Al Dente 2: Unità 0 Musica Per Le Mie Orecchie!

0
Al dente 2
5 p.17
3. Studiare una lingua

A. What languages have you studied? Which parts
ITALIAN COURSE are the most difficult for you? Discuss it in groups.
A2 HANDBOOK FOR ENGLISH
B. Listen to two young people talking about their
SPEAKERS
A2 experience on learning a language. Write down
who the information refers to.
C. What do you do to learn a language? Work in
groups and discuss about the following activities.
Unità 0 Which ones do you or don’t you like doing?
Musica per le mie

D. Share the results of the groups’ opinions with the
class. Which is the most common learning strategy
orecchie!
and which is the least used? Are some of the
strategies adopted by the class not in the list given?
WORKING STRATEGIES
5 p.14
A. Look at the pictures: they show some reasons Thinking about learning strategies helps us
why people learn Italian. Is your reason there? choose the most suitable ones for us.
Discuss it with a classmate using the word cloud.
B. Work in groups. Share the reasons you are 5 p.18
learning Italian and find the most popular ones.
Then discuss them with the other groups and 4. Il gioco dell’oca
make a list.
It is a board game, played in groups. Each group
has a colour counter. Roll the dice and move it
5 p.15
along the squares of the board according to the
number rolled. Answer the question or follow the
1. Sai che… instruction (written on that square). If you know
A. How well do you know Italy? Take this quiz, the answer, you stay on that square and wait for
then compare your answers with a classmate’s. your next turn to roll the dice again. If you don’t
know the answer, go back to the square you were
B. Write two more questions about Italy and
before rolling the dice. The winner is the player
check if your classmate knows the answers.
who is first to land on square number 44.
5 p.16
2. Mi piace!
A. Work in pairs. Read the words and ask your
Unità 1
classmates which ones match his/her likes and
dislikes or interests. Ask questions to find out
Siamo così
more. Then, based on the information gathered,
5 p.21
draw your classmate.
COMPITI FINALI
B. What do you like? Complete the following CF
•• Introduce and talk about a classmate
chart. Then, work in groups and compare your
•• Talk about three things which are indispensable
notes. Find out the classmate you are more
in your country
compatible with.
COMPITI INTERMEDI
CI
•• Suggest ways to improve communication
•• Talk about two important objects (in your
everyday life)
•• Describe your generation
1
Al dente 2
1. Emozioni in parole 3. Cosa dicono i colori

A. Look at the pictures: what feelings are these A. Is there a colour suitable for every
people communicating? Use a dictionary if situation? Read the texts and match them to
necessary. the corresponding colour. Then compare your
answers to a classmate’s.
B. Look at the word cloud: which words can
you match to the pictures? Then complete the B. What colours do you like to wear? Why?
following lists. Discuss it with your classmates.
Adjectives:
Expressions: CI ESPERTI IN COMUNICAZIONE
Write five questions to understand what type
C. Lastly, write a list of the new words and of communicator your classmate is. Then give
expressions. him/her suggestions on how to improve his/her
communication skills.
D. If you want, at the end of the unit, suggest an
alternative for this double page: select significant
5 p.24
pictures and words for the word cloud.
5 p.22 4. Psicologia della scrivania

A. What is on your desk? Select which of these
2. Sei quello che comunichi objects are on your desk. If you want, add some
more. Then compare your objects to the ones
A. Read the definitions of the following verbs and
chosen by a classmate.
then find the equivalent in your own language.
B. Read the following post on a radio station
B. Do you agree with these opinions? Which one
Facebook page. What does your desk reveal about
do you think is the truest? Add also your opinion
your personality? Do you agree?
and discuss it with a classmate.
C. Listen to the radio podcast and write down the
C. Are you outgoing? Take the test and read what
objects you hear for each profile.
your profile is. Then compare your answers to a
classmate’s. D. What do you think can also be revealing about
one’s personality?
D. Read the expressions highlighted in the test: do
they express positive or negative emotions?
5 p.25
E. Look at the expressions highlighted in the
test profiles and then complete the following 5. Non esco di casa senza...
examples.
A. Read the texts: do you also not leave the house
Verbs with prepositions 5 p. 28 without these objects? Why?
B. Read the following sentences: what do they refer
on riesco a parlare con le persone che non conosco:
1N to in the texts of exercise A? Which is the difference?
sono troppo timido!
1 di leggere di più: ti aiuta ad esprimerti meglio. Direct pronouns and the pronoun ne 5 p. 28
1P arli sempre tu! ad ascoltare gli altri.
1U so il computer per lavorare. b lo uso per lavorare
5 p.23 1 Cambio spesso gli occhiali. b
1H o tanti occhiali. b
F. In which situations you feel like this? Discuss it
1P osso portare la bicicletta
with your classmates. anche sui mezzi pubblici. b
1M etto le scarpe da ginnastica
G. Luca, a student attending the course
anche per andare al lavoro. b
Comunichiamo!, talks about his experience. Listen
to the recording and complete the box.
C. Read the sentences containing the highlighted
H. Which do you think is the best solution for
words and translate them into your own
Luca? Discuss it with a classmate and then listen
language: what can you tell?
to the recording to check your answers.
2
1
D. What about you? What object do you never F. Read the sentences from the texts of exercises
leave the house without? Why? Discuss it with your B and specify the chronological order of the
classmates. actions. Then circle the correct option to complete
the rule.
CI I MIEI OGGETTI Sequence of time: previous and following
Think about two objects you often use and which actions 5 p. 28
are representative of your lifestyle. Find them or
take a picture of them, then put them on display 1D
opo aver fatto importanti rivoluzioni culturali (1),
with your name in the classroom. What objects tanti hanno trovato lavoro (2).
did your classmates choose? Discuss it together. 1 Dopo aver fatto un’esperienza ( ), pubblicano
video ( ).
1 Prima di lasciare la casa dei genitori ( ), fanno
5 p.26 passare tanto tempo ( ).
1 Prima di fare qualsiasi cosa ( ), cercano recensioni
6. Di che generazione sei? sul web ( ).
A. How is a generation defined? What do you

think are its significant features? Prima di present infinitive / past infinitive
Dopo present infinitive / past infinitive
B. Do you know any of the following generational
labels? Do you know which period or age group G. Listen to the recording, the introduction of a
they refer to? Read the texts and choose the famous person: pay attention to what the person
corresponding titles. Then compare your work with did and when. Who is it?
a classmate’s.
H. Now choose a famous person and talk
about him/her to your classmates, without
5 p.27
revealing the name. Follow the example of the
C. What generation do you belong to? Do you identify recording.
with its description? Discuss it with your classmates.
D. Underline the key expressions and words in the CI LA MIA GENERAZIONE
Write a short text about your generation,
texts of exercise B which describe the different
describing its features, mentality and lifestyle.
generations. Then compare your work with a
Specify what is important for you. Add some
classmate’s and together find the adjectives to
pictures to your presentation.
define the people of each generation.
E. Read the texts of exercise B again and look at
the highlighted words: write the examples in the
GRAMMATICA
corresponding column. 5 p.28
Indefinites 5 p. 28 EXPRESSING EMOTIONS
Mi sento a mio agio / a disagio
1 I nteressati alla politica
solo in qualche occasione. Mi sento ridicolo/a
1 Sono nervoso/a quando / se parlo in
pubblico.
indefinite + a noun
1 Sono soddisfatto/a
Sto male / bene
1
Mi vergogno

Ho paura di non ricordare cosa devo dire.
1S
i sono ritrovati in una
realtà molto difficile. indefinite + Faccio fatica a parlare con persone che non
1 an adjective conosco.

VERBS WITH PREPOSITIONS
1 Tanti hanno trovato lavoro.
Provare a + infinitive
1
Prova a usare tecniche di respirazione se sei
indefinite without nervoso.
1
noun or adjective

1

3
Al dente 2
Riuscire a + infinitive Dopo essere stata all’estero, ho cercato lavoro

Tu riesci a comunicare bene in situazioni formali? in Italia. (= Sono stata all’estero e poi ho cercato
lavoro in Italia.)
Cercare di + infinitive
Cercate di leggere di più, se volete scrivere bene.
INDEFINITES
They give a generic, imprecise information. They
DIRECT PRONOUNS
can be used with a noun (as adjectives) to specify
The direct pronouns lo, la, li, le are used when
its amount; with an adjective or verb to specify the
speaking about people or objects which have been
intensity (as adverbs of quantity); and to replace a
previously mentioned – the listener knows what we
noun (as pronouns).
are referring to. They agree in gender and number
with the noun they are replacing as a direct object. As adjectives, they agree in gender and number
with the noun they refer to.
Adoro il mio computer! Lo uso tutti i giorni.
As pronouns, they agree in gender and number
La bicicletta? La uso per andare al lavoro.
with the noun they replace.
Ho tante scarpe da ginnastica, le metto anche al
As adverbs of quantity, they are invariable.
lavoro.
Gli occhiali da sole li trovo molto eleganti.
ADJECTIVE PRONOUN ADVERB
THE PARTITIVE NE ogni

It is used to talk about a certain amount or part of qualche
something which is clearly identifiable.
alcuni, alcune alcuni, alcune
Uso spesso le matite colorate, ne ho tante.
nessun, nessuno,
nessuno, nessuna
CE L’HO, CE LI HO, CE LE HO nessun',
The construction ce + avere + direct pronoun lo, la, nessuna
li, le is used to express ownership, possession.
tanto, tanta, tanti, tante tanto
Il mio computer è un Mac, ce l’ho da tanti anni. tanti, tante (molti, molte) (molto)
(molto/a/i/e)
11Hai la bicicletta?
tutto, tutta, tutti, tutte
CCSì, ce l’ho pieghevole, è comodissima.
tutti, tutte
I trucchi ce li ho sempre in borsa. troppo, troppa, troppi, troppe troppo
Sì, uso matite colorate. Ce le ho sulla scrivania. troppi, troppe
PAST INFINITIVE
The past infinitive is formed using the auxiliary
5 p.29
verbs essere or avere in the present infinitive + the
past participle of the main verb. The auxiliary avere 1. Complete the sentences with the following
usually drops the final vowel e: expressions.
Di solito, avere perde la vocale finale: 2. Complete the sentences with the forms of the
aver(e) fatto verbs provare, cercare and riuscire, paying
essere andato/a attention to their conjugation according to the
right person.
PREVIOUS AND FOLLOWING ACTIONS 3. Complete the sentences with ce l’ho/hai, ce le
Prima di + infinitive ho/hai, ce li ho/hai.
4. Rewrite the following sentences according to the
Prima di finire l’università, ho trovato un buon
example.
lavoro. (= Ho trovato un buon lavoro e poi ho
5. Complete the sentences with the pronouns lo, la,
finito l’università.)
li, le or ne.
Dopo + past infinitive 6. Circle the correct form.
7. Complete with tutti, troppo, qualche, ogni,
Dopo aver finito l’università, ho fatto un lungo
nessuna, alcune.
viaggio. (= Ho finito l’università e poi ho fatto un
lungo viaggio.)
4
1
PAROLE D. Based on your experience (you have been to
Italy, you know some Italians etc.), think about
5 p.30
something else you believe Italians cannot do
What we are like, how we feel without. What did your classmates choose?
1. Match the adjectives of the left-hand column to
their antonyms.
2. Complete the sentences with the following adjectives. COMPITI FINALI
3. Complete based on your experience.
5 p.34
Colours and objects

