Teache eacher r’s Guide Guide and Tests
Marina Spia Marina Spiazzi zzi Mar Marina ina Tav avella ella Margaret Layto Layton n TWO
Performer B1 with PET Tutor
UNA SCUOLA PER TUTTI
Lesson plans with syllabus planner
Per Bisogni Educativi Speciali
PET Tutor
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eBook Strategies for remedial work Tests
with Keys
Regìstrati su per scaricare i contenuti online
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easy reading tests guided tests
Marina Mari na Sp Spiaz iazz zi Marina Mari na Tav avell ella a Marg Ma rgar aret et La Layt yton on TWO
Performer B1 with PET Tutor
Teache eacher’s r’s Guide and Tests Tests
Copyright © 2015 Zanichelli editore S.p.A., Bologna [19692der] www.zanichelli.it I diritti di elaborazione in qualsiasi forma o opera, di memorizzazione anche digitale su supporti di qualsiasi tipo (inclusi magnetici e ottici), di riproduzione e di adattamento totale o parziale con qualsiasi mezzo (compresi i microfilm e le copie fotostatiche), i diritti di noleggio, di prestito e di traduzione sono riservati per tutti i paesi. L’acquisto della presente copia dell’opera non implica il trasferimento dei suddetti diritti né li esaurisce. Le fotocopie per uso personale (cioè privato e individuale, con esclusione quindi di strumenti di uso collettivo) possono essere effettuate, nei limiti del 15% di ciascun volume, dietro pagamento alla S.I.A.E del compenso previsto dall’art. 68,commi 4 e 5, della legge 22 aprile 1941 n. 633. Tali fotocopie possono essere effettuate negli esercizi commerciali convenzionati S.I.A.E. o con altre modalità indicate da S. I.A.E. Per le riproduzioni ad uso non personale (ad esempio: professionale, economico, commerciale, strumenti di studio collettivi, come dispense e simili) l’editore potrà concedere a pagamento l’autorizzazione a riprodurre un numero di pagine non superiore al 15% delle pagine del presente volume. Le richieste per tale tipo di riproduzione vanno inoltrate a Centro Licenze e Autorizzazioni per le Riproduzioni Editoriali (CLEARedi) Corso di Porta Romana, n.108 20122 Milano e-mail
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Realizzazione editoriale: – Coordinam Coordinamento ento redazionale: redazionale: Lindy Russell, Chiara comunicazione comunicazione,, Parma – Redazione Redazione:: Elisa Pugnaloni – Fotocompos Fotocomposizione izione e impaginazion impaginazione: e: Fratelli Sala Sala Copertina: – Progetto grafico: grafico: Miguel Sal Sal & C., Bologna – Realizzaz Realizzazione: ione: Roberto Marchetti Marchetti e Francesca Ponti Ponti – Immagini di copertina: copertina: sextoacto/Shutterstock sextoacto/Shutterstock Prima edizione: luglio 2015 Ristampa: 5
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Contents
1. Introduction to the course Syllabus Obietti Obi ettivi vi spe specif cifici ici di app appren rendim diment ento o Thee Co Th Comm mmon on Eu Europ ropea ean n Fra rame mewor workk of Ref Refer eren ence ce (C (CEF EFR) R) Struc St ructu ture re of th thee cou cours rsee Struc St ructu ture re of th thee uni unitt (St (Stud uden ent’s t’s Boo Book) k) Struc St ructu ture re of th thee uni unitt (W (Wor orkb kbook ook)) Elem El emen ents ts of th thee eB eBoo ookk
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2. Lesson plans
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Syll Sy llab abus us pl plaann nner er (p (pro rogr gram amm maz azio ione ne pe perr co comp mpet eten enze ze)) • Un Unit it 1 Student’s Book • Keys Workbook • Keys Syll Sy llab abus us pl plaann nner er (p (pro rogr gram amm maz azio ione ne pe perr co comp mpet eten enze ze)) • Un Unit it 2 Student’s Book • Keys Workbook • Keys Review Units 1–2 • Keys Syll Sy llab abus us pl plaann nner er (p (pro rogr gram amm maz azio ione ne pe perr co comp mpet eten enze ze)) • Un Unit it 3 Student’s Book • Keys Workbook • Keys Syll Sy llab abus us pl plaann nner er (p (pro rogr gram amm maz azio ione ne pe perr co comp mpet eten enze ze)) • Un Unit it 4 Student’s Book • Keys Workbook • Keys Review Units 3–4 • Keys Syll Sy llab abus us pl plaann nner er (p (pro rogr gram amm maz azio ione ne pe perr co comp mpet eten enze ze)) • Un Unit it 5 Student’s Book • Keys Workbook • Keys Syll Sy llab abus us pl plaann nner er (p (pro rogr gram amm maz azio ione ne pe perr co comp mpet eten enze ze)) • Un Unit it 6 Student’s Book • Keys Workbook • Keys Review Units 5–6 • Keys Syll Sy llab abus us pl plan anne nerr (p (pro rogr gram amma mazi zion onee pe perr co comp mpet eten enze ze)) • Un Unit it 7 Student’s Book • Keys Workbook • Keys Syll Sy llab abus us pl plan anne nerr (p (pro rogr gram amma mazi zion onee pe perr co comp mpet eten enze ze)) • Un Unit it 8 Student’s Book • Keys Workbook • Keys Review Units 7–8 • Keys Syll Sy llab abus us pl plan anne nerr (p (pro rogr gram amma mazi zion onee pe perr co comp mpet eten enze ze)) • Un Unit it 9 Student’s Book • Keys Workbook • Keys Syll Sy llab abus us pl plan anne nerr (p (pro rogr gram amma mazi zion onee pe perr co comp mpet eten enze ze)) • Un Unit it 10 Student’s Book • Keys Workbook • Keys Review Units 9–10 • Keys Syll Sy llab abus us pl plan anne nerr (p (pro rogr gram amma mazi zion onee pe perr co comp mpet eten enze ze)) • Un Unit it 11 Student’s Book • Keys Workbook • Keys
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Syll Sy llab abus us pl plan anne nerr (p (pro rogr gram amma mazi zion onee pe perr co comp mpet eten enze ze)) • Un Unit it 12 Student’s Book • Keys Workbook • Keys Review Units 11–12 • Keys PET practice test
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3. PET tutor: helping students prepare
for the PET exam
Genera Gene rall in intro trodu ducti ction on to PE PET T Exam descrip description tion
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4. eBook LIM LI M e ta tabl blet et in cl claass ssee myZanichelli eBook eBo ok per l’in l’insegn segnant antee Muovers Muo versii all’ all’inte interno rno del dell’eB l’eBook ook per l’in l’insegn segnant antee
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5. Strategies for remedial work Learnin Lea rning g styl styles es Mana Ma nagi ging ng yo your ur stu study dy ti time me Learning Learnin g vocabu vocabulary lary Approaching Approac hing gramm grammar ar structu structures res A st stra rate tegy gy fo forr re read adin ing g co comp mpreh rehens ensio ion n Aree yo Ar you u a fl flex exib ible le re read ader er?? Multiple-choic Multipl e-choicee tests Taking tests
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6. Tests
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Standard Tests Unit 1 Test Fila A Unit 1 Test Fila B Unit 2 Test Fila A Unit 2 Test Fila B Unit 3 Test Fila A Unit 3 Test Fila B Unit 4 Test Fila A Unit 4 Test Fila B Unit 5 Test Fila A Unit 5 Test Fila B Unit 6 Test Fila A Unit 6 Test Fila B Unit 7 Test Fila A Unit 7 Test Fila B Unit 8 Test Fila A Unit 8 Test Fila B Unit 9 Test Fila A Unit 9 Test Fila B
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Unit 10 Test Fila A Unit 10 Test Fila B Unit 11 Test Fila A Unit 11 Test Fila B Unit 12 Test Fila A Unit 12 Test Fila B Easy Reading Tests Unit 1 / Test Fila A Guided Tests Unit 1 Guided Test Unit 2 Guided Test Unit 3 Guided Test Unit 4 Guided Test Unit 5 Guided Test Unit 6 Guided Test Unit 7 Guided Test Unit 8 Guided Test Unit 9 Guided Test Unit 10 Guided Test Unit 11 Guided Test Unit 12 Guided Test Criteria for judging the tests Tests • Keys
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Introduction to the course
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T I O N T T H R O E D C U O C U T R I S O E N
Syllabus The Performer project takes into account the terms of reference set out in the Obiettivi Specifici di Apprendimento of the national curriculum and in the CEFR. This is true not only for the levels of language but also for the functions, competences and suggested topics. Students are encouraged to become independent and autonomous, in control of their own learning and the concept of ‘can do’. At the same time, students are given a variety of opportunities from the beginning of the book to work cooperatively, in pairs, in groups or as a class. The ideas of the CEFR are also reflected in the selection of themes and activities of each unit.
Obiettivi specifici di apprendimento Competenze Contenuti Lessico PRIMO BIENNIO
Lingua
Lo studente dovrà acquisire competenze linguistico-comunicative corrispondenti al Livello B1 del Quadro Comune Europeo di Riferimento per le lingue. In particolare dovrà: • comprendere in modo globale e selettivo testi orali e scritti su argomenti noti inerenti alla sfera personale e sociale; • riferire fatti e descrivere situazioni con pertinenza lessicale in testi orali e scritti, lineari e coesi; • partecipare a conversazioni e interagire nella discussione, anche con parlanti nativi, in maniera adeguata al contesto; • riflettere sugli elementi linguistici con riferimento a fonologia, morfologia, sintassi, lessico e sugli usi linguistici, anche in un’ottica comparativa con la lingua italiana; • riflettere sulle abilità e strategie acquisite nella lingua straniera per lo studio di altre lingue. Cultura
Lo studente dovrà: • analizzare aspetti relativi alla cultura dei paesi di cui si parla la lingua, con particolare riferimento all’ambito sociale; • confrontare aspetti della propria cultura con aspetti relativi alla cultura dei paesi in cui la lingua è parlata; • analizzare semplici testi orali, scritti, iconico-grafici, ecc. su argomenti di attualità, letteratura, cinema, arte, ecc.
The Common European Framework of Reference (CEFR) Level B1 The Common European Framework of Reference was developed by the Council of Europe in order to try and set clear, attainable standards at different levels of language learning for European languages. Thedocumentwasintendedasareferencetooltodescribelevelsoflanguageintermsofcompetences, that is, what students ‘can do’. The CEFR describes what abilities a learner needs to acquire in the linguistic areas of reading, listening, speaking and writing at each level. The detailed list for a B1 level is as follows: Level
B1
8
Description Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
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Structure of the course The course is made up of: • Student’s Book (Volume One and Volume Two) • Workbook (Volume One and Volume Two) • eBook • Teacher’s Guide (Volume One and Volume Two) with Tests (Fila A and B) for each unit. The course also comes with a collection of audio CDs. The Student’s Book and the Workbook are divided into twelve units. Volume One includes a Build Up to Performer unit at the beginning of the course.
E N S O I R T U C O U C D E O H R T T N I O T
Structure of the unit (Student’s Book) Each unit has a structural thread and the various sections are linked thematically. The unit has been built around the idea of six separate ‘lessons’ which correspond to the following pages and titles of the sections. There are Extra activities in the eBook and all the points of the first two lessons have corresponding sections in the Self-study exercises of the eBook. PRESENTATION AND PRACTICE 1 / 2 • Vocabulary 1 / 2 Before the lesson students can watch the Watch and learn video at home and memorise vocabulary at their own pace, or teachers can begin the lesson by watching the video in class. Using the video allows teachers to time-shift and expand total learning time. By allowing the students to absorb the basics of a lesson before coming to class, time is opened up in class for discussion, further questions and collaboration. The exercises introduce the vocabulary which is contained in the reading/listening texts that follow, with specific attention to oral practice. Exercise 1 of each lesson is a way for the teacher to verify students’ knowledge of the key language. Exercise 2 asks the students to orally produce the language they have just learnt. • Presentation 1 / 2 Each unit contains two presentation (reading or listening) sections, with exercises based on comprehension. These texts consolidate and expand upon students’ knowledge of the vocabulary that they have just learnt and present the grammar structures for the section. • Grammar 1 / 2 Inductive exercises dealing with the grammar structures introduced in the presentation are used to encourage students to reflect on the grammar rule individually. This approach has been proved to be a better learning strategy and has been specifically mentioned in the national syllabus. The inductive exercises are followed by grammar boxes containing concise and clear explanations of the BASIC concepts and structures, giving students the tools to complete the practice exercises on the page. Further elaboration and detail of each specific grammar point, including spelling rules, irregular forms and exceptions, can be found in the Grammar reference section at the beginning of each corresponding Workbook unit. The Frequent mistakes boxes focus on the typical errors made by Italian learners of English. The Presentation and Practice sections end with Your turn production exercises, which are often pair work activities. They consolidate the vocabulary and grammar of the lesson in communicative functions. They are also very important for confidence building. • Pronunciation This section includes the pronunciation exercises of individual sounds or intonation connected to the grammar or vocabulary points of the unit. Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
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T I O N T T H R O E D C U O C U T R I S O E N
COMMUNICATION Each unit contains a dialogue based on everyday, real-life situations. The lesson begins with a warmup to activate pre-knowledge and elicit vocabulary. This section is intended as a kind of phrasebook for students, especially as common English phrases don’t necessarily follow standard grammar and usage. The Key language is intended to provide commonly used phrases suited to specific communicative situations. The role-playing based on the dialogue is aimed at familiarising students with the Key language. This is followed by a rewriting exercise as a guided approach to using the Key language. A Dictation is often included in this section. This is an important and useful listening exercise for comprehension and also to practise spelling and punctuation. PET TUTOR Each unit contains a PET exam practice page, based on the requirements of the PET exam. Exam descriptions and Tips related to the PET exam open this section. A PETvideo supports the explanation of each part of the exam. There are animated explanations for each separate part of each paper and these can be used each time a PET section is taught in class. This section allows teachers to verify the B1 level. This is not specifically a PET preparation course, however at the end of the second volume students who do wish to take the exam will have the necessary tools to do so. CULTURE AND SKILLS Two pages, which are thematically linked to the rest of the unit, introduce the culture of Englishspeaking countries. The vocabulary and grammar used up to this point reappear here in a natural and cultural context. This section works on the four skills while introducing the students to important aspects of life and culture in Great Britain, the USA and other English-speaking countries. The Across cultures exercises encourage students to make direct comparisons between their own culture and the aspects being studied in the cultural section, as specifically required by the national curriculum. The aim is also to develop the European competences of citizenship. The Internet lab exercises introduce research activities using the Internet. A Study skills box completes this section, asking students to reflect on their own study strategies and offering tips for specific skills. There is also a Culture video which provides a useful tool for summing up and familiarising the students with the locations, monuments and lifestyles of English-speaking countries. APPROACHING LITERATURE Each unit contains two pages introducing the students to the reading of adapted literary texts dealing with the topic of the unit. The objective of this section is to provide further material to practice language as well as to get familiar with the basic concepts of a literary genre through Literary language (the setting, the character, the plot, etc.). At the end of the first Biennio, the students should thereby feel ready to face the study of culture and literature in the last three years of high school. Each lesson begins with Warm-up activities designed to introduce some of the necessary language for the comprehension of the adapted text. The text is followed by: reading Comprehension exercises, a simple Analysis concerning the concept explained in the Literary language (basically, identifying it within the text). The lesson ends with one or more Your turn exercises. REVIEW At the end of every two units there are two pages of revision, comprising specific and summative exercises, of the grammar and vocabulary used in the units. These pages can be used for remedial work.
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CLIL LAB Every two units there is a CLIL lab in the eBook. This is thematically linked to one of the topics of the previous units. The interactive exercises include oral and written comprehension of short texts and topic-specific vocabulary. The section ends with a quiz.
Structure of the unit (Workbook) The contents of the Workbook follow those of the Student’s Book, unit by unit. Like the Student’s Book, it follows a pre-defined structure based on complete lessons. Each unit contains the following:
E N S O I R T U C O U C D E O H R T T N I O T
GRAMMAR REFERENCE AND WORDLIST The Grammar reference is designed to complete the explanation of the grammar introduced in the Student’s Book. The Wordlist is an extremely useful tool both for the student and for the teacher. For the student, it can be a point of reference for all the new words introduced in each unit. For the teacher, it provides a base that can be used for homework and tested in class in simultaneous translation, for example. LANGUAGE PRACTICE • Vocabulary 1 / 2 and Grammar 1 / 2 These sections provide a series of graded exercises for further practice linked to the corresponding sections in the Student’s Book. • Summative exercises These activities provide a further opportunity for the students to practise the vocabulary, grammar and communicative functions they have learnt in the unit. Dictation practice is also provided. There are translation exercises as revision of the communication section and as further summative exercises. Students here can develop their translation skills through a passage which they have to translate from English into Italian and sentences from Italian into English. • Skills and certification The exercises here focus on the four skills (reading, writing, listening, speaking) and include practice of the part of the PET exam introduced in the Student’s Book. At the end of the Workbook there is a Writing reference with notes for the Writing component of the PET exam, a Speaking reference summing up the useful language for the Speaking component of the PET exam, a PET Practice Test and a list of affixes.
Elements of the eBook Every unit is mirrored in the eBook version. Everything contained in the course can be found in the eBook. The Student’s eBook contains: • all the pages and contents of the paper textbook with the possibility to zoom, highlight, insert notes and links, and to save all changes • all the exercises in an interactive format • all the audio of the listening exercises • 24 Watch and learn videos per volume with comprehension exercises • 21 PET videos • 12 Culture videos per volume with comprehension exercises • 6 CLIL labs per volume • 10 Self-study exercises with keys for each unit Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
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The Teacher’s eBook contains: • all the pages and contents of the paper textbook with the possibility to zoom, highlight, insert notes and links, and to save all changes • all the exercises in an interactive format, with the possibility to check and show answers • all the audio of the listening exercises with ‘karaoke’ • extra activities for further practice of vocabulary, grammar and functions • 24 Watch and learn videos per volume with comprehension exercises • 21 PET videos • 12 Culture videos per volume with comprehension exercises • 6 CLIL labs per volume • 10 Self-study exercises with keys for each unit • syllabus planners (programmazione per competenze) in .rtf format for each unit • tests in .rtf format
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Lesson plans
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SYLLABUS PLANNER Programmazione per competenze Unit 1 • Inventions Tempo di svolgimento: 8 ore COMPETENZE Traguardi formativi p P U e r n r o i g c r t o a m m 1 p m e t e a z n o z i e n e
L E S S O N P L A N S
CONTENUTI Indicatori
A quali “Traguardi per lo sviluppo delle com- Che cosa ci si aspetta sappia fare lo studente Su quali conoscenze e abipetenze” mirano le attività didattiche dell’u- che ha raggiunto questi traguardi? lità si sviluppano le comnità? petenze? Utilizzare una lingua straniera per i principali scopi comunicativi ed operativi − comprendere brevi testi orali relativi a esperienze passate − interagire oralmente in contesti personali relativi ai vantaggi portati dalle invenzioni e a come le abitudini di vita sono cambiate − leggere e comprendere brevi testi con tecniche adeguate allo scopo − scrivere un breve testo su come la propria vita è cambiata grazie al possesso di un telefono cellulare − collaborare con i compagni per la formulazione di semplici dialoghi riguardanti l’uso del cellulare
Ascolto (comprensione orale) − comprendere espressioni e frasi usate da persone per parlare di esperienze passate (Communication p. 6) − identificare informazioni specifiche in un breve testo che descrive la scoperta della penicillina − identificare i cambiamenti negli stili di vita nel corso degli anni
Funzioni linguistiche − parlare di invenzioni, elettrodomestici e lavori di casa Strutture grammaticali − Tense revision: present (simple vs continuous) and past (simple vs continuous) − Used to
Parlato (produzione e interazione orale) − descrivere l’uso degli elettrodomestici utilizzando il presente Lessico − riferire alla classe i risultati di un lavoro do − Inventors and invengruppo relativo a invenzioni fatte da ado- tions lescenti. − Appliances and hou− interagire con un compagno per discutere sehold chores Utilizzare testi multimediali come le abitudini di vita sono cambiate − utilizzare l’eBook per svolgere gli esercizi nel corso del tempo in maniera interattiva ed esercitarsi a comprendere i prodotti della comunica- Lettura (comprensione scritta) zione audiovisiva (Watch and Learn: ani- − comprendere testi descrittivi mazioni, brani di ascolto e filmati, PET vi- − comprendere un brano di prosa deo) (BES) Scrittura (produzione scritta) Utilizzare tecnologie digitali per condurre − scrivere un breve testo sulle invenzioni semplici ricerche italiane del XX secolo − utilizzare Internet per svolgere attività di − scrivere una breve storia laboratorio (Internet lab in Culture and Skills p. 9.) Riflessione sulla lingua − osservare le parole nei contesti d’uso e Utilizzare gli strumenti fondamentali per impararne il significato una fruizione consapevole del patrimonio − riflettere su analogie e differenze tra artistico e letterario espressioni idiomatiche della lingua ingle− Approaching Literature pp. 10–11. se e di quella italiana (box di Grammar p. 5) Competenze chiave di cittadinanza − imparare ad imparare − collaborare e partecipare − acquisire ed interpretare l’informazione
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ATTIVITÀ DIDATTICHE STRUMENTI DI VALUTAZIONE Attività comunicative Attività per lo sviluppo delle Prove autentiche Preparazione alle competenze chiave e strutturate certificazioni Con quali attività didattiche si raggiunge l’acquisizione dei contenuti e si svi- Con quali strumenti di valutazione (forluppano le competenze? mativa e sommativa) si verifica l’acquisizione dei contenuti e lo sviluppo delle competenze? Ricezione orale Imparare a imparare Nella Teacher’s Gui- PET, Reading Part − ascolto e comprensione di dialo- − formulare ipotesi sull’uso di pre- de and Tests (prove 4,p.7 ghi e descrizioni sent and past, used to partendo da strutturate) − ascolto e completamento di tabel- esempi (es. 6 p. 3, 6 p. 5) Test di fine unità le o frasi − apprendere vocaboli attraverso − Standard Test Fila animazioni e utilizzare tabelle per AeFilaB lo studio dei vocaboli appresi nel − Easy Reading Test Produzione orale − ripetizione del modello corso dell’unità (Workbook p. 135) (BES) − interazione a coppie usando le − esercizi di approfondimento su − GuidedTest (BES) funzioni e il lessico dell’unità lessico e strutture dell’unità, − creazione di minidialoghi sulla ba- (Workbook pp. 136-141; Self-Study Esercizi on line su se di dati ZTE nell’eBook)
S N A L P N O S S E L
Ricezione e produzione scritta Collaborare e partecipare − lettura e domande di comprensio- − collaborare con un compagno per ne creare dei minidialoghi sulla base − lettura e domande con risposta a dei dati forniti. (es. 9 p. 3) scelta multipla − collaborare per condurre una bre− scrivere frasi sugli effetti personali ve riflessione e confronto tra la − attività di scrittura per fissare fun- propria cultura e quella anglofona zioni, lessico e grammatica (es. 5 p. 9) Esercizi − esercizi di completamento, trasformazione, scelta − dialoghi e attività di scrittura per memorizzare funzioni, strutture e lessico − esercizi di role-play − esercizi di consolidamento e potenziamento nelle sezioni Extra activity e Self-Study dell’eBook
Acquisire ed interpretare l’informazione − leggere la descrizione di invenzioni famose e discuterne l’importanza (es. 3-4 p. 2, es. 9 p. 3, es. 2-3-4 p. 4) − leggere che cosa significa essere un inventore (p. 7) Agire in modo autonomo e responsabile − riflettere sui propri errori con l’aiuto della sezione Frequent mistakes (p. 5) − perfezionare la pronuncia per migliorare la fluency ( Pronunciation of used to, p. 5). − Costruirsi un metodo di studio (Study Skills, p. 9)
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15
e n e o z i n z e a t m e m p m 1 a o r t g i o c n r r e U P p
Unit Inventions Student’s Book 1 OBJECTIVES
S U t u n i d t e n 1 t ’ s B o o k
L E S S O N P L A N S
The aim of this Unit is to introduce and revise the vocabulary associated with inventions, household appliances and household chores. At the end of the Unit students should be able to talk about inventors and the way inventions have transformed our lives, with particular reference to the way everyday tasks in the home have changed. Students should also be able to discuss their own contribution to helping in the house. The Communication section gives a typical dialogue about how an invention (the mobile phone) has changed the life of teenagers. The PET section has a text describing the job of a contemporary British inventor following the required PET format. The link with the Culture and Skills section is through Scottish inventors and inventions while the Approaching Literature section deals with a Scottish author R.L. Stevenson, and the invention of a special transforming drug.
PRESENTATION AND PRACTICE 1
He had a brilliant idea VOCABULARY
inventions Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time. 1
Vocabulary Inventors and inventions Appliances and household chores Grammar Tense revision: present (simple vs continuous) and past (simple vs continuous) Pronunciation Used to
Functions Talking about a past experience PET practice Reading Part 4 Culture and Skills Scotland Scottish inventors and inventions Study Skills: Note-taking Approaching Literature Prose: interpreting the theme Self-study and ZTE The Self-study and ZTE exercises can be employed either to reinforce or review the grammar structures and topic vocabulary of the Unit.
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1.1 LOOK at the list of important inventions. Write each one under the name of the correct inventor. Listen and check your answers. Then listen and repeat.
Alexander Graham Bell, telephone Galileo Galilei, telescope Thomas Edison, light bulb Johannes Gutenberg, printing press The Wright Brothers, airplane Tim Berners-Lee, World Wide Web Alexander Fleming, penicillin Karl Benz, motorcar
CONTENTS
Used to
Inventors and
2
1.2 IN PAIRS match a date to each invention and a nationality to each inventor in exercise 1. Listen and check your answers. Then listen and repeat.
telephone, 1876; Alexander Graham Bell, Scottish telescope, 1609; Galileo Galilei, Italian light bulb, 1879; Thomas Edison, American printing press, 1439; Johannes Gutenberg, German airplane, 1903; The Wright Brothers, American World Wide Web, 1989; Tim Berners-Lee, English penicillin, 1928; Alexander Fleming, Scottish motorcar, 1886; Karl Benz, German
Extra activity
Extra activity
WHAT did these people invent? What nationality
READ the list of inventions and discoveries. See
were they? Wri Write te sentences sentences as in the example.
how many you can match with the correct date.
Alexander Alexan der Gra Graham ham Bel Belll invented the telephone. He was American. Alexander der Flemi Fleming ng invented penicillin. He was 2 Alexan Scottish. Johanness Gutenb Gutenberg erg invented the printing 3 Johanne press. He was German. Karl rl Be Benz nz inven invented ted the motor motorcar car.. He was 4 Ka German. Thomas mas Edi Edison son invented the light bulb. He 5 Tho was American. Berners-Lee s-Lee invented the World Wide 6 Tim Berner Web. He was English. Thee Wrig right ht Br Brot othe hers rs invented the airplane. 7 Th They were American.
2007, 6 1973, 7 1 1826, 2 1953, 3 1996, 4 1092, 5 2007, 1925, 8 1969.
