Sei sulla pagina 1di 177

Indice

Level 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 6
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 6
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 14
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 22
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 30
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 38
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 46
Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 54
Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 62

Level 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 70
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 70
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 78
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 86
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 94
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 102
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 110
Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 118
Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 126

Level 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 134
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 134
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 142
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 150
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 158
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 166
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 174

5
1 We’re from Italy
Countries and nationalities
NAME ____________________________________

CLASS __________ DATE ____________________

1 Completa la tabella con le parole dei riquadri.


LEVEL 1
Units

Countries Nationalities
the UK China Chinese British Mexican
Canada Italy Mexico Italian Canadian

COUNTRIES NATIONALITIES
LEVEL 2
Units

es.
The UK British

2
LEVEL 3
Units

4
Resource bank
LEVEL 1

2 Completa la tabella con le parole dei riquadri.


Countries Nationalities
Australia India American Indian
Japan the USA Australian Japanese
Resource bank
LEVEL 2

COUNTRIES NATIONALITIES

2
Resource bank
LEVEL 3

6 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa il cruciverba con i nomi dei paesi.


Vocabulary
1
1 2

LEVEL 1
C

Units
3
H

I
4
5
N

LEVEL 2
Units
6
A

LEVEL 3
Units
7

Resource bank
4 Per ogni bandiera scegli il paese e la nazionalità LEVEL 1
Resource bank
corretti.
LEVEL 2

es. A Mexico A Mexican


B the UK B British

1 A Brazil A Italian
B Italy B Brazilian
Resource bank
LEVEL 3

2 A South Africa A Japanese


B Japan B South African

3 A Russia A Russian
B Australia B Australian

© Cambridge University Press 2016 PHOTOCOPIABLE 7


1 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Pronomi personali soggetto


1 Abbina i pronomi alle immagini.
LEVEL 1
Units

1 you A

2 she B
LEVEL 2
Units

3 it C
LEVEL 3
Units

4 they D

2 Abbina i pronomi alle immagini.


Resource bank
LEVEL 1

1 you A

2 we B
Resource bank
LEVEL 2

3 he C
Resource bank
LEVEL 3

4 I D

8 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Present simple di be – Forma affermativa


Grammar
1
3 Ricopia la tabella sul quaderno e completala con i tuoi

LEVEL 1
esempi. Utilizza i colori delle Grammar maps per

Units
le parole o le caselle.

SOGGETTO (blu) AUSILIARE (rosso) COMPLEMENTO (nero)


I AM a student.

LEVEL 2
I MIEI ESEMPI

Units
Aggettivi possessivi
4 Completa la tabella con i pronomi personali soggetto.

LEVEL 3
Units
Poi completala con gli aggettivi possessivi. Quindi fai
il tuo esempio.

PRONOMI AGGETTIVI I MIEI ESEMPI

Resource bank
PERSONALI POSSESSIVI

LEVEL 1
es.
I MY I am a girl, MY name is …

1
Resource bank
HE
LEVEL 2

2
Resource bank
LEVEL 3

5 Costruisci una tabella come quella dell’esercizio 4.


Poi completala con i pronomi soggetto
e gli aggettivi possessivi rimanenti.

© Cambridge University Press 2016 PHOTOCOPIABLE 9


1 Grammar
Articoli
NAME ____________________________________

CLASS __________ DATE ____________________

6 Inserisci le parole del riquadro nella colonna corretta.


LEVEL 1
Units

American actor teacher red pen


Italian car apple easy exercise big class
ice cream new student

A AN
LEVEL 2
Units

apple
LEVEL 3
Units

Round-up
7 Leggi l’email e completa con le parole del riquadro.
Resource bank
LEVEL 1

’m they are the my she’s from is name

Hi Dieter
Resource bank

My name ’s Adam Davis and I English.


LEVEL 2

My new friends at school Ricky and Sarah.


are twins from Italy. school is big
and modern and teachers are nice.

This is my sister Chloe, a student at my school, too.


Resource bank

My dad 40 and he’s Wales.


LEVEL 3

Write back soon.

Adam

10 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Making introductions
Functions
1
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
I’m Julie. What’s your name? Hello
I’m from the USA Hi Where are you from, Sam?
I’m Sam, Sam Turner So you are American! Yes, that’s right!

JULIE SAM

LEVEL 2
Hello!

Units
Hi!

I’m from the USA.

LEVEL 3
Units
2 Completa il dialogo. Usa le espressioni del box
Key expressions.

Resource bank
LEVEL 1
Key expressions
Hi Hello
I’m … This is …
What’s your … Nice to meet you.
Resource bank
YOU TWO CLASSMATES
LEVEL 2

Hello!
Hi!
I’m .
What’s ?
Resource bank

and this
LEVEL 3

is my friend .
Hello, .
Hi, .
Nice to .

© Cambridge University Press 2016 PHOTOCOPIABLE 11


1 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

THE UNITED NATION


LEVEL 1

Duncan Moffat
Units

Duncan is a Scottish student.


U

He’s 14 and he’s from Edinburgh, the capital city of Scotland.

It’s a beautiful (bella) city with a famous castle (castello) and lots
of interesting monuments. It’s also near (vicino) the sea (mare).
LEVEL 2
Units

The city is famous for its international festival of culture,


the Edinburgh Festival.
LEVEL 3
Units

Caitlin Laskier
U

Caitlin’s 15 and she’s from Belfast, the capital city of Northern


Ireland.

Her mum’s from Belfast but her dad’s from Poland – her first
Resource bank

name’s Irish but her surname’s Polish.


LEVEL 1

Belfast is a centre of industry and it’s near the sea. The city is
famous for shipbuilding (costruzione di navi) – especially for
the Titanic.

It’s an old city with modern buildings (edifici), too (anche).

For example, Titanic Belfast is a new museum in a very modern


building.
Resource bank
LEVEL 3

12 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e indica (✓) se le frasi sono vere (True)
1
o false (False).
True False

LEVEL 1
Units
es. Edinburgh is the capital of Scotland. ✓
1 The city is near the mountains.

2 It is famous for its festival of music.

3 Caitlin is from Belfast.

LEVEL 2
4 Her surname is Italian.

Units
5 The city is famous for shipbuilding.

6 Titanic Belfast is a new building.

3 Completa la tabella con i tuoi dati personali.

LEVEL 3
Units
1 Name

2 Surname

3 Age

Resource bank
4 Country

LEVEL 1
5 Nationality

6 City

4 Ora presentati ai compagni utilizzando le informazioni Resource bank


LEVEL 2

presenti nella tabella.


1 Hello, my name …
2 My surname …
3 I’m …
Resource bank

4 I’m from …
LEVEL 3

5 So I’m …
6 My city …

© Cambridge University Press 2016 PHOTOCOPIABLE 13


2 Are they twins?
Family
NAME ____________________________________

CLASS __________ DATE ____________________

1 Completa il TUO albero genealogico inserendo nella


LEVEL 1

casella corretta il nome dei membri della tua famiglia.


Units

granddad grandma
LEVEL 2
Units

dad mum uncle aunt


LEVEL 3
Units

brother ME sister cousins


Resource bank

2 Osserva il tuo albero genealogico e completa la tabella


LEVEL 1

con quattro membri della tua famiglia.

NAME MY … AGE

MY FAMILY
Resource bank
LEVEL 2

Ora completa. Attento ai pronomi personali maschili


Resource bank

e femminili.
LEVEL 3

is my . She is years old.


is my . He is years old.
is my . She is years old.
is my . He is years old.
14 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa il cruciverba con le parole


Vocabulary
2
relative alla famiglia.

LEVEL 1
Units
F

A
1

LEVEL 2
T

Units
2 3
H

LEVEL 3
Units
4

Resource bank
LEVEL 1
4 WHO IS SHE / HE? Controlla l’albero genealogico
di pagina 40 e scegli fra le tre possibilità.
es. 2 Resource bank
• dad • sister
LEVEL 2

• uncle • daughter
• granddad • cousin

1 3
Resource bank

• dad • grandma
LEVEL 3

• brother • mother
• uncle • aunt

© Cambridge University Press 2016 PHOTOCOPIABLE 15


2 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Present simple di be – Forma negativa


e interrogativa
LEVEL 1

1 Ricopia la tabella sul quaderno e completala con i tuoi


Units

esempi. Utilizza i colori delle Grammar maps per


le parole o le caselle.
FORMA NEGATIVA
Ausiliare Soggetto Ausiliare Negativo Complemento
LEVEL 2
Units

interrogativo (blu) (rosso) (nero) (nero)


(rosso)
I am not a student.
I MIEI ESEMPI
LEVEL 3
Units

FORMA INTERROGATIVA
Am I a student?
I MIEI ESEMPI
Resource bank
LEVEL 1

2 Riscrivi le frasi alla forma negativa intera e contratta.


es. They are They are NOT They AREN’T
Resource bank

cousins. cousins. cousins.


LEVEL 2

1 She is Chinese.

2 Tom is from
Scotland.
Resource bank
LEVEL 3

3 I am 13.

4 You are in my
class.

16 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Grammar
3 Trasforma le frasi in domande. Ricordati di fare
2
l’inversione soggetto-ausiliare be.
es. Jack is 13. IS Jack 13?

LEVEL 1
Units
1 They are your friends.

2 You are Italian.

LEVEL 2
Units
3 John is your brother.

4 It’s Monday today.

LEVEL 3
Units
Genitivo sassone
4 Completa la tabella con il genitivo sassone.
Guarda l’esempio.

Resource bank
es.

LEVEL 1
il fratello di Laura
Laura’s brother

1
la sorella (sister) di Daniela
Resource bank
LEVEL 2

2
la borsa (bag) di Emma

3
il libro (book) dell’insegnante (teacher)
Resource bank
LEVEL 3

4
l’astuccio (pencil case) di Simone

© Cambridge University Press 2016 PHOTOCOPIABLE 17


2 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

5 Completa le frasi con il genitivo sassone e gli elementi


dati.

POSSESSORE ’ COSA POSSEDUTA


LEVEL 1
Units

es.

Emily’s bag
LEVEL 2
Units

1
LEVEL 3

2
Units
Resource bank

3
LEVEL 1
Resource bank

Parole interrogative
LEVEL 2

6 Scegli la parola interrogativa corretta.


es. When / What is your birthday? It’s on 10th April.
1 How / Who is your best friend? It’s Elisa.
Resource bank

2 Which / When is your school bag? It’s the blue bag.


LEVEL 3

3 Who / What is your favourite colour? It’s purple!


4 Where / When is the English test? It’s on Monday.
5 How old / Where is your mum? She’s 36.

18 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Giving personal information


Functions
2
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
When is your birthday? How old are you?
What's your mobile phone number? What's your surname?
Who's your teacher? Which class are you in?

MRS JONES AMANDA

LEVEL 2
Units
What’s your surname?
It’s Tucker.
How …
I’m 13.

LEVEL 3
Units
It’s on the 2nd of June.

It’s 07700 900717.

Resource bank
I’m in class 8BX.

LEVEL 1
It’s Miss Taylor.

2 Intervista un compagno. Usa le domande del


Resource bank
box Key expressions (Student’s book, pagina 47).
LEVEL 2

Poi completa la scheda con le informazioni ottenute.

Name: Surname:
Age: Birthday:
Phone no.: Class:
Resource bank
LEVEL 3

Teacher:

© Cambridge University Press 2016 PHOTOCOPIABLE 19


2 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

THE BROWNLEE BROTHERS


LEVEL 1

Who are Alistair and Jonathan Brownlee?


Units

They’re British triathlon world champions


and they’re also Olympic medallists
(vincitori di medaglie).

Alistair has a gold (oro) medal and Jonathan has a bronze


LEVEL 2
Units

medal from the 2012 Olympic Games in London. In the


triathlon there are three sports: swimming (nuoto), cycling and
running (corsa).

Alistair and Jonathan are from a sports-mad family! Their


LEVEL 3

parents are doctors and they’re passionate about sport, too.


Units

Alistair and Jonathan’s little brother, Edward, isn’t a triathlete.

His sports are rugby and


water polo. Who’s their
Resource bank

inspiration? It’s their uncle


LEVEL 1

Simon. He’s a triathlete, too.


Alistair and Jonathan are
brothers and best friends
but in triathlon competitions
they’re serious rivals!
Resource bank
LEVEL 2
Resource bank
LEVEL 3

20 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e indica (✓) se le frasi sono vere (True)
2
o false (False).
True False

LEVEL 1
Units
es. Alistair and Jonathan are French. ✓
1 Alistair has a silver medal.

2 In the triathlon there are three sports.

3 They are from a sports-mad family.

LEVEL 2
4 Their parents are teachers.

Units
5 Their little brother isn’t a triathlete.

6 Their uncle Simon is a footballer.

3 Rileggi il testo e rispondi alle domande.

LEVEL 3
Units
es. Where are the Brownlee brothers from?
They are from the United Kingdom.
1 What sports are in a triathlon?
2 What are their parents’ jobs?

Resource bank
3 Who is Edward Brownlee?

LEVEL 1
4 Which are his sports?

Resource bank
LEVEL 2
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 21


3 Have you got a pet?
Pets
NAME ____________________________________

CLASS __________ DATE ____________________

1 Abbina i nomi di animali ai disegni.


LEVEL 1
Units

hamster cat goldfish


tortoise rabbit parrot
LEVEL 2
Units

cat
es. 1 2

3 4 5
LEVEL 3
Units

2 Inserisci nelle etichette i nomi degli animali che vivono


in questi posti.

budgie rabbit horse


Resource bank

goldfish cat hamster tortoise


LEVEL 1
Resource bank
LEVEL 2

es. goldfish
3
2

1
Resource bank
LEVEL 3

5
4 6

22 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa il cruciverba con i nomi di animali.


Vocabulary
3

LEVEL 1
Units
T

LEVEL 2
Units
R
1
T

LEVEL 3
Units
2
E

Resource bank
3

LEVEL 1
Resource bank
LEVEL 2

4 WORD BANK Trova l’intruso.


Resource bank
LEVEL 3

es. parrot budgie dog blackbird


1 goldfish pig whale turtle
2 mouse guinea pig hamster horse
3 lion cow duck sheep
© Cambridge University Press 2016 PHOTOCOPIABLE 23
3 Grammar
Present simple di have got
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole o le caselle.

FORMA AFFERMATIVA
Ausiliare Soggetto Ausiliare Negazione Verbo Complemento
interrogativo (blu) (rosso) (nero) (verde) (nero)
LEVEL 2
Units

(rosso)
You have got a bike.
I MIEI ESEMPI
LEVEL 3
Units

FORMA NEGATIVA
You have not got a bike.
I MIEI ESEMPI
Resource bank
LEVEL 1

FORMA INTERROGATIVA
Have you got a bike?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Riscrivi le frasi usando la forma contratta.


es. Sam has got a horse. Sam’S GOT a horse.
1 We have got a tortoise.
Resource bank

2 Stella has got a big family.


LEVEL 3

3 They have got two pets.


4 I have got a guinea pig.
5 That boy has got my phone.

24 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Grammar
3 Verbo essere o avere? Inserisci nella colonna corretta
3
le frasi alla forma contratta.

LEVEL 1
He’s from San Francisco. Stella’s got a big family.

Units
It’s a green budgie. Ed’s mum’s from Ireland.
Sam’s got a horse. Ben’s got a tortoise in his garden.

ESSERE AVERE

LEVEL 2
He’s from San Francisco.

Units
4 Trasforma le frasi alla forma interrogativa e scrivi

LEVEL 3
Units
le risposte brevi.

AFFERMATIVA INTERROGATIVA RISPOSTA BREVE


1 She has got a black cat. Has she + Yes, she .

Resource bank
?

LEVEL 1
2 I’ve got a guinea pig. –

3 Our classroom’s got +


an IWB.
Resource bank
4 He’s got a skateboard. –
LEVEL 2

5 They’ve got two pets. +


Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 25


3 Grammar
Round-up
NAME ____________________________________

CLASS __________ DATE ____________________

5 Completa la chat tra Ken04 e Jax12 con la forma


LEVEL 1

corretta di have got.


Units

���04
Have you got any brothers or sisters?
���12
Yes, I . I’ve got a big brother and a little sister.
���04
LEVEL 2
Units

I one sister.
���12
(you) any pets?
���04
Yes, we . We a dog and a cat.
���12
LEVEL 3

Lucky you! We (not) a dog or a cat.


Units

But we two pets!


���04
What pets have you got?
���12
Resource bank

I a hamster and my sister a guinea pig!


LEVEL 1

6 Scrivi tra parentesi la forma intera del verbo.


Attenzione! Ci sono 4 verbi avere e 4 verbi essere,
compreso l’esempio.
My family has got a farm in the north of England.
Resource bank
LEVEL 2

I haven’t got ( I have not got ) a pet like a hamster or a budgie


but we’ve got ( ) lots of animals! What animals
have we got on our farm? We’ve got ( ) cows and
sheep and we’ve also got ( ) ducks and chickens.
Jock and Shep are two very important animals on our farm.
Resource bank

They’re ( ) our sheepdogs. They’re ( )


LEVEL 3

black and white and they’re ( ) very intelligent.


At the moment, this lamb is my pet because she hasn’t got
a mother! She’s ( ) only one week old!
Kirsty, 13
26 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

Describing people
Functions
3
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
What colour eyes has he got? She’s very tall and slim.
She’s got black hair. No, he isn’t. He is quite short.
He’s got brown hair.

ANN SAM

LEVEL 2
This is a photo of my brother.

Units
He’s got brown hair.
Is he tall?
No, .
What ?
He‘s got brown eyes.

LEVEL 3
Units
And is that your mum?
No, it isn’t. This is my mum.
She .
Is she tall?
Yes, she is. She .

Resource bank
LEVEL 1
2 Aiutandoti con il box Key expressions (Student’s book,
pagina 71) prepara una breve descrizione fisica di un
membro della tua famiglia. Ricordati che:

He / She is He / She’s got Resource bank


LEVEL 2

+ aggettivo (tall / short / + sostantivo (blue eyes /


slim / very tall …) brown hair / a small nose …)

This is my mum. She’s 39. She’s very tall and slim. She’s
got brown eyes and brown hair.
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 27


3 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

MY PET
LEVEL 1

My family has got a farm in the north


Units

of England.

I haven’t got a pet like a hamster or a


budgie but we’ve got lots of animals!
LEVEL 2
Units

What animals have we got on our


farm? We’ve got cows and sheep and
we’ve also got ducks and chickens.

Jock and Shep are two very important animals on our farm.
LEVEL 3
Units

They’re our sheepdogs (cani da pastore). They’re black and


white and they’re very intelligent. At the moment, this lamb
is my pet because she hasn’t got a mother!

She’s only one week old!


Resource bank
LEVEL 1

Kirsty, 13

2 Rileggi il testo e indica (✓) se le frasi sono vere (True)


o false (False).
Resource bank

True False
LEVEL 2

es. Kirsty’s farm is in Scotland. ✓


1 Kirsty’s got a hamster and a budgie.

2 On the farm they’ve got cows and sheep.

3 Jock and Shep are two dogs.


Resource bank

4 The lamb is only one year old!


LEVEL 3

28 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Leggi il testo.
Skills and culture
3
I’m from Birmingham – it’s a big city

LEVEL 1
in the centre of England. We’ve got a flat

Units
in the city centre.

It’s nice but it isn’t a good place for a


pet like a dog or a cat. I’ve got the
perfect pet for a flat – but it’s quite

LEVEL 2
Units
unusual (insolito). What’s my pet?

I’ve got a gecko. His name’s Draco and he’s a leopard gecko. He’s
brown with black spots and he’s about 20 centimetres long.

LEVEL 3
His home is a glass tank (terrario di vetro).

Units
He’s very active at night and insects are his favourite food.
Geckos are interesting pets!

Resource bank
Jackson, 13

LEVEL 1
4 Rileggi il testo e indica (✓) se le frasi sono vere (True)
o false (False).
True False
es. Jackson is from Liverpool. ✓
1 He’s got a dog and a cat.

2 Draco is a leopard gecko.

3 Draco’s home is a glass tank.

4 Vegetables are his favourite food.


Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 29


4 There’s a huge garden
Rooms in a house
NAME _________________________________

CLASS ________ DATE ___________________

1 Scrivi i nomi degli ambienti negli spazi corrispondenti.


LEVEL 1
Units

garage study dining room garden bedroom


hall kitchen bathroom living room

1 2

bathroom
LEVEL 2

es.
Units

A attic
LEVEL 3
Units

B upstairs

C stairs
Resource bank
LEVEL 1
Resource bank
LEVEL 2

D downstairs

E basement
Resource bank
LEVEL 3

4 6 8

3 5 7

30 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME __________________________________

CLASS ________ DATE ____________________

2 Completa il cruciverba con i nomi degli ambienti.


Vocabulary
4

LEVEL 1
Units
1
S

T
2

LEVEL 2
A

Units
I
3
R

LEVEL 3
Units
3 Dividi gli ambienti dell’esercizio 1 in tre categorie.
DOWNSTAIRS UPSTAIRS OUTSIDE
kitchen

Resource bank
LEVEL 1
Resource bank
4 WORD BANK Trova l’intruso in ogni stanza.
LEVEL 2

es. bathroom: washbasin towel fridge mirror


1 bedroom: bed wardrobe bedside table toilet
2 kitchen: cooker table shower sink
3 study: washing machine chair computer lamp
Resource bank
LEVEL 3

5 Ora descrivi la tua casa o il tuo appartamento.


Usa have got e segui l’esempio.
My house has got two bedrooms and one bathroom upstairs.
Downstairs, it’s got a living room, but it hasn’t got a study …
© Cambridge University Press 2016 PHOTOCOPIABLE 31
4 Grammar
There is / There are
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con i tuoi


LEVEL 1

esempi. Utilizza i colori delle Grammar maps per


Units

le parole o le caselle.

FORMA AFFERMATIVA
Ausiliare Soggetto Ausiliare Negativo Complemento
interrogativo (blu) (rosso) (nero) (nero)
LEVEL 2
Units

(rosso)
There is a map.
I MIEI ESEMPI
LEVEL 3

FORMA NEGATIVA
Units

There is not a map.


