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“CLIL Pages� for Upper Secondary On pages 10-19 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 2: 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. ENJOY! (see also the CLIL Pages of TALENT Level 1)
Cambridge University Press ISBN: 9781108627719
Welcome to Talent
A
RTER
A your new course from Cambridge University Press
Or g ns
MM
A
STARTER
Happ ness
Origins
3
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!
MM
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.
MM
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
U
you
your
he
his
she
her
it
its
we
our
you
your
subject
affirmative negative
I
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.
3
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
2
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
4
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
9
Weight
50 g
A
35 mm Price £80
the biggest .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. .................................................................. ..................................................................
Weight 140 g
B
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
C
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
N
Vocabulary
15
25
30
Central African Republic
Subject pronouns and possessive adjectives
I
am / ’m
you
are / ’re
he / she / it
is / ’s
we / you / they
are / ’re
I
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
I?
Are
you?
Is
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.
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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
7
m
[2.11] Read and listen to the article. Does it change your ideas from exercise 10?
Identify and retrieve facts and details
7
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
72
hink of Italy’s position in the ranking? province in Italy do you think t? Why?
GUIDE
st
r
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.
5
25
10
30
15
35
40
20
Switzerland
United Arab Emirates Japan
0
Key features: ■ GDP per capita ■ freedom
1
2
■ social support ■ generosity
3
4
5
45
■ 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
5
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.
10
10
F F F
T T T T
15
15
m
F
35
45
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
25
30
35
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.
T
F
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
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
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
m
3 3 3 3 3 3
4 4 4 4 4 4
5 ✓ 5 5 5 5 5
71
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.
N
mm
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).
m
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
F
T
F
T T
F F
T
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
RA
…
Forma
forma affermativa
summaries are true (T) or false (F).
Grammar Reference
NG
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
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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.
33
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.
20
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.
20
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.
mm
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.
F
T
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
10
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
■ ■ ■
20
the best the worst the furthest / farthest
See GRAMMAR REFERENCE page 118
5 Complete with the correct comparative
N
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
5
70
the smallest the biggest the easiest
more expensive than more satisfied than
Managing feelings
H
T
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
7
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
HA
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
7
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
m
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
8
Scegli l’alternativa corretta.
comparative
Making comparisons
CHANGING LANGUAGE
■
U
Comparative and superlative adjectives
PRELIMINARY: Speaking and Listening IGCSE: Reading, Writing, Speaking and Listening
SPEAKING SKILLS
■
MM
[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
4
1 Look at the photo and choose two words that you think best describe it.
Starter A
Comparative and superlative adjectives
1
MM
PRACTICE
7m
7
m
m
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
my
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
I
Oliver / brother Anna / bike Ben and Sam / school the girls / friends teachers / cars the children / dog my friend / tablet
Starter A
6
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.
U
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.
A
My name’s Joshua Marino. I’m 17 and I’m from Bedford. My surname’s
1 2 3 4
7 77
7
Happ ness
Natalia Joshua Natalia
1
U
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
G
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.
5
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.
M
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. ✗
6
0 1 2 3 4 5 6 7 8
.......................... red, yellow and orange
make you feel more energetic.
W
W
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.
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
87
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.
W
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?
u
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
Th
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.
15
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
85
START
END
Unit 8
85
LIFE SKILLS
G
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
7
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!
0
-ful .............
1
.............
■ dirt........................ ■ eas........................
■ heav........................ ■ angr........................
2
.............
■ worri........................ ■ tir........................
■ interest........................ ■ bor........................
3
.............
■ enorm........................ ■ nerv........................
■ fam........................ ■ delici........................
4
.............
■ 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
5
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
2
a person you know
3
a holiday
4
a bag
5
a normal school day
6
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.
1
WO D
A
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.
G
■ 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?