1
3
GRAMMAR
Tense revision: present and past BAs
in volume 1 of Performer B1, the grammar in the course will be introduced through inductive grammar exercises of this kind where students are required to reflect and recognise the major grammar forms. 6
important of the inventions in exercise 1? BThe aim
is to encour encourage age students students to use the vocabuvocabulary introduced in exercises 1 and 2. It is difficult to say which invention is more or less important than others. Student’s activity activity..
4
READ the texts on the right quickly and say which inventions were related to food.
The inventions related to food are the microwave oven and also, indirectly indirectly,, the wafflesole running shoe. 5
READ the texts again and then answer the questions.
1 2 3 4 5 6 7 8
He was living in England. He gave the first public demonstration in London on 25th March 1925. They are producing flat-screen, touchscreen and 3D televisions. He was standing in front of a radar machine or magnetron. He used a metal box. He was watching his wife making waffles. The company was Nike. Nike is today a multinational corporation and it is currently sponsoring famous sports clubs and associations around the world.
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READ the sentences (1–5) from the texts. Then answer the following questions to revise your knowledge of the simple and the t he continuous tenses.
DISCUSS. Which you think is the most
PRESENTATION
S N A L P N O S S E L
A 3, B 4, C 1, D 5, E 2. Can you point out which sentences are in the present and which are in the past?
Present: 2, 5. Past: 1, 3, 4. Can you explain how these tenses are formed? BIt
is important for students to remember that the continuous form is used frequently in English and re fers to actions happening happening at that moment (present continuous) or actions that went on for some time (past continuous). The present continuous is often translated as ‘stare+gerundio’ in Italian but this is rarely used in everyday Italian whereas the present continuous is used often in English. Present Pres ent tense tensess
The present simple is formed with the base form of the verb and the addition of ‘s’ in the third person singular. The present continuous is formed with the present tense of the verb to be + the -ing form of the main verb. Past tenses
The past simple of regular verbs is formed by adding -ed to the base form of the verb. The past continuous is formed with the simple past of the verb to be + the -ing form of the main verb.
17
k o o B s ’ t 1 n e t i d u n t U S
an American, with the help of his Motorola team, the first handset was born in 1973 weighing two kilos). The iPod (Apple admitted admitted that a British man called called Kane Kramer is the inventor behind the iPod. He He came up with the idea in 1979 when he was 23). The wheelie suitcase, luggage with wheels (invented by a luggage company, CEO, in 1970. The company is called Briggs & Riley and the inventor Richard Krulik).
7
CHOOSE the correct alternative. BAs a revision of the simple and continuous tenses (present and past), this activity should encourage the students to focus on the different uses of the simple and continuous tenses. 1 cook, 2 is working, 3 reads, 4 is talking. S U t u n i d t e n 1 t ’ s B o o k
L E S S O N P L A N S
• •
Extra activity
MAKE sentences in the present simple or present continuous, as in the example.
1 2 3 4 5 6 7 8 8
I visit Granny on Sundays. She is reading the text now. He always takes sugar in his coffee. They are going to a party tonight. We are watching TV at the moment. Mum goes shopping in the morning. I am having a piano lesson now. We usually eat at home. COMPLETE the sentences with the correct past form of the verbs in brackets.
workin king g , decided, 2 di didn dn’t ’t ea eatt, 3 was 1 was wor watching/watched, was reading , 4 we were re yo youu doing , were running.
PRESENTATION AND PRACTICE 2
How did people use to do the washing? VOCABULARY
household chores Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time. 1
Extra activity
CORRECT the mistakes in the sentences. Whililee we wer weree wal walkin king g round, we saw a 1 Wh grizzlyy bear grizzl bear.. 2 That doesn’t sound bad! havving fun but I miss Mum Mum’s ’s coo cookin king. g. 3 I’m ha 4 ‘What does Mr Elliot do?’ ‘He works for a legal compa company ny.’.’ arrang angem emen ents ts fo forr th thee tr trip ip?’ ?’ 5 ‘Are you making arr ‘Yes, ‘Y es, I’m lea leavin vingg tom tomorro orrow w.’ e’re re tr tryi ying ng to fin indd a fi film lm we bot othh like. 6 We’ henn I met you weree you going going whe 7 Where wer yesterday?
Your turn 9
IN PAIRS think of 3 important inventions in
Appliances and
1.3 MATCH the household appliances to the correct picture and then to their function below.. Listen and check your answers. Then below listen and repeat.
vacuum m cleaner cleaner, D, 2 washing machine, A, 1 vacuu 3 electric kettle, C, 4 steam iron, B, 5 dish dishwashe washerr, E. Extra activity
LOOK at the pictures and say which appliance you need in each case.
1 a dishwasher, 2 a vacuum cleaner, 3 a kettle, 4 a washing machine, 5 a steam iron. 2
DISCUSS in pairs pairs.. Which Which of the applian appliances ces in your ho your home me do yo you u us usee th thee mo most st?? Are th ther eree an anyy you don’t don’t have or you think you don’t don’t need? need?
BThe
aim is to encourage discussion discussion about the numnumber of appliances now commonly used in the home. Students’ activity activity..
your life. BHopefully
the students will be creative in their responses and suggest a variety of inventions. Students’ activity. Suggested answer: The most obvious inventions are: Cooper,, • The mobile phone (invented by Martin Cooper 18
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PRESENTATION 3
LOOK at the pictures and decide if housework is easier or more difficult than it was in the past.
Definitely easier.
4
DISCUSS in small groups which household chores you dislike doing most. Is there an invention that could help you?
BThe
aim is to encourage the students to talk about the household chores and in particular their own responsibilities (or lack of!) of !) in the home. TeachTeachers should encourage a discussion on how unpleasant most household chores are and what could possibly make them easier. Students’ activity activity.. 5
MATCH each paragraph to the correct
Extra activity
LOOK at the table and say what people used to do and what they do now, as in the example.
Mary Sim Simpso psonn used to live in Edinburgh but now she lives in Toronto. Browning ng used to work in Bristol but 2 Tom Browni now he works in Leeds. Jeff ff Mo Moor oree used to study in Manchester but 3 Je now he studies in London. Stev evee an andd Lo Loui uise se used to spend their holidays 4 St in Greece but now they go to Spain. 1
picture.
1 B, 2 C, 3 A, 4 D.
PRONUNCIATION
The pronunciation of used to
GRAMMAR
Used to
8
S N A L P N O S S E L
1.4 LISTEN and repeat the sentences.
Student’s activity. 6
READ the sentences and answer the questions.
BTeachers should remind
students that for present, continuing habits we use the present simple with a suitable frequency adverb. 1 It is a past habit. 2 We want to contrast a past habit with a present one. 7
1 2 3 4 5 6 7 8
REWRITE the sentences in the form indicated. Did washing clothes use to take all day? You didn’t use to wash your clothes by hand. When they were young, they didn’t use to watch cartoons. Ironing used to be a long, hot job. She used to spend the holidays in France. France. Tom and I didn’t use to play football together. Did he use to go to the cinema on Sundays? Did Jo use to speak English well?
9
1.5 LISTEN to the talk. Then identify how the lifestyles of the women have changed over the years, and make notes in the table below. Cleaning of the house
Gran Gr andd ddau augh ghte terr
Gran Gr andm dmot othe herr
Now she likes her house to be shining; in the past she used to hate cleaning. She uses machines and relaxes.
She used to spend lots of time cleaning the house.
She didn’t have a dishwasher or washing machine so she used to spend hours washing and cleaning. Cleaning She saves time She used to of floors by using a clean the floors vacuum cleaner. with a bucket and mop. Ironing She can use She used to a steam iron spend all day and everything ironing clothes. is quicker and easier. TRANSCRIPT Washing
When I was you younger nger,, I used used to hate hate cleani cleaning, ng, but now I like my house to be shining. My grandmother grandmot her used to spend lots of time cleaning cleaning Idee per insegnare l’inglese con Zanichel chellili 20 2015 15 Spiazzi, Tavella, Layton Performer Layton Performer B1 with PET Tutor © Zani
19
k o o B s ’ t 1 n e t i d u n t U S
S U t u n i d t e n 1 t ’ s B o o k
L E S S O N P L A N S
the house, house, but for for me now it’s it’s quick to clean clean it. My grandmo grandmother ther didn’t didn’t have have a wash washing ing machine or a dishwasher dishwasher,, so she used to spend spend hours washing and cleaning. But now I put everythingg in the machine and relax. everythin relax. In the past my gran used to clean the floors with a bucket and mop, mop, but now now I can save save time time by usin usingg a vacuum cleaner. My gran used to spend all day ironing our our clothes; now I can use a steam iron and everything is quicker and easier. Thank goodness for progress progress – my life is much better now than it used to be for for my mum or my gran!! gran!!
Suggested answer: 1 My mother used to take me to school by car but now I go by bus. 2 My brother and I used to watch a lot of cartoons on the TV but now we only watch films. 3 I didn’t use to listen to music much when I was little but now I listen to my favorite pop singers all the time. 2
He got his first mobile phone when he was ten.
Extra activity
LISTEN and order the pictures. 5, 3, 4, 2, 1. TRANSCRIPT Cindy grew up in a small town near Birmingham. She didn’t use to like school and so she used to stay at home whenever she could. When she was thirteen, she joined a girl gang and used to go around looking for fights and frightening smaller kids. They used to feel so important and powerful. ‘Nothing can stop us!’ they used to say. But drugs did. They got mixed up with drugs and her best friend nearly died. After After that Cindy went to an advice centre and they helped her get back into studying again. What does she do now? She’s a teacher!
3
1 2 3 4 5 6
IN PAIRS discuss how habits have changed. Think of how free time and study activities used to be in your parents’ p arents’ or grandparents’ time and how they are now. now.
BThe
aim is to encourage the students to discuss household chores and how they have changed from what they used to be. Make sure they use the present sim simple ple + generally or usually for what happens long nger er, now,, and the ‘used to’ construction with no lo now no mo more re or anymore (with a negative form of the verb) for what happened in the past. Students’ activity. COMMUNICATION
alking about a past experience Warm-up 1
20
DISCUSS in pairs. Students’ activity.
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ANSWER the questions about the dialogue. A documentary on mobile phones. There was a lot Phil didn’t know about the engineers and technicians who invented and developed the mobile phone. First there were signs and signals, then writing and letters, followed by speaking on telephones and finally emails and texts. He spoke with his mum. At the beginning he was embarrassed but then he felt really grown up. First, he had a basic model, then his Dad’s old phone and finally a touchscreen smartphone.
4
ROLE-PLAY the dialogue in pairs. Students’ activity activity..
5
REWRITE the dialogue giving information
Your turn 10
1.6 LISTEN AND READ the dialogue. When did Phil get his first mobile phone?
about experiences you have had with mobile phones. Then practise your dialogue in pairs. BTeachers should encourage students
from the Key language language box. Student’s activity activity..
to use phrases
P E T TUTOR
Extra activity
REORDER the dialogue. Ann: That documentary about the mobile phone was absolutely fascinating. Bob: Yes, there was a lot I didn’t know about the engineers and technicians who invented and develo dev eloped ped it. Ann: How did people use to communicate before? Bob: Well, I suppose that first there were signs and signals, then writing and letters, followed by speaking on telephones. Ann: When did you first get a mobile? Bob: I had my first phone when I was ten. At first, I just used it for phoning my mum. Ann: Do you remember when you first used a smartphone? Bob: Yes, when I got a smartphone, I could access the Internet. What about you? Ann: First, I had a basic model, next I had my dad’s old one, and lastly this touchscreen smartphone.
Video The PET video can be employed as an introduction to the PET exam in class and/or as reinforcement or revision at home.
Warm-up 1
DISCUSS the questions. BThis warm-up exercise should activate ideas or language in the text before reading the text. ‘Copyright’ refers to laws that regulate the use of the work of a creator, such as an artist, author or inventor. This includes copying, distributing, altering and displaying creative, literary and other types of work. Make sure students also understand the meaning of ‘patent’ (in italian brevetto ) – the license to claim exclusive copyright on an invention. Student’s activity. 2
S N A L P N O S S E L
READ the text quickly and answer the questions.
is a first reading question or reading for general understanding. Point out to the students that a general understanding is an essen1.7 LISTEN an and d wr writ itee do down wn the pa para ragr grap aph. h. first reading for general tial step for every PET reading exercise. I can remember really well the sensations I had 1 She is an inventor. She invented the ‘No Oops when I first began to use a mobile phone. At Cup’. the beginning it was so strange to have my own Yes, she does. means of communication and to be able to talk 2 3 She works in any place she likes. to my mum or my dad at any time. Then I got 4 Yes, for example sleeping little at night or the a better phone and began to talk to my friends lack of financial support available. more. Now, Now, finally, finally, I have a smartphone and it just feels normal.
Dictation 6
BThis
PET Reading – Part 4
Your turn 7
3
the text and questions below. below. For each question, mark the correct letter A, B, C or D.
WRITE a short paragraph about which of your po your poss sses essi sion onss ha has/ s/ha have ve ch chan ange ged d yo your ur wa wayy of doing things. Describe what you used to do before you had it/them.
BTeachers
should encourage students to include at used ed to, the contrast between the simple least one us tenses and the continuous tenses and to use sequencers. Student’s activity activity..
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FOUR-OPTION MULTIPLE CHOICE. Read
1 B, 2 A, 3 C , 4 D, 5 A.
Your turn 4
IN PAIRS invent a way to improve this pencil. Then draw your pencil and present it to the rest of the class.
BAsk
your students: ‘What’s wrong with this pencil?’ Here are some typical replies: • small; • ugly; • bo bori ring ng;; • no er eras aser er;; 21
k o o B s ’ t 1 n e t i d u n t U S
S U t u n i d t e n 1 t ’ s B o o k
L E S S O N P L A N S
• nee needs ds sha sharpe rpenin ning; g; • ma made de out out of of wood wood;; • can’t see inside inside and and how how it works; works; • can’t writ writee on chal chalkboar kboard; d; • not mad madee of of stee steel;l; • go goes es down down too fas fast; t; • lea leadd alway alwayss break breaks; s; • ca can’ n’tt eat eat it it;; • ea easy sy to lo lose se;; • not int intere eresti sting; ng; • no nott deco decora rate ted. d. Then ask: ‘How can we improve this pencil? What new features can we add to make it more useful/ beautiful?’ and leave them some time to think about/invent a new pencil. Once students have presented their creation to the class, ask these questions: • Whic Whichh of these pencils pencils could could be invente inventedd with simple tools and easily obtained objects? • Whic Whichh could be manufac manufactured tured most most easily? easily? • How much much can can such such a pencil pencil be sold? The process of inventing is going back and forth between the two thinking states: creative/non-judgmental versus critical/judg critical/judgmental. mental. Students’ activity. CULTURE AND SKILLS
3
MATCH the highlighted words in the text to their Italian translation.
BThis
activity asks students to match the most dif ficult words of the text to their Italian equivalent. This makes a potentially more difficult text easier to understand and helps students to develop their topic vocabulary. 1 amazing, 2 waste products, 3 common knowledge, 4 detect, 5 patented, 6 inflated, 7 layer, 8 detailed, 9 tyre. 4
READ the text again and say what each of these dates refer to.
1 2 3 4 5 6
Bain invented a primitive version version of the fax machine, able to reproduce graphic signs. Macintosh Macin tosh inven invented ted the water waterproo prooff cloth and this was first used for an Arctic expedition. Dunlop had the idea of an inflated rubber rubber tube for his son’s bicycle bicycle and invented the tyres. Dunlop established what became the Dunlop Rubber Company. Sir Robert Watson-Watt presented a detailed plan of a big defence system based on radiolocation (later renamed radar). Scientists at the University of Aberdeen invented the first MRI (magnetic resonance imaging) scan.
Discover Scotland Warm-up 1
READ the facts about Scotland. Then use the facts to describe the map and the pictures.
Student’s activity. READING 2
SCAN the text and underline: • Sc Scott ottis ishh inv inven entor tors: s: Ale Alexan xander der Gra Graham ham Bel Bell,l, Alexander Fleming, John Logie Baird, Baird, Alexander Bain, Charles Macintosh, John Boyd Dunlop, Sir Robert Watson-Watt. • th thee in inve vent ntio ions ns me ment ntio ione ned: d: telephone, penicillin, television, fax machine, waterproof cloth, pneumatic tyre, radar, radar, MRI (magnetic resonance imaging) scan. • th thee ye year ar of ea each ch in inve vent ntio ion: n: teleph telephone one in 1876, penicillin in 1928, television in in 1925, fax machine in 1843, waterproof cloth in 1824, pneumatic tyre in 1888, radar in 1926, MRI (magnetic resonance imaging) imagi ng) scan in 1980. 1980. 22
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SPEAKING 5
INTERNET LAB
IN GROUPS OF THREE carry out a research project about incredible inventions by teenagers. Take Take notes about:
• the the in inve vent ntio ionn an andd it itss te teen enag agee in inve vent ntor or;; • th thee mate materi rial alss an andd th thee te tech chno nolo logi gies es us used ed;; • wha hatt it is/was used for. Then make a poster with pictures, drawings and key sentences about the invention. Hang your poster on a classroom wall and present your findings to the rest of the class. BTeachers
could suggest these sites to their students: www.inhabitat.com www.inventors.about.com/od www.i nventors.about.com/od/kidinventions /kidinventions www.cracked.com www.businessinsider.com Students’ activity activity.. Suggested answer: Teenagers across the globe with creative, scientific minds have invented extraordinary mechanisms, revolutionar revolu tionaryy materi materials als and renewa renewable ble technologies, which might change our planet.
Use the past simple, past continuous and used us ed to. Then read your paragraphs to the rest of the class.
LISTENING 6
BEFORE YOU LISTEN, match the words to their definitions.
BIt
is always a good idea to introduce difficult words or key language before a listening exercise. 1 infection, 2 drugs, 3 antibiotics, 4 bacteria, 5 disease. 7
1.8 LISTEN to a lecture about the discovery of penicillin and complete the sentences below below..
1 antibiotics, infections, 2 penicillin, 3 1940s, 4 Scottish, discovered, 5 was wor workin king g , caused, 6 bacteria, 7 saved. TRANSCRIPT Today the use of penicillin penicillin and other antibioti antibiotics cs is common. Doctors use various antibiotics to treat treat different differ ent kinds of diseases diseases and to cure infecti infections. ons. Antibiotics are a recent discovery and the first practical pract ical one, penicilli penicillin, n, was not accessibl accessiblee to the public until the early 1940s. Before the discovery of antibiotics, people used to suffer and often even die from from infections infections:: for example, example, a small small cut in your skin used to be potentially fatal! It was the Scottish biologist Alexander Fleming who discovered penicillin accidentally in 1928 while he was working working on a bacterium that caused throat infection. He noticed that fungus inhibited inhib ited bacter bacteria. ia. He named this fungus substance penicillin. Penicillin Penicillin was called a ‘wonder drug’ because it saved millions of lives from bacter bacterial ial infectio infections ns during during World War II and Alexander Fleming received the Nobel Prize for Medicine Medic ine in 1945.
• • • • • •
Student’s activity. Expected answers: The wireless telegraphy by Guglielmo Guglielmo Marconi in 1896. The ice-cream cone cone by Italo Marchioni in 1896. The Moka expresso coffee maker by Alfonso Bialetti in 1933. The nuclear reactor by Enrico Fermi Fermi in 1942. The Vespa by Cor Corradin radinoo D’Asca D’Ascanio nio in 1946. The Jacuzzi bath by Jacuzzi Brothers in 1968. Video
The Culture video can be used as a summing up and reinforcement/revision of the key vocabulary and concepts of this lesson and Unit.
S N A L P N O S S E L
APPROACHING LITERATURE
Prose: interpreting the theme Warm-up 1
DISCUSS. Do you know any famous Scottish writers? Match the names of these Scottish authors to their works. How much do you know about these texts?
BMost
students are likely to know about Peter Pan, Dr Jekyll and Mr Hyde and Sherlock Holmes. They may have never heard of Burns and only few might have read Walter Scott’s work. This exercise is intended as a brainstorming b rainstorming activity to activate knowledge about famous Scottish authors. 1 Ro Rober bertt Bur Burns, ns, 2 Walter Scott, 3 Ar Arthu thurr Co Conan nan Doyle, 4 J.M. Barrie, 5 R.L. Stevenson. 2
READ the text below about one of the authors from exercise 1 and find out:
WRITING
ACROSS CUL CULTURES TURES
BThis exercise is intended to make the students reflect
upon the cultural differences between the L2 countries introduced in the Culture pages and the L1 country. country. A skill specifically required by the national curriculum. 8
WRITE two paragraphs about a famous Italian invention of the 20th century century.. Specify:
• • • •
the nam the amee of the inventi tioon; who invented it; what wh at it ma made de ea easi sier/ er/fas faste ter/m r/more ore ef effifici cien ent; t; when and ho how w the inv nveento torr got the idea.
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what ki what kind nd of st stor oryy St Stev even enso sonn wr wrot ote; e; It is a story of an investigation. what at the re rela lati tion onsh ship ip be betw twee eenn Utt Utter erso sonn an andd 2 wh Jeky Je kyllll is is;; They are friends. 3 wh whoo He Henr nryy Je Jekkyl ylll is an andd wh what at he ha hass don onee; He is a respectable man of science and he has discovered a drug to free his evil inner self. 4 wh whoo Ed Edwa ward rd Hy Hyde de is is;; He is Jekyll’s violent and immoral side. 5 wh what at th thee ph phra rase se ‘J ‘Jek ekyl ylll an andd Hy Hyde de ch char arac acte ter’ r’ means. It means a person person who who shows shows radicall radicallyy different behaviour from one situation to the next. 1
23
k o o B s ’ t 1 n e t i d u n t U S
3
BEFORE YOU READ the extract from The Strange Case of Dr Jekyll and Mr Hyde , look at these statements. Tick () the ones you agree with and then explain why or why not.
BThis
S U t u n i d t e n 1 t ’ s B o o k
L E S S O N P L A N S
exercise uses a pre-reading strategy designed to introduce students to abstract concepts. The list provided introduces the main themes and key conflicts presented in the text (whether human nature is essentially good or evil, the consequences of over-ambition, appearances and popularity). It will help students recognise and express their own opinions and feelings on these themes. Encourage a class discussion in the end of the activity activity,, which will also allow teachers to see the students’ background knowledge. Student’s activity. 4
1.9 1. 9 LISTEN AND READ the extract from the novel The Strange Case of Dr Jekyll and Mr Hyde by the Scottish author R.L. Stevenson.
7
character, Jekyll or Hyde. BThis
exercise is a way to review comparatives and adjectives from volume 1 and at the same time help students to describe the characters.
8
pictures in the correct order order.. Why did Jekyll produce the drug?
9
may also ask their students to describe briefly what is happening in each picture. From right to left: 4, 3, 1, 2, 5, 6. Jekyll produced the drug drug to free the hidden powers in his soul. ‘I was conscious of a joyful recklessness, a series of disordered sensual images ran through my imagination, a release from all obligation, an unknown unknown but not an innocent freedom of the soul. I knew myself, at the first breath of this new life, to be more wicked.’
1 2 3
24
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happier lighter more wicked younger weak smaller slighter evil
STATE the theme of the extract. How do the
SUM UP the features of Hyde and those of Jekyll.
Jekyll is a well-known doctor doctor who is both tall and handsome. He is described as respected and virtuous. He believed that every human being had two sides, good and evil, and carried out experiments trying to separate the two. He however did not do it for scientific reasons but in order to escape the repressive life of the good Dr Jekyll. Edward Hyde is a small, small, deformed, disgusting young man. He is pure evil. Then decide what Stevenson was trying to say about human nature.
Analysis ANSWER the questions. Dr Jekyll’s laboratory (‘I prepared the solution in my lab’) and house (‘I walked silently through the corridors, and coming to my room’). Henry Jekyll and Edward Hyde. They are the same person. The text is written in the first person singular so Henry Jekyll is the narrator.
strong older heavier more miserable good taller more virtuous larger
Your turn
BTeachers
6
Hyde
The theme is the relationship between man’s inner,, evil desires inner desires and outer moralit moralityy. It is symbolised through the personalities of Jekyll – the good side – and Hyde – the evil side.
Comprehension READ the extract again and number the
Jekyll
characters symbolise it?
Student’s activity activity..
5
MATCH the adjectives to the corresponding
Stevenson understood physical and moral restraint, temptation and release; he knew that human frailty was deep and that good and bad can coexist in the same person. 10
MAKE a list of some real-life examples of people who you associate with good and evil, either in history or in present times. Then explain why you chose them.
BLet
students write the names of some famous people they regard as symbols of good and evil. For each person ask them to justify their choice with a simple statement. Example: I think Mother Teresa was a symbol of good because she helped ill and poor people all her life. Student’s activity activity..
Unit Inventions Workbook 1 G R A M M A R R E F E R E N CE CE
TRANSLATE the wo word rdss an and d ph phra rases ses int into o It Itali alian an.. 1 secchio e scopa di cotone, 2 posate, 3 colla, 4 gomma, 5 forbici, 6 suola, 7 stendere (all’aperto), 8 versare, 9 risciacquare, 10 cialda.
11
WRITE a story about the following topic. BThis is an exercise of creative writing which aims to link the text the students have read with their personal experience. Ask them to write 10 lines following the guidelines and practising the structures they have studied in this Unit, particularly the past used ed to. Some of the adjectives they tenses ten ses and us have encountered in this section may also be useful. Student’s activity activity..
LANGUAGE PRACTICE
VOCABULARY 1
Inventors and
inventions 1
MATCH each invention to its definition. Then
S N A L P N O S S E L
match each definition to a picture below.
1 telephone, 2 telescope, 3 penicillin, 4 World Widee Web, 5 printing press, 6 airplane, 7 light Wid bulb, 8 motorcar . A 6, B 7 , C 5, D 4, E 1, F 8, G 2, H 3. 2
COMPLETE the sentences with words from exercise 1.
1 motorcar , 2 light bulb, 3 telescope, 4 penicillin, 5 telephone, 6 airplane. GRAMMAR 1
Tense revision: present 3
CHOOSE the correct alternative to complete the sentences.
1 like, 2 are having , 3 Do you know, happen pening ing , 5 are you waiting , 6 is using , 4 is hap 7 is tr tryi ying ng , 8 doe doesn’ sn’tt nee needd. 4
COMPLETE the sentences with the present simple or present continuous, using the prompts in bold.
1 Do you generally hear from, 2 do not have, am do doin ing g , 3 sounds, 4 are doing , are you talking , 5 is raining , 6 tastes, 7 is making a phone pho ne cal calll, 8 are you look looking ing . 5
COMPLETE the sentences with the correct present simple or present continuous form of the verbs below.
1 are talking , 2 usually reads, 3 are eating , 4 is he missing , 5 use, 6 is currently growing . Idee per insegnare l’inglese con Zanichel chellili 20 2015 15 Spiazzi, Tavella, Layton Performer Layton Performer B1 with PET Tutor © Zani
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k o o 1 b k t i r n o U W
Tense revision: past 6
CHOOSE the correct alternative to complete the sentences.
