"CLIL PAGES" from TALENT Level 1 (download at: http://bit.ly/CLILPages-TALENT-CUP) by Teresa Ting

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“CLIL Pages” for Upper Secondary

On pages 10-19 of this PDF, you will find the complete set of "CLIL Pages" from the new TALENT series of English learning textbooks published by Cambridge University Press, on the market in Spring of 2018. There are three Levels, and these are excerpts from Level 1: Pages 4-5 illustrate the dynamic content of the TALENT series; Pages 6-9 explain the objectives and organisation of the 5 CLIL Modules regarding Art, Geography, History, Maths and Science. Starting on page 20 of this PDF, you will find notes from the Teacher’s Guide which first explain the learning objectives of each CLIL Module before providing the answers to the exercises and transcripts of any listening tasks. ENJOY! (see also the CLIL Pages of TALENT Level 2)

Cambridge University Press ISBN: 9781108687751

Welcome to Talent

RTER

A your new course from Cambridge University Press

Or g ns

STARTER

Happ ness

Origins

Grammar: be (all forms); pronouns and adjectives; possessive ’s Vocabulary: nationalities

Joshua

’s Hi, I’m Joshua. What 0 ............. your name? Natalia. That’s an Italian name. 1 ............. you Italian too? No, I 2 ............. . It’s a Polish name. 3 ............. you from Poland? 4 No, I ............. from London but my family 5 ............. from Krakow in Poland. My sister and I 6 ............. here for the festival. It’s great! Yes, it is. It’s an annual festival, every June. 7 ............. Polish a difficult language? No, it 8 ............. . What about Italian? Italian 9 ............. great – and it 10 ............. (not) very difficult!

Italian but I’m British. My dad’s parents are originally from Salerno in Italy.

GRAMMAR GUIDE Subject pronouns and possessive adjectives

My friends Luke and Danny’s families are also from Italy. We’re happy to be part of the Italian community. Italy is great for holidays, food and especially football! [1.02] Read and listen to the text. Then match the beginnings and ends of the sentences.

a are from Italy. b are into Italian football. c is Italian. d is a British town.

c France

0 1 2 3 4 5 6 7 8 9 10 11

a b c d e f g h i j k l

Germany Japan Albania Nigeria China Greece The UK Spain India The USA Morocco

you

your

his

she

her

its

our

you

your

subject

affirmative negative

am (’m)

questions short answers

am not (’m not)

Am I?

Yes, I am. / No, I’m not.

he / she / is (’s) it

is not (isn’t)

Is he?

Yes, he is. / No, he isn’t.

we / you / are (’re) they

are not (aren’t)

Are we?

Yes, we are. / No, we aren’t.

See GRAMMAR REFERENCE page 108

6 Complete the table.

their

subject pronoun

possessive adjective

possessive pronoun

I 0 you .......................... 1 ........................... she it 2 ........................... you 3 ...........................

4 ........................... your his 5 ........................... its our 6 ........................... their

mine yours his hers ours yours theirs

7 Choose the correct option. 0 Is this your / yours phone? 1 ‘Are these her / hers books?’ ‘No, they aren’t her / hers. They’re my / mine.’ 2 This isn’t my / mine tablet. Is it your / yours? 3 Our / Ours bikes are in the park. They / Their are with your / yours bike. 4 This red T-shirt is he / his. My / Mine is blue. 5 Where are the new students? Their / Theirs teacher is in room 6. 6 That phone isn’t your / yours! It’s her / hers.

K Where would you like to live? Rank ies in order. Then explain your choice.

See GRAMMAR REFERENCE page 118

Scegli la forma corretta degli aggettivi al grado comparativo.

0 1 2 3 4 5 6 7 8 9 10

happy hot hard-working noisy intelligent wet dangerous clean difficult far tall

happier / more happy hoter / hotter harder-working / more hard-working noisyer / noisier intelligenter / more intelligent wetter / more wet dangerouser / more dangerous cleaner / more clean difficulter / more difficult farer / further taller / more tall

0 Alec / old / Charlotte

Alec is older than Charlotte.

1 2 3 4 5 6 7 8 9 10

Unit 7

194

big beautiful sad quick ambitious simple bad kind good pretty

£45

to be able to find facts and details in a that you understand the text completely. read, look at the questions carefully w what information you need. that the questions are usually order as the text. rt of the text that contains the answer m tion and read very carefully. R ADUse NGyour RA G r the question. own words. READING SKILLS

Weight

50 g

35 mm Price £80

the biggest .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. ..................................................................

Weight 140 g

Diameter 45 mm

Price £35 Weight 11 g

Scegli l’alternativa corretta.

0 The Pacific Ocean is the ............. ocean in the world. A deepest B most deep C most deepest 1 My brother is the ............. person in our family. He’s got school and two jobs. A busyest B busiest C most busy 2 Maria is the ............. girl in our class. A thinnest B thinest C most thin 3 This is the ............. building in our town. A modernest B most modern C more modern 4 Listen to the ............. news! A lateest B most late C latest

0 1 2 3 4 5 6

Size of the dial 20x30 mm

cheaper than B. (cheap) A is ............................... B ............................... of all the watches. (expensive) C ............................... A. (light) C ............................... of all the watches. (small) C ............................... A. (cheap) B ............................... of all the watches. (heavy) B ............................... A. (big)

■

Feelings

Vocabulary

Central African Republic

Subject pronouns and possessive adjectives

am / ’m

you

are / ’re

he / she / it

is / ’s

we / you / they

are / ’re

am not / ’m not

you

are not / aren’t

he / she / it

is not / isn’t

we / you / they

are not / aren’t

forma interrogativa Am

Are

you?

he / she / it?

Are

we / you / they?

risposte brevi

Yes, I am. Yes, he / she / it is. Yes, you / we / they are.

Il soggetto della frase deve essere sempre presente. ✓ I am British. ✗ Am British. Si usano le forme contratte con tutti i soggetti, inclusi i nomi propri. Ma ’re si può usare soltanto dopo i pronomi soggetto (you, we, they) e non dopo i nomi comuni o propri. ✓ We’re British. ✗ The girls’re British. Nella forma interrogativa le parole wh- (what, which, who ecc.) precedono il verbo be. Where are you? Nelle risposte brevi si può usare la forma contratta soltanto se la risposta è negativa. ✓ Yes, I am. ✗ Yes, I’m.

Uso

Il verbo be si usa per dare informazioni personali (nazionalità, età, occupazione). ■ She is British. Lei è britannica. ■ I am 16. Ho 16 anni. ■ He’s a teacher. Lui è un insegnante.

195

They question approximately 3,000 people in each country. Each person says how happy their life is on a scale from 0–10 (10 is the best possible life and 0 is the worst). Then the researchers look at the statistics for six key factors: Gross Domestic Product per person, social support, life expectancy, generosity, freedom, and trust. Finally, they combine all this data to calculate a country’s happiness score. 108

pronomi soggetto

aggettivi possessivi

I you he

my your his

she it we you they

her its our your their

[2.11] Read and listen to the article. Does it change your ideas from exercise 10?

Identify and retrieve facts and details

What is a summary? Choose the best answer.

It’s important to be able to find facts and details in a text. It shows that you understand the text completely. Before you read, look at the questions carefully so you know what information you need. Remember that the questions are usually in the same order as the text. Find the part of the text that contains the answer to the question and read very carefully. Now answer the question. Use your own words.

IGCSE

Read the article again and answer the questions.

1 Why is it difficult to measure a country’s happiness? 2 How often does the UN publish updates of its report about global happiness? 3 What are the stages in the research? 4 According to the graph, which country is most generous? 5 How does generosity in Switzerland compare with Japan? 6 How do governments use the data? 7 What does happiness bring a country?

? Happiness is a difficult concept to ARY Match the four key factors isn’t constant – some days, when finitions. ght, we feel fantastic, but other days ng wrong we feel really low. So, is it ss Domestic Product (GDP) 15 uantify happiness?

nited Nations it is. It published the al support global happiness in 2012 and most expectancy n update. The report contains a list d ranks them in order of happiness. dom

Europe, Latin America and the

hink of Italy’s position in the ranking? province in Italy do you think t? Why?

GUIDE

the happiest

ppy

the least happy

See GRAMMAR REFERENCE page 118

1 2 3 4 a b c d

How many people do you see in the street or on the bus on your way to school? And how many of them are smiling or laughing? Happiness is a difficult concept to measure because it isn’t constant – some days, when things are going right, we feel fantastic, but other days when things are going wrong we feel really low. So, is it really possible to quantify happiness? According to the United Nations it is. It published the first report about global happiness in 2012 and most years it publishes an update. The report contains a list of 155 countries and ranks them in order of happiness. North America, Europe, Latin America and the

Caribbean are the happiest regions in the world while South Asia and Sub-Saharan Africa are the least happy.

Switzerland

United Arab Emirates Japan

Key features: ■ GDP per capita ■ freedom

■ social support ■ generosity

■ life expectancy ■ trust

So how do researchers get these results? They question approximately 3,000 people in each country. Each person says how happy their life is on a scale from 0–10 (10 is the best possible life and 0 is the worst). Then the researchers look at the statistics for six key factors: Gross Domestic Product per person, social support, life expectancy, generosity, freedom, and trust. Finally, they combine all this data to calculate a country’s happiness score.

A You read an article and then tell your friend about it very briefly. B You divide a text into a list with bullet points. C You explain the key point of a text 5 in one sentence.

1 Norway 2 Denmark 3 Iceland 4 Switzerland 5 Finland … 14 USA 19 UK 22 Brazil 48 Italy 51 Japan 155 Central African Republic

(2017 World Happiness

Why does the UN need to know which is the happiest Report) country in the world? Surely there’s more important research to do! Well, understanding happiness is important for governments, organisations and communities. Surprisingly, governments use this data to plan policies and these policies can make people’s lives better. People tend to be happy when they have a good life and a good standard of living. Unhappiness in a country usually means there is a lot of inequality and a bigger gap between the richest and the poorest in society. A happy country also means the population has better physical and mental health. As a result of all these factors, a country performs better economically and it then policies : politiche becomes a better place to are … laughing : ridono standard of living : live.

ranks : classifica trust : fiducia

tenore di vita inequality : disparità

Rewrite the sentences using less or least.

Critical thinking Discuss the questions in pairs and then share your ideas with the class.

freedom, and trust. Finally, they combine all this 1 What do you think of Italy’s position in the ranking? Gross Domestic Product (GDP) 2 Which city or province in Italy do you think then share your ideas social support data to calculate aand country’s happiness score. is the happiest? Why?

0 People are happier in a more equal society. (equal) a less equal society. People are unhappier in ....................................... 1 Central African Republic is the most unhappy country in the world. (happy) (2017 World Happiness Central African Republic is ....................................... country in the world. Report) 2 These were the cheapest shoes in the shop. (expensive) These were ....................................... shoes in the shop. 3 Homework is more boring than video games. (exciting) Homework is ....................................... video games. 4 Tennis is safer than bungee jumping. (dangerous) Tennis ....................................... bungee jumping.

with the class. Republic

Decide if the statements about summaries are true (T) or false (F).

A summary: 1 is a short version of a longer text. 2 is always very simple. 3 doesn’t have examples. 4 includes extra information. 5 contains all the key information from the original text. 6 is sometimes longer than the original. 7 contains your opinions. 8 uses different words from the original text, when possible.

F F F

T T T T

are … laughing : ridono ranks : classifica trust : fiducia

policies : politiche standard of living : tenore di vita inequality : disparità

15 Rewrite the sentences using less or least.

0 People are happier in a more equal society. (equal) a less equal society. People are unhappier in ....................................... 1 Central African Republic is the most unhappy country in the world. (happy) Central African Republic is ....................................... country in the world. 2 These were the cheapest shoes in the shop. (expensive) These were ....................................... shoes in the shop. 3 Homework is more boring than video games. (exciting) Homework is ....................................... video games. 4 Tennis is safer than bungee jumping. (dangerous) Tennis ....................................... bungee jumping.

VIDEOS

T T

F F

Read the introduction of the text above again (lines 1-5). Underline the key information and then write a summary in one or two sentences.

Try and summarise the underlined parts of the sentences into a shorter phrase.

Read the text again and number all the suggestions. Write a short note in your own words to explain what each one is.

Write a summary

A summary is a short text that gives the main information from a longer text. Imagine you read a text and then tell another person what it is about very briefly. A summary contains: ■ all the key information of the original text ■ only the essential points, not examples and unnecessary details ■ your own words, not phrases copied from the text

256

Write a summary

0 Jackson was at the party. He wore his new jeans and jacket. He had on his best shirt and some smart shoes. 1 Lola’s bag contained some books, a tablet, a pencil case and a notebook. She needed these things for school. 2 Teens like having tablets, laptops, and smartphones with them all the time. 3 They walked along the High Street and went into the shop.on They and found and jacket. He had hislooked bestaround shirt and somethe book they wanted. They paid at the cash desk and went out clothes smart shoes. smart into the street. Lola’s bag contained some books,when a tablet, a pencilare 4 Students are unhappy their classmates case and a notebook. She needed these noisy, interrupt, walk around thethings classroom, arrive late, and don’t listen to the teacher. for school. 5 The cafeteria is very popular with workers from local Teens like having tablets, laptops, and smartphones offices, students from college and parents of small with them all the time. The food is very tasty and it isn’t as children. expensive as a restaurant. They walked along the High Street and went into the

3 3 3 3 3 3

4 4 4 4 4 4

5 ✓ 5 5 5 5 5

Grammar Reference with explanation of main language. Grammar maps, verb tables and irregular verb list provide a complete reference section.

256

6 Read through your finished summary to check it contains all the essential information from the original text.

4 Switzerland 5 Finland D N … mm 14 USA 19 UK 22 Brazil A NG 48 Italy 51 Japan M African 155 Central Republic

Writing Expansion

Writing Skills and Writing Expansion with model texts and guided practice.

Have got si usa per: – parlare di proprietà: We’ve got a small house. Abbiamo una casa piccola. – parlare di familiari: I’ve got three brothers. Ho tre fratelli. – fare delle descrizioni fisiche: Jane’s got blond hair. Jane ha i capelli biondi.

Indefinite article: a / an Forma

Gli articoli indeterminativi in inglese sono a / an. Si usa a davanti a sostantivi singolari che iniziano con consonante (a dog, a bag) e an davanti a sostantivi singolari che iniziano con vocale (an elephant). Davanti a sostantivi singolari che iniziano con h si usa a quando l’h è aspirata (a history lesson) e an se l’h è muta (an hour). Davanti a sostantivi singolari che iniziano con u si usa a quando la u si pronuncia /ju:/ (a university campus) e an quando la u si pronuncia /bl d/ (an uninterested child). Si usa an quando il sostantivo inizia con suono di vocale (an MP3 player).

Plural nouns

I / you / we / you / they

have got / ’ve got

he / she / it

has got / ’s got

Per formare il plurale dei sostantivi regolari si aggiunge -s: bag ➝ bags; sister ➝ sisters Ci sono poi delle eccezioni: – con i sostantivi che terminano in -x, -s, -ch, -o si aggiunge -es: box ➝ boxes bus ➝ buses watch ➝ watches tomato ➝ tomatoes – con i sostantivi che terminano in -y, si toglie la -y e si aggiunge -ies: city ➝ cities – plurali irregolari: man ➝ men woman ➝ women person ➝ people child ➝ children foot ➝ feet – nei sostantivi che terminano in -f, la -f diventa -ves: shelf ➝ shelves

forma negativa

I / you / we / you / they

have not got / haven’t got

he / she / it

has not got / hasn’t got

forma interrogativa Have

I / you / we / you / they

Has

he / she / it

got?

No, I / you / we / they haven’t. No, he / she / it hasn’t.

Forma

In genere è molto usata la forma contratta, soprattutto nella lingua parlata. Nella forma interrogativa le parole wh- (who, why, which, what ecc.) precedono have.

A summary: 1 is a short version of a longer text. 2 is always very simple. 3 doesn’t have examples. 4 includes extra information. 5 contains all the key OUND informationNG H from the original text. 6 is sometimes longer than the original. 7 contains your opinions. 8 uses different words from the original text, when possible.

T T T

F F F

T T

F F

Grammar Reference

109

LISTENING SKILLS

LEAD IN 31 PAIRWORK You are going to spend a year

WR T NG STRATEGY UN

Write a summary

…

Forma

forma affermativa

summaries are true (T) or false (F).

Grammar Reference

Uso

have got (all forms)

risposte brevi

TASK Write a summary of the text in your own 0 People are happier equal society. (equal) WR G in a 5more words, using your notes from exercises 3 and 4. a less equal society. … in ....................................... People are unhappier Steps to writing 1 Read the text and focus on the essential ideas. 1 Central African Republic is the most unhappy country in the world. 2 Underline the main points in each paragraph. shop. They looked around and found the book they 3 Write short notes about each underlined point (happy) wanted. They paid at the cash desk and went out in your own words. into the street. 4 Don’t give examples, details or personal Central African Republic is ....................................... country in the world. Students are unhappy when their classmates are opinions. noisy, interrupt, walk around the classroom, arrive 5 Keep it simple: use the language you know 2 andThese in the shop. (expensive) late, don’t listen towere the teacher.the cheapest shoes and write in short sentences. The cafeteria is very popular with workers from local 6 Read through your finished summary to check These were ....................................... shoes in the shop. offices, students from college and parents of small it contains all the essential information from children. The food is very tasty and it isn’t as original text. expensive as a restaurant. 3 Homework is more boringthethan video games. (exciting) Writing Expansion Homework is ....................................... video games. 4 Tennis is safer than bungee jumping. (dangerous) Tennis ....................................... bungee jumping.

