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Twenty One TB Test VOL3

Il documento è un libro di testo per studenti che include una chiave di risposta, note per insegnanti, attività extra, pronuncia e copioni audio. Gli obiettivi principali sono comprendere dialoghi, ripassare lessico e strutture grammaticali, e sviluppare competenze comunicative e collaborative. Le unità trattano temi come feste, emozioni e esperienze di vacanza, con esercizi pratici per migliorare l'apprendimento.

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Matteo Ber

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Scarica in formato PDF, TXT o leggi online su Scribd

Il 100% ha trovato utile questo documento (1 voto)

13K visualizzazioni137 pagine

Twenty One TB Test VOL3

Caricato da

Matteo Ber

Per noi i diritti sui contenuti sono una cosa seria. Se sospetti che questo contenuto sia tuo, rivendicalo qui.

Formati disponibili

Scarica in formato PDF, TXT o leggi online su Scribd

Student’s Book 3

• Answer Key
• Teacher’s notes
• Extra activities
• Pronunciation
• Audio scripts

16011_ TWENTYONE _TB _VOL_3_033-[Link] 33 26/07/18 14:26

3 Student’s Book 3

Starter
A great party!
pp. 12–13

Obiettivi
• Comprendere un dialogo
leggendo e ascoltando
• Ripassare il lessico relativo
ad alimenti, generi di musica e
strumenti musicali, film e
many
televisione, luoghi in città e a few
mezzi di trasporto
• Ripassare alcune strutture Did
grammaticali già note quali le
Was
espressioni di quantità e How
many/much...?, il Past simple e sang a lot of
il Present continuous con made
significato di futuro
• Descrivere una festa recente
con amici o in famiglia went
didn’t
• Scrivere un brano sulla festa
di un compagno ’m having
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento utilizzando varie
fonti e modalità di informazione
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio)
Collaborare e partecipare:
interagire a coppie,
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui capacità

1-2 ➜ p. 12
• Gli studenti leggono il testo
completandolo con le parole date.
Chiedere loro di tradurlo in italiano
per una maggiore comprensione. 5 ➜ p. 13
1 NG
• Fare ascoltare l’audio per
2 F. A few of her sister’s friends came.
riabituare gli studenti ai suoni 6 ➜ p. 13
3 T
dell’inglese dopo l’intervallo delle
vacanze. 4 F. He wanted to go.
5 NG 7
3 6 T KEY Speaking Part 2
INVALSI Trinity Grade 4: Talking about past
• Verificare la comprensione del 4 ➜ p. 13 events; Food; Grade 5: Special occasions
dialogo svolgendo l’esercizio • Svolgere l’esercizio con tutta la classe, • Gli studenti formulano domande con le
collettivamente. Se opportuno, far chiamando vari studenti a scrivere le parole della tabella e lavorano a coppie,
correggere le frasi false. risposte alla lavagna. annotando le risposte del compagno.
34

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3 Student’s Book 3

Starter
It’s not fair
pp. 14–15

Obiettivi
• Comprendere il post di un
ragazzo leggendo e ascoltando
• Ripassare il lessico relativo
ad aggettivi di personalità,
lavori domestici, malanni e
rimedi, emozioni
• Ripassare alcune strutture
grammaticali già note quali il
comparativo e il superlativo
degli aggettivi, must, have to e
should, i composti di some,
any, no, every, il Past
continuous e il Past simple
• Parlare di emozioni, lavori
domestici, persone della famiglia
• Scrivere un post su un
problema a casa o a scuola
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento utilizzando varie
fonti e modalità di informazione
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio,
video)
Collaborare e partecipare:
interagire a coppie,
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui capacità

1-2 ➜ p. 14
• Gli studenti leggono il post e
scelgono le alternative corrette per 4
completarlo. Farlo tradurre in 1 He’s upset with his younger brother Tom.
2 Tom has to clear the table and Harry • Svolgere l’esercizio con tutta la classe,
italiano per verificarne chiamando vari studenti a scrivere le
comprensione. has to load the dishwasher. They also
have to take out the rubbish and take risposte alla lavagna.

3 the dog for a walk.

3 Because he says he doesn’t feel well.
Esame di Stato
4 Because Tom was eating chocolate an
• Verificare la comprensione del
hour later.
post ponendo le domande
5 Because Tom said his leg was hurting.
oralmente. Se opportuno,
6 They say Harry mustn’t say bad things
assegnare l’esercizio come
about Tom.
compito scritto a casa.

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Starter
3
5 ➜ p. 15
• Chiedere agli studenti di leggere
ogni definizione e identificare la
parola descritta.

6 ➜ p. 15

7
KEY Speaking Part 1
Trinity Grade 2: Describing
people;
Grade 3: Home life;
Grade 6: Rules; Expressing
obligation;
Grade 8: Expressing feelings and
emotions
• Gli studenti lavorano a coppie.
Risposte libere

8
• Assegnare l’esercizio come
compito scritto a casa.
shouldn’t Risposte libere
anything
kind nicest Extra activity
mustn’t Complete the sentences
toothache were you going,
saw with the comparative or
feed better superlative form of the
wasn’t running adjectives given.
shocked was walking
nothing hard-working • good-looking •
a cold curly • tall • funny • generous •
short
doctor
Mark’s hair is shorter than
funny Leo’s, Leo’s is quite long.
1 My sister’s ………….. than me.
guilty
I’m 1.70 and she’s 1.80 m.
2 Who is the ……………..
person you know? – Ben. He
tells jokes constantly!
3 Megan is …………….. than
Amy. She always offers to
pay.
4 I don’t look like my dad. He
says I’m ……………...
Vocabulary must, have to and should: We both have to 5 Ruth is the ……………..
Personality: annoying mustn’t say, Tom has to, I have to, he didn’t person I know. She’s always
Chores: clear the table, load the dishwasher, have to, I had to, What should I do? studying.
take out the rubbish, take the dog for a walk some, any, no, every compounds: 6 My mum’s hair is
Illnesses and remedies: a stomach ache, anything, everything, something …………….. than mine. My
hair is just a little wavy.
his leg was hurting, stay in bed Past continuous and Past simple: while
Emotions: angry, upset we were eating dinner, Tom/Mum said…, he 1 taller 2 funniest 3 more
Grammar was…, he was eating chocolate, he said he generous 4 better-looking
Comparative and superlative couldn’t… because his leg was hurting, Dad 5 most hard-working 6 curlier
adjectives: younger, older, the most annoying said…, could stay in bed…

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3 Student’s Book 3

Unit 1
Dialogue pp. 16–17

Obiettivi
• Comprendere un dialogo
leggendo, ascoltando e
guardando un video
• Imparare espressioni della
conversazione quotidiana
• Parlare di esperienze di
diversi tipi di vacanza
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento utilizzando varie
fonti e modalità di informazione
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio,
video)
Collaborare e partecipare:
interagire a coppie,
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui capacità
Life skills
Collaboration: sapersi
mettere in relazione costruttiva
con gli altri, saper creare e
mantenere relazioni
significative, cooperazione,
impegno e consenso

1
• Fare osservare la foto per
identificare i personaggi e il luogo
in cui si trovano. Chiedere Who are
the people? (Dillon and Sophie.)
Where are they? (In the street.)
• Chiedere agli studenti se
ricordano chi erano Dillon e Sophie
seguire la scena e di indovinare di che cosa
nei Livelli 1 e 2 del corso. (Erano things teenagers want to do in the
parla il dialogo.
due assistenti del corso estivo al USA.
Tech Camp. Dillon è il fratello 2-3 3 Sophie reads her own list.
maggiore di Maisie, e Sophie è la 4 He went on a roller coaster called ‘The
• Far riascoltare il dialogo una battuta per
sorella maggiore di Eddie.) Swarm’.
volta e far ripetere.
5 They both want to go sightseeing in
1 They’re filming a video. 4 New York and camping in a national
park.
VIDEO 1 He’s making five videos for his school 6 She wants to stay in a five-star hotel
assessment this year. in San Francisco with a view of the
• Gli studenti guardano il video a 2 It’s a holiday survey about the top five Golden Gate Bridge.
libro chiuso per il piacere di
38

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Unit 1
3
English
Real ➜ p. 17

Vocabulary
Holiday experiences: go
sightseeing, go hot air ballooning,
go on a roller coaster, go
camping, stay in a five-star hotel
Grammar
Present perfect affirmative
and negative: I haven’t done
this before. I’ve put sightseeing
in New York as my number five.
I’ve decided on hot air ballooning
over the Grand Canyon. I’ve
chosen camping. She’s gone to
book a holiday.
Present perfect: interrogative
and ever: Have you ever been on
a roller coaster? Where’s she
gone?
Present perfect: short
answers: Yes, I have.
Present perfect with never:
I’ve never been on a roller coaster.

Go on then 6

Last, but not least

KEY Speaking Part 1
Trinity Grade 4: Holidays;
Grade 5: Expressing preferences
Risposte libere

7
• Avviare una discussione
collettiva, in cui ognuno espone le
sue idee. Far ragionare i ragazzi sul
fatto che lavorando in
collaborazione si mettono insieme
le capacità di più persone e si
ottengono risultati migliori.

Risposte possibili:
1 Sophie is helping Dillon with
his project.
2 Each person has different
Culture note come il bisonte, il lupo grigio, l’orso grizzly
skills or abilities and ideas.
Il Grand Canyon, nella foto a pag. 16, si e l’aquila dalla testa bianca.
Collaboration means that the
trova in Arizona ed è stato formato Yosemite National Park nella Sierra
task is easier and the result is
dall’erosione delle rocce del Colorado Nevada in California, è famoso per le rocce
better.
Plateau su un arco di milioni di anni. granitiche, le sequoie giganti e le cascate
Yellowstone National Park si trova nelle spettacolari tra cui le più alte sono le 3 Risposte libere
Rocky Mountains in Wyoming, al centro Yosemite Falls (440 m.)
del Greater Yellowstone Ecosystem con i Golden Gate Bridge, costruito tra il 1927 e
suoi bacini geotermici. Il parco è soggetto il 1937, unisce San Francisco con la contea
a numerosi piccoli terremoti dovuti alle sue di Marin. È lungo km 2,71 con la campata
origini vulcaniche ed è popolato da animali principale tra le due torri lunga km 1,28.

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3 Student’s Book 3

Vocabulary p. 18
Obiettivi
• Imparare le attività del tempo
libero
• Ascoltare racconti di vacanze
• Parlare delle vacanze
Competenze
Imparare a imparare: acquisire
e organizzare informazioni
Individuare collegamenti e
relazioni: rappresentare
collegamenti tra concetti

VIDEO

• Far guardare il video agli studenti

stay in a go on a roller go camping go abroad
per aiutarli a identificare le attività e hotel coaster
per far sentire la pronuncia.

1 ➜ p. 18

2 ➜ p. 18
INVALSI

1-07 Audio script

go hot air miss a train/ lose something be sick go sightseeing
1 Boy So what did you do? ballooning miss a plane important
Zainab Well, I looked in the
hotel room too, but I couldn’t find
it anywhere. So, we went to the
police station and reported it. But
in the end, we had to go to the
embassy and ask for an
emergency passport.
Boy That’s terrible.
2 Jason The food was really
good and we ate at the same lose something important go sightseeing
restaurant nearly every night. But be sick (passport) go camping
on the last night, when I got back stay in a hotel go hot air ballooning
to the hotel, I felt terrible. I was in
the bathroom all night. Luckily my
mum had some medicine with
her, so the next day I felt better.
But what an awful night!
3 Evie It was amazing. It had
four restaurants, a gym and three
swimming pools, one inside and
two outside. The rooms were
really big and modern, and we
had a balcony with a view of the 5 Kim It was my first time, but I enjoyed went really high up, and I didn’t feel scared
sea. It was much nicer than the it. The campsite was next to the beach. The any more. The view was amazing, of
bed and breakfast we were in toilets and showers were clean. Our tent course, and I took lots of photos.
last year! was quite big, so there was lots of space to
4 Joe Well, we decided to put our things. Oh, one thing, I saw quite a
take a bus that did a tour of the lot of insects and spiders when I went to 3
city. It stopped at all the most the toilet in the middle of the night! Aargh! KEY Speaking Part 1
famous places and we got off 6 Malik I was very nervous about it, a bit Trinity Grade 4: Holidays; Talking about past
and looked around. We didn’t go scared, you know. Anyway, we all climbed events; Grade 5: Talking about personal
into the Cathedral because the into the basket, the pilot lit the burner and
experiences
queues were very long and we we started to go up! Well, it was incredible,
didn’t have time. very quiet – not like being in a plane. We Risposte libere

1 I haven’t read this book

before.
2 Rosie hasn’t bought new
studied seen jeans.
slept met
begun stayed haven’t been 3 I’m sure we haven’t met
walked taken before.
eaten been ’s broken 4 They haven’t done all the
had made
’ve forgotten exercises.
’s been 5 The rain hasn’t stopped.
hasn’t tidied
6 Jim hasn’t left his phone on
haven’t eaten the bus.
ng

4 ➜ p. 19
• Far leggere e tradurre gli
esempi. Spiegare che has been
indica che una persona ha fatto
l’esperienza di visitare un luogo in
un tempo non precisato del
passato (ciò che ci interessa è
l’esperienza); has gone indica che
una persona è andata via e non
sappiamo quando tornerà (ciò che
ci interessa è l’assenza della
persona).

5 ➜ p. 19

1-08 Audio script

1 We’ve been to the shops.
Look, we’ve bought some
Grammar pp. 19–21 • Imparare la differenza d’uso tra il strawberries.
Present perfect e il Past simple 2 I’ve been to that pizzeria a
Obiettivi Competenze few times.
• Imparare come si forma il participio Imparare a imparare: organizzare il 3 Ali’s got a toothache, so he’s
passato proprio apprendimento e acquisire abilità gone to the dentist.
• Imparare le forme affermativa e di studio 4 Mrs Cox isn’t here. She’s
negativa del Present perfect gone to make some photocopies.
• Imparare il significato di been e gone 1 ➜ p. 19 5 You look well. – Thanks. I’ve
• Imparare la forma interrogativa e le been on holiday.
risposte brevi del Present perfect VIDEO
• Imparare l’uso di ever e never con il
• Far guardare il video per far capire come si
Present perfect
forma il Present perfect affermativo e
41

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3 Student’s Book 3

VIDEO

• Far guardare il video che illustra

come si formano le domande e le
risposte brevi del Present perfect.

e has Mum put

6 ➜ p. 20
a has the teacher written
7 c have you opened

f has Dad bought

1-09 Audio script d have you seen
& risposte
1 Have you loaded the
dishwasher?
Yes, I have.
2 Have your sisters done their
homework?
No, they haven’t.
3 Has Grandma phoned?
Yes, she has.
4 Has Dad taken the dog for a
Have heard
walk?
No, he hasn’t. Has lost
5 Have you and Joe put Has seen
everything in your school Have tried
bags for tomorrow? never
Yes, we have. Has gone ever
Have had

8 ➜ p. 20
ever
Check it ➜ p. 20 never

ever
9 ➜ p. 20
never
VIDEO never
• Far guardare il video che illustra ever
la differenza tra l’uso del Present ever
perfect e l’uso del Past simple, never
particolarmente importante per chi
parla la lingua italiana dove il
passato prossimo si usa per
ambedue le aree di significato.

Check it ➜ p. 21
Note didattiche
____________________________________________________________________________

____________________________________________________________________________

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Unit 1
3
12 ➜ p. 21

1-11 Audio script

It’s been a really busy week, so
I haven’t had time to write
anything until now, sorry!
On Monday after school, I
finished my Geography project
– finally! Then I helped Mum to
make a cake for my brother
Tom’s birthday. On Tuesday, I
had basketball practice, so I got
home late. Then on Wednesday,
I studied for the History test.
We did the test yesterday. I’m
so happy it’s Saturday. I’ve
done all my homework, so I’m
haven’t free! I’m going to Mel’s house
this evening for a pizza and
finished
pyjama party. I’ve never been to
helped a pyjama party before, so I’m
quite excited. Dad’s at the
had
got supermarket. He’s gone to get
studied some ice cream for me to take
did to Mel’s.
’ve done

been 13

s gone
1 A Have you seen the new
Chris Hemsworth film?
B Yes, I have. I saw it on
haven’t Have
looked Saturday. I went to the
saw cinema with my
classmates.
A Was it good?
Have been B Yes, it was.
have went 2 A Have you ever been to the
USA?
didn’t like
B No, I haven’t. But I’ve been
played to Canada.
A Really? When did you go
(there)?
B Last year. My aunt lives in
Montreal, so we went to
visit her/stay with her.
10 11 ➜ p. 21
14
1 ✓
2 ✗ we went… Risposte libere
3 ✗ We’ve never eaten...
4 ✗ What time did you have…
5 ✗ They got married...
6 ✓
7 ✓
8 ✗ tidied

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3 Student’s Book 3

Oral competences –
Functions p. 22
Obiettivi
• Comprendere un dialogo in
cui si chiedono e si danno
informazioni per viaggiare in
treno
• Chiedere e dare informazioni
sugli autobus che vanno
all’aeroporto
Competenze Saturday morning.
Imparare ad imparare:
acquisire e interpretare What time does it arrive?
informazioni
That’s perfect. We’d like a return.
Collaborare e partecipare:
interagire a coppie
How much is a ticket?
OK. Thanks.
VIDEO

• Far guardare il video e fare

osservare la foto che si riferisce al
dialogo di pag. 16 dove Dillon
aveva menzionato di essere stato a
some information on
Thorpe Park l’anno precedente.
Ora vuole ritornarci con Sophie per
farle fare l’esperienza delle There’s a
montagne russe chiamate “The
What time
Swarm”.
How much return
1-2 ➜ p. 22
’d like
1-12 Audio script
Dillon Hi. We’d like some
information on trains to Thorpe
Park this weekend.
Woman Sure. When do you
want to leave?
Sophie Saturday morning.
Woman There’s a train at nine.
Sophie What time does it
arrive?
Woman It arrives at ten past
ten. 3 ➜ p. 22 Man Single or return?
Dillon That’s perfect. What
Girl I’d like a single, please.
time are the return trains? 1-14 Audio script Man That’s £18.50.
Woman There’s a train at six Girl I’d like some information on buses
thirty. to Leeds next week. 4
Dillon How much is a ticket? Man Sure. When do you want to leave?
Woman Single or return? Trinity Grade 6: Travel
Girl Friday evening.
Dillon We’d like a return Man There’s a bus at 6.20 pm. Risposte libere
please. Girl What time does it arrive?
Woman That’s £20.10 per Man It arrives at quarter to nine. 5
person. Girl That’s perfect. How much is a
Sophie OK. Thanks. ticket? Risposte libere

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Unit 1
3
1

Risposte possibili:
Showing respect, being
environmentally-friendly and
not damaging places or
communities.

2
Esame di Stato: Reading
comprehension

1 Air travel is cheaper and the

digital age means finding
and booking everything is
easier.
2 It can damage the local
culture, environment and
wildlife. Tourists drop litter
and use local resources.
3 Recycle rubbish and don’t
waste water, choose
environmentally-friendly
travel options like the train,
go camping or stay in a small
bed and breakfast, buy local
products and support the
community.
4 Artefacts or natural
objects like plants or shells.

Pronunciation
Insegnare le diverse pronunce
della vocale “a” iniziale di
parola. Nei nomi dei continenti
può avere i suoni /eɪ/ /æ/ /ə/:
Asia /ˈeɪʒə/, Africa /ˈæfrɪkə/,
South America /ˌsaʊθ əˈmerɪkə/.
Quando è seguita da “l”
assume un suono simile ad
una “o” aperta, come nelle
parole always /ˈɔːlweɪz/ e also
/ˈɔːlsəʊ/.
Citizenship p. 23 21st century competences
Critical thinking: saper analizzare 3
Obiettivi informazioni e situazioni in modo Trinity Grade 6: Travel
• Comprendere un articolo sul turismo oggettivo, valutandone vantaggi e Risposte libere:
Competenze svantaggi, al fine di arrivare a una
• Imparare ad imparare: acquisire e decisione consapevole, risolvere
interpretare informazioni problemi, gestire progetti 4
• Consapevolezza ed espressione Esame di Stato: Oral presentation
culturale: riconoscere l’importanza di un
turismo sostenibile e responsabile Risposte libere

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3 Student’s Book 3

Competences and
Culture pp. 24–25
Obiettivi
• Comprendere un blog su una
vacanza speciale
• Comprendere una
conversazione all’ufficio del
turismo
• Parlare delle vacanze
• Scrivere un’email sulle
vacanze
Competenze
Imparare ad imparare:
acquisire e interpretare
informazioni
Collaborare e partecipare:
lavorare in coppia
Consapevolezza ed
espressione culturale:
conoscere aspetti importanti
geografici e storici dei paesi
che visitiamo F (It was a surprise.)
T
F (No one escaped.)
F ( They went to one – Yosemite.)
T
NG
Warm up
• Fare osservare le foto e
farle descrivere: In the photos
we can see the Golden Gate
Bridge, San Francisco’s
famous trams, the biggest
sequoia tree.
20

Culture note 6 o’clock

San Francisco fu fondata nel 30
12
1776 da coloni spagnoli che le
Taylor
diedero il nome del santo di
Assisi. Episodi importanti nella
storia della città furono la
guerra con il Messico
terminata nel 1848 con la
2 ➜ p. 24
vittoria americana, la corsa anni Sessanta, al femminismo e alla
all’oro del 1849 che ne cultura gay e transgender, tanto da INVALSI
aumentò enormemente la essere soprannominata “gay capital of KEY Reading Part 4
popolazione, il terremoto del the world”. A sud della città si è • Far leggere Focus on reading e aiutare
1906 che distrusse tre quarti sviluppata la Silicon Valley, centro gli studenti a tradurre le parole.
della città e la conferenza del mondiale dello sviluppo tecnologico. Cognates: anniversary = anniversario; face
1945 che segnò la nascita = faccia, bay = baia; delicious = delizioso,
delle Nazioni Unite. squisito; prison = prigione, carcere;
San Francisco è nota per la enormous = enorme, immenso
1
sua cultura alternativa che va False friends: spent = trascorso, parents =
dal movimento hippie degli San Francisco / California / the USA. genitori; arranged = organizzato; definitely =
sicuramente, senz’altro
46

4 ➜ p. 24
INVALSI
KEY Listening Part 4

5
KEY Speaking Part 1
Trinity Grade 4: Holidays; Talking
about past events;
Grade 5: Talking about personal
experiences
Risposte libere

6
Esame di Stato: Composizione di
un’e-mail
3
1-17 Audio script Risposte libere
Woman Hello. I’d like some information
1 At all the famous places in the city
about the San Francisco cable car tours,
(including the Golden Gate Bridge and
please. Where do they stop?
Chinatown).
Man Yes, of course. The tours stop
2 Three.
at all the famous places in the city,
including the Golden Gate Bridge and
Chinatown. You can get off the cable car
whenever you want, and then you can get
on the next cable car.
Woman How often are the tours?

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Unit 2
Dialogue pp. 26–27

Obiettivi
• Comprendere un dialogo
leggendo, ascoltando e
guardando un video
• Imparare espressioni della
conversazione quotidiana
• Parlare di soluzioni per
problemi tecnologici
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento utilizzando varie
fonti e modalità di informazione
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio,
video)
Collaborare e partecipare:
interagire a coppie,
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui capacità
Life skills
Solving problems: saper
affrontare i problemi della vita
in modo costruttivo, saper
trovare soluzioni e idee originali

1
• Fare osservare la foto e aiutare
gli studenti a identificare i
personaggi. Chiedere Who is the
boy? (It’s Dillon.) Who is he talking
to? Spiegare che si tratta del padre 2
di Sophie (He’s talking to Sophie’s 1 They are outdoors, somewhere in the
dad.) Where are they? (In a city • In un secondo tempo, fare ascoltare il
city / in London.
street.) dialogo mentre gli studenti seguono il testo
• Far leggere il Culture flash che sul libro per capirlo in dettaglio.
VIDEO • Aiutarli nella comprensione del dialogo
dà informazioni sul punto di Londra
dove si trovano i personaggi, il • Gli studenti guardano il video a libro traducendolo o ponendo domande in
Silicon Roundabout nella City, così chiuso per il piacere di seguire la scena e di italiano.
chiamato perché in questa zona vi indovinare di che cosa parla il dialogo.
sono molte compagnie • In questo video, Dillon intervista il papà di
tecnologiche come nella Silicon Sophie sulla sua esperienza di lavoro nel
Valley in California. campo della tecnologia.

6
KEY Speaking Part 1
Trinity Grade 5: Talking about
phone personal experiences;
a dinosaur/old/slow Grade 9: Technology
delete/remove • Far leggere attentamente
app developer
fake apps l’esempio, facendo notare che
photo editing l’esperienza viene descritta con il
Present perfect (Have you ever
had...?) mentre i dettagli di quanto
è accaduto sono menzionati con il
Past simple e un’espressione di
tempo passato (I lost all my photos
a couple of months ago).
Risposte libere
You name it.
7
downsides
• Gli studenti lavorano a coppie,
It’s gone viral. discutendo come affrontano i
Take a look. problemi tecnologici.
• Avviare poi una discussione
collettiva, in cui ognuno espone le
sue idee.

Risposte possibili:
• Sophie thinks Dillon should
delete some stuff.
•R isposte possibili: clear
cache (temporary data from
apps); add a SD card (scheda
SD) for files, photos, videos
and music or use cloud
storage.
•R isposte possibili: ask
someone, search online for
the answer.
3 5
Risposte libere
• Far riascoltare il dialogo, una battuta per
volta, e far ripetere. Vocabulary
Technology: share, scroll down, highlight,
Real
English ➜ p. 27 tap on, send, delete, app, gone viral
R Grammar
Present perfect with just: They’ve just
4 ➜ p. 27
removed a fake Pokemon app.
• L’esercizio può essere svolto oralmente Present perfect with already and yet:
con tutta la classe. I’ve already done that. Have you seen the
video about it yet? No, I haven’t seen it yet.

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Vocabulary p. 28

Obiettivi
• Imparare le azioni per
utilizzare il computer
• Ascoltare una conversazione
sulla vendita di un articolo online
• Interrogare un compagno sul
lessico relativo alla tecnologia
Competenze
copy and paste download / upload save
Imparare a imparare:
acquisire e organizzare
informazioni
Individuare collegamenti e
relazioni: rappresentare
collegamenti tra concetti highlight share scroll up / scroll down log in / log out

VIDEO

1 ➜ p. 28
delete tap (on) type in click on
• Leggere le espressioni elencate
mentre gli studenti cercano di
identificare le immagini e scrivono
quale azione rappresenta ciascuna

2 ➜ p. 28
• Far leggere l’elenco di azioni per
assicurarsi che tutti ne capiscano il
significato. Poi fare ascoltare la ✓ ✓
registrazione almeno due volte. ✓ ✓
✓ ✓
✓
1-21 Audio script
Lucy Blake, I want to sell my
bike online, but I don’t know
how. Can you help me?
Blake Have you already
registered on the website?
Lucy Yes, I have.
Blake Right. Well, log in then.
Lucy What now?
Blake Scroll down and click on
‘sell’ at the bottom of the page. Lucy I’ve written that the bike was my Blake Now you just post it – and there,
That’s right. Now complete the sister’s before me, but she didn’t like the it’s for sale online!
box about what you’re selling. colour. Lucy Great. Thanks, Blake.
So, type in ‘bike’ and write a Blake Delete that part. That’s too much
description and the price. information! 3
Lucy I’ve already written a Lucy OK. Done.
description of the bike in a Blake Have you got a photo of the bike Risposte libere
separate Word document. to upload?
Blake Right, well, you can Lucy Yes, I have. I just click on ‘add
copy and paste it into the box. photo’, right?
OK, good. What have you Blake That’s right.
written at the end? Lucy Done.

Pronunciation
Spiegare che con i verbi
regolari la pronuncia del
Present perfect nelle forme
affermative di I, you, we,
they si distingue da quella del
Past simple soltanto per
l’aggiunta di /v/ che spesso
non si sente chiaramente.
He’s already called Eric. Scrivere alla lavagna:
He hasn’t finished his/the Maths homework yet. I’ve deleted that message.
He’s already tidied his bedroom.
I deleted that message
He’s already taken out the rubbish.
He hasn’t uploaded the/some/his photos on his blog yet. yesterday.
Leggere le due frasi facendo
sentire la leggera differenza di
pronuncia. Ripeterle usando i
pronomi you, we, they e
yet
scrivere alla lavagna le forme
yet contratte: I’ve /aɪv/, you’ve
already /juːv/, we’ve /wiːv/, they’ve
just /ðeɪv/.
Per ulteriore lavoro sulla
already pronuncia, vedere p. 149.
just
VIDEO
yet
• Far guardare il video su come si
usa il Present perfect con already
per dire che qualcosa si è già
verificato oppure con yet per dire
che qualcosa non si è ancora
Grammar pp. 29–31 VIDEO verificato.
• Far guardare il video su come si usa il Check it ➜ p. 29
Present perfect con just per dire che
Obiettivi qualcosa si è appena verificato.
• Imparare l’uso del Present perfect con 2 ➜ p. 29
just, already, yet, for e since 1
• Imparare a formulare domande con il 3 ➜ p. 29
Present perfect e How long? 1 You have just deleted that message!
Competenze 2 I have just logged out.
4 ➜ p. 29
Imparare a imparare: acquisire abilità di 3 I have just heard Anna is changing
studio school.

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5 ➜ p. 30

VIDEO

• Far guardare il video che illustra

come si formano le domande con
How long e il Present perfect.

1 How long have you known

Jason?
2 How long have you had that
tablet? already
3 How long has Lucy had a
yet
boyfriend?
4 How long have they lived in
London? just
5 How long has Harry been on
the phone?
yet
6 How long have you been
vegetarian? for
already since

VIDEO just

• Far guardare il video che illustra

come si risponde alle domande for for
since since
con How long usando il Present since for
perfect + for o since. since for

Check it ➜ p. 30

7 ➜ p. 30

8 ➜ p. 30

1-23 Audio script

& risposte
1 This film’s been on for an
hour.
2 We’ve lived in this house for
five years. 10 ➜ p. 31
3 I’ve had this phone since
Christmas. B We found it on holiday, so since
1-24 Audio script
4 I’ve had this book for weeks. August.
1 A How long have you known Alex?
5 They’ve been together for 4 A How long have you liked Harry Styles?
B Not long. We met at the tennis club,
four months. B For ages. I loved One Direction too!
so since September.
2 A How long has your brother been 5 A How long has your mum worked at
captain of the football team? the hospital?
B For three months. B For years. She’s worked there since
3 A How long have you had a cat? 2005.

Risposte libere
11 12 ➜ p. 31

1 How long have you lived in this town or 1-25 Audio script
area? Dad Have you finished in the bathroom
2 How long have you liked your favourite yet?
singer? Amy Not yet!
3 How long have you been at this school? Dad Come on! You’ve been in there for
4 How long have you been in this lesson? half an hour! Mum and Leo have
Risposte libere already left for school. And we need to
leave, too.