40
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 ✓
77
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
There Is Another Sky
by Emily Dickinson LITERATURE SKILLS 4
CC
d the sation
Emily Dickinson wrote this poem to
1
(1890)
CLIL
2
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
‘‘
C
1
2
D
6
6
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
8
WS (A–F)
10
3
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
244
7
Phrases for the 8 BOXES (1–8)
Phrases for the 8 BOXES (1–8)
F
F
• 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
D
5
4
CLIL C
7
E
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
5
3
E
2
5
C
B
4
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;
5
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—
10
4
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
2
3
4
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?
4
[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
3
5
E-BOOK
N N N
2
5
4
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.
‘‘
1
4
B
4 SPEAKING Identify two characteristics
‘‘
A
A
botanist-architect-artist. How is he bringing 3 green areas into cities?
‘‘
B
..........................
RESEARCH SKILLS
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?
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
9
[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
2
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.
77
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.
74
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
M
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.
19
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.
77
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
13
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
14
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
15
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
16
TALENT 1 ■ Teacher’s book
A CLIL
Science
Biodiversity In this Module, you will see why diversity in biological systems is important for the general well-being and survival of not only individual species but also our entire planet.
1 LEAD IN Discuss in pairs. What is biodiversity? Can you give any examples? 2 Read the definitions of three levels of biodiversity and match the images A–C to the types of diversity 1–3.
1 G enetic diversity Different variants within a species, but individuals in that species can breed, e.g., different ethnic groups.
2 S pecies diversity Different species, but all living in the same place, and individuals cannot breed, e.g., a sheep and a cow.
3 E cosystem diversity Lots of different organisms (plants and animals) that live in a large area and interact with each other and with their habitat (e.g., water, soil, weather).
A
B
3
C
[3.12]
Why is genetic diversity important? Read the Introduction about peppered moths. Then, work in pairs to choose the best explanation A or B. Then listen and check.
INTRODUCTION The example of peppered moths helps us understand how genetic diversity within a species increases that species’ chances of survival when there are changes in its habitat. In the mid-1800s entomologists noticed that, in the area around industrialised cities like Manchester, the population of dark-bodied peppered moths greatly outnumbered the white-bodied peppered moths. This was surprising because before the Industrial Revolution black peppered moths were rare, but by the end of the 1800s more than 90% of the peppered moths around Manchester were dark-bodied.
EXPLANATION A Pollution from coal-burning darkened the trees and surfaces in industrial areas, so the white moths were easily seen and eaten by predators. By contrast, the black peppered moths were more likely to live and breed.
EXPLANATION B The pollution from coal-burning darkened the trees and surfaces in industrial areas. The same pollution darkened the white-bodied moths. In this way, they could hide from birds.
CONCLUSION Now that pollution is under control and the air is cleaner, the white-bodied variety of peppered moths is able to survive and their numbers have increased. Not surprisingly, in today’s cleaner environment, the population of the dark-bodied variety is decreasing.
240
CLIL A
CLIL A 4 VISUAL LITERACY Use the diagram to complete the text below about the importance of species diversity.
Food Web Hawk
Quaternary consumers Tertiary consumers
Snake
Secondary consumers
Owl
Fox
‘Carnivores and omnivores’
Bird Frog
Rabbit
Mouse
} }
Grasshopper Plants
Primary consumers ‘Herbivores’ Capable of producing their own food
The diagram illustrates a food web that is typical of ecosystems in many areas in Europe. At the top of this food web, are 1 .......................... and at the bottom there are different species of 2 .........................., which produce their own food through photosynthesis. Plants are food for primary consumers such as insects like 3 .......................... and herbivores like 4 .......................... and mice. Secondary consumers feed on primary consumers. In this food web, the secondary consumers are mammals such as 5 .........................., amphibians like 6 .........................., and both small birds and big birds such as 7 ........................... . Here there is only one tertiary consumer, the snake, that feeds on frogs and small 8 ........................... . Since hawks also feed on snakes, they are considered quaternary 9 ........................... .