Che cos’hai? Nelle risposte brevi si omette got: ■ ‘Have you got a sister?’ ‘Yes, I have.’ “Hai una sorella?” “Sì.”

STARTER B

Yes, I / you / we / they have. Yes, he / she / it has.

2 Underline the main points in each paragraph.

5 Keep it simple: use the language you know and write in short sentences.

mine yours his hers ours yours theirs

Forma e uso

1 Write in your diary every day. 3 Write short notes about each underlined point 4 Don’t give examples, details or personal opinions.

pronomi possessivi

my your his her its our your their

In inglese si usa il possessivo ’s per indicare a chi appartiene una cosa. Si distinguono vari casi: ■ Jack’s bag (singolare) ■ the boys’ bags (plurale regolare: si aggiunge solo ’ al nome) ■ Jack and Sam’s house (quando i possessori sono più di uno, si aggiunge ’s solo all’ultimo) ■ the children’s dog (con i plurali irregolari, come ad esempio men, women, people si aggiunge ’s) ■ James’ dog (quando il nome del possessore termina in -s si può aggiungere solo ’ oppure ’s)

TASK Write a summary of the text in your own words, using your notes from exercises 3 and 4.

in your own words.

aggettivi possessivi

I you he she it we you they

I pronomi possessivi si usano per evitare le ripetizioni e il sostantivo a cui si riferiscono si omette. ■ ‘Whose bag is that?’ ‘It’s mine.’ (= it’s my bag) “Di chi è quella borsa?” “È mia.” (= è la mia borsa) In genere si usano i pronomi possessivi per rispondere a domande che iniziano con whose (di chi).

Possessive ’s

1 Read the text and focus on the essential ideas.

A summary is a short text that gives the main information from a longer text. Imagine you read a text and then tell another person what it is about very briefly. G A summary contains: ■ all the key information of the original text ■ only the essential points, not examples

Speaking Skills with functional dialogues on film and mStrategy GC boxes to develop your confidence. W Sounds English section to Unit 7 73 improve your pronunciation.

studying at a school in the USA. Discuss these questions.

1 How do you feel about this experience? 2 In what ways is your life going to be different?

PRACTICE 32

[2.14] Listen to James, an American exchange student, and Lisa, an English student. Is James generally positive about the UK?

LISTENING STRATEGY Recognise distractors

PRELIMINARY IGCSE [2.14]

option.

Listen again and choose the correct

1 Where is James from? A New York B Boston C Washington 2 What does James say about Boston? A It’s more famous than Washington. B It isn’t as famous as New York. C It’s as famous as New York and Washington. 3 How did James feel about coming to the UK? A nervous B worried C excited 76

34 PAIRWORK Which adjectives do we use to describe different nationalities? Use the list below, or your own ideas.

■ arrogant ■ cheerful ■ rude

■ serious ■ calm ■ hard-working ■ determined ■ cool ■ noisy

Funct ona anguage v deos p esen anguage n un and memo ab e con ex s

■ quiet ■ reserved ■ easygoing

People from Spain are easygoing.

Distractors are words or phrases that appear in multiple-choice answer options, but are not the correct answer to the question. You will hear these words in the recording. They distract your attention and can make the exercise more difficult. ■ Try to answer the question before you look at the options. ■ Listen carefully for the answer. ■ Don’t choose the first word you hear.

4 How does James feel about school now? A more nervous than on the first day B more relaxed than on the first day C not very happy 5 James’s school in Boston ............. the school in England. A is easier than B isn’t as big as C is bigger than 6 How many Americans does Lisa know? A none B one or two C one

GRAMMAR GUIDE (not) as … as ■ Lisa’s 16. James’s 16. ➝ Lisa is as old as James. ■ England is small, America is big. ➝ England is not as big as America. See GRAMMAR REFERENCE page 118

35 Rewrite the sentences using (not) as … as. 0 James is more confident than Lisa. isn’t as confident as Lisa ....................................................................... James. 1 The USA is happier than Germany. Germany ........................................................... the USA. 2 The GDP of France and the UK is the same. (rich) France .................................................................. the UK. 3 Finland is smaller than Argentina. (big) Finland .......................................................... Argentina. 4 The happiness score is 7.3 for Australia and New Zealand. (happy) Australia .................................................. New Zealand.

Unit 7

Listening Skills lessons with a variety of text types, voices and accents.

IGCSE See WRITING EXPANSION page 256

Unit 7

Documen a y s y e presentat on v deos w h onsc een ac v es p ov de a dynam c s a o he un

2 2 2 2 2 2

1 1 1 1 1 1

■ What have you got?

pronomi soggetto

Uso

Gli aggettivi possessivi sono invariabili in genere e numero: my dog, my mum, my sisters / brothers. Gli aggettivi possessivi non sono mai preceduti dall’articolo, come avviene invece in italiano: ✓ my dog ✗ the my dog Gli aggettivi possessivi concordano in genere e numero con il possessore: – sia alla terza persona: Jack is British, but his (not her) mum is Italian. Jack è britannico ma sua mamma è italiana. – sia al plurale: Jack is British and his (not their) brothers are British too. Jack è britannico e anche i suoi fratelli sono britannici.

This helps to put your present problems into perspective. You’ll feel that bad things are not the end of the world and that there are happier times round the corner. The world around us is full of wonderful things. When you are down, it is often because you are looking inside you, thinking about bad things. Stop and take time to look around you: trees, the night sky, a nice dog, a beautiful building, an interesting shop window. The simplest things can be inspiring. The next idea sounds difficult, but try giving up one of your favourite things for a week: your favourite food or your latest computer game. The next time you eat that food or play that game, it’ll be like new and you’ll really appreciate it. Don’t wait until the next time you feel down, start now! These suggestions are quick and easy bad moods : malumore to do and scientific research says they appreciation : riconoscenza work – what more the end of the world : la fine del mondo do you want? round the corner : dietro l’angolo giving up : rinunciare

Read the text. What’s it about? Choose the main point.

4 includes extra life expectancy T mF1 information. GRAMMAR GUIDE freedom Why does the UN need to know which is the happiest the average time a person lives and the least 5 contains all the key 1 lessWhat do you think of Italy’s position in the ranking? m the value of acountry nation’s production inof goods the world? Surely there’sthemore important happier happiest 2 and services in a year happy information less happy the least happy the right choices about your life do! 2Well, 35to make research to understanding happiness inis Italy important for think IGCSE Which city or province do you assistance available to people in need T F3 See GRAMMAR REFERENCE page 118 from the original text. See WRITING EXPANSION page 256 governments, organisations and communities. Surprisingly, Unit 7 is the happiest? Why? 6 is sometimes longer Unit 7 73 governments use this data to plan policies and these policies can make T F than the original. people’s lives better. People tend to be happy when they have a good life F4 7 contains your opinions. T and a good standard of living. Unhappiness in a country usually means 8 uses different words 40 there is a lot of inequality and a bigger gap between the richest and the 5 from the original text, poorest in society. A happy country also means the population has F T when possible. better physical and mental health. As a result of all these factors, a country performs better economically and it then becomes a better place to live.

1 Some people aren’t as cheerful as other people. 2 The reasons some people feel anxious and depressed. 3 Little things you can do to feel happier.

Reading Skills to least promote critical thinking less and the and stimulate class debate. happier the happiest WRITING STRATEGY Glossary happy less happy the least happy GU DE in task types for Strategy boxesGRAMMAR give practice See GRAMMAR REFERENCE page 118 Cambridge exams: Preliminary and IGCSE.

own bedroom social media friends sport good marks at school having the latest tech / clothes

Own bedroom: Five. This is the most important thing for me. I love my room because I can …

I pronomi possessivi si formano aggiungendo -s agli aggettivi possessivi: her ➝ hers Fanno eccezione mine e his. Non esiste un pronome possessivo per la terza persona singolare neutra its.

In inglese i pronomi soggetto sono sempre espressi, a differenza di quanto avviene in italiano. I è sempre maiuscolo. You si usa sia per le situazioni formali (tu) sia per quelle informali (Lei), e rimane uguale al singolare e al plurale. He corrisponde alla terza persona singolare maschile, she alla terza persona singolare femminile e it alla terza persona singolare neutra (oggetto / paese). They si usa per la terza persona plurale e per espressioni in cui il genere deve essere neutro, quando non sappiamo se chi parla è un uomo o una donna.

Some people are always happy and cheerful. They’re lucky. 20 Most of us have bad moods and feel down from time to time but now there’s some good news. A group of scientists discovered some simple actions that can improve our mood and make us more cheerful. So, what can you do? First, you can start writing a daily diary. This only takes about ten minutes but it means you think about your day and your feelings. Scientists say you’ll feel less depressed25 and anxious and your performance at school will be better, too. Small things like a smile or being kind can make a big difference to other people. Choose one day a week to do five good actions to help other people. You’ll feel good too because generous people tend to be happier and healthier than others. It gives us a nice, warm feeling when people say thank you and show their30 appreciation. So, say thank you a bit more often and it’ll give you a good feeling, too. Did you know that looking at old photos can put you in a better mood? Especially when those photos show happy events. Scientists say it’s because you remember how you felt in those situations.

GRAMMAR GUIDE

age time a person lives e of a nation’s production of goods ices in a year 1 2 3 4 5 to make choices about your life social support ■ life expectancy generosity ce available ■totrust people in need

ng Discuss the questions in pairs your ideas with the class.

VOCABULARY Match the four key factors to their definitions.

‘Are you happy?’ You’ll probably answer: ‘Yes, I feel great today!’ or ‘Don’t ask! It’s not my day today.’ It’s a simple question, but how do we find out how happy the population of a country is? That’s a more complicated question.

3 bad 4 kind

Forma

Forma e uso dei pronomi soggetto

Forma e uso degli aggettivi possessivi

No, I’m not. No, he / she / it isn’t. No, you / we / they aren’t.

Forma

HAPP NESS

Iceland Brazil Australia

1 2 3 4 5 6

sentence for the adjectives below.

Presentation spreads introduce key language through topical and thoughtprovoking texts. Grammar boxes with clear and succinct rules.

about how happy it makes you. (5 = very happy; 1 = not very happy). Then compare your results with your partner.

ac c

A summary According to the United Nations it is. It published the governments, and communities. Surprisingly, LEAD IN A summary organisations M ng… ugge on 16 BEAT THE BLUES BEAT THE BLUES m LEAD m first report about global happiness in m 2012 and mostIN governments use this data toThis plan policies and these policies can make Some people are always happy and cheerful. They’re lucky. helps to put your present problems into perspective. Most of us have bad moods and feel down from time to time You’ll feel that bad things are not the end of the world and rticle again and answer the questions. years it publishes an update. The report contains16aWhat list is a summary? people’s lives tend to betimeshappy when they have a good life round the corner . but now there’s some good news. Abetter. group of scientistsPeople discovered that there are happier Choose the best answer. The world around us is full of wonderful things. When you are some simple actions that can improve our mood and make m us m PRACTICE down, it is often because you are looking inside about more cheerful. of 155 countries and ranks them in order of happiness. . Unhappiness inyou,athinking country usually means and a good standard of living 11 difficult to measure a country’s happiness? A You read an article and then tellSo, what can you do? First, you can start writing a daily diary. HAPPINESS m m Rankings bad things. Stop and take time to look around you: trees, the night PRACTICE YOU PUT A sky, aa nicebigger dog, a beautiful building, interesting shop window. This only takesis about minutes it means you think about and your friend17about it very briefly.there America, Europe, Latin America and the atenlot ofbut inequality gapan between the richest and the en does the UN publish updates READING STRATEGY North CAN mday and your feelings. mON IT? mThe simplest NUMBER things can be inspiring. your Scientists say you’ll feel less depressed B You divide a text into a list The next idea sounds difficult, but try giving up one of your and anxious and your performance at school will be better, too. poorest in society. A happyfavourite country also means the population has m m things for a week: your favourite food or your latest Small things like a smile or being kind can make a big difference port about global happiness? with bullet points. computer game. The next time you eat that food or play that game, to other people. Choose one day a week to do five good actions to ■ Glossary better and mental As result of all these factors, a Wof a text it’llhealth. be like new and you’ll really a appreciate it. help other people.physical You’ll feel good too because generous people C You explain the key point e the stages in the research? ■ Don’t wait until the next time you feel down, start now! tend to be happier and healthier than others. It gives us a nice, Caribbean are the happiest regions in the world ‘Are you happy?’ You’ll in one sentence. m warm feeling when people say thank you and show better their m These suggestions country performs Rankings ■ while South Asia and Sub-Saharan Africa are the probably answer: ‘Yes, I feel ng to the graph, which country is most Glossary appreciation. So, say thank you a bit more often and it’ll give are quick and easy SS great today!’ or ‘Don’t ask! Glossary bad moodsm : malumore you a good feeling, too. W to do and scientific 1 Norway ■ least happy. economically and it then 1 PRACTICE Did you know that looking at old photos can put you in a better research says they appreciation : riconoscenza s? A It’s not my day today.’ It’s 2 Denmark 3 mm UT m mood? Especially when those photos show happy events. Scientists work – whatare more … the end of the world : la fine laughing : del mondo policies : politiche So how do researchers get these results? 3 Iceland 12 a how better to 17mDecide if the statements aboutbecomes say it’s because you remember you felt in thoseplace situations. do you want? round the corner : dietro l’angolo m m esIT? generosity Switzerland 4 Switzerland a simplein question, but how compare 5 25 They question approximately 3,000 people in each giving up : rinunciare 4 summaries are true (T) or false (F). ridono standard of living : 2 5 Finland live. 1 Read the text. What’s it about? Choose the main point. country. Each person says how happy their life is on … pan? do we find out how happy 3 Read the introduction of the text above A summary: 1 Some people aren’t as cheerful as other people. ranks : every classifica tenore di vita ountry is? That’s a more complicated 1 Write in your diary day. 14 USA m magain a scale from 0–10 (10 is the best possible life and 0 is WRITING STRATEGY Glossary (lines 1-5). Underline the key information and 2 The reasons some people smart feel anxious and depressed. clothes 5 1 is a short version 19 UK governments use the data? then write a summary in one or two sentences. the worst). Then the researchers look 3 Little things you can do to feel happier. mat the statistics m trust : fiducia inequality : disparità 22 Brazil T F of a longer text. 4 Read the text again and number all the for six key factors: Gross Domestic Product per do see in the street or a oncountry? the bus 2 Try and summarise the underlined parts 48 Italy esyou happiness bring m to writingWrite a short note in your own suggestions. Steps T Fof the sentences into a shorter phrase. 2 is always very simple. 15 Japan 14 51 30 person, social support, life expectancy, generosity, hool? And how many of them are 10 words to explain what each one is. 13 15 Rewrite the sentences using less or least. thinking Discuss155 14 Critical theCentral questions in pairs m He wore his new jeans African F0 Jackson was at the party. 3 doesn’t have examples. T Japan Italy the USA

■ kind ■ popular ■ confident

9 SPEAKING Rate each factor on a scale of 1–5

6 Write one comparative and one superlative 1 happy 2 satisfied

■ funny ■ organised ■ happy

Workbook Grammar Reference contains three WRITING SKILLS pages of extra grammar LEAD IN practice along 16 What is a summary? Choose the best answer. with cumulative A You read an article and then tell practice and your friend about it very briefly. B You divide a text into a list concept with bullet points. C You explain the key point of a text checking Caribbean are the happiest regions in the world in one sentence. Rankings while South Asia and Sub-Saharan Africa are the activities in 1 Norway least happy. SK LLS 2 Denmark WR T NGPRACTICE unit. So howevery do researchers get these results? 3 Iceland 17 Decide if the statements about

How many people do you see in the street or on the bus on your way to school? And how many of them are smiling or laughing? Happiness is a difficult concept to measure because it isn’t constant – some days, when (2017 World Happiness things are going right, we feel fantastic, but other days Why does the UN need to know which is the happiest Report) when things areYOU goingPUT wrong low. So, is it country in the world? Surely there’s more important CAN A we feel really m NG SK LLS WRITINGSPEAK EXPANSION really possible to quantify WRITING SKILLS research to do! Well, understanding happiness is important for WRITING SKILLS WRITING EXPANSION NUMBER ON happiness? T

the countries in order. Then explain your choice.

■ intelligent ■ friendly ■ normal

I’ve got lots of friends and I’m the most popular student in my class.

Unit 7

forma negativa

a dog / a horse A dog is smaller than a horse. a house / a flat a computer / a laptop / a mobile phone grapes / peaches a bike / a car / a plane

10 PAIRWORK Where would you like to live? Rank

at school. Write four sentences using the comparative and superlative of the adjectives to say why you would be the best representative.

Unit 7

forma affermativa

SKILLS

IGCSE LEAD IN

Comparative and superlative adjectives less and the least (not) as … as

because they contribute to general wellbeing. It won’t surprise you to find out that teens with a diet high in fast food have worse health than teens with a healthy diet. Sport and exercise are important factors for good health and teens with good health tend to feel happier, too. What do teens like best of all? According to the report, under 18s are happiest when they are with their friends. Perhaps the biggest surprise of all is that they think that spending time with their friends is more enjoyable than using social media!