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Oral competences –
Functions p. 32

Obiettivi
• Comprendere un dialogo in
cui si danno istruzioni
• Chiedere e dare istruzioni
Competenze
Imparare ad imparare:
interpretare informazioni
Collaborare e partecipare:
interagire a coppie

1-2 ➜ p. 32

VIDEO

• Far guardare il video e fare

osservare la foto che si riferisce al
dialogo di pag. 26 dove Dillon
discuteva vantaggi e svantaggi
delle app per cellulari con il padre First of all
di Sophie.
Then

3 ➜ p. 32 Now
Now what
1-28 Audio script
Boy How do I do this? Try
Girl First of all, choose the
sandwich you want. Finally
Boy OK. Then what do I do?
Girl Then, go to drinks and
choose your drink.
Boy Right. I’ve done that.
Girl Now, tap on the size you
want.
Boy Now what?
Girl Go to your order and click
on ‘done’.
Boy It isn’t working…
Girl Try ‘OK’.
Boy Oh, it’s working now.
5
Girl Finally, print off your
order. There you go.
B Make your selection using the Risposte possibili:
buttons next to the screen. Select a First of all, go to the Settings icon on
4 ticket type. your phone. Then, select Wi-Fi from the
Trinity Grade 6: Travel A OK. Then what do I do? Settings menu and tap on ‘On’.
B Insert payment. Machines accept You should see available networks.
credit cards, coins and notes. Now, tap on a network. If you choose a
Risposte possibili:
A What do I do next? network that requires a password, type
A How do I buy a train ticket B Pick up your ticket and/or change in your password and tap on ‘Join’.
from a machine at the from the tray at the bottom of the There you go. Now you can browse
station? machine. through all your favourite websites!

2
Esame di Stato Reading
comprehension
• Far leggere e tradurre il testo,
anche con l’aiuto del Glossary, e
far notare l’informazione nella
rubrica Did you know…?

1 Because it encourages us to
compare ourselves with our
friends.
2 Because people usually only
show the fun, interesting
moments online, and not
their everyday routine.
3 Because people can create
fake identities.
4 You leave a ‘digital footprint’
– you can’t get it back. Even
if you delete it, it’s still on
the Internet somewhere.

3
Trinity Grade 5: Personal
experience; Grade 6: Expressing
opinions; Grade 9: Technology;
Grade 10: Use of the Internet
• Incoraggiare gli studenti a
riflettere sul testo, esprimendo il
loro accordo o disaccordo con le
idee presentate.
• Se il testo li ha aiutati a pensare
seriamente a come usano i social,
che conclusioni ne hanno tratto?
Pensano di dover modificare il
proprio atteggiamento?
Citizenship p. 33 Collaborare e partecipare: lavorare in Risposte libere
coppia e in gruppi
Consapevolezza ed espressione 4
Obiettivi culturale: riconoscere gli aspetti positivi Esame di Stato: Oral presentation
• Comprendere un articolo sull’uso e negativi dei social network
responsabile dei social network, sui Risposte libere
21st century competences
danni psicologici che possono provocare Critical thinking: saper analizzare
e sui pericoli a cui espongono gli utenti informazioni e situazioni in modo oggettivo,
Competenze valutandone vantaggi e svantaggi, al fine di
Imparare ad imparare: acquisire e arrivare a una decisione consapevole,
interpretare informazioni risolvere problemi, gestire progetti

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Competences and
Culture pp. 34–35

Obiettivi
• Comprendere la descrizione
delle app usate da studenti
• Comprendere una
conversazione telefonica
• Parlare del proprio uso della
tecnologia
• Riferire sull’uso della
tecnologia da parte di un
compagno
Competenze
Imparare ad imparare:
interpretare informazioni
Collaborare e partecipare:
lavorare in coppia
Consapevolezza ed
espressione culturale:
riconoscere la diffusione e
l’importanza della tecnologia
nella nostra vita

1
• Far leggere e tradurre il testo,
anche con l’aiuto del Glossary.
• Far notare l’informazione nella
rubrica Culture flash.
Risposte libere

1 Joe’s app highlights his

mistakes.
2 Natalie can stop her alarm
app by doing things.
3 He only has to sing a few
bars of the song.
4 Tessa’s app helps you decide
what clothes to wear in the
morning.
5 The Forest app helps Lewis Focus on listening e incoraggiare gli
Tom Hi Lisa.
to manage his time online. studenti a seguire questa tecnica. È
6 Lewis finds the app very Lisa Have you had a good day?
particolarmente importante qui, dove
satisfying. l’esercizio riporta parole non usate nell’audio Tom Not bad. I’ve just got home. I had
(per esempio after school activities, the my piano lesson after school. Then, I met
journey home from school) che però fanno Johnny and I stopped to talk to him, so I
3
riferimento agli argomenti trattati (si veda la missed the bus. I had to wait ages for the
Risposte libere prima battuta di Tom dopo i saluti iniziali). next one.
Lisa Oh, poor you.
4 ➜ p. 35 1-31 Audio script Tom What about you?
Tom Hello? Lisa I’ve been home for a couple of
• Prima di ascoltare la
registrazione far leggere la nota del Lisa Hi, Tom. It’s Lisa. hours. I’ve already finished my

5 ➜ p. 35
INVALSI
KEY Listening Part 3
• Far leggere le frasi con le opzioni
multiple prima di far riascoltare la
registrazione.

6
KEY Speaking Part 1
✓ ✓ Trinity Grade 5: Personal
experience;
Grade 9: Technology;
✓ Grade 10: Use of the Internet
✓
• Verificare che gli studenti
✓ capiscano i tempi verbali da usare
nelle domande e nelle risposte, il
✓ Present simple e il Present perfect,
✓ e suggerire loro di usare alcune
delle espressioni elencate in
Useful language.
• Ricordare loro che, dopo aver
risposto usando il Present perfect,
si possono aggiungere
informazioni specifiche sull’evento
del passato (ora, data, ecc.)
usando il Past simple.

Domande
1 Have you got a phone or
computer?
2 If so, how long have you had it?
3 What are your favourite
websites?
4 How much time do you spend
online every day?
5 Have you ever used the
Internet for homework?
homework, so I wanted to know what Tom What time do you want to go? 6 Have you downloaded any
you’re doing later. Lisa Well, how about meeting at six music recently?
Tom Nothing. Why? o’clock? We can go for a burger first. 7 Have you ever uploaded
Lisa Well, there’s a good film on at the Tom Yes, all right. Oh, sorry, my parents photos or videos?
cinema, Time. Have you heard of it? haven’t come home yet. I should wait and 8 Have you played any games
Tom Oh, yes. I think so. It’s an ask them first. Let’s say half past six. today?
animated film, right? Lisa No problem. The film is on at the Risposte libere
Lisa Er, not exactly. It’s a thriller. Odeon and it starts at half past seven.
Tom Oh, right. That sounds more Tom Great! Is the Odeon the multiplex
exciting! cinema in York Street? 7
Lisa Yes. I’ve read the reviews on my Lisa No, that’s the Empire. The Odeon
film app and it sounds really good. is beside the shopping centre. Risposte libere

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Magazine
1-2
Reading pp. 36–37
The Lost World

Obiettivi
• Comprendere un breve
racconto leggendo e
ascoltando
• Identificare alcuni vocaboli e
il loro significato
• Discutere delle strategie
usate per prendere decisioni
Life skills
Making decisions: saper
decidere in modo consapevole
e costruttivo nelle diverse
situazioni e contesti di vita,
attraverso una valutazione delle
diverse opzioni e delle
conseguenze che esse
comportano

1
• Avviare una breve discussione in
classe in italiano per coinvolgere
gli studenti a livello personale e
stimolare l’interesse per la storia.
Chiedere se qualcuno ha letto il
libro.

Risposte possibili:
1 ‘The Lost World’ is in the
Amazon in South America.
For example, strange plants
and trees, strange animals
– maybe dangerous ones or
prehistoric ones.

Culture note trasse ispirazione per questo romanzo serie di romanzi che comprende
The Lost World è un romanzo di Arthur dalla conquista nel 1884 della cima Jurassic Park (1990) e The Lost World
Conan Doyle (1859-1930) pubblicato nel dell’altopiano Roraima, il più elevato (1995), da cui è tratta la serie di film
1912 e tradotto in italiano l’anno altopiano del Venezuela a 2800 metri, di omonimi diretta da Steven Spielberg:
seguente con il titolo Il mondo perduto. grande interesse biologico e geologico, Jurassic Park 1993, The Lost World:
È un romanzo di fantasia che racconta in quanto vi sono specie animali e Jurassic Park 1997, Jurassic Park III
una spedizione su un altopiano del vegetali uniche al mondo. Lo scrittore 2001, Jurassic World 2015.
Venezuela alla ricerca di animali Michael Crichton riconobbe di essersi
preistorici sopravvissuti. Conan Doyle ispirato all’opera di Conan Doyle per la

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Magazine 1-2
3
4
• Gli studenti pensano alle fasi del
procedimento per giungere a
decisioni importanti e riordinano in
modo logico.

Risposte possibili:
1d2c3a4e5b
1 Decide your objective.
2 Find information about
different options.
d 3 Consider the consequences.
a 4 Make your decision.
e
c
5 Check and evaluate your
b decision.

5
• Invitare gli studenti ad analizzare
il comportamento di Edward, e a
discutere il proprio comportamento
quando prendono decisioni.

Risposte possibili:
1 Edward decided to explore
the lake because Gladys
wanted to marry a great
explorer, a hero. So his ‘real’
objective was to make
Gladys admire him and
marry her.
2 No, he didn’t. He made the
decision quickly without
thinking of the
consequences.
3 Risposte libere, per
esempio: I decided to leave
my basketball team. My
objective was to have more
time for school work. It was
a difficult decision for me
because I really like
basketball.

2 ➜ p. 37
1 He decided to go and explore the
• Dopo l’ascolto e la lettura, aiutare gli central lake alone.
studenti a tradurre il testo per verificare la 2 Cliffs and caves with lights in them.
comprensione di parole ed espressioni 3 Because he was running away from an
nuove.
Allosaurus.
• Far sottolineare le parole 1–5 nel racconto
4 In a trap for dinosaurs.
e farle abbinare alla loro traduzione.
5 The sound of a rifle. So he ran to the
3 camp and shouted.
6 No one was there. There was only blood
Esame di Stato: comprensione
on the ground.
della lettura

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Listening pp. 38–39

Feel the fear!

Obiettivi
• Ascoltare e comprendere la
descrizione di un famoso parco
dei divertimenti
• Ascoltare e comprendere un
dialogo in cui si parla di giostre
da brivido
• Svolgere una conversazione
d
a gruppi su esperienze f
divertenti o paurose e
c
a
b
1
• Fare osservare le foto e fornire
le parole inglesi per descriverle:
climbing wall (muro per
arrampicata), slingshot (giostra a
catapulta).
Risposte libere

2 ➜ p. 38

3 ➜ p. 38
• Il testo di lettura e di ascolto
descrive uno dei parchi di
divertimento più famosi del mondo.
• Chiedere alla classe quali parchi
conoscono in Italia o all’estero, NG
quali hanno visitato e se si sono T
F
divertiti. F
T
NG
1-33 Audio script
Six Flags Great Adventure, in
New Jersey, USA, is one of the
world’s biggest theme parks. It’s
got super scary rides! Kingda Ka
is one of the world’s tallest and
fastest roller coasters. It’s 139 m
tall and goes from 0 to 206 km/h But if you don’t like scary rides, there are • Chiedere alla classe quali sono i nomi
in 3.5 seconds! Skull Mountain lots of other activities like the safari tour delle attrazioni illustrate nelle foto (Rockwall,
is an indoor roller coaster where you can see wild animals like lions, Slingshot, Kingda Ka).
completely in the dark! It goes at bears and giraffes.
53 km/h, but it feels like 100 1-34 Audio script
when you can’t see! And if 4 ➜ p. 38 Boy Hi, Amina. Did you go to the
you’ve always wanted to fly, you INVALSI theme park last Sunday with everybody?
can try the Slingshot. On the I couldn’t go.
Slingshot, you put on a harness, 5 ➜ p. 39 Amina Yes, we had a great time! We all
and a giant elastic band catapults • Prima di ascoltare l’audio, far leggere la tried something new. I went on a roller
you 67 m into the sky like a coaster called Skull Mountain. It’s inside
lista delle attrazioni, ciascuna accompagnata
human rocket! and you’re completely in the dark!
dalla sua definizione.
60

8
• Dopo che i gruppi hanno
presentato i loro risultati, avviare
una discussione in classe sulle
motivazioni che spingono le
persone a cimentarsi in sport
estremi o esperienze pericolose.
• Il bisogno di sperimentare cose
nuove o di correre rischi può
dipendere dalla pressione sociale
del gruppo a cui apparteniamo o dal
bisogno di reagire ad emozioni
negative, come la noia o la
tristezza, con qualcosa di eccitante,
ma è in ogni caso legato ai nostri
ormoni. Alcune ricerche hanno
cercato di spiegare i motivi
neuropsicologici che possono
Boy Wow. What did the others do? Amina Well, Julia didn’t want to go on guidare alcune persone più di altre
Amina Well, Jody doesn’t like rides. She Skull Mountain with me, because she a ricercare quelle esperienze
wanted to do something different, so she doesn’t like the dark, but then she went on estreme che aumentano la
went on the Rockwall. the really tall one, Kingda Ka. She was secrezione di adrenalina e danno
Boy What’s that? terrified, but she loved it! Personally, I think una sensazione di euforia. In molti
Amina It’s free climbing on a wall. She’s she’s completely crazy! And Dexter casi si tratta di persone con un
very sporty, so she loved it! decided he wanted to try skydiving, so he numero minore di recettori di
Boy Cool. Did Sam do the same thing? went on the Dare Devil, but after, he felt a dopamina, e perciò hanno la
Amina No, he didn’t want to. He went on little sick… tendenza a ricercare attività volte
the safari tour to see the animals. He really Boy Oh no! Did anyone do the ad attivarne la produzione.
liked the giraffes. Slingshot, the human rocket?
Boy What about Julia and Dexter? Amina No, nobody did that. It’s too Risposte libere

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CLIL pp. 40–41

Technology:
The mobile network

Obiettivi
• Comprendere un testo sul
funzionamento della telefonia
cellulare
• Discutere le preferenze nella
comunicazione digitale
• Fare una presentazione sulla
navigazione satellitare e sul
utilizzo quotidiano del GPS

Risposte libere
Le risposte si trovano nel primo
paragrafo del testo A network of
connected cells.

2 ➜ p. 41
• Fare ascoltare il testo mentre gli
studenti seguono sul libro. Poi farlo
tradurre e svolgere l’esercizio 2.

3
Esame di Stato: Reading
comprehension

1 It activates a service and

connects the phone to the
network.
2 A mobile network cell is an
area of land.
3 The phone sends a signal
that connects to the base
station nearest to you. The
base station sends the
signal to the control centre,
and the centre sends it to
the phone you’re calling.
4 It’s a binary format, a
sequence of 1 and 0 that 4 5
represents the signal of a • Assicurarsi che tutti gli studenti capiscano
phone and any content that 1 Risposte possibili: The mobile le fasi del lavoro:
is transmitted: voice, network is a group of cells connected by – per prima cosa fanno ricerche online;
pictures, etc. radio waves. It works like this: the – poi scrivono una traccia con lo sviluppo
5 Your phone locates four phone sends a signal that connects to della materia (introduzione, dimostrazione
satellites, then calculates the base station nearest to you. The con una serie di punti, conclusione);
the distance to them and base station sends the signal to the – poi fanno la presentazione (illustrata su
uses this information to control centre, and the centre sends it poster, oppure orale, oppure digitale su
understand your position to the phone you’re calling. PowerPoint);
and tell you how to get to
where you want to go. 2 Risposte libere

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3 Student’s Book 3

Unit 3
Dialogue pp. 42–43

Obiettivi
• Comprendere un dialogo
leggendo, ascoltando e
guardando un video
• Imparare espressioni della
conversazione quotidiana
• Parlare di decisioni relative
alla carriera scolastica
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento utilizzando varie
fonti e modalità di informazione
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio,
video)
Collaborare e partecipare:
interagire a coppie,
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui capacità
Life skills
Making decisions: saper
affrontare in maniera
costruttiva le decisioni nei vari
momenti della vita
considerando le diverse opzioni
e le proprie ambizioni e priorità

1
• Fare osservare la foto e aiutare
gli studenti a identificare i
personaggi.
• Chiedere Who are the young
people? (Dillon and Sophie.) Who
are they talking to? (Dillon’s mum.)
Where are they? (In an office.)
• Far leggere il Culture flash che seguire la scena e di indovinare di che cosa 4
dà informazioni sulle alternative parla il dialogo.
offerte in campo educativo dopo i 1 Because she doesn’t know what to say,
16 anni. 2-3 she hasn’t done any preparation.
• In un secondo tempo, fare ascoltare il 2 She’s a career counsellor.
She’s talking to Dillon’s mum. dialogo mentre gli studenti seguono il testo 3 It’s a career guidance service for young
sul libro per capirlo in dettaglio. people.
• Aiutarli nella comprensione del dialogo 4 Because they choose the subjects they
VIDEO traducendolo o ponendo domande in italiano. do in Years 10 and 11 for their GCSE
• Gli studenti guardano il video a exams.
libro chiuso per il piacere di Real
English ➜ p. 43 5 They have to decide if they’re going to
R

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Unit 3
3
Pronouns one, ones: The
ones you’re going to study…

6
KEY Speaking Part 1
Trinity Grade 3: Jobs;
Grade 5: Talking about personal
experiences
• Far leggere attentamente
l’esempio, facendo notare che
l’esperienza viene descritta con il
Present perfect (Have you ever
done...?) mentre i dettagli di
quanto è accaduto sono
menzionati con il Past simple (I
looked after my little brother).
Risposte libere
whether … or
don’t panic 7
range • Gli studenti lavorano a coppie,
discutendo dell’ordinamento
That sounds like scolastico inglese.
• Avviare poi una discussione
collettiva, in cui ognuno discute
delle opzioni per la propria carriera
scolastica e di come può arrivare
ad una scelta del corso di studi da
perseguire.

Risposte possibili:
1 In Year 9, they have to
decide which subjects to
study for their GCSE exams
and after that, they have to
decide if they’re going to
stay at school, or do a
vocational course or get
work experience.
2 I have to decide which
school I am going to next
year.
3 I talked to my parents and
we thought about what my
best subjects are, what I’m
stay at school, or do a vocational negative. You’re going to choose the interested in and what I
course or get work experience. subjects … the ones you’re going to want to do in the future. I’m
6 She says that they should choose a study for your GCSEs, decide if you’re visiting / I visited different
range of subjects that are going to give going to stay at school, or you’re going to schools with my parents.
them options. do a vocational course, Choose a range of I’m thinking / I thought
subjects that are going to give you about which school is / was
5 options, I’m not going to do an interview… the best school for me. I’m
be going to: interrogative and short also considering / I also
Vocabulary Jobs: career counsellor, considered where my
answers: Are you going to interview
plumber, lawyer friends are going.
Mum? No, I’m not. What am I going to say?
Grammar be going to: affirmative and

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3 Student’s Book 3

Vocabulary p. 44

Obiettivi
• Imparare mestieri e professioni
• Ascoltare quattro persone
che descrivono il loro mestiere
• Discutere della carriera
Competenze
Imparare a imparare:
organizzare informazioni
Individuare collegamenti e
relazioni: rappresentare
collegamenti tra concetti

chef graphic designer hairdresser journalist

VIDEO

1 ➜ p. 44

Pronunciation
La lettera h può servire a
modificare una consonante
come nel caso di s+h (shop),
c+h (chef), p+h (graphic). Può
indicare un’aspirazione all’inizio
della parola (have, half, he, his). lawyer mechanic plumber shop assistant nurse
Può essere muta nel corso della
parola (mechanic, echo, vehicle,
ghost) ed è sempre muta
all’inizio delle seguenti
parole: hour, honour, honest,
heir e di alcuni loro composti
(half-hour, dishonour, dishonest).

2 ➜ p. 44 chef journalist hairdresser nurse

INVALSI

2-05 Audio script

1 Well, to do my job, you have
to be good at working in a team
because you can’t do this by
yourself. You have to be
hard-working, and you usually
have to work evenings and
weekends, because that’s when
people want to go out and eat. important that you can do things by a with people, and have compassion – and
So, sometimes that can be a certain time or date! And, of course, you you mustn’t be shocked by blood or by
problem if you have a family. It’s have to be a good writer, too. seeing people who are sick or injured. You
also important to be creative, and 3 I have to work quite long hours, often have to work long hours, and if you
you have to love food, obviously! especially at Christmas. I think the most work at a hospital, you sometimes have to
2 You must ask good questions important thing for my job is to be good at work at night.
and listen carefully to the listening. You have to listen to the customer
answers. You can’t be shy! You to understand what they want, and you
3
have to be curious about things, have to help them. Last, but not least, it’s
interested in people and in world also very important to be polite. Trinity Grade 3: Jobs; Grade 5: Expressing
events. It can be a stressful job. 4 Well, you have to study to do my job. preferences and giving reasons
News happens fast, so it’s But most importantly, you have to be good Risposte libere

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Unit 3
3
2 ➜ p. 45
• Far leggere l’esempio e
assicurarsi che gli studenti usino la
forma base del verbo principale
dopo going to.

VIDEO

• Far guardare il video su come si

ottiene la forma negativa di be
going to e come si usa.
• Fare un rapido ripasso della
forma negativa del verbo be, intera
e contratta, e spiegare che con
going to si usa di preferenza la
forma negativa contratta.
• Far leggere e tradurre gli esempi.

1 He’s going to sit on the sofa

all afternoon.
2 He isn’t going to do any work.
3 He’s going to watch football
on TV.
4 He isn’t going to cut the
I grass.
I 5 He isn’t going to cook dinner.
6 He’s going to phone for a
P pizza.
I
‘m not going to
P Extra activity
is going to Gli studenti immaginano di
prendersi una giornata di
aren’t going to completo riposo o di vacanza,
are/’re going to stay isn’t going to pensano a che cosa hanno
is/’s going to make intenzione di fare e scrivono
am/’m going to wear 5-6 frasi usando I’m going to o
‘re going to
is/’s going to be I’m not going to. Poi avviano
aren’t going to una conversazione con il
are/’re going to have compagno dicendo una frase
per uno e commentando. Per
esempio:
A Tomorrow is a holiday. I’m
going to get up very late.
B Are you? I’m not. I’m going
Grammar pp. 45–47 to get up early. I’m going to go
VIDEO
swimming from 7 to 9, then I’m
• Far guardare il video su come si ottiene la going to have a huge breakfast.
Obiettivi forma affermativa di be going to e come si usa. A I’m not going to have
• Imparare tutte le forme di be going to • Fare un rapido ripasso della forma breakfast. I’m going to get up at
per parlare di intenzioni future o di affermativa del verbo be, intera e contratta. twelve and I’m going to have
qualcosa che sta per accadere • Far leggere e tradurre gli esempi. lunch at the new pizza place in
• Imparare l’uso di one e ones per town. My friends and I are
evitare di ripetere un sostantivo 1 ➜ p. 45 going to meet there at half past
twelve.
Competenze
Imparare a imparare: acquisire abilità di
studio 4 ➜ p. 45

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3 Student’s Book 3

5 ➜ p. 46

VIDEO

• Far guardare il video su come si

ottengono la forma interrogativa e
le risposte brevi di be going to e
come si usano.
• Fare un rapido ripasso della forma
isn’t going to rain
interrogativa e delle risposte brevi
del verbo be. Gli studenti noteranno
che le risposte brevi sono identiche
a quelle del verbo be.
• Far leggere e tradurre gli ‘re going to have isn’t going to finish
esempi.

Check it ➜ p. 46
are you going to go
‘s going to score ‘re going to miss
6
Is Aiden going to reserve

2-08 Audio script

& risposte is Anna going to study
1 Are you going to tell Max?
– Yes, I am.
Are we going to buy
2 Is Abbie going to stay for
dinner? – Yes, she is.
3 Is Dexter going to audition Are you going to see
for the talent show? – No, he
isn’t.
4 Are they going to come with
us? – No, they aren’t.
5 Are we going to go home
soon? – Yes, we are.

7 ➜ p. 46
• Assicurarsi che gli studenti usino
la forma base del verbo principale
dopo going to.

8
Extra activity Wes Anderson film, Isle of Dogs. How
Gli studenti aggiungono informazioni alle about you? Are you going to hang out with
Risposte possibili: your friends on Saturday?
risposte brevi che hanno dato nell’esercizio
1 Yes, I am. / No, I’m not. 8. Per esempio: A No, I’m not. It’s my sister’s birthday and
2 Yes, we are. / No, we aren’t. A Are you going to hang out with your we’re going to spend a morning at
3 Yes, he/she is. / No, he/she friends on Saturday? Aquapark. In the afternoon we’re going to
isn’t. B Yes, I am. First, we’re going to meet in have a small party at home: mum is going
4 Yes, I am. / No, I’m not. the park and have an ice cream. Then to make a cake and our brothers are going
5 Yes, I am. / No, I’m not. we’re going to the Odeon to see the new to help with party games.

1 A What are you going to do

this evening?
B Nothing. I’m going to relax
and listen to music.
2 A Are you going to invite
Nina to the party on
Saturday?
B No, I’m not. I don’t know
her well.
3 A Which phone is yours? /
Which one is your phone?
B The old one!
4 A Is Jim going to win the
match?
B No, he isn’t. He’s playing
new ones really/very badly.
a small one

a red one 13
those ones
Risposte possibili:
the blue one
After school, I’m going to
spend some time with my
friends. We’re going to do some
shopping in the town centre.
I’m going to buy a CD by my
VIDEO 11
favourite singer, Samantha is
• Far guardare il video su come si usano i going to get a new T-shirt and
2-09 Audio script & risposte
pronomi one e ones per evitare di ripetere William is going to buy a
Hi Josh
un sostantivo. present for his mum’s birthday.
Have you got any plans for next
Then we’re going to go to
weekend? We (0) ’re going to go to our
Check it ➜ p. 47 Samantha’s house and do our
caravan in Devon on Friday night. It’s the
(1) one we stayed in together two years homework together. After
9 ➜ p. 47 ago, remember? Mum says I can invite that, William and I are going to
you too. My sister (2) isn’t going to come go home and have dinner with
10 ➜ p. 47 because she (3) ’s going to stay with a our parents.

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3 Student’s Book 3

Oral competences –
Functions p. 48

Obiettivi
• Comprendere un dialogo in
cui si discute della carriera
futura
• Chiedere e dare informazioni designer
su ciò che si vuol fare nelle design
prossime vacanze estive travel
Competenze Canada
Imparare ad imparare:
acquisire e interpretare
university
informazioni experience
Collaborare e partecipare:
interagire a coppie

1-2 ➜ p. 48
want to
VIDEO
thinking of
• Far guardare il video e fare
like to
osservare la foto dove Dillon e
Sophie discutono della loro carriera planning to
futura.
• Far leggere la rubrica Real going to go
English che illustra alcune
espressioni della conversazione
quotidiana.

3 ➜ p. 48

2-12 Audio script

Boy What are you going to do
this summer?
Girl I want to go on holiday
with some friends.
Boy Where do you want to
go?
Girl I’m thinking of Sicily.
Boy What are you going to do
there? 4
B I’m going to go hiking and horse-riding.
Girl I’d like to see Etna and KEY Speaking Part 1
A Where are you going to stay?
visit the temples. Trinity Grade 4: Holidays; Talking about
Boy Are you planning to stay B I’m going to sleep in a hostel.
future plans and intentions
in a hotel? A How are you going to travel there?
Girl No, I’m not. I’m planning Risposte possibili: B I’m going to go by train. What about
to go camping. you? What are you going to do this
A What are you going to do this summer?
Boy How are you going to get summer?
B I want to go on an activity holiday.
there?
Girl I’m going to go by plane, A Where are you going to go?
5
but first I have to save some B I’m going to go to the Dolomites.
money! A What activities are you going to do? Risposte libere

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Unit 3
3
1
• Avviare una discussione
collettiva in classe e raccogliere le
opinioni degli studenti annotandole
alla lavagna.

Risposte possibili:
No, I think that teachers and
parents treat them in the
same way. / Yes, I think people
expect boys to be more
aggressive, so they are more
severe with them.

2
Esame di Stato: Reading
comprehension

1 It is when society or people

think boys and girls should
behave in a certain way, e.g.
girls should wear pink, boys
should wear blue, etc.
2 It is when roles or rules in a
society favour men or
women.
3 It is when girls and boys, and
men and women have the
same rights, opportunities
and protection.
4 In some countries, there are
laws which limit which jobs
women can do. There are
fewer women managers and
politicians, and men nearly
always earn more than women
for doing the same job.

3
Trinity Grade 6: Expressing
opinions; Grade 8: Society
• Incoraggiare gli studenti a
rileggere il testo e riflettere sugli
esempi di disuguaglianza di
genere, cioè sulla disparità di
trattamento fra uomini e donne.
Citizenship p. 49 Consapevolezza ed espressione Sono d’accordo con le opinioni
culturale: riconoscere i pregiudizi espresse? Ne conoscono altri
Obiettivi relativamente al ruolo degli uomini e delle casi? Chiedere loro come questa
• Comprendere un articolo sui livelli di donne nella società e discutere della disparità si riflette nei social.
disuguaglianza tra uomini e donne nel discriminazione
mondo Risposte libere
21st century competences
Competenze Critical thinking: saper analizzare i
4
Imparare ad imparare: acquisire e diversi fattori che influenzano gli
interpretare informazioni atteggiamenti e il comportamento, quali Esame di Stato: Presentazione
Collaborare e partecipare: lavorare in ad esempio le pressioni sociali e orale
coppia e in gruppi l’influenza dei mass media Risposte libere

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3 Student’s Book 3

Competences and
Culture pp. 50–51

Obiettivi
• Comprendere la descrizione
di quattro lavori non comuni
• Comprendere una
conversazione in cui un padre
parla alla figlia del suo lavoro
come vigile del fuoco
• Parlare del lavoro che
vorremmo fare
• Scrivere informazioni sul
lavoro che vorremmo fare
Competenze
Imparare ad imparare:
acquisire e interpretare
informazioni
Collaborare e partecipare:
lavorare in coppia
Consapevolezza ed
espressione culturale:
riconoscere l’esistenza di lavori
insoliti e l’importanza di
scegliere il lavoro preferito

Warm up
• In preparazione alla lettura e
all’ascolto, fare osservare le
foto e chiedere agli studenti
se riescono a immaginare che
tipo di lavoro fanno queste
persone.
an office
useful
1 medical
• Far leggere e tradurre il testo, calm
communication
anche con l’aiuto del Glossary. 42
• Far leggere il Culture flash e
chiedere agli studenti quali sono,
secondo loro, i corsi universitari
più popolari in Italia. Per esempio:
economia, scienze della 3
comunicazione, affari 1 Look after the buildings and gardens;
internazionali, scienze politiche, getting everything ready on the island He’s a firefighter. His favourite part is
studi religiosi, biologia, ingegneria, when the owner comes to visit. helping people and saving lives.
psicologia e storia dell’arte. 2 To check how comfortable they are.
3 The smell, the texture and the taste.
Risposte libere 4 Up to 30. 2-15 Audio script
5 Its height, speed and how safe it is. Nora Dad, we’re doing this project at
2
6 The private island caretaker. school about careers.
Esame di Stato: Reading Dad Oh yes? What do you have to do?
comprehension Nora We have to interview our mum, dad
or someone we know about their job. It’s

4 ➜ p. 50

5
KEY Speaking Part 1
Trinity Grade 3: Jobs;
Grade 5: Expressing preferences
and giving reasons;
Grade 8: The world of work
• Far leggere il Focus on
Speaking e le brevi espressioni
che si usano per mostrare interesse
e per mantenere viva la
conversazione.
• Chiamare una coppia di studenti a
porre domande e risposte, e aiutarli
a sviluppare la conversazione
usando le espressioni suggerite.

