six…
C 1.18
4
Listen and check.
I usually play football in the park on Sundays. twenty-one
21
14 Grammar Focus Present simple vs Present continuous
1
Circle the correct form. 1 Angela wants to play tennis but it’s raining / it rains. 2 I’m washing / I wash my face every morning.
Osserva gli esempi e completa le regole. I think about my friends all the time. He always takes Emi for a walk in the morning.
3 Mr Brown is always tired – He’s working / He works too hard.
The schedule says you tidy the rooms on Mondays.
4 Michael is going / goes to school from Monday to Friday.
I’m thinking about our new friends.
5 Look over there. Alice is talking / talks to a nice boy!
Is David cleaning the windows? You aren’t tidying the rooms.
2
Il _____________________ si usa per azioni abituali o situazioni stabili. È spesso accompagnato dagli _____________________ di frequenza: always, usually, … . Il _____________________ si usa per parlare di azioni che si svolgono nel momento in cui si parla. Può essere accompagnato da espressioni quali now, at the moment.
Hi Sophie, ’m sitting (sit) How are you? I _________ in the computer room and (1) I ______________ (write) to you and all our friends. Everyday (2) we ______________ (think) about you and our friends at the Harrow Camp. Even Emi (3) _____________ (miss) you! Every morning (4) we ______________ (go) for a long walk, but (5) she ______________ (not wag) her tail any more! But there’s good news! (6) We ______________ (plan) a trip around Europe to visit you all. What (7) ______________ (be) the weather like in France? (8) It ______________ (not be) very nice here. (9) It ______________ (rain) at the moment. Write soon, love Jack and Emi
Completa con le forme del verbo live. Present simple Affermativa
live in Italy. I / You / We / They _____ He / She / It _________ in Italy.
Negativa
I / You / We / They _____ in Italy. He / She / It _________ in Italy.
Domande
________________________________ ________________________________ Present continuous
Affermativa
’m living in Italy. I__________ You / We / They ______________ in Italy. He / She / It ______________ in Italy.
Negativa
I _______________ in Italy. You / We / They ______________ in Italy. He / She / It ______________ in Italy.
Domande
_____________________________________ _____________________________________ _____________________________________
even C 1.20
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twenty-two
Complete Jack’s e-mail to Sophie using the Present simple or Present continuous.
3
Listen and check.
perfino
PT Grammar
14
Pres. simple vs Pres. continuous p. 50 Avverbi di frequenza pp. 41-42 L’ora p. 39
Avverbi di frequenza (ripasso)
Why don’t we… ? Let’s… Leggi di nuovo il dialogo a pagina 20 e poi completa i due esempi.
Ricordi le regole sulla posizione degli avverbi di frequenza? Leggi di nuovo i dialoghi alle pagine 18 e 20, osserva gli esempi e cerchia l’alternativa corretta.
Why don’t we _____________________________? Let’s ______________________________________!
L’avverbio di frequenza si mette prima del / dopo il verbo principale.
Completa la regola.
L’avverbio si mette prima del / dopo il verbo be.
Per dare un consiglio o fare una proposta si possono usare due strutture diverse.
4
Why + ___________ + soggetto + verbo alla forma base.
Reorder the words to make questions. Write in your notebook.
Let’s + ____________________________________
usually / do / breakfast / have / for / What / you
6
What do you usually have for breakfast? 1 do / sometimes / Where / go / Tuesdays / you / on
look it up in the dictionary. don’t we buy some water? don’t we ask for directions? don’t we sit near the fire? get something to eat.
2 Sundays / What / you / do / do / on / never 3 Who / Saturdays / meet / do / often / on / you 4 mornings / always / do / you / the / in / What / do
5
Complete the dialogues.
1 A I’m hungry. B Let’s _________________________________
Look at the pictures and write sentences using the Present simple and the adverbs below.
2 A It’s cold. B Why _________________________________ 3 A I’m thirsty. B Why _________________________________ 4 A I don’t know how to spell that word. B Let’s _________________________________
always
is always Mr Brown ___________ hungry. ________
sometimes
5 A We’re lost.
1 Maria _______________ ______________________
often
never
2 Alex and Toby _______
3 Charlie ______________
______________________
______________________
B Why _________________________________ C 1.21
7
Listen and check.
twenty-three
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14
1
Read these sentences and write them under the correct pictures. I’m driving around in my car. Yesterday you told me about the blue sky. It’s just another rainy Sunday afternoon. I feel so tired. Put myself into bed.
1 ________________________________________________
2 I’m driving around in my car.
3 ________________________________________________
4 ________________________________________________
C 1.22
2 3
Listen to the song and tick how many times you hear each sentence from exercise 1. Find and write the rhyming pairs. afternoon bed car head joy far power room shower sky toy why
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afternoon ______________ room ______________
______________ ______________
______________ ______________
______________ ______________
______________ ______________
______________ ______________
Write the verbs in the -ing form. driving drive ______________________________
take
______________________________
hang around
______________________________
turn
______________________________
sit
______________________________
wait
______________________________
step
______________________________
waste
______________________________
twenty-four
C 1.22
5
14
Complete the song with the words from exercise 3 and your answers from exercise 4. Then listen and check.
Lemon Tree (Fool’s Garden)
I’m ____________ here in a boring ____________ It’s just another rainy Sunday ____________ I’m ____________ my time I’ve got nothing to do I’m ____________ I’m ____________ for you But nothing ever happens and I wonder I’m ____________ around in my ____________ I’m ____________ too fast I’m ____________ too ____________ I’d like to change my point of view I feel so lonely I’m ____________ for you But nothing ever happens and I wonder
Chorus: I wonder how, I wonder ____________ Yesterday you told me about the blue blue ____________ And all that I can see is just a yellow lemon tree I’m ____________ my head up and down I’m ____________ ____________ ____________ ____________ ____________ around And all that I can see is just another lemon tree I’m ____________ here I miss the ____________ I’d like to go out ____________ a ____________ But there’s a heavy cloud inside my ____________ I feel so tired, put myself into ____________ While nothing ever happens and I wonder Isolation is not good for me Isolation I don’t want to sit on the lemon tree I’m ____________ around in the desert of ____________ Baby anyhow I’ll get another ____________ And everything will happen and you wonder Chorus: I wonder how, I wonder ____________ Yesterday you told me about the blue blue ____________ And all that I can see is just another lemon tree I’m ____________ my head up and down I’m ____________, ____________, ____________, ____________, ____________ around And all that I can see is just a yellow lemon tree And I wonder, I wonder I wonder how, I wonder ____________ Yesterday you told me about the blue blue ____________ And all that I can see And all that I can see And all that I can see Is just a yellow lemon tree
C 1.22
6
Listen again and sing the song together.
twenty-five
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