I MIEI ESEMPI
Resource bank

FORMA INTERROGATIVA
LEVEL 1

Is there a map?
I MIEI ESEMPI
Resource bank

2 Completa con There is / There are. Usa la forma


LEVEL 2

contratta dove è possibile.

FORMA INTERA FORMA CONTRATTA


es. There are two bedrooms in my flat. –
Resource bank

es. There is a basement in my house. There’s a basement in my house.


LEVEL 3

1 a park near my school.


2 25 students in my class.
3 four people in my family.

32 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Scegli l’opzione corretta. Attenzione ai complementi


Grammar
4
singolari o plurali.
es. There isn’t / aren’t a sofa in the living room.

LEVEL 1
Units
1 There isn’t / aren’t any DVDs under the bed.
2 There isn’t / aren’t a TV in my bedroom.
3 There isn’t / aren’t any people in the shop.
4 There isn’t / aren’t any photos on my phone.
5 There isn’t / aren’t a study in my house.

LEVEL 2
Units
4 Trasforma le frasi alla forma interrogativa e scrivi
le risposte brevi. Ricordati di trasformare anche some
in any.

LEVEL 3
AFFERMATIVA INTERROGATIVA RISPOSTA BREVE

Units
1 There are some photos Are there ANY + Yes, there are.
in your living room. ?
2 There’s a TV in your –

Resource bank
bedroom.

LEVEL 1
3 There are some felt tips –
in her pencil case.
4 There is some ice cream +
in the fridge.
Resource bank
LEVEL 2

Some / any
5 Scegli tra some e any.
es. Are there some / any sandwiches for me?
Resource bank

1 There are some / any cats in our garden.


LEVEL 3

2 There aren’t some / any interesting programmes on TV.


3 Have you got some / any brothers or sisters?
4 He’s got some / any beautiful goldfish.
5 There aren’t some / any chairs in our classroom!

© Cambridge University Press 2016 PHOTOCOPIABLE 33


4 Grammar
Preposizioni di luogo
NAME ____________________________________

CLASS __________ DATE ____________________

6 Osserva il disegno e completa con la preposizione


LEVEL 1

corretta.
Units

under next to in front of


near behind on

es. The teacher is in front of the desk.


LEVEL 2
Units

1 The bin is the teacher’s


desk.
2 The board is the IWB.
3 The clock is the
window.
LEVEL 3

4 The teacher’s chair is


Units

the desk.
5 The speakers are
the wall.
Resource bank

Round-up
LEVEL 1

7 Leggi l’email di Daisy e scegli l’opzione corretta.


Resource bank

Hi Jodie
LEVEL 2

This a photo of our new house!


It’s quite big and there’s a nice garden, too. The walls in my
bedroom are green – it’s my favourite colour! My desk is
in / under the window and my bed is opposite / in front of
the door. There’s a chest of drawers next to / between
Resource bank

the wardrobe. Are there some / any posters on the wall?


LEVEL 3

Of course there is / are! There are two posters of horses


between / under my bed and the wardrobe!
Love, Daisy

34 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Describing your bedroom


Functions
4
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
What is it like? Are there any posters on the walls?
What colour are the walls?
It isn’t very big, but it’s very comfortable.
Have you got your own bedroom? Is there a desk?

LEVEL 2
ALICE RUBY

Units
Have you got your
own bedroom?
Yes, I have.
What
It isn’t very big, but

LEVEL 3
Units
They’re pink – it’s my favourite
colour!
Are

Resource bank
LEVEL 1
Yes, there are some film posters!
Is
Yes, there is.
Lucky you! I’m in a room
Resource bank
with my sister!
LEVEL 2

2 Scrivi un breve dialogo. Usa il box Key expressions


(Student’s book, pagina 91) e i suggerimenti
del riquadro. Comincia con:
Resource bank

A What’s your bedroom like?


LEVEL 3

Bedroom: small, Posters: my favourite boy band


but comfortable Furniture: bed, wardrobe,
Walls: green bookcase

© Cambridge University Press 2016 PHOTOCOPIABLE 35


4 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

HOME – MY SPECIAL PLACE


LEVEL 1

Imogen
Units

What’s my favourite place at home? My bedroom, of


course, but it isn’t an ordinary bedroom – it’s in the attic!
It’s under the roof, so the ceiling is very low (basso) near
the walls and high (alto) in the centre. There isn’t a door
LEVEL 2

and there are some special stairs up to the attic.


Units

I’ve got lots of bright colours in my room – green and pink


walls, green and white rugs and a bedcover with orange
and blue flowers on it! My bed is in the corner near
the window. There isn’t a wardrobe but there’s a big desk
LEVEL 3
Units

and a chair. My attic bedroom is new and it’s brilliant!

Jacob
Resource bank

My special place isn’t a room inside


LEVEL 1

my house – it’s the garden outside! The


garden behind our house is very big. There’s
a patio in front of the living-room windows.
There’s a table and some chairs on the patio
Resource bank

and there’s also a barbecue – my dad’s


LEVEL 2

a brilliant barbecue chef.

There’s a lawn (prato rasato) in front of the patio and lots of


flowers – no football games near my mum’s flowers! There are
some trees in the garden and that’s where I’ve got a hammock,
Resource bank

(amaca) between two trees. There’s also a shed (capanno)


LEVEL 3

behind the garage. There are some garden things in it but


there’s also a rug and some cushions. It isn’t near the house
so it’s a good place for me and my friends! It’s cool!

36 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

2 Rileggi il testo e rispondi alle domande.


Skills and culture
4
es. Where’s Imogen’s bedroom? It’s in the attic.

LEVEL 1
1 What colour is her room?

Units
2 Where’s the barbecue at Jacob’s house?
3 What is there in the shed?

3 Osserva il disegno e completa l’email.

LEVEL 2
Units
table sink cupboards chairs windows

My favourite room is the kitchen.


It’s quite big and it’s comfortable.

LEVEL 3
There are three windows and

Units
two doors. The cooker is next to the
.
There’s a big in the centre
with six . There are some

Resource bank
opposite the windows.

LEVEL 1
What’s your favourite room? What’s it
like?

4 Ora disegna la tua stanza preferita. Indica la posizione


Resource bank
di porte, finestre e mobili. Poi descrivila usando
LEVEL 2

l’email dell’esercizio 3 come modello e i suggerimenti


seguenti.
inside outside
big small
Resource bank

modern old
LEVEL 3

chairs, curtains sofa, bed, desk

Comincia così:
My favourite room is the … It’s … There is / are …

© Cambridge University Press 2016 PHOTOCOPIABLE 37


5 I usually get up early
Daily routines
NAME ____________________________________

CLASS __________ DATE ____________________

1 Abbina le attività alle immagini.


LEVEL 1
Units

1 do my homework A

2 start school B
LEVEL 2
Units

3 have dinner C
LEVEL 3
Units

4 get home D
Resource bank

2 Abbina le attività alle immagini.


LEVEL 1

1 have lunch A
Resource bank

2 finish school B
LEVEL 2

3 get up C
Resource bank
LEVEL 3

4 leave the house D

38 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Abbina le immagini alle espressioni.


Vocabulary
5

LEVEL 1
Units
1 3
2

LEVEL 2
4

Units
5

have breakfast go to bed start school

do my homework get home leave the house

LEVEL 3
Units
4 Completa le frasi utilizzando le parole dell’esercizio 3.
es. I have breakfast before I go to school.
1 I do my in my bedroom.

Resource bank
2 I go to at 10 pm.

LEVEL 1
3 I start at 9 in the morning.
4 I get at 4 o’clock in the afternoon.
5 I leave after breakfast.

Resource bank
5 Completa le frasi con l’ora indicata nell’orologio.
LEVEL 2

1 I get home from school at .


Resource bank

2 I start school at in the morning.


LEVEL 3

3 I get up at in the morning.

© Cambridge University Press 2016 PHOTOCOPIABLE 39


5 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Present simple – Forma affermativa


1 Completa la tabella della forma affermativa del present
LEVEL 1

simple con i tuoi esempi. Utilizza i colori delle Grammar


Units

maps per le parole o le caselle.

Soggetto (blu) Verbo (verde) Complemento (nero)


He starts at 8:30.
LEVEL 2

I MIEI ESEMPI
Units
LEVEL 3
Units

2 Scegli l’opzione corretta.


Resource bank

es. He start / starts school at eight o’clock.


LEVEL 1

1 We take / takes the bus to school.


2 I phone / phones my grandma on Sundays.
3 The film (it) begin / begins at five past nine.
4 They get up / gets up at 7:15.
Resource bank

5 She play / plays basketball on Wednesdays.


LEVEL 2

6 He speak / speaks Spanish with his grandparents.


7 Anne (she) live / lives in Edinburgh.
8 Daniel (he) walk / walks to school on Mondays.
Resource bank
LEVEL 3

40 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Present simple – Regole ortografiche


Grammar
5
3 Ricopia la tabella sul quaderno e inserisci al posto

LEVEL 1
giusto i verbi del riquadro alla terza persona singolare.

Units
study go teach play finish say miss
fix cry kiss wash watch stay

FORMA BASE TERZA PERSONA SINGOLARE

LEVEL 2
Units
Verbi che finiscono in -o, -ch, -sh, -ss, -x
teach, teaches,
Verbi che finiscono con una consonante + -y

LEVEL 3
Units
Verbi che finiscono con una vocale + -y

4 Completa l’email di Will con la forma corretta dei verbi

Resource bank
del riquadro.

LEVEL 1
work have (x 2) get (x 2) do watch finish (x 2)

Resource bank
Hi Paolo
LEVEL 2

My dad worksin an office in London so our daily


routines are very different.
I up at half past seven and then I
my breakfast at eight o’clock. My dad up
at six o’clock and he his breakfast on the train.
Resource bank

I school at 3:30 but he work


LEVEL 3

at six o’clock. In the evening I my homework


in my bedroom and he TV in the living room.
Cheers, Will

© Cambridge University Press 2016 PHOTOCOPIABLE 41


5 Grammar
Preposizioni di tempo
NAME ____________________________________

CLASS __________ DATE ____________________

5 Completa le frasi con le preposizioni di tempo at, in o on.


LEVEL 1
Units

es. We often go to the beach in the summer.


1 They sometimes play basketball Sundays.
2 We often visit our grandparents the weekend.
3 My birthday is 6th November.
4 We usually do our homework the afternoon.
LEVEL 2
Units

Avverbi di frequenza
6 Inserisci l’avverbio di frequenza al posto giusto.
es. We walk to school. (sometimes)
We sometimes walk to school.
LEVEL 3
Units

1 They have breakfast at 7:30. (usually)

2 Adam’s early for school. (never)


Resource bank

3 We play football in the park. (sometimes)


LEVEL 1

Round-up
7 Leggi il dialogo tra Greta e Lily e scegli l’opzione
Resource bank

corretta.
LEVEL 2

GRETA My friends and I always play / plays volleyball on / in


Saturday afternoons.
LILY On / In the evening, I usually watch / watches TV with
my family and I go to bed late.
Resource bank

GRETA What about Sundays? We sometimes have / has lunch


LEVEL 3

in a restaurant and then I do my homework on / in the


afternoon.
LILY We always have a big ‘brunch’ – that’s breakfast and
lunch together. It’s really nice!
42 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

Talking about school


Functions
5
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
I’m in Year 8. Our teacher’s very cool!
What’s your favourite subject? Which year are you in?
Where’s your school? Who’s your favourite teacher?

JILL LUCY
Where’s your school?

LEVEL 2
Units
It’s near my house.
Which in?
I’m .
What’s ?
It’s art! Our teacher’s

LEVEL 3
Units
!
Who’s ?
It’s Miss Dunne! She teaches
science.

Resource bank
LEVEL 1
2 Immagina di dover completare questa tessera
dello studente. Scrivi le domande che servono
per ottenere queste informazioni consultando il box
Key expressions (Student’s book, pagina 115).
Poi rispondi in modo personale. Resource bank
LEVEL 2

Your name
Your year
Your favourite subject
Your favourite teacher
Resource bank
LEVEL 3

Ora esponi brevemente.


My name is … I’m in Year 8 and my favourite subject …

© Cambridge University Press 2016 PHOTOCOPIABLE 43


5 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

A FUTURE CHAMPION
LEVEL 1
Units

Shannon Thompson is 14 years old. She lives with her mum,


dad and little brother, Jamie, in Leeds and she goes
to Eccleshill School.

She’s just an ordinary teenager – except (se non fosse che)


Shannon is one of Britain’s top swimmers. She’s the British
LEVEL 2
Units

under-16 100 m freestyle (stile libero) champion.


Shannon is always busy (impegnata) – she trains
hard (si allena duramante) and she studies hard.

Shannon’s day starts at 6 o’clock. She gets up, has breakfast


and then her mum takes her to the swimming pool. Her coach
LEVEL 3
Units

(allenatore), David, is at the pool and she trains for two hours.

After training, she catches the bus to school. Shannon’s a good


student and she likes French and Spanish but her favourite
lesson is PE – of course! She has lunch with her friends
Resource bank

at school.
LEVEL 1

Afternoon lessons finish at 3:30 and Shannon returns to the


swimming pool for more training with her coach. She often
swims non-stop (ininterrottamente) for two hours!

When she gets home, she has dinner with her family, but she
Resource bank

never watches TV in the evening. She goes to her bedroom


LEVEL 2

and she does her homework. She’s usually very tired, so she
goes to bed at 9:30.

Shannon says: ‘Sometimes my friends come to my house


on Saturday evenings. We have pizza and watch films or listen
Resource bank

to music. I’m very serious about my swimming.


LEVEL 3

My ambition is to be an Olympic swimming champion like


my hero Rebecca Adlington – she’s got four Olympic medals!
I love swimming and I love my busy life!’

44 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e indica (✓) se le frasi sono vere (True)
5
o false (False).
True False

LEVEL 1
Units
es. Shannon lives in Manchester. ✓
1 She never has breakfast.

2 She always walks to school.

3 Afternoon lessons finish at 3:30.

LEVEL 2
4 She always watches TV after dinner.

Units
5 On Saturdays she plays computer games
with her friends.

3 Completa la tabella pensando alla tua giornata tipo

LEVEL 3
Units
in vacanza e durante il periodo scolastico. Usa
le espressioni del riquadro.
go to bed have lunch have a shower
play computer games have breakfast

Resource bank
listen to music get dressed go to the park / beach

LEVEL 1
have dinner have a snack watch TV / DVDs go to sleep

HOLIDAY SCHOOL DAY


Morning Morning
get up at 10 o’clock get up at 7 o’clock Resource bank
LEVEL 2

Afternoon Afternoon

Evening Evening
Resource bank
LEVEL 3

Ora, usando gli appunti come traccia, prova a esporre


oralmente.
In the school holidays I never get up early! I usually get up
at about 10 and …
© Cambridge University Press 2016 PHOTOCOPIABLE 45
6 What do you do on Saturdays?
Free-time activities
1 Abbina le attività alle immagini.
LEVEL 1
Units

1 A go skateboarding

2 B go for a pizza
LEVEL 2
Units

3 C go to a friend’s house
LEVEL 3
Units

4 D visit my grandparents
Resource bank

2 Abbina le attività alle immagini.


LEVEL 1

1 A play computer games


Resource bank

2 B go for a bike ride


LEVEL 2

3 C go shopping
Resource bank
LEVEL 3

4 D watch a film

46 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa le frasi con i verbi del riquadro.


Vocabulary
6
go play watch meet go visit

LEVEL 1
Units
es. I go for a pizza on Saturdays.
1 We our friends in the park.
2 Sam and Jack to their friend’s house
after school.
3 My friends often computer games.

LEVEL 2
Units
4 We our grandparents on Sundays.
5 Lucas and Oscar often a DVD on Friday
evenings.

4 Segna ciò che fai nel weekend (✓). Poi scrivi alcune

LEVEL 3
Units
frasi come nell’esempio.
es. go to a friend’s house ✓
1 go bowling
2 watch a film

Resource bank
3 go for a bike ride

LEVEL 1
4 visit my grandparents

I usually go to a friend’s house at the weekend.

Resource bank
LEVEL 2
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 47


6 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Present simple – Forma negativa,


interrogativa e risposte brevi
LEVEL 1

1 Ricopia la tabella sul quaderno e completala con i tuoi


Units

esempi. Utilizza i colori delle Grammar maps per


le parole o le caselle.

FORMA NEGATIVA
Ausiliare Soggetto Ausiliare Negazione Verbo Complemento
LEVEL 2
Units

interrogativo (blu) (rosso) (nero) (verde) (nero)


(rosso)
I do not watch a video.
I MIEI ESEMPI
LEVEL 3
Units

FORMA INTERROGATIVA
Does he watch a video?
I MIEI ESEMPI
Resource bank
LEVEL 1

2 Completa le frasi con do not o does not.


es. My maths class does not begin at 10:45.
Resource bank

1 Rachel meet her friends after school.


LEVEL 2

2 My friends go bowling.
3 I get up at 7 o’clock on Sundays.

3 Completa le frasi con don’t o doesn’t.


Resource bank

es. We don't go to school on Saturdays.


LEVEL 3

1 Ed and Nick do their homework on Fridays.


2 My mum listen to music on her phone.
3 Our dog sleep in my bedroom.

48 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

4 Completa le domande e dai risposte brevi.


Grammar
6
es. Does your mum play computer games?
No, she doesn’t .

LEVEL 1
Units
1 you like pizza?
Yes, .
2 your parents watch TV every day?
No, .
3 school start at 10 o’clock?

LEVEL 2
Units
No, .
4 you have breakfast at 6:30?
No, .
5 you and your best friend go skateboarding?
No, .

LEVEL 3
Units
Parole interrogative con il present simple
5 Completa le frasi con le parole interrogative
del riquadro.

Resource bank
LEVEL 1
What time Where When What How often

es. What time does the train arrive at Victoria Station?


At 5 pm.
1 does she live? Resource bank
In a flat near the school.
LEVEL 2

2 do you watch on TV?


Cartoons and films.
3 do they meet their friends?
Every Saturday.
Resource bank

4 does she do her homework?


LEVEL 3

After dinner.

© Cambridge University Press 2016 PHOTOCOPIABLE 49


6 Grammar
Pronomi personali complemento
NAME ____________________________________

CLASS __________ DATE ____________________

6 Completa la tabella con i pronomi personali soggetto


LEVEL 1

e complemento. Poi leggi le frasi nel riquadro e scegli


Units

l’opzione corretta.

Pronomi Pronomi Our PE teacher is very popular.


personali personali We all like she / her .
soggetto complemento 1 Jim’s in my class. He / Him is
LEVEL 2
Units

I me a new student.
2 Here are Anna and Lucy. We
always walk to school with
they / them.
3 He / Him is my friend, Ben.
LEVEL 3
Units

He lives near I / me.


4 Miss Stone is our teacher. She /
her teaches we / us English.
5 Micky is my friend but he /
him doesn’t sit next to I / me.
Resource bank
LEVEL 1

Round-up
7 Completa con i verbi tra parentesi o con i pronomi
personali complemento.
Resource bank

Have you got any DVDs?


LEVEL 2

NATHAN
EMILY Yes, I have. Do you like (you / like) romantic
films?
NATHAN No, I hate ! Have you got any films with Johnny
Depp?
Resource bank

EMILY No, I haven’t, but I like . He’s really cool! Why


LEVEL 3

don’t we watch TV?


NATHAN I (not / watch) TV. It’s boring.
EMILY What (you / like), then?
NATHAN I love computer games. I play all the time!
50 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

Talking about frequency


Functions
6
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
Yes, I love them. I play every Tuesday and Saturday!
And how often do you go to the cinema?
I go once or twice a month. How often do you play?
Do you like horror films?

LEVEL 2
MEGAN JADE

Units
Do you play any sport?
Yes, I play volleyball.
How often do you play?
I

LEVEL 3
Units
And

I go

Resource bank
Do

LEVEL 1
Yes,

2 Formula domande scegliendo tra le espressioni Resource bank


LEVEL 2

del riquadro e rispondi in modo personale. Aiutati


con il box Key expressions (Student’s book, pagina 135).
meet your friends watch a DVD go online
go for a pizza play computer games
Resource bank

A How often do you meet your friends?


LEVEL 3

B Once a week. I usually meet them on Saturdays.

Ora rivolgi le stesse domande a un compagno /


una compagna.
© Cambridge University Press 2016 PHOTOCOPIABLE 51
6 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Leggi il testo e scegli il titolo corretto per ogni giorno.


A Bike ride and street art B History and a trip on the river
LEVEL 1
Units

A DAY OUT IN LONDON

Day out 1

Do you like boat trips? Are you interested in history? Yes?


Then this is the perfect day out for you!
LEVEL 2
Units

This boat trip (gita in battello) starts in the centre


of London at Westminster (so you see Big Ben and
the Houses of Parliament, too!) and finishes at the
Tower of London. The boat goes along (lungo)
the River Thames where there are some famous
LEVEL 3

historical buildings, such as Shakespeare’s Globe


Units

Theatre, St Paul’s Cathedral and Tower Bridge (ponte).


What if you don’t know about the history of London?
No problem! Our guide explains the history of the city during
the trip. We have lunch by the river and in the afternoon
Resource bank

we visit the Tower of London.


LEVEL 1

Day out 2

Are you interested in art? Do you like bike rides? Well, this
day out is just right for you!
Resource bank
LEVEL 2

The Street Art Bike Ride is a trip around the streets of East
London. This area of London is now a centre of contemporary
art. On our bike ride we see a lot of pictures but we don’t visit
a gallery! We see art in the streets! There’s some fantastic
graffiti on the walls of the buildings. What do the
Resource bank

pictures show? How do the artists paint them?


LEVEL 3

Our guide talks about the pictures and answers


your questions. After the bike ride, we have lunch
in a café. In the afternoon you paint your own
pictures in the Street Art Workshop (laboratorio).
52 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e completa le frasi con 1 o 2.
6
es. On Day out 1 you see some interesting old buildings.
1 On Day out you have lunch by the river.

LEVEL 1
Units
2 On Day out you paint a picture.
3 On Day out you travel on the river.
4 On Day out you learn about street art.

3 Leggi l’email di Sofia e scegli il connector corretto.

LEVEL 2
Units
Hi Laura,
Thanks for your email. What do I do in the holidays? Well,
there’s a lovely swimming pool near my house so / but

LEVEL 3
I often go there with my friends.