1-2 Risposte libere

3 Risposte possibili: detective,
so we can learn more about possible jobs something useful. I mean, useful for dolphin trainer, professional
we can do in the future. So, can I interview society. Netflix watcher, video game
you? Is now OK? Nora So, what happened? player, food critic, Ferrari
Dad Of course. No problem. Dad Well, one of your grandad’s friends driving instructor, personal
Nora OK. So, how did you become a was a firefighter. He often talked about his shopper, Lego engineer,
firefighter, Dad? Was it something you work when he visited us. I suppose I astronaut, stuntman/woman,
always wanted to do? began to get interested. spy, etc.
Dad Well, no, not really. First, I worked Nora Oh, I see. So, what happened
in an office for a few years. But I didn’t next?
6
really enjoy it. Dad Well, I applied to become a
Nora Why not? firefighter. I had to pass some physical Esame di Stato
Dad I didn’t feel like I was doing exams, a medical exam, and do an Risposte libere

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3 Student’s Book 3

Unit 4
Dialogue pp. 52–53

Obiettivi
• Comprendere un dialogo
leggendo, ascoltando e
guardando un video
• Imparare espressioni della
conversazione quotidiana
• Parlare della propria vita in
futuro
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento utilizzando varie
fonti e modalità di informazione
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio,
video)
Collaborare e partecipare:
interagire a coppie,
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui capacità
Life skills
Know yourself: conoscere se
stessi, il proprio carattere, i
propri bisogni e desideri, saper
gestire i cambiamenti lungo
l’arco della vita

1
• Fare osservare le foto e chiedere
Who are the young people? (Dillon
and Sophie.) Where are they? (In a
street.) What other photo can you
see? (A robot in the kitchen.)
• Far leggere il Culture flash che
dà informazioni sull’uso dei robot
negli ospedali, in particolare per • In questo video, Sophie consulta un 3
operazioni chirurgiche. indovino e Dillon fa previsioni sulla vita nel • Far riascoltare il dialogo, una battuta per
futuro. volta, e far ripetere.
They are talking about the
2
future. Real
English ➜ p. 53
• In un secondo tempo, fare ascoltare il R
dialogo mentre gli studenti seguono il testo
VIDEO
sul libro per capirlo in dettaglio.
• Gli studenti guardano il video a • Aiutarli nella comprensione del dialogo
libro chiuso per il piacere di traducendolo o ponendo domande in italiano.
seguire la scena e di indovinare di
che cosa parla il dialogo.
74

6
KEY Speaking Part 1
have a go
Trinity Grade 5: Talking about the
come on future; Grade 6: Expressing
It’ll be a laugh opinions
I won’t be long Risposte libere

happily ever after 7

something like that • Gli studenti lavorano a coppie,
discutendo la loro opinione sugli
indovini.
• Avviare poi una discussione
collettiva sull’arte della divinazione,
sulla credulità e sulla futurologia.

• Because she wants to know

about her future. Because
she thinks it will be fun.
• Because he isn’t interested/
he doesn’t believe in it/he
doesn’t feel comfortable. He
knows his own opinions.
4 ➜ p. 53 5
• Risposte libere
• L’esercizio può essere svolto oralmente
con tutta la classe, oppure per iscritto come Vocabulary
compito a casa. Le frasi nel complesso Life events: get married, have children,
formano un riassunto delle previsioni fatte leave home, rent an apartment, buy a
da Dillon e possono servire di preparazione house, leave home, go to school/
al riassunto richiesto all’Esame di Stato. university, get a job
Grammar
will: affirmative and negative: I’ll have
a go, I’ll wait for you here, It’ll be a laugh,
We will live a lot longer, there will be short

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3 Student’s Book 3

Vocabulary p. 54

Obiettivi
• Imparare eventi della vita
• Ascoltare una conversazione
su previsioni per il nostro futuro
• Discutere dell’importanza
che attribuiamo agli eventi della
vita
Competenze
Imparare a imparare:
organizzare informazioni
Individuare collegamenti e
relazioni: rappresentare
collegamenti tra concetti go to university travel the world leave home have children

VIDEO

• Far guardare il video agli

studenti per aiutarli a identificare le
espressioni e per farne sentire la
pronuncia.

1 ➜ p. 54 get a job live abroad get married learn to drive buy a house

2 ➜ p. 54
INVALSI
• Fare ascoltare la registrazione
almeno due volte per aiutare gli
studenti a identificare che cosa
pensano di fare in futuro Alex e
go to university get a (good) job
Sarah.
learn to drive travel the world live abroad
2-19 Audio script
Sarah I’ve just done a quiz in a
magazine and it says I’ll be
successful one day.
Alex Really? What quiz is
that?
Sarah In this magazine here,
look.
Alex And you believe it?
Sarah Why not? I work hard at
school. get a good job, so it’s important to have a abroad for a while and get to know
Alex So? plan. Then you have an objective. What another country and culture.
Sarah Well, then I’ll go to about you? Sarah Sounds exciting. Hey, if you live
university. Alex I haven’t really got a plan. But I abroad, can I come and visit you for a
Alex What are you going to want to learn to drive and get a car. That’s holiday?
study? important. Alex Yes, of course!
Sarah I haven’t decided yet. Sarah Yes, but what about after school?
Maybe Medicine – I’m good at What are you going to do? 3
Science and a doctor is a good Alex I’m not sure. But first of all, I’d like
Trinity Grade 5: Talking about the future;
career. to travel the world and have some fun.
Sarah OK. Grade 6: Expressing opinions
Alex You make it sound easy.
Sarah Well, no, but I want to Alex Then, if I like it, maybe I’ll live Risposte libere

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Unit 4

le persone, cioè non prendono s

3
alla terza persona singolare
- sono seguiti dalla forma base del
verbo principale, cioè l’infinito
senza to
- non usano nessun ausiliare,
f perciò nelle frasi negative
d
a aggiungono solo not o n’t, e nelle
c domande si mettono prima del
b soggetto.
• Gli studenti hanno già studiato i
seguenti modali: can nel Livello 1
Unit 7, must nel Livello 2 Unit 6,
should nel Livello 2 Unit 7.

1 ➜ p. 55

2 ➜ p. 55

VIDEO

• Far guardare il video su come si

ottengono la forma interrogativa e
le risposte brevi di will.

Check it ➜ p. 55

3
will won’t
1 Will you be 15 on your next
won’t travel
birthday? – Yes, I will.
2 Will they be happy together?
won’t pass
’ll make – No, they won’t.
3 Will your mum be worried?
– Yes, she will.
won’t play
’ll be 4 Will people go on holiday to
the moon? – No, they won’t.
won’t stay 5 Will Joe and Andy win the
won’t come
match? – No, they won’t.
6 Will I need a warm jacket
’ll study
tonight? – Yes, you will.

Grammar pp. 55–57 Competenze

Imparare a imparare: organizzare il
Obiettivi proprio apprendimento e acquisire abilità
• Imparare tutte le forme del verbo di studio
modale will: affermativa, negativa,
interrogativa e risposte brevi
• Imparare l’uso di will per previsioni, VIDEO
fatti futuri certi, decisioni prese sul
• Far guardare il video su come si ottiene la
momento, promesse o offerte di aiuto
forma affermativa di will e come si usa.
• Imparare l’uso di who, which, that nelle
• Ricordare agli studenti le caratteristiche dei
frasi relative non incidentali
verbi modali: - hanno una sola forma per tutte

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3 Student’s Book 3

• Far leggere le costruzioni

affermativa e negativa di may e
might + forma base del verbo
principale. Nella tabella della
coniugazione far notare che esiste
una forma contratta negativa di
might not, ma non di may not.
may/might fail the exam.
• Far tradurre gli esempi e
spiegare l’uso dei tre modali che may not/might not/mightn’t come with us.
esprimono un grado decrescente
may not/might not/mightn’t finish our project in time.
di possibilità nel futuro da will
(assolutamente certo) a may may not/might not/mightn’t get home until late.
(molto probabile) a might (meno
may/might get married in spring.
probabile). Will può essere seguito
da avverbi come definitely,
certainly, probably che esprimono
il grado di certezza.

4 ➜ p. 56

5 ➜ p. 56
• Far tradurre i due esempi e far
leggere le differenze d’uso fra le
due costruzioni.

6 ➜ p. 56
• Far tradurre i due esempi e
spiegare che i pronomi relativi
servono ad unire due frasi evitando ’m going to travel
la ripetizione di un sostantivo, per
are you going to do …
esempio: I’ve got a friend who
speaks five languages è l’unione di
due frasi I’ve got a friend + My are going to watch
friend speaks five languages.
• Spiegare che si chiamano ’ll call
defining o “non incidentali” le ’ll make
proposizione relative che sono ’m going to have
indispensabili al senso, cioè che
definiscono il sostantivo
’ll give
menzionato nella proposizione
principale. Nell’esempio sopra non
sappiamo di che amico si tratta
fino a quando la relativa non ci dice
che è quello che parla cinque
lingue.
Check it ➜ p. 57 - which /wɪtʃ/ si pronuncia invece con il
• Si chiamano non-defining o
incidentali le proposizioni relative suono iniziale /w/, che compare anche
che aggiungono un’informazione negli altri pronomi o avverbi relativi o
non indispensabile al senso, per Pronunciation interrogativi what, whose, where, when,
esempio: My friend Jack, who Gli studenti hanno già usato who e which why.
speaks five languages, is having in precedenza come pronomi interrogativi. Per ulteriore lavoro sulla pronuncia,
lunch with me today. Far notare la pronuncia di wh: vedere p. 149.
(l’informazione principale è che il - who /huː/ ha un’acca aspirata iniziale
mio amico pranza con me oggi. Il ed è necessario assicurarsi che i
madrelingua italiani la pronuncino 7 ➜ p. 57
fatto che parli cinque lingue è
irrilevante al contesto.) chiaramente;

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Unit 4
3
9 ➜ p. 57
KEY Reading & Writing Part 5

2-23 Audio script

Jen So what did the fortune
teller say, Mia? What will your
future be like?
Mia Well, she said there will
b definitely be children in my life.
Jen Who knows. You might
c
time. become a teacher, then.
a Mia Or maybe I’ll have
b children. But first, I hope I’ll
b
v travel the world.
Jen Me too. Hey, I’ll come
b with you!
a
Mia And I won’t get married
a young. Definitely not. Maybe at
c thirty-five.
Jen Thirty-five! That’s old!
I won’t wait that long. I’m only
joking. Anything might happen.
I don’t believe you can predict
everything that will happen in
the future. That’s one of the
things which makes life
exciting.

1 A Who will win the talent

show?
B I don’t know, but I hope
Jody will win. She’s very
good/fantastic/brilliant.
2 A Who is Mark Zuckerberg?
B He is one of the people
who created Facebook.
3 A Nice/Lovely bike/bicycle!
B Thanks. It’s the one
which/that my grandparents
gave me.
4 A I can’t open this bottle.
B I’ll help you if you want/
like.
8
5 A Have you got (any) plans
4 H
e’s the driving instructor who is for tomorrow?
2-22 Audio script & risposte
teaching my brother. B We aren’t sure. We may/
1 T hey’ve bought a house which is in
5 I finished the book which you gave to might go to the park or we
Delware Road.
me. might go to the cinema.
2 There’s the waiter who served us in
the café yesterday.
3 This is the film which I watched last 11
weekend.
Risposte libere

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3 Student’s Book 3

Oral competences –
Functions p. 58

Obiettivi
• Comprendere un dialogo in
cui si promette o ci si offre di
fare qualcosa
• Offrire aiuto in varie situazioni
e accettarlo o rifiutarlo
if you like
Competenze
Imparare ad imparare:
acquisire e interpretare Yes, please
informazioni be late
I’ll cook
Collaborare e partecipare:
interagire a coppie
No, honestly
your favourite

1-2 ➜ p. 58

VIDEO

• Far guardare il video e fare

osservare la foto dove Dillon e I’ll help you That would be
Sophie continuano a parlare del Shall I
video che hanno appena fatto
(pag. 52) e decidono di lavorare it’s fine
insieme a casa di Dillon per
abbinarlo ad una base musicale. worry about it
• Far leggere la rubrica Real I promise
English che illustra alcune
espressioni della conversazione
quotidiana.

3 ➜ p. 58

Risposte possibili:
Student A
1 A I have to tidy my room.
B I’ll help you if you like.
A That would be great,
thanks. 3 A You can use my tablet if you want. 3 B Shall I help you with your
2 A My phone isn’t working. B Thanks. I promise I won’t break it. / homework?
B You can use my phone if Thanks. But don’t worry about it. A Yes, please. / That would be great,
you want. Student B thanks. / Thanks, but don’t worry
A Thanks, but don’t worry 1 B I’m hungry. about it.
about it. A Shall I make you something to eat?
B It’s no trouble. B Yes, please.
A That would be great, 2 B I don’t want to walk home alone. 5
thanks. I promise I’ll be A I’ll come with you if you like.
quick. B That would be great, thanks. Risposte libere

2
Esame di Stato: Reading
comprehension

1 Because it will help to decide

what’s best for you and
avoid situations that you
may regret in the future.
2 Ones that make you happy.
3 Because it will make you
more self-confident and help
you to believe in yourself.
4 Other people but most of all
yourself.

3
Trinity Grade 8: Personal values
and society
• Incoraggiare gli studenti a
riflettere sulle idee presentate nel
testo, cioè ad analizzare se stessi, i
valori in cui credono, i loro
interessi, i loro punti di forza e di
debolezza, l’immagine che hanno
di se stessi. Lo sviluppo di questa
intelligenza emotiva li aiuterà nella
loro vita sia personale che
professionale.
Risposte libere

4
Esame di Stato: Oral presentation
• Suggerire loro il seguente
procedimento:
– scrivere il titolo Know yourself al
centro del foglio;
Citizenship p. 59 – tracciare delle linee verso
l’esterno per ogni aspetto che si
Consapevolezza ed espressione
vuole indagare (values, interests,
Obiettivi culturale: riconoscere i propri valori e
strengths, weaknesses);
• Comprendere un articolo su come interessi, i propri punti di forza e punti
– se necessario, tracciare altre
analizzare se stessi per conoscersi meglio deboli
linee che partono da queste linee
Competenze 21st century competences secondarie;
Imparare ad imparare: acquisire e Critical thinking: saper analizzare i – fermarsi al livello dei dettagli che
interpretare informazioni diversi elementi che costituiscono la rappresentano il completamento
Collaborare e partecipare: lavorare in nostra personalità e che possono aiutarci della ricerca.
coppia e in gruppi a prendere decisioni corrette
Risposte libere

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3 Student’s Book 3

Competences and
Culture pp. 60–61

Obiettivi
• Comprendere previsioni sul
futuro
• Comprendere un’intervista
sulla clonazione
• Pronosticare come sarà la
vita nel futuro
• Scrivere previsioni sul futuro
Competenze
Imparare ad imparare:
interpretare informazioni
Collaborare e partecipare:
lavorare in coppia
Consapevolezza ed
espressione culturale:
riconoscere possibili sviluppi
della vita dell’uomo sulla terra

Warm up
Incoraggiare gli studenti ad
immaginare come sarà la vita
nel futuro.

1
• Fare osservare il titolo e far
descrivere le foto: un occhio
collegato ad un sistema di
Intelligenza Artificiale, un nanobot
all’interno del corpo umano, le tre
lingue predominanti nel mondo,
insetti da mangiare in un
sandwich, esploratori spaziali su
Marte.
Risposte libere

2
Esame di Stato: Reading 3 One every two weeks. will be very cold, so we’ll probably have
comprehension 4 Because producing meat on a to stay inside most of the time.
large-scale uses a huge amount of
1 Focus better on tasks and water, energy and space, and they are 3
learn new things faster. a good source of protein and vitamins.
5 Six to eight months. Trinity Grade 5: Talking about the future;
2 They will travel around
6 An advantage is that there is less Grade 6: Expressing opinions
inside our bodies protecting
us against infection and gravity, so we will be able to jump very Risposte libere
diseases and they will high and lift heavy objects; two
deliver medicine inside our disadvantages are that there is 4
body directly to a specific radiation, so we will have to live in
area. capsules and wear special suits, and it In 1996.

5 ➜ p. 61
INVALSI

6
2-29 Audio script Interviewer I see. Do clones exist Trinity Grade 5: Talking about the
Interviewer Today on the programme ‘naturally’ in nature? future; Grade 6: Expressing
Dr Helen Wright is going to talk to us Dr Wright Yes, they do. Cloning opinions; Grade 9: Technology
about cloning. Good morning, Dr Wright. happens naturally in reproduction. A good Risposte libere
Dr Wright Good morning. example is twins.
Interviewer First of all, what exactly is a Interviewer Right. But what about 7
clone? artificial cloning? When did scientists clone • Far leggere il Focus on writing
Dr Wright A clone is material, like a the first animal? e suggerire agli studenti di
cell or an organism, which is genetically Dr Wright The first successful clone adottare queste espressioni nella
identical to its predecessor or to another of an animal was Dolly the sheep in 1996. loro composizione scritta.
living organism. She was cloned by scientists in Scotland. Risposte libere

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3 Student’s Book 3

Unit 5
Dialogue pp. 62–63

Obiettivi
• Comprendere un dialogo
leggendo, ascoltando e
guardando un video
• Imparare espressioni della
conversazione quotidiana
• Parlare dei cambiamenti
climatici facendo paragoni
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento utilizzando varie
fonti e modalità di informazione
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio,
video)
Collaborare e partecipare:
interagire a coppie,
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui opinioni
Life skills
Analyse: analizzare e valutare le
informazioni in modo oggettivo,
riconoscendo i diversi fattori
che influenzano gli
atteggiamenti e il
comportamento

1
• Fare osservare le foto e chiedere
Where are Dillon and Sophie? (In a
London street.) What can you see
in the background photo? (The
Thames Barrier.) Real
English ➜ p. 63
VIDEO
• Far leggere le informazioni del R
Culture flash sulla Barriera del • Gli studenti guardano il video a libro
Tamigi che è in funzione dal 1984. chiuso per il piacere di seguire la scena e di 4
Spiegare che per effetto del indovinare di che cosa parla il dialogo.
riscaldamento globale l’innalzarsi
1 Yes, it is, because it’s warmer and it
delle maree è più frequente, quindi 2-3
isn’t raining.
è ora necessario chiudere le • In un secondo tempo, fare ascoltare il 2 Gases are released into the
paratie rotanti parecchie volte dialogo mentre gli studenti seguono il testo atmosphere.
all’anno. sul libro per capirlo in dettaglio.
3 A rise in global temperatures or global
• Aiutarli nella comprensione del dialogo
Global warming. warming.
traducendolo o ponendo domande in italiano.

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Unit 5
3
Comparative with (not) as …
as: It isn’t as cold as yesterday
more and less + noun…:
(there will be) more rain… more
drought, (buy) less stuff

6
KEY Speaking Part 1
Trinity Grade 3: Weather; Grade
4: Expressing simple comparisons
• Ricordare agli studenti che
hanno studiato il comparativo di
maggioranza degli aggettivi nel
Livello 2, Unit 5. Ripassare come
si forma ed eventualmente
scriverne le regole alla lavagna:
aggettivi brevi + er + than
more + aggettivi lunghi + than.

1 It’s warmer today than

yesterday.
2 The air in the countryside is
cleaner than the air in the
city. / The air in the city is
more polluted than the air in
the countryside.
3 The UK is rainier than Italy. /
Italy is drier than the UK. /
The UK is colder than Italy. /
Italy is warmer than the UK.
4 The Mediterranean is
warmer than the North Sea. /
The Mediterranean is more
polluted than the North Sea.

7
You mean… • Gli studenti lavorano a coppie,
Good to know discutendo del riscaldamento
up to globale.
• Incoraggiarli a riflettere, a
esprimere opinioni basate su fatti
documentati e a fornire le prove di
ciò che affermano.
• Se possibile, rimandarli al sito
5 della NASA sul Global Climate
4 They will flood and disappear (because Change: [Link]
sea levels will rise). Vocabulary Weather and natural evidence/
5 Some plants and animals will become disasters: freezing, cold, raining/rain,
extinct. warmer, flood, drought Risposte possibili:
6 Turn off lights, use public transport Grammar Sentences beginning with There is evidence of global
and buy less stuff. When and If (Zero and First warming with longer, hotter
conditional): When we burn fossil fuels, summers and warmer winters,
gases are released into the atmosphere; less rain and less snow in
If the world continues to get warmer, the winter, more droughts in many
polar ice caps will melt; If we want to parts of the world, the melting
protect our future, we need to act now. of glaciers and of the icecaps.

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3 Student’s Book 3

Vocabulary p. 64

Obiettivi
• Imparare il tempo e i disastri
naturali
• Ascoltare previsioni del tempo
e avvertimenti per il pubblico
• Parlare del tempo e del clima
Competenze
Imparare a imparare:
organizzare informazioni
Individuare collegamenti e
relazioni: rappresentare warm
collegamenti tra concetti cool
It’s foggy. It’s sunny. It’s windy.
VIDEO cold

freezing
1-2 ➜ p. 64
• Far notare che le espressioni
“Piove” e “Nevica” si rendono in
inglese con il Present continuous
dei verbi to rain (It’s raining) e to It’s raining. It’s snowing. It’s cloudy.
snow (It’s snowing).
• Fare ascoltare la registrazione
per il controllo delle risposte e la
pratica della pronuncia.

Pronunciation
Far riascoltare la registrazione
dell’esercizio 2 e far notare
che in queste quattro parole la flood drought tornado forest fire
vocale “o” viene pronunciata
con cinque suoni diversi:
/a/ in drought /draʊt/
/ɔː/ e /əʊ/ in tornado /tɔːˈneɪdəʊ/
/ʌ/ in flood /flʌd/ foggy raining, flood drought snowing,
freezing
hot and sunny
/ɒ/ in forest /ˈfɒrɪst/

3 ➜ p. 64
INVALSI

2-34 Audio script

1 This is a weather warning for
people travelling near
Manchester. Reports are coming 3 After three months of hot, dry 5 Temperatures are going to rise over
in that it’s very foggy and visibility the next few days. Tomorrow it will be
weather, the situation is serious and the
is down to just 5 metres. Please 25°C in the south, and by the weekend,
authorities have officially declared a
drive slowly, and do not travel temperatures might be as high as 30°C
drought. From Sunday, the public will have
unless it’s absolutely necessary. everywhere, so it’s going to be a hot and
2 It’s still raining in York, which water in their homes for only 5 hours a
day. sunny weekend for everyone.
means the level of the river is
dangerously high now. 4 Merry Christmas everyone! And this
Residents are preparing for the year, it’s a white Christmas for Scotland 4
possibility of a flood. The and Northern England, where it has been KEY Speaking Part 1
emergency services have snowing for the past few hours. Tonight, Trinity Grade 3: Weather
already evacuated families who temperatures are going be -6° Celsius, so
live beside the river. it’s freezing, too. Risposte libere

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Unit 5

clause) che esprime l’ipotesi e la

3
principale (main clause) che
esprime la conseguenza.
• Nel periodo ipotetico di tipo zero
si affermano fatti che sono sempre
veri, cioè si dice che data una
certa premessa ci sarà sempre
quella conseguenza. Questa
costruzione si presta a descrivere
fenomeni naturali e dati scientifici.
Far notare che la proposizione
dipendente può essere introdotta
da if o da when / whenever / every
time that.

1 ➜ p. 65

2 ➜ p. 65
c
e
VIDEO
b
d • Far guardare il video su come si
costruisce il periodo ipotetico di
a primo tipo e su come si usa.
Questa costruzione non fa
riferimento a leggi generali, vere e
confermate, ma a ipotesi o
previsioni in cui, data una certa
condizione, è molto probabile che
si verifichi una determinata
conseguenza.
• Far tradurre gli esempi e far
heat melts
notare che l’ordine delle due
proposizioni si può invertire senza
don’t get cambiare il significato.
die
don’t drink
get Check it ➜ p. 65
freeze becomes
3
is
get
rains don’t go 1 If I’m late, Mum will be angry.
2 If you don’t hurry, you’ll miss
the bus.
3 If I have time, I’ll tidy my
room.
4 If it’s foggy, my flight won’t
Grammar pp. 65–67 • Imparare il significato e l’uso delle depart.
espressioni interrogative formate da How
+ un aggettivo
Obiettivi
Competenze 4 ➜ p. 65
• Imparare come si formano il periodo
Imparare a imparare: organizzare il
ipotetico di tipo zero e il periodo ipotetico
proprio apprendimento e acquisire abilità
di primo tipo e come si usano
di studio
• Imparare il comparativo di uguaglianza
e di minoranza degli aggettivi
• Fare osservare la struttura del periodo
• Imparare a formare frasi comparative
ipotetico. Spiegare che è formato da due
con i sostantivi
proposizioni (clauses): la dipendente (if

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3 Student’s Book 3

5 ➜ p. 66

2-35 Audio script

1 Careful. If you sit on that
chair, it will break.
2 The dinner will be cold if
they don’t arrive soon.
3 We’ll have a picnic in the
park if it’s warm tomorrow.
4 Where will we sleep if the sit
will break
hotel doesn’t have any will be
rooms? don’t arrive
5 Rosie won’t cook dinner if ’ll have
’s/is
she gets home late. will sleep
6 I’ll call you on Sunday if I’m doesn’t have
free.
won’t cook
gets
• Fare osservare la costruzione ’ll call
con l’aggettivo preceduto seguito ’m
da as (così ... come) e far tradurre
gli esempi.

6 ➜ p. 66

2-36 Audio script

1 My phone isn’t as new as
yours. I’ve had mine for ages!
2 This video game is as exciting
as you said. It’s brilliant! meno
3 This episode isn’t as funny as
the last one. I haven’t laughed
once.
4 This classroom is quite small. isn’t as new as
It isn’t as big as the room we
had last year. is as exciting as
5 The black jeans aren’t as more places
isn’t as funny as
expensive as the blue ones. fewer cars
The black ones only cost £10. isn’t as
big as less pollution
6 This homework is as difficult
aren’t as expensive as
as I thought. I can’t do it!
is as difficult as more friends
more time
7

1 Elena isn’t as tall as Matt.

2 Elena isn’t as heavy as Matt.
3 Matt isn’t as hard-working Check it ➜ p. 66 9
as Elena.
4 Matt isn’t as sporty as 1 Dad is less sensitive than Mum.
8 ➜ p. 66 2 I think that the sequel will be less
Elena.
successful than the original.
• Fare osservare le due 3 That book was less interesting than I
costruzioni e far notare che hoped.
4 In my opinion, Taylor Swift is less
“meno” si dice less davanti ad
talented than Lady Gaga.
aggettivo o a un sostantivo
5 Amelia is less hard-working than Ruby.
singolare, mentre si dice fewer
6 I think money is less important than
davanti a un sostantivo plurale.
happiness.

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Unit 5
3
11 ➜ p. 67

2-38 Audio script

Zac Hey, Chloe!
What are you doing? Why don’t
you come over to my house and
we can do our homework
together? If we work together, it
will be quicker. Mrs Jones has
given us less Maths homework
than last week. There are fewer
questions, but it’s quite difficult.
The problem on page 52 isn’t as
easy as it looks.
Chloe Hi, Zac. I’ve already
finished the Maths. If you look
at the example on page 50, it
will help solve the problem. If
you still don’t understand,
phone me. We can do our
History homework together
later. If I come in an hour, will
you be at home?
Zac Thanks, Chloe. I
understand now. Yes, I’ll be
here. I think we’ll need more
time for the History because it’s
quite long. But it’s less boring
than Maths, so if you’re here, it
will be fun! Mum says you can
stay for dinner.

12
strong
Hi, Daisy
heavy
If you come next weekend, it will
deep be fantastic/great. If it’s warm/
hot on Saturday, we’ll go to the
high beach together. If it isn’t/If not,
we’ll go to the cinema. We can
long see the new James Bond film.
They say it isn’t as good as the
last one, but I’m sure it will be
fun. We can go (there) in the
afternoon – it’s usually less
• Fare osservare che le espressioni 10 ➜ p. 67 expensive and there are fewer
interrogative per chiedere le dimensioni di people. After the film, Mum will
qualcosa sono formate da how + aggettivo. 2-37 Audio script make pizza. She says hers is as
Ricordare agli studenti che conoscono già 1 How strong are elephants? – They can good as the pizza in the
l’espressione How old costruita nello stesso carry 9,000 kilos. pizzeria. She’s right. When she
modo. 2 How heavy is the human brain?
makes it, I always eat too much!
• Spiegare che nelle risposte di solito si dice – About 1.3 kilos.
3 How deep is the Mariana Trench in the Joe
solo il dato numerico, ma se si vuole
aggiungere l’aggettivo questo va messo dopo Pacific Ocean? – About 10.1 km.
4 How high is Mount Vesuvius? – 1,281 13
il numero, non prima come in italiano: How
metres.
high is Mount Everest? It is 8,848 metres high.
5 How long is the River Nile? – About Risposte libere
6,700 km.
89

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3 Student’s Book 3

Oral competences –
Functions p. 68

Obiettivi
• Comprendere un dialogo in
cui si danno notizie spiacevoli e
day
si reagisce commentando
• Dare notizie buone o cattive
e reagire in modo appropriato alarm
Competenze the bus
Imparare ad imparare:
acquisire e interpretare wallet
informazioni the police
Collaborare e partecipare:
interagire a coppie ring

1-2 ➜ p. 68

VIDEO

• Far guardare il video e fare No, really? Why?

osservare la foto di Dillon e
Sophie. Dillon sta raccontando gli terrible
imprevisti della sua giornata e
Sophie reagisce commiserandolo Poor
prima e poi congratulandosi per la
great news
risoluzione del problema.
• Far leggere la rubrica Real Well done
English che illustra alcune
espressioni della conversazione
quotidiana.

3 ➜ p. 68

4-5
Trinity Grade 5: Recent personal
experiences; Grade 7: Indicating
interest

Risposte possibili: B That’s terrible! B I reported it to the police. But

Student A 2 A But guess what! I won the they haven’t found it yet.
1 A I’ve had a terrible day. swimming race. A Poor you!
B No, really? Why? B Well done! That’s great news! 2 A Guess what! I’ve got two free
A I dropped my phone in the Student B tickets to the Bruno Mars concert.
swimming pool. 1 B I’ve had a terrible day. B That’s great news! Can I come with
B Oh no! What did you do? A No, really? Why? you?
A I jumped in and got it, but it isn’t B Someone stole my bike.
working now. A Oh, no! What did you do?

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Unit 5
3
2
Esame di Stato: Reading
comprehension

1 Rubbish in a landfill pollutes

the soil and burning rubbish
in an incinerator releases
gases into the atmosphere
which contributes to global
warming.
2 The average American
produces about 2 kg of
rubbish every day, but they
produce less than one bag of
rubbish every six months.
3 They’ve stopped buying
things that aren’t
necessary or products that
have packaging that they
can’t reuse. They’ve also
stopped buying some food,
cleaning products and even
toothpaste.
4 The 5 ‘Rs’ are Refuse,
Reduce, Reuse, Repair and
Recycle.

