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Open Space A multi-tasking Grammar

updated

For language awareness and proficient communication From Elementary A2 to Upper Intermediate B2+

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02/12/19 12:02

Open Space

updated A multi-tasking Grammar

Che cos’è Open Space updated? Open Space updated mantiene le stesse caratteristiche di Open Space, configurandosi come manuale innovativo per lo studio della lingua inglese. Si contraddistingue per le seguenti novità: • Arricchimento e potenziamento degli esercizi • Presentazione dettagliata di struttura e tipologie dei quesiti degli esami di certificazione B1 Preliminary 2020, B2 First • Sviluppo e consolidamento delle competenze previste per il test INVALSI (B1 e B2) • Disponibilità per gli studenti del quaderno More Practice che contiene esercizi aggiuntivi

Grammar Space 5

Simple Present

7. Trova i sei abbinamenti corretti scegliendo tra le otto alternative date in ordine sparso.

Forma interrogativa e interrogativo-negativa 039 Ascolta e leggi. Dove lavora Chris e che cosa fa?

STRUTTURA DELL’OPERA

Henry Chris Henry Chris Henry Chris Henry Chris

24 Open Space suddivisi in altrettanti Grammar Space e Communication Space Grammar Space

Ogni Grammar Space propone schede grammaticali in italiano introdotte da dialoghi e testi di ascolto in contesto reale e illustrati, seguiti da una batteria di attività di practice con esercizi dalla tipologia estremamente ricca e variata.

Do you take the 6.30 train every day, Chris? No, I generally take the 7.10 train. Where do you work? I work in London. And what do you do? I’m a librarian. Do you like your job? Yes, but I don’t like getting up early. Yes, it’s terrible… Ben is lucky. He never gets up early. True, I live near the station.

Henry Ben

forma INTERROGATIVA + soggetto + infinito senza

does

forma INTERROGATIVO-NEGATIVA / doesn’t + soggetto + infinito senza to

don’t

Excuse me. (1)

Dave

My name’s Dave Grant.

You

(2)

Dave

Oh, very early. At half past six.

Well, I usually finish work at half past five. Do you ever (6)

You

Where (3)

Dave

No, I don’t. I never go to bed late.

You

Thank you.

Dave

You’re welcome.

I work in a bank in the centre.

does

he/she/it

work?

doesn’t

he/she/it

work?

You

What time (4)

“Do they live in London” “No, they don’t.”

does

My hair looks terrible. 

• La forma interrogativo-negativa si può usare per dare suggerimenti. “Lucy’s got toothache.” “Lucy ha mal di denti.”

“Why doesn’t she see a dentist?”

Why don’t you go to the hairdresser’s?

“Perché non va da un dentista?”

• Il verbo to have senza got può formare le negative, le interrogative e le interrogativonegative anche con gli ausiliari do e does. Do you have a big family?

How…? Come…?

Hai una famiglia numerosa?

How long…? Quanto…?/Quanto tempo…?

• Gli interrogativi Who…? e What…? rifiutano gli ausiliari do e does quando fungono da soggetto.

How often…? Quante volte…?/Quanto spesso…?

Who helps you with the office work?

Once (a week/month/…) Una volta (alla settimana/al mese/…)

Chi ti aiuta/aiuta te? (“Chi” soggetto)

Who do you help with the office work?

Twice (a week/month/…) Due volte (alla settimana/al mese/…)

Chi aiuti tu? (“Chi” compl. oggetto)

Who lives with you?

Three/Four times (a week/month/…) Tre/Quattro volte (alla settimana/al mese/…)

Chi vive con te? (“Chi” soggetto)

Who do you live with?

Lucy’s tired.

Daddy doesn’t like this programme.

It’s hot in this room.

Jenny’s car battery is flat.

– Maps and Tables, una pagina di tabelle e mappe concettuali indispensabile per la messa a fuoco delle strutture fondamentali. Communication Space è la sezione in cui le conoscenze acquisite in Grammar Space vengono messe “in azione” attraverso l’ampliamento del lessico, delle funzioni linguistiche e lo sviluppo di competenze comunicative ( Vocabulary and Skills). Gli ambiti tematici sono in linea con i suggerimenti del Quadro Comune Europeo di Riferimento. Per il raggiungimento delle abilità di comprensione orale e scritta si propone un’ampia gamma di ascolti e di letture. L’interazione e la produzione orale sono perseguite attraverso domande personali, descrizioni di immagini e scambi di opinione. Le attività di scrittura guidano verso la produzione di vari formati testuali. Le tipologie di esercizi di questa sezione costituiscono una componente fondamentale per la preparazione agli esami di certificazione Cambridge English: B1 Preliminary 2020, Cambridge English: B2 First e alla prova INVALSI (B1 e B2). Ampio spazio viene dedicato al lavoro di coppia che simula l’interazione tra candidato e esaminatore.

I don’t know where the station is.

GRAMMAR SPACE 5

Grammar Space 19

Consolidation

9. Riscrivi le frasi usando didn’t need + infinito o needn’t have + participio passato come negli esempi.

1. “Why ______________________ (you / take) him to hospital?” “Because his nose was bleeding.”

It was not necessary to hurry to the airport. Why did you? You needn’t have hurried to the airport. Why did you?

2. I’ve been lucky, so far I ______________________ (never / ask) anyone for financial help. 3. “How long ______________________ (you / wait) for them?” “They were twenty minutes late.” 4. “______________________ (Mike / drive) to work every day?” “Yes, there’s no public transport there.” 5. If we hadn’t found a car park, we ______________________ (pay) for a garage. 6. It was snowing, so they ______________________ (hire) a jeep to get to the mountain village. 7. “My ankle will soon be better.” “Good! So you ______________________ (not / give) up jogging.” 8. They ______________________ (follow) a high protein diet if they wanted to do bodybuilding.

1. 2. 3. 4. 5. 6.

1. Why did she iron my shirts? I could have done it myself. 2. We bought a cake, but Maggie had made a delicious apple pie. 3. It was not necessary for me to learn the poem by heart. I knew it from childhood. 4. There was no need for you to put down a deposit. Why did you? 5. We took more luggage than we needed on holiday.

Maps and Tables

futurocorrisponde in inglese 10. Scegli fra le alternative quella il099 cui Il significato alla frase data. 1. The house was upside-down. They must have left in a hurry.

You mustn’t / don’t have to put medicines where children can get at them. Passengers don’t have to / mustn’t use their mobiles when the plane is taking off. Tell Pete he doesn’t have to / mustn’t go to the shops because I went this morning. Motorists mustn’t / don’t have to smoke when filling up at a petrol station. Come on, John! Don’t worry. You don’t have to / mustn’t decide now. You mustn’t / don’t have to attend a course. Your English is excellent.

TEMPO

They were obliged to leave in a hurry.

2. We don’t have to take an entry test. Simple a There’s no need to take a test. Present 3. She had to change a tyre by herself. a

3. Completa le frasi con una deduzione utilizzando must have + il participio passato dei verbi tra parentesi. 2. Tim’s full of red spots. He ___________________________ (catch) measles at nursery school. 3. “What did Steven give Susan for her birthday?” “He ___________________________ (give) her a ring. 4. Miss Tyndall isn’t in her office. She ___________________________ (leave) earlier today. 5. Robert ___________________________ (put) in a lot of work if his project came first.

She should have changed a tyre.

5. Completa le frasi con should o shouldn’t seguito dai verbi dati in ordine sparso.

I think they left in a hurry.

orari fissi/prestabiliti We shouldn’t take a test.

She was obliged to change a tyre.

You walked all that way. It was necessary.

FORMA My plane for Paris

takes off at 8.10 a.m.

You walked all that way unnecessarily.

5. You needn’t tell me I have to work harder.

azioni programmate (spesso b I know Perhaps you think I should workPresent harder. I have accompagnate to work harder. da espressioni di tempo Continuous come tomorrow, 11. Reading and Completa la seconda frase in modo tale che abbia stesso significato della nextloweek,...) Use of English prima utilizzando la parola data. Si possono usare da due a cinque parole Part 4 inclusa la parola data. a

I’m leaving for Paris next Saturday.

An extraction of the broken tooth was not necessary. (have) didn’t have to take out the broken tooth. The dentist ___________

4. Scegli l’alternativa corretta. “Do you know why Sam isn’t at school today?” “He must / has to be ill.” The article said that they must have evacuated / had to evacuate the hotel because of a fire. You must have had / had to have a wonderful holiday in Greece. Tell me all about it. If the software is OK then the problem must / has to be the hardware. His scooter was on the pavement, that’s why he had to pay / must have paid a fine. I made a mess of the calculations, so I must have started / had to start all over again. Her flat is near a supermarket so she mustn’t / doesn’t have to use the car for her shopping. Someone must have taken / would have to take my camera. It was here a minute ago.

USO

4. You needn’t have walked all that way. Why did you? a

1. Grandpa had been working in the garden all day. He ___________________________ (be) exhausted.

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

Consolidation

We left in good time so there was no need to hurry to the airport. We left in good time so we didn’t need to hurry to the airport.

1. Completa le frasi con il tempo e la forma corretti di to have to seguito dai verbi tra parentesi.

2. Scegli l’alternativa corretta.

Communication Space

There’s an interesting film on.

Every day/month/... Ogni giorno/mese/...

Con chi vivi? (“Chi” compl. indiretto)

Ricorda che la preposizione del complemento indiretto è posta alla fine della domanda prima di un’eventuale espressione di tempo.

Ciascun Grammar Space si chiude con – Consolidation, ripasso e consolidamento degli argomenti trattati;

(we) go and see it together • (you) ask a policeman • (you) go to the hairdresser’s • (he) change channel • (she) call a mechanic • (she) lie down for a bit • (you) open the window

pron. pers. sogg.

They don’t live in London, do they?

9. Guarda le immagini e replica con un suggerimento appropriato utilizzando don’t e doesn’t con le espressioni date in ordine sparso.

It rains a lot here in spring, doesn’t it? do

Dave You

Dave

When (5)

Do you have breakfast? Yes, I do. I always have a big breakfast.

work?

frase negativa,

No, I don’t. I have lunch in the canteen.

You

I/you/we/they

QUESTION TAGS (“Vero?” - “Non è vero?”) + don’t / doesn’t + pron. pers. sogg.

Do you have lunch at home?

Dave

don’t

frase affermativa,

____ ____ ____ ____ ____ ____

I start work at half past eight.

You

work?

“Does it rain a lot here in spring?” “Yes, it does.” + pron. pers. sogg. + don’t / doesn’t

Dave

? do you get up?

I/you/we/they

SHORT ANSWERS (“Sì” - “No”) yes, + pron. pers. sogg. + do / does

1. 2. 3. 4. 5. 6.

040 Completa l’intervista a Dave Grant. Poi ascolta e verifica.

You

no,

a. No, thanks. I’m not tired b. Really? How often do you do it? c. Every morning. d. No, he doesn’t. e. I find it boring. f. No, I need a new pair of jeans. g. Yes, I like it very much. h. Really? Where does she go?

1. How often do you check your emails? 2. What do you think of classical music? 3. Rhoda always has a walk when she’s nervous. 4. Do you need to stop for a moment? 5. I like to have a bike ride along the cliffs. 6. Does Morgan train a local team?

1. You should avoid being late for school again. (better)

intenzionalità I’m going to stay You __________________________________________________________________ late for school again. To be at a B&B. azioni imminenti/ going to 2. I’m certain that the signature on this letter is Ronald’s. (must) inevitabilità di un evento It isn’t going to be sunny. Ronald _________________________________________________________________________ this letter. 3. It would have been sensible if he had backed up that file. (should) He ____________________________________________________________________________ up that file. 4. Why did she change the curtains? They were new. (have)

wear • go • remove • take • ring • tease

She ___________________________________________________________ the curtains. They were new.

previsioni 5. There’s no need to go over the programme. We’ve all approved it. (have)

1. We __________________________________ this old carpet. It’s worn out.

promesse We ___________________________________________ go over the programme. We’ve all approved it. Simple decisioni prese 6. Remember to visit the MetropolitanFuture in New York. (forget)

2. You __________________________________ more care of yourself. You look tired. 3. She’s always so tired. She __________________________________ to bed so late at night.

al momento

4. You __________________________________ that light jacket. It’s freezing outside.

You __________________________________________________________ the Metropolitan in New York.

5. David, you __________________________________ animals. It can be dangerous!

If I’m late for the flight I’ll get a taxi to the airport.

azioni in corso di svolgimento nel futuro

This time next Saturday I’ll be flying to Paris.

398

GRAMMAR SPACE 19

Simple Future Continuous

Communication Space 9

Vocabulary and Skills 231

B1 Preliminary Invalsi B1

What’s on the menu?

Talking about food preparation and kitchen equipment Food preparation

to add

to bake

to beat

to boil

to chop

to crush

GRAMMAR SPACE 11

8. Reading – Part 2 The people below are looking for somewhere to eat. Opposite them there are descriptions of eight places to eat. Decide which place (A – H) would be the most suitable for them (1 – 5).

□

A Tokyo Express If Sushi (rice with raw fish) and Sashimi (raw fish with spicy sauces) are new to you, then here’s your chance to discover the world of Japanese cooking. Open 19.30 - 23.00 Wed. - Sun.

1. Tony and Gillian It’s their wedding anniversary next Monday and Tony wants to have a romantic evening out. They enjoy all types of oriental cooking.

B Pasta Paradise This small but intimate restaurant serves a short menu of home-made pasta dishes that couldn’t be bettered in Naples! Not cheap, but very, very good. Essential to book at least two weeks beforehand.

□

to cut

to drain

to fry

to grate

to grill

to heat

to mash

to melt

to mince

to mix

to peel

to pour

to rinse/to wash to roast

to roll

to scramble

to slice

to smooth

to spread

to squeeze

to steam

to stir

to weigh

2. Harry and Tania The class has asked Harry and Tania to organise the end-of-term dinner (there are 19 of them). If they can combine the meal with something active, the evening is sure to be a success.

C Bamboo Curtain Cantonese style food is offered at the Bamboo Curtain, the newest Chinese restaurant that also offers American-style grilled meats and salads. The atmosphere is animated. Ideal for the over-thirties.

D Fruits of the Earth Hidden away behind the bowling alley, this restaurant has quickly become a hit with the town’s young crowd. It offers a surprisingly wide range of dishes at very reasonable prices. Open all week. Last orders 22.00

□

to sprinkle

Kitchen equipment

chopping board

corkscrew

colander

food processor

ladle funnel

mixing bowl

3. Bob and Sylvia These two Scottish students (24) are on a short visit to the south of England. It’s lunchtime, but they don’t want to waste time and money in a restaurant.

E Star of India This restaurant is one of the best places to enjoy traditional Indian dishes. The atmosphere is very reserved and quiet. Maximum four persons per booking. Closed Tuesday.

□

bottle opener can opener

visit the Louvre?

ipotetiche di 1° tipo

6. We __________________________________ Fanny to invite her to the street theatre festival. 396

Will we have time to

I’ll bring you back a souvenir from France. I won’t take a raincoat. I won’t need it.

grater

immersion blender

potato peeler pot holder 192

COMMUNICATION SPACE 9

juicer

timer

kettle

tray

wooden spoon

4. Sandra and her friends Aged 32, Sandra is getting married soon and wants to find somewhere lively and fun for her “hen party”. The only evening she has free is Tuesday.

F Cod ‘n’ Chips This family-run business offers the most traditional of all English “fast food”. An ideal quick lunch either to eat in the restaurant or to take away. Open seven days a week from 12.00 to 14.30 and 18.00 to 23.00.

G Tapéo Restaurant & Tapas Bar This Spanish restaurant is full of character. The food is delicious and the service is friendly. It’s a great place for a lively evening in good company. Open evenings only, closed Tuesdays.

□

5. Monica and Terry They both love Mediterranean food. The builders are installing a new kitchen in their flat next Friday and so they are going to eat out in the evening, but they haven’t booked anything yet.

H Highland Fling When you think of food, Scotland doesn’t normally spring to mind, but this lunch åååtime venue could change your mind. The menu offers traditional dishes as well as other delights. Expensive but special. Open 11.30 to 14.30 seven days a week. 197

COMMUNICATION SPACE 9

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Open Space updated presenta due spazi di studio e approfondimento, Grammar Space e Communication Space separati ma strettamente interconnessi, per offrire al discente uno strumento di apprendimento completo, flessibile e stimolante. Quali sono gli obiettivi di Open Space updated? Open Space updated fornisce allo studente gli strumenti indispensabili per comunicare in inglese (grammatica, lessico, funzioni, abilità linguistiche) e lo conduce gradualmente dal livello A2 ai livelli B1 e B2+ del Common European Framework of Reference. Perché Open Space updated? Open Space updated considera la lingua uno spazio unitario, nel quale i due aspetti, Grammar e Communication, non sono subordinati a criteri gerarchici, ma sono caratterizzati da grande interconnettività e flessibilità per facilitare le conoscenze e lo sviluppo delle competenze linguistiche, comunicative e culturali.

Space for More Grammar 6

Espressioni idiomatiche con can / could

Will / Would Vowels

• can’t / couldn’t + help + forma in -ing non poter fare a meno di (fare qualcosa)

He’s got a bad cold. He can’t help sneezing.

Sezione finale di lessico e morfosintassi

• can(’t) / could(n’t) + do without + sostantivo poter / non poter fare a meno di (qualcosa)

How can you do without a cup of tea all afternoon? • can(’t) / could(n’t) + afford + infinito / sostantivo / pron. pers. compl.

/i:/ sheep

/I/ hill

/ɑ:/ star

// cup

/e/ pen

// cap

potersi / non potersi permettere economicamente

Sorry, but we can’t afford (to buy) a new camper. • can(’t) / could(n’t) + stand + forma in -ing / sostantivo / pron. pers. compl. riuscire / non riuscire a sopportare / tollerare

Una ricca sezione finale contiene ulteriori aspetti lessicali e morfosintattici, tra cui: Space for More Grammar (ampliamento e approfondimento di alcuni argomenti grammaticali), Phonetics, Phrasal Verbs, Translation, Language Booster e Word Formation.

I can’t stand swimming in cold water. I can’t stand her when she puts on airs.

Practice

/ɒ/ fox

/ɔ:/ ball

1. Abbina le frasi. 1. 2. 3. 4. 5. 6. 7. 8.

I was in the next room. a. We can’t afford to lose him. He’s so shy with girls. b. I couldn’t help overhearing what you said. Try to be patient with that customer. c. He couldn’t help it. We can’t afford to buy you a scooter. d. It gets on my nerves. The play was boring. He kept yawning. e. He can’t help blushing when he talks to them. Formation He’s the Word most selfish man I’ve ever met. f. I can’t do without a coffee in the morning. I can’t stand children shouting. g. You’ll have to do without. I think I’m addicted. h. How can you stand him? 3. Reading and Read the text below. Use the word given in capitals at the end of some of the Use of English form a 5. word in the gap in the same line. There is an example 1. ____ 2. ____ 3. ____lines4.to____ ____that fits 6. ____ 7. ____ 8. ____ Part 3 at the beginning (0).

Phrasal /u:/ roof

Verbs

/:/ bird

/ə/ picture

/υ/ wood

To turn

2. Completa le frasi con le espressioni date in ordine sparso.

Writing therapy

(sth) down Diphthongs

can’t help • can’t afford • couldn’t stand • can’t stand • couldn’t help • can’t do 1. Sorry, but yesterday _____________________ feeling shemedicine was insincere. WritingItherapy is a branch of alternative that (0) encourages 2. I do apologize, _____________________ sneezing. I suffer from hayproblems fever. youbut to Iidentify, explore and release (1) ______________ in the 3. We _____________________ a new therapy dishwasher. to wait. same way as talking does.You’ll Thehave (2) ______________, of course, 4. I _____________________ queuing up at theand supermarket. terrible. is that all your unhappiness pent-up (3)It’s ______________ are jotted 5. I go everywhere withrather my new iphone. I _____________________ it. down than spoken and a lot of peoplewithout (4) ______________

COURAGE EMOTION DIFFERENT FEEL ACTUAL

into sb/sth

6. She left him find because _____________________ smoking all the this she easier and safer. Another his bonus is that it time. can be done at

any time, anywhere, and the cost involved is that of a pen and a 3. Completa lenotebook. frasi con un’espressione idiomatica con can/could. A session with a (5) ______________ may be 1. She’s such a self-centred person! Nobody _____________________ her. How can you?

(6) ______________ to get you started, but no talent is required – only the willingness to commit your secret thoughts to paper. The point of the exercise is to provide an (7) ______________ outlet for your worries, make you conscious of what is frustrating in your life and (8) ______________ your self-esteem.

2. When he learnt he hadn’t passed the selections he _____________________ crying.

3. The children had promised to keep quiet but they _____________________ making a noise. 4. I can’t understand how they _____________________ a TV set. I couldn’t live without one. 5. We need a secretary, but we _____________________ one at the moment.

/eI/ plane (sth) on/off /aI/ pipe

rifiutare

trasformarsi

Certification Practice

accendere/spegnere /ɔI/ coin (gas, elettricità) /əυ/ boat

THERAPY HELP off (sth)

EXPRESS STRONG

6. When I’m nervous I play with my hair. I know it’s a bad habit, but I _____________________ it.

(sth) up/down /aυ/ mouse /eə/ bear

528

In questa parte del manuale viene data allo studente l’opportunità di familiarizzare con gli esami di certificazione B1 Preliminary, B2 First e della prova Invalsi (B1 e B2) attraverso proposte di simulazione che ne ricalcano tipologie e strutture.

deviare, svoltare, lasciare (una strada/un’autostrada)

/υə/ alzare/abbassare il gas, ecc.) tourist /Iə/ beer(il volume, 497

SPACE FOR MORE GRAMMAR

PHONETICS

4. Reading and Read the text below. Use the word given in capitals at the end of some of the Use of English lines to form a word that fits in the gap in the same line. There is an example Part 3 at the beginning (0).

out

Home shopping direct If you order this superb (0) unbelievably priced leather shopping bag today, then we will send you this (1) ______________ matching handbag and purse (2) ______________ free. So you can now own the complete set for just £29.99.

BELIEVE USUAL ABSOLUTE

Only at Home Shopping Direct will you find such (3) ______________ value and enjoy peace of mind thanks to our unique 10-day home (4) ______________ offer before you buy! You will be impressed by the storage room available in this generously sized smart shopping carrier which has (5) ______________ handles and a (6) ______________ zipped sleeve pocket. The handbag features an (7) ______________ shoulder strap and the complementary purse is secured by a clasp. Orders are strictly on a first come, first served basis and (8) ______________ takes 2 days, so please don’t delay.

BEAT

rivelarsi, risultare

(sth) out

produrre svuotare (tasche, cassetti, ecc.)

(sth) over

voltare, girare (anche di pagina)

over

capovolgersi

TRY RESIST HAND ADJUST

arrivare, farsi vedere, ricomparire

DELIVER

A 582

558

WORD FORMATION

r Paris 8.10 a.m.

PHRASAL VERBS

Cambridge English: B1 Preliminary

or Paris day.

to stay

o be sunny.

time to uvre?

u back a France.

raincoat. ed it.

the flight axi to ort.

Saturday to Paris.

The Speaking Test is taken together with another candidate. There are two examiners: one conducts the test, the other listens and takes notes.

Cambridge English: B2 First

INVALSI • English Language Testing

Writing – Part 2

Reading B1 – Part 1

Write an answer to one of the questions 2 – 4 in this part. Write your answer in 140 – 190 words in an appropriate style.

Young artists selected for exhibition tour Read the text about an art exhibition, then answer the questions (1 – 9) using a maximum of 4 words. Write your answers in the spaces provided. The first one (0) has been done for you.

Speaking – Part 1 Here are some questions the examiner may ask in this part. Read them carefully and try to give appropriate answers. Remember, just saying “Yes” or “No” is never an appropriate answer. You must express your opinion and/or give reasons. – Good afternoon. What’s your name? – And what is your surname? – How do you spell it? – How old are you? – Where do you come from?

– Where do you study? – Tell us something about your family. – What do you enjoy doing in your free time? – Tell us something about your last holidays. – Have you got any plans for your future?

2. You see this advertisement in a booklovers’ magazine.

Book reviews wanted This is your opportunity to win a weekend in Rome! If you want to take up the challenge all you have to do is write an interesting review of a book you have read recently. Write your review.

3. This is part of an email you have received from your English-speaking friend Steven.

Speaking – Part 2

From: Steven Subject: camping holiday

Examiner to candidates A and B I’m going to give each of you a photograph and I’d like you to talk about it. Examiner to candidate A Here’s your photograph 1 . It shows someone working in a field. Please, tell us what you can see in the photograph. Talk about the people and other things in the photo. Examiner to candidate B Here’s your photograph 2 . It shows someone working in an office. Please, tell us what you can see in the photograph. Talk about the place, the people and other things in the photo.

…Your camping holiday sounded so brilliant that Molly and I would like to do the same this summer. Since it will be our first time, we thought of asking you for advice. Could you send us information about the site you stayed at? Prices, facilities, booking procedures and any other details would be useful. Love, Steven Write your email.

4. You see this announcement on an English-language website.

Articles wanted 2

Which organization chose the artwork to be displayed?

Say it in English!

Approximately how many artworks by young artists will be on show?

