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Language

for
A2
BES Resources

Contents
Introduction�����������������������������������������������������������������������������������������2
Unit 1��������������������������������������������������������������������������������������������������� 8
Unit 2��������������������������������������������������������������������������������������������������12
Unit 3��������������������������������������������������������������������������������������������������16
Unit 4��������������������������������������������������������������������������������������������������20
Unit 5��������������������������������������������������������������������������������������������������24
Unit 6��������������������������������������������������������������������������������������������������28
Unit 7��������������������������������������������������������������������������������������������������32
Unit 8��������������������������������������������������������������������������������������������������36
Unit 9������������������������������������������������������������������������������������������������� 40

Reading comprehension 1–3������������������������������������������������������������ 44


Reading comprehension 4–6������������������������������������������������������������ 46
Reading comprehension 7–9������������������������������������������������������������ 48
Speaking���������������������������������������������������������������������������������������������50
Key phrases: speaking�����������������������������������������������������������������������52
Answer key���������������������������������������������������������������������������������������� 60

1
© Copyright Oxford University Press
BES Resources: Introduction

Bisogni Educativi Speciali disortografia, disgrafia e discalculia (Art. 1


Leg.170/10), che riguardano il tipo di difficoltà
Ogni ragazzo è un individuo con punti di che mostra il singolo studente. La sigla BES,
forza e punti deboli, con peculiari bisogni invece, è un termine-ombrello più ampio
educativi specifici. La scuola di oggi si e complesso, che raccoglie sotto di sé sia
propone di affrontare la sfida di soddisfare le alunni con DSA, sia alunni ‘che presentano
diverse necessità degli alunni e offrire a tutti i una richiesta di speciale attenzione per una
discenti, alunni con Bisogni Educativi Speciali varietà di ragioni’ (Dir. MIUR 22/12/2012).
(BES) inclusi, opportunità di apprendimento Per maggiori dettagli sui BES, si veda la
personalizzato. mappa concettuale a pagina 4.
Language for life è un corso di inglese con
percorsi differenziati e motivanti, concepito Perché dedicare un’attenzione
per rispondere a queste richieste. La sezione
speciale ai BES?
Tests di ognuno dei quattro livelli contiene,
infatti, pagine di potenziamento (Summative Ogni ragazzo ha il diritto di essere incluso
Skills Tests), sono in grado di affrontare in un ambiente scolastico ampio, equilibrato
esercizi più impegnativi, e pagine di recupero, e specifico. Ogni alunno ha diritto a
per gli studenti che necessitano di ulteriore un’educazione inclusiva e adeguata ai propri
pratica e consolidamento. Il materiale bisogni, un’educazione che stimoli, motivi e
contenuto in Language for life BES Resources gratifichi tutte le abilità, un’educazione che
e Tests for students with dyslexia contenuto gli permetta di raggiungere ed esprimere
nel Tests and Resource Book, infine, è stato tutto il suo potenziale.
ideato specificamente per rispondere alle Le direttive in materia, orientate alla
esigenze degli studenti con Bisogni Educativi costruzione di una scuola inclusiva, sono
Speciali. chiare.
Che cosa dice la normativa?
Che cosa sono i Bisogni
Educativi Speciali (BES)? • Costituzione Italiana art. 34: ‘La scuola
è aperta a tutti’;
I Bisogni Educativi Speciali comprendono tre
grandi categorie: • Direttiva MIUR del 27 dicembre 2012:
‘Strumenti di intervento per alunni con
• quella della disabilità; Bisogni Educativi Speciali e organizzazione
• quella dei disturbi evolutivi specifici (come territoriale per l’inclusione scolastica’:
i deficit del linguaggio, delle abilità non • ‘Ogni alunno, con continuità o per
verbali, della coordinazione motoria, i DSA determinati periodi, può manifestare
e ADHD ecc.); Bisogni Educativi Speciali: o per motivi
• quella dello svantaggio socioeconomico, fisici, biologici, fisiologici o anche per
linguistico e culturale. motivi psicologici, sociali, rispetto ai
quali è necessario che le scuole offrano
È molto importante sviluppare un adeguata e personalizzata risposta.
atteggiamento positivo nei confronti dei BES:
• Va quindi potenziata la cultura
• riconoscere che un alunno ha bisogni dell’inclusione e ciò anche mediante
educativi speciali è il primo passo in un approfondimento delle relative
direzione di una strategia didattica in competenze degli insegnanti curricolari,
chiave personalizzata e inclusiva. finalizzata ad una più stretta interazione
Due delle espressioni più comunemente tra tutte le componenti della comunità
usate quando si parla di alunni con bisogni educante.’
speciali sono: Bisogni Educativi Speciali • C.M. n. 8 del 6 marzo 2013: ‘la
(BES) e Disturbi Specifici di Apprendimento Direttiva del 27 dicembre 2012 ridefinisce
(DSA). È frequente la confusione tra BES e completa il tradizionale approccio
e DSA. La sigla DSA indica quei disturbi all’integrazione scolastica, basato sulla
nell’apprendimento come dislessia,

2
© Copyright Oxford University Press
BES Resources: Introduction

certificazione della disabilità, estendendo il • integrare le procedure didattiche


campo di intervento e di responsabilità di quotidiane con mappe concettuali,
tutta la comunità educante all’intera area diagrammi e immagini;
dei Bisogni Educativi Speciali (BES).’
• incoraggiare gli alunni a collegare le
La Direttiva del 27 dicembre 2012 estende esperienze di apprendimento ai loro
a tutti gli studenti in difficoltà il diritto alla saperi pregressi e più in generale
personalizzazione dell’apprendimento, alla loro conoscenza del mondo,
richiamandosi espressamente ai principi riallacciandosi in questo modo al concetto
enunciati dalla Legge 53/2003. dell’insegnamento e dell’apprendimento
per competenze;
I BES non possono essere classificati come
tali una volta per tutte; infatti la C.M. del • usare le nuove tecnologie, come gli eBook
MIUR n.8-561 del 6 marzo 2013 a pagina interattivi e i dizionari online;
3 specifica che i BES degli alunni nell’area
• sfruttare il desiderio innato di apprendere
dello svantaggio socioeconomico, linguistico
degli alunni.
e culturale prevedono interventi verificati nel
tempo, così da attuarli solo fin quando serve. È il caso di sottolineare che ancor oggi spesso
è l’alunno con BES che deve adattarsi alle
Secondo la Direttiva MIUR del 2 dicembre
pratiche tradizionali in classe. La didattica e
2012 le sopra citate categorie di studenti
i libri di testo sono pensati per lo ‘studente
possono essere identificate attraverso tre
tipo’ che per definizione non ha bisogni
strumenti di indagine:
educativi speciali.
• certificazione;
Tuttavia quando un alunno si trova in
• diagnosi; condizioni tali da rendere difficile, o
impossibile l’apprendimento in un contesto
• considerazioni didattiche.
‘normale’, sono le procedure di classe che
Ecco alcune indicazioni utili su come agire devono cambiare, in modo da garantire a
con uno studente con BES: tutti gli alunni di ottenere il massimo dalla
• identificare i problemi dell’alunno in loro istruzione e di raggiungere il loro pieno
ambito scolastico; potenziale.

• valutare la necessità di un intervento Non è affatto sufficiente, quindi, definire


educativo che non rientri nelle tradizionali e identificare gli alunni con BES, è invece
metodologie didattiche; molto importante affrontare i loro
bisogni cambiando il metodo didattico,
• mettere in atto una strategia adattando i materiali di classe e valutando
personalizzata in base alle necessità di la loro prestazione complessiva non sulla
apprendimento individuali dell’alunno. base della domanda ‘Quali obiettivi ha
raggiunto l’alunno?’, ma piuttosto ‘In che
Quali strategie utilizzare? misura l’alunno con BES ha espresso il suo
Le strategie e le metodologie didattiche potenziale?’
dovrebbero essere improntate in modo da: Quando si insegna ad alunni con BES,
• evitare le lezioni tradizionali in cui si è necessario adottare pratiche di classe
richiede agli alunni di copiare dalla diverse dai metodi didattici tradizionali, che
lavagna, completare tabelle e applicare portano solo all’insuccesso degli studenti.
regole imparate a memoria; si dovrebbe Per esempio, con gli alunni con BES bisogna
evitare inoltre di proporre il ciclo classico di essere più flessibili sia per i compiti in classe
presentazione, applicazione e valutazione; che per i compiti a casa, concedere loro più
tempo per le prove scritte e organizzare
• valorizzare al massimo i punti di forza degli interrogazioni programmate in tutte le
alunni, predisponendo materiale didattico materie. Ci vuole quindi una collaborazione
‘su misura’ per rispondere alle esigenze dello che coinvolga tutto il corpo docente in tutte
stile di apprendimento dei singoli alunni;  le materie. 

3
© Copyright Oxford University Press
BES Resources: Introduction

Bisogni Educativi Speciali


(BES)

Svantaggio socio-
Disabilità economico, linguistico e/o
culturale

Disturbi Evolutivi Specifici

Deficit del linguaggio Deficit della


coordinazione motoria

Deficit delle abilità Disturbo da Deficit di


non verbali Attenzione/Iperattività
(ADHD)

Disturbi Specifici di
Apprendimento (DSA)

Dislessia: disturbo
che impedisce o rallenta Discalculia: disturbo che
la decodificazione del si manifesta nell’affrontare
testo scritto i calcoli

Disortografia: disturbo Disgrafia: disturbo specifico


specifico della scrittura che della scrittura che riguarda
riguarda l’ortografia il tratto grafico

Perché per gli alunni con BES discrepanza tra la dimensione fonetica e
grafica. Questo elemento, unito alla necessità
è difficile studiare una lingua di ricordare e applicare numerose regole
straniera? grammaticali, fa sì che imparare l’inglese
Nonostante la curiosità e l’interesse iniziali sembri spesso un compito insormontabile,
che molti studenti mostrano quando specialmente per gli studenti con BES.
imparano una lingua straniera, molti di loro, Tuttavia questi ostacoli possono essere
e in particolar modo gli alunni con BES, superati con strategie di insegnamento
presto si rendono conto delle difficoltà e efficaci che rispondano alle esigenze
del duro lavoro che comporta apprendere individuali degli alunni. In classe questo
nuove lingue. Questo spesso genera un obiettivo può essere raggiunto sia stabilendo
senso di ansia e una generale mancanza con gli studenti finalità e obiettivi chiari,
di motivazione. sia usando materiale graduato come quello
Gli studenti incontrano notevoli difficoltà contenuto in Language for life TRB Tests for
quando imparano l’inglese, perché è students with dyslexia e BES Resources. 
una lingua ‘opaca’, caratterizzata dalla

4
© Copyright Oxford University Press
BES Resources: Introduction

In che modo Language for life • si è fatto ampio ricorso al grassetto per
evidenziare le parole su cui lo studente
BES Resources può aiutare deve focalizzare la propria attenzione;
studenti e insegnanti?
• si sono evitate attività come ricerche di
È importante ricordare che i BES possono parole e anagrammi, introducendole
assumere forme diverse, più o meno lievi, e che solo in una versione molto semplificata
bisogna costruire insieme a ciascuno studente per conservare l’aspetto ludico che è pur
un percorso personalizzato, per superare le sempre importante per l’alunno con BES.
difficoltà del singolo. Di conseguenza, risulta
impossibile costruire materiali standard che Suggerimenti da adottare in
siano adatti per tutti i bisogni specifici e/o
speciali di ogni alunno. classe per insegnare ad alunni
La prima cosa che l’insegnante deve fare con
con BES
uno studente con BES è definire obiettivi • Limitarsi a una consegna per attività.
chiari. Per questo motivo è importante fornire
• Se possibile, usare un’impostazione
una sintesi degli obiettivi di apprendimento
semplice a una sola colonna.
dell’unità didattica, ma anche di ogni lezione,
che sia realizzata in un linguaggio semplice • Massimizzare l’uso di immagini.
e diretto. In questo senso, il Teacher’s Book • Usare per quanto possibile i colori,
di Language for life può costituire un valido soprattutto per le forme grammaticali.
supporto, poiché include tutti gli obiettivi della
lezione che l’insegnante può condividere con • Limitare il carico di produzione scritta
gli studenti. richiesto allo studente.