3
Trinity Grade 7: Pollution and
recycling; Making suggestions;
Grade 8: Environmental concerns
• Incoraggiare gli studenti a
riflettere sulle 5R e sulle idee
presentate nell’articolo.
Risposte libere

4
Esame di Stato: Oral presentation
• Per informazioni sul periodo di
tempo richiesto per la
decomposizione di vari prodotti
rimandare gli studenti al fact sheet
su questo sito: https://
[Link]/wp-content/
Citizenship p. 69 Consapevolezza ed espressione uploads/2013/10/
culturale: riconoscere l’importanza di [Link]
adottare misure per la protezione • Rimandare gli studenti ai giochi
Obiettivi
dell’ambiente online sul sito della Recycle City:
• Comprendere un articolo sulle strategie
21st century competences [Link]
per proteggere l’ambiente
Critical thinking: saper analizzare il proprio recyclecity/[Link] che li allena
Competenze a identificare i problemi ed
Imparare ad imparare: acquisire e contributo alla salvaguardia dell’ambiente
esercitarsi nel riciclaggio.
interpretare informazioni
Collaborare e partecipare: lavorare in 1 Risposte libere
coppia e in gruppi Risposte libere

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3 Student’s Book 3

Competences and
Culture pp. 70–71

Obiettivi
• Comprendere un articolo sui
tornado
• Comprendere un’intervista
con un meteorologo
• Parlare di condizioni
meteorologiche
• Scrivere un’email sulle
condizioni climatiche
Competenze
Imparare ad imparare:
acquisire e interpretare
informazioni
Collaborare e partecipare:
lavorare in coppia
Consapevolezza ed
espressione culturale:
riconoscere l’importanza delle
condizioni climatiche per la vita

T
Warm up
In preparazione alla lettura e T
all’ascolto, chiedere agli F
F
studenti di descrivere la foto di NG
pagina 70. Chiedere loro se T
saprebbero dire come si forma
un tornado e annunciare che
ne troveranno la spiegazione
He was ten.
nell’articolo.

1
• Leggere e tradurre il testo,
anche con l’aiuto del Glossary.
• Far leggere il Culture flash, e se
opportuno far fare un ricerca sui
tornado in Italia e nel mondo per
scoprire quando e dove si sono
verificati.

Tornado chasers are people who

follow tornadoes while they are
happening. Some people do this • Gli studenti cercano le parole sottolineate
5 who (line 6) = meteorologists
for the excitement, but others nell’articolo e dicono a che cosa si riferiscono.
6 it (line 6) = chase tornadoes
do it because they are
meteorologists and want to
Prima parte del testo 3 ➜ p. 70
study the tornado.
1 them (line 6) = tornadoes INVALSI
2 which (line 7) = Tornado Alley • Gli studenti svolgono l’esercizio di
2 3 This (line 13) = the fact of the air from comprensione e correggono le frasi false.
• Far leggere il Focus on reading e Canada meeting the air from Mexico
spiegare che reference words 4 ➜ p. 70
Seconda parte del testo
significa parole che fanno 4 they (line 4) = people who try to get • Fare ascoltare l’intervista con il
riferimento a qualcosa menzionato meteorologo una prima volta per rispondere
close to tornadoes
prima. alla domanda.
92

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Unit 5
3
direction, so I knew it wasn’t
going to hit the house. It was
incredible!
Interviewer Yes, I can
imagine. So, what time of the
year do tornadoes usually
happen?
Mark Well, they
usually start early in April and
the season finishes at the end
of June or the beginning of July.
Interviewer I see. And do you
usually chase tornadoes alone?
Mark No, it’s better to
have another person to help
with the driving and the
equipment. So, I usually go with
my colleague. If my colleague
can’t come, sometimes my wife
comes with me. She’s also a
meteorologist.
Interviewer What is the most
dangerous thing about chasing
a storm?
Mark Well, there’s the
lightning of course, and the
wind, but the most dangerous
thing is the driving conditions.
When the roads are extremely
wet and you’re driving fast, it’s
easy to have an accident.
Interviewer Right.
Mark Yes, and if you’re
listening at home, don’t chase a
tornado, run away from it.
Tornadoes are extremely
dangerous!
Interviewer Well, thank you
Mark for your time. Next on the
programme…

5 ➜ p. 70
INVALSI
KEY Listening Part 3
• Far leggere le frasi e poi fare
ascoltare l’intervista una seconda
volta per capire i dettagli.
6
are spectacular. But actually, it’s part of my KEY Speaking Part 1
2-44 Audio script Trinity Grade 3: Weather;
Interviewer Most tornadoes cause job as a meteorologist.
Interviewer Right. So, when did you first Grade 5: Expressing preferences;
terrible destruction, and often fatalities. So Giving reasons;
naturally, people are terrified of them. But become interested in storms?
Mark When I was about ten. I was Grade 6: Expressing opinions;
not our guest on the show today. Mark Grade 7: Expressing agreement
Bennett is a storm chaser. So Mark, when visiting my grandparents in Kansas and
I saw my first tornado. and disagreement.
you find out there is a tornado nearby, what
do you do? Interviewer Sorry, Texas? Risposte libere
Mark Well, I jump in my van and Mark No, Kansas.
7
go there. Interviewer Ah. Were you scared?
Interviewer Really! And can I ask… why? Mark Yes, I was. But it was quite Esame di Stato: Letter writing
Mark I love watching them: they far away and it was going in a different Risposte libere

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3 Student’s Book 3

Magazine
3-4-5
Reading pp. 72–73
The Time Machine
by H.G. Wells

Obiettivi
• Comprendere un breve
racconto leggendo e ascoltando
• Identificare alcuni vocaboli e
il loro significato
• Discutere le invenzioni del
secolo scorso e prevedere
quelle del futuro
Life skills
Critical thinking: saper
analizzare informazioni ed
esperienze in modo oggettivo,
valutandone vantaggi e
svantaggi, al fine di arrivare a
una decisione più consapevole

1
• Se gli studenti non conoscono la
storia, far leggere la breve
introduzione, e chiedere loro se
hanno visto la serie televisiva di
Doctor Who. Qual è il concetto alla
base di questi racconti? (time
travelling = viaggiare nel tempo)
• Nel caso gli studenti
preferiscano visitare il passato,
chiedere loro di specificare quale
periodo e di spiegarne le ragioni.
Risposte libere

2 ➜ p. 73
Culture note scientifici del XX secolo, dalle armi
• Dopo l’ascolto e la lettura, aiutare gli
H. G. Wells (Bromley, Kent, 1866 nucleari ai viaggi spaziali, dalla
studenti a tradurre il testo per verificare la
– Londra 1946) è uno degli iniziatori televisione satellitare al world wide
comprensione di parole ed espressioni
del genere fantascientifico, insieme a web. Tra le opere principali: The Time
nuove.
Jules Verne e Hugo Gernsbach, ed è Machine (1895), The Island of Doctor
• Far sottolineare i verbi dell’esercizio 2 nel
il suo maggiore rappresentante nella Moreau (1896), The Invisible Man
racconto e far completare le frasi.
letteratura inglese. Le sue opere (1897) e The War of the Worlds
hanno anticipato molti sviluppi (1898).

Extra activity
Invitare gli studenti a creare
una linea del tempo con le
press invenzioni nominate
turn on
flashed nell’esercizio.
disappear The plane: 1903 the Wright
accelerate brothers
turned off The car: from 1879 Karl Benz
first internal combustion
engine to 1903 Ford Motor
Company to the new
technology developing
self-driving cars
The computer: from 1888
Babbage’s Analytical Engine
to 1936 Turing machine to the
1970s Intel microprocessor to
the present smartphones
TV: from 1909 first
transmission of live images to
1940 John Logie Baird colour
TV to mid-1980 Japanese
digital TV
Antibiotics: 1928 Alexander
Fleming discovers penicillin,
2013 new antibiotics are being
develop to combat resistance
The Internet: from the 1960s
in the USA to the World Wide
Web in the 1990s.

3 4
INVALSI • Gli studenti rileggono il testo per
rispondere alla domanda.
1 F. It starts with a bang.
2 T The traveller sees that night and day
3 F. The sensations of time travelling … pass very fast. He sees trees growing
are ‘excessively unpleasant’. and changing quickly, he sees buildings
4 F. He feels the horrible anticipation of pass, and he sees the seasons change
an imminent crash. from winter to spring.
5 T
6 NG

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3 Student’s Book 3

Listening pp. 74–75

Famous failures

Obiettivi
• Discutere del significato degli
insuccessi nella vita
• Ascoltare le esperienze
negative di un uomo
• Ascoltare un’intervista su casi
clamorosi di personaggi celebri
• Porre domande e rispondere
su esperienze negative

1
• Fare osservare il titolo Famous
failures e chiedere What do you
think you are going to hear about?
(Famous successful people who
have also failed in their lives.)

Everybody fails sometimes, and

failure is an important part of
life. Failure is something which richest
you learn from and which will shopping
help you to succeed in the successes
three
future.
college
ten
2 jobs
didn’t get
company = azienda, failure =
fallimento, application = advice
failure
domanda di ammissione, apply
for = fare domanda per, reject =
rifiutare, give up = rinunciare,
proud = fiero

3 ➜ p. 74

2-46 Audio script

Jack Ma is the richest man in
China. He founded Alibaba, an
online shopping company. But
Jack Ma is prouder of his that didn’t get a job at Kentucky Fried 2 He’s particularly proud of his failures.
failures than his successes – Chicken! He has never lost a job, because
and he has failed a lot! He failed 3 His middle school exam.
he has had very few of them. What is 4 Harvard University.
his middle school exam three Jack’s advice? Never give up! Keep trying.
times. He got 1 out of 120 in the 5 No, he couldn’t get a job there.
The biggest failure is giving up.
Maths part of his college 6 Never give up and keep trying.
entrance exam. Harvard
University rejected his 4
application ten times. After Esame di Stato: Reading comprehension 5 ➜ p. 75
college, he applied for, but didn’t
• Fare osservare le foto e farle abbinare ai
get 30 jobs! And he was the 1 The richest man in China who founded
nomi dei personaggi. Chiedere agli studenti
only person out of a group of 24 the online shopping company Alibaba.
che cosa sanno di ciascuno.
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3 Student’s Book 3

Geography: Global
warming

Obiettivi
• Comprendere un articolo sul
riscaldamento globale
• Discutere dell’effetto serra
• Fare una presentazione sul
riscaldamento globale

Risposte libere

2 ➜ p. 77

3
Esame di Stato: Reading
comprehension

1 The long-term increase in

average global air and ocean
temperatures.
2 That global warming is
happening faster than ever.
3 Population growth and
economic development.
4 Carbon dioxide (CO2), nitrous
oxide (N2O), methane (CH4),
chlorofluorocarbons (CFCs).
5 Because they can stay in
the atmosphere for 20-100
years.

4
Trinity Grade 7: Pollution;
Grade 8: Environmental concerns
• Invitare gli studenti a leggere
l’elenco delle conseguenze
dell’aumento di temperatura
elencate alla fine del testo. Dire
loro di pensare ai consigli di Dillon
a pag. 62 e a ciò che hanno letto
emissions, power stations, landfills, or timer).
nell’Unità 5 a pag. 69 nell’articolo large-scale cattle farming. Turn off your computer and phone at
Zero waste. Effects: The global and sea night.
temperatures rise and the ozone Use energy efficient electrical
Risposte possibili: layer is damaged. This causes climate products (A++) and light bulbs.
1 Causes: population increase change, for example drought, floods, Recycle rubbish.
and economic development more extreme weather, smog, etc. Only buy wood from managed,
and the consequent 2 Walk to school or take the tram/bus/ renewable forests.
increase in the production underground. Use recycled paper.
of greenhouse gases, for Turn off lights. Save water.
example, deforestation, car Turn off the TV (don’t leave it on sleep Eat less meat.

• Assicurarsi che tutti gli studenti

capiscano le fasi del lavoro:
5 secolo il petrolio divenne la fonte più
– per prima cosa fanno ricerche
Risposte libere online;
importante. Dagli anni 80 si ricorre
– poi scrivono una traccia con lo
sempre più a fonti rinnovabili come
Culture note sviluppo della materia
l’energia geotermica, eolica o solare.
Science: Nell’800 si produceva energia (introduzione, dimostrazione con
Technology: Le energie non-rinnovabili
bruciando legna, altre materie organiche una serie di punti, conclusione);
sono quelle che tendono ad esaurirsi e
e, per il 2%, carbone. Dal 1870 circa si – poi fanno la presentazione
sono fortemente inquinanti: carbone,
cominciò ad usare il petrolio e più tardi (illustrata su poster, oppure orale,
petrolio, gas naturali. Le energie rinnovabili
gas naturali e idroelettricità. Entro il 1900, oppure digitale su PowerPoint);
sono prodotte in breve tempo da fonti
il consumo di carbone copriva metà del – infine la classe e l’insegnante
naturali: energia solare, eolica, geotermica,
fabbisogno globale di energia, ma nel XX offrono un feedback che dà l’avvio
marina, idroelettrica e biomasse.
ad una discussione in classe.
99

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3 Student’s Book 3

English Plus
English Plus A
pp. 78–79

Obiettivi
• Comprendere un articolo
leggendo e ascoltando
• Parlare di come si può
riciclare il chewing gum
• Imparare l’uso della forma
passiva
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento e acquisire
abilità di studio
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio)
Collaborare e partecipare:
comprendere i diversi punti di
vista, valorizzando le proprie e
le altrui capacità

1
• Scrivere le domande alla lavagna
e fare un sondaggio in classe
chiedendo What do you do with
your used chewing gum? e scrivere
diverse risposte alla lavagna. Is
gum litter a problem in your school
or town? e sollecitare degli esempi.
• Avviare una discussione in classe
sul perché l’uso del chewing gum
può diventare un problema e che
cosa si può suggerire per risolverlo.
Risposte libere

2
• Fare ascoltare la registrazione
mentre gli studenti seguono sul
libro.
• Far tradurre l’articolo anche con 3
3 It’s a problem because gum doesn’t
l’aiuto del Glossary. biodegrade, and it costs a lot of time Dopo che gli studenti hanno discusso a
• Porre le domande oralmente e coppie, invitarne alcuni a condividere le loro
and money to clean.
infine assegnarle come compito opinioni con la classe.
4 Gumdrop is a British company which
scritto a casa.
has invented a special bin for used Risposte libere
1 People buy approximately chewing gum; then they recycle the
374 billion pieces of chewing gum from the bins into plastic. The passive form: Present simple
gum each year. 5 You can find Gumdrop bins in airports, • Far leggere e tradurre gli esempi per
2 People throw it in the universities and shopping centres. dimostrare che le frasi passive in inglese si
rubbish or drop it on the 6 Bins, coffee cups, lunchboxes, rulers costruiscono come in italiano.
street. and guitar picks.

100

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English Plus
3
6

1 America was discovered by

Columbus.
2 Mandarin isn’t spoken in
India.
3 The Harry Potter books were
written by J.K. Rowling.
4 The Internet is used all over
the world.
5 Big Ben wasn’t built by the
Romans.
6 The Olympics are held every
four years.

Extra activities
Quiz Si possono proporre vari
quiz alla classe:
1) un quiz basato su dati
geografici per fare esercizio di
Present simple passive, per
esempio:
What country is surrounded by
…?
Where is … made?
Where is … grown?

2) un quiz basato su film,

musica, arte per fare esercizio
di Past simple passive, per
esempio:
Who was … written by?
Who was … directed by?
Who was … composed by?
is spoken
Who was … sung by?
aren’t accepted Who was … painted by?
are
made
aren’t found

• Spiegare che questo è l’unico tipo di 5

costruzione passiva in inglese, mentre in
italiano se ne usano anche altre: 1 Rome wasn’t built in a day.
– il “si” passivante, “Qui si ricicla il chewing 2 Were the stolen paintings found by
gum.” the police?
– il passivo con il verbo “venire”, “Qui viene 3 All the tickets were sold.
riciclato il chewing gum”. 4 Was this book translated into Italian?
5 The graffiti weren’t written by these
4 ➜ p. 79 boys.
The passive form: Present simple
Far leggere e tradurre gli esempi.

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3 Student’s Book 3

English Plus
English Plus B
pp. 80–81

Obiettivi
• Comprendere un articolo e
alcuni messaggi leggendo e
ascoltando
• Parlare di influenze positive e
negative esercitate dai coetanei
• Imparare come si forma il
discorso indiretto e come si
usano i verbi say e tell
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento e acquisire
abilità di studio
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio)
Collaborare e partecipare:
interagire a coppie
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui capacità

1
• Scrivere le tre domande alla
lavagna e avviare una discussione
in classe su come si comportano
gli studenti in gruppo e sul
condizionamento che possono
subire.
Risposte libere

2
1 Peer pressure can refer to clothes, example, to be respectful of others or to
• Fare ascoltare la registrazione hobbies, behaviour and language. exercise.
mentre gli studenti seguono sul 2 Negative peer pressure is when your 4 She has more energy, can concentrate
libro. peers push you to do bad things to better in class, and has made new friends.
• Far tradurre l’articolo anche con yourself or others, for example, skipping 5 He lied to his parents about it and he felt
l’aiuto del Glossary. school, making fun of people, smoking. bad.
• Porre le domande oralmente e 3 Positive peer pressure is when your peers 6 She started helping other students with
infine assegnarle come compito inspire you to do good things, for their school projects.
scritto a casa.

102

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English Plus
3
• “... told us they would come ...
(= verrebbero)”
mentre in italiano si dice:
“... ci hanno detto che sarebbero
venuti... (= they would have come).

4 ➜ p. 81

she was having a party at her house

5 ➜ p. 81
their pictures looked great.

she was going to bed then. 6

I couldn’t stay there. Risposte libere

they would come

to visit the next day Extra activities
Matching game Scrivere
delle frasi al discorso diretto
su alcuni cartellini e le stesse
frasi al discorso indiretto su
cartellini di colore diverso.
Dividere la classe in due
squadre. Uno studente per
ogni squadra viene alla
cattedra a prendere un
cartellino dal mucchio del
discorso diretto e cerca di
abbinarlo a uno del discorso
indiretto. Il gioco diventa più
difficile se si usano frasi simili
nei due mucchi ma con tempi
verbali diversi.

Who said it? Fare un rapido

brainstorming di persone che
potrebbero fare delle
domande agli studenti, per
esempio father, mother, shop
assistant, taxi driver, police
officer ecc. Uno studente
riferisce al discorso indiretto
per esempio: This person
asked me if I had my
passport. Gli studenti devono
indovinare chi è questa
persona e riferire al discorso
3 Direct and indirect speech indiretto: The airport control
• Dopo che gli studenti hanno discusso a • Far leggere e tradurre gli esempi e fare asked you if you had your
coppie, invitarne alcuni a condividere le loro osservare attentamente la tabella delle passport.
esperienze con la classe. trasformazioni.
• Se questo mette in evidenza casi di • Far notare che sono identiche alle
bullismo, discuterne con molta sensibilità e trasformazioni che avvengono in italiano
chiedere alla classe che suggerimenti eccetto per le frasi al futuro. Come si può
darebbero per trovare una risoluzione. constatare traducendo l’ultima frase
dell’esercizio 4, in inglese si dice:
Risposte libere

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3 Student’s Book 3

English Plus
English Plus C
pp. 82–83

Obiettivi
• Comprendere le risposte di
alcuni ragazzi a un’intervista
leggendo e ascoltando
• Parlare dei cambiamenti che
vorremmo fare nel nostro paese
• Imparare come si forma e
come si usa il periodo ipotetico
del secondo tipo
Competenze
Imparare a imparare:
organizzare il proprio
apprendimento e acquisire
abilità di studio
Comunicare: comprendere
messaggi trasmessi utilizzando
diversi supporti (cartacei, audio)
Collaborare e partecipare:
interagire a coppie
comprendendo i diversi punti di
vista, valorizzando le proprie e
le altrui capacità

1
• Avviare una discussione in
classe e scrivere alla lavagna
alcune risposte degli studenti.
Dopo la lettura verificare se
coincidono con quelle nel testo
inglese.
3
1 Fiji has never had a female prime
Risposte libere • Se è possibile, lasciare che gli studenti
minister.
2 ‘Well-being’ as a school programme facciano qualche ricerca su Internet riguardo
2 means learning how to build positive agli argomenti di discussione, per capire qual è
• Fare ascoltare la registrazione relationships and work well with lo stato attuale delle cose, se ci sono dei
mentre gli studenti seguono sul others. progetti di miglioramento e quali suggerimenti
libro. 3 Young people are leaving Greece sono in grado di dare alle persone responsabili.
• Far tradurre il testo anche con because there aren’t enough good Dopo che gli studenti hanno discusso a
l’aiuto del Glossary. jobs. coppie, invitarne alcuni a condividere le loro
4 Khalid’s priority is to reduce illiteracy.
• Porre le domande oralmente, e idee con la classe.
5 Meghan would use tax money to
infine assegnarle come compito
finance public schools. Risposte libere
scritto a casa.

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English Plus
3
4 ➜ p. 83

5 ➜ p. 83
Second conditional:
interrogative and short
answers
• Far leggere e tradurre gli esempi
didn’t have
wouldn’t study nella tabella e fare osservare
attentamente le costruzioni
were indicando che hanno un esatto
’d learn
could corrispondente in italiano.
were • Ricordare agli studenti di
sostituire il congiuntivo imperfetto
were
wouldn’t do italiano con il Past simple inglese.

1 If a stranger asked you for

help, would you help him?
2 What would you buy if you had
€1 million?
3 If you could do any job, what
job would you do?

7
Risposte libere

Extra activities
What would you do?
Proporre agli studenti una
situazione improbabile e
invitarli a dire in inglese come
si comporterebbero in tale
caso, per esempio:
What would you do if ...
... you were the richest person
in the world?
... you were on a desert island
without your smartphone?
... you were in a house
without electricity?

Conditional chain Gli

studenti creano una catena di
Second conditional: affirmative and • La condizione si esprime con If + Past conseguenze partendo da una
negative simple e la conseguenza con would + forma supposizione come: What
• Far leggere e tradurre gli esempi nella base. Far leggere la frase 2 dell’esercizio 4 e would you do if you woke up
tabella e fare osservare attentamente le spiegare che in inglese non esiste il late for school? (I would get
costruzioni. congiuntivo imperfetto (Se io vedessi) che up, get dressed and run to the
• Come sempre, il periodo ipotetico è viene sostituito dal Past simple (If I saw). bus stop) What would you do
formato da due proposizioni, una secondaria • Il verbo be ha una forma di congiuntivo che if the bus had already left? (I
con If (= Se) che esprime la condizione e una è were per tutte le persone (If I were… Se io would phone the school on
principale che esprime la conseguenza. Nel fossi…). L’espressione If I were you… (Se my phone) e così via.
periodo ipotetico di secondo tipo, second fossi in te…) è spesso usata per dare consigli
conditional, viene espressa una condizione o avvertimenti: If I were you, I would study
improbabile, che difficilmente si realizzerà. more. (Se fossi in te, studierei di più).

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3 Student’s Book 3

Exam
Trainer
1 • Wind farms in
Scotland pp. 160–161
CLIL
Geography & Technology

Obiettivi
• Comprendere un articolo
sull’energia eolica
• Scrivere un’email su un parco
eolico nella propria regione
• Scrivere un dialogo
sull’energia eolica in Scozia
• Preparare una presentazione
orale sulle fonti più comuni di
energia rinnovabile
Competenze
Imparare ad imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere i problemi energetici
e le fonti di energia rinnovabile
Risolvere problemi: affrontare
situazioni problematiche
proponendo soluzioni

Nota generale
• Gli esercizi possono essere
affrontati come attività collettive in
classe o essere assegnati come
compiti a casa.
• Verso la fine dell’anno si
potrebbero svolgere sotto
condizioni d’esame, cioè
individualmente, in silenzio, entro
un periodo di tempo prefissato.
• Si consiglia di sviluppare la
presentazione orale in classe,
prima di assegnarla come compito
a casa. l’anno per esercitarsi in vista dell’esame e attenzione ai tempi verbali e alla struttura
Oral exam per un veloce ripasso il giorno prima della frase.
• Nella prova orale, gli studenti dell’esame.
potranno dover rispondere a 1 People built ancient windmills to make
domande personali sulla loro vita. 1
wheat into flour for bread.
Per aiutarli a focalizzare • Far leggere e ascoltare il brano, mentre gli 2 Modern windmills are called wind
l’attenzione su costruzioni e studenti seguono sul libro. turbines.
vocaboli tipici della conversazione • Ricordare loro che all’esame non ci sarà 3 Scotland is a good place for wind farms
quotidiana, in questo volume l’audio, ma solo il testo scritto. Dovranno because it is the windiest country in
vengono fornite mappe di leggerlo attentamente e consultare il Europe.
funzioni comunicative, con dizionario se hanno difficoltà. Quando sono 4 The Scottish government wants to
inserti di lessico e grammatica, sicuri di aver capito tutto, possono leggere produce more energy from the wind to
(pp. 190-209) da usare durante le domande e scrivere le risposte, facendo
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Exam Trainer
3
libro di testo dedicate a
esprimere la propria opinione,
esprimere le preferenze,
concordare o dissentire.

2
• Per guidare lo studente nel
lavoro scritto vengono proposte
qui delle domande che formano la
traccia per la composizione.
• Spiegare che all’esame verrà
fornita solo una consegna
dettagliata.
Risposte libere

3
• Far leggere attentamente la
consegna spiegando che indica la
situazione in cui si svolge il dialogo.
• Far notare che le istruzioni non
sono da tradurre letteralmente
parola per parola.

Risposte possibili:
1 Jamie Hello/Hi, I’m Jamie.
What’s your name?
2 Heather Hello/Hi, I’m
Heather. I’m on holiday with
my family.
3 Jamie I live here. Do you
like Scotland?
4 Heather Yes. / Yes, I do./
Yes, I like Scotland/it. But I
can’t believe how many wind
turbines there are.
5 Jamie What do you think
of them/the wind turbines?
6 Heather I’m sure they
produce a lot of power.
7 Jamie Yes, they do. Are
there (any) wind farms where
you live?
8 Heather No, there aren’t. I
live in London.
9 Jamie I’d like/love to visit
London one day.

4
help fight global warming. because when it isn’t windy, wind farms Risposte possibili:
5 Whitelee Wind Farm has 215 wind can’t produce power.
turbines. Scientists have studied new
6 An offshore wind farm is a wind farm with 10 Risposte libere
ways of producing electrical
the wind turbines floating in the sea. energy using renewable
7 Because they produce clean energy, sources... Solar panels can be
they are good for the environment and Exam tip
used on fields and on roofs...
they create jobs. Questionario Le ultime 2 domande del There are wind turbines that
8 Because they spoil the view, which questionario sono in genere a risposta exploit the power of the wind...
means some places are less libera. Questo significa che gli studenti non Hydroelectric energy is
attractive. trovano le risposte nel brano. Suggerire produced by dams... The benefits
9 Burning gas or coal is still necessary loro di ripassare le sezioni di Functions del of using renewable sources are...

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Exam
Trainer
2 • Ending the slave
trade pp. 162–163
CLIL
History & Citizenship

Obiettivi
• Comprendere un breve testo
sul traffico degli schiavi africani
in America e in Gran Bretagna
• Scrivere una lettera
esprimendo la propria opinione
sullo schiavismo e i modi per
combatterlo
• Scrivere un riassunto della
storia dello schiavismo
• Preparare una presentazione
orale sulle origini e sullo
sviluppo dell’impero britannico
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere la storia dello
schiavismo e gli aspetti negativi
e positivi dell’impero britannico

1
1 Mauritania made slavery a crime in 6 Tobacco, sugar and cotton.
• Far leggere e ascoltare il brano, 2007. 7 Because he threw 140 slaves into the
mentre gli studenti seguono sul 2 The British. sea.
libro.
3 Almost 20 million. 8 William Wilberforce, an English politician.
4 Some churches in America and Britain. 9 In 1865, at the end of the Civil War.
5 In 1772, a British court ruled that it 10 The Universal Declaration of Human
was illegal to force a man to leave Rights.
England and be sold. 11-12 2 Risposte libere

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Exam Trainer
3
3

1 Slavery has existed since

the beginning of human
history.
2 Mauritania was the last
country to make slavery
illegal in 2007.
3 Abolitionists wrote books,
made speeches and
boycotted slave-produced
goods to protest against
slavery.
4 Slaves took over Haiti after
starting a revolution.
5 William Wilberforce
proposed the Slave Trade
Act.
6 Slavery became illegal
everywhere in the British
Empire in 1833.
7 Amnesty International is
working to end modern
slavery today.

Risposte libere

Culture note
Il commercio triangolare, o
tratta occidentale degli schiavi,
si svolse dalla fine del ‘600
all’inizio dell’800 tra i
continenti affacciati
sull’oceano Atlantico. Gli
schiavi, comprati o catturati,
venivano trasportati su grandi
navi verso il continente
americano per lavorare nella
produzione dello zucchero
(America Latina, isole
caraibiche) o del cotone
(America del Nord). Questi
2 prodotti erano trasportati e
venduti in Europa, e poi
Risposte libere insieme a vari manufatti,
venivano esportati in Africa
Exam tip • corpo della mail per essere barattati con nuovi
Lettera / Email Incoraggiare gli studenti a • conclusione schiavi.
stendere sempre una scaletta prima di • saluti
iniziare a scrivere. Ricordare loro quali sono Gli studenti potranno aggiornare e
i passaggi necessari a comporre una arricchire questa struttura in base a quanto
lettera o email ben strutturata: richiesto nello specifico dalla traccia
• formula di apertura proposta durante l’esame.

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3 Student’s Book 3

Exam
Trainer
3 • Creative recycling
pp. 164–165
CLIL
Technology & Art

Obiettivi
• Comprendere un breve testo
sul riciclaggio
• Scrivere un dialogo in cui si
discute di arte e di riciclo
creativo
• Descrivere in un’email le
proprie idee per riciclare il vetro
• Preparare una presentazione
orale sull’arte moderna
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere i movimenti artistici
dell’epoca moderna

1
• Ricordare agli studenti il
principio espresso dal motto delle
3R (reduce, reuse, recycle), e
spiegare che alcuni giovani artisti
lo applicano nel campo della
scultura, producendo le opere
descritte in questo brano di lettura.
• Far leggere e ascoltare il brano.
• Far rispondere alle domande
oralmente prima di assegnarle
come lavoro scritto.
2
1 It is easier to recycle paper. 5 The plastic used in a new kind of
2 The Polystyrenator uses six-pack ring dissolved in water. • Ricordare agli studenti che le istruzioni
indicano il concetto da esprimere, cioè
bacteria to digest 6 A sculpture entirely made of
questo non è un esercizio di traduzione. Alla
polystyrene foam. household waste.
fine deve risultare un dialogo in un inglese
3 Emily Miner is one of the 7 Tim Noble and Sue Webster’s
naturale e fluido.
students who invented the sculptures look like piles of rubbish.
Polystyrenator. 8 People can help to reduce rubbish by
4 The students from Florida using recycled and recyclable
invented insulation made materials.
from recycled snack bags. 9-10 2 Risposte libere

110

3
Risposte libere

4
Risposte libere

Culture note
L’arte polimaterica è una
forma di espressione artistica
che usa materiali naturali,
come sassi e rocce, o creati
dall’uomo, come plastica e
vetro, per le sue creazioni. Ha
le sue origini agli inizi del
Novecento nel Futurismo di
Balla e Boccioni e nel
Cubismo di Picasso e continua
tuttora con opere pittoriche
che abbinano colori a tessuti,
carte, materiali inerti, oggetti.
L’arte povera è un
movimento degli anni
Sessanta sorto nel nord Italia
in aperta polemica con l’arte
tradizionale, della quale rifiuta
tecniche e supporti per fare
ricorso a materiali “poveri”
come terra, legno, ferro,
stracci, plastica, scarti
industriali.
Tony Cragg (nato nel 1949) è
uno scultore inglese vissuto a
lungo in Germania. Ha iniziato
con installazioni realizzate con
Risposte possibili: 6 Mia They aren’t in this gallery, and oggetti smarriti e materiali di
1 Lily Hello/Hi, Mia. Do you like art? anyway, I don’t really like them/I scarto ed è passato
2 Mia Hello/Hi, Lily! Yes./Yes, I do. I really don’t like them very much. I think successivamente a
like modern art./I like modern art they look like piles of rubbish! sperimentazioni con oggetti
very much. 7 Lily Maybe/Perhaps you haven’t seen fatti di legno, intonaco, pietra,
3 Lily I love sculpture. them with the right light. The real fibra di vetro, acciaio
4 Mia Have you seen the/those art is in the shadows, not in the inossidabile, ferro e bronzo,
sculptures made from rubbish? piles of rubbish. nei quali si propone di
5 Lily No, I haven’t, but I’d like to see rappresentare la struttura di
them. Let’s go and look for/find organismi, organi, piante e
them. animali.