Units
We sometimes go for bike rides and / so we often have an
ice cream. In the evenings I sometimes go to the town square
with my family and / but we never go to the cinema in the
summer. My cousins live near us but / so we often go to their

Resource bank
house and / but we sometimes have pizza with them. What

LEVEL 1
do you do in the summer holidays when you’re at home?
Love, Sofia xxx

Ora rispondi raccontando cosa fai in estate. Resource bank


LEVEL 2

Puoi cominciare così:

Hi Sofia,
Thanks for your email. In the summer I usually go …
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 53


7 I can cook very well!
Abilities and sports
NAME ____________________________________

CLASS __________ DATE ____________________

1 Scrivi i nomi delle attività del riquadro sotto


LEVEL 1

le immagini.
Units

dive sing cook surf ride a horse

es. 1 2 3 4
LEVEL 2
Units

ride a horse
LEVEL 3
Units

2 Scrivi i nomi delle attività del riquadro sotto


le immagini.

ski play the guitar swim speak Spanish ice-skate


Resource bank
LEVEL 1

1 2 3 4 5

¡Hola,
me llamo
Ester!
Resource bank
LEVEL 2

3 Completa con i verbi del riquadro.


play swim sing cook
Resource bank
LEVEL 3

es. We swim in the sea in the summer.


1 We the guitar in our music lessons.
2 Mum and I sometimes pizza on Saturdays.
3 My dad always in the shower.
54 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

4 Completa con i verbi del riquadro.


Vocabulary
7
walk dive speak ride

LEVEL 1
Units
es. I never dive into the swimming pool!
1 My cousin’s got a horse and I sometimes it.
2 The children 5 km to school every day.
3 Carmen Spanish with her grandma.

LEVEL 2
Units
5 Completa il cruciverba con i nomi di attività.
1

2 3
S

LEVEL 3
K

Units
4 5 6 7
I

Resource bank
LEVEL 1
Across Down

Resource bank
LEVEL 2

2 3 1 2
Resource bank

4 5
LEVEL 3

6 7
© Cambridge University Press 2016 PHOTOCOPIABLE 55
7 Grammar
Can e gradi di abilità
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con i tuoi


LEVEL 1

esempi. Utilizza i colori delle Grammar maps per


Units

le parole o le caselle.

FORMA AFFERMATIVA
Can Soggetto Can Negazione Verbo
(interrogativo) (blu) (nero) (verde)
LEVEL 2
Units

You can speak.


I MIEI ESEMPI

FORMA NEGATIVA
LEVEL 3
Units

He can not sing.


I MIEI ESEMPI
Resource bank

FORMA INTERROGATIVA
LEVEL 1

Can it run?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Completa le frasi in modo personale con can o can’t.


es. My mum can speak English very well.
1 I cook.
2 My best friend dive.
Resource bank

3 My dad play the guitar.


LEVEL 3

4 I draw very well.


5 My grandparents walk very fast.
6 My teacher play tennis.
7 I sing very well.

56 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Grammar
3 Completa le frasi con can o can’t e i suggerimenti.
7
es. ski / at all
Noemi can’t ski at all.

LEVEL 1
Units
1 run / very well
Jason

LEVEL 2
Units
2 play / guitar / very well
Lee

LEVEL 3
Units
3 cook / at all
Maggie

Resource bank
LEVEL 1
4 sing / really well
They

Resource bank
LEVEL 2

4 Completa le frasi riordinando le parole e poi rispondi.


es. a / horse / ride / Can / ride / Emma? – Yes, …
Can Emma ride a horse? Yes, she can.
1 your dad / Can / 10 kilometres / run? – No, …
Resource bank

Can your dad


LEVEL 3

2 chess / Can / play / brother / your? – No, …


Can your brother
3 dinner / Can / dad / your / cook? – Yes, …
Can your dad
© Cambridge University Press 2016 PHOTOCOPIABLE 57
7 Grammar
Imperativo
NAME ____________________________________

CLASS __________ DATE ____________________

5 Scrivi le frasi all'imperativo con i verbi e le parole


LEVEL 1

del riquadro.
Units

put / your bags in here be / quiet ride / your bike


cross / the road take / photos play / football

IMPERATIVO IMPERATIVO
LEVEL 2
Units

Be quiet!

es. 3
LEVEL 3
Units

1 4

2 5
Resource bank
LEVEL 1

Round-up
6 Intervista un compagno / una compagna completando
il questionario. Fai domande come quella dell’esempio.
Resource bank

Poi scambiatevi i ruoli.


LEVEL 2

A Can you play football?


B Yes, I can. I can play very well.
Yes No
1 play football?
Resource bank

2 play volleyball?
LEVEL 3

3 play tennis?

4 swim?

5 dive?

58 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Asking for and giving / refusing permission


Functions
7
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
Yes, of course.
No, you can’t. You’ve got a dentist’s appointment!
And can I go to Jack’s house after school?
No, I’m sorry, you can’t. Can I use your tablet, Mum?
But could I go to a sleep-over at Abby’s house on Saturday?

LEVEL 2
Units
A B
Can I use your tablet,
Mum?
Yes, . Here it is.
And can

LEVEL 3
Units
after school?
No,
.
But could I go to
?
No, .
You’ve got an exam tomorrow!

2 PAIRWORK A turno immaginate di chiedere il permesso


per fare una cosa tra quelle elencate nel riquadro 1. Usate Resource bank
il box Key expressions (Student’s book, pagina 159).
LEVEL 2

Riquadro 1
use a friend’s tablet go to a friend’s party
sleep over at a friend’s house use a friend’s bike
Resource bank

Motivate il rifiuto usando i suggerimenti del riquadro 2.


LEVEL 3

Riquadro 2
too late I need it an important match
a lot of homework a test tomorrow

© Cambridge University Press 2016 PHOTOCOPIABLE 59


7 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

FOCUS ON … BRITISH SPORTS


LEVEL 1
Units

Hi, I’m Helena and I love hockey! We play it outdoors in winter


and it’s an Olympic sport. There are eleven players in a team
(squadra) and they hit (colpiscono) a small ball with a stick
(bastone). The idea is to score goals, like in football. Hockey
players can’t kick (calciare) or touch the ball, but they can run
LEVEL 2

very fast! I play hockey in PE lessons at school.


Units

There are lots of men’s and women’s hockey teams in the UK,
but at school it’s usually a girls’ sport.

I’m Finn and my favourite sport is rugby.


LEVEL 3
Units

It comes from a school in the town of


Rugby in England and it’s about 200
years old. Rugby is similar to football but
there are some important differences.
A rugby ball is oval and also players can
Resource bank

pick up (raccogliere) the ball and run with it.


LEVEL 1

There are fifteen players in a rugby team. In the winter, I play


rugby in PE lessons and for the school team. I love the Six
Nations Rugby tournament – with teams from England, Wales,
Scotland, Ireland, France and Italy. My dad’s got tickets for the
Resource bank

England vs Italy match. I’m so excited!


LEVEL 2

My name’s Lindsay and I’m the captain of the school


netball team. Netball is one of the top girls’ sports in
the UK and it’s a popular sport in schools.
Resource bank

It’s similar to basketball but netball players can’t dribble with


LEVEL 3

the ball. There are seven players in a team. They throw


(lanciano) the ball from player to player and try to score
goals. You can play netball all year indoors and outdoors.
I love netball because it’s really fast and exciting. It’s a great sport!
60 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

2 Rileggi il testo e completa la tabella.


Skills and culture
7
HOCKEY RUGBY NETBALL

LEVEL 1
Season winter

Units
Number of players
Equipment

3 Rileggi il testo e completa con il nome dello sport

LEVEL 2
Units
corretto.
es. Netball is very popular with girls.
1 Teams from six countries play in a famous
tournament.
2 In players hit a ball with a stick.

LEVEL 3
Units
3 A ball is oval.
4 You can play all year indoors and outdoors.

4 Completa lo schema sugli sport che preferisci e motiva

Resource bank
le tue risposte con gli aggettivi del riquadro.

LEVEL 1
Yes No Reason fun
1 play football exciting
2 play volleyball boring
3 go ice-skating interesting
Resource bank
fast slow
4 go running
LEVEL 2

enjoyable
5 do karate
dangerous
6 do athletics good for you
Resource bank

5 Ora usa le risposte all’esercizio 4 per scrivere un breve


LEVEL 3

testo sugli sport che preferisci. Usa i connectors (and,


so, but, because). Comincia così:
I play football because it’s fast and exciting, but I don’t
play volleyball. It’s boring.
© Cambridge University Press 2016 PHOTOCOPIABLE 61
8 They’re looking at trainers
Clothes
NAME _______________________

CLASS _____ DATE ____________

1 Scrivi i nomi dei capi d’abbigliamento sotto


LEVEL 1

le immagini.
Units

jumper trousers socks trainers shirt

es. 1 2 3 4
LEVEL 2
Units

trousers
LEVEL 3
Units

2 Scrivi i nomi dei capi d’abbigliamento sotto


le immagini.

hoodie skirt shorts coat scarf


Resource bank
LEVEL 1

1 2 3 4 5
Resource bank
LEVEL 2

3 Completa con ciò che indossi di solito in queste


occasioni.
Resource bank

es. At school I usually wear trousers and a hoodie .


LEVEL 3

1 During the summer holidays I wear .


2 In winter I wear .
3 When I go to a party I wear .

62 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

4 Completa il cruciverba con i nomi dei capi


Vocabulary
8
d’abbigliamento.

LEVEL 1
Units
S

LEVEL 2
1

Units
K
I
2
R
T

LEVEL 3
Units
3

Resource bank
4

LEVEL 1
5

Resource bank
LEVEL 2

5 WORD BANK Trova l’intruso.


Resource bank

es. trousers shorts jumper jeans


LEVEL 3

1 trainers shoes boots scarf


2 socks sweatshirt jumper hoodie
3 gloves coat scarf swimming costume

© Cambridge University Press 2016 PHOTOCOPIABLE 63


8 Grammar
Present continuous
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole o le caselle.

FORMA AFFERMATIVA
Ausiliare Soggetto Ausiliare: Negazione Verbo Forma -ing
interrogativo: (blu) am / are / is (nero) (verde) (nero)
LEVEL 2
Units

Am / Are / Is (rosso)
(rosso)
You are speak ing.
I MIEI ESEMPI
LEVEL 3
Units

FORMA NEGATIVA
I am not speak ing.
I MIEI ESEMPI
Resource bank
LEVEL 1

FORMA INTERROGATIVA
Is he speak ing?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Scrivi la forma -ing dei verbi. Attento alle regole


ortografiche! (Vedi Student’s book, pagina 176.)

Verbo (verde) Forma -ing (nero) Verbo (verde) Forma -ing (nero)
Resource bank

wear wearing put


LEVEL 3

work shop
play do
go buy

64 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa le frasi con la forma intera del present


Grammar
8
continuous dei verbi tra parentesi.
es. Liam is listening (listen) to music on his phone.

LEVEL 1
Units
1 My brother (watch) a football match on TV.
2 We (wait) for the bus now.
3 Sam (talk) to the teacher.
4 I (do) my homework at the moment.
5 We (wear) jeans today.

LEVEL 2
Units
6 This year Rosie (work) in a clothes shop.

4 Trasforma le frasi alla forma intera negativa del present


continuous.
es. I’m waiting for Ricky and Adam.

LEVEL 3
Units
I AM NOT WAITING for Ricky and Adam.
1 They are looking at trainers in the sports shop.
2 They are buying the food for the party.
3 I am going to the park to play football.

Resource bank
4 You are shopping for a present for Emily.

LEVEL 1
5 Ora riscrivi le frasi dell’esercizio 4 alla forma contratta
negativa.

6 Riordina le parole e forma le domande. Poi scrivi Resource bank


LEVEL 2

le risposte brevi affermative (+) o negative (–).


es. Are you reading … a / good / book / ? (+) Yes, I …
Are you reading a good book? Yes, I am.
1 Are you … for / waiting / your dad / ? (–) No, I …
Resource bank
LEVEL 3

2 Are they … wearing / trainers / ? (+) Yes, they …

3 Is Laura … tennis / playing / ? (–) No, she …

© Cambridge University Press 2016 PHOTOCOPIABLE 65


8 Grammar
Pronomi possessivi
NAME ____________________________________

CLASS __________ DATE ____________________

7 Sostituisci le parti sottolineate con un pronome


LEVEL 1

possessivo.
Units

es. That is my dad’s car. That is HIS.


1 That is my scarf.
2 Those are our sports clothes.
3 Amy and Lia! These are your cardigans.
LEVEL 2
Units

4 Is that your new dress?


5 They are the boys’ trainers.
6 They are Laura’s shoes.
7 It is Rob’s hat.
LEVEL 3

Round-up
Units

8 Leggi l’email di Sarah a sua cugina Paola. Completa


con la forma corretta dei verbi del riquadro al present
continuous.
Resource bank
LEVEL 1

make choose prepare not help call dance

Hi Paola,
Resource bank

It’s Emily’s party this evening! Jazmin and I are choosing our
LEVEL 2

clothes for the party. It’s really difficult!


Ricky and Adam are already at Emily’s house. They
the food with Emily. They
pizzas and sandwiches. Vijay Emily because
Resource bank

he this afternoon – you know he has dancing


LEVEL 3

lessons on Saturdays!
Oh! Emily me!
Sarah xxx

66 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Shopping for clothes


Functions
8
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
It’s £18. Yes, of course! How much is this T-shirt?
Can I try it on? Can I help you? Does it fit? I’ll take it.

ASSISTANT MARCUS
Can I help you?

LEVEL 2
Units
Yes, please! How
?
£18.
Can ?
Yes, !
What size are you?

LEVEL 3
Units
Medium, I think.
Più tardi …
Does ?
Yes, it’s perfect. I .

Resource bank
LEVEL 1
2 Ora usa gli abiti delle foto e scrivi sul quaderno
tre dialoghi simili a quello dell’esercizio 1.
Usa i suggerimenti del box Key expressions
(Student’s book, pagina 179).
Resource bank
LEVEL 2

£ 30 £ 19.99 £ 65
Resource bank

3 PAIRWORK Riproduci oralmente con un compagno /


LEVEL 3

una compagna uno dei dialoghi dell’esercizio 2.

© Cambridge University Press 2016 PHOTOCOPIABLE 67


8 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

DRESSING UP FOR SPECIAL OCCASIONS


LEVEL 1
Units

The school prom (ballo) is a formal party to celebrate the end


of secondary school and it’s a very important occasion for
all students. The idea of school proms comes from the
USA but now they’re also very popular in the UK.
Smart (eleganti) clothes, big cars, a special dinner and
1
LEVEL 2

dancing are the important things at a prom. Students don’t


Units

wear their school uniforms to the prom! They buy new clothes
for the party. The girls are wearing high-heeled (con i tacchi
alti) shoes and long evening dresses. The boys are wearing
smart suits (completi) with a shirt and tie.
LEVEL 3
Units

English wedding. The bride (sposa) is


wearing a long, white dress. It’s traditional
for brides to wear ‘something (qualcosa)
old, something new, something borrowed 2
Resource bank

(in prestito) and something blue’ for good


LEVEL 1

luck! The groom (sposo) is wearing ‘morning dress’: striped


trousers, a long jacket, a white shirt and a tie. There are also three
bridesmaids (damigelle). Bridesmaids are either (o) adult friends
of the bride or (o) children and teenagers from the bride and
Resource bank

groom’s families. They’re wearing pretty white dresses.


LEVEL 2

At the Scottish wedding the men are wearing


kilts. In Scotland, a young man often gets his
first kilt for his wedding. Kilts are similar to skirts
Resource bank

and made from tartan cloth (tessuto). Tartan is


LEVEL 3

3 a checked pattern in many different colours and


each Scottish surname has its own tartan. Men wear
long socks and special shoes, shirts and jackets with a kilt. The
bride can wear a scarf in her family’s tartan.

68 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e rispondi alle domande.
8
es. What’s the special occasion in photo 1?
It’s a school prom.

LEVEL 1
Units
1 When do students go to a prom?
2 In photo 2, what is the bride wearing?
3 Who is wearing striped trousers and a long jacket?
4 When do Scottish men get their first kilt?
5 What is tartan?

LEVEL 2
Units
3 GAME Leggi le istruzioni e gioca!
• Tu e un compagno vi alzate in piedi e vi osservate
attentamente per 10 secondi.
• Quindi vi girate schiena contro schiena e, a turno, descrivete

LEVEL 3
Units
in dettaglio ciò che indossa l’altro.
• Vince chi riesce a fornire il maggior numero di dettagli.

4 Dressing up for your special occasions. Descrivi ciò che

Resource bank
indosseresti in queste tre diverse occasioni.

LEVEL 1
My best friend’s birthday party: I usually wear a smart
dress, ballerina shoes …

Resource bank
LEVEL 2

On school days:

A beach holiday:
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 69


1 I love watching cartoons!
Films
NAME ___________________________

CLASS ______ DATE _______________

1 Abbina le immagini ai generi di film.


LEVEL 1
Units

1 A musical

2 B science fiction film


LEVEL 2
Units

3 C action film
LEVEL 3
Units

4 D cartoon
Resource bank

2 Abbina le immagini ai generi di film.


LEVEL 1

1 A fantasy film
Resource bank

2 B romantic film
LEVEL 2

3 C horror film
Resource bank
LEVEL 3

4 D comedy

70 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa il cruciverba.
Vocabulary
1

LEVEL 1
Units
R
1
O

LEVEL 2
Units
M
2
A
3
N

LEVEL 3
4

Units
T

Resource bank
5

LEVEL 1
Resource bank
4 Completa la mappa con i titoli dei tuoi film preferiti
LEVEL 2

divisi per genere.


Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 71


1 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Present simple e present continuous


1 Inserisci le frasi del riquadro nella colonna corretta
LEVEL 1

ed evidenzia gli avverbi o le espressioni di tempo.


Units

Now I’m watching an action film


Peter sometimes does his homework in his room.
I usually watch cartoons.
Tonight he’s doing his homework in the kitchen.
LEVEL 2
Units

PRESENT SIMPLE PRESENT CONTINUOUS


Now I’m watching
an action film
LEVEL 3
Units

2 Cerchia l’opzione corretta. Le parole sottolineate


ti sono d’aiuto.
Resource bank
LEVEL 1

es. I usually do / am doing my homework at school, but today


I do / ’m doing it in my room.
1 Graham usually goes / is going swimming on Saturdays,
but the pool is closed today so he plays / ’s playing
a computer game.
Resource bank

2 I can’t talk to you now because I have / ’m having


LEVEL 2

my dinner.
3 They usually have / are having breakfast at home, but
it’s Saturday today and they have / are having breakfast
in a café.
Resource bank

4 My mum usually works / ’s working in London,


LEVEL 3

but this month she works / ’s working in Bristol.

72 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa con la forma corretta del verbo tra parentesi.


Grammar
1
Le parole in grassetto ti sono d’aiuto.
My favourite films are comedies and fantasy films. I usually

LEVEL 1
Units
watch (watch) films on TV with my friends on Saturday
evenings. I (see) films during the week because
I (do) my homework in the evenings. If there
isn’t a good film on TV, I sometimes (chat) online
with friends. At the moment I (watch) a Sherlock

LEVEL 2
Units
Holmes film – it’s brilliant! Benedict Cumberbatch is in it and
I really (like) him.
He often (play) the bad guy, but in this film he
(play) the famous detective Sherlock Holmes.
I (enjoy) this film!

LEVEL 3
Units
Like / enjoy / love / hate + forma -ing
4 Completa le frasi con la forma corretta del verbo
tra parentesi.

Resource bank
es. The baby likes watching cartoons. (watch)

LEVEL 1
1 Our dog loves pizza. (eat)
2 Do you like computer games? (play)
3 The girls hate in the sea. (swim)
4 I don’t like to school by bus. (go)
Resource bank
5 My mum doesn’t enjoy at weekends. (work)
LEVEL 2

5 Completa le frasi in modo personale, usando like,


enjoy, love o hate.
es. I don’t like watching music programmes on TV.
Resource bank

1 I watching TV documentaries about animals.


LEVEL 3

2 I surfing the internet.


3 My friends chatting online.
4 I watching football on TV.

© Cambridge University Press 2016 PHOTOCOPIABLE 73


1 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

6 Completa la tabella con ciò che fai nel weekend


e poi rispondi alle domande. Usa love, like, hate,
prefer + forma -ing.
LEVEL 1
Units

Yes No
1 go to the cinema

2 read books

3 go shopping
LEVEL 2

4 play computer games


Units

5 play sport

6 stay at home

1 Do you like going to the cinema?


No, I don’t. I prefer .
LEVEL 3
Units

2 Do you love reading books or do you prefer going shopping?

3 Do you prefer playing computer games or playing a sport?


Resource bank

4 Do you like staying at home at the weekend?


LEVEL 1

Avverbi di modo
7 Scegli l’opzione corretta: aggettivo o avverbio.
Resource bank
LEVEL 2

es. My sister sings very bad / badly .


1 This actor is speaking very quick / quickly.
2 Julie can act very well / good.
3 This music is too noisy / noisily.
4 The children are sitting very quiet / quietly.
Resource bank
LEVEL 3

74 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Buying cinema tickets


Functions
1
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
What time is the next screening of
Can I have adults children Certainly, that’s
Which screen is it in? How much are the tickets?

DAD ASSISTANT

LEVEL 2
What time is the next

Units
screening of Night at the
museum 5, please?
It’s at half past eight.
How ?
They’re £9.50 for and

LEVEL 3
Units
£7.00 for under 14.

two adult tickets, please?


£19.00.
Thank you. Which

Resource bank
LEVEL 1
?
It’s in screen 2.

2 PAIRWORK Studente A: sei il commesso alla


Resource bank
biglietteria del cinema. Studente B: sei il cliente e
LEVEL 2

chiedi informazioni. Usate i seguenti suggerimenti.

Screen 2
Film: Frozen
Next screening: 20:15
Resource bank

Admission prices: £9.00 adults


LEVEL 3

£6.00 children

© Cambridge University Press 2016 PHOTOCOPIABLE 75


1 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

DOCTOR WHO?
LEVEL 1
Units

Doctor Who is a cult BBC science-fiction TV


series in the UK. Children and adults love
watching it!