Per rendere il testo di Language for life più • Non chiedere allo studente di saltare da
accessibile agli alunni con BES, il libro di testo una parte all’altra della pagina.
è stato modificato adottando i seguenti • Cercare di seguire il normale senso di
accorgimenti: lettura da sinistra a destra e presentare
• il libro di testo ha come punto di le informazioni seguendo un ordine
focalizzazione solo il lessico e la grammatica sequenziale.
essenziale e non la produzione scritta; • Limitare o evitare del tutto la lettura ad
• è stato utilizzato un font ad alta leggibilità alta voce.
con un carattere più grande; • Evitare di far copiare dalla lavagna e
• si è evitato di distribuire il testo su due preferire, invece, la distribuzione di
colonne; appunti, presentazioni ecc.

• lo sfondo non bianco aiuta a stancare meno • Utilizzare testi ridotti, non per contenuto
la vista; ma per quantità di pagine.

• la quantità di produzione scritta è stata • Utilizzare mappe concettuali.


ridotta e gli esercizi si basano soprattutto • Incentivare lo studente a usare il PC e il
su attività di abbinamento, True/False, scelta vocabolario elettronico.
multipla o brevi completamenti;
• Evitare domande aperte.
• si sono evitati esercizi grammaticali che
richiedono una riflessione astratta sulla • Fissare interrogazioni e verifiche
lingua; programmate.

• si è fatto ampio uso del supporto visivo • Valutare il contenuto e non la forma.
basando gli esercizi sulle immagini, ove • Privilegiare, nelle verifiche scritte e orali,
possibile; concetti e terminologie utilizzati nelle
• gli esercizi che si focalizzano in particolare spiegazioni.
sullo spelling sono stati eliminati o • Applicare una valutazione formativa e non
notevolmente semplificati; sommativa dei processi di apprendimento. 

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© Copyright Oxford University Press
BES Resources: Introduction

Vocabulary

Language for life A2 Student’s Book

Language for life A2 BES Resources

Nell’esercizio 1 gli allievi hanno due opzioni in grassetto


tra cui scegliere per completare le frasi. Questo è di
supporto agli allievi con BES che appartengono alla
categoria DSA poiché non è richiesta la produzione scritta.

L’esercizio 2, che corrisponde all’esercizio 5 a pagina


46 dello Student’s Book, rinforza il lessico e, rispetto
all’esercizio originale, offre supporto agli allievi attraverso
il wordpool con gli aggettivi da inserire nel testo.

L’esercizio 3 corrisponde all’esercizio 2 a pagina


46 dello Student’s Book, ma, a differenza
dell’esercizio originale, richiede agli allievi di
completare le parole con le lettere mancanti.
C’è uno spazio per ogni lettera mancante, per
aiutare gli allievi nello svolgimento dell’esercizio.

L’esercizio 4 è un adattamento dell’esercizio


4 a pagina 46 dello Student’s Book ed è
abbinato a una traccia audio. Gli alunni
ascoltano i nomi dei luoghi e numerano
le immagini. L’uso delle immagini rende
l’esercizio stimolante e aiuta gli allievi che
hanno difficoltà associate alla parola scritta.
Agli allievi è richiesto di scrivere solo un
numero sotto ogni immagine.

L’esercizio 5 rinforza il lessico attraverso un


esercizio con alternative in grassetto tra le
quali scegliere per completare le frasi.

6
© Copyright Oxford University Press
BES Resources: Introduction

Grammar

Language for life A2 Student’s Book

Gli esercizi 1 e 2 sono un adattamento


dell’esercizio 8 a pagina 45 dello
Student’s Book. L’esercizio 1 si concentra
esclusivamente sulla forma affermativa
Language for life A2 BES Resources dell’imperativo, a differenza dell’esercizio
originale che, invece, include anche la
forma negativa. L’esercizio 2 richiede
all’allievo una riflessione sulla forma delle
frasi. L’allievo deve individuare se le frasi
sono affermative o negative, segnandole
con un + o con un –. Questo limita il carico
di produzione scritta, compito che può
risultare gravoso per gli allievi con BES.

L’esercizio 3 è una versione semplificata


dell’esercizio 8 a pagina 47 dello Student’s
Book. Invece di completare le domande con
le preposizioni e poi affrontare un dialogo
con il compagno, l’allievo deve esclusivamente
completare le frasi con le preposizioni.

L’esercizio 4 è un adattamento
dell’esercizio 11 a pagina 47 dello
Student’s Book. Agli allievi è richiesto
di numerare le immagini nell’ordine
in cui le sentono dalla registrazione
audio. Le immagini sono le stesse di
quelle dell’esercizio originale. Questo
adattamento non prevede produzione
scritta ed è quindi di supporto agli
allievi che hanno difficoltà a scrivere.

L’esercizio 5 corrisponde all’esercizio


10 a pagina 47 dello Student’s Book.
Le parole in grassetto sono un aiuto
visivo per gli allievi.

7
© Copyright Oxford University Press
1 Unit 1 Vocabulary

Daily routines
1 Cerchia l’alternativa corretta.
I wake / go up at seven o’clock.
1 I start school / the school at nine o’clock.
2 I take / have lunch at school.
3 I go to house / home at five o’clock.
4 I look / watch TV in the evening.
5 I do / go to bed at ten o’clock.

2 02  Completa il brano con le parole nel riquadro.


Poi ascolta e controlla.

brush  ​do  ​finish  ​
go  ​
have  ​take

I have breakfast at seven o’clock. After breakfast,


I always (1) my teeth. My sister and I (2)
to school by bus. We (3) a break at eleven o’clock.
I (4) school at four o’clock and I (5) my
homework in my bedroom.

3 Scrivi S (study), F (free time) o M (meal) accanto alle


espressioni. Scrivi solo la lettera.
chat with friends  F
1 go to school 
2 watch TV 
3 have dinner 
4 do homework 
5 have lunch 

8 eight 
© Copyright Oxford University Press
Vocabulary 1
Celebrations
4 Abbina i verbi (1–6) agli oggetti (A–F). Usa un colore diverso
per ogni abbinamento.

1 dance to (A) friends


2 celebrate (B) candles
3 send (C) music
4 visit (D) a parade
5 be in (E) cards
6 burn (F) special days

5 03  Completa le parole con le lettere mancanti.


Poi ascolta e controlla.

Amy’s
BLOG

We celebrate Bonfire Night on 5th November.


I always go with my family and we w a t c h
fireworks in the park. We don’t (1) g _ _ e presents
and we don’t (2) p _ _ u _  decorations because it
isn’t Christmas! It’s a very important celebration in
my grandparents’ town, Lewes. People there
(3) w _ _ _  costumes and they also (4) s _ _ _ 
traditional songs and (5) p _ _ _  music.

 nine  9
© Copyright Oxford University Press
1 Grammar

Present simple: positive & negative


1 Cerchia l’alternativa corretta.
Katy help / helps her friends with their homework.
1 Ben and Dan chat / chats a lot online.
2 Robert study / studies at weekends.
3 Osman go / goes to school by train.
4 I get up / gets up at 10:30 on Saturdays.
5 Harry have / has a big lunch at school.

2 Completa le frasi negative con don’t o doesn’t.


Sam doesn’t live in Manchester.
1 I watch TV in the evenings.
2 Ellen and Molly play computer games.
3 My mum speak French.
4 William play football after school.
5 We study Drama.

Present simple: questions & short answers


3 Completa le domande con do o does.
Where do you live?
1 your sister go to work?
2 What time Greg get up?
3 they have a party at New Year?
4 When the first lesson start?
5 Why you study Spanish? 

10 ten 
© Copyright Oxford University Press
Grammar 1
4 Abbina le domande (1–6) alle risposte (A–F). Usa un colore
diverso per ogni abbinamento.

1 What time do you have (A) In London.


breakfast?
2 Do you have a shower in the (B) No, I don’t.
mornings?
3 Does your sister help with the (C) Yes, they do.
housework?
4 Where does your mum work? (D) At half past seven.
5 What do you do on Sundays? (E) Yes, she does.
6 Do your parents watch TV in (F) We visit our
the evenings? grandparents.

Adverbs of frequency
5 Metti le parole fra parentesi nella posizione corretta.
Segna solo un puntino.
(often) We • have a big breakfast.
1 (always) I get up at seven o’clock.
2 (hardly ever) Mum listens to music.
3 (never) I am late for school.
4 (sometimes) Dad makes dinner.
5 (always) We celebrate Christmas at home.

at, in, on + times


6 Completa le frasi con at, in o on.
Dan plays football on Saturday afternoons.
1 Mum works the morning.
2 Our English lesson starts ten o’clock.
3 Do you send cards Christmas?
4 Film Club starts October.
5 We visit Grandma her birthday. 

 eleven  11
© Copyright Oxford University Press
2 Unit 2 Vocabulary

School subjects
1 Cerchia l’alternativa corretta.


ICT / PSHE 1 Geography / D&T


2 Music / PE 3 Maths / History


4 French / Biology 5 Chemistry / Drama

2 Completa i post con le materie scolastiche nel riquadro.

Art  ​D&T  ​
Italian  ​Music  ​
Physics  ​RE

What’s your favourite subjec t?


Lucas
I’m into Italian because we go to Tuscany every summer
on holiday.
Emily
I’m interested in (1) because I play the piano.
Nick
I’m into (2) because we make things and we sometimes
use computers.
Grace
My favourite subject is (3) – my friends call me Picasso!
Marek
I like (4) because it helps you understand and respect
people from other cultures.
Sara
I’m into (5) . Einstein is my hero!

12 twelve 
© Copyright Oxford University Press
Vocabulary 2
Studying languages
3 04  Numera le frasi nell’ordine in cui le senti.
I always check my answers for errors. 
I usually make notes when the teacher explains things. 
Write your name in your books.  1
How do you spell ‘Saturday’? 
We pronounce ‘eye’ the same as ‘I’. 
Repeat the sentence after me. 

4 Completa le parole con le lettere mancanti.


When you find a new word, ch e c k it in the glossary.
1 What does this word mean? I don’t un _ _ _ _ _ _ nd it.
2 You’re looking out of the window. Please con _ _ _ _ _ ate
on the lesson.
3 Stay at home tonight and r _ _ _ se for tomorrow’s exam.
4 This handwriting is really bad. It’s impossible to r _ _ d it.
5 Do you l _ _ _ _ n to songs in English on the Internet?

Nationalities & languages


5 Completa il diagramma con le parole nel riquadro.

Arabic  ​British  ​
Dutch  ​
German  ​Russian  ​Japanese

UA GES N AT I O N A L
N G ITI
ES
LA
Italian
Spanish Turkish Moroccan
Mandarin
French Greek  German Australian
(1)
(2)   (3) (5)
(4)

 thirteen  13
© Copyright Oxford University Press
2 Grammar

Present continuous: positive & negative


1 Guarda le foto e decidi se le frasi sono T (true) o F (false).


He’s reading a book.  T 1 They’re singing. 


2 They’re drinking.  3 She’s working. 


4 She’s dancing.  5 They’re studying. 

2 Completa le frasi con am, is o are.


We are taking a break now.
1 You studying two languages.
2 He chatting to a friend.
3 I doing my homework.
4 She asking a question.
5 The students wearing school uniforms. 