1 were making , had, 2 received, jumped, 3 was Jennifer doing , called, 4 went, did you see, 5 Did they hear , was say saying ing , 6 was studying , called, wass do doin ing g . 7 woke up, told, 8 was listening , wa W U o n i r k t b 1 o o k
L E S S O N P L A N S
7
sunbathing thing , 2 poured, 1 was shining , were sunba made, 3 wasn’ wasn’tt liste listening ning , called, 4 were swimming , became, 5 saw, was taking , 6 Were you sle sleepi eping ng , came, 7 was writing , was reading , Baird livin living, g, was experim experimentin enting g . 8 was John Baird
1 2 3 4 5 6 7 8
Used to 11
COMPLETE the sentences with the correct used ed to. form of us 1 I used to live, 2 Did you use to go, 3 us used ed to wash, 4 Did the theyy use to wor workk, 5 didn’t use to have, 6 used to be, 7 didn’t use to like, 8 Did you use to play.
12
CHOOSE the correct ending (A–F) to
COMPLETE the sentences with the correct past simple or past continuous form of the verbs in brackets.
8
GRAMMAR 2
CORRECT the mistakes in the sentences. Thee an Th annu nual al fe fest stiv ival al took pla lacce in th thee ma main in squa sq uare re in 20 2012 12.. Percy Per cy Spe Spence ncerr invented th thee mi micr crow owav avee ov oven en in 1945. waff ffle less wh when en yo your ur fa fath ther er Were you making wa entere ent eredd the kit kitche chenn yes yester terday day aft aftern ernoon oon?? Last La st we week ek I saw an ol oldd fri rien endd of min inee in fro ront nt of th thee ci cine nema ma.. Tim bought hi hiss mo moto torb rbik ikee in 20 2005 05.. He fell fr from om th thee st stai airs rs an andd broke hi hiss le left ft le leg. g. Theyy did The didn’t n’t win that pri prize. ze. Didd yo Di youu spend a lot of money on your new skirt?
complete the sentences (1–6).
1 D, 2 C , 3 E , 4 A, 5 F , 6 B. 13
COMPLETE the sentences with details about yourself.
Student’s activity activity.. Suggested answers: 1 My mo moth ther er us useed to wa wassh all my clothes fo forr me me,, butt no bu now w sh shee do does esn’ n’t. t. butt no now w I don on’t ’t.. 2 I used to hate ironing, bu idn’ n’tt us usee to dri rink nk coke/milk/coffee/tea, but 3 I did now I do. 4 I did idn’ n’tt us usee to wa watc tchh TV news on tel televi evisio sion, n, but now I do. Sund nday ays, s, bu butt no now w I do don’ n’t. t. 5 I used to get up late on Su fami mily ly did idn’ n’tt us usee to ha have ve cereals/biscuits/ 6 My fa forr br brea eakf kfas ast, t, bu butt no now w we do do.. coffee/milk fo 14
COMPLETE the sentences with the correct form of us used ed to (affirmative, negative or interrogative) and the verbs below.
VOCABULARY 2
1 used to work, 2 used to get up, 3 didn’t use to wear , 4 used to live, 5 Did you use to wear wear,, 6 used to take.
Appliances and
household chores 9
WRITE the correct household appliance next to each household chore.
1 washing machine, 2 steam iron, 3 electric kettle, 4 vacuum cleaner , 5 dishwasher. 10
SUMMATIVE EXERCISES 15
COMPLETE the sentences with the correct form of the verbs in brackets.
1 was, 2 was looking for , 3 was not able to, sittin ting g , 5 passed, 6 got up, 7 knew, 4 was sit 8 picked up, 9 was reading , 10 told, 11 was, 12 turned, 13 laid, 14 ran.
COMPLETE the sentences with words from exercise 9.
1 steam iron, 2 kettle, 3 vacuum cleaner , 4 dishwasher , 5 washing machine. 16
COMPLETE the text by choosing the t he correct option (A, B, C or D).
1 A, 2 D, 3 A, 4 A, 5 B, 6 B, 7 A, 8 B, 9 C , 10 C , 11 B, 12 D. 26
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Translation 17
TRANSLATE the following text into Italian.
Dictation 19
Use the dictionary to translate new words.
It is intere interesting sting to see how many inventions inventions came from fro m Scot Scotlan land. d. The The most most fam famous ous are pro probabl bablyy the television televis ion and penicillin, penicillin, but but what about radar radar,, the tyre and the raincoat? raincoat? Perhaps the invent invention ion that changedd our lives the most was the telephone. change telephone. How did people use to communicate before the telephone? telephone? Can you you imagine imagine a time time when people used to write letters? We We are lucky to have inventions like dishwashers, washing washing machines, electric irons and mobile phones!
L’inventore del cellulare
L’americano Martin Cooper è stato un pioniere nell’industria della comunicazione. Ha ottenuto undici brevetti in quel campo. Mentre stava lavorando per Motorola negli anni settanta, Cooper ha inventato il primo telefono portatile che era diverso dal telefono dell’auto. Ha guidato una squadra che lo ha sviluppato e immesso sul mercato nel 1983. È considerato il “padre del telefono portatile (cellulare)” e sembra che sia stato la prima persona nella storia a fare una chiamata dal cellulare in pubblico. Cooper fu il co-fondatore di numerose compagnie di comunicazione di successo con sua moglie e partner commerciale, Arlene Harris. Fa parte anche di comitati che appoggiano la Commissio Commissione ne Federale per le Comunicazioni e il Dipartimento del Commercio degli Stati Uniti.
7.1 LISTEN and write down the text.
Communication 20
S N A L P N O S S E L
WRITE DOWN the conversation between John and Rachel. They are talking about their mobile phones.
John: Do you remember when you got your first
mobile phone? Rachel: I got my first mobile phone when I was 11 years old. 18 TRANSLATE the following sentences into John: What did you use it for at first? Rachel: I just used it to call my parents, then I English. started to phone my friends. 1 Which invention was more important, the light John: I felt proud when my grandfather gave me my bulb or penicillin? first smartphone for my my birthday because finally finally 2 The inventor of the first television was Scottish I could access the Internet. but he was living in England when he invented Rachel: Were you still studying at school when you it. gott it go it?? 3 My mother often uses the microwave oven John: Yes es,, I wa was. s. when she is cooking. Rachel: How did you feel when you first surfed the 4 My grandmother used to wash plates, cutlery Internet? and pans by hand, but now we use a John: Firstly/First I felt embarrassed but in the end dishwasher. it was wonderful to send texts and emails. 5 Cleaning carpets is much easier today than it Rachel: I can’t imagine how people could live/ used to be in the past, because someone could have lived without a mobile phone before invented the vacuum cleaner. someone invented it. 6 Do you remember when you first used the kettle for making tea? SKILLS AND CERTIFICATION 7 I can’t imagine life without household appliances. 8 Bill Bowerman had a brilliant idea for running READING shoes while he was watching his wife making PET Reading – Part 4 waffles. 21
FOUR-OPTION MULTIPLE CHOICE. Read the text and questions below. below. For each question, mark the correct letter A, B, C or D.
1 B, 2 D, 3 B, 4 C, 5 B. Idee per insegnare l’inglese con Zanichel chellili 20 2015 15 Spiazzi, Tavella, Layton Performer Layton Performer B1 with PET Tutor © Zani
27
k o o 1 b k t i r n o U W
SPEAKING 22
IN PAIRS talk about your mobile phone. What is it like? How old were you when you got your first mobile? What role does it play in your everyday life? What do you use it for?
Student’s activity. W U o n i r k t b 1 o o k
L E S S O N P L A N S
LISTENING 23
7.2 LISTEN to three students, Sarah, David and Anthony, talking about what they consider to be the most important invention, and complete the sentences.
1 make life easier , 2 used to be, 3 television, telephone, 4 medical, Penicillin, MRI, every ry day day,, 6 mobile phones, the 5 domestic, eve Internet, 7 is, changing, 8 the invention, the Internet. TRANSCRIPT Sarah: I think the most important inventions are the ones that make life easier on a day-to-day basis. I mean the most obvious things, like dishwashers, washing machines and electric irons. Think how hard it used to be to do housework. David: Sorry Sorry,, Sarah, but I don’t agree. I know know those inventions made life easier, but they didn’t bring in any dramatic changes. I think inventions like the television or the telephone have really changed people’s lives. Anthony: Well, David, all of these made a difference on a daily basis, but I think the most important inventions were the ones in the medical field. For example, penicillin had an immediate impactt and is still impac still saving lives lives today today.. And what about advances and inventions in radiology like the MRI scan? Sarah: Yes, Anthony Anthony,, of course medical inventions are important, but they don’t affect everyone, whereas people use the domestic appliances and inventions every day. David: But people use mobile phones and the television every day! What about the Internet? Anthony: David’s right. The Internet is constantly changing every aspect of our lives – domestic, public, medical… Sarah: How are housewives or elderly people using the Internet? 28
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Anthony: Oh, for lots of things! To look up recipes,
to communicate with family… David: To help their children… Sarah: We’re never going to agree on just one invention for all time, so let’s say we think the invention that is currently changing our lives the most is the Internet. Do you agree? David & Anthony: OK
WRITING 24
WRITE a paragraph (100 words) about an invention that you think has made an important difference in our lives. Remember to say what used to happen before the invention.
Student’s writing activity to reuse some of the vocabulary and ideas from the Unit.
SYLLABUS PLANNER Programmazione per competenze Unit 2 • Town and country Tempo di svolgimento: 8 ore COMPETENZE Traguardi formativi p P U e r n r o i g c r t o a m m 2 p m e t e a z n o z i e n e
L E S S O N P L A N S
CONTENUTI Indicatori
A quali “Traguardi per lo sviluppo delle com- Che cosa ci si aspetta sappia fare lo studente Su quali conoscenze e abipetenze” mirano le attività didattiche dell’u- che ha raggiunto questi traguardi? lità si sviluppano le comnità? petenze? Utilizzare una lingua straniera per i principali scopi comunicativi ed operativi − comprendere brevi testi orali relativi alla scelta di luoghi dove trascorrere una vacanza − interagire oralmente in contesti personali relativi ai vantaggi e agli svantaggi di vivere in città o in campagna − leggere e comprendere brevi testi con tecniche adeguate allo scopo − scrivere un breve testo sulle attività di svago che la città o la campagna possono offrire − collaborare con i compagni per la formulazione di semplici dialoghi riguardanti la scelta di località di vacanza Utilizzare testi multimediali − utilizzare l’eBook per svolgere gli esercizi in maniera interattiva ed esercitarsi a comprendere i prodotti della comunicazione audiovisiva (Watch and Learn: animazioni, brani di ascolto e filmati, PET video) (BES)
Ascolto (comprensione orale) − comprendere espressioni e frasi usate da persone per decidere una località di vacanza (Communication p. 16) − identificare informazioni specifiche in brevi messaggi orali in un breve testo che descrive una leggenda legata a un castello in Irlanda
Strutture grammaticali − Defining relative clauses − Zero and first conditioParlato (produzione e interazione orale) nal − descrivere l’ambiente in cui si vive utiliz- − Time clauses: when, zando i pronomi relativi unless, as soon as, befo− riferire alla classe i risultati di un lavoro do re, after , until gruppo relativo alle top attractions of Dublin Lessico − interagire con un compagno per discutere − Town and city di preferenze relative alla vita in città o in − Countryside campagna Lettura (comprensione scritta) − comprendere testi descrittivi e un diario
Scrittura (produzione scritta) − scrivere un breve testo sulle leggende, i misteri e le superstizioni legate a città e Utilizzare tecnologie digitali per condurre luoghi italiani semplici ricerche − utilizzare Internet per svolgere attività di Riflessione sulla lingua laboratorio (Internet lab in Culture and − osservare le parole nei contesti d’uso e Skills p. 19) impararne il significato − riflettere su analogie e differenze tra espresUtilizzare gli strumenti fondamentali per sioni idiomatiche della lingua inglese e di una fruizione consapevole del patrimonio quella italiana (box di Grammar p. 15) artistico e letterario − Approaching Literature pp. 20-21 Competenze chiave di cittadinanza − imparare ad imparare − collaborare e partecipare − acquisire ed interpretare l’informazione
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Funzioni linguistiche − parlare di paesi e città − chiedere informazioni relative alla campagna
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ATTIVITÀ DIDATTICHE STRUMENTI DI VALUTAZIONE Attività comunicative Attività per lo sviluppo delle Prove autentiche Preparazione alle competenze chiave e strutturate certificazioni Con quali attività didattiche si raggiunge l’acquisizione dei contenuti e si svi- Con quali strumenti di valutazione (forluppano le competenze? mativa e sommativa) si verifica l’acquisizione dei contenuti e lo sviluppo delle competenze? Ricezione orale Imparare a imparare Nella Teacher’s Gui- PET, Speaking Part − ascolto e comprensione di dialo- − formulare ipotesi sull’uso delle de- de and Tests (prove 4,p.17 ghi e descrizioni fining relative clauses, zero and first strutturate) − ascolto e risposte a domande le- conditional, when, unless, as soon Testdi fine unità gate alla comprensione as, before, after , until partendo da − Standard Test Fila esempi (es. 6-7 p. 13, 5 e 7 p. 15) AeFilaB − apprendere vocaboli attraverso − Easy Reading Test Produzione orale − ripetizione del modello animazioni e utilizzare tabelle per (BES) − interazione a coppie usando le lo studio dei vocaboli appresi nel − GuidedTest (BES) funzioni e il lessico dell’unità corso dell’unità (Workbook p. 143) − creazione di minidialoghi sulla ba- − esercizi di approfondimento su Esercizi on line su se di dati lessico e strutture dell’unità, ZTE (Workbook pp. 144-149; Self-StuRicezione e produzione scritta dy nell’eBook) − lettura e domande di comprensioCollaborare e partecipare ne − scrivere frasi sulla routine quoti- − collaborare con un compagno per diana creare dei minidialoghi sulla base − attività di scrittura per fissare fun- dei dati forniti (es. 10 p. 13) zioni, lessico e grammatica − collaborare per condurre una breve riflessione e confronto tra la Esercizi propria cultura e quella anglofona − esercizi di completamento, riordi- (es. 8 p. 19) namento, trasformazione, abbinamento Acquisire ed interpretare l’informa− dialoghi e attività di scrittura per zione memorizzare funzioni, strutture e − leggere o ascoltare la descrizione lessico di città o paesi di campagna e scri− esercizi di role-play vere un testo analogo sulla pro− esercizi di consolidamento e po- pria città / paese (es. 4 p. 12, es. 3 tenziamento nelle sezioni Extra p.14,es.10p.15,es.4p.17) − ascoltare la descrizione di una legactivity e Self-Study dell’eBook genda irlandese
S N A L P N O S S E L
Agire in modo autonomo e responsabile − riflettere sui propri errori con l’aiuto della sezione Frequent mistakes (p. 13, p. 15) − perfezionare la pronuncia per migliorare la fluency ( Pronunciation of of // and /ɑ/, p. 15) − costruirsi un metodo di studio (Study Skills , p. 19) Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
31
e n e o z i n z e a t m e m p m 2 a o r t g i o c n r r e U P p
Unit Town and country Student’s Book 2 OBJECTIVES
S U t u n i d t e n 2 t ’ s B o o k
L E S S O N P L A N S
The aim of this Unit is to introduce the vocabulary associated with the city places in a realistic context. At the end of the Unit students should be able to describe the area where they live. The second presentation refers to the countryside to provide a link with the Approaching Literature section. The Culture and Skills section deals with Ireland and the Irish countryside. The Communication section gives a typical dialogue used for deciding about a holiday and the PET section provides a dialogue about living in the city or in the town.
PRESENTATION AND PRACTICE 1
Cities which put a smile on your face VOCABULARY
Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time. 1
CONTENTS Vocabulary Town and city Countryside Grammar Defining relative clauses: who, which, that, where, whose Zero and first conditional Time clauses: when, unless, as soon as, before, after, until
Extra activity
MATCH the words to the pictures. 1 bus stop, 2 car park, 3 petrol station, 4 motorway, 5 pavement, 6 roundabout, 7 signpost, 8 tunnel. 2
IN PAIRS ask and answer questions about the places/things in exercise 1 in your area.
Students’ activity. Suggested answer: Are there any… ? How many... are there in your area? Where is the nearest... ?
Functions Deciding about a holiday Expressing addition and alternative PET practice Speaking Part 4
Approaching Literature Poetry: alliteration
1.10 MATCH the words (1–8) to their definitions (A–H). Listen and check your answers. Then listen and repeat.
1 C , 2 A, 3 H, 4 F , 5 D, 6 G, 7 E, 8 B.
Pronunciation Vowel sets
Culture and Skills Ireland The Irish countryside The legend of the Blarney Stone Study Skills: Keeping a mistake checklist
Town and city
Extra activity
DISCUSS in pairs which of the city places you have in your town or city and which you haven’t. Do you know where they are?
Students’ activity. PRESENTATION
Self-study and ZTE The Self-study and ZTE exercises can be employed either to reinforce or review the grammar structures and topic vocabulary of the Unit.
3
LOOK at the pictures of Melbourne and Dublin and say which of the following adjectives describe them.
BStudents’ activity
to encourage them to start thinking about the two cities. Teachers could also ask them if they have ever been to one of these two cities. Student’s activity. Suggested answer: Melbourne cool / friendly / modern / cosmopolitan / cultural Dublin friendly / historic / green / unpolluted / walkable 32
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4
9
READ the text quickly and give a positive
JOIN two sentences by using a defining
characteristic for each city.
relative clause.
Melbourne is the friendliest city for visitors; it is also Australia’s ‘capital of cool’. Dublin is a city which has a lot to offer. 5
READ the text again and say if the following sentences are true false ones.
or false
. Correct the
1 F, Melbourne is considered the friendliest city for visitors. 2 T, 3 F, There are trams and buses all over the centre with clear signposts for bus stops. 4 T, 5 F, Dublin comes first as the friendliest European city. 6 T, 7 F, The typical Irish rhythm of life is gentle. 8 F, There are generous pavements.
That is the bus that/which goes to the centre of the city. 2 Dublin is the city where I was born. 3 Do you know the girl who danced with me? 4 That is the boy whose sister visited the museum with me yesterday. 5 That is the road that/which leads to Melbourne airport. 6 The car which/that was going over the speed limit crashed against a tree. 1
Extra activity
JOIN the two sentences using a defining relative clause, as in the example.
The plane which crashed was flying from Miami. The hotel which is by the sea is very expensive. The people who were outside the gallery were Japanese tourists. We tried to find a place where we could cross the street. The film is about a man whose wife has recently disappeared. The dog that was running in the garden is my friend’s.
1 GRAMMAR
6
Defining relative clauses
2 3
READ the sentences (1–5) from the text and
4
answer the questions (A–D) below. BThe
grammar in the course will be introduced through inductive grammar exercises of this kind where students are required to recognise which relative pronoun is used for things, people, places and to show possession. A which, that, B who, that, C whose, D where. 7
BThis
inductive grammar exercise asks students to reflect on the function of a relative pronoun. Sentence 1 subject, Sentence 5 object. 8
5 6
Your turn 10
IN PAIRS talk about the place where you live using defining relative clauses. Discuss whether it is a friendly or unfriendly place and why.
READ sentences 1 and 5 in exercise 6 again. Are the highlighted words a subject or an object?
COMPLETE the sentences with who, which, whose or where. Then decide which can be
S N A L P N O S S E L
BA
brainstorming activity can be done first. Ask your students to write sentences on the board like: My city is a place where… The inhabitants of my city are people who... Encourage them to use also the adjectives in exercise 3. Students’ activity.
omitted.
1 who, 2 where, 3 (which), 4 which, 5 whose, 6 who, 7 whose, 8 (which).
PRESENTATION AND PRACTICE 2
If I go to university, I will leave the countryside
Extra activity
COMPLETE the sentences with the correct relative pronoun. Choose / if the pronoun can be omitted.
1 /, 2 /, 3 where, 4 /, 5 whose. Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time.
33
k o o B s ’ t 2 n e t i d u n t U S
VOCABULARY 1
Countryside
1.11 MATCH the words (1–10) to their Italian translation (A–J). Listen and check your answers. Then listen and repeat.
1 C , 2 F , 3 H, 4 J, 5 A, 6 G, 7 D, 8 I, 9 B, 10 E . S U t u n i d t e n 2 t ’ s B o o k
2 L E S S O N P L A N S
He’ll walk over the Ha’penny Bridge on the River Liffey. 5 He will miss the scenery from home. 6 He will gain new friends and experiences. 4
GRAMMAR
Zero and first conditional
COMPLETE the sentence with words from exercise 1.
5
Student’s activity. Suggested answer: • In the country I like/dislike the smell of farms, fields, the soil or earth. • In the country I like the sound of streams, farm (animals). • In the country I like the sight of farms, fields, the scenery, bays, cliffs, woods, shore. Extra activity
WRITE the sentences in the correct order. Use the correct form of the verb.
He is spending a few days in that farm at the moment. 2 When I open a window, I can see green fields. 3 I generally have a walk through St Stephen’s Green after my homework. 4 I miss the scenery, the woods and the streams of the country. 5 We have the beautiful scenery of the Alps from that village. 6 The Cliffs of Moher are Ireland’s most famous tourist attraction. 7 If you walk down the shores of that river, you can reach Dublin Bay. 1
DECIDE which of the following sentences (A–B) expresses:
1 B, 2 A. What tense do we use in the if -clause? What tense/s do we use in the main clause?
In the if-clause we use the present simple. In the main clause we use the present simple and the will- future. Extra activity
LISTEN to the intonation of the following conditional sentences. Then repeat after the speaker.
Student’s activity. 6
COMPLETE the sentences with the correct form of the verbs in brackets. Then say if they are a zero or first conditional.
1 eat, get / Zero conditional, 2 is, goes / Zero conditional, 3 don’t, will be / First conditional, 4 freeze, make / Zero conditional, 5 wins, wear / Zero conditional, 6 will go, finish / First conditional, 7 rains, will he do / First conditional. Extra activity
COMPLETE the sentences with the correct form of the verbs in brackets.
PRESENTATION 3
READ the text below quickly and say whether
1 will wait, 2 rains, 3 will make, 4 feel, 5 Will I live, 6 practise, 7 goes, 8 invite.
you think Seamus will go to university in Dublin or not.
Student’s activity. Suggested answer: I think he will. 4
1 2 3
34
READ the text again and answer the questions. He sees green fields and hears bird singing. He sees the rows of houses and the noisy traffic. He has seen Trinity College, the former Irish Houses of Parliament and Dublin Castle, Grafton Street and O’Connell Street.
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When, unless, as soon as, before, after, until 7
READ the sentences (1–2) from the text and answer the question below. What is the tense of the clauses introduced by as soon as and unless?
It is the present simple. 8
CHOOSE the correct verb (A, B, C or D) to complete the sentences.
1 A, 2 C, 3 D, 4 B, 5 B.
2
Extra activity
CORRECT the mistakes in the sentences. 1 We’ll stay there until she returns. 2 If you don’t fill the car, you’ll run out of petrol. 3 Unless he drives more carefully, he will have an accident. 4 I’ll give the exam after I study all these books. 5 Unless you take an aspirin, you won’t feel better. 6 When we are hungry, we can eat something. 7 Before she leaves, I’ll tell her. PRONUNCIATION
that appeals to you most. Describe the picture and say if you prefer visiting a city or the countryside and why.
Student’s activity. 3
vowel / / is a long vowel which often sounds rather indistinct to a foreign learner. When students pronounce it, they should keep their teeth close together and they shouldn’t round their lips at all. Advise them to smile when they say it! 9
1.12 LISTEN and repeat the words.
4
1 2 3 4 5 6
5
Student’s activity.
Your turn 10
WRITE a short paragraph about what you will miss about your home/town if/when you leave after finishing high school.
Student’s activity. Suggested answers would include references to the town itself and to the family and friends. ‘I think I’ll miss my family and in particular the home cooking and comforts. I’ll also miss my friends and our usual activities and of course their company. I think I’ll also miss the places in the town that I grew up with, the centre, the parks and maybe a particular bar or restaurant’.
1.13 LISTEN AND READ the dialogue. Does Lesley prefer a holiday in a city or something more connected to nature?
She prefers something more connected to nature.
The pronunciation of / / and /ɑ/ BThe
LOOK at the pictures and choose the holiday
ANSWER the questions about the dialogue. Where to go for a short holiday. Either a city where they have never been, like Stockholm, or the Alps. Because she is tired of living in the centre of the city and needs some truly fresh air and unpolluted scenery. He thinks they will both relax more. The mountains. They will go to the Alps if it is not too expensive, if it’s too much, they’ll either go to an English hotel with a lake or one by the woods. ROLE-PLAY the dialogue in pairs. Students’ activity. Extra activity
COMBINE the sentences with both … and, either … or, neither … nor. 1 He has neither a car nor a bike. 2 You can have both tea and coffee. 3 Neither Greg nor Lesley are in class today. 4 Either we could fly to Rome or we could take a train. 5 According to the news report, either it will snow tonight or it will rain. 6 You lost both your wallet and your keys yesterday. 6
REWRITE the dialogue choosing two
Deciding about a holiday
contrasting holiday locations. Be sure to use the Key language to discuss the two options and the reasons for or against them.
Warm-up
Student’s activity.
COMMUNICATION
1
DISCUSS IN PAIRS. Which place do you remember as the most exciting or interesting you have visited?
Students’ activity. Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
S N A L P N O S S E L
Dictation 7
1.14 LISTEN and write down the paragraph.
Do you prefer the city or the countryside? People 35
k o o B s ’ t 2 n e t i d u n t U S
S U t u n i d t e n 2 t ’ s B o o k
L E S S O N P L A N S
who have chosen to live and work in the city say they enjoy the culture as well as the variety of cafés and restaurants. People who want neither the crowds nor the traffic usually choose to live in the countryside. They say that they want to live in areas where the air is unpolluted and pure, and they find the noise and smells of traffic and transport in the city difficult. Major cities can offer both culture and leisure possibilities. Country life is calmer and has a more gentle rhythm. It offers not only a cleaner environment but also a friendlier atmosphere.
Your turn 8
WRITE a short paragraph about a place you would choose for a short holiday: a city you have never seen, a village in the mountains or a place in the middle of the countryside. Give your reasons.
Student’s activity. Suggested answer: The students should use the vocabulary and structures of the Unit.
P E T TUTOR Video The PET video can be employed as an introduction to the PET exam in class and/or as reinforcement or revision at home.
Warm-up 1
LOOK at the pictures. In pairs, take turns describing them.
BThis
exercise helps students revise Speaking Part 3 (Volume 1, Unit 11). Student’s activity. 2
1 2 3
1.15 LISTEN to two candidates doing Part 4 of the Speaking test.
He asks them to discuss about living in the city or in the country. A P, B P, C M, D M, E P. I agree, Yes, You’re right, That’s correct, Me too.