It’s about the adventures of an alien Time


Lord. His name is the Doctor. He looks human,
LEVEL 2
Units

but he isn’t. He has a special power: he can


travel in time.

He travels the Universe in his spaceship


(astronave) – the TARDIS. The TARDIS has a secret: on the
outside it’s a small, blue telephone box (cabina telefonica),
LEVEL 3
Units

but inside it’s an enormous spaceship!

The Doctor is brave and intelligent. He loves travelling to


distant parts of the Universe and he likes meeting new
civilizations.
Resource bank

His enemies are the Daleks, the Cybermen and the Zygons. The
LEVEL 1

Doctor hates them, but Doctor Who fans love these monsters
and baddies!

The Doctor Who science-fiction series is over 50 years old, but


British people still love it. Why is it popular? Fans say because
Resource bank

it combines different types of TV programmes – fantasy with


LEVEL 2

science fiction, comedy with action – and it’s always


exciting.

Every few years (ogni paio d’anni) a new actor


arrives to play the Doctor and this is an
Resource bank

important part of the story – every fan


LEVEL 3

has his favourite Doctor! Peter Capaldi


is the actor playing the Doctor now
and he says he loves playing the Time
Lord – it’s great fun!
76 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e indica (✓) se le frasi sono vere (True)
1
o false (False).
True False

LEVEL 1
Units
es. Doctor Who is a TV series for children and ✓
adults.
1 The Doctor is a human.

2 The TARDIS is an alien.

LEVEL 2
3 The Doctor loves travelling.

Units
4 Doctor Who is a new TV series.

5 The same actor always plays the Doctor.

3 Completa la tabella indicando (✓) le tue preferenze

LEVEL 3
Units
e quelle del tuo compagno / della tua compagna.

love like don’t like


Me My friend Me My friend Me My friend

Resource bank
Documentaries

LEVEL 1
Sports
programmes
Detective series
Japanese
cartoons Resource bank
LEVEL 2

Disney cartoons

4 Ora prepara una breve esposizione orale sui


programmi TV che ti piacciono e che non ti piacciono.
Resource bank

Segui l’esempio.
LEVEL 3

My favourite kinds of TV programmes are cartoons.


I usually watch cartoons in the afternoon after school.
At the weekends I watch sports programmes. I don’t like
watching documentaries because they are very boring.
© Cambridge University Press 2016 PHOTOCOPIABLE 77
2 Have you got any eggs?
Food and drink
NAME _____________________________

CLASS _______ DATE ________________

1 Abbina le immagini ai nomi dei cibi.


LEVEL 1
Units

1 A eggs 5 E bacon

2 B butter 6 F cereal
LEVEL 2
Units

3 C toast 7 G croissants

4 D fruit 8 H sausages
LEVEL 3
Units

2 Abbina le immagini ai nomi dei cibi.


Resource bank

1 A milk 5 E yoghurt
LEVEL 1

2 B coffee 6 F honey
Resource bank
LEVEL 2

3 C tea 7 G jam
Resource bank
LEVEL 3

4 D orange 8 H sugar
juice

78 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa il cruciverba.
Vocabulary
2

LEVEL 1
Units
H
1
O

LEVEL 2
Units
2
N
3
E
Y
4 5

LEVEL 3
Units
6

Resource bank
LEVEL 1
7

Resource bank
LEVEL 2

4 WORD BANK Trova l’intruso.


es. milk tea bread coffee
1 jam honey butter water
2 orange bacon apple pear
Resource bank

3 sausages chocolate croissants cake


LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 79


2 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Sostantivi numerabili e non numerabili


1 Inserisci le parole del riquadro nelle caselle corrette.
LEVEL 1
Units

biscuit croissant apple sugar coffee


sausage jam honey

Si possono contare
Non si possono
Singolare Plurale
LEVEL 2

contare
Units

(a oppure an)

a biscuit two biscuits


LEVEL 3
Units
Resource bank
LEVEL 1

Some / any
2 Completa il dialogo inserendo some o any.
BOY Mum, can I have some toast?
Resource bank

MUM Yes, of course. There’s bread


LEVEL 2

in the cupboard.
BOY Have we got butter? There isn’t
in the fridge.
MUM Yes, we have. There’s butter
Resource bank

on the kitchen table.


LEVEL 3

BOY Oh, yes. Is there jam?


MUM No, sorry there isn’t. We’ve got honey.

80 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

A lot of / much / many


Grammar
2
3 Completa le frasi con a lot of, much o many.

LEVEL 1
Units
es. homework
He’s got a lot of homework.

LEVEL 2
Units
1 eggs
There aren’t .

LEVEL 3
Units
2 jam
She likes
on her toast.

Resource bank
LEVEL 1
3 flowers
He hasn’t got
in his garden.

Resource bank
LEVEL 2

4 tea
There isn’t
in the pot.
Resource bank

5 pets
LEVEL 3

They’ve got .

© Cambridge University Press 2016 PHOTOCOPIABLE 81


2 Grammar
How many …? / How much …?
NAME ____________________________________

CLASS __________ DATE ____________________

4 Completa le frasi con How many e How much


LEVEL 1

e inseriscile nella colonna corretta.


Units

How much toast can you eat?


cereal do you eat for breakfast?
girls are in your science class?
TV do you watch at weekends?
LEVEL 2
Units

trains are there for London?

Si possono contare Non si possono contare


(sempre singolare)
How much toast can you eat?
LEVEL 3
Units

A few / a little
Resource bank
LEVEL 1

5 Completa le frasi con a little e a few e inseriscile


nella colonna corretta.

There’s a little juice in the fridge.


I’ve got films about animals.
Resource bank

There’s money in my bag.


LEVEL 2

There are good restaurants in town.


There’s cheese in the fridge.

Si possono contare Non si possono contare


Resource bank

(sempre singolare)
LEVEL 3

There’s a little juice in the fridge.

82 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Ordering food in a café


Functions
2
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
Hi, are you ready to order?
Can I have a ham sandwich, please?
Would you like any chips with it?
Yes, please. Anything to drink?
Have you got any sandwiches? Yes, I’ll have a cola, please.

LEVEL 2
Units
WAITRESS PAUL
Hi, are you ready to order?
Yes, .
any sandwiches?
Yes, we have.

LEVEL 3
Units
Can I have a ,
please?
Sure.
chips with it?

Resource bank
No, thanks.

LEVEL 1
drink?
Yes,
a cola, please.

2 Osserva il menù e scrivi un breve dialogo. Usa il box Resource bank


LEVEL 2

Key expressions (Student’s book, pagina 33).

Sandwiches Burgers Drinks


ham £3.75 hamburger £4.50 orange juice £1.50
chicken £3.75 cheese burger £5.00 mineral water £1.00
Resource bank

cheese £2.95 bacon burger £5.25 tea £1.95


LEVEL 3

coffee £2.25

3 PAIRWORK Prepara oralmente domande e risposte


da fare in classe con un compagno / una compagna.
© Cambridge University Press 2016 PHOTOCOPIABLE 83
2 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Leggi il testo e scegli il titolo più adatto.


A Animals
B The food animals eat
LEVEL 1
Units

C Unusual things people eat

Every country has its favourite local dishes – haggis in Scotland,


bratwurst in Germany, paella in Spain – but in some countries
there are a few really strange specialities. Here are some
examples:
LEVEL 2
Units

Fugu fish

A few brave people in Japan eat fugu fish on


special occasions. This fish contains a fatal
poison (veleno mortale). Japanese chefs use
LEVEL 3
Units

a special recipe to cook fugu so the poison


becomes harmless (innocuo), but not knowing
the recipe means … this is your last dinner!
Resource bank

Paniki
LEVEL 1

In some parts of Indonesia the


local speciality is paniki. People
there don’t have much food to
eat, so sometimes they catch
bats (pipistrelli) in the forest.
Resource bank
LEVEL 2

They then cook them in a little


coconut milk and mix the meat with
spices to make paniki.

Indonesians love this dish but in fact a lot of these bats have
Resource bank

infectious diseases (malattie infettive) so eating them can be


LEVEL 3

very dangerous.

84 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e indica (✓) se le frasi sono vere (True)
2
o false (False).
True False

LEVEL 1
Units
es. In Germany they eat pizza. ✓
1 Fugu contains a fatal poison.

2 In Indonesia they catch monkeys


in the forest.

LEVEL 2
3 They cook bats in a little coconut milk.

Units
4 These bats have infectious diseases.

3 PAIRWORK Scrivi gli ingredienti della tua ricetta


preferita. Poi fai delle domande al tuo compagno

LEVEL 3
Units
per scoprire la sua.
What’s your favourite dish? Is there any meat?

My favourite recipe My partner’s favourite recipe

Resource bank
LEVEL 1
Ingredients: pasta, bacon,
olive oil, …

Resource bank
LEVEL 2

4 Ora presenta brevemente il piatto che hai scelto.


Segui l’esempio.
Pasta alla carbonara is my favourite dish. The ingredients
Resource bank

are pasta, bacon, olive oil, eggs, …


LEVEL 3

Puoi anche preparare la presentazione scritta prima


di esporla.

© Cambridge University Press 2016 PHOTOCOPIABLE 85


3 His hair was black
Appearance
NAME _________________________________

CLASS __________ DATE _________________

1 Osserva le immagini e completa le tessere. Vedi anche le


LEVEL 1

immagini a colori sullo Student’s book alle pagine 50-51.


Units

Hair: spiky curly straight wavy short blonde red


brown black grey
Eyes: blue brown green
Other: glasses a beard a moustache
LEVEL 2
Units
LEVEL 3
Units

Hair: Hair: Hair:


Eyes: Eyes: Eyes:
Other: Other: Other:
Resource bank
LEVEL 1

2 Abbina le immagini alle descrizioni.


1 A My brother Josh has got curly,
red hair and freckles.
Resource bank

2 B My grandad’s got short, grey hair


LEVEL 2

and he wears glasses.

3 C My granny’s got curly, brown hair.


Resource bank
LEVEL 3

4 D My dad’s got a beard and


a moustache. His hair is grey.

86 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Trova l’intruso.
Vocabulary
3
es. long wavy blue curly
1 green brown grey spiky

LEVEL 1
Units
2 glasses a fringe a moustache a beard

4 Descrivi due fra i tuoi compagni.


NAME HAIR EYES OTHER

LEVEL 2
Units
LEVEL 3
Units
5 Utilizza le parole della tabella dell’esercizio 4

Resource bank
e completa le descrizioni.

LEVEL 1
1 (name) has got , hair.

(he / she) has got eyes.

(he / she) has got / wears . Resource bank


LEVEL 2

2 (name) has got , hair.

(he / she) has got eyes.


Resource bank

(he / she) .
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 87


3 Grammar
Past simple di be
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala


LEVEL 1

con i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
Ausiliare Soggetto Ausiliare: Negazione Complemento
LEVEL 2

interrogativo: (blu) was / were (nero) (nero)


Units

Was / Were (rosso)


(rosso)
I was a student.
I MIEI ESEMPI
LEVEL 3
Units

FORMA NEGATIVA
You were not a student.
I MIEI ESEMPI
Resource bank
LEVEL 1

FORMA INTERROGATIVA
Were you a student?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Riscrivi le frasi usando il past simple.


es. Ellie is a student at Redland High school.
Resource bank

Ellie was a student at Redland High school.


LEVEL 3

1 I am a doctor at the hospital.


2 He is 15 years old.
3 They are my best friends.
4 Karen is in class 8B.

88 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa le frasi alla forma negativa


Grammar
3
del past simple di be.
es. I was not in London in the holidays.

LEVEL 1
Units
1 Sally at a swimming lesson yesterday.
2 The boys born in Spain.
3 Tom in my class two years ago.
4 That book really good!
5 Sam and I at Lucy’s party on Saturday.

LEVEL 2
Units
4 Trasforma le frasi alla forma interrogativa e scrivi
le risposte brevi affermative (+) o negative (–).
es. It was your birthday yesterday. (+)
Was it your birthday? Yes, it was.

LEVEL 3
Units
1 You were in Italy four months ago. (+)
2 You were 3 in 2008. (–)
3 Your parents were at home last weekend. (+)
4 Your friends were at your house yesterday. (–)

Resource bank
5 You were in bed at ten o’clock last night. (+)

LEVEL 1
Parole interrogative con was / were
5 Scrivi delle domande logiche per queste risposte.
Usa Where, When, Why o How.
Resource bank
es. My party was in December.
LEVEL 2

When was your party?


1 The school trip was great, thanks.
How ?
2 The concert was at eight o’clock.
Resource bank

What time ?
LEVEL 3

3 The hotel was in the city centre.


W ?
4 The food was cold because it was in the fridge.
?
© Cambridge University Press 2016 PHOTOCOPIABLE 89
3 Grammar
Past simple di have
NAME ____________________________________

CLASS __________ DATE ____________________

6 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
Soggetto Ausiliare Complemento
(blu) (rosso) (nero)
LEVEL 2
Units

You had a bike.


I MIEI ESEMPI
LEVEL 3

Round-up
Units

7 Leggi l’email e completala con i verbi al past simple.


was was (x 2) were (x 2) weren’t had (x 3)
Resource bank
LEVEL 1

Hi Ed,
Sorry I wasn’t at football last night. I was at a concert
with Nick. He was in our science class last year.
Resource bank
LEVEL 2

Nick free tickets for the Maroon Five concert.


It at the Millennium Stadium in town! There
about 10,000 people in the Stadium but we
lucky, we really good seats at the front.
The concert awesome. They’re so cool!
Resource bank

Sorry you there, too.


LEVEL 3

I hope you a great time at football.


See you soon,
Douglas

90 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Describing people
Functions
3
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
Who do you look like in your family, Lucy?
I look like my mum. She’s got big brown eyes and curly hair.
Does he look like you? What colour hair has he got?
What does your mum look like? wears

LEVEL 2
JOE LUCY

Units
Who do you look like
in your family, Lucy?
I
my mum.
What your mum

LEVEL 3
Units
?
She’s big brown
eyes and .
What about your brother?

Resource bank
Does you?

LEVEL 1
No, he doesn’t. I think he looks
a bit like my granddad.
What
got?
He’s got red hair and he Resource bank
glasses, like granddad!
LEVEL 2

2 PAIRWORK Intervista un compagno / una compagna


sull’aspetto di una persona della sua famiglia e
trascrivi i dati ottenuti. Usa il box Key expressions
Resource bank

(Student’s book, pagina 57).


LEVEL 3

3 Con le informazioni ottenute nell’esercizio 2 fai


una breve descrizione scritta.

© Cambridge University Press 2016 PHOTOCOPIABLE 91


3 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

OUR FAVOURITE STARS, THEN AND NOW!


LEVEL 1
Units

Taylor Swift

She was born in Pennsylvania, USA, on


December 13, 1989. When she was 14 years
old, American singer and songwriter Taylor
Swift was a country music mega-star.
LEVEL 2
Units

She was just 17 in 2006 when she had a


number 1 song in the USA.

She was 19 when she got a Best New


Artist nomination at the Grammy
Awards. She still sings but now she’s
LEVEL 3
Units

also an actress and model, and she’s


famous for her style and her blonde
hair and blue eyes. But Taylor wasn’t
always so elegant. Here she’s a cute
Resource bank

(graziosa) 12-year-old with wavy hair.


LEVEL 1

Daniel Radcliffe

Everyone knows Harry Potter, the cute little boy with brown
hair, blue eyes and big glasses in the films about the magic
Resource bank

school (scuola di magia), Hogwarts.


LEVEL 2

But that was then and this is Daniel Radcliffe now! Now
the British actor is famous for his performances in
the London theatre, and in films like The Woman in
Black and Kill Your Darlings.
Resource bank
LEVEL 3

His look is different now, too. He has got a fringe


but he hasn’t got glasses. His hair is short and
dark brown and he’s got a beard. Harry Potter is a
cool dude (bel tipo) today!

92 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e indica (✓) se le frasi sono vere (True)
3
o false (False).
True False

LEVEL 1
Units
es. Taylor Swift sings rap music. ✓
1 Her nomination for Best Artist was in 2008.

2 Daniel Radcliffe works in the theatre


in New York.

LEVEL 2
3 He looks the same today as he did

Units
in the Harry Potter films.

3 Che aspetto hanno oggi? Rileggi il testo e completa


la tabella.

LEVEL 3
Units
NAME HAIR EYES OTHER
Taylor Swift blonde hair
Daniel Radcliffe

Resource bank
LEVEL 1
4 Completa le domande con le parole del riquadro.
Poi rispondi in modo personale.

is is (x 2) from look has


Resource bank
es. Who is your favourite actor?
LEVEL 2

1 Where is he / she ?
2 What films he / she in?
3 What does he / she like?
4 he / she got blonde hair?
Resource bank

5 he / she good-looking?
LEVEL 3

5 Ora scrivi una breve descrizione dell’attore


o dell’attrice che ti piace. Raccogli le informazioni
in una tabella come quella dell’esercizio 3.

© Cambridge University Press 2016 PHOTOCOPIABLE 93


4 He felt relaxed
Feelings and emotions
NAME ____________________________________

CLASS __________ DATE ____________________

1 Abbina le immagini alle emozioni positive.


LEVEL 1
Units

happy relaxed surprised excited

es. 1 2 3
LEVEL 2
Units

excited
LEVEL 3
Units

2 Abbina le immagini alle emozioni negative.


angry worried tired sad bored afraid

1 2 3
Resource bank
LEVEL 1
Resource bank
LEVEL 2

4 5 6
Resource bank
LEVEL 3

94 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Vocabulary
3 Raccogli gli aggettivi che esprimono un’emozione
4
positiva e quelli che esprimono un’emozione negativa.

LEVEL 1
+ –

Units
happy sad

LEVEL 2
Units
4 Abbina i contrari.
1 relaxed A sad

LEVEL 3
Units
Resource bank
2 happy B bored

LEVEL 1
3 excited C angry Resource bank
LEVEL 2

5 Ora rispondi alle domande e racconta come ti senti


Resource bank

adesso. Segui l’esempio.


LEVEL 3

How are you feeling today? I’m feeling happy.


Why are you feeling happy? Because it’s my birthday and …

© Cambridge University Press 2016 PHOTOCOPIABLE 95


4 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Past simple dei verbi regolari


1 Completa la tabella con i tuoi esempi. Utilizza i colori
LEVEL 1

delle Grammar maps per le parole e le caselle.


Units

FORMA AFFERMATIVA
Soggetto Forma base -ed Complemento
(blu) (verde) (nero)
LEVEL 2

I work ed in my house.
Units

I MIEI ESEMPI
LEVEL 3
Units
Resource bank
LEVEL 1

2 Completa con il past simple dei verbi tra parentesi.


es. We waited (wait) for Kate for an hour.
1 The lesson (start) at 8:00 am.
2 I (ask) for more time in the exam.
Resource bank

3 Fred (work) in Rome for three years.


LEVEL 2

4 The children (open) all their presents!


5 I (watch) a great film on TV last night.
6 The concert (finish) at midnight.
7 My cousins (show) us their town.
Resource bank
LEVEL 3

96 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Espressioni di tempo al passato


Grammar
4
3 Completa in modo personale le frasi con le espressioni

LEVEL 1
di tempo del riquadro.

Units
yesterday last August when I was six
at the weekend two days ago last night

es. I was at home yesterday .

LEVEL 2
Units
1 I was at primary school .
2 I was in bed .
3 My family was on holiday .
4 I was at home .
5 My mum was at work .

LEVEL 3
Units
Past simple dei verbi regolari –
Regole ortografiche
4 Completa la tabella con i verbi del riquadro,

Resource bank
scrivendoli al past simple e nella colonna corretta.

LEVEL 1
Consulta lo Student’s book: la tabella di pagina 74 e / o
la Grammar map di pagina 82.

love arrive travel decide chat change try


Resource bank
LEVEL 2

like – liked study – studied stop – stopped


love – loved
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 97


4 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Past simple dei verbi irregolari –


Forma affermativa
LEVEL 1

5 Riconosci ed evidenzia i verbi irregolari al past simple


Units

e scrivi la loro forma base.


es. I forgot my school bag yesterday. forget
1 We went to Ibiza last August.
2 My granny bought me a new smartphone
LEVEL 2
Units

last weekend.
3 Our train left at 4 not at 5!
4 The football match was great – my team
won 3-0.
5 I saw Martin with Sandra at the sports
LEVEL 3
Units

club yesterday.
6 He knew my brother when he was in Italy.

6 Leggi il testo e completalo con la forma corretta


dei verbi tra parentesi.
Resource bank
LEVEL 1

My grandfather was (be) born in St Kilda, a remote island


near Scotland, in 1945. There wasn’t a school on the island, so
he (study) at home. His teacher (teach)
him on the radio and he (send) his homework to her
by post. Sometimes he (talk) to the other pupils on
Resource bank

the radio, too. He (like) talking to one girl, Flora, and


LEVEL 2

often laughed and joked with her. He (feel) happy


speaking to her but he never (meet) her.
My grandfather (leave) the island when he was 18
and went to Glasgow. One day he (go) into a café
Resource bank

and (see) a beautiful girl with red hair. He asked the


LEVEL 3

girl her name. ‘Flora,’ she (say) ‘I come from a little


island in the west of Scotland …’ .

98 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Apologising and making excuses


Functions
4
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
can you come to my party on Saturday?
I’m really sorry It doesn’t matter. I forgot the time
What happened? Oh no, that’s a shame!

JULIE CHRIS
Hi Chris, can you come to

LEVEL 2
Units
my party on Saturday?
Oh, , but
I can’t go out this weekend.
Oh no, a
! Why not?

LEVEL 3
Units
?
I
the time and I got home late
last Saturday. My parents were
angry.

Resource bank
OK, never mind.

LEVEL 1
It .
Have a great party!

2 PAIRWORK Per ciascuna situazione spiega perché Resource bank


non puoi partecipare. Usa le espressioni del box Key
LEVEL 2

expressions (Student’s book, pagina 77).


1 You can’t go swimming because you’re studying for an exam.
2 You can’t go to the cinema because you haven’t got any money.
3 You can’t show your teacher your geography project
Resource bank

because you left it on the bus.


LEVEL 3

A Are you coming swimming with us tomorrow, Emma?