14 fourteen 
© Copyright Oxford University Press
Grammar 2
3 Segna se le seguenti frasi sono affermative (+) o negative (–).
Amy and Clare aren’t studying.  –
1 I’m learning some new words. 
2 Robert isn’t making lunch. 
3 Mum’s travelling to work. 
4 They’re answering the questions. 
5 I’m not watching TV. 

Present continuous: questions & short answers


4 05  Completa le risposte brevi. Poi ascolta e controlla.
Are you listening to me? Yes, I am .
1 Is your sister making breakfast? Yes, .
2 Am I sitting in your chair? Yes, .
3 Is George studying? No, .
4 Are they going to a restaurant? No, .
5 Are you studying Spanish? No, .

Present continuous v Present simple


5 Segna (✓) le frasi corrette.
(A) She visits her grandmother every Sunday.  ✓
(B) She’s visiting her grandmother every Sunday. 

1 (A) My dad often swims in the sea. 


(B) My dad’s often swimming in the sea. 

2 (A) Cathy does her homework at the moment. 


(B) Cathy’s doing her homework at the moment. 

3 (A) Where do you go now? 


(B) Where are you going now? 

4 (A) Do they walk to school every day? 


(B) Are they walking to school every day? 

5 (A) I don’t wear my new jeans today. 


(B) I’m not wearing my new jeans today.   

 fifteen  15
© Copyright Oxford University Press
3 Unit 3 Vocabulary

Food & drink


1 Abbina le parole nel riquadro alle immagini.

chocolate  ​
egg  ​
fish  ​
milk  ​
rice  ​
tomato


egg 1 2


3 4 5

2 Scrivi F (fruit), V (vegetable), D (drink) o DP (dairy product)


accanto alle parole. Scrivi solo la lettera.
tea  D 1 orange  2 potato 
3 cheese  4 onion  5 apple 
6 butter  7 fruit juice 

3 Completa i nomi dei cibi o delle bevande con le lettere


mancanti.
A lot of people drink c o f f e e at breakfast time or
after lunch.
1 Ham and chicken are types of m _ _ _ .
2 This long yellow fruit is a b _ _ _ _ _ .
3 You need br _ _ _  to make a sandwich.
4 People like drinking f _ _ _ _ d _ _ _ _ s, but they contain
a lot of sugar!
5 In the UK, people often eat fish with ch _ _ s. 

16 sixteen 
© Copyright Oxford University Press
Vocabulary 3
4 Cerchia l’alternativa corretta.
a bar of chicken / chocolate
1 a bowl of cereal / tea
2 a can of aubergines / cola
3 a carton of milk / tuna
4 a loaf of bread / nuts
5 a slice of salad / ham

Health & lifestyle


5 Abbina gli aggettivi (1–6) agli opposti (A–F).
Usa un colore diverso per ogni abbinamento.

1 ill (A) underweight


2 lazy (B) unhealthy
3 strong (C) safe
4 dangerous (D) active
5 healthy (E) weak
6 overweight (F) well

6 06  Completa le frasi con gli aggettivi nel riquadro.


Poi ascolta e controlla.

dangerous  ​fi t  ​ill  ​lazy  ​
strong  ​tired

Extreme sports are cool to watch, but they’re sometimes


dangerous .
1 A person doesn’t help at home.
2 It’s easy to move heavy things when you’re .
3 When you feel  , you see a doctor.
4 When you feel very  , you go to sleep.
5 You become when you exercise a lot. 

 seventeen  17
© Copyright Oxford University Press
3 Grammar

Countable & uncountable nouns


1 Scrivi C (countable) o U (uncountable).
milk  U
1 soup  2 apple  3 aubergine 
4 cheese  5 cereal  6 potato 

some & any


2 Completa le frasi e le domande con some o any.
There’s some cheese on the table.
1 We haven’t got fizzy drinks for the party.
2 Is there coffee in the kitchen?
3 Tom’s buying bread and butter.
4 Have we got lettuce for the salad?
5 We always have nuts in the house at Christmas.

much, many, a lot of / lots of


3 Segna (✓) le frasi corrette.
(A) I eat a lot of fruit.  ✓
(B) I eat much fruit. 

1 (A) Laura doesn’t eat much crisps 


(B) Laura doesn’t eat many crisps. 

2 (A) Do you eat much eggs? 


(B) Do you eat many eggs? 

3 (A) Have we got much yogurt? 


(B) Have we got many yogurt? 

4 (A) You drink much tea! 


(B) You drink a lot of tea! 

5 (A) I don’t want many fruit juice. 


(B) I don’t want much fruit juice.   

18 eighteen 
© Copyright Oxford University Press
Grammar 3
4 Cerchia l’alternativa corretta.

An Olympic diet – how much / many


food is good for you?

If you compare yourself to an Olympic swimmer,


you probably don’t eat (1) much / many food.
Olympic swimmers train for hours every day
so they need (2) lots of / much food. They eat
(3) much / a lot of eggs or other protein at
every meal. They also eat (4) lots of / much
carbohydrates, like rice or pasta. Exactly
(5) how much / how many calories do they need?
Incredibly, about 10,000 calories a day!

5 Completa le domande con una parola per ogni spazio.


How much bread do we need?
1 many eggs do you eat in a week?
2 Do you drink lot of water every day?
3 How sugar do you put in coffee and tea?
4 Do they eat lots snacks between meals?
5 How people in your class are vegetarians?

Verb + -ing
6 07  Numera le frasi nell’ordine di preferenza da 1 a 5.
Poi ascolta e controlla.
Emily doesn’t mind cooking. 
Maria can’t stand cooking. 
Helen likes cooking. 
Oliver doesn’t like cooking. 
William loves cooking.  1  

 nineteen  19
© Copyright Oxford University Press
4 Unit 4 Vocabulary

Describing places & things


1 Cerchia l’alternativa corretta.
How far / hot is your house from your school?
1 How cold / long is Siberia in winter?
2 How tall / fast is your Internet connection?
3 How rich / high is Mount Everest?
4 How long / far does it take you to get to school?
5 How tall / wide is the river here?

2 Completa la mail con gli aggettivi e avverbi nel riquadro.

big  ​
busy  ​
cold  ​far  ​modern  ​old

Hi Carl
I’m in Mexico City on holiday! Mexico City is really
big – the population is 21 million, and the city centre
is really (1) with all the people. We’re staying
in the (2) part of town − some of the buildings
around here are from the 1500s. But there are some really
(3) areas, too. Our hotel isn’t (4) from
most of the important places. I’m having a great trip but
the weather is just like England – (5) and rainy!
Megan
RE P LY S HAR E

Places in a town
3 Completa le parole con le lettere mancanti.
‘I like to walk there and sit under the trees.’ = in the p a r k
1 ‘It’s a good place to learn about the history of this town.’
= at the m _ _ _ _ m
2 ‘What time does the pool open?’ = at the s _ _ _ _ s  c _ _ _ _ e
3 ‘I’d like a cappuccino and a piece of cake, please.’ = at the c _ _ é
4 ‘I live on the third floor.’ = in a b _ _ _ k of f _ _ ts
5 ‘Ambulances arrive here all the time.’ = at the h _ _ _ _ _  al 

20 twenty 
© Copyright Oxford University Press
Vocabulary 4
4 08  Numera le immagini nell’ordine in cui le senti.


A B


C D 1


E F

5 Cerchia l’alternativa corretta.


You get books in a supermarket / library, but you can’t
buy them.
1 People go to a restaurant / monument for a big meal.
2 A department store / sports centre is a big shop.
They sell lots of different things.
3 Most people buy food at a block of flats / supermarket.
4 A church / hotel is a religious place for Christians.
5 You can leave your car in a pedestrian street / car park. 

 twenty-one  21
© Copyright Oxford University Press
4 Grammar

Imperatives
1 Completa le frasi con i verbi nel riquadro.

Check  ​Drink  ​Get up  ​Give  ​Help  ​Listen

Drink a lot of water. It’s good for you.


1 ! It’s very late.
2 your books to the teacher.
3 to this music. It’s fantastic!
4 your answers at the end of the exam.
5 me with the housework, please.

2 Segna se le seguenti frasi sono affermative (+) o negative (–).


Get some milk from the fridge. +
1 Don’t touch that computer, please!
2 Send me a photo!
3 Put your bags on the table!
4 Don’t forget Mum’s birthday!
5 Don’t eat that pizza!

at, in, on + places


3 Completa le frasi con at, in o on.
Max is standing on the bridge.
1 Jan’s watching a film the cinema.
2 Steve lives that block of flats.
3 There’s a parade this square today.
4 Our classroom’s the third floor.
5 I usually celebrate my birthday home. 

22 twenty-two 
© Copyright Oxford University Press
Grammar 4
Prepositions of movement
4 09  Numera le immagini nell’ordine in cui le senti.


A B 1


C D


E F

5 Cerchia l’alternativa corretta.


The students are walking along / opposite a
pedestrian street.
1 My block of flats is up / next to a park.
2 Go past / at the monument and turn right.
3 If I continue down / in front of this road, what’s at the end?
4 We need to go on / over this bridge to get to the station.
5 The building opposite / around the supermarket is a bank. 

 twenty-three  23
© Copyright Oxford University Press
5 Unit 5 Vocabulary

Describing people
1 Completa la tabella con le parole nel riquadro.

blue  ​short  ​slim  ​square  ​straight  ​tall

Hair long, short  , medium-length, (1)  ,


wavy, curly, spiky, blonde, red, brown, black, grey
Eyes brown, green, (2)  , grey
Face thin, (3)  , long, round
Height short, average height, (4)
Build (5)  , average build, muscular, large

2 Guarda le foto e completa le descrizioni di Aidan e Callum.

AIDAN C A L LUM

hair.
AI DA N has got short bl onde
. He hasn’t
It isn’t curly – it’s (1) sp
got a (2) sq face – it’s quite

(3) r . He’s got blue eyes.

t
CA LLU M is quite muscular. He’s go
(5) br hair and
(4) sh
brown eyes.

24 twenty-four 
© Copyright Oxford University Press
Vocabulary 5
3 Abbina la parte iniziale (1–6) a quella finale (A–F).
Usa un colore diverso per ogni abbinamento.

1 Your face isn’t round. It’s (A) tall.


2 Daisy’s hair isn’t light brown. It’s (B) thin.
3 That singer isn’t short. She’s (C) moustache.
4 Jack’s eyes aren’t brown. They’re (D) green.
5 Ed hasn’t got a beard, but he’s got a (E) straight.
6 My hair was curly, but now it’s (F) dark brown.

Irregular verbs
4 10  Cerchia l’alternativa corretta. Poi ascolta e controlla.

When I learnt / went to school yesterday,


I (1) bought / found 50 euros in the street.
That was a good start! In the afternoon there
was a concert and I (2) flew / sang in front of
the school! When I (3) got / began home,
I (4) sent / made dinner for all the family.
After that, I (5) had / became a shower.

5 Completa i minidialoghi con i verbi nel riquadro.

cost  ​flew  ​
found  ​
sent  ​spoke  ​taught

1 A You spoke to the waiter in Italian!


B Yes, well, my grandfather was Italian, so he (1)
me some words and then he (2) me some
Italian books for my birthday.

2 A My mum and dad (3) to Amsterdam for the


weekend.
B That’s an expensive weekend!
A No, not really. They (4) a cheap hotel.
It (5) 30 euros! 

 twenty-five  25
© Copyright Oxford University Press
5 Grammar

Order of adjectives
1 Metti le parole fra parentesi nella posizione corretta.
Segna solo un puntino.
(short) Alex has got • spiky hair.
1 (blue) Adam’s got big eyes.
2 (muscular) Ramirez is a tall football player.
3 (curly) Leah’s got red hair.
4 (blonde) Amy’s got long straight hair.
5 (small) I’ve got green eyes.