How long have you been studying English? What has helped you to improve your English and become more confident? Have you got any suggestions that may be useful to other learners?

In which month will the London exhibition take place?

We will publish the best articles on our website. Write your article.

597

CERTIFICATION PRACTICE

Get Creative have selected the pieces for ‘Generation ART: Young Artists on Tour’, an opportunity for young people to exhibit their artwork in the same space as established artists in a touring exhibition. Around forty pieces created by youngsters from all over the UK have been selected to feature at Turner Contemporary in London from the 2nd to the 10th of June. A range of genres will be included, from painting and ceramics to film and photography. The exhibition will then tour to New Walk Museum and Art Gallery and Soft Touch Arts, both in Leicester, and Quay Arts on the Isle of Wight. Since its creation in 2015, the aim of Generation ART has been for children and young people to be involved in a high-quality exhibition at every stage – as curators, artists, audiences and champions. It intends to get new art visitors, stepping over gallery thresholds, inspiring them to make their own art. By profiling high-quality artwork by young people, Generation ART hopes to raise the aspirations of teachers as well as students, and encourage them to create excellent art. One particularly inspiring display is a collaborative piece entitled ‘Feeling Stones’, a collection of pebble-sized ceramics engraved with the deeply personal thoughts of fifteen young children. Their teacher, Grace Jones said, “Many of the children find it hard to express their own emotions, so within this project we focused on using ceramics as a way of expressing their feelings and creating a calm atmosphere for them to work in. Some students find it challenging and frustrating when they are asked to write, and need confidence from the staff to succeed and achieve. The resulting creations are very moving.” For a chance to see this and many other beautiful works of imagination, you can book tickets on the Get Creative website or pay on the door. Adult tickets are £12, but there is a £4 reduction for pensioners and university students. Under-16s can come for free!

What types of art can be seen at the exhibition? (Give two answers)

How many venues in Leicester will the exhibition go to?

When was Generation ART established?

Who does Generation ART aim to inspire?

Who wrote their ideas on the ‘Feeling Stones’?

Where can customers reserve tickets for the exhibition?

How much does a university student ticket cost?

613

Get Creative

a. b.

628

CERTIFICATION PRACTICE

INVALSI

Open Space updated eBook+ contiene: -2 43 file audio - + di 1000 esercizi interattivi - More practice + di 500 attività aggiuntive e interattive -M aps and Tables interattive corredate di supporto audio © Casa Editrice G. Principato SpA

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Open Space Contents Grammar Space

1 Pronomi personali soggetto Simple Present di to be

Forma affermativa e negativa 14

2 Simple Present di to be

5 Articolo determinativo e indeterminativo Posizione dell’aggettivo attributivo 32

10 Aggettivi possessivi – Whose 50

6 Uso dell’articolo determinativo the (I)

3 Nazioni e nazionalità

7 Plurale dei sostantivi

4 Usi di to be

8 Aggettivi e pronomi dimostrativi

Forma interrogativa e interrogativo-negativa

Consolidation Maps and Tables

001-007

eBook+

26 27

More practice

updated

9 There is / There are – Ecco 40 Consolidation 42 Maps and Tables 45 012-018 eBook+ More practice

11 Pronomi possessivi

12 Pronomi personali complemento Preposizioni semplici 54 13 Genitivo sassone (I)

14 Genitivo sassone (II) Consolidation Maps and Tables

62 64 67

020-027 eBook+ More practice

Communication Space Vocabulary and Skills B1 Preliminary Invalsi B1

Vocabulary and Skills B1 Preliminary Invalsi B1

Making friends 28 Greeting people and introducing oneself 28 Giving spelling of names 28 Giving personal information 29

School days Talking about school The UK School System

008-011

Vocabulary and Skills B1 Preliminary Invalsi B1 46 46 48

019

27 Present Continuous 28 Simple Present e Present Continuous 29 Doppio accusativo 30 Il tempo atmosferico Consolidation Maps and Tables

126 130 134 136 138 141

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More practice

Describing a family tree

31 Verbi modali – Can 148 32 Gli indefiniti some / any – no / none 152 33 Sostantivi numerabili e non numerabili 156 34 Particolarità dei sostantivi non numerabili 158 35 Parole composte – Ordine degli aggettivi 160

36 Molto / Tanto – Troppo 37 Poco – Abbastanza – Piuttosto 38 Indefiniti composti 39 Altri indefiniti 40 Both – Neither – Either

Consolidation Maps and Tables 056-062

68 68

028

Grammar Space

Family ties Talking about family members

162 165

064-071 eBook+ More practice

Consolidation Maps and Tables

174 178 180 184 186 188 191

073-082 eBook+ More practice

Communication Space Vocabulary and Skills B1 Preliminary Invalsi B1 Time for a break! Talking about holidays and accommodation • How to describe a photo 063

Vocabulary and Skills B1 Preliminary Invalsi B1 142 142 144

The food pyramid Talking about food and drink • How to negotiate a choice (I)

Vocabulary and Skills B1 Preliminary Invalsi B1 166 166 169

072

What’s on the menu? Talking about food preparation and kitchen equipment Ordering food at a restaurant

192

192 195

083 4

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Grammar Space

15 Simple Present di to have (got) 16 Preposizioni di stato in luogo

029-034

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18 L’ora 19 Simple Present

Forma affermativa e negativa 90

17 Altri usi delle preposizioni in, on, at 78 Consolidation Maps and Tables

80 81

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20 Simple Present

Forma interrogativa e interrogativo-negativa

23 Numeri cardinali

112

24 I numeri ordinali e la data

114

25 Preposizioni di tempo 116 94

21 Usi idiomatici di to have 98 22 Pronomi riflessivi e coniugazione riflessiva 100 Consolidation 102 Maps and Tables 105 036-044 eBook+ More practice

26 Misure Consolidation Maps and Tables

118 120 121

046-054 eBook+ More practice

Communication Space Vocabulary and Skills B1 Preliminary Invalsi B1 Home sweet home Talking about rooms and furniture Describing houses

82 82 84

035

Vocabulary and Skills B1 Preliminary Invalsi B1

Work and leisure 106 Talking about daily routine 106 Talking about free time activities 107 Expressing likes, dislikes and preferences 107 Asking for and expressing opinion 108 Talking about jobs 108

Take a number 122 Using numbers for money and payments 122

045

41 Preposizioni di moto 198

46 To be going to

218

42 Preposizioni di mezzo 200

47 Simple Future

220

43 Imperativo – Shall I / we…?

202

44 Must

204

45 Uso dell’articolo determinativo the (II) 206 Consolidation Maps and Tables 084-092

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208 211

More practice

Using numbers for maths calculations 124

055

Grammar Space

Asking for and giving prices 123

50 Comparativo di maggioranza

238

48 Subordinate ipotetiche di 1° tipo Subordinate temporali 222

51 Comparativo di uguaglianza e minoranza

242

49 Uso dell’articolo determinativo the (III) 226

52 Superlativo relativo

246

Consolidation Maps and Tables

228 231

094-099 eBook+ More practice

53 Particolarità nell’uso del comparativo 250 Consolidation Maps and Tables

252 255

101-107 eBook+ More practice

Communication Space Vocabulary and Skills B1 Preliminary Invalsi B1 On the road Towns and buildings Asking the way and giving directions • How to write an article 093

212 212 214 217

Vocabulary and Skills B1 Preliminary Invalsi B1

Have a good trip! 232 Talking about means of transport and travelling 232 • How to negotiate a choice (II) 234

Can I try it on? Talking about clothes Describing physical appearance

100

256 256 259

108 5

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Grammar Space

54 Simple Past di to be 262

58 Past Continuous

55 Simple Past dei verbi regolari e irregolari

59 Past Continuous e Simple Past

284

60 Preposizioni seguite dalla forma in -ing

288

61 Esclamativi

Forma affermativa

264

109-116

eBook+

Forma affermativa e negativa

300

63 Present Perfect

290

302

292 295

64 Present Perfect e Simple Past

306

272

65 Past Perfect

310

274 277

66 Dire: to say / to tell

312

Consolidation Maps and Tables

314 317

Forma negativa, interrogativa e interrogativo-negativa 268

Consolidation Maps and Tables

62 Present Perfect

Forma interrogativa e interrogativo-negativa been – gone

56 Simple Past dei verbi regolari e irregolari

57 Used to e Would – It’s (high) time…

282

More practice

Consolidation Maps and Tables

118-125 eBook+ More practice

127-134 eBook+ More practice

Communication Space Vocabulary and Skills B1 Preliminary Invalsi B1 Hall of Fame Speaking about famous people

Vocabulary and Skills B1 Preliminary Invalsi B1 278 278

• How to write a biography 280

Tales and stories Talking about reading

296 296

•U nderstanding and producing a simple story 297 • How to write a story

117

Vocabulary and Skills B1 Preliminary Invalsi B1

297

126

318 318

Adjectives ending in -ing and -ed

319

Adverbs of manner

319

135

Grammar Space

Have you ever…? Describing feelings and experiences

78 To have to – Must

386

84 La forma passiva

79 Should – Ought to – Had better

81 Verbi volitivi – Costruzione oggettiva 406

390

82 Wish

408

80 Need

394

83 Would rather

410

Modali – Doppio accusativo – Verbi con preposizione / avverbio 426

Consolidation Maps and Tables

396 399

Consolidation Maps and Tables

412 415

85 La forma passiva

86 It is said… / He is said… Consolidation Maps and Tables

157-161

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More practice

163-166 eBook+ More practice

422

428 430 433

168-172 eBook+ More practice

Communication Space Vocabulary and Skills B2 First Invalsi B2

Vocabulary and Skills B2 First Invalsi B2

Your health is your 400 wealth Parts of the human body 400

On stage The arts

Vocabulary and Skills B2 First Invalsi B2 416 416

Guilty or not guilty? Talking about crime and the law

416

• How to write an article 436

Talking about health

401

Talking about performing arts

• How to write a report

403

• How to compare photos 418

434 434

• How to write a review 419 162

167

173 6

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Grammar Space

67 Forma di durata Forma affermativa e negativa

324

68 Forma di durata Forma interrogativa e interrogativo-negativa

136-141

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70 Condizionale presente 344

74 Could

364

71 Subordinate ipotetiche di 2° tipo 346

75 To be able to

368

76 May

372

77 Might

374

72 Condizionale passato 348 328

69 For a long time / For long It is… since / It was… since 332 Consolidation Maps and Tables

73 Subordinate ipotetiche di 3° tipo 350 Consolidation Maps and Tables

Consolidation Maps and Tables

376 379

354 357

334 337

More practice

143-148 eBook+ More practice

150-155 eBook+ More practice

Communication Space Vocabulary and Skills B2 First Invalsi B2

Vocabulary and Skills B2 First Invalsi B2

Four-legged friends Classifying animals

338 338

Talking about animals

339

• How to write an essay 341

142

Let’s turn green! Talking about the environment

Vocabulary and Skills B2 First Invalsi B2

359

It’s a teen world Talking about character traits and relationships

• Exchanging ideas and opinions

360

• H ow to write a job application

• H ow to write a formal letter/email

361

358

149

87 Subordinate relative restrittive

89 Fare + infinito 440

88 Subordinate relative non restrittive 444

Consolidation Maps and Tables

448 451

(funzione attiva)

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458

90 Fare / Farsi + infinito Verbi particolari

More practice

93 Le affermazioni nel discorso indiretto

476

94 Le interrogative nel discorso indiretto

480

460

91 Verbi seguiti dalla forma in -ing

95 I modali e le ipotetiche nel discorso indiretto 482

462

92 Verbi seguiti dalla forma in -ing o dall’infinito

96 Verbi introduttivi con costruzioni particolari

464

Consolidation Maps and Tables 174-177

382

(funzione passiva)

Pronomi relativi

380

156

Grammar Space

Pronomi relativi

380

466 469

179-186 eBook+ More practice

Consolidation Maps and Tables

484 486 489

188-193 eBook+ More practice

Communication Space Vocabulary and Skills B2 First Invalsi B2 Are you a techie? 452 Talking about technology 452 178

Vocabulary and Skills B2 First Invalsi B2 The Four Ps 470 Talking about promotion and advertising 470 187

Vocabulary and Skills B2 First Invalsi B2 Gap Year adventures 490 Talking about Gap Years 490 194

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Phonetics • • • • • •

495

Consonants Vowels Diphthongs How to pronounce a regular verb with the suffix -ed Silent letters Punctuation

496 497 497 501 502 502

195-229

Translation

503

Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar

Space Space Space Space Space Space Space Space Space Space Space Space

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

Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar Grammar

504 504 505 506 507 508 508 509 510 511 511 512

Space Space Space Space Space Space Space Space Space Space Space Space

13 14 15 16 17 18 19 20 21 22 23 24

513 514 514 515 516 516 517 518 518 519 519 520

Space for More Grammar

521

1 Signore – Signora – Signorina 2 Ancora 3 A / An – One 4 Anche – Neanche 5 Come: as / like / such as 6 Espressioni idiomatiche con can / could 7 Will / Would 8 Altri modi per rendere il verbo “dovere” 9 Il “si” impersonale Verbi particolari 10 Il pronome personale introduttivo it 11 Verbi di percezione 12 L’inversione 13 Fare: to do / to make – altri verbi eBook+

522 523 524 526 527 528 529 530 532 534 536 538 540

More practice

Phrasal Verbs

543

• • • • • •

To To To To To To

be break call give get look

eBook+

• • • • •

544 545 546 547 548 550

To To To To To

make put take turn run

552 554 556 558 560

More practice 8

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Language Booster

563

1 I connettori: congiunzioni subordinanti e avverbi/espressioni avverbiali 564 2 Verbi e aggettivi seguiti da preposizioni 566 3 Preposizioni in altri usi 570 eBook+

More practice

Word Formation

573

Sezione preparatoria a Reading and Use of English – Part 3 dell’esame di certificazione B2 First • • • – – – –

Formazione delle parole: prefissi e suffissi Uso dei prefissi Uso dei suffissi: Per la formazione dei verbi Per la formazione degli aggettivi Per la formazione degli avverbi Per la formazione dei sostantivi

eBook+

574 574 575 575 575 576 576

More practice

Certification Practice

583

Cambridge English: B1 Preliminary

584

Cambridge English: B2 First

600

230-237

Invalsi

621

Listening B1 • Part 1 • Part 2 • Part 3

622 624 624

Reading B1 • Part 1 • Part 2 • Part 3

628 629 630

Listening B2 • Part 4 • Part 5 • Part 6

625 626 627

Reading B2 • Part 4 • Part 5 • Part 6

632 634 636

238-243

Appendice

639

• • • •

Nazioni e nazionalità Corrispondenti inglesi di alcuni verbi riflessivi italiani British English vs American English Principali verbi irregolari

640 641 642 643

Indice analitico

647 9

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Struttura dell’esame di certificazione Cambridge English: B1 Preliminary Tipologia di quesiti

READING 45 minuti

WRITING 45 minuti

LISTENING 30 minuti

Parte 1 3-option multiple choice cinque brevi testi (cartelli, messaggi, email, ecc.) seguiti da cinque domande a scelta multipla con tre opzioni.

Parte 4 Gapped text un testo dove cinque frasi sono state rimosse. Il candidato deve completarlo scegliendo le cinque frasi corrette in una lista di otto date in ordine sparso.

Parte 2 Matching cinque descrizioni di persone da abbinare a otto brevi testi.

Parte 5 4-option multiple-choice cloze un brano con sei spazi da completare scegliendo la parola appropriata tra quattro opzioni.

Parte 3 4-option multiple choice un testo seguito da cinque domande a scelta multipla con quattro opzioni.

Parte 6 Open cloze un testo con sei spazi da completare con la parola (una sola) appropriata.*

Parte 1 Parte 2 An email Choice between an article or a un’email di circa 100 parole, in story risposta a un’email, utilizzando tutte le una scelta tra due opzioni: un articolo note che la accompagnano. o una storia da scrivere utilizzando circa 100 parole. Parte 1 3-option multiple choice sette brevi monologhi o dialoghi, ciascuno accompagnato da domande illustrate con tre opzioni. Ogni pezzo si ascolta due volte.

Parte 3 Gap fill sei frasi da completare con informazioni ricavate da un monologo. Il pezzo si ascolta due volte.

Parte 2 3-option multiple choice sei brevi dialoghi/monologhi, ciascuno accompagnato da domande con tre opzioni. Ogni pezzo si ascolta due volte. Parte 1 Introductory phase breve conversazione con l’esaminatore che pone alcune domande personali ai due candidati a turno. (2 minuti)

Parte 4 3-option multiple choice un’intervista seguita da sei domande con tre opzioni ciascuna. Il pezzo si ascolta due volte.

Parte 2 Individual extended turn descrizione di una fotografia assegnata a turno a ogni candidato, che ne parla per circa un minuto. (4 minuti complessivi)

Parte 4 General conversation interazione con l’esaminatore che fa domande su argomenti collegati alla parte 3. Le domande possono essere rivolte a ogni candidato individualmente o a entrambi per stimolare la discussione. (3 minuti)

SPEAKING 12 minuti Esaminatore e due candidati

Parte 3 Discussion task with visual stimulus discussione tra i candidati per negoziare una scelta e possibilmente raggiungere un accordo sulla base di suggerimenti visivi, seguendo le istruzioni date dall’esaminatore. (4 minuti)

*NB: le forme contratte sono considerate due parole. 10

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Struttura dell’esame di certificazione Cambridge English: B2 First Tipologia di quesiti

READING 75 minuti

Parte 1 Multiple-choice cloze un brano con otto spazi da completare scegliendo la parola appropriata tra quattro opzioni.

Parte 5 Multiple choice un testo seguito da sei domande a scelta multipla con quattro opzioni.

Parte 2 Open cloze un testo con otto spazi da completare con la parola (una sola) appropriata.*

Parte 6 Gapped text un testo dove sei frasi sono state rimosse. Il candidato deve completarlo scegliendo le sei frasi corrette in una lista di sette date in ordine sparso.

Parte 3 Word Formation un testo con otto spazi da completare con la parola corretta formata partendo da una radice fornita di fianco al brano.

Parte 7 Multiple matching un brano o alcuni brevi brani preceduti da dieci domande che il candidato deve collegare al brano o brani proposti.

Parte 4 Key-word transformation riformulazione di una frase completandone una in coppia con 2-5 parole, inclusa una parola data da usare obbligatoriamente. La frase riformulata deve avere lo stesso significato di quella originale. Sei frasi da riformulare.*

WRITING 80 minuti

LISTENING circa 40 minuti

Parte 1 An essay un saggio di 140-190 parole che sviluppi la traccia assegnata suddivisa in tre punti, l’ultimo dei quali è l’espressione di un’idea personale.

Parte 2 Choice of one from a range of tasks una produzione scritta di 140-190 parole scelta tra un articolo, una lettera/email (formale o informale), una recensione, una storia, un saggio o una relazione.

Parte 1 Multiple choice otto brevi dialoghi/monologhi, ciascuno accompagnato da domande con tre opzioni. Ogni pezzo si ascolta due volte.

Parte 3 Multiple matching cinque monologhi a cui abbinare le cinque opzioni corrette da una lista di otto.

Parte 2 Sentence completion dieci spazi da completare con informazioni specifiche ricavate da un monologo. Il pezzo si ascolta due volte.

Parte 4 Multiple choice un’intervista/dialogo seguita da sette domande con tre opzioni ciascuna. Il pezzo si ascolta due volte.

*NB: le forme contratte sono considerate due parole.

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Parte

Tipologia Parte 1 Short conversation breve conversazione con l’esaminatore che pone alcune domande personali a turno ai due candidati. (2 minuti)

Parte 3 Collaborative task with written stimuli discussione tra i candidati per scambiare idee ed esprimere opinioni, negoziare e possibilmente raggiungere un accordo sulla base di suggerimenti scritti. (4 minuti)

SPEAKING 14 minuti Esaminatore e due candidati

Parte 4 Discussion interazione con l’esaminatore che fa domande su argomenti collegati alla parte 3. Le domande possono essere rivolte a ogni candidato individualmente o a entrambi per stimolare la discussione.(4 minuti)

Parte 2 Individual long turn descrizione e confronto di due fotografie assegnate a turno a ogni candidato che ne parla per circa un minuto. (4 minuti complessivi)

Common European Framework C2 On this level you can…

• understand sentences related to areas of most immediate relevance. • communicate in simple and routine tasks. • describe in simple terms aspects of your background.

• understand the main points of regular situations. • produce simple texts and topics which are familiar or of personal interest. • describe experiences, events, dreams, and ambitions and briefly give explanations.

• understand the main ideas of complete text on both concrete and abstract topics. • interact with a degree of fluency and spontaneity that make regular interaction with native speakers. • produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue.

Waystage

Threshold

Vantage

B1 A2

• understand simple

conversation. • introduce yourself and others. • ask and answer questions about personal details. • interact in a simple way. Breakthrough

Basic User

Indipendent User

(See CEFR Companion Volume with New Descriptors - 2018)

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• understand a wide range of demanding, longer texts, and recognize implicit meaning. • express yourself fluently and spontaneously. • use language flexibly and effectively for social, academic and professional purposes. • produce clear, well-structured, detailed text on complex subjects. Effective operational proficiency

• understand with ease virtually everything heard or read. • summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. • express yourself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. . Mastery

Proficient User

Struttura della prova INVALSI (B1 e B2) per la classe 5^ della scuola secondaria di 2° grado La prova INVALSI di inglese per la quinta superiore è suddivisa in due parti: comprensione della lettura e comprensione dell’ascolto. Le prove di lettura (reading) e di ascolto (listening) sono composte da task suddivisi nei livelli B1 e B2, con un numero di quesiti e tipologie di domande che, a differenza degli esami di certificazione Cambridge, non è fisso ma può variare. In ogni task è presente un quesito dato come esempio. I brani di listening si ascoltano sempre due volte. Nelle tabelle sono riportate le parti e le possibili tipologie di quesiti.

COMPRENSIONE DELL’ASCOLTO B1

ascolti di monologhi o dialoghi della durata di circa 2/3 minuti.

ascolti di monologhi o dialoghi della durata di circa 3/4 minuti.

COMPRENSIONE DELLA LETTURA B1

brani di lunghezza massima di circa 350 parole.

brani di lunghezza massima di circa 600 parole.

Tipologia di quesiti per la comprensione dell’ascolto Multiple-choice questions intervista/monologo seguita da domande con quattro opzioni ciascuna. Multiple matching – abbinamento tra la prima e la seconda parte di frasi. Nelle opzioni sono presenti due frasi extra che non vanno utilizzate. – abbinamento tra domande e risposte di un’intervista. Tra le domande ne è presente una extra che non va utilizzata. Short-answer questions domande a cui rispondere o frasi da completare con un massimo di quattro parole. Tipologia di quesiti per la comprensione della lettura Multiple-choice questions domande o frasi da completare seguite da quattro opzioni di risposte alle domande o seconda parte delle frasi Multiple matching – abbinamento tra la prima e la seconda parte di frasi. Nelle opzioni sono presenti due frasi extra che non vanno utilizzate. – brano da cui sono stati rimossi i titoli dei paragrafi. Abbinamento del titolo al paragrafo corretto scegliendo da una lista con due titoli extra che non vanno utilizzati. Gap fill brano da completare reinserendo parti di testo rimosse e date in ordine sparso con due parti extra che non vanno utilizzate. Short-answer questions domande a cui rispondere o frasi da completare con un massimo di quattro parole. In alcuni casi viene richiesto di dare due risposte (a, b).

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Grammar Space 13

Genitivo sassone (I) 024 Ascolta e leggi. Chi sono Henry e Tim?

 That’s a bit complicated...

It’s my parents’ anniversary next Saturday. A party at home with lots of relatives. My mum’s and dad’s parents... oh and Aunt Sandra, then Uncle Rod with his second wife and their children, Henry and Tim. Well, actually my cousin Henry is Uncle Rod‘s son from his first marriage and...

• Il genitivo sassone è una costruzione che serve per esprimere una relazione di possesso, di solito quando il possessore è una persona o un animale. REGOLA GENERALE

possessore + ’s + cosa posseduta

My brother’s new moped.

Il motorino nuovo di mio fratello.

CASI PARTICOLARI

• Se il nome del possessore è al singolare e termina in -s, -ss, -sh, -ch, -z, -x possessore + ’s + cosa posseduta oppure ’s / ’ se il nome del possessore è un nome proprio terminante in -s The fox’s den. La tana della volpe. (pronuncia /fɒksız/) Lewis’s/Lewis’ sister. La sorella di Lewis. (pronuncia /lu:ısız/) • Se il possessore è un sostantivo plurale regolare possessore + ’ + cosa posseduta

The ladies’ changing rooms.

Gli spogliatoi delle signore.

• Se il possessore è un sostantivo plurale irregolare possessore + ’s + cosa posseduta

My children’s soft toys.

I peluche dei miei bambini.

• Se il possesso è condiviso da più possessori ultimo possessore + ’s + cosa posseduta

Tom and Paul’s mother.

La madre di Tom e Paul.

• Se il possesso non è condiviso Tom’s and Paul’s mothers.

Le madri di Tom e di Paul.

• Il nome della cosa posseduta può essere omesso quando si deduce dal contesto. “Whose gloves are those?”