B I’m sorry. I can’t.
A Why not? What happened?
B I’ve got a piano lesson …
© Cambridge University Press 2016 PHOTOCOPIABLE 99
4 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Leggi il testo e scegli il titolo appropriato per il post


di Luke.
A I love my room.
LEVEL 1
Units

B My brother is so untidy!

ASK ANNIE
for advice
LEVEL 2
Units

about the problems


in your life.
LEVEL 3
Units

My family moved house three months ago when


my dad got a new job. In our new house I share
(condivido) a bedroom with my brother, Jed. In
our old house I had my own room.
Resource bank

Luke_2000
Date: 02/05/20...It was small but I loved it. I was calm and relaxed
LEVEL 1

h: 17:30
because I had my own space (il mio spazio
personale). My life was great. Now it’s awful! Jed is friendly and
funny but he’s really untidy (disordinato). He leaves his things
on the floor, on the desk, on the chair and on my bed! He’s also
Resource bank

very noisy.
LEVEL 2

Last night he talked to his friends for three hours on Skype and
then he watched a film on his tablet. I felt really angry because
I wanted to sleep. I can’t study when he’s in our room and now I’m
worried about my exams – I need to get good results this year.
Resource bank

What can I do?


LEVEL 3

100 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e scegli l’opzione corretta.
4
es. In his old house Luke
A shared a room with his brother. B had his own room.

LEVEL 1
Units
1 Luke feels angry because his brother
A is untidy. B doesn’t study.
2 Luke is worried about
A his brother. B his exams.

LEVEL 2
Units
3 Formula delle domande per indagare su una
delle situazioni seguenti. Segui l’esempio.
1 You started a new school and you haven’t got any friends.
2 You love football but you didn’t get a place on the team.

LEVEL 3
Units
A B
Hi, what’s wrong?
I feel worried.
Why? What happened?
I started a new school and

Resource bank
LEVEL 1
I haven’t got any friends.
Don’t worry! Why don’t
you join an after-school
club?
Good idea!
Resource bank
LEVEL 2

4 PAIRWORK Ora prova a recitare uno di questi dialoghi


oralmente con un compagno / una compagna.

5 Immagina di scrivere un post sul blog di Annie


Resource bank

parlandole di un tuo problema. Comincia così:


LEVEL 3

My name’s … I started a new school last month and I am


worried because …

© Cambridge University Press 2016 PHOTOCOPIABLE 101


5 Where did you stay?
Holiday places and activities
NAME ___________________________

CLASS _______ DATE ______________

1 Abbina le immagini ai luoghi.


LEVEL 1
Units

Places to stay and places to visit


youth hostel castle beach campsite mountains

es. 1 2 3 4
LEVEL 2
Units

youth hostel
LEVEL 3
Units

2 Abbina le immagini alle attività o ai luoghi.


Activities and transport places
sightseeing sunbathing cycling railway station airport
Resource bank
LEVEL 1

1 2 3 4 5
Resource bank
LEVEL 2

3 Ricopia la tabella sul quaderno e scrivi le parole


dei due esercizi precedenti nella colonna corretta.
Resource bank

PLACES PLACES ACTIVITIES TRANSPORT


LEVEL 3

TO STAY TO VISIT PLACES


youth hostel

102 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

4 Completa il cruciverba.
Vocabulary
5

LEVEL 1
Units
1
S

LEVEL 2
U

Units
N
B
A

LEVEL 3
2
T

Units
H
3
I
4
N

Resource bank
LEVEL 1
5
G

Resource bank
LEVEL 2

5 Trova l’intruso.
es. hotel youth hostel home campsite
1 sightseeing studying sunbathing cycling
Resource bank

2 supermarket castle beach mountains


LEVEL 3

3 airport railway station bus station museum

© Cambridge University Press 2016 PHOTOCOPIABLE 103


5 Grammar
Past simple
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA NEGATIVA
Ausiliare Soggetto Ausiliare: Negazione Verbo Complemento
interrogativo: (blu) did (rosso) (nero) (verde) (nero)
LEVEL 2
Units

Did (rosso)
He did not go camping.
I MIEI ESEMPI
LEVEL 3
Units

FORMA INTERROGATIVA
Did you go camping?
I MIEI ESEMPI
Resource bank
LEVEL 1

2 Riscrivi le frasi alla forma negativa (verbi regolari).


es. Sam loved playing with Lego.
Sam did not love playing with Lego.
Resource bank

1 You stayed in a hotel in Ireland.


LEVEL 2

2 It rained all week in London.


3 I played the saxophone.

3 Riscrivi le frasi alla forma negativa (verbi irregolari).


Resource bank

es. We went to the beach every day.


LEVEL 3

We didn’t go to the beach every day.


1 I met the boys in the restaurant.
2 Sam felt tired last night.
3 They saw their grandparents in Italy.

104 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Grammar
4 Osserva il disegno di Jack quando aveva 6 anni.
5
Tutte le frasi sono false, correggile.

LEVEL 1
Units
es. He liked playing in his

LEVEL 2
Units
bedroom.
He didn’t like playing in his
bedroom, he liked playing
in the park.

LEVEL 3
1 He liked playing computer games.

Units
He didn’t .
He liked .
2 He loved Manchester United.
He .

Resource bank
LEVEL 1
3 His best friend’s hair was short.

Resource bank
5 Come eri a 6 anni? Correggi le frasi in modo personale.
LEVEL 2

es. I loved playing with Lego.


I did not love playing with Lego. oppure
I loved playing computer games.
1 I went swimming every week.
Resource bank

2 I liked my teacher.
LEVEL 3

3 I spoke five languages.


4 I played the saxophone.

© Cambridge University Press 2016 PHOTOCOPIABLE 105


5 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

6 Scrivi le domande usando i suggerimenti


e il past simple. Poi aggiungi le risposte brevi.

DOMANDA RISPOSTA
LEVEL 1
Units

BREVE
es. you / stay / in a youth Did you stay in a youth
No, I didn’t.
hostel? (–) hostel?
1 they / want / chips / Did Yes,
LEVEL 2

with their burgers? (+)


Units

2 Harry / play / football /


last term? (+)
3 I / give / you / Lottie’s
number? (+)
LEVEL 3
Units

4 you / have / a good


holiday? (–)

Could / couldn’t
Resource bank
LEVEL 1

7 Riscrivi le frasi al past simple del verbo can (could).


es. George can’t hear you.
George couldn’t hear you.
1 I can sing very well.
Resource bank

2 Those girls can’t speak Italian.


LEVEL 2

3 Can you dance?


4 We can’t open the door!
5 Can the students leave school early?
6 He can play the violin.
Resource bank
LEVEL 3

106 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Making arrangements
Functions
5
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
Shall we go shopping on Saturday, Ellie?
No, I’m sorry I can’t. How about meeting at half past eleven?
Why don’t we go to Victoria Street instead ?
When shall we meet? Let’s go to the shopping centre.
That’s a fantastic idea!

LEVEL 2
Units
LAURA ELLIE
Shall we go shopping
on Saturday, Ellie?
That’s a !

LEVEL 3
Units
the shopping centre.
Why
Victoria Street instead?
Yes, good idea. When
?

Resource bank
LEVEL 1
How
at half past eleven?
No, .
Is twelve o’clock OK
for you?
Resource bank
Yes, that’s fine.
LEVEL 2

2 PAIRWORK A coppie fate dei programmi per


il prossimo weekend usando le Key expressions
(Student’s book, pagina 101) e i suggerimenti dati.
• go to the cinema / a football match / shopping
• go skiing / swimming / cycling
A Why don’t we go to the cinema?
B Good idea. Let’s go to the Odeon.

© Cambridge University Press 2016 PHOTOCOPIABLE 107


5 Skills and culture
1 Leggi il testo.
NAME ____________________________________

CLASS __________ DATE ____________________

http://www.lisawrenonlisa.co.uk
MY GLAMPING HOLIDAY
LEVEL 1
Units

March 21, 2016 by Lisa Wren

I didn’t know what ‘glamping’ was until last summer.


Well, that’s when I had my first glamping experience!
Why did we go glamping? Well, my dad loves camping
but my mum doesn’t like it, so Dad suggested a
LEVEL 2
Units

different kind of camping holiday, ‘glamorous camping’


or ‘glamping’. You stay in a remote place, far away from
towns, and you sleep in a tree house, or a safari tent, or
a cabin (capanna). It’s very cool!

On our glamping holiday we stayed in a big tent called a ‘lodge’.


LEVEL 3
Units

Inside it was like a house! We had two bedrooms and a living


room with a wood stove (stufa a legna) for cooking. We didn’t
have any electricity but there were lanterns to use at night.

You could buy fresh food from the local farm (fattoria locale)
Resource bank

too – eggs, milk, butter, cheese, bread, and meat. Mum didn’t
LEVEL 1

like cooking on the wood stove but we thought everything


was delicious!

I thought the glamping site was really beautiful. It was in a forest


near the beach. It was very quiet and there were a lot of animals
Resource bank

and birds. Every day we went cycling and walking and we swam
LEVEL 2

in the sea. There wasn’t any wifi, so I couldn’t use my tablet and
write my blog (sorry blog readers!), but after a few days I didn’t
think about it. In the evening I read books and played games
with my family. Or I just sat outside and looked at the stars.
Resource bank

It was a wonderful, relaxing holiday and a chance to get close


LEVEL 3

to nature (avvicinarsi alla natura).


I ❤ glamping!

Where did you go on holiday?


Add a post!
108 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

2 Rileggi il testo e rispondi alle domande.


Skills and culture
5
es. Where did Lisa’s family go last year?
They went glamping.

LEVEL 1
Units
1 Where did they stay?

2 Why did they use lanterns at night?

LEVEL 2
Units
3 What did they buy from the local farm?

4 What did they do during the day?

5 Why did Lisa like the holiday?

LEVEL 3
Units
3 Scrivi un blog su una vacanza. Usa le domande
del riquadro come traccia.

Resource bank
LEVEL 1
1 Where did you stay?
2 What activities did you do there?
3 What was the food like?
4 Did you like the holiday?
5 Who did you go with? Resource bank
LEVEL 2

Comincia così:
Last August I went to … I stayed …

4 PAIRWORK A coppie recitate un breve dialogo


Resource bank

raccontando delle vostre vacanze. Usate come traccia


LEVEL 3

le domande dell’esercizio 3.

© Cambridge University Press 2016 PHOTOCOPIABLE 109


6 I’m going to the museum
Places in town
NAME _________________________

CLASS ______ DATE _____________

1 Abbina le immagini ai nomi di luogo.


LEVEL 1
Units

church hospital library post office police station

es. 1 2 3 4
LEVEL 2
Units

church

2 Abbina le immagini ai nomi di luogo.


LEVEL 3
Units

museum theatre art gallery leisure centre stadium

1 2 3 4 5
Resource bank
LEVEL 1
Resource bank

3 Abbina le immagini ai nomi di luogo.


LEVEL 2

bus stop car park bus station bank

1 2 3 4
Resource bank
LEVEL 3

110 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

4 Trova l’intruso.
Vocabulary
6
es. bus stop car park bank bus station
1 museum hospital theatre art gallery

LEVEL 1
Units
2 leisure centre police station stadium café

5 Osserva la figura e completa le frasi.

LEVEL 2
Units
LEVEL 3
Units
Resource bank
LEVEL 1
es. The café is between the theatre and the church.

1 The café is opposite .

2 The hospital is in front of .


Resource bank
3 The shopping centre is near .
LEVEL 2

4 The theatre is next to .

6 Messaggia con un compagno per accordarti sul luogo


Resource bank

d’incontro. Tu sei in banca, lui a teatro. Segui l’esempio.


LEVEL 3

A Hi, I’m at the bank. Where are you?


B I’m at the theatre. Shall we meet at the park?

© Cambridge University Press 2016 PHOTOCOPIABLE 111


6 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Present continuous con valore di futuro


1 Osserva il calendario dei Clifford e completa le frasi
LEVEL 1

seguenti. Usa il present continuous dei verbi


Units

tra parentesi.

Susan swimming lesson, 4:15 pm; es. Susan is having (have) a swimming
Mon Mum & Dad, parents’ evening,
7:30, Greywalls School lesson at a quarter past four on Monday.
LEVEL 2

1 Mum and Dad


Units

Mum, take dog to vet, 9:15 am; (go) to a


Tue Ben, guitar lesson, 5:30 pm
parent’s evening at school on Monday
Ben, football practice, evening.
Wed 3:45-5:00 pm;
Mum, yoga class, 8:00 pm 2 Mum (take) the dog to
Mum & Dad, tennis game, the vet on Tuesday at a quarter past nine.
Thu 7:30 pm
LEVEL 3

3 Ben (play) football


Units

Susan, Karen’s birthday party,


Fri on Wednesday at a quarter to four.
7:30 pm
Ben, football match, 11:15 am; 4 Mum (do) yoga
Sat Ben, school disco, 8:00 pm on Wednesday evening.
Lunch at Nina and Joe’s house, 5 Mum and Dad (play)
Sun 1:00 pm
Resource bank

tennis on Thursday evening.


LEVEL 1

6 Susan’s friend, Karen,


(have) a party on Friday evening.

2 Guarda il calendario dell’esercizio 1 e correggi


Resource bank

il contenuto delle frasi.


LEVEL 2

es. Mum and Dad are going to the cinema on Monday evening.
Mum and Dad aren’t going to the cinema on Monday,
they’re going to a parents’ evening.
1 The dog is staying with their granny on Tuesday.
Resource bank

2 Ben is going to cricket practice on Wednesday afternoon.


LEVEL 3

3 Susan is going to the cinema on Friday.


4 Mum is playing volleyball on Thursday.

112 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Espressioni di tempo al futuro


Grammar
6
3 Leggi le frasi al present continuous e indica F se ha valore

LEVEL 1
di futuro o P se ha valore di presente. Consulta la tabella.

Units
Present continuous Present continuous
per programmi futuri per azioni in corso
di svolgimento
this (afternoon / evening / week) now

LEVEL 2
Units
tomorrow (morning / afternoon / night) right now
next (week / summer / month) at the moment
in (two hours / four weeks / five years)

F P

LEVEL 3
es. Harry’s going to the dentist tomorrow ✓

Units
afternoon.
1 I’m studying with Janice at the moment.

2 Heidi’s arriving at two o’clock tomorrow.

Resource bank
3 The children are playing in the park now.

LEVEL 1
4 Is the dog sitting in the car right now?

5 I’m meeting Sam this afternoon.

6 We’re not going on holiday this year.

Resource bank
4 Riordina le parole e forma le frasi.
LEVEL 2

es. My aunt … visiting / is / tomorrow / me


My aunt is visiting me tomorrow.
1 Our exams … next week / are / starting
2 I’m not playing … tomorrow / basketball
Resource bank

3 We’re going … next month / camping


LEVEL 3

Adesso fai da solo …


4 flying / Tim / is / in two days / to Cuba
5 my cousins / in Canada / next summer / we’re / visiting

© Cambridge University Press 2016 PHOTOCOPIABLE 113


6 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

Present simple con valore di futuro


5 Osserva l’itinerario di viaggio e scrivi le domande
LEVEL 1

usando i suggerimenti. Poi rispondi alle domande.


Units

EDINBURGH-ISLE OF WIGHT,
travel itinerary 03/05/16
Tram to Edinburgh airport
LEVEL 2

depart: 6:30 arrive: 7:00


Units

Flight to Gatwick airport


depart: 9:00 arrive: 10:30
Train to Central London
depart: 11:30 arrive: 12:05
LEVEL 3
Units

Train to Southampton
depart: 13:30 arrive: 15:20
Resource bank

Ferry to the Isle of Wight


LEVEL 1

depart: 16:00 arrive: 17:00

es. What time / tram for airport / leave?


What time does the tram for the airport leave?
Resource bank

It leaves at 6:30.
LEVEL 2

es. What time / the plane for Gatwick / leave?


What time does the plane for Gatwick leave?
It leaves at 9:00.
1 When / the train to Central London / depart?
Resource bank

2 When / the train / for Southampton / leave?


LEVEL 3

3 What time / the ferry to the Isle of Wight / sail?


4 When / it / arrive / at the Isle of Wight?

114 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Asking for and giving directions


Functions
6
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
Excuse me, where is the school?
How long does it take to get there?
Excuse me, how do we get to the stadium? It takes about ten minutes.
Go along this road then take the second street on the left.
It’s near here, just go along this road, then turn right.

LEVEL 2
Units
A B
Excuse me, where is
the school?
It’s near here,
.

LEVEL 3
Units
Excuse me,
the stadium?
Go
then .

Resource bank
How

LEVEL 1
there?

ten minutes.

2 PAIRWORK Scegli un luogo di partenza e un luogo Resource bank


in cui vuoi arrivare. Poi chiedi indicazioni a un
LEVEL 2

compagno / una compagna. Usa il box Key expressions


(Student’s book, pagina 121).
A Excuse me,
how do I get
Resource bank

to the …
LEVEL 3

B Go …

© Cambridge University Press 2016 PHOTOCOPIABLE 115


6 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Osserva l’immagine e scorri velocemente il testo.


Che cos’è il geocaching?
A a sport B a job C an adventure activity
LEVEL 1
Units

GOING GEOCACHING

Polly Hi, Neil. Did you get my email


about next weekend? Are you
coming?
LEVEL 2
Units

Neil Yes, I am! But I’m not sure I know what


‘geocaching’ is exactly …
Polly It’s a kind of treasure hunt (caccia al tesoro). You look for
boxes called ‘caches’. They’ve got treasures inside.
Neil How do we find these caches?
LEVEL 3
Units

Polly First they give us numbers – ‘co-ordinates’ – for the


caches. Then we put the co-ordinates into a GPS device
(sistema GPS) and it shows us where the cache is on a
map. It’s fun because we try to get there first!
Resource bank

Neil Sounds fun! (Sembra divertente) Where are we meeting?


LEVEL 1

Polly We’re meeting at my house, at nine o’clock. Then my


dad’s driving us to the church. That’s where we begin.
Neil What time does it start?
Polly It starts at half past nine.
Resource bank
LEVEL 2

Neil OK. And what time does it finish?


Polly I don’t know. We’re meeting the other teams at the Bridge
Café, after we found all seven caches. Probably about half
past one.
Neil Half past one! How long does it take to find one?
Resource bank
LEVEL 3

Polly Well, last week it took my team four hours to find them all.
Neil Four hours!
Polly Don’t worry! This time we’re not walking, we’re cycling.
Neil We’re cycling for four hours?! Aargh!
116 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Leggi la chat tra Polly e Neil. Poi rispondi alle domande.
6
es. What are the friends doing next weekend?
They’re going geocaching.

LEVEL 1
Units
1 What is inside a ‘cache’?
2 What time are the friends meeting?
3 How are they getting to the church?
4 Where does the activity finish?
5 How long did it take Polly’s team to find all the caches

LEVEL 2
Units
last week?

3 Rileggi la chat e indica (✓) se le frasi sono vere (True)


o false (False).
True False

LEVEL 3
Units
es. They’re putting treasures in the caches. ✓
1 The event starts at the Bridge Café.

2 There are seven caches.

3 The event finishes at eleven o’ clock.

Resource bank
LEVEL 1
4 Last week it took them four hours to find
them all.

4 Stai organizzando una giornata geocaching a scuola.


Su una mappa indica i punti di arrivo e di partenza Resource bank
LEVEL 2

e dove nascondere le cache. Ora formula le domande


da fare ai compagni e scrivi le risposte.
1 what / putting / in the caches?
2 where / it / start / finish?
Resource bank

3 where / hiding 1st, 2nd, 3rd caches?


LEVEL 3

4 having / food / drinks / prizes?


A What are we putting in the caches?
B We are putting there some wristbands.

© Cambridge University Press 2016 PHOTOCOPIABLE 117


7 Did you go by plane?
Transport
NAME ________________________________

CLASS _________ DATE _________________

1 Abbina le immagini ai mezzi di trasporto.


LEVEL 1
Units

scooter plane boat car

es. 1 2 3
LEVEL 2
Units

scooter

2 Abbina le immagini ai mezzi di trasporto.


LEVEL 3
Units

motorbike underground train tram lorry

1 2 3 4
Resource bank
LEVEL 1
Resource bank

3 Abbina le immagini ai mezzi di trasporto.


LEVEL 2

bicycle taxi bus train

1 2 3 4
Resource bank
LEVEL 3

118 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

4 Completa il cruciverba.
Vocabulary
7

LEVEL 1
Units
P

LEVEL 2
Units
1
N
2
E

LEVEL 3
Units
3

4 5

Resource bank
LEVEL 1
6

Resource bank
LEVEL 2

5 WORD BANK Trova l’intruso.


es. tram bus plane underground
1 scooter bicycle motorbike car
2 boat car taxi lorry
Resource bank

3 plane train foot ship


LEVEL 3

6 Rispondi alle domande in modo personale.


1 How do you usually go to school?
2 How do you travel to Rome?

© Cambridge University Press 2016 PHOTOCOPIABLE 119


7 Grammar
Comparativo di maggioranza
NAME ____________________________________

CLASS __________ DATE ____________________

1 Inserisci gli aggettivi del riquadro nella casella corretta


LEVEL 1

e forma il comparativo. Consulta la Grammar map


Units

(Student’s book, pagina 169).


big early tall intelligent serious short tidy
delicious exciting thin cute boring hot
safe happy interesting cheap
LEVEL 2
Units

+ -er tall-er
Monosillabi

Raddoppio consonante + -er big-ger


LEVEL 3
Units

+ -r safe-r

-y + -ier happ-ier
Bisillabi
in -y
Resource bank
LEVEL 1

more + aggettivo more interesting


Due o più
sillabe
Resource bank

2 Scrivi le frasi usando il comparativo e seguendo


LEVEL 2

i suggerimenti.
es. Robin is / short / Henry
Robin is shorter than Henry.
1 War films are / boring / comedies
Resource bank

2 English is / easy / maths


LEVEL 3

3 Sally is / tall / her friend


4 This documentary is / interesting / that romance
5 I am / tidy / my brother
6 A bus is / slow / a plane

120 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Grammar
3 Consulta la tabella dell’esercizio 1 o la Grammar map
7
(Student’s book, pagina 169) e completa il testo
con i comparativi degli aggettivi tra parentesi.

LEVEL 1
Units
Quelli evidenziati sono irregolari.