Past simple: positive & negative (be & regular verbs)


2 Segna se le seguenti frasi sono affermative (+) o negative (–).
We weren’t at school yesterday.  –
1 The tennis match was exciting. 
2 I didn’t study last night. 
3 The journey wasn’t very long. 
4 They stayed in London last weekend. 
5 They were tired this afternoon.   

Past simple: positive & negative (irregular verbs)


3 Cerchia l’alternativa corretta.
They the film in Australia.
A maked B made

1 That singer blonde hair last year.


A had B haved

2 I a story for the competition.


A writed B wrote

3 Amy the new film at the weekend.


A didn’t see B didn’t saw

4 We to Spain last summer.


A didn’t flew B didn’t fly

5 I home early last Friday.


A didn’t get B didn’t got

26 twenty-six 
© Copyright Oxford University Press
Grammar 5
Past simple: questions & short answers
4 Cerchia l’alternativa corretta.
1 A Did / Were you meet Mel’s sister at the concert?
B Yes, I did / met.

2 A Did your parents bought / buy that new phone for you?
B No, they did / didn’t.

3 A Jake asked / Did Jake ask the teacher about the exam results?
B No / Yes, he did.

Subject v object questions


5 11  Abbina le domande (1–6) alle risposte (A–F). Usa un colore
diverso per ogni abbinamento. Poi ascolta e controlla.

1 Who did you phone earlier? (A) My dad drove her to


the station.
2 Who phoned you earlier? (B) Emma saw him.
3 Who drove your grandma to the (C) I phoned Emma.
station?
4 Who did your mum drive to the (D) She saw Dad.
station?
5 Who saw Grandad this morning? (E) She drove my brother
to the station.
6 Who did Grandma see yesterday? (F) Harry phoned me.

 twenty-seven  27
© Copyright Oxford University Press
6 Unit 6 Vocabulary

Time & numbers


1 12  Completa la tabella con le parole nel riquadro,
in ordine di grandezza. Poi ascolta e controlla.

couple  ​decade  ​
dozen  ​
hundred  ​
minute  ​week

Time minute  , (1)  , (2)


Numbers (3)  , (4)  , (5)

2 Numera i periodi di tempo da 1 (= il più corto) a


6 (= il più lungo).
a century 
a fortnight 
a day 
an hour  1
a month 
a year 

3 Completa le parole con le lettere mancanti.

0 = n o u ght

1 1 4 = a  q  _ _ rt _ r

2 1 3 = a  th _ rd

3 1 2 = a  h _ lf

4 1,000 = a  th _ _ s _ nd

5 1,000,000 = a  m _ ll _ _ n 

28 twenty-eight 
© Copyright Oxford University Press
Vocabulary 6
Jobs
4 13  Numera le immagini nell’ordine in cui le senti.

A B 1 C

D E F

5 Abbina l’inizio delle frasi (1–6) alle conclusioni (A–F).


Usa un colore diverso per ogni abbinamento.

1 Ruth’s a good musician (A) she’s very good with


because numbers.
2 The new student talked to (B) she practises a lot.
the counsellor because
3 Sophie’s an excellent (C) she’s cooking every
accountant because day.
4 Mum saw her manager (D) she had a problem at
because school.
5 Jodie wants to be a chef so (E) she’s very organised.
6 Alice is a great personal (F) she had problems at
assistant because work.

6 Completa le frasi con i nomi dei lavori nel riquadro.

architect  ​lawyer  ​nurse  ​
manager  ​photographer  ​politician

A manager directs a group of people in a company.


1 A works with the doctors in a hospital.
2 An designs buildings.
3 A needs votes at elections.
4 A professional takes pictures with an expensive camera.
5 You contact a when you have an important legal problem.

 twenty-nine  29
© Copyright Oxford University Press
6 Grammar

Comparative & superlative adjectives


1 Cerchia l’alternativa corretta.
London is the bigger / bigger than Rome.
1 Your café is most popular / more popular than Luigi’s restaurant.
2 The museum is oldest / older than the art gallery.
3 Do you think French is more easier / easier than English?
4 Are the shops in your town better / the better than these shops?
5 I think city holidays are more interesting / most interesting than
beach holidays.

2 Scrivi il superlativo dei seguenti aggettivi.


difficult the m ost d ifficult
long the l ongest
1 happy the h
2 good the b
3 nice the n
4 energetic the m  e
5 fit the fit

3 Completa la seconda frase con il superlativo dell’aggettivo


nella prima frase.
Come and look at this beautiful bird! It’s the most beautiful
bird in the zoo.
1 That’s an expensive phone. I think it’s the
phone in the shop.
2 Algeria is a very large country. It’s the
country in Africa.
3 That monument in the square is really old. It’s the
monument in our city.
4 My sister’s hair is very curly. She’s got the
hair in our family.
5 This video game is very interesting. It’s the
game on my tablet. 

30 thirty 
© Copyright Oxford University Press
Grammar 6
4 Cerchia l’alternativa corretta.

Marita Koch was born in Germany


in 1957. At school she was a very fast
runner and she won races against
boys her. At university she first
studied Medicine, but then she
decided that athletics was a (1)
career for her.
On 6 October 1985, she ran the 400
metres in 47.60 seconds. This was (2) any woman
before her, but that isn’t (3) incredible thing
about her time. More than 30 years later, it’s still
(4) time in the world! It’s probably (5) world
record in athletics.

A older B older than C oldest


1 A better B best C most
2 A faster than B fast C fastest
3 A more B most C the most
4 A the most B best C the best
5 A oldest B the oldest C older

can & could (ability)


5 Completa le frasi con can, can’t, could o couldn’t.
Grandma could play tennis when she was younger.
1 Simon play the piano. He’s very good.
2 Dad come to the match because he was at
the office.
3 Jade write when she was seven?
4 I dance. I’m terrible!
5 We bought the tickets at the shop because we
buy them online. 

 thirty-one  31
© Copyright Oxford University Press
7 Unit 7 Vocabulary

Holidays
1 Scrivi T (type of holiday) o A (activity) accanto alle
espressioni. Scrivi solo la lettera.
skiing trip  T
1 take photos 
2 city break 
3 cruise 
4 sunbathe 
5 meet local people 

2 14  Osserva le attività (1–8) e segna (✓) quelle che senti.


1 go snorkelling  ✓
2 buy souvenirs 
3 swim 
4 dive 
5 enjoy the views 
6 cycle 
7 explore the rainforest 
8 go sightseeing 

3 Cerchia l’attività più appropriata per ciascun tipo di vacanza.


city break: take photos / swim
1 beach holiday: sunbathe / cycle
2 safari: dive / enjoy the views
3 backpacking holiday: go snorkelling / trek
4 conservation holiday: meet local people / buy souvenirs
5 cruise: explore the rainforest / sail

32 thirty-two 
© Copyright Oxford University Press
Vocabulary 7
The weather
4 Abbina le parole alle immagini.

fog  ​
ice  ​
lightning  ​rain  ​snow  ​wind


lightning 1


2 3


4 5

5 Cerchia l’alternativa corretta.


Take an umbrella. It’s dark and cloudy / icy outside.
1 Let’s go sailing. It’s windy / snowy.
2 Our dog likes getting wet when the weather’s sunny / rainy.
3 You can’t see far today. It’s windy / foggy!
4 Be careful. Don’t run! It’s stormy / icy today.
5 We’re playing volleyball on the beach because it’s sunny / foggy.

6 Numera gli aggettivi da 1 (= il più freddo) a


6 (= il più caldo).
warm  cold  cool 
boiling  freezing  1 hot 

 thirty-three  33
© Copyright Oxford University Press
7 Grammar

be going to
1 Completa la mail con i verbi nel riquadro.

are going to  ​’s going to  ​’m going to

Hi Stefan, How are things? My mum ’s going to


drive me to my grandparents’ house in Wales next week.
I (1) have a holiday with them for ten days.
My parents (2) stay at home this year because
my dad (3) paint the house and my mum
(4) work all August. After my trip, I think I
(5) relax at home for the rest of the summer!
Luke

2 Completa le risposte brevi.


Are they going to come?   No, they aren’t.
1 Is he going to call you?   Yes,
2 Are you going to ask Dad?   Yes,
3 Is she going to invite him?   No,
4 Is Marco going to do his homework?   No,
5 Are your friends going to meet us?   Yes,

will / won’t
3 15  Completa l’intervista con will o won’t. Poi ascolta e controlla.

DreamTime magazine talks to travel expert


Kelly Jones about the future of travel.
How will holidays change in the future, Kelly?
Technology (1) help us a lot on holiday. For a start,
translation apps (2) become better, so people
(3) have any language problems. We (4)
carry money or credit cards either. We (5) pay for
things with our smartphones.

34 thirty-four 
© Copyright Oxford University Press
Grammar 7
Present continuous: future arrangements
4 Segna (✓) le frasi corrette.
(A) She’s having her birthday party on Friday night.  ✓
(B) She having her birthday party on Friday night. 
1 (A) I’m not going out tonight. 
(B) I don’t going out tonight. 

2 (A) Does he meet Beth at the café? Yes, he is. 


(B) Is he meeting Beth at the café? Yes, he is. 

3 (A) What time David is phoning us tomorrow? 


(B) What time is David phoning us tomorrow? 

4 (A) Paula trains in the gym tomorrow with the basketball


team. 
(B) Paula’s training in the gym tomorrow with the
basketball team. 

5 Are they going to the art gallery next Saturday?


(A) No, they aren’t. 
(B) No, they don’t. 

be going to v will v Present continuous


5 Cerchia l’alternativa corretta.
A What will you do / are you doing tonight?
B I (1) ’ll meet / ’m meeting Sophie at the gym.
A I think I (2) ’ll do / ’m doing some exercise, too!
B What are you (3) doing / going to do?
A I don’t know exactly, but I (4) ’m not going to / won’t
play video games all evening! I want to do something
more active. Maybe I (5) ’ll go / ’m going jogging. 

 thirty-five  35
© Copyright Oxford University Press
8 Unit 8 Vocabulary

Survival skills
1 16  Numera le espressioni nell’ordine in cui le senti.
find drinking water  make a noise 
build a shelter  catch fish  1
light a fire  avoid snakes 

2 Abbina i verbi (1–6) agli oggetti (A–F). Usa un colore diverso


per ogni abbinamento.

1 follow (A) wild berries


2 climb (B) animals for food
3 build (C) warm
4 hunt (D) animal footprints
5 pick (E) a mountain
6 keep (F) a raft

3 Cerchia l’alternativa corretta.


Let’s take those pieces of wood. We can use / light a fire.
1 Maybe this path goes to a village. Let’s follow / cook it.
2 The fruit on that tree is poisonous, so don’t pick / catch it.
3 Which way is east? We need to keep / find the sun.
4 It’s a very tall tree, but I think I can climb / build it.
5 That’s a jaguar! Don’t run away / stand still or it might run
after you. 

36 thirty-six 
© Copyright Oxford University Press
Vocabulary 8
Survival equipment
4 Abbina le parole nel riquadro alle immagini.

compass  ​first-aid kit  ​insect repellent  ​lighter  rope  ​torch


rope 1 2


3 4 5

5 Completa le frasi con le parole nel riquadro.

hat  ​knife  ​mirror  ​rucksack  ​sleeping bag  ​suncream

You should wear a hat when it’s very sunny.