5 REAL-LIFE TASK How does species diversity help keep
ecosystems stable? Work in groups of four to investigate the following questions. 1 Imagine that a virus totally eliminated the rabbits in the ecosystem in exercise 4. ■■ What would happen to the food supply of foxes? And the population of foxes? ■■ Would many hungry foxes change the mouse population? ■■ What impact would introducing other species of small mammals that the fox could eat have? ■■ How would increasing species diversity ensure the survival of the entire ecosystem? ■■ Present your ideas to the class. 2 There are many ecosystems on the planet: ecosystem diversity. However, many consider our planet one big ecosystem. One example is how plastic trash from one part of the planet can affect life in another part of our ecosystem. Investigate this and find another example that demonstrates ‘We are all one ecosystem’.
Glossary breed : riprodursi coal-burning : combustione del carbone dark-bodied : di colore scuro
CITIZENSHIP AND COMPETENCY SKILLS Identifying links and relations ✓
CLIL A
241
B CLIL
History
The Industrial Revolution In this Module, we look at the Industrial Revolution: why it started in England and how it affected the English people.
1 LEAD IN When did the Industrial Revolution start and why was it considered a revolution? Read the following text to find out.
The Agricultural and Industrial Revolution of the eighteenth and nineteenth century changed, in only 100 years, the way people had worked for over 900 years. This is why it is called a revolution. The Industrial Revolution started in England around 1750. At the time, other regions in the world such as China and India had the same technological capabilities as England. So, why did the Industrial Revolution take off in England and not elsewhere? Many factors contributed.
2 PAIRWORK Look at the three factors below. Why do you think they were important for the Industrial Revolution?
During the Industrial Revolution, people invented machines. Machines were more efficient than manual labour.
1 Property rights English laws protected inventors and made it illegal to steal intellectual property.
2 Inexpensive coal Coal was an important fuel and provided energy for running machines. Initially, since coal in England was found near the surface, it was cheap and easy to mine.
3 Small population size Since the population size in England was small, the speed of production was always limited by how many manual workers were available.
3 VISUAL LITERACY Read the text below. Which image (A or B) best summarises the information?
Before the Industrial Revolution, the transformation of cotton, from cotton plant to cotton fabric, was a very labour-intensive manual process. Cotton had to be imported from India because textile production in England was too slow and could not keep up with the demands. Since India had a population of around 24 million compared to England’s 6 million, the Indian cotton industry was much more efficient. The English textile industry could not compete with the Indian cotton industry simply because there were fewer people in England to work in the cotton industry.
fabric : stoffa fuel : combustibile intellectual property : proprietà intellettuale mine : estrarre steam : vapore textile : tessile
B
A
242
Glossary
CLIL B
CLIL B VISUAL LITERACY Why was the Industrial Revolution so successful? Read and listen to the text. Then, in pairs, decide which graph correctly represents the information. Textile production in England was slow, so people invented machines that were faster. Early machines first used water for power and this tripled production. Water-operated machines were soon substituted by much more efficient steam-operated machines. To generate steam, coal was used to heat water. England had abundant supplies of coal and much of it was near the surface so it was very cheap to mine. As more and more industries began using steam-operated machines, more coal was needed, making it necessary to mine deeper. Eventually, machines were invented to facilitate this. At first, coal was transported by water, via rivers and canals. But with the invention of the light weight steam engine in 1769 it became possible to transport coal, and also other goods, much faster, cheaper and farther. That is why, once the Industrial Revolution started in England, the production and transportation of coal ensured its continued growth. This can be seen in the amount of coal usage before and after the Industrial Revolution. In 1700 England used under 3 million tons of coal but by 1830 it was using 30 million tons. In fact, by 1900, 200 million tons of coal was being mined to meet the fuel needs of England.