4. What do these colours communicate? CF
Presentare un compagno di
5. What objects of these colours do you like to use?
classe
6. Write down the objects you cannot do without A. Work in groups and write 10 questions to
and translate them into your own language. ask your classmate on the following topics:
communicating with others; objects they use
5 p.31
daily; indispensable objects.
Communication verbs
B. Interview a classmate, write down his/her answers
7. Complete the list of combination. and create his/her info-card using your notes.
C. Create a presentation and share it with the class.
Colloquial words: cioè, diciamo, come
dire? WORKING STRATEGIES
8. Read these sentences and translate them into your eing well-organised is the first step to
B
own language. What do the words in bold refer to? achieve the best result when working in
groups. You should make sure everyone is
assigned a task to work on.
SUONI
ake your presentation creative and choose a style
M
1. Read the following words and write if the letter (interview, documentary, video etc.). Then post it on
i is pronounced (✔) or is silent (✗). Then listen to the social network of the class.
the recording to check how they are pronounced.
2. Listen to the recording and write the corresponding
punctuation at the end of each sentence: full stop (.), CF Presentare tre cose
question mark (?) or exclamation mark (!). indispensabili nel tuo Paese
3. Listen to the recording and write whether the
A. Think about the most used objects in your country.
sentences express disappointment
(D = “delusione”), surprise (S = “sorpresa”), B. Make a list and select three of them which you
interest (I = “interesse”) or worry consider indispensable in your everyday life.
(P = “preoccupazione”).
C. Write short texts explaining why they are so
important culturally in your country. Add some
SALOTTO CULTURALE pictures to your presentation.
5 p.33 D. Share your work with the class and look at your
classmates’ presentations: are there objects in
Oggetti indispensabili
common?
A. Look at the pictures: do you use these objects in
WORKING STRATEGIES
your country? How important are they? Read the
texts and complete. Then compare your notes with efore starting to write, read the example
B
a classmate’s. models on page 32-33 carefully.
Information already known to me:

rite a post on a blog or forum to start a
W
Information new to me: discussion.
Information which surprises me:
C. Explain why each object is indispensable for Italians.
5
Al dente 2
BILANCIO C. Compare your list with a classmate’s. Together,

look for the words you don’t know.
5 p.35
5 p.38
Com’è andato il compito?
A. Assess your own competences. 2. Costruiamo il futuro
I am able to express my doubts and difficulties; A. Do you know these three types of eco-friendly
I am able to express my emotions; homes? Which one do you like best? Discuss it
I am able to say what objects I have and use; with a classmate.
I am able to express previous and following
House with solar panels
actions.
Vertical garden
B. Did you have any problems when working Wooden house
on your assignments? What kind? Did you learn
B. Do you know what a container house is? Read
something new? What did you enjoy most about
the article describing three container houses and
your assignments?
underline the names of the rooms.
C. Assess the work of your classmates and discuss
5 p.39
it with them.
C. Look at the different floor plans and match
The presentation is understandable;
them to the house which corresponds to the
They used the contents of the units;
description in the article. Then complete by
The vocabulary used is appropriate;
writing the names of the rooms.
It is interesting and original;
The pronunciation is clear and the intonation is correct. D. Which of the houses described would be your
choice? Discuss it with a classmate.
E. Look at the expressions of place highlighted
Unità 2 in the text and complete the box. Then translate
them into your language and write them down; or
Case di stile make a drawing of their meaning.
F. Look at the way the verbs essere and esserci
5 p.37 are used in the texts for the description of the
floor plan. Then complete the sentences and the
COMPITI FINALI
CF rule in the box. Compare and discuss your notes
•• Furnishing the areas of a school
with a classmate’s.
•• Present and compare the designs of different
time periods essere / esserci 5 p. 44
COMPITI INTERMEDI Tra il ripostiglio e la cucina il salotto.
CI
•• Design and draw the layout of a modular home Il salotto tra il ripostiglio e la cucina.
•• Make your home feel more Feng shui
•• Describe your childhood bedroom expressions of place + + room or object
room or object + + expressions of place
1. Case per tutti i gusti
G. Listen to the conversation between a couple
A. Look at the picture: what items can you name
who is interested in a container house and choose
in Italian? Discuss it with a classmate.
the characteristics they are talking about.
B. Read the words in the cloud and write them in the
H. Look at the ordinal numbers highlighted in
category they belong to. Use a dictionary if necessary.
exercise G and complete the box.
Housing typology:
Home areas: CI LA MIA CASA CONTAINER
Home furnishings: Work in pairs. Design and draw the layout of a
modular home.
6
2
5 p.40 B. In the following interview, Luna talks about her
life story. Read the text and add information to
3. Stili a confronto your list.
A. What interior design styles do you know? How
5 p.43
would you define your home décor? Discuss it
with a classmate. C. Find and pay attention to the verbs in the
passato prossimo tense. When is the auxiliary
B. Look at the pictures and read the descriptions
avere used and when the auxiliary essere? Discuss
of different types of home décor. Match each
it with a classmate.
picture to its corresponding interior design style
and discuss it with a classmate. D. When is the passato prossimo tense used?
Choose the correct option.
5 p.41
E. The verbs highlighted in the text are in the
C. Find the words for pieces of furniture and home
imperfect tense imperfetto. Read them carefully
furnishings described in exercise B: what are the
and complete the box. Then choose which option
rooms where you can find them?
in exercise D refers to its correct use. Does this
D. Look at the comparatives highlighted in the verb tense exist in your language?
text and complete the following box. Then discuss
The Imperfect 5 p. 44
ESSERE AVERE
The comparatives 5 p. 44

majority più ... di / che
eri avevi
minority

equality eravamo avevamo
E. Which of the home décor described in exercise eravate avevate

B do you like best and which the least? Discuss avevano
it with a classmate. Then look at the pictures:
to which style do the pieces of furniture shown F. In the previous interview Luna describes
belong to? the furniture and appliances she had in her old
apartment and the ones she has now. Find them
Boho chic or industrial style?
and complete the box. Which ones do you also
Shabby chic or vintage style?
have in your home? Then compare your list with a
Country style or modern classic?
classmate’s.
Modern classic or shabby chic?
G. The words in the box below can be found in
F. Listen to the tips on how to decorate a house
the text: do you know what they mean? Discuss
according to the Feng Shui principles and
it with a classmate and translate them into your
complete the box.
own language.
CI UNA CASA FENG SHUI H. Three people are interviewed on the types
Work in pairs. In turns, describe your house and of homes they have chosen; they describe what
its type of décor. Then think about how you they have now and what they had in the past.
should change the furniture arrangement of each Complete the box with the given information
house based on the Feng Shui principles. matching it to each speaker.
I. Do you like the homes of the three people
5 p.42
interviewed? Discuss it with a classmate.
4. Modi di vivere
CI LA MIA CAMERA ERA...
A. Have you ever imagined living in a camper van? Think about the bedroom you had when you were
Write a list of potential positive and negative aspects a child and write five things you had or kept there
of such a choice. Then discuss it with a classmate. that you no longer have or aren’t there anymore.
7
Al dente 2
GRAMMATICA THE PASSATO PROSSIMO

5 p.44 AUXILIARY + PAST PARTICIPLE
ESSERE and ESSERCI ho

hai
The verbs essere and esserci can be used to parlato
ha
express where something or someone is. We use + ricevuto
abbiamo
esserci if the first information is the place, position dormito
avete
or location;on the contrary, if the first information hanno
is the object or person, we use essere. sono
sei
Il bagno è a sinistra.
è andato/a
A sinistra c’è il bagno. +
siamo andati/e
La camera e il bagno sono al primo piano. siete
Al primo piano ci sono la camera e il bagno. sono
All transitive verbs require the auxiliary avere.

c’è + singular, ci sono + plural
The following verb categories require the auxiliary
essere:
EXPRESSIONS OF PLACE
- r eflexive verbs (lavarsi, vestirsi etc.)
They are used to express the location of people or
-v erbs which express a change of state/condition
objects.
(nascere, diventare etc.)
Il bagno è a destra e la camera matrimoniale è a -v erbs which express stasis or immobility (essere,
sinistra. stare, rimanere etc.)
La cucina è in fondo al corridoio. - s ome verbs which express movement (andare,
Il bagno è fra / tra lo studio e la camera. venire, entrare etc.)
Il comodino è accanto al / a fianco del / al lato
everal verbs which express movement
S
del letto.
require the auxiliary avere: camminare,
Di fronte alla libreria c'è una poltrona.
viaggiare, nuotare, passeggiare etc.
COMPARATIVES
IMPERFECT INDICATIVE
The comparative form is used when comparing two
The imperfect tense is used to describe people,
people or things.
objects, locations or situations of the past.
The majority comparative is formed with:
a mia casa era molto grande e aveva tante
L
noun + essere + più + adjective + di + noun
stanze. Nel giardino c’era una casetta di legno.
La casa di Linda è più grande della casa di Giulia.

The auxiliary essere is irregular when
The minority comparative is formed with: conjugated in the imperfect tense.
noun + essere + meno + adjective + di + noun
ESSERE AVERE
La casa di Giulia è meno grande della casa di Linda. ero avevo
The second element, of the two compared, is eri avevi
introduced by che when there is a preposition before
era aveva
the noun and when two adjectives are compared.
eravamo avevamo
Nello stile classico moderno la monocromia è più
frequente che nello stile vintage. eravate avevate
erano avevano
La poltrona è più comoda che bella.
The equality comparative is formed with:
5 p.45
noun + essere + adjective + come / quanto + noun
1. Complete the sentences with the forms of the
Il desiderio di "salto indietro nel tempo" è
verbs essere or esserci.
fondamentale quanto il principio di riciclo.
2. Write if the sentences have a comparative of
Nello stile classico moderno, l’ordine è
majority (>), minority (<) or equality (=).
importante come la concretezza.
8
2
3. Complete the sentences with di, che or SALOTTO CULTURALE
quanto/come. Pay attention to the articulated
5 p.49
preposition needed.
4. Mario describes his childhood home and his Oggetti di design
current one. Complete the description with the
A. Do you know any design objects dating back to
verbs essere – esserci in the correct tense.
the second half of the twentieth century? Discuss
5. Read the text and rewrite it so the sentences
it with your classmates and write down the
are in the imperfect tense.
objects you mention.
6. Look at the pictures of the two kitchens: write
sentences making comparisons. B. Read the article and answer the following
questions.
PAROLE C. Look at the pictures of the design furniture
5 p.46 pieces of the 1950s mentioned in the article.
Do you know them? Do you know any other
Rooms and furniture
Italian design home furnishings? Discuss it with a
1. In which room do you usually do the following classmate.
daily activities?
D. Work in pairs. According to your personal taste,
2. In which room can you find the following
match the adjectives below to the pictures in the
objects? Complete the box.
article.
3. Match the adjectives in the list below with their
opposite. Then think of a place or venue (i.e. a E. Work in groups. Find information on Italian
café, restaurant, library etc.) you particularly style furniture or home furnishings and then talk
like and write a short description using some of about them to the class.
these adjectives.
4. Complete the list of combinations.
COMPITI FINALI
The expressions of place 5 p.50
5. Look at the layout of the house: starting from the

entryway, describe where each room is positioned.
CF Arredare gli spazi di una scuola
6. Complete the sentences with the equivalent A. Think about your school and decide which area
ordinal number in letters. you would like to decorate (library, classroom,
canteen, reading-room etc.)
5 p.47
B. Decide on style, furniture, furnishings. You can
use the Internet to find information and pictures.
Colloquial words: quindi, vediamo
C. Draw the area layout or create a collage of
7. Read and complete the dialogues with the
pictures.
sentences below. Then listen to the recording
to check if they are correct. Look at the words D. Make a presentation to your class using
in bold: what are they used for? What is their the layout or collage and explain your choices.
equivalent in your language? Lastly, decide which idea is the most original.
SUONI WORKING STRATEGIES
1. Listen to the recording and underline in red the

Drawings are a great help to gain perspective,
sound [ts] as in sezione and in blue the sound memorize vocabulary and have a clearer
[dz] as in zero. understanding of the grammar.
2. Work in pairs and take turns. Read the sentences
aloud from a to c. Your classmate must identify
I f you make a digital layout, you can post it in the
the stressed syllable of the words in bold you virtual classroom so that your classmates can give
have pronounced. Then you will do the same their opinions.
when he/she reads the sentences from d to f.
Afterwards listen to the recording to check.
9
Al dente 2
Preparare una presentazione