8 There is an election for a student representative

GRAMMAR REFERENCE

Confronta usando gli aggettivi al grado comparativo o superlativo.

Unit 7

or superlative form of the adjectives in brackets.

cheaper 0 It is ....................................... (cheap) to live in Prague than to live in London. 1 Rome is ....................................... (hot) than London in the summer, but Madrid is ....................................... city of them all. 2 Jane is ....................................... (good) at maths than her friend, Sally, but she is ....................................... (bad) at science. 3 Franco is ....................................... (hard-working) student in the class. He always gets top grades. 4 Karen’s house is ....................................... (far) away from the school. She has to travel for two hours every day. 5 I had ....................................... (small) Christmas present of my family, but it was ....................................... (expensive) – it was real gold. 6 Jake has got ....................................... (big) feet than Mike, but he is ....................................... (short) than him.

Possessive pronouns

Riscrivi le frasi. Usa la forma comparativa o superlativa delle parole in maiuscolo.

0 1 2 3 4

Learning goals

■ ■ ■

the best the worst the furthest / farthest

See GRAMMAR REFERENCE page 118

5 Complete with the correct comparative

What makes British teenagers really happy? Lots of friends on social media? The latest smartphone? Well, actually, no. A new survey shows that it’s the simplest things in life that are the most important for today’s teenagers. So what did the survey find? Well, believe it or not, having their own bedroom makes teenagers happier than having lots of money to spend on clothes. They don’t want the most expensive tech devices because a happy family life is more important to them. In fact, money isn’t very important in their lives at all. Teens from higher income families don’t seem to be more satisfied with their lives than children from average income families. The most important thing is to have enough money to buy the same things as their friends. The report looked at all aspects of teenagers’ lives. Diet and health were also included

the most expensive the most satisfied irregular

better than worse than further / farther than

HAPPY TEENS

the smallest the biggest the easiest

more expensive than more satisfied than

Managing feelings

People often think that today’s teens are only interested latest (late) tech devices and in having the 0 .......................... 1 .......................... (new) fashions. Not so, according to a new survey. A happy home life and good friends are 2 .......................... (important) to British teens than money. Access to the internet makes their lives 3 .......................... (good) but going out with friends makes them 4 .......................... (happy) than using social media. A healthy lifestyle and a friendly community also make life 5 .......................... (enjoyable). School is 6 .......................... (large) part of teenagers’ lives and has a great influence on their happiness. Students generally feel 7 .......................... (secure) and get 8 .......................... (high) marks in a class that is well behaved and where the atmosphere is calm and friendly.

superlative

3 Look at the statements below. Do you agree or disagree?

be (all forms)

0 This magazine is good, but that newspaper is boring. The magazine is more INTERESTING ............................................................. interesting than the newspaper ....................................................................................... . 1 Ally is 15 years old and Jason is 17 years old. YOUNG ...................................................................... . 2 The weather in August was nice but the weather in September was very unpleasant. BAD ........................................................................... . 3 Comedies with Jim Carrey are funny but I laugh the most when I watch films with Ben Stiller. FUNNY ...................................................................... . 4 I had no problems with the English test but the French homework was very difficult. EASY .......................................................................... . 5 The brown box weighs 10 kg, the white box weighs 6 kg and the black box weighs 8 kg. HEAVY ....................................................................... . 6 When our class organises a race Tom always comes first. He’s a very fast runner. FAST .......................................................................... .

Diameter

2 What makes you happy? Use words from exercise 1 or add your own ideas.

STARTER A

longer 0 Your hair is .......................... than mine. Why don’t you go to the hairdresser? 1 Elephants have got .......................... ears than hippos. 2 This is .......................... book in the library. It’s got 987 pages. 3 The river is .......................... here but you can use the bridge to walk across it. 4 Abigail is my .......................... friend. We tell each other everything. 5 This was .......................... ticket. It only cost £10. 6 These purple orchids are .......................... wild flowers in the UK. They don’t grow in many places.

Usa le informazioni seguenti per completare le frasi sugli orologi.

■ friendship ■ family

LIFE SKILLS

Completa le frasi con la forma comparativa o superlativa degli aggettivi seguenti.

‘Are you happy?’ You’ll probably answer: ‘Yes, I feel 10 great today!’ or ‘Don’t ask! CAN YOU PUT A It’s not my day today.’ It’s NUMBER ON IT? a simple question, but how do we find out how happy the population of a country is? That’s a more complicated question. 5

close ■ large ■ long ■ rare ■ cheap ■ thick ■ wide

Price

HAPPINESS

Playing video games / good / playing board games Football / popular / handball Our classroom / dark / the cafeteria A knife / useful / in the mountains / a fork My arms / strong / my legs This book / serious / the one I read last week David Beckham / famous / Ashley Cole Your explanation / logical / mine A restaurant / expensive / a pub Salad / healthy / French fries

READ NG SK LLS

G STRATEGY

Scrivi il superlativo degli aggettivi. 0 1 2 3 4 5 6 7 8 9

Scrivi le frasi usando il comparativo.

ad and listen to the article. ange your ideas from exercise 10?

Abby is more honest / the most honest girl I know. Is Sam more talkative / the most talkative than Jake? The bed is softer / the softest than the sofa. Science-fiction books are on lower / the lowest shelf. My uncle is a better / best footballer than my dad. Jenny is the smarter / smartest student in the class. When I came back home very late my mum was angrier / the angriest than my dad. 7 Watermelons are one of juicier / the juiciest fruit. 8 Today’s film was more frightening / the most frightening than the one we watched last week.

Chris How do you like your new flat? more spacious (spacious) Erin It’s great! It is 0....................................... than our old flat but the old one was 1 ....................................... (convenient). Chris Oh really? Erin Getting to school is 2....................................... (complicated) now. I need to take two buses. But the area around the flat is 3 ....................................... (nice) and 4....................................... (green) than in the place where we lived before. There’s a park right next to our block of flats. Chris How do you like your new room? Erin It’s amazing! It’s a bit 5....................................... (big) than my old room. It’s also 6 ....................................... (bright) because it’s got two huge windows. You need to come and see it! How about tomorrow? Chris Great, see you then.

Completa le regole. To make the comparative form of the adjectives we add .......................... to short adjectives or .......................... before long adjectives. To make the superlative form of the adjectives we add the + adjective + .......................... to short adjectives or the + .......................... + adjective before long adjectives. Some adjectives have irregular comparative and superlative forms, for example good (better, the best) and bad (worse, the worst).

Iceland Brazil Australia

0 1 2 3 4 5 6

Completa il dialogo con il comparativo degli aggettivi tra parentesi.

I’m good

■ independence ■ love

1 Teenagers are only interested in social media, fashion and money. 2 Teenagers value family and friends most. 3 Teenagers aren’t very happy.

■

of the adjectives in brackets.

long adjectives

■ wealth ■ freedom

7 Write the comparative or superlative form The simple things in life make teens happiest

short adjectives smaller than bigger than easier than

LEAD IN

Grammar

G amma

Scegli l’alternativa corretta.

comparative

Making comparisons

CHANGING LANGUAGE

■

Comparative and superlative adjectives

PRELIMINARY: Speaking and Listening IGCSE: Reading, Writing, Speaking and Listening

SPEAKING SKILLS

■

[2.10] Read, listen and watch. Which statement from exercise 3 does the video support?

GRAMMAR GUIDE

EXAM STRATEGIES

■ ■

Grammar Guide boxes and practice activities.

Grammar Practice 6

1 Look at the photo and choose two words that you think best describe it.

Starter A

Comparative and superlative adjectives

PRACTICE

Happiness

GRAMMAR GUIDE

See GRAMMAR REFERENCE page 109

She is ............. my best friend. 0 Rosa Brodie is Canadian. ............. 1 Hi Ruby. This is Paul. ............. is a new student in ............. class. 2 Are ............. Kate Gray? What’s ............. phone number? 3 ʻIs Francesca from Italy?ʼ ʻNo, ............. isn’t but ............. name’s Italian.ʼ 4 .............’m from India. .............’s a very big country. 5 Pablo, Mickey and I are friends. ............. are in the same class. ............. class is the best! 6 ‘How old are ............. ?’ ‘.............’m 16. ............. birthday’s on Saturday.’

be (all forms)

G amma c Grammarac Practice

D N and details retrieve facts

Oliver’s brother ....................................... ....................................... ....................................... ....................................... ....................................... ....................................... .......................................

Possessive pronouns ■ It’s my tablet. It’s mine. ■ They are our bags. They’re ours.

or a possessive adjective.

7 7Happ ness Happiness

Central African Republic

possessive adjective

Oliver / brother Anna / bike Ben and Sam / school the girls / friends teachers / cars the children / dog my friend / tablet

Starter A

NG SKILLS

0 1 2 3 4 5 6

4 Complete the sentences with a subject pronoun

GRAMMAR GUIDE

American Moroccan French British Spanish Indian Japanese Albanian Chinese German Greek Nigerian

See GRAMMAR REFERENCE page 108

5 Write the phrases using ’ or ’s.

See GRAMMAR REFERENCE page 108

VOCABULARY: Nationalities 2 Match the countries to the nationalities.

subject pronoun

they

Possessive ’s ■ Natalia’s name is Polish. ■ My friends’ bikes are new. ■ Lisa and Ann’s mum.

Bedford is in the centre of Britain but 20% of the population are of Italian origin, so it’s a ‘little Italy’. Arezzo and Rovigo are our twin towns in Italy.

GRAMMAR GUIDE

[1.03] Complete the dialogue with the correct form of the verb be. Then listen and check your answers.

Joshua Natalia Joshua

Natalia Joshua

Joshua’s surname His grandparents Bedford Joshua and his friends

Starter Unit for revision of the basic U structures.

My name’s Joshua Marino. I’m 17 and I’m from Bedford. My surname’s

1 2 3 4

7 77

Happ ness

Natalia Joshua Natalia

GRAMMAR

CHANG NG LANGUAGE

Chang ng Language v deos use he a es nd ngs om co pus esea ch and on s ee n e v ews o show how Eng sh s ea y spoken oday

ACADEMIC SKILLS Completing a flow chart 41

XAM

Exam SKILLS

You will read a text which expresses opinions and attitudes. Your task is to read five questions and choose one of four (A, B, C, D) multiple choice answers. Read the text twice. When you read it for the first time, try to understand the general meaning and the author’s purpose. Then read the text again and analyse the questions. Remember that question 1 checks the author’s purpose (why is he / she writing the text?) and question 5 the general meaning of the whole text. Questions 2, 3 and 4 check specific information in the order as it appears in the text.

PRELIMINARY

25 Con che scopo l’autore ha scritto queste frasi?

Instead of trying to convince me my dad took us to the company which organises these tours so I could ask the questions that bothered me and find out everything about the trip. I was surprised to learn that the company cares about the environment as much as I do. Their submarines are battery-powered and don’t cause any water pollution. They are also quiet and the captains know how to operate 20 them without disturbing the fish. What’s more, last year the company built an artificial reef so that more fish and sea creatures could live safely in this area.

Scegli l’alternativa corretta.

0 The job is easy and enjoyable. A describe B offer C agree 1 First you put on a helmet, then you get on a special kind of motorbike. A improve B convince C explain 2 Drive only when you have seat belts on. A agree B advise C realise 3 You can stay in a hotel at the top of the mountain. A discuss B agree C suggest 4 Try it on your next holiday. It’s an amazing experience. A persuade B show C prefer

3 What is the company’s attitude towards fish and other sea life? A They’re going to organise more environmentally-safe sea tours in the future. B They want to introduce battery-powered submarines in the next year. C They can’t explain to people what they do to protect the environment. D They want to protect the sea life and not disturb the fish. 4 What does Tamara say about the inside of the submarine? A It didn’t allow everyone to see the fish. B There were too many people. C There weren’t enough seats for all the passengers. D It met the needs of the passengers. 5 What might Tamara write in an email to a friend about the trip? A The submarines are wonderful but I’m sure that they aren’t safe for the sea life. B The tour was great. I saw a lot of fish swimming at the bottom of the ocean. C Taking a tour was great fun. I only wish the company offered more modern boats. D It was the best tour we did on our holiday. I know a lot about different fish now. The captain told us a lot about them.

26 Leggi il testo di pagina 201. Poi rispondi

alle domande scegliendo l’alternativa corretta.

1 What is Tamara Jones doing in the text? A Explaining why people need to protect sea life. B Giving advice on how to spend a holiday in Fuerteventura. C Giving her opinion of a submarine tour. D Persuading others to go on a submarine tour. 2 What is Tamara worried about at first? A The boats aren’t comfortable for the passengers. B She won’t see any fish. C The boat can be too loud. D The windows aren’t big enough to see the fish.

I felt I could give it a try and believe it or not – this was my favourite Fuerteventura experience. The boats were 25 passenger-friendly, quite spacious and ventilated with fresh air. Everyone got a seat in front of a large window so it wasn’t too crowded. The tour took about 30 minutes but I will never forget the wonderful sea life we saw that day. It was an amazing experience to see all the fish in their 30 natural environment!

EXAM STRATEGY The interview is about 2–3 minutes long. During this part the examiner will ask you a few single questions about you, your daily routines, your hobbies and your school. Answer giving the relevant information. If you don’t understand, ask for repetition. Remember that you don’t have to give very long answers but it’s important to say more than just a few words.

PRELIMINARY

Unit 7

200

Unit 7

Exam Skills sections in the workbook provide practice of all parts of the updated Cambridge Preliminary exam.

safest place and we should feel relaxed there. The interior of your house is more important 3 .......................... you think: 4 .......................... affects your health, emotions and well-being. We 5 .......................... use colour to create positive feelings. Bright colours

I’ve got too much stuff in my room. ✓ I spoke angrily to my best friend. ✓ I always feel tired in the morning. ✗ I know Joe’s secret. ✗ I don’t get good marks in my tests. ✓ I don’t feel well. ✗

0 1 2 3 4 5 6 7 8

.......................... red, yellow and orange

make you feel more energetic.

Pink makes people 7 .......................... aggressive and more peaceful. Blue is good 8 .......................... creativity and green is the 9 ..........................

9 Correct the mistakes.

relaxing colour. Of course, every room

They must to tidy their room. must tidy Do we should buy some new curtains? They have wash the windows in their bedroom. The desk should under the window. Jamie not have to clean his room every week. Do we must clean the kitchen? I think you should to say sorry. Rosie musts get rid of some of her stuff. You don’t must play with electricity. It’s dangerous.

doesn’t 10 .......................... to be a different colour but we should choose the colours of our homes carefully.

PRELIMINARY Writing Part 2 12 Write a story in about 100 words.

8 Finally, arrange the furniture in its original position. Check one last time that you have got all your things. Lock the door and return the key.

Your teacher has asked you to write a story. Your story must begin with these words:

10 TRANSLATION Translate the sentences into English.

in exercise 41. Then summarise each point in a very brief note.

42 WRITING Underline the essential information in points 1–8

ACADEMIC STRATEGY

Do I have to clean / wash the floor straightaway?

We use flow charts to describe We use flow charts to describe a process or a sequence of actions. a process or a sequence of actions. ■ Show each step as a box.

I arrived at the station feeling very excited and a bit worried: this was my first holiday without my family.

words.

Units 7–8

1 Sort out your things.

43 WRITING Now draw a flow chart and write in the brief notes

from exercise 42.

Sort out your things

START

■ Link the boxes with arrows.

END

Sort out your things Unit 8

IELTS

■ Don’t use linkers, e.g., first, then. ■ Use imperative verbs. ■ Link the boxes with arrows. IELTS

Exam revision every two units providing exam-style practice of unit language. XAM

in exercise 41. Then summarise each point in a very brief note.

1 Sort out your things.

43 WRITING Now draw a flow chart and write in the brief notes

Summarise a box.each step in a few ■ Show each step as■ words. e.g., first, then. ■ Don’t use inlinkers, a few ■ Summarise each step ■ Use imperative verbs.

201

pack : imballa empty : svuota

Fold your clothes and arrange them carefully

arrange : sistema in a suitcase or bag.Underline the essential information in points 1–8 42 WRITING wrap : avvolgi

ACADEMIC STRATEGY

0 Devo pulire il pavimento subito?

1 Non è necessario che butti via tutta la tua roba vecchia. 2 Non devi sempre scegliere la pizza più grande! 3 Penso che dovresti andare più piano. 4 I beni materiali sono meno importanti della felicità. 5 La poltrona è grande come la scrivania. 6 La tua camera dovrebbe essere ordinata come quella di tua sorella.

Academic Skills sections prepare you for further study and academic success! IELTS exam development is clearly highlighted.

[2.24]

h m

pleasant. Home is 2 ..........................

You should sit on a different chair.

Tell us about your hometown. How do you get to school? Are you a student or do you work? How long have you lived there? Tell us about your friends. What do you enjoy doing at the weekends?

should Our homes 0 .......................... make our

lives easier, safer and 1 ..........................

for each situation.