1 You carry your equipment and clothes in a .
2 You use a to cut a rope.
3 You can use a to send a signal with the sun.
4 You should always use when the sun is hot.
5 You should use a to keep warm at night. 

 thirty-seven  37
© Copyright Oxford University Press
8 Grammar

1st conditional: will & might


1 Abbina l’inizio delle frasi (1–6) alle conclusioni (A–F).
Usa un colore diverso per ogni abbinamento.

1 I’ll make a fire (A) if you don’t help them.


2 If you avoid strange plants, (B) he might find some people.
3 They might be angry (C) if they feel hungry.
4 If she sees a snake, (D) she’ll run away.
5 They’ll eat fruit (E) you’ll be safe.
6 If he follows the river, (F) if you find some wood.

2 Cerchia l’alternativa corretta.


Will they build a shelter if we help / ’ll help them?
1 If it’s very hot on holiday, they buy / might buy some
cooler clothes.
2 She won’t / doesn’t watch the film tonight if she feels tired.
3 If we buy a better tent, do / will you come camping with us?
4 Will you make dinner if I light / will light a fire?
5 Unless she brings / doesn’t bring a sleeping mat, she’ll be
uncomfortable.

3 Completa le frasi con le parole nel riquadro.

doesn’t  ​don’t  ​if  ​unless  ​will  ​won’t

They’ll wait for me if I’m late.


1 If it’s a cold day, I wear a coat.
2 We won’t catch the train we run.
3 If you eat breakfast, you might be hungry later.
4 They play football if it rains.
5 If Oliver study more, he won’t pass his exams. 

38 thirty-eight 
© Copyright Oxford University Press
Grammar 8
must v should
4 Cerchia l’alternativa corretta.
Maybe we must / should stop and have a rest.
1 You mustn’t / shouldn’t light a fire in this National Park.
It’s forbidden.
2 I mustn’t / shouldn’t take all these things with me.
My rucksack will be really heavy.
3 You should / must go to bed early because we’re leaving
at 5 a.m. tomorrow!
4 You shouldn’t / mustn’t pick the flowers. That’s the rule.
5 We should / must drink some water, or we’ll be ill.

5 17  Completa le regole del centro sportivo con must,


mustn’t, should o shouldn’t. Poi ascolta e controlla.

RIVERSID E
Sports Centre
All visitors must follow the rules at the
sports centre. This is very important!
1 You bring expensive watches or
jewellery to the sports centre. We really don’t
recommend this.
2 You run near the swimming pool.
This is completely forbidden!
3 You walk or cycle to the sports centre
if possible, because the car park isn’t very big.
4 Children under the age of twelve
come to the sports centre without an adult.
This is against the rules.
5 You leave the sports centre before
8 p.m. The doors close at exactly 8 p.m.

 thirty-nine  39
© Copyright Oxford University Press
9 Unit 9 Vocabulary

Events
1 18  Leggi gli eventi (1–8) e segna (✓) quelli che senti.
1 performance ✓ 5 dancing 
2 funfair  6 festival 
3 race  7 demonstration 
4 street party  8 comedy show 

2 Completa le descrizioni con le parole nel riquadro.

carnival  ​concert  ​
gig  ​play  ​procession  ​re-enactment

a piece of writing which you see at the theatre = play


1 a large, formal music event, especially for classical music =

2 a yearly celebration with music, dancing and costumes =

3 an event where people wear historical costumes and do things


to celebrate something that happened a long time ago =

4 an event where people walk through the streets to celebrate a


religious or historical event =
5 an informal music event, often small, and especially for pop
and rock music =

3 Completa le parole con le lettere mancanti.

Hayfield Village Festival  Sunday 21st August

• 10 km r a c e around the village. Who will win?


• (1) ex _ _ _ _ tion of paintings by local artists
• live (2) co _ _ _ y sh _ _ : you’ll laugh until you cry!
• (3) b _ _ _ ecue: sausages and burgers from local farms!
• (4) f _ _ _ _ _ r with games and rides: fun for all the family
• (5) d _ _ _ ing until midnight to the music of local bands

40 forty 
© Copyright Oxford University Press
Vocabulary 9
Past participles
4 Cerchia il participio passato nelle seguenti frasi.
I’ve driven a Ferrari!
1 Mum has made me a birthday cake.
2 My friend’s ridden a camel.
3 Chloe has won three tennis competitions.
4 I’ve found some money.
5 My grandparents have never bought a computer.

5 Abbina i verbi (1–6) ai participi passati (A–F).


Usa un colore diverso per ogni abbinamento.

1 think (A) slept


2 sleep (B) fallen
3 be (C) read
4 fall (D) written
5 read (E) thought
6 write (F) been

6 Completa le frasi con i participi passati nel riquadro.

done  ​flown  ​given  ​had  ​met  ​said

Grandma’s never flown in a plane.


1 My parents have never me expensive presents.
2 I’ve never a famous person.
3 What’s the most exciting thing you’ve ever ?
4 Have you ever dinner in that restaurant?
5 My boyfriend has never ‘I love you’ to me! 

 forty-one  41
© Copyright Oxford University Press
9 Grammar

Present perfect: ever & never


1 Abbina le frasi (1–6) alle frasi (A–F). Usa un colore diverso
per ogni abbinamento.

1 Dan’s good at art. (A) We’ve tried it a few times.


2 What’s Rome like? (B) I’ve never met her.
3 Gary is nice, but I don’t (C) She’s written five books.
know his wife.
4 My aunt is an author. (D) He’s painted lots of
amazing pictures.
5 I don’t know Anna. (E) He hasn’t introduced us.
6 Japanese food is great. (F) I’ve never visited it.

2 Segna se le seguenti frasi sono affermative (+) o negative (–).


We haven’t flown in a plane.  –
1 They’ve acted in a play. 
2 Emma hasn’t studied French. 
3 Dad hasn’t been to Scotland. 
4 Jack’s played golf. 
5 I haven’t written any songs. 

3 Completa le frasi con ever o never.


Have you ever seen a snake?
1 Greg’s travelled outside the USA.
2 Has Kelly cooked a meal?
3 Have Dan and Zoe slept in a tent?
4 I’ve drunk coconut milk.
5 Olivia and Rob have visited London.

42 forty-two 
© Copyright Oxford University Press
Grammar 9
4 Scrivi frasi vere per te con le espressioni nel riquadro.

I’ve made / I’ve never made  ​I’ve slept / I’ve never slept  ​


I’ve sung / I’ve never sung  ​I’ve swum / I’ve never swum  ​
I’ve won / I’ve never won  ​I’ve written / I’ve never written

  I’ve never slept on a beach.


1 a competition.
2 in a concert.
3 in the sea in winter.
4 a cake.
5 a poem.

Present perfect v Past simple


5 19  Cerchia l’alternativa corretta. Poi ascolta e controlla.

I born in London and I (1) there until I was


eight. Then we (2) to Birmingham for my dad’s
job. I (3) studying Law at the University of Exeter
two years ago, so I (4) in three towns in the UK.
I (5) to lots of other countries with my family, too.

A was B have been


1 A stayed B have stayed
2 A moved B have moved
3 A started B has started
4 A lived B have lived
5 A travelled B have travelled

 forty-three  43
© Copyright Oxford University Press
1–3 Reading comprehension

1 20  Ascolta e leggi il brano. Decidi se le frasi sono


T (true) o F (false).
Our schools

Emma’s school
At the Grizedale Forest School students always study in
the fresh air in the forest. There isn’t a classroom and there
aren’t any formal lessons. The students learn a lot about
nature and they enjoy building things.

At Emma’s school they don’t sit at desks and


they don’t have a board.  T
Emma studies in a classroom.  F

Daniela’s school
Students at Saint John’s School don’t go home after lessons.
They live at the school. They do homework there and have
dinner in the canteen. There are lessons from Monday to
Friday and also on Saturday mornings.

1 Daniela has lunch at home every day.  


2 Daniela goes home on Friday evening.  

44 forty-four 
© Copyright Oxford University Press
Reading comprehension 1–3

Fiona’s school
At Stoneford School the teachers want happy students!
There are never any exams and the students choose their
lessons every day. There aren’t any obligatory lessons.

3 Fiona’s teachers want her to be free at school.


They don’t think exams are important.  

Harry’s school
Lots of students don’t go to school. They study at home.
The Cyber School helps these students. Their teachers aren’t in
a classroom, students chat to them online! They have lessons
together in a virtual classroom and use email for all their
homework.

4 Harry goes to school for his lessons and


does his homework at school.  
5 Harry has lessons on his computer and chats
to his teachers online.  

Jonathan’s school
Dawson’s Academy is for students who are very good at
music. They have normal lessons in the morning, but in the
afternoon they practise their music. They often have concerts.

6 Jonathan isn’t good at music.  

Teresa’s school
Cliff College is a special school for students who don’t pass
their school exams the first time. Students who don’t get
good results in their exams come to Cliff College and do an
intensive course. They revise their subjects and do their exams
again in June.

7 Students study at Cliff College for two years.  


8 Teresa’s repeating some exams.   /8

 forty-five  45
© Copyright Oxford University Press
4–6 Reading comprehension

1 21  Ascolta e leggi il brano. Cerchia l’alternativa


corretta per completare le frasi.
Child prodigies
CHESS CHAMPIONSHIP FINAL
Child prodigies are
children who possess
a very advanced
ability at a very
young age. Wolfgang
Amadeus Mozart was
perhaps the most
famous child prodigy
of all time. He could
play the piano and
write music at the
age of three, and he played his compositions for the kings
and queens of Europe. But Mozart didn’t have a happy life
as an adult. He died in poverty at the age of 35.

Mozart was famous because


a he died young.
b he could play and write music at a young age.
c he worked for the royal family.
d became poor and ill.

Music is one of the most common skills of child prodigies.


The other two are chess and Maths. The brains of child
prodigies are more developed than other people’s brains
at seeing and remembering sequences.

1 Child prodigies can all


a play musical instruments at a young age.
b go to university early.
c recognise sequences.
d play chess.

46 forty-six 
© Copyright Oxford University Press
Reading comprehension 4–6

American chess prodigy Bobby Fischer learnt to play chess


when he was six. He was chess champion of the USA at the
age of 14 and he later became a national hero in 1972, when
he won the World Championship against the Russian Boris
Spassky. But after his victory Fischer stopped playing chess.
He also began to have mental health problems.

2 Bobby Fischer’s biggest victory was


a in 1972.
b when he was six.
c after 1972.
d when he was 14.

Not all child prodigies become unhappy adults! In 1981,


Ruth Lawrence, from England, did the entrance exam to
study Maths at the University of Oxford. 530 students took
the exam and Lawrence got the best results. The other
students were all at least seven years older than her,
because she was only ten years old at the time! Lawrence
studied Maths at Oxford and finished her course at 13 – the
youngest student in Oxford University’s history. She is now a
Maths professor in Israel and is married with a family.

3 In 1981, Ruth Lawrence was


a a Maths professor.
b the youngest student to ever do the Oxford
entrance exam.
c the first student to complete the Oxford
entrance exam.
d the student with the best results in the Oxford
entrance exam.

4 Ruth Lawrence now


a has a good job and a family.
b lives an unhappy life.
c doesn’t use Maths.
d lives in Oxford. /8

 forty-seven  47
© Copyright Oxford University Press
7–9 Reading comprehension

1 22  Ascolta e leggi il brano. Decidi se le frasi sono


T (true) o F (false).
The National Three Peaks
Challenge
We’re Emma Davis and Oliver
Hampton. We’re doing the
National Three Peaks Challenge this
weekend – that’s climbing the highest
mountains in Scotland, England and
Wales. Some people climb the three
mountains in 24 hours! But we aren’t
crazy: we’re going to try to do it in
three days. We’re on an organised
tour and we’re ready to start our
adventure: enjoy our blog!

Emma and Oliver climbed three mountains in


three days.  T
Emma and Oliver did the National Three Peaks
Challenge in 24 hours.  F
1 They travelled on an organised trip.  

