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PRESENTATION AND PRACTICE

• Gli studenti guardano a casa il video Watch and Learnin preparazione alla lezione

• Vocabulary: esercizi che introducono il lessico dell’unità

• Presentation: un brano di lettura o d’ascolto con esercizi dicomprensione

• Grammar: esercizi induttivi seguiti da una spiegazione chiara econcisa. Frequent Mistakes si focalizza sugli errori tipici degli studentiitaliani, Pronunciation sulla pronuncia di suoni e intonazioni

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2C U L T U R E A N D S K I L L S

Town and country

If you decide to visit the Republic of Ireland, don’t limit yourselfto the major cities or just Dublin. The Irish countryside willimpress you!

The Ring of Kerry is an amazing route which passes throughsome of the most beautiful scenery in the southwest of Ireland.Along the way there are cliffs, spectacular lakes, rich flora andfauna, hills and long, sandy beaches.

On the mid-western coast of Ireland lies the Burren,a large area of limestone. There are lots of cavesunder this surface. If you want to explore the Burrenunderworld, you can do it in an Aillwee cave formedby water during the Ice Age, over one million yearsago.

The most famous part of Ireland’s western coastline is theCliffs of Moher. They stretch for almost 5 miles and stand over200 metres high.

From here, the Aran Islands are all visible on a clear day. If youwant to experience a traditional Irish village, you can visit theseislands, famous for their ‘Aran sweaters’ and car-free roads.Here, people who live in small farming communities still speakIrish Gaelic as their first language.

Limerick

DUBLIN

Cork

Galway

Northern

Ireland

REPUBLICOF IRELAND

The making of theRepublic of IrelandThe history of the Republic of Irelandis long, bloody and tragic. The Irishbegan to demand independencefrom Great Britain at the beginningof the 20th century. During theEaster Rising in Dublin, in April1916, Irish nationalists attemptedto take control ofDublin and destroyBritish rule, butfailed. The IrishFree State wasestablished in1922, with sixnorthern countiesremaining aspart of the UnitedKingdom. TheRepublic of Irelandwas proclaimedin 1949.

Warm-up

1 TEST your knowledge about the Republicof Ireland.

1 The Irish flag is very similar to theItalian one. What is the only difference?

2 What are the most famous Irish symbols?

3 What language is used on the road signsin Ireland?

4 The Book of Kells, a famous decoratedmanuscript, is displayed in TrinityCollege. What city is it in?

5 What is the most popular Irish beer?

2 READ the factfile and the text on the right.Then answer the following questions.

1 What language(s) do the Irish speak?

2 What is the most common religion?

3 What currency do the Irish use?

4 What did they begin to demand at thebeginning of the 20th century?

5 What happened during the Easter Risingin April 1916?

READING

3 READ the text about the Irish countrysideand write a caption for each picture (1–6).

Te Republic of Ireland: charmingcities and spectacular countryside

FACTFILE

THE REPUBLIC OF IRELAND

Area 70,283 km2

Population ca 4.6 million

Capital Dublin

Major towns/cities Cork, Galway, Limerick

Languages Irish Gaelic, the national languageEnglish, the dominant language

Religion 84% Roman Catholic

Patron saint St Patrick (17th March)

Government Republic (member of theEuropean Union)

Currency euro

LISTENING

6 1.16 LISTEN to a tourist guide explaining the legendof the Blarney Stone. Then answer the questions.

1 Who was Cormac MacCarthy?

2 Why did he decide to visit Queen Elizabeth I?

3 Was he a good speaker?

4 Who did he meet at the start of his journey?

5 What was there in Blarney Castle, according to a legend?

6 What were its powers?

7 Could MacCarthy address the Queen with a clever speech after kissingthe stone?

8 What does kissing the Blarney Stone give the kisser nowadays?

SPEAKING INTERNET LAB

7 IN GROUPS OF THREE carry out a research project about the top attractionsof Dublin. Present your findings to the rest of the class.

4 MATCH the highlighted wordsin the text to their Italiantranslation.

1 costa, litorale

2 cerchi di pietre

3 caverne, grotte

4 rovine

5 invasori

6 calcare

7 si estendono

8 era glaciale

5 READ the text again and answerthe questions.

1 What can you admire in Irelandbesides its capital city?

2 Where is the Ring of Kerry?

3 What is the Burren?

4 What can you see from theCliffs of Moher?

5 What can you experiencethere?

6 What did Celtic, Viking andNorman invaders leavebehind?

7 Has Clonmacnoise got onebig central church?

8 What can you do inGlenveagh National Park?

WRITING ACROSS CULTURES

8 WRITE two paragraphs about legends, mysteries andsuperstitions linked to Italian sites. Make a chart withall the information and the pictures you have found.Then read your paragraphs to the rest of the class.Remember to:

• describe the place. Is it a city, town or thecountryside? Use phrases like:The… is (a legend/thing) which…… is (a place) where…If a traveller… , then…If you visit… , you will…

• describe the people involved. Use phrases like:… was (a person/king/girl) who…

STUDY SKILLS

Writing: keeping a mistake checklist

When you have finished writing your paragraph(s),remember to check:

• consistency in the use of tenses;• subject-verb agreement;• position of adverbs;• prepositions after verbs and adjectives;• correct use of possession;• punctuation, spelling, capital letters.