TRANSCRIPT Interlocutor: Well, your photographs showed some people living in the city and others living in the country. Now, I’d like you to talk together about 36
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the kind of place you prefer to live in – either the city or the country. Maria: All right. Pietro: Do you prefer to live in the country or in the city? Maria: People usually think that city life is better than country life. I think there are many advantages and disadvantages in both city life and village life. Pietro: What do you mean? Maria: City life is more comfortable. There are more opportunities for people, and there are a lot of facilities. What do you think about living in the city? Pietro: I agree. Children living in the city can get a good education because there are a lot of schools, and there are hospitals as well if you are ill. Maria: And how do you feel about transport? Pietro: I think people in the city have better transport facilities than in the country. What about you? Maria: Yes, I agree. But living in the city has some disadvantages, too. For example, life is very expensive. Pietro: You’re right. That’s very annoying. And there’s no fresh air. Maria: Yes, the city is always busy and noisy. In the country people live in quiet and peace. Pietro: That’s correct. The roads are less dangerous for driving and cycling. But country people often have to go to the city for different needs. Although life in the city is more complicated, I still prefer to live there. Maria: Me too. I absolutely love living in a town. It is much more lively and exciting.
PET Speaking – Part 4 3
GENERAL CONVERSATION. Work with a partner. The examiner has asked you to talk to your partner. Talk to each other about leisure activities in the city or in the country. Use these ideas:
• Talk about the advantages of the city. • Talk about the advantages of the country. • Say which you prefer and why. BRemind students that in this part of the exam they are assessed on their ability to communicate and talk to each other. They are not assessed on their educational level or general knowledge. Encourage them to pronounce sounds correctly and to use intonation.
Students need to be reminded to always support their statements, so after all of these phrases they should add because… / since… / as… / that’s why… Students’ activity. Suggested answer: Leisure in the city
Leisure in the country
Advantages
Disadvantages
Rich social life, life is never boring; exhibitions, films, art galleries plays, events; visiting historic monuments; nightlife, restaurants; leisure centres. People are relaxed and close to nature, gentle pace of living, clean atmosphere, healthy living, more privacy and relaxation / gardening, walking in the forests, walking in the fields, peace and quiet.
Higher pollution, rush hours, traffic jams, crowds, noise, higher cost of living.
Life is boring out-of the-way nowhere to go, commuting to town to see a show / an exhibition, less efficient services, fewer shops, restaurants and cinemas, no nightlife.
CULTURE AND SKILLS
Te Republic of Ireland: charming cities and spectacular countryside Warm-up 1
TEST your knowledge about the Republic of Ireland.
BThis
exercise allows students to familiarise themselves with some Irish customs. Teachers could elicit students’ pre-knowledge using a mind map or with questions like: What is the capital of the Republic of Ireland? What Irish symbols do you know? 1 The Irish flag is green, white and orange; while the Italian one is green, white and red. 2 The three most famous Irish symbols are the harp, the Celtic cross and the shamrock. 3 Road signs are bilingual (both Irish and English). 4 It is in Dublin. 5 The most popular Irish beer is Guinness. 2
S N A L P N O S S E L
READ the factfile and the text on the right. Then answer the following questions.
1 2 3 4 5
Extra activity
They speak English and Irish. Most people in Ireland are Roman Catholic. The Euro. They began to demand independence from Great Britain. Irish nationalists attempted to take control of Dublin and destroy British rule, but failed.
PET Speaking – Part 4 GENERAL CONVERSATION. The examiner has asked you to talk to your partner. Talk to each other about moving into a new home in the city or in the country.
READING 3
and write a caption for each picture (1–6).
Use these ideas:
• Talk about the advantages of living in a city. • Talk about the advantages of living in the country. • Say which you prefer and why. Students’ activity.
Your turn 4
WRITE a paragraph about the different leisure activities in the city or in the country.
BThis
exercise could be given as homework to consolidate the vocabulary and the ideas that have come out of the speaking task. Student’s activity. Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
READ the text about the Irish countryside 1 The Ring of Kerry, an amazing route, 2 The Burren, 3 The Cliffs of Moher, 4 The Aran islands, 5 Clonmacnoise, 6 Glenveagh.
4
MATCH the highlighted words in the text to their Italian translation.
BThis
activity asks students to match the most dif ficult words of the text to their Italian equivalent. This makes a potentially more difficult text easier to understand and helps students to develop their topic vocabulary. 1 coastline, 2 stone circles, 3 caves, 4 ruins, 5 limestone, 6 stretch, 7 Ice Age. 37
k o o B s ’ t 2 n e t i d u n t U S
5
READ the text again and answer the questions.
Its countryside. It is in the southwest of Ireland. It is a large area of limestone. The Aran Islands. You can experience traditional Irish villages, famous for their traditional ‘Aran sweaters’ and car-free roads. 6 These invaders left stone circles, monasteries and castle ruins. 7 It hasn’t got one big central church, but several small chapels and some beautiful High Crosses. 8 You can hike and fish salmon and trout. You can also admire the impressive ruins of a 6th-century Christian settlement which are set against a picturesque Irish countryside. 1 2 3 4 5
S U t u n i d t e n 2 t ’ s B o o k
L E S S O N P L A N S
he looked so sad. He told her about his problem and she replied Woman: Go back to Blarney Castle and find the hidden stone put in a secret place when the castle was built. If you can kiss that stone, it will give you the gift of the gab. Guide: Cormac returned to the castle and kissed the Blarney Stone. Then he went to England and addressed the Queen with clever, beautiful words. The Queen gave him the right to his land for as long as he lived. In today’s Ireland all the visitors to Blarney Castle try to kiss the hidden stone that gives the gift of eloquence. The Irish call this ‘the gift of the gab’. SPEAKING
LISTENING 6
1.16 LISTEN to a tourist guide explaining the legend of the Blarney Stone. Then answer the questions.
BBefore
listening to the text, pre-teach the idiom ‘the gift of the gab’ which means eloquence/skill at speaking. 1 He was one of Ireland’s greatest lords, Lord of Blarney in Cork County. 2 To ask for his traditional right to his land. 3 No, he was not. 4 He met an old woman. 5 There was a hidden stone. 6 It could give the gift of gab to the person who kissed it. 7 Yes, he could. 8 The gift of eloquence. TRANSCRIPT Guide: For many centuries English monarchs wanted to rule over Ireland. In the 15th century one of Ireland’s greatest lords, Cormac MacCarthy, who was Lord of Blarney in Cork County, decided to visit Queen Elizabeth I to ask his traditional right to his land. But there was a serious problem: he couldn’t explain his ideas clearly, and he didn’t know how to present his case fluently. He set off on his journey but soon met an old woman. She stopped him and asked him why 38
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7
INTERNET LAB
IN GROUPS OF THREE carry out a research project about the top attractions of Dublin. Present your findings to the rest of the class.
Students’ activity. Suggested answer: A very popular way to get to know Dublin is to take a tour of the centre of the town. You can start from the Georgian section with its cool doors. Then go to Trinity College, a beautiful little oasis in the middle of the city, where the Book of Kells is on display. Visitors are allowed to see one page a day behind glass. You can also visit St Patrick’s Cathedral, built on the site of an ancient Celtic church by the Normans in 1191 and restored in 1850. Not far from Trinity College is the Old Jameson Distillery. Although it’s not actively making whiskey any more, you will be able to see how whiskey was and is made. You can take beautiful photos looking up and down from one of the bridges over the River Liffey. Go to Grafton Street area if you want to buy or eat something. It is located right off of St Stephen’s Green, a good sized park in the centre of Dublin, an oasis of peace in the heavy traffic.
WRITING 8
3
ACROSS CULTURES
Does Innisfree exist?
Yes, it is a real place in Lough Gill, in County Sligo in the north of Ireland.
WRITE two paragraphs about legends, mysteries and superstitions linked to Italian sites. Make a chart with all the information and the pictures you have found. Then read your paragraphs to the rest of the class.
your students to read the Study Skills box, to always keep a mistake checklist and to make a mistake checklist of their written exercise. Suggest to them not using the correction fluid but a red pen in order to remember their mistakes better. Student’s activity. Suggested answer: Students should quote Italian mysteries and superstitions linked to the city of Venice, to mysterious places in Tuscany and in Rome. They could also refer to legends or ancient mysteries and superstitions linked to their own family.
4
BEncourage
Comprehension 5
Warm-up
BYou
could even ask your students to label the various aspects of the picture. This will provide intensive vocabulary practice. A 3, B 1, C 2. 6
1 2
3 4
1
DISCUSS the questions. BMost students are likely to know about The Canterville Ghost, Dracula and Waiting for Godot. They may have never heard of W.B. Yeats and only a few might have read Joyce’s or Swift’s works. This exercise is intended as a brainstorming activity to activate knowledge about famous Irish authors. Teachers can also point out that all these authors came from the city of Dublin. 1 W.B. Yeats, 2 Samuel Beckett, 3 Jonathan Swift, 4 Oscar Wilde, 5 Bram Stoker, 6 James Joyce. 2
READ the text below about one of the authors from exercise 1 and find out:
In Dublin. In Dublin and in London. In helping Ireland reclaim a literary culture of its own, free from English influence. 4 When he was living in London. 5 Because he missed the beauty and simplicity of the country life of his childhood. 1 2 3
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READ the poem again and match each picture to a stanza (1, 2 or 3).
APPROACHING LITERATURE
Poetry: alliteration
1.17 LISTEN and read the poem by W.B. Yeats.
Student’s activity.
Video The Culture video can be used as a summing up and reinforcement/revision of the key vocabulary and concepts of this lesson and Unit.
LOOK at the picture and read the caption.
S N A L P N O S S E L
ANSWER the questions about the poem. He decides to take a break from the chaos of modern society and go to a place he loves, Innisfree. He will build a cabin to live in of clay and sticks. He imagines his garden with exactly nine rows for growing beans, and he wants to have a beehive for honey. He then will live by himself and will hear the loud buzz of bees, not the noise of civilization. Peace. Yeats lived in London when he wrote this poem, and he didn’t literally hear the lake. He heard it in his memory. While he stands on the roadway, or on the grey pavements.
Analysis 7
REVISE what you know about poetry by analyzing the poem.
BTeachers
can encourage the students to revise the analysis of a poem in Performer Volume 1: Rhyme scheme (Units 2-5) Repetition (Unit 5) Metaphor (Unit 11) 1 Write the words that rhyme with the following: • honey-bee • glade • glow • wings • grey • core 2 ABAB CDCD EFEF. It is regular. 3 ‘I will arise and go’, A. 4 C. 39
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8
definition of ‘alliteration’ below. Then circle examples of alliteration in the poem. BYou
S U t u n i d t e n 2 t ’ s B o o k
L E S S O N P L A N S
could let your students listen to the recorded version of the poem again. Then you could ask them to pay attention to the alliterative sounds which highlight particular key words. I WILL arise and g o now, and g o to Innisfree, And a small c abin build there, of c lay and wattles made; Nine bean rows will I have there, a hive for the honeybee, And l ive al one in the bee-l oud gg,cc ,hhh,llll : g la de. alliteration There midnight’s all a gl immer, gl: alliteration and noon a purple gl ow, I hear l ake water l apping with lll : alliteration l ow sounds by the shore; What do you think the purpose of the use of alliteration is?
The main purpose of alliteration in poetry is to emphasise particular words, making them stand out and making them more memorable. By doing this, the poet can also lead the reader to make associations between words. Alliteration also contributes to rhythm and often creates a pleasant musical effect as in the case of Yeats. 9
SUM UP the sounds of nature that the speaker hears. Are they harsh or soft?
‘The bee-loud glade’ (the sound of the bees);
‘where the cricket sings’; ‘full of linnet’s wings’ (the sound of the little birds flying); ‘lake water lapping’ (the sound of the lake water lapping by the shore). They are soft and gentle. 10
DISCUSS. What is the theme of the poem? Is the journey to Innisfree emotional or real?
One theme in ‘The Lake Isle of Innisfree,’ is country versus town. What we value in nature is often the exact opposite of what civilization brings. Also, civilization sometimes destroys the peace that nature provides. The speaker realises that what he desires is the simplicity that his island refuge may bring. The poem is the speaker’s recollection of Innisfree, so the journey 40
is an emotional and spiritual escape rather than a real one.
FOCUS on the sound of the poem. Read the
Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
Your turn 11
WORK IN PAIRS. Think of a place where you can get away that you might know and love. Describe it to your classmate. Where or what is your Innsfree?
BEncourage
students to use the vocabulary regarding places they have studied so far. This activity is intended as a sort of summing up of the debate about town vs country which has been the topic of this Unit. Students’ activity.
Unit Town and country Workbook 2 GRAMMAR REFERENCE
TRANSLATE the words and phrases into
English.
1 buried, 2 countless, 3 county, 4 former, 5 on my way back, 6 survey, 7 to get to know, 8 vibrant. LANGUAGE PRACTICE
VOCABULARY 1 1
7
CORRECT the mistakes in the sentences. The postman who works in a small village near Dublin is a middle-aged man. Where is the desk which was in the attic? The man who is wearing a red shirt is very funny. Do you know the man who was speaking to Ann at yesterday’s meeting? Yesterday I saw a car which was very old. Where is the money (that) your friend lent you? This test is for students whose nationality is not English. The house where they were born is in the suburbs.
1 2 3
Town and city
WRITE the correct word to describe each picture.
1 tunnel, 2 bus stop, 3 petrol station, 4 pavement, 5 signpost, 6 roundabout, 7 motorway, 8 car park. 2
The bed and breakfast where we spent our holidays was very nice. 4 That is the boy who/that is going to England next summer. 5 She is the secretary whose desk is near the door. 6 That is the road which/that leads to the station. 7 He is the person I wanted to meet at the party. 8 A man I met on the train gave me this address. 3
COMPLETE the sentences using the correct
4 5 6 7 8
form of the words from exercise 1.
1 signposts, 2 tunnel, 3 motorway, 4 car park, 5 bus stop, 6 pavements, 7 petrol station, 8 Roundabouts.
VOCABULARY 2 8
Defining relative clauses CHOOSE the correct answer (A, B or C) to
GRAMMAR 2
complete the sentences.
Zero and first conditional
1 A, 2 C, 3 A, 4 B, 5 C, 6 B. 9 4
5
6
COMPLETE the sentences with who, whose, which or where when necessary. 1 / , 2 who, 3 which, 4 whose, 5 who, 6 / , 7 where, 8 /. COMPLETE the sentences with where or when. 1 where, 2 when, 3 where, 4 when, 5 when, 6 where. JOIN the two sentences by using a relative clause.
1 2
I have a friend who/that lives in Cork. The woman whose son won the competition is my PE teacher.
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The countryside
MATCH the words to their definitions. 1 scenery, 2 shore, 3 cliff , 4 field, 5 bay, 6 wood, 7 soil/earth, 8 village, 9 farm, 10 stream.
GRAMMAR 1
3
S N A L P N O S S E L
DECIDE if the sentences are zero or first conditionals. Then choose the correct alternative to complete the sentences.
1 doesn’t rain / First, 2 shines, Zero, 3 will show / First, 4 phones / Zero, 5 wake up / Zero. 10
COMPLETE the sentences using the correct zero or first conditional form and the verbs in brackets.
1 will go, is able to, 2 doesn’t phone, she will leave, 3 will spend, wants, 4 study, will pass, 5 stays, will have, 6 run, always get, 7 won’t move, isn’t, 8 travel, get.
41
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11
COMPLETE the second sentence so that it means the same as the first.
If you turn on BBC1, we will watch a film about Dublin. 2 If you don’t borrow that book from the school library, you won’t be able to read it. 3 If you come back home too late from the disco, you’ll be too tired the following morning. 4 If the students go to New York during the summer, they will improve their English. 5 If you are not 18, they won’t let you in that club. 6 People get very healthy if they eat lots of fruits and vegetables. 1
W U o n i r k t b 2 o o k
L E S S O N P L A N S
Translation 16
Use the dictionary to translate new words.
Giri turistici in Irlanda Le sue città sono piene di cultura e divertimento, ma l’Irlanda è in realtà famosa per la sua campagna. Le montagne dell’isola di smeraldo, i laghi e la costa atlantica offrono avventure all’aria aperta lungo una rete di strade costiere e colline fantastiche per escursioni a piedi e in bicicletta. Le sue montagne poco elevate e la rigogliosa pianura centrale, bagnate da molta pioggia e protette da variazioni estreme di temperatura, sono le sue caratteristiche naturali più distintive. Invasori celtici, vichinghi e normanni hanno lasciato cerchi di pietra, monasteri e rovine di castelli che punteggiano le quaranta sfumature di verde dell’isola. Il clima mite dell’Irlanda la rende una destinazione per tutto l’anno, ma se la visitate, mettete in valigia abiti per tutte le stagioni. Sebbene raggiungano raramente valori estremi alti o bassi, le temperature possono fluttuare nell’arco della giornata. Lo svantaggio maggiore in inverno è che molte attrazioni turistiche chiudono tra ottobre e Pasqua. Al contrario, se volete isolamento e un paesaggio sensazionale, l’inverno può essere la stagione migliore per viaggiare.
When, unless, as soon as, before, after, until 12
COMPLETE the sentences with the correct form of the verbs in brackets.
1 study, won’t pass, 2 won’t swim, is, 3 has, won’t see, 4 will be, come, 5 earn, will fly, 6 comes back, will miss, 7 won’t be, forget, 8 go, will visit, 9 paint, will have, 10 does, will play. 13
COMPLETE the dialogues with the correct present simple or future simple form of the verbs in brackets.
1 leave, 2 will you buy, 3 will pick up, 4 will be, 5 will probably get, 6 get, 7 starts, 8 buys, 9 will meet, 10 will never find, 11 will meet, 12 is, 13 will go, 14 rains, 15 will watch, 16 will have, 17 get up, 18 will call, 19 arrive, 20 am not, 21 call, 22 will take. SUMMATIVE EXERCISES 14
FILL IN the blanks with the missing words. 1 where, 2 when, 3 that, 4 who, 5 when, 6 what, 7 When, 8 where.
15
COMPLETE the text by choosing the correct option (A, B, C or D).
1 D, 2 C, 3 D, 4 C, 5 D, 6 A, 7 B, 8 A, 9 C, 10 D, 11 B, 12 C.
42
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TRANSLATE the following text into Italian.
17
TRANSLATE the following sentences into English.
According to a recent survey, the visitors to a big city consider the motorways and countless petrol stations less important than the people’s smile. 2 That is the roundabout where a serious accident happened yesterday. 3 There aren’t any clear signposts to reach the centre of the town. 4 The scenery that you see from the cliff is really stunning. 5 If you cross the field, you will get to a wood near/next to a stream. 6 If he leaves the sea village where he lives, he will miss the shore and the view of the bay. 7 I won’t go and book our holiday unless you decide where you want to go. 8 The city whose streets are walkable is the one we picked/chose. 1
Communication 18
21
and decide if the sentences are true or false. Correct the false ones.
WRITE DOWN the conversation between Brian and Vanessa. They are talking about their holidays.
1 F, There are more cars in big cities. 2 T, 3 F, Houses in the city centre are often old but the ones outside are often modern. 4 T, 5 F, No because they commute to the town or work from home. 6 F, They don’t have time and don’t get to know their neighbours. 7 F, The small town populations are increasing.
Brian: We have to decide where to go on holiday. Vanessa: You’re right. If you tell me what you prefer, I’ll
go and book tomorrow. Brian: My choice is either a capital that I’ve never seen or a completely different place, like the Swiss Alps. Vanessa: I’m fed up of living in the city and I’ll be happy if we choose either the seaside or the countryside. Brian: I love both the traffic of the city and its night life. Vanessa: We could find a small hotel in the mountains to relax. Brian: I agree. If we want a relaxing week, the mountains might be the best option because it’s not only quiet but also active. Vanessa: It sounds a good idea. Brian: If it’s not too expensive, we might book the hotel by the lake that I saw on the Internet. Vanessa: It’s perfect. Dictation 19
7.3 LISTEN to and write down the text.
READ the text on the previous page again
LISTENING 22
7.4 LISTEN to a radio broadcast about living in the city or the country. Write below 5 reasons why Amy moved out of town and 5 reasons why Toby moved back.
S N A L P N O S S E L
Amy 1 she wanted a garden 2 too much noise 3 too much traffic 4 pollution 5 crowded out (people tired and angry) Toby 1 beauty doesn’t keep you company 2 no other young people 3 complicated to go out 4 too quiet 5 wanted noise (people, traffic)
If you live in a large town, you probably know all about roundabouts, tunnels and motorways. You are probably used to bus stops and car parks where people can leave their car at any time. As TRANSCRIPT soon as you leave the town, however, you find Presenter: Hi, everyone, and welcome once again to areas where signposts are rare and it becomes easy our ‘News and Views’ programme. We have two to lose your way. Here you meet people whose charming guests today, Amy. way of life is slower unless they go to work in a town every day. If you like the countryside, you can Amy: Hi. Presenter: And Toby. always arrange a weekend break there. If you live Toby: Hi. in the countryside, you can do the opposite and Presenter: They’re going to talk to us about moving organise a weekend in a city or town. from the city to the country, or from the country to the city. Did you get that? Let’s start with SKILLS AND CERTIFICATION Amy. Tell us why you moved. Amy: OK. Well, I lived in the centre of a big town – READING Exeter. I had a lovely top-floor flat, a good job and an active social life, but one day I thought 20 READ the text and match the highlighted ‘Hey – I want a garden’. Then I began noticing words to their Italian translation. so many things that annoyed me – like too 1 built-up, 2 commute, 3 to be greeting each much traffic, too much noise, the pollution... other , 4 traffic jams, 5 fed up with, 6 speeding , I also began feeling crowded out by so many 7 peace and quiet, 8 concrete. people. More and more people seemed to be Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
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k o o 2 b k t i r n o U W
W U o n i r k t b 2 o o k
L E S S O N P L A N S
tired and angry and intolerant. Exeter is such a beautiful place with lots of amenities: shops, theatres, cinemas, restaurants – you name it. But other things, like peace and quiet, natural beauty, my own space out-doors, began to seem more important. So I moved. And I now live in a little cottage by the sea. Speaker: Sounds idyllic. What do you think, Toby? Toby: It sounds wonderful, but often the reality is not quite what you expect. I lived in the country, right in the middle of nowhere, and I couldn’t wait to move to the city centre. Now I live in Manchester, and I love it. The problem for me is that the countryside is beautiful, but beauty doesn’t keep you company. There were no other young people around. It was complicated to go out to the cinema, or even out for a meal in a restaurant. The quiet made me feel sad and bored. ‘Give me a bit of noise!’ I used to cry. I want people, traffic and noise; it makes me feel alive. Amy: What about the pollution? Toby: There’s pollution in the country, too. What about the airplanes and the fertilizers? Amy: Don’t you miss having a garden? Toby: I have a little balcony with some plants, but I’m not a natural gardener. Speaker: Good thing you don’t live together! Well, folks, what do you think? Do you prefer the town or the city? The phone lines are now open. Give us a call!
SPEAKING
PET Speaking – Part 4 23
GENERAL CONVERSATION. Work with a partner. The examiner has asked you to talk to your partner. Talk to each other and imagine your parents have decided they want to move house.
Students’ activity (2-3 minutes). Suggested answers: Disadvantages • cost of living: expensive rents and sometimes outrageous prices in shops; • dirt: cleaning services and people’s civic sense could be improved; • ugliness of surroundings; • many homeless 44
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Advantages • cultural vitality: city life is vibrant with festivals, events, nightlife, concerts; • cosmopolitan and international atmosphere; • plenty of facilities; • great educational institutions (universities, museums).
WRITING 24
WRITE an email (100 words) to a friend who is thinking about moving house. Try to convince him/her to move nearby. If you live in a town/city, give some good reasons to move to your town/city. If you live in the country, give some good reasons to move to your area.
Student’s writing activity using the ideas and vocabulary from the Unit.
Units 1-2
Review
VOCABULARY & GRAMMAR 1
CHOOSE the correct option (A or B). 1 B, 2 B, 3 B, 4 A, 5 A, 6 B, 7 B, 8 A, 9 A, 10 B.
2
CHOOSE the word that doesn’t belong. pavement (It is for pedestrians while all the other words are associated with cars). crowded (Crowded does not belong to an unspoilt environment). stream (Stream refers to water, the other elements to earth). bucket (Bucket does not belong because it isn’t an electrical appliance). motorcar (Motorcar is a vehicle, the others belong to the world of the communication). dreadful (Dreadful is a negative adjective, the other adjectives have a positive connotation).
1 2 3 4 5 6 3
7
CORRECT the mistakes in the sentences. 1 Do you usually wear shoes with a rubber sole? 2 How did they use to wash their plates? 3 The company he works for is in Dublin. 4 Did she use to clean the floors with a mop? 5 I was still studying in school when I got my first mobile. 6 That is the new student who/that arrived yesterday. 7 Tourists who spent time there found it very nice. 8 He will continue to work for that company unless he finds a better job. 9 What will you do if you miss the plane? 10 I will finish the work as soon as I have time.
S N A L P N O S S E L
SUMMATIVE EXERCISES 8
COMPLETE the dialogue with the phrases below.
1 on my way back, 2 Do you remember when, 3 first, 4 then, 5 finally, 6 When did you first, 7 It was wonderful because, 8 both ... and, 9 neither ... nor, 10 getting to know, 11 scenery, 12 as soon as.
MATCH the phrases (1–8) to the phrases (A–H).
1 G, 2 E, 3 A, 4 H, 5 B, 6 F, 7 D, 8 C. 4
9
CHOOSE the correct answer (A, B, C or D). 1 B, 2 A, 3 D, 4 C, 5 D, 6 B, 7 A, 8 C, 9 B, 10 C, 11 D, 12 A.
10
TRANSLATE the sentences into English. When did Baird give the first public demonstration of his invention? Percy Spencer was watching a radar machine when he noticed that the chocolate bar that was in his pocket was melting. How did they use to boil the water to make tea before someone invented the (electric) kettle? In Melbourne there are car parks where you can leave your car all day. The windows of the farm they built near the wood look onto wonderful scenery. ‘What will you do when you arrive in Dublin?’ ‘I will change my lifestyle completely and I will no longer see the fields and streams of my village.’
COMPLETE the sentences with the correct form of the verbs in brackets.
1 fell, was walking, 2 accept, ’ll have, 3 was texting , died, 4 didn’t use to drink, drinks, 5 get back, will get, 6 used to be, cut, 7 doesn’t improve, ’ll cancel, 8 get, go. 5
6
1 2 3 4 5 6
COMPLETE the text with the words below 1 scissors, 2 cutlery, 3 rubber , 4 soles, 5 bucket and mop, 6 rinse, 7 hanging, 8 cosmopolitan, 9 crowded, 10 stressful, 11 polluted, 12 quieter. WRITE questions for the words in bold. Who invented the first television? When did he have a brilliant idea? What do they cook with every day? Which city is considered the friendliest (city)? Where/When did he talk to Rachel? What will you do if you’re not too tired?