Friday
It’s three o’clock in the afternoon and we’ve just climbed
the highest mountain in the UK! That’s Ben Nevis in
Scotland. The mountain is awesome. There was snow on
the top – we’ve never seen snow in June! We’d like to stay
here because we’ve never been to Scotland before, but in
half an hour we’re getting on a bus to travel to the Lake
District in England. The journey takes about six hours.
We’ll probably sleep for most of it!

2 The highest mountain in the UK is in Wales.  


3 Emma and Oliver saw snow in June.  
4 They wanted to spend more time in Scotland.  
5 The journey from Ben Nevis to the Lake District
is about six hours.  

48 forty-eight 
© Copyright Oxford University Press
Reading comprehension 7–9

Saturday
We’ve woken up in the Lake District this morning.
We arrived late last night, had dinner and went to bed.
At nine o’clock today a minibus is taking us to Scafell Pike,
the highest mountain in England. It isn’t very high. It’s less
than 1,000 metres, so if the weather’s good, we’ll climb
it in five hours. Then, this afternoon, we’re travelling to
Snowdon, in North Wales.

6 Scafell Pike is the highest mountain in the UK.  

Sunday
We’ve done it! Scafell Pike yesterday and Snowdon today.
Snowdon was beautiful, but there were a lot of tourists.
Trains go up the mountain, and there’s a visitor centre at
the top! We’re tired, but proud – and we’ve made another
decision – next year we’re going to do it again for charity –
in 24 hours! Perhaps we’re crazy after all!

7 They climbed Snowdon on Saturday.  


8 They were alone when they climbed Snowdon.   /8

 forty-nine  49
© Copyright Oxford University Press
Speaking

Funzione comunicativa:   Order food in a café

Scrivere qui
l’argomento
della funzione
Mains comunicativa.
Chicken curry and rice £8.85
Aggiungere una Cheese and ham pizza £7.95
Fish and chips £9.50
foto / un’immagine
per illustrare Side orders
la funzione o Salad £3.50
aggiungere del Chips £1.15
materiale su cui si Rice £1.50
baserà il dialogo. Garlic bread £1.75

Drinks
Water £1.95
Juice £2.15
Cola £2.50
Tea / ​Coffee £2.00

Scrivere qui un
dialogo che si basa
sul linguaggio
presentato nella
Dialogo sezione Speaking.

Schema dell’interazione
Studente A Studente B

Hello. What would you like? I’d like a chicken sandwich, please.
Would you like some chips or salad
with that? I’d like some chips, please.
Certainly. Anything to drink? Can I have an apple juice, please?
OK. Anything else? No, thanks.

Si chiede Si risponde

What would you like? I’d like a / some ..., please.


Would you like some ... with that? I’d like some ..., please.
Anything to drink? Can I have ..., please?
Anything else?
Aggiungere qui il
linguaggio utile
presentato nella
sezione Speaking.

50 fifty 
© Copyright Oxford University Press
Speaking 
Funzione comunicativa:

Dialogo
Schema dell’interazione
Studente A Studente B

Si chiede / Si dice / Si sente Si risponde / Si sente / Si dice

 fifty-one  51
© Copyright Oxford University Press
Key phrases: speaking

Build-up A
Talking about hobbies and interests
I’m interested in…
I’m not interested in…
I’m into…
I’m not into…
I’m good at…
I’m not good at…
My favourite … is / are…

Build-up B
Answering true / false questions
(I think) it’s / that’s true.
(I think) it’s / that’s false.
I’m not sure.

Build-up C
Modifying adjectives
It isn’t very expensive.
It’s quite expensive.
It’s very / really expensive.

Build-up D
Talking about your family
How many people are there in your family?
Have you got any (brothers and sisters)?
There are (four) of us in my family.
I’ve got (two brothers).
What about you? 

52 fifty-two 
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Key phrases: speaking 
Unit 1
Telling the time
(one) o’clock
five past (eight)
ten past (nine)
quarter past (six)
twenty past (three)
twenty-five past (nine)
half past (ten)
twenty-five to (two)
twenty to (eleven)
quarter to (twelve)
ten to (seven)
five to (four)

Asking for and giving personal information


What’s your name?
When’s your birthday?
How old are you?  I’m (14).
How about you?
Are you (the new student)?  Yes, I am. / No, I’m not.
Where are you from?  I’m from (Rome).

Life skills: managing your time


I usually get (History) homework on (Wednesdays).
I usually do my homework (in the evening).
I (play football) on (Thursday evenings).
I usually spend about (four hours) (practising the piano) every week.
I think (Friday evening) is a good time for (studying).

Unit 2
Asking and answering about frequency
Do you ever (watch videos in your English lessons)?
Yes, I sometimes do that. / Yes, I do that a lot.
No, hardly ever / never.
And you?
How often do you (have History)?
I (have History) three times / twice / once a week / month / term. 

 fifty-three  53
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Key phrases: speaking

Expressing an opinion
(Meditation) looks / seems (interesting).
I’d like to (have ICT lessons).
I think (conservation) is (a good subject to study).
I don’t think (eye exercises) are (a good idea).
I agree. / I disagree.

Asking for help when you’re studying


Excuse me.
What’s the problem?
I don’t understand this word.
What does ‘(demain)’ mean?
It means ‘(tomorrow)’.
How do you say ‘(thanks)’?
How do you spell that?

Life skills: being an autonomous learner


I’m (quite / very) good at (speaking).
I’m terrible / not very good at (spelling).
My (grammar) is OK / good / bad / terrible.
I find (pronunciation) easy / difficult.
I (don’t) need to work on my (writing).

Unit 3
Discussing food habits
What do you usually have for (breakfast / lunch / dinner / a snack)?
I sometimes have (a bowl of soup / some fruit).
I often take (a packed lunch / some sandwiches).
We don’t usually have (any meat).
Do you ever eat / cook (Indian) food?

Expressing likes and dislikes


Do you like (running / tea / noodles)?
Yes, I love it / them.
It’s / They’re not bad / all right.
Yes, but I prefer (swimming / coffee / pizza).
No, I hate / can’t stand it / them. 

54 fifty-four 
© Copyright Oxford University Press
Key phrases: speaking 
Ordering food in a café
What would you like?
I’d like a (chicken sandwich) / some (chips), please.
Would you like some (chips or salad) with that?
Anything to drink?
Can I have (an apple juice), please?
Anything else?

Life skills: diet and health


(Sugar) isn’t good for you.
I think (fruit) is good for you.
I try to avoid food that is high in (salt).
I make sure (I eat plenty of vegetables).
(Biscuits) are really bad for you.

Unit 4
Asking about sizes and measurements
How far is (London) from (Edinburgh)?
How wide is (the River Nile in Cairo)?
How tall is (the Burj Khalifa)?
How hot is it in (Istanbul)?
How long does it take to (get to your school)?
It takes (30 minutes).

Asking for and giving directions


Do you know where the (station) is?
Go (across the square) / (along Park Street) / (past the school).
Turn (left / right) (into Oxford Street).
The (station) is on your left / right.
How far is it?
It’s about (ten) minutes on foot / by bus. 

 fifty-five  55
© Copyright Oxford University Press
Key phrases: speaking

Life skills: accessing and analysing information


The (train) leaves / arrives at (6:00).
A single / return / day ticket costs (£2.00).
It takes (20 minutes) to get from (Stop 4 to Stop 8).
Remember, we need to allow (5 minutes) to (buy tickets).
We need to change at (Central Station).
We can’t (take this train) because (it doesn’t stop at Hill Top).

Unit 5
Asking and answering about appearance
What does (he / she) look like?
He’s / She’s (good-looking / short and quite slim).
What’s (her) hair like? It’s (long, wavy and red).
What colour are his / her eyes? They’re (green).
Has he / she got (freckles / blue eyes)?

Using past time phrases


When did you last (see your doppelgänger)?
I (saw him / her)…
…last week / Thursday / month / summer / year
…yesterday morning / afternoon / evening
…on Monday / 4th April
…in April / 2013
…(two weeks / months) ago
…when I was (13)

Talking about last weekend


How was your weekend?
I went (to a tennis match).
It was (amazing / brilliant / cool / great)!
That sounds (amazing / brilliant / cool)!
Who were you with?
Why don’t you come with us next time?

Life skills: sharing photos online


I think / don’t think it was OK to post this (photo / comment).
The girl / boy looks really (nice / funny / strange / awful).
He / She isn’t looking his / her best.
This comment is (funny / unkind / horrible / nice).
It was pretty uncool of that person to post that. 

56 fifty-six 
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Key phrases: speaking 
Unit 6
Guessing and estimating
Any ideas?
What do you reckon?
Have a guess!
I’d say (about)…
I’ve got no idea.
I guess / reckon / think (about)…
I know / don’t know that one.

Talking about abilities


Are you any good at (tennis / playing the piano)?
Can you (play the guitar)?
I’m brilliant / good / quite good / not bad at (football / dancing).
I’m not very good / useless / rubbish at (basketball / painting).
How about you?
Can you?

Expressing interest
That’s (fantastic)!
Wow!
You’re kidding!
I’m impressed!
Really?

Life skills: preparing a presentation


Today, we’d like to talk about…
We chose this topic because…
First, I want to talk about…
Now, I want to move onto a new section.
One important fact is…
In this photo / picture we can see…
Finally, …
Thank you for listening. 

 fifty-seven  57
© Copyright Oxford University Press
Key phrases: speaking

Unit 7
Talking about likes and preferences
I’d like to (go diving).
I wouldn’t like to (buy souvenirs).
I’d hate to (rush around).
Would you like to (go to the beach today)?
Would you prefer to (go cycling)?
Yes, I would. / No, I wouldn’t.

Talking about intentions and arrangements


Let’s go to (the beach).
Good idea.
What are you going to do?
Oh well, another time.
I’ll meet you at (the café).
See you later!

Life skills: understanding customs in different cultures


It’s important (not) to…
An important thing to remember is that people...
It’s rude to...
Here, we...
It’s a tradition to…
One interesting custom in (China) is…

Unit 8
Giving reasons
I think / reckon (that) (building a shelter) is (the most important skill)
because…
I think (hunting) is more important / useful because…
You need to (drink), so I think that (finding water) is really important.
I agree. / You’re right about that.
I disagree.

Asking for and giving advice


If you ask me, you should (start again).
You ought to (put your sleeping bag in first).
You shouldn’t (take things you aren’t going to wear).
You’re right.
That’s good advice.
I’ll do that.

58 fifty-eight 
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Key phrases: speaking 
Life skills: adapting to circumstances
What’s our plan B?
What shall we do if (the shop is closed)?
Let’s (check online) in case (the shop is closed).
Don’t panic.
Have you got any other ideas?

Unit 9
Making recommendations
I recommend (visiting the Street Food Festival).
I don’t advise (going on the roller coaster).
When you (visit Rome), you must (go to the Colosseum).
You really should (go to the Sled Island Festival).
If you’re into (history), you’ll love (Edinburgh).
Why not (come to London Fashion Week)?

Making decisions about what to do


What do you fancy (doing)?
How about (going to a festival)?
Shall we (see which bands are playing)?
Why don’t we (do that first)?
Let’s (get there early).