PUBLIC TRANSPORT IN THE UK


Trains are faster (fast) than buses but they are a lot
(expensive). In the past, transport was
(bad) than it is now and trains were often late.

LEVEL 2
Units
Now things are much (good) than ten years ago.
The trains arrive on time and they go (far) than
in the past.
In cities like London, the underground is a good way
to travel. Underground trains are (safe)

LEVEL 3
Units
and (quick) than buses.

As … as

Resource bank
4 Completa le frasi riordinando le parole con as … as.

LEVEL 1
es. Betty’s hair isn’t … as / long / my hair / as
Betty’s hair isn’t as long as my hair.
1 Lady Gaga is … famous / as / as / Beyoncé
2 Buses aren’t … underground trains / fast / as / as Resource bank
LEVEL 2

3 Is France … hot / as / as / Italy?

Adesso fai da solo …


4 her sister / tidy / Heidi / is / as / as / ?
5 London / Rome / big / isn’t / as / as
Resource bank

6 in Naples / This pizza / the pizza / we had / isn’t / good / as / as


LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 121


7 Grammar
Superlativo di maggioranza
NAME ____________________________________

CLASS __________ DATE ____________________

5 Inserisci gli aggettivi del riquadro nella casella corretta


LEVEL 1

formando il superlativo. Consulta pagina 143 dello


Units

Student’s book e la Grammar map di pagina 169.


near big slow expensive fat early thin pretty
easy famous safe happy interesting
tall cute delicious large
LEVEL 2
Units

the + -est the tall-est


Monosillabi

the + raddoppio consonante the big-gest


+ -est
LEVEL 3
Units

the + -st the safe-st

the + -y + -iest the happ-iest


Bisillabi
in -y
Resource bank
LEVEL 1

the most + aggettivo the most


Due o più
sillabe

interesting

6 Completa le frasi con il superlativo degli aggettivi


tra parentesi.
es. Who is the oldest (old) child in your family?
1 Mount Everest is (high) mountain
in the world.
Resource bank

2 Which is (long) river in Italy?


LEVEL 3

3 Beatrice is (tall) girl in our class.


4 My school bag is (heavy) in the class!
5 Who is (fast) runner of all the students?
6 Which is (boring) book of these three books?
122 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

Agreeing and disagreeing


Functions
7
1 Completa il dialogo con le battute del riquadro.

LEVEL 1
Units
I love watching motorbike racing So do I! I don’t
I don’t agree Me, too Neither do I No, I don’t

KYLE DAN
I love watching
motorbike racing.

LEVEL 2
Units
So ! But my
favourite sport is Formula 1.
It’s more exciting.
I . I think
MotoGP is the best sport

LEVEL 3
Units
in the world!
I ! Formula 1
is the best!

LISA EMMA

Resource bank
Wow, I think Sally’s scooter

LEVEL 1
is fantastic!
. Do you like
the colour?
No, . I don’t
like blue scooters. Resource bank
LEVEL 2

N . I think red is
the nicest colour.

2 PAIRWORK Osserva le immagini ed esprimi


un’opinione. Usa il dialogo dell’esercizio 1 come aiuto. Poi
Resource bank

chiedi a un compagno / una compagna se è d’accordo.


LEVEL 3

A I love Sally’s new scooter.


I think it’s cool!
B So do I! …

© Cambridge University Press 2016 PHOTOCOPIABLE 123


7 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Pensa ai mezzi di trasporto nella tua città e classificali


qui sotto.
The cheapest:
LEVEL 1
Units

The greenest:
The fastest:

GREENER TRANSPORT FOR LONDON


What’s the best way to travel around London?
LEVEL 2
Units

Cycle hire
See London by bicycle – it’s cheaper, healthier and greener
(più ecologico) than the bus or the underground.
Bikes don’t make any pollution (inquinamento) and cycling is
LEVEL 3

good for you! There are special cycle hire schemes in London
Units

and you can find bicycles at docking stations (stazioni)


in different parts of the city. Go online to get an unlocking
code (codice di sblocco) for a bicycle, pay by credit card
at the machine on the street, then start cycling!
Resource bank
LEVEL 1

The River Bus Service


River bus services are very popular with visitors to the UK’s
capital. There are now six river bus routes along the River
Thames. Boats leave from the special piers (moli) every 20
minutes and they travel as far as Greenwich.
Resource bank
LEVEL 2

They’re quicker than normal buses because there isn’t much


traffic on the river. They aren’t as cheap as the underground trains
but they are greener and they’re certainly a nicer way to travel!

Pedicabs
Resource bank

See London with a pedicab, or bicycle rickshaw! You don’t need


LEVEL 3

to do any work – the driver cycles and you sit and watch
the streets of London go by. This is a popular way for visitors
to move around London, but it’s more expensive than riding
your own bike!
124 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi il testo e scegli l’opzione corretta.
7
es. Cycling is other types of transport in London.
A not as expensive as B more expensive than

LEVEL 1
Units
1 You need to get one of the bicycles.
A a key B a code
2 The River Bus Service now has routes on the River
Thames.
A six B sixteen

LEVEL 2
Units
3 The boats are than normal buses.
A slower B faster
4 The boats are more expensive than .
A taxis B underground trains
5 Riding a bike is than travelling in a rickshaw.

LEVEL 3
Units
A cheaper B more expensive

3 PAIRWORK Fatevi a turno delle domande sui mezzi


di trasporto nella vostra città e rispondete. Usate i

Resource bank
suggerimenti dati.

LEVEL 1
1 Qual è il migliore? E il più veloce?
2 Qual è il più costoso?
3 Siete d’accordo?

Cominciate così:
A What is the cheapest type of transport in your town?
B I think it’s the bus.
A I don’t agree. Cycling is cheaper. It’s free!

4 Ora usa gli stessi suggerimenti per scrivere un breve


testo sul tuo mezzo di trasporto preferito.

© Cambridge University Press 2016 PHOTOCOPIABLE 125


8 I never make my bed!
Housework
NAME ______________________________

CLASS ________ DATE ________________

1 Abbina le immagini ai lavori di casa.


LEVEL 1
Units

hang out the washing clear / lay the table


do the vacuuming feed the pet(s) make your bed

es. 1 2 3 4
LEVEL 2
Units

make your bed


LEVEL 3
Units

2 Abbina le immagini ai lavori di casa.


load / unload the dishwasher tidy your room
Resource bank

put out the rubbish do the ironing do the cooking


LEVEL 1

1 2 3 4 5
Resource bank
LEVEL 2
Resource bank
LEVEL 3

126 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Vocabulary
3 Con che frequenza aiuti nei lavori di casa? Completa
8
la colonna ME con le parole del riquadro.

LEVEL 1
once a week at weekends every day

Units
sometimes never twice a week often

How often do you…? ME I MIEI ESEMPI


I sometimes do the
do the cooking sometimes

LEVEL 2
cooking at home.

Units
clear / lay the table

hang out the washing

LEVEL 3
Units
load / unload the dishwasher

do the vacuuming

feed the pet(s)

Resource bank
LEVEL 1
make your bed

tidy your room

Resource bank
put out the rubbish
LEVEL 2

do the ironing

4 Ora scrivi nella tabella una frase per ogni lavoro.


Resource bank
LEVEL 3

5 PAIRWORK Adesso formula le domande per chiedere


con che frequenza i tuoi compagni svolgono i lavori di
casa.
How often do you make your bed?
© Cambridge University Press 2016 PHOTOCOPIABLE 127
8 Grammar
Have to / don’t have to
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
Ausiliare Soggetto Ausiliare: have to Verbo Complemento
interrogativo: (blu) do / does (nero) (verde) (nero)
LEVEL 2
Units

Do / Does (rosso) (rosso)


I have to feed the pets.
I MIEI ESEMPI
LEVEL 3
Units

FORMA NEGATIVA
He doesn’t have to tidy his room.
I MIEI ESEMPI
Resource bank
LEVEL 1

FORMA INTERROGATIVA
Do you have to put out the rubbish?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Scegli l’opzione corretta.


es. You has to / have to take off your shoes.
1 You have to / has to put cheese on a pizza.
2 The children have to / has to go to bed at 9 o’clock
Resource bank

on a school night.
LEVEL 3

3 I live near the school so I doesn’t have to / don’t have to


take the bus.
4 Sally have to / has to do the cooking in her house
on Saturdays.
128 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

3 Trasforma le frasi alla forma interrogativa.


Grammar
8
es. You have to be 16 to get a job!
Do you have to be 16 to get a job?

LEVEL 1
Units
1 We have to deliver newspapers.
2 She has to work on school days.
3 Ricky and Adam have to help with the housework every day.
4 Adam has to make his bed and tidy his room.

LEVEL 2
Units
Had to
4 Ricopia la tabella sul quaderno e completala con
i tuoi esempi. Utilizza i colori delle Grammar maps
per le parole e le caselle.

LEVEL 3
Units
FORMA AFFERMATIVA
Ausiliare Soggetto Ausiliare: had to Verbo Complemento
interrogativo: (blu) didn’t (nero) (verde) (nero)
Did (rosso) (rosso)

Resource bank
You had to study yesterday.

LEVEL 1
I MIEI ESEMPI

FORMA NEGATIVA
Resource bank
He didn’t have to get up.
LEVEL 2

I MIEI ESEMPI

FORMA INTERROGATIVA
Did they have to walk?
Resource bank
LEVEL 3

I MIEI ESEMPI

© Cambridge University Press 2016 PHOTOCOPIABLE 129


8 Grammar
Must / mustn’t
NAME ____________________________________

CLASS __________ DATE ____________________

5 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

Soggetto must Negazione Verbo Complemento


(blu) (nero) (verde) (nero)
the school
LEVEL 2

Obblighi You must go to


Units

office at 8:30.
I MIEI ESEMPI
LEVEL 3
Units

your phone
Proibizioni You mustn’t use
in class.
Resource bank

I MIEI ESEMPI
LEVEL 1
Resource bank
LEVEL 2

6 Usa i suggerimenti per scrivere le regole


della tua scuola. Usa must o mustn’t.
es. eat in class You mustn’t eat in class.
Resource bank

1 chew gum in class


LEVEL 3

2 use a mobile phone in class


3 listen to the teacher
4 arrive on time for the lesson
5 talk to your friends during the lesson

130 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Talking on the phone


Functions
8
1 Completa i dialoghi con le battute del riquadro.

LEVEL 1
Units
can I speak to Ben, please? Who’s calling?
I’m in his class at school!

MAN BOY
Hello!
Hi, can I speak to Ben,

LEVEL 2
Units
please?
Yes, certainly. ?
It’s Michael.
I .

LEVEL 3
Units
can I speak to Carly, please? No, I’m sorry, she isn’t here.
Can you ask her to call me when she gets back?

WOMAN GIRL
Hello!

Resource bank
Hello, ,

LEVEL 1
please?
No, .
Would you like to leave
a message? Yes, please. Can
Resource bank
when ?
LEVEL 2

2 Ora scrivi due dialoghi. Usa le espressioni del box


Key expressions (Student’s book, pagina 165).
Usa i suggerimenti e i dialoghi dell’esercizio 1.
Resource bank

FRIEND AT HOME? MESSAGE?


LEVEL 3

Emma no / at school send a text / gets back


Fred no / playing tennis call / gets back

A Can I speak to Emma, please? B No, …


© Cambridge University Press 2016 PHOTOCOPIABLE 131
8 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Leggi l’articolo su un programma TV inglese.


Poi abbina i titoli ai paragrafi.
A Food B Building a shelter C Making a fire
LEVEL 1
Units

THE ISLAND
In a recent TV programme on British television,
ordinary men from the UK travelled to an uninhabited
(disabitata) island in the Pacific Ocean. They had to try
LEVEL 2

and survive (sopravvivere) in the jungle, with only a few tools


Units

(attrezzi) and a video camera so they could film what happened.

The men knew their number one priority was to make a fire
(fuoco). They needed the fire to boil water and cook food. In
LEVEL 3
Units

tropical temperatures humans must drink 2 litres of water a day.


But you mustn’t drink water from the rivers – it’s too dangerous.
So before they could drink any water, they had to boil it. They
didn’t have any matches (fiammiferi), so they had to start a fire
Resource bank

using two sticks (bastoncini) and dry grass.


LEVEL 1

The island had a tropical climate. During the day the weather
was sunny and warm but every night it rained for hours and
Resource bank

hours. The men got very wet and cold and they couldn’t sleep.
LEVEL 2

They were very tired but they had to build a shelter (riparo).

For the men the most difficult challenge was food. They knew
they had to eat around 1,000 calories a day but they usually
Resource bank

only ate around 200 calories a day – a little fruit and some
LEVEL 3

coconuts. They tried to catch big animals like wild pigs and
crocodiles. After a month they finally caught an enormous
crocodile! They said it was the most amazing moment on the
island – and the crocodile was delicious!
132 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Rileggi l’articolo e rispondi alle domande.
8
es. What did the men have to do on the island?
They had to try and survive in the jungle.

LEVEL 1
Units
1 What did they have with them?
2 How much water must humans drink every day in tropical
temperatures?
3 What did they have to use to start a fire?
4 Why couldn’t the men sleep at night?

LEVEL 2
Units
5 How many calories did they have to eat every day?
6 What food did they usually eat?
7 What happened after a month on the island?

3 Scrivi un regolamento di cinque cose che devi (must),

LEVEL 3
Units
non devi (mustn’t) e non hai bisogno di fare (don’t have
to) per sopravvivere su un’isola deserta.

Surviving the island – The Golden Rules

Resource bank
1 You mustn’t go into the jungle alone. You must always

LEVEL 1
go with a partner and take a lot of water to drink.
2 You don’t have to wear a hat …

4 PAIRWORK Ora immagina che un amico / un’amica


abbia partecipato a una vacanza in un campo scout. Resource bank
LEVEL 2

Fai delle domande sulle regole che ha dovuto


osservare.
Did you have to do the cooking?
Did you have to wash your clothes?
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 133


1 I’m going to be a surgeon
Jobs
NAME _______________________

CLASS _____ DATE ____________

1 Abbina le immagini alle professioni.


LEVEL 1
Units

actor biologist newsreader architect fitness coach

es. 1 2 3 4
LEVEL 2
Units

actor

2 Abbina le immagini alle professioni.


LEVEL 3
Units

lawyer travel agent surgeon


video game developer astronaut

1 2 3 4 5
Resource bank
LEVEL 1
Resource bank
LEVEL 2

3 Abbina a ciascuna professione l’aggettivo


che ti sembra più appropriato.

easy difficult interesting boring exciting safe


dangerous well-paid badly-paid creative
Resource bank
LEVEL 3

creative
actor biologist newsreader architect fitness coach

134 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

4 Abbina a ciascuna professione l’aggettivo


Vocabulary
1
che ti sembra più appropriato.

LEVEL 1
easy difficult interesting boring exciting safe

Units
dangerous well-paid badly-paid creative

video game
astronaut surgeon lawyer travel agent

LEVEL 2
developer

Units
5 Abbina la professione al ramo di studi corrispondente.
drama sports biology architecture journalism

LEVEL 3
Units
drama
actor biologist newsreader architect fitness coach

6 Abbina la professione al ramo di studi corrispondente.

Resource bank
LEVEL 1
spatial science computer studies law medicine tourism

video game
astronaut surgeon lawyer travel agent Resource bank
developer
LEVEL 2

7 Ricopia la tabella sul quaderno. Abbina a una


professione il suo ramo di studi e un aggettivo. Poi scrivi
che cosa pensi.
Resource bank

JOB SUBJECT (FUTURE STUDIES) ADJECTIVE


LEVEL 3

surgeon medicine difficult

I’m going to study medicine, because I’m going to become


a surgeon. I think it’s a difficult job!
© Cambridge University Press 2016 PHOTOCOPIABLE 135
1 Grammar
Be going to
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
Ausiliare Soggetto Ausiliare: Negazione going to Verbo
interrogativo: (blu) am / are / is (nero) (nero) (verde)
LEVEL 2
Units

Am / Are / Is (rosso)
(rosso)
I am going to become …
I MIEI ESEMPI
LEVEL 3
Units

FORMA NEGATIVA
You are not going to meet …
I MIEI ESEMPI
Resource bank
LEVEL 1

FORMA INTERROGATIVA
Is it going to be …?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Scrivi le frasi aggiungendo am / are / is e going to.


es. Anna / work / in a poor country
Anna is going to work in a poor country.
Resource bank

1 Sean / be / a video game developer


LEVEL 3

2 We / find out / the times / of the trains


3 I / buy / some tickets / for the Rihanna concert
4 It / be / very warm today
5 Alan and Kevin / pass / the French exam

136 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Grammar
3 Riscrivi le frasi alla forma negativa. Usa la forma
1
contratta di be going to.
es. The students are going to visit Stonehenge.

LEVEL 1
Units
The students aren’t going to visit Stonehenge.
1 Molly is going to be an architect.
2 I’m going to attend a course in England.
3 The boys are going to stay with their granny.
4 My team is going to win the match.

LEVEL 2
Units
4 Scrivi le domande. Poi collegale alle risposte corrette.
Segui l’esempio.

1 you / visit / your friends / in A No, she isn’t. She is going to

LEVEL 3
Units
London? study English.
Are you going to visit your
friends in London?

Resource bank
2 you / play / tennis / this B Yes, I am. I’m going to visit

LEVEL 1
afternoon? them next week.
Are

Resource bank
3 we / have / breakfast / now? C No, we aren’t. It’s going to rain.
LEVEL 2

4 Lisa / study / French / university? D No, you aren’t. It isn’t ready yet.
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 137


1 Grammar
Verbo + infinito
NAME ____________________________________

CLASS __________ DATE ____________________

5 Scrivi le frasi nella tabella. Usa hope, plan, intend, want,


LEVEL 1

would like + infinito e le espressioni seguenti.


Units

es. She / win a gold medal (hope)


1 I / go to New York / next year (would like)
2 We / visit my grandparents / next Sunday (plan)
3 I / go to university / after school (intend)
LEVEL 2
Units

4 Jane / pass her English exam (hope)


5 I / buy / a nice present / for my mum (want)

SOGGETTO VERBO INFINITO COMPLEMENTO


(TO + FORMA BASE)
LEVEL 3

She hopes to win a gold medal.


Units
Resource bank
LEVEL 1

Verbo + forma -ing


Resource bank

6 Completa le frasi con i verbi del riquadro. Segui l’esempio.


LEVEL 2

have cook catch study watch visit

es. I like watching wildlife documentaries on TV.


1 Do you enjoy museums?
Resource bank
LEVEL 3

2 She loves dinner for her friends.


3 David really hates maths.
4 I don’t mind a sandwich for lunch.
5 Sarah and Laura don’t like the bus to school.

138 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Talking about future plans


Functions
1
1 Complete the dialogue with the expressions in the box.

LEVEL 1
Units
Where are you going to go on holiday?
Are you going to go with your family?
What are you going to do in France?
No, I’m going to go with my friends.
I’m going to visit Disneyland Paris!

LEVEL 2
Units
Would you like to come with us?
You’re going to have a great time!
I’m going to go to France.

JANE ZOE
Where are you going

LEVEL 3
Units
to go on holiday?
I .
France? Are
?

Resource bank
No,

LEVEL 1
.
What
?

Disneyland Paris! Resource bank


LEVEL 2

Wow!

us?
Yes, I’d love to!
Resource bank

2 PAIRWORK Interview a classmate about his / her


LEVEL 3

holiday plans. Use the Key expressions and the table


from exercise 2 to help you (see Student’s book,
page 13).

© Cambridge University Press 2016 PHOTOCOPIABLE 139


1 Skills and culture
1 Read the text.
NAME ____________________________________

CLASS __________ DATE ____________________

A GAP YEAR ABROAD!


LEVEL 1
Units

Every year a lot of British and American youngsters take a gap


year after finishing high school and travel to different countries all
over the world. A gap year means time for travelling, volunteering
and working abroad. It’s an excellent way to learn new things
and to get some experience (fare esperienza) before going to
LEVEL 2

university or starting a job. Here two students are talking about


Units

their plans to take a year off (prendersi un anno sabbatico).

Claire

I’m going to spend a year in Lima in Peru.


I’m going to work in an orphanage.
LEVEL 3
Units

I have a lot of experience with children, as


I usually babysit for my neighbours.
I also intend to go to Spanish classes
while I’m there and I think my host family
Resource bank

(famiglia ospitante) is going to help me a lot with my Spanish.


LEVEL 1

I also plan to do some sightseeing. You can’t go to Peru without


visiting Machu Picchu and I’m also going to spend a week in the
Amazon rainforest (foresta pluviale). I know it’s going to rain and
be very warm, but who cares? (che importa?) It’s going to be a
wonderful experience!

Matthew

I started windsurfing about a year ago and I would like to get


better (migliorare) and become a qualified instructor. So I’m
going to travel to Australia and attend a windsurfing course in
a town near Sydney. I’m going to work in a bar and I’m going to
stay with an Aussie family. I’m planning to leave in November,
so the weather is going to be great: sunny, windy and very
hot! I think I’m going to learn a lot from this experience and
it’s going to be very useful to have a teaching qualification.
140 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Read the text and tick (✓) the sentences True
1
or False.

LEVEL 1
True False

Units
es. British and American students often have ✓
a gap year after university.
1 Students usually spend their gap year in their
country.

LEVEL 2
Units
2 Claire plans to learn Spanish.

3 She is not going to the Amazon rainforest


because of the bad weather.
4 Matthew is going to get a job and go
to university in Australia.

LEVEL 3
Units
5 The weather in Sydney is bad in November.

3 Imagine you are going to a leaving party. Make notes


about:

Resource bank
1 What you are going to wear.

LEVEL 1
2 What food or drinks you are going to take there.