“They’re Susan’s.” (gloves)

“Di chi sono quei guanti?”

“Sono di Susan.”

• Anche le seguenti parole possono essere omesse dopo il genitivo sassone: church/cathedral, garage, hospital/surgery, house, shop/store, restaurant. My car is at the mechanic’s. (garage)

La mia macchina è dal meccanico.

John is at the dentist’s. (surgery)

John è dal dentista. 58

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Practice

In your eBook+

• More practice

1. Completa le frasi con il genitivo sassone corretto ( ’s / ’ ). 1. The boss ______ secretary is in a conference.

4. Dad ______ glasses are on the kitchen table.

2. The Trumans ______ cottage is very beautiful.

5. Those are the players ______ lockers.

3. Lorna and Scott ______ mother is an architect.

6. There’s a small lake in St James ______ Park.

2. Riscrivi le frasi sostituendo le espressioni tra parentesi con un genitivo sassone. That is (the Instagram profile of Zoe) That is Zoe’s Instagram profile. 1. That’s (the mother of Douglas).

____________________________________________

2. (the name of my cat) is Cindy.

____________________________________________

3. (the dog of the Lees) is a Pekinese.

____________________________________________

4. (the job of that man) is interesting.

____________________________________________

5. Where is (the jacket of Gary)?

____________________________________________

6. (the eyes of Peter) are green.

____________________________________________

3. Distingui il genitivo sassone dalla forma contratta del verbo essere. Barry’s sister’s 6 years old. Barry’s (genitivo sassone) sister’s (is) 6 years old. 1. Helen’s at her friend’s party. 2. Where’s Mrs Porter’s husband? 3. Anita’s test’s very good.

4. Where’s Conrad’s bicycle? 5. Who’s David’s football coach? 6. Herbert’s e-pal’s Australian.

4a. Guarda l’albero genealogico di Vera, poi completa le frasi con i rapporti di parentela.

The Forster Family ♥♥

Frank Fr ank Lionel

♥♥

Sandy

Judie

Bob

Simon

♥♥

Carol

Vera

1. Bob is ______________ brother.

4. Simon is ______________ cousin.

2. Carol is ______________ mother.

5. Lionel is ______________ husband.

3. Frank and Sandy are ______________ parents.

6. Simon is ______________ son.

4b. Correggi le affermazioni sull’albero genealogico di Vera. Frank is Sandy’s father. No, Frank is Sandy’s husband. 1. Judie is Bob’s cousin.

____________________________________________

2. Lionel is Vera’s father.

____________________________________________

3. Carol is Bob’s sister.

____________________________________________

4. Simon is Bob and Carol’s son.

____________________________________________

5. Frank and Sandy are Simon’s parents.

____________________________________________ 59

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Grammar Space 3

5. Riscrivi le frasi sostituendo all’aggettivo possessivo sottolineato il nome del possessore tra parentesi con il genitivo sassone. Is this her bedroom? (Eileen) Is this Eileen’s bedroom? 1. Chess is their pastime. (the Browns)

_________________________________________

2. What colour is her hair? (Emily)

_________________________________________

3. Where’s its owner? (the dog)

_________________________________________

4. These are their uniforms. (the students)

_________________________________________

5. Is this his garden? (Charles)

_________________________________________

6. Their offices are in the centre. (Sam and Leo)

_________________________________________

6. Abbina gli oggetti con i possessori, poi costruisci frasi seguendo l’esempio. “Whose fish bowl is this?” “It’s Moby Dick’s.” 1

c fish bowl



a Father Christmas

nose

column

b Pinocchio

helmets

c Moby Dick



d Admiral Nelson

reindeer

e the policemen

7. Completa i mini-dialoghi con domande adeguate con whose. 3. A ______________________________ 1. A ______________________________ B It’s Lisa’s. It’s a nice ring, isn’t it? B That’s my brother’s scooter. 2. A ______________________________ 4. A ______________________________ B This? It’s Thomas’s iPad. B These blue socks? They’re Philip’s.

8. Scegli le otto risposte corrette tra le dieci date in ordine sparso.

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

Is this Peter’s tennis racket? Bill’s sister’s here, isn’t she? Where’s St. Peter’s? What colour’s Joey’s parents’ van? Are the photocopies for you? Pam’s uncle is Australian, isn’t he? Whose glasses are these? Whose bag is that?

a. It’s in Rome. b. Yes, he is. c. It’s Rudy’s. d. No, they’re for them. e. No, it’s not his, it’s Sarah’s. f. They’re mine. They’re new. g. No, he’s from Sydney. h. They are blue. i. It’s grey and white. j. Yes, she is.

1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. _____ 8. _____

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9. Cancella le parole che possono essere omesse come nell’esempio. “Whose book is this?” “It’s Tim’s book.” 1. St Paul’s cathedral is in London.

4. Are these Luke’s jeans and Ian’s jeans?

2. There’s a jeweller’s shop round the corner.

5. Samuel is at the doctor’s surgery.

3. The headphones are Mark’s headphones.

6. The best restaurant is Gino’s restaurant.

10. Trova l’errore contenuto in ogni frase e correggilo. 1. “Whose backpack is that?” “It’s of Pauline.”

___________________________________

2. We are all meeting at Peter this afternoon.

___________________________________

3. The butcher is still closed. What are its opening times?

___________________________________

4. Mr Morris children are on holiday in Spain.

___________________________________

5. “Is that the Harry’s car?” “No, his car is in the garage.”

___________________________________

6. Tom’s and Lucy’s father is in Milan on business.

___________________________________

11. Leggi il testo e scegli l’alternativa corretta. A new friend My name’s Jerry, I’m 16 and I’m (1) from / of London. My (2) parents’ / parent’s names are Aaron and Zoe and they work in (3) theirs / their sports shop in (4) our / her suburb. I help (5) them / they on Saturdays to get some money. I like all the music (6) of / for the 1980s and ’90s. I download it for my smartphone (7) album / album’s collection. My brother is 20 and he’s a student at York university. (8) His / Her girlfriend’s name’s Sylvia and (9) her / their family is (10) from / about Edinburgh. She sometimes comes to stay with (11) ours / us. London’s a great city to live in because there is so much to do. I go to the centre (it’s called the West End) (12) without / with my friend Adrian. What’s (13) your / our favourite place to visit? Not the famous buildings, like (14) St Paul’s / St Paul, but the Hard Rock Café in Old Park Lane, with (15) his / its fantastic collection of Hard Rock memorabilia.

12. Completa il seguente dialogo scegliendo le cinque battute corrette tra le otto date in ordine sparso. Ann Look, this is a photo of my family. D Bob (0) ______ Ann Thanks. This is my father. His name’s Frank, and these are my grandparents. Bob (1) ______ Ann They’re called grandad Alan and granny Molly. They’re fantastic! Bob (2) ______ Ann No, my mum’s not in the photo. That’s my aunt Peggy. Bob (3) ______ Ann She’s my mum’s sister. Bob (4) ______ Ann Yes, his name’s Gray. He’s 9. Bob (5) ______ Ann He’s a pest! Now tell me about your family.

A He’s very nice. B Who’s your mum’s sister? C What are your grandparents’ names? D Oh, it’s a lovely photo. E Whose sister is she? F Is the little boy your brother? G Is this lady your mother? H Is your grandfather’s name Gary?



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Grammar Space 14

Genitivo sassone (II) 025 Ascolta e leggi il dialogo. Che cos’è Osborne House? Alice Tomorrow I’m going on a day trip to the Isle of Wight. Vic The Isle of Wight? But isn’t it a long way? Alice No, it’s about an hour’s crossing from Portsmouth. Vic Oh, that’s not too long. Alice Yes. My father wants to visit Osborne House. Vic Osborne House? What is it? Alice It’s an ex royal residence. Queen Victoria’s summer home. Vic That’s interesting... I hope the weather’s fine.

Osborne House

• Oltre ad esprimere possesso con persone e animali (pag. 58) il genitivo sassone si usa con: –n omi geografici di luoghi o organizzazioni/istituzioni Canada’s picturesque lakes

• Il genitivo sassone si usa anche con espressioni come: women’s hats

cappelli da donna

I pittoreschi laghi del Canada

The government’s new policy La nuova politica del governo

– espressioni di tempo three hours’ delay tre ore di ritardo

children’s shoes

men’s belts

scarpe da bambino cinture da uomo

• Le espressioni di tempo possono essere usate anche come forme aggettivali. In questo caso perdono la s del plurale: a three-hour delay • La forma aggettivale è preferibile con le espressioni di distanza: a three-mile walk

• Il genitivo sassone non si usa: – per esprimere una relazione tra cose. In questo caso si usano of o la struttura nome + nome

the price of that house

the bedroom ceiling

– con un complemento di denominazione the Isle of Man the Panama Canal – quando il possessore è definito da un avverbio, un complemento o una relativa the bikes of the boys over there/in the park – quando il possessore è espresso da un aggettivo sostantivato the world of the homeless • Se nella frase italiana la cosa posseduta è preceduta da un possessivo, un articolo indeterminativo, un numerale, un indefinito o un dimostrativo, nella trasposizione in inglese si aggiunge il genitivo sassone al nome del possessore. Le costruzioni utilizzate sono le seguenti: un compagno di Norma a schoolmate of Norma’s one of Norma’s schoolmates due compagni di Norma two schoolmates of Norma’s two of Norma’s schoolmates alcuni compagni di Norma some schoolmates of Norma’s some of Norma’s schoolmates • Con i dimostrativi è possibile solo questa costruzione: those schoolmates of Norma’s

quei compagni di Norma

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Practice

In your eBook+

• More practice

1. Inserisci il genitivo sassone (’s / ’ ) dove necessario. 1. 2. 3. 4. 5. 6. 7. 8.

“Where are the garage keys?” “They’re in the sitting room.” They say that Britain climate is unpredictable. Is that true? Tonight TV programmes are horrible. Let’s watch a video. Louis and George father works in Leeds. He’s a traffic warden. This shop sells beautiful women shoes. The car door is locked. It’s impossible to get in. What can we do? That young man at the bus stop is my history teacher. Excuse me. Where are the ladies toilets, please?

2. Inserisci l’apostrofo del genitivo sassone dove necessario. 1. 2. 3. 4. 5. 6.

I’ve still got three days conference to do before Christmas. Why don’t we apply for a twelve-month membership to the WWF? Our school is only ten minutes walk from home. I’m so tired that I need at least twelve hours sleep. We’re going to France on a ten-day tour of the Loire. Let’s go to the lake. It’s only a 20-km drive from here!

3. Usa la costruzione nome + nome per trasformare i gruppi di parole seguendo l’esempio. The centre of a city A city centre 7. A museum of modern art

1. The trunk of a tree

______________________________

8. The cap of a bottle

2. The programme of a computer

______________________________

9. A handbook of grammar

3. A teacher of geography

______________________________

10. T he banks of the river

4. The trolley of a supermarket

______________________________

11. A n outlet of clothes

5. The handle of a door

______________________________

12. T he cover of a book

6. A match of football

______________________________

4. Riscrivi le frasi usando il genitivo sassone o la struttura nome + nome dove possibile. The roof of the car is black. The car roof is black. The boots of the boys are very dirty. The boys’ boots are very dirty. The Isle of Capri is fantastic. Non possibile. 1. 2. 3. 4. 5.

The leg of the chair is broken. 6. The Basilica of St Mark is in Venice. 7. The Cape of Good Hope is in South Africa. 8. The hairdresser for men is over there. 9. That’s the reception of the hotel. 10.

The month of January is usually very cold. The motorways of Italy are expensive. The battery of my watch is flat. This is the kennel of the dog. I’m reading the newspaper of yesterday.

5. Riformula le frasi quando è possibile. Here are some friends of Ken’s. Here are some of Ken’s friends. Those friends of Ken’s are Irish. Riformulazione non possible. 1. Mrs Kent is a teacher of Ronald’s. 2. That cousin of Dennis’s lives in Morocco. 3. Cindy is one of Miss Jones’s students.

4. A sister of Tommy’s is in France. 5. That friend of Will’s is a real genius. 6. They are two of Thelma’s children. 63

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Grammar Space 3

Consolidation 1. Completa le frasi con gli aggettivi possessivi adeguati. 1. We are happy to celebrate _________________ grandparents’ golden wedding anniversary. 2. I’m sure the Browns are at home. That’s _________________ camper outside the gate. 3. “Is this _________________ skateboard Adrian?” “No, _________________ skateboard is over there.” 4. This is a brochure about Finland and _________________ beautiful landscapes. 5. “Daniel, Henry, are you ready?” “Yes, here is _________________ equipment.” 6. She is a journalist. _________________ name is Sue Pitt. She writes for the local paper.

2. Completa le frasi con gli aggettivi possessivi adeguati. 1. Ingrid is Swedish. _______________________ parents are from Stockholm. 2. Susy and Paul are cousins. _______________________ mothers are sisters. 3. We’re footballers. _______________________ team is in a semi-professional league. 4. “What’s _______________________ job?” “He’s a fireman.” 5. “What’s this plant called?” “_______________________ English name is rhododendron.” 6. _______________________ composition is excellent, Karl! Well done.

3. Completa le frasi con i pronomi possessivi adeguati. 1. “Is this her watch?” “Yes, it’s _______.”

4. I haven’t got a scarf, this isn’t _____.

2. Mark! There’s a friend of _______ at the door.”

5. “Is Mr Ross the owner?” “Yes, the pub is _______.”

3. “Is this iPad _______?” “No, we haven’t got one.” 6. “Is this their tablet?” “Yes, it’s _______.”

4. Rispondi alle domande con il pronome possessivo adeguato. 5. A Is that his tennis racket?

1. A Is this your camera, Jenny? Yes, it’s mine. B ______________

B _______________________________________. 6. A Paul, Fred! Are these your books?

2. A Are those their pens?

B _______________________________________.

7. A Is this your bicycle Grace?

3. A Is this his anorak?

B _______________________________________.

8. A Are those her shoes?

4. A Is this my glass?

B _______________________________________.

5. Abbina le frasi. 1. Whose admission card is this?

a. It’s Snowball.

1. ____

2. Who’s David Foster Wallace?

b. I’m a fashion stylist.

2. ____

3. Good morning, Mr Cane.

c. Whose is it then?

3. ____

4. What’s your job Mrs Trevor?

d. That’s my pass.

4. ____

5. I’m sure this is not my cap.

e. He’s my favourite novelist.

5. ____

6. What’s the name of your hamster?

f. Hello. Are you here to visit our farm?

6. ____

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6. Ricostruisci le frasi. 1. my / e-pals / are / of / two / English

_________________________________________

2. friend / is / of / very / that / nice / yours

_________________________________________

3. is / classmate / a / of / Spanish / ours

_________________________________________

4. brothers / of / is / her / airline pilot / one / an

_________________________________________

5. where / that / yours / of / is / red / pullover ?

_________________________________________

6. rich / uncle / is / theirs / an / businessman / of / a

_________________________________________

7. Completa le frasi con i pronomi personali complemento adeguati. 1. I’m not afraid of snakes and spiders. I like _______________________________. 2. Hello Christopher! This is a souvenir from Paris for _______________________________. 3. Relax, mum, we’re not alone. Aunt Bess is here with _______________________________ 4. That’s Beatrix Chapman. The man behind _______________________________ is Uncle Luke. 5. Benjamin hasn’t got his driving licence with _______________________________. 6. This letter isn’t for _______________________________. My name isn’t Karen Short. 7. Ivan! Sam! Happy birthday to _______________________________ from all your cousins. 8. “Have you got my address in Bath?” “Yes, I’ve got _______________________________.”

8. Completa le frasi con aggettivi possessivi, pronomi possessivi, pronomi personali soggetto o pronomi personali complemento. 1. Excuse me. What’s _______ surname? Landen or London? Can you spell _______, please? 2. She’s a colleague of __________, but I don’t like _______ very much. _______ is too competitive. 3. We are at the swimming pool ._______ are here with _______ schoolmates. _______ ’s great fun. 4. “Do you know those people?” “Yes, I know _______, but I don’t remember _______ names.” 5. “Is this message for Jeff?” “No, _______ isn’t for _______. _______’s for _______ brother.” 6. That’s Charles and that’s _______ sister. _______ is beautiful. Everybody’s in love with _______.

9. Riscrivi le frasi con il genitivo sassone delle espressioni tra parentesi. 1. The newspaper is in the bin. (yesterday)

_________________________________________

2. Their bikes are in front of the cinema. (the boys)

_________________________________________

3. Their cars are new. (the policemen)

_________________________________________

4. Sidney is their cousin. (Tommy and Jake)

_________________________________________

5. This is her engagement ring. (my mother)

_________________________________________

6. Those are their uniforms. (the students)

_________________________________________

7. His office is in Lapland. (Father Christmas)

_________________________________________

8. Her study is very elegant. (Mrs Jones)

_________________________________________

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Grammar Space 3

Consolidation

10. Decidi qual è l’alternativa corretta e motiva la tua scelta. 1. the kitchen walls / the kitchen’s walls

_________________________________________

2. the results of the match / the match’s results

_________________________________________

3. shoes of children / children’s shoes

_________________________________________

4. the rich’s world / the world of the rich

_________________________________________

5. the month of July / July’s month

_________________________________________

6. the nation’s premier / the nation premier

_________________________________________

11. Riscrivi le frasi usando il genitivo sassone o la struttura nome + nome dove possibile. 1. This is the schoolbag of Paula.

_________________________________________

2. The Gulf of Naples is fantastic.

_________________________________________

3. Clothes for women are upstairs.

_________________________________________

4. It’s a big packet of biscuits.

_________________________________________

5. My house is at the end of the street.

_________________________________________

6. The lessons of Spanish are interesting.

_________________________________________

7. This is my favourite player of football.

_________________________________________

8. The windmills of Holland are picturesque.

_________________________________________

12. Scegli l’alternativa corretta. 1. Have you got the ticket for the train? a Have you got the train ticket? b Have you got the train’s ticket?

4. This is the main industry in the country. a This is the country’s main industry. b This is the country main industry.

2. The milk for the cat is in the fridge. a The cat’s milk is in the fridge. b The cat milk is in the fridge.

5. There’s a nest of birds under the roof. a There’s a bird nest under the roof b There’s a bird’s nest under the roof.

3. The cable cars in San Francisco are great. a San Francisco cable cars are great. b San Francisco’s cable cars are great

6. This is a college for girls. a This is a girls’ college. b

This is a girl’s college.

13. Completa la seconda frase usando non più di tre parole in modo tale che abbia lo stesso significato della prima. Douglas is married to Diana. Douglas’s wife. Diana is __________ 1. There are fantastic books for children in this shop. There are fantastic ____________________________________________________________ in this shop. 2. Whose bike is this? Who _________________________________________________________________________ of this bike? 3. Mr Finch is Jane’s father. Jane is _________________________________________________________________________ daughter. 4. That’s my boyfriend. His hobby is photography. My _______________________________________________________________________ is photography. 5. Mark is one of Sarah’s ex colleagues. Mark is ________________________________________________________________________ of Sarah’s. 66

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Maps and Tables 026

ggettivi e pronomi possessivi, pronomi personali A complemento

Pronomi personali soggetto

you

she

you

they

Aggettivi possessivi

your

his

her

its

our

your

their

Pronomi possessivi

mine

yours

his

hers

—

ours

yours

theirs

Pronomi personali complemento

you

him

her

you

them

027

Genitivo sassone

• SI USA possessivo singolare My father James England Yesterday

possessivo plurale The Porters Two weeks

name sister green fields newspaper

’s

’

garden holiday

possesso condiviso possessivo plurale irregolare The children Men

books hats

’s

Jim and Pat

scooter scooter

ma: Jim’s and Pat’s scooters

doppio genitivo A/One Two Some That

’s

friend(s) of Paul

• NON SI USA relazione tra cose complemento di denominazione of + nome

nome + nome

The top of the page The Prince of Wales

The restaurant menu Windsor Castle 67

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Communication Space 3

Vocabulary and Skills B1 Preliminary Invalsi B1

Family ties Talking about family members father mother husband wife relations/relatives parents son daughter children brother sister siblings twins uncle aunt cousin (an) only child grandfather grandmother

padre madre marito moglie parenti genitori figlio figlia figli maschi e femmine fratello sorella fratelli e sorelle gemelli/gemelle zio zia cugino/cugina figlio unico nonno nonna

grandparents nonni nipote maschio di nonno grandson granddaughter nipote femmina di nonno nipote maschio di zii nephew nipote femmina di zii niece father-in-law suocero suocera mother-in-law brother-in-law cognato cognata sister-in-law son-in-law genero daughter-in-law nuora stepfather patrigno stepmother matrigna fratellastro stepbrother stepsister sorellastra figliastro stepson stepdaughter figliastra

Useful expressions to be engaged (to sb) essere fidanzati (con) to live with a partner convivere to get married sposarsi to be married (to sb) essere sposati (con) essere sposati con/ to be married with/ without children senza figli convivere to be in a civil partnership (unione civile)

to divorce (sb) to get divorced to be separated/ divorced (from sb) to be single to be a widower to be a widow

divorziare da divorziare essere separato/ divorziato (da) non avere un/ una partner essere vedovo essere vedova

1. Complete the table with the correct words. FEMALE

MALE

FEMALE

MALE

1. daughter

_____________________

4. mother-in-law

_____________________

2. ___________________

grandfather

5. niece

_____________________

3. widow

_____________________

6. ___________________

son-in-law

2. Solve the crossword using

the clues given. 3

Across 1. Your son’s daughter. 3. Your mother and father. 6. Your aunt’s husband. 8. A woman with a husband. 9. Your parents’ son. 10. Brothers and sisters. 11. Your daughter’s husband. Down 2. Your 4. Your 5. Your 7. Your

N 4

5 6

C 8

R 10

brother’s son. brother’s wife. mother’s sister. aunt and uncle’s daughter.

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Describing a family tree

Harry

Gladys

Joseph

Frances

Edith

George

Oliver

Dylan

Lily

April

Greg

3. Look at George’s family tree and answer the questions. hat’s the name of George’s 1. W mother? 2. Whose daughter is Lily? 3. W hat are the names of George’s cousins? 4. Whose husband is Harry? 5. W hat’s the name of George’s sister? 6. Whose sister is Edith?

4. Speaking Draw your family tree and describe it to a schoolmate. 5. Speaking Work in pairs. Imagine you meet Nelson and you want to know about him and his family. Take it in turns to play the role of Nelson and yourself. Ask and answer the questions.

Nelson Kidman Age 15 Place of birth Melbourne, Australia Studies secondary school Parents Meg and Thomas Siblings Jenny, 10 and Louis, 3 Hobbies surfing and rugby

1. 2. 3. 4.

Name

5. 6. 7. 8. 9. 10.

What’s your name? How old are you? Are you a student? How many people are there in your family? What are your parents’ names? What’s your sister’s name? How old is she? What’s your brother’s name? How old is he? What are your hobbies?

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Communication Space 3 Family ties 6. Listening – Part 3

028 You will hear Ben showing some photos to his friend Theo. For

each question, write the correct answer in the gap. Write one or two words or a number or a date or a time. You will hear the recording twice.

Ben’s photos Ben’s first photo shows donkeys on Bournemouth (1) __________________. The name of Ben’s sister’s donkey is (2) __________________. In the second photo Ben is (3) __________________ the Oceanarium. In the aquarium there are sea creatures from all over (4) __________________. The restaurant in the photo is (5) __________________ walk from the centre of Bournemouth. The restaurant has a (6) __________________ of the sea.

Writing – Part 1 Read the email you have received from your e-pal Ricky, then write a reply

in about 100 words.

Hi! How’s life? So you want to know about my family. Well, it’s not a big one. I’m an only child. My parents are divorced and I live with my mother and her partner Jeremy. He’s got a son. We’re the same age. His name’s Victor, but we call him Vic. He lives with his mother, but I often see him. During the week, after school, I stay at my grandparents’ because my mum works. Now it’s your turn to tell me about your family. Write soon. Cheers, Ricky

8. Reading Read the text about the traditions of the Royal Family. Choose the correct heading (A – G) for each paragraph (1 – 4). There are two extra headings that you should not use. The first one (0) has been done for you.

A Spectacular Sight

An Official State Ceremony

Britain’s Churches

Royalty

The Anglican Church

Royal Anniversaries

The Crown Jewels

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Traditions of the

ROYAL FAMILY

0 ______ The Royal Family includes the monarch of the United Kingdom and close relatives. If the monarch is a man he gets the title of “King” and his wife is the “Queen Consort”. A ruling queen is a “Queen Regnant” but her husband is just a “Prince”. The titles of “Prince” and “Princess” go to the monarch’s children and grandchildren.

Q3 ______ The Changing of the Guard takes place every day outside Buckingham Palace. It is a great tourist attraction. The guardsmen dressed in their bright red uniforms and bearskin hats are real soldiers from the British Army.

Q1 ______ The annual opening of Parliament is a spectacular event. On the day of the opening, generally in November, the sovereign in ceremonial robes sits on the throne in the House of Lords and officially opens a new session of Parliament.

Q4 ______ The monarch is the Supreme Governor of the Church of England. Bishops and archbishops are the Primates in the Anglican Communion and their head is the Archbishop of Canterbury.

Q2 ______ Gun saluting is a very old British tradition. Salutes are fired across the country on Coronation Day, the sovereign’s official birthday, the birth or death of a member of the royal family and on seniors’ royal birthdays.