Life skills: researching information


This looks really interesting / cool.
I’d like to find out more about (extreme sports).
Let’s find out more about (space).
Do you know anything about (body art)?
Let’s look into it.

 fifty-nine  59
© Copyright Oxford University Press
K 1–3 Answer key

BES Resources Unit 2 – Vocabulary


Pages 12–13
Unit 3 – Vocabulary
Pages 16–17
Unit 1 – Vocabulary Ex.1 Ex.1
Pages 8–9 1  Geography  ​2  PE  ​3  Maths  ​ 1  milk  ​2  rice  3  tomato  ​
4  Biology  ​5  Drama 4  chocolate  ​5  fish
Ex.1
1  school  ​2  have  ​3  home  ​ Ex.2 Ex.2
4  watch  ​5  go 1  Music  ​2  D&T  ​3  Art  ​ 1  F  ​2  V  ​3  DP  ​4  V  
4  RE  ​5  Physics ​5  F  ​6  DP  ​7  D
Ex.2
1  brush  ​2  go  ​3  take  ​ Ex.3 Ex.3
4  finish  ​5  do 2 Repeat the sentence after me. 1  meat  ​2  banana  ​3  bread  ​
3 I usually make notes when the 4  fizzy drinks   ​5  chips
Transcript  02 teacher explains things. Ex.4
I have breakfast at seven o’clock. 4 How do you spell ‘Saturday’? 1  cereal  ​2  cola  ​3  milk  ​
After breakfast, I always brush 5 I always check my answers for 4  bread  ​5  ham
my teeth. My sister and I go to errors.
school by bus. We take a break 6 We pronounce ‘eye’ the same Ex.5
at eleven o’clock. I finish school as ‘I’. 2  D  ​3  E  ​4  C  ​5  B  ​6  A
at four o’clock and I do my Ex.6
homework in my bedroom. Transcript  04 1  lazy  ​2  strong  ​3  ill  ​
1 Write your name in your books. 4  tired  ​5  fit
Ex.3 2 Repeat the sentence after me.
1  S  ​2  F  ​3  M  ​4  S  ​5  M 3 I usually make notes when the Transcript  06
Ex.4 teacher explains things. Example
2  F  ​3  E  ​4  A  ​5  D  ​6  B 4 How do you spell ‘Saturday’? Extreme sports are cool to
5 I always check my answers for watch, but they’re sometimes
Ex.5 errors. dangerous.
1  give  ​2  put up   ​3  wear  ​ 6 We pronounce ‘eye’ the same 1 A lazy person doesn’t help at
4  sing  ​5  play as ‘I’. home.
2 It’s easy to move heavy things
Transcript  03 Ex.4 when you’re strong.
We celebrate Bonfire Night 1  understand  ​2  concentrate  ​ 3 When you feel ill, you see a
on 5th November. I always go 3  revise  ​4  read  ​5  listen doctor.
with my family and we watch 4 When you feel very tired, you
fireworks in the park. We don’t Ex.5
1 Arabic go to sleep.
give presents and we don’t put 5 You become fit when you
up decorations because it isn’t 2, 3, 4  Dutch, Japanese, Russian
(in any order) exercise a lot.
Christmas! It’s a very important
celebration in my grandparents’ 5 British
town, Lewes. People there wear Unit 3 – Grammar
costumes and they also sing Unit 2 – Grammar Pages 18–19
traditional songs and play music. Pages 14–15
Ex.1
Ex.1 1  U  ​2  C  ​3  C  ​4  U  ​5  U  ​6  C
Unit 1 – Grammar 1  T  ​2  F  ​3  F  ​4  F  ​5  T
Ex.2
Pages 10–11 Ex.2 1  any  ​2  any  ​3  some  ​
1  are  ​2  is  ​3  am  ​4  is  ​5  are 4  any  ​5  some
Ex.1
1  chat  ​2  studies  ​3  goes  ​ Ex.3 Ex.3
4  get up   ​5  has 1  +  ​2  –  ​3  +  ​4  +  ​5  – 1  B  ​2  B  ​3  A  ​4  B  ​5  B
Ex.2 Ex.4 Ex.4
1  don’t  ​2  don’t  ​3  doesn’t  ​ 1  she is   ​2  you are   ​3  he isn’t   ​ 1  much  ​2  lots of   ​3  a lot of   ​
4  doesn’t  ​5  don’t 4  they aren’t   ​5  I’m not 4  lots of   ​5  how many
Ex.3 Transcript  05 Ex.5
1  Does  ​2  does  ​3  Do   Example 1  How  ​2  a  ​3  much  ​
​4  does  ​5  do A  Are you listening to me?  4  of  ​5  many
Ex.4 B  Yes, I am. Ex.6
2  B  ​3  E  ​4  A  ​5  F  ​6  C 1 A Is your sister making 2 Helen likes cooking.
Ex.5 breakfast? 3 Emily doesn’t mind cooking.
1 I • get up at seven o’clock. B  Yes, she is. 4 Oliver doesn’t like cooking.
2 Mum • listens to music. 2 A  Am I sitting in your chair? 5 Maria can’t stand cooking.
3 I am • late for school. B  Yes, you are.
4 Dad • makes dinner. 3 A  Is George studying? Transcript  07
5 We • celebrate Christmas B  No, he isn’t. 1 William loves cooking.
at home. 4 A Are they going to a 2 Helen likes cooking.
restaurant? 3 Emily doesn’t mind cooking.
Ex.6 B  No, they aren’t. 4 Oliver doesn’t like cooking.
1  in  ​2  at  ​3  at  ​4  in  ​5  on  5 A  Are you studying Spanish? 5 Maria can’t stand cooking.
B  No, I’m not.

Ex.5
1  A  ​2  B  ​3  B  ​4  A  ​5  B

60
© Copyright Oxford University Press
4–6 Answer key K
Unit 4 – Vocabulary Unit 5 – Vocabulary Unit 6 – Vocabulary
Pages 20–21 Pages 24–25 Pages 28–29
Ex.1 Ex.1 Ex.1
1  cold  ​2  fast  ​3  high  ​ 1  straight  ​2  blue  ​3  square  ​ 1  week  ​2  decade  ​3  couple  ​
4  long  ​5  wide 4  tall  ​5  slim 4  dozen  ​5  hundred
Ex.2 Ex.2
1  busy  ​2  old  ​3  modern   1  spiky  ​2  square  ​3  round  ​
Transcript  12
​4  far  ​5  cold 4  short  ​5  brown Time
minute
Ex.3 Ex.3 1  week  ​2  decade
1  museum  ​2  sports centre   ​ 2  F  ​3  A  ​4  D  ​5  C  ​6  E Numbers
3  café  ​4  block of flats   ​ Ex.4 3  couple  ​4  dozen  ​5  hundred
5  hospital 1  found  ​2  sang  ​3  got  ​
Ex.4 4  made  ​5  had Ex.2
A  6  B  5  ​C  2  ​D  1  ​E  4  ​F  3 2  a day   ​3  a fortnight   ​
Transcript  10 4  a month   ​5  a year  
Transcript  08 When I went to school 6
​   a century
1  art gallery   ​2  pedestrian street  ​ yesterday, I found 50 euros in Ex.3
3  bus station   ​4  bridge  ​ the street. That was a good 1  a quarter   ​2  a third   ​3  a half   ​
5  square  ​6  shopping centre start! In the afternoon there was 4  a thousand   ​5  a million
a concert and I sang in front of
Ex.5 the school! When I got home, Ex.4
1  restaurant  ​2  department store  ​ I made dinner for all the family. A  4  ​B  1  ​C  2  ​D  3  ​E  6  ​F  5
3  supermarket  ​4  church  ​ After that, I had a shower.
5  car park Transcript  13
Ex.5 1  nurse  ​2  mechanic  
Unit 4 – Grammar 1  taught  ​2  sent  ​3  flew  ​ 3
​   chef  ​4  artist  ​5  teacher  ​
4  found  ​5  cost 6  office worker
Pages 22–23
Ex.1 Unit 5 – Grammar Ex.5
1  Get up   ​2  Give  ​3  Listen  ​ 2  D  ​3  A  ​4  F  ​5  C  ​6  E
4  Check  ​5  Help Pages 26–27
Ex.6
Ex.2 Ex.1 1  nurse  ​2  architect  ​3  politician  ​
1  –  ​2  +  ​3  +  ​4  –  ​5  – 1 Adam’s got big • eyes. 4  photographer  ​5  lawyer
2 Ramirez is a tall • football player.
Ex.3 3 Leah’s got • red hair.
1  at  ​2  in  ​3  in  ​4  on  ​5  at Unit 6 – Grammar
4 Amy’s got long straight • hair.
Ex.4 5 I’ve got • green eyes. Pages 30–31
A  3  ​B  1  ​C  4  ​D  5  ​E  6  ​F  2 Ex.2 Ex.1
1  +  ​2  –  ​3  –  ​4  +  ​5  + 1  more popular   ​2  older  ​
Transcript  09 3  easier  ​4  better  ​
1 He’s running between two Ex.3 5  more interesting
zombies and around a 1  A  ​2  B  ​3  A  ​4  B  ​5  A
Ex.2
building. Ex.4 1  the happiest   ​2  the best  
2 He’s going through the wood 1  did  ​2  buy; didn’t   ​3  the nicest   ​4  the most energetic  ​
and down a hill. ​3  Did Jake ask; Yes 5  the fittest
3 He’s jumping out of a tunnel
Ex.5 Ex.3
and into a river.
2  F  ​3  A  ​4  E  ​5  B  ​6  D 1  most expensive   ​2  largest  ​
4 He’s swimming across the
river and going up some 3  oldest  ​4  curliest  ​
Transcript  11 5  most interesting
stairs. 1 A  Who did you phone earlier?
5 He’s running along the river B  I phoned Emma. Ex.4
and under a bridge. 2 A  Who phoned you earlier? 1  A  ​2  A  ​3  C  ​4  C  ​5  B
6 He’s climbing over the wall B  Harry phoned me. Ex.5
and running past an old 3 A Who drove your grandma 1  can  ​2  couldn’t  ​3  Could  ​
church. to the station? 4  can’t  ​5  couldn’t 
B My dad drove her to the
Ex.5 station.
1  next to   ​2  past  ​3  down  ​ 4 A Who did your mum drive
4  over  ​5  opposite  to the station?
B She drove my brother to
the station.
5 A Who saw Grandad this
morning?
B  Emma saw him.
6 A Who did Grandma see
yesterday?
B  She saw Dad.

61
© Copyright Oxford University Press
K 7–9 Answer key

Unit 7 – Vocabulary Unit 8 – Vocabulary sports centre without an


Pages 32–33 Pages 36–37 adult. This is against the rules.
5 You must leave the sports
Ex.1 Ex.1 centre before 8 p.m. The
1  A  ​2  T  ​3  T  ​4  A  ​5  A 2 avoid snakes
doors close at exactly 8 p.m.
Ex.2 3 light a fire
2, 3, 5, 6, 8 4 make a noise
5 build a shelter Unit 9 – Vocabulary
Transcript  14 6 find drinking water Pages 40–41
go snorkelling, buy souvenirs,
swim, enjoy the views, cycle, Transcript  16 Ex.1
1 catch fish 3, 4, 5, 6, 8
go sightseeing
2 avoid snakes
3 light a fire Transcript  18
Ex.3 performance, race, street party,
1  sunbathe  ​2  enjoy the views   ​ 4 make a noise
5 build a shelter dancing, festival, comedy show
3  trek  ​4  meet local people   ​
5  sail 6 find drinking water
Ex.2
Ex.4 Ex.2 1  concert  ​2  carnival  ​
1  fog  ​2  wind  ​3  rain  ​ 2  E  ​3  F  ​4  B  ​5  A  ​6  C 3  re-enactment  ​4  procession  ​
4  snow  ​5  ice 5  gig
Ex.3
Ex.5 1  follow  ​2  pick  ​3  find  ​ Ex.3
1  windy  ​2  rainy  ​3  foggy  ​ 4  climb  ​5  run away 1  exhibition  ​2  comedy show   ​
4  icy  ​5  sunny 3  barbecue  ​4  funfair  ​
Ex.4 5  dancing
Ex.6 1  insect repellent   ​2  lighter  ​
2  cold  ​3  cool  ​4  warm   3  torch  ​4  first-aid kit   ​ Ex.4
​5  hot  ​6  boiling 5  compass 1  made  ​2  ridden  ​3  won  ​
4  found  ​5  bought
Unit 7 – Grammar Ex.5
1  rucksack  ​2  knife  ​3  mirror  ​ Ex.5
Pages 34–35 4  suncream  ​5  sleeping bag 2  A  ​3  F  ​4  B  ​5  C  ​6  D
Ex.1 Ex.6
1  ’m going to   ​2  are going to   ​ Unit 8 – Grammar 1  given  ​2  met  ​3  done  ​
3  ’s going to   ​4  ’s going to   ​ Pages 38–39 4  had  ​5  said
5  ’m going to
Ex.1 Unit 9 – Grammar
Ex.2 2  E  ​3  A  ​4  D  ​5  C  ​6  B
1  he is.   ​2  I am.   ​3  she isn’t.   ​ Pages 42–43
4  he isn’t.   ​5  they are. Ex.2
1  might buy   ​2  won’t  ​3  will  ​ Ex.1
Ex.3 4  light  ​5  brings 2  F  ​3  E  ​4  C  ​5  B  ​6  A
1  will  ​2  will  ​3  won’t  ​ Ex.2
4  won’t  ​5  will Ex.3
1  will  ​2  unless  ​3  don’t  ​ 1  +  ​2  –  ​3  –  ​4  +  ​5  –
Transcript  15 4  won’t  ​5  doesn’t Ex.3
DreamTime magazine talks to Ex.4 1  never  ​2  ever  ​3  ever  ​
travel expert Kelly Jones about 1  mustn’t  ​2  shouldn’t  ​ 4  never  ​5  never
the future of travel. 3  should  ​4  mustn’t  ​5  should Ex.4
Interviewer: How will holidays 1 I’ve won/I’ve never won a
Ex.5
change in the future, Kelly? competition.
1  shouldn’t  ​2  mustn’t  ​
Kelly Jones: Technology will 2 I’ve sung/I’ve never sung in a
3  should  ​4  mustn’t  ​5  must
help us a lot on holiday. For concert.
a start, translation apps will Transcript  17 3 I’ve swum/I’ve never swum in
become better, so people won’t Riverside Sports Centre the sea in winter.
have any language problems. Example 4 I’ve made/I’ve never made a
We won’t carry money or credit All visitors must follow the rules cake.
cards either. We will pay for at the sports centre. This is very 5 I’ve written/I’ve never written
things with our smartphones. important! a poem.
Ex.4
1 You shouldn’t bring expensive Ex.5
watches or jewellery to the 1  A  ​2  A  ​3  A  ​4  B  ​5  B
1  A  ​2  B  ​3  B  ​4  B  ​5  A
sports centre. We really don’t
Ex.5 recommend this. Transcript  19
1  ’m meeting   ​2  ’ll do   ​ 2 You mustn’t run near the I was born in London and I
3  going to do   4
​   ’m not going to  ​ swimming pool. This is stayed there until I was eight.
5  ’ll go  completely forbidden! Then we moved to Birmingham
3 You should walk or cycle to for my dad’s job. I started
the sports centre if possible, studying Law at the University of
because the car park isn’t Exeter two years ago, so I have
very big. lived in three towns in the UK.
4 Children under the age of I have travelled to lots of other
twelve mustn’t come to the countries with my family, too.

62
© Copyright Oxford University Press
1–9 Answer key K
Reading Reading Reading
comprehension 1–3 comprehension 4–6 comprehension 7–9
Pages 44–45 Pages 46–47 Pages 48–49
Ex.1 Ex.1 Ex.1
1  F  ​2  F  ​3  T  ​4  F  ​5  T  ​ 1  c  ​2  a  ​3  d  ​4  a 1  T  ​2  F  ​3  T  ​4  T  ​5  T  
6  F  ​7  F  ​8  T ​6  F  ​7  F  ​8  F
Transcript  21
Transcript  20 Child prodigies Transcript  22
Our schools Child prodigies are children who The National Three Peaks
Emma’s school possess a very advanced ability Challenge
At the Grizedale Forest School, at a very young age. Wolfgang Emma  We’re Emma Davis and
students always study in the Amadeus Mozart was perhaps Oliver Hampton. We’re doing
fresh air in the forest. There isn’t the most famous child prodigy the National Three Peaks
a classroom and there aren’t of all time. He could play the Challenge this weekend –
any formal lessons. The students piano and write music at the that’s climbing the highest
learn a lot about nature and they age of three, and he played his mountains in Scotland,
enjoy building things. compositions for the kings and England and Wales. Some
Daniela’s school queens of Europe. But Mozart people climb the three
Students at Saint John’s School didn’t have a happy life as an mountains in 24 hours! But
don’t go home after lessons. adult. He died in poverty at the we aren’t crazy: we’re going
They live at the school. They age of 35. to try to do it in three days.
do homework there and have Music is one of the most We’re on an organised tour
dinner in the canteen. There are common skills of child prodigies. and we’re ready to start our
lessons from Monday to Friday The other two are chess and adventure: enjoy our blog!
and also on Saturday mornings. Maths. The brains of child Presenter Friday
prodigies are more developed Oliver  It’s three o’clock in the
Fiona’s school
than other people’s brains afternoon and we’ve just
At Stoneford School the teachers
at seeing and remembering climbed the highest mountain
want happy students! There
sequences. in the UK! That’s Ben Nevis
are never any exams and the
in Scotland. The mountain is
students choose their lessons American chess prodigy Bobby
awesome. There was snow
every day. There aren’t any Fischer learnt to play chess
on the top – we’ve never seen
obligatory lessons. when he was six. He was chess
snow in June! We’d like to
Harry’s school champion of the USA at the age
stay here because we’ve never
Lots of students don’t go to of 14 and he later became a
been to Scotland before, but
school. They study at home. national hero in 1972, when he
in half an hour we’re getting
The Cyber School helps these won the World Championship
on a bus to travel to the
students. Their teachers aren’t against the Russian Boris
Lake District in England. The
in a classroom, students chat to Spassky. But after his victory,
journey takes about six hours.
them online! They have lessons Fischer stopped playing chess.
We’ll probably sleep for most
together in a virtual classroom He also began to have mental
of it!
and use email for all their health problems.
Presenter Saturday
homework. Not all child prodigies become Emma  We’ve woken up in the
Jonathan’s school unhappy adults! In 1981, Ruth Lake District this morning.
Dawson’s Academy is for Lawrence, from England, did the We arrived late last night, had
students who are very good entrance exam to study Maths dinner and went to bed. At
at music. They have normal at the University of Oxford. 530 nine o’clock today a minibus
lessons in the morning, but in students took the exam and is taking us to Scafell Pike, the
the afternoon they practise their Lawrence got the best results. highest mountain in England.
music. They often have concerts. The other students were all at It isn’t very high. It’s less
least seven years older than than 1,000 metres, so if the
Teresa’s school her, because she was only ten
Cliff College is a special school weather’s good, we’ll climb
years old at the time! Lawrence it in five hours. Then, this
for students who don’t pass studied Maths at Oxford and
their school exams the first afternoon, we’re travelling to
finished her course at 13 – the Snowdon, in North Wales.
time. Students who don’t get youngest student in Oxford
good results in their exams Presenter Sunday
University’s history. She is now a Oliver  We’ve done it! Scafell
come to Cliff College and do Maths professor in Israel and is
an intensive course. They revise Pike yesterday and Snowdon
married with a family. today. Snowdon was
their subjects and do their
exams again in June. beautiful, but there were a lot
of tourists. Trains go up the
mountain, and there’s a visitor
centre at the top! We’re tired,
but proud – and we’ve made
another decision – next year
we’re going to do it again for
charity – in 24 hours! Perhaps
we’re crazy after all!

63
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acknowledgements
The authors and Publisher would like to thank all the teachers who have
helped develop this course. Unfortunately, space does not allow us to mention
them all by name here.
Francesca Albertini, Giuseppina Alì, Tina Andaloro, Raffaella Antonelli,
Carmela Avellino, Manuela Baroncini, Cristiana Bassoli, Paola Bellocco, Grazia
Bertini, Grazia Maria Bertini, Nicoletta Bianchi, Anna Bon, Donatella Borghi,
Concetta Bucci, Anna Caci, Giuliana Caiazzo, Antonietta Campana, Patrizia
Caronna, Patrizia Carvisiglia, Roberta Castagnoli, Daniela Catini, Paola
Cattani, Susanna Cecchi, Caterina Ceschia, Marcella Cilla, Enrica Cipolla,
Rita Ciuchetti, Renata Comelli, Daniela Corvino, Monica Costa, Annangela
Croce, Licia D’Agostino, Maria Rosaria D’Agostino, Anna De Franceschi, Rita Di
Lalla, Anna Maria Di Liberti, Daniela Donadon, Simona Fefè, Ornella Ferrandi,
Anna Ferranti, Marinella Ferrari, Alessandra Ferraro, Laura Ferrini, Nicoletta
Galante, Francesca Paola Garito, Giuseppina Giaimo, Monica Giulio, Aurora
Guerrini, Fatime Hema, Margit Horsky, Alma Imolesi, Antonella Iraci, Pauline
Anne King, Adriana La Prova, Lucia Lo Bianco, Alessandra Longo, Silvia Lupi,
Silva Macasso, Rita Maffezzini, Graziella Magistrali, Maria Grazia Maglione,
Roberta Magnaguagno, Giovanna Malchiodi, Rosa Marsicovetere, Mariella
Marzani, Lucrezia Mazzari, Rita Mellone, Riccarda Messina, Marzia Minotti,
Francesca Miorin, Emanuela Montanari, Maria Montanari, Carla Mummolo,
Ornella Munafò, Gabriella Natale, Sara Nervo, Roberta Nobili, Maria
Antonietta Ortenzi, Roberta Pasetti, Luisa Pastina, Anna Pazienza, Josephine
Perdichizzi, Claudio Perinot, Carmen Petrucci, Alessandra Pontesillo,
Rosanna Presti, Francesca Puchetti, Giuseppina Quagliano, Andrea Ridolfi,
Rosanna Presti, Emanuela Rossi, Marisa Sartoretto, Giovanna Schiavone,
Paola Schincariol, Alessandra Sperduti, Simona Tedeschi, Evi Tesolin, Paola
Tidoli, Giada Toniello, Elisabetta Vaccaro, Elisabetta Varalda, Lavinia Vettore,
Gabriella Viccari, Annalisa Zilli, Aurelia Zito, Stefania Zoccoletto
Cover photographs reproduced with permission from: Getty Images (school student/
Hero Images).
Back cover photograph: Oxford University Press building/David Fisher.
Illustrations by: Adrian Barclay p.16; Beach/Beach-o-matic p.33; Andrew Painter
p.29; Warren Pleece/Advocate Art p.23; Mark Ruffle pp.12, 21, 37.
The publisher would like to thank the following for permission to reproduce photographs:
123RF pp.14 (couple eating lunch/maridav), 48 (teenager and mother hiking/
xalanx); Alamy Images p.14 (student reading/Lev Dolgachov); Alamy Stock
Photo p.44 (orchestra/Paul McErlane); Getty Images pp.14 (girl listens to
music/Jupiterimages), 14 (woman sing/Fuse), 14 (teacher and students/
Caiaimage, Sam Edwards), 24 (young men and skateboards/Compassionate
Eye Foundation, Justin Pumfrey), 31 (Marita Koch/ullstein bild), 46 (Bobby
Fischer playing chess/Bettmann); Shutterstock pp.9 (fireworks/Steve Allen),
14 (classroom/Maksim Shmeljov).

© Copyright Oxford University Press