1 2 3 4 5 6

a I’ve got two best friends – Emilia and Oscar. Emilia is 16 years old and she lives in the same block of flats as I do. We go to the same school and like doing the same things. Oscar is older than me. I met him last year at a photography course. b I love basketball and tennis. I like them because I can play with my friends. I’m also very competitive. I like to win. c Five years. I moved to Milan when I was ten and my dad got a job here. Now we love this place. d I love hanging out with my friends. We usually go dancing, bowling or to a café. I also like reading books and drawing. e I live in Fiesole. It’s a small historical town in Tuscany. It’s 8 km northeast of Florence. f I usually walk to school but if it rains, I prefer to take the bus. It takes me about ten minutes to get to school. g I’m a secondary school student. I go to Liceo Copernico in Bologna, my hometown. I’m in my first year.

Speaking Part 1 – Interview

0 This chair’s uncomfortable ✓

b Which sports do you enjoy? Why?

0 1 2 3 4 5 6

The colours of home

8 Write a sentence using should (✓) or shouldn’t (✗)

28 Abbina le domande alle risposte.

11 Complete the gaps with one word.

0 It’s Sunday today so we mustn’t / don’t have to go to school. 1 Stop! You mustn’t / don’t have to touch that! 2 You can come out with me, but you mustn’t / don’t have to. 3 They mustn’t / don’t have to leave their bikes there. It isn’t allowed. 4 In this game, players mustn’t / don’t have to touch the ball with their hands. 5 You mustn’t / don’t have to wash the floor. It isn’t dirty.

What’s your name? PD How old are you? Where do you come from? What’s the most interesting part of your town? What do you do? Do you study English at school? What’s your favourite hobby? Why? What kind of job would you like to do in the future? Tell us about a city that you would like to visit. What do you like doing in your free time? Can you tell me about your family? What is your favourite type of music? Where do you live?

0 1 2 3 4 5 6 7 8 9 10 11 12

My brother was really excited about the idea but I was really worried and didn’t want to go at all. Why? Well, first of all, being inside a small submarine scared me a lot because 10 of the lack of space and fresh air. Also, I love nature and I think that submarines disturb sea creatures and pollute the water. I was definitely against it!

1 2 Pack a bag of essential things for the journey: ACADEMIC SKILLS clothes, toiletries, electronics. Put them in a small a flowNow chartyou are ready bag so that theyCompleting are easy to carry. PRACTICE to start packing.LEAD IN 40 PAIRWORK Look at the photo and discuss the questions. 41 Read the tips about packing and cleaning when you leave a student 3 1 What is the student doing? room. Put tips A–D in the correct gaps, 2 Do you prefer packing or unpacking? then listen check. your room: vacuum the floor, clean 4 Next, pack all your3 other Put A andClean When waspossessions. the last time you had to pack yoursimilar possessions? things together in boxes or bags. On the outside of the windows and take out the rubbish. the box, write what is in the box or bag. For example: B Pack delicate things first. Wrap all your STUDENT SPECIAL How to clean and pack your bedroom desk things. fragile things and put them in a box. It’s June and the end of the academic year. It’s time to leave your student flat. Follow the tips for a quick 5 Write fragile on the box and put it and easy move! 6 Empty your room so that you can start cleaning it. outside your room. 1 2 Pack a bag of essential things for the journey: Move the packed boxes and bags out of the room. C Before you start, sort out clothes, toiletries, electronics. Put them in a small bag so that they are easy to carry. Now you are ready Look around and put the last remaining things in a your possessions and get to start packing. Glossary 3 box or bag. rid of the old things. 4 Next, pack all your other possessions. Put similar A Clean your room: vacuum the floor, clean move : trasloco things together in boxes or bags. On the outside of the windows and take out the rubbish. 7 D Then, pack your clothes. the box, write what is in the box or bag. For example: B Pack delicate things first. Wrap all your pack : imballa desk things. fragile things and put them in a box. 8 Finally, arrange5the furniture in its original position. Fold your clothes and Write fragile on the box and put it empty : svuota 6 Empty your room so have that you can start cleaning it. outside your room. Check one last time that you got all your things. arrange them carefully Move the packed boxes and bags out of the room. C Before you start, sort out arrange : sistema around and put the last remaining things in a your possessions and get in a suitcase or bag. Lock the door andLook return the key. Glossary box or bag. rid of the old things. wrap : avvolgi move : trasloco 7 D Then, pack your clothes.

m PRELIMINARY Reading Part 6

7 Choose the correct option.

appartengono: informazioni personali (IP), famiglia (F), scuola (S), luogo in cui vivi (L), progetti futuri (PF), hobby e interessi (H).

In July my parents, my brother and I spent two weeks in Fuerteventura, one of Spain’s largest Canary Islands. Fuerteventura is an amazing island with its beautiful white sandy beaches and the greatest weather possible – sunny and warm but also pleasantly windy. On the third day of our stay Dad suggested we could go on a submarine trip.

It’s June and the end of the academic year. It’s time to leave your student flat. Follow the tips for a quick and easy move!

EXAM SKILLS

27 Leggi le domande e indica a quale categoria

Sixteen-year-old Tamara Jones talks about her holiday adventure

ACADEMIC Exam SK LLS SKILLS

How to clean and pack your bedroom

subma neAM t p

Exam SKILLS

submarine trip

EXAM STRATEGY Reading Part 3 – Four-option multiple choice

[2.24] Read the tips about packing and cleaning when you leave a student room. Put tips A–D in the correct gaps, then listen and check.

STUDENT SPECIAL

EXAMS

Exam SK LLS

START

END

Unit 8

LIFE SKILLS

Managing feelings

LEAD IN 36 PAIRWORK Look at the emoticons in the text and name the feelings. When do you have these feelings? Tell your partner.

VOCABULARY VOCABULARY EXTENS ON

LIFE SKILLS

HOW DO YOU MANAGE YOUR FEELINGS?

Feelings

2 The skating instructor asks you to show the class how to skate. A Happy – Wow! She chose me! B Embarrassed – I hate being the centre of attention. C Scared – I’ll fall over!

4 The teacher chose you to be team captain. A Surprised – I’m not very good, but I’ll try! B Afraid – I’ll disappoint her. C Angry – We’ll definitely lose!

-ful .............

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

■ dirt........................ ■ eas........................

■ heav........................ ■ angr........................

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

■ worri........................ ■ tir........................

■ interest........................ ■ bor........................

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

■ enorm........................ ■ nerv........................

■ fam........................ ■ delici........................

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

■ differ........................ ■ independ........................

■ urg........................ ■ confid........................

How to worry less If you answered mostly As, you’re very lucky, but most of us will be a mixture of Bs and Cs because worrying is natural. However, there are things we can do to help us worry less and enjoy life more. 1 Friends and family: 1 Close family and friends can help you feel good. When you feel 2 lonely, talking to family or friends soon makes you feel better! You can also be a good friend – helping others means they are grateful and you’ll feel good about yourself too. 2 Mind and body: Exercise is good for the body and it also stops you feeling 3 depressed. Go for a walk in the park. Look at the sky, the birds and the flowers. You will soon feel 4 calmer and less 5 anxious. 3 New experiences: Learn a new skill – the guitar, a new language, yoga – it could change your life! Success makes you more 6 self-confident and less 7 nervous of new experiences. Join a club and feel 8 proud to be part of the team and 9 inspired to try other new things. 4 Look on the bright side: A positive attitude makes you more 10 resilient. Learn from your mistakes and try to be optimistic.

18 Are you a worrier? Do the quiz and choose

22 SPEAKING In pairs, discuss how you feel in these

adjectives in the article to the definitions.

situations. Use the adjectives in the texts above.

sure of yourself and your abilities sad, for a long time strong enough to get better after something bad motivated to do something more relaxed and serene worried about something near; in frequent contact with unhappy because you’re not with other people worried and nervous very pleased with your actions or achievements

1 The day before an important exam� 2 A friend finds your lost phone� 3 You meet a famous singer / sports person� 4 You win first prize in a competition� 5 You’re away from home for the first time and you don’t know anyone� 6 You are speaking in front of a lot of students at a meeting� 7 You’re in a foreign country and you can’t speak the language� See VOCABULARY EXTENSION page 266

Unit 7

■ fantast........................ ■ energet........................

these feelings? Tell your partner.

PRACTICE

266

WORD STRATEGY

2 You really want to be in the basketball team,

Suffixes

but your teacher doesn’t choose you. 3 A classmate insults your parents. What do you do? What do you do?

A suffix is an ending added to the root of a word. Suffixes are often added to nouns to make adjectives.

how you feel today

a person you know

a holiday

a bag

a normal school day

a song

■ Listen to your favourite music. Choose music LIFE STRATEGY thatfeelings makes you feel happy and positive. Tips for managing your

Tell a good friend Write about how you react to difficult ■ Talk to other people. a diary. ■ Keep

or kick a ball around. Breathe some fresh air Watch funny videos online and you’ll feel better. and look at the things around you. You’ll feel calmer.

■ Listen to your favourite music. Choose music that makes you feel happy and positive.

39 PAIRWORK Discuss these questions.

■ Keep a diary. Write about how you react to difficult

3 A classmate insults your parents.

4 Your exam What do results you do? will be out tomorrow ■ and you feelhisvery anxious. What do you do? A Insult / her parents. B Stay calm and walk away.

WO D

A Stay in your room and think about what C Hit him / her. 39 will happen if your results are bad. 4 Your exam results will be out tomorrow B Doand anyou interesting activity such as a sport feel very anxious. What do you do? A try Stay and in yourforget room and think about what and the results. will happen if your results are bad. C Become impatient with other people B Do an interesting activity such as a sport 40 and tryitand forget results. and find hard tothe concentrate on things.

■ Talk to other people. Tell a good friend

THINKING FURTHER Discuss the questions about a difficult situation and get a new with a partner.

about a difficult situation and get a new situations and how you feel. perspective on things.

A B Stay calm and walk away. C You decide you hate team sports and you never want to play again. C Hit him / her.

you use to describe the following things?

Then compare your answers with a partner.

on things. 1 Identify a negativeperspective emoticon that represents your feelings in a certain situation. time out. Go for a walk, a bike ride ■ Take 2 Explain the situation and why you feel this way. or kick around. Breathe some fresh air 3 Decide how you could reactainball a more positive way in this situation. and look at the things around you. You’ll feel calmer.

Think a walk, a bike ride about the things that make you laugh. ■ Take time out. Go ■for Laugh!

A You feel angry with the basketball team. B Decide try again next time Insult his /toher parents. and continue training.

3 PAIRWORK Which adjectives in exercise 1 would

LIFE STRATEGY

37 Look at the quiz Tips and answer the questions. your feelings for managing

They aren’t joking or being kind. Your friend

A You feelthis angry the team. is with group. with What do youbasketball do? A Never your friend B Decide tospeak try to again nextagain. time B Stay calm. Speak to your friend later and continue training. and tell him / her how you felt. C decide Find a place to hide. Youteam feel nosports one C You you hate loves you. and you never want to play again.

situations and how you feel. 1 Which tips do you think are useful? Why? Laugh! Think about the things that make you laugh. 2 Which tips Watch funny videos online and you’ll feel don’t better. you like? Why?

3 Have you got any other suggestions to add to the list?

PAIRWORK Discuss these questions.

1 Which tips do you think are useful? Why? 2 Which tips don’t you like? Why? TASK Follow the instructions in pairs. 3 Have you got any other suggestions to add to the list?

1 Invent a difficult or unpleasant situation

TASK Follow the instructions in pairs. among a group of friends or classmates.

1 Invent a difficult or unpleasant situation 2 Explain it to your partner and answer his / her among a group of friends or classmates. questions 2 Explain it to your partner and answer about his / her it. is Glossary making fun of : sta prendendo in giro questions about it.3 Discuss possible solutions about managing your is making fun of : sta prendendo in giro 3 Discuss possible solutions about managing your Hit feelings and choose the best course of action. picchi Hit::picchi feelings and choose the best course of action. 4 Now talk about your situation. 4 partner’s Now talk about your partner’s situation.

C Become impatient with other people and find it hard to concentrate on things.

Glossary

Vocabulary Extension

Unit 7

CITIZENSHIP AND COMPETENCY SKILLS Problem solving ✓

Unit 7

CITIZENSHIP AND COMPETENCY SKILLS Problem solving ✓

Vocabulary pages present words in realistic Practice LITERATURE SKILLScontexts. 4 and production activities help you memorise new words. SKILLS 4 LITERATURE nature poeminfographics and maps help Vocabulary ExtensionThe lessons using The nature poem LEAD IN CLIL C LEAD IN you to organise new words and expand your vocabulary. 1 PAIRWORK Think of a beautiful place where you 1 felt PAIRWORK

CPRACTICE t zensh p and Competency Sk s PRACTICE 2 Read and listen to the poem. Find the three pairs of end words that rhyme. deve opmen a e c ea y s gna ed [3.08]

Think of a beautiful place where you felt

There Is Another Sky

by Emily Dickinson LITERATURE SKILLS 4

d the sation

Emily Dickinson wrote this poem to

(1890)

CLIL

CLIL section with topics carefully chosen 1 PAIRWORK Think of a beautiful place where you felt to compliment other happy. Say where itThere was and what you liked about it. is another sky, 3 Read the text about Patrick Blanc, a French 4 SPEAKING Identify two characteristics Ever serene and fair, areas of the national TheREASON REASONbotanist-architect-artist. for and the How is he bringing of Blanc’s vertical gardens that you find The for and the RESULTS ofgreen urbanisation areas into cities? And there is another sunshine,the most ingenious. RESULTS of urbanisation curriculum. Though it be darkness there; 5 REAL-LIFE TASK Work in groups of four Never mind faded(1890) forests, Austin, ‘‘ drab and choose one of the two tasks. There Another Sky Real-life tasks Blanc Is is covering Never mind silent fields— by Emily Dickinson 1 Research how to make a pallet garden and make grey buildings withHere living green is a little forest, to encourage one for your school. Take photos of the process and The two photos of Pont MaxWhose Juvenal thegreen; leafshow is ever prepare a leaflet to explain the procedure to others. Emily Dickinson wrote poem her brother, independent study transformation of a mass of this cement intotoanother Here is a brighter garden, who was living in‘vertical Boston while she was one Austin, of Blanc’s famous gardens’. Where not a frost has been; in areas of personal Blanc uses fourfamily things:home a metal frame to hold the still in the in Amherst, In itsthe unfading structure, a plastic sheet to keep water in flowers the Massachusetts. I hearthe the bright bee hum: interest. structure, a layer of felt to support roots of the BEFORE

LEAD IN and green spaces

There is another sky,

2 PAIRWORK Compare the photos of Pont Max Juvenal bridge (France) before and after its trasformation.

AFTER

Ever serene and fair,

Massachusetts.

BEFORE In this Module, we learn how we can increase green spaces in expanding cities and keep our pollinators healthy and happy.

AFTER

And there is another sunshine,

In this Module, we learn how we can increase green spaces in expanding cities and keep our pollinators healthy and happy.

Though it be darkness there;

1 LEAD IN Read this text about urbanisation. Why is it happening and what are the effects?

Never mind faded1 forests, Austin,

LEADat INthe Readpicture this text about is it happening and to what are the effects? In pairs,1look andurbanisation. use the 14Why phrases below complete the arrows and boxes to find out. In pairs, look at the picture and use the 14 phrases below to complete the arrows and boxes to find out.

Never mind silent fields— Here is a little forest,

3 Read the text about Patrick Blanc, a French

‘‘

CLIL C

• bees: poor health and weak populations Purpose of actions • to enjoy culture and diversity • to look for better-paid jobs • to pursue education and training • to seek opportunities Processes • the elimination of trees • the construction of more housing • the removal of flowers

WS (A–F)

Phrases for the 6 ARROWS (A–F) • from far away • from nearby rural areas Speaking about necessary actions • calls for • requires Explaining consequences of actions • results in • leads to

244

Phrases for the 8 BOXES (1–8)

CLIL C

GlossaryF

Whose leaf is ever green; 4 SPEAKING Identify two characteristics

botanist-architect-artist. How is he bringing 5 REAL-LIFE TASK Work in groups of four green areas into cities?

‘‘

Blanc is covering drab

of Blanc’s vertical gardens Blanc, that you find Read the text about Patrick a French the most ingenious.

of Blanc’s vertical gardens that you find the most ingenious.

Here is a brighter garden,

and choose one of the two tasks.

1 Research how to make a pallet garden and make grey buildings with living green 1 one for your school. Take photos of the process and The two photos of Pont Max Juvenal show the prepare a leaflet to explain the procedure to others. transformation of a mass of cement into another one of Blanc’s famous ‘vertical gardens’. Blanc uses four things: a metal frame to hold the structure, a plastic sheet to keep the water in the The two photos of Pont Max Juvenal show the structure, a layer of felt to support the roots of the plants and an irrigation system to provide plants transformation of a mass of cement into another with water and nutrients. However, the construction one of Blanc’s famous ‘vertical gardens’. of Blanc’s vertical gardens is a process that Blanc Blanc uses four things: a metal frame to hold the patented in 1988. A characteristic of Blanc’s gardens is lightness: 1 m2 of green area weighs structure, a plastic sheet to keep the water in the only 3 kg, including the water. By contrast, for the structure, a layer of felt to support the roots of the same amount of green, the weight of other There is a new business of ‘rooftop beehives’, systems is at least 20 kg. plants and2 an irrigation system to provide plants where experienced beekeepers construct a Because Blanc’s gardens are so light, 2 they can with water and nutrients. However, construction beehive on your balcony, rooftopthe or in your cover large areas. He also used different species garden. Research this new and report of Blanc’s vertical gardens is abusiness process that Blanc of plants. The use of diversity and variety prevents findings to your class. the formation of large populations 3 of single insect patented inyour 1988. A characteristic of Blanc’s species. This means Blanc’s gardens do not need gardens is lightness: 1 m2 of green area weighs the use of pesticides. Blanc’s vertical green gardens are therefore green from all pointsonly 4 of 3 kg, including the water. By contrast, for the view!