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3 Student’s Book 3

Exam
Trainer
4 • Irena Sendler: I’m
woman
no hero pp. 166–167
nurse
CLIL
History & Citizenship

Obiettivi died
• Comprendere la storia del
salvataggio di migliaia di
bambini ebrei dall’Olocausto
save
• Scrivere una lettera
raccontando la storia di Irena
Sendler
• Scrivere un dialogo children
discutendo chi sia un genio e
chi un eroe
• Preparare una presentazione wrote
orale sull’Italia nella seconda
guerra mondiale
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed escape
espressione culturale:
conoscere gli eventi storici della
seconda guerra mondiale
girls

Nobel
1 ➜ p. 166
Polish
• Prima di leggere il testo
considerare che sarà necessario
trattare la materia con molta
sensibilità, sia in vista di ragazzi la
cui famiglia può avere subito le
conseguenze dell’Olocausto, sia in 3
2
vista di famiglie reduci da recenti • Se opportuno avviare prima una
• Chiedere agli studenti se hanno visto il
persecuzioni. discussione in italiano sul significato di eroe
film Schlinder’s List (1993), diretto da Steven
• Avviare una breve discussione in e di genio. Spiegare che la parola “eroe” ha
Spielberg e se conoscono il personaggio
classe, chiedendo agli studenti che molteplici significati: eroe è 1) chi dà prova di
storico di Oskar Schlinder (1908-1974),
cosa sanno dell’Olocausto, se valore in guerra, 2) chi si sacrifca per un
imprenditore tedesco trasferitosi a Cracovia,
hanno letto dei libri, visto dei film ideale nobile, 3) il protagonista di un poema
in Polonia, che salvò dallo sterminio migliaia
o visitato dei musei in proposito. o un dramma, 4) una persona che ha avuto
di ebrei.
Chiedere anche quali discussioni una parte importante in un’impresa.
hanno sentito riguardo alla Risposte libere
distorsione dei fatti dell’Olocausto
o addirittura della sua negazione.
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Exam Trainer
3
4

Risposte libere

Exam tip
Oral presentation Ricordare
agli studenti che quando
svolgono una ricerca su
Internet, è importante
consultare siti attendibili che
propongano informazioni
aggiornate. I siti più indicati
sono quelli istituzionali, di
associazioni ufficiali
(governative o non
governative), musei, università.
Dire loro di assicurarsi che le
stesse informazioni compaiano
su almeno due siti e di
chiedere l’aiuto di un adulto se
hanno dei dubbi.

Culture note
Il Memoriale per gli ebrei
assassinati d’Europa è un
campo della memoria situato
nel quartiere Mitte di Berlino,
progettato dall’architetto Peter
Eisenman e dall’ingegnere
Buro Happold per
commemorare le vittime
dell’Olocausto. Il campo
contiene 2.711 stele e accoglie
ogni anno al Centro
d’Informazione più di 500.000
visitatori provenienti da ogni
paese del mondo.
Il Museo Ebraico di Berlino,
fondato nel 1933, pochi giorni
prima dell’ascesa al potere del
Nazismo, racconta due
millenni di storia degli ebrei in
Germania. Chiuso dai nazisti
durante la Kristallnacht (10
novembre 1938), venne
riaperto negli anni Settanta.
Risposte possibili: 5 You Da Vinci did a lot of/lots of All’edificio originale si
1 You Do you think someone has to be incredible/amazing things. aggiunsero due edifici
courageous/brave to be a hero? 6 James Yes, but Mandela was a real progettati dall’architetto Daniel
2 James Yes. / Yes, I do. Nelson Mandela hero. Da Vinci was a genius, but Libeskind nel 1989. Nel
was a hero because he fought not a hero / but he wasn’t a museo si trovano una
for human rights. hero. collezione permanente e varie
3 You My hero is Leonardo da Vinci. 7 You I don’t agree, but I understand esposizioni temporanee.
4 James Why? He didn’t do anything your point of view.
heroic.

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3 Student’s Book 3

Exam
Trainer
5 • Gandhi
pp. 168–169
CLIL
History & Citizenship

Obiettivi
• Comprendere la biografia di
un eroe della disobbedienza
civile
• Scrivere il riassunto della
biografia di Gandhi
• Scrivere un’email su una
protesta contro la guerra
• Preparare una presentazione
orale su Mahatma Gandhi
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere gli eventi e il
background storico della vita
di Gandhi

1
1 Mahatma means ‘great soul’. to encourage people to make their own
Chiedere agli studenti che cosa 2 Gandhi lived in South Africa for 20 clothes and not wear British ones.
sanno di Gandhi. Potrebbero averlo years. 7 The police had to stop arresting
studiato in storia, o forse hanno 3 Gandhi’s ‘Salt March’ was a protest protesters because the prisons were full.
visto il film Gandhi, interpretato da against a ban on making salt. 8 Gandhi often stopped eating when he
Ben Kingsley, o forse hanno letto 4 Gandhi and his followers marched over was in prison.
la sua autobiografia The Story of 200 miles to the sea. 9 India became independent from Britain
My Experiment with Truth (1921). 5 The cotton in British factory-made on 15th August 1947.
clothes came from Indian farms/ 10 Gandhi was killed by a Hindu terrorist.
farmers. 11-12 2 Risposte libere
6 Gandhi wore a plain white cotton cloth

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Exam Trainer
3
2 ➜ p. 169

Exam tip
Summary È importante
presentare tutte le informazioni
chiave del testo nel riassunto,
ma è anche importante
presentarle nello stesso ordine
in cui compaiono nell’originale.
L’esercizio 2 insegna a capire
l’ordine di presentazione degli
argomenti. Suggerire agli
studenti di verificare
attentamente questo ordine,
prima di ricopiare il riassunto in
bella copia.

Risposte libere

2
8
1
6
4
7
5
3

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3 Student’s Book 3

Exam
Trainer
6 • All about Alaska
pp. 170–171
CLIL
Geography

Obiettivi
• Comprendere la descrizione
dell’Alaska e dati importanti che
la riguardano
• Scrivere un dialogo su una
vacanza da fare in Alaska
• Scrivere un’email su una
bella vacanza trascorsa
• Preparare una presentazione
orale paragonando l’Italia e
l’Alaska
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere dati geografici e
statistici di due paesi

1
1 Eighteen countries are bigger than 6 Melting permafrost damages roads
• Fare un rapido brainstorming di Alaska. because the ground sinks.
tutto ciò che gli studenti sanno 2 Russia sold Alaska to the United 7 The highest point in North America is
dell’Alaska. Hanno visto dei
States. Denali, which is 6,190 metres tall.
programmi sulla natura che ne
3 People discovered oil in Alaska in 1957. 8 There are more bears than people in
presentano gli aspetti del
4 Three tribes of Native Americans living in Alaska.
territorio? Hanno letto Zanna
Alaska are the Aleut, the Inuit and the 9-10 2 Risposte libere
Bianca di Jack London (1906) o
altri romanzi ambientati in Alaska?
Eskimo.
Hanno visto il film Into the Wild 5 Global warming is melting the
(2007)? permafrost in Alaska.

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Exam Trainer
3
2

Risposte possibili:
1 Jack Are you going on
holiday to Alaska/to
Alaska on holiday?
2 Sophie Yes./Yes, we are. Do
you live in Alaska?
3 Jack Yes./Yes, I do. I’m
going home.
4 Sophie What is there to see
and do in Alaska?
5 Jack You should go to/
visit Denali National
Park.
6 Sophie Thanks. I can’t wait
to see the
mountains and the
bears.
7 Jack The best place to
see bears is Pack
Creek, near Juneau.
8 Sophie Thanks. I’ll tell my
parents (that).
9 Jack You’ll really like
Alaska/You’ll like
Alaska very much.

3
Risposte libere

4
Risposte libere

Culture note
Alaska: i ghiacciai Negli ultimi
decenni, con lo sviluppo del
riscaldamento globale, è
aumentato il rischio di
scioglimento dei ghiacciai su
tutta la Terra: l’aumento della
temperatura globale può, infatti,
aumentare sensibilmente la
quota delle nevi perenni e
anche determinare una fusione
più rapida del manto nevoso. Ci
sono migliaia di ghiacciai in
Alaska. Il ghiacciaio Columbia si
Exam tip invitarli a rileggere più volte il paragrafo e a è ritirato di 15 km negli ultimi 25
Questionario Dire agli studenti di non utilizzare il dizionario per cercare di anni. Il ghiacciaio Valdez Glacier
preoccuparsi eccessivamente se ci sono comprenderlo al meglio. La domanda si trova nella stessa zona, e
alcuni punti del testo che non stessa può aiutarli a metterne a fuoco il benché non si sfaldi, si è ritirato
comprendono alla perfezione. Suggerire significato. In caso contrario, dire loro di significativamente. Dei 2000
loro di verificare con attenzione se ci sono tralasciare quella domanda e di dedicarsi ghiacciai osservati, il 99% sta
domande che riguardano specificamente il alle domande restanti. regredendo. Nel Denali National
Park, tutti i ghiacciai monitorati
passaggio che non è chiaro. Se ci sono,
si stanno ritirando, con una
regressione media annuale di
20 m.

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Exam
Trainer
7 • Amnesty
International
pp. 172–173
CLIL
Citizenship

Obiettivi
• Comprendere che cos’è e
come funziona Amnesty
International
• Scrivere un riassunto
dell’articolo su Amnesty
International
• Scrivere un’email su una
campagna di Amnesty
International
• Preparare una presentazione
orale sul Trattato sul
commercio delle armi
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere organizzazioni
importanti per la difesa dei
diritti dell’uomo

1
1 Some fundamental human rights are the 4 Over seven million people in more than
• Far leggere attentamente il
right to life, to equality, to education, to 150 countries are involved with
primo paragrafo per ricordare agli
health and privacy, to freedom of opinion, Amnesty International.
studenti quali sono i diritti
dell’uomo, che molti di loro danno belief and expression, to a fair legal 5 Some of Amnesty’s key campaigns are
per scontati perché i loro diritti system, to participate in government to free political prisoners, ensure fair
sono tutelati e garantiti. Ricordare and to be protected from cruelty. trials, abolish the death penalty and
loro che in altri paesi del mondo 2 Amnesty International campaigns to torture, and oppose all human rights
mancano libertà, sicurezza, protect everyone’s rights. abuses.
accesso all’istruzione, diritto di 3 A British lawyer, called Peter Benenson, 6 Amnesty informs people about their
voto, diritto alla salute, parità fra
founded Amnesty International. human rights through the media, arts,
uomini e donne.
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Exam Trainer
3
2 ➜ p. 173

Risposte libere

Exam tip
Summary Ricordare agli
studenti che il riassunto, pur
contenendo tutte le informazioni
importanti del brano, deve
essere molto più breve
dell’originale. Bisogna dunque
valutare con attenzione quali
sono le informazioni necessarie
e quali invece quelle che si
possono omettere senza
compromettere il messaggio
fondamentale.

Risposte libere

Risposte libere
2
6
3
5
Culture note
Il Trattato sul commercio delle
4 armi o Arms Trade Treaty
1
(ATT) è l’unico strumento
giuridico di portata globale che
stabilisce dei criteri per
l’autorizzazione o la proibizione
di trasferimenti di armi
convenzionali. Adottato tramite
voto dall’Assemblea Generale
dell’ONU il 2 aprile 2013, è
entrato in vigore il 24 dicembre
2014, tre mesi dopo il
conseguimento delle 50
ratifiche necessarie e in un
processo eccezionalmente
rapido.
Primo nel suo genere, l’ATT
persegue due obiettivi
principali: regolamentare o
entertainment, educational materials, its campaign to end torture. migliorare la regolamentazione
films, school speakers and teacher 9 Human rights laws and conventions were del commercio di armi
training. created to make sure the atrocities of convenzionali e prevenire ed
7 Amnesty helped negotiate an World War II never happen again. eliminare il traffico illecito delle
international Arms Trade Treaty in 10 2 Risposte libere stesse, al fine di contribuire
2013. alla sicurezza internazionale,
8 Amnesty won the Nobel Peace Prize for ridurre sofferenze umane e
promuovere l’azione
responsabile degli Stati in
questo settore.

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3 Student’s Book 3

Exam
Trainer
8 • The tunnels of
Gibraltar pp. 174–175
CLIL
History & Geography

Obiettivi
• Comprendere la descrizione
dei tunnel sotterranei a
Gibilterra e la loro funzione
• Scrivere un dialogo in cui si
chiedono informazioni a una
guida turistica
• Scrivere un’email parlando di
una vacanza a Gibilterra
• Preparare una presentazione
orale sulla vita in trincea nella
prima guerra mondiale
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere l’importanza di
Gibilterra e la storia della guerra
in trincea

1
1 Gibraltar is on the south coast of Spain, 5 More than 16,000 British soldiers were
• Far leggere e tradurre il testo. Ci
at the entrance to the Mediterranean in Gibraltar during World War II.
sono molte parole simili all’italiano
Sea. 6 People made the first tunnels in the
(cognates) e alcune che sono
nuove e che possono essere 2 Britain took control of Gibraltar more Rock in the 18th century.
comprese con l’aiuto del Glossary. than 300 years ago. 7 The British Army created a power
Possono trarre in inganno due 3 The Rock of Gibraltar is a natural rock generator, a telephone system, a water
false friends: location (non over 400 m tall. distillation plant, a hospital, a bakery,
locazione o affitto, ma posizione o 4 Britain and the Allies needed new war and workshops in the tunnels.
ubicazione) e power generator headquarters in 1942 after Germany 8 ‘Stay Behind Cave’ was a secret cave
(non generatore di potere, ma
invaded France. where a small group of soldiers could
generatore di elettricità).
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Exam Trainer
3
2

Risposte possibili:
1 Guide Does anyone have/
Has anyone got any
questions?
2 Emily I’d like to see the
‘Stay Behind Cave’.
Is it open to
visitors?
3 Guide No, I’m sorry, it isn’t,
because it’s too
dangerous to enter.
4 Emily Can we see/Is it
possible to see
where the hospital
was?
5 Guide Yes, of course.
Please follow me.
6 Emily How far is it?
7 Guide About 300 metres.

Risposte libere

Culture note
La tregua del Natale
(Christmas Truce) 1914 fu un
gesto spontaneo di
fraternizzazione fra le truppe
inglesi e quelle tedesche che
avvenne in vari punti del fronte
occidentale (nelle Fiandre),
come testimoniano le lettere
dei soldati alle loro famiglie e
un articolo del New York
Times una settimana dopo.
L’episodio viene raccontato in
vari film tra cui The Christmas
Truce (2002) e A Christmas
hide if the Germans invaded. Exam tip Truce (2015) e nei libri
9 You can’t visit all the tunnels of Questionario Spiegare agli studenti che Christmas Truce di Malcolm
Gibraltar because some of them are quando incontrano delle parole Brown (2001) e Silent Night di
still the property of the British Army sconosciute, possono usare diverse Stanley Weintraub (2002).
and are too dangerous to enter. tecniche per capirne il significato, per
esempio osservare il contesto e
10 2 Risposte libere comprendere il ruolo che svolge la
parola, oppure basarsi sulla somiglianza
con l’italiano. Attenzione però ai false
friends! Invitarli a rileggere bene il box di
pagina 24 del libro di testo, che parla di
cognates e false friends.

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Exam
Trainer
9 • The sleeping
volcanoes of the
USA pp. 176–177
CLIL
Geography & Science

Obiettivi
• Comprendere la descrizione
di una catena di vulcani inattivi
• Scrivere un’email sui vulcani
in Italia e sull’eruzione del
Vesuvio duemila anni fa
• Scrivere un dialogo sulla
prospettiva di una visita a
Pompei
• Preparare una presentazione
orale sui vulcani in Italia
Competenze
Imparare ad imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere i rischi ambientali
legati ai vulcani

1
1 The Cascade Mountains are in the Pacific Cascade volcanoes because they don’t
• Fare un rapido brainstorming dei think they will erupt soon.
Northwest Region of the USA.
disastri naturali che ci sono stati
2 The Cascade volcanoes erupt because 6 The last time Mt Rainier had a major
recentemente. Comprendono
the Pacific Ocean floor is moving slowly eruption was over 5,000 years ago.
anche eruzioni vulcaniche?
Ricordare le numerose eruzioni under the North American continent. 7 If Mt Rainier erupts again, some homes
dell’Etna negli ultimi cinquant’anni 3 Fifty-seven people were killed when Mt in Seattle might get covered by mud.
(1971, 1981, 1983, 1991). St Helens erupted. 8 Mt Hood is the nearest volcano to the
4 A dormant volcano is one that hasn’t city of Portland, Oregon.
erupted for a long time. 9 A lot of ash fell on the city.
5 People aren’t afraid to live near the 10 2 Risposte libere

122

Risposte libere

Exam tip
Oral presentation Spiegare
bene agli studenti che non
devono imparare a memoria la
loro presentazione. Questo
perché i professori non
apprezzerebbero
un’esposizione meccanica e
soprattutto perché, al
momento dell’esposizione,
l’emozione potrebbe giocare
loro dei brutti scherzi e fargli
dimenticare qualche frase
necessaria a collegare il
discorso. Suggerire loro di
preparare uno schema
organizzato per parole o
concetti chiave, e di rielaborare
ogni informazione quando
parlano.

Culture note
La cintura di fuoco del
Pacifico (Ring of Fire o Pacific
Belt) è una zona caratterizzata
da frequenti terremoti ed
eruzioni vulcaniche, dovuti ai
movimenti delle placche
tettoniche della Terra. Si
estende per circa 40.000 km a
forma di ferro di cavallo tutto
2 intorno all’oceano Pacifico.
3 Adam Because Pompeii is near
Tocca quindi tutta la costa
Risposte libere Vesuvius, and when Vesuvius
occidentale del Nord America
erupted 2,000 years ago, it e del Sud America, e tutta la
3 destroyed the city. It might costa orientale dell’Asia e
happen again! dell’Australia.
Risposte possibili: 4 You That/It was a (very) long time
1 Adam I’m going to visit Pompeii, but ago! The last eruption was over/
I’m a bit/a little (bit) nervous. more than 70 years ago.
2 You Why are you nervous? 5 Adam Is another eruption possible?

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Exam
Trainer
10 • Malala
3
Yousafzai: the
youngest Nobel
Peace Prize winner
pp. 178–179
CLIL
6
Citizenship

Obiettivi 1
• Comprendere la storia di
Malala Yousafzai
• Scrivere un’email sull’attivista
pakistana e sulla sua difesa del 5
diritto alla scuola di tutti i
bambini
• Scrivere un dialogo
sull’ammissione a una 2
università inglese
• Preparare una presentazione
orale su un famoso attivista dei
diritti civili
Competenze 4
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale: 3
conoscere figure importanti
nella lotta per i diritti civili

1 ➜ p. 178 3
2
• Può essere utile fare ascoltare • Se opportuno, spiegare che il
prima il brano a libro chiuso, in Risposte libere procedimento per entrare in una università
modo che gli studenti seguano la inglese è molto diverso da quello italiano. Le
storia di Malala Yousafzai nella università sono a numero chiuso, si deve
sequenza cronologica corretta. fare domanda un anno prima, indicando
• A libro aperto, gli studenti cinque possibili università, si deve compilare
cercano di ricostruire il testo nella un formulario dettagliato, ci vuole una
sequenza che hanno sentito, referenza di un professore del liceo, ci vuole
numerando i paragrafi da 1 a 6. un personal statement del candidato. Alcune
Fare ascoltare un’ultima volta per università fanno anche un colloquio.
la verifica.
124

Exam tip
Oral presentation
Incoraggiare gli studenti a
esercitarsi a ripetere più volte
la loro presentazione dopo
averla scritta e studiata.
Suggerire loro di chiedere a un
compagno o un familiare di fare
da pubblico, oppure di provare
a parlare davanti allo specchio.
Tante più volte la ripeteranno,
tanto più spigliata e naturale
sarà la loro esposizione davanti
ai professori.

Risposte possibili: 4 Oliver What do you have to do to get in?

1 Alice Are you going to go to university 5 Alice I’ll have to get very good/
after/when you finish school? excellent marks/grades and pass
2 Oliver Yes, I think I will (go). I’d like to an interview.
study Engineering. What are your 6 Oliver I hope you’ll be successful.
plans? 7 Alice Thanks./Thank you. It will be really
3 Alice I’m going to study Political difficult, but I’ll try!
Science. I’d like to go to Oxford 8 Oliver Good luck!
University, but I’m not sure to
get in.

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3 Student’s Book 3

Exam
Trainer
11 • AI: Artificial
Intelligence
pp. 180–181
CLIL
Technology

Obiettivi
• Capire il concetto di
Intelligenza Artificiale e le sue
applicazioni nella vita di oggi e
del futuro
• Scrivere un riassunto delle
potenzialità dell’Intelligenza
Artificiale, dei suoi benefici e
pericoli
• Scrivere una lettera sull’uso
di un robot nella vita quotidiana
• Preparare una presentazione
orale su un’importante
invenzione tecnologica
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere l’effetto degli
sviluppi tecnologici sulla vita
umana

1
1 Artificial Intelligence is another way of computer because they do it with their
• Far leggere e ascoltare il brano, saying ‘computers that can learn’. smartphones.
mentre gli studenti seguono sul 2 The AlphaGo program beat the world
libro. 6 You can take a self-driving taxi in Japan.
champion Go player. 7 Two good things robots with AI might do
3 It had to learn the rules and get better,
is search for survivors of disasters or
just like a human player.
visit other planets.
4 The cloud is a network of computers
linked to the Internet. 8 Robots are doing jobs in factories today.
5 People think it isn’t strange to talk to a 9-10 2 Risposte libere

126

Risposte libere

Culture note
L’industria 4.0 indica una
tendenza dell’automazione
industriale che integra alcune
nuove tecnologie per
migliorare le condizioni di
lavoro e aumentare la
produttività e la qualità
produttiva degli impianti.
Prende il nome dall’iniziativa
europea Industry 4.0, ispirata
ad un progetto del governo
tedesco che prevedeva
investimenti su infrastrutture,
scuole, sistemi energetici, enti
di ricerca e aziende per
ammodernare il sistema
produttivo tedesco e riportare
la manifattura tedesca ai vertici
mondiali rendendola
competitiva a livello globale. I
risultati ottenuti dalla Germania
hanno portato molti altri paesi
a perseguire queste nuove
2 • i pericoli sono menzionati nel penultimo politiche economico-sociali, in
paragrafo (prendono il posto dei lavoratori, un quadro che viene chiamato
• Fare osservare i tre punti elencati nella
vengono usati nei conflitti armati, “Quarta rivoluzione
traccia e cercarli nell’articolo:
potrebbero prendere decisioni industriale”.
• la definizione di Artificial Intelligence si
trova nel cappello iniziale (è un potente indipendentemente dall’uomo).
Il film A.I. Artificial Intelligence
computer in grado di imparare); Risposte libere è un film del 2001 diretto da
• le sue potenzialità, specialmente quelle
Steven Spielberg, basato su
positive, sono descritte nei paragrafi
un’idea di Stanley Kubrick,
successivi (vincere un gioco da tavolo,
tratta dal racconto Supertoys
rispondere alla voce umana eseguendo dei
Last All Summer Long (1969)
comandi, guidare un’auto, cercare i superstiti
di Brian Aldiss.
di un disastro);
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3 Student’s Book 3

Exam
Trainer
12 • Spirituals
pp. 182–183
CLIL
Music & History

Obiettivi
• Comprendere le origini e la
storia degli spirituals
• Scrivere un riassunto della
storia degli spirituals
• Scrivere un’email sulla
musica afroamericana
• Preparare una presentazione
orale sulla musica
afroamericana
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere l’origine e i musicisti
della musica afroamericana

1
1 Some themes of African-American 5 Spirituals helped slaves to escape by
Far leggere e ascoltare il brano, spirituals were love, mercy, judgement, using secret messages to tell slaves
mentre gli studenti seguono sul death and eternal life. what to do.
libro. 2 Spirituals were easy to remember 6 Slaves sang Swing Low, Sweet Chariot
because they were simple and repetitive. when they knew a conductor was arriving
3 The Underground Railroad was a network to lead them to freedom.
of people who offered shelter and help to 7 Slavery was abolished in the USA in
escaping slaves. 1865.
4 Harriet Tubman was a slave who escaped 8 Spirituals lost popularity after the Civil
and became a ‘conductor’ on the War because they reminded people about
Underground Railroad. slavery.

128

Risposte libere

Culture note
Il jazz è un genere musicale
nato tra gli schiavi
afroamericani che
improvvisavano canti collettivi
o individuali. La caratteristica
del jazz è infatti
l’improvvisazione. Si sviluppò
prima nelle piantagioni sud
americane e poi arrivò nel
Nord America con le jam
session (improvvisazioni
collettive di musicisti che
componevano musica “a
orecchio”), e con le jazz band
a New Orleans. Fu dapprima
musica vocale perché si
eseguiva durante il lavoro nelle
piantagioni o nella costruzione
di ferrovie e strade, ritmando
e coordinando i movimenti del
lavoro. Poi si sviluppò con
strumenti come il sassofono, il
clarinetto, la tromba, la
9 Today, people sing spirituals on Exam tip
batteria, il contrabbasso e il
occasions such as Martin Luther King Questionario Ricordare agli studenti
piano. Tra i grandi jazzisti
Day or as protest songs. che devono rispondere alle domande del
ricordiamo: Buddy Bolden,
questionario nel modo migliore possibile.
10 2 Risposte libere Louis Armstrong, Duke
Ciò significa che devono evitare risposte
Ellington, Ella Fitzgerald, Miles
eccessivamente concise (Yes./No./In
Davis, John Coltrane.
1865. ecc.), ed evitare di copiare intere
frasi del testo, rischiando di inserire
informazioni non richieste.

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Exam
Trainer
13 • Child soldiers
pp. 184–185
CLIL
Citizenship

Obiettivi
• Comprendere un brano sul
fenomeno dei bambini usati a
scopi militari
• Scrivere un riassunto della
storia dei “bambini soldato”
• Scrivere una lettera
esprimendo la propria opinione
sui “bambini soldato”
• Preparare una presentazione
orale sulla giornata
internazionale contro il
fenomeno dei bambini soldato
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere la storia dei bambini
usati a scopi militari

1
1 According to UNICEF, there are more communities, usually in war zones.
• Far leggere e ascoltare il brano, than 250,000 child soldiers. 5 Military gangs often provide food and
mentre gli studenti seguono sul 2 Child soldiers do different jobs: some are shelter for children who are orphans.
libro. cooks, messengers or spies, as well as 6 Child soldiers have long-term
using weapons. psychological problems because they
3 Some children choose to become soldiers see a lot of violence.
because they want protection or because 7 It is difficult for child soldiers to return
they have no family or education. home because they have been away too
4 Most child soldiers come from poor long and have changed too much.

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Exam Trainer
3
2

Risposte libere

Culture note
Il 12 febbraio 2002 è entrato in
vigore il Protocollo facoltativo
alla Convenzione sui diritti del
fanciullo relativo alla
partecipazione di bambini a
conflitti armati. Il Protocollo
mira a garantire una migliore
protezione ai bambini e ai
ragazzi in caso di conflitti
armati. È stato adottato
dall’ONU il 25 maggio 2000
ed è entrato in vigore il 12
febbraio 2002.
Per ulteriori informazioni si
veda il sito:
[Link]
classified-compilation/20011783/
[Link]
Il 12 febbraio è stato dichiarato
Red Hand Day, giornata
internazionale contro l’uso di
bambini soldato.
Vi sono eventi in tutto il
mondo per attirare l’attenzione
dei capi politici sulla tragedia
dei bambini reclutati per
combattere nei conflitti armati
e per offrire ai bambini stessi
assistenza materiale, aiuto
psicologico e riabilitazione alla
vita civile. Le “mani rosse”
sono messaggi su carta rossa
a forma di mano, che
chiedono di porre fine a
quest’usanza barbara.
8 The United Nations says that children Exam tip
Sono coinvolte in questo
have the right to protection and Questionario Spiegare agli studenti che lavoro le organizzazioni
should not take a direct part in tutte le informazioni richieste dalle internazionali UNICEF,
hostilities. domande sono presenti nel testo. Amnesty International, Terre
9 The United Nations publishes the Tuttavia non troveranno nel testo le des Hommes, il Movimento
annual ‘list of shame’. stesse identiche parole usate nelle Internazionale della Croce
domande. Troveranno invece sinonimi e Rossa e della Mezzaluna
10 Some groups provide education and
costruzioni simili. Rossa. Il loro lavoro è
counselling for former child soldiers.
espresso dalla sigla DDR =
11-12 2 Risposte libere Disarmament, Demobilization,
Reintegration.

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3 Student’s Book 3

Exam
Trainer
14 • A wonderful
story pp. 186–187
CLIL
English (Literature)

Obiettivi
• Comprendere la storia di un
bambino emarginato per la sua
deformazione fisica
• Scrivere una lettera su una
compagna di classe speciale
• Scrivere un dialogo sulle
preferenze per i generi di film e
di spettacoli televisivi d
• Preparare una presentazione
orale su un film basato su un
libro famoso
Competenze
Imparare a imparare:
acquisire e interpretare g f
informazioni
Consapevolezza ed c
espressione culturale:
conoscere la letteratura che
e
tratta di ragazzi emarginati
a
h

1 ➜ p. 186 • Oppure, se la classe è in grado, dire agli 2

• Poiché il lavoro richiesto qui è il studenti di leggere attentamente la storia di
Auggie, poi di leggere le frasi a-h e di Risposte libere
completamento del testo di lettura
da cui sono state omesse delle inserirle nel contesto appropriato. Fare
frasi, si potrebbe fare ascoltare ascoltare l’audio solo alla fine per il controllo 3
prima il brano, mentre gli studenti delle risposte.
seguono sul libro e identificano
dove vanno inserite le frasi
dell’esercizio 1.