Keep a note of your mistakes and your corrections.Remember that you can learn a lot from your mistakes.

Watch the Culture video about the Republic of Ireland

All over the country there arealso ancient monuments such asstone circles, monasteries andcastle ruins, like Blarney Castle,left by Celtic, Viking and Normaninvaders. Ireland’s most importantmonastic site is Clonmacnoise,founded in the 6th century. It is onthe River Shannon, 200 kilometreswest of Dublin. It hasn’t got onebig central church but several small chapels and somebeautiful High, or Celtic, Crosses.

One of the largest national parks in Ireland is Glenveagh,or the ‘Valley of two Lakes’, in County Donegal. People wholike hiking and fishing salmon and trout visit this remote,wild area with mountains and clear-water lakes. There areimpressive ruins of a 6th-century Christian settlement thatare set against the picturesque Irish countryside.

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Review Units 1-2

3 MATCH the phrases (1–8) to the phrases (A–H).

1 Don’t call Jane now.

2 They aren’t playingfootball now, but

3 I was listening to my mp3player, so

4 She used to go joggingevery morning

5 That’s the neighbourhood

6 Mark is the person

7 If the students fail theexam,

8 It will be cheaper

A I didn’t hear the firealarm.

B where my sister lives.

C if you book the flight rightnow.

D the teacher will bedisappointed.

E they often play it atweekends.

F who told me about thatclub.

G She is studying hard foran exam.

H but she doesn’t do itanymore. She’s too busy.

4 COMPLETE the sentences with the correct form of the verbsin brackets.

1 The young man (to fall) down a hole while he(to walk) down the street.

2 If I (to accept) the place at Trinity, I(to have) to find a place to stay.

3 While she (to text) on her mobile, the batterysuddenly (to die).

4 My mother (not to drink) much coffee, butnow she (to drink) five cups a day!

5 If I (to get back) late tonight, my mothe(to get) angry.

6 There (to be) a lot of trees in the garden, butgardeners (to cut) most of them down yesterday.

7 If the weather (not to improve), we(to cancel) our trip to Dublin.

8 You (to get) a fine if you (to go)over the speed limit. It’s against the law.

5 COMPLETE the text with the words below.

cosmopolitan • hanging • quieter • bucket and mop

scissors • polluted • rinse • cutlery • stressful

crowded • soles • rubber

It’s extraordinary how people can have an interesting idea andthen actually make it a reality. Think about simple, everydayobjects like (1) that we cut with, or (2)

that we eat with. And can you imagine eating your breakfastwaffles and thinking of making them out of (3) as(4) for your running shoes?Domestic inventions are wonderful too. My grandmotherhad a (5) in her hands every morning to wash thefloors, and she used to (6) all the clothes by handbefore (7) them out in the garden to dry. Now mymother does everything by machine. Perhaps the most usefulinventions for today’s (8) lifestyle in (9)

cities, full of people, are those that make our lives less (10)

and our cities less (11) and (12)

.

VOCABULARY & GRAMMAR

1 CHOOSE the correct option (A or B).

1 We use the present simple for

A temporary situations and things happeningnow.

B facts and routines.

2 We use the present continuous for

A habitual actions and facts.

B things happening now, temporary situationsand annoying habits.

3 The time expressions for the present simple are

A now, currently, at the moment.

B adverbs of frequency, days of the week,times of the day.

4 The past simple is used to talk about actions

A that happened at a specific time in the past.

B in progress at a specific moment in the past.

5 Used to is for

A something you did for a period of time inthe past, but you don’t do anymore.

B interrupted actions in the past.

6 The relative pronoun which is

A for people and things.

B only for things.

7 The relative pronoun that is

A only for people.

B for people and things.

8 We use the zero conditional to talk about

A present situations/events that are alwaystrue.

B real events and their possible futureconsequences.

9 We use the first conditional to talk about

A real future possibilities.

B facts which are always true.

10 We use ... after the conjunctions when, after,before, as soon as, until, unless.

A will

B the present simple

2 CHOOSE the word that doesn’t belong.

1 car park, petrol station, motorway, pavement

2 green, walkable, crowded, unpolluted

3 field, earth, stream, wood

4 steam iron, bucket, dishwasher, vacuumcleaner

5 telephone, television, motorcar, World WideWeb

6 dreadful, fascinating, amazing, wonderful

12 13

Town and country2P R E S E N T A T I O N A N D P R A C T I C E 1

7 READ sentences 1 and 5 in exercise 6 again. Are thehighlighted words a subject or an object?

Defining relative clauses are used to add essentialinformation to a phrase.The relative pronouns andadverb which introduce defining relative clauses are:• who for people;• which for things;• that for people and things;• whose for possession;• where for places.When two successive phrases have an element incommon, these words can be used insteadof repeating that element.Melbourne is a city. My sister lives in Melbourne. Melbourne is the city where my sister lives.