Blanc is covering drab grey buildings with living green

Where not a frost2 has been;

5 REAL-LIFE TASK Work in groups of four

and choose3one of the two tasks. In its unfading flowers

amount : quantità felt : feltro patented : brevettò therefore : perciò

CITIZENSHIP AND COMPETENCY SKILLS Learning to learn ✓

Glossary

Prithee5, my brother,

amount : quantità felt : feltro patented : brevettò therefore : perciò

Into my garden come!

236 Literature Skills 4 1. faded : sbiadite, spoglie 2. frost : gelata 3. unfading : che non appassiscono 4. bee : ape 5. hum : ronzare CITIZENSHIP AND COMPETENCY SKILLS Learning to learn ✓ 6. prithee : per favore

CLIL C

245

Critical thinking

Austin, who was living in Boston while she was still in the family home in Amherst, Massachusetts.

3 .......................... ..........................

[3.09]

There is another sky, Ever serene and fair,

[3.09]

And there is another sunshine,

2 What two negativevery images does the and poet associate place to find the full text then choose 4–6with lines the to learn byYheart. There Is3 Another (1890) N The poet isSky imaginative. Though it be darkness there;

1 I love all kinds of poetry. 2 I think that Emily Dickinson loved her brother. 3 The poet is very imaginative.

Never mind faded1 forests, Austin,

Never mind silent fields—

contrast with the idea of ‘darkness’ in line 4? 6 Choose one of7 the nature poems below. Do some research 7 Recite the lines to the class and explain why you chose them. is another sky, 6 There Where would the poet like her brother be? Explain the method youtoused to remember the lines. to find the full text and then choose 4–6 lines to8 learn by heart.

■ ‘Lake Isle of Innisfree’ by William Butler Yeats

3. unfading : che non appassiscono 4. bee : ape 5. hum : ronzare 6. prithee : per favore

Recite the lines to the class and explain why you chose them. Explain the method you used to remember the lines. Choose one of the following tasks.

Ever serene and fair,

1 Complete the phrase ‘Happiness is …’ with as many examples as you can think of.

8Lonely Choose one of the following tasks. And ]there another sunshine, [3.09 ‘IisWandered astalking a Cloud’ by William Wordsworth ■Listen to a woman about the poem. Happiness is … not having a maths test because the Though it be darkness there;

teacher is absent. Happiness is … a sunny, Sunday morning in the park.

1 from Complete the phrase is …’ with as many Abroad’ by ‘Happiness Robert ■ ‘Home-Thoughts, What did she like about the poem when she Browning first read it? examples as 5 Never mind faded forests, Austin, you can think of. ‘Tosilent Autumn’ Never ■ mind fields— by John Keats is … not having a maths test because the [3.09] Listen again andHappiness say if the woman would say the Here is■a ‘Trees’ little forest, by Philip Larkin teacher is absent. Whose leaf is ever green; following. Tick sentence yes (Y)Walt orSunday no (N). Happiness … a sunny, morning in the park. Me(✓) the each Splendid, SilentisSun’ by Whitman ■ ‘Give 1

Emily Dickinson’s birthplace, Amherst, Massachusetts

236

Here is a brighter garden,

2 Write an email to a friend telling him / her about a very happy day

‘Lake ofbeen; Innisfree’ by William Butler Yeats a kinds frostIsle has Y was special. N 1 Where I love■notall of poetry. you had. Tell him / her what you did and say why the day Emily Dickinson’s birthplace, Amherst, Massachusetts In its unfading flowers N 2 II7hear think that Emily Dickinson lovedand her explain brother.why you choseYthem. the bright the bee hum: Recite lines to the class , my brother, N 3 Prithee The Explain poet is very the imaginative. method you used to remember the lines. Y Into my garden come! Y N 4 Poetry is so boring! 8 Choose one of the following tasks. 5 1.It faded is wrong teachers to ask students : sbiadite,for spoglie 2. frost1: gelata Complete the phrase ‘Happiness is …’ with as many examples as Y N to learn poetry by heart. 3. unfading : che non appassiscono can remained think of. with me all my life. bee :poem ape you has Y N 6 4.This 5. hum : ronzare Happiness is … not having a maths test because the 6. prithee : per favore 6 Choose one of the is nature poems below. Do some research teacher absent. to find theHappiness full text and then choose 4–6 lines to learn bypark. heart. is … a sunny, Sunday morning in the 10

Emily Dickinson’s birthplace, Amherst, Massachusetts

245

sky’ in line 2? individual or world powers to protect the environment? where Austin lives in lines 5 and 6? works above and find out: 3 What is unusual about the ‘little forest’?

11 RESEARCH Choose one of the works above and find out:

1 What impression is given of the natural world and the animals that inhabit it? 2 What is the relationship between man, animal and the environment? 3 Has the book or film changed your attitude to nature in any way? Explain.

4 How do we know that the garden is never very cold? PAIRWORK Chooseistwo 1 What5impression givenworks of the Which adjective is repeated twice in the second half o about nature and find out the in line 4? contrast with thethe idea of ‘darkness’ natural world and animals 6 Where would the poet like her brother to be? names of the main characters. that inhabit it?

[3.09]

Learning to learn (exs 6, 7)

Acquiring and interpreting information (ex 11)

Literature Skills 4

■ ■

Listen to a woman talking about the poem

237

Literature Skills section introduces popular 11 RESEARCH Choose one of the works above and find out: literary genres and provides extra skills practice. impression is given of the Critical thinking activities stimulate class 1 What COMPETENCY natural world and the animals SKILLS that inhabit it? discussion and debate. 2 What is the relationship Research projects deepen your knowledge to learn 6, 7) between man,(exs animal ■ Learning 2 Write an email a friendby telling him Wordsworth / her about a very happy day interpreting Lonely as atoCloud’ William and theand environment? ■ ‘I Wandered ■ Acquiring and develop independent study skills. you had. Tell him / her what you did and say why the day was special. information (ex 11) ■ ‘Home-Thoughts, from Abroad’ by Robert Browning 3 Has the book or film changed ■ ‘To Autumn’ by John KeatsSkills development is clearly your attitude to nature in any Competency Literature Skills 4 237 ■ ‘Trees’ by Philip Larkin way? Explain. signposted. ■ ‘Give Me the Splendid, Silent Sun’ by Walt Whitman 5

• n eg a ed v deo and aud o • n e ac ve ac v es • Ex a esou ces

Books The Call of the Wild (1903) Watership Down (1972) The Snow Leopard (1978) Films Into the Wild (2007) ■ Life of Pi (2012) ■ The Jungle Book (2016)

2 WhatWhat is the didrelationship she like about the poem when she first re Books between man, animaland say if the woman would s ] Listen 5 of[3.09 Call the Wildagain (1903) ■ TheCOMPETENCY following. Tick (✓) each sentence yes (Y) or no (N). SKILLS and the environment? Down (1972) ■ ■Watership 1 I book love all kinds of poetry. 3 Has the or film changed NCY ■The Snow 2 ILeopard think that Emily Dickinson loved her brother. (1978) ■ COMP nature in any K your attitude 3 The poetto is very imaginative. Filmsway? 4Explain. Poetry is so boring! 5 It is wrong for teachers to ask students the Wild ■ Intoto learn Learning (exs 6,(2007) 7) to learn poetry by heart. Acquiring This poem has remained with me all my life. of interpreting Pi6(2012) ■ Lifeand information (ex 11) 6 Choose one of the nature poems below. Do some r Book (2016) ■ The Jungle

2 Write an email to a friend telling him / her about a very happy day you had. Tell him / her what you did and say why the day was special.

Literature Skills 4

1 Are we doing enough to protect the natural world in the twenty-first century? 2 How can we try to preserve our parks, mountains and sea for future generations? 3 Is it the responsibility of the individual or world powers to protect the environment?

2 What two negative images 11 RESEARCH Choose one ofdoes thethe poet associate w

E-BOOK

N N N

245

Y Y Y

Y N Here is a little forest, 4 Poetry is so boring! by Emily Dickinson ‘I Wandered ■lines where lives 5 andLonely 6? as a Cloud’ by William Wordsworth 5 It is wrong for teachersY to ask students Whose isPoetry ever green; N 4leafAustin is so in boring! Y N to learn poetry by heart. Here is a brighter garden, ■ ‘Home-Thoughts, from Abroad’ by Robert Browning Y N 6 This poem has remained with me all my life. Where not a frost been; 3 Dickinson What about the ‘little forest’? 5 iswrote Itunusual ishasthis wrong for teachers to by ask students Emily poem to her In its unfading flowers ‘To Autumn’ John Keats ■ brother, 6 Choose one of the nature poems below. Do some research 10 to find the full text and then choose 4–6 lines to learn by heart. I hear the bright bee hum: Austin, was living inknow Boston while she was 4 who How welearn that■ by theheart. garden is never very cold? ■ ‘I Wandered Lonely as aYCloud’ by William ‘Trees’ by Philip Larkin N Wordsworth Pritheedo , my to brother, poetry Into my garden come! ■ ‘Home-Thoughts, from Abroad’ by Robert Browning still in the family home in Amherst, ■ ‘Give Me the Splendid, Silent Sun’ by Walt Whitman ‘To Autumn’ by John Keats ■ 5 Which repeated twice inme theallsecond poemYto N 6 adjective This poemishas remained with my life.half of the ■ ‘Trees’ by Philip Larkin Massachusetts. 1. faded : sbiadite, spoglie ‘Lake Isle of Innisfree’ by William Butler Yeats ■ ‘Give Me the Splendid, Silent Sun’ by Walt Whitman ■ 2. frost : gelata

faded : sbiadite, spoglie frost : gelata unfading : che non appassiscono bee : ape hum : ronzare prithee : per favore

CLIL C

2 .......................... ..........................

1 What two positive adjectives does the poet use to describe ‘another sky’ in line 2? 2 What two negative images does the poet associate with the place where Austin lives in lines 5 and 6? 3 What is unusual about the ‘little forest’? 4 How do we know that the garden is never very cold? 5 Which adjective is repeated twice in the second half of the poem to contrast with the idea of ‘darkness’ in line 4? 6 Where would the poet like her brother to be?

Emily Dickinson wrote this poem to her brother,

one for your school. Take photos of the process and

2 There is a new business of ‘rooftop beehives’, where experienced beekeepers construct a beehive on your balcony, rooftop or in your garden. Research this new business and report your findings to your class.

RESEARCH SKILLS

[3.08]

Into my garden come!

5 Prithee , my brother, plants and an irrigation system to provide plants Because Blanc’s gardens are so light, they can cover large areas. He also used different species with water and nutrients. However, Intothe myconstruction garden come! 7 8 of plants. The use of diversity and variety prevents There is another sky, of Blanc’s vertical gardens is a process that Blanc the formation of large populations of single insect species. This means Blanc’s gardens do not need Phrases for the 6 ARROWS (A–F) Ever serene and fair, patented in 1988. A characteristic of Blanc’s the use of pesticides. Blanc’s vertical green • from far away gardens are therefore green from all points of 1. faded : sbiadite, spoglie 2 •gardens from nearby rural areas And there1ismanother is lightness: of greensunshine, area weighs view! Speaking about necessary actions 2. frost : gelata GlossaryBy contrast, for the •only calls for3 kg, including the water. Though it be darkness there; amount : quantità • requires 3. unfading : che non appassiscono sameconsequences amount the 1 weight of other felt : feltro Explaining of actionsof green, 5 Never mind faded forests, bee : ape Austin, • results in :4. brevettò 2 There is a new business of ‘rooftop beehives’, is at least 20 kg.patented •systems leads to therefore : perciò 236 Literature Skills 4 5. fields— hum : ronzare Never mind silent where experienced beekeepers construct a Because Blanc’s gardens are6.soprithee light, : per theyfavore can Here is a little forest, beehive on your balcony, rooftop or in your large areas. He also used different speciesCITIZENSHIP AND COMPETENCY H cover CLIL C pp ne SKILLS Learning to learn ✓ 7 garden. Research this new business and report of plants. The use ofleaf diversity andgreen; variety prevents Whose is ever your findings to your class. the formation of large of single insect Here is a populations brighter garden, species. This means Blanc’s gardens do not need 10 Where not a frost2 has been; the use of pesticides. Blanc’s vertical green 3 its unfading gardens areIntherefore greenflowers from all points of I hear the bright bee4 hum: view!

in line 2? does the poet use to describe ‘another What two positivesky’ adjectives 2 What two negative images does the poet associate with the place sky’ in line 2? where Austin lives in lines 5 and 6? What two negative images does the associate with the place 3 What is unusual about thepoet ‘little forest’? 4 How we know that where Austin lives in do lines 5 and 6?the garden is never very cold? 5 Which adjective is repeated twice in the second half of the poem to What is unusual about forest’? contrastthe with‘little the idea of ‘darkness’ in line 4? How do we know that would the garden verytocold? 6 Where the poet is likenever her brother be?

1 .......................... ..........................

4 how to make a pallet garden and make I hear 1theResearch bright bee hum:

systems is at least 20 kg.

Critical thinking Discuss the questions in groups.

3 10 PAIRWORK Choose two works 4 about nature and find out the thinking 9 Critical Discuss PRACTICE 5 Which adjective [is3.09repeated in the second of the poem to ] Listen totwice RESEARCH a woman talking abouthalf the poem. LITERATURE SKILLS 44 SKILLSof the main characters. names What did she like about the when she first read it? the questions in groups. contrast with the idea ofpoem. ‘darkness’ in poem line 4? [3.08] Read 2 and listen to the Find the three pairs 9 Discuss PRACTICE The nature poem the questions in groups. 2 Read and listen to the poem. Find the three pairs [3.09 ] Listen Books 6 Where would the poet like her brother to be? 5 again and say if the woman would say the LEAD IN words that rhyme. of end words that rhyme. of end LITERATURE SKILLS 4 1 Are we doing enough to protect 1 PAIRWORK Think of a beautiful place where you felt fair following. Tick (✓) each sentence yes (Y) or no (N). ■ The Call of the Wild (1903) happy. Say where it was and what you liked about it. [3.09] Listen to a woman talking about the poem. the natural world in the 4 fair 3 Read the poem again and answer Y theNquestions. 1 .......................... .......................... 3 .......................... 1 2I love all kinds of poetry. Down (1972) ■ Watership PRACTICE The nature poem Y N What did she like the poem when first read it? 2 about I think that Emily Dickinson lovedshe her brother. century? There Is Another Sky (1890) .......................... .......................... .......................... ] Read and The 2Snow[3.08Leopard (1978) ■ twenty-first listen to the poem. Find the thre by Emily Dickinson Y N 3 The poet is very imaginative. LEAD IN of end thatpreserve rhyme. 2 10Films How can wewords try to our [3.09] Listen again Y N PAIRWORK Choose two works 4 Poetry is so boring! 5 and say if the woman would say the about nature and find out the PAIRWORK of a beautiful where you feltthe questions. 3 1 Read theThink poem againplace and answer fair 1 .......................... 2 .......................... 3 .. names of the main characters. 5 It is wrong for teachers to ask students for following. Tick (✓) sentence yes (Y) or no (N). happy. Say where it was and what youeach liked about it. Into themountains Wild (2007) and sea.......................... ■ parks, .......................... .. Y N to learn poetry by heart. ■ 1 What two positive adjectives does the poet use to describe ‘another 4 Listen to a woman talking about the poem. generations? ■future Life of Pi (2012) ■ poem has remained with me all my life. What did she like aboutYtheYpoem when 3 Read the poem again and answer the questions. NN she first read it? 1 I love all kinds 6of This poetry. ■ 5 Listen again and say if the woman would say the sky’ in line 2? 3 ■ ■Is it the of thedoes the poet use to de The Jungle Book (2016) following. Tick (✓) each sentence yes (Y) or no (N). 1 responsibility What two positive adjectives Y N 2 I think that 6Emily Dickinson loved her brother. Choose one of the nature poems below. Do some research

Prithee5, prepare my brother, a leaflet to explain the procedure to others.

1. 2. 3. 4. 5. same amount of green, the weight of other 6.

‘‘

4 SPEAKING Identify two characteristics

‘‘

botanist-architect-artist. How is he bringing 3 green areas into cities?

‘‘

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

RESEARCH SKILLS

3 .......................... 3 .......................... .......................... ..........................

LITERATURE

2 PAIRWORK Compare the photos of Pont Max Juvenal bridge (France) before and after its trasformation.

Geography

fair .......................... 2 .......................... 2 .......................... .......................... ..........................

3 Read the poem again and answer the questions.

CLIL C

Emily Dickinson wrote this poem to her brother,

Geography

[3.08] Read and listen to the poem. Find the three pairs of end words that rhyme.

fair 1 1 .......................... ..........................

AFTER

by Emily Dickinson

(1890)

Urbanisation Austin, who was living in Boston while she was The nature poem CLIL C still in the family home in Amherst, and green spaces Urbanisation

CLIL

3 Read the poem again and answer the questions. 1 What two positive adjectives does the poet use to describe ‘another

BEFORE

hat are the effects? he arrows and boxes to find out.