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1 2 3 4 5 6
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2 1 w e s t i i n v e U R
SYLLABUS PLANNER Programmazione per competenze Unit 3 • Communication and technology Tempo di svolgimento: 8 ore COMPETENZE Traguardi formativi p P U e r n r o i g c r t o a 3 mm p m e t e a z n o z i e n e
L E S S O N P L A N S
CONTENUTI Indicatori
A quali “Traguardi per lo sviluppo delle com- Che cosa ci si aspetta sappia fare lo studente Su quali conoscenze e abipetenze” mirano le attività didattiche dell’u- che ha raggiunto questi traguardi? lità si sviluppano le comnità? petenze? Utilizzare una lingua straniera per i principali scopi comunicativi ed operativi − comprendere testi scritti relativi alla tecnologia e alla comunicazione − leggere e comprendere brevi testi con tecniche adeguate allo scopo − interagire oralmente in contesti personali relativi all’uso della tecnologia per la comunicazione − collaborare con i compagni per la formulazione di semplici dialoghi riguardanti l’utilizzo di un tablet Utilizzare testi multimediali − utilizzare l’eBook per svolgere gli esercizi in maniera interattiva ed esercitarsi a comprendere i prodotti della comunicazione audiovisiva (Watch and Learn: animazioni, brani di ascolto e filmati, PET Video) (BES)
Ascolto (comprensione orale) − comprendere espressioni e frasi relative a come usare un tablet − comprendere un dialogo relativo all’acquisto di un tablet (Communication p. 28)
Strutture grammaticali − Modal verbs for deducParlato (produzione e interazione orale) − esprimere deduzioni tion: must, may, might, − interagire con un compagno per chiedere could, can’t o fornire semplici informazioni relative − Non-defining relative agli argomenti studiati clauses: who, which, whose Lettura (comprensione scritta) − Infinitive of purpose − comprendere brevi testi descrittivi − mettere in relazione testi e immagini Lessico − comprendere un estratto da un racconto − Computer technology − Communication and Scrittura (produzione scritta) technology − completare descrizioni di apparecchiature tecnologiche
Utilizzare tecnologie digitali per condurre semplici ricerche Riflessione sulla lingua − utilizzare Internet per svolgere attività di − osservare le parole nei contesti d’uso e laboratorio (Internet lab in Culture and impararne il significato − osservare la struttura delle frasi e mettere Skills p. 31) in relazione costrutti e intenzioni comuniUtilizzare gli strumenti fondamentali per cative (box di Grammar p.25ep.27) una fruizione consapevole del patrimonio artistico e letterario − Approaching Literature pp. 32-33 Competenze chiave di cittadinanza − imparare ad imparare − collaborare e partecipare − acquisire ed interpretare l’informazione
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Funzioni linguistiche − esprimere deduzioni e supposizioni − parlare di bisogni − esprimere scopo
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ATTIVITÀ DIDATTICHE STRUMENTI DI VALUTAZIONE Attività comunicative Attività per lo sviluppo delle Prove autentiche Preparazione alle competenze chiave e strutturate certificazioni Con quali attività didattiche si raggiunge l’acquisizione dei contenuti e si svi- Con quali strumenti di valutazione (forluppano le competenze? mativa e sommativa) si verifica l’acquisizione dei contenuti e lo sviluppo delle competenze? Ricezione orale Imparare a imparare Nella Teacher’s Gui- PET , Reading Part − ascolto e risposta a domande di − formulare ipotesi sui modals for de and Tests (prove 5,p.29 comprensione deduction, non-defining relative strutturate) clauses e infinite of purpose parten- Test di fine unità Produzione orale dodaesempi(es.6p.25,es.5e7 − Standard Test Fila − ripetizione del modello p. 27) AeFilaB − interazione a coppie usando le − apprendere vocaboli attraverso − Easy Reading Test funzioni e il lessico dell’unità animazioni e utilizzare tabelle per (BES) − creazione di minidialoghi sulla ba- lo studio dei vocaboli appresi nel − GuidedTest (BES) se di dati corso dell’unità (Workbook p. 151) − esercizi di approfondimento su Esercizi on line su Ricezione e produzione scritta lessico e strutture dell’unità, ZTE − lettura e domande di comprensio- (Workbook pp. 152-157; Self-Study ne nell’eBook) − attività di scrittura per fissare funCollaborare e partecipare zioni, lessico e grammatica − collaborare con un compagno per Esercizi formulare deduzioni (es. 10 p. 25) − esercizi di completamento, scelta − collaborare per condurre una bredell’alternativa corretta, trasfor- ve riflessione e confronto tra la mazione, scelta multipla propria cultura e quella anglofona − dialoghi e attività di scrittura per (es. 9 p. 31) memorizzare funzioni, strutture e lessico Acquisire ed interpretare l’informa− esercizi di role-play zione − esercizi di consolidamento e po- − comprendere frasi che possono tenziamento nelle sezioni Extra essere utilizzate per l’acquisto di activity e Self-Study dell’eBook strumentazione tecnologica (es. 2 p. 28) − leggere e ascoltare testi relativi a space technology (pp. 30-31)
S N A L P N O S S E L
Agire in modo autonomo e responsabile − riflettere sui propri errori con l’aiuto della sezione Frequent mistakes (p. 25, p. 27) − perfezionare la pronuncia per migliorare la fluency (Pronunciation of silent letters,p.25) − costruirsi un metodo di studio (Study Skills , p. 31)
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e n e o z i n z e a t m e m p m 3 a o r t g i o c n r r e U P p
Unit 3
Communication and technology
PRESENTATION AND PRACTICE 1
It can’t be for the novelty
Student’s Book VOCABULARY
OBJECTIVES
S U t u n i d t e n 3 t ’ s B o o k
L E S S O N P L A N S
The aim of this Unit is to introduce the vocabulary associated with communication and technology in a realistic context. At the end of the Unit students should be able to speak about blogs and social communication, the advantages and disadvantages of communication technology. The Communication section gives a typical dialogue used to decide about choosing a technological device. The PET section speaks about robotics while the Culture and Skills section deals with Canada and Space. This section provides a link with the Approaching Literature section.
Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time. 1
Extra activity
JOIN the two halves to make words about computer technology.
1 F, 2 H, 3 D, 4 E, 5 A, 6 B, 7 C, 8 G. 2
Pronunciation Silent letters
COMPLETE the definitions with the words from exercise 1.
1 keyboard, 2 Speakers, 3 mouse mat, 4 printer, 5 monitor, 6 screen, 7 plug , 8 mouse.
Functions Choosing a technical device PET practice Reading Part 5
Approaching Literature Prose: the short story
2.1 MATCH the words to the picture. Listen and check your answers. Then listen and repeat.
1 C , 2 E , 3 B, 4 F , 5 D, 6 H, 7 G, 8 A.
Vocabulary Computer technology Communication and technology
Culture and Skills Canada Study Skills: Reading: making predictions from the context
Computer
technology
CONTENTS
Grammar Modal verbs for deduction: must, may, might, could, can’t Non-defining relative clauses: who, which, whose Infinitive of purpose
PRESENTATION 3
BEFORE YOU READ discuss the questions. BEncourage a discussion about blogs and blogging to introduce the subject and encourage the students to use the words studied in the vocabulary section. Students’ activity.
Self-study and ZTE
4
The Self-study and ZTE exercises can be employed either to reinforce or review the grammar structures and topic vocabulary of the Unit.
READ the Q&A text quickly and say if the author thinks blogs are only good for socialising.
No, they aren’t. There are many interesting functions for blogs. 5
READ the Q&A text again and answer the questions.
1 2 3
48
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It is an abbreviation of ‘web log‘, the word ‘log’ refers to the daily record of a journey. Everyone can be a blogger. Because they are immediate and interactive, you can read, learn and talk about events in real time.
Because there might be less censorship but more false information, freer discussion but also people being cruel. 5 Anyone with a computer, smartphone and an Internet connection can be a blogger. 6 Yes, because there are so many interesting functions they might well expand into. 4
Extra activity
IN PAIRS use the cards to talk about computer technology. Ask and answer questions in turns.
Students’ activity. GRAMMAR
Modal verbs for deduction BThe
grammar in the course will be introduced through inductive grammar exercises of this kind where students are required to recognise the different modal verbs for deduction. 6
READ the examples (1–3) from the text and
PRONUNCIATION
Silent letters 9
BMany
words in English have silent letters. Silent letters are letters that you can’t hear when you say the word, but that are there when you write the word. The most common combinations of letters are: gh, gn, h, kn, ld. Might • could • listen • Wednesday • neighbour • temperature • honour • know • government • psychology • autumn • cupboard • write • diff erent • answer • dumb • bought • eight • talk • half • knock • island • doubt
10
out that may, might, could can be used to say that something is possible but we are not sure. May and might have the same meaning. A 3, B 1, C 3.
8
COMPLETE these sentences with must, may/ might/could or can’t. 1 must, 2 can’t, 3 may/might/could, 4 can’t, 5 may/might/could, 6 must. Extra activity
REWRITE the sentences using may/might, must or can’t. 1 Bob might not pass his exam. 2 There can’t be life on that planet. 3 He must be on his way home. 4 He might not fly to Paris this week. 5 Medicine may improve in the future. 6 They can’t be Canadians. 7 Flying to space must be exciting.
IN PAIRS make deductions about the pictures below.
BPoint
CHOOSE the correct alternative. 1 must, 2 might, 3 must, 4 may, 5 must, 6 can’t.
S N A L P N O S S E L
Your turn
match them to the sentences (A–C) below.
7
2.2 LISTEN and underline the silent letters (letters which are NOT pronounced). Be careful: some are consonants and some are vowels.
Students’ activity. Suggested answers: This must be a flower/rose. This may be part of a key. This might be part of a mouse. This must be a bottle. This might be a plug. PRESENTATION AND PRACTICE 2
His smartphone, which he’s had for years VOCABULARY
Communication
and technology Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time. 1
2.3 MATCH the email and messaging terminology (1–10) to the Italian translation (A–J). Listen and check your answers. Then listen and repeat.
1 I, 2 D, 3 J, 4 H, 5 C , 6 A, 7 E , 8 B, 9 G, 10 F . Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
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k o o B s ’ t 3 n e t i d u n t U S
6
Extra activity
relative pronoun.
LISTEN and tick the words from the list you
1 which, 2 which, 3 whose, 4 who, 5 whose, 6 who, 7 which, 8 which.
hear.
S U t u n i d t e n 3 t ’ s B o o k
L E S S O N P L A N S
1, 3, 4, 6, 7, 8, 9. TRANSCRIPT 1 You find the received mail in the inbox. 2 With a keyboard you can type a reply to the sender. 3 I wrote a draft this morning but I forgot to send it. 4 I can’t stand spam, I don’t want inappropriate emails to my address. 2
DISCUSS in small groups. BStudents’ speaking activity to use the vocabulary from the Vocabulary section and to prepare the ground for the reading text to follow. Students’ activity.
PRESENTATION 3
READ the text about two Canadian teenagers who spent a week with no communication technology. What did they normally use their smartphones for?
Joshua used his smartphone to surf the Net, to know the time, for the GPS and texting. Jessica used her smartphone to make calls or send messages. 4
READ the texts again and say who: 1 Joshua, 2 Joshua/Jessica, 3 Joshua, 4 Jessica, 5 Joshua.
GRAMMAR BThe
grammar in the course will be introduced through inductive grammar exercises of this kind where students are required to recognise non-defining relative clauses and which relative pronoun is used for things, people, places and to show possession.
Non-defining relative clauses 5
50
READ the sentences (1–3) from the text and
COMPLETE the sentences with the correct
Extra activity
JOIN the sentences with the correct relative pronoun, as in the example.
1 2 3 4 5
My husband, who works for a big company, travels a lot. Meg, whose dog is running in the park, likes animals very much. Birmingham, which is where I met my wife, is a big town. Mr Freeman, who has just called, is my father’s best friend. Brownies, which are my favourite snack, are rich in calories.
Infinitive of purpose BThe
grammar in the course will be introduced through inductive grammar exercises of this kind where students are required to recognise the infinitive of purpose. 7
READ the sentences (1–2) from the text and answer the question below. Which infinitive shows a purpose?
BRemind
your students that they mustn’t use for before the infinitive of purpose. A. 8
USE the prompts to write sentences as in the example.
1 2 3 4 5 6 7 8 9
I use my tablet to surf the Net. I use my keyboard to type. I use the printer to print photos. I use the mouse to click on files. I use the modem to dial up the Internet. I use the red button to hang up my phone. I use the power switch to turn on my laptop. I use the computer to download music. I use a password to log in to my email account. Extra activity
answer the questions (A–B) below.
CHOOSE the correct ending to complete the
A No, it isn’t. B Which refers to a thing, whose refers to possession and who refers to a person.
sentences.
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1 F, 2 A, 3 E, 4 B, 5 D, 6 C.
9
COMMUNICATION
JOIN the two sentences by using an infinitive of purpose in the affirmative or negative form.
Mary phoned Peter to invite him to the party. He ran in order/so as not to be late for the meeting. 3 She set off early to avoid the traffic. 4 They studied hard so as/in order not to fail the exam. 5 He went to the beach to sunbathe. 6 She read her horoscope carefully so as/in order not to misunderstand it. 1 2
Choosing a technical device Warm-up 1
DISCUSS the questions in pairs. BStudents’ speaking activity to introduce the idea of different types of technology and in particular begin talking about tablets. Students’ activity. 2
The NextA model.
Extra activity
ANSWER the questions using the infinitive of purpose. Use the prompts.
1 2 3 4
In order to see the prices of the goods. So as not to wake the baby. In order to make a surprise. So as not to miss the bus.
Your turn 10
• • •
3
1 2 3 4 5
ANSWER the questions about the dialogue. He wants to ask about tablets. Because he sends a lot of emails and messages. He looks up information. He means that it has an obvious on/off switch and a clear screen with help functions. He needs to phone John again.
S N A L P N O S S E L
IN PAIRS discuss teenagers’ use of communication technology. Do teens need to reduce their amount of ‘screen time’? Use the Vocabulary and the Grammar from this Unit. Start by using the following prompts.
•
2.14 LISTEN AND READ the dialogue. Which model does the helpline operator recommend?
Students’ activity. Suggested answer: I use my social network profile to... But here’s how to avoid my social network profile and other sites. Think about how much you’re benefiting: if you’re contacting friends on your social network profile, looking through albums, reading posts, you are living your friend’s life instead of yours. Set a timer: you may use 30-60 minutes, and then it’s time to shut down the computer. A clock can help you manage your time wisely. Work offline: write your papers / notes on old fashioned paper. This might be less distracting. Reward yourself: if you go out running or clean your room, ‘reward’ yourself with Facebook chatting.
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Extra activity
REORDER the dialogue. Shop assistant: Hello, how can I help you? Russell: Hello, I need some advice about buying a tablet. Shop assistant: What do you want to use it for? Russell: Especially to send a lot of emails. Shop assistant: Do you need it also to take pictures? Russell: I think so. But I need it to be easy to use. Shop assistant: Modern tablets are easy to use. They all have touchscreens now. The use is very intuitive. Russell: What do you mean by ‘intuitive’? Shop assistant: It has an on/off switch and a clear screen with help facilities. Russell: This all sounds fine, so even a beginner like me could use it. 4
ROLE-PLAY the dialogue in pairs. Students’ activity.
51
k o o B s ’ t 3 n e t i d u n t U S
5
REWRITE the dialogue asking advice about a
4
smartphone. Remember to use the Key language. BEncourage
the students to use also the vocabulary they have learnt in the previous pages. Student’s activity. S U t u n i d t e n 3 t ’ s B o o k
Dictation L E S S O N P L A N S
6
2.5 LISTEN and write down the paragraph.
When you want to buy a new tablet, you need to ask all the right questions. Tablets, which are available online or in shops, offer many functions, so think about what you want to use yours for. Ask if it is easy to use and intuitive. Get information about a possible keyboard function, which might be a separate cost. Ask about the size of the screen. If you obtain all the possible information, you must be able to choose the right model for your needs.
5 •
•
Your turn 7
IN PAIRS take turns asking and answering questions about the purpose and function of your favourite device. Remember to use the Key language.
BStudents’
oral activity to encourage them to use specific phone phrases and the Key language from the Unit. Students’ activity.
P E T TUTOR
•
•
•
Video The PET video can be employed as an introduction to the PET exam in class and/or as reinforcement or revision at home.
Warm-up 1
LOOK at the picture and answer the questions.
1 2 3
52
There are a robot and a man. He might be a researcher or an inventor that developed the robot. Open answer. Suggested answer: students might have seen robots in science-fiction films like Star Wars or Lost in Space, on TV (in The Jetsons or in other cartoons), in the news about space programmes, sea explorations or medicine.
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2
A robot is a machine. It is not alive. It is made up of parts made out of metal, plastic, rubber, and other materials. It runs on electric power, either from batteries or from a wall outlet. It can never die, but its batteries can run down and parts can wear out. It is automatic, it follows commands; it is programmable and responsive to stimuli in its environment. The information the robot receives from its sensors is processed by a computer microchip. The chip makes decisions based on the sensor input. We use robots: in space: for example, most of the satellites used for space exploration have been ‘unmanned’ robots because they are a lot cheaper and a lot less risky than sending people up into space. Controllers on the ground program these robots ahead of time to perform a mission, such as photographing a planet or actually landing and collecting samples. in oceans: robots are used for exploring the depths of the oceans and they have been sent into volcanoes. in danger: robots can be sent to work in places that would be dangerous for people, such as into a nuclear reactor or to a location where police have found a bomb. entertainment: How many of you have been to Disneyworld? Robots can be entertaining. Mechanical ‘people’ have been performing for audiences for hundreds of years. In the past 50 years, the Disney Company has built amusement parks featuring electronically animated characters. in the kitchen: McDonalds uses a robotic French fry machine! MATCH the names of the five senses to the pictures (1–5) below. Why are senses very important for both humans and robots?
BThe
aim of this exercise is to introduce the concept of sensor. Humans know and react to their environment through the senses. Robots have electronic sensors that can do the same things people’s senses can do. They permit them to respond to their environments. Robots can use their sensors to detect the same things humans do. 1 sight, 2 hearing , 3 touch, 4 taste, 5 smell. Student’s activity.
PET Reading – Part 5 3
BThe
text is usually adapted from a variety of authentic sources. The gaps mainly test vocabulary, but also the knowledge of grammatical points such as prepositions, pronouns, modals and connectives. Advise your students to read the whole text before starting the exercise. It is important for them to understand the general topic and meaning of the text. Then they should consider each single question, trying to select the correct word to fit in each gap. It is advisable to read a complete sentence before choosing. Remind your students that what comes after the gap is often as important as what comes before it. 1 A, 2 C, 3 D, 4 D, 5 B, 6 A, 7 C, 8 B, 9 D, 10 C.
Your turn IN PAIRS ask and answer the following questions.
READ the factfile and the text below. Then answer the following questions.
FOUR-OPTION MULTIPLE-CHOICE CLOZE. Read the text below and choose the correct word for each space. For each question, mark the correct letter A, B, C or D.
4
2
They speak English and French. The Canadian dollar. Canada is the second largest oil possessor, it is the world leader in uranium mining, hydroelectricity and space robotics industry. 4 Its incredible nature like the massive forests in the Canadian Rockies, the Great Lakes, the Canadian Arctic and the cosmopolitan cities like Montreal and Vancouver. 5 They are clean, safe, friendly, and multicultural. 6 Its advanced space programme. 1 2 3
3
SCAN the text below and write down a heading for each paragraph.
S N A L P N O S S E L
Space programmes today The beginning of Canada’s space experience The establishment of the Canadian Space Agency Canada as leader in the space robotics industry Space programmes as essential to the national interest 6 Canada’s cooperation agreements with the European Space Agency and NASA 1 2 3 4 5
Students’ activity. Suggested answers: 4 MATCH the highlighted words in the text to 1 Do my homework, clean up my room, cook me their Italian translation. supper. 2 There will be many years before we have a robot BThis activity asks students to match the most dif ficult words of the text to their Italian equivalent. that is as smart as men are and that can do This makes a potentially more difficult text easier to what they do. 3 The fans of science-fiction stories might feel that understand and helps students to develop their topic men might be overcome by robots in the future. vocabulary. Before reading the text, read the Study Skills box with your students. 1 crew, 2 maintenance, 3 agreement, 4 on board, CULTURE AND SKILLS 5 launching, 6 supplies, 7 peaceful, 8 space Modern Canada shuttle, 9 warnings.
Warm-up 1
5
DISCUSS in pairs. What do you know about Canada? Make a list of four facts and then compare it with another pair’s.
BThis
exercise allows students to familiarise themselves with Canada. Teachers could elicit students’ pre-knowledge using a mind map or with questions like: What is the capital of Canada? What other Canadian towns do you know? What is the symbol of Canada? Students’ activity.
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READ the text again and answer the questions.
The first satellite in space was the Russian Sputnik 1. 2 Canada’s experience in space began in 1962, with the launching of the Alouette 1 research satellite. Canada was the third country in the world to design and build its own satellite. 3 Its aim is to promote the peaceful use and development of space. 4 It focuses on three areas: space robotics, radar technology for Earth observation and advanced satellite communications. 1
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k o o B s ’ t 3 n e t i d u n t U S
It is a robotic mechanical arm installed on a space shuttle. 6 The Canadarm has played an important role in the construction of the International Space Station and remains on the station to conduct maintenance, move equipment and supplies, and support astronauts working in the space. 7 They provide them with information about weather forecasting, natural disaster warnings, marine surveillance and border security. 8 It is linked to the European Space Agency (ESA) and US civilian and military programmes. 9 It is the International Space Station.
difficult surgeries easier or impossible surgeries possible. They designed and then built a robotic arm that allows surgeons to perform surgeries while a patient is inside a magnetic resonance machine. This Neuroarm is as skilful as the human hand but even more precise and tremor free. Surgeons used this technology for the first time in 2008, when they were able to remove a brain tumour from a young girl. Since 2008 the Neuroarm delicate touch has successfully treated dozens of patients. With investment from the Government of Canada, Toronto’s Hospital for Sick Children is developing a ‘KidsArm’ for use in pediatric surgery.
5
S U t u n i d t e n 3 t ’ s B o o k
L E S S O N P L A N S
LISTENING 6
SPEAKING
BEFORE YOU LISTEN, match the words to
8
their definitions.
1 surgeon, 2 treated, 3 surgery, 4 surgical tool, 5 spacewalk. 7
1 2 3 4 5 6 7
2.6 LISTEN to a journalist speaking about the relationship between space technology and medicine. Then answer the questions.
Dextre is a two-armed space robot. It performs maintenance work and repairs outside the International Space Station. Because it reduces the number of risks during astronauts’ spacewalks, and gives them more time for science, which is the main goal of the ISS. They have developed a robotic surgical tool from Dextre. Neuroarm is more precise and accurate than a human hand. It has already performed dozens of operations. It is developing a ‘KidsArm’ for use in pediatric surgery. TRANSCRIPT Dextre is a two-armed space robot. Its mission is to perform maintenance work and repairs outside the International Space Station (ISS). This robot reduces the number of risks during astronauts’ spacewalks to do routine chores, and it gives them more time for science, which is the main aim of the ISS. The manufacturer of this robot and his team at the University of Calgary have developed a robotic surgical tool from Dextre to make
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INTERNET LAB
IN GROUPS of three carry out a research project about one of the following topics:
• • •
the US space programme; the International Space Station; the European Space Agency. Then present your findings to the rest of the class.
Students’ activity. Suggested answers: Students should develop the following notes: • The U.S. government sustains space activities in a number of areas. It is the President who creates space policy for all government agencies and initiatives. NASA, which stands for National Aeronautics and Space Administration, was started in 1958 as a part of the United States government. It does a lot of different things: it makes satellites, which help scientists learn more about Earth; NASA scientists study things in the solar system, and even farther away. A new program will send humans to explore asteroids, Mars and beyond. • In partnership with the United States, Russia, Japan and Canada, Europe is joining the greatest international project of all time, the International Space Station, which is named Alpha. This International Space Station has enough room for its crew of six persons and a vast variety of scientific experiments. Station construction began in November 1998 with the launch of Russia’s Zarya module. The last major part of the Space Station delivered by a Space Shuttle was the AMS-02 instrument in May 2011.
•
The mission of the European Space Agency (ESA) is to shape the development of Europe’s space capability and ensure that investment in space continues to deliver benefits to the citizens of Europe and the world. ESA is an international organisation with 20 Member States.
APPROACHING LITERATURE
Prose: the short story Warm-up 1
DISCUSS. Do you think space is inhabited by aliens? If so, what do you imagine Martians might be like?
BEncourage
students to make deductions. Teachers WRITING ACROSS CULTURES may use the pictures in the book to elicit a description of what their students imagine Martians to 9 RESEARCH on the Internet about Italian be like. Some might think they are ugly, evil and space programmes and the training of Italian aggressive, others that they are cleverer than us or funny and clumsy. astronauts. Write some paragraphs with all Student’s activity. the pieces of information and the pictures you have found. Then read your paragraphs to the rest of the class.
Student’s activity. Suggested answers: Students should develop the following topic: The Italian Space Agency (ASI) is a government agency established in 1988 to regulate and coordinate space exploration activities in Italy. ASI sponsors the training of few Italian citizens at ESA’s European Astronaut Corps (EAC). Among Italian astronauts Paolo A. Nespoli is worth mentioning. He flew on a space shuttle mission to the International Space Station in 2007; he then returned to the ISS for a long expedition from 15th December 2010, to 23rd May 2011 aboard the Soyuz TMA-20. He accompanied Harmony, the ‘utility hub’ of the International Space Station built in Italy, and acted as a mission specialist. Samantha Cristoforetti was selected as an ESA astronaut in May 2009. In July 2012 she was assigned to an Italian Space Agency mission aboard the International Space Station. She was launched on a Soyuz spacecraft from Baikonur Cosmodrome in Kazakhstan on 23 November 2014 on the second long-duration ASI mission and the eighth long-duration mission for an ESA astronaut. Video The Culture video can be used as a summing up and reinforcement/revision of the key vocabulary and concepts of this lesson and Unit.
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2
WRITE a list of the things a Martian might be interested in about your country.
S N A L P N O S S E L
BThis
is an activation exercise to practise the interrogative form and brainstorm ideas students might read about in the story. Possible answers might be about food, clothes, culture rules and lifestyles. Student’s activity. 3
2.7 LISTEN AND READ the extract from ‘Hello, Martians. Let Moby-Dick Explain’ by the Canadian author Margaret Atwood.
Student’s activity.
Comprehension 4
MATCH the highlighted words in the text to their Italian translation.
1 outsiders, 2 gambling, 3 ray guns, 4 backyard, 5 disappoints, 6 biased, 7 exploits, 8 underneath. 5
NUMBER the events from the story in the correct order (1–10).
1 B, 2 D, 3 C, 4 A, 5 E, 6 I, 7 F, 8 G, 9 J, 10 H. 6
READ the extract again and write a caption for each picture.
BBefore
doing the exercise ask your students what they see or what is happening in the pictures. 1 The Martians touch down in the backyard. 2 The Martians store the marshmallows as rare American artifacts. 3 The Martians read through Moby-Dick. 4 The Martians fly over the Grand Canyon. 55
k o o B s ’ t 3 n e t i d u n t U S
Analysis 7
READ the definition of the ‘short story’ below and discuss possible advantages of a short story as opposed to a longer narrative text. Then answer the following questions about the extract.
9
L E S S O N P L A N S
8
ANALYSE the way Atwood uses the Martians in the story.