A
Millions of tons of coal mined
[3.13]
Coal usage
200 150 100 50 0
1600
1700
1800
1900
1800
1900
YEAR
B
Millions of tons of coal mined
4
200 150 100 50 0 1600
1700 YEAR
5 Critical thinking Look at the photos of some of the negative effects of the Industrial Revolution. Which do you think was the worst? Why?
The city did not have enough housing for the large number of migrants who had come to work in factories. This led to the formation of slums that were overpopulated and unhygienic. Uncontrolled coal-burning polluted the air.
Children as young as five worked 12-hour days.
It was very difficult for workers to protest against unfair conditions or poor wages. Before the 1850s, trade union movements were weak and working men were not allowed to vote until 1918.
6 REAL-LIFE TASK Work in groups of five to make a poster about the Industrial Revolution. 1 Decide which issues you will focus 2 Research it using reliable sources, cite 3 Find images and create graphs on in your poster. these, and summarise your findings. that help reinforce your message. CITIZENSHIP AND COMPETENCY SKILLS Communicating ✓
CLIL B
243
C CLIL
Geography 1
Migration In this Module, we explore the distribution of populations and look at the problems caused by the rise of urbanisation.
LEAD IN  Where do most people in the world live? Read and listen to the following report to find out. [3.14]  
More and more people are moving from rural areas into urban areas. Geographers classify rural areas as those with a population density of less than 400 people/km2 and urban areas are classified into three categories, depending on the number of people who are living in a settlement. For example, a city has at least 50,000 inhabitants while a metropolis has at least 500,000 people. When many metropolises form a continuous urban spread, they become an enormous megalopolis or a megacity. Some megacities have more than 10 million people!
2 PAIRWORK  Use the information from exercise 1 to complete the definitions. 1 Rural area: .......................... than .......................... /km2 2 City: a settlement of .......................... 50,000 people.
3 Look at the diagrams of population
distribution and use the information to correct the sentences.
1 In 1955, most of the megacities were in the Southern Hemisphere. 2 In 1955, there was one megacity in North America and one in South America. 3 The pie chart shows that, in 1955, only a little more than a quarter of the total world population lived in rural areas. 4 According to the pie chart, in 2015, a little less than half of the total world population lived in urban areas.
3 Metropolis: a large urbanised area with at least .......................... inhabitants.
4 Megalopolis / megacities: A .......................... urban .......................... formed by many .......................... .
1955
City dwellers Rural dwellers Source: un desa (2015)
Population over 5 million
2015
City dwellers Rural dwellers Source: un desa (2015)
244
CLIL C
Population over 5 million
CLIL C 4 Why is urbanisation today more problematic? Read the text below to find out. In older times, cities formed for pragmatic reasons: living close together gave settlements safety and socioeconomic benefits. However, the size of such settlements depended on the amount of food local farmlands could produce (Fig. 1 ). With the Industrial Revolution, efficient machines replaced manual workers. This pushed people into cities to look for jobs. Even though living conditions for the newcomers were often difficult and harsh, most found jobs because the rapidly growing Industrial Revolution needed many workers (Fig. 2 ). The movement from rural areas is continuing today. However, developing countries are facing what experts call premature urbanisation, where the number of jobs that cities can offer is far less than the number of migrants to the cities. This results in the creation of slum areas outside megacities (Fig. 3 ). In addition, many of these people cannot return to their farms because new processes in agriculture such as overfarming and the use of pesticides have rendered these lands infertile (Fig. 4 ). Slum areas are growing, which means that the number of destitute people without homes, or jobs or clean water or hope is now a serious problem in our globalised society.
A
B
C
D
5 Now match the images A–D to the correct gaps 1–4 in the text. 6 REAL-LIFE TASK Work in groups of four. Choose one of the topics below and do some research on it. Then produce a short summary to present to the class.