Grammar reference page 142

FREQUENT MISTAKES

We can omit the relative pronoun when it refersto the object of the relative clause.That is the bus stop (that/which) I told you about.

8 COMPLETE the sentences with who, which, whose orwhere. Then decide which can be omitted.

1 Tourists visit the city can admire a lotof skyscrapers and cultural attractions.

2 The town you live is beautiful.

3 The guidebook I am reading now isabout Australia.

4 The bag contained the money was red.

5 The gentleman mobile was ringing didnot answer.

6 The woman was waiting at the busstop was nervous.

7 The boy sister lives in Hong Kong canspeak Chinese.

8 The film we saw was horrible!

9 JOIN the two sentences by using a defining relativeclause.

1 That is a bus. It goes to the centre of the city.That is the bus that/which goes to thecentre of the city.

2 Dublin is a city. I was born in Dublin.

3 Do you know the girl? She danced with me.

4 That is the boy. His sister visited the museum withme yesterday.

5 That is the road. It leads to Melbourne airport.

6 The car crashed against a tree. It was going overthe speed limit.

Your turn

10 IN PAIRS talk about the place where you live usingdefining relative clauses. Discuss whether it is afriendly or unfriendly place and why.

The city where I live is a very friendly placebecause the people who live here…

5 READ the text again and say if the following sentences aretrue or false . Correct the false ones.

1 Melbourne is not a very welcoming city for visitors.

2 The local population in Melbourne are famous for theirsense of humour.

3 There is a limited choice of public transport inMelbourne.

4 You need to be careful on the motorways and inroundabouts because cars drive on the left in Melbourne.

5 Dublin is considered the friendliest city in the world.

6 Dubliners enjoy chatting to tourists and visitors.

7 The typical Irish rhythm of life is frenetic.

8 It is difficult to walk around Dublin.

GRAMMAR

Defining relative clauses

6 READ the sentences (1–5) from the text and answer thequestions (A–D) below.

1 The many parks, museums and art galleries aredefinitely factors which put Melbourne in the firstposition.

2 It is also a city where you can see lots of natural,cultural and cosmopolitan attractions.

3 It has an international population whose origins arefrom all over the world.

4 Tourists who/that stayed there found that Melbourniansare ‘extremely friendly’.

5 The food that you can get there is as cosmopolitan asthe population!

Which highlighted word/s refer/s to:A things? and

B people? and

C possession?

D places?

VOCABULARY Town and city

Watch the Vocabulary pre-lesson video

1 1.10 MATCH the words (1–8) to theirdefinitions (A–H). Listen and check youranswers. Then listen and repeat.

1 bus stop

2 car park

3 petrol station

4 motorway

5 pavement

6 roundabout

7 signpost

8 tunnel

A a place where you can leave your car

B an underground passage, especially onewhich is under a building, road or river

C a place where people catch a bus

D the side of a road where people can walkalong the street

E a roadside notice which givesinformation such as the direction anddistance to places

F a major road which is designed for veryfast traffic

G an interchange area in the road wheredifferent roads come together in a circle

H a place where cars stop to refill with fuel

2 IN PAIRS ask and answer questions aboutthe places/things in exercise 1 in your area.

Where is the nearest… ?Are there any… ? How many?

Cities which put a smile on your face

PRESENTATION

3 LOOK at the pictures of Melbourne and Dublin and say which of thefollowing adjectives describe them.

cool • friendly • crowded • modern • historic • green

expensive • noisy • cosmopolitan • unpolluted

cultural • stressful • dangerous • walkable

4 READ the text quickly and give a positive characteristic for each city.

GLOSSARYsurveysondaggio

vibrantvivace, attiva

countlessinnumerevoli

Are you looking for a place to visit?Melbourne and Dublin have comeout on top as cities which put a smileon your face.

According to a recent newspaper survey, Melbourne is considered thefriendliest city for visitors. It has an international population whoseorigins are from all over the world. Tourists who stayed there foundthat Melbournians are ‘extremely friendly’, with a ‘wonderful sense ofhumour’. It is also a city where you can see lots of natural, cultural andcosmopolitan attractions. The many parks, museums and art galleries aredefinitely factors which put Melbourne in the first position, as well as thedelicious cuisine! The food that you can get there is as cosmopolitan asthe population!

It is easy to get around in Melbourne with public transport. There aretrams and buses which can take you all over the centre, with clearsignposts for bus stops. Do you prefer driving? There are also motorwaysthat bring you right into the central area and tunnels under the YarraRiver. It is easy to find a car park where you can leave the car for an houror all day. Remember, however, when you are driving, to stay on the left.Be especially careful at roundabouts. They are where tourists have themost difficulty, and it can be dangerous!