132

4
• Gli studenti potrebbero parlare
della serie dei film di Harry Potter
o della trilogia di Lord of the Rings
anche se non hanno letto i libri.
Oppure conoscono i film
polizieschi con Sherlock Holmes o
i film di Agatha Christie, e
potrebbero averne letto i libri.
Incoraggiarli a fare una scheda
della recensione del film come
illustrato nello spidergram.
Risposte libere

Risposte possibili: comedies are boring, but I don’t mind

1 Grace Let’s watch/Why don’t we musicals.
watch/How/What about watching Lord of 6 Ruby I love musicals because I like
the Rings? I love fantasy films. singing, dancing and acting.
2 Ruby I’d like to watch/see The Hobbit 7 Grace Would you like to take part/
first. participate in a talent show?
3 Grace I’ve already seen it. I also like 8 Ruby Yes, it’s my dream.
sci-fi. Do you like it/sci-fi too? 9 Grace Let’s watch/Why don’t we
4 Ruby No, Not really./No, I don’t really watch/How/What about watching The X
like it. I prefer musicals or comedies. Factor?
5 Grace I think/In my opinion/view, 10 Ruby Good/great idea!

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Exam
Trainer
14 • Rosa Parks:
a seat on the bus
pp. 188–189
CLIL
History & Citizenship

Obiettivi
• Comprendere l’importanza di
Rosa Park nella storia dei neri
americani
• Scrivere un’email descrivendo
la storia e la figura di Rosa Park
• Scrivere un dialogo in cui si
danno informazioni sull’uso
della metropolitana a Parigi
• Preparare una presentazione
orale sulla discriminazione e sui
diritti civili
Competenze
Imparare a imparare:
acquisire e interpretare
informazioni
Consapevolezza ed
espressione culturale:
conoscere gli eventi storici che
portarono al movimento per i
diritti civili

1
1 Rosa Parks lived in Montgomery, 4 Rosa refused to give up her seat on the
• Far leggere e ascoltare il brano, Alabama, in the southern states of the bus in December 1955.
mentre gli studenti seguono sul USA. 5 After Rose refused to give up her seat,
libro. 2 Segregation laws said white people the police arrested her.
and black people had to go to different 6 Martin Luther King Jr organised the
schools, churches and shops, and also boycott of the buses in Montgomery.
had to sit in separate parts of the 7 The US Supreme Court decided that
bus. segregation on buses was illegal.
3 Rosa had to walk to school because there 8 Rosa and her family moved to the north
was no school bus for black children. because Rosa received death threats.

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Exam Trainer
3
3

Risposte possibili:
1 Charlie I’ve never been on
the underground in Paris.
Where can we buy tickets?
2 Josh We can buy them
from/at a/the ticket
machine. There’s one (over)
there.
3 Charlie How does it work?
4 Josh Choose the/your
destination.
5 Charlie OK. Now, what do I
do?
6 Josh Insert the money.
7 Charlie Do you have/Have
you got any euros?
8 Josh Of course. Here
you are.

Risposte libere

Culture note
NO: il rifiuto che sconfisse il
razzismo, è un libro del 2010,
dove Paola Capriolo
ricostruisce la vicenda di Rosa
Park che negli anni Cinquanta
portò la città di Montgomery
in Alabama a diventare famosa
in tutta America come “la città
che va a piedi”. L’autrice
afferma che le venne l’idea di
raccontare la storia di Rosa
Parks vedendo il clima di
razzismo e intolleranza che sta
rinascendo in Italia. “È un
tornare indietro nella storia,
ritornare a un passato
vergognoso ... c’è un
atteggiamento di
2 discriminazione verso le
9 President Bill Clinton awarded Rosa
persone di colore che equivale
the Presidential Medal of Freedom in Risposte libere
al razzismo americano degli
1996.
anni ‘40 e ‘50. Quindi può
10 Rosa Parks was 92 when she died.
essere utile, istruttivo e
11-12 2 Risposte libere soprattutto necessario
rivolgersi ai ragazzi per cercare
di far conoscere a loro questa
storia’’.

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3 Student’s Book 3

Classic
culture
1 • Welcome to the
USA p. 212

Obiettivi:
• acquisire informazioni
generali sugli Stati Uniti
d’America e in particolare sulla
Route 66

Culture note
I soprannomi di alcuni stati
sono ufficialmente usati sulla
targa delle automobili. Per
esempio la Florida è il
“Sunshine State”, per il suo
clima soleggiato; l’Alaska è
“The Last Frontier”; e così via.
Una lista dei principali
soprannomi si trova su
Wikipedia.

1 ➜ p. 212
The United States of America
INVALSI More than 324 million
Washington D.C.
2
Esame di Stato English and Spanish

1 There are 50 states.

2 It’s in Arizona.
3 Because the USA was a
British colony.
4 You can go skiing.
5 You can visit a cowboy ranch
and see a rodeo.
6 Route 66 was one of the
first US highways. It’s a good
way to see the USA because
it goes across the whole
country from east to west.

3
Esame di Stato
Risposte libere

136

1 ➜ p. 213

2
Esame di Stato

1 In the state of New York, on

the east coast.
2 8.5 million.
3 In the state of Florida on the
south-east peninsula.
4 Because it has lots of great
theme parks like Walt Disney
World, Universal Studios and
Gatorland.
5 It’s a carnival celebration
that starts in January and
continues until the Tuesday
before Lent (Martedì
grasso).
O 6 Because it’s the birthplace
NY of jazz.
NY
NO
O 3
Esame di Stato
Risposte libere

2 • Three great US cities Culture note

p. 213 One World Trade Center, chiamato
anche Freedom Tower, è la ricostruzione
Obiettivi: del World Trade Centre distrutto
• acquisire informazioni su tre città degli dall’attacco terroristico dell’undici
Stati Uniti settembre (11.09.2001) ed è il sesto
edificio più alto del mondo, costruito fra
il 2006 e il 2013.
Soprannomi delle città americane:
New York ha il soprannome di “The Big
Apple”, Orlando viene chiamata “The

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3 • The President
of the USA p. 214

Obiettivi
• acquisire informazioni sul
ruolo del presidente degli Stati
Uniti e sulla sua vita nella White
House

Culture note
Gli Stati Uniti d’America sono
una repubblica
presidenziale, cioè il potere
esecutivo è nelle mani del
Presidente che è sia capo
dello Stato sia capo del
Governo. Questi ruoli sono
separati nella Repubblica
Italiana che è una repubblica
parlamentare con un
Presidente della Repubblica
come capo dello stato e un
Presidente del Consiglio come
capo del governo

a 6 – the number of floors in

the White House
b $400,000 – The President’s
salary
c 2009 – the year Barack
Obama became the first
African-American president
d 35 – the number of
bathrooms in the White
House
e 1800 – the year the first
US President lived in the
White House

3
2
Esame di Stato
INVALSI
Risposte libere
1 T
2 F (Presidential elections are
in November.)
3 NG
4 F (Abraham Lincoln abolished
slavery in 1862.)
5 T

138

1 ➜ p. 215

2
Esame di Stato

1 Canberra.
2 In 1901.
3 It’s a large rock and a sacred
Aboriginal site.
4 • Australia and New Culture note
4 More than the population,
Zealand p. 215 so more than 4 million.
Governo: Sia l’Australia che la Nuova 5 Wellington.
Zelanda fanno parte del Commonwealth
6 The kiwi bird.
Obiettivi e quindi il capo dello stato è la Regina
• acquisire informazioni sulla storia e Elisabetta II, rappresentata in ciascuno
sulla geografia dell’Australia e della di questi paesi da un Governatore 3
Nuova Zelanda Generale. In ambedue gli stati il potere Esame di Stato
legislativo è in mano al parlamento
eletto democraticamente e il potere Risposte libere
esecutivo è esercitato dal Primo

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5 • Incredible India
p. 216

Obiettivi:
• acquisire informazioni
sull’India e sulla sua importanza
nel mondo

Culture note
Storia L’India moderna nasce
sotto l’influsso esercitato dalla
East India Company, una
società commerciale inglese
creata nel 1600, a cui vennero
successivamente affidate
funzioni amministrative e
militari. In seguito alla rivolta
indiana del 1857 contro il
potere della Compagnia, nel
1858 il governo britannico
assunse l’amministrazione
diretta dell’India. Dopo la
prima guerra mondiale, sotto
la guida di Gandhi si sviluppò il
movimento di indipendenza
dall’impero britannico. Eletto
al Congresso Nazionale
1,600
Indiano nel 1921, Gandhi
sostenne campagne di d
disobbedienza civile contro le b megacity
numerose tasse imposte a
c north
dall’autorità britannica, sempre sacred
operando secondo i principi UNESCO sites
della non-violenza e film industry
dell’uguaglianza degli esseri
umani, fino ad ottenere
l’indipendenza per l’India nel
1947. L’India venne divisa in
due Dominion indipendenti: il
Dominion dell’India che
divenne una repubblica nel
1950 e il Dominion del
Pakistan che divenne la 1 ➜ p. 216
Repubblica islamica del INVALSI
Pakistan nel 1956, da cui si
staccò nel 1971 la Repubblica 2 ➜ p. 216
popolare del Bangladesh.
INVALSI

3
Esame di Stato
Risposte libere

140

2
INVALSI

1 F. Other people and religions

around the world also
celebrate it.
2 NG
3 F. They usually last 5 days.
4 T
5 F. They buy new clothes and
also presents for friends
and family.
6 NG

3
Esame di Stato
b Risposte libere
d
a
c 4

Risposte libere

Festivals Culture note

La festa di Diwali risale a tempi
A • Diwali p. 217 antichissimi in India. Infatti viene
menzionata intorno al primo millennio
a.C. in alcuni testi sacri in sanscrito.
Obiettivi:
• Acquisire informazioni su una festività
di un’altra cultura e fare confronti con una
festività nel proprio paese

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B • Happy
Thanksgiving p. 218

Obiettivi:
• acquisire informazioni sulla
Festa del Ringraziamento negli
Stati Uniti e fare un paragone
con feste autunnali nel proprio
paese

Culture note
Native American Heritage
Day viene festeggiato nel
venerdì che segue il giovedì di
Thanksgiving. È una
celebrazione della storia e del
patrimonio culturale dei nativi
americani. Alcuni gruppi
festeggiano questa ricorrenza
invece di Thanksgiving per
ricordare i milioni di persone
morte nei conflitti armati tra i
nativi americani e i coloni
europei.
c
d
1 ➜ p. 218 a
e
• Fare osservare le illustrazioni: un b
quadro in cui i nativi americani e i
coloni europei condividono i frutti
del raccolto (The First
Thanksgiving, dipinto nel 1915 da
Jean Leon Gerome Ferris) e una
foto di una tipica famiglia
americana con il pranzo di
Thanksgiving: tacchino, patate,
piselli, salsa di mirtillo rosso e torta
di zucca.

2
Esame di Stato
3
1 Thanksgiving is the most 4 They taught them how to grow food
and catch fish. Esame di Stato
popular holiday.
2 They were a group of English 5 In 1789. Risposte libere
Protestants who sailed to 6 Roast turkey and potatoes with
America in 1620 and cranberry sauce, and pumpkin pie for 4
founded a colony called dessert.
Plymouth. Risposte libere
3 Because their crops failed
and lots of them starved to
death.

142

1 ➜ p. 219
• Fare osservare le illustrazioni:
una parata con bandiere americane
sventolanti, persone vestite nei
colori della bandiera e il famoso
✓ hot dog.
✓ ✓
✓ 2
Esame di Stato

1 4th July.
2 That the 13 colonies were
no longer part of the British
Empire.
3 Hot dogs, burgers, corn on
the cob and watermelon.
4 Because they are the
colours of the American flag.
5 New York.
6 The 50 stars represent the
50 states of America today
and the 13 stripes represent
C • Independence Day Culture note the 13 colonies who declared
p. 219 La Dichiarazione d’Indipendenza delle independence in 1776.
13 colonie americane dalla madrepatria
Obiettivi: inglese nel 1776 è un testo di 1322 3
• acquisire informazioni su come si parole che in passato i bambini Esame di Stato
festeggia il giorno dell’Indipendenza negli americani imparavano a memoria. La
Stati Uniti e fare un paragone con dichiarazione fu stilata da cinque uomini Risposte libere
festività del periodo estivo nel proprio di stato: John Adams (Massachusetts),
paese Benjamin Franklin (Pennsylvania), 4
Thomas Jefferson (Virginia), Robert R.
Risposte libere

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3 Student’s Book 3

Word Bank 1
Holiday experiences
p. 224
1 ➜ p. 224

4-25 Audio script

1 climb a mountain
2 eat unusual food
3 go snorkelling
4 see a fabulous view climb a mountain eat unusual food go snorkelling
5 make new friends
6 go on a cruise
7 swim with dolphins
8 go on a day trip
9 go to an amazing place

see a fabulous view make new friends go on a cruise

Natural landscapes
2 ➜ p. 224
La parola in più è lake.

4-26 Audio script

a beach swim with dolphins go on a day trip go to an amazing place
b hill
c lake
d mountain
e river
f valley spiaggia lago fiume
collina montagna valle

Extra activity b
Preparare tanti cartellini quanti d f
sono gli studenti, ciascuno
con un’espressione degli e
esercizi 1-2 e distribuirli. Poi
porre le seguenti domande a
alla classe. Rispondono gli
studenti che hanno il cartellino
con l’espressione adatta.
What do you do in the sea?
(I go snorkelling.) What do you eat in an Indian restaurant? (I go on a day trip to Brighton.)
(I swim with dolphins.) (I eat unusual food.) Where do you go if you are in the USA?
(I go on a cruise.) What do you do in a new school? (I go to an amazing place, the Yellowstone
Where do you swim? (I make new friends.) National Park.)
(I swim in the sea.) What do you see at Niagara Falls? (I go to an amazing place, the Redwood
(I swim in a lake.) (I see a fabulous view.) National Park.)
(I swim in a river.) Where do you go from London? (I go to an amazing place, the Yosemite
What do you climb? (I go on a day trip to Windsor Castle.) Valley.)
(I climb a mountain.) (I go on a day trip to Stonehenge.) (I go to an amazing place, Monument
(I climb a hill.) (I go on a day trip to Canterbury.) Valley.)

144

charge screenshot cut and paste forward Translation Chiedere agli

studenti di ricopiare le parole
sul loro quaderno dei vocaboli
in ordine alfabetico e di
scrivere accanto a ciascuna il
termine italiano
corrispondente.
attachment = allegato
browser = browser
attachment swipe print / printer browser
charge = carica, caricare
cut and paste = tagliare e
incollare
forward = inoltrare
print / printer = stampare /
stampante
screenshot = schermata
swipe = strisciare

Hangman Uno studente

sceglie una parola (segreta)
riguardante la tecnologia. Va
alla lavagna e traccia tanti
trattini orizzontali quante sono
le lettere che compongono la
parola. Gli altri alunni si
dividono in gruppi di 3-4. Ogni
gruppo sceglie una lettera
dell’alfabeto inglese. Se la
lettera fa parte della parola,
l’alunno alla lavagna la scriverà
Word Bank 2 5
6
attachment
swipe
al posto del trattino orizzontale
corrispondente. In caso
Technology p. 225 7 print / printer contrario, farà la prima riga
8 browser dell’impiccato per quel
1 ➜ p. 225 gruppo. Vince il gruppo che
per primo capisce di che
2 ➜ p. 225 parola si tratta. Lo studente ha
4-27 Audio script
1 charge indovinato andrà alla lavagna e
2 screenshot Extra activities quello che era alla lavagna
3 cut and paste Anagrams Scrivere alla lavagna degli prenderà il suo posto nel
4 forward anagrammi delle parole studiate e gruppo.

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3 Student’s Book 3

Word Bank 3
Jobs and careers
p. 226
1 ➜ p. 226

4-28 Audio script

1 farmer
2 photographer
3 factory worker
farmer photographer factory worker
4 police officer
5 taxi driver
6 cleaner
7 computer programmer
8 builder
9 footballer
10 firefighter
police officer taxi driver cleaner computer programmer

2 ➜ p. 226

Extra activity
Scrivere le parole su cartellini
e mescolarle in un sacchetto.
In un altro sacchetto mettere builder footballer firefighter
dei cartoncini con queste
istruzioni:
Act it out
Draw it
Find a rhyme
Give a definition
Put it in a sentence footballer
A turno, gli studenti pescano farmer
cleaner firefighter
una parola dal primo sacchetto taxi driver
computer programmer builder
e un’istruzione dal secondo photographer
police officer
sacchetto, ed eseguono
factory worker
l’istruzione.

Questo gioco funziona con

tutti i gruppi lessicali.
L’insegnante si preparerà
prima dei sinonimi, degli
antonimi, delle parole che
fanno rima ecc. per essere
pronto ad intervenire e
suggerire.

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Word Bank
3
2 ➜ p. 227

Retire

Extra activities
Opposites Gli studenti a
coppie scrivono le otto
espressioni e decidono quali
potrebbero essere le
espressioni opposte: ne hanno
viste alcune a pag. 54.
1 lose a job <-> get a job
2 share an apartment <-> buy
an apartment <-> live on your
lose a job share an apartment finish school own
3 finish school <-> start
school
4 win the lottery <-> (not win
the lottery)
5 retire <-> continue working
6 get divorced <-> get
married, get engaged
win the lottery retire 7 fail my exams <-> pass my
exams
8 graduate <-> (not go to
university)

Yes/No questions Uno

studente sceglie uno degli
otto eventi della vita presentati
get divorced fail (or pass) my exams graduate qui. I compagni gli fanno delle
domande per indovinare che
cosa ha scelto, ma devono
essere domande a cui lo
studente risponde solo Yes o
No. Per esempio:
H A R E A N A P A T M E N
Are people happy when they
O S E A J O B
do this? (No.)
W I T H E L O T E R Y
Is it “fail an exam”? (No.)
F I N I S S C O O L
G E T D V O R C D Is it “lose a job”? (No.)
G R A D A T E Does it involve two people?
(Yes.)
Is it “get divorced”? (Yes.)

Is it something you do at

Word Bank 4 1 ➜ p. 227 school? (Yes.)

Is it “fail an exam”? (No.)
Is it “pass an exam”? (Yes.)
Life events p. 227 4-29 Audio script
1 lose a job
2 share an apartment
3 finish school
4 win the lottery
5 retire
6 get divorced
7 fail (or pass) my exams
8 graduate

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Word Bank 5
Natural disasters
p. 228
1 ➜ p. 228

4-30 Audio script

1 landslide
2 tsunami
3 avalanche
4 volcanic eruption landslide tsunami
5 hurricane
6 earthquake

Climate change
2 ➜ p. 228
• Se necessario, spiegare che avalanche volcanic eruption
“impronta di carbonio” significa
l’impatto delle attività umane
sull’ambiente.

4-31 Audio script

1 – g – global warming
2 – i – atmosphere
3 – j – fossil fuels hurricane earthquake
4 – b – gases
5 – f – greenhouse effect
6 – a – carbon footprint
7 – e – emissions g
8 – d – ozone layer i
9 – c – ice cap j
10 – h – pollution (air, land, water) b
f
a
Extra activities e
d
Word combinations natural c
disaster, climate change, h
volcanic eruption, global
warming, fossil fuels,
greenhouse effect, carbon
footprint, ozone layer, ice cap
Preparazione: scrivere su dei
foglietti la prima parola delle ciascun mucchietto, e li abbinano sul Guess the word 4-6 studenti formano il
espressioni, e su altri foglietti la banco. All’inizio verranno fuori delle gruppo degli scrittori. Gli altri vengono
seconda parola. Formare due combinazioni strane, gli studenti suddivisi in due squadre. Il gruppo degli
mucchietti separati. Se la cercheranno di ricostruire quelle giuste, e scrittori sceglie 8-10 parole e scrive una
classe è numerosa, dividerla in procedendo nel gioco, arriveranno a definizione in inglese per ciascuna parola.
gruppi, e preparare lo stesso ricostruire tutte le combinazioni. Se necessario, si metterà a loro
materiale per ogni gruppo. Volendo, si possono aggiungere le parole disposizione un dizionario monolingue. Le
Svolgimento: spiegare che lo landslide (land – slide) e earthquake (earth due squadre ascoltano le definizioni, lette
scopo del gioco è ricostruire – quake). una alla volta da un membro del gruppo
le espressioni corrette. In Questo gioco funziona con tutte le parole degli scrittori, si confrontano e scrivono su
ogni gruppo, gli studenti composte o con espressioni come quelle un foglio le risposte. Alla fine vince la
pescano due foglietti, uno da in Word Bank 1 e in Word Bank 4. squadra che indovina più parole.

148

Unit 4 • won’t
/wəʊnt/ and want
/wɒnt/
won’t 2 ➜ p. 142
want
want
won’t 3-49 Audio script
won’t 1 They won’t help us.
want
2 I want pizza for dinner.
3 Sia and Amy want a dog for
Christmas.
4 They won’t win the match.
5 He won’t get married.
job, jacket, June, genius, 6 Do you want to go to the
Geography, joke
you, uniform, yellow, year, yesterday, cinema?
usually
Unit 5 •
Homophones: no
/nəʊ/, know /nəʊ/
1
Dopo lo svolgimento dell’esercizio,
chiedere agli studenti se
saprebbero trovare altri casi di
omofoni in inglese.
Per esempio: too / two, sun / son,
you’re / your, where / wear, I / eye,
threw / through

2 ➜ p. 142

Pronunciation deboli o non accentati che sono difficili da

sentire quando i madrelingua inglesi parlano
Bank velocemente.

Unit 1 • Past participle Unit 2 • just /dʒ/, yet /j/

been /bɪn/
2 ➜ p. 142
1
Lo scopo di questa attività è semplicemente
di aiutare gli studenti a riconoscere i suoni

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Workbook 3
• Answer Key
• Audio scripts

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3 Answer Key

Answer Key WORKBOOK 3

UNIT 1 Audio script
1
You can go out now if you’ve finished your
homework.
Pagina 88 2
Ricky’s really hungry because he hasn’t had any
breakfast.
DIALOGUE
3
I haven’t met Ella. What’s she like?
1 1 all have different themes 2 did a survey 3 five
4
Great news! Mick’s won the lottery!
4 the Grand Canyon 5 Yosemite
5
Ouch! I’ve cut my finger.
2 1 F 2 F 3 T 4 F 5 T 6 NG
6
We can’t open the door, because we’ve lost the
Pagina 89 key.
7
Mia is sad because she hasn’t passed the exam.
VOCABULARY 8
Emily isn’t here. She’s gone to London.
1 1 stay 2 lose 3 go 4 miss
7 1 The dog hasn’t eaten its food. 2 They haven’t
2 1 c 2 a 3 b 4 b 5 a 6 c
missed their train. 3 She’s bought a new phone.
Audio script 4 He hasn’t forgotten her birthday.
1 On holiday, we stayed in a hotel near the beach. 8 1 been 2 gone 3 been 4 gone 5 gone 6 been
2 Mark was late for school because he missed the
bus. Pagina 92
3 People go on a roller coaster to have fun. 9 1 Has Louis forgotten his wallet? Yes, he has. 2 Have
4 You can do lots of activities at a summer camp. you seen this film before? Yes, I have. 3 Have they
missed the bus? No, they haven’t. 4 Have we made
5 When you go sightseeing, you visit famous
any mistakes? Yes, you have. 5 Has Anna’s mum
places. bought a new car? No, she hasn’t. 6 Have you been
6 To go abroad means to leave your country. to the new restaurant? Yes, I have.
3 2 d3c4f5a6e 10 1 has she done 2 has Aila invited 3 have the
children seen 4 has the coach chosen 5 has Pat
4 1 amazing 2 unusual 3 mountain 4 trip 5 view
stopped 6 have you downloaded
5 1 missed 2 sightseeing 3 made 4 snorkelling 5 lost
11 1 never, never 2 ever, never 3 ever, never
6 1 He swam with dolphins. 2 They went on a roller
coaster. 3 She climbed a mountain. 4 He went
snorkelling. Pagina 93
7 Risposta possibile: Hi Pat, How are you? I’m fine. In 12 Risposte libere.
August I went to Greece on holiday. I went 13 1 Has Sophie ever been 2 ’ve been 3 started
sightseeing and I climbed a mountain. There was a 4 didn’t phone 5 Have you seen
fabulous view. I ate unusual food, but it was very 14 1 saw 2 moved 3 have come 4 Has he changed
good. Greece is an amazing place. I love it. And 5 stopped 6 bought 7 hated 8 has organised
you? Where did you go on holiday? Write soon,
Adriano Audio script
Josh
Hey! Guess what? I met Robin in town
Pagina 90 yesterday.
Keira Oh! The last time I saw him was two years
GRAMMAR ago.
1 1 enjoyed 2 finished 3 tidied 4 washed 5 listened Josh Yeah, that was before his family moved to
6 bullied 7 cheated 8 lived 9 dropped London. Well now, they’ve come back to
2 2 c 3 f 4 b 5 e 6 a live here again.
3 1 bought 2 heard 3 taught 4 stolen 5 eaten 6 slept Keira
Oh! Great! How is he? Has he changed
7 seen 8 done much?
Josh No, not really. But he stopped playing
Pagina 91 basketball when he moved away.
4 1 have 2 have 3 have 4 have 5 has 6 have 7 has Keira Oh! Does he still play the guitar?
8 have Josh
Yes, and last month he bought an electric
5 1 ’s hurt 2 ’s taken 3’ve arrived 4 have eaten guitar. Now he plays rock.
5 ’s played 6 ’ve broken 7 ’ve read 8 ’s stolen Keira But he hated rock before!
6 1 ’ve finished 2 hasn’t had 3 haven’t met 4 ’s won Josh I know. Anyway, he has organised a party
5 ’ve cut 6 ’ve lost 7 hasn’t passed 8 ’s gone for next Saturday and we’re invited.

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WORKBOOK 3
3
Pagina 94 Audio script
Mel
Hello, I’d like some information about the
SUMMING UP Halloween Train. What exactly is it?
1 1 never 2 been 3 went 4 have 5 saw 6 won Man
It’s a non-stop return trip on one of our
7 haven’t finished 8 had 9 gone 10 did he leave historic trains from Pickering to Levisham
Station with some scary characters that tell
Audio script
stories. There are also songs, games and
1 A We’re going to Edinburgh next week. magic tricks.
B That’s nice. Have you been there before? Mel
Sounds like fun. Is it on the evening of
A No, never. And you? Halloween?
B Yes, I’ve been there a few times. I went last Man
No, the trains run for four days, from the
summer. 26th to the 29th of October, but there’s no
2 A Who’s that boy? service on the 31st.
B I don’t know. I have never seen him before. Mel What time do the trains leave?
A Well, I saw him yesterday. He was in the Man
The first leaves at 6 pm, the second at half
swimming competition and he won the 200 m past seven and the last one at nine. The
race. nine o’clock train has scarier stories and
characters, so it’s only for 11-year-olds and
3 A W
here are you going? You haven’t finished
older.
your lunch.
Mel And how long does the trip last?
B I’m not hungry. I had a really big breakfast
this morning. Man
It’s 30 minutes one way, so one hour in
total.
4 A Where’s Jim?
Mel How much does it cost?
B He’s gone to meet Silvia.
Man
It’s £20 per person, and you need to book in
A When did he leave?
advance.
B About 15 minutes ago.
Mel Is that the price for adults or children?
2 1 hasn’t heard 2 has made 3 found 4 didn’t have Man It’s the same price for all ages.
5 has gone 6 Have you decided 7 haven’t forgotten Mel
I see. Well, I’d like to book three tickets,
please.
ORAL COMPETENCES - FUNCTIONS
1 1 c 2 f 3 b 4 a 5 d 6 e 3 Risposta possibile: Monday, we arrived here in Egypt
on Saturday. We are staying in a fantastic hotel near
2 1 like 2 leave 3 There 4 arrive 5 much 6 return
the beach and I’ve made friends with some boys
Audio script from England. Yesterday we went snorkelling
together. We saw lots of beautiful fish. It was
Woman Good morning, how can I help you?
amazing. In the afternoon, I went sightseeing with
Alex
Hello, I’d like some information on trains Mum and Dad, but I ate something unusual and I
to Bradford. was sick. Now I feel better, so I’m going out with my
Woman When do you want to leave? new friends.
Alex Tomorrow morning.
Woman Let’s see... There’s a train at 9.15 and
another one at 11.15. UNIT 2
Alex
11.15 is OK. What time does it arrive in
Bradford? Pagina 96
Woman Five to twelve.
DIALOGUE
Alex That’s perfect. How much is the ticket?
1 2e3f4b5c
Woman Single or return?
2 1 month 2 number 3 doesn’t use 4 free 5 some
Alex Just a single. 6 thinks
Woman That’s £13.50.
Pagina 97
Pagina 95
VOCABULARY
COMPETENCES AND CULTURE 1 1 highlight 2 share 3 drop 4 log out
1 1 29 km. 2 1 hour 45 minutes. 3 Gothland 2 1 paste 2 delete 3 log 4 scroll 5 type 6 download
Station. 4 Newtondale Station. 5 At weekends. 3 1 forward 2 cut and paste 3 swipe 4 attachment
6 The volunteering weekend. 7 Santa special. 5 charge
8 Halloween train. 4 1 screenshot 2 click 3 charge 4 cut, paste 5 browser
2 1 songs 2 26/26th 3 6/six 4 scarier 5 60/sixty 5 1 click on 2 forward 3 attachment 4 highlight 5 copy
6 20 6 paste

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3 Answer Key

gone 7 hasn’t woken up yet 8 Have you downloaded,

Audio script
yet 9 haven’t had
1 A T
o create an account, type in your email
address and a password. Audio script
B OK, I’ve done that. 1 A I haven’t seen the new Avengers film yet. Do
A Now, click on ‘create account’. you want to go to the cinema tonight?
2 A I ’ve sent you an email. Can you forward it to B I’ve already seen it. I saw it a week ago.
Paul? I haven’t got his address. 2 A I’ve just heard a noise upstairs.
B OK. Should I include the attachment? BY es, I think the dog has just jumped off the
A Yes, please. bed!
3 A How can I move the second paragraph to 3 A Have you finished that exercise yet?
here? B No. We’ve just started it.
B First, highlight the paragraph. Then click on
4 A Where’s Molly? Has she gone out?
‘copy’.
A OK. BN o, she’s still in bed. She hasn’t woken up
yet.
B Go here. Now, click on ‘paste’.
A Cool! 5 A Have you downloaded that song yet?
B No, I haven’t had time.
6 1 Highlight it, then copy and paste. 2 Click on
‘forward’ and type in her address. 3 Click on 7 1 How long has he had it? 2 How long have they
‘attachment’ and tap on the file you want to send. worked for it? 3 How long have you known him?
4 Click on ‘save’. 4 How long have you played in the team? 5 How
long have you been a member?
Pagina 98
GRAMMAR Pagina 101
1 1 ’ve just seen 2 ’s just bullied 3 ’s just run 4 ’ve 8 1 four months 2 a long time 3 2 o’clock 4 last
just missed 5 ’s just eaten 6 ’s just deleted 7 ’s just Saturday 5 a few months 6 she broke her arm
made 8 ’s just lost 9 1 since 2 since 3 for 4 for 5 for 6 since
2 1 ’s just arrived 2 ’ve just done Pilates 3 ’ve just 10 2 have, had 3 has, been 4 have, been 5 has,
unloaded the washing machine 4 ’s just woken up worked 6 have, known
5 ’s just laid the table 6 ’s just fed the dog 7 ’ve just 11 b 4 c 2 d 6 e 3 f 5
played a tennis match
12 1 been here for 2 ’ve known 3 ’s been 4 seen Julie
Pagina 99 for 5 played football since
3 1 a 2 b 3 a 4 a 5 a 13 Risposte libere.
4 1 We’ve already had dinner. 2 Have you downloaded
that file yet? 3 School has just finished for the Pagina 102
holidays. 4 James hasn’t arrived yet. 5 Sally has just
gone out. 6 Dan has already uploaded his photos
SUMMING UP
from the party. 1 1 just 2 since 3 for 4 already 5 - 6 just 7 have 8 for
9 haven’t 10 yet 11 long 12 yet
5 1 Have you tidied your room yet? 2 I’ve already
done it. 3 I haven’t seen her yet. 4 Have you logged Audio script
in yet? 5 He hasn’t arrived yet. 6 We’ve already
Hi Chris,
bought them.
How are you?
Audio script I’ve already been here at the Computing Camp for
three days. I can’t believe the time is passing so
1 A Have you tidied your room yet?
quickly! It feels like I’ve just arrived. You know,
B No, I haven’t had time.
I’ve wanted to learn programming since I was 10,
2 A Let’s upload our holiday photos. so I am really happy to be here. I haven’t had so
B I’ve already done it. much fun for a long time.
3 A Did you tell Jo about the party? We’ve already learnt a lot. In the first two days,
B No. I haven’t seen her yet. we studied the basics, and now we’ve just started
writing our own games!
4 A Have you logged in yet? And it’s not all computing. I have met a really nice
B I’m trying to, but with no success. girl. She’s already been here for two weeks, so
5 A Where’s Mike? she’s in another class. We haven’t exchanged
B He hasn’t arrived yet. phone numbers yet, but I’m hoping...
In your message, you said you were in a computer
6 A Do I need to buy the tickets for the concert?
club at school. How long have you been in the
B No, you don’t. We’ve already bought them. club? Have you played in any competitions yet?
Pagina 100 Daniel
6 1 ’ve already seen 2 ’ve just heard 3 ’s just jumped 2 1 for 2 since 3 How long 4 for 5 just 6 just
4 Have you finished, yet 5 ’ve just started 6 Has she 7 already 8 How long