1 The United Nations Millennium Declaration aimed to ‘significantly improve the quality of life for 100 million slum dwellers by 2020’. ■■ How many megacities are there in the world? Are these surrounded by slums? Approximately how many people live in these slums? ■■ Research a slum around a megacity. What kind of social and health problems do people living there have? 2 Consider Italian history. What was the process of urbanisation? Look at the nineteenth century. Were there differences between urbanisation then and now? CITIZENSHIP AND COMPETENCY SKILLS Identifying links and relations ✓
Glossary settlement : insediamento slum areas : baraccopoli spread : estensione CLIL C
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D CLIL
Conservation In this Module, we explore how our cultural heritage is being threatened by processes in industry.
Art
1 LEAD IN  Work in pairs to answer the questions. 1 2 3 4
Look at the images. When you think of art, which of these three genres do you think of? Do you have a preferred genre? Do you have a favourite piece of art? If so, what is it? Describe your favourite piece to your partner. Painting
Sculpture
Architecture
Mona Lisa by Leonardo da Vinci. Monument to Dante, Florence.
Duomo, Milan.
2 PAIRWORK  Look at these images of a bronze statue before and after restoration and answer the questions. Then share your thoughts with the class.
1 What are the main differences between the images? 2 What do you think caused the deterioration to the statue?
BEFORE
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Glossary cultural heritage : beni culturali shells : gusci threatened : minacciati vinegar : aceto
AFTER
CLIL D
Martin Luther, Wittenberg.
CLIL D 3
[3.15]
Listen and complete the three texts. Some letters of the missing words are given. 2 T hese 3 to _ _ c gases dissolve in the 4 w _ _ er in the clouds. When it 5 r _ _ _ s or 6 s _ _ _ _, 7 a _ _ _ rain or snow falls on buildings and statues.
1 Emissions of gases from 1 c _ _ _ and in 2 in _ _ _ _ _ ies.
Transforms from gas to liquid
1
Acid rain
3 8 M _ _ _ le is calcium carbonate, the same substance as egg shells. The sulphuric acid and nitric acid in acid rain dissolves the marble, like vinegar dissolves the shell of an 9 e _ _ . In time, the details are 10 l _ _ t and 11 s _ _ _ _ ces become eroded and dark. Likewise, acid rain also 12 e _ _ des metals which become rough and also lose their 13 d _ _ _ _ ls.
Gargoyle, Notre Dame Cathedral, Paris.
Porta Nigra, Trier. Mark the Evangelist, Vienna.
Archduke Charles of Austria, Vienna.
4 REAL-LIFE TASK Work in groups of four to identify a building or a sculpture that represents your local cultural heritage. Do some research on it. Use the questions to help you.
1 When were these pieces made, by whom and with what materials? 2 Find out if and how local agencies are protecting this local cultural heritage. 3 Prepare a ‘report’ to present to your class to help others understand why it matters that we pay attention to our local cultural heritage. CITIZENSHIP AND COMPETENCY SKILLS Acquiring and interpreting information ✓
CLIL D
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E CLIL
Urbanisation and pollution In this Module, we look at trends in urbanisation and pollution and consider how this affects health.
Maths
1 LEAD IN  In pairs, think of two health-related problems that might be associated with life in big cities. 2 PAIRWORK  Use the information in the text and Figures 1, 2 and 3 to complete Figures A, B and C.