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Grammar Space 13

Simple Past

dei verbi regolari e irregolari Forma affermativa

 

110 Ascolta e leggi. Da chi ha preso il suo nome d’arte Bob Dylan?

 1



And where did Bob 3 Dylan take his stage name from?

This is a site with amazing facts about well-known people.

He got it from the Welsh poet Dylan Thomas.

Is it really so interesting?



Yes! Did you know that Admiral Nelson suffered from seasickness?

I’m not surprised. He was a genius!

No, I didn’t.

VERBI REGOLARI infinito senza to

Oh well done! ...Listen to this... Mozart didn’t go to school.

VERBI IRREGOLARI

+ -ed

I worked in a summer camp last August.

• Il simple past e il past participle dei verbi regolari si formano aggiungendo il suffisso -ed. • Il suffisso -ed si aggiunge con le seguenti variazioni ortografiche:

voce del paradigma

He bought a new motorbike a week ago.

• Il paradigma di un verbo irregolare si compone di tre voci che si devono imparare a memoria: infinito

simple past

past participle

to go

went

gone

– verbi terminanti in -e love → loved

• I paradigmi dei verbi irregolari possono avere:

– verbi terminanti in -y preceduta da consonante marry → married ma: play → played

– tre forme diverse to do did

done

– due forme uguali to have had

had

– tre forme uguali to cost cost

cost

– verbi monosillabici terminanti con una sola consonante preceduta da una sola vocale stop → stopped – verbi bisillabici terminanti con una sola consonante preceduta da una sola vocale e l’ultima sillaba accentata prefer → preferred ma: offer → offered – verbi terminanti in -l preceduta da una sola vocale quarrel → quarrelled – verbi terminanti in -c panic → panicked Per la pronuncia del verbo regolare con suffisso -ed vedi pag. 501.

Una lista dei principali verbi irregolari si trova a pag. 643.

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Practice

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• More practice

1. Completa la tabella con il simple past dei verbi regolari elencati. Infinitive

to to to to to to to

cancel carry change cry drop lie love

Simple past

Infinitive

_______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________

to to to to to to to

picnic play prefer reply ski stop travel

Simple past

_______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________

111 Metti i verbi tra parentesi al simple past. I verbi regolari sono dati in verde e i

verbi irregolari in arancione. Poi ascolta e verifica.

IT’S A DOG’S LIFE This morning I (1) ___________ (wake) up early and (2) ___________ (feel) hungry. I (3) ___________ (eat) my breakfast in less than a minute then I (4) ___________ (start) looking for my enemy, the Cat. He wasn’t in the garden. Pity, as yesterday he (5) ___________ (steal) my biscuits and I really (6) ___________ (want) to speak to him about it. I (7) ___________ (return) to the house and the kids (8) ___________ (take) me to the park. We (9) ___________ (have) a short walk – on the lead unfortunately – and (10) ___________ (arrive) home at 12.30. They (11) ___________ (have) lunch and I (12) ___________ (sleep) on the sofa for a couple of hours. At 3 the sun (13) _________ (come) out and so I (14) _________ (go) back to the garden for obvious reasons. I (15) ___________ (look) for the cat everywhere and after 10 minutes I (16) ___________ (see) him under a tree. I (17) ___________ (bark) and he (18) ___________ (run) like the wind. I (19) ___________ (chase) him across the road and… bang! A car (20) ___________ (hit) me and here I am in an animal clinic with a broken leg... I (21) ___________ (lose) the battle but not the war!

3. Leggi il brano e sottolinea tutti i verbi al simple past. Poi completa la tabella sotto.

The Day the Mona Lisa Disappeared On Monday, August 21st 1911, the famous work of art, Leonardo Da Vinci’s Mona Lisa, disappeared from the Louvre Museum in Paris. The museum officials immediately rang the police who searched the Louvre from top to bottom. This took a week because the prestigious art gallery is enormous. The only thing a detective found was the frame of the Mona Lisa. Luckily, 26 months later the police discovered the painting and the thief. He was an Italian man named Vincenzo Perugia. Perugia hid in a dark little room of the Louvre and spent the Sunday night there. The next morning, when the museum was closed, he entered the room where there was the masterpiece, cut the painting from its frame and walked out of the gallery and into the pages of history. Regular verbs Infinitive to disappear

Irregular verbs Simple Past disappeared

Infinitive to ring

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Simple Past rang

Grammar Space 13 4. Leggi i titoli di giornale e riscrivi le notizie utilizzando il simple past come nell’esempio. WHAT HAPPENED YESTERDAY? Yesterday a 5-year-old girl fell from the third floor. She was unhurt.

HEADLINES. 4

BRAVE KID SAVES BROTHER FROM FIRE

WOMAN GIVES BIRTH TO HER FOURTH SET OF TWINS

Teenager buys chewing gum and wins world trip

RUSSIAN PAYS RECORD PRICE FOR VAN GOGH PAINTING

5-YEAR-OLD GIRL FALLS FROM THIRD FLOOR AND IS UNHURT



COOK JIM TRAVERS BAKES BIRTHDAY CAKE FOR A HUNDRED CHILDREN

5. Completa i mini-dialoghi con il verbo adeguato al simple past. 1. A Are you going to lend him the money?

4. A Why don’t we paint the bathroom?

B No, I ____________ him £100 last month. B But we ____________ it last year. Remember? 2. A Can you carry the box upstairs?

5. A My train is leaving. I must hurry.

B I ____________ it upstairs an hour ago. 3. A Are you meeting Helen tonight?

B I’m afraid it ____________ a few minutes ago. 6. A What did you think of Moscow?

B No, we ____________ her yesterday. B I ____________ it was fantastic!

6. Completa le frasi utilizzando la forma corretta del simple past delle coppie di verbi date nel riquadro in ordine sparso. drive / catch • go / visit • die / attend • have / sing • do / buy died over 80,000 people _________ attended his funeral. 1. When Elvis Presley _____, 2. Lucy _________________ some shopping yesterday. She _________________ a bag and two skirts. 3. We _________________ to Brighton and we _________________ the Royal Pavilion. 4. Nat _________________ a sore throat, but he _________________ in the choir on Sunday. 5. My mother _________________ me to the bus stop, then I _________________ a bus.

7. Completa l’email con il simple present o il simple past dei verbi dati in ordine sparso nel riquadro. tell • be (x2) • make • take • have • help • need • know • like Dear Aunt Clare, Last week I (1) _________ part in the Multi-Ethnic Charity Fair and I (2) _________ it very much. It (3) ___________ a very interesting experience. There (4) ___________ a lot of stands with original dishes from all over the world. I’m sending you a Mexican recipe because I (5) ___________ that you (6) ___________ (not) any from that country. It (7) ___________ you what ingredients to buy and how much preparation time you (8) ___________. As a contribution to the fund raising, I (9) ___________ with the cooking and I (10) ___________ an apple pie. Love, Sandra 266

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8. Metti i verbi tra parentesi alla forma corretta del simple present, present continuous o simple past.

1. At the party we (dance) ____________ for hours. We (not / stop) ____________ for a moment. 2. Next Sunday we (have) _________ a barbecue in our garden. (you / want) _________ to come? 3. “Hi Omar! Who (you / wait) ____________ for?” “I (wait) ____________ for Gloria. She’s late.” 4. So you (visit) ____________ the Jorvik Centre last week. (you / enjoy) ____________ it? 5. Yesterday’s conference (be) ____________ so boring that I (fall) ____________ asleep. 6. “Where’s Grace?” “She’s in the lounge. She (play) ____________ videogames with a friend.” 7. “When (they / come) ____________ back from Sydney?” “Tomorrow, I (think) ____________.” 8. It (take) _________ me all afternoon, but in the end I (find) _________ a solution to the problem.

9. Completa l’articolo con i verbi dati in ordine sparso coniugandoli al simple present, present continuous o simple past.

be • hope • examine • take • steal • film • happen • use

Robbers on CCTV Closed circuit cameras (1) __________ four masked robbers escaping from a bank where they (2) __________ a substantial amount of money. The raid (3) __________ at 10.45 am at the Halifax Building in Newport city centre. The robbers (4) __________ a dark blue or black car to drive away from the area. Detective Superintendent Geoff Ross, head of the inquiry, says that they (5) __________ the CCTV film and soon they (6) __________ to identify the make and model of the vehicle. A passer-by, whose name is not revealed, (7) __________ photos with his mobile. People who (8) __________ present at the scene of the crime are asked to contact the local police station. Even a small detail may help the investigators to solve the case.

10. Completa la seconda frase usando non più di tre parole in modo tale che abbia lo stesso significato della prima.

The thief said nothing when the police arrested him. didn’t say anything when the police arrested him. The thief ___________ 1. Our team lost the match last Sunday. Our team _______________________________________________________ win the match last Sunday. 2. I wasn’t hungry, so I ate nothing at the buffet lunch. I wasn’t hungry, so I ____________________________________________ anything at the buffet lunch. 3. Your birthday is on 13th April, isn’t it? You _____________________________________________________________ on 13th April, weren’t you? 4. There was a strike so we cycled to the gym. There was a strike so we ________________________________________________ the gym by bicycle. 5. I bought this second-hand scanner because it was cheap. I bought this second-hand scanner because it _____________________________________ very much. 267

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Grammar Space 13 56

Simple Past

dei verbi regolari e irregolari Forma negativa, interrogativa e interrogativo-negativa 112 Ascolta e leggi. Quante mogli ebbe il re Enrico VIII? Rob What are you studying, Jim? Jim History. Henry VIII and his six wives. Rob Six wives? Wow! Jim Yes, he divorced his first wife. Rob And who did he marry then? Jim He married Anne Boleyn, but she didn’t give him a son. Rob So he divorced her. Jim No, she was beheaded. Rob Oh, no! Jim Oh, yes! He had a son from his third marriage. Rob And why did he get married again? Jim Because his wife died. Rob And he had another three wives after that! Jim Right, but now let me get on with my work...

• I verbi regolari e irregolari formano la negativa, l’interrogativa e l’interrogativonegativa nello stesso modo, con l’ausiliare did, come presentato nelle tabelle. forma NEGATIVA soggetto

did not (didn’t)

forma INTERROGATIVA

infinito senza to

did

Your team didn’t win the match.

soggetto

infinito senza to

Did your team win the match?

forma INTERROGATIVO-NEGATIVA didn’t

soggetto

infinito senza to

Didn’t your team win the match? SHORT ANSWERS (“Sì” - ”No”) yes,

pron. pers. sogg.

QUESTION TAGS (“Vero?” - “Non è vero?”) frase positiva,

did

“Did Frank enjoy the exhibition?” “Yes, he did.” no,

pron. pers. sogg.

didn’t

pron. pers. sogg.

You saw the frescoes, didn’t you? frase negativa,

“Did Jane enjoy the exhibition?” “No, she didn’t.”

didn’t

did

pron. pers. sogg.

You didn’t see the frescoes, did you?

• Gli interrogativi, come Who…? e What…?, rifiutano l’ausiliare did quando fungono da soggetto. “Who loved Lancelot?” “Guinevere loved him.”

“Chi amava Lancillotto?” “Ginevra lo amava.” (“Chi” soggetto)

“Who did Guinevere love?” “She loved Lancelot”

“Chi amava Ginevra?” “Amava Lancillotto.” (“Chi” complemento oggetto)

“Who did Lancelot fall in love with?” “He fell in love with Guinevere.”

“Di chi si innamorò Lancillotto?” “Si innamorò di Ginevra.” (“Chi” complemento indiretto)

Ricorda che la preposizione del complemento indiretto è posta alla fine della domanda, prima di un’eventuale espressione di tempo. Who did you go shopping with yesterday?

Con chi sei andato a fare spese ieri?

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Practice

In your eBook+

• More practice

1. Guarda le immagini e scrivi mini-dialoghi seguendo l’esempio. 1

disegno piramidi

id you visit Abu Simbel? AD BN o, we didn’t visit Abu Simbel. We visited the Pyramids.

you / visit / Abu Simbel

Columbus / discover / Australia

the thief / steal / money

you / fly / London

  they / watch / love story

    

2. Completa i fumetti con short anwers o question tags.

Joanna got the prize for jazz dancing, ___________________?

They elected Thomas as class representative, ___________________?

Charles Dickens wrote Vanity Fair, ___________________?

No, ___________________. It was for the boogie.

No, ___________________. That was William Thackeray.

J.F. Kennedy died in Dallas in 1963, ___________________?

Yes, ___________________.

Yes, ___________________. He was assassinated.

3. Leggi il memo di Miss Magnate e rispondi alle domande in modo completo seguendo l’esempio. Did Miss Magnate drink a coffee at 9.00 a.m.? No, she didn’t. She downloaded some emails.

✓

d emails 09.00: downloa rt ock Market repo 09.30: read St search labs se investor to re ne pa Ja e iv dr 10.00: manager quality control 11.30: speak to andwiches) 13.00: lunch (s iew studio for interv 13.30: ring TV ure in Bonn ation of my lect rm nfi co nd se 14.00: products tation on new en es pr a ve gi 14.30: meeting monthly sales l ua us n gi be 16.00:

1. D id Miss Magnate read the paper at 9.30 a.m.? 2. What did she do at 10.00 a.m.? 3. Who did Miss Magnate speak to at 11.30 a.m.? 4. What did she have for lunch? 5. Why did Miss Magnate ring the TV studio? 6. Did she book a flight to Bonn at 2.00 p.m.? 7. What did Miss Magnate do at 2.30 p.m.? 8. Did she leave the office at 4.00 p.m.?

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Grammar Space 13 4. Completa le frasi mettendo i verbi tra parentesi alla forma corretta del simple past. 1. “Where ___________ (Albert / park) his car?” “He ___________ (park) it in front of the garage.” 2. “___________ (you / call) Jenny yesterday?” “No, I ___________ (meet) her at the aqua fitness lesson.” 3. “Why ___________ (you / not / lend) your dictionary to Bob?” “Because I ___________ (need) it myself.” 4. “What time ___________ (the lecture / finish)?” “At 10.30.” “What ___________ (you / do) then?” 5. “Why ___________ (he / go) to work by taxi?” “Because he ___________ (not / get) up in time.” 6. “We ___________ (have) a wonderful meal at the restaurant last night.” “What ___________ (you / have)?” 7. Brenda ___________ (fall) off her bike yesterday. She ___________ (hurt) her leg, but she’s OK now. 8. When we ___________ (be) on the coast we ___________ (swim) and ___________ (sunbathe) all day.

5. Usa gli interrogativi tra parentesi per scrivere domande al simple past la cui risposta è contenuta nelle frasi. 1. 2. 3. 4. 5. 6.

Yesterday I helped Fred with some office work. I was exhausted (Who...? compl. ogg.) I didn’t come here by tube because there was a strike. (Why...?) Van Gogh only sold one of his paintings in his lifetime. (Who...? sogg.) Caroline paid £50 for her evening dress. (How much....?) Mr and Mrs Dell took the children to a theme park last week. (Where...?) Jennifer toured Europe with Thelma last summer. (Who...with? compl. ind.)

6. Leggi le informazioni e metti i verbi tra parentesi alla forma corretta del simple past.

DID YOU KNOW? Lots of famous people failed at first and faced a number of obstacles, but they eventually became icons. Here are a few examples. An editor (1) ___________ (tell) Walt Disney that he (2) ___________ (lack) imagination and (3) ___________ (not / come) up with any good ideas. Disney later (4) ___________ (find) the right recipe for success. (5) ___________ (Einstein / immediately / show) his genius? Not at all. Apparently he (6) ___________ (not / speak) until the age of four and (7) ___________ (not / read) until he was nine. In 1921 he (8) ___________ (win) the Nobel Prize and (9) ___________ (change) the face of modern physics. Teachers (10) ___________ (consider) Edison unable to learn anything. He (11) ___________ (make) about a thousand attempts to invent the light bulb and in the end he (12) ___________ (succeed), as we all know. Nobody wanted to publish Stephen King’s first novel Carrie, now an icon thriller. What (13) ___________ (Stephen / do)? He (14) ___________ (be) so upset that he (15) ___________ (throw) the book away, but his wife (16) ___________ (convince) him to submit it again. 270

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113 Leggi il dialogo e metti i verbi tra parentesi al tempo corretto (simple present, present continuous, simple future, simple past). Poi ascolta e verifica.

Ricky Hello, Cindy. What (1) ________________ (you / do)? Cindy I (2) ________________ (look) at the photos I (3) ________________ (take) during my stay in London.

Ricky Let’s have a look. What’s this photo? Where (4) ________________ (you / take) it?

Cindy It’s the Tower of London. Ricky That (5) ________________ (be) an awful prison, wasn’t it?

Cindy Terrible! And here’s Tower Green, the place where Anne Boleyn was beheaded.

Ricky Oh, and these (6) ________________ (be) the famous Beefeaters, the wardens of the Tower.

Cindy Right. They’re so picturesque. Ricky They also (7) ________________ (give) tourists lots of background information and stories of imprisonment, torture and execution... Is that a raven?

Cindy Yes, the tradition (8) ________________ (go) that if the ravens (9) ________________ (disappear) the kingdom (10) ________________ (fall)…

Ricky Really? …And what’s this? Cindy That’s Greenwich… and now I (11) ________________ (show) you my best photo. Ricky Wow! Who (12) ________________ (you / hug)?! Cindy My London boyfriend.

8. Replica alle affermazioni utilizzando gli interrogativi dati. Metti i verbi al tempo adeguato. I sent John an email. (Why) Why did you send him an email? 1. We went home at midnight. (What time)

____________________________________________?

2. We feed the dog once a day. (How often)

____________________________________________?

3. Bernie likes reading. (What kind)

____________________________________________?

4. We spent the night in a B&B. (Where)

____________________________________________?

5. They are going on a cruise. (Who... with)

____________________________________________?

9. Completa i mini-dialoghi in modo adeguato. 1. A ___________________ to the pub tonight?

4. A __________________________?

B No, I’m staying at home.

B Larry? He works in Milan.

2. A You know, Paul’s in hospital.

5. A __________________________ in Kent?

B Oh, no! What ____________________ to him?

B Awful. It rained all the time.

3. A When _____________________ for the USA?

6. A __________________________ at school?

B Next Saturday, I think. B We learnt the simple past.

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Grammar Space 13 57

Used to e Would - It’s (high) time... 114 Ascolta e leggi. A che cosa giocava il bisnonno quando era giovane?

When I was young “ didn’t use to have we computers. In the evenings and at weekends we used to listen to the radio. We socialized a lot, but face to face. We had no television and no social networks. We used to spend a lot of time with our friends playing in the open air. We would play football or cricket for hours in the park or in the street, because there wasn’t much traffic. We all had bikes. We would ride to school on them. Those were the good old days... But now it’s time I took my pills.

Used to e Would • Used + infinito e would + infinito senza to sono forme verbali usate per porre enfasi su qualcosa che accadeva regolarmente nel passato ma che non accade più nel presente. • Used to focalizza azioni, abitudini, stati/condizioni nel passato. Le negative, interrogative e interrogativo-negative si formano con l’ausiliare did.

Rick used to have a beard when he was young.

Rick aveva la barba quando era giovane.

“Didn’t he use to send you lots of messages?” “Yes, but he never does now.” “Non ti mandava un sacco di messaggi?” “Sì, ma non lo fa più adesso”.

Per l’uso di used to + -ing vedi pag. 288.

• Would è più formale e si usa per evidenziare la ripetizione regolare di azioni nel passato. Si struttura come un modale.

When I was a child I would ask my mum to tell me a story before going to sleep.

Quando ero bambino chiedevo a mia mamma di raccontarmi una storia prima di addormentarmi. *Per altri usi di would come modale vedi pag. 529.

• Used to e would possono essere intercambiabili per esprimere azioni ripetute nel passato, ma solo used to può essere usato con verbi che esprimono uno stato o una condizione.

When I was in the Scouts I used to/would sleep in a small tend.

Quando ero negli Scouts dormivo (ero solito dormire) in una piccola tenda,

In the past my grandfather used to be a professional climber. In passato mio nonno era uno scalatore professionista.

It’s (high) time... • Il simple past viene utilizzato in inglese anche dopo l’espressione: It’s time / It’s high time...

It’s (high) time you earned your own living. È (proprio) ora che tu ti guadagni da vivere.

ma:

It’s (high) time for you to earn your own living. 272

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Practice

In your eBook+

• More practice

1. Riscrivi le frasi utilizzando used to. Byron doesn’t play the piano any more. Byron used to play the piano. 1. Gary is no longer afraid of spiders.

4. He doesn’t have long hair any more.

2. I don’t dance the tango any more.

5. They don’t live in London now.

3. Dad doesn’t smoke any more.

6. The cat doesn’t catch mice any more.

2. Utilizza i suggerimenti tra parentesi per scrivere domande adeguate con la forma interrogativa di used to.

Granny used to bring us presents. (What) Really? What did she use to bring you? 1. 2. 3. 4. 5. 6.

We used to spend our holidays abroad every year. (Where) I used to listen to music while I studied. (What kind) They used to come over from the USA. (How often) Henry used to paint a lot when he was at school. (What) Aunt Clare used to cook fantastic dishes. (What) We used to celebrate New Year’s Eve together. (How)

3. Completa le frasi con le forme affermativa, negativa o interrogativa di used to. 1. Liz __________________ go to the office by bus. Now she uses her own car. 2. “(he) __________________ be a teacher?” “Yes, but he retired 5 years ago.” 3. Peter __________________ eat strawberries, but now he’s allergic to them. 4. “(grandad) __________________ play in a rock band?” “Yes, but he stopped years ago.” 5. I __________________ work hard at school. That’s why I didn’t get good marks.

4. Riscrivi le frasi sostituendo would/wouldn’t + infinito senza to ai verbi sottolineati. 1. 2. 3. 4. 5.

He was so kind. When I was sad he told me a funny story and I felt better. When we were late the teachers gave us extra work as a punishment. Miss Brigg loved her Pekingese so much that she took him everywhere with her. At the seaside we woke up very early and we went for a swim before breakfast. When Fred got angry he didn’t say a word. He sat for hours without moving.

5. Completa le frasi con used to o would. In due casi entrambe le forme sono possibili. 1. My grandmother _____________ read me a fairy tale before bed. It was great. 2. This fantastic cottage _____________ belong to my uncle George. He sold it last year. 3. Mark and I _____________ be together, but we aren’t on speaking terms now. 4. When the weather was good we _____________ go for long walks along the cliffs. 5. I _____________ like rock music when I was your age. Now I listen to classical music. 6. Pete _____________ live in the country but he moved to London when he got married.

6. Riscrivi le frasi seguendo gli esempi. It’s time for us to start.

It’s high time we started.

It’s time for us to start.

1. It’s high time you found a job.

4. It’s time for them to get married.

2. It’s high time we said goodbye.

5. It’s high time we left.

3. It’s time for her to get up.

6. It’s time for the dog to have a walk. 273

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Grammar Space 13

Consolidation 1. Completa i mini-dialoghi con la forma corretta del simple past di to be. 1. A ___________ you at home yesterday evening?

B No, I ___________. I ___________ at the Young Readers Club. A ___________ there many people there? B No, there ____________. Most of the members ___________ in a meeting. 2. A The first summer concert ___________ at the sports centre last Saturday.

B How many bands ___________ there? A Five. The Brother Boys ___________ really great. B That’s strange. The paper says they ___________ very good.

2. Completa le frasi con il simple past dei verbi tra parentesi, prima alla forma affermativa e poi alla forma negativa contratta come nell’esempio. moved the beds, but we ____________ didn’t move the wardrobe. (move) We _______ 1. I ______________ the activities at the camp, but I _____________________ the food. (enjoy) 2. He ______________ the ice cream, but he _____________________ the apple pie. (like) 3. The train ______________ in Birmingham but it _____________________ in Derby. (stop) 4. We ______________ the National Gallery, but we _____________________ the Tate Gallery. (visit) 5. The teacher _____________ Brenda with the exercises, but she _____________________ me. (help) 6. The tourists ______________ to Scotland, but they _____________________ to John O’Groats. (travel) 7. Bill ______________ in the first match, but he _____________________ in the second one. (play) 8. The Browns ______________ to Washington, but they _____________________ to Arlington. (go)

3. Leggi le informazioni e metti i verbi tra parentesi alla forma corretta del simple past.

DID YOU KNOW? When J.K. Rowling, the creator of Harry Potter, (1) ___________ (write) the first book of the series she (2) ___________ (have) very little money to live on and to raise her child. Now she is one of the richest women in the world. The Globe Theatre (3) ___________ (be) the place where people (4) ___________ (go) to see Shakespeare’s plays in London around 1600. At the time women (5) ___________ (not / work) as actresses and men (6) ___________ (play) the female roles. They (7) ___________ (wear) a lot of make-up and this (8) ___________ (cause) a number of deaths because of the lead it (9) ___________ (contain). Elizabeth I (10) ___________ (be) always fussy about her appearance, but the ritual of dressing the queen (11) ___________ (become) increasingly elaborate as she (12) ___________ (get) older. It (13) ___________ (take) her ladies four hours a day to complete the ceremony of dressing and undressing her.

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4. Utilizza gli interrogativi tra parentesi per scrivere domande al simple past la cui risposta è contenuta nelle frasi.