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WORKBOOK 3
3
ORAL COMPETENCES - FUNCTIONS Ben What, like sudoku?
1 2 f 3 a 4 d 5 b 6 c Amy
Yeah, but not only number activities. Her
favourite app has also got word games. She
2 1 First of all, tap on the app store icon. 2 Now type
started three months ago and has already
in your username and password. 3 That’s because
got to a really high level.
you haven’t typed in your password. 4 Type in
‘guitar’. Then scroll down to find the app you want. Ben
It sounds like she uses her phone even
5 Tap on it, and finally tap on ‘install’. more than you!
Amy
No way! She only plays for 15 minutes a
Audio script day. Never more.
A My new phone is so cool!
B
Have you downloaded that app for learning the
guitar yet?
A Not yet. How do I do it? UNIT 3
B First of all, tap on the app store icon. Pagina 104
A Right. I’ve done that.
DIALOGUE
B Now type in your username and password.
1 2, 4, 5
A OK... oh, it isn’t working.
2 Louis: Geography, History, Science, German,
B That’s because you haven’t typed in your
Computing Ellie: French, Maths, English Language,
password.
Literature, Science, Computing, Design and
A Oops! One moment... OK. It’s working now. Technology (maybe German)
B Type in ‘guitar’. Then scroll down to find the app
you want. Pagina 105
A Here it is. What now?
VOCABULARY
B Tap on it, and finally tap on ‘install’.
1 1 plumber 2 shop assistant 3 chef 4 journalist
A Wow! I didn’t know it was so easy! 5 mechanic
2 1 GRAPHIC DESIGNER 2 HAIRDRESSER 3 PLUMBER
Pagina 103 4 LAWYER 5 MANAGER

COMPETENCES AND CULTURE 3 1 photographer 2 police officer 3 factory worker

4 taxi driver 5 computer programmer
1 2 d 3 e 4 c 5 a
4
2 Risposte possibili: My favourite app is WhatsApp. I 2

use it every day to send messages to my friends. It’s 1

P O L I C E O F F I C E R
really easy to use, and you can write very quickly
and use emoticons to express your feelings. I’ve H
tried to video call on WhatsApp, but the downside is O 3
that the video call doesn’t always work very well. It’s
better to phone or use FaceTime. T B
3 1 F 2 T 3 NG 4 T 5 F 6 NG O U 4

Audio script G I C
Amy
I sent you a link to an article about R L L
smartphones and lazy brains. Have you 5
T A X I D R I V E R
read it yet?
Ben
Yes, I read it in bed last night.... I know, I P E A
shouldn’t! H R N
Amy Do you usually sleep OK? E E
Ben
Yeah! My only problem is getting up in the
R 6
F A R M E R
morning!
Amy
My sister and I have to switch our phones 5 1 programmer 2 assistant 3 designer 4 officer
off at 9 o’clock. Dad insists. 5 journalist 6 worker
Ben
Ah, so that’s why you don’t reply to my 6 Risposta possibile: A footballer trains every day with
messages in the evening! his team. Sometimes he plays matches. He has to
Amy
Yeah, but I always check my messages and be very fit and play well with the other members of
reply at breakfast time. his team.
Ben
That article only talks about the downsides
of phones, but there are lots of useful Pagina 106
things, too. GRAMMAR
Amy
You’re right. My mum has some of those 1 1 It’s going to snow later. 2 We’re going to organise
apps for training your brain. a party. 3 I’m going to buy some new clothes. 4

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3 Answer Key

The match is going to start. 5 You’re going to be Pagina 110

late. 6 We’re going to travel around Europe next
summer. SUMMING UP
2 1 ’re 2 to 3 going 4 ’s 5 to 6 ’s 1 1 one 2 ones 3 isn’t 4 to 5 ones 6 ’m
3 1 isn’t 2 aren’t 3 ’m not 4 isn’t 5 isn’t 6 aren’t
Audio script
Pagina 107 Ella
Have you bought a birthday present for
Millie?
4 Mia Not yet. Mum’s going to help me choose
something.
Audio script e risposte
Ella
There are some lovely tops in that new
1 I’m not going to finish my homework today.
shop.
2 Grace’s mum is going to give us a lift to the
Mia Really? Maybe we can get her a pink one.
cinema.
Ella
Well, they’ve got lots of pink ones, but I
3 We aren’t going to play video games tonight.
think blue would be better.
4
Daniel and Lucy aren’t going to tidy their rooms
Mia OK. Thanks for the advice.
this afternoon.
Ella
Is your brother going to come to Millie’s
5 We’re going to take the dog for a walk later.
party?
6 The programme’s going to end soon.
Mia No, he isn’t.
Ella
OK. Listen, I’m hungry. I’m going to get a
5 1 They’re going to be late for school. 2 It’s going to burger.
rain soon. 3 The teacher isn’t going to be happy.
4 She’s going to get a cold. 5 He’s going to win the Mia They’ve got some really tasty ones at Bob’s
race. 6 I’m not going to pass the exam. Burger House.
6 1 b 2 a 3 b 4 b 5 b Ella Really? Do you want to come?
Mia
Sorry, I’m meeting Mum at six and I’m afraid
I’m going to be late.
Pagina 108
7 1 Are they going to help 2 Is Abigail going to tidy 2 1 Is Sophie going to take a photo? 2 It isn’t going
3 Are we going to invite 4 Is William’s brother going to snow tomorrow. 3 Which one are you going
to buy 5 Are your parents going to be to take? 4 We have got two blue ones. 5 They
8 1 No, I’m not. / No we're not. 2 No, they aren’t. aren’t going to walk. 6 I’m not going to buy any
3 No, he isn’t. 4 Yes, we are. 5 No, I’m not. new ones.
9 2 d 3 a 4 f 5 c 6 b
10 1 When are you going to be ready? 2 Which ORAL COMPETENCES - FUNCTIONS
language are you going to study? 3 Who are you
1 1 want 2 planning 3 like 4 of 5 to go 6 going 7 have
going to ask for help? 4 Why is James going to take
8 of
the train to Paris? 5 How am I going to finish all this
work before tomorrow? 6 How many students are
going to be in the school play? Audio script
Emma Hi Dan, are you going to go to school
careers day tomorrow?
Pagina 109
Dan
Yes, I want to get some information
11 2 f 3 c 4 b 5 g 6 a 7 d
about careers in the media.
12 1 one 2 ones 3 ones 4 one, ones 5 one 6 ones
Emma Oh, are you planning to do Media studies
at university?
Audio script
Dan
I haven’t decided yet, so I’d like to get
1
This top is too small. Have you got a bigger some advice. What about you?
one?
Emma I’m thinking of studying Medicine.
2
These films are old. Have you got any new
ones? Dan Which university do you want to go to?
3
I want to wear my black socks. I don’t like white Emma I don’t know yet, but I’m not going to go
ones. immediately after school.
4
I’ve got three hamsters, a black one and two Dan
So, you’re planning to have a gap year
brown ones. first?
5
We’d like some cake, please. The chocolate one Emma Exactly. I’m thinking of doing some
looks nice. voluntary work.
6 I don’t like all dogs. Only small ones. Dan Sounds interesting.

13 1 The green one. 2 The new one. 3 The big one. 2 1 first 2 want 3 like 4 going 5 of 6 wants 7 want
4 The blue ones. 8 ’d 9 first 10 going

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WORKBOOK 3
3
Pagina 111 2 1 get, have, get, buy 2 travel, abroad, get 3 left,
rents 4 drive
COMPETENCES AND CULTURE
1 1 Teen game building. 2 Digital music production.
Audio script
3 Robotics. 4 Robotics. 5 Teen coding. 1 A W
ould you like to get married and have
children?
2 1 Leah and Samuel 2 Leah 3 Leah 4 Samuel
5 Samuel 6 Leah BY
es, but first I want to get a job, and buy a
house.
Audio script 2 A I want to travel the world.
Leah Hi Samuel! Have you decided which
BR
eally? I’d like to live abroad. Maybe I can get
summer camp to do?
a job in France or Spain.
Samuel Yes, I’m going to do the Digital Music
3 A Where does your cousin live?
one.
BS
he’s just left home and now she rents an
Leah Cool! Do you have to take a computer or
apartment in the city centre.
tablet for that?
4 A I s your brother still learning to drive in your
Samuel You don’t have to. But I’m going to take
mum’s car?
my computer.
B Yes, he is.
Leah Me too. I think it’s better.
Samuel Which camp are you going to do? 3 2 a 3 f 4 d 5 c 6 e
Leah Well, I can’t do Teen Coding because I’m 4 1 retire 2 graduate 3 school 4 lottery 5 apartment
only 13, so I’m going to do Robotics. 6 exams
Samuel I thought about that, but I prefer to 5 Risposta possibile: When I’m eighteen, I’m going to
work on my own project. learn to drive. Then, when I finish school, I want to
travel the world before going to university to study
Leah Well, I think working in a team is fun.
History. After university, I’d like to go and live
Samuel I agree, but I get enough teamwork abroad, so I also have to study languages. I’d like to
playing football every week. rent an apartment in a city like Paris or Madrid. I’m
Leah We can do sports in the afternoons at not planning to get married or have children before
the camp, you know. my 30th birthday.
Samuel Yeah, that’s good. What sports do they
offer? Pagina 114
Leah I don’t know. Oh, and there’s a day trip GRAMMAR
to London.
1 1 ’ll close 2 will rent 3 ’ll see 4 ’ll get 5 will pass
Samuel Great! I hope they take us to the 6 ’ll be
Science Museum.
2 1 I won’t answer her message. 2 There won’t be
Leah I’ve already been, but I don’t mind going anything good on TV. 3 My sister won’t be home yet.
again. 4 My parents won’t let me stay out late. 5 You won’t
have time to see everything. 6 The film won’t finish
3 Risposta possibile: Hi Julia, Next Saturday it’s my
late.
birthday. I’m really excited because Mum and Dad
are planning to take me to a theme park. I’ve invited 3 1 won’t 2 ’ll 3 ’ll 4 won’t 5 ’ll 6 won’t
my three best friends. We’re going to have a great
time. Then, after the park in the evening we’re going Pagina 115
to have a pizza. I’m thinking of the new pizza 4 1 Will it rain? 2 Will Jessica learn to drive when she’s
restaurant in my town. I haven’t been there yet. And 18? 3 Will they buy a big house? 4 Will Luke talk to
I’m going to wear my new jeans. When’s your the teacher? 5 Will it take a long time? 6 Will you
birthday? What do you usually do on your birthday? help Lucy with her homework?
Write soon. Love, Martina
5 1 Yes, it will. 2 Yes, she will. 3 No, they won’t.
4 Yes, he will. 5 No, it won’t. 6 Yes, I will.

UNIT 4 6 1 How will people travel in the future? 2 Which book

will Laura buy? 3 How often will you have English
lessons? 4 Whose bike will you take? 5 How will
Pagina 112 many students go to university? 6 Where will they
DIALOGUE go on holiday?

1 1, 4, 5 7 1 What will he have tomorrow? 2 What will they give

you for your next birthday? 3 Who will you invite to
2 1 F 2 NG 3 F 4 F 5 T your next party? 4 How will you come to school
Pagina 113 tomorrow? 5 When will you see her again?

VOCABULARY Pagina 116

1 1 have 2 an exam 3 live 4 a house 5 travel 6 to 8 1 ’ll love 2 might/may go 3 might/may prefer
drive 7 an apartment 8 leave 4 ’ll be 5 might/may make 6 won’t mind

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3 Answer Key

don’t worry about that. 5 No, honestly, it’s fine.

Audio script 6 Mum’s already bought everything.
1 A Do you think this is a good present for Alex?
B Yes, I’m sure he’ll love it. Audio script
2 A I heard you won the lottery. What are you Ben Is everything ready for your party
going to do with the money? tomorrow?
B I haven’t decided yet. I might/may go on Mia Well, I have to prepare the food in the
holiday. morning.
3 A S
hall we take Sara to the Chinese restaurant Ben I’ll help you, if you like.
on her birthday? Mia That would be great, thanks.
B I’m not sure about that. She might/may
Ben What time shall I come?
prefer a pizzeria.
Mia Shall we start at 9 o’clock?
4 A What time did you tell Anna to come?
Ben That’s a bit early for me.
B 7 o’clock, but I bet she’ll be 10 minutes late,
as usual. Mia In that case, let’s say 10.
5 A What are you going to have for dinner? Ben Great. I’ll buy some drinks on the way.
B I don’t know. I might/may make a curry. Mia Thanks, but don’t worry about that.
6 A Do you think Mum will be angry with me? Ben Are you sure? It’s no trouble.
B No, of course not. She won’t mind about one Mia No, honestly, it’s fine. Mum’s already bought
broken cup. everything.

2 1 Let’s 2 ’ll 3 Will 4 case 5 ’ll 6 like 7 would

Pagina 117
9 1 ’s going to 2 ’ll 3 ’s going to 4 won’t 5 will 6 are Pagina 119
you going to
COMPETENCES AND CULTURE
10 1 who 2 which/that 3 which/that 4 who 5 which/that
6 who
1 1 He’ll be in the last year. 2 Andy will be in Jack’s
class. 3 It starts really early, at 7.45. 4 He will arrive
11 1 e I don’t know anybody who/that has won the at 7.30. 5 Students can’t take their bags into class.
lottery. 2 a Ellie wrote a story which/that won a 6 He’s going to eat in the school cafeteria.
prize. 3 c I’m the person who/that is doing all the 2 1 week 2 rent 3 might 4 club 5 coach
hard work. 4 f Teamwork is a skill which/that
everyone should learn. 5 d I have some friends who/ Audio script
that are going to travel the world. 6 b Patrick makes Jack Hi, Andy. What’s up?
cakes which/that he sells at the market.
Andy My brother has just got a job in London.
He’s leaving next week.
Pagina 118 Jack Really! You’re going to miss him, eh?
Andy Yeah, I am.
SUMMING UP
Jack Where’s he going to live?
1 1 ’m going to 2 will 3 might 4 who 5 that 6 ’s going
to 7 ’ll 8 which Andy
Well, it’s too expensive to buy a house
there, so I think he’ll rent an apartment.
Audio script Mum says that we might go to see him
after Christmas.
Hi Jasmine,
How are you? I really enjoyed our shopping trip Jack Well, I’m sure you’ll love London.
yesterday, but I’ve decided that I don’t like the Andy Yeah, I’m quite excited about it. Hey, Jack,
dress that I bought, so I’m going to take it back to are you going to play American football
the shop tomorrow. Do you think they will give me now that you’re here?
my money back? Or they might tell me to choose Jack I’d love to try it.
something else. Anyway, the shop assistant who
served me was very kind. Andy Why don’t you come to my club with me
tomorrow?
Remember that boy that I told you about? He’s
going to help me repair my bike. It’ll be great to Jack
That would be great. Are you sure the
have a bike which works again! coach won’t mind?
See you soon, Andy I’ve already told him about you. He’ll be
Hannah happy to meet you. And I know you’ll really
like the team. They’re great guys.
2 1 who 2 going to 3 won’t 4 which/that
3 Risposta possibile: In 2050, I think all students will
ORAL COMPETENCES - FUNCTIONS have a tablet. There will be no paper books, so
1 1 That would be great, thanks. 2 Shall we start at students won’t have heavy bags. Students will send
9 o’clock? 3 In that case, let’s say 10. 4 Thanks, but their homework to the teacher by internet. Some

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teachers will be robots and robots will also clean the Millie
WORKBOOK 3

But I can’t cook. If you don’t believe me,

3
school. Some lessons might be in virtual classrooms, ask my mum!
so students can have lessons at home. Lewis Mmm. Do you think your mum will make a
cake if you ask her?
Millie Probably. She makes good chocolate cake.
UNIT 5 Lewis But if it’s chocolate, Ally won’t eat it. She’s
allergic to chocolate.
Pagina 120 Millie OK. Lemon, or apple, or something.
Lewis Great. And if the weather stays nice, we’ll
DIALOGUE go for a walk along the river after the
1 1 rise 2 rising 3 flood 4 melting 5 extinct picnic.
2 1 heat water 2 cheaper 3 buy water 4 corridors Millie Yeah. Good idea.
5 organic waste
5 Risposte libere.
Pagina 121 6 2 d 3 b 4 f 5 a 6 e
7 1 isn’t as long as the Po 2 is as tall as Sam 3 isn’t as
VOCABULARY old as Taylor Swift 4 isn’t as long as Jessica’s hair
1 2 f 3 d 4 a 5 h 6 g 7 b 8 e
2 1 hot 2 cold 3 snowing 4 foggy 5 sunny 6 warm
Pagina 124
7 cloudy 8 cool 9 windy 10 rain 8 1 fewer 2 less 3 more 4 fewer 5 more
9 1 less 2 less 3 more 4 fewer 5 less 6 more
Audio script
Hello California! So, what’s the weather like Pagina 125
today? Well, in the south, it’s sunny and hot. Up
10 1 as difficult 2 less 3 isn’t as 4 than 5 fast as
in the Sierra Nevada mountains in the east, it’s
cold and it is also snowing. In the west, near the 11 1 dangerous 2 high 3 deep 4 long 5 wide 6 old
coast, it’s foggy this morning, but later, it’s going 12 1 The Thames is 346 km long. 2 My sister is 1.65 m
to be sunny and warm. In the north, it’s cloudy tall. 3 Our dog is ten years old. 4 Loch Ness is 230 m
and cool and later, it’s going to be windy, with deep. 5 The Empire State Building is 443 m high.
some rain in the north-east. That’s all for me. 13 1 How high 2 How long 3 How far 4 How old
Have a good day! 5 How big
3 1 forest fire 2 drought 3 tornado
Pagina 126
4 1 eruption 2 earthquake 3 avalanche
5 2 f 3 e 4 c 5 a 6 b SUMMING UP
6 Risposta possibile: In my country, it is hot and sunny 1 1 b 2 b 3 c 4 c 5 a
in summer. In the autumn, it is usually cool and
Audio script
sometimes it rains. In winter, it snows, especially in
the mountains. In spring, it is usually warm and 1 Tomorrow, I’ll have more free time than today.
sometimes rainy. 2 How long is the lesson?
My favourite weather is when it is hot and sunny, 3 There were fewer people than usual in the café
because I can go to the beach and swim in the sea. I today.
hate windy weather, because it’s difficult to walk 4 If it isn’t too windy tomorrow, we’ll go to the
outside and it’s usually cold. beach.
5 Buying less stuff is as important as recycling.
GRAMMAR 2 1 fewer 2 doesn’t 3 ’ll 4 as 5 far 6 less
7 than 8 more 9 don’t
Pagina 122
1 1 feel, listen 2 don’t like, is 3 doesn’t know, uses Audio script
4 go, makes 5 heat, boils Jake Hi Ella! Is everything ready for our camping
2 1 miss, gives 2 is, goes 3 are, starts 4 sits, wants trip? How many people are coming?
Ella There are fewer people than I hoped: only
Pagina 123 five. Or maybe six, because, if Silvia
3 1 Z 2 F 3 F 4 Z 5 F 6 Z doesn’t have to go to her aunt’s, she’ll
come, too.
4 1 ’ll prepare 2 don’t believe 3 will make 4 ask 5 ’s
Jake Has she got a bike?
6 won’t 7 stays 8 ’ll go
Ella Yes, a really nice one. It’s as good as yours
Audio script or mine.
Millie What do we need to do for the picnic? Jake How far will we have to cycle?
Lewis Well, if you make a cake, I’ll prepare the Ella About 12 kilometres. Dad’s taking our tents
sandwiches. to the campsite tomorrow morning.

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3 Jake
Answer Key

We’ll have less stuff on the bikes than last Oliver Their favourite weather is when it’s warm
time. Brilliant! and sunny. They don’t like flying in the
Ella Yes. So we’ll have more energy than last rain, but they can. It’s when it’s really cold
time to do lots of things when we get there that it becomes impossible for them to fly
– if we don’t get lost on the way! and they stay in the hive.
Anna And do you get much honey?
ORAL COMPETENCES - FUNCTIONS Oliver Yeah, last year we got more than 20 kilos.
1 2 d 3 a 4 f 5 b 6 e Would you like to try some?
2 1 all 2 no 3 Then 4 poor 5 terrible 6 then 7 reported Anna Yes, please!
8 turn 9 so 10 what 11 done 12 news
3 Risposte libere.
Audio script
1 A I’ve had a terrible day.
B
A
Really? Why?
First of all, I missed the bus.
Answer Key English Plus
B Oh no! What did you do? ENGLISH PLUS A
A I had to walk. Then, it started to rain and I
got wet. Pagina 128
B Oh, poor you! Check it 1 New York 2 by millions of tourists
3 complemento d’agente 4 soggetto 5 participio
2 A Someone stole my phone yesterday.
passato Forma affermativa e negativa 1 participio
B That’s terrible. What did you do? passato Forma interrogativa e risposte brevi
A I looked everywhere and then I reported it to 2 participio passato 3 am/is/are (not) 4 azione
the police. 5 sottinteso
3 A I can’t find my cat. She hasn’t come home 1 1 A lot of coffee is drunk by Italians. 2 These cars
since yesterday. are made in Germany. 3 Where are these trainers
B Don’t worry! I’m sure she’ll turn up. made? 4 Are magazines sold at the supermarket?
A I hope so. 5 Arabic isn’t taught in this school.
4 A Guess what! I’ve passed my music exam. 2 1 are spoken 2 isn’t collected 3 is played 4 don’t
B Well done! That’s great news! watch 5 is eaten 6 check

Pagina 127 Pagina 129

Check it 1 Romeo and Juliet 2 William Shakespeare
COMPETENCES AND CULTURE 3 soggetto 4 complemento oggetto 5 participio
1 2 a 3 c 4 e 5 b passato Forma affermativa e negativa 1 was/were
2 1 uncle 2 hive 3 40,000 4 windy 5 cold (not) Forma interrogativa e risposte brevi 2 Was/
Were 3 was/were (not)
Audio script 3 1 The French Revolution wasn’t fought in Germany.
Anna When did you first get interested in bees? It was fought in France. 2 The Percy Jackson books
Oliver About two years ago. We were doing a weren’t written by JK Rowling. They were written by
project about climate change with our Rick Riordan. 3 The X-Factor wasn’t created in the
Science teacher. USA. It was created in the UK. 4 My bike wasn’t
stolen last week. It was stolen yesterday. 5 The
Anna And when did you get your first bees?
Hunger Games films weren’t directed by Steven
Oliver Well, Mum didn’t want bees in our garden Spielberg. They were directed by Francis Lawrence
and Dad said I was too young to keep and Gary Ross.
them, but my uncle, who lives near us,
4 1 Where were the first jeans made? 2 When was the
said he was interested and that we could
Internet created? 3 What was invented by Thomas
keep bees in his garden. So he bought me
Edison? 4 When were the first digital photographs
the bees and two hives for my birthday.
taken? 5 When was the first Nobel Prize won?
Anna Hive? What’s that?
5 1 are made 2 is cut 3 is inserted 4 are put 5 aren’t
Oliver It’s the bee-house. It’s called a hive. H – I removed 6 were produced 7 was discovered 8 were
– V – E. invented
Anna OK, and how many bees have you got?
Oliver About 40,000. ENGLISH PLUS B
Anna
Wow! 40,000! Is it dangerous working Pagina 130
with bees? Check it 1 Past simple 2 Past continuous 3 was/
Oliver
Not if you understand them well. For were going to 4 could 5 would 6 she 7 they 8 his
example, you should never disturb them 9 their 10 then 11 the next day 12 there 13 diretto
on a windy day because wind can make 14 indiretto 15 tempi 16 possessivi
them aggressive. 1 1 he’s 2 they 3 they 4 she 5 he’s 6 they
Anna Do they fly in all types of weather? 2 1 Emily said: ‘I’m doing my homework.’ 2 Kyle said:
160

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WORKBOOK 3

3 1 enjoyed 2 enjoyed 3 win 4 won 5 stopped

3
‘I can’t find my phone.’ 3 Kara and Chloe told me:
‘We don’t agree with you.’ 4 The shop assistant said: 6 stopped 7 did 8 done 9 take 10 took 11 tried
‘I’ll find a medium size for you.’ 5 My grandparents 12 tried
said: ‘We’re going to enjoy our free time.’ 6 Ayala 4 1 ’ve visited 2 ’s lost 3 haven’t finished 4 have
said: ‘I won’t tell anyone your secret.’ missed 5 ’ve seen 6 hasn’t bought
Pagina 131 5 1 Have you and your brother been camping? Yes, we
3 1 Lucy said (that) she didn’t want to stay there. have. 2 Has Megan phoned today? No, she hasn’t.
2 Charlie and Ella said (that) their parents were 3 Have we met before? No, we haven’t. 4 Have they
taking them to a concert the following Saturday. spoken to the teacher? Yes, they have. 5 Have you
3 The police officer told me/us (that) I/we couldn’t read this book? No, I haven’t.
play football in that park. 4 Nick said (that) he was 6 1 been 2 gone 3 gone 4 gone
going to walk his dog then. 5 My teacher told me 7 1 ever 2 never 3 ever 4 never 5 ever
(that) he/she would talk with me the next day.
8 1 didn’t hear 2 haven’t met 3 has lived 4 ’ve seen
6 The doctor said (that) my brother and I could wait
5 started
there.
9 1 I have just downloaded a brilliant app. 2 They
Check it 1 say 2 tell
have just had lunch. 3 Kate has just shared an awful
4 1 said 2 told 3 said 4 told 5 told 6 said photo of me. 4 You have just deleted the wrong file!
5 1 … ‘I won’t be late.’ 2 The children said: ‘We don’t 5 Harry has just missed his bus.
want to be here.’ 3 My cousin told me: ‘I don’t like
my new school.’ 4 He said: ‘I’m going to take out Pagina 135
the rubbish now.’ 5 Our parents told us: ‘We’re 10 1 already 2 yet 3 already 4 yet 5 already
having lunch with our friends tomorrow.’ 6 Grandma 11 1 How long has Jake played basketball? 2 How long
said: ‘I can’t hear you on Skype.’ have you liked Casey? 3 How long have you been
6 1 she 2 wasn’t 3 said 4 looked 5 told 6 could friends? 4 How long have you worn braces?
7 would 8 Tell 9 tell 12 1 5 am 2 since 3 for a week 4 a year 5 for
ENGLISH PLUS C 13 1 some information 2 When 3 There are 4 What 5 It
arrives
Pagina 132 14 1 Dad Mia, how do I create a group on WhatsApp?
Check it 1 past simple 2 would 3 didn’t 4 would not / 2 Mia First, you open the app. 3 Dad Right. I’ve
wouldn’t 5 were (weren’t) 6 non reali o impossibili done that. 4 Mia Then you click on the group icon at
1 1 wouldn’t lose 2 ’d be 3 wouldn’t buy 4 ’d go 5 ’d the bottom. 5 Dad OK, I’ve clicked on the group
spend icon. Now what? 6 Mia Now type in all the people
2 1 If she didn’t get up 2 If I didn’t have 3 If they you want in the group. 7 Dad Once I’ve put in the
weren’t 4 If I knew 5 If he did names do I click on the ‘tick’? 8 Mia Yes.
15 1 A How long has Milly lived in Cardiff? B She’s lived
Pagina 133 in Cardiff since 2009. 2 A Have they already booked
Check it 1 would 2 Past simple 3 parola the tickets? B Yes. But they haven’t paid for them
interrogativa 4 Past simple 5 frase principale yet. 3 A I haven’t seen Giada for 6 months.
B Really? I saw her on Saturday. A How was she?
3 1 had 2 gave 3 didn’t have to 4 received 5 got 4 A Have you finished your presentation yet?
6 were
B Yes. I sent it to Miss Smith last night.
4 1 Would you be angry with your little sister if she 16 1 b 2 c 3 a 4 a 5 c 6 b 7 b 8 b 9 a
broke your phone? No, I wouldn’t. 2 If we didn’t
come home late, would your parents let you go out Pagina 136
tonight? No, they wouldn’t. 3 Would you feel better
if I made dinner for you? Yes, I would. 4 If we told REVISION 3-4-5
her, would she keep the secret? No, she wouldn’t. 1 1 mechanic 2 shop assistant 2 hairdresser 4 chef
5 If you found a wallet in the street, would you take
2 1 learn 2 go 3 rent 4 leave 5 get
it to the police? Yes, I would.
3 1 foggy 2 drought 3 sunny 4 avalanche 5 volcanic
5 1 If you were me, what would you do? 2 If you
eruption
could meet a famous person, who would you
choose? 3 What would you do if you saw a big spider 4 1 Are you going to call Ethan? 2 Ella is going to
on your hand? 4 If you didn’t live here, where would study History at university. 3 We aren’t going to see
like to live? a rugby match this weekend. 4 I’m going to cook
pasta for dinner tonight. 5 What time are Matt and
Kate going to arrive?
Answer Key Revision 5 1 one 2 ones 3 one 4 ones 5 one
6 1 Will Leo leave school when he’s 16? No, Leo won’t
Pagina 134 leave school when he’s 16. 2 Will Italy win the World
Cup? No, Italy won’t win the World Cup. 3 Will they
REVISION 1-2 get married in May? Yes, they will get married in
1 1 go 2 stay 3 go 4 be 5 go 6 miss May. 4 Will you buy a house when you’re older? Yes,
2 1 scroll 2 log in 3 download 4 Tap on 5 copy 6 drop I will buy a house when I’m older. 5 Will Sophia

161

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3 Answer Key

learn to drive next year? Yes, Sophia will learn to Jack Robots? Really?
drive next year. 6 Will we be late? No, we won’t be Shala Yes, the robots do everything in the hotel.
late. For example, they carry your bags to the
7 1 ’ll/will 2 ’ll/will 3 won’t 4 may/might 5 ’ll/will rooms and they clean the hotel. The
6 may/might receptionists are robots, too! They can
speak Japanese, English, Chinese and
8 1 is going to 2 will 3 ’ll 4 ’re going to 5 ’ll 6 ’m going Korean.
to Jack No way! That’s incredible! I’ve never been
9 1 which/that 2 who 3 which/that 4 who 5 which/ to Japan.
that 6 who Shala Neither have I. I’ve never been abroad!
Apparently, in Japan there are robots
Pagina 137 everywhere: in schools, airports,
10 1 ’ll tell 2 go 3 use 4 ’ll arrive 5 help hospitals, and train stations. They even
drive taxis!
11 1 not as cold as 2 as expensive as 3 as old as
Jack Wow! It sounds like a fun place to visit
12 1 fewer 2 more 3 less 4 fewer – imagine robots that do everything.
13 1 d 2 a 3 b 4 c Shala Really? I don’t like the idea very much.
I think it sounds a bit scary. If robots do
14 a 1 Matt Hi. What are you doing? e 2 Theo I’m everything, what do all the people do?
making a video for the theatre club. d 3 Matt I’ll
Jack Maybe they just sit at home and relax?
come over and help you, then. c 4 Theo No,
Anyway, have you finished your project
honestly. It’s fine. f 5 Matt I promise I won’t laugh!
yet?
b 6 Theo OK then.
Shala Yes, I just have to save it and send it as
15 1 No, really 2 First of all 3 Then 4 What did you do an attachment to Mrs Green. We have
16 1 isn’t going to rain 2 ’ll miss 3 are, going to have D&T tomorrow, first lesson.
Jack Great. Do you want to go and get
17 1 going to 2 found 3 to work 4 ’ll 5 never 6 ’m
something to eat when you’ve finished?
going to 7 What 8 ’m going 9 ’ll 10 won’t
I’m starving!
Shala Good idea. Let’s go.
Answer Key Extension 5 Risposte libere.
EXTENSION 1-2 EXTENSION 3-4-5
Pagina 139 Pagina 141
1 1 a description of the Yeti, 3 where Joe wants to go 1 1 C 2 A 3 B
on holiday 2 1 He spent some time in hospital which made him
2 1 T 2 F. They think it doesn’t exist and that the Yeti want to become a nurse. 2 He’s going to do nursing
is a big bear or similar type of animal. 3 F. It’s the for children. 3 Amit has to do a special training
course for 7 to 10 months then more training on the
second biggest lake in Scotland. 4 T 5 T 6 NG
job. 4 He’s interested in the mechanics of how
3 1 Risposte possibili: Tooth fairy, Easter bunny, Father planes fly and likes the idea of using the special
Christmas, La Befana, Bigfoot (Sasquatch), equipment. 5 Maths, Physics and Chemistry.
mermaids/mermen, leprechauns, vampires, 6 Because her mum has always told her to work
werewolves, El Chupacabra, Kala Bandar, Mobele- hard and believe in herself.
Mbembe, Ropen 2 Risposte possibili: Father 3 1 police, fire service 2 avalanches, landslides
Christmas – North Pole, Bigfoot (Sasquatch) – 3 confident, patient 4 nights 5 fire service 6 the
California, USA; mermaids/mermen – in the sea; world
leprechauns – at the end of the rainbow; vampires
- Transylvania, Romania; El Chupacabra – South 3-43 Audio script
America; Kala Bandar – India; Mobele-Mbembe –
Millions of people around the world have dogs as
Congo River, Africa; Ropen – Papua New Guinea. pets, but a dog can be more than a man’s best
3-4 Risposte libere. friend – they can also help save people’s lives.
4 1 b 2 c 3 a 4 c 5 d 6 a Emergency services like the army, the police and
the fire service often use search and rescue dogs
3-41 Audio script to look for people when disasters happen, such as
Jack Hi Shala, what are you doing? earthquakes, avalanches or landslides.
If you want to become a successful dog handler
Shala I’m working on my project for D and T.
and work with search and rescue dogs, you’ll need
Jack Ah, Design and Technology. What’s your to be confident, patient and physically fit. Often,
project about? the job involves a lot of walking or running and the
Shala It’s about a really unusual hotel in Japan weather conditions may be difficult. You’ll also
where all the staff are robots. need to know First Aid.