The Urbanisation Trend Some sources estimate that in 2030 there are going to be 8.1 billion people in the world and 5 billion will be living in urban areas (Figure 1). This is consistent with other reports that estimate that by 2050 67% of the 10 billion people in the world will be living in cities (Figure A). Increasing urbanisation has been a trend all over the world. Figure 2 shows that, although only 30% of the world population in 1950 lived in urban areas, by 2014 55% of all the people in the world were urban dwellers. This data is presented in Figure B. How does Italy compare? Figure 3 presents data regarding the distribution of people in rural and urban areas throughout Italy in 1950 and 2014, plus the forecast for 2050. These data are illustrated in Figure C. Figure 1
estimated % distribution of inhabitants (2030)
38%
Figure A
estimated % distribution of inhabitants (2050)
urban
urban
rural
rural
62%
Figure 2
World population distribution 100%
Figure B
World population distribution (actual and projected)
90% 80%
% Rural
70%
1950
60% 50% 40%
2014
urban
30%
rural
10% 1950
2014
Italy population distribution (actual and projected)
100% 90%
% Urban
80%
1950
45%
55%
60%
2014
30%
70%
40%
78%
20%
70% 50%
CLIL E
urban
30%
rural
10% 0%
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Figure C
Italy population distribution
% Rural
22%
65%
2050
Figure 3
2050
45%
2050
20% 0%
% Urban
1950
2014
2050
CLIL E 3
[3.16]
1 2 3 4
Listen to the text on air pollution and answer the questions.
Why is air pollution more dangerous than malaria and HIV/AIDS? Which gases cause air pollution and where do they come from? What do gases mix with in the air to form microscopic particulate matter (PM)? How can these particulate matters affect our health?
4 PAIRWORK How does urbanisation affect our health? Use the information from the map and graphs below to choose the correct option.
THE AIR WE BREATH Polluting gases such as nitrogen oxides (NOx) and sulphur dioxide (SO2) are emitted from vehicles and factories every day: the famous smog that covers industrialised cities. When we 1 eat / breathe these microscopic particles, they enter our lungs and can pass into the bloodstream, causing respiratory and cardiovascular problems. Air-control stations have been installed throughout Europe to monitor 2 water quality / air quality. The map below shows the average concentration of PM measured at these stations in 3 2014 / 2016: each dot represents a control station. In Italy, the highest PM values were 20°
0 0°
1 ° 10
1 10
20 0°
recorded in 4 small agricultural towns / large industrial cities. Stations in Spain and France registered 5 the lowest / the highest PM values while countries in 6 Northern Europe / Eastern Europe recorded higher PM values. The European Environmental Agency (EEA) reported that, of the 491,000 deaths in Europe that were related to air pollution, 7 17% / 83% were reported in Italy. Italy was, in fact, the country with the highest number of airpollution-related deaths. Of the 84,400 cases reported, 8 26% / 70% were related to particulate matter exposure, 9 26% / 70% caused by exposure to NO2 and 10 4% / 26% caused by exposure to other pollutants. 60°
Annual mean PM2.5 concentrations in 2014
70 0°
µg/m Concentration of particulate matter (PM) measured at air-quality control stations across ≤ 10 Europe in 201410 1 10–20 3
10 0° 0 0°
6 ° 60
10 0°
20 °
60 °
Annual mean PM2.5 concentrations in 2014
70 °
20–25 1 Air-pollution-related deaths 25–30
µg/m3
17%
≤ 10 10–20
10 0
50° °
20–25 25–30
No data Italy
Other UE Countries
83%
> 30
> 30
No data 50°
2 Causes of air-pollution-related deaths in Italy 4%
PM
26%
NO2 70% 0 Canary Is.
-20°
500 !! !
1500 km
Source: EEA – European Environment Agency. 30 0°
-30°
30° °
1000
Other
40°
5 REAL-LIFE TASK Work in groups of four. Choose one of the below 0 500 1000 topics 1500 km !! !
Canary Is.
30 °
Madeira Is.into it. Then present your findings to the class. and do some research 20 0° 30° 30 40° °
30 °
Madeira Is.
5 00 1000 1500 km 1 0 Investigate how geographical terrain affects air quality in Italy. Industries are often built where land is flat so transportation is easy. How do nearby mountains worsen the air pollution in industrial cities? 2 Exercise enthusiasts say jogging is an excellent way to keep fit. But how healthy would it be to jog when there is pollution? 20 0°
30 0°
40 °
CITIZENSHIP AND COMPETENCY SKILLS Identifying links and relations ✓
Glossary forecast : previsione urban dwellers : persone che vivevano in città CLIL E
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