I gave my calculator to Jonathan. (Who...? compl. ind.) Who did you give your calculator to? 1. 2. 3. 4. 5.

They always spent their summer holidays in Crete. (Where...?) Liza brought me a fantastic kimono from Japan. (What...? compl. ogg.) I left for Spain on 15th June. (When...?) Manchester United won the Cup last year. (Who...? sogg.) We cut the cheese with a piece of wire. (What... with? compl. ind.)

5. Metti i verbi tra parentesi al simple past, poi trova domande alle risposte date.

A Genius from Birth Wolfgang Amadeus Mozart (1) ___________ (be) born in Salzburg on 27th January 1756. As a child he (2) ___________ (be) already a brilliant pianist and violinist and he (3) ___________ (tour) Europe with his father and his sister, both talented musicians. Music (4) ___________ (come) naturally to him and he (5) ___________ (be) only 14 years old when he (6) ___________ (write) his first opera. At the age of 17 Mozart (7) ___________ (receive) a prestigious appointment to play in the court of Salzburg and later in Vienna. In 1782 he (8) ___________ (marry) Constanze Weber without his father’s consent. They (9) ___________ (have) six children, but unfortunately only two (10) ___________ (survive). Mozart (11) ___________ (earn) considerable sums of money from his operas, but he (12) ___________ (spend) too much and (13) ___________ (begin) to have serious financial difficulties. He (14) ___________ (fall) ill in 1791 in Prague, but he (15) ___________ (continue) his professional work although his health (16) ___________ (get) worse and worse. He (17) ___________ (die) a poor man in December 1791 at the age of only 35. He (18) ___________ (be) buried outside Vienna with a very modest funeral. Shortly after his death his reputation (19) ___________ (rise) substantially and he (20) ___________ (be) recognized as a true genius.

1. __________________________________________________________________? At the age of 14. 2. __________________________________________________________________? He married Contanze Weber. 3. __________________________________________________________________? They had six children, but only two survived. 4. __________________________________________________________________? Because he spent too much. 5. __________________________________________________________________? When he was in Prague in 1791. 6. __________________________________________________________________? His reputation rose considerably soon after his death. 275

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Grammar Space 13

Consolidation

6. Leggi la favola di Esopo e metti i verbi tra parentesi alla forma corretta del simple past.

The two frogs and the well Two frogs (1) __________ (live) in a shallow pool. One summer it (2) __________ (be) very hot, and the pool (3) __________ (begin) to dry up. With an easy hop the two animals (4) __________ (leave) their old residence to find another home. After a few hours they (5) __________ (come) across a deep well. One of the frogs (6) __________ (think) that it (7) __________ (be) an excellent place to live, but his companion (8) __________ (hesitate). The well (9) __________ (be) too deep, dark and gloomy and he (10) __________ (not / feel) safe there. What (11) __________ (the two friends / do) in the end? They (12) __________ (decide) to look for some other place to live. The moral of this story is: Don’t do anything without first thinking about the consequences.

7. Metti i verbi tra parentesi al tempo e alla forma corretti. 1. “Hey, Phil. What _______________ (you / do)?” “I _______________ (get) some food for the dog.” 2. “I _______________ (see) Mary with her little daughter in town this morning.” “With her daughter? How strange! She _______________ (usually / take) her to nursery school in the mornings.” 3. Paul _______________ (always / catch) the bus to work, but yesterday he _______________ (go) by car because there _______________ (be) a strike. 4. “Are you sure Jenny _______________ (not / come) to the gym?” “Yes, she _______________ (phone) me an hour ago. She _______________ (say) she _______________ (have) a headache.” 5. It’s half past five and Emma is twenty minutes late. If she _______________ (not / arrive) in the next ten minutes I _______________ (leave) without her. 6. “_______________ (your father / play) golf yesterday afternoon?” “No, he _______________ (receive) a message from the office. They _______________ (need) him there immediately.”

8. Completa le frasi con used to o would. In due casi entrambe le forme sono possibili. 1. When Einstein found it difficult to work he ___________ play the violin to relax. 2. There ___________ be lots of pigeons around, but they have disappeared now. 3. When we were children we often quarrelled. My brother ___________ sulk for days and days. 4. Kids ___________ have more respect for their parents and elderly people in the past. 5. Leonardo da Vinci ___________ write from right to left. He wanted to keep his work secret. 6. I ___________ share a flat with a friend, but I have a place of my own now.

9. Riformula la seconda frase utilizzando la parola data tra parentesi con la struttura adeguata. He played the drums, but he gave up two years ago. (used) used to play the drums, but he gave up two years ago. He ________ 1. I often visited my grandparents when they lived in Devon. (used) I ________________________________________________ my grandparents when they lived in Devon. 2. When I was little my mother told me a lot of fairy tales. (would) When I was little my mother ___________________________________________ me a lot of fairy tales. 3. Sorry, but I must go shopping. (high) Sorry, but it’s ______________________________________________________________ went shopping. 4. When Pam was young she liked the circus, but she doesn’t like it now. (like) When Pam was young she _______________________________________________________ the circus. 5. In my opinion it’s high time you made up. (make) In my opinion it’s time _________________________________________________________________ up. 276

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Maps and Tables 115

Simple Past

forma AFFERMATIVA

verbo essere verbi regolari verbi irregolari

sogg. + was/were sogg. + verbo -ed sogg. + 2a forma del paradigma

forma NEGATIVA

verbo essere verbi regolari verbi irregolari

sogg. + was/were not (wasn’t/weren’t) sogg. + didn’t + infinito senza to sogg. + didn’t + infinito senza to

forma INTERROGATIVA

verbo essere verbi regolari verbi irregolari

was/were + sogg. did + sogg. + infinito senza to did + sogg. + infinito senza to

forma INTERROGATIVONEGATIVA

verbo essere verbi regolari verbi irregolari

wasn’t/weren’t + sogg. didn’t + sogg. + infinito senza to didn’t + sogg. + infinito senza to

Espressioni di tempo con il simple past

116

yesterday ...ago last... once at that time

Formazione dei verbi irregolari

TRE FORME DIVERSE

DUE FORME UGUALI

TRE FORME UGUALI

do - did - done eat - ate - eaten hide - hid - hidden see - saw - seen

get - got - got leave - left - left make - made - made say - said - said

cut - cut - cut hit - hit - hit put -put - put shut - shut - shut

-a, -u

begin - began - begun drink - drank - drunk ring - rang - rung sing - sang - sung -o, -en

break - broke - broken drive - drove - driven ride - rode - ridden write - wrote - written

consonante -t

build - built - built feel - felt - felt keep - kept - kept send - sent - sent -aught, -ought

buy - bought - bought catch - caught - caught teach - taught - taught think - thought - thought

-ew, -own/-awn

blow - blew - blown draw - drew - drawn fly - flew - flown throw - threw - thrown 277

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Communication Space 13

Vocabulary and Skills B1 Preliminary Invalsi B1

Hall of Fame Speaking about famous people Professions actor/actress archaeologist architect artist astronaut athlete ballet dancer biologist cartoonist comedian composer computer technologist designer

attore/attrice archeologo architetto artista astronauta atleta ballerino biologo fumettista attore comico compositore tecnico del computer progettista

Adjectives adventurous amazing artistic bold brave/courageous bright brilliant/smart clever/intelligent contemporary creative exceptional extraordinary famous gifted/talented

economist engineer explorer/ traveller film director film producer historian inventor mathematician mime artist musician novelist painter philanthropist

avventuroso sorprendente/incredibile artistico audace coraggioso luminoso/brillante brillante/intelligente intelligente contemporaneo creativo eccezionale straordinario famoso dotato di talento

Verbs to achieve realizzare to analyse analizzare to be awarded essere premiato to be recognised as essere riconosciuto come to build costruire to carry out (research) svolgere (ricerche) to classify classificare to compose comporre to demonstrate dimostrare to design progettare to develop sviluppare to devote yourself (to) dedicarsi (a)

1. Speaking – Part 1/Part 4 • • • • •

economista ingegnere esploratore/ viaggiatore regista produttore storico inventore matematico mimo musicista romanziere pittore filantropo

heroic humorous idealistic imaginative original outstanding popular remarkable renowned self-centred significant skilful successful well known

philosopher physicist player (sports) player (music) playwright/ dramatist poet politician scientist sculptor stylist writer/author

filosofo fisico giocatore musicista drammaturgo poeta politico scienziato scultore stilista scrittore/autore

eroico divertente/spiritoso idealista fantasioso originale notevole/eccezionale popolare notevole conosciuto/rinomato egocentrico significativo abile/capace di successo noto, molto conosciuto

to to to to to to to to to to to to

direct dirigere discover scoprire explore esplorare illustrate illustrare influence influenzare inspire ispirare introduce introdurre invent inventare investigate (sth) investigare launch lanciare navigate navigare perform mettere in scena/ esibirsi to win a prize/an award vincere un premio/ riconoscimento

Work in pairs. Take it in turns to ask and answer the questions.

Do you like reading about celebrities in magazines and/or online? Do you ever watch historical films or documentaries about the lives of famous people? Did you have a hero when you were younger? What were his/her achievements? Do you have a hero now? Why do you admire him or her? Can you think of any people who were icons in the past and are still remembered? 278

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2. Use the clues to complete the crossword and find the name and surname of a famous physicist. 1. An adjective from the word “hero”. 2. A person that studies economics. 2 3. It means “very intelligent” and “clever”. 4. It is said of someone with original or unusual ideas. 5. A person that composes or plays music. 6. A person that draws cartoons. 7. A verb to describe what detectives do. 8. A synonym for “famous” or “well known”. 9. A verb that means “give examples with pictures”. 10. A verb that means “find something new”. 11. An artist like Caravaggio or Van Gogh.

3 4 5 6 7 8 9 10 11

3. Complete the short biography of Steve Jobs with the words given in scrambled order. met • launched • designer • born • electronics • achievements • music • bright Stephen Paul Jobs was (1) ___________ in 1955 in San Francisco and was adopted at birth. In his early years he was already a (2) ___________ intelligent child and went to study at Reed College in Oregon but dropped out after only six months. As a teenager at school he (3) ___________ Steve Wozniak. They shared a passion for (4) ___________ and together they created Apple computers. In 1984 Apple introduced the first Macintosh and Jobs became a leader in the revolution of personal computing. Another important event was the start of Pixar Animation Studios in 1986. Many years later in 2001 Jobs (5) ___________ the first iPod transforming the entire (6) ___________ industry. Steve was a brilliant technologist and a skilful businessman but he was also an artist and (7) ___________. Today he is considered an icon. He died on October 5th 2011 and he will be remembered for his extraordinary (8) ___________, but also for his controversial message “Stay hungry, stay foolish.”

4. Read the timeline of John Keats, one of the greatest English Romantic poets, then write a short biography in the simple past tense.

“

”

A thing of beauty is a joy for ever.

Oct. 31, 1795

1815

Dec. 1816

1818

1820

Feb. 23, 1821

Keats is born in London. First of 5 children.

He begins his medical studies and starts writing poems.

He leaves medicine and devotes himself to poetry.

He meets Fanny Brawne. He completes his major long poems.

He falls seriously ill and sails for Italy.

He dies at the the age of 25. He is buried in Rome.

John Keats was a great English Romantic poet. He was born... 279

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Communication Space 13 Hall of Fame How to write a biography The word biography comes from the Greek word “bios” which means life and “graphia” which means writing. So a biography is an account of someone’s life. Short biographies tell the basic events of someone’s life. Longer biographies include details and can be written as a work of fiction. Useful expressions As a child/As a teenager At a young age/At the age of... During his/her early life In his/her early years In his/her later/final years A few/Many years later/In later years Towards the end of his/her life One of the interesting things about… is/was... One of the most extraordinary facts/events/... Another important event is/was…

He/She is best remembered... His/Her greatest achievement is/was... His/Her life was devoted to... He/She made a significant contribution to... In my view/opinion… I’m convinced (that)... I believe/think (that)...

5. Writing – Part 2 You have read this announcement in your school English-language magazine.

Articles wanted HERE’S MY ICON! Write an article about a celebrity or a famous person from the past. List the most significant events in his/her life in chronological order. Say why you admire this person. The best articles will be published next month. Write your article in about 100 words.

6. Listening – Part 3

117 You will hear a short biography of Sir Edmund Hillary, the first

man to climb Mount Everest. For each question write the correct answer in the gap. Write one or two words or a number or a date or a time. You will hear the recording twice.

Sir Edmund Hillary Place of birth Date of birth

Auckland, New Zealand He was born in (1) _____________

Education

He studied maths and (2) _____________ at university

Passions

He loved snow, mountaineering and climbing

First expedition

Everest in (3) _____________, but it was unsuccessful

Second expedition

Everest in 1953 – he reached the top and left a (4) _____________

Later expeditions

The South Pole in 1958 and the North Pole in 1985

Charitable work

He started a foundation and helped build (5) _____________ and schools in Nepal

Year of death

He died in 2008

Curiosity

His image appears on the New Zealand (6) _____________ note 280

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7. Reading Read the text about three famous British writers, then answer the questions (1 – 9) using a maximum of 4 words. Write your answers in the spaces provided. The first one (0) has been done for you.

Famous British Writers A AGATHA CHRISTIE

B ROALD DAHL

Agatha Christie was born in 1890 in Torquay in the south-west of England. Her detective stories and thrillers are famous all over the world and she is considered to be the best selling author of all time. Her most eccentric detective is probably Hercule Poirot, a little Belgian man with a big moustache and an incredible ability to solve crimes. Agatha Christie’s books include a lot of her personal knowledge regarding poisons and their use and about archaeology in exotic locations. In fact she worked as a dispenser in a hospital during World War I and travelled widely with her second husband, an archaeologist. She died in 1976.

Roald Dahl was born in Cardiff in 1916 of Norwegian parents. His books for adults became bestsellers. They are often in the form of short stories with totally unexpected endings. He is probably most famous, however, as a children’s writer. One of his best known books is James and the Giant Peach written in 1961. It tells the story of a young orphan boy who manages to enter a giant magical peach and has wild and surreal adventures. A film version was made in conjunction with Disney after Dahl’s death. His books have been translated into 59 languages and continue to sell all over the world. He died in Oxford in 1990.

C IAN FLEMING Ian Fleming was born in 1908. He worked as a journalist around the world before creating his famous character James Bond, secret agent 007 (double 0 seven) famous for the way he always introduced himself: “My name’s Bond, James Bond.” His adventures have given great pleasure to three generations of readers and cinema-goers. Fleming wrote all the Bond stories at Goldeneye, his wonderful villa on the north coast of Jamaica, which is today a hotel. All of his novels became films and up to now many different actors have played the role of James Bond. Probably the most famous actor to play the role was Sean Connery in the early films. Fleming died in 1964.

What kind of book did Agatha Christie write?

Who was Hercule Poirot?

Where did Agatha Christie learn about poisons?

What was Agatha Christie’s husband’s profession?

Where were Roald Dahl’s parents from?

When was the film of James and the Giant Peach made?

How many languages have Dahl’s books been translated into?

Where did Ian Fleming write his books?

How many of the James Bond books became films?

Who was the first actor to play James Bond?

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Detective stories and thrillers

Grammar Space 14 58

Past Continuous 118 Ascolta e leggi. Che cosa stavano facendo gli studenti quando l’insegnante è

entrata in classe?

Hi sis! I hope your da y is a good one. Mine ’s tragic! I walked into a classroo m just before the break and guess what? Two boys were wrestling, three gir ls were applying make-up and the rest were on their tablets. And they were all listen ing to rap music at the same time! I was only out for 5 minutes. Just one bo y was working. Guess who? Jac k Smith, the nerd of the class. So you know wh at I did? I just sat down , took a pack of cards out of my bag and started pla yin g patience!

forma AFFERMATIVA soggetto

was

were

forma NEGATIVA

soggetto

was

were not (wasn’t

weren’t)

verbo alla forma in -ing

It was pouring with rain.

Sue wasn’t feeling very well yesterday.

forma INTERROGATIVA

forma INTERROGATIVO-NEGATIVA

were

soggetto

verbo alla forma in -ing

wasn’t

/ weren’t + soggetto + verbo alla forma in -ing

Were they watching TV?

Weren’t you wearing a tracksuit?

SHORT ANSWERS (“Sì”-”No”)

QUESTION TAGS (“Vero?”-”Non è vero?”)

yes,

pron. pers. sogg.

was

frase affermativa, + wasn’t / weren’t + pron. pers. sogg.

were

“Were you talking politics?” “Yes, we were.” +

verbo alla forma in -ing

pron. pers. sogg.

wasn’t

Mary was crying when you arrived, wasn’t she?

weren’t

“Were the pupils listening to the teacher?” “No, they weren’t.”

frase negativa,

was

were

pron. pers. sogg.

You weren’t doing your homework, were you?

• Il past continuous (passato progressivo) corrisponde all’imperfetto indicativo italiano e si usa: – per esprimere azioni in fase di svolgimento al passato While Mr Thomson was working in the garden his wife was lying in the sun.

Mentre il Signor Thomson lavorava (stava lavorando) in giardino sua moglie era sdraiata al sole.

–p er indicare azioni in corso di svolgimento al passato interrotte da una seconda azione breve Janet was driving home when she had a puncture.

Janet stava andando a casa in auto quando ha forato una gomma.

– per esprimere azioni programmate per il futuro in relazione a un tempo passato I was very sad because John was leaving the following day.

Ero molto triste perché John partiva il giorno dopo.

• Le variazioni ortografiche del suffisso -ing sono le stesse presentate a pag. 126. Ricorda i connettori: while mentre when

quando

Per altri connettori (linkers) vedi pagg. 284 e 564. 282

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In your eBook+

Practice

• More practice

1. Completa le frasi con il past continuous dei verbi tra parentesi, poi volgile alla forma negativa contratta, interrogativa e interrogativo-negativa. 1. The band ____________________________ (play) a waltz.

  2. The dog ____________________________ (chase) the cat.

3. The workers ____________________________ (make) a lot of noise. 4. Mark and his wife ____________________________ (quarrel). 5. It ____________________________ (rain) that morning.

2. Completa le frasi con short answers o question tags. 1

  

Your dad was fishing at the lake yesterday, ______________? Yes, ______________. He caught three trout.

Anne wasn’t surfing the Net last night, ______________?

The police were looking for her, ______________?

Yes, ______________. Everyone was very worried.

No, ______________.

3. Osserva l’immagine e scrivi domande o risposte come negli esempi. Eddie

Claudia

Tommy Harry Philippa

Billy

Tiger

Sally

“What was Tiger doing?” “He was eating our sandwiches.” “Was Tiger lying on the sofa?” “No, he wasn’t. He was eating our sandwiches.” 1. “Were Tommy and Philippa singing?” “________________________________________________.” 2. “________________________________________________?” “They were sitting on the sofa.” 3. “Was Harry opening a can of coke?” “________________________________________________.” 4. “________________________________________________?” “He was choosing a DVD.” 5. “Was Sally listening to music?” “________________________________________________.”

4. Abbina gli elementi della colonna A con quelli della colonna B e scrivi frasi complete utilizzando il connettore while e il past continuous. I saw a big seagull while I was looking out of the window. A 1. 2. 3. 4. 5. 6.



I saw a big seagull We went to Disneyland Fred offered me a lift There was a power cut Jenny broke the vase It started to snow

a. b. c. d. e. f.

while

wait for the bus put it on the shelf look out of the window stay in Los Angeles play the second half use the PC



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Grammar Space 14 59

Past Continuous e Simple Past 119 Ascolta e leggi. Come si è svolto l’incidente? 2

“…So you were cycling to school when the accident happened...” 4

“Yes… The boy on the scooter didn’t stop at the zebra crossing and hit the girl.”

“Luckily she’ll be OK.” “Yes, in fact she got up immediately.”

“Mm... Was he going fast?” “Not very, but I noticed he was holding his mobile...”

“People must not use phones while driving. It’s against the law and very dangerous!”

PAST CONTINUOUS

SIMPLE PAST

• azioni in corso di svolgimento in un particolare momento del passato At this time yesterday I was taking the 9.30 bus.

• condizioni/azioni concluse nel passato

• azioni in corso di svolgimento al passato interrotte da una seconda azione breve When Jason arrived Brenda was leaving the party.

• storie ed eventi in successione

Yesterday I took the 9.30 bus, as usual.

A quest’ora ieri prendevo l’autobus delle 9.30.

Quando Jason arrivò Brenda stava lasciando la festa.

Ieri ho preso l’autobus delle 9.30, come al solito.

When Jason arrived Brenda left the party.

Quando Jason arrivò Brenda lasciò la festa.

• Per rendere più efficace e coeso il racconto di eventi e storie nel passato si utilizzano i connettori (linkers), cioè congiunzioni subordinanti, avverbi ed espressioni avverbiali. – Tra le congiunzioni subordinanti ricorda: if

unless

se non/a meno che non

provided (that)/ on condition (that)

a condizione che

so that

cosicché

in order (not) to/ so as (not) to because/as/since when while/as once

al fine di (non)/ per (non) poiché/perché quando mentre una volta (che)

– Tra gli avverbi ed espressioni avverbiali ricorda: however/anyway/in any case at first/first finally/eventually/in the end then/afterwards/after that after a while/some time later meanwhile/in the meantime at that moment/at the same moment

comunque dapprima/prima alla fine/infine dopo/in seguito/successivamente dopo un po’/un po’ di tempo dopo nel frattempo/intanto in quel momento/nello stesso momento

Per altri connettori vedi pag. 564. 284

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Practice

In your eBook+

• More practice

1. Metti i verbi tra parentesi al simple past o al past continuous. 1. I ___________________________ (buy) this T-shirt while I was shopping in the new mall. 2. We saw the film in English while we ___________________________ (visit) friends in New York. 3. Ted ___________________________ (twist) his ankle when he was playing volleyball at school. 4. Sam and Peter ___________________________ (walk) in the country when the storm started. 5. We ___________________________ (prepare) to go for a swim when the life guard spotted the shark. 6. The police arrived while the three robbers _________________ (run) away.

2. Metti i verbi tra parentesi alle forme corrette del simple past o past continuous. 1. “When ________________ (Dan / fall) off the ladder?” “While he ________________ (paint) the ceiling.” 2. I ________________ (meet) Alison in town. She ________________ (go) to the dentist’s. 3. “______________ (it / thunder) when you ______________ (take) off?” “Yes, the weather was terrible.” 4. Susan ______________ (sit) alone in a corner when a nice boy ______________ (invite) her to dance. 5. Hi, Ron! I _________________ (try) to get in touch with you when you _________________ (ring).

3. Completa le frasi con le coppie di verbi date in ordine sparso al simple past o al past continuous.

lose / blow • cut / make • live / inherit • be / use • stand / leave • hurt / mend was using them. 1. The buses ______ were free that day and everyone ___________ 2. I _______________________ myself with a knife while I _______________________ dinner. 3. Paul _______________________ himself while he _______________________ his bike. 4. They _______________________ on the platform when the train _______________________. 5. The tramp _______________________ on the streets when he _______________________ a fortune. 6. Our team _______________________ when the whistle _______________________ for half time.

120 Metti i verbi tra parentesi alla forma corretta del simple past o del past continuous. Poi ascolta e verifica.

Sandy Bess Sandy Bess

Sandy Bess

Sandy

I can’t wait to see the photos. Here they are on my tablet. It (1) _________________ (be) a fantastic holiday. Two weeks in Sardinia. We (2) _________________ (learn) to kitesurf. Wow! How exciting! Was the course well organized? Yes, the first day we (3) __________ (have) a theory lesson. Here we were with our instructor Simone. And look, this is a nice one. We (4) _________________ (try) to hold the kites in the right position on the beach before we (5) _________________ (go) into the water. (6) _________________ (you / meet) lots of interesting people? We (7) _________________ (meet) kitesurfers from all over the world. This is our group, here. We (8) _________________ (play) Frisbee on the beach while we (9) _________________ (wait) for the wind to come. In the evenings we (10) _________________ (spend) a lot of time together. We all (11) _________________ (have) dinner at a long table. The last day one of the guys (12) _________________ (catch) an octopus and we (13) _________________ (eat) it for lunch. Here it is before we (14) _________________ (cook) it. It’s a big one!... Listen Bess, I (15) _________________ (talk) to my father last night and he (16) _________________ (say) maybe next year I can go too! 285

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Grammar Space 14 5. Scegli il connettore corretto. 1. She came into the class very quietly so as not to / because disturb the rest of the students. 2. Lara went to the hairdresser’s, meanwhile / then she called at the baker’s on her way home. 3. If / Unless you don’t do more work on the computer you’ll never pass the training test. 4. She sat down in the waiting room and at first / after a while the dentist called her to go in. 5. OK, you can have a cat. Since / However, remember I am not going to look after it for you. 6. I’m going to leave the key under the mat so that / provided you can get into the house. 7. He says I can borrow the bike once / on condition that I bring it back by 12. 8. Kim was waiting for her exam results. In the meantime / After that she got a temporary job.