4 PAIRWORK Now ask your partner the same


information.
Resource bank
What are you … to the party?
LEVEL 2

5 Write an email to a friend about your plans for the


party using your notes from exercise 3.
Resource bank
LEVEL 3

Hi Jake,

Is everything fine? I’m going …

I’m going to wear …

© Cambridge University Press 2016 PHOTOCOPIABLE 141


2 Tomorrow it’ll be cold and windy
Weather and temperature
1 Abbina le immagini agli aggettivi.
LEVEL 1
Units

freezing warm cloudy snowing windy

es. 1 2 3 4
LEVEL 2
Units

cloudy

2 Abbina le immagini agli aggettivi.


LEVEL 3
Units

cold sunny raining hot foggy

1 2 3 4 5
Resource bank
LEVEL 1
Resource bank

3 Completa le frasi con l’aggettivo adatto.


LEVEL 2

1 I can’t see the road. It’s so … A raining


2 It’s –8 °C. It’s … B foggy
3 Where’s my umbrella? It’s … C hot
Resource bank

4 The weather is good here and it’s … D freezing


LEVEL 3

5 In the desert it’s more than 40°! E warm


It’s really …

142 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

4 Completa il cruciverba.
Vocabulary
2

LEVEL 1
Units
1
F

LEVEL 2
2
R

Units
E
3
E

LEVEL 3
Units
I
4
N

Resource bank
LEVEL 1
5

Resource bank
LEVEL 2

5 Rispondi alle domande in modo personale.


1 What’s your favourite kind of weather?
Resource bank

2 Do you like when it’s snowing?


LEVEL 3

3 Why / Why not?

6 Ora rivolgi le stesse domande a un compagno /


una compagna.
© Cambridge University Press 2016 PHOTOCOPIABLE 143
2 Grammar
Will
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
Will Soggetto will Negazione Verbo Complemento
(rosso) (blu) (rosso) (nero) (verde) (nero)
LEVEL 2
Units

sunny
It will be
tomorrow.
I MIEI ESEMPI
LEVEL 3
Units

FORMA NEGATIVA
I will not go to the party.
I MIEI ESEMPI
Resource bank
LEVEL 1

FORMA INTERROGATIVA
at the
Will it snow
weekend?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Completa le frasi con will e uno dei verbi del riquadro.


get married live have travel leave
Resource bank

es. You will get married at the age of 30.


LEVEL 3

1 One of your relatives you a lot of money.


2 You in a house on a tropical island.
3 You to a lot of countries.
4 You four children.
144 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Grammar
3 Completa le frasi con will e uno dei verbi del riquadro.
2
win study make write

LEVEL 1
Units
es. Your children will study at the best university
in the world.
1 One of your children the Nobel Prize
for Medicine.
2 You a great book about your life.

LEVEL 2
Units
3 A famous film director a film from your book.

4 Completa con will o will not / won’t.


es. It’s very cloudy. I think it will rain.
1 Tom doesn’t study enough.

LEVEL 3
Units
He pass the English test.
2 It snow today because it’s too warm.
3 I’ve just heard the weather forecast.
They say it rain all day tomorrow.

Resource bank
4 Kate invite Colin to her party because

LEVEL 1
she doesn’t like him.
5 My brother hates sports, so he come
to the football match with us.

Resource bank
5 Costruisci le domande aggiungendo will. Poi scrivi
LEVEL 2

le risposte brevi affermative (+) o negative (–).


es. it / be / sunny / tomorrow? (+)
Will it be sunny tomorrow? Yes, it will.
1 you / live / in a small village? (–)
Resource bank

2 your English teacher / give / you / a test / this week? (+)


LEVEL 3

3 you and your friends / go / to the cinema / on Saturday


night? (–)
4 an Italian film / win / an Oscar / next year? (–)
5 George Clooney / become / the president of the USA? (–)

© Cambridge University Press 2016 PHOTOCOPIABLE 145


2 Grammar
May / might
NAME ____________________________________

CLASS __________ DATE ____________________

6 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
May / might Soggetto may / might Negazione Verbo
(rosso) (blu) (rosso) (nero) (verde)
LEVEL 2
Units

It may / might be rainy.


I MIEI ESEMPI

FORMA NEGATIVA
LEVEL 3
Units

come to
She may / might not
school.
I MIEI ESEMPI
Resource bank
LEVEL 1

First conditional
7 Completa le frasi con la forma corretta del verbo
tra parentesi. Usa lo schema. Ricorda che l’ordine
Resource bank

delle due frasi può anche essere invertito.


LEVEL 2

FIRST CONDITIONAL
If it rains, I’ll take my umbrella with me.

es. If it’s nice on Sunday, we ’ll have (have) a picnic.


Resource bank

1 If I (have) enough time tomorrow, we’ll visit


LEVEL 3

the Tower of London.


2 If you get up late, you (miss) the train.
3 If I (not / pass) the exam, I’ll be very sad.
4 (we / go) skiing tomorrow if it snows?
146 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

Making offers and promises


Functions
2
1 Complete the dialogue with the expressions in the box.

LEVEL 1
Units
Shall I come with you to the department store?
That’s very nice of you.
And I’ll help you with your science project, I promise.
Yes, please! Shall I help you with your maths homework first?
Oh, thanks, Mel!

LEVEL 2
Units
MEL SHEILA
Shall I come with you to
the department store?
Yes, !
with your

LEVEL 3
Units
first?
Oh, !
And
science project, I promise.

Resource bank
That’s fantastic.

LEVEL 1
2 Write short dialogues making offers and promises
as suggested. Use the Key expressions to help you
Resource bank
(Student’s book, page 33).
LEVEL 2

• help with the homework


OFFERS Shall I … / Shall we …? • make some pizzas
• watch the Hunger games on TV
• make some sandwiches
I’ll … !
PROMISES • drive you home
• come with you to the shopping mall

A Shall I help you with the homework?


B Oh, thanks. That’s fantastic!
© Cambridge University Press 2016 PHOTOCOPIABLE 147
2 Skills and culture
1 Read the text.
NAME ____________________________________

CLASS __________ DATE ____________________

THE POWER OF NATURE


LEVEL 1
Units

The first earthquake happened in the middle of the night on


20 May 2012. I was asleep when suddenly my bed started
shaking (tremare) violently. There was a second earthquake
nine days later. The two earthquakes killed (uccisero) seven
people, injured (ferirono) another 50 and badly damaged
LEVEL 2

(danneggiarono) most of the buildings in our town. Some


Units

scientists think that one of the causes of the earthquake might


be ‘fracking’, the process of drilling (perforare) down into
the earth to find gas. (Luca from Finale Emilia, Italy)

Avalanches are quite common in the Swiss-Austrian Alps but


LEVEL 3

what happened in 1950-51 is called ‘The Winter of Terror’.


Units

My grandfather remembers that in three months about


650 avalanches killed more than 265 people and damaged
thousands of buildings. Heavy snowfalls, loud noises, vibrations
and increases in temperature can cause avalanches. If climate
Resource bank

change causes temperatures to rise (aumentare), there will


LEVEL 1

be more avalanches and there will be more deaths and


destruction. (Anton from Innsbruck, Austria)

I remember the day before Hurricane Katrina arrived in New


Orleans in August 2005. We received an evacuation order
Resource bank
LEVEL 2

from the authorities. Some people took refuge in the


Superdome, a stadium located on high ground, while
others waited at home. The following day the storm
arrived and the levees (argini) broke. About 80 per cent
of the city was submerged under dirty water. Hurricane
Resource bank

Katrina killed nearly 2,000 people and thousands


LEVEL 3

of people lost their homes. It happened nine years ago


but some areas of the city are still full of abandoned
houses. Will New Orleans ever recover (si riprenderà)
from the disaster? (Claire from New Orleans, USA)
148 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Read the text again and answer the questions.
2
es. How did Luca know it was an earthquake?
He was asleep when suddenly his bed started shaking

LEVEL 1
Units
violently.
1 What might be one of the causes of earthquakes?
2 What happened in 1950-51 in Austria?
3 What are the main causes of avalanches?
4 What happened when Hurricane Katrina struck New Orleans?

LEVEL 2
Units
5 Why is Claire worried about the future?

3 PAIRWORK Think of a country and ask your partner


about the weather forecast for tomorrow. Use your
imagination. Begin like this:

LEVEL 3
Units
A B
What will the weather be
like in France tomorrow?
In the morning it will be hot

Resource bank
and sunny. But it may be

LEVEL 1
cloudy in the afternoon.
Will it be rainy on Sunday?

4 You take part in a student exchange programme. A Resource bank


Finnish boy / girl is staying with you and your family
LEVEL 2

for a week at Easter. Send him / her


an email with the following points:
• say how happy you are about his / her visit;
• give a short description of your town;
Resource bank

• describe the activities you will organize: where you will take
LEVEL 3

him / her and what you might do if the weather is good / bad
etc.
Dear … I’m really happy that you’re staying with us
at Easter and …
© Cambridge University Press 2016 PHOTOCOPIABLE 149
3 Have you ever been on TV?
Interesting experiences
NAME ______________________

CLASS _____ DATE ___________

1 Abbina le immagini alle esperienze.


LEVEL 1
Units

be on TV ride a roller coaster run a marathon


go to a premiere fly in a hot air balloon

es. 1 2 3 4
LEVEL 2
Units

go to a
LEVEL 3
Units

premiere

2 Abbina le immagini alle esperienze.


Resource bank

go to a theme park visit a foreign country


LEVEL 1

do a tandem skydive meet a famous person


do a bungee jump

1 2 3 4 5
Resource bank
LEVEL 2
Resource bank
LEVEL 3

150 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Vocabulary
3 Trascrivi gli aggettivi del riquadro nella colonna
3
corretta: positive o negative?

LEVEL 1
exciting interesting boring easy difficult

Units
safe dangerous expensive scary terrifying
exhausting amazing incredible crazy

POSITIVE NEGATIVE
exciting

LEVEL 2
Units
LEVEL 3
Units
4 Scegli due esperienze dall’esercizio 1 che vorresti
provare e due che invece non vorresti provare. Utilizza

Resource bank
gli aggettivi dell’esercizio 3 per spiegare perché. Poi

LEVEL 1
chiedi a un compagno / una compagna che ne pensa,
come nell’esempio.
I’d like to do a bungee
jump because it’s so Resource bank
LEVEL 2

exciting. What about you?


I wouldn’t like to do a bungee
jump because it’s terrifying.

ME MY PARTNER
Resource bank

1
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 151


3 Grammar
Present perfect
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
Ausiliare Soggetto Ausiliare: Negazione Participio Complemento
interrogativo: (blu) have / has (nero) passato (nero)
LEVEL 2
Units

Have / Has (rosso) (verde)


(rosso)
We have played a match.
I MIEI ESEMPI
LEVEL 3
Units

FORMA NEGATIVA
He has not played a match.
I MIEI ESEMPI
Resource bank
LEVEL 1

FORMA INTERROGATIVA
Have you played a match?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Inserisci i participi passati dei verbi del riquadro


nella colonna corretta.
see meet play eat buy study win
Resource bank

love enjoy spend drink like walk


LEVEL 3

VERBI REGOLARI VERBI IRREGOLARI


seen

152 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa le frasi con la forma intera affermativa


Grammar
3
del present perfect. Usa i verbi del riquadro. Ce ne sono
2 regolari e 4 irregolari.

LEVEL 1
Units
destroy eat meet visit ride be

es. I have met Ryan Gosling! Here’s his autograph.


1 We like travelling. We lots of different

LEVEL 2
countries.

Units
2 The earthquake lots of houses in the town.
3 Jane an elephant. She said it was amazing!
4 Sarah and Jane on TV.
5 I Chinese food here in Milan. It was very
good!

LEVEL 3
Units
4 Completa le frasi con la forma negativa contratta
del present perfect.
es. I haven’t made (not / make) a chocolate cake before.

Resource bank
1 We (not / watch) TV today.

LEVEL 1
2 You (not / finish) your maths homework.
3 Sheila’s nervous because she (not / fly)
in a plane before.
4 We (not / see) Brad Pitt’s latest film.
Resource bank
5 Carl (not / do) the washing-up.
LEVEL 2

5 Scrivi le domande usando i suggerimenti. Poi scrivi


le risposte brevi affermative (+) o negative (–).
es. your brother / go skydiving today? (+)
Resource bank

Has your brother gone skydiving today? Yes, he has.


LEVEL 3

1 you / be to a premiere? (–)


2 the children / visit a safari park? (+)
3 you and your friends / do the homework? (–)
4 the cat / drink the milk? (–)

© Cambridge University Press 2016 PHOTOCOPIABLE 153


3 Grammar
Ever / never
NAME ____________________________________

CLASS __________ DATE ____________________

6 Scrivi le domande usando ever. Poi rispondi in modo


LEVEL 1

personale usando le risposte brevi. Se la risposta


Units

è negativa usa never come nell’esempio.


es. you / be on TV?
Have you ever been on TV?
No, I haven’t. I’ve never been on TV.
LEVEL 2
Units

1 your mum / try a dangerous sport?


2 you / win a prize?
3 your dad / drive a Ferrari?
4 you / go skiing?
5 your dad / run a marathon?
LEVEL 3
Units

Present perfect / past simple


7 Scegli l’opzione corretta.
es. Last weekend I played / have played football
Resource bank

with my schoolmates.
LEVEL 1

1 Did you watch / Have you watched the football match


on TV last night?
2 Have you ever eaten / did you ever eat Japanese food?
3 My parents haven’t been / weren’t to Australia, but
Resource bank

they have visited / visited New Zealand.


LEVEL 2

4 My best friend has been / went to the USA on holiday


last year.

Round-up
Resource bank

8 Scrivi tre esperienze emozionanti che hai fatto e tre


LEVEL 3

che invece non hai ancora provato. Completa le frasi


negative con but o because.
✓ I’ve met Cristiano Ronaldo.
✗ I haven’t been to the USA, but I’d like to go there!
154 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

Asking about experiences


Functions
3
1 Complete the dialogue with the expressions

LEVEL 1
in the box.

Units
Have you ever eaten Indian food? What did you have?
We went to an Indian restaurant last weekend. Yes, I have!
Did you like curry? When did you try it?
We had chicken curry! Yes, I did.

LEVEL 2
Units
MIKE LUCY
Have you ever eaten
Indian food?
Yes, !
When

LEVEL 3
Units
it?

last weekend.
What ?

Resource bank
We !

LEVEL 1
curry?
Yes, .

Resource bank
2 PAIRWORK Choose one of the situations in the box.
LEVEL 2

Write a dialogue similar to the one in exercise 1. Then


act it out with a classmate. Use the Key expressions to
help you (Student’s book, page 57).
sleep in a tent fly in a helicopter
Resource bank

climb a mountain go mountain biking


LEVEL 3

swim with dolphins

Have you ever …?

© Cambridge University Press 2016 PHOTOCOPIABLE 155


3 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Read the text and write the name of each person’s sport.
Will Gadd: Alex Honnold:
LEVEL 1
Units

EXTREME RECORD HOLDERS


Alex Honnold is one of the most famous free-solo rock
climbers (arrampicatori) in the world. He’s climbed (si è
arrampicato) the highest rock walls in North America with only
his shoes, his fingers and a chalk bag (sacchetto per magnesite)
LEVEL 2

– no rope (corda), no protection and probably no fear.


Units

Alex started climbing at the age of 11 and he’s devoted (ha


dedicato) his whole life to free-soloing vertical cliffs (precipizi).
He’s broken a lot of speed records and has been on the cover
of the National Geographic magazine. The videos of his climbs
LEVEL 3

(arrampicate) in North America and Mexico have made him


Units

a celebrity.

On 15th September 2014 Alex climbed solo a route called


Heaven at Glacier Point in Yosemite National Park, a spectacular
rock wall of 915 m.
Resource bank
LEVEL 1

For many years Niagara Falls has not only been an attraction
for tourists, but also for people looking for adventure. In
1901 Annie Edison Taylor, a 63-year-old teacher, rode
over the falls in a barrel and luckily survived
Resource bank

(sopravvissuta). Other people have tried to


LEVEL 2

conquer the falls and now a Canadian ice


climber has done something amazing!
January 2015 Will Gadd and his girlfriend,
Sarah Hueniken, climbed up the ice-
covered (ghiacciata) rock wall next to
Resource bank

Niagara Falls. People call Will ‘The Captain


LEVEL 3

of Adventure’ because he’s done lots of


adventurous things in his life – he’s been caving,
kayaking and once he held the world record for paragliding.
However, his real passion is climbing.
156 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Read the text again and answer the questions.
3
es. What are the characteristics of free-solo climbing?
You just use your shoes, your fingers and chalk.

LEVEL 1
Units
You don’t use any ropes or any protection.
1 What are Alex Honnold’s achievements?
2 What did Alex do on 15th September 2014?
3 What did Will do in January 2015?
4 Which other extreme sports has Will Gadd tried?

LEVEL 2
Units
3 PAIRWORK Think about an athlete that you like and
imagine an interview (a classmate can play this role).
Use the suggestions below to ask questions.

LEVEL 3
Units
Name
His / Her sport
An important year or event in his / her life

Resource bank
LEVEL 1
What’s your name? / What sport do you do?

4 Now use your notes and write a text about this athlete.
His / her name is … and he / she does … He’s / She’s done Resource bank
LEVEL 2

lots of interesting things. For example, he’s / she’s …


In 2015 …
Resource bank
LEVEL 3

© Cambridge University Press 2016 PHOTOCOPIABLE 157


4 I’ve just bought a phone
Computers and smartphones
NAME ___________________________

CLASS ______ DATE _______________

1 Abbina le immagini ai nomi corrispondenti.


LEVEL 1
Units

desktop computer keyboard headphones


printer laptop

es. 1 2 3 4
LEVEL 2
Units

desktop
LEVEL 3
Units

computer

2 Abbina le immagini ai nomi corrispondenti.


Resource bank

speakers screen USB pen


LEVEL 1

phone charger mobile phone

1 2 3 4 5
Resource bank
LEVEL 2
Resource bank
LEVEL 3

158 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa il cruciverba.
Vocabulary
4

LEVEL 1
Units
L
A

LEVEL 2
Units
P
T
1
O
2
P

LEVEL 3
Units
3

Resource bank
LEVEL 1
5

Resource bank
LEVEL 2

4 Chiedi il prezzo e fornisci una risposta per ogni oggetto


del riquadro.
Resource bank

desktop computer £379 mobile phone £149.99


LEVEL 3

USB pen £15 headphones £23.99 speakers £99

A How much is the desktop computer? B It’s £379.


A How much are the speakers? B They’re £99.
© Cambridge University Press 2016 PHOTOCOPIABLE 159
4 Grammar
Present perfect + just
NAME ____________________________________

CLASS __________ DATE ____________________

1 Completa le frasi con just e il present perfect dei verbi


LEVEL 1

del riquadro.
Units

receive leave buy go miss

es. Meg’s very happy. She has just received a nice present.
1 It’s Dad’s birthday. I him a book
LEVEL 2
Units

on computers.
2 Jo isn’t here. She to the shops.
3 I’m upset because my boyfriend me.
4 Oh, no, I’m late again. I the bus.
LEVEL 3

Present perfect + already


Units

2 Riordina le parole e forma le frasi.


es. already / the documentary / started / has / about monkeys
The documentary about monkeys has already started.
Resource bank

1 heard / already / new album / One Direction’s / have / I


LEVEL 1

2 lunch / have / already / had / they


3 spoken / already / has / her teacher / she / to
4 the new / seen / Iron Man / he / already / has / film
Resource bank

Present perfect + yet


LEVEL 2

3 Scrivi le domande usando i suggerimenti e poi


dai risposte negative. Usa il present perfect con yet.
es. you / finish your homework?
Resource bank

Have you finished your homework YET?


LEVEL 3

No, I haven’t finished it YET.


1 your parents / meet their new neighbours?
2 the new computer shop / open?
3 the maths lesson / start?

160 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Grammar
4 Guarda la lista e poi scrivi ciò che Christie ha già fatto
4
(✓) e ciò che invece non ha ancora fatto (✗).
Usa la forma contratta del present perfect.

LEVEL 1
Units
TO DO She’s already made her bed.
make my bed ✓
She hasN’T taken the dog for
take the dog for a walk ✗
a walk YET.
prepare breakfast ✓

LEVEL 2
Units
text Jo about Saturday ✓

do the shopping ✗

go to the library ✓

read my emails ✗

invite Kate for dinner ✗

LEVEL 3
Units
Present perfect + for o since
5 Completa con for o since. Ricorda:

Resource bank
• for + periodo di tempo;

LEVEL 1
• since + momento in cui è iniziata l’azione.
es. since January
1 a year
2 six months
Resource bank
3 yesterday
LEVEL 2

4 a long time
5 Christmas
6 10 minutes
7 ages
Resource bank

8 9 o’clock
LEVEL 3

9 five hours
10 I was five years old
11 Thursday
12 last summer

© Cambridge University Press 2016 PHOTOCOPIABLE 161


4 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

6 Scrivi le frasi con il present perfect e for o since.


es. I / not see / my parents / two weeks.
I haven’t seen my parents FOR two weeks.
LEVEL 1
Units

1 His son / live / in Germany / 2010.


2 My sister isn’t very well. She / be / in bed / two days.
3 My sister / study Chinese / six months.
4 Mr and Mrs Jones / live / in this street / 1992.
LEVEL 2
Units

Round-up
7 PAIRWORK Fai le domande al tuo compagno / alla tua
compagna usando i suggerimenti. Poi scrivi le risposte.
Usa una delle formule seguenti:
LEVEL 3

• How long …? e present perfect + since / for


Units

• Have you … yet? e Yes, … / No, …


es. How long / you / know / best friend?
you / see / the new Batman film / yet?
Resource bank

1 How long / you / live / your town?


LEVEL 1

2 you / play / your new computer game / yet?


3 you / hear/ the new Rihanna album / yet?

A B

How long have you known I have known her for


Resource bank

your best friend Monica? 5 years / since 2010.


LEVEL 2

Have you seen the new Yes, I have. I saw it last


Batman film yet? Saturday.
Resource bank
LEVEL 3

162 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Checking into a hotel


Functions
4
1 Complete the dialogue with the expressions in the box.

LEVEL 1
Units
Can I help you? What’s your name?
Can you sign here, please? Yes, please. We’d like to check in.
I’ve booked a family room for four people.
Could I have your passports, please?
Yes, here you are. Yes, sure.

LEVEL 2
Units
RECEPTIONIST LEA
Can I help you?
Yes, ! We’d
.
What’s ?

LEVEL 3
Units
It’s Lea Burrows. I’ve
.
,
please ?

Resource bank
Yes, .

LEVEL 1
Can ?
Yes, .
Here’s your key. It’s room 32.
OK, thank you.