RESEARCH SKILLS

happy. Say where it was and what you liked abouthappy. it. Say where it was and what you liked about it. 2 PAIRWORK Compare the photos of Pont Max Juvenal bridge (France) before and after its trasformation.

CLIL

Like Skills sections help develop the self-awareness and social skills needed for today’s world.

1 Identify a negative emoticon that represents your LIFE feelings SKILLS in a certain situation. 2 Explain the situation and why you feel this way. LEAD IN 3 Decide how you could react in a more positive way 36 PAIRWORK Look at the emoticons in the text thisdosituation. and name the feelings. in When you have

2 You really want to be in the basketball team, 38 but your teacher doesn’t choose you. 1 Ado group of people What you do? is making fun of you.

■ pessimist........................ ■ allerg........................

tired 0 They’re very .......................... because they travelled all night. 1 She likes to do things her own way. She’s very .......................... . 2 Look at Julia! She’s so active. She never stops! She’s very .......................... ! 3 This is my first flight and I feel really .......................... . 4 Be .......................... ! That could be dangerous! 5 No, it can’t wait. It’s an emergency! It’s .......................... ! 6 My hands are .......................... . Can I go and wash them? 7 No, thanks. I can’t eat cheese. I’m .......................... to it.

Positive adjectives: �� Negative adjectives: ��

20 Read the article again and match the numbered

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

from exercise 1.

and negative.

Read and listen to the text How to worry less. What four things are good for your outlook on life? [2.12]

ful ■ joy........................ ful ■ use........................

2 Complete the sentences with an adjective

21 Sort the adjectives in exercise 20 into positive

an answer. Then check your result.

Managing feelings A Never speak to your friend again. B Stay calm. Speak to your friend later and tell him / her how you felt. C Find a place to hide. You feel no one HOW DO YOU MANAGE loves you. YOUR

ful ■ wonder........................ ful ■ care........................

FEELINGS?

Mostly As – You’re an optimist! ● Mostly Bs – You are a worrier! ● Mostly Cs – What a pessimist!

a b c d e f g h i j

is with this group. What do you do?

-ful ■ -y ■ -ent ■ -ed ■ -ous ■ -ic 3 It’s the first day of the summer holidays. A Relaxed – I deserve a break. B Tired – I need to do my homework before I can relax. C Sad – I’ll miss school and my friends.

VOCABULARY EXTENSION

Adjective endings

1 You’re organising a surprise party for a friend. A Excited – I love parties! B Stressed – there is so much to do! C Worried – it’ll be a disaster.

Then compare your answers with a partner.

1 A group of people is making fun of you. They aren’t joking or being kind. Your friend

1 Use the suffixes to complete the groups of adjectives.

ARE YOU A WORRIER? How do you feel in these situations?

37 Look at the quiz and answer the questions.

with a partner.

VOCABULARY

PRACTICE

38 THINKING FURTHER Discuss the questions

Ad ec ve end ng

een spaces in expanding cities and keep

ions

PRACTICE

40 PAIRWORK Look at the photo and discuss the questions. 1 What is the student doing? 2 Do you prefer packing or unpacking? 3 When was the last time you had to pack your possessions?

n paces

ons

LEAD IN

to find the full text and then choose 4–6 lines to lea

Literature Skills 4 237 ■ ‘I Wandered Lonely as a Cloud’ by William Wordsworth ■ ‘Home-Thoughts, from Abroad’ by Robert Browning ■ ‘To Autumn’ by John Keats ■ ‘Trees’ by Philip Larkin ■ ‘Give Me the Splendid, Silent Sun’ by Walt Whitman ■ ‘Lake Isle of Innisfree’ by William Butler Yeats

7 Recite the lines to the class and explain why you ch

Explain the method you used to remember the line

8 Choose one of the following tasks.

1 Complete the phrase ‘Happiness is …’ with as many you can think of.

Happiness is … not having a maths test beca teacher is absent. Happiness is … a sunny, Sunday morning in th

Emily Dickinson’s birthplace, Amherst, Massachusetts

236

2 Write an email to a friend telling him / her about a very you had. Tell him / her what you did and say why the d

Literature Skills 4

■ ‘Lake Isle of Innisfree’ by William Butler Yeats

7 Recite the lines to the class and explain why you chose them. Explain the method you used to remember the lines.

8 Choose one of the following tasks. 1 Complete the phrase ‘Happiness is …’ with as many examples as you can think of.

Happiness is … not having a maths test because the teacher is absent. Happiness is … a sunny, Sunday morning in the park.

COMPETENCY SKILLS Learning to learn (exs 6, 7)

Introduction

CLIL The CLIL section in Talent has been designed to give your students opportunities to use English in a variety of academic ways. Indeed, for our students to enter and succeed in an international workplace, they will need to understand and use English effectively to communicate complex ideas and knowledge. These CLIL Pages are designed as a first step in this direction. In the CLIL sections of Talent students use English to access concepts related to what they are learning in ‘non-linguistic disciplines’ (DNL) – Art, Geography, History, Maths and Science. Here, two concerns may come to mind. First, we are experts of English and asking us to ‘teach’ Maths or Art would put us outside our comfort zones. Our students want their English teacher to help them attain their B2-level English certification and would prefer their Maths teacher when preparing for upcoming university engineering entrance exams. The second concern is that we EFL teachers do not wish to present students with ‘Content-light’ materials which address content in such simplistic ways that students will associate our English lessons with ‘content for dummies’. Believing that ‘English simplifies content’ would be incoherent with the fact that, as a lingua franca, English is used for communicating very complex issues across international companies and organisations. With these concerns in mind, each of the two-page CLIL Modules were designed to approach a topic that would complement what students are learning in their corresponding DNLclassrooms. For example, since students in the primo biennio would be studying the Roman Empire as part of their History curriculum, in the CLIL-History Module students will learn how socially and agriculturally advanced the Roman Empire was. The Content Learning Objective is indicated at the start of each Module. Content information is based on academic research papers and, when in doubt, we consulted with Content experts to validate the content information and verify with teachers that the information is age-appropriate and pertinent to this stage of content education. Therefore, you can use these CLIL Pages to complement your EFL lessons and be certain that your students are learning about valid notions that have not been dummied down. Of course, when students have queries about content, it is perfectly acceptable to direct them to the content expert. In addition, you may wish to collaborate with your DNL colleagues to see when and how these CLIL Pages could be used during the year so to potentiate students’ interest in Content and also so students see that English is useful for accessing knowledge which is relevant to their studies. A second objective is to develop students’ English academic language proficiency. To achieve this Language Learning Objective, we must provide students opportunities to use authentic academic English to understand content information. This inevitably means using a quality of English that might unnerve us if we are used to approaching English language learning grammatically: ‘the students cannot understand this since I have not yet taught them the simple past!’ etc. Approaching foreign language learning through a grammar chronology map makes good sense since it helps us delineate a clear learning progression: first we do one tense and then another. Grammar is the precisely engineered steel framework of a building and content are the different ways the architecture can be optimized around the basic framework. No matter how beautiful the building, the underlying structure must be sound. However, a solid structure alone is not inhabitable. Teacher’s book ■ TALENT 1

Introduction This is why CLIL complements EFL-instruction so well. Rather than following a grammar progression, CLIL uses language purposefully, as needed, when needed. Indeed, if students must wait until they are 15 years old to encounter the English simple past, this means that the grammar framework they have been given is far too simple to support the elegant architectural designs they have in mind. As our EFL learners get older, they start formulating mature and complex thinking and insights. If we want them to communicate their elaborate thoughts in English, then we must equip them with a quality of English that does justice to their eloquent ideas. They need age-appropriate English for first organizing elaborate thoughts coherently and then for communicating their eloquent notions intelligibly. Language is the tool for thought and communication. The sooner students realize how useful this tool is for their communicative prowess, the more motivated they will be to master it. That said, the challenge of teaching academic English at upper secondary through CLIL is that Content is already complex and challenging to comprehend, even in the mother tongue. In fact, CLIL at upper secondary is basically about ‘learning unknown complex content through a foreign language’. Even in the mother tongue we must dedicate cognitive effort towards understanding not only the concepts, but also the language within which those concepts are embedded. The ‘Language’ indicated is much more than simply a list of discipline-specific technical words but involves ways of using language for constructing discipline-specific knowledge. Studies have shown, and everyone’s personal experiences confirm, when chemists, art historians, mathematicians etc., speak to other members of their disciplinary community, we who are outside that community feel like their discourse is very much a foreign language. Therefore, although our goal is to help students master academic English, no matter how intriguing the notions addressed in our CLIL Pages, we can not present complex content through long texts written in academic English. It was therefore necessary to transform

TALENT 1 ■ Teacher’s book

Introduction complex texts into doable tasks. You will see that this text to task process resulted in a series of activities that have been designed so that students must actively and interactively use English to extract information, negotiate understandings and co-construct knowledge. Tasks and activities were designed to achieve a series of micro-Learning Objectives. By completing these activities, students gradually accumulate knowledge about content and become increasingly more familiar with the associated discourse: spheres of Content and Language knowledge expand as students move along the learning progression, achieving, in the end, both the Content Learning Objective and the Language Learning Objective. Therefore, in addition to the Module introduction in the Student’s Book, in the Teacher’s notes you will find an Objectives map that describes the Learning Objectives along the learning progression and explains why this route provides an interesting prospective on the topic of the Module. Since we ourselves would not enjoy reading very long academic texts written in a foreign language, we avoided reading comprehension exercises where activities evolve around texts. Rather, you will notice that in these CLIL Pages, texts evolve around activities. Text is present and is actually present in its academic form. However, since this academic language provides students with content-information they need to complete small tasks, students must actively engage with the texts to extract enough content-understanding to successfully complete the task. You will see that ‘pairwork’ is frequent: when students discuss and debate their interpretations of information and then negotiate a common understanding about content so to complete the task, they are learning the content. What if students discuss in Italian rather than English? Remember that, in CLIL at this level, students are dealing with complex content. Therefore if these students have only just encountered some complex content-information through a foreign language, the fact that they are eager to talk about this, even in Italian, means three important things: first, they have understood enough of the English to be talking; secondly, what they have grasped is interesting enough that they want to talk about it; and lastly, since they can express themselves better in Italian, they have become interested enough to want to talk about the information in meaningful ways. The third objective of these CLIL Pages involves literacy, 21st century competences and transdisciplinary thinking. You will notice that there are a variety of activities based on a diverse array of input that students must engage with in different ways. So, sometimes, students must extract information from images and sometimes they must label images: visual literacy is being developed. Sometimes these images are maps and sometimes graphs or data in tables: in this way, we are helping students become literate with these non-textual tools of communication. Sometimes students must use information to complete images or even draw an image and some activities even require students to use information to create short movies in their mind’s eye and describe it to their companions. In addition, since the activities can only be completed if students think critically, listen carefully, negotiate, debate, speak and collaborate with others to agree on a final product, these activities help develop critical thinking skills and collaborative problem solving skills, invaluable 21st century professional competences. As such, these CLIL-Pages have taken on board a pluriliteracy approach to educating and competence-based instruction: students not only acquire English academic literacy and subject literacy, but also numeracy, graphic literacy, visual literacy, spatial literacy etc.

Teacher’s book ■ TALENT 1

Introduction Finally, although each Module refers to topics that ‘belong’ to a certain school subject, different Modules are united by common themes. For example, you will see that ‘insects’ appear in the Science and Art Modules, yet ‘insects and food’ unites the Science and History Modules and ‘urbanization’ is a theme shared by the Geography and Maths Modules. Therefore, although each Module can be used alone, together, this set of CLIL-Modules shows our students the power of thinking in transdisciplinary ways: after all, the world existed before ‘school subjects’ were invented. We hope that this brief ‘Introduction to CLIL’ and explanation of how these CLIL-Pages were designed helps you see that CLIL can be much more than the sum of its parts. Done well, CLIL gives students the context to use language in meaningful ways to think about complex notions. By transforming texts into tasks, we shift the focus away from the act of teaching towards the process of learning, prompting us to target pluriliteracies development, cultivate 21st century competences and encourage transdisicplinary reasoning. We hope you enjoy using these CLIL Pages and enjoy observing your students learning through English.

Buon insegnamento! Teresa Ting

TALENT 1 ■ Teacher’s book

A CLIL

Science

Bees and pollinators In this Module, we create a leaflet to explain the value of bees and the importance of insect pollinators for our food.

Part 1 – What do we know about bees and pollination? 1 LEAD IN Look at Section 1 and Section 2. What information do you think could go into each section?

Section 1 • Parts of a flower and fruit development

Glossary beekeepers : apicoltori hind legs : zampe posteriori buzz : ronzio, gran parlare pollinate : impollinare swarming : sciamare crops : campi

Section 2 • Important facts about pollination

Stigma Anther

Stamen

Filament

Fruit 1 �� 2 ��

1 �� 2 �� 3 ��

2 Read the information below and match 1–5 to a–e to make five sentences about bees and pollination. 1 2 3 4 5

When the ovary in the stigma is fertilised Pollen grains are the male gamete, produced When bees forage for nectar produced deep To feed their larvae, bees also carry pollen back Therefore, when pollinators fly from flower to

a b c d e

inside the flower, pollen on the anthers sticks to their bodies. flower, collecting nectar, they pollinate flowers of the same species. by pollen, it develops into the fruit. by the stamen and located on the anthers. to the hive in ‘pollen-baskets’ on their hind legs.

3 Now insert the sentences into the appropriate section in exercise 1. 240

CLIL A

CLIL A Part 2 – This is the BUZZ … 4 PAIRWORK Read the newspaper extracts 1–9 and match the slogans a–i to each extract.

Domesticated bees pollinate almost 80% of all agricultural crops. Farmers pay beekeepers to bring bee colonies into their fields when it is time for …

… estimated that, of the 264 crop species cultivated in the European Union, about 80% depend on insect pollinators, especially bees …

Fruit trees such as apple, peach, plum and persimmon and all citrus trees rely on insect pollination …

Increased urbanisation means there are fewer green fields and flowers. This destroys the natural habitat of bees so leading to a decline in their population.

It would be impossible to depend on manual-pollination to produce the quantity of food we need …

… are social needs. During the active season, a single colony can contain more than 80,000 individuals: one queen, hundreds of male drones and from 20,000 to 80,000 female worker bees.

e f g h i

Like your fruit? Love your bees! A hive. A home. An organisation. So small, so fast, so efficient! No green, bad for bees! Grow our crops, but don’t kill our bees!

A single bee colony can pollinate 300 million flowers in a single day! Industrialised agriculture means we are not diversifying our produce in fields. This means that we need more fertilisers to promote growth of crops. These fertilisers are killing off the bee population. … in fact, the Food and Agricultural Organisation of the United Nations (FAO) estimates that, of the 100 crop species that provide 90% of the food worldwide, about 70 species need bees for pollination.

a A life without bees will be a hungry life indeed! b Bees … an invention of Mother Nature that human technology cannot match. c Bees … feeding the planet and their keepers. d Hey Europe! Like your food? Need your bees!

5 Now choose your favourite slogan and write it into the space below. This is the title to your Part 2.

Slogan: ........................................................................

Part 3 – Fact file: My title … 6 Choose one of the topic areas and do some

7 REAL-LIFE TASK Work in groups of four

research to produce a fact file for Part 3 of your leaflet. Remember to cite your sources!

1 the architecture of a beehive 2 swarming 3 reasons why bee populations are declining

CITIZENSHIP AND COMPETENCY SKILLS Communicating ✓

and create your leaflet.

1 Make sure it contains all the information in Parts 1 to 3. 2 Each group can print some copies and distribute them throughout the school to sensitise other students to the issue of bees’ decline.

CLIL A

241

B CLIL

History

Romans and their food In this Module, we learn how the Romans managed the well-being of their people.

1 LEAD IN Look at the timeline. Match the pictures to the periods. Check your answers in pairs.

a Contemporary Age (ca. 1789 to present) b Ancient Age (750 BCE–410 CE) c Bronze Age (3200–600 BCE)

2 How do we measure well-being in

ancient populations? Read this excerpt from an anthropology textbook to find out.

d Middle Ages (Medieval Era: 410–1350 CE) e Modern Age (Renaissance: 1350–1600 CE) f Roman Empire (27 BCE–410 CE)

3 PAIRWORK Now match images A–D to the texts 1–4. Which one do you think is correct?

SKELETAL REMAINS: indicators of population health To understand if people in a specific time in history were healthy or not, anthropologists measure the length of the bones of skeletal remains. Scientists use this data to calculate how tall most people were. The taller the population, the healthier the people were.

C A

242

CLIL B

Roman Medieval Empire Age

1850s

1950s

Bronze Age

Roman Medieval Empire Age

1850s

1950s

Bronze Age

Roman Medieval Empire Age

1850s

1950s

Bronze Age

Roman Medieval Empire Age

1850s

1950s

Text 1 The average height of populations has increased gradually in time. In the past, people were shorter because they did not have access to good nutrition. Text 2 The average height of people in the Roman Empire was comparable to that of people in the mid-1900s, after World War II. Text 3 The average height of populations is constant with no change in time: access to good food has remained constant. Text 4 People of the Bronze Age were healthier and taller than people of the Roman Empire and were as tall as people in the 1950s.

Glossary afford : permettersi fallow : (tenere un terreno) a maggese grain : cereali graze : pascolare pests : infestanti well-being : benessere

Bronze Age

[3.12]

Now listen to the first part of the interview to see if you were correct.