CF
per confrontare il design di varie Unità 3
epoche
A. Choose a decade of the twentieth century and
Correva l’anno...
research information about the design of the same
5 p.55
period in your country.
COMPITI FINALI
B. Choose some furniture, home furnishings and CF
•• Make a poster depicting your childhood
appliances which are a typical example of the
memories
design of that time. Make a presentation with
•• Make a presentation of a decade of fashion in
descriptions and pictures.
your county
C. Expand your presentation by adding
COMPITI INTERMEDI
information: make a comparison between the CI
•• Prepare a questionnaire on one’s childhood life
design of the period you have chosen and the
routine
contemporary design.
•• Write a text about your formation and
D. Submit your presentation to your classmates. professional life
•• Prepare an info card describing differences
WORKING STRATEGIES between two generations
The research will introduce new vocabulary:
write it down and translate it into your own
language to learn and memorize the meaning.
1. Cosa è cambiato?
Sharing the new vocabulary with the class is a A. Look at the pictures: what do you see? Complete
useful tool to clear doubts and correct mistakes.
the box and then compare it with a classmate’s.
ou can share your presentation by posting it in the

Y
virtual classroom or on a social network: other users may before now
give you ideas and suggest ways to expand the content.
BILANCIO
5 p.51
A. Assess your own competences.
B. Look at the word cloud and complete the
I am able to describe the floor plan and rooms of following categories:
a house;
School:
I am able to express the position of something
Work:
inside a space;
I am able to make comparisons; C. Compare the list with a classmate’s: which are
I am able to talk about different design or décor styles. the most difficult words to remember? Why?
B. Did you have any problems when working D. If you want, at the end of the unit, suggest an
on your assignments? What kind? Did you learn alternative for this double page: select significant
something new? What did you enjoy most about pictures and words for the word cloud.
your assignments?
C. Assess the work of your classmates and discuss 5 p.56
it with them.
2. La scuola di ieri e di oggi
A. What do you remember about your school
years? Write three words to describe that time of
your life.
The pronunciation is clear and the intonation is correct. B. Read the questionnaire the children of a school in
10
3
Turin have prepared to interview their grandparents. 5 p.58
Work with a classmate and underline the vocabulary
you don’t know. Create your own vocabulary. 3. Che cosa è successo?
A. Why do you think many young Italians decide
5 p.57
to move abroad? Read the following reasons and
C. Find the missing verb forms in the questionnaire discuss them with a classmate.
to complete the box. Then look at the letters in
B. Read the posts on a blog of Italians living abroad:
bold: what difference is there between the three
why did they move to another country? Underline the
conjugations?
reasons and compare your ideas with a classmate’s.
The imperfect 5 p. 64
5 p.59
ANDARE SCRIVERE FINIRE
andavo scrivevo finivo

C. In the blog posts the imperfetto and passato
prossimo tenses are used to talk about actions of
andavi scrivevi finivi the past. Read the comments again and complete
andava scriveva the box.
andavamo scrivevamo finivamo the imperfect and passato prossimo 5 p. 64
scrivevate finivate to recount actions which sono andati,
are completed at a
finivano definite point in time in
the past:
D. Besides the verb essere, there are two irregular
verbs in the questionnaire: dare and fare. Complete to talk about past life

the conjugation and compare your work with a recurrent events or
habitual actions:
classmate’s.
The imperfect 5 p. 64
FARE DARE to describe times and
facevo davo situations of the past:
facevi davi
faceva dava D. Which drawing best describes how the two verb
tenses in the following sentence are connected?
facevamo davamo Discuss it with a classmate.
davate
E. Look at the time indicators highlighted in the
facevano blog. Is there an equivalent word or expression in
your own language?
E. Look at some school items of the past: match the
words to the pictures. F. Match the elements of the two columns. Read
the posts again for help.
F. Work in groups and answer the questionnaire.
Each of you should then write down five G. Listen to the interview to a young
characteristics of their school environment and businesswoman and write if the following
share them with the rest of the class. sentences are true (T) or false (F).
G. Listen to the children recounting their H. Listen to the interview again and put the
grandparents’ past school memories and write who followings events in chronological order.
said what with reference to the statements in the
I. What do you think about Elena’s story? Do you
box.
know any people who reinvented themselves?
H. Work in pairs and complete the box. Use a Discuss it with a classmate.
dictionary if necessary.
CI CAMBIAMENTI
CI PRIMA E ADESSO Write a short text describing the most significant
Prepare a 10-question interview to ask a classmate moments of your formation and professional life.
and find out his/her childhood life routine.
11
Al dente 2
5 p.60 STUDIARE SCRIVERE VENIRE

4. Com’erano e come sono gli studiavo scrivevo venivo
italiani
studiavi scrivevi venivi
A. Look at the timeline Italia e italiani ieri e oggi.
studiava scriveva veniva
Which pieces of information surprise you? Discuss
it with a classmate. Then look for the words you parlavamo scrivevamo venivamo
don’t know and create your own vocabulary. parlavate scrivevate venivate
Mentre frequentavo l'università, lavoravo in un
parlavano scrivevano venivano
call center.
5 p.61
B. Read the following article linked to the
SOME IRREGULAR VERBS
timeline and complete the box with the necessary
information. FARE ESSERE BERE DIRE
facevo ero bevevo dicevo
C. Think of at least three things which have changed
in your country and write sentences describing how facevi eri bevevi dicevi
they were in the past and how they are now. Then faceva era beveva diceva
compare them with a classmate’s and discuss it.
facevamo eravamo bevevamo dicevamo
D. Write the meaning of the following words. You
facevate eravate bevevate dicevate
can use a dictionary.
facevano erano bevevano dicevano
E. Listen to an interview to two people of different
generations and complete the info cards with the
THE USE OF IMPERFECT AND PASSATO
information you hear.
PROSSIMO TENSES
F. Are the differences mentioned in the recording The passato prossimo is used when talking about a
also true with regards to your country? Discuss it fact of the past.
with a classmate.
Mia nonna Caterina è andata a scuola nel 1964.
Dopo cinque anni di studi, mi sono laureata
CI COME ERAVAMO al Politecnico di Milano.
Prepare an info card to present the differences
between your generation and your parents’:
The imperfect is used to describe a fact or situation
education, home environment and professional
that lasted an indefinite time in the past.
career path.
Quando vivevo in città ero molto stressata.
GRAMMATICA We use the imperfect when we talk about an action
5 p.62 or situation which is still ongoing at a specific
moment in the past.
THE IMPERFECT INDICATIVE
The imperfect tense is used: Quando ero a Bruxelles, pensavo all’Italia.
55 to describe people, objects, places, moods or
feelings and situations of the past.
Mia nonna era molto brava a scuola.
La mia aula era grande ma era poco luminosa. We use the passato prossimo when we talk about
Quando vivevo a Tokio ero molto felice! a past action or situation presenting it as finished,
Nel 1861 il 98% degli italiani parlava dialetto complete.
in famiglia.
Quando ero a Bruxelles, ho conosciuto il mio
fidanzato.
55 to describe recurring or ongoing actions in the
past.
We use the passato prossimo when we refer to the

specific time frame of a situation or condition in the
past, from beginning to end.
12
3
Sono stato a Bruxelles dal 2012 al 2014. PAROLE
Ho lavorato tutta la sera.
5 p.64
We use the imperfect when we describe past Work and education
recurring actions.
1. Translate the following words.
Mia nonna Caterina andava sempre a scuola a 2. Complete the sentences with the following words.
piedi.
Society and changes
TIME CONNECTORS 3. Match the words to their antonym.
They are used to express the order of events, the 4. Translate the following words into your own
sequence in which actions take place. language.
5. Complete the possible combinations.
Prima
Time connectors
Prima andavo in bicicletta, ora in monopattino.
6. Read the text, then translate the highlighted
Poi time connectors into your own language. Lastly,
Ho studiato a Firenze, poi mi sono traferita a use them to write a short text.
Roma.
5 p.65
Sempre
The colloquial words: allora, poi, ora
Aiutavo sempre i miei compagni durante le
7. Complete the dialogue with the sentences below.
verifiche.
Then listen and check. What do the words in bold
express? Is there an equivalent in your language?
Ogni giorno / tutti i giorni
Andavo a correre tutti i giorni.
SUONI
Ora / adesso
1. Listen to the recording and write the word you
Prima usavamo il pennino con l'inchiostro, adesso
hear.
usiamo la penna biro.
2. Read the sentences and write if the letter c has
the sound [k] as in cane or [tʃ] as in ciao. Then
Dopo
listen and check.
Prima ho fatto un tirocinio, poi ho trovato
3. Read the sentences and write if the letter g has
un lavoro a tempo determinato. Dopo ho
the sound [g] as in gatto or [dʃ] as in gelato.
partecipato a un concorso e ora lavoro a tempo
indeterminato.
5 p.63
SALOTTO CULTURALE
5 p.67
1. Complete the text with the verbs in the
imperfect tense.
L’Italia e gli stilisti
2. Complete the sentences as you like. Pay
attention to the verb tense. A. Do you know any Italian fashion designers? Who
3. Complete the box with the verbs in the correct are the most famous in your country? Discuss it
tense to describe your habits. with a classmate.
4. Use the given information to write a question for
B. Read the article and answer the questions.
each answer.
5. Complete the text with the verbs in brackets. C. Listen to a radioprogramme about Miuccia
6. Write a short text about a past episode in your Prada’s life and complete the following box.
life. The following questions may help you
D. Complete the mind map.
organize your story.
E. Work in pairs. Prepare a fashion show: draw or
find the pictures of clothes you wish to present.
Also write a brief caption for each item.
13
Al dente 2
COMPITI FINALI BILANCIO

5 p.68 5 p.69
CF Fare un cartellone con i ricordi Com’è andato il compito?

della scuola primaria A. Assess your own competences.
A. Find some pictures of the time you were in
I am able to describe past events and habits;
primary school (your class or pictures of one of that
I am able to talk about my childhood years;
same period): put them in chronological order and
I am able to make comparisons between the
write a caption for each one.
present and the past;
B. Share the memories you have of the school years I am able to talk about the education system.
and write short texts to describe your experiences
B. Did you have any problems when working on your
to go along with the pictures.
assignments? What kind? Did you learn something new?
C. Prepare a poster with the pictures and your What did you enjoy most about your assignments?
experiences.
WORKING STRATEGIES it with them.
o work in groups means to organise
T
assignments and decide what each member They used the contents of the units;
should do. The vocabulary used is appropriate;
The pronunciation is clear and the intonation is correct.
ake a picture of your poster and post it on any social
T
media. The users’ comments may provide you with
useful ideas to expand your contents!
Unità 4
Preparare la presentazione di
CF
una decade della moda nel tuo Artigianato e
Paese
A. Gather information on your country’s fashion
mestieri
during a decade of the twentieth century: which cities
5 p.71
were the venues of fashion houses? Who were the
most famous designers? Who were the fashion icons COMPITI FINALI
CF
at the time? Which brands were the most popular? •• Create a space in the virtual classroom where
services are offered.
B. Prepare a presentation in paper or digital
•• Present a DIY activity you enjoy doing.
format. Think of a title, find some pictures and
include short information. COMPITI INTERMEDI
CI
•• Prepare an info card about the things you like or
C. Present you research to your class and then
don’t like doing
together discuss the results of everyone’s research.
•• Prepare a list of malfunctions, repair works and
WORKING STRATEGIES professions
•• Prepare a list of useful expressions when having
hen you outline your ideas and info, make
W
sure they follow an order. Remember to use
to call a craftsman
the time connectors and colloquial
expression.
1. I mestieri in parole
hare your presentation by posting it in the virtual
S A. Which professions shown in the pictures do you
classroom so that your classmates may give you know? Use the word cloud for help.
feedback.
following categories. Use a dictionary. Then
compare your list with a classmate’s.
Tools:
14 Professions:
4
C. Translate the following professions into your CI LO SAI FARE?
own language. Do you enjoy home DIY? Prepare an info card with
the things you are good at, those you are not or
don’t like doing.
5 p. 72
5 p.74
2. Cose di casa
A. Who does these odd jobs in your home? Do you 3. Che cosa è successo?
call for a professional or do you try and take care of
A. Have you got a tool box at home? What’s inside?
them yourself? Discuss it with a classmate.
Write a list of objects and compare it with a classmate’s.
B. Read the ads posted on the platform
B. Read the article. What about you, do you follow
Wwworkers and complete them with the activities
these tips? Are you a “jack of all trades”? Discuss it
given below. Then discuss it with a classmate.
with a classmate.
C. Translate the following words into your own
5 p.73
language. You may add more if you want.
C. Pay attention to the position of the pronouns
D. Work in pairs. Use the text of exercise B to get
highlighted in the previous ads and complete the
some ideas and then write a description of the ideal
rule.
handyman.
The pronouns with the infinitive 5 p. 78
5 p.75
When a verb is followed by an infinitive, the pronoun
goes before the conjugated verb or is joined to the E. Listen to the dialogues and match them to the
infinitive / is joined to the infinitive.
corresponding picture.
When the verb is in the infinitive form, the pronoun
is joined to the ending of the verb / goes before or F. Read the statements taken from the recording
after the verb. and pay attention to the highlighted parts: what
can you tell? Then complete the rule and the
D. Can you do these odd jobs? Discuss it with sentences in the box.
a classmate. Then match the jobs with the Direct pronouns and past participle
corresponding tools. agreement 5 p. 78
a. Lawnmower With the direct pronouns lo, la, li, le the past participle
b. Screws agrees / doesn’t agree with the object in gender and
c. Paint brush number.
d. Hammer Singular masculine lo  (Il martello) l’ho vist...
e. Glue sul tavolo in giardino.
Singular feminine la  (La colla) l’ho mess... nel
E. Listen to the dialogue between two people
cassetto della scrivania.
organizing some odd jobs and write whether the
Plural masculine li  (I guasti) li ho riparat... da
following sentences are true (T) or false (F). sola!
F. Look at the verbs highlighted in exercise E. Do Plural feminine le  (Le istruzioni) le ho lett...
you remember how to conjugate the verbs potere con attenzione.
and sapere? And what about their meaning?
Discuss it with a classmate. G. What happens with ne? Work in pairs and write
some examples.
G. A friend of yours gives you the keys to his/
her beach house for the summer. However, he/ H. Read the messages of an online chat room called
she asks you to take care of several odd jobs: Il tuttofare between a user and a professional and
the walls are dirty, the place is very dusty, some look at the highlighted constructs. What do they
new furniture is needed and the kitchen sink is express? Complete the box below.
clogged. Work in groups and decide which jobs to
stare + gerund 5 p. 78
do, who should take care of them and which tools
are necessary. stare + gerund expresses an ongoing action / a
finished action.
15
Al dente 2
The gerund 5 p. 78 The present conditional 5 p. 78