Resource bank
2 PAIRWORK You are checking into a hotel in London.
LEVEL 2

Invent information for your stay and fill in the


registration form.

REGISTRATION FORM
Resource bank

Name: Check-in: Check-out:


LEVEL 3

Number of guests: Number of nights: Room number:


Room type (single / double / family):

© Cambridge University Press 2016 PHOTOCOPIABLE 163


4 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Read the text and match the titles to the paragraphs.


A Technology and education B Small is beautiful
LEVEL 1

GO DIGITAL!
Units

Have you ever seen any of the first


computers? Isn’t it amazing how big they
were? Can you imagine a computer that was
LEVEL 2
Units

30 metres long and weighed (pesava) 30 tons? That was ENIAC,


the first electronic computer.

Two American professors, John Mauchly and J. Presper Eckert,


built it between 1943 and 1945 for military use.
LEVEL 3
Units

Since that time computers have gradually got smaller and


smaller. Now they’ve become small enough for you to carry
around with you or to fit into (stare) your pocket.

2
Resource bank
LEVEL 1

Nowadays, computers are everywhere – in offices, banks,


hospitals and schools. Many schools in Europe and the USA
have already invested in tablets or notebooks for their students.
But what about smartphones?

Mobile phones in class have always been a nightmare (incubo)


Resource bank

for teachers. As we all know, there isn’t a student who hasn’t


LEVEL 2

used it in class to text friends, to surf the internet or even to


receive phone calls during a lesson. That’s why most schools
have prohibited the use of mobile phones in the classroom.

But here’s some good news: teachers in Europe and the USA
Resource bank

have experimented with smartphones in class and they’ve


LEVEL 3

found that smartphones have improved (migliorato) the way


students learn.There is also evidence (prove) that students
have done better at school, especially in maths and science,
if they’ve used their smartphone in class.
164 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Read the text again and answer the questions.
4
es. What was the first electronic computer like?
It was 30 metres long and weighed 30 tons.

LEVEL 1
Units
1 Who built it and why?
2 How have computers changed since ENIAC?
3 Where have schools spent a lot of money on tablets
or notebooks?
4 Why have some schools prohibited smartphones in class?

LEVEL 2
Units
5 What are the results of the educational use of smartphones
in class?

3 PAIRWORK Interview your partner about his / her use


of the internet and take notes of his / her answers.

LEVEL 3
Units
How long have you had
a smartphone?
How often do you go online?

Resource bank
What do you use the internet for?

LEVEL 1
Do you use social networking
sites?
Have you ever posted anything
online?
Resource bank
Do you play games online?
LEVEL 2

How has the internet helped you


with your schoolwork?

4 Using the notes about your partner, write


Resource bank
LEVEL 3

a paragraph about his / her use of the internet.


My friend Sara has had a smartphone for … months.
She uses her smartphone to go online and surf the net.
She also plays games online and …

© Cambridge University Press 2016 PHOTOCOPIABLE 165


5 They stole my phone!
Crimes and criminals
NAME _______________________________

CLASS ________ DATE _________________

1 Abbina le immagini ai verbi.


LEVEL 1
Units

kidnap someone hijack a plane


rob a bank steal a mobile phone

es. 1 2 3
LEVEL 2
Units
LEVEL 3
Units

rob a bank

2 Abbina le immagini ai verbi.


Resource bank

burgle a flat murder someone


LEVEL 1

mug someone vandalise a train

1 2 3 4
Resource bank
LEVEL 2
Resource bank
LEVEL 3

166 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Abbina il verbo al crimine corrispondente.


Vocabulary
5
hijacking robbery burglary theft

LEVEL 1
vandalism kidnapping murder mugging

Units
VERBS CRIMES
es. kidnap someone kidnapping
1 hijack a plane

LEVEL 2
Units
2 rob a bank

3 steal a mobile phone

4 burgle a flat

5 murder someone

LEVEL 3
Units
6 mug someone

7 vandalise a train

4 Abbina il crimine al criminale corrispondente.

Resource bank
LEVEL 1
hijacker robber burglar thief vandal
kidnapper murderer mugger

CRIMES CRIMINALS
Resource bank
es. kidnapping kidnapper
LEVEL 2

1 hijacking

2 robbery

3 theft
Resource bank

4 burglary
LEVEL 3

5 murder

6 mugging

7 vandalism

© Cambridge University Press 2016 PHOTOCOPIABLE 167


5 Grammar
Past continuous
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
Was / Were Soggetto was / were Negazione Verbo Forma -ing
(rosso) (blu) (rosso) (nero) (verde) (nero)
LEVEL 2
Units

We were read ing.


I MIEI ESEMPI

FORMA NEGATIVA
LEVEL 3
Units

He was not read ing.


I MIEI ESEMPI

FORMA INTERROGATIVA
Resource bank
LEVEL 1

Was he read ing?


I MIEI ESEMPI

2 Completa le frasi con il past continuous dei verbi


Resource bank
LEVEL 2

tra parentesi.
Last Sunday morning it was a beautiful day. The sun was shining (shine)
and the birds (sing) in the trees. I (listen) to
music in the garden and my cat (sleep) near my feet.
Resource bank

My parents (make) a very special lunch for me. It was my


LEVEL 3

birthday and I knew my mum (make) my favourite cake:


vanilla cheesecake with strawberry jam! I (wait) for my
friends but they were a bit late. Then I saw them. They (get
off ) the bus and they (carry) lots of presents!

168 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Completa le frasi con il past continuous dei verbi


Grammar
5
tra parentesi, forma affermativa e negativa.
es. The students weren’t listening (not / listen) to the teacher.

LEVEL 1
Units
They were chatting (chat) on their mobile phones.
1 They (play) computer games.
They (not / watch) a film.
2 Mary (not / have) breakfast at 7 o’clock.
She (run) in the park.

LEVEL 2
Units
3 We (not / watch) TV at 8 o’clock last night.
We (do) our homework.
4 The children (play) football on the beach.
They (not / swim).

LEVEL 3
4 Scrivi le domande e formula le risposte brevi

Units
affermative (+) o negative (–).
es. you / walk / school / 8 o’clock? (+)
Were you walking to school at 8 o’clock? Yes, I was.

Resource bank
1 you / watch / TV / bed? (–)

LEVEL 1
2 the students / work / the lab / yesterday? (+)
3 the teacher / correct / your homework / during the class? (–)

While / when
Resource bank
5 Completa le frasi con while + il past continuous
LEVEL 2

dei verbi tra parentesi. Segui l’esempio.

SIMPLE PAST WHILE + PAST CONTINUOUS


The police arrived while the boys were vandalising the train.
Resource bank

1 Her husband phoned her she


LEVEL 3

dinner. (cook)
2 A man stole my wallet I
the shopping. (do)
3 Mum arrived I TV. (watch)
© Cambridge University Press 2016 PHOTOCOPIABLE 169
5 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

6 Completa le frasi con when + il past simple dei verbi


tra parentesi. Segui l’esempio.
LEVEL 1

PAST CONTINUOUS WHEN + PAST SIMPLE


Units

I was going home when two boys stopped me.

1 I was doing my homework my friend


. (arrive)
2 We were sleeping the phone . (ring)
LEVEL 2
Units

3 I was listening to music a girl the


time. (ask)

Past continuous o past simple?


7 Completa le frasi scegliendo tra past simple e past
LEVEL 3
Units

continuous. Usa i verbi tra parentesi e le tabelle


degli esercizi 5 e 6.
es. Were you driving (you / drive) fast when you
had (have) the accident?
Resource bank

1 I (play) football when I


LEVEL 1

(break) my leg.
2 I (buy) some bread at the supermarket when
a girl (steal) a bottle of wine.
3 My grandma (arrive) at our house while we
Resource bank

(do) our homework.


LEVEL 2

4 When the robbers (come) out of the bank,


the police (wait) for them.
5 While he (cycle) to school, Edward
(fall) off his bike.
Resource bank
LEVEL 3

170 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Reporting a theft
Functions
5
1 Complete the dialogue with the expressions in the box.

LEVEL 1
Units
Can I help you? What happened?
Where were you? Yes, please. I’d like to report a crime.
I was waiting for the bus.
What did she look like? A girl stole my wallet.
She was quite tall. She was wearing a black coat and a red scarf.

LEVEL 2
Units
Can you describe your wallet?

POLICE OFFICER DIANA


Can I help you?
Yes, . I’d
.

LEVEL 3
Units
What ?
A girl .
Where ?

Resource bank
bus.

LEVEL 1
like?
She .
She
and .
Can ? Resource bank
Yes, it’s pink and black.
LEVEL 2

2 PAIRWORK You are reporting a theft at the police


station. Invent the details and role-play your
conversation with the police officer. Use the dialogue
Resource bank

from exercise 1 and the Key expressions (Student’s


LEVEL 3

book, page 101).


A Can I help you?
B Yes, please. I’d like to report a crime …

© Cambridge University Press 2016 PHOTOCOPIABLE 171


5 Skills and culture
1 Read the text.
NAME ____________________________________

CLASS __________ DATE ____________________

CRIME DOESN’T PAY!


LEVEL 1
Units

Al Capone

In the 1920s and 1930s the manufacture and sale (produzione


e vendita) of alcohol was illegal in the USA, but while the police
were trying to apply the prohibition laws, criminal gangs were
making a fortune by selling alcoholic drinks on the black market.
LEVEL 2
Units

One of the most notorious (famigerati) criminals was Al


Capone. By the late 1920s his gang dominated the illegal
liquor trade (commercio) in Chicago. On 14 February 1929 his
gangsters killed (uccisero) seven members of a rival gang in
cold blood (a sangue freddo) while Al Capone was staying at
LEVEL 3

his house in Miami. This became known as The Saint Valentine’s


Units

Day Massacre. As a result of his criminal operations Al Capone


became one of the richest men of the time and while the
police were investigating his criminal activities in vain he lived
a life of luxury in the public eye.
Resource bank
LEVEL 1

Finally, when they discovered that Al Capone was not paying


taxes (tasse), they were able to arrest him and put him on trial
(processarlo). Al Capone tried to bribe (comprare) the jury but
was unsuccessful.
The jury found him guilty (colpevole) and the judge sentenced
Resource bank

him to 11 years in prison.


LEVEL 2

2 Read the text again and answer the questions.


es. How did criminal gangs in the USA make a lot of money
during the 1920s and 1930s?
Resource bank

They were making a fortune by selling alcoholic drinks


LEVEL 3

on the black market.


1 What happened in Chicago on Valentine’s Day in 1929?
2 Why did the police finally arrest Al Capone?
3 How long did the judge send him to prison for?

172 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

3 Read the text.


Skills and culture
5
Bonnie and Clyde

LEVEL 1
Bonnie Parker and Clyde Barrow are the most famous gangster

Units
couple of the Great Depression (1932-1934). Known as ‘Bonnie
and Clyde’, they met at a friend’s house while Bonnie was
working as a waitress and they fell in love.
Together they started a life of crime. They drove from town

LEVEL 2
to town, robbing banks.

Units
Clyde frequently changed cars and licence plates (targhe) and
studied maps carefully to find safe roads. This helped them on
numerous occasions when they were escaping from the police.
Finally, on 23 May 1934, while they were driving along

LEVEL 3
Units
a country road, a group of police officers hid in the bushes
(cespugli) and waited for them.
When Bonnie and Clyde appeared, the officers opened fire
and killed the couple instantly.

Resource bank
4 Read the text again and answer the questions.

LEVEL 1
es. What was Bonnie Parker’s job when she met Clyde Barrow?
She was working as a waitress.
1 Where did Bonnie and Clyde get their money from?
2 Why was it difficult for the police to catch Bonnie and Clyde? Resource bank
LEVEL 2

3 What were Bonnie and Clyde doing when the police killed
them?

5 PAIRWORK You are the detective. Choose a crime


and ask your partner about the things he / she saw.
Resource bank

1 a robbery at the bank (Friday at 10:00 am)


LEVEL 3

2 a theft at the supermarket (last week at 5:30 pm)


A Where / were / you / Friday at 10? B I was …
A What / the robber / doing? B He …
A What / he / look like? B He …
© Cambridge University Press 2016 PHOTOCOPIABLE 173
6 What should I do?
Health problems
NAME ____________________________________

CLASS __________ DATE ____________________

1 Abbina le immagini ai problemi di salute.


LEVEL 1
Units

have a temperature have a toothache


have a stomach ache have a cold

es. 1 2 3
LEVEL 2
Units

have a
temperature
LEVEL 3
Units

2 Abbina le immagini ai problemi di salute.


have a backache have a sore throat
have a headache have a cough
Resource bank
LEVEL 1

1 2 3 4
Resource bank
LEVEL 2

3 Abbina a ogni problema di salute un suggerimento.


Resource bank

1 have a cough A have some cough syrup


LEVEL 3

2 have a toothache B take an aspirin

3 have a backache C see a dentist

4 have a headache D do some stretching

174 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________


Vocabulary
4 Scambia informazioni e suggerimenti sul tuo stato di
6
salute con un compagno / una compagna. Usa il lessico
dell’esercizio 1 o il verbo hurt con le espressioni

LEVEL 1
Units
del riquadro. Segui gli esempi.
see a dentist / a doctor take some medicine / an aspirin
stay at home go to bed have some cough syrup
do some stretching eat some ice cream
lie down take an indigestion tablet

LEVEL 2
Units
A B
I’ve got a cold.
Why don’t you take
an aspirin?
My stomach hurts.

LEVEL 3
Units
Take an indigestion tablet!

5 Scrivi che cosa fai di solito in queste situazioni.

Resource bank
Completa la tabella seguendo l’esempio.

LEVEL 1
HEALTH PROBLEMS SUGGESTIONS
es. When I’ve got a stomach ache … I drink a chamomile.
es. When I have a temperature … I call the doctor.
Resource bank
1 When I have a toothache …
LEVEL 2

2 When I have a cold …

3 When I have a backache …

4 When I have a sore throat …


Resource bank

5 When I have a cough …


LEVEL 3

6 When I have a headache …

© Cambridge University Press 2016 PHOTOCOPIABLE 175


6 Grammar
Should / shouldn’t
NAME ____________________________________

CLASS __________ DATE ____________________

1 Ricopia la tabella sul quaderno e completala con


LEVEL 1

i tuoi esempi. Utilizza i colori delle Grammar maps


Units

per le parole e le caselle.

FORMA AFFERMATIVA
Should Soggetto should shouldn’t Verbo Complemento
interrogativo (blu) (rosso) (rosso + nero) (verde) (nero)
LEVEL 2
Units

(rosso)
We should read that book.
I MIEI ESEMPI
LEVEL 3
Units

FORMA NEGATIVA
He shouldn’t work so hard.
I MIEI ESEMPI
Resource bank
LEVEL 1

FORMA INTERROGATIVA
Should they study harder?
I MIEI ESEMPI
Resource bank
LEVEL 2

2 Abbina le frasi 1-4 alle frasi A-D.


1 It’s going to rain. A You should go to bed
earlier.
Resource bank

2 I’m very tired. B We should run.


LEVEL 3

3 Mary’s got a headache. C You should take


an umbrella.
4 Look! The bus is coming. D She should take an aspirin.

176 © Cambridge University Press 2016 PHOTOCOPIABLE


NAME ____________________________________

CLASS __________ DATE ____________________

Second conditional
Grammar
6
3 Ricopia la tabella sul quaderno e completala con

LEVEL 1
i tuoi esempi. Utilizza i colori delle Grammar maps

Units
per le parole e le caselle.

Second conditional Frase con if Frase principale


Forma affermativa If + soggetto (blu) + Sogg. (blu) +
past simple (verde) would (rosso) +

LEVEL 2
Units
verbo (verde)
Si usa per parlare If I won the lottery, I would buy a new car.
di ipotesi possibili,
ma poco probabili.
N.B. Nella frase con if (Se fossi in te…) I would go to

LEVEL 3
Units
si usa spesso were con If I were you, the party.
tutte le persone del
passato di be.
I MIEI ESEMPI

Resource bank
LEVEL 1
4 Completa le frasi con la forma corretta dei verbi
tra parentesi. Usa la forma contratta se possibile.
Aiutati con la tabella dell’esercizio 3 e quella dello
Student’s book di pagina 119. Resource bank
Frase con if Frase principale
LEVEL 2

If I met (meet) Tom Cruise, I’d ask (ask) him for his autograph.

1 If you (not / get up) so late, you


(not / be) late for school.
Resource bank

2 If I (not / have) a cold, I (play) football


LEVEL 3

tomorrow.
3 If I (find) a wallet in the street, I (take)
it to the police station.
4 We (go) to the beach if it (be) sunny.
© Cambridge University Press 2016 PHOTOCOPIABLE 177
6 Grammar NAME ____________________________________

CLASS __________ DATE ____________________

5 Ricopia la tabella sul quaderno e completala con


i tuoi esempi. Utilizza i colori delle Grammar maps
per le parole e le caselle.
LEVEL 1
Units

Second conditional Frase con if Frase principale


Forma interrogativa Would (rosso) + if + soggetto (blu) +
sogg. (blu) + verbo (verde) past simple? (verde)
Risposte brevi Would you give some if you won the lottery?
LEVEL 2

Yes, I would. money to charity,


Units

No, I wouldn’t.
I MIEI ESEMPI

6 Scrivi frasi complete seguendo i suggerimenti


LEVEL 3

e rispondi in modo personale. Aiutati con la tabella


Units

dell’esercizio 5.
es. you / visit / the Tower of London / if you / go / London /
holiday?
Resource bank

Would you visit the Tower of London if you went


LEVEL 1

to London on holiday? Yes, I would.


1 you / go / the match / if your uncle / buy / you / ticket?
2 you / give me / all your pocket money / if I /ask / you?
3 What / you / do / if you / meet / favourite actor?
4 How / you / feel / if your best friend / not / answer your emails?

Round-up
7 Dai un consiglio per ogni situazione del riquadro.
Usa You should … / If I were you …
Resource bank

You’ve got a very sore throat. You’ve got a terrible toothache.


LEVEL 3

Your computer is very slow. You’ve very worried about your exams.

A I’ve got a very sore throat.


B You should buy some cough syrup. / If I were you, I’d buy
some cough syrup.
178 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________

Asking for and giving advice


Functions
6
1 Complete the dialogue with the expressions in the box.

LEVEL 1
Units
What’s the matter? Should I send her a text?
What else? I think you should apologise.
No, I don’t think you should. What should I do now?
Why don’t you invite her over to your house?
I’d give her a little present. What would you do if you were me?

LEVEL 2
Units
EMMA LUCY
Hey, Lucy. What’s the
matter?
I’ve been very unkind to Sheila.
What

LEVEL 3
Units
now?
I .
You’re right.
a text?
No, .

Resource bank
LEVEL 1
Well,
me?
Why
?
That’s a good idea.
Resource bank
?
LEVEL 2

If I were you,
.
Thanks for your advice,
Emma.
Resource bank
LEVEL 3

2 Imagine your best friend has got a problem. Write


a dialogue like the one in exercise 1.
A What’s the matter?
B A girl at school always calls me … What should I do?
© Cambridge University Press 2016 PHOTOCOPIABLE 179
6 Skills and culture NAME ____________________________________

CLASS __________ DATE ____________________

1 Read the text. Which 4 medical discoveries does


the text describe?
LEVEL 1

DISCOVERIES THAT CHANGED MEDICINE


Units

What should you do when you cut (ferita da taglio) your finger?
You should wash the cut with water and then you should apply
some antiseptic lotion. What would happen if you didn’t do
this? If you didn’t clean the cut, you might get an infection.
LEVEL 2
Units

In the past people could die after a successful operation


because of infected wounds (ferite). Surgical instruments
weren’t always perfectly clean and surgeons didn’t even wash
their hands when they performed an operation.
In the 1860s Joseph Lister, a Scottish surgeon, started
LEVEL 3

to sterilise surgical instruments and bandages (bende) with


Units

a special acid and the death rate (tasso di mortalità) for surgical
patients fell dramatically.
I’m sure you know that antibiotics fight (debellano) serious
infections like tuberculosis or salmonella but that you shouldn’t
Resource bank

take them just to treat (curare) a common cold.


LEVEL 1

But perhaps you didn’t know that the first antibiotic was
penicillin? A Scottish bacteriologist called Alexander Fleming
discovered (scoprì) it in 1928 and even now penicillin is one of
the most commonly used antibiotics.
Resource bank
LEVEL 2

Are you nervous about going to the dentist? You would be


even more nervous if there were no anaesthetics. William T. G.
Morton, an American dentist, did not discover anaesthetics, but
in 1846 he showed that patients felt less pain (dolore) during
an operation if he gave them ether.
Resource bank

And how would a doctor diagnose a broken bone, if he didn’t


LEVEL 3

have an X-ray machine? In 1895 Wilhelm Roentgen, a German


physicist, discovered that X-rays could penetrate solid objects.
A few weeks after his discovery he produced the first X-ray
image of his wife’s hand.
180 © Cambridge University Press 2016 PHOTOCOPIABLE
NAME ____________________________________

CLASS __________ DATE ____________________


Skills and culture
2 Read the text again and answer the questions.
6
es. Why did many patients die after surgery?
They died because their wounds became infected.

LEVEL 1
Units
1 What did Lister do to solve the problem?
2 Why was the discovery of penicillin so important?
3 Who was one of the first people to use anaesthetics?
4 Who discovered the properties of X-rays?

LEVEL 2
Units
3 PAIRWORK Your partner wants to improve his / her
English. Role-play a dialogue and give him / her some
advice from the list below. Use If I were you, I’d …
1 study English in the UK
2 watch films in English with Italian subtitles

LEVEL 3
Units
3 visit English-language websites
4 learn the words of English songs
5 keep a notebook and write down new words

MY PARTNER ME

Resource bank
Can you give me some

LEVEL 1
advice? I want to improve
If I were you, I’d study
my English.
English in the UK.

Resource bank
4 Your keypal has sent you an email asking you for
LEVEL 2

advice about improving his / her English. Reply using


the same suggestions of exercise 3 and should /
shouldn’t or If I were you, I’d … Begin like this:
Resource bank

Hi …
LEVEL 3

Thank you for your letter.


If you want to improve your English, I think you should …
If I were you, I’d also …

© Cambridge University Press 2016 PHOTOCOPIABLE 181