BIt
would be fun to ask the students to draw a picture of the Martians based on the description. 1 They were oval and bright pink, with two antlike antennae topped by eyes fringed with seaanemone lashes. Their mouths were underneath: they dealt with food by hopping onto it. They took out their ray guns. 2 They looked words up on translate.google.com, they asked for junk food and drinks they had seen on TV, they waved their antennae excitedly, they jumped on food to eat it, they read very quickly. They act very fast and seem superficial in their approach to the new reality. They do not seem to want to understand things but only to get a quick taste of them. 3 They want to try what they have seen on TV or the Internet (marshmallows, popcorn and coke, gambling acting, dressing up like cowboys). 4 Student’s activity. Suggested answers: funny, quick, excited, superficial, advanced. Martians are a caricature of humans. 56
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IMAGINE that Martians have just landed on Earth. Make deductions about what must/ may/might/could/can’t happen.
BTeachers guide their
students to make deductions.
Student’s activity.
BDraw
S U t u n i d t e n 3 t ’ s B o o k
your students’ attention to the writer’s answer ‘Why ask me?’ I said. ‘America is farther south.’ If students have read the biographical note, they will understand that the setting is Canada. 1 The story takes place at night in the writer’s backyard (in Canada). 2 A Canadian first-person narrator. 3 The landing of the Martians and their survey about America. 4 Translate.google.com is repeated to show that the Martians are highly technological and learn through it. 5 No, there are not. The conversation is friendly even though the Martians do not seem to be willing to understand. They simply translate what they are told. 6 The climax is when the writer mentions MobyDick, which is the most famous American epic, and they understand it is about the oil industry.
Your turn
10
DISCUSS. Do you think aliens will ever come to Earth? If so, why do you think they will come? Give your answer using the infinitive of purpose.
BThis
exercise could be done in groups and then shared with the rest of the class. Encourage the students to use the infinite of purpose: Martians will come to Earth to... Student’s activity.
Unit 3
Communication and technology
6
COMPLETE the sentences with an appropriate modal verb.
1 must, 2 may/might/could, 3 must, 4 can’t, 5 can’t, 6 can’t, 7 may/might, 8 may/might/ could.
Workbook GRAMMAR REFERENCE
TRANSLATE the words and phrases into
Italian.
1 censura, 2 sempre di più, sempre più, 3 telefono fisso, 4 quindi, perciò, 5 far fronte a, 6 frequentare, passare il tempo con. LANGUAGE PRACTICE
VOCABULARY 1
Computer
technology 1
2
TRANSLATE the words into English. 1 keyboard, 2 printer, 3 plug, 4 screen, 5 mouse mat, 6 speakers.
7
CORRECT the mistakes in the sentences. You studied IT for three years at high school! You must able to use Excel. He’s only twenty-five. He can’t be Zach’s father. That milk might/may be bad, but I’m not sure. I’ll smell it and check. He must be very rich. He’s got a Ferrari and a Lamborghini! Stephanie never stops talking about Brad. She must be in love with him. It can’t be him. He’s in Scotland this week. ‘Who’s this letter from?’ ‘It can’t be from Jack; he never writes letters.’ The exam results may/could be ready this week. Or is it next week? Do you remember?
1 2 3 4 5 6 7 8
COMPLETE the sentences with the words from exercise 1.
1 plug, 2 keyboard, 3 mouse mat, 4 printers, 5 screen, 6 speakers.
VOCABULARY 2
WRITE the missing letters to form words about communication and technology.
GRAMMAR 1
1 draft, 2 spam, 3 receiver, 4 sender, 5 delete, 6 forward, 7 reply, 8 address.
Modal verbs for deduction WRITE logical deductions using must or can’t
9
WRITE the correct word for each definition.
and the prompts in brackets.
1 2 3 4 5 6 4
Blogs must be popular because they are interactive. He must be at home. It must cost more than 10€ . The bust stop can’t be very far from here. He must be very relaxed. He can’t be Malcolm.
Use the words form exercise 8.
1 receiver, 2 draft, 3 forward, 4 delete, 5 spam, 6 sender, 7 address, 8 reply. GRAMMAR 2
Non-defining relative clauses 10
CHOOSE the correct answer (A, B or C) to 1 B, 2 C, 3 C, 4 B, 5 C, 6 A. CHOOSE the correct alternative to complete
DECIDE if the following sentences contain defining (D) or non-defining (ND) relative clauses.
complete the sentences.
5
Communication
technology 8
3
S N A L P N O S S E L
1 ND, 2 ND, 3 D, 4 ND, 5 D, 6 D, 7 ND, 8 D. 11
CHOOSE the correct answer (A, B or C). 1 B, 2 C, 3 A, 4 B, 5 B, 6 B.
12
COMPLETE the sentences with a relative
the sentences.
1 may, 2 can’t, 3 must, 4 must, 5 must, 6 might.
pronoun.
1 who, 2 who, 3 which, 4 which, 5 which, 6 whose. Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
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k o o 3 b k t i r n o U W
13
ADD a non-defining relative clause to each
Translation
sentence.
Student’s activity.
18
Use the dictionary to translate new words. La tecnologia del cellulare e il linguaggio
Infinitive of purpose 14
W U o n i r k t b 3 o o k
L E S S O N P L A N S
Il termine “telefono cellulare”, che fu introdotto nel nostro vocabolario qualche anno fa, fu immediatamente abbreviato. I telefoni cellulari divennero “cellulari”. Nel Regno Unito si possono sentire persone dire: “Ho il mio cellulare.” o “Hai il tuo cellulare acceso?”. Negli Stati Uniti, emerse un termine diverso, che era la forma abbreviata di telefono cellulare. Ma le persone accorciarono anche quella frase in “cell”. È possibile trovare quest’uso anche nel Regno Unito. “Hai il tuo cell?” “Chiamami sul cell!”, queste sono tipiche frasi che si sentono al giorno d’oggi. Dire che le persone sono “connesse”, termine che divenne di moda negli anni novanta, è un’altra di quelle parole descrittive che vengono dalla tecnologia. In realtà si riferisce al mondo della comunicazione e tecnologia, dove i computer una volta si collegavano con dei cavi a Internet. Quindi “essere connesso” significava che una persona o un luogo avevano una connessione internet. Lo usiamo ancora oggi, anche se la maggior parte delle persone in realtà hanno il Wi-Fi, o Internet senza fili.
ANSWER the questions using the words in brackets and the infinitive of purpose.
I’m going to that shop to/in order to/so as to buy a new phone. 2 I called the staff to/in order to/so as to announce Friday’s meeting. 3 He is so quiet so as/in order not to wake his baby. 4 They play cards to/in order to/so as to spend time together. 5 I’m pushing that button to/in order to/so as to turn off my computer. 6 She got up early so as/in order not to miss the train. 1
15
COMPLETE the second sentence, so that its meaning is the same as the first sentence.
John wore his new jeans in order to be trendy. She is going to read the draft to/in order to/so as to correct any spelling and grammar mistakes. 3 He phoned me to/in order to/so as to give me some advice. 4 I bought a new tablet to/in order to/so as to download lots of books and songs. 5 She shut the window in order/so as not to catch a cold. 6 They studied hard in order/so as not to fail their exam. 1 2
SUMMATIVE EXERCISES 16
CHOOSE the correct alternative to complete
19
17
COMPLETE the text by choosing the correct answer below (A, B, C or D).
1 C, 2 D, 3 A, 4 A, 5 A, 6 B, 7 C, 8 B, 9 A, 10 D, 11 B, 12 B. 58
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TRANSLATE the following sentences into English.
1 2 3 4 5
the paragraph.
1 switch on, 2 screen, 3 log in, 4 password, 5 emails, 6 senders, 7 delete, 8 spam, 9 speakers, 10 mouse.
TRANSLATE the following text into Italian.
6 7 8
Blogging, which is a form of social communication, might expand into more areas. A plug is what you use to connect the computer to the electricity supply. This information may/might/could be false or potentially dangerous. This must be a draft of the message. The sender hasn’t sent any attachment. Jesse’s address, which I have deleted by mistake, is on my brother’s smartphone/mobile phone. I could ask him. It might/may be Mark’s smartphone but I’m not sure. ‘I must buy a new laptop.’ ‘What do you want it for?’ ‘To look up information on the Internet.’ He/She uses the keyboard to type or forward emails.
SKILLS AND CERTIFICATION
Communication 20
WRITE DOWN the conversation between Theresa and the shop assistant. They are talking about a smartphone.
Shop assistant: Hello, can I help you? Theresa: Yes, please. I need some advice about
buying a smartphone. Shop assistant: Have you seen any you like yet? Theresa: No, I haven’t, but I need one which is easy to use and intuitive. Shop assistant: Modern smartphones are easy to use because they have touch screens. Theresa: I also need a good Internet function to send lots of emails. Shop assistant: Don’t worry. With modern smartphones all you need to do is switch them on. Theresa: It sounds easy. It seems that even a beginner like me could use technology to communicate. Dictation 21
7.5 LISTEN and write down the sentences.
The word blog comes from a combination of the words web and log. A blog is a website where bloggers write about specific topics. 2 Anyone with access to a computer, smartphone or tablet that has an Internet connection can be a blogger. 3 This email isn’t from any sender I recognise. It must be spam. 4 The computer is plugged in. It is switched on, and I have typed my password. There’s no problem with the keyboard or the mouse, but the screen is still not working. It must be broken. 5 My computer can’t have a virus already! I bought it yesterday! 6 My tablet, which is brand new and was very expensive, has already stopped working! 1
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READING
PET Reading – Part 5 22
FOUR-OPTION MULTIPLE-CHOICE CLOZE. Read the text below and choose the correct word for each space. For each question, mark the correct letter A, B, C or D.
1 C, 2 A, 3 B, 4 C, 5 D, 6 A, 7 B, 8 D, 9 C, 10 C. SPEAKING 23
MAKE a list of the points in favour of computers and mobile technology and the points against. Then compare your list with a classmate and discuss whether you agree with the arguments ‘for’ technology or ‘against’ it.
S N A L P N O S S E L
Student’s activity. LISTENING 24
7.6 LISTEN to a brief monologue about computers and give three reasons why a computer is essential, according to the speaker.
Student’s answer. Suggested answer: 1 The computer allows you to send and receive messages from all over the world. 2 It lets you type out all the documents you need. 3 You can download documents that you can save or print. 4 You can make CDs and DVDs for your friends. 5 You can log on and surf the Net for new and stimulating ideas. TRANSCRIPT Why buy a computer? That’s a silly question! In today’s world everyone uses a computer. There can’t be anyone who doesn’t need to use the new technology, either for information or for communication. Computerised devices that can access the Internet allow you to send and receive messages from all over the world. With a keyboard and a printer you can type out and print all the documents you need. Clicking on an icon, which is a little button on your desktop, allows you to open files and save documents. You can download different types of files from the Internet, 59
k o o 3 b k t i r n o U W
and you can even make CDs and DVDs for friends. Each day you can log on and surf the Net for new and stimulating ideas. So never ask why buy a computer! I think that, for all these reasons, everyone must already have a computer. 25
W U o n i r k t b 3 o o k
L E S S O N P L A N S
7.6 LISTEN to the monologue again and complete the sentences.
1 send, receive messages, 2 keyboard, printer, documents, 3 icon, desktop, files, save, 4 download, CDs, DVDs, 5 log on, surf. WRITING 26
WRITE a letter of complaint (100 words) to a shop where you have recently bought a tablet. The tablet has several problems. List the problems and explain why it must be defective and why the problems can’t be because of anything you have done wrong.
Student’s activity.
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SYLLABUS PLANNER Programmazione per competenze Unit 4 • Money Tempo di svolgimento: 8 ore COMPETENZE Traguardi formativi p P U e r n r o i g c r t o a m m 4 p m e t e a z n o z i e n e
L E S S O N P L A N S
CONTENUTI Indicatori
A quali “Traguardi per lo sviluppo delle com- Che cosa ci si aspetta sappia fare lo studente Su quali conoscenze e abipetenze” mirano le attività didattiche dell’u- che ha raggiunto questi traguardi? lità si sviluppano le comnità? petenze? Utilizzare una lingua straniera per i principali scopi comunicativi ed operativi − comprendere testi scritti e orali relativi al denaro − leggere e comprendere brevi testi con tecniche adeguate allo scopo − interagire oralmente in contesti personali relativi alla valuta − scrivere un semplice testo su argomenti noti − collaborare con i compagni per la formulazione di semplici dialoghi riguardanti il cambio di valuta Utilizzare testi multimediali − utilizzare l’eBook per svolgere gli esercizi in maniera interattiva ed esercitarsi a comprendere i prodotti della comunicazione audiovisiva (Watch and Learn: animazioni, brani di ascolto e filmati, PET Video) (BES)
Ascolto (comprensione orale) Funzioni linguistiche − comprendere espressioni e frasi relative a − esprimere da quanto si ciò che si può acquistare con un euro possiede / fa qualche − comprendere un dialogo relativo a At the cosa money exchange (Communication p. 38) − cambiare del denaro al cambio valuta Parlato (produzione e interazione orale) − dare informazioni usando How long… ? Strutture grammaticali − dare e comprendere informazioni riguar- − Present perfect with do al denaro e allo spendere How long ? − interagire con un compagno per chiedere − For and since o fornire semplici informazioni relative − Use of the infinitive agli argomenti studiati (with to) − Use of the gerund (-ing form) Lettura (comprensione scritta) – comprendere brevi testi descrittivi – mettere in relazione testi e immagini Lessico − Payment Scrittura (produzione scritta) − Money and savings − scrivere brevi testi riguardanti la valuta e l’uso del denaro nel proprio paese − scrivere un breve email a un amico chiedendo un piccolo prestito per fare il regalo di compleanno a tuo fratello/ sorella
Utilizzare tecnologie digitali per condurre semplici ricerche − utilizzare Internet per svolgere attività di laboratorio (Internet lab in Culture and Riflessione sulla lingua Skills p. 41) − osservare le parole nei contesti d’uso e impararne il significato Utilizzare gli strumenti fondamentali per − osservare la struttura delle frasi e mettere una fruizione consapevole del in relazione costrutti e intenzioni comunipatrimonio artistico e letterario cative (box di Grammar p. 35, p. 37) − Approaching Literature pp. 42-43 Competenze chiave di cittadinanza − imparare ad imparare − collaborare e partecipare − acquisire ed interpretare l’informazione
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ATTIVITÀ DIDATTICHE STRUMENTI DI VALUTAZIONE Atti At tivi vità tà co comu muni nica cati tive ve Atti At tivi vità tà pe perr lo sv svilu ilupp ppoo de delle lle Prove autentiche Preparazione alle competenze chiave e strutturate certificazioni Conn qua Co qualili att attivi ività tà did didatt attich ichee si rag raggiu giunge nge l’a l’acqu cquisi isizio zione ne dei con conten tenuti uti e si svi svi-- Con qu qual alii st stru rume ment ntii di va valu luta tazi zion onee (f (for or-luppano lupp ano le comp competen etenze? ze? mativ ma tivaa e so somm mmat ativ iva) a) si ve veri rififica ca l’a l’acq cqui uisi si-zione zio ne de deii con conten tenuti uti e lo svi svilu lupp ppoo del delle le com com-petenze? Ricezione orale Imparare a imparare Nella Teacher’s Gui- PET, Wr Writ itin ingg Pa Part rt 2, − asc ascolt oltoo con com comple pletam tamen ento to di fr fraa- − for formul mulare are ipo ipotes tesii sul sulla la def defini inizio zione ne de an and d Tes ests ts (prove p. 39 si del pres present ent perf perfect ect con How lon long?, g?, strutturate) differen diff erenza za tra since e for dell’l’in- Test estdi di fifine ne uni unità tà for,, usi del Produzione orale parten tendo do da − St Stan anda dard rd Tes estt Fi Fila la finitive e del gerund par − ri ripe peti tizi zion onee de dell mo mode delllloo esempi (es. 5, 7 p. 35, 5, 7 p. 37) AeFilaB − interaz azio ionne a coppie us usan anddo le − ap appr pren ende dere re vo voca cabo bolili at attr trav aver erso so − Ea Easy sy Re Read adin ingg Tes estt funzio fun zioni ni e il les lessic sicoo del dell’un l’unità ità animaz ani mazion ionii e uti utiliz lizzar zaree tab tabell ellee per (BES) − cr crea eazi zion onee di mi mini nidi dial alog oghi hi su sullllaa ba ba-- lo st stud udio io de deii vo voca cabo bolili ap appr pres esii ne nell − Gu Guid ided edTTes estt (BES) se di da datti corso cor so del dell’u l’unit nitàà (Workbook p. 15 159) 9) − ese eserci rcizi zi di app approf rofond ondime iment ntoo su les les-- Esercizi on line su Ricezione e produzione scritta sico si co e st stru rutt tture uredel dell’u l’uni nità tà (Workbo- ZTE − le lett ttur uraa e do doma mand ndee di co comp mpre rens nsio io-- ok pp. 160 160-16 -165; 5; Self-Study nell’ene ) Book − at atti tivi vità tà di sc scri ritt ttur uraa pe perr fifiss ssar aree fu funnCollaboraree e partecipare Collaborar zioni, zio ni, les lessic sicoo e gra gramma mmatic ticaa − co collllab abor orar aree co conn un co comp mpag agno no pe perr Esercizi crea cr eare re de deii mi mini nidi dialo alogh ghii co conn pre− ese eserci rcizi zi di com comple pletam tament ento, o, rio riordi rdi-- sent perf es.. 10 p. perfect ect e Ho How w lon long? g? (es namento, namen to, trasf trasformazi ormazione one 35) − di dial alog oghi hi e at atti tivi vità tà di sc scri ritt ttur uraa pe perr − co collllab abor orar aree pe perr co cond ndur urre re un unaa br breememori mem orizza zzare re fun funzio zioni, ni, str strutt utture ure e ve ri rifl fles essi sion onee e co connfr froont ntoo tr traa la lessico propri pro priaa cul cultur turaa e que quella lla ang anglof lofona ona − es eser erci cizi zi di ro role le-p -play lay (es es.. 10 p. 41 41)) − es eser erci cizi zi di co cons nsol olid idam amen ento to e po po-tenz te nziam iamen ento to ne nelle lle se sezi zion onii Extra Acquisire ed interpretare l’informaactivity e Self-Study dell’eBook zione − co comp mpre rend nder eree fr fras asii ch chee po poss sson onoo esseree utili esser utilizzate zzate press pressoo the mone moneyy es.. 2 p. 38 38)) exchange exch ange offi office ce (es − le legg gger eree e as asco colt ltar aree te test stii re rela lati tivi vi a nell Re Regn gnoo Un Unit itoo (p (p.. 40 40)) Banking ne
S N A L P N O S S E L
Agire in modo autonomo e responsabile − ri riflflet ette tere re su suii pr prop opri ri er erro rori ri co conn l’l’ai aiuuto de dellllaa se sezi zion onee Frequent mistakes , p. 35 35,, p. 37 37.. − pe perf rfez ezio iona nare re la pr pron onun unci ciaa pe perr mi mi-gliorar gli oraree la fluency (Pronunciation for p. 35 35)) of for − costruirsi un metodo di studio (Study Skills , p. 41 41))
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e n e o z i n z e a t m e m p m 4 a o r t g i o c n r r e U P p
Unit Money Student’s Book 4
PRESENTATION AND PRACTICE 1
How long have we had credit cards?
OBJECTIVES VOCABULARY
S U t u n i d t e n 4 t ’ s B o o k
L E S S O N P L A N S
The theme of this Unit is money. By the end of the Unit students should be able to discuss the origins of money and the different forms of payment. The Vocabulary Vocabulary sections introduce nouns and verbs related to money and the grammar reinforces the present perfect verb tense with for and since as well as the uses of the gerund and infinitive. The Communicat Communication ion section presents a typical dialogue for changing foreign currency. In the PET section there is an emphasis on the idea of borrowing and lending and complaining about unsatisfactory goods or services. The Culture section continues the idea of international finance in the UK. In the Approaching Literature section there is an extract from a play where the value of money is discussed. This also gives the opportunity to introduce the words generally connected to drama.
CONTENTS Vocabulary Payment Money and savings Grammar Present perfect with How long? For and since Uses of the infinitive (with to ) Uses of the gerund (-ing form) Pronunciation For Functions At the money exchange exchange PET practice Writi Wr iting ng Par Partt 2 Culture and Skills Banking The City of London and the Bank of England The World Bank Study Skills: learning styles, working in small groups
Payment
Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time. 1
2.8 MATCH the words to the pictures. Listen and check your answers. Then listen and repeat.
BTeachers could explain
the difference between a bank card and a credit card. A bank card is a plastic card issued by a bank to its clients that gives the client access to funds, either from the client’s own bank account, or through through a credit account. A credit card allows you to borrow money from your bank to make your purchases. You usually have to pay back the money you borrowed within 30 days so you don’t have to pay extra. 1 C, 2 G, 3 A, 4 H, 5 I, 6 J, 7 D, 8 E, 9 B, 10 F. Extra activity
MATCH the words to their definitions. 1 cre credit dit car card, d, 2 banknotes, 3 currency, 4 bill, 5 cheque, 6 money box, 7 silver, 8 coins, 9 gold, 10 bank card. 2
DISCUSS in pairs. How do you usually pay at a coffee bar, in shops or at the cinema?
BEncourage
the students to begin using the words from the Vocabulary Vocabulary section. Students’ activity activity..
Approaching Literature The words of drama
PRESENTATION 3
Self-study and ZTE The Self-study and ZTE exercises can be employed either to reinforce or review the grammar structures and topic vocabulary of the Unit.
READ the texts below quickly and say when we began using banknotes and credit cards.
We have had a form of banknote since the thirteenth century and credit cards since the 1950s. 4
READ the texts again and answer the questions.
1 64
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People used grain, animals and precious stones or metals, like silver and gold.
Because emblems guaranteed the weight and the value of the coins. 3 It was a written promise to pay a specific amount at a given future date. the idea of 4 Travellers like Marco Polo brought the paper money from China. 5 Because the idea came to a man named Frank McNamara during a business dinner in a New York City restaurant. When the bill arrived, Frankk realised he didn’t have his wallet. He Fran decided to find an alternative to cash and created a small card, the Diners Club Card. With this card, a Club member could eat without cash at any restaurant that accepted it. 6 People can use a mobile phone to pay for some services and goods under a certain value. 2
8
Extra activity
COMPLETE the sentences with the present perfect of the verbs in brackets and for or since. haven’t ’t heard, for for,, 1 have they known, Since, 2 haven 3 have lived, since, 4 has been married, since, for,, 6 has been rainy rainy,, sinc since, e, 7 has 5 have been, for been, since. PRONUNCIATION
The pronunciation of for 9
GRAMMAR
Present perfect with How long? 5
READ the sentences (1–2) from the texts. Then choose the correct alternatives to complete the rule below.
BThis
inductive grammar exercise asks students to reflect on the use of the present perfect. Teachers Teachers should also revise the difference between the past simple and the present perfect. began, continue 6
COMPLETE the sentences with the present perfect of the verbs in brackets.
1 hav havee exi existe stedd, 2 has maintained, 3 haven’t had, 4 have credit cards been, 5 hav havee you used used.. For and and since
CHOOSE the correct alternative. 1 for for,, 2 since, 3 since, 4 since, 5 for, 6 for.
S N A L P N O S S E L
LISTEN and write S or W near each sentence. 1 S, 2 W, 3 W, 4 W, 5 S.
Your turn 10
IN PAIRS ask and answer questions using How Ho w lo long ng ha have ve yo you. u...? ..? an and d th thee pr prom ompt ptss be belo low w. BTo focus on the vocabulary of this Unit, teachers should ask students: Have you ever had a credit or bank card? Students should describe how, why and when they received the card, how long they have had it, and whether they’ve had any problems. They should also discuss the pros and cons of credit cards / bank cards. Student’s activity. Suggested answers: • How long have you had a debit card, bank/ savings/checking account, account, part-time job, money box? PRESENTATION AND PRACTICE 2
7
READ the sentences (1–2) and then match the phrases from the box to the prepositions (A–B) below.
BThis
inductive grammar exercise asks students to reflect on the use of for and since. Teachers should highlight the importance of the Frequ Frequent ent Mistake slide: since and for must be used after the present perfect instead of ‘from’. A starting point, B period of time.
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It’s not difficult to spend a euro VOCABULARY
Money and
savings Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time.
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k o o B s ’ t 4 n e t i d u n t U S
1
I also managed to buy a can of cola for 96 cents from a vending machine. The The machine even gave change! On to Brussels, where tourists love buying the local chocolate but hate paying the high prices for it! I was lucky to find a small chocolate shop where a charming assistant helped me to choose some delicious chocolates to take home – all for under a euro each. I wanted to pay by cred cr edit it ca card rd,, bu butt th thee la lady dy be bega gann sh shak akin ingg he herr he head ad and laughing. She insisted on receiving cash, so I had to go to a cash machine to get some to pay her. My last stop was Rome! I loved visiting this city and walking through the historic centre. I decided to spend my euro on a flower in Campo de’ Fiori. Then I went to have an espresso for a euro. Relaxing in the sunshine, drinking an excellent coffee and spending my newspaper’s money is certainly a good way to enjoy life.
2.10 MATCH the words to their Italian translation. Listen and check your answers. Then listen and repeat.
BTeachers should explain
S U t u n i d t e n 4 t ’ s B o o k
L E S S O N P L A N S
the difference between a savings account and a current account. A bank/current account gives you instant access to your money. A saving account gives you a little interest but can’t be used directly as money money.. 1 G, 2 F, 3 C, 4 A, 5 E, 6 I, 7 D, 8 B, 9 J, 10 H. 2
2.11 MATCH the sentence halves. Listen and check your answers.
1 C, 2 E, 3 B, 4 F, 5 D, 6 A. Extra activity
MATCH the words to their definitions. 1 to charge, 2 to waste money, 3 to pay for, 4 cash machine/ATM, 5 change, 6 to borrow money, 7 savings account, 8 current account.
4
PRESENTATION 3
2.12 LISTEN to a reporter travelling around Europe to see what he can buy for a Euro. Note down: whic ichh ci citi ties es he vi visi site ted; d; • wh thee di diff ffer eren entt pr pric ices es of a co coff ffee ee.. • th Which city was the most expensive?
He visited Paris, Madrid, Brussels and Rome. A coffee and croissant in Paris was nearly 4 euros, in Madrid a coffee was 1.50€ and and in Rome an espresso was 1 euro. In Brussels it doesn’t say. TRANSCRIPT I love travelling, so I was very happy to accept my newspaper’s offer to visit different European capitals and try to see what was possible to buy for a euro. My first stop was Paris and I went straight to a café to order a coffee and a croissant. I was shocked to see the bill – not one euro but nearly four! The next capital I wanted to visit was Madrid. Here locals and tourists love meeting up for a morning coffee or evening tapas. In fact it was easy to order a ‘café con leche’ for just 1 euro fifty.. I really liked spending money fifty money in Madrid, as there were lots of little things for around a euro. 66
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2.12 LISTEN to the recording again and complete the text with the correct form of the verbs in brackets
accept ept,, 3 to order , 4 to se seee, 1 travelling, 2 to acc buyy, 7 buying, 8 paying , 5 meeting up, 6 to bu 9 to pay, 10 receiving , 11 to get, 12 relaxing, enjoy oy.. 13 drinking 14 14 spending 15 15 to enj GRAMMAR
Uses of the infinitive (with to) BThe
grammar in the course will be introduced through inductive grammar exercises of this kind where students are required to regognise the difference between the infinitive and the gerund. 5
READ sentences (1–3) from the listening. Then ma Then matc tch h th thee hi high ghli ligh ghte ted d ve verb rbss to th thee ru rule less below.