Verbs ending Verbs ending Verbs ending DOVERE POTERE
in – are in –ere in –ire

controllando
-ando
dovrebbe potrebbe
I. Imagine there is something in your home which
dovremmo
is not working and that you cannot fix. Write a
message on the live chat of the platform Il tuttofare dovreste potreste
to state your problem and ask for assistance to the dovrebbero potrebbero
professionals online.
I. Look at the pictures: these people have a problem they
need solved. Give them advice as shown in the example.
CI CHI CHIAMIAMO?
What are the kind of problems or repair works CI APPUNTAMENTI
for which you need a professional? Who are the Write a list of useful expressions when having to
professionals you call more often? Write a list and call a professional and make an appointment.
compare it with a classmate’s.
5 p.76
GRAMMATICA
4. Potrebbe venire al più presto? 5 p.78
A. What’s your reaction when someone you have
THE VERBS POTERE AND SAPERE
an appointment with does not turn up? Compare
your reactions with a classmate’s. POTERE SAPERE
B. There are blogs where you can often read comments posso so
of unsatisfied customers, unhappy with the work done puoi sai
or with the professionals’ behaviour. Read Stefania’s
può sa
post: have you ever been in a similar situation? How did
you react? Discuss it with a classmate. possiamo sappiamo
potete sapete
C. Listen to the phone conversation between
Stefania and the plumber. Answer the questions. possono sanno
D. Listen to the recording again and match each The verb sapere, when followed by an infinitive,
sentence with the following functions. Then discuss expresses the ability to perform an action defined
your work with a classmate’s. by the infinitive.
Sai riparare la bicicletta?
E. What do you reply in these situations? Discuss it
with a classmate.
The verb potere followed by an infinitive expresses
5 p.77 the ability to perform an action defined by the
infinitive as the external circumstances allow it.
F. Read the text messages between two friends and
So riparare la bicicletta, ma oggi non posso
write if the sentences below are true (T) or false (F).
perché non ho i pezzi di ricambio.
G. In the text find the expressions which match the
functions listed in the box below.
PRONOUNS WITH THE INFINITIVE
H. In the text messages a new verb tense is used: When the verbs are in the infinitive form, the
the present conditional. Read them again and pronoun is joined to the ending of the verb so to
complete the box. form one single word.
L'aspirapolvere? Ci penso io a sistemarla!
When we have a verb + infinitive, the pronoun can

be placed:
16
4
55 before the conjugated verb. ESSERE AVERE
Mi puoi aiutare? sarei avrei
Li sai sistemare?
saresti avresti
55 After the infinitive. saresti avrebbe
Puoi aiutarmi? saremmo avremmo
Sai sistemarli?
sareste avreste
henever the pronoun follows the infinitive,
W sarebbero avrebbero
the infinitive drops the ending -e.
Puoi aiutarmi a spostare la scrivania? The present conditional tense is used in the
following situations:
PAST PARTICIPLE AGREEMENT WITH DIRECT 55 to make a polite request;
PRONOUNS AND THE PRONOUN NE Potresti aiutarmi a potare le piante? (tu)
With the direct pronouns lo, la, li, le and ne the Potrebbe dirmi quando può venire a riparare il
past participle agrees with the object in gender and televisore? (Lei)
number. The singular forms lo and la are marked
55 to give advice (or opinions);
with an apostrophe; the plural forms li and le aren’t.
11Il nostro giardino è un disastro...
11Hai comprato le viti? CCDovreste chiamare Mario, è un ottimo
CCSì, le ho comprate. giardinere!
11Hai comprato le viti? 55 to make a wish.
CCNe ho comprate solo dieci, quelle che mi servono Vorrei vivere in una casa senza guasti!
per sistemare l'armadio.
5 p.79
STARE + GERUND
1. Read the list and write what you can or can’t do.
The construct stare + gerund is used to express an
Use the direct pronouns.
ongoing action.
2. Complete the sentences with ne, lo, la, li, le and
The gerund is not conjugated and is formed as
make sure the past participle endings are correct
follows:
(past participle agreement).
guardare B guardando 3. Look at the pictures and describe what Dario is
leggere B leggendo doing.
aprire B aprendo 4. Write the sentences in the present conditional.
5. Look at the sentences in exercise 4 and match
fare B facendo them with the corresponding function.
dire B dicendo 6. What expressions can you use in these
situations?
11Che cosa stai leggendo? 7. What would you like to change in your house?
CCLe istruzioni per montare gli scaffali. Write at least five sentences.
11Dove stai andando?
CCDa Mario, voglio aiutarlo a riparare la moto.
PAROLE
5 p.80
THE PRESENT CONDITIONAL TENSE
Tools and professionals
FARE POTERE DOVERE
VOLERE
(= to do, (= can, to be (= must, to 1. Write the nouns which correspond to the
(= to want)
to make) able to) have to) following descriptions.
farei potrei dovrei vorrei 2. Which craftsman do you call to fix the following
faresti potresti dovresti vorresti problems?
farebbe potrebbe dovrebbe vorrebbe Repair works

faremmo potremmo dovremmo vorremmo 3. Write the nouns which correspond to the action
fareste potreste dovreste vorreste expressed by the following verbs.
4. Make a list and write which malfunctions or
farebbero potrebbero dovrebbero vorrebbero
17
Al dente 2
problems can occur in the following rooms. COMPITI FINALI

5 p.84
Creare uno spazio virtuale della
CF
Offering to do something or asking classe in cui offrire servizi
someone to do something; apologising;
A. Work in groups. Conduct a survey to know which
offering a justification
DIY services you can offer. Write a list of categories
7. Complete the box with the expressions you of professionals.
could use which correspond to the given
B. Work in groups. Each group should prepare the
functions.
advertisement for a service, with a title and picture.
5 p.81 C. Post the advertisements, based on the category,
in the virtual classroom. The categories could be
The colloquial words: comunque, a proposito
repair works, garden, painting and decorating,
8. Complete the dialogue with the colloquial words
installation etc.
a proposito and comunque: what are they used
for? Is there an equivalent in your language? D. Read the advertisements posted by the others
Then listen to the dialogue to check. and discuss, if any, doubts concerning vocabulary.
WORKING STRATEGIES
SUONI
he language of advertising is specific: the
T
1. Read the sentences and underline in red the sentences are short and aim at persuading
sound [ɲ] as in giugno and underline in blue the the reader.
sound [ʎ] as in luglio. Listen to the recording to
check.
2. Read the sentences and underline in red the ou can post comments in the virtual classroom
Y
asking questions about the service.
sound [ɲ] as in giugno and underline in blue the
sound of the double n [nn] as in anno. Listen to
the recording to check.
3. Read the questions and the replies. What’s Presentare un’attività fai da te
CF
your intonation when suggesting, accepting or che ti piace o che ti piacerebbe
refusing? Listen to the recording to check. imparare
A. Think about a DIY job you like doing or you
would like to learn.
SALOTTO CULTURALE
B. Prepare a list or a mind map with the sentences
5 p.83
related to the job, the tools necessary and some
tips to do it in the best way.
Artigianato di qualità
C. Share your list or mind map with the class.
A. Which Italian handicrafts do you know? Do you
know what region or city they come from? Discuss
it with a classmate and make a list. WORKING STRATEGIES
B. Read the texts: do you know any of the products

ocus on which are your strong points with
F
mentioned? Have you ever bought any or would the chosen DIY job: use the vocabulary learnt
you like to? Discuss it in small groups. in the unit.
C. Choose an Italian region and do a research on its

craftwork excellence. Then write a short text and ind and write some links to Italian websites pages
F
insert it in the map. With the contribution of the which deal with your hobby.
whole class, can you complete it?
D. Which are typical handicrafts from your country?
Choose a region or an area and prepare an info
card. Then present it to your classmates.
18
5
BILANCIO B. Look at the word cloud and complete the
categories below.
5 p.85
Disorders:
Medicines:
Com’è andato il compito? Healthcare professionals and facilities:
C. Compare your list with a classmate’s. Together
I am able to talk about my competences; find the words you don’t know.
I am able to talk about malfunctions or problems
and repair works;
I am able to offer my assistance for getting
something done and ask someone to do
something;
I am able to arrange an appointment. 5 p.90
B. Did you have any problems when working on
your assignments? What kind? Did you learn
2. Tecnologia e salute
something new? What did you enjoy most about A. Have you ever heard of disorders connected to
your assignments? technology? If yes, which ones? Discuss them with
a classmate and write them down.
it with them. B. How addicted are you to the Internet? Take the
test and find out your level of addiction. Do you
agree with the results? Discuss it with a classmate.
The vocabulary used is appropriate; C. Work in pairs. Think of the things you are able
It is interesting and original; to do, must do or want to do only on the Internet.
The pronunciation is clear and the intonation is Then add two questions to the test.
correct.
5 p.91
Unità 5
D. Read the article and then match each disorder
with the remedies suggested below.
Società del E. Look at the verb forms highlighted in the article

and complete the box. Are there differences
benessere? between the three conjugations?
The future simple 5 p. 96
5 p.89
DIVENTARE PERDERE SOFFRIRE
COMPITI FINALI
CF diventerò perderò soffrirò
•• Exchange tips on how to manage your time
•• Present a society of the future which is functional diventerai perderai soffrirai
and health-oriented
perderà soffrirà
COMPITI INTERMEDI
CI
•• Gather articles on the possible illnesses of the
future
diventerete perderete soffrirete
•• Create a graphic layout on the stress index of the
class and the most common symptoms diventeranno soffriranno
•• Suggest remedies or treatments for the most
common problems F. Identify the future simple of the verbs essere and
avere. Then complete the conjugation.
1. Parole in salute The future simple 5 p. 96
A. Look at the picture: what do you associate with essere: sarò, sarai, , saremo, sarete,
this image? Use the word cloud for help and discuss
avere: avrò, avrai, avrà, . , avrete, avranno
19
Al dente 2
G. Translate the following words into your own F. Look at the highlighted structures in Giorgia’s
language. letter: what are they used for? Complete the box
H. Work in pairs. Think about how technology is
used in your country: which disorder linked to Verbs with prepositions 5 p. 96
technology will be more common in 2050? Write
down ideas and then write a short description of inizio di un’azione: cominciare a
causes and symptoms. fine di un’azione:
CI COME STAREMO? intenzione:

Find articles regarding problems we will face in
G. And what about you? Are you stressed out?
the future due to the excessive use of technology.
Work in pairs and answer the questions below.
Choose a few and present them to the class.
Make a diagnosis of your classmate. You may use
the following adjectives.
5 p.92
H. Listen to a conversation among friends and
complete the box with the problem and relative
3. Come sono stressato! advice.
A. How do you usually feel first thing in the
I. Work in pairs. Write down suggestions you
morning? Choose the emoticon which best
believe could help Raffaele.
describes it and think of the most fitting adjective
for it.
CI STIAMO TUTTI BENE?
B. A reader writes to a column of a wellness What is the stress level of the class and what are
magazine. What are Lorenzo’s symptoms? the reasons? Make a poster or graphic layout with
Underline them and complete the box. explanatory captions.
C. Read the reply: what advice does Giorgia give?
Do you think these tips are helpful? Discuss this 5 p.94
with a classmate: what would your advice be?
4. Dottore, cosa sarà?
5 p.93 A. Look at the illustration and complete with the
following body parts.
D. In the texts you can find sentences which are
used to express hypotheses. Identify them and B. What medicine do you use to treat the following
complete the box. health problems? Discuss it with a classmate. Then
listen to the dialogue between a doctor and her
real conditional sentences 5 p. 96 patient to check.
CONDITION CONSEQUENCE C. Look at the sentences taken from the recorded
conversation and write what the verbs in the future
divento pigro e non
Se le code sono lunghe, tense express. Listen once again. The intonation
vado in palestra.
may help you decide.
Se non mi rilasso,
D. The patient mentions some body parts which are
risparmierai molto nouns with an irregular plural form. Complete the
tempo ed energie. box with the corresponding singular form.
ti limiterai alle cose più

importanti. 5 p.95
Se fai un’ora di attività E. Match the words to the corresponding picture.

fisica dopo il lavoro,
F. Read the posts written on the platform called
E. Did you understand how to build a real Dottore Online and complete the doctor’s advice
conditional sentences? Complete the following with the following sentences.
sentences as you please.
G. Look at the highlighted parts in the text of
exercise F. What are they used for?
20
5
H. And what about you? What would be your Here are some irregular verbs.
advice to these people? Write a reply for each of andare B andrò, andrai, andrà, andremo, andrete,
the three posts. andranno
dovere B dovrò, dovrai, dovrà, dovremo, dovrete,
I. Read the previous posts again and find the plural
dovranno
forms of the following body parts. Then complete
potere B potrò, potrai, potrà, potremo, potrete,
the box.
potranno
L. Match the professions to their definition. sapere B saprò, saprai, saprà, sapremo, saprete,
sapranno
M. And what about you? What do you do when you
vedere B vedrò, vedrai, vedrà, vedremo, vedrete,
suffer from these health problems? Work in pairs
vedranno
and compare your remedies.
dare B darò, darai, darà, daremo, darete, daranno
fare B farò, farai, farà, faremo, farete, faranno
CI MI FA MALE LA TESTA... stare B starò, starai, starà, staremo, starete,
Work in pairs. Think of the most common health
staranno
problems in your country and prepare an info
bere B berrò, berrai, berrà, berremo, berrete,
card writing symptoms, remedies, medicines and
berranno
appropriate advice.
venire B verrò, verrai, verrà, verremo, verrete,
verranno
volere B vorrò, vorrai, vorrà, vorremo, vorrete,
GRAMMATICA vorranno
5 p.96
The verbs with the infinitive forms -care and –gare
THE FUTURE SIMPLE require the addition of the letter h-
IMPARARE PRENDERE cercare B cercherò, cercherai, cercherà,
cercheremo, cercherete, cercheranno
imparerò prenderò pagare B pagherò, pagherai, pagherà, pagheremo,
imparerai prenderai pagherete, pagheranno
imparerà prenderà
The verbs with the infinitive forms -ciare and –
impareremo prenderemo giare drop the letter -i-
imparerete prenderete cominciare B comincerò, comincerai, comincerà,
impareranno prenderanno cominceremo, comincerete, cominceranno
mangiare B mangerò, mangerai, mangerà,
COLPIRE
mangeremo, mangerete, mangeranno
colpirò We use the future tense:

colpirai 55 To talk about future actions or events
colpirà Il mese prossimo controllerò il tempo dedicato
ai social.
colpiremo
Nel 2050 la nostra memoria sarà poco sviluppata.
colpirete
55 To make hypotheses
colpiranno 11Non mi sento bene. Che cosa avrò?
CCSarà il cambio di stagione...
ESSERE AVERE
sarò avrò
Instead of the future, we often use the present
indicative, especially in spoken language.
sarai avrai Il mese prossimo ho una visita medica.
sarà avrà Il 18 ottobre ho un appuntamento dal dentista.
saremo avremo
STARE PER + INFINITIVE
sarete avrete
We use the construction stare per + infinitive to
saranno avranno describe an action which will take place very soon.
21
Al dente 2
11Ho male dappertutto, sta per venirmi l’influenza. 5 p.99

CCMannaggia... hai già preso lo sciroppo?
6. Complete the combinations.
11Sto per prenderlo.
The colloquial word magari
REAL CONDITIONAL SENTENCES 7. Complete the dialogues with the sentences below.
It is used when the condition (introduced by se) is Then listen and check. Lastly, translate the replies
highly possible – given the right circumstances. in your own language. What does magari express?
What is its equivalent in your own language?
CONDITION CONSEQUENCE
se + present / future B present /future
Se segui questi consigli, B ti sentirai meglio.
SUONI
1. Listen to the recording and write next to each
Se prendo la compressa, B mi addormento.
sentence if they express a future action (F) or a
Se useremo molto il cellulare, B s offriremo di hypothesis (I).
nomofobia. 2. Read the dialogues and pay attention to your
intonation. After listening to the recording to
check, decide whether magari is used to express
a wish or a possibility.
Provare a + infinitive, Smettere di +infinitive,
3. Listen to the recording and write if what you
Cercare di + infinitive, Cominciare a + infinitive
hear is a simple or a double sound.
Provate a fare ogni giorno una lista delle cose che
dovete fare.
Smetti di guardare sempre il cellulare.
SALOTTO CULTURALE
Cercate di dedicare almeno due ore a voi stessi! 5 p. 101
Cominciano a capire che non è possibile fare
tutto! Dieta mediterranea e longevità
5 p.97 A. Do you know what the Mediterranean diet
is? Before reading the article, discuss it with a
1. Read the following sentences and choose the
classmate.
reason the future tense is used.
2. Complete the articles with the future simple of B. Read the article and answer the following
the verbs in brackets. questions.
3. What would you say if you were in these
C. Listen to the recording and write whether the
situations? Write a reply in the future simple tense.
following statements are true (V) or false (F).
4. Write the sentences again using the construction
stare per + infinitive. D. Do you follow the Mediterranean diet? Do you do
5. Complete the sentences with smettere, cercare, any physical activity? Write a list of your eating and
provare, cominciare. sports habits.
6. Complete the hypothetical clauses.
PAROLE COMPITI FINALI

5 p. 102
5 p.98
The body parts
CF
Scambiarsi consigli sulla
1. Look at the pictures, find the mistakes and gestione del tempo
correct the sentences.
A. Work in groups. Think of the strategies you
2. Match the problems with the expert.
adopt to organise your day.
3. What remedies can be of help to these people?
4. Write the body parts. B. Choose the best strategies and write a list of
5. Complete the sentences with the correct body useful tips to manage your time.
parts.
C. Show your tips to your classmates and read theirs.
Discuss and ask questions about the tips which you
believe are the most interesting or peculiar.
22
6
Unità 6
WORKING STRATEGIES
se the constructions learnt in the unit to

U
give advice.
Lo compriamo?
You can create a blog on how to manage time wisely. 5 p.105
COMPITI FINALI
CF
CF
Immaginare e presentare una •• Prepare an infographic about the products mostly
società del futuro funzionale e bought in your class
sana •• Prepare an advertisement describing a second-
hand item to be sold online
A. Think about the features which you believe a
health-oriented and functional society of the future COMPITI INTERMEDI
CI
should possess. Use topics like work, food habits, •• Find information on a specific product
technology, time management etc. •• Prepare an info card with details of a second-
hand item
B. Gather ideas and information and prepare
•• Write the characteristics of an ideal consumer-
a presentation with pictures, hypotheses and
based supermarket
examples.
C. Choose your favourite format and present your
“future society”.
1. Lo prendo!
WORKING STRATEGIES A. Look at the picture: what is the place shown?
What elements do you recognise? Discuss them
hink about the things you’d like to change to
T
improve the quality of life: they will set the with a classmate.
starting point and lead you to find possible
better options. B. Look at the cloud of words and complete the
following categories. Then compare your list to a
classmate’s.
hare your presentation in the virtual classroom and
S
on a social network. Nouns useful when doing shopping:
Verbs useful when doing shopping:
Places where to go shopping:
BILANCIO C. Where do you usually go shopping? What things
do you buy? Discuss it with a classmate.
5 p.103
Com’è andato il compito? 5 p.106

2. Cose di cui abbiamo bisogno
I am able to talk about time management;
A. Look at the infographic about the purchasing
I am able to talk about illnesses and symptoms;
behaviour of men and women in Italy. Complete it
I am able to ask for and give advice;
with the following words. Then discuss the results
I am able to make hypotheses.
with a classmate.
B. Did you have any problems when working on
B. And who takes care of house-related purchases
in your family? What do they buy? Work in pairs.
Ask each other questions to complete the other’s
your assignments?
info card.
C. Assess the work of your classmates and
5 p.107
discuss it with them.
C. Read the article and check the infographic you
have filled in. Are there bits of information which
surprise you? What do you think is the purchasing
behavior in your country? Discuss it with a
classmate.
The pronunciation is clear and the intonation is
correct.
23
Al dente 2
D. Look at the relative pronouns che and cui Which of the following categories do they belong
highlighted in the text and choose the correct to? Then complete the box on the next page with
options to complete the rule. the corresponding characteristics.
The relative pronouns che and cui 5 p. 112
5 p.109
che / cui is preceded by a preposition
C. Which item of the ones advertised do you like?
che / cui is not preceded by a preposition Why? Think of someone you could give it as a
present.
E. Identify and pay attention to the following
D. Look at the impersonal forms with si which are
comparatives taken from the text and complete the
highlighted in the posts. Choose the correct option
box. Then based on the infographic data and the
and complete the rule.
article’s information, complete the sentences
below. Impersonal form with reflexive verbs 5 p.112
The comparatives 5 p. 112 We use the impersonal form when we want / don’t
want to specify the subject of the sentence.
buono
grande + si + verb in the third person singular
piccolo
Impersonal form with modal verbs5 p.112
bene
si + modal verb in the third
With no object
person singular + infinitive
F. Did you notice anything particular in the use of
the words bene and buono? Complete the rule. When the object is si + modal verb
singular + infinitive
bene and buono 5 p. 112
bene refers to a verb / noun and is variable / When the object is si + modal verb
invariable plural + infinitive
buono refers to a verb / noun and is variable / E. Look at the prepositions used to describe
invariable the material of the items mentioned in the
advertisements. Complete the list and write at
G. A newspaper interviews two people about their least one object for each material. Then compare
shopping behavior when they buy online. Listen your work with a classmate’s.
and write whether the sentences are true (T) or
F. Listen to two dialogues in which two couples
false (F).
read an item advertisement. What’s the item?
H. Look at the words highlighted in exercise G. Answer the questions.
What do they mean? Translate them into your own
G. Work in pairs. Look at the items in the pictures
language.
and describe colours and materials.
CI RECENSIONI PER TUTTI I GUSTI

CI LO VENDO!
Use the Internet and looking at Italian websites,
Think of an item you have at home which you
find a product you would like to buy. Write down
would like to sell. Prepare an info card like the one
the pieces of information you think are more useful.
of exercise B.
Do you think the reviews are helpful? Take notes
5 p.108 5 p.110
3. Compravendita usato online 4. Difendersi dal marketing

A. The online second-hand market is growing. Have A. Think of two adverts (online, on radio or TV, on
you ever bought or sold any second-hand items a billboard, newspaper advertisement or flyer etc.)
online? If yes, what? Discuss it with a classmate. which you were impressed with and explain why to
a classmate.
B. Read the four advertisements posted on a
buying and selling portal for second-hand items.
24
6
B. Read the following blog giving advice on well- The formal imperative 5 p. 112
informed purchasing. Which behavior among the
ones recommended do you follow when shopping? Affirmative imperative Negative imperative
Discuss it with a classmate. (Lei) (Lei)
C. Look at the highlighted forms of the imperative +

pronoun and complete the following box.
Non ceda (cedere)
The imperative with pronouns 5 p. 112

Affirmative imperative + Negative imperative +
pronoun pronoun
Affirmative imperative Negative imperative (Lei)
(voi) acquistateli (voi) Non sceglieteli
(Lei) + pronoun + pronoun
(voi) (voi)
(voi) (voi)
Si prepari
D. Where is the pronoun placed with the affirma- (prepararsi)
Non si lasci (lasciarsi)
tive imperative? And with the negative imperative?

Discuss it with a classmate.

E. Write the affirmative and negative imperative in
the second person singular of the verbs in exercise C.
I. Translate the following words into your own lan-
The imperative with pronouns 5 p. 112
guage. Then expand your list using the vocabulary
Affirmative imperative + Negative imperative + of new words found in the blog. Compare your list
pronoun pronoun to a classmate’s.
L. Write 5 tips to help shopping online in an
(tu) acquistali informed way. Use the formal imperative.
(tu) Non acquistarli
(tu)
(tu)
(tu)
(tu) CI NON FATEVI INGANNARE!
(tu)
(tu)
(tu)
(tu) Work in pairs. Think of what the characteristics of
(tu)
(tu) an ideal, consumer-based supermarket should be.
Write down these characteristics.
5 p.111
GRAMMATICA
F. The blog features three irregular imperative
5 p.112
forms without the pronoun: identify them and
complete the box. COMPARATIVE AND SUPERLATIVE FORMS OF
BUONO, BENE, GRANDE AND PICCOLO
Irregular imperative 5 p. 112
The adjectives buono, grande, piccolo and the
Infinitive Imperative adverb bene have irregular forms when used as
comparative and superlative.
(tu) sii (voi)
(tu) abbi (voi) RELATIVE ABSOLUTE
COMPARATIVE
(tu) sappi (voi) SUPERLATIVE SUPERLATIVE
più buono / buonissimo /

G. Some of the readers of the blog shown in buono il migliore
migliore ottimo
exercise B ask the blog’s authoress some questions.
più grande / grandissimo /
Do you agree with her replies? Discuss it with a grande il maggiore
maggiore massimo
classmate.
più piccolo / piccolissimo /
H. Read the text of exercise G again and complete the piccolo il minore
minore minimo
box. Write the infinitive form of the verbs, too. Where
are the pronouns placed compared to the verb? bene meglio il migliore benissimo
25
Al dente 2
THE COMPARATIVE ci + si + the modal verb in the third person plural +

La mia poltrona è migliore della tua. infinitive.
La percentuale di uomini che acquista computer è Ci si deve abituare a fare gli acquisti online.
maggiore/minore di quella delle donne.
Con la radio nuova sento meglio che con quella vecchia. THE FORMAL IMPERATIVE
ABSOLUTE SUPERLATIVE AFFIRMATIVE NEGATIVE

It expresses the highest degree of a quality, - are Usi la carta fedeltà non usi la carta fedeltà
without any term of comparison. Lei - ere Legga le etichette non legga le etichette
- ire Parta la mattina non parta la mattina
Questo smartphone è ottimo.
Quel negozio ha la mia massima fiducia. - are Usate la carta fedeltà non usate la carta fedeltà
Voi - ere Leggete le etichette non leggete le etichette
RELATIVE SUPERLATIVE - ire Partite la mattina non partite la mattina
It expresses the maximum degree of a quality
within a certain group.
The verbs which are irregular in the indicative
Questa è l’offerta migliore di tutte. present are also irregular in the imperative form.
Gli acquisti maggiori avvengono il fine settimana. ESSERE AVERE SAPERE
Il fratello minore di Alberto si chiama Gabriele.
tu sii abbi sappi
THE RELATIVE PRONOUNS Lei sia abbia sappia

CHE
voi siate abbiate sappiate
It is used as a subject or direct object and is
invariable in gender and number.
Aumentano i consumatori che fanno acquisti FORMAL IMPERATIVE WITH PRONOUNS
online. (subject) In the singular (Lei) the pronoun is placed before
Gli elettrodomestici che vedi in vetrina sono in the verb.
offerta. (direct object) • La newsletter dei saldi è pronta! La spedisco?
CUI
• No, Signor Martini, non la spedisca. Prima deve
rileggerla il direttore. (negative)
It is used as an indirect object; it comes after a
preposition and is invariable in gender and number.
• Bene signor Martini, la spedisca entro stasera.
(affirmative)
Preferisco comprare da un negoziante di cui
In the plural, the formal Voi is as the informal
ho fiducia.
imperative plural (voi) and follows the same rule:
Questo è il computer con cui lavoro ogni giorno.
if affirmative, the pronoun is joined to the verb
ending; if negative, we can either place the pronoun
THE IMPERSONAL CONSTRUCTION before the verb or join it to the verb ending.
REFLEXIVE VERBS • Riguardo all’acquisto nei mercati dell'usato,
The impersonal construction is formed by ci + si + preferiteli / non preferiteli ai negozi tradizionali.
verb in the third person singular.
5 p.113
Ci si diverte a fare la pasta con questa macchina.
1. Complete the sentences with buono, buon, bene.
IMPERSONAL SI + MODAL VERBS
2. Complete the sentences with migliore, maggiore
If there is no direct object or if the direct object is
or minore, and also writing the corresponding
singular, the construction is si + modal verb in the
article when dealing with a relative superlative.
third person singular + infinitive.
3. Complete the sentences with the appropriate
Si può andare la domenica al centro commerciale.
forms of the absolute superlative.
Se si vuole comprare un oggetto cult, questa
4. Circle the correct option.
lampada è perfetta!
5. Turn the underlined verbs into the impersonal si
form.
If the direct object is plural, the modal verb is
6. Use the verbs of exercise 3 to write the
conjugated in the third person plural:
imperative form with the appropriate pronoun.
Si possono acquistare i prodotti anche online.
Then change the sentences into the formal
If the verb is a reflexive verb, the construction is imperative form.
26
6
PAROLE B. Read the three info cards and answer the
following questions. Then compare your answers to
5 p.114
a classmate’s.
The material of items C. Listen to an interview to an influencer marketing
expert. Write if the following statements are true
1. Which items are made of these materials?
(T) or false (F).
Complete the lists and add one more material of
your choice. D. Choose one of the influencers described in the
info cards and visit their website. What do you
Advertisements for the selling of items
think of it? What are its contents? Do you find him/
2. Complete the list of combinations. her interesting? Present it to your class.
3. Match the verbs to the appropriate nouns.
The adjectives diverso, simile, stesso,
uguale
COMPITI FINALI
5 p.118
4. Complete the sentences with the following
adjectives.
Shopping expressions CF
Fare un’infografica sulle
abitudini d’acquisto e i prodotti
5. Match the elements to form expressions. più comprati della classe
6. Complete the advertisements below using the
A. Work in groups. Think of which kind of
following information.
information you want to know and prepare a list of
questions.
5 p.115
B. Interview your classmates and take notes of
Colloquial words insomma, dunque, their answers.
allora
C. Work with your group and assemble all the
7. Read the conversation between two friends at answers. Then choose the information you want to
a superstore and complete the dialogues with be in the infographic.
the sentences below. Then listen and check. Do
D. Prepare a digital or paper infographic. Think of a
the words in bold have an equivalent in your
title, too.
language?
E. Display all your infographics in the classroom
and highlight the data you believe are the most
SUONI interesting.
1. Listen to the recording and write the stress on
WORKING STRATEGIES
the words in bold when needed.
2. Read the dialogue and insert the letter h before ear in mind that an infographic is a
B
the words in bold when needed. communication tool used to convey
information in a simple, immediate and
3. Listen to the recording and pay attention to the
appealing way.
intonation: identify if the sentences express
giving advice (C) or instructions (I)?
ost your infographic on a social network: you may
P
get feedback and comments from the users.
SALOTTO CULTURALE
5 p.117
CF
Preparare l’annuncio di un
Gli influencer
oggetto usato da vendere su una
piattaforma web
A. Read the article’s title and introduction: do you
A. Think of a second-hand item or something you
know any influencers? What social network do they
don’t want to keep anymore and decide on which
use? Do they work in any of the sectors shown in
online platform you wish to sell it.
the list below? Discuss it with a classmate.
27
Al dente 2
Unità 7
B. Go to an Italian online platform for buying
and selling second-hand items and read some
Andata e ritorno
advertisements to find useful examples to follow.
C. Write your own advertisement and make it more
appealing by adding one or several pictures.
5 p.123
D. Display your advertisement in the classroom or
COMPITI FINALI
post it in the virtual classroom. CF
•• Describe various tourist typologies
E. Read your classmates’ advertisements and see if •• Give an account of a travelling experience
there is anything you like.
COMPITI INTERMEDI
CI
WORKING STRATEGIES •• Write tips for a slow travel weekend
•• Give an account of a special journey
efore writing your advertisement, check the
B •• Prepare a one-day trip to your city
vocabulary learnt in the unit.
1. Parole in viaggio
ost your advertisement on an online platform: you
P
might sell it! A. Look at the picture: what items do you
recognise? Discuss it with a classmate and write a
list of words.
BILANCIO following categories. Use a dictionary for help.
5 p.119
Transport means:
Travelling items:
Verbs for travelling:
C. Compare your list with a classmate’s. Together
I am able to describe items; find the words you don’t know.
I am able to express preferences and opinions; D. If you want, at the end of the unit, suggest an
I am able to make purchases;
I am able to make comparisons and give
information. 5 p.124
B. Did you have any problems when working on 2. Turista o viaggiatore?
A. Do you like to travel? Which of these items do
you always take with you? Compare your choice
your assignments?
B. Read the interview to the journalist Tiziano
it with them.
Terzani. Then mark which of the statements below
The presentation is understandable; refer to the traveller and which to the tourist. And
They used the contents of the units; what about you? Do you agree with Terzani’s view?
The vocabulary used is appropriate; Discuss it with a classmate.
C. Look at the highlighted constructions in the
interview: what do they express? Then complete
correct.
the rule.
avere bisogno di 5 p. 130
+ + infinitive / noun
D. Work in pairs. Write three behaviours which

you associate with the tourist and three that you
28
7
associate with the traveller. Then share your notes D. Make a written comment on one of the journey
with your class. accounts posted on Italia da scoprire and explain if
the idea appeals to you and why.
5 p.125
E. Look at the connectors in bold in the texts: what
3. Viaggiare slow are they used for? Then write their equivalent in
your own language.
A. What do you think slow travel is? Discuss it with
a classmate. F. Not all trips are exactly a dream trip; sometimes
they can turn out being a nightmare. With a classmate
B. Read the text. Then, with a classmate, write the
discuss the possible problems while travelling. Have
essential features of a slow traveller.
you ever had to face these inconveniences?
C. Look at the connectors highlighted in the text:
G. Listen to two travel experiences and choose
what are they used for? For each one, find an
which information in the list is mentioned.
equivalent in your own language.
H. Look at the passato prossimo tense forms of the
D. Listen to the radio programme and write down
modal verbs potere, dovere and volere highlighted
the tips given by the interviewed writers. Then
in exercise G: both the auxiliaries are used. Pay
compare your notes with a classmate’s.
attention to the verbs in the infinitive which follow
E. Work in groups. Interview one another and find potere, dovere and volere: which are transitive
out what type of travellers there are in your class. (direct object) and which are intransitive (indirect
object)? Then complete the rule.
CI MANIERE DI VIAGGIARE
Work in pairs. Plan a slow travel weekend to a place near The auxiliary of modal verbs 5 p. 130
your town. Write down destination, transport means,
accommodation and interesting sites worth visiting. auxiliary essere / avere + potere, dovere,
volere + transitive verb.
5 p.126 auxiliary essere / avere + potere, dovere,
volere + intransitive verb.
4. Da sogno o da incubo?
I. Work in groups and answer the following
A. What’s the last trip you took? Where, who with,
questions.
when? Discuss it with a classmate.
B. Read the journey accounts and match to each CI CHE ESPERIENZA!
one the adjective you think is the most fitting. And Write a short account about a dream or a
what about you? Would you take one of these nightmarish trip. Describe the travel route and
trips? Why? most relevant moments.
C. Look at the verbs in the passato prossimo tense
highlighted in the texts: what can you tell? Then read 5 p.128
the sentences in the box and underline the direct object
– when there is one – as in the two examples given. 5. Itinerario salentino
Verbs with two auxiliaries 5 p. 130 A. Read the directions and match them to the symbols.
Hai fatto un viaggio nel Bel Paese che Then compare your results with a classmate’s.
ti ha cambiato?
B. Read the itinerary. Then complete the
Il Salento ha cambiato il mio modo di
AUXILIARY viaggiare. conversation between Simona and Beppe with the
AVERE missing information.
Ho iniziato a parlare con la gente del posto.
Ho cominciato a capire che il tramonto è una C. Underline the verbs which help give directions and
dimensione ideale.
complete the box writing them in the infinitive form.
Il nostro viaggio è iniziato a Ravenna, in D. Look at the highlighted constructions: what do
Emilia Romagna, ed è finito a Firenze. metterci and volerci mean? Match them with the
AUXILIARY
La mia maniera di viaggiare è cambiata! corresponding meaning.
ESSERE
Il mio viaggio è cominciato in macchina da
Cuneo.
29
Al dente 2
E. Ask a classmate how long it takes him/her to get end), salire (to get in, to get on, to climb), scendere (to
to school and what route does he/she take. Then get out, to get off, to climb down), cambiare (to change)
answer his/her questions.
L’itinerario è cominciato ai piedi dell’Etna.
5 p.129 Hanno cominciato il percorso a piedi
dall'anfiteatro.
F. Read the mail and then put the paragraphs of the
Il viaggio è iniziato il primo agosto ed è finito
reply in the correct order.
il 15 settembre.
G. Look at the highlighted words in the text: they Eva ha cambiato il volo per motivi di lavoro.
are modified adjectives, the suffixes change their
meaning. Which are the augmentative and which AUXILIARIES OF THE VERBS: POTERE, DOVERE
the diminutive? Discuss it with a classmate. AND VOLERE
The verbs potere, dovere and volere, when forming
H. Read the reply email and find and underline the
compound tenses, require the auxiliary of the main
adverbs ending in –mente. Then complete the box.
verb.
Did you understand their construction?
55 with an intransitive verb we use: essere
the adverbs ending in -mente 5 p. 130 Siamo dovuti andare all’ufficio oggetti smarriti.
ADJECTIVE ADVERB 55 with a transitive verb we use: avere
ovvio/a ovviamente Abbiamo voluto bere un caffè e poi siamo andati
di corsa alla porta d’imbarco.

Per fortuna abbiamo potuto prendere un pullman
per Casablanca.
I. Pay attention to the highlighted constructions in
METTERCI AND VOLERCI
the text: they are used to talk about future plans.
Volerci means “to be necessary, to need”.
Then complete the box.
11Quanto (tempo) ci vuole per arrivare?
express intention 5 p. 130 CCCi vorranno dieci minuti.
+ di + One of the meanings of metterci is “to employ a
defined amount of time”.
L. In the email identify the references to the Il treno ci mette un’ora ad arrivare a Venezia.
weather and draw the meaning.
ADVERBS ENDING IN –MENTE
M. Work in pairs. Research further information on the
By adding the suffix -mente to an adjective we
city of Lecce and choose a place to visit and a restaurant
obtain adverbs.
where to have a meal. Then share your intentions with
your classmates and explain the reasons. The adjectives ending in -o/a are made into
adverbs from the feminine singular + the suffix
CI CHE PERCORSO! -mente
Plan a one-day trip to your city or a city you know. ovvio B ovvia + mente B ovviamente
Give travelling directions, indicate how long it takes libero B libera + mente Bliberamente
and give advice on restaurants and traditional
The adjectives ending in -e have only one form and
products. Then submit it to your class.
they are made into adverbs adding the suffix –mente.
breve + mente B brevemente
GRAMMATICA The adjectives ending in -le or -re drop the ending
letter -e.
5 p. 130
facile + mente B facilmente
THE VERBS WITH TWO AUXILIARIES particolare + mente B particolarmente
Some verbs, given their transitive or intransitive
use, use the auxiliary essere (intransitive) or avere MODIFIED ADJECTIVES AND NOUNS
(intransitive) when forming compound tenses. It is possible to add suffixes to nouns and adjectives
Here are some of these verbs: cominciare (to start, to to change their meanings: quantity, quality,
begin), iniziare (to start, to begin), finire (to finish, to speaker’s opinion.
30
7
-ino: diminutive 5 p.131
ristorante B ristorantino
1. Identify the connector of cause. Then write the
bella B bellina
sentences again using the connector siccome.
-one: augmentative 2. Join the sentences using a connector of cause.
paese B paesone 3. Complete the sentences with the correct forms
passeggiata B passeggiatona of the verbs in the passato prossimo tense.
4. Complete the sentences with the verbs metterci
PENSARE DI + INFINITIVE and volerci.
This construction is used to express an intention. 5. Complete the text with the connectors of time
Pensiamo di fare un giro per l’Italia quest’estate. mentre, quando, intanto, nel momento in cui.
6. Turn the following adjectives into adverbs. Then
AVERE BISOGNO DI + NOUN / INFINITIVE write a sentence for each one.
This construction is used to express a need. 7. Join the sentences using the construction avere
bisogno di + infinitive.
Ho bisogno di andare in ferie perché sono
molto stanco.
Per andare negli Stati Uniti hai bisogno di un
visto.
PAROLE
5 p. 132
CONNECTORS OF CAUSE
The trip
The connectors perché, siccome, poiché, dato che
and visto che are used to state a cause or reason. 1. Complete the mind maps.
Non mi hanno fatto salire sull’aereo perché /
words.
poiché avevo il passaporto scaduto.
Visto che / Dato che volevo un ricordo del
viaggio originale, sono andato nei negozietti di Directions
artisti locali.
4. Match the following directions to the
Abbiamo mangiato in una trattoria, dato che /
corresponding pictogram.
visto che volevamo provare i piatti tipici.
5. Draw a pictogram for each of the following words.
When we use siccome, the sentence which
The weather
contains the cause is before the one containing the
consequence. 6. Match the sentences to the pictures.
Siccome a me piace conoscere persone che
5 p.133
vivono
nei luoghi che visito, uso sempre il couchsurfing.
Verbs for travelling
CONNECTORS OF TIME 7. Complete the list of combinations.
The connectors mentre, quando, intanto, nel
The colloquial word proprio
momento in cui are used to identify an event in
time. 8. Complete the dialogue with the sentences below.
Then listen and check. Look at the words in bold:
Mentre eravamo nel volo Venezia-Roma ci
what are they used for? What’s their equivalent
hanno avvisato che l’aereo per Casablanca
in your own language?
partiva dall’uscita 27.
Quando ci siamo resi conto che le nostre valigie
non c’erano, siamo dovuti andare all’ufficio SUONI
oggetti smarriti.
1. In spoken Italian two words are often
Io ho fatto la denuncia e intanto mio marito ha
“combined” and require the double sound of a
telefonato all’albergo di Ischia per avvisare del
consonant. Listen to the recording and underline
ritardo.
where you hear the consonant doubling.
Nel momento in cui siamo arrivati in albergo a
2. Listen to the recording and pay attention to the
Capri, abbiamo riavuto la mia valigia.
intonation. End the sentences with the full stop
(.), the question (?) or exclamation mark (!).
31
Al dente 2
3. Listen to the recording and write which sound

CF
Raccontare un’esperienza di
you hear for each word. viaggio particolare o memorabile
A. Think of a positive and a negative travel you
SALOTTO CULTURALE experienced. Write down the place, episodes and
details you wish to share.
5 p.135
B. Now write the account of the journey. You may
Viaggiare in TV make it more interesting by adding pictures.
A. Where do you get information when planning a C. Display your story in the classroom and read at
trip? Do you watch documentaries, read magazines least one other story written by a classmate.
or travel journals? Discuss it with a classmate.
WORKING STRATEGIES
B. Read the texts, which programme would you like
to watch? Why? Discuss it with a classmate.
reating a mind map with all the various
C
C. Surf the website of one of the programmes points you wish to address is an effective tool
to organize the contents.
mentioned previously. You can watch the introduction
video or part of an episode. Gather further
information and submit them to your classmate.
D. Listen to a conversation between two female Share your story on a travel blog.
friends and write whether the following statements
are true (T) or false (F)
E. Which are the most engaging TV programmes about
BILANCIO
travelling in your country? Choose one and write a 5 p.137
short presentation. Then submit it to your class.
COMPITI FINALI
I am able to compare various types of travellers;
5 p.136
I am able to talk about my travel experiences;
I am able to give and ask for directions.
CF
Descrivere varie tipologie di B. Did you have any problems when working on
turisti your assignments? What kind? Did you learn
A. Work in groups. Read the list of different tourist something new? What did you enjoy most about
typologies and think about what everyone enjoys your assignments?
doing.
B. Write a description for each type of tourist: what it with them.
they enjoy doing, where they like to go, how they
plan and get ready for the trip. Include at least one
picture for each description.
C. Submit your descriptions to the class and It is interesting and original;
compare them to your classmates’. The pronunciation is clear and the intonation is
correct.
WORKING STRATEGIES
efore an oral presentation, rehearse several

B
times. It will help you be more relaxed and
confident about your speech.
ost the description on Tripadvisor or similar

P
websites: it could serve as an inspiration to other
travellers.
32
8
Unità 8
E. Pay attention to the present conditional
(highlighted in exercise D) and decide what it is
Fatti e misfatti
used for. Compare and discuss your choice with a
classmate.
5 p.139
5 p.141
COMPITI FINALI
CF F. What is the infinitive form of the verbs
•• Write ten civic guidelines for the class
highlighted in exercise D? Then write the person of
•• Write one’s opinion about a civism topic
each conjugated verb. Work in pairs.
COMPITI INTERMEDI
CI G. What about you? What action would you take for
•• Safeguarding an element of the heritage
the protection of the cultural heritage? Take part in
•• Promoting good coexistence in the classroom
the forum’s discussion.
•• Expressing one’s opinion on art and vandalism
1. Patrimonio e civismo 3. Il braccio armato della cultura

A. Look at the picture: what strikes you the most? A. Read the interview to Captain Rossetti of the
Carabinieri Unit for the Protection of Cultural
B. Look at the word cloud: what words do you
Heritage and write down the duties this police
associate with the picture? Discuss your choices
force performs.
[ The Carabinieri Mounted police as they keep surveillance
C. Read the words in the cloud again and complete.
on the archaeological area of the Colosseum and the Arch of
Then compare your list with a classmate’s.
Constantine in Rome
Words I know:
Words I don’t know but understand:
B. Use a dictionary and find the meaning of these
Words I don’t understand:
words and expressions.
C. The words and expressions highlighted in exercise
A serve the purpose of organising sentences. Match
them with the corresponding function.
5 p.140 The connectors 5 p. 146
2. SOS patrimonio culturale! To begin a

sentence:
A. Try and define what you think is the cultural
heritage of a country. Then read below the
To add
definition of the dictionary.
information:

B. Which of the ones written below do you think
are elements of the Italian heritage? Why? Discuss To close a
sentence:
[ Mamuthones (Sardinian traditional masks)

[ The Trulli of Alberobello
[ Michelangelo’s Moses D. Listen to the second part of the interview to
[ La Val di Funes Valley (Dolomites) Captain Rossetti and identify which statements are
[ The Tarantella (traditional dance) mentioned.
C. Read the following awareness campaign for E. Do you think a police force for the protection of
the protection of the Italian cultural heritage. Is cultural heritage is necessary? Is there an equivalent
the situation in your country similar or different? in your country? Discuss it with your classmates.
Discuss it with your classmates.
D. Read the posts on the forum for the protection of CI LO SALVEREI COSÌ
Choose an element of your country’s heritage (or
the Italian cultural heritage and underline the ideas
of another country) which you think should be kept
you agree with.
better and write what you would do to salvage it.
33
Al dente 2
5 p.142 CI SENSO CIVICO IN CLASSE

Work with a classmate. Write three examples of
4. Senso civico all’italiana respectful behaviour for good coexistence in the
classroom and three which are not. Share your
A. Look at this mind map on public spirit: what
suggestions with the class and together choose the
would you add? Then think about respectful
most respectful and most disrespectful ones.
behaviours which denote public spirit and discuss
them with a classmate.
5 p.144
B. Here are some recommended behaviours in
Italy to develop public spirit: which ones are also
frequent in your country? Then decide if you would
5. Arte o vandalismo?
add any. A. What do you associate street art with? Write a
list of five words and share it with the class. Then
C. The highlighted parts in exercise B express
find the meaning of the following verbs.
obligation and need. Pay attention to the words
which follow them. B. Read the article and underline the information
you think are the most interesting. Then compare
D. Do you know other words used for expressing
your work with your classmates’.
obligation and need? Find them in the text of
exercise B and then compare and discuss them with C. Read the article again and complete the
a classmate. following lists of words. Then compare them with a
classmate’s.
E. Write down three behaviours which lack civic
sense and three respectful ones which are common D. Which are examples of street art you like and the
in your country. Then compare and discuss ones you don’t? Why? Do you know any particular
them with a classmate: did you write the same artist or art work?
behaviours?
5 p.145
5 p.143
E. Read several citizens’ opinion on street art: which are
F. An online magazine submits the question to the ones you agree with? Discuss it with a classmate.
their readers “How can civic sense in our society
F. Look at the sentences highlighted in exercise E:
be improved?”. Read the answers: do you agree?
what are they used for?
Discuss it with a classmate.
G. In some sentences highlighted in exercise E you
G. The tweets in exercise F offer useful vocabulary
can find the use of a new verb tense: the present
when talking about civic sense. Complete the
subjunctive. Underline the verb forms and write the
following lists of words and then compare them
corresponding infinitive.
with a classmate.
H. Read the sentences in exercise E again and
H. In Italy over 6 million people are involved in
complete the rule.
volunteer work. Read the following sentences
and choose the ones you agree with. Then listen Giving an opinion 5 p. 146
to Camilla’s interview, a volunteer working in a
refugee shelter, and compare your ideas. / /
+ verb in the indicative
I. Here are some volunteering activities: do you
understand what they are about? Work in pairs
and use the dictionary and/or the Internet. Take / / che + verb in the
notes of the useful vocabulary relating to the subjunctive
activities which interest you the most.
L. What about you? Have you ever done or are I. Read the article’s title and subheading: what do
you doing volunteer work? Would you like to? Say you think happened? Discuss it with a classmate.
what activities you are / were involved in or would Then listen to an art critic and check if your
like to do. hypotheses were right.
34
8
L. Listen to the interview again and mark which Lo Stato dovrebbe tutelare seriamente il
of the following statements reflect the art critic’s patrimonio.
opinion. Multerei chi non rispetta la convivenza civile.
ORGANISING A SENTENCE
M. Reassess the Bologna “incident” carefully from
To begin a sentence:
the Municipality viewpoint, which is in charge of
innanzitutto, in primo luogo, prima di tutto, per
promotion and conservation of artistic heritage,
prima cosa, per cominciare
and Blu’s, the mural artist. Who do you think is
right? Write a short text. To add information:
ma anche, poi, anche, e, inoltre
CI ARTE O VANDALISMO? To close a sentence:
Art or vandalism? Decide what your point of
per concludere, infine, in conclusione
view is and find examples so to back up your
arguments. Explain your opinions to your Per tutelare il patrimonio culturale, innanzitutto
classmates. si dovrebbe organizzare un piano di restauro,
poi ci vorrebbe più controllo sulle opere e
inoltre è necessario valorizzare i beni. Infine
GRAMMATICA bisognerebbe potenziare l’educazione civica a
scuola.
5 p.146
THE PRESENT CONDITIONAL
EXPRESSING OBLIGATION AND NEED
MULTARE METTERE INVESTIRE
In order to express need and obligation in an
multerei metterei investirei impersonal form, several constructions with the
infinitive are used:
multeresti metteresti investiresti
multerebbe metterebbe investirebbe si deve / devono
bisogna, occorre +
multeremmo metteremmo investiremmo infinitive
multereste mettereste investireste è necessario / doveroso / indispensabile
multerebbero metterebbero investirebbero Si deve ridurre la velocità nei centri residenziali.
Bisogna essere più solidali.
ESSERE AVERE È doveroso aiutare le persone in difficoltà.
sarei avrei
Si deve punire il vandalismo.
saresti avresti
Si devono punire i vandali.
saresti avrebbe
saremmo avremmo THE PRESENT SUBJUNCTIVE
AIUTARE COMMETTERE INVESTIRE FAVORIRE
sareste avreste
sarebbero avrebbero aiuti commetta investa favorisca
aiuti commetta investa favorisca
The verbs which are irregular in the aiuti commetta investa favorisca
conditional also show irregular forms in the
future tense. aiutiamo commettiamo investiamo favoriamo
dovere B dovrei sapere B saprei aiutiate commettiate investiate favoriate
fare B farei volere B vorrei aiutino commettano investano favoriscano
dire B direi vivere B vivrei
andare B andrei vedere B vedrei
ESSERE AVERE
The present conditional is used to express sia abbia

hypotheses on the present and the future time,
sia abbia
thus a representation of a hypothetical reality.
35
Al dente 2
sia abbia Verbs linked to public spirit

siamo abbiamo 7. Complete the list of combinations.
siate abbiate 5 p.149
siano abbiano The colloquial expressions: va beh,
chiaro, guarda
The subjunctive is used when expressing a likely
possibility though not a fact. The subjunctive verb 8. Fill the gaps with the appropriate colloquial
form is generally in the subordinate clauses. word choosing from guarda, va beh and chiaro.
Then listen to the recording and check.
GIVING AN OPINION 9. Translate the sentences into your own language:
Secondo me, i murales sono opere d’arte. what is the equivalent for guarda, va beh and
A mio avviso, occorre denunciare i vandali. chiaro?
Dal mio punto di vista, il senso civico è
indispensabile.
Penso che i graffiti siano atti incivili.
SUONI
Credo che occorra promuovere la solidarietà tra 1. Read the sentences and listen to the recording to
concittadini. check the correct intonation.
2. Complete the sentences with e, ed, a or ad. Then
When we use the indicative, we state something;
listen to the recording to check.
when we use the subjunctive we do not make
3. Mark the vowels in bold with the open (`) or
a statement. That’s the reason why expressing
closed stress (´).
opinions with secondo me, a mio avviso, dal mio
punto di vista, makes them “stronger”.
5 p.147 SALOTTO CULTURALE

5 p.151
1. Fill the gaps with the appropriate verb forms.
Arte di strada in Italia
2. Complete a citizen’s letter to the Mayor using
the appropriate connectors. A. When do you think the first forms of graffiti date
3. Complete the sentences with the following back to? Before reading the text, exchange ideas
verbs conjugating them in the present with a classmate.
subjunctive.
B. Read the text and answer the following
questions. Then compare and discuss them with a
5. Eliminate the wrong option or options in each
classmate’s.
sentence.
6. Read the article’s title and subheading and C. According to what you know about Italy, in which
write comments to state your opinion. city areas do you think it would be nice to see
street art? Why? Discuss it with your classmates.
D. Listen to the recording and write down the
PAROLE information you believe is more significant and
5 p.148 interesting. Then compare your notes with a
classmate’s.
Cultural heritage
E. Choose a street artist you like and briefly
describe one of his/her works. Find some pictures
to add to your presentation.
2. Complete the following mind map.
3. Translate these cultural heritage elements into
your own language.
COMPITI FINALI
Public spirit 5 p.152
4. Link the verbs on the left to their synonyms.
5. Write sentences using the following words.
CF
Redigere il decalogo civico della
6. Insert the following words in the corresponding classe
column.
36
8
A. Work in groups. Think of what you find annoying I am able to express opinions and hypotheses;
in class and what you appreciate. Take notes I am able to organise a sentence;
and write a list of behaviours which affect the I am able to express obligation or need;
classroom coexistence positively and negatively. I am able to talk about (cultural) heritage and
public spirit.
B. Share your list with your classmates and take
into account their comments. Then write the ten B. Did you have any problems when working on
behaviours you believe are indispensable for your assignments? What kind? Did you learn
establishing a good coexistence environment in something new? What did you enjoy most about
general and during lessons. your assignments?
C. Create your set of civic guidelines for the class
in the format you prefer and submit it to your
it with them.
classmates.
WORKING STRATEGIES The presentation is understandable;
he style of a manual like a set of guidelines
T The vocabulary used is appropriate;
is specific, so find some reference models and It is interesting and original;
revise the contents of the unit carefully.
correct.
ost your guidelines on a social network so you can
P
share it with other students.
CF
Scrivere la propria opinione su
un tema di civismo
A. Think of a topic related to civism you find
particularly interesting or believe essential.
B. Write down issues and possible solutions
methodically. Then write a text like an opinion
article where you illustrate the type of problem
and how you would solve it. Convey your viewpoint
clearly.
C. Share your thoughts with your classmates, read
their texts and together express your opinions.
WORKING STRATEGIES
I n addition to reading texts to find a style

reference, make a list of the concepts you
want to express.
ind forums centered on your topic of choice and post

F
your opinion.
BILANCIO
5 p.153

37
Esercizi
Esercizi
GENERATIONS
15. Complete the crossword puzzle.
unità 1 5 p. 201
A . READING COMPREHENSION
5 p. 198
Read the text and write whether the following sen-
DIRECT PRONOUNS AND THE PARTITIVE NE tences are true (V) or false (F).
1. Match the following questions to the replies
below to form dialogues. Then write what the
B . LISTENING COMPREHENSION
pronoun underlined in each reply stands for.
Listen to the recording and circle the correct option.
2. Complete the sentences with the pronouns lo, la,
li, le or ne.
C . WRITING EXERCISE
THE INDEFINITE According to you, which are the traits most reveal-
3. Circle the correct option. ing of one’s personality? Why? Write a short text to
4. Complete the sentences with the following say your opinion.
indefinite adjective or pronoun.
CE L’HO
5. Complete the dialogues with the construction
ce + direct pronoun (lo, la, li, le).
Esercizi
unità 2
6. Complete the sentences with the correct forms
5 p. 202
of the verbs provare, cercare and riuscire.
ESSERE OR ESSERCI
5 p. 199 1. Change the sentences using the forms of the
verbs essere or esserci as in the example given.
PREVIOUS AND FOLLOWING ACTIONS
2. Complete the sentences with c’è, ci sono, è or
7. Change the sentences using prima + present
sono.
infinitive or dopo + past infinitive as in the
example given.
THE DIRECT PRONOUNS
3. Complete the sentences with the appropriate
EMOTIONS AND COMMUNICATION
direct pronouns.
8. A communication expert gives advice on how
to speak in public. Listen to the recording and
EXPRESSIONS OF PLACE
complete the box, writing the problem and the
corresponding piece of advice.
5. Listen to the conversation between husband