Melbourne is Australia’s ‘capital of cool’ for its friendly people andculture, but it was Dublin that came first as the friendliest Europeancity. Dublin is a ‘vibrant city’ that is ‘green, unpolluted, verywalkable’ and full of young people. According to the survey, touristswho stop for a quick drink at a Dublin pub can end up ‘chatting withthe locals for the next five hours’.

Dublin is a city which has a lot to offer.It has countless historic monuments andbeautiful parks. It is a place where life hasa gentle Irish rhythm. The traffic, petrolstations and motorways which are there inthe background seem less important thanthe friendly smiles, generous pavementsand street entertainment.

16

2 Town and countryC O M M U N I C A T I O N

4 ANSWER the questions about thedialogue.

1 What decision are Lesley andDave discussing?

2 What is the choice, accordingto Dave?

3 Why doesn’t Lesley want to visita city?

4 What does Dave think will happenif they go to the mountains or thecountryside?

5 Which area does Lesley considermore fun for a holiday?

6 What do the friends decide to do?

5 ROLE-PLAY the dialogue in pairs.

KEY LANGUAGE

Connectives: additionand …both … and …as well as …not only … but also

Connectives: positive alternativeor …either … orthis (one) … or that (one)

Connectives: negative alternativebut …neither … nornot this (one) … nor that (one)

Grammar reference page 143

6 REWRITE the dialogue choosingtwo contrasting holiday locations.Be sure to use the Key languageto discuss the two options andthe reasons for or against them.

Dictation

7 1.14 LISTEN and write downthe paragraph.

Your turn

8 WRITE a short paragraph about aplace you would choose for a shortholiday: a city you have never seen,a village in the mountains or a placein the middle of the countryside.Give your reasons.

Warm-up

1 DISCUSS in pairs. Which place do you remember as the most excitingor interesting you have visited?

2 LOOK at the pictures andchoose the holiday thatappeals to you most. Describethe picture and say if youprefer visiting a city or thecountryside and why.

3 1.13 LISTEN AND READ the dialogue. Does Lesley prefer a holidayin a city or something more connected to nature?

Deciding about a holiday

Dave Hi, Lesley. Listen, if we want to go away next week, we really need todecide where we’re going.

Lesley I know. That’s why I wanted to meet up. If you tell me what youprefer, I’ll go and book it tomorrow.

Dave OK. Well, if you agree, I think the choice is either a city where we’venever been, like Stockholm, or something completely different, likethe Alps.

Lesley Oh no, not a city! I’m not only tired of living in the centre of thecity but also feel the need for some truly fresh air and unpollutedscenery. I will be happy to do what you want, but either thecountryside or the mountains, please!

Dave I have to say that I love being in a city, with all its monuments,galleries, theatres and nightlife, but I also agree it can be noisy andcrowded. Maybe if we can find a mountain holiday or a hotel in theEnglish countryside, we will both relax more.

Lesley You’re right. If we want a relaxing week, the countryside looks likethe best option but the mountains might be more fun.

Dave If you are happy to be active, a week in the mountains sounds good.Let’s say: if it’s not too expensive, we’ll go to the Alps. If it’s toomuch, we’ll either go to an English hotel with a lake or one by thewoods. Do you agree?

Lesley Sure! That sounds perfect.

Lesley and Dave meet for a coffee.

17

T U T O RPET

EXAM DESCRIPTION

What is there in Speaking Part 4? A general conversation: the two candidates speak to each other.The topic of their conversation is a further development of the themeestablished in the extended turn in Part 3.The interlocutor sets up the task following a standardised rubricbut then does not take part in the conversation.

What do I have to focus on? The aim of Part 4 is to discuss likes/dislikes, preferences, habitsand personal experiences. Candidates must talk about their interests,giving reasons. At the same time, they are tested on the appropriate useof interactive strategies.

How long does it last? About one minute for each candidate in a total of three minutes.

Mark scheme The mark scheme ranges from 1 (weak) to 5 (excellent).

Warm-up

1 LOOK at the pictures. In pairs, take turnsdescribing them.

2 1.15 LISTEN to two candidates doing Part 4 of theSpeaking test.

1 What does the interlocutor ask them to do?

2 What phrases do they use to ask the othercandidate’s opinion? Choose for Maria and forPietro.

A Do you prefer… ?B What do you mean?C What do you think about… ?D How do you feel about… ?E What about you?

3 How do they agree with each other? Tick theexpressions.

M Of course.

M So do I.

M I agree.

M Yes.

M That’s a good point.

M You’re right.

M That’s correct.

M It’s my opinion too.

M Me too.

Watch the PET video

PET Speaking – Part 4

3 GENERAL CONVERSATION. Work with a partner.The examiner has asked you to talk to your partner.Talk to each other about leisure activities in the cityor in the country.Use these ideas:

• Talk about the advantages of the city.• Talk about the advantages of the country.• Say which you prefer and why.

PROCESS LANGUAGE

Discussing likes, dislikes and preferencesI really like/don’t like (cities) very much. What about you?I prefer (walking in the country) to (walking around acity). Do you agree with me?I absolutely love (going to museums). What do you think?I’m (not) very keen on (cycling). How do you see it?I’m (not) interested in (seeing historic monuments).Are you?I’m (not) very fond of (hiking). How about you?I’m tired of (dealing with traffic). Is it the same for you?

Your turn

4 WRITE a paragraph about the different leisure activitiesin the city or in the country.

20 21

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2 READ the text below about one of theauthors from exercise 1 and find out:

1 where he was born;

2 where he studied;

3 what he became interested in;

4 when he wrote the poem The LakeIsle of Innisfree;

5 why he wrote it.

Warm-up

1 DISCUSS the questions.

1 The Irish are famous for their‘gift of the gab’. Do you knowany famous Irish writers?

2 Match the names of theseIrish authors from Dublin totheir works. How much do youknow about these texts?

Jonathan Swift

James Joyce

W.B. Yeats

Samuel Beckett

Oscar Wilde

Bram Stoker

Poetry: alliteration

3 LOOK at the picture and read the caption. Does Innisfree exist?

The Lake Isle ofInnisfree is a real placeInnisfree is a real placein Lough Gill, in Countyin Lough Gill, in CountySligo in the north ofSligo in the north ofIreland. The lake is veryIreland. The lake is verysmall and the island issmall and the island isnot inhabited, so it isnot inhabited, so it isvery quiet.very quiet.

⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄///////⁄⁄Irish poet William ButlerYeats (1865–1939) was bornin Dublin. He received hiseducation frst in Dublin andlater in London. He becameinterested in helping Irelandreclaim a literary culture ofits own, free from Englishinfuence. The subject ofhis poem The Lake Isle ofInnisfree (1890) is the natural beauty of Ireland, but thepoem is also personal. When Yeats wrote it, he was livingin London and he missed the beauty and simplicity of thecountry life of his childhood.⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄⁄///////////

Analysis

7 REVISE what you know about poetry byanalysing the poem.

1 Write the words that rhyme with thefollowing:

• Innisfree• made• slow• sings• day• shore

2 Mark the rhyme scheme on the rightside of the poem, using the lettersABCDEF. Is it regular?

3 Underline the repetition in the poem.What does it emphasise?

A The speaker’s determination toescape.

B The sound of the future form.C The impossibility of the speaker’s

dream.4 Look at line 6 and say what the ‘veils

of the morning’ are a metaphor for.

A The curtains by the poet’s window.B The dew (rugiada) on the morning

grass.C The fog of the early morning on the

water.

8 FOCUS on the sound of the poem. Readthe definition of ‘alliteration’ below. Thencircle examples of alliteration in the poem.What do you think the purpose of the useof alliteration is?

LITERARY LANGUAGE

Alliteration is the repetition of the sameconsonant sound at the beginning of wordsin the same line.Mike’s microphone made much music.

9 SUM UP the sounds of nature that thespeaker hears. Are they harsh or soft?

10 DISCUSS. What is the theme of the poem? Isthe journey to Innisfree emotional or real?

Your turn

11 WORK IN PAIRS. Think of a place whereyou can get away that you might know andlove. Describe it to your classmate. Whereor what is your Innisfree?

My Innisfree

4 1.17 LISTEN AND READ the poem by W.B. Yeats.

The Lake Isle of Innisfreeby W.B. Yeats

I will arise1 and go now, and go to Innisfree,

And a small cabin build there, of clay and wattles made2:

Nine bean-rows3 will I have there, a hive for the honey-bee4,

And live alone in the bee-loud glade5.

5 And I shall have some peace there, for6 peace comes dropping7 slow,

Dropping from the veils8 of the morning to where the cricket9 sings;

Tere midnight’s all a glimmer10, and noon a purple glow11,

And evening full of the linnet’s wings12.

I will arise and go now, for always night and day

10 I hear lake water lapping13 with low sounds by the shore;

While I stand on the roadway, or on the pavements grey,

I hear it in the deep heart’s core.

1 I will arise. Mi alzerò.2 of … made. Fatta di argilla e canne.3 bean-rows. File di piante di fagioli.4 a hive for the honey-bee. Un alveare

per le api.5 bee-loud glade. Radura dove risuona

il ronzio delle api.6 for. Because.

7 comes dropping. Cala, scende.8 veils. Veli.9 cricket. Grillo.10 glimmer. Luccicare.11 purple glow. Bagliore porpora.12 linnet’s wings. Ali di fanello (piccolo

passeraceo apprezzato per il canto).13 lapping. Sciabordare.

Comprehension

5 READ the poem again and match each picture to a stanza (1, 2 or 3).

6 ANSWER the questions about the poem.

1 What does the poet decide to do at the beginning of the poem?

2 What will he do and hear there?

3 What characterises both the day and the night at Innisfree?

4 When and where does the poet hear the sound of the lake water?

A

B

C

142 143

Town and country2G R A M M A R R E F E R E N C E WORDLIST

Town and city Paese e città

bus stop fermata dell’autobuscar park area di parcheggiomotorway autostradapavement marciapiedepetrol station distributore di benzinaroundabout rotatoria, rotondasignpost cartello indicatoretunnel galleria, sottopassaggio

Countryside Campagna

bay baiacliff scogliera, precipizioearth terra, suolofarm fattoriafield camposcenery paesaggioshore riva, battigiasoil terra, suolostream ruscellovillage paesino, borgowood bosco

TRANSLATE the words and phrases into English.

1 sepolto

2 innumerevoli

3 provincia, contea

4 ex-, precedente

5 tornando

6 sondaggio

7 fare conoscenza

8 vivace, attiva

When, unless, as soon as, before,after, until

We can use other conjunctions in place of if in thefirst conditional structure. The most common are:

• when = quando.When I finish eating, I’ll clean my room.

• unless = se non, a meno che.You won’t be able to talk to Jim unless youcall him right now.

• as soon as = (non) appena.As soon as Dan arrives, we’ll go to the party.

• before = prima di.I’ll see you again before I go on holiday.

• after = dopo.After I talk to Susan, I’ll call you back.

• until/till = finchè non, fino a quando.I won’t decide until I know all of the facts.

• as long as = per tutto il tempo che, finchè.He will help you as long as you need.

Use the present simple after these conjunctions andwill in the main clause.If you start a sentence with these conjunctions, theclause must be followed by a comma.As soon as I finish my work, I’ll help you. BUTI’ll help you as soon as I finish my work.

WATCH OUT!

Unless means if not so it is always used with apositive verb.Unless you leave right now, you’ll miss your train. =If you don’t leave right now, you’ll miss your train.

Both … and, either … or,neither … nor

The following phrases are correlative conjunctionsand take two subjects/objects:

• both … and is used to show that twoelements are included. It is the equivalentof sia … sia.This is a nice place both to relax and to swim.Subjects connected by both … and take aplural verb.Both Mark and Paul attend Trinity College.

• either … or is used to describe two possiblealternatives. It is the equivalent of o … o.You look happy. Either you’ve just heard goodnews or you’ve won a prize. Which is it?The form of the verb depends on the subject(singular or plural) which is closest to theverb.Either Eliza or Holly is going to sing the solo.

• neither … nor is the negative version ofeither … or. It is the equivalent of né … né. Ittakes an affirmative verb. The form of theverb depends on the subject (singular orplural) which is closest to the verb.Neither Garry nor Leo likes eating spinach.

WATCH OUT!

If the relative pronoun is followed by a verb, it is a subject pronoun.Subject pronouns cannot be omitted.He is the boy who studies at Trinity College.If the relative pronoun is followed by a noun or pronoun, it is anobject pronoun. Unlike Italian, in English object pronouns can beomitted. Julie is the girl (that/whom) we met at the party.

Zero conditional

Condition Result

If + present simple, present simple

If you heat water to 100° Celsius,If you eat too much,

it boils.you gain weight.

Uses

We use the zero conditional when the result of a condition is certainand/or inevitable, like a scientific truth. The important thing is thatthe condition always has the same result.

First conditional

Condition Result

If + present simple, will + base form

If you study hard,If it rains,If you see Jack,

you will pass the test.we won’t go to the park.will you tell him to call me?

Uses

We use the first conditional to talk about a real or possible condition,in particular:

• to describe a situation or event and its possibleconsequences. If it rains, we’ll go to the cinema.

• to give warning or to make promises.If they don’t hurry, they’ll miss the train.

The important thing is that there is a real possibility that thesethings will happen.Besides will, we can also use other future forms like be going to,modal verbs like may/might and the imperative in the main clause.If they don’t hurry, they’re going to miss the train.If it rains, we might go to the cinema.If Betty calls, let me know.

WATCH OUT!

In all conditional forms, the two clauses can be in either order.If I finish my homework, I’ll go out later. = I’ll go out later if I finish myhomework.You MUST use a comma after the if- clause when it comes first, butthere is NO comma when the main clause precedes the if- clause.If Peter goes to the party, I won’t go. (with comma) BUTI won’t go to the party if Peter goes. (no comma)

Defining relative clausesDefining relative clauses are phrases that:

• add important and/or essential information toa sentence.She is my friend who lives in Ireland.

• describe people, places and objects.A bus stop is where you get on and off a bus.

• can omit the object relative pronoun.The boy (that) we met yesterday is from Dublin.

• are never put between commas.

Relative pronouns/adverbs:

• join two phrases.She is my friend. + She lives in Ireland. =She is my friend who lives in Ireland.

• introduce the relative clause.• only have one form. They can refer to singular

or plural nouns, and there is no differencebetween male and female.

• Here are the most common:

who/whom* It is used for people.It is the equivalent of il quale, la quale,i quali, le quali.He’s the boy who called me yesterdaymorning. (who = subject)He’s the boy whom I called yesterdaymorning. (whom = object)*Who is the subject pronoun. Whom isthe object pronoun to use for people,but it is increasingly common to usewho in spoken and written English.

which It is used for things.It is the equivalent of il quale, la quale,i quali, le quali.That is the backpack which has thebroken zipper. (= subject)That is the backpack which I gave toTom. (= object)

that It is used for people and things.It is the equivalent of il quale, la quale,i quali, le quali.She is the woman that was talking toSandy. (= subject)She’s the woman that I was talkingabout. (= object)

whose It is used for possession.It is the equivalent of di cui, del quale,della quale, dei quali, delle quali.That’s the lady whose son is in Leeds.

where It is used for places.It is the equivalent of dove, in cui, nelquale, nella quale, nei quali, nelle quali.That’s the city where I was born.

COMMUNICATION

Un dialogo basato su situazioniquotidiane e reali.Key Language da usarein situazioni comunicativespecifiche. Spesso c’è anche unDictation

PET TUTOR

Simulazione delle diverse partidell’esame PET con ExamDescription e PET video dispiegazione

CULTURE AND SKILLS

Attraverso lo sviluppo dellequattro abilità linguistiche,si introducono le culturedi paesi anglofoni. AcrossCultures e Internet Labcompletano questa sezioneinsieme a Study Skills

APPROACHING LITERATURE

Una introduzione nuova e originale al mondo letterario, contesti semplificati collegati al tema dell’unità. Literary Languageintroduce con semplicità un concetto letterario per unità

WORKBOOK

In apertura di ogni unità Grammar Reference eWordlist, che approfondiscono la grammatica e illessico dello Student’s Book

REVIEW

Dopo ognidue unità,esercizi direvisionedellagrammatica edel lessico

UNIT PAGE GRAMMAR VOCABULARY PRONUNCIATION COMMUNICATION

1Inventions

2 Tense revision: present (simple vs continuous) andpast (simple vs continuous)Used to

Inventors and inventionsAppliances and householdchores

Used to Talking about a pastexperience

2Townand country

12 Defining relative clauses: who, which, that, where,whoseZero conditionalFirst conditionalTime clauses: when, unless, as soon as, before,after, until

Town and cityCountryside

// and /ɑ/ Deciding about aholiday

Review Units 1–2 22

3Communicationand technology

24 Modal verbs for deduction: must, may, might,could, can’tNon-defining relative clauses: who, which, whoseInfinitive of purpose

Computer technologyCommunication and technology

Silent letters Choosing a technicaldevice

4Money

34 Present perfect with How long?For and sinceUses of the infinitive (with to)Uses of the gerund (-ing form)

PaymentMoney and savings

For At the money exchange


5Feelingsand emotions

46 Present perfect continuousPresent perfect simple vs present perfectcontinuousQuestion tags

Feelings and emotionsAdjectives: -ed and -ing

Intonation:question tags

Talking about feelings

6Healthand the body

56 Modal verbs for advice: should, ought to, had betterSecond conditional

The bodyHealth and medicine

/s/ /∫/ /k/ /t∫/ A visit to the doctor


7Filmsand the cinema

68 Past perfectPast perfect vs past simpleAbility in the past: could, was/were able to,managed to, succeeded in

Film genresThe world of film

Homophones Giving your opinionabout a film

8Artand appearance

78 The passive (I): present simple and past simpleIndefinite pronounsHave something done

The world of artPhysical appearance

/aυ/ In an art gallery


9The naturalworld

90 Say and tellReported speechCausative verbs: make, get, have, let

AnimalsLandscapes

Contractions Defending,contradicting andpersuading

10Crime

100 Modal verbs for the past: must have, may have,might have, could have, can’t have, should have,ought to haveReported questions

Crime and punishmentCrime and social problems

Intonation:reportedquestions

At the lost propertyoffice


11Fame

112 The passive (II): all tensesReflexive and reciprocal pronounsThe verb get

MediaShow business

-f and -ves Talking about privacy

12Interactions

122 Third conditionalI wish and If only

Phrasal verbs: relationshipsInteractions

Would have andwouldn’t have

Talking about regretsand apologising


Writing reference 230 Speaking reference 233 PET practice test 234

Affixes list 251 Irregular verbs list 252 Pronunciation guide 253 Glossary 254

PET TUTOR CULTURE AND SKILLS APPROACHING LITERATURE WORKBOOK

ReadingPart 4

READINGLISTENINGSPEAKINGSTUDY SKILLSWRITING

Scotland’s most surprising inventionsThe discovery of penicillinA research project about inventions by teenagersNote-takingA famous Italian invention of the 20th century

Prose: interpreting the themeJekyll’s experiment from The Strange Case ofDr Jekyll and Mr Hydeby R.L. StevensonLITERARY LANGUAGE Interpreting the theme

Grammar reference 134Language practice 136

SpeakingPart 4

READINGLISTENINGSPEAKINGWRITING

STUDY SKILLS

The natural beauty of IrelandThe legend of the Blarney StoneA research project about the top attractions of DublinLegends, mysteries and superstitions linked toItalian sitesWriting: keeping a mistake checklist

Poetry: alliterationThe Lake Isle of Innisfreeby W.B. YeatsLITERARY LANGUAGE Alliteration


eBook CLIL: Physics

ReadingPart 5

READINGSTUDY SKILLSLISTENINGSPEAKINGWRITING

Canada in spaceReading: making predictions from the contextSpace technology and medicineA research project about a space programmeParagraphs about Italian space programmes

Prose: the short storyMeeting the Martians from Hello, Martians.Let Moby-Dick Explainby Margaret AtwoodLITERARY LANGUAGE The short story,keynote and climax


WritingPart 2

READINGSTUDY SKILLSLISTENINGSPEAKING

WRITING

The City of London and the Bank of EnglandLearning styles: working in small groupsThe World BankA presentation about the history of banking andthe safety of moneyA timeline and paragraphs about Italy and theWorld Bank

The words of dramaAt the dentist’s from Dentist and Patientby William SaroyanLITERARY LANGUAGE Drama and dramatictechniques


eBook CLIL: Information and Communication Technology

ListeningPart 4

READINGLISTENINGSPEAKINGWRITINGSTUDY SKILLS

Welsh love spoonsThe legend of GelertA research project about famous legends or mythsParagraphs about romantic traditions in ItalyRetaining new vocabulary

Poetry: line breaksChildren’s Songby R.S. ThomasLITERARY LANGUAGE End-stopped linesand enjambment


SpeakingPart 2

READINGLISTENINGSPEAKING

STUDY SKILLSWRITING

HIV and AIDS in South AfricaThe first human heart transplantA research project about HIV/AIDS and Doctorswithout BordersSpeaking about a topic for one minuteParagraphs about a famous Italian doctor

Prose: descriptionThe creation of a human being fromFrankenstein, or the Modern Prometheusby Mary ShelleyLITERARY LANGUAGE Description anddescriptive language


eBook CLIL: Biology

ListeningPart 3

READINGLISTENINGSPEAKINGWRITINGSTUDY SKILLS

Films about The Troubles in Northern IrelandThe film HungerA research project about an Italian historical filmA film reviewWriting: a film review

Drama: dialoguePerfect English from Translationsby Brian FrielLITERARY LANGUAGE Dialogue


ReadingPart 3


WRITING

STUDY SKILLS

Maori language and artThe origin of New ZealandA research project about well-known New Zealandpainters, sculptors or film directorsParagraphs comparing New Zealand arts andcrafts and Italian arts and craftsWriting: mind maps to brainstorm ideas

Prose: the single effect and climaxA beautiful feeling from Blissby Katherine MansfieldLITERARY LANGUAGE The single effect,climax and conclusion


eBook CLIL: History of Art

ListeningPart 2

READINGLISTENINGSTUDY SKILLSSPEAKINGWRITING

The Australian landscapeAustralian animalsStrategies for listeningA reasearch project about Australian animalsParagraphs about your country and its relationshipwith nature

Prose: narrationRichard Parker from Life of Piby Yann MartelLITERARY LANGUAGE Narrative modes andnarration


WritingPart 3


WRITINGSTUDY SKILLS

Policing Britain: past and presentAgatha Christie’s famous detectivesA research project about the greatest fictionalcrime-solversParagraphs about Italian thrillers, or gialliWriting: organising ideas into paragraphs

Prose: the denouementThe band! The speckled band!from The Adventure of the Speckled Bandby Arthur Conan DoyleLITERARY LANGUAGE Denouement


eBook CLIL: Geography

ListeningPart 4

READINGLISTENINGSPEAKINGSTUDY SKILLSWRITING

Ten things to know about the CaribbeanA programme about famous JamaicansA ten-question quiz about Italy and famous ItaliansSpeaking: getting confident in conversationA research project about Redemption Song by BobMarley

Poetry: assonanceMidsummer, Tobagoby Derek WalcottLITERARY LANGUAGE Assonance


SpeakingPart 3

READINGLISTENINGSPEAKINGWRITING

STUDY SKILLS

The revolution in 20th-century communicationA talk about GlobishThe use of English in the Italian languageA summary about different forms of native Englishor EnglishesWriting: a summary

Drama: stage directionsAn impression of distinction from Pygmalionby G.B. ShawLITERARY LANGUAGE Stage directions


eBook CLIL: Social Studies

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