6. Completa la storia illustrata utilizzando le parole mancanti date in ordine sparso. disconnected • fell • while • volume • however • smartphone • after a while • said • backpack • technical 1

One day a good-looking blond guy walked into a high-tech shop. He smiled at the manager, (1) ____________ good morning, then started to examine some tablets. (2) ____________ a female customer came in and asked the manager (3) ____________ details of an i-pad, so the young man was left alone. Temptation was too great. His eyes (4) ____________ on a computer on the counter. It was connected to a (5) ____________ displaying a music player demo. Quick as a flash, he (6) ____________ the cable and put it in his (7) ____________. At the same moment, (8) ____________, he inadvertently pressed the start button and music blared out at full (9) ____________. In a panic he headed rapidly for the door but (10) ____________ he was running out a policeman stopped him with the smartphone still in the bag. Caught in the act.

7. Racconta la storia illustrata al passato usando le parole e le espressioni suggerite nel riquadro. buy • chewing gum • dispenser • insert • coin • look for • irritated • hammer • fists • kick • walk away • not see • machine • pour out

286

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8. Leggi la favola di Esopo e metti i verbi tra parentesi al tempo e alla forma corretti (simple present, present continuous, simple past, past continuous).

The Ant and the Grasshopper One beautiful summer day a lazy grasshopper (1) __________ (chirp) and (2) __________ (play) in the grass as he (3) __________ (do) every day when suddenly he (4) __________ (hear) a noise. He (5) __________ (push) aside the leaves to see what (6) __________ (happen) and (7) __________ (see) an ant carrying a large ear of corn that he (8) __________ (take) back to his nest. “Where (9) __________ (you / go) with that heavy thing?”, the grasshopper (10) __________ (ask) and (11) __________ (add), “Why (12) __________ (you / not / come) and chat with me instead of working so hard?” Without stopping the ant (13) __________ (reply), “I (14) __________ (help) to store food for the winter and, anyway, I (15) __________ (advise) you to do the same.” “I’m not worried about the winter. I (16) __________ (have) plenty of food at present”, was the answer. So the ant (17) __________ (go) on dragging the corn and the grasshopper (18) __________ (continue) to play. When winter (19) __________ (come) the grasshopper couldn’t find anything to eat. He (20) __________ (not / sing) any more and he (21) __________ (feel) very cold and miserable. At that moment the grasshopper (22) __________ (realize) that he (23) __________ (die) of hunger and that the ant was right. Moral: There is a time for work and a time for play. It is better to save for a rainy day.

9. Leggi il brano e metti i verbi tra parentesi al tempo e alla forma corretti (simple present, present continuous, simple past, past continuous, simple future). While I (1) __________ (look) at some old photographs last night I (2) __________ (think) about how quickly some things change. The first thing that (3) __________ (catch) my eye was the different hair styles and clothes. To tell you the truth, I (4) __________ (like) the styles we (5) __________ (have) today, but what (6) __________ (our clothes / be) like in 10 or 20 years’ time? Another thing was the Hi-Fi in a photo of my family during a Christmas party. We (7) __________ (dance) something we (8) __________ (call) the Twist and the Hi-Fi, or radiogram, was an imposing piece of furniture against the wall. We (9) __________ (think) it was wonderful, but now that I (10) __________ (be) used to a home cinema system, I (11) __________ (understand) how primitive it was. Another curiosity I remember is that we (12) __________ (have) LPs, big records that (13) __________ (rotate) at 33 revolutions a minute. Well, these gramophone records (14) __________ (come) back into fashion now and are on sale in markets and antique fairs. What interesting curiosities (15) __________ (there / be) in the future? (16) __________ (people / judge) our mobile phones as primitive? And what about our clothes and shoes? (17) __________ (teenagers / laugh) at our trainers, leggings and jeans? I (18) __________ (not / want) to make a public prophecy, but I (19) ___________ (not / throw) away my old portable computer or my first mobile phone. I (20) __________ (put) them at the back of my wardrobe. Who (21) __________ (know)? They could be tomorrow’s valuable antiques! 287

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Grammar Space 14 60

Preposizioni seguite dalla forma in -ing 121 Ascolta e leggi. Cosa ha fatto Sonia quando il nonno è caduto nell’acqua?

Listen to this incredible story... Sonia, 13 years old, saved her grandfather John’s life. While they were walking along a lake John slipped into the water. Without hesitating, Sonia jumped in and pulled him to the bank. He had a broken ankle and his head was bleeding. She couldn’t call for help because her mobile was wet... So instead of panicking, she got him to the car, put him in the passenger seat and she drove him to the nearest village!

• In inglese una preposizione, un verbo o un aggettivo con preposizione richiedono la forma in -ing del verbo che li segue. • Fra le preposizioni seguite dal verbo alla forma in -ing ricorda: after before besides

dopo prima

instead of without

invece di senza

oltre a

– Le preposizioni after e before possono essere seguite anche da un verbo di modo finito. Freddy brushed his teeth before going to bed. Freddy brushed his teeth before he went to bed. • Fra i verbi e gli aggettivi seguiti da preposizione + forma in -ing ricorda: to to to to to to

apologize for be good at be fond of be interested in be tired of be used to

scusarsi/chiedere scusa per essere bravo in essere appassionato di interessarsi di essere stanco di essere abituato a

to to to to to to

get used to give up go on look forward to thank for think of/about

abituarsi a smettere di continuare a non vedere l’ora di ringraziare di/per pensare di/a

• After è una preposizione e non un avverbio di tempo. After lunch we went for a walk. We had lunch, then we went for a walk. • L’avverbio di tempo “poi/dopo” si rende con: then, afterwards, after that (vedi pagg. 284 e 565). • To be used to + -ing si usa per esprimere una condizione/azione a cui si è abituati e con cui si ha familiarità. Non è da confondere con used + infinito (vedi pag. 272). I’m used to drinking coffee in the evening. It doesn’t keep me awake. Sono abituato a bere caffè di sera. Non mi tiene sveglio. ma:

I used to drink coffee, but I prefer tea now. Avevo l’abitudine di bere caffè, ma ora preferisco il tè. Un elenco di verbi e aggettivi seguiti da preposizione si trova alle pagg. 566 e 567; per i phrasal verbs vedi pag. 543. 288

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Practice

In your eBook+

• More practice

1. Completa le frasi con le preposizioni after, before, besides, instead of, without e metti il verbo tra parentesi alla forma in -ing. 1. It’s impossible to visit China ___________________________ (have) a visa. 2. Why don’t you get up and do something ___________________________ (sit) there moaning? 3. ___________________________ (buy) a ticket for Henry, check that he can come to the concert. 4. ___________________________ (read) the instructions carefully he started answering the questions. 5. ___________________________ (be) good at athletics, he’s also a great tennis player.

2. Completa le frasi in modo tale che abbiano lo stesso significato di quelle date. I’m going to take the test next week but I need some more practice. Before taking the test next week I need some more practice. 1. Mary first checks her translations and then she emails them. Mary never emails her translations without __________________________________ them first. 2. He’s a brilliant pianist, but he can also play the violin. Besides __________________________________ a brilliant pianist he can also play the violin. 3. We decided to stay at home so we didn’t go to the restaurant. We stayed at home instead of __________________________________ to the restaurant. 4. First I need to renew my passport and then I can book the flight. Before __________________________________ the flight I need to renew my passport. 5. Diana thanked everyone when she received the reward. After __________________________________ the reward Diana thanked everyone.

3. Completa le frasi con used + infinito o il simple present di be used to + -ing. 1. Before the Second World War most people ________________ (live) in the country. 2. At first it was difficult for me to use contact lenses, but I ________________ (wear) them now. 3. People who live in big cites ________________ (drive) in chaotic traffic. 4. We ________________ (have) just one telephone company in Italy, but now there are lots. 5. Beatrix ________________ (be) afraid of planes, but now she ________________ (fly).

4. Completa le frasi con la preposizione corretta. 1. I’m thinking _______ inviting her out.

5. Are you really tired _______ your job?

2. I’ll never get used _______ getting up early.

6. He didn’t apologize _______ being late.

3. We’re looking forward _______ going home.

7. Thank you _______ choosing our product.

4. My sister is very fond _______ fairy tales.

8. Sorry, I’m not good _______ dancing.

5. Completa le frasi con preposizioni adeguate seguite dai verbi dati in ordine sparso alla forma in -ing.

bite • give • buy • mend • repeat • tease 1. Come on, kids. Stop it! I’m tired _______________________________ the same things every day. 2. Why don’t you give _______________________________ your nails? It’s a bad habit. 3. I told him three times to stop but he went _______________________________ the cat. 4. Is anyone interested _______________________________ these old postcards? 5. He thanked her warmly _______________________________ him a lift to the station. 6. I can assure you Mr Staines is very good _______________________________ cuckoo clocks. 289

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Grammar Space 14 61

Esclamativi 122 Ascolta e leggi. Descrivi che cosa ha fatto l’incantatore di serpenti quando è

arrivato. Luke What a fantastic screensaver photo! A cobra! Where did you get it? Anne My uncle took it when he was in Sri Lanka. Luke Cool! …But the cobra? Anne Well, one morning while he was having breakfast a snake charmer arrived. Luke No kidding! Anne Really! The man put his basket on the ground, sat down, took off the lid and began to play his flute. Luke How weird! What happened next? Anne The snake started to rear up and take notice. Luke Gee whiz!

• Nella tabella sono riportate le strutture per esprimere esclamazioni di sorpresa, stupore, disappunto. aggettivi e avverbi

How pretty your bracelet is! How carelessly he drives!

sostantivi singolari numerabili

What a surprise! What an unpleasant trip!

sostantivi singolari non numerabili

What heavy luggage you’ve got! ma: What a pity! / What a shame!/ What a mess!

How...! +

What a/an...!

What...!

What...! What a lot of…! (quantità)

sostantivi plurali

What good players!

sostantivi singolari e plurali

What a lot of luggage you’ve got! What a lot of mosquitoes!

• In alternativa agli esclamativi nella tabella, si possono utilizzare anche le seguenti strutture corrispondenti all’italiano “così/così tanto/così tanti/così tante”. so + aggettivi o avverbi Your bracelet is so pretty! such a/an + sostantivi singolari numerabili It was such an unpleasant trip! such + sostantivi singolari non numerabili You’ve got such heavy luggage! such + sostantivi plurali They are such good players. so much/such a lot of + sostantivi singolari non numerabili You’ve got so much/such a lot of luggage! so many/such a lot of + sostantivi plurali There are so many/such a lot of mosquitoes! 290

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Practice

In your eBook+

• More practice

1. Completa le esclamazioni in modo adeguato. 1. __________ badly they played! 6. __________ tourists there were! 2. __________ miserable weather!

7. __________ pity they are not here!

3. __________ wet it is today!

8. __________ right you are!

4. __________ fantastic match!

9. __________ brilliant idea!

5. __________ long queue!

10. __________ funny sunglasses!

2. Scrivi esclamazioni adeguate alle immagini utilizzando i suggerimenti dati. What a tiny creature he was! 1

tiny creature / he was



big teeth / you’ve got 5

cruel / the captain was

bad companions / they were 6

ugly sisters / she had

handsome / Narcissus was

3. Riformula le esclamazioni come nell’esempio. What a terrible performance that was! That was such a terrible performance! 1. What an enjoyable evening we had!

4. What wonderful cakes they served!

__________________________________ __________________________________ 2. What an easy examination they took!

5. What good advice Jean gave you!

__________________________________ __________________________________ 3. What a fast journey it was!

6. What a lot of noise your bike makes!

__________________________________ __________________________________

4. Completa le frasi in modo tale che abbiano lo stesso significato di quelle date. 1. What a happy time we had!

5. They’re such helpful people!

We had ____________________________! What ____________________________! 2. What a lot of tales granny knows!

6. This pasta is so salty!

Granny knows ______________________! How _____________________________! 3. The kids sang beautifully!

7. What a sad story it is!

How _______________________________! It’s ______________________________! 4. How hot it is in here!

8. The news was so bad!

It’s ________________________________! It was ____________________________! 291

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Grammar Space 14

Consolidation 1. Completa le frasi con la forma corretta del past continuous dei verbi dati in ordine sparso nel riquadro. use • get • chat • have • do • attend • drive • explain • enjoy 1. How many students ___________________ the Spanish summer course? 2. We ___________________ ourselves so we left the pub and went home. 3. “What (Liz) ___________________?” “She ___________________ ready for the party.” 4. Believe me, I ___________________ my smartphone while I ___________________. 5. We ___________________ a picnic when the storm broke. What a shame! 6. While the teacher ___________________ the lesson some girls ___________________.

2. Leggi il brano e coniuga i verbi tra parentesi al simple past o al past continuous. A month ago I (1) _________________ (return) home after a party when I (2) _________________ (see) two strange men. They (3) _________________ (stand) outside a bank and they (4) _________________ (wear) masks. “Robbers!”, I (5) ______________ (think). At that moment I (6) ______________ (notice) a policeman who (7) _________________ (walk) up and down on the other side of the street so I (8) _________________ (decide) to tell him and I (9) _________________ (cross) the road. While I (10) _________________ (speak) he (11) _________________ (begin) to smile. For a second or two I (12) _________________ (suspect) that he was one of the criminals and I (13) _________________ (not / know) what to do, but he (14) ______________ (explain) to me that the men (15) ______________ (not / plan) to rob the bank. They were in fact actors who (16) _________________ (make) a film.

3. Leggi il dialogo e metti i verbi i verbi tra parentesi alla forma corretta del simple past o past continuous.

Bess

Can I show you our holiday photos, Sandra?

Sandra Well… yes. Bess

It (1) ____________ (be) a lovely campsite, with so many things for the children to do. When I (2) ________________ (take) this John (3) ________________ (cook) lunch.

Sandra Yes… mmm… Bess

Here are the children in this selfie. They (4) _______________ (help) with the barbecue.

Sandra You… Bess

Oh, and we (5) _____________ (meet) a German couple. They (6) _____________ (play) beach volleyball when they (7) ________________ (ask) me to join in.

Sandra I… Bess

And it (8) __________________ (be) a real holiday for me too. I (9) __________________ (not / wash) a plate or cook a meal for the whole two weeks.

Sandra But… Bess

And look at Jake in the swimming pool! He (10) _________________ (learn) to swim after only two days, you know. Here he (11) ________________ (fish) in a nearby river.

Sandra Yes, I know, Bess. You (12) ________________ (show) me the photos three times yesterday. 292

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4. Completa il dialogo tra il Detective Stout e un passante scegliendo le sei frasi corrette tra le otto date in ordine sparso.



A Well, they were wearing masks. B I did. Luckily my mobile was on. C I didn’t know what to do. D I was putting some money in the parking meter.

Detective

E Yes, I am F They were going into the bank. G I didn’t. I was too shocked. H I saw four robbers. They were running towards a car.

Passer-by

Good morning, Mr Lewis. You’re the person who gave us the photos, right? E (1) _______

Detective

What were you doing when the robbery took place?

Passer-by

(2) _________________________________________________________________________

Detective

… and what exactly did you see?

Passer-by

(3) _________________________________________________________________________

Detective

How did you know they were robbers?

Passer-by

(4) _________________________________________________________________________

Detective

Yes, mm… of course. Did you notice anything particular?

Passer-by

(5) _________________________________________________________________________

Detective

Pity, but you took the photos.

Passer-by

(6) _________________________________________________________________________

Detective

OK. That’s all for now. Thank you Mr Lewis.

Passer-by

You’re welcome.

5. Ricostruisci le frasi. 1. 2. 3. 4. 5. 6.

the / rang / I / having / while / phone / shower / was / a storm / scouts / were / dinner / when / the / started/ cooking / the I / the / song / translating / the / was / when / David / words / called / of was / everyone / dancing / when / arrived / I / the / party / at the / group / playing / I / saw / when / in / were / Naples / they my / married / while /sister / she / working / got / in / Australia / was

6. Completa i mini-dialoghi con le forme interrogative corrette. 1. A This time last month we were travelling round Germany. B Sorry? Where _______________________________________________________ this time last month? 2. A The Bensons go to Greece by car every summer. B Sorry? When ____________________________________________________________ to Grece by car? 3. A Sharon bought a kilo of sausages for the barbecue. B Sorry? Who __________________________________________ a kilo of sausages for the barbecue? 4. A Jerry is talking to a ranger near the lake. B Sorry? Where _______________________________________________________________ to a ranger? 5. A The Frosts are celebrating their daughter’s 21st birthday next Saturday. B Sorry? Whose ____________________________________________________________ next Saturday? 6. A I saw two black swans on the lake yesterday. B Sorry? How many __________________________________________________ on the lake yesterday? 293

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Grammar Space 14

Consolidation

7. Completa le frasi scegliendo i cinque connettori adeguati tra gli otto dati in ordine sparso. however • then • in the end • so that • in the meantime • moreover • at first • unless 1. CCTVs are of great help to control public and private areas. ____________, they deter crime. 2. Mandy was cooking. ____________ her husband was laying the table. 3. I’m not sure whether he will win. ____________, lots of people are certain he’ll come first. 4. We’ll visit the exhibition and ____________ we’ll go shopping in the town centre. 5. Let’s book in advance ____________ we can get good seats.

8. Completa le frasi con una preposizione adeguata. 1. They were all paying attention _____________ uttering a word. 2. We are all looking forward _____________ having a holiday together. 3. My granny always goes to bed _____________ having a glass of hot milk. 4. Sorry, I forgot to thank you _____________ sending me a postcard from Egypt. 5. I’m not fond _____________ rock music. I’m used _____________ listening to rap.

9. Completa la prima frase con esclamativi adeguati e la seconda con such (a/an) o so (many). How sad that poor man was! That poor man was _______ so sad! ______ 1. _____________ lies Pinocchio told the fairy!

Pinocchio told the fairy ______________________!

2. _____________ surprise to see you here!

It’s __________________________ to see you here!

3. _____________ beautiful jewellery you wear!

You wear ___________________________________!

4. _____________ nice she looks today!

She looks ____________________________ today!

5. _____________ great fun we are having!

We are having ______________________________!

6. _____________ heavy your suitcase is!

You have ___________________________________!

10. Completa la seconda frase usando non più di tre parole in modo tale che abbia lo stesso significato della prima. How dreadful the storm was! such a dreadful storm! It was ________________ 1. There wasn’t a prize winner last week. Nobody ________________________________________________________________ the prize last week. 2. During our flight to Portugal Cindy wrote a ghost story. While we ________________________________________________ Portugal Cindy wrote a ghost story. 3. Hugh filmed the ceremony but he didn’t ask for permission. Hugh filmed the ceremony without _______________________________________________ permission. 4. The play was so boring that I fell asleep. It was ________________________________________________________________ play that I fell asleep. 5. I was so stupid to refuse Stephen’s help. How __________________________________________________________ was to refuse Stephen’s help. 294

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Maps and Tables 123

Past Continuous

forma AFFERMATIVA

sogg. + was/were + forma in -ing

forma NEGATIVA

sogg. + was/were not (wasn’t/weren’t) + forma in -ing

SHORT ANSWERS Yes, I/he/she/it was. Yes, you/we/they were. No, I/he/she/it wasn’t. No, you/we/they weren’t.

forma INTERROGATIVA

was/were + sogg. + forma in -ing

forma INTERROGATIVONEGATIVA

wasn’t/weren’t + sogg. + forma in -ing

124

Past Continuous e Simple Past

azione in fase di svolgimento al passato

125

azione breve che ha interrotto quella in fase di svolgimento

PAST CONTINUOUS

SIMPLE PAST

While we were standing at the bus stop...

...a car splashed us.

Esclamativi How sweet your puppy is! (agg.)

HOW

How beautifully

you sing! (avv.)

What a disaster! (sost. sing. num.) What terrible weather!

(sost. sing. non num.)

WHAT

What beautiful graffiti!

(sost. plur.)

What a lot of tattoos!

(quantità) 295

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Communication Space 14

Vocabulary and Skills B1 Preliminary Invalsi B1

Tales and stories Talking about reading Literary genres

PROSE fiction

non fiction

novel historical novel short story fairy tale fable mystery tale legends and myths science fiction story thriller horror/ghost story detective/crime story graphic novel

romanzo romanzo storico racconto breve fiaba favola racconto fantastico leggende e miti racconto di fantascienza thriller racconto horror/di fantasmi racconto giallo/poliziesco romanzo a fumetti

POETRY

biography autobiography diary letter essay article

biografia autobiografia diario lettera saggio articolo

DRAMA

poem sonnet elegy ballad ode

poesia sonetto elegia ballata ode

play comedy tragedy melodrama pantomime tragicomedy

opera teatrale commedia tragedia melodramma pantomima tragicommedia

1. Match the covers with the appropriate literary genre from the list above. 1. _______________

2. _______________

4. _______________

2. Speaking – Part 1/Part 4 • • • •

3. _______________

5. _______________

6. _______________

Work in pairs. Take it in turns to ask and answer the questions.

How many hours a month do you spend reading for pleasure? (When?) What kind of books do you enjoy most? (Why?) Is there a book you didn’t like and you didn’t finish? (Which?) Is there a story/play/poem that particularly impressed you? (Which?)

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Understanding and producing a simple story A story is a narrative text based on someone’s experience or imaginary events or characters. The purpose is to entertain the reader and arouse interest. The theme is the main idea in the story. • The main parts of a story are: the the the the

setting: the time and place when and where the story takes place. plot: the events in the story which include the starting point, the development, the end. characters: the people, animals or things that take part in the story. point of view or narrative technique: the way the narrator tells the story.

• The story can be told: in the first person singular: the narrator is directly involved in the story. in the third person singular: the narrator is not part of the story. He/She is an observer.

How to write a story • Decide what you want to narrate and what the main events will be. An easy way to do this is to build on the who-what-when-where-why-how format. • Develop your story in a clear, logical and coherent way: beginning or opening paragraph development - main events and climax (the most intense point) conclusion or final paragraph • Use direct speech only occasionally for special effect. • Connect the paragraphs with appropriate linkers. • Use adjectives and adverbs to make the story more interesting. • Use appropriate verb tenses. • Check punctuation, capitalization and spelling.

3. Read the model story, then answer the questions.

It was an incredibly hot day. In the crowded underground everyone looked miserable. Finally the train stopped at my station. I was struggling with my suitcase and jacket when a voice said, “Can I give you a hand, sir?” I smiled at the good-looking boy. Disarmed by his kindness to an old man, I handed him my suitcase and jacket. Minutes later in the taxi, I thought again of that charming stranger. I didn’t even mind when the driver told me the fare. I put my hand in my jacket pocket... Where was my wallet? At that very moment I realized it wasn’t there.

1. Who is the narrator of the story? 2. Who are the other characters in the story? 3. What do we learn in the opening paragraph? 4. When does the setting change? 5. What do we learn in the development? 6. How is the conclusion built up? 7. Underline the main linkers in the story. 8. Circle the adjectives in the story.

297

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Communication Space 14 Tales and stories 4. Reconstruct the story reordering the sentences given in scrambled order.

An Unsolved Mystery A It was coming from a huge metal disc with three legs which appeared in the distance, about 500 yards away. B At first I was only curious, but after a while two strange creatures got out and started to walk in my direction. C A nyway, the next day I returned there and do you know what? My taxi started immediately. D I was so terrified that I ran away as fast as I could. E On 3rd August last year at 10 o’clock in the evening I was driving my taxi to Mexico City when it suddenly stopped, so I got out to investigate. F Well, they didn’t really walk, because their feet didn’t appear to touch the ground. G W hile I was trying to repair the taxi I saw a bright red light in the distance.

1. ______ 2. ______ 3. ______ 4. ______ 5. ______ 6. ______ 7. ______

5. Writing – Part 2 Your English teacher has asked you to write a story. Your story must begin with the following sentence:

Mrs Pinkerton got a shock when she entered the room… Write your story in about 100 words.

6. Writing – Part 2 Your English teacher has asked you to write a story. Your story must have one of these titles:

• • • •

n unexpected present A A visit to an old relative A surprising meeting The castle

Choose one of the titles and write your story in about 100 words.

7. Listening

126 Listen to a woman reporting what happened to her son at the end of

his stay in Germany. Match the beginnings of the sentences (1 – 6) with the sentence endings (A – I). There are two sentence endings that you should not use. The first one (0) has been done for you. 0 Q1

when the driver went very fast.

His mother gave him

to buy a newspaper.

The boy was in Germany

One thing his mother told him was

all the boy’s possessions.

The driver told the boy to put his backpack

to improve his German and get work experience.

The boy was a bit afraid

not to hitchhike.

The driver asked the boy to go into a shop

when the driver stopped the car.

on the back seat.

The backpack contained

enough money for his plane or train ticket.

not to buy a tablet.

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8. Reading – Part 3 Read the text and questions below. For each question, choose the correct answer.

A Brief Encounter

ne summer many years ago I was on holiday in Cornwall, in the south-west of England. The weather was beautiful that year and I went for long walks along the high cliffs to enjoy the sea views. One day, while I was walking as usual, I suddenly saw an amazing sight. On the path in front of me a frog was sitting transfixed, staring at a snake that was flicking its tongue in and out, ready to kill. I stood absolutely still and for an endless moment we three creatures formed a motionless triangle. The frog and the snake were staring at each other while I was fascinated by the two of them. I couldn’t imagine the emotions of the snake or the frog, but I admit I felt a bit frightened of the snake! Then the most incredible thing happened. The frog jumped directly over the snake with a leap and escaped through a hedge and into a field behind. In a fraction of a second the confrontation was over. The snake slid silently away into the grass and I was left alone with a feeling of relief that the little frog had found such amazing courage in the face of his adversary.