CLIL B 5 Read this information about Columella and look at his notes and drawings. Then choose the correct option to complete the sentences below.

ulations The Romans were healthier than other pop n. because they optimised their food productio ings draw Columella, a famous agronomist, produced and notes to help Roman farmers do this.

Semper animalia

Primo anno

1 If you grow vegetables in area-1 in the first year, in the second year you must grow vegetables in another / the same area. Do the same with carrots, beets and onions. Crop rotation. 2 It isn’t / It’s important to grow a crop of legumes. 3 Growing large fields of the same crop increases the population of the same insect pests. So, always fill / do not fill your fields with only one crop! 4 Leave one area of your field inactive for one entire year – let it fallow – so it can rest. During that time, don’t grow any crop / grow only a few crops in the area. 5 Let cows, sheep, goats and chicken graze on your fallow land and use / but don’t use their manure to fertilise your land: intensive mixed agriculture!

[3.13]

Now listen to the second part of the interview to see if you were correct.

7 ORGANISING INFORMATION How did the

Romans have enough money to buy such fresh food? Work in pairs to put the following paragraphs into the correct order. a During the Roman Empire, around 1 million people lived in Rome! b This surplus grain made it possible for the State to provide people with subsidised, or even free, bread. c Since these foods are high in vitamins and are necessary for good health, the Romans were taller and probably healthier than the populations who came after them. d By subsidising basic essentials, ordinary people could afford luxuries: honey and also fresh fruits and vegetables. e To make sure its citizens had enough food and basic necessities, the State produced grain on a massive scale by using their territories in North Africa.

Primo agro

Secundo agro

Tertio agro

Quarto agro

Solum holera

Solum legumena

Solum tubera

Inculto pascendum

Solum holera

Solum legumena

Solum tubera

Inculto pascendum

Solum holera

Solum legumena

Solum tubera

Inculto pascendum

Solum holera

Secundo anno

Tertio anno

Quarto anno

[3.14]

Now listen to the third part of the interview to see if you were correct.

9 REAL-LIFE TASK Create a class poster on

‘Amazing facts about life in Rome during the Roman Empire’.

1 Work in groups of four. Each group should choose two pieces of information from this Module that were surprising and interesting. 2 Write a short summary of this information and where possible, add an illustration. 3 Then organise the texts and illustrations of all the groups into a ‘class poster’.

CITIZENSHIP AND COMPETENCY SKILLS Collaborating and participating ✓

CLIL B

243

C CLIL

Urbanisation and green spaces In this Module, we learn how we can increase green spaces in expanding cities and keep our pollinators healthy and happy.

Geography

1 LEAD IN Read this text about urbanisation. Why is it happening and what are the effects?

In pairs, look at the picture and use the 14 phrases below to complete the arrows and boxes to find out.

The REASON for and the RESULTS of urbanisation A

Phrases for the 8 BOXES (1–8)

Phrases for the 6 ARROWS (A–F)

• from far away • from nearby rural areas Speaking about necessary actions • calls for • requires Explaining consequences of actions • results in • leads to

244

CLIL C

Glossary amount : quantità felt : feltro patented : brevettò therefore : perciò

CLIL C 2 PAIRWORK Compare the photos of Pont Max Juvenal bridge (France) before and after its trasformation. BEFORE AFTER

3 Read the text about Patrick Blanc, a French

4 SPEAKING Identify two characteristics

botanist-architect-artist. How is he bringing green areas into cities?

‘‘

of Blanc’s vertical gardens that you find the most ingenious.

5 REAL-LIFE TASK Work in groups of four and choose one of the two tasks.

Blanc is covering drab grey buildings with living green

The two photos of Pont Max Juvenal show the transformation of a mass of cement into another one of Blanc’s famous ‘vertical gardens’. Blanc uses four things: a metal frame to hold the structure, a plastic sheet to keep the water in the structure, a layer of felt to support the roots of the plants and an irrigation system to provide plants with water and nutrients. However, the construction of Blanc’s vertical gardens is a process that Blanc patented in 1988. A characteristic of Blanc’s gardens is lightness: 1 m2 of green area weighs only 3 kg, including the water. By contrast, for the same amount of green, the weight of other systems is at least 20 kg. Because Blanc’s gardens are so light, they can cover large areas. He also used different species of plants. The use of diversity and variety prevents the formation of large populations of single insect species. This means Blanc’s gardens do not need the use of pesticides. Blanc’s vertical green gardens are therefore green from all points of view!

1 Research how to make a pallet garden and make one for your school. Take photos of the process and prepare a leaflet to explain the procedure to others.

‘‘

CITIZENSHIP AND COMPETENCY SKILLS Learning to learn ✓

CLIL C

245

D CLIL

Art

Insect symbolism in art In this Module, we see how artists have used insects to communicate complex messages.

1 LEAD IN What do insects symbolise in Western Art? Read the introduction. What positive and negative characteristics do ants symbolise?

Artists obviously decide what objects mean in their paintings. However, in Western Art, certain insects symbolise more positive values while others symbolise more negative values. In some cases, the same insect could symbolise both good and bad characteristics. For example, ants can symbolise hard work and industriousness or they can represent greed and meanness.

2 PAIRWORK Match the symbolism

Symbolic meaning

to the insect.

Bee

Dragonfly

diligence and hard work, greed and meanness

symbolism for Christ; spirituality; good temperament

earer of dreams; life b after death; swiftness

ard work, fidelity, h nobility and sweetness

the soul; eternal life in the Hereafter; femininity and grace

waste and rot; decay and death; brevity of earthly life

Ant

Butterfly

3 Fly

Beetle

246

CLIL D

[3.15]

Listen to an art expert explaining the symbolism of insects in Western Art and check your answers.

4 PAIRWORK Look at the four works of art on the next

Glossary bearer of : portatore decay : decomposizione greed : avidità Hereafter : Aldilà

Insect this refers to

meanness : meschinità rot : deterioramento show off : mettere in mostra

page. Find the insects and name them.

Picture 1 �� Picture 2 �� Picture 3 �� Picture 4 ��

CLIL D 5 READING AND MATCHING Read and complete 1–4 with an appropriate ending (a–d). Then complete the caption under each picture. The genre of each work is in bold.

Picture 1

Picture 2

Picture 3

Picture 4

Artist: �� Genre: �� Title of work: ��

Georg Flegel (1566–1638) was a still life painter. He often painted tables of food and flowers. In this Still Life with Stag Beetle, the bread, wine and fish are iconographic symbols of Christ. 2 In this Portrait of a Carthusian, Petrus Christus (1410– 1476), like other Northern Renaissance painters, used a new style of portrait painting which included details in the background. Christus was a master of detail, for example, showing differences in the quality of hair on the monk’s head and beard. In addition, Christus inserted a trompel’œil (trick of the eye) by painting a fly at the bottom. 3 Since most impressionist artists did not emphasise small details, small animals like insects were usually not part of impressionist works. It is therefore interesting that the famous Dutch artist Van Gogh (1853–1890) painted nine works with insects, eight of which contained butterflies. 4 The Italian master Gian Lorenzo Bernini (1598–1680) designed this large Baroque sculpture for the altar of St Peter’s Basilica in the Vatican City. Saint Peter’s Baldachin is a very large bronze sculpture that is free-standing and positioned directly under the dome of the basilica.

a The four tall helical columns are decorated with laurel leaves and bees, symbolising how good Christians work hard. In addition, Pope Urban VIII, who commissioned this work, was a member of the Barberini family, whose family coat of arms showed three bees inside a shield. b In this work called Butterflies and Poppies, Van Gogh appears to communicate the message of free spirit and soul since the poppy symbolises ‘free spirit’ and the white butterflies symbolise the soul. c Although the stag beetle generally symbolises Christ, in still life works the stag beetle often has a negative message. In this case, the stag beetle is approaching the food and symbolises evil and the devil. d This looks like a real fly that is sitting on a real wooden frame on which is carved ‘Petrus made me 1446’. Experts believe that the fly was a memento mori (Latin), a reminder of the brevity of our life and thus the importance of living a virtuous Christian life. Experts also believe that Christus added this fly to show off his immense artistic talent since the fly is incredibly small but also very detailed.

6 REAL-LIFE TASK Work in groups of four and find out more about insect symbolism in Western Art. Decide which of the four pieces of art you like the most and do some research.

1 2 3 4

Find out if the artist used insects in other works. What did the insects symbolise in those works? What message did the artist intend to send? Did the artist use other symbolisms such as flowers or objects? Prepare a short presentation to share your research.

CITIZENSHIP AND COMPETENCY SKILLS Acquiring and interpreting information ✓

CLIL D

247

E CLIL

Maths

Population density In this Module, we see how maths helps us understand the issues of urbanisation.

LEAD IN Read and listen to this lecture on urbanisation and answer the questions. [3.16]

1 Is urbanisation a new phenomenon of the twenty-first century? 2 How is today’s urbanisation process different from that in the past? 3 What is the population density of New York City? 4 What sort of problems could very high population densities cause?

of cities has accelerated in for centuries, but the growth und aro n bee has ion sat Urbani mple, in some ting bigger, faster. For exa get are ies Cit y. tur cen r the twenty-first of about 22,000 people pe re is a population density the y, Cit k Yor w Ne h of wit s borough vide that number of people icult do you think it is to pro square kilometre. How diff health? And how crowded rantee clean air and good gua to and d foo sh fre , ter fresh wa on psychological 2 d of effects would there be kin at Wh l? fee /km ple does 22,000 peo health? own area and learn population density in your ut abo rn lea to ng goi are In this lesson we tics to give a number to a that we can use mathema see l wil We it. ate cul cal how to through that number. understand other realities social fact and this helps us

2 MAP READING How urbanised is your area?

Milan

1 2 3 4

What is the population density in your area? How many areas border yours? What are the population densities of these adjacent areas? Identify three cities that do not have more than 300,000 inhabitants. 5 Is there a city in your area with over 1 million inhabitants? 6 Does your area have a city of between 300,000 to a million inhabitants?

Persons per sq km

Padua

Turin

Look at this map and work in pairs to answer the questions below.

Trieste Venice

Verona

Cities over 1,000,000

70 150

Bologna

300 500 1,000

Genoa Florence

Rome Bari

SARDINIA

Taranto

Naples

Palermo

Messina

SICILY

how many people live in 1 km2? Do the steps below and find out.

1 Find your school (or home) on a map. Imagine the school is in the upper left corner of a yellow block and the yellow block is 500 metres by 500 metres (see Fig. 1). 2 To estimate how many people live in this yellow block, follow these instructions: ■■ estimate how many buildings there are in this 500 m x 500 m block ■■ estimate how many apartments there are per building ■■ then consider that the average Italian household is made up of 3 inhabitants per household. ■■ calculate the number of people in the 500 m x 500 m block by multiplying the three factors:

Fig. 1

(3 inhabitants) x (............. apartments) x (............. buildings) = ............. people. 3 Multiply the value you obtained for the block by 4. This is your estimate of inhabitants/km2 in your area. 248

CLIL E

Cities 200,000 to 300,000 0

Catania

3 What is the population density of your area:

Cities 300,000 to 1,000,000

150 km

CLIL E 4 PAIRWORK Use the information in the table to complete the text below. Follow the instructions where there are no figures.

region Abruzzo

inhabitants area (km2) inhabitants/km2

10,002,615

23,844

3263

Marche

1,550,796

9366

4,090,105

19,358

Molise

313,348

4438

Basilicata

576,619

9995

Piedmont

4,424,467

25,402

Calabria

1,976,631

15,080

Sardinia

1,663,286

24,090

Campania

5,861,529

13,590

Sicily

5,092,080

25,711

EmiliaRomagna

4,450,508

22,446

Trentino-Alto Adige/Südtirol

1,055,934

13,607

Friuli Venezia Giulia

1,227,122

7858

Tuscany

3,752,654

22,993

Lazio

5,892,425

17,236

Umbria

894,762

8456

Liguria

1,583,263

5422

Veneto

4,927,596

18,399

Apulia

10,763

128,298

inhabitants area (km2) inhabitants/km2

Lombardy

Aosta Valley

1,331,574

region

The region with the most inhabitants is ................................. and the region with the least inhabitants is ................................. . The size of the region with the most inhabitants is ................................. km2 while the size of the region with the least inhabitants is ................................. km2. Circle these regions in the table. In the smallest region, there are a total of ................................. inhabitants. When we divide the number of inhabitants by the size of the region, we obtain a population density of ................................. inhabitants/km2. Insert this value into the table.

1 In the second-largest region, there are a total of ................................. inhabitants. When we divide the number of inhabitants by the size of the region, we obtain a population density of ................................. inhabitants/km2. Insert this value into the table. 2 Our region is ................................. . The size of our region is ................................. . Here, we have ................................. inhabitants so the population density of our region is ................................. . Insert this value into the table.

5 REAL-LIFE TASK Work in groups of four and do the following research. Follow the steps below.

1 Choose either a city nearby or a famous city in Italy or in the world. 2 Find out the number of inhabitants and the size of the city and calculate the population density of that city. 3 Find out one positive aspect of living in this city (its theatres, universities, etc.) and identify one negative aspect of living in this city (e.g. are traffic jams common? air pollution?, etc.). 4 Present your findings to the class. Present the population density of your city and the pros and cons of living there. 5 As a class, decide which is the best place to live. Mention population densities and the advantages and disadvantages.

CITIZENSHIP AND COMPETENCY SKILLS Identifying links and relatives ✓

Glossary boroughs : quartieri buildings : edifici corner : angolo crowded : affollato household : nucleo familiare per square kilometre : per chilometro quadrato size : dimensione CLIL E

249

Answer keys

CLIL

CLIL A – Science Bees and pollinators Objectives Map

This Module illustrates how much of our food supply depends on pollination by insects such as bees. Modern agricultural practices are compromising the health of pollinators and reducing their populations, creating problems of food supply for growing populations. In Part 1 students review the structures of the flower and the process of pollination. In Part 2 students discover that the great variety of fruits and food we enjoy depends on the ‘simple’ process of pollination that no modern-day technology can yet substitute. Activity 6 and the Real Life Task help students appreciate the social organization within bee hives, prompt students to investigate causes for recent declines in bee populations and inform others of this new awareness. The theme of natural food production will be revisited in the Module on History and the effect that urbanization has on wildlife will be seen again in the Module on Geography.

1 LEAD IN Draw students’ attention to the Section

titles and make sure they understand what these phrases mean so they are prepared to proceed with the activities. The line spaces below each image will be completed in Activity 3.

2 READ & MATCH This exercise is a warm-up. It

reviews flower structures and plant fertilization. Here, students are using English grammar to formulate statements about content information. If you have time, optimize this language learning moment by drawing their attention to the language forms indicated below and extending the grammar explanations.

Language note: • fertilized / produced by: by and from correspond to the Italian da. One way to remember is by indicates ‘authorship of an action – who or what did the action’ (Harry Potter was created by J.K. Rowing; honey is made by bees; the stigma is fertilized by pollen; pollen is produced by the stamen). • from flower to flower: ask students to extend this to other expressions e.g. di anno in anno. • carry pollen back to: to is used since there is movement involved.

108

TALENT 1 ■ Teacher’s book

Keys 1 c 2 d 3 a 4 e 5 b

3 Ask the students to match the sentences to the correct section.

Keys Section 1: sentences 1-c; 2-d; Section 2: sentences 3-a; 4-e; 5-b.

4 MATCH & CHOOSE Here, students are working

together to read and understand the information in nine extracts from newspaper articles (1–9). Then they should decide which of the slogans (a–i) best summarizes the information in each of these clippings.

Keys 1 c 2 g 3 i 4 a 5 d 6 e 7 h 8 b 9 f

5 After they have completed Activity 4, each student

should decide which slogan they like best and write this in the space below.

Language note: • you may wish to share with them the colloquial use of ‘what’s all the buzz’, meaning why all the attention and excitement around an issue. Here, since we are talking about bees, this colloquial expression is particularly pertinent and memorable for your students.

6 These three topics will help students relate the

content they have learnt in this Module to tangible real-life social concerns. Organize the class so that all three topics receive attention and the information will become accessible to all students.

Keys student’s own answer

7 PROJECT WORK Students can work in class or this can be set as group homework. It is a good opportunity to encourage collaborative work, creativity and research skills.

Competency note: • communicating through different media: students experiment with visual communication methods to convey a message.

CLIL CLIL B – History Romans and their food Objectives Map

This Module addresses the relationship between the expansion of the Roman Empire and state subsidy of the basic necessities of its people. In Activity 3, students learn that people of the Roman Empire were actually taller, and thus healthier, than later populations. In Activity 7, students see that state-subsidization of basic necessities such as bread meant people could use their money for nutritious fresh foods which were, in turn, readily available thanks to the sustainable agricultural practices described in Activity 5. In the Real Life Task students explore how ancient farming practices compare with today’s enormous monoculture farms. This links to ‘urbanization’, notions addressed in the Geography and Maths Modules.

1 LEAD IN Ask the students to work in pairs to order

the events chronologically. Check answers before moving on.

Keys 1 c 2 b 3 f 4 d 5 e 6 a

2 Read the extract together as a class. This

information is central to this Module. To make sure your students have understood the concept well, focus on the last sentence which is an interesting example of an English ‘comparative correlative’ where comparative adjectives are preceded by the and don’t need a verb: the bigger, the better “più grande è, meglio è”. Here the message would be più alta era la popolazione, più sana era la gente.

