bridge module indexA

Grammar and Usage

Step 1What’s your job? p. 1

Subject and object pronounsSimple Present

Adverbs of frequencyTalking about everyday activitiesJobs

Vocabulary and Functions

Step 2What does he look like? p. 4

Possessive adjectives and pronounsThe possessive case

Talking about possessionsDescribing people

Step 3What’s your favourite food? p. 6

Some, any, no, noneTranslation of moltoTranslation of troppo

FoodDescribing quantity

Step 4Did you know...? p. 8

Simple Past of to beSimple Past of regular verbsCan and could

Common regular verbsTalking about the pastDescribing ability

Grammar and Usage

Step 5An adventurous holiday p. 10

Simple Past of regular verbsComparisons of equality

Common irregular verbsTalking about holidays

Vocabulary and Functions

Step 6Sandboarding p. 12

Present Continuous

Sports and leisure activitiesDescribing pictures

Step 7A beautiful face p. 14

Simple Present vs. Present ContinuousComparisonsSuperlatives

Common adjectivesThe face and bodyTalking about the presentMaking comparisons

CEFRSelf-assessmentp. 16

bridge modulestep 1 What’s your job?

Hi, I’m Paul and I live in Bournemouth, UK. My job is to pack wok sets for Chinese cooking. I get a box, put in the wok, add some chopsticks and finally a recipe book. After 1000 times, the work becomes boring, so I start to write nice messages in the recipe book. I would like to see the faces of some of the people who buy the wok sets and read the message!

1. Read the two texts and decide if the statements are TRUE (T) or FALSE (F). Correct the false ones.

1. Louise is a firefighter. T | F2. She has two children. T | F3. People think her job is not safe. T | F4. She teaches groups of women drivers. T | F5. She often loses her temper. T | F6. Paul is Chinese. T | F7. He packs boxes. T | F8. He writes recipe books. T | F

My name is Louise. I’m a driving instructor for a fire brigade. I’m married and I have a five-year-old son. My job is unusual, but I love it. When I tell people what I do, they are surprised because they think it is a dangerous job for a woman. I run driving workshops in fire engines for groups of women. I am very patient and I am never angry.

Do you have an unusual job?

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step 1 What’s your job?

GrammarSimple Present

Forma affermativa 3 soggetto (I, you, we, they) + infinito senza to R I go to

school every day.3 soggetto (he, she, it) + infinito senza to + s R He gets

up at seven o’clock.Se il verbo termina in • -s, -ss, -x, -sh, -ch, -o, si aggiunge la desinenza -es all’infinito senza to. R She teaches English.Se il verbo termina in • -y preceduta da consonante, si cambia -y in -i e si aggiunge la desinenza -es all’infinito senza to. R He flies to London at weekends.

Forma negativa3 soggetto (I, you, we, they) + don’t + infinito senza to

R I don’t go to school every day.3 soggetto (he, she, it) + doesn’t + infinito senza to

R He doesn’t get up at seven o’clock.

Forma interrogativa3 do + soggetto (I, you, we, they) + infinito senza to

Do you go to school every day?3 does + soggetto (he, she, it) + infinito senza to

Does he get up at seven o’clock?

Il Simple Present si usa per esprimere azioni abituali e per parlare di sentimenti e di quello che si pensa.

3. Complete the sentences with the correct form of one of the verbs below.

watch | open | have | listen | carry | take | like | snow | buy

1. I take the bus to school. 2. My grandmother always . . . . . . . . . . . . . . . . . . . . TV in the afternoon.3. It often . . . . . . . . . . . . . . . . . . . . in winter.4. We . . . . . . . . . . . . . . . . . . . . tea at five o’clock.5. The students . . . . . . . . . . . . . . . . . . . . to explanations carefully.6. My husband . . . . . . . . . . . . . . . . . . . . the shopping bags for me.7. The shops . . . . . . . . . . . . . . . . . . . . at nine o’clock.8. They . . . . . . . . . . . . . . . . . . . . a newspaper on their way to work.9. I . . . . . . . . . . . . . . . . . . . . spicy food.

4. Write questions using the Simple Present and the prompts below.

1. What / you / eat for breakfast? What do you eat for breakfast?

2. How / you / come / to school?3. What fruit / he / like?4. Where / they / live?5. Why / she / play tennis?6. When / we / do our homework?

5. Rewrite the sentences in the negative form.

1. I work in a bank. I don’t work in a bank.2. You listen to classical music.3. He plays the guitar.4. She goes jogging in the park.5. We like cheese.6. They often go to the mountains at weekends.

Glossary: Adverbs of frequency

always sempreusually di solitooften spessosometimes qualche voltaseldom/rarely/hardly ever raramente/quasi mainever mai

6. Speak in pairs. How often do you do the following? Answer using adverbs of frequency.

1. go to the gym2. wash your hair3. drink a cup of tea4. fly to New York5. phone your grandmother

Grammarsubject and object pronouns

Subject pronouns Object pronounsI meyou youhe / she / it him / her / itwe usyou youthey them

2. Underline the correct pronoun.1. Can you help me / I with this exercise?2. The child is hungry. Give he / him a sandwich.3. Where is my pencil case? I can’t find him / it.4. My relatives live in Australia. They / Them are from Sydney.5. The bell is ringing. It / She is my sister. She / Her always

comes home at this time.6. Can I / me introduce you to John? He / Him is my best

friend.7. We / Us often invite they / them to dinner.8. Please show we / us the way to the station.9. She / Her usually spends her holiday with them / they.

7. Speak in pairs. Ask and answer questions about what these people do. Use the verbs below and the objects on the right.take | write | answer | speak | give | tell | visit | send emails | catch | serve | drive | use

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e fMegan is a shop assistant. Janet is a secretary.

c dSally is a doctor. Jack is a teacher.

a bVicky is a journalist. Greg is a policeman.

homework

computer

microphone

telephone

customers

price

police car

camera medicine

board

thief

He gives medicine to

patients.

What does a doctor do?

stethoscope

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step 2 What does he look like?

1. Read the text and answer the questions below. Is Patricia English?1. Who is Nick?2. How old is he?3. What does he look like?4. What is strange about him? 5. What does Patricia like about him?6. What is Nick’s room like?7. How does he help his sister when she is sad?8.

Grammarpossessive adjectives and pronouns

Possessive adjectives Possessive pronounsmy mineyour yourshis / her / its his / hersour oursyour yourstheir theirs

This is my book. This book is mine.

2. Complete the sentences with the correct possessive adjective.He is in 1. . . . . . . . . . . . office.Mrs Brown is my English teacher. This is 2. . . . . . . . . . . . car.My brothers are twins. 3. . . . . . . . . . . . names are Jason and Nick.We have a dog. It is 4. . . . . . . . . . . . pet.“Alice, where is 5. . . . . . . . . . . . cousin?” “She is in . . . . . . . . . . . room.”

3. Complete the sentences with a possessive pronoun.These are my keys. These keys are 1. . . . . . . . . . . . .That is their house. That house is 2. . . . . . . . . . . . .These are our trainers. These trainers are 3. . . . . . . . . . . . .This is his passport. This passport is 4. . . . . . . . . . . . .

4. Complete the sentences with the correct possessive adjective or pronoun.“Joe, is this 1. . . . . . . . . . . . car?” “No, . . . . . . . . . . . is in my garage.”We enjoy 2. . . . . . . . . . . . job, but they don’t like . . . . . . . . . . . .The children usually do 3. . . . . . . . . . . . homework on time.Angie says she can see 4. . . . . . . . . . . . books on the desk. Tim, where are . . . . . . . . . . . ?“Is that 5. . . . . . . . . . . . brother?” “Yes, and that’s . . . . . . . . . . . friend Tom.”

Grammarthe possessive case

3 possessore singolare + ‘s + cosa posseduta Nick is Patricia’s brother.3 possessore plurale + ‘ + cosa posseduta My friends’ surname is Gillians.3 Con i plurali irregolari si usa la costruzione del

singolare. Women’s clothes are on the ground floor.

Il genitivo sassone si può fare solo se il possessore è animato (persona o animale) R the cat’s bowl but the cover of the book.

My Favourite RelativeMy name is Patricia and I come from Texas, in the South of the U.S.A. In this photograph you can see me and my favourite relative, my brother Nick. There are so many things I like about him. He is fifteen years old. He is tall and slim. Don’t you think that he’s really cute? His eyes are blue and he has short fair straight hair. He has also got big feet!

I like to play outside with my brother in my spare time. We play volleyball and ride our bikes in the park. Nick’s room is always a terrible mess. His sports magazines are on the floor and his volleyball cups are on his desk.

Nick’s laptop is always on because he likes chatting with his friends. When I’m sad, he tells silly jokes and helps me to be happy again.

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5. Underline the correct alternative.1. I spend my summer holidays at my house’s

grandparents / grandparents’ house.2. Dave is the nurse’s husband / husband’s nurse.3. He rides his brother’s bike / bike’s brother.4. Here are the house’s keys / keys of the house.5. The children’s toys / toys of the children are all over the

floor.

6. Listen [ 1:1] to Kelly’s and Charles’s description and say whose are the objects below.Example: Whose pen is this? It’s Charles’s pen.

7. Write the sentences using ‘s or of.1. This is (husband / my sister).2. What is (telephone number / Sarah)?3. The (colour / her skirt) is light blue.4. (grandchildren / Fiona) love animals.5. The (end / that film) is surprising.6. The (tests / students) are full of mistakes.7. The (legs / table) are broken.8. My (car / uncle) is very old.

8. Listen [ 1:2] to the descriptions and tick the words you hear. handsome blondeslim attractive good-lookingfairplumpwavy

darkrastafrecklesuglytallshort fatthin

straightcurly blue eyesmoustachebeard nosetannedglasses

9. Describe the two people in the pictures.

b b bb b bb b bb b bb b bb b bb b bb b b

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step 3 What’s your favourite food?

1. Read the dialogue and write questions for answers 1-5.

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? In a café.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? A coffee.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? Just a little.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? Ham, cheese, tuna or chicken.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? She has some chocolate cake.

2. Mark the food that you like (√) and the food you don’t like (x). Speak with a classmate about your likes and dislikes.

Grammarsome/any/no/none

Gli aggettivi e pronomi indefiniti alcuni, dei, del, qualche, un po’ di, ecc. si traducono come segue:3 some in frasi affermative e domande di cortesia; There are some apples in the basket. Would you like some coffee?3 any in frasi interrogative e negative con not; Are there any desserts on the menu? There is not any salt in the soup.3 no (solo aggettivo) in frasi negative senza not; There is no milk in the fridge.3 none (solo pronome). Are there any oranges in the basket? No, there are none.

b

b

b

bb

b

b

b

b b

b

b

b

b

b

What’s on the menu?Johnny and Pamela are in a café looking at the menu.

Waiter: Hello. Are you ready to order?Johnny: Yes, can I have a coffee, please?Waiter: OK. Do you want any milk in your coffee?Johnny: Just a little. Waiter: Would you like something to eat? We’ve

got some sandwiches. You can have ham, cheese, tuna or chicken. I can get you some fried eggs or an omelette. We’ve got some sausages, some burgers...

Johnny: Just a ham sandwich for me, thanks. Waiter: (looking at Pamela) What can I get you?Pamela: I would like some dessert. Have you got

any cakes?Waiter: We have fruit cake, chocolate cake and

apple pie with ice-cream.Pamela: I’d love some chocolate cake and a glass of

apple juice, please.Waiter: OK, thanks.

b

3. Complete the sentences with some, any, no or none.

1. Have we got . . . . . . . . . ice-cream?2. He’d like an apricot but there are . . . . . . . . . left.3. There are . . . . . . . . . sandwiches on the menu.4. Can we have . . . . . . . . . biscuits, please?5. There are . . . . . . . . . glasses in the cupboard.6. I’m sorry, there is . . . . . . . . . fruitcake.7. Can I put . . . . . . . . . sugar in your tea?8. They have . . . . . . . . . very nice sausages.9. There is . . . . . . . . . butter, but there isn’t . . . . . . . . . cheese.10. “Do you have . . . . . . . . . tomatoes?” “Yes, there are . . . . . . . . . .”

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Grammartranslation of “molto”

Gli aggettivi e pronomi molto/a/i/e si traducono con:3 a lot of davanti ai sostantivi singolari e plurali in

frasi affermative; There are a lot of apples in the cake.3 much davanti ai sostantivi singolari in frasi

interrogative e negative; Do you drink much tea? There isn’t much fruit to eat.3 many davanti ai sostantivi plurali in frasi

interrogative e negative. Are there many vegetables in the garden? I don’t eat many carrots.

L’avverbio molto si traduce con:3 very davanti ad aggettivi e avverbi; This steak is very good. My mother cooks very well.3 a lot dopo i verbi in frasi positive; He eats a lot.3 much dopo i verbi in frasi interrogative e negative. Does he eat much? We don’t go out much.

5. Complete the sentences with the correct translation of “molto”.

1. I do the shopping . . . . . . . . . early in the morning.2. I am . . . . . . . . . hungry but there isn’t . . . . . . . . . to eat.3. There are not . . . . . . . . . shops near my house.4. Oranges are . . . . . . . . . good and have . . . . . . . . . vitamins.5. “Do we have any mushrooms?” “Yes, but not . . . . . . . . . .”6. He doesn’t eat . . . . . . . . . vegetables, but he eats . . . . . . . . . fruit.7. He speaks . . . . . . . . . slowly so I can understand what he says.8. Dad doesn’t take . . . . . . . . . sugar in his tea.9. Are there . . . . . . . . . good restaurants in your town?10. He eats . . . . . . . . . chocolate because he likes it . . . . . . . . . .

Grammartranslation of “troppo”

3 too + aggettivo/avverbio This meat is too cold.3 too much + sostantivo singolare There is too much salt in the soup.3 too much dopo il verbo He spends too much on clothes.3 too many + sostantivo plurale There are too many customers in this shop.

6. Underline the correct alternative.1. There is too much / too many oil in the salad.2. He watches too much / too many TV and he gets too

much / too tired.3. I can’t find my cup! There are too / too many dishes.4. This translation is too / too many difficult for him.5. I don’t like this cake; there is too / too much sugar in it.

7. Write sentences about the pictures using too (much / many).

A

B

a b

c d

4. Look at the pictures and find the differences between A and B.Example In picture A there is some water but there isn’t any tea.

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step 4 Did you know...?

1. Listen [ 1:3] to an extract from the radio programme Did you know…? and complete the table with the missing information.

Name

Date of birth

University

Political party

Wife

Year of death

Place of death

GrammarSimple Past of to be

Forma affermativa I wasyou werehe / she / it waswe / you / they were

Forma negativaI was notyou were nothe / she / it was notwe / you / they were not

Forma interrogativawas / wasn’t Iwere / weren’t youwas / wasn’t he / she / itwere / weren’t we / you / they

3 Le forme negative was not e were not si possono contrarre in wasn’t e weren’t.

2. Complete the following sentences with the Simple Past of the verb to be.

1. J.F.K. was born in Massachusetts.2. Her answers . . . . . . . . . . correct.3. “Why . . . . . . . . . . (not) Mary at the party yesterday?” “Because

she . . . . . . . . . . busy.”4. “. . . . . . . . . . you at home last night?” “No, I . . . . . . . . . . (not).”5. Yes, they . . . . . . . . . . hungry and you . . . . . . . . . . thirsty.6. There . . . . . . . . . . an important rock concert in Milan last night.7. “. . . . . . . . . . the film interesting?” “No, it . . . . . . . . . . (not). It . . . . . . . . . .

boring!”8. He . . . . . . . . . . (not) late, he . . . . . . . . . . early.

3. Ask and answer questions in pairs about where you were at the following times.

1. yesterday at 8 pm 4. on Friday afternoon2. two hours ago 5. yesterday morning3. last summer 6. twenty minutes ago

GrammarSimple Past of regular verbs

Forma affermativa 3 soggetto + forma base del verbo + ed (per tutte le

persone) J.F.K. served in the US Navy.

Forma negativa3 soggetto + did + not (didn’t) + forma base del verbo I did not study yesterday.

Forma interrogativa3 did + soggetto + forma base del verbo Did you watch TV last night?

Il Simple Past si usa per azioni compiute in un tempo definito e concluso nel passato. Yesterday I started to read that book.

4. Rewrite the sentences in the Simple Past using the subject and verb in brackets.

1. (my sister / to pass) her English test yesterday. My sister passed her English test yesterday.

2. (Susan / not to listen to) rock music last night.3. (Mum / to cook) a delicious dinner last night.4. When (you / to visit) your grandmother?5. (they / to refuse) to come to the football match last

Sunday.6. (Jack / to work) for ITV last month.7. What (the children / to study) yesterday afternoon?8. (Carol / not to phone) her friend.9. Where (David / to move) last year?

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5. There are some mistakes in this picture of a scene from the 19th century. Ask and answer questions, as in the example, using the verbs below. be | play | listen to | watch | text | use | travel | snack on

Communicationcan and could

Can si usa per1. esprimere capacità e abilità; R They can speak

Spanish. / She can’t play the guitar.

2. fare una richiesta. R Can you tell me the way to the station?

Could si usa per esprimere abilità nel passato. R My son could swim when he was five.

6. Complete the sentences with can, can’t, could or couldn’t and one of the verbs below. There is an extra verb.play | hear | lend | watch | stop | go out | drive | speak

1. I . . . . . . . . . . . . . . . . . . . . . . . . my car because it is snowing.2. . . . . . . . . . . . . you . . . . . . . . . . . . me your pen, please?3. They . . . . . . . . . . . . . . . . . . . . . . . . talking, they are too excited.4. She . . . . . . . . . . . . . . . . . . . . . . . . two languages: English and French.5. . . . . . . . . . . . . you . . . . . . . . . . . . the piano for us?6. Josh . . . . . . . . . . . . . . . . . . . . . . . . with his friends because he was busy.7. “. . . . . . . . . . . . you . . . . . . . . . . . . me?” “No, there was too much noise.”

7. Underline the correct alternative.1. He can / could run 100 metres when he was young.2. They can / could cook shepherd’s pie.3. You can’t / couldn’t speak so loudly because your sister

is asleep.4. Yesterday I can / could buy the Christmas presents

because I wasn’t busy.5. On Sundays we can / could sleep until late because we

don’t go to school.6. When she was in England she can / could have bacon

and eggs for breakfast.

8. Listen [ 1:4] to the dialogues and write down the questions and the corresponding answers.

Questions Answers

1.

2.

3.

4.

5.

Did people watch TV?

No, they didn’t watch TV.

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step 5 An adventurous holiday

GrammarSimple Past of irregular verbs

I verbi irregolari sono caratterizzati da un paradigma. La prima voce traduce l’infinito, la seconda il passato semplice, la terza il participio passato. R to eat, ate, eaten

Forma affermativa 3 soggetto + 2a voce del paradigma (per tutte le

persone) I ate. / He ate.

Forma interrogativa3 did + soggetto + forma base del verbo Did you eat?

Forma negativa3 soggetto + did + not (didn’t) + forma base del verbo She did not eat.

1. Write the Simple Past form of the following verbs.

Infinitive Simple Past

to buy

to drive

to eat

to fly

to go

to see

to sleep

to steal

2. Complete the sentences with the Simple Past form of the irregular verbs from exercise 1.

1. He . . . . . . . . . . . . . . . . . . . . a jeep into the jungle.2. He . . . . . . . . . . . . . . . . . . . . some fruit in a street market.3. He . . . . . . . . . . . . . . . . . . . . lions.4. The monkeys . . . . . . . . . . . . . . . . . . . . his bananas during the night.5. He . . . . . . . . . . . . . . . . . . . . passion fruit for dinner.6. He . . . . . . . . . . . . . . . . . . . . in a tent. 7. Rob . . . . . . . . . . . . . . . . . . . . to Cape Town.8. He . . . . . . . . . . . . . . . . . . . . on a safari.

3. Look at the pictures of Rob’s holiday in South Africa. Then write the sentences from exercise 2 in the correct order.

4. Rewrite the following sentences in the Simple Past. Use the time indicators given.

1. My father gets up at seven o’clock. (yesterday morning)2. My aunt doesn’t teach Maths. (when she was young)3. I leave home after breakfast. (yesterday)4. Does Mum buy bread? (on the way home from work)5. They don’t go to Paris. (last weekend)6. Do we make the beds? (this morning)7. She drinks a cup of tea. (two hours ago)8. Do you read the newspaper? (last night)

a b. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c d. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e f. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

g h. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11eleven

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5. Listen [ 1:5] to the dialogue between Mark and Bridget about Mark’s holidays. Tick the verbs or phrases you hear.

You told Did you goI went Did you seeI saw Did they enjoy I didn’t visitI wroteDid you stayI travelled

You had Did you tryI ate I drank I didn’t likeDid you learnThey taughtI learnt I didn’t meet I took

6. Listen [ 1:5] again and fill in the table with the missing information.

Where did Mark go?

When did he go?

How long did he stay?

What food did he eat?

What did he drink?

Did he speak the language?

How many photos did he take?

7. Speak in pairs. Practise questions and answers using the information from exercise 6.

Grammarcomparisons of equality

3 as + aggettivo/avverbio + as Joan is as tall as George. Your motorbike is as fast as mine.

3 as much + sostantivo non numerabile + as I have as much homework as my sister.

3 as many + sostantivo plurale + as You took as many photos as Alex.

8. Complete the sentences with the correct comparison of equality.

1. Today it is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . yesterday. (cold)2. Marta’s pictures are not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . mine.

(good)3. There is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . along this road . . . . . . . . . . . . along

that one. (traffic)4. That restaurant was not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . we expected.

(expensive)5. Japan is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . India. (interesting)6. They have . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . their friends. (CDs)7. He studied . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . me for the Latin test.

(hard)8. She finds Japanese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Arabic. (difficult)

9. Look at the information about Cathy’s and Julian’s typical day. Complete the sentences with comparisons of equality.

Cathy Julian

School subjects maths, science, English, PE, French

Latin, maths, history, English, French, German

Hours of study per day

8 8

Foreign languages

French French, German

Sports swimming, tennis

none

Time in front of TV

2 hours 3 hours

1. Cathy hasn’t got . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. Cathy studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. She doesn’t speak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. Julian doesn’t play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5. Cathy doesn’t spend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b bb bb bb bb bb bb bb bb bb b

12 twelve

step 6 Sandboarding

1. Read the text and answer the questions below.

1. How does sandboarding differ from snowboarding?2. What is Andy doing in the picture?3. What is he wearing?4. Why is he wearing light clothes?

GrammarPresent Continuous

Forma affermativa 3 soggetto + presente del verbo essere + gerundio del

verbo principale I am surfing. He / She is surfing.

Forma interrogativa3 presente del verbo essere + soggetto + gerundio del

verbo principale Are you surfing? Is he/she surfing?

Forma negativa3 soggetto + presente del verbo essere + not + gerundio

del verbo principale I am not surfing. He / She is not (isn’t) surfing.

2. Look at the shadows and write sentences using the Present Continuous. to play basketball | to sail | to jog | to ski | to play golf | to swim | to play tennis | to ride a horse

a bHe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c dThey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e fShe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

g hShe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

They . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sandboarding Sandboarding is similar to snowboarding, but it takes place on sand dunes. Andy, the boy in the picture, is riding down a dune and is standing with both feet strapped to a board. Participants in this sport walk or drive back to the top of the dune after every “run” or “ride”. When you go sandboarding you need special equipment. Andy is wearing kneepads, special gloves and boots. He is surfing on a hard base and is wearing light clothes because it is very hot in the desert.

13thirteen

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3. Write questions and answers to describe the pictures. Use the prompts below.Example Is Kitty having a shower? No, she isn’t. She is reading a book.

4. Find the differences between picture A and picture B. Write down ten sentences.

1. In picture A the girl is walking up the stairs.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

a bhave a shower / Kitty / read a book

listen to the radio / Mum / make a cake

c dride in the park / my brother / lie on the sofa

ski / Susan and Terry / skate

e fhave breakfast / Derek / get dressed

play volleyball / Dave, Bob and Mick / watch TV

A

B

cblack shoes / red shoes (expensive)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14 fourteen

step 7 A beautiful face

GrammarSimple Present vs. Present

Continuous

Il Simple Present si usa per esprimere abitudini o routine. E’ spesso accompagnato dagli avverbi di frequenza. R I always brush my teeth after lunch.

Il Present Continuous si usa per descrivere un’azione in corso di svolgimento. R I’m brushing my teeth now.

Il Present Continuous non si può usare con i verbi di:stato;• R to be, to costpercezione involontaria;• R to see, to hear, to smell, to tastesentimento;• R to like, to want, to needpossesso;• R to have, to belongattività della mente.• R to know, to understand, to believe

1. Tick the correct sentence.1. a. She always washes the dishes. b. She always is washing the dishes. 2. a. How much does that dress cost? b. How much is that dress costing? 3. a. Do you like that ice-cream? b. Are you liking that ice-cream? 4. a. The students do the test now. b. The students are doing the test now. 5. a. Hurry up! The bus is coming. b. Hurry up! The bus comes. 6. a. Do you know him? b. Are you knowing him?

2. Complete the sentences with the correct form of the verb in brackets.

1. They . . . . . . . . . . . . . . . . . . . . . (to live) in York, but they . . . . . . . . . . . . . . . . . . . . . (to work) in London at the moment.

2. “What . . . . . . . . . . . . . . . . . . . . . (your father / to do)?” “He . . . . . . . . . . . . . . . . . . . . .

(to be) an architect. He . . . . . . . . . . . . . . . . . . . . . (to design) a new house at the moment.”

3. Can you lend me your book or . . . . . . . . . . . . . . . . . . . . . (you / to read) it?

4. Look! It . . . . . . . . . . . . . . . . . . . . . (to snow).5. “. . . . . . . . . . . . . . . . . . . . . (you / to remember) Mr Folin?” “Yes, he

. . . . . . . . . . . . . . . . . . . . . (to teach) French in Susan’s class.”6. The children usually . . . . . . . . . . . . . . . . . . . . . (to play) with their toys

in their bedroom.7. She never . . . . . . . . . . . . . . . . . . . . . (to wash) her hair in the morning.

She . . . . . . . . . . . . . . . . . . . . . (to prefer) to have a shower in the evening.

8. “Where . . . . . . . . . . . . . . . . . . . . . (they / to come) from?” “They . . . . . . . . . . . . . . . . . . . . . (to come) from Edinburgh, but they . . . . . . . . . . . . . . . . . . . . . (to stay) with their relatives in Brighton now.”

Grammarcomparisons

3 more + aggettivo di due o più sillabe + than His face is more attractive than I thought.

3 more + avverbio terminante in -ly + than You speak more clearly than your friend.

3 Gli aggettivi e gli avverbi monosillabici e gli aggettivi bisillabici terminanti in -y, -le, -er, -ow formano il comparativo di maggioranza aggiungendo la desinenza -er.

short R shorter

Spelling rulesGli aggettivi• monosillabici terminanti in -e muta perdono la -e e aggiungono -er.

nice R nicer Gli aggettivi monosillabici terminanti in •consonante preceduta da una sola vocale raddoppiano la consonante. slim R slimmer Gli aggettivi bisillabici• terminanti in consonante + -y trasformano la -y in -i e aggiungono -er.

easy R easier

3. Look at the pictures and write comparisons.

a

b

man / his wife (thin)

cheetah / horse (fast)

The man is thinner than his wife.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15fifteen

bridge module

Grammarsuperlatives

the +

most + aggettivi di due o più sillabe e avverbi terminanti in -ly

aggettivi e avverbi monosillabi e bisillabi in -y, -le, -er, -ow + -est

Il secondo termine di paragone è introdotto da:3 of + specificazione; R Mark is the cleverest student

of his class.3 in + specificazione di luogo; R New York is the

most expensive city in the world. 3 that + frase relativa. R He is the funniest person

(that) I know.

4. Complete the sentences with the superlative form of the adjective in brackets.

1. He is watching . . . . . . . . . . . . . . . . . . . . . programme on TV. (boring)2. Mrs Brown is . . . . . . . . . . . . . . . . . . . . . teacher of the school. (strict)3. I am . . . . . . . . . . . . . . . . . . . . . of my brothers. (tall)4. My niece has a dog. It is . . . . . . . . . . . . . . . . . . . . . pet that I know.

(lovely)5. The Nile is . . . . . . . . . . . . . . . . . . . . . river in the world. (long)6. Alice is . . . . . . . . . . . . . . . . . . . . . of my colleagues. (friendly)7. This is . . . . . . . . . . . . . . . . . . . . . holiday of our lives. (exciting)8. Chinese is . . . . . . . . . . . . . . . . . . . . . language in the world. (difficult)

5. Listen [ 1:6] to Nick describing his cousins, Carol and Brian. As you listen, label the parts of the face and the body that you hear.

6. Listen [ 1:6] again and complete the sentences with the missing information.

1. My cousin Carol is very . . . . . . . . . . . . . . . . . . . . . . .2. She has the . . . . . . . . . . . . . . . . . . . . . . face of her friends.3. Her hair is . . . . . . . . . . . . . . . . . . . . . . than mine and . . . . . . . . . . . . . . . . . . . . . . .4. Her skin is the . . . . . . . . . . . . . . . . . . . . . . of her family.5. Her nose is . . . . . . . . . . . . . . . . . . . . . . than her sister’s. 6. My cousin Brian is . . . . . . . . . . . . . . . . . . . . . . than me.7. His legs are . . . . . . . . . . . . . . . . . . . . . . than mine.8. He has the . . . . . . . . . . . . . . . . . . . . . . arms and the . . . . . . . . . . . . . . . . . . . . . . feet of

all the cousins.9. Is that the reason why he has . . . . . . . . . . . . . . . . . . . . . . ears?

Pacific Ocean / Atlantic Ocean (big)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

eTom / Nick (sad) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

fMt. Everest / Mont Blanc (high)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

pacific ocean

pacific ocean

atlantic ocean

d

atlantic ocean

a.

b.

c.

f.

h.

d.

g.

i.

e.

j.

I can do it confidently!

I can do it!

I can’t do it!

16 sixteen

Self-assessment

Listening xxx xx xA2 I can understand words and phrases related to basic

personal information (job, family, possessions).

A2 I can understand the main idea in a short simple text. A2 I can understand basic information about people. B1 I can understand everyday language conversation about

food, jobs, holidays, etc.

B1 I can understand the main points of a radio programme on a topic of interest.

B1 I can identify specific information in simple speech.B1 I can understand people talking about past experiences.Reading

B1 I can understand key points in a text on a topic of interest.B1 I can skim and scan an article for specific information

about everyday topics.B1 I can guess the meaning of an unknown word from the

context.Spoken interaction

A2 I can ask what people and things are like and react. A2 I can talk about my daily routine. A2 I can discuss pictures about familiar topics.B1 I can maintain a collaborative task on an everyday topic.Spoken production

A2 I can describe myself and other people. A2 I can describe pictures of everyday activities.A2 I can speak about the differences between two photos

and the past and the present.B1 I can give a short account of my experiences.Use of language

A2 I can use memorised words and phrases to speak about my daily routine, eating habits and leisure activities.

A2 I can use simple grammar structures. B1 I can express past and current experiences.Writing

A2 I can write simple sentences. A2 I can draw comparisons.A2 I can write simple questions and answers.

The descriptors on this page are based on CEFR (Common European Framework of Reference).

Think about the level you have reached in every ability and tick the correct column. Then discuss your results with your teacher.