1. What is the writer trying to do in the text? A □ communicate his fear of snakes. C D B □ narrate a personal experience.

□ express his opinions about courageous animals. □ describe the countryside around Cornwall.

2. How did the writer feel about the sight of the snake and the frog? A □ He felt amazing. C □ He found it fascinating. D □ He was attracted by the frog. B □ He was frightened. 3. Why does the writer use the expression “the most incredible thing”? (line 9) A □ Because he didn’t expect the frog’s reaction. B □ Because he didn’t know that frogs can jump. C □ Because the snake escaped. D □ Because he thought that the snake could kill the frog. 4. What can the reader find out from the text? A □ that you can enjoy a wonderful panorama from the cliffs of Cornwall. B □ that small animals can be aggressive. C □ that you can learn a lot from the world of animals. D □ that you can meet snakes in the south-west of England. 5. Which of the following pictures shows the situation described in the passage?

D 299

COMMUNICATION SPACE 14

282_299_Modulo_14.indd 299

02/12/19 12:20

Grammar Space 15 62

Present Perfect

Forma affermativa e negativa 127 Ascolta e leggi. Perché Ben non è il ragazzo giusto per France? Cindy I’ve got news for you. Ben and Joan have broken up. Holly Really? Are you sure? Cindy Yes, and Ben’s been to that new disco with France. Holly Well, it’s not the first time he’s left a girl for someone else. Cindy Mm... I know. Holly And France has never had a boyfriend before. I hope she hasn’t chosen the wrong guy. forma AFFERMATIVA sogg.

have

(’ve) /

has

forma NEGATIVA

(’s) +

sogg.

have not (haven’t)

has not (hasn’t)

participio passato

I have (’ve) studied my geography lesson.

The post has not (hasn’t) arrived today.

Per la formazione del participio passato vedi pag. 264; per una lista dei principali verbi irregolari vedi pag. 643.

• Il present perfect (passato prossimo) si usa per esprimere un’azione accaduta in un tempo indeterminato nel passato o non ancora conclusa e per dare un’informazione nuova senza riferimento al tempo. • Il present perfect è spesso accompagnato da avverbi tra cui: almost/nearly quasi just appena already già often spesso always sempre recently recentemente ever mai not... yet non... ancora never... (before) non mai… (prima) – Questi avverbi seguono il primo ausiliare ma yet e recently vengono generalmente posti a fine frase. Neil has just come back from Holland, but I haven’t seen him yet. Neil è appena tornato dall’Olanda, ma non l’ho ancora visto.

– Never si usa in frasi negative. Ever si usa in frasi affermative e interrogative. I have never met a more generous person than Sam. Non ho mai conosciuto una persona più generosa di Sam.

Sam is the most generous person I’ve ever met. Sam è la persona più generosa che abbia mai conosciuto.

• Il present perfect è spesso anche accompagnato da espressioni di tempo come: all day tutto il giorno in my life nella mia vita so far/up to now fino ad ora

this week/month/... questa settimana/mese/... in the last few days/months/… negli ultimi giorni/mesi/... today oggi

• Il present perfect si usa anche con le espressioni It’s the first/second/… time. It’s the third time I’ve told you not to shout. È la terza volta che ti dico di non gridare.

• Quando si vuole porre enfasi su un’azione appena conclusa i cui risultati sono ancora evidenti si usa il present perfect continuous ➝ sogg. + have/has + been + forma in -ing “Your eyes are red.” “Yes, I’ve been cutting onions.”

“I tuoi occhi sono arrossati.” “Sì, ho tagliato le cipolle.”

Per altri usi del present perfect e present perfect continuous vedi “forma di durata” (pag. 324). 300

GRAMMAR SPACE 15

Practice

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• More practice

1. Scrivi frasi mettendo il verbo al present perfect alla forma estesa e contratta. Donna / open / a boutique Donna has opened a boutique. Donna’s opened a boutique. 1. this parcel / arrive / today 2. you / break / your watch 3. we / buy / a new dishwasher

4. he / enrol on a cookery course 5. they / repair / the scooter 6. I / throw / my old doll away

2. Metti i verbi tra parentesi alla forma negativa contratta del present perfect. 1. We _________________________________ (save) much money this month. 2. I _________________________________ (learn) much French so far. 3. She _________________________________ (travel) a lot in the last few years. 4. George _________________________________ (read) the paper yet. 5. He _________________________________ (have) a free minute all day. 6. I _________________________________ (watch) a lot of TV recently.

3. Guarda il memo e rispondi alle domande con il present perfect come nell’esempio.

   

• write composition • phone dentist • clean shoes • take medicine

• • • •



put things away send invitation cards call granny go out with dog



Why don’t you write your composition?



I’ve just written it.

You must phone the dentist. I haven’t phoned him yet.



1. You must clean your shoes. 2. Why don’t you take your medicine? 3. You must put your things away.

4. You must send your invitation cards. 5. Why don’t you call granny? 6. You must go out with the dog.

4. Riscrivi le seguenti frasi mettendo l’avverbio tra parentesi al posto giusto. 1. 2. 3. 4.

I have been to the supermarket. (just) She has had dinner. (already) Mum has spoken to my teachers. (recently) Have you been to London? (ever)

5. 6. 7. 8.

Simon has seen the sea. (never) Have you read a lot? (always) I haven’t made the beds. (yet) We have finished our homework. (almost)

5. Scrivi mini-dialoghi seguendo l’esempio. you / drive / a car A Is it the first time you’ve driven a car? B Yes, I’ve never driven a car before. 1. Zoe / eat / sushi 2. you / lose / the car keys 3. John / sing / in public

4. they / win / a silver cup 5. you / fail / an exam 6. she / visit / the aquarium

6. Metti i verbi tra parentesi al present perfect continuous. 1. What weather! It ________________________________ (rain) all week! I want to go home. 2. The kids must be tired. They ________________________________ (play) all afternoon. 3. Where have you been? I ________________________________ (look) for you everywhere. 4. Dad needs a holiday. He ________________________________ (work) very hard in the last few months. 5. “Your hair’s wet.” “Yes, I ________________________________ (swim) at the pool.” 6. Come on, Eric! Let’s play Frisbee. You ________________________________ (sleep) in the sun too long. 7. I hope things get better for Liz. She ________________________________ (have) a difficult time recently. 8. Can’t we stop for a rest? We ________________________________ (walk) all morning. 301

GRAMMAR SPACE 15

Grammar Space 15 63

Present Perfect

Forma interrogativa e interrogativo-negativa

been – gone

  

128 Ascolta e leggi. Dove è andata Miss Smith nelle sue vacanze studio?

So you’ve applied for the temporary job as a tourist guide, Miss Smith.

Yes. I’ve always wanted to work with tourists.

Have you ever done anything similar?

I see. Your application form says you speak German and Italian... 7 Have you been abroad? Well, your qualifications are excellent. We’ll let you know our decision next week.

forma INTERROGATIVA /

have

has

sogg.

Yes. I’ve been to Germany and Italy for study holidays.

forma INTERROGATIVO-NEGATIVA haven’t

participio passato

hasn’t

sogg.

participio passato

Have you ever played tennis?

Hasn’t Barbara called yet?

SHORT ANSWERS (“Sì” - “No”)

QUESTION TAGS (“Vero?” “Non è vero?”)

yes,

pron. pers. sogg.

have

frase affermativa,

has

“Have you ever been to Scotland?” “Yes, I have.” no,

pron. pers. sogg.

haven’t

No, I’m afraid I haven’t.

+ haven’t / hasn’t + pron. pers. sogg.

You’ve locked the door, haven’t you?

hasn’t

frase negativa,

“Has Sheila ever tried couscous?” “No, she hasn’t.”

have

has

pron. pers. sogg.

They haven’t booked the flight yet, have they?

been – gone • Sia been che gone possono essere usati come participio passato del verbo to go, ma con significati diversi: – been (to) indica “essere andato ed essere ritornato” Luke’s been to Cardiff today. He’s at home now. Luke è andato/stato a Cardiff oggi. Ora è a casa. (Luke non è più a Cardiff.)

Where’s the dog been? Look how dirty he is! Dove è andato/stato il cane? Guarda com’è sporco! (Il cane è tornato.)

– gone (to) indica “essere andato e non essere ancora tornato” Luke’s gone to Cardiff. He’ll be back tomorrow. Luke è andato a Cardiff. Tornerà domani. (Luke è ancora a Cardiff.)

Where’s the dog gone? I can’t see him anywhere. Dove è andato il cane? Non lo vedo da nessuna parte. (Il cane non è ancora tornato.)

302

GRAMMAR SPACE 15

In your eBook+

Practice

• More practice

1. Guarda le immagini e scrivi mini-dialoghi come nell’esempio. A Have they been to the mountains? B No, they’ve been to the seaside.

they / be / mountains



she / break / a glass

they / be / a sports centre

she / buy / a pair of shoes

he / order / spaghetti

2. Completa le frasi con short answers o question tags. 1. Paul has left for France, _____________?

3. You haven’t moved house yet, _____________?

Yes, _____________.

No, _____________.

2. The police have found the gang, _____________? 4. They’ve never been here before, _____________? Yes, _____________. No, _____________.

3. Utilizza gli spunti dati per scrivere frasi di senso compiuto con il present perfect. 1. plane / not / land / yet 2. Alan / ever / do / karate? 3. you / always / like / rap?

4. they / just / have / dinner 5. Jenny / not / pass / her science test 6. mechanic / repair / your van?

4. Completa le frasi con been o gone. 1. I can’t find Fido anywhere. Where has he _________________? 2. Fido is all muddy! Where has he _________________? Do you know? 3. The Porters are on holiday. They’ve _________________ to Greece. 4. You’ve got a fantastic tan. Where have you _________________? 5. Philip’s _________________ to the railway station and he has got your ticket. 6. Philip has _________________ to the railway station. He’s going to get your ticket. 7. I can give you the money now. I’ve _________________ to the bank. 8. Pam has just _________________ to the bank. She left five minutes ago.

5. Guarda la tabella e scrivi mini-dialoghi come nell’esempio. A B A B

Has Jack ever ridden a camel? Yes, he has. It’s the most extraordinary experience he’s ever had. Have the Grant brothers ever ridden a camel? No, they haven’t. They’ve never ridden a camel.

Experiences

• RIDE A CAMEL



THE GRANT BROTHERS

JACK

YES / EXTRAORDINARY



NEVER



• SLEEP IN AN IGLOO

NEVER

YES / EXCITING

• DO WHITE-WATER RAFTING

YES / HARD

NEVER

• FLY IN AN AIR BALLOON

NEVER

YES / MEMORABLE

303

GRAMMAR SPACE 15

Grammar Space 15 6. Scrivi mini-dialoghi utilizzando il present perfect e gli avverbi just, already o yet. Segui gli esempi.

Henry wakes up at 7 a.m. (7.05)

Gary goes to bed at 10 p.m. (9.45)

A It’s five past seven now. A It’s a quarter to ten. Has Henry woken up? Has Gary gone to bed? B Yes, he has just woken up.

B No, he hasn’t gone to bed yet.

1. They leave the office at 5 p.m. (6.15) 2. Sam catches the bus at 8.30 a.m. (8.35) 3. We do our homework at 4 p.m. (3.30)

4. Victor feeds the dog at 6.00 p.m. (4.00) 5. The show starts at 8.00 p.m. (8.05) 6. I check the emails at 7 a.m. (9.00)

7. Completa i fumetti con la forma corretta del present perfect. 2

(Jackie/get)

Have you ever been to Ireland?

______________ up?

No, we (never/visit)

Why don’t we go to see “Black Money”?

Sorry, but I (already/see)

No, she’s still sleeping.

______________

the Emerald Isle, but we’d like to.

______________

the film.

5 4

Are those shoes comfortable to wear?

(they/ever/read) ______________

(you/ever/stay) ______________

Gulliver’s Travels?

at a youth hostel? I don’t know. I (not/wear)

No, they haven’t.

______________

them yet.

No, never.

8. Scrivi frasi con il present perfect utilizzando gli elementi dati. 1 you / ever drive / Rolls Royce 6. she / ever / think / of leaving / her job? 2. I / never / learn / anything / by heart 7. it / first / time / we / enjoy / opera 3. The waiter / just / bring / me / glass / beer 8. the plumber / just / fix / tap 4. up to now I / not / meet / ideal man 9. they / travel / a lot / this year 5. they / not / announce / flight / yet 10. you / not / get / dressed / yet?

9. Completa le frasi con la forma corretta del present perfect dei verbi dati in ordine sparso. go • copy • score • be • fall • lose • have • increase 1. We ____________________ to Ibiza twice. It’s a fantastic island. 2. Pauline ____________________ to live with her dad in Paris, hasn’t she? 3. Poor Benjamin. He ____________________ a point so far. 4. ____________________ (tour operators) their prices this year? 5. I ____________________ your notes yet. Can I keep them for the weekend? 6. The kids ____________________ their bath, so they aren’t ready for bed. 7. Oh, no! I ____________________ my bus pass. What shall I do now? 8. Joan ____________________ in love with Henry. Did you know? 304

GRAMMAR SPACE 15

10. Trasforma le frasi seguendo l’esempio. I’ve never seen a more beautiful wedding dress. This is the most beautiful wedding dress I’ve ever seen. 1. Dad’s never caught a bigger fish. 2. You’ve never written a worse essay. 3. I’ve never heard a sillier joke.

4. We’ve never eaten a spicier chili. 5. They’ve never given me a better present. 6. She’s never been to a more expensive restaurant.

11. Utilizza la parola tra parentesi per completare la seconda frase con il present perfect in modo tale che abbia lo stesso significato della prima.

It’s the first time I’ve spent a holiday in Spain. (never) have never spent a holiday in Spain before. I _________________ 1. Norman is still in bed. (got) Norman ________________________________________________________ up yet. 2. This is my first game of chess. (played) I ________________________________________________________ chess before. 3. I’m still looking for a part-time job. (found) I ________________________________________________________ a part-time job yet. 4. No tea for me, thanks. I had a cup 5 minutes ago. (just) No tea for me, thanks. I ________________________________________________________ a cup. 5. Hey Fred, is it the first time you’ve done free climbing? (ever) Hey Fred, ________________________________________________________ any free climbing before?

12. Completa i mini-dialoghi con domande adeguate al present perfect. 1. A ________________________________?

4. A ________________________________?

B Manchester? No, I’ve never been there. B No, not yet. She is working late this evening. 2. A ________________________________?

5. A ________________________________?

B No, she’s still got five more to write. B Yes, they have. Are you going to see it, too? 3. A ________________________________?

6. A ________________________________?

B The children? Oh, yes, they were really tired. B No, not all of them. I’ve still got two to read.

13 Scegli l’alternativa corretta per completare le frasi. 1. My brother ______________ his holidays in Greece last year. a

has spent

spent

was spending

2. When Hugh met Audrey she ______________ medicine. a

was studying

studied

will study

Have you made

3. “______________ plans for next summer?” “Not yet”. a

Did you make

Were you making

4. When I ______________ the results I’ll inform you immediately. a

will know

knew

know

Do they open

5 __________ the pool or is it still closed? a

Will they open

Have they opened

6. While Jim was playing tennis he ______________ his knee. a

hurt

was hurting

has hurt

305

GRAMMAR SPACE 15

Grammar Space 15

Present Perfect e Simple Past

129 Ascolta e leggi. Che cosa hanno fatto oggi i ragazzi nel campo avventura? 1



Hallo Mark! This adventure camp is just great! Hi Beth! I’ve just been canoeing on the lake and I’m exhausted.

Not very. I’m an expert. I went on a course in France last year. Wow! Have you done any water sports?



Not yet. I’d like to try windsurfing tomorrow.

I’ve been climbing... Yesterday I did the orienteering course.



Me too! Shall we go together?

Was it hard?

• Per riferirsi a un’azione passata in italiano si possono usare sia il passato prossimo che il passato remoto. In inglese il present perfect e il simple past sono distinti e si usano con le seguenti differenze. PRESENT PERFECT

SIMPLE PAST

– con gli avverbi e le espressioni di tempo presentati a pag. 300

– quando il tempo dell’azione è ormai concluso

Patrick’s just lost his rucksack.

Patrick lost his rucksack yesterday.

Patrick ha appena perso il suo zaino.

Patrick ha perso il suo zaino ieri.

Dad has been very busy recently.

Dad was very busy last week.

Papà è stato molto impegnato recentemente.

Papà è stato molto impegnato la settimana scorsa.

– per chiedere o dare informazioni su un’azione o esperienza nuova

– chiedere o parlare di un’azione o esperienza conclusa nel passato

Have you ever done any sailing?

Did you do any sailing when you were at the lake?

Hai mai fatto vela?

Avete fatto vela quando eravate/siete stati al lago?

– quando l’attenzione è posta sull’azione più – quando l’attenzione è posta sul luogo o sul tempo che sul luogo o sul tempo in cui è avvenuta in cui l’azione è avvenuta I’ve cut my finger with these scissors.

I cut my finger with these scissors last week.

Mi sono tagliato un dito con queste forbici.

Mi sono tagliato un dito con queste forbici la settimana scorsa.

– con le espressioni It’s the first/second/... time It’s not the first time he’s behaved so rudely. Non è la prima volta che si comporta in modo così maleducato.

Ricorda “Have you ever been to Egypt?” “Yes, I went there last year.” “Sei mai stato/andato in Egitto?” “Sì, ci sono stato/andato l’anno scorso.”

“Have you ever been here before?!” “Yes, I came here in 2012.” “Sei mai stato/venuto qui prima?” “Sì, sono stato/venuto qui nel 2012.” 306

GRAMMAR SPACE 15

Practice

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• More practice

1. Scegli l’alternativa corretta. 1. 2. 3. 4. 5. 6.

Susan went / has gone out at ten o’clock but she didn’t come / hasn’t come back yet. “Have you ever met / Did you ever meet my Polish friend?” “Yes, I met / ’ve met him last month.” She was / ’s been to London three times, but she never visited / ’s never visited the Tate Gallery. The Japanese invented / have invented a new video game. I read / have read an article yesterday. I sent / have sent him an email last Friday but I didn’t receive / haven’t received an answer yet. “Where have you bought / did you buy the meat?” “I bought / have bought it at the butcher’s.”

2. Completa i mini-dialoghi con domande adeguate. A The Jacksons sold their flat last month. did the Jacksons sell their flat B Sorry? When ______________________________? 1. A Sarah has never visited Paris.

4. A I paid £400 for this computer.

B Pardon? Who ___________________________? 2. A I ordered bacon and cabbage.

B What? How much _______________________? 5. A We’ve been to the botanical gardens today.

B Sorry? What ____________________________? 3. A They got to King’s Cross by underground.

B Pardon? Where _________________________? 6. A We went to Prague with our neighbours.

B Sorry? How ____________________________?

B What? Who ____________________________?

130 Completa i mini-dialoghi mettendo i verbi tra parentesi alla forma corretta del simple past o del present perfect. Poi ascolta e verifica.

1. A ________________________ (you / ever / eat) Thai food?

B Yes, I ___________. A What ________________________ (you / think) of it? B Well, I ________________________ (find) it quite exotic.

2. A _ _________________________ (your team / ever / win) the championship?

B Yes, they ___________. A When ________________________ (they / win)? B Five years ago. I ________________________ (not / be) in the team then. 3. A _ _______________________ (you / ever / lose) anything valuable? B Yes, I ___________.

A What ________________________ (you / lose)? B A gold bracelet. It ________________________ (slip) off my wrist somewhere. 4. A ________________________ (you / ever / be) to Austria?

B Yes, we ___________. A How long ________________________ (you / stay) there? B A week. But we ________________________ (not / have) very good weather.

307

GRAMMAR SPACE 15

Grammar Space 15 4. Metti i verbi tra parentesi alla forma corretta del simple past o del present perfect. 1. “What’s the time?” “I don’t know. My watch _________________ (stop).” 2. Uncle Robert _________________ (be) to lots of different countries in his life. 3. “The Trents _________________ (move) house.” “Really? When _________________ (they / move)?” 4. Dad’s mad with Martin. He _________________ (fail) his exam again. 5. I’m really upset! It’s not the first time Billy _________________ (tell) me a lie. 6. Wendy _________________ (write) that article in the last school magazine. 7. “I _________________ (grow) a beard. Do you like it?” “I _________________ (prefer) you without.” 8. Mary _________________ (not / feel) well last week, but now she _________________ (improve).

5. Completa le frasi con i verbi dati in ordine sparso alla forma corretta del simple past o del present perfect.

go • sing • study • invite • come • stop • see • read • have • be 1. (you) __________________________________ a good time in Mexico? 2. Chris __________________________________ to stay for a week. She’s leaving next Wednesday. 3. I __________________________________ this book when I was at the spa in June. 4. Frank __________________________________ playing basketball after his accident last year. 5. “Where (Liza) __________________________________?” “To Oslo. She’ll be back on Friday.” 6. I __________________________________ to Croatia twice. And you? 7. Our choir __________________________________ at the Edinburgh festival in 2015. 8. It’s the first time he __________________________________ me to lunch. 9. (you) __________________________________ my mobile anywhere? 10. We (just) __________________________________ the present perfect.

6. Un gruppo di turisti giapponesi sta visitando l’Europa. Oggi è il 23. Leggi il loro itinerario e scrivi mini-dialoghi, seguendo l’esempio.

Europe by coach and plane See 9 capitals in 16 days

15th - 16th 17th - 18th 19th 20th - 21st 22nd 23rd - 24th 25th - 26th 27th - 28th 29th 30th 31st

L ondon Paris Brussels Amsterdam Berlin Milan Florence Rome Athens Madrid Lisbon

1. 2. 3. 4.



London – Athens Paris – Madrid Amsterdam – Florence Berlin – Lisbon

A Have they been to London? B Yes, they have. They visited London on the

15th and 16th. A Have they already visited Athens? B No, they haven’t. They’re going there on the 29th.

308

GRAMMAR SPACE 15

131 Leggi il dialogo e metti i verbi tra parentesi al tempo e alla forma corretti (simple present, present continuous, simple past, present perfect). Poi ascolta e verifica.

Kate

Hi, Jeff!

Jeff

Hello, Kate. What (1) ____________________ (you / do) here?

Kate

I (2) ____________________ (just / be) to a bookshop.

Jeff

Have you? What (3) ____________________ (you / buy)?

Kate

A guidebook.

Jeff

But (4) ____________________ (you / not / use) the Internet for information?

Kate

Well, I do at home, but during my trips I (5) ____________________ (always / take)

a guide with me.

Jeff

So, where (6) ____________________ (you / go) next?

Kate

I (7) ____________________ (leave) for Munich with my class tomorrow.

Jeff

Munich? Wow!

Kate

(8) ____________________ (you / ever / be) there?

Jeff

Yes, I (9) ____________________ (visit) it with my friends two years ago.

Kate

It’s my first time and I (10) ____________________ (look) forward to going.

Jeff

(11) ____________________ (you / already / pack)?

Kate

Of course. I’m ready. I hope I (12) ____________________ (not / forget) anything.

Jeff

Well, Kate, have a nice holiday.

8. Leggi il brano e metti i verbi tra parentesi al tempo e alla forma corretti (simple past, past continuous, present perfect, simple future).

An anecdote Hollywood comedian Jackie Vernon was a fan of Charlie Chaplin. Like all good supporters, he (1) ___________________ (write) countless letters to his idol. Unlike most, he (2) ___________________ (not / get) a single reply. One day Vernon was, by chance, in London at the same time as Chaplin, who (3) ___________________ (direct) Sophia Loren and Marlon Brando in A Countess from Hong Kong. Again by chance, Vernon (4) ___________________ (go) to the same restaurant on the same night as the ageing Charlie Chaplin. When he (5) ___________________ (see) him, Vernon (6) ___________________ (think), “Maybe he (7) ___________________ (not / speak) to me, but I (8) ___________________ (try) anyway.” So he (9) ___________________ (walk) over to the great man’s table. “Excuse me,” he said, “we (10) ___________________ (never / meet) before, but I am one of your most ardent fans. My name is Jackie Vernon and I (11) ___________________ (write) you hundreds of letters in the past few years and I (12) ___________________ (see) all your films. In my opinion, there’s no greater director than you.” Chaplin (13) ___________________ (look) up and (14) ___________________ (reply), “Why did you stop writing?” 309

GRAMMAR SPACE 15

Grammar Space 15 65

Past Perfect 132 Ascolta e leggi. Perché Glyn è tornato a casa a vedere la partita? 1

“Hello Glyn. You look fed up! What’s the matter?” “Well, I had a ticket for the final last night but when I got to the stadium I realized I’d left it at home.”

“So what did you do?” “I went back home for it but when I got back to the stadium the match had already started.” 4

“What a shame!” “Yes, then while I was trying to get in, a group of hooligans knocked me over.”

“Oh, no! Did you hurt yourself?” “Well, nothing serious, but at that point I thought it was better to watch the match on TV.”

forma AFFERMATIVA sogg.

had

(’d) +

forma NEGATIVA sogg.

participio passato

had not (hadn’t)

participio passato

The show had already begun.

I had not (hadn’t) met Sylvia before.

forma INTERROGATIVA

forma INTERROGATIVO-NEGATIVA

had

sogg.

hadn’t

participio passato

sogg.

participio passato

Had she been here before?