BThis
inductive grammar exercise asks students to reflect on the use of the infinitive. A 3, B 1, C 2. 6
1 2 3 4
CORRECT the mistakes in the sentences. It was ea easy sy to fi find nd th thee ri righ ghtt wa wayy. You ca cann tr tryy to ta talk lk to th them em.. Pleased to me meet et yo you. u. Holiday Holi dayss are imp import ortant ant to imp improv rovee you yourr
knowle know ledg dgee of a fo fore reig ignn la lang ngua uage ge.. 5 Tur urnn of offf th thee liligh ghtt to save energy energy.. 6 You ourr co coff ffee ee is to tooo ho hott to drink.
Uses of the gerund (-ing form) 7
READ the sentences (1–3) from the listening. Then ma Then matc tch h th thee hi high ghli ligh ghte ted d ve verb rbss to th thee ru rule less (A–C) below.
BThis
inductive grammar exercise asks students to reflect on the use of the gerund. A 2, B 1, C 3.
Your turn 10
INTERVIEW a classmate about spending and money,, choosing from the questions below. money
BThis
exercise should give rise to a discussion about the value of the euro and how little you can buy with 1 euro. It is also a way of seeing how creative the students can be in the variety of things they come up with. It could even be a competition between groups to see how many things each group manages to think of. The winning list must then be read out to the class and challenged if the items are more expensive than 1 euro. Students’ activity.
Extra activity COMMUNICATION
LOOK at the table about leisure activities in Great Britain. Read each sentence and reply as in the example. Then listen and check.
1 Playing with children is even more popular. popular. 2 Jogging is even more popular. 3 Cycling is even more popular. 4 Going for a drive is even more popular. popular. 5 Going for a walk is even more popular. Extra activity
ANSWER the questions using the prompts, as
At the money exchange Warm-up 1
Yes, and I enjoy swimming, too. No, I prefer cooking at home. No, I prefer going to the cinema. Yes, and I enjoy playing with children, too.
8
COMPLETE the sentences with the gerund, -ing form, of the verbs below. below. 1 reading, 2 closing, 3 Drinking , 4 parking , 5 cleaning , 6 paying .
9
CHOOSE the correct alternative to complete
BThis
exercise is a revision or learning exercise for different currencies and to introduce the idea of dif ferent words for banknotes/bills. banknotes/bills. 1 D, 2 A, 3 E, 4 F, 5 B, 6 C. 2
could talk to the class about the differences between British and American English as there are different words used to refer to money and moneyrelated things. Some examples are: • do dollllar ar bi billlls/ s/po poun undd no note tes; s; • check/cheque; • pocketbook/wallet; • ATM/cash machine. Lesley needs euros. 3
or fa false
. Co Correct th the
1 F, She wants to go to Dublin. 2 T, 3 F, She wants to pay in cash. 4 F, She also also wants wants to pay pay for the accommodation in cash. 5 F, She wants to change $500 and £200.
Extra activity
COMPLETE the sentences with the gerund, -ing
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DECIDE if the following sentences about the dialogue ar are tr true false ones.
buyy, 1 Listening, 2 to understand, 3 doing, 4 to bu 5 working, 6 listening, 7 to pay, 8 to see.
thin ink, k, 3 borrowing, 4 to 1 opening, 2 to th understand, reading, 5 to co come me,, 6 buying 7 reading, 8 Eating, drinking.
2.13 LISTEN AND READ the dialogue. What kind of currency does Lesley need?
BYou
the sentences.
form, or the infinitive of the verbs in brackets.
MATCH each picture to its country and currency.
in the exa exampl mple. e.
1 2 3 4
S N A L P N O S S E L
4
ROLE-PLAY the dialogue in pairs. Students’ activity.
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k o o B s ’ t 4 n e t i d u n t U S
Dictation Extra activity
S U t u n i d t e n 4 t ’ s B o o k
L E S S O N P L A N S
REORDER the dialogue. Lesley: Excuse me, is this the place to exchange currency? Exchange assistant: Yes. How can I help you? Lesley: I’m planning to go to Dublin and I wanted to change some American dollars and British pounds into euros. Exchange assistant: Do you want to pay by cash or card? Lesley: I’m sorry. I didn’t hear what you said. Could you repeat that, please? Exchange assistant: Certainly. Do you want to pay in cash, or by credit or debit card? Lesley: Can I pay with dollar bills and pound notes? Exchange assistant: Of course. You can also pay by cheque. Lesley: I haven’t used a cheque for years, anyway not since I’ve been in London. Exchange assistant: I’m sorry. What did you say? Lesley: I said I haven’t written a cheque for ages. I want to pay in cash. Exchange assistant: Fine. How much money do you want to change? Lesley: Well, I need to pay for the accommodation, and I love sightseeing and shopping, so I think I’ll change $500 and £200. Exchange assistant: OK, if I have understood you correctly,, you want to change £500 and $200 correctly into euros. Lesley: No, it’s the other way round. I want to change $500 and £200. Here is the cash. Exchange assistant: OK, that’s clear now. Here are the euros. I hope you enjoy visiting Dublin. 5
6
I like living in the euro zone where I can travel between countries without having to change the currency. 2 My friends and I enjoy shopping and sightseeing when we travel to see different cities. 3 If you go to Dublin, remember not to order an Irish coffee as it contains alcohol. 4 Lesley hasn’t written a cheque for a long time, not since she has been in London. 5 Have you ever been to Dublin? Yes, but I haven’t been for ages, not since I was a child. 1
Your turn 7
WRITE four statements about the currency or the use of money in your country. country. Then in pairs read out the statements and ask each other for repetition and clarification.
BEncourage
students to use the vocabulary and constructions from the Unit. Student’s activity activity..
P E T TUTOR Video The PET video can be employed as a review of this part of the PET exam in class and/or as reinforcement or revision at home.
Warm-up 1
1 2
REWRITE the dialogue changing the destination and the currency currency.. Remember to use phrases from the Key language.
students to use phrases from the dialogue and from the Key Language box. This exercise could be set as homework as a summing up of some of the grammar and language the students have learnt in the Unit. Student’s activity.
2.14 LISTEN and write down the sentences.
BEncourage
2
DISCUSS the questions in pairs. Students’ activity activity.. Students’ activity activity.. Suggested answer: Students might mention their friends’ tastes or likings, the money they can afford and the price of the souvenir/gift. READ the email below and choose the correct alternative to complete the text.
1 Dear , 2 brought, 3 love, 4 already, 5 twice, 6 soon. 3
COMPLETE the instructions for what to write in the email in exercise 2.
Your frien friendd Mary bought you a souvenir in in Venice. 68
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Writee an email to he Writ herr. You sh shou ould ld:: herr fo forr th thee souvenir; thank he expl ex plai ainn wh whyy yo youu like it; desc de scrib ribee wh what at yo your ur holidays wer weree lik like. e.
• • •
PET Writing – Part 2 4
SHORT COMMUNICATIVE MESSAGE. You have been very short of money lately and you want to buy a present for your brother’s birthday.. Write an email to your friend. In birthday your email, you must:
ask to bo ask borr rrow ow so some me mo mone ney; y; expl ex plai ainn wh whyy yo youu wa want nt to bo borr rrow ow th thee mo mone ney; y; offe of ferr to do som omet ethi hing ng to sa sayy th than ankk yo youu an andd to retu re turn rn th thee mo mone neyy so soon on.. BYou could tell your students to use the email in exercise 2 as their guide. Student’s activity activity.. • • •
5
BEFORE YOU WRITE, complete the sentences below in preparation for the task in exercise 4.
1 2 3
Student’s activity activity.. Suggested answer: I re real ally ly ne need ed so some me mo mone neyy be beca caus usee I’ve been very short lately. Cou ould ld yo youu le lend nd me so some me mon oney ey to buy a present for my brother’s birthday? I wililll be fr freee th this is wee eekken endd, so I could help you with your homework / fix your bike / mow the lawn.
money safe in a bank, which will make it easier for them to save for the special things they’d like to have in the future. Students’ activity. Suggested answer: Students should point out that banks provide people a place to keep their money safe. Banks keep your money in a vault, a secure place that is fireproof. When you put your money in bank, you make a deposit. 2
following questions.
The Bank of England became the government’s banker in 1694. 2 The 1844 Bank Charter Act gave the Bank of England the monopoly on note issue. 3 In 1997 the Bank of England became responsible for the monetary policy. policy. 4 The Bank of England faced the financial crisis in 2013 with new regulatory reforms. 1
EXCHANGE your email with a classmate and
3
The Bank of England has all the functions of a central bank. The most important of these are maintaining monetary stability, which means stable prices and confidence in the currency, and supporting the economic policies of the government, including those for growth and employment. 4
1 vault, 2 charter, 3 nickname, 4 chest, 5 service industries, 6 cartoon, 7 of the day, 8 over the years, 9 beneath.
CULTURE AND SKILLS
1
DISCUSS in pairs. What is a bank and what do people use banks for? How does a bank keep your money safe?
BTeachers
could also encourage students to express their own ideas about saving, but they should highlight the importance of saving and of keeping Idee per insegnare l’inglese con Zanichel chellili 20 2014 14 Spiazzi, Tavella, Layton Performer Layton Performer B1 with PET Tutor © Zani
MATCH the highlighted words in the text to their Italian translation.
Student’s activity activity..
Warm-up
READ the text below and point out the functions of the Bank of England.
correct the mistakes you find. Use the checklist below.
Banking
S N A L P N O S S E L
READING
Your turn 6
READ the timeline below and answer the
5
READ the text again and answer the questions.
It is the UK’s major financial district. The service industries employ around 70% of the working population in London. 3 It’s the model for most modern central banks. 4 They’re in the City since 1734. 5 It comes from a caption to a cartoon published in 1797. It depicted William Pitt the Younger, 1 2
69
k o o B s ’ t 4 n e t i d u n t U S
S U t u n i d t e n 4 t ’ s B o o k
L E S S O N P L A N S
the Prime Minister of the day, trying to seduce the Bank, represented by an old lady wearing a dress of £1 notes and sitting on a chest of gold. 6 Its mission is to promote the good of the people of the United Kingdom. 7 The £ sign developed over the years from the letter ‘L’, the first letter of the Latin word libra meaning ‘a pound of money’. 8 It holds 400,000 gold bars which represent the official gold reserves of the United Kingdom and other countries. 6
international organisations that provide projects or loans and grants, as well as technical assistance to poor and developing countries. These organisations include the International Bank for Reconstruction and Development, or IBRD, and the International Development Association, or IDA. When the World Bank first began to do its operations to help post-World War II reconstruction, it had 38 members. Now it has 188, almost all the countries in the world. It is present in 100 countries and has a staff of about 10,600 people from around the world. The President of the World Bank has been the Korean Jim Yong Kim since 2012. The official goals of the World Bank to achieve by 2030 are: to reduce poverty and hunger, and to improve the living standards of the people in low- and middle-income countries.
IN GROUPS OF THREE compare your answers with your classmates’. Then ask and answer questions about the text. Ask for clarification when necessary.
BTeachers
should suggest that students read the Study Skills box before doing this exercise. Students’ activity. LISTENING
SPEAKING
7
9
BEFORE YOU LISTEN, match the words to 1 achieve, 2 developing countries, 3 assistance, 4 hunger, 5 provide, 6 loans, 7 middle-income, 8 grants. 2.15 LISTEN to a teacher speaking to his students about the World Bank and make notes about the following:
The World Bank is a United Nations international financial institution. 2 Its headquarters are in Washington D.C. 3 The World Bank first began its operations to help post-World War II reconstruction. 4 It had 38 members at the beginning and now it has 188, almost all the countries in the world. 5 The President of the World Bank has been the Korean Jim Yong Kim since 2012. 6 Its goals are to reduce poverty and hunger and to improve the living standards of the people in low and middle-income countries.
Students’ activity. Suggested answer: Students should develop these topics: banks first began in Italy between 1200 and 1600 (about the same time Columbus was sailing to America); the word ‘bank’ comes from the Italian word ‘banco’ which means bench. Moneylenders sat on benches in the market place and waited there to do business with other people.
•
1
TRANSCRIPT The World Bank is a United Nations international financial institution whose headquarters are in Washington DC. Since 1944 it has been a group of five financial 70
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IN GROUPS OF THREE carry out a presentation about the history of banking and the safety of money. Look for information on the Net. Then present your findings to the rest of the class.
their definitions.
8
INTERNET LAB
•
WRITING 10
ACROSS CULTURES
MAKE a timeline about the World Bank; then surf the Net to look for information on the relationship between Italy and this institution. Write two paragraphs about your findings and read them to the rest of the class.
Student’s activity. Suggested answer:
A timeline The World Bank
3
gaps with the words below.
1 playwright, 2 play, 3 performance, 4 audience, 5 dialogue, 6 monologue, 7 stage directions.
1944 The Bank was born in order to rebuild
Europe; 28 countries sign as founding members; 187 countries are members now. 1947 First Bank offices in Paris, Copenhagen, Prague. 1950 Investments to rebuild steel industry. 1960 International Development Association to reduce world poverty. 1973 Early investments in renewable energy. 1985 Donations to the World Food Programme for emergency food supplies. 2001-2011 The Bank becomes a primary member for vaccines and immunization. 2011 About 100,000 people a week access thousands of free datasets on education, poverty, health, water access and other indicators. Italy and the World Bank work with other member governments to finance projects, design policies, and deliver programmes to end poverty in the world. Italy is part of a constituency that also includes Albania, Greece, Malta, Portugal and San Marino; together these countries account for around 3.5% of all votes. Italy’s representative on the Board is the Governor of the Bank of Italy.
4
BThe
first part of the exercise could help students set the scene mentally and visualise the play. Then teachers should draw attention to the fact that the characters have no proper names and therefore have no identity except the one provided by their profession. This also makes the situation represented in the play a little absurd. The characters are named Anybody and Anybody else. 5
Warm-up 1
2
DISCUSS the questions. Student’s activity. MATCH the words to the picture of a theatre. 1 stage, 2 curtain, 3 lights, 4 audience, 5 actors.
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S N A L P N O S S E L
2.16 LISTEN AND READ the extract from the one-act play Dentist and Patient by American playwright William Saroyan.
Student’s activity.
Comprehension 6
READ the extract again and say if the following sentences are true Correct the false ones.
or false
.
1 F, Because he has always liked teeth. 2 F, He tries but cannot manage. 3 F, He is a retired millionaire. 4 T, 5 F, He charges ten dollars. 6 F, By cheating. 7 F, They can become millionaires by overcharging, by not keeping books and by not paying taxes. 8 F, He gives the dentist nine dollars instead of ten.
Video
Te words of drama
LOOK at the picture on the following page and describe what is happening. Then read lines 1–3 of the extract and write the names of the characters in the illustration.
The Culture video can be used as a summing up and reinforcement/revision of the key vocabulary and concepts of this lesson and Unit.
APPROACHING LITERATURE
READ the Literary language and fill in the
Analysis 7
FOCUS on the dialogue, which is a sequence of questions and answers. What are the patient’s questions about? What about the dentist’s?
The patient wants to know about the dentist’s motivation in doing his job and about how much he charges for it. The dentist acts professionally and tries to guess the patient’s job, probably because he wants to make him feel at ease and think of something funny.
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k o o B s ’ t 4 n e t i d u n t U S
8
Unit Money Workbook 4
READ the short monologue by ANYBODY at the end of the play. Do you find it surprising? Why or why not?
Student’s activity. Suggested answer: Students might answer that the ending of the play strikes a note of surprise. W U o n i r k t b 4 o o k
L E S S O N P L A N S
9
G R A M M A R R E F E R E N CE
TRANSLATE the words and phrases into English.
1 goods, 2 to exchange, 3 to issue, 4 to shake (one’s head), 5 to store, 6 trade, 7 vending machine.
CONSIDER the stage direction at the end of the play. What does it say?
BTeachers
could point out that stage directions are generally written in brackets and in italics. It signals the end of the play and gives the director instructions about the lights. 10
DEFINE the tone of the play. Tick the correct
LANGUAGE PRACTICE
VOCABULARY 1 1
option.
REORDER the letters to form words about payment. Then write their Italian translation.
Ironic.
1 silver, argento, 2 coins, monete, 3 money box, salvadanaio, 4 currency, valuta, 5 gold, oro, 6 bill, conto, 7 bank card, carta di debito/carta bancomat, 8 cheque, assegno, 9 credit card, carta di credito, 10 banknotes, banconote.
Your turn 11
DISCUSS the following questions. BThis activity may be done in pairs first and then have the students share their findings with the rest of the class. Student’s activity.
Payment
2
COMPLETE the following sentences with the words from exercise 1.
1 coins, 2 bank card, 3 cheque, 4 gold, silver, 5 currency, 6 money box, 7 bill, credit card, banknotes. GRAMMAR 1
Present perfect with How long? 3
COMPLETE the sentences with the correct present perfect form of the verb in brackets.
1 have they known, 2 have loved, 3 has your sister had, 4 have you driven, 5 have been, 6 hasn’t worked. 4
WRITE questions to these answers, using How long?, How long ago? and the correct verb tense (present perfect and past simple).
How long has it been rainy? How long ago did he repair his bike? How long have they been in their room? How long ago did my/your parents stop smoking? 5 How long have they been in the sun? 6 How long has he been at the bus stop? 1 2 3 4
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For and since 5
6
GRAMMAR 2
COMPLETE the sentences using How long?, for and since. 1 since, 2 for , 3 since, 4 for , 5 How long, Since, 6 since, 7 for, 8 How long.
Uses of the infinitive and the gerund 10
COMPLETE the sentences with the preposition to where necessary. 1 to, to, 2 to, 3 –, 4 to, 5 to, 6 to.
11
CHOOSE the correct alternative. 1 to see, 2 eating , 3 leaving , 4 to see, 5 joining , 6 taking , 7 to understand, 8 studying , 9 using , 10 going .
COMPLETE the sentences with for and since and the correct form of the verbs in brackets.
1 have lived, for , 2 hasn’t had, since, 3 haven’t eaten, since, 4 have had, since, 5 haven’t seen, since, 6 have known, for, 7 have been, for, 8 has needed, since. 12
7
CORRECT the mistakes in the sentences. 1 I haven’t been to Italy since July 2013. 2 My friend has been ill for a week. 3 We have been at this bus stop for twenty minutes. 4 It has been rainy for a week. 5 He has known that story for a long time. 6 One of my friends has been in Tokyo since last year. 7 They have been at school since 8 o’clock. 8 Has John really been married since he was 18? 9 How long has the air conditioner been broken? 10 Li has had lots of problems with the English language since she moved to England.
form of the verbs in brackets.
1 to have, 2 visiting , 3 having , 4 learning , 5 talking , 6 to turn off , leaving , 7 meeting , 8 learning . 13
Money and
savings 8
9
MATCH the words to their definitions. 1 to charge, 2 to borrow, 3 change, 4 savings account, 5 cash machine / ATM, 6 to pay for , 7 current account, 8 to waste (money), 9 to spend (money), 10 to lend. COMPLETE the sentences using the words
COMPLETE the sentences using the correct form of the verbs below.
1 drinking, 2 to talk, 3 to buy, 4 to write, 5 to switch off , 6 doing , 7 using, 8 to throw away, 9 to play, 10 paying . 14
1 2
VOCABULARY 2
COMPLETE the sentences with the correct
S N A L P N O S S E L
3 4 5 6 7 8 9
CORRECT the mistakes in the sentences. I want you to understand that you need to do more exercises to pass that test. Ann remembers sitting for long hours with her friends in that café. Can you lift this heavy suitcase? Please stop eating like that. You might get sick! We tried to find the way, but we got lost. I suggest reading that novel. It’s really entertaining. I might sleep in a hotel near the station. I forgot to switch off my tablet before going to bed. He is good at swimming .
from exercise 2.
1 current account, 2 pay for , 3 change, 4 cash machine/ATM spent, 5 waste, savings account, 6 charge, 7 borrow, lend.
SUMMATIVE EXERCISES 15
CHOOSE the correct alternatives to complete the paragraph.
1 for, 2 to know, 3 shopping, 4 to take, 5 Putting, 6 saving, 7 issuing, 8 since, 9 find, 10 to go, 11 for, 12 keeping.
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k o o 4 b k t i r n o U W
16
COMPLETE the text by choosing the correct
7
option (A, B, C or D).
1 C, 2 B, 3 A, 4 C, 5 D, 6 A, 7 B, 8 B, 9 B, 10 C, 11 D, 12 A.
8
Do you mind giving me some advice and lending me your credit card, Dad? I’m interested in buying a new laptop. We have managed to buy a bottle of water from the automatic machine but it didn’t give us any change.
Translation W U o n i r k t b 4 o o k
L E S S O N P L A N S
17
TRANSLATE the following text into Italian. Use the dictionary to translate new words.
Bank of America La Bank of America ha lavorato con gli americani da più di 200 anni. Le sue radici, dal 1784 al 1850, si trovano nelle storie dei suoi primi soci e nei loro ruoli nell’evoluzione degli Stati Uniti. Tra il 1850 e il 1900, la rivoluzione industriale americana ha creato enormi cambiamenti sociali, politici ed economici in tutto il paese. La Bank of America ha giocato un ruolo significativo in questi eventi, dalla costruzione delle grandi città a incoraggiare la visione di giovani banchieri intraprendenti. Dal 1900 al 1950, il paese è entrato nell’era moderna, un periodo di rapido progresso. Dai produttori di film di Hollywood agli ingegneri costruttori di ponti, la Banca ha sostenuto l’innovazione. Nella metà del secolo dal 1950 al 2000, c’è stato l’avvento della banca automatizzata ed elettronica. Oggi, la Bank of America è una compagnia globale impegnata ad aiutare i clienti, e le comunità a prosperare in tutto il mondo. È un leader globale nella gestione della ricchezza così come di servizi bancari aziendali e di investimento. 18
TRANSLATE the following sentences into English.
‘How long have you had this money box?’ ‘For two years.’ 2 Customers have been able to use their mobile phone to pay for some services since 2007. 3 I need some coins to pay for the parking but I’ve only got some banknotes. Can I borrow two 1 € coins from you? 4 I must go to a cash machine to get some money/cash to pay the bill. 5 He is willing to open a current account in the new bank that has been opened for a week. 6 In the last few months you have wasted a lot of money. Is there anything else you want to buy? 1
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Communication 19
WRITE DOWN the conversation between Ann and the exchange assistant at the money exchange.
Exchange assistant: Good morning. Can I help you? Ann: Good morning. Yes, I need to change some
English pounds into Russian rubles. I’m going to Moscow on business. Exchange assistant: How do you want to pay, with cash or credit card? Ann: I’m sorry. I haven’t understood. Can you repeat the question, please? Exchange assistant: Do you want to pay in cash or with a credit card? Ann: Can I pay with a cheque? Exchange assistant: Yes, certainly/of course. How much money do you want to change? Ann: I’m thinking of paying for the accommodation in cash and I’ll want to do some shopping. Can I change the equivalent of £500? Exchange assistant: If I have understood you correctly, you want to change £500. Is that right? Ann: Yes, that’s correct. Dictation 20
7.7 LISTEN and write down the text.
Do you have a credit or a debit card? How long have you had it? I have had one since I was 16. At first, I had an extra card on my father’s bank account, and then I had a separate account. I have never had a chequebook because no one uses cheques any more, but a credit card is very useful, especially for travelling or if I want to buy something without taking cash with me.
SKILLS AND CERTIFICATION
READING 21
READ the text and match the highlighted words to their Italian translation.
1 income, 2 increase, 3 tips, 4 rate, 5 plenty of, 6 own, 7 bear. 22
READ the text again and answer the questions.
It’s easy to think that you have plenty of time to start managing your money. 2 It is about saving your money and time. 3 To think of a fruit tree: the three is the capital and the fruit is the income. 4 The big risk is that you will spend too much. 5 To make sure that most of what you repay them is interest and to increase the profits. 6 That they have been ‘specially selected’ to be offered a particular sum of money. 7 They focus on the monthly payments. 1
Mark: I have a savings account already. Bank Clerk: How long have you had it? Mark: I’ve had it since I was 10. My grandparents
set it up for me. Bank Clerk: In that case, we can open a current account for you. Do you want to do that today? And do you want to have a debit card and a chequebook? Mark: Yes, I’d like to open it straight away, please. And I’d like to have a debit card, but I don’t need a chequebook. 25
7.8 LISTEN to the conversation again and say if the sentences are true or false . Correct the false ones.
1 T, 2 F, A savings account gives interest on the money in the account and the current account doesn’t but you can have a debit card and a cheque book, 3 F, No, you can have a debit card and a cheque book with a current account. 4 T , 5 F, He has had it since he was ten. 6 F, His grandparents set up the savings account for him. 7 T , 8 F, He decides to have a credit card but not a cheque book.
S N A L P N O S S E L
SPEAKING 23
WRITING
DISCUSS the money tips in the article on the previous page. Which do you think is the best?
PET Writing – Part 2 26
Student’s activity.
have been very short of money lately and you want to sell something on the Internet. Write an email to your friend. In your email, you must say:
LISTENING 24
7.8 LISTEN to a customer in a bank talking about money. What kind of account has Mark already got?
He has already got a savings account. TRANSCRIPT Mark: Good morning. Can I speak to someone about opening a bank account? Bank Clerk: Certainly, do you want to open a current account or a savings account? Mark: Can you explain the difference? Bank Clerk: A savings account doesn’t have a bank card or a chequebook, but it gives interest on the money in the account. The current account doesn’t give interest, but you can have a debit card and a chequebook if you want. Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2014
SHORT COMMUNICATIVE MESSAGE. You
• • •
why you want to sell something; what you want to sell; who you think might buy it and how you want them to pay. Remember to use the Process language from page 39 of the Student’s Book.
Student’s activity.
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k o o 4 b k t i r n o U W
Units 3-4
Review
SUMMATIVE EXERCISES 8
Sally and a technical adviser with the phrases below.
VOCABULARY & GRAMMAR
R U e n v i i t s e w 3 -4
L E S S O N P L A N S
1
CHOOSE the correct option (A or B). 1 A, 2 A, 3 B, 4 B, 5 A, 6 B, 7 B, 8 A, 9 B, 10 A.
2
CHOOSE the correct word (A, B or C) to 9
CHOOSE the correct answer (A, B, C or D). 1 C, 2 B, 3 A, 4 D, 5 C, 6 B, 7 A, 8 D, 9 B, 10 C, 11 B, 12 C.
10
TRANSLATE the sentences into English. Alex, who is my new classmate, has just given me his new email address. Blogs might/may be popular because they are interactive and people can write about (the) things that interest them. The printer doesn’t work. It must be broken. ‘How long have people exchanged goods and services?’ ‘Since the earliest civilizations.’ ‘How long have credit cards existed?’ ‘Since 1949.’ I use the cash machine/ATM to get money from my account when I need it.
1 C, 2 A, 3 A, 4 B, 5 B, 6 A, 7 C, 8 C.
4
CHOOSE the correct alternative. 1 can’t, 2 must, 3 might, 4 must, 5 can’t, 6 may not. COMPLETE the sentences with the correct relative pronoun.