Keys We measure the length of their bones.

3 Ask the students to match the texts and the images.

This task develops graphic literacy. Before going to the listening task, which will provide students with the answer, check to see how many students chose each image.

Keys 1 D 2 C 3 A 4 B

[0.00]

In the first part of the dialogue, students will hear information about the Roman Empire that they may be studying in L1. In the second half, they will discover new information. If there is time listen twice.

Answer keys

SCRIPT Narrator Matthew hosts a radio programme for young people called I bet you didn’t know! Recently, he interviewed a well-known scholar, Professor Knight, whose research shows that life in Rome during the Roman Empire was so well-organised, most citizens, not only the wealthy, had access to good nourishment. Knight … Well, most people believe that only the patricians had a good life and had access to good food … But the plebs, and probably even the slaves, also had access to good nutrition. Matthew That is certainly something I didn’t know! Professor Knight, how did you come to this conclusion? Knight Well, we measured the length of the bones of skeletal remains and this anthropometric data shows us that, at the time of Augustus … Matthew Sorry, can you explain to our listeners who Augustus was? Knight … Augustus? Augustus was the first Emperor of the Roman Empire … he came into power after Julius Cesar, in 27 AD. Matthew Thank you … So going back to the skeletons … Knight Yes … well, during the Roman Empire, the average height of the Romans was approximately 168 cm. Matthew That isn’t very tall. Knight No … for today’s standards, that isn’t tall. But what is interesting is that after the fall of the Roman Empire, the average height of people in the Middle Ages decreased. Matthew Do you mean that medieval people were shorter than the Romans? Knight That’s right. In fact, in the 1850s, the average height of young Italian men in the army was only 162 cm. Italian men became as tall as their Roman ancestors only in the mid-1900s, after World War II. Matthew Really!? So are you saying that the people of the preindustrial Roman Empire were taller and healthier than people in industrialised societies that came later? Knight Exactly! But let me tell you something else. Roman cattle were 20 cm taller than cattle of the Bronze Age and also the Medieval Era and were actually as tall as the cattle we have today. Keys Text 2 is correct.

Teacher’s book ■ TALENT 1

109

Answer keys

CLIL

5 Ask students to quickly read and check they

understand the vocabulary. Then allow 10 minutes for the students to read carefully and circle the correct option. Help students note the message in the first column which is basically always have farm animals!

Keys 1 another 2 It’s 3 do not fill 4 don’t grow any crop 5 and use

[0.00]

Let students listen to the audio and check their answers.

SCRIPT Matthew Professor Knight, could you explain to us why the Romans, and their cattle, were so healthy? Knight Well, first of all, the Romans practised intensive mixed agriculture and … Matthew Sorry can you tell us what you mean by intensive mixed agriculture? Knight Certainly. This type of agriculture involves five concepts: number 1, farmers use the land for both growing crops and raising animals; and in this way, 2, the farmers can fertilise the land with the manure from their animals. This means, 3, the crops grow well … Matthew … and that means a lot of food for a lot of people … Knight Correct! But number 4, and this is really important … you see today’s farmers practise large-scale industrial monocultures – the same crop year after year after year … but the farmers in the Roman times divided their land into different areas and they practised crop rotation … Matthew Sorry, could you explain what you mean by crop rotation? Knight Yes, crop rotation means that farmers did not grow the same crop in the same area for two consecutive years. Matthew Why is crop rotation important? And is monoculture bad? Knight Well, crop rotation is important and monoculture is not good … because, you see, some plants have long roots and some have short roots. So, when we grow the same crop on the same land for many years, the crop removes the nutrients in the same ‘root zone’ … So monoculture reduces nutrients from a certain root zone and with time that crop gets fewer and fewer nutrients. In addition, monoculture increases the population of pests that prefer that type of crop.

110

TALENT 1 ■ Teacher’s book

Matthew I see … So, by growing different crops in different areas every year, Roman farmers maintained the quality of their land and they also prevented the development of megapopulations of pests. Knight That’s right … but you see, one of the crops that the Romans grew was always legumes … Matthew Legumes? You mean like peas, beans and lentils? Why? Knight Well, all plants need nitrogen to synthesize protein and grow … and plants get nitrogen from the soil … so with time, the soil would contain less and less nitrogen. But legumes put nitrogen back into the soil. Matthew So that is why one of the crops was always legumes … Knight That’s right. But to maintain the quality of soil, the Romans also did a fifth thing that is really important, probably one of the most important things … they allowed areas of their land to fallow … Matthew Sorry, what does fallow mean? Knight Fallow means to let the soil rest … to not grow any crops on that land for a whole year … Matthew For a whole year? But isn’t that a waste of the land? Knight No, not if you let your cattle, goats and sheep graze on the land while it is fallow. Matthew That’s ingenious! Of course! The land is fallow and rests, the animals graze, produce manure that becomes fertilizer for the crops in the other areas, the crops grow very well and voilà, a lot of food for a lot of people! And that is why Roman cattle were taller, they were free and grazed on healthy grass!

7 Allow the students time to read and order the paragraphs.

Keys 1 a 2 e 3 b 4 d 5 c

[0.00]

Play the third part of the audio so students can check their answers to exercise 7.

SCRIPT Matthew Professor Knight, we know that the Romans used an effective system of crop rotation to grow food but the Roman Empire was very large – how did they provide enough food for all their people?

CLIL Knight

As you know the Empire extended across North Africa so the Roman State encouraged the production of grain on a massive scale in North Africa, Sicily, and Egypt and this guaranteed large surpluses so the price of grain was very low and very stable. Matthew Really!? But why encourage the production of surplus and cheap grain? Knight Ah … with cheap grain, it was possible for the State to distribute bread that was free or subsidised. Matthew Free or cheap bread! That’s amazing! Knight In time, the State also distributed wine and olive oil and even meat. Matthew Wow … but why give people so much wine and oil? And a diet of bread, wine, olive oil and meat? That isn’t very healthy … Knight You are right, that is not healthy … but, you have to understand that water was often contaminated, and the wines were probably not like the wines we have today … Roman wine was probably more like vinegar … so it killed the bacteria in water … Matthew So the Romans used acidic wine, which is vinegar, to sterilise drinking water? Knight That’s right. The Romans drank a drink called posca that contained some winevinegar, some honey, some spices and some water. And, regarding olive oil … Matthew Sorry, what did you say this drink was called? And what was in it? Knight Posca. Wine-vinegar, honey, spices and some water … it was how people could drink water, you see … Matthew That is amazing … sorry, you were saying about olive oil … Knight Yes, about olive oil … olive oil was not only used for cooking … people also used olive oil as a fuel for lamps, and olive oil was used as a detergent. So you see, since the State gave people basic necessities such as bread, olive oil, wine and some meat, it was possible for people to use their money to buy healthy foods for maintaining good health like fruits and vegetables … Matthew That’s incredible! So, since the State provided basic necessities, people used money to buy fruits and vegetables that are high in vitamins … that is why the Romans were healthier and taller than people in Medieval times …

Answer keys

Knight

That’s right. The Romans also used winevinegar to preserve vegetables and they used honey to preserve fruits … Matthew Honey? Knight Oh yes! Honey was a precious commodity and the Romans considered beekeeping a very important profession … Matthew Wow … that is so interesting … I am so sorry we have to stop now … but I thank you so much for sharing your knowledge with our listeners of I bet you didn’t know … I certainly didn’t know a lot of this! Thank you, Professor Knight! Knight It was a pleasure … thank you for having me, Matthew!

9 PROJECT WORK Read through the Project Work box together, then split the class into groups. Make sure each group has identified the two pieces of information that they find interesting. The summary and illustrations can be given as homework to encourage collaboration and the class poster created during the next lesson.

Competency note: • collaboration and participation: students work together to produce illustrated summaries, then collaborate as a class to bring together their work and create a class poster.

CLIL C – Geography Urbanisation and green spaces Objectives Map

In this Module we explore the theme of green cities and the ingenious light-weight vertical gardens of Patrick Blanc. In Activity 1, students learn how cities are expanding and the consequences for green spaces and pollinators such as bees. Activities 2 and 3 present the Blanc vertical gardens as a unique and sustainable solution to modern urbanization. By encouraging students to investigate pallet gardens and rooftop beehives, the Real Life Task helps students ‘think green’. The notions link into the Science Module on bees and the Maths module on urbanization in Italy.

1 LEAD IN Talk through the pictures together and talk about what is happening in each and discuss the effects. Then use the 14 phrases to complete the arrows.

Teacher’s book ■ TALENT 1

111

Answer keys

CLIL

Keys 1 to pursue education and training 2 to look for better-paid jobs 3 to seek opportunities 4 to enjoy culture and diversity 5 The construction of more housing 6 The elimination of trees 7 The removal of flowers 8 Bees: poor health and weak populations A from nearby rural areas B from far away C calls for D requires E results in F leads to

2 COMPARE & CONTRAST Help students see that they are using the simple past and the present simple. Make sure students use the present simple for communicating factual information about the new bridge.

Keys Sample answers: After the bridge is covered in green plants. There is a water fountain.

3 READING Read the text together and discuss the ways Patrick Blanc is transforming cities.

Language note: • you can help your students engage with this text in different ways. For example, they can identify ‘infinitives of purpose’ (to hold the structure; to support the roots, etc.) and the ‘nominalization of process-verbs’ (the transformation, the construction of, etc.).

Content note: • draw your students’ attention to the fact that, since certain insects prefer certain plant species, by using a diversity of plant species we prevent the formation of a pest- super-population of any single species of insects. This is the message in the Science Module about Roman agriculture and will be revisited in the CLIL pages on biodiversity in Level 2. Keys Blanc is covering urban structures with lightweight vertical gardens. In this way he is introducing plant diversity and not only making man-made structures resemble the natural world, but also introducing variety of insect species.

4 SPEAKING Ask the students to work in pairs and exchange ideas about Patrick Blanc’s ideas.

5 PROJECT WORK Begin by asking students to choose one of the two tasks and organise the groups according to interest. Set the project tasks as homework to encourage independent working.

112

TALENT 1 ■ Teacher’s book

Competency note: • learning to learn: students must find sources, research, understand and re-present one of two different areas – either the specific workings of a pallet garden or how a business works

CLIL D – Art Insect symbolism in art Objectives Map

We don’t often associate insects with art and yet artists have used insects not only in symbolic ways, but also to show off their artistic skills. In Activity 2 students learn the symbolism of the more common insects used in Western Art. In Activity 5 students learn how insects have been used in four different styles to communicate a variety of messages to the viewer. The Real Life Task will encourage students to look further into the artists presented in this Module and learn how to observe artwork carefully for the presence of other forms of symbolisms.

1 LEAD IN Although the adjectives are given in the

glossary, check that students understand the two positive and negative adjectives associated with ants in Western Art, e.g. positive – hardworking; negative – greedy.

Keys Ants can symbolise hard work and industriousness or they can represent greed and meanness.

2 MATCHING Make sure that the students can identify the insects. Then give 5-10 minutes for the students to work in pairs and match the insects to the symbolism descriptions.

Keys 1 bee 2 beetle 3 dragonfly 4 ant 5 butterfly 6 fly

[0.00]

LISTENING Use the listening task to consolidate the understanding that objects, such as insects, are symbolic in art and check their answers to the previous activity.

SCRIPT Man … So, in addition to flowers and other common objects, artists also use insects in symbolic ways … to send complex messages to us when we observe their work …So, I’d like to tell you about the six insects that are most common in Western Art … these are butterflies, beetles, bees, dragonflies, flies and ants.

CLIL

Some of these insects represent positive values and some represent negative values, and some insects can symbolise both positive and negative values, depending on the message the artist wishes to give. For example, ants can represent hard work and industriousness but some artists use ants to represent negative values such as greed and meanness. So let’s look at butterflies. Do you think butterflies represent positive or negative values? Woman Positive, good, nice things. Man Yes, butterflies are usually associated with positive values such as femininity and grace and even when butterflies are associated with death, they symbolise the soul and eternal life in the Hereafter … so life after death. Now remember that this is what butterflies often symbolise, but we will see later that artists can use butterflies to communicate different messages, but butterflies are usually positive … … And what about dragonflies? Girl 1 Dreams. Boy 1 Spirits. Girl 2 Speed. Man Very good. Artists usually use dragonflies for positive symbolisms such as speed and swiftness, bearer of dreams and also life after death … but in a positive way. … Here, we have flies. Boy 2 Negative, bad things. Girl 2 Death, rot and decay. Man Right, it is difficult to imagine flies symbolising positive values … so yes, flies represent death and decay, waste and rot … and interestingly, flies also send the message of how short life is … often, artists use flies to symbolise the brevity of our life on earth. Of course other insects do not live longer than flies, but flies symbolise the brevity of earthly life. … And then our famous beetles … In Western Art, beetles, especially the stag beetle, as shown here, often symbolises Christ and spirituality and good temperament. But we will see that this is not always the case, especially when beetles are used in paintings of flowers and food, still lifes … when stag beetles appear in still lifes, they symbolise evil and actually the Devil, Satan, the opposite of Christ … and we will see that in some paintings after the coffee break. So, here, finally, before the coffee break, here we have the bee.

Boy 2 Boy 1 Girl 2 Man

Answer keys

Positive, hard working. Honey and sweetness. Fidelity and nobility. Yes, bees are usually positive, related to hard work and fidelity … the idea of fidelity is of course related to the fact that bees live in large groups, colonies, and work for their colony and their Queen bee. And … of course, since bees produce honey, bees symbolise sweetness. OK, so after the coffee break, we will see some works of art which include insects …

4 SKIMMING Here ask the students to skim the text for insect names. This will prepare them for the next task that requires deeper reading.

Keys 1 bees 2 fly 3 stag beetle 4 butterfly

5 Ask the students to read the texts in detail to complete the information about each artist.

Keys 1 c 2 d 3 b 4 a Picture 1 Artist: Gian Lorenzo Bernini – Genre: Baroque – Title of work: Saint Peter’s Baldachin Picture 2 Artist: Petrus Christus – Genre: Northern Renaissance – Title of work: Portrait of a Carthusian Picture 3 Artist: Georg Flegel – Genre: still life – Title of work: Still Life with Stag Beetle Picture 4 Artist: Van Gogh – Genre: Impressionism – Title of work: Butterflies and Poppies

6 PROJECT WORK Ask the students to choose one

artist and follow the steps to research more information about each. The students can present their ideas back to the class.

Competency note: • acquiring and interpreting information: students research the symbolism of insects in one artist’s work.

Teacher’s book ■ TALENT 1

113

Answer keys

CLIL

CLIL E – Math Population density Objectives Map

This Module helps students learn the important concept of ‘density’ and gain a series of important literacies. Following the Lead In, Activity 2 gives students the opportunity to deploy map literacy skills to extract information on population densities. In Activity 3, students calculate population density, an important concept for many academic subjects, and also relate the notion of population density to a specific residential area within their own city. Activity 4 prompts students to extract information from a table, thus reinforcing their numeracy skills and helps them gain confidence in working through a complex table of intimidating big numbers. The Real Life Task encourages students to consider how population density may affect the quality of life.

[0.00]

LEAD IN The questions posed within this listening and about it also help students start contemplating the importance of managing urban growth. Read through the questions together and check understanding, then read and listen to the text. Check answers together.

Keys 1 No, it has been around for centuries. 2 Cities are getting bigger, faster. 3 About 22,000/km2 4 Providing so many people with fresh water, fresh food, clean air and good physical and psychological health

2 MAP READING Ask students to find their region and answer the questions. Make sure they understand the map before you start. Check answers with the class.

3 CALCULATING Through this activity, you can help

students understand and calculate one of the most important concepts of geography, population density. Students can bring in maps or find maps on phones or computers. Ask students to identify either the school or their home and calculate (using the scale of the map) 500 metres either side. Then follow the instructions to calculate population density. If your students are eager to do so, you could suggest they visit the area after school and obtain a more precise estimate. Note that we usually talk about population density per square kilometre so the number of people obtained using the formula in point 3 represents the population density within this ‘500 m ´ 500 m block’, as 1 km ´

114

TALENT 1 ■ Teacher’s book

1km = km2 therefore students need to multiply the value for the block by 4.

4 READING A TABLE Ask the students to read the text and use the information in the table to complete the gaps.

Language note: • this exercise presents an opportunity to revise superlatives and also learn expressions such as second-biggest; • note how large numbers are written in English: up to four digits, no comma is used: 3263, 1000 etc.; more than four digits, a comma for each three values: so, 10,000; 100,000, 1,100,000, etc. Draw your students’ attention to the fact that this is the opposite to how Italian uses commas to separate decimali. In English, we use ‘the decimal point’ to indicate decimals: so, 0.2 cm in English = 0,2 cm in Italian. To practice using decimal points in English, ask students to report the population density values up to one decimal point. Keys 1 Lombardy; Aosta Valley 2 23,844; 3263 3 128,298; 39.3 4 4,424,467; 174.2 5 students’ own answers

5 PROJECT WORK Split students into groups of 3 or 4.

Assign or allow students to choose a city and follow the Real Life Task instructions. Students should be encouraged to use the internet to research information independently. Encourage students to present their findings to the class. This could lead to an interesting discussion of what aspects contribute the most to quality of life.

Identifying connections and relationships: • students make connections between population density and quality of life.