162

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WORKBOOK 3
3
You’ll work as a team with your dog and the other 14 1 ’m going to be 2 ’s going to work 3 ’re going to
handlers and sometimes you’ll have to work long study 4 are going to buy 5 ’s going to do 6 ’s going
hours, nights and weekends, especially if there’s to have 7 ’s going to go 8 ’re going to relax
an emergency.
Diesel is a search and rescue dog from Scotland. Pagina 155
Diesel and his handler, Gary, work for Scotland’s
15 1 I’m not going to be an urban designer. 2 He isn’t
fire service and they are also part of the UK’s
going to work in his parents’ restaurant. 3 We aren’t
International Search and Rescue Team. Together
going to study Engineering. 4 My parents aren’t
they go all over the world to assist in rescue
going to buy a new house. 5 She isn’t going to do an
operations. They train regularly in disaster
important job. 6 My aunt isn’t going to have a baby.
scenarios to help maintain their skills. Gary and
7 Our cousin isn’t going to go to university. 8 On
Diesel love their job. It isn’t always easy, but it can
holiday we aren’t going to relax.
be very rewarding.
16 1 Is your brother going to go to university after high
4-5 Risposte libere. school? No, he isn’t. 2 Are you going to eat that
sandwich? Yes, I am. 3 Are you and your family
going to go camping this year? Yes, we are. 4 Is
Answer Key Dahlia going to come to school tomorrow? No, she
isn’t. 5 Are you going to tell me what happened? No,

GRAMMAR REVISION I’m not.

17 1 isn’t going to go 2 ’s she going to do 3 ’s going to
Pagina 153 travel 4 Are your parents going to accept 5 aren’t
6 ’re going to be
UNIT 1 18 1 ones 2 one 3 one 4 one 5 one 6 ones 7 ones
1 1 been 2 do 3 eat 4 gone 5 had 6 played 8 ones
2 1 haven’t bought 2 ’ve travelled 3 ’ve been 4 ’s met
5 hasn’t made 6 haven’t told UNIT 4
3 1 gone 2 been 3 gone 4 gone 19 2 f ’ll love 3 b ’ll be 4 g ’ll write 5 d ’ll do 6 e ’ll call
7 c ’ll think
4 1 Have we bought anything from the shop? No, we
haven’t. 2 Have they travelled to China and
Australia? Yes, they have. 3 Have I been sick again?
Pagina 156
Yes, I have. 4 Has she met some girls from Spain? 20 1 won’t work 2 won’t have 3 won’t like 4 won’t win
Yes, she has. 5 Has he made any new friends? No, 5 won’t understand
he hasn’t. 6 Have I told them about the surprise? 21 1 Who will 2 Where will 3 How many, will 4 When
No, I haven’t. will 5 What, will
5 1 Where have you been? 2 Who have you talked to? 22 1 may/might fail 2 may/might leave 3 may/might
3 Why have you deleted the picture? 4 How much not go 4 may/might rent 5 may/might not get
has she saved? 5 How many pairs of shoes has he 6 may/might live
bought? 6 What have they said? 23 1 will 2 might 3 might 4 will 5 might 6 will
6 1 She’s never swum with dolphins. 2 Have I ever 24 1 ’s going to get 2 ’re going to live 3 won’t
told you my camping story? 3 Has he ever said
4 ’s going to fall 5 ’ll call
anything to you? 4 We’ve never gone hot air
ballooning. 5 Have you ever met a famous 25 1 who/that, father/dad 2 who/that, journalists
person? 3 who/that, nurses 4 which/that, vet 5 which/that,
zebra
7 1 didn’t study, haven’t studied 2 ’s left, left 3 read,
’s read
Pagina 157
Pagina 154
UNIT 5
UNIT 2 26 1 Raise your hand when 2 When I come home
8 1 ’ve just uploaded 2 ’ve just deleted 3 ’ve just met 3 When summer starts 4 if/when we reuse 5 When
4 ’s just printed 5 ’ve just saved it’s foggy 6 when there’s an obstacle
9 1 already 2 just 3 yet 4 already 5 just 6 yet 27 1 relax 2 when 3 feel 4 sleep 5 have 6 When 7 look
10 1 How long have you lived in this house? 2 How long 8 helps 9 when 10 breathe 11 becomes 12 if
has Latika lived in Italy? 3 How long have Salim and 13 walk 14 are
Carlo been friends? 4 How long have you and your 28 2 g 3 f 4 e 5 b 6 a 7 d
brother had that computer? 29 1 The weather in Italy isn’t as cold as in Sweden.
11 1 since 2 for 3 since 4 for 5 since 2 Athens isn’t as cloudy as Edinburgh. 3 Italy isn’t
12 1 ’ve lived, since 2 ’s lived, for 3 ’ve been, since as hot as Spain. 4 Grandma isn’t as old as Grandad.
4 ’ve had, since 5 I’m not as hard-working as you.
30 1 more, less 2 less 3 more 4 more 5 more, fewer
UNIT 3 31 1 How long 2 How far 3 How deep 4 How tall
13 1 Pr 2 I 3 Pr 4 I 5 Pr 6 Pr 7 I 8 I 5 How cold 6 How expensive

163

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Answer Key Pagina 222
1 1 B 2 A 3 D 4 C

COMPITI DI REALTÀ 2 1 Milly’s class did a sponsored walk to raise money.

2 They raised money for the school library.
3 They walked 10 km in total. 4 Milly’s best
Pagina 220 sponsor gave her £20. 5 They raised £520 in total.
1 1 D 2 E 3 F 4 C 5 B 6 A 6 The school library bought some great new
2 1 b 2 b 3 a 4 b books.

Pagina 221 Pagina 223

3 Risposte libere. 3 Risposte libere.
4 Risposte libere. 4 Risposte libere.
5 Risposte libere. 5 Risposte libere.

16011_ TWENTYONE _TB _VOL_3_151-[Link] 164 30/07/18 11:07

Answer Key
Twenty-one for
everyone 3
Map it! 3

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3 Answer Key

Answer Key 6 1 shouldn’t 2 anything 3 nicest 4 mustn’t 5 were

you going, saw 6 better 7 wasn’t running, was
walking 8 nothing
Twenty-one for everyone 3 7-8 Risposte libere.

STARTER UNIT 1
Pagine 6–7 Pagine 10–11
1-2 1 many 2 a few 3 Did 4 Was 5 sang 6 a lot of 1 1 They’re filming a video.
7 made 8 went 9 didn’t 10 ‘m having
4 1 He’s making five videos for his school assessment
3 1 NG 2 F 3 T 4 F 5 NG 6 T this year. 2 It’s a holiday survey about the top five
4 Vocabulary Food: sausages, chicken, salad, pizzas, things teenagers want to do in the USA. 3 Sophie
vegetable curry, rice Music and musical reads her own list. 4 He went on a roller coaster
instruments: pop (music), dance music, guitar called ‘The Swarm’. 5 They both want to go
Film and TV: sci-fi Town and transport: school, sightseeing in New York and camping in a national
cinema, leisure centre, bus Grammar How many/ park. 6 She wants to stay in a five-star hotel in San
much…? and expressions of quantity: How many Francisco with a view of the Golden Gate Bridge.
people? a lot of food; a few, not many, some songs Real English: 1 Go on then. 2 Last, but not least.
Past simple: was, were, Did Alex come?, couldn’t,
5 Vocabulary Holiday experiences: go sightseeing,
played, sang, made, wanted, went, didn’t know,
go hot air ballooning, go on a roller coaster, go
lasted, waited Present continuous for future: I’m
camping, stay in a five-star hotel Grammar
having, you’re coming
Present perfect affirmative and negative: I
5 1 eggs 2 milk 3 classical 4 keyboard 5 talent show haven’t done this before. I’ve put sightseeing in New
6 horror 7 post office 8 chemist’s York as my number five. I’ve decided on hot air
6 1 little 2 much 3 lots of/a lot of ballooning over the Grand Canyon. I’ve chosen
7 1 Did … run 2 didn’t watch 3 met 4 isn’t making camping. She’s gone to book a holiday. Present
perfect: interrogative and ever: Have you ever
8 1 Whose party was it? 2 What was the reason for been on a roller coaster? Where’s she gone?
the party? 3 Where was it? 4 How many people were Present perfect: short answers: Yes, I have.
there? 5 Did any of your friends go? 6 What did you Present perfect with never: I’ve never been on a
eat and drink? 7 Was there any music? 8 Did you roller coaster.
enjoy it? Why? / Why not? Risposte libere.
6 Risposte libere.
9 Risposte libere.
7 Risposte libere.
Pagine 8–9
Pagina 12
1
-2 1 has 2 older 3 anything 4 were eating 5 said
6 didn’t have to 7 couldn’t 8 had to 9 mustn’t 1 2 stay in 3 go on 4 go camping 5 go abroad 6 go
10 should hot air 7 miss a train/miss a plane 8 lose something
9 be sick 10 go sightseeing
3 1 He’s upset with his younger brother Tom. 2 Tom
has to clear the table and Harry has to load the 2 1 lose something important (passport) 2 be sick
dishwasher. They also have to take out the rubbish 3 stay in a hotel 4 go sightseeing 5 go camping
6 go hot air ballooning
and take the dog for a walk. 3 Because he says he
doesn’t feel well. 4 Because Tom was eating 3 Risposte libere.
chocolate an hour later. 5 Because Tom said his leg
was hurting. 6 They say Harry mustn’t say bad Pagine 13–15
things about Tom. 1 1 studied 2 slept 3 begun 4 walked 5 eaten 6 had
4 Vocabulary Personality: annoying Chores: clear 7 seen 8 met 9 stayed 10 taken 11 made
the table, load the dishwasher, take out the rubbish, 2 1 have read 2 has bought 3 have met 4 have done
take the dog for a walk Illnesses and remedies: a 5 has stopped
stomach ache, his leg was hurting, stay in bed
3 1 I haven’t read this book before. 2 Rosie hasn’t
Emotions: angry, upset Grammar Comparative
bought new jeans. 3 I’m sure we haven’t met
and superlative adjectives: younger, older, the before. 4 They haven’t done all the exercises. 5 The
most annoying must, have to and should: mustn’t rain hasn’t stopped.
say, Tom has to, I have to, he didn’t have to, I had
4 1 haven’t been 2 ’s broken 3 ’ve forgotten 4 ’s been
to, What should I do? some, any, no, every
5 hasn’t tidied
compounds: anything, everything, something Past
continuous and Past simple: while we were 5 1 been 2 been 3 gone 4 gone 5 been
eating dinner, Tom/Mum said…, he was…, an hour 6 1 Have … heard 2 Has … lost 3 Has … seen 4 Have …
later, he was eating chocolate, he said he couldn’t… tried 5 Has … gone 6 Have … had
because his leg was hurting, Dad said…, could stay 7 1 Have you loaded the dishwasher? Yes, I have.
in bed… 2 Have your sisters done their homework? No, they
5 1 kind 2 toothache 3 feed 4 shocked 5 a cold haven’t. 3 Has Grandma phoned? Yes, she has.
6 doctor 7 funny 8 guilty 4 Has Dad taken the dog for a walk? No, he hasn’t.

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Twenty-one for everyone 3
3
5 Have you and Joe put everything in your school Pagine 18–19
bags for tomorrow? Yes, we have. 1 San Francisco / California / the USA.
8 2 e has, put 3 a has, written 4 c have, opened 2 1 F 2 T 3 F 4 F 5 T 6 NG
5 f has, bought 6 d have, seen
3 1 At all the famous places in the city (including the

Check it never, ever Golden Gate Bridge and Chinatown). 2 Three.
9 1 ever, never 2 ever, never 3 never, ever 4 ever, 4 1 20 2 6 o’clock 3 30 4 12 5 Taylor
never
5-6 Risposte libere.
10 1 C 2 I we went… 3 I We’ve never eaten... 4 I What
time did you have… 5 I They got married... 6 C
11 3 Have … looked 4 saw 5 Have … been 6 have
7 went 8 didn’t like 9 played
12 1 haven’t 2 finished 3 helped 4 had 5 got 6 studied
UNIT 2
7 did 8 ’ve done 9 been 10 ’s gone Pagine 20–21
13 1 A Have you seen the new Chris Hemsworth film? 1 1 They are outdoors, somewhere in the city / in
B Yes, I have. I saw it on Saturday. I went to the London.
cinema with my classmates. A Was it good? B Yes, it Real English 1 You name it. 2 downsides 3 It’s
was. gone viral. 4 Take a look.

2 A Have you ever been to the USA? 4 1 phone 2 a dinosaur/old/slow 3 delete/remove
B No, I haven’t. But I’ve been to Canada. 4 app developer 5 fake apps 6 photo editing
A Really? When did you go (there)? 5 Vocabulary Technology: share, scroll down,
B Last year. My aunt lives in Montreal, so we went to highlight, tap on, send, delete, gone viral
visit her/stay with her.

Grammar Present perfect with just: They’ve just
14 Risposte libere. removed a fake Pokemon app. Present perfect
with already and yet: I’ve already done that. Have
Pagina 16 you seen the video about it yet? No, I haven’t seen it
1 1 Saturday morning. 2 What time does it arrive? yet. Present perfect with How long…? How long
3 That’s perfect. 4 How much is a ticket? 5 We’d like have you had this phone? How long have you been
a return. 6 OK. Thanks. an app developer?time expressions with for and
since: for two years, for a while now, since 2012
3 1 some information 2 There’s a 3 What time 4 How
much 5 return 6 ’d like 6 Risposte libere.
4
-5 Risposte libere. 7 Sophie thinks Dillon should delete some stuff.
Risposte libere.
Pagina 17
Pagina 22
1 Risposte libere.
1 2 copy and paste 3 download / upload 4 save
2 1 Air travel is cheaper and the digital age means 5 highlight 6 share 7 scroll up / scroll down 8 log in
finding and booking everything is easier. 2 It can / log out 9 delete 10 tap (on) 11 type in 12 click on
damage the local culture, environment and wildlife.
Tourists drop litter and use local resources like water,
2 ✓ copy and paste, ✓ log in ✓ delete, ✓ type in, ✓
scroll down, ✓ upload, ✓ click on
etc. 3 Recycle rubbish and don’t waste water, choose
environmentally-friendly travel options like the train, 3 Risposte libere.
go camping or stay in a small bed and breakfast,
buy local products and support the community. Pagine 23–25
4 Artefacts or natural objects like plants or shells. 1 1 You have just deleted that message! 2 I have just
3 Risposte possibili: 1 In Rome, tourists have logged out. 3 I have just heard Anna is changing
damaged the Colosseum with graffiti. One tourist school. 4 Alex has just shared a funny photo. 5 It
paid a fine of €20,000 because he scratched his has just started raining. 6 We have just seen a really
initials on the Colosseum wall. In Venice, there are good film. 7 That boy has just fallen off his bike!
too many enormous cruise ships and the fragile 8 I have just eaten a huge pizza.
lagoon ecosystem is in danger. More than 30 million Check it 1 (non) ancora 2 già
tourists visit Venice every year and there are also 2 1 already 2 yet 3 already 4 yet 5 yet 6 already
problems with vandalism and crime. Accommodation
3 1 He’s already called Eric. 2 He hasn’t finished his/
in Venice is also too expensive for many residents
the Maths homework yet. 3 He’s already tidied his
who can’t pay tourist prices, so they leave to go and bedroom. 4 He’s already taken out the rubbish. 5 He
live on the mainland. 2 Research your destination hasn’t uploaded the/some/his photos on his blog
and try and use public transport where possible. yet.
Take shopping bags so you don’t need to buy plastic
ones. Carry bags for your rubbish. Take small travel 4 1 yet 2 yet 3 already 4 just 5 already 6 just … yet
sizes of shampoo and then bring the empty bottles 5 1 already 2 yet 3 just 4 yet 5 already 6 just
home again to reuse. If you are a hotel, don’t 6 1 How long have you known Jason? 2 How long have
change your towels every day. Buy local products you had that tablet? 3 How long has Lucy had a
and eat local food. Wear appropriate clothes boyfriend? 4 How long have they lived in London?
(different cultures have different customs). 5 How long has Harry been on the phone?
4 Risposte libere. Check it for, since

167

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3 Answer Key

7 1 for 2 since 3 since 4 since 5 for 6 since 7 for 8 for recently? 7 Have you ever uploaded photos or
8 1 for 2 since 3 since 4 since 5 for 6 since videos? 8 Have you played any games today?
Risposte libere.
9 1 This film’s been on for an hour. 2 We’ve lived in
this house for five years. 3 I’ve had this phone since 7 Risposte libere.
Christmas. 4 I’ve had this book for weeks.
10 1 since 2 has your brother been, For 3 have you
had, Since 4 have you liked, For 5 has your mum
worked, For, since MAGAZINE 1-2
11 1 How long have you lived in this town or area?
2 How long have you liked your favourite singer? Pagine 30–31
3 How long have you been at this school? 4 How 1 Risposte possibili: ‘The Lost World’ is in the Amazon
long have you been in this lesson? Risposte libere. in South America. Strange plants and trees, strange
12 1 yet 2 ’ve been 3 for 4 already 5 just 6 did animals – maybe dangerous ones or prehistoric
7 haven’t 8 yet 9 already 10 Have you seen ones.
11 have you had 12 Since 2 1 D 2 A 3 E 4 C 5 B
13 Lee Hi, Cody. How’s it going? / How are you? 3 1 He decided to go and explore the central lake
Cody I’m tired. I’ve just woken up. Lee But it’s 11 alone. 2 Cliffs and caves with lights in them.
(o’clock)! Have you had breakfast yet? Cody No, not 3 Because he was running away from an Allosaurus.
yet. Lee I’ve already eaten and I’ve also done my 4 In a trap for dinosaurs. 5 The sound of a rifle. So
homework / I’ve done my homework too. Cody he ran to the camp and shouted. 6 No one was
Really? How long have you been awake? Lee For
there. There was only blood on the ground.
about four hours. I woke up at 7.00.
4 Risposte possibili: 1 D 2 C 3 A 4 E 5 B
14 Risposte libere.
5 Risposte possibili: 1 Edward decided to explore the
Pagina 26 lake because Gladys wanted to marry a great
explorer, a hero. So his ‘real’ objective was to make
-2 1 unlock 2 open your store 3 app 4 right 5 installing
1
Gladys admire him and marry her. 2 No, he didn’t.
3 2 Then 3 Now 4 Now what 5 Try 6 Finally He made the decision quickly without thinking of the
4 Risposte possibili: A How do I buy a train ticket from consequences. 3 Risposte libere.
a machine at the station? B Make your selection
using the buttons next to the screen. Select a ticket Pagine 32–33
type. A OK. Then what do I do? B Insert payment.
Machines accept credit cards, coins and notes.
1 Risposte libere.
A What do I do next? B Pick up your ticket and/or 2 1 D 2 F 3 E 4 C 5 A 6 B
change from the tray at the bottom of the machine. 3 1 biggest 2 scary 3 seconds 4 the dark 5 fly 6 67
5 Risposte libere. 4 1 NG 2 T 3 F 4 F 5 T 6 NG
5 1 C 2 B 3 D 4 F 5 A 6 E 7 G
Pagina 27
6 1 C 2 E 3 D 4 F 5 A Extra rides: B, G
1 Risposte libere.
2 1 Because it encourages us to compare ourselves 7-8 Risposte libere.
with our friends. 2 Because people usually only show
the fun, interesting moments online, and not their Pagine 34–35
everyday routine. 3 Because people can create fake 1 Risposte libere.
identities. 4 You leave a ‘digital footprint’ – you can’t 2 1 E 2 D 3 B 4 F 5 A 6 C
get it back. Even if you delete it, it’s still on the
Internet somewhere. 3 1 It activates a service and connects the phone to
the network. 2 A mobile network cell is an area of
3-4 Risposte libere.
land. 3 The phone sends a signal that connects to
the base station nearest to you. The base station
Pagine 28–29 sends the signal to the control centre, and the centre
1 Risposte libere. sends it to the phone you’re calling. 4 It’s a binary
2 1 Joe’s app highlights his mistakes. 2 Natalie can format, a sequence of 1 and 0 that represents the
stop her alarm app by doing things. 3 He only has to signal of a phone and any content that is
sing a few bars of the song. 4 Tessa’s app helps you transmitted: voice, pictures, etc. 5 Your phone
decide what clothes to wear in the morning. 5 The locates four satellites, then calculates the distance to
Forest app helps Lewis to manage his time online. them and uses this information to understand your
6 Lewis finds it very satisfying. position and tell you how to get to where you want
3 Risposte libere. to go.
4 teachers, the weekend 4 1 Risposta possibile: The mobile network is a group
5 1 A 2 B 3 B, 4 A 5 B of cells connected by radio waves. It works like this:
the phone sends a signal that connects to the base
6 1 Have you got a phone or computer? 2 If so, how
long have you had it? 3 What are your favourite station nearest to you. The base station sends the
websites? 4 How much time do you spend online signal to the control centre, and the centre sends it
every day? 5 Have you ever used the Internet for to the phone you’re calling. 2 Risposte libere.
homework? 6 Have you downloaded any music 5 Risposte libere.
168

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Twenty-one for everyone 3
3
7 1 are you going to go 2 Is Aiden going to reserve
UNIT 3 3 is Anna going to study 4 Are we going to buy
8 Risposte libere.
Pagine 36–37 Check it one, ones
1 1 She’s talking to Dillon’s mum. 9 1 one 2 ones 3 one 4 ones 5 ones
Real English 1 whether … or 2 don’t panic 3 range
10 1 new ones 2 a small one 3 a red one 4 those ones
4 That sounds like 11 1 one 2 isn’t going to come 3 ’s going to stay 4 ’s
4 1 Because she doesn’t know what to say, she hasn’t going to take 5 ’re going to visit 6 isn’t going to rain,
done any preparation. 2 She’s a career counsellor. 7 ’s going to be 8 ones 9 are you going to come
3 It’s a career guidance service for young people. 10 aren’t going to get
4 Because they choose the subjects they do in Years 12 1 A What are you going to do this evening?
10 and 11 for their GCSE exams. 5 They have to B Nothing. I’m going to relax and listen to music.
decide if they’re going to stay at school, or do a 2 A Are you going to invite Nina to the party on
vocational course or get work experience. 6 She Saturday? B No, I’m not. I don’t know her well.
says that they should choose a range of subjects 3 A Which phone is yours? / Which one is your
that are going to give them options. phone? B The old one! 4 A Is Jim going to win the
5 Vocabulary Jobs: plumber, lawyer Grammar be match? B No, he isn’t. He’s playing really/very badly.
going to: affirmative and negative You’re going 13 Risposte libere.
to choose the subjects … the ones you are going to
study for your GCSEs, Decide if you’re going to stay Pagina 42
at school, or you’re going to do a vocational course,
Choose a range of subjects that are going to give
1
-2 1 designer 2 design 3 travel 4 Canada 5 university 6
experience
you options, I’m not going to do an interview…
be going to: interrogative and short answers 3 2 thinking of 3 like to 4 planning to 5 going to go
Are you going to interview Mum? No, I’m not. What 4 Risposte possibili: A What are you going to do this
am I going to say? Pronouns one, ones: The ones summer? B I want to go on an activity holiday.
you’re going to study… A Where are you going to go? B I’m going to go to
6 Risposte libere. the Dolomites. A What activities are you going to
do? B I’m going to go hiking and horse-riding.
7 Risposte possibili: 1 In Year 9, they have to decide
A Where are you going to stay? B I’m going to sleep
which subjects to study for their GCSE exams and
in a hostel. A How are you going to travel there?
after that, they have to decide if they’re going to
B I’m going to go by train. What about you? What
stay at school, or do a vocational course or get work
are you going to do this summer?
experience. 2-3 Risposte libere.
5 Risposte libere.
Pagina 38
Pagina 43
1 2 chef 3 graphic designer 4 hairdresser 5 journalist
6 lawyer 7 mechanic 8 plumber 9 shop assistant 1 Risposte libere.
10 nurse 2 1 It is when society or people think boys and girls
2 2 journalist 3 hairdresser 4 nurse should behave in a certain way, e.g. girls should
wear pink, boys should wear blue, etc. 2 It is when
3 Risposte libere. roles or rules in a society favour men or women.
3 It is when girls and boys, and men and women
Pagine 39–41 have the same rights, opportunities and protection.
1 1 I 2 I 3 P 4 I 5 P 4 In some countries, there are laws which limit
2 1 are/’re going to stay 2 is/’s going to make which jobs women can do. There are fewer women
3 am/’m going to wear 4 is/’s going to be 5 are/’re managers and politicians, and men nearly always
going to have earn more than women for doing the same job.
3 1 He’s going to sit on the sofa all afternoon. 2 He 3-4 Risposte libere.
isn’t going to do any work. 3 He’s going to watch
football on TV. 4 He isn’t going to cut the grass. Pagine 44–45
5 He isn’t going to cook dinner. 6 He’s going to 1 Risposte libere.
phone for a pizza. 2 1 Look after the buildings and gardens; getting
4 1 ’m not going to 2 is going to 3 aren’t going 4 isn’t everything ready on the island when the owner
going to 5 ’re going to 6 aren’t going to comes to visit. 2 To check how comfortable they are.
5 1 isn’t going to rain. 2 ’re going to have. 3 isn’t 3 The smell, the texture and the taste. 4 Up to 30.
going to finish. 4 ’s going to score. 5 ’re going to 5 Its height, speed and how safe it is. 6 The private
miss. island caretaker.
Check it non si usa 3 He’s a firefighter. His favourite part is helping people
and saving lives.
6 1 Are you going to tell – Yes, I am. 2 Is Abbie going
to stay– Yes, she is. 3 Is Dexter going to audition– 4 1 office 2 useful 3 medical 4 calm 5 communication
No, he isn’t. 4 Are they going to come– No, they 6 42
aren’t. 5 Are we going to go– Yes, we are. 5-6 Risposte libere.
169

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Twenty One TB Test VOL3

Caricato da

Twenty One TB Test VOL3

Caricato da

Student’s Book 3

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3 the dog for a walk.

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Last, but not least

16011_ TWENTYONE _TB _VOL_3_038-[Link] 39 26/07/18 14:28

• Far guardare il video agli studenti

1-07 Audio script

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1 I haven’t read this book

1-08 Audio script

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• Far guardare il video che illustra

e has Mum put

f has Dad bought

16011_ TWENTYONE _TB _VOL_3_038-[Link] 42 26/07/18 14:28

1-11 Audio script

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• Far guardare il video e fare

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1 Air travel is cheaper and the

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Culture note 6 o’clock

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• Far guardare il video che illustra

1 How long have you known

• Far guardare il video che illustra

1-23 Audio script

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• Far guardare il video e fare

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1 Joe’s app highlights his

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Listening pp. 38–39

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CLIL pp. 40–41

1 It activates a service and

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chef graphic designer hairdresser journalist

2 ➜ p. 44 chef journalist hairdresser nurse

2-05 Audio script

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• Far guardare il video su come si

1 He’s going to sit on the sofa

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• Far guardare il video su come si

2-08 Audio script

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1 A What are you going to do

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2-12 Audio script

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1 It is when society or people

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1-2 Risposte libere

16011_ TWENTYONE _TB _VOL_3_064-[Link] 73 26/07/18 14:42

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