1 whose, 2 which, 3 who, 4 which, 5 whose, 6 which. 5
COMPLETE the text with the correct form of the words and phrases below.
1 plug in a keyboard, 2 surfing the Net, 3 doanloading, 4 coped with, 5 increasingly, 6 have a credit card, 7 spend money, 8 borrow money, 9 to pay the computer back. 6
CHOOSE the correct alternative. 1 built, in, 2 has liked, since, 3 have you had, Since, 4 have known, for, 5 started, in, 6 has lived, for.
7
CORRECT the mistakes in the sentences. This can’t be my mouse mat. I left it on my desk. John, who has a new email address, has just forwarded some material to me. She tried hard in order/so as not to fail the exam. Do you use your mobile to chat with friends? He has had a debit card for a month. They are always ready to lend money to friends in need. We are interested in opening a current account. I sent an email to ask for further information.
1 2 3 4 5 6 7 8
76
1 What do you want, 2 Does it, 3 Excuse me, 4 Could you repeat that, 5 How do you, 6 do you mind explaining that, 7 Do you mean, 8 is that the same as, 9 if I’ve understood you correctly, 10 is useful for.
complete the sentences.
3
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COMPLETE the phone conversation between
1 2 3 4 5 6
SYLLABUS PLANNER Programmazione per competenze Unit 5 • Feelings and emotions Tempo di svolgimento: 8 ore COMPETENZE Traguardi formativi p P U e r n r o i g c r t o a 5 mm p m e t e a z n o z i e n e
L E S S O N P L A N S
CONTENUTI Indicatori
A quali “Traguardi per lo sviluppo delle com- Che cosa ci si aspetta sappia fare lo studente Su quali conoscenze e abipetenze” mirano le attività didattiche dell’u- che ha raggiunto questi traguardi? lità si sviluppano le comnità? petenze? Utilizzare una lingua straniera per i principali scopi comunicativi ed operativi − comprendere testi scritti e orali relativi a sentimenti ed emozioni − leggere e comprendere brevi testi con tecniche adeguate allo scopo − interagire oralmente in contesti personali relativi a ciò che si prova in particolari situazioni − scrivere un breve testo su tradizioni italiane legate all’amore e al matrimonio − collaborare con i compagni per la formulazione di semplici dialoghi riguardanti i sentimenti
Ascolto (comprensione orale) Funzioni linguistiche − comprendere un dialogo riguardante un − chiedere riguardo a e evento speciale descrivere sentimenti − comprendere un dialogo relativo alla de- − chiedere conferma di scrizione dei sentimenti (Communication quanto si è capito o si p. 50) pensa
Parlato (produzione e interazione orale) − descrivere la propria esperienza relativa ad azioni iniziate nel passato che perdurano nel tempo − comprendere espressioni legate alle emozioni − interagire in modo comprensibile con un compagno per chiedere o fornire semplici Utilizzare testi multimediali informazioni relative agli argomenti stu− utilizzare l’eBook per svolgere gli esercizi diati in maniera interattiva ed esercitarsi a comprendere i prodotti della comunica- Lettura (comprensione scritta) zione audiovisiva (Watch and Learn: ani- − comprendere brevi testi scritti riguardanti mazioni, brani di ascolto e filmati, PET Vi- i portafortuna in diverse culture deo) (BES) − comprendere testi descrittivi su ciò che può rendere felici Utilizzare tecnologie digitali per condurre − comprendere una poesia semplici ricerche − utilizzare Internet per svolgere attività di Scrittura (produzione scritta) laboratorio (Internet lab in Culture and − scrivere frasi utilizzando aggettivi in -ed e Skills p. 53) -ing − scrivere una lettera o email ad un amico Utilizzare gli strumenti fondamentali per raccontandogli i propri problemi una fruizione consapevole del patrimonio artistico e letterario Riflessione sulla lingua − Approaching Literature pp. 54-55 − osservare le parole nei contesti d’uso e impararne il significato Competenze chiave di cittadinanza − osservare la struttura delle frasi e mettere − imparare ad imparare in relazione costrutti e intenzioni comuni− collaborare e partecipare cative (box di Grammar p. 47, p. 49) − acquisire ed interpretare informazioni
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Strutture grammaticali − Present perfect continuous − Present perfect simple vs present perfect continuous − Question tags Lessico − Feelings and emotions − Adjectives: -ed and -ing
ATTIVITÀ DIDATTICHE STRUMENTI DI VALUTAZIONE Attività comunicative Attività per lo sviluppo delle Prove autentiche Preparazione alle competenze chiave e strutturate certificazioni Con quali attività didattiche si raggiunge l’acquisizione dei contenuti e si svi- Con quali strumenti di valutazione (forluppano le competenze? mativa e sommativa) si verifica l’acquisizione dei contenuti e lo sviluppo delle competenze? Ricezione orale Imparare a imparare Nella Teacher’s Gui- PET, Listening Part − ascolto con esercizi di vero / falso − formulare ipotesi sull’uso e costru- de and Tests (prove 4,p.51 zione del present perfect continuous strutturate) Produzione orale e sulle question tags partendo da Testdi fine unità − ripetizione del modello esempi (es. 5 p. 47, es. 6 p. 49) − Standard Test Fila − interazione a coppie usando le − apprendere vocaboli attraverso ani- AeFilaB funzioni e il lessico dell’unità mazioni e utilizzare tabelle per lo − Easy Reading Test − creazione di minidialoghi sulla ba- studio dei vocaboli appresi nel cor- (BES) se di dati so dell’unità (Workbook p. 167) − GuidedTest (BES) − chiedere conferma − esercizi di approfondimentosu lessico e strutture dell’unità (Workbo- Esercizi on line su Ricezione e produzione scritta ok pp. 168-173; Self-Study nell’eBo- ZTE − lettura e domande di comprensio- ok) ne − attività di scrittura per fissare fun- Collaborare e partecipare zioni, lessico e grammatica − collaborare con un compagno per creare dei minidialoghi per descriEsercizi vere da quanto si fanno particolari − esercizi di completamento, riordi- azioni o riguardo a un’esperienza no chesi è rivelata diversa dal previsto − dialoghi e attività di scrittura per (es.8p.47,es.6p.51) memorizzare funzioni, strutture e − collaborare per condurre una breve lessico riflessione e confronto tra la pro− esercizi di role-play pria cultura e quella anglofona (es. − esercizi di consolidamento e po- 6p.53) tenziamento nelle sezioni Extra activity e Self-Study dell’eBook Acquisire ed interpretare l’informazione − comprendere un testo relativo agli Welsh Love Spoons (es. 5 p. 53) − leggere e ascoltare testi relativi alle tradizioni e leggende gallesi (es. 2 p. 52, es. 7-8 p. 53)
S N A L P N O S S E L
Agire in modo autonomo e responsabile − riflettere sui propri errori con l’aiuto della sezione Frequent mistakes , p.49 − perfezionare la pronuncia per migliorare la fluency (The intonation of question tags p. 49) − costruirsi un metodo di studio (Study Skills , p. 53) Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
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e n e o z i n z e a t m e m p m 5 a o r t g i o c n r r e U P p
Unit 5
Feelings and emotions Student’s Book
PRESENTATION AND PRACTICE 1
We’ve been cleaning to sweep away bad luck
OBJECTIVES VOCABULARY
S U t u n i d t e n 5 t ’ s B o o k
L E S S O N P L A N S
The aim of this Unit is to focus on the vocabulary associated with expressing feelings and emotions. Positive and negative emotions are described in various realistic contexts. By the end of the Unit students should be able to express their own feelings and describe emotions with a variety of adjectives and expressions. The Communication section gives a typical dialogue for discussing personal problems and feelings. The PET section speaks about describing emotions in different situations while the Culture and Skills section talks about Wales as a land of romance and legends connected to the idea of good fortune. This is linked to a simple poem about children’s emotions by a Welsh poet in the Approaching Literature section.
emotions Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time. 1
Vocabulary Feelings and emotions Adjectives: -ed and -ing
Pronunciation Intonation: question tags Functions Talking about feelings
Extra activity
DRAG each adjective near its noun. 1 confident, 2 pleased, 3 afraid, 4 thrilled, 5 inspirational, 6 guilty, 7 relieved, 8 miserable, 9 terrifying, 10 ashamed, 11 delighted, 12 jealous. 2
PET practice Listening Part 4 Culture and Skills Welsh love spoons Legends and myths Study Skills: retaining new vocabulary Approaching Literature Poetry: line breaks
3.1 COMPLETE the table with the words below. Listen and check your answers. Then listen and repeat.
Positive brilliant, pleased, inspirational, delighted, confident, relieved, thrilled. Negative afraid, guilty, miserable, annoyed, jealous, ashamed, terrifying.
CONTENTS
Grammar Present perfect continuous Present perfect simple vs present perfect continuous Question tags
Feelings and
LOOK at the two photos below and decide which adjectives from exercise 1 match each picture.
BStudent’s
activity designed to allow them to use some of the adjectives from exercise 1. The students should be encouraged to look through the list of feelings and choose the ones that match each photo best. Picture above: thrilled, pleased, delighted, confident. Picture below: miserable, annoyed, jealous.
Self-study and ZTE The Self-study and ZTE exercises can be employed either to reinforce or review the grammar structures and topic vocabulary of the Unit.
PRESENTATION 3
MATCH the names of the good luck symbols to the pictures (1–5) in the text. Then try to guess their country of origin, choosing from the list (A–E) below. Read the text quickly and check your answers.
1 A, number eight, 2 E, white elephant, 3 D, maneki-neko, 4 B, horseshoe on a love spoon, 5 C, barnstar. 80
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Extra activity
WRITE what happens in each situation, as in the example.
What happens if… 1 You will be unlucky. 2 The weather will be fine. 3 You will be lucky. 4 You will be unlucky. 5 You will be lucky.
Extra activity
THINK of two things that bring good luck and two that bring bad luck. Compare your list with other classmates’.
specific use with very realistic examples, they will remember each use. Trying to explain many different aspects of the present perfect all together tends to overcomplicate things because then students often try to cling to one thing to connect it to Italian, which doesn’t work. The present perfect is learnt best when made to look easy. That’s why we have explained the present perfect continuous in detail only in the Grammar Reference. If the teacher feels it is appropriate to do so, he/she can refer straight away to the grammatical explanation or set it as homework. We believe this is a good way of teaching the perfect tenses as well. A They are continuous actions. B We use have/has + been + -ing form 6
Student’s activity. 4
1 2 3 4 5 6
READ the text again and answer the questions. Because it is considered lucky in Hong Kong. He has been working there for a finance company. It is a white elephant. In Burma they are considered lucky and inspirational because they are rare. He sends her a Japanese maneki-neko, which cheers you up if you’re miserable or annoyed. Because she has passed all her exams and her parents have invited her to Spain on holiday. She has just been relaxing since her exams ended.
WRITE sentences using the present perfect
S N A L P N O S S E L
continuous and the prompts below.
We have been surfing the Net since 8 o’clock in the morning. 2 Has she been working in Los Angeles for a long time? 3 How long has he been studying Latin? 4 I have been trying to phone her for ages. 5 Greg hasn’t been reading a book, because he has been making a cake for the last hour. 6 Sally has been waiting for the bus since 7 o’clock. 7 They haven’t been watching videos since I left. 8 Has she been listening to music for the last hour? 1
Extra activity
LOOK at the evening classes and make GRAMMAR
READ the sentences (1–3) from the text and
Mr Stone has been taking photography lessons since November 4th. 2 Miss Grey has been doing yoga since November 20th. 3 Mrs Ward has been taking cooking lessons since October 21st. 4 Mr Lee has been taking computer lessons since November 12th.
answer the questions (A–B) below.
7
Present perfect continuous BThe
grammar in the course will be introduced through inductive grammar exercises of this kind where students are required to reflect upon the form and the use of the present perfect continuous. 5
sentences with the present perfect continuous, as in the example. Then listen and check.
BThe
present perfect continuous is really a difficult verb tense for Italian students. We believe that when introduced in small, concise bites, students are able to understand how this tense is used in each specific case better. If they are given several different uses and lots of information together, things can become very confusing. When students can memorise a Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
1
COMPLETE the sentences with the present perfect simple or present perfect continuous of the verbs in brackets.
1 has been calling , 2 have called, 3 have you been cooking , 4 have you known, 5 has done, 6 has been doing, 7 have you been playing , 8 have played. 81
k o o B s ’ t 5 n e t i d u n t U S
1 A interested, B interesting, 2 A bored, B boring, 3 A amazing, B amazed, 4 A stimulating, B stimulated, 5 A embarrassing, B embarrassed, 6 A surprised, B surprising.
Extra activity
CHOOSE the correct verb to complete the sentences.
1 have been going , 2 has never come, 3 have been studying, 4 hasn’t finished, 5 has just come back, 6 have you known, 7 have been speaking, 8 Have you ever met. S U t u n i d t e n 5 t ’ s B o o k
L E S S O N P L A N S
2
Student’s activity.
Your turn 8
TRANSCRIPT If you have mostly As: You are an active and positive person who likes to be at the centre of what is going on. You are curious and happy to take a chance at new things. If you have mostly Bs: You enjoy watching and observing what is going on around you. You think carefully before joining in and you prefer not to be the centre of attention. If you have a mixture of As and Bs: You are a balanced person who enjoys participating in what is happening around you but you are also happy to watch and learn.
IN PAIRS ask and answer questions using the present perfect continuous of the verbs below.
BEncourage
the students to practise using the present perfect continuous tense and remind them to use for and since correctly in their answers. Students’ activity. Suggested answer: 1 How long have you been studying English? I’ve been studying English for many years/since the elementary school. 2 How long have you been playing tennis? I’ve been playing tennis since I was seven/for years! 3 Have you been doing anything interesting recently/this week/this month/this year? If so how long have you been doing it? Recently I’ve been reading some interesting books and I’ve been to the cinema a couple of times.
3
Happiness isn’t always easy, is it?
Adjectives:
-ed or -ing Video The Vocabulary pre-lesson video can be given to the students as pre-lesson preparation homework or used at the beginning of class time. 1
3.2 CHOOSE the correct adjectives to complete the quiz. Listen and check your answers. Then listen and repeat.
BTeachers
may want to point out to the students that the adjectives ending in ‘ing’ are active (the equivalent of the Italian interessante, stimolante ) while the adjectives ending in ‘ed’ are passive (the equivalent of the Italian interessato, annoiato ).
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3.4 FORM -ed and -ing adjectives from the verbs. Listen and check your answers. Then listen and repeat.
amuse: amused, amusing challenge: challenged, challenging excite: excited, exciting frighten: frightened, frightening satisfy: satisfied, satisfying tire: tired, tiring
PRESENTATION AND PRACTICE 2
VOCABULARY
3.3 DO the quiz for yourself and then listen to the profiles. Are you an A person or a B person?
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Extra activity
MATCH the adjectives to the pictures. 1 embarrassed, 2 excited, 3 challenging, 4 frightening, 5 amazing, 6 bored. PRESENTATION 4
LOOK at the activities below and discuss which things make you happy. Then read the text quickly and match each one to a famous actor.
Student’s activity. watching films – Hugh Jackman laughing – Jennifer Aniston running – Matthew Rhys learning something new – Kristen Stewart
5
READ the text again and say if the following sentences are true false ones.
or false
. Correct the
1 F, She thinks people can always find something to laugh about. 2 T, 3 T, 4 F, He enjoys jogging in the hills. 5 F, He enjoys watching a film on Friday night with his family or cooking pancakes together on Sunday morning. 6 T. GRAMMAR
Question tags BThe
grammar in the course will be introduced through inductive grammar exercises of this kind where students are required to reflect upon the use and the form of the question tags. 6
Your turn
READ the sentences (1–2) from the text and choose the correct alternative to complete the rules (A–B). Then answer the question below.
9
two negative – about a classmate, choosing from the words below. Then check the information with the classmate using question tags. BEncourage
students to follow the examples given in this writing activity and suggest a few more. You are afraid of the dark, aren’t you? You don’t find that cartoon amusing, do you? You get annoyed easily, don’t you? You find English challenging, don’t you? You aren’t frightened easily, are you? You are relieved when you do well in tests, aren’t you?
alking about feelings Warm-up 1
COMPLETE the sentences with the correct question tag.
BStudents
would be expected to mention problems concerning school, home and relationships. They may possibly also talk about shyness, lack of confidence and communication difficulties. The discussion would then concentrate on who they talk to about their problems. This warm-up should be dealt with fairly rapidly as otherwise it could become over indulgent or difficult for some students. Students’ activity.
1 didn’t you, 2 won’t they, 3 are you, 4 hasn’t he, 5 doesn’t he, 6 will you, 7 can she, 8 aren’t I.
2
CHOOSE the correct question tag for each statement.
3
1 will you?, 2 can they?, 3 aren’t I?, 4 doesn’t she?, 5 was it?, 6 were they?,
1 down, 2 upset, 3 concerned, 4 is just a phase, 5 a lot on my mind.
The intonation of question tags
1 falling, 2 rising, 3 rising, 4 falling, 5 rising, 6 falling. Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
MATCH the highlighted phrases in the dialogue to the words and phrases below that have the same meaning.
PRONUNCIATION
3.5 LISTEN to the examples. Then listen to the sentences and mark the correct intonation.
3.6 LISTEN AND READ the dialogue. Say why Phil is worried and upset.
Phil is worried about his schoolwork and upset about breaking up with his girlfriend.
Extra activity
8
DISCUSS in pairs. Who do you talk to about your problems?
How are question tags formed?
7
S N A L P N O S S E L
COMMUNICATION
A negative, B affirmative.
Auxiliary verb + subject; The auxiliary verb in the question tag is the opposite of the main verb in the preceding sentence. So if the sentence is affirmative, the tag is negative and if the sentence is negative, the tag is affirmative.
WRITE four sentences – two affirmative and
4
1 2 3
ANSWER the questions about the dialogue. He is concerned because Phil hasn’t been playing particularly well lately. Because he has a lot on his mind. No, it has nothing to do with the team. 83
k o o B s ’ t 5 n e t i d u n t U S
4 5
Because he has been finding the homework boring and annoying. He suggests that he tries really concentrating on each football game because physical activity helps you feel better. Extra activity
S U t u n i d t e n 5 t ’ s B o o k
L E S S O N P L A N S
REORDER the dialogue. Teacher: Hi, Jennifer, how’s it going? I’m a bit worried about you. You look miserable. Is anything wrong? Jennifer: You’re right. I’ve been feeling down lately. Maybe it’s because I have a lot on my mind. Teacher: Is there anything troubling you? Jennifer: No, nothing really. I’m just worried about my schoolwork. I can’t concentrate. Teacher: Are your school marks going down? Jennifer: A little. It’s just that I’ve been finding some subjects boring and I’m not stimulated. Teacher: But you’ve always found the work stimulating and exciting in the past, haven’t you? I’m sure you will again. Jennifer: I hope so. I just feel tired, and I’m not interested in anything. Teacher: I know it’s easy to say, but I’m sure this is just a phase. Try and do some physical activity. It will help you feel better. Jennifer: OK, I’ll try. Thanks for listening. 5
ROLE-PLAY the dialogue in pairs. Students’ activity.
6
REWRITE the dialogue talking about different feelings and problems. Remember to use the Key language.
BIt
is important that students reproduce the dialogue closely following the original and using the Key language, like: How’s it going? I’m a bit concerned about you. You haven’t been ... particularly well lately. Is there anything troubling you? I’ve been finding it very difficult to ... Maybe because I have a lot on my mind. That’s probably because you’re feeling down. I know it’s easy to say, but I’m sure this is just a phase. Try ... physical activity helps clear the mind. OK, I’ll try. Thanks for listening. Student’s activity. 84
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Dictation 7
3.7 LISTEN and write down the dialogues.
1 Sarah: Hello, Jane, is anything wrong? You look a bit miserable. It’s not the new maths teacher, is it? Jane: Hi, Sarah. No, I’m just finding it difficult to concentrate at the moment. Maybe it’s because I’ve been sleeping badly recently. 2 A: Good morning, everyone. For the last week we’ve been talking about what brings good or bad luck, so today I want to ask how you feel about it. B: I think some people are lucky not because of any good luck charm but because they’re positive, stimulating people. C: I agree. Some people seem to be angry, annoyed and miserable most of the time, while others are inspirational.
Your turn 8
WRITE a letter or email to a friend describing some problems you have been concerned about lately. Then write a possible reply with some advice. Remember to use question tags.
BBefore
writing the letter the class may discuss common problems – taking advantage of the warm-up discussion at the beginning of the section and also ideas from the role-playing exercise. They should be encouraged to write about one of the problems discussed and not get into anything too personal. If they use an imagined problem, it is also easier to give imagined advice. It is important that they use the present perfect continuous tense, possibly with for or since, correctly and question tags. Student’s activity.
P E T TUTOR Video The PET video can be employed as an introduction to the PET exam in class and/or as reinforcement or revision at home.
Warm-up 1
USE the words below to say how you might feel in the following situations.
1 annoyed, 2 embarrassed, 3 disgusted, 4 satisfied, 5 frightened, 6 interested.
an Indian folk dance, Romanian poetry and a performance of a play by international students. you use to agree (A) and which you use to Ross: Actually, it sounds quite exciting. I thought disagree (D). you might invite me to come with you. 1 A, 2 D, 3 A, 4 D, 5 A, 6 D. Honestly, I was disappointed when you didn’t, and felt a little upset and sorry for myself. 3 READ the statements (1–6) in exercise 4 and Jennifer: Oh, sorry! Now I feel embarrassed. I didn’t underline the key words in each. think you enjoyed exploring new places or BBefore listening to the conversation, as in any meeting new people. listening exercise, students should be encouraged to Ross: Meeting new people doesn’t worry me. But if read the statements or questions connected to the there’s too much confusion, I pay attention to listening text. Reading the statements or questions that instead of the performances. and looking for key words will help them find the Jennifer: And what kind of performance do you like answers when they listen to the text. best? 1 went to an evening, 2 both like, crowded, Ross: My favourite performances are often about 3 expected to invite, 4 enjoy, too much noise, unusual customs or superstitions, you know, 5 interested in, customs, superstitions, 6 sharing good luck and bad luck, that sort of thing. traditions, understanding. Jennifer: Really? I could never like that! I don’t need something which might be frightening or even PET Listening – Part 4 disgusting. 4 3.8 TRUE/FALSE. Look at the six Ross: Anyway, such evenings are memorable steps towards a better understanding, aren’t they? sentences for this part. You will hear a Jennifer: Exactly. It’s great to see the different conversation between a girl, Jennifer, and a communities coming together and young boy, Ross, about a special evening at the people sharing their traditions! Youth Club. Decide if each sentence is The shows ranged from a Welsh music group to correct or incorrect. If it is correct, choose an Indian folk dance, Romanian poetry and a the letter A for YES. If it is not correct, performance of a play by international students. choose the letter B for NO. 1 B, 2 B, 3 A, 4 B, 5 B, 6 A. 5 3.8 LISTEN again and take notes about 2
LOOK at the phrases below and decide which
TRANSCRIPT Ross: You have been to the Youth Club Intercultural Awareness Evening, haven’t you? Jennifer: That’s right. I went last night. It was amazing, with costumes, music, dance and cuisine from around the globe. I’ve been going to the Youth Club for three years, and I’ve never seen such a good event. Ross: So what was it all about? Jennifer: The event brought together young people, their families and performers from almost a dozen of the town’s diverse communities. They were interested in sharing aspects of their respective cultures. Why didn’t you come? Ross: Well, you know I feel annoyed and a bit frightened when there are too many people. Too much noise and confusion! Jennifer: That’s where you’re wrong. It wasn’t too loud! I thought it was fascinating. The shows ranged from a Welsh music group to Idee per insegnare l’inglese con Spiazzi, Tavella, Layton Performer B1 with PET Tutor © Zanichelli 2015
S N A L P N O S S E L
what the evening at the Youth Club was about.
• • • • •
Student’s activity. Suggested answer: The evening at the Youth Club was about Intercultural Awareness. It brought together young people, their families and performers from almost a dozen of the town’s diverse communities. They were interested in sharing aspects of their respective cultures. The shows ranged from a Welsh music group to an Indian folk dance, Romanian poetry and a performance of a play by international students. It was an opportunity to see the different communities coming together and young people sharing their traditions.
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k o o B s ’ t 5 n e t i d u n t U S
Your turn 6
BEncourage
L E S S O N P L A N S
students to describe their personal experience in detail and to use adjectives referring to emotions as required at level B1 as well as question tags to keep the conversation going. Students’ activity. CULTURE AND SKILLS
READ the text again and do the activities below.
IN PAIRS ask and answer questions about an experience which turned out to be different from what you expected. Use the following prompts.
S U t u n i d t e n 5 t ’ s B o o k
5
1 A They have been popular since the 17 th century. B They used to make intricate wooden spoons for their sweethearts to express their love. C They have become one of Wales’s most popular tourist souvenirs because they’re unique to Wales. D Old Welsh jewellery, tapestries and clothing. 2
Wales: land of romance and legends
Symbol
Meaning
Warm-up
anchor bell daffodil diamond heart horseshoe dragon dog
security a wedding or anniversary affection good luck true love good luck and happiness protection and strength good luck, loyalty and the strong bond between human and animal friendship, good luck and intelligence if a pregnant woman hears an owl, her child will be blessed
1
MATCH each picture (A–D) about Wales to the correct caption (1–4).
BThis
exercise allows students to familiarise themselves with some Welsh curiosities, myths and legends. 1 D, 2 C, 3 A, 4 B. 2
READ the text below and answer the questions.
1 2 3
It is famous for its castles, but also for its legends and stories. People believe that Merlin was born in Caerfyrddin (Carmarthen). Two ancient stones known as ‘Meibon Arthur’, or Arthur’s sons.
READING 3
SCAN the text below and make a list of the most popular Welsh symbols of good luck.
The most popular symbols are the ship’s anchor, the bell, the daffodils, diamonds, the heart, the horseshoe and the Welsh dragon, the dog, the dolphin and the owl. 4
MATCH the highlighted words in the text to their Italian translation.
BTake
this opportunity to ask students to read the Study Skills box about learning new vocabulary be fore doing this exercise. 1 bond, 2 blessing, 3 anchor, 4 sweethearts, 5 pregnant, 6 spoons, 7 tapestries, 8 owl. 86
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dolphin owl
WRITING 6
ACROSS CULTURES
WRITE two paragraphs about romantic traditions relating to love and/or weddings in Italy. Try to use the Vocabulary from this Unit.
BStudents should,
for example, refer to the fact that Italian wedding celebrations can be quite long. They often begin with a morning mass, and continue with dancing and feasting. For Italian weddings, it is considered good luck for the bride to wear green the night before the wedding. The colour is said to bring good luck and abundance. To avoid bad luck, the bride is supposed to avoid wearing gold until after her wedding ring is presented. The groom is expected to arrive at the church before the bride (she is expected to be late) and await her arrival. As he waits, the groom’s best man jokes with him about the bride, about whether or not she’ll actually show up to marry him. It is traditional for the bride to come to the wedding with her father, who will