Hadn’t you ever read “Harry Potter” before?

SHORT ANSWERS (“Sì” - “No”)

QUESTION TAGS (“Vero?” - “Non è vero”?)

yes,

pron. pers. sogg.

frase affermativa,

had

pron. pers. sogg.

hadn’t

pron. pers. sogg.

I had told you not to go, hadn’t I?

“Had you visited the cathedral before?” “Yes, we had.” no,

hadn’t

frase negativa,

“Had they had dinner?” “No, they hadn’t.”

had

pron. pers. sogg.

Tom had never played tennis before, had he?

• Il past perfect corrisponde al trapassato prossimo italiano e si usa: – per esprimere un’azione accaduta prima di un’altra al tempo passato When we arrived at the tennis court the match had already started. Quando siamo arrivati al campo da tennis la partita era già incominciata.

– con le espressioni It was the first/second/… time Stewart was irritated. It was the third time his car had broken down that month. Stewart era irritato. Era la terza volta che la sua automobile si rompeva quel mese.

• Quando si vuole porre enfasi sulla continuità di un’azione passata e sui suoi risultati si usa il past perfect continuous → sogg. + had + been + forma in -ing. It had been snowing all night and all the roads were impassable. Era nevicato per tutta la notte e le strade erano impraticabili. Per altri usi del past perfect e past perfect continuous vedi “forma di durata” (pag. 324). 310

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Practice

In your eBook+

• More practice

1. Metti i verbi tra parentesi alla forma corretta del past perfect. 1. We _________________________ (not / finish) eating our dinner when Nick turned up. 2. Mum _________________________ (be) to the shops by the time Tim called. 3. _________________________ (the beach party / end) when the storm broke? 4. When school started they _________________________ (not / repair) the roof. 5. When Peter first met Bella she _________________________ (not / have) the twins yet. 6. There _________________________ (be) lots of accidents on the roads due to heavy snow. 7. Unfortunately nobody knew who _________________________ (steal) Peter’s bike. 8. “_________________________ (you / do) any scuba diving before?” “No, it was the first time.”

2. Rispondi alle domande utilizzando il past perfect e i suggerimenti tra parentesi. Why was the house so quiet? (kids / go / bed) Because the kids had gone to bed. 1. Why did they go back to the hotel? (leave / passports / there) 2. Why was Morgan so miserable? (not / pass / driving test) 3. Why was Eileen so scared? (never / see / snake / before) 4. Why did the teacher give you a bad mark? (make / lots of mistakes) 5. Why did they ask you to repeat the lesson? (not / understand / past perfect)

3. Utilizza la parola tra parentesi per completare la seconda frase con il past perfect in modo tale che abbia lo stesso significato della prima.

It was my first good opportunity. (had) had never had such a good opportunity before. I ______________ 1. Danny was still doing his homework. (finished) Danny ___________________________________________________________________ his homework yet. 2. It was the first time Elizabeth had been late. (never) Elizabeth _______________________________________________________________________ late before. 3. Dad had never cooked lunch before. (time) It was the first _______________________________________________________________ lunch. 4. It was our first holiday together. (been) We ______________________________________________________________ on holiday together before. 5. The plot of the film was such a sad story. (heard) The plot of the film was the saddest story I _________________________________________ in my life.

4. Metti i verbi tra parentesi al past perfect continuous. 1. We _______________________ (water) the garden all afternoon when it began to rain. 2. The rebels _______________________ (negotiate) all month when the government gave its ultimatum. 3. The group _______________________ (practise) like mad before they made their demo. 4. Dad _______________________ (overwork), so he decided to take a week’s holiday. 5. I _______________________ (think) about Jonathan all week when he sent me a love poem. 6. Carol looked relaxed. She _______________________ (rest) on the beach all afternoon.

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Grammar Space 15 66

Dire: to say / to tell 133 Ascolta e leggi. Che cosa ha fatto Tim dopo il litigio con Jenny? “So tell me everything about last night.” “Well, ...Tim and Jenny had a big row, she told him to go get a life and walked out of the bar.” “I’m not surprised. They’re always quarrelling.” “Yes, but listen... He ran after her and caught up with her by the river.” “So was that the end of the matter?” “No, now comes the best bit... He asked her to marry him.” “Oh wow! That’s love! So when’s the wedding?” “Ha ha! I don’t know. He didn’t say.”

• Per rendere il verbo italiano “dire” in inglese vengono utilizzati to say e to tell. • To say può essere seguito o meno da un complemento di termine, ma il complemento di termine è sempre introdotto dalla preposizione to. To say si usa: – per introdurre il discorso diretto He said (to me), “I’ll be back in a minute”. – per introdurre il discorso indiretto, generalmente senza il complemento di termine He said that he was tired and went to bed. • To tell è sempre seguito direttamente dal complemento di termine senza preposizione. To tell si usa: – per introdurre il discorso diretto “I’ll be back in a minute,” he told me. – per introdurre il discorso indiretto, seguito direttamente dal complemento di termine He told his wife that he was tired and went to bed. – seguito da un infinito, con il significato di “dare ordini, istruzioni” Tell him not to touch the wires. – con il significato di “raccontare” con le seguenti costruzioni sogg. + verbo + complemento di termine + complemento oggetto My grandmother used to tell me fairy tales. sogg. + verbo + complemento oggetto + to + complemento di termine They told the news to all their friends.

• Usi particolari di to say e to tell to say hello/good morning/... to say goodnight that is to say to say yes/no to tell a lie to tell a secret to tell the truth to tell the time to tell the difference to tell off

salutare dare la buona notte cioè/vale a dire dire di sì/di no dire una bugia dire un segreto dire la verità dire l’ora dire la differenza sgridare 312

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Practice

In your eBook+

• More practice

1. Scegli l’alternativa corretta. 1. 2. 3. 4. 5. 6.

Did Bruce tell / say his school friends about the decisions taken at the meeting? Jennifer unexpectedly said me / told me, “I don’t want to see you again.” The notice said / told “No swimming”, but there were lots of people in the water. Susan said / told she’d never studied Spanish before, but she wanted to learn it. I’ve said / told you a hundred times that I don’t know Elizabeth’s mobile number. The boss said to me / told to me, “You’re a good worker. You deserve promotion.”

2. Completa le frasi con say o tell. 1. Oh, come on! ____________ me the truth! Did he ask you about me or not? 2. The course has finished so it’s time to ____________ goodbye. I’ll miss you all. 3. Can you ____________ the difference between a delta and an estuary? 4. Don’t ____________ lies! I didn’t ____________ that Julian was a silly boy! 5. The twins are almost identical. It’s difficult to ____________ who’s who.

3. Leggi le regole da rispettare nel laboratorio linguistico e completa gli spazi in modo adeguato.

COMPUTER LAB RULES  Use only assigned computers

 Eat and drink OUTSIDE the lab

 Do not change or delete any icons

 Exit all programmes

 Never give out personal information

 Hang up your headphones when you leave

 Print only with the teacher’s permission

Enjoy your lesson!

What a lot of rules to follow in the computer lab! to use only assigned computers. Then an assistant told us First our teacher told us (1) ______ (2) _________________ any icons. He also advised us not to give out personal information. The teacher told the class (3) _________________ without her permission and (4) _________________ inside the lab. She told us (5) _________________ all programmes and (6) _________________ our headphones at the end of the lesson.

4. Completa le frasi utilizzando il past perfect. “I’ve lost my car keys.” had lost his car keys . He said that he _______________________ 1. “The team has won the cup.” The coach said that the team ______________________________________________________________. 2. “I have never liked maths.” Thomas said that he ______________________________________________________________________. 3. “I didn’t get the job.” She told me that she ______________________________________________________________________. 4. “You haven’t locked the door.” She told her son that he ___________________________________________________________________. 5. “We’ve missed the bus.” I told Terry that we ________________________________________________________________________. 6. “We’ve been to the Maldives.” She said that they _________________________________________________________________________. 313

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Grammar Space 15

Consolidation 1. Completa le frasi con la forma corretta del present perfect dei verbi tra parentesi. 1. We ___________________________________ (almost / finish) our photography course. 2. ___________________________________ (Mary / be) to the cinema recently? 3. Oh, dear! I ___________________________________ (just / lose) my purse. 4. ___________________________________ (they / hear) from Brenda recently? 5. We ___________________________________ (not / choose) the date of our departure yet. 6. Don’t blame me. I ___________________________________ (always / do) my duty.

2. Riscrivi le frasi come negli esempi. I’ve never been to Berlin before. It’s the first time I’ve been to Berlin. It’s the first time I’ve been to Berlin. I’ve never been to Berlin before. 1. He’s never behaved so badly before.

4. I’ve never asked her out for lunch before.

_______________________________________ _______________________________________ 2. It’s the first time they’ve helped us.

5. It’s the first time we’ve seen a ballet.

_______________________________________ _______________________________________ 3. She’s never ridden a scooter before.

6. It’s the first time he’s phoned you.

_______________________________________ _______________________________________

3. Completa le frasi con been o gone. 1. Don’t tell me you’ve ____________ to the new disco without inviting me. 2. Douglas isn’t here because he’s ____________ to the optician’s. 3. Alan’s travelled a lot but he’s never ____________ to Switzerland. 4. Do you know where Marcia’s ____________? Dad wants a word with her. 5. Where have you ____________? Just look at the state of your clothes! 6. Brad has ____________ to Scotland. He’s coming back next Saturday.

4. Completa le frasi usando i verbi dati in ordine sparso al present perfect continuous. dream • train • lie • look for • work 1. Ian _______________________________ in the sun all day and now he’s as red as a lobster. 2. Mum _______________________________ a lot recently and needs a good holiday. 3. You _______________________________ about your ex again, haven’t you? I can see it in your eyes. 4. I _______________________________ a cheap hotel in London, but I haven’t found one yet. 5. We _______________________________ hard for the competition and now we’re pretty good.

5. Metti i verbi tra parentesi alla forma corretta del simple past o del present perfect. 1. It isn’t the first time we ___________________________________ (beat) that team. 2. Danny’s not here. He ___________________________________ (leave) for Bath at 6.30 this morning. 3. The government’s policy ___________________________________ (lead) to their present difficulties. 4. What an original i-phone cover! Where ___________________________________ (you / find) it? 5. The boys teased the dog so much that it ___________________________________ (bite) one of them. 6. ____________________________________ (they / open) the pool or is it still closed? 314

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6. Riscrivi le frasi mettendo i verbi tra parentesi alla forma corretta del past perfect. 1. We ___________________ (not / receive) any news from him. We were upset. 2. Mr Clark ___________________ (just / wash) his car because he was going to a wedding. 3. He ___________________ (already / finish) with the morning paper so he gave it to me. 4. Pauline ___________________ (never / be) abroad so she was thrilled to go to Spain. 5. I ___________________ (not / write) my essay because I ___________________ (not / have) time. 6. “___________________ (they / ever / do) any skating before?” “No, they hadn’t.”

7. Riscrivi le frasi come negli esempi. It was the first time we had been to Britain.

We had never been to Britain before.

It was the first time we had been to Britain.

1. I had never read such a dull story before.

4. We had never swum in the sea at night.

_______________________________________ _______________________________________ 2. He had never laughed so much before.

5. It was the first time I had heard Mike sing.

_______________________________________ _______________________________________ 3. It was the first time she had warned him.

6. It was the first time I had had toothache.

_______________________________________ _______________________________________

8. Completa le frasi usando i verbi dati in ordine sparso al past perfect continuous. run • smoke • hike • rain • worry 1. It ___________________________________ all night and the roads were flooded when we got up. 2. They ___________________________________ in the hills all day and they were exhausted. 3. Bob’s parents ___________________________________ until he phoned to say he was alive and well. 4. Jim was all hot and sweaty. He ___________________________________ so as not to be late. 5. There was a strange smell in the room. Somebody ___________________________________.

9. Scegli l’alternativa corretta. 1. Kate told / said Bob that she loved him. 2. Don’t tell / say anything to anybody. 3. I told / said them not to touch the screen.

4. Tell / Say me, who is that boy? 5. You mustn’t say / tell lies. It’s a bad habit. 6. Alex said / told he’d sold his laptop.

10. Completa le frasi con il tempo e la forma adeguata di to say o to tell. 1. Why didn’t you _________________________ me that Marilyn was going to hospital? 2. During the meeting he _________________________ to me, “Shall we get married?” 3. What will dad _________________________ when he sees what you’ve done? 4. The notice _________________________ “Beware of the dog” but where’s the dog? 5. What did he _________________________ you about his trip to South Africa? 6. When Pauline left she _________________________ to her best friend, “I will miss you.” 7. He ordered me not to _________________________ anyone about it. 8. When he arrives he just _________________________ good morning, then he goes to his office. 315

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Grammar Space 15

Consolidation

11. Metti i verbi tra parentesi al tempo e alla forma corretti (simple present, present continuous, simple past, past continuous, present perfect, past perfect, simple future).

1. My brother __________________ (spend) his holidays sightseeing in Greece last year. 2. When Hugh __________________ (meet) Audrey she __________________ (study) medicine. 3. Your party is brilliant, Greg. We __________________ (enjoy) ourselves immensely. 4. “__________________ (Mark / already / make) plans for next summer?” “No, not yet.” 5. While Tom __________________ (play) tennis he __________________ (hurt) his knee. 6. My car is very old but I __________________ (not / have) enough money to change it. 7. When I __________________ (know) the results I __________________ (inform) you. 8. When the police arrested the thief he __________________ (already / hide) the jewels.

12. Completa la seconda frase usando non più di tre parole in modo tale che abbia lo stesso significato della prima. This is the second time __________ I’ve been to Rome.

This is my second visit to Rome. 1. He had never put up a tent before.

That was the first time he ____________________________________________________________ a tent. 2. Kate doesn’t have any experience of teaching languages. Kate ____________________________________________________________________ languages before. 3. They were still repairing the roof. They _________________________________________________________________________ the roof yet. 4. Do you know this nursey rhyme? Have ___________________________________________________________________ this nursey rhyme? 5. Bob said, “I have never tried Indian food”. Bob said that he _______________________________________________________________ Indian food.

13. Completa il dialogo mettendo i verbi tra parentesi al tempo e alla forma corretti (simple present, present continuous, simple past, simple future o present perfect).

Mike

Hi, Henry! How’s life? Look, I (1) ______________ (just / buy) this Harley-Davidson. (2) ______________ (you / ever / see) anything so beautiful?

Henry Wow, it’s great! Mike

It’s a new model. It (3) ______________ (just / come) onto the market… Listen, how about going camping for a weekend in the Lake District on it? (4) ______________ (you / ever / be) there? I (5) ______________ (always / want) to go.

Henry No, but they (6) ______________ (say) it’s wonderful. I’m free next weekend. Mike

(7) ______________ (you / have / got) a crash helmet?

Henry No, I (8) ______________ (never / have) one. Mike

Don’t worry. I’m sure Jack (9) ______________ (lend) you his. His bike (10) ______________ (not / work) properly and he is going to take it to the mechanic’s.

Henry What camping gear (11) ______________ (we / need)? I (12) ______________ (never / be) camping before. Mike

I (13) ______________ (buy) a new tent last year and I (14) ______________ (have / got) a couple of good sleeping bags in the garage.

Henry Great! Let’s hope the weather is good. It (15) ______________ (be) a bit cold recently, hasn’t it? Mike

Yes, but let’s be optimistic! 316

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Maps and Tables 134

Present Perfect e Past Perfect USO

FORMA

tempo indeterminato nel passato

We have enrolled on a cookery course.

informazione nuova

I’ve lost my wallet.

azione non ancora conclusa

Dad hasn’t been to the supermarket yet.

Espressioni di tempo con il present perfect • e ver/never/yet/ already/just/almost/ recently

Present Perfect

• up to now/so far

informazione senza riferimento al tempo

My brother has travelled a lot.

con le espressioni: It’s the first/ second/... time

It’s the first time I’ve slept in a tent.

azione accaduta prima di un’altra al tempo passato

Past Perfect

• this week/month/...

past 7.30 The show started

present 8.00 I arrived

When I arrived the show had already started.

con le espressioni: It was the first/ second/... time

It was the first time I had seen a kangaroo.

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Communication Space 15

Vocabulary and Skills B1 Preliminary Invalsi B1

Have you ever...? Describing feelings and experiences Adjectives that refer to the senses Sight – how it looks attractive attraente beautiful bello brilliant/bright brillante clear chiaro colourful colorato colourless senza colore dark scuro dull spento/opaco fat grasso handsome attraente (m) light luminoso low basso (misura/statura) narrow stretto shining splendente slim/thin magro/sottile ugly brutto visible visibile wide largo/ampio Touch – how it feels damp umido hard duro hot (molto) caldo oily/greasy oleoso/unto rough ruvido smooth liscio soft morbido sticky appiccicoso warm caldo wet umido

Hearing – how it sounds deafening assordante loud alto (di volume) low/soft basso (di volume) melodious melodioso noisy rumoroso quiet/silent silenzioso rhythmic ritmico screeching stridulo Smell - how it smells fragrant fragrante odourless inodore scented profumato smelly maleodorante smoky fumoso stinky puzzolente stuffy che sa di chiuso Taste – how it tastes bitter amaro delicious delizioso disgusting disgustoso fresh fresco juicy succoso salty salato sour aspro/acido spicy piccante strong forte sweet dolce tasteless insipido tasty saporito/gustoso

Adjectives that refer to feelings Negative feelings

Positive feelings amused calm cheerful/joyful enthusiastic excited glad happy pleased relaxed relieved satisfied thrilled

divertito calmo allegro entusiasta entusiasta/emozionato contento felice contento/compiaciuto rilassato/tranquillo sollevato soddisfatto elettrizzato

angry/cross annoyed ashamed bored confused depressed disappointed embarrassed exhausted/weary miserable/unhappy nervous/anxious scared/frightened upset tense

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arrabbiato seccato/infastidito che prova vergogna annoiato confuso depresso deluso imbarazzato esausto infelice nervoso/ansioso spaventato sconvolto teso

Adjectives that refer to experiences Positive experiences

Negative experiences

amusing incredible/amazing pleasant surprising terrific/wonderful thrilling/exciting unforgettable/ memorable

annoying awful/horrible/frightening boring depressing disappointing embarrassing scary/dreadful unpleasant tiring

divertente incredibile/fantastico piacevole sorprendente favoloso elettrizzante indimenticabile

fastidioso terribile/spaventoso noioso deprimente deludente imbarazzante terrificante spiacevole stancante

Adjectives ending in -ing and -ed In English there are pairs of adjectives which end in -ing and -ed. To use these adjectives correctly remember: • adjectives ending in -ing describe the feelings that a situation or an experience creates. • adjectives ending in -ed describe how you feel about a situation or an experience. If something is confusing you feel confused. If something is exciting you feel excited. If something is tiring you feel tired.

Adverbs of manner

In English many adverbs of manner are made from an adjective by adding the suffix -ly. noise → noisily loud → loudly quiet → quietly enthusiastic → enthusiastically Exceptions – good is an adjective, the adverb is well Your French is very good. → You speak French very well. – fast, hard, late and early are both adjectives and adverbs You are a fast runner. → You run very fast.

1. Match the adjectives in column A with their opposites in column B. A 1. 2. 3. 4. 5. 6.

beautiful sweet bright silent hard smooth



B 7. 8. 9. 10. 11. 12.

happy light slim pleasant anxious narrow

a. b. c. d. e. f.

soft ugly dull rough noisy bitter



g. h. i. j. k. l.

annoying miserable dark relaxed wide fat

1. b 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___ 10. ___ 11. ___ 12. ___

2. Choose the correct alternative. 1. What is the most frightening / frightened experience of your life? 2. After the long journey I was really exhausted / exhausting. 3. What do you find particularly amusing / amused? 4. I don’t like bad weather. It makes me feel depressed / depressing. 5. Did you meet anyone interested / interesting during the trip? 6. What a bad smell! It’s really disgusted / disgusting. 319

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Communication Space 15 Have you ever...? 3. Complete the sentences with adjectives or adverbs from the roots given. 1. When he told me he loved me I felt so ____________________ that I went all red. (embarrass) 2. The food in the clinic was ____________________ and I had no appetite. (taste) 3. When I told her that Jordan was coming to the party she was really ____________________. (annoy) 4. The music in the disco was ____________________. I couldn’t hear what anybody said. (deaf) 5. He responded ____________________ when the woman accused him of stealing her bag. (angry) 6. She said her experiences travelling in Thailand were ____________________. (forget) 7. When we left the cinema it was raining ____________________ so we called a taxi. (heavy) 8. They found the lecture ____________________. They had expected it to be better. (disappoint)

4. Speaking – Part 1/Part 4 • • • • • •

Work in pairs. Take it in turns to ask and answer the questions.

Have you ever touched a snake? If so, how did it feel? If not, how do think it feels? Have you ever told a big lie? If so, who did you lie to? What did you say? Have you ever received a present you didn’t like? How did you feel? What did you do? Have you ever lost anything important? What was it? When did it happen? Have you ever performed or spoken in public? How did you feel? What’s the most frightening thing that has ever happened to you?

5. Writing – Part 2 You have seen this announcement in a new Enlish-language magazine for teenagers.

STORIES wanted

Our magazine is going to publish teenage stories from all over the world. Your story must begin with this sentence:

The woman sitting opposite me in the compartment kept looking at me…

Write your story in about 100 words.

6. Listening

135 Listen to the conversation between a mother and her son talking about

an incident during an excursion in the mountains. For questions 1 – 7, choose the correct answer (A, B, C or D). The first one (0) has been done for you. You will hear the recording twice.

0 James’s mother

□ 

A had been very worried.

□ □ □

B didn’t know about the accident until late. C was angry. D was on the trip too. Q1 The boys set off on the trip at 11 o’clock because A it was too foggy to set off earlier. B the minibus had broken down. C the minibus didn’t turn up. D one of the boys was late arriving. 320

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□ □ □ □

Q2 The members of staff

□ □ □ □

A were athletic types. B taught physics and English. C were sports teachers. D were professional mountain climbers.

Q3 The weather

□ □ □ □

A was better than expected. B was foggy but warm. C got worse during the excursion. D was cold and sunny.

Q4 The group got separated because three boys stopped A to have a drink. B to take off their sweaters. C to put on heavier pullovers. D to put on anoraks.

Q5 One of the three boys

□ □ □ □ □ □ □ □

A sent a message to the teachers. B texted the headmaster of the school. C sent a text to the police. D sent a message to a friend at school.

Q6 After receiving the message A the school contacted the police. B the boy called the mountain rescue association. C the teachers tried to find their position on the map. D the helicopter left from the school.

Q7 What did the boys have to eat and drink?

□ □ □ □ □ □ □ □

A Cake, chocolate and hot tea.  B Cold tea and biscuits. C Hot tea, biscuits and chocolate. D Hot chocolate and biscuits.

Q8 From the conversation we can conclude that A the helicopter couldn’t find the boys till the next day. B the boys were sorry that the trip was cut short. C the boys enjoyed the adventure from the beginning to the end. D the boys’ lives were probably saved because of their colourful anoraks. 321

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□ □ □ □

Communication Space 15 Have you ever...? 7. Reading Read the text about an amazing experience. Parts of the text have been removed. Choose the correct part (A – I) for each gap (1 – 6). There are two extra parts that you should not use. The first one (0) has been done for you.

Life in the Wild I live alone on the Isle of Skye in a tepee

the school. There are 12 of us on the

almost impossible to find without detailed

course, of all ages. We’ve just finished

directions. Perhaps it sounds unusual,

mountaineering and we’re about to start

but I love being on my own and I’m

white-water kayaking.

passionate about wild spaces. So far I Q3 _________. Only once when I I grew up 0 _____, a mountain range in

was on the hills and bad weather rolled in

the Highlands of Scotland. Mum has

I became disoriented, but thanks to mum’s

always let me run wild from an early

training I’ve learnt how to stay calm and I

age and has taught me how to cope with

finally managed to find the way.

possible dangers. We Q1 _________.

People ask if I miss the Internet, but I’ve

I have spent so much time with them that

never surfed it much. I’m sociable, but I

this has become second nature to me.

Q4 _________. I use my mobile every few

Last year I gained a place at the School of

weeks to catch up with friends and my

Adventure Studies on Skye and I decided

mum, who I usually see once a month

to live in a tepee.

when I go back to the Cairngorms.

I sleep on an ancient canvas camp bed

What I’m doing Q5 _________. I’d like to

my grandfather gave me, I have an open

see more people look after the land and

fire and spend my evenings tanning

not be scared of getting outside, getting

animal and fish skins, and carving wood.

wet, learning how to survive. When my

I wash my clothes in the river and I have

studies are over, I’ll move Q6 _________

a bush shower.

and use it to tan skins. Until then, I’ll go

I wake at 6 a.m., I prepare my backpack,

on sitting by the fire, carving a spoon in

including any food and Q2 _________,

perfect silence and watching the northern

bank the fire and walk 30 minutes to

lights through the open tepee door.

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have always enjoyed my own company

the tent back to mum’s house

isn’t for everyone, but it makes me happy

with my mother in the Cairngorms

have also travelled abroad and visited remote tribes

is physically and mentally stressful

haven’t had many hairy moments

am exhausted and I’d like to go back home

kit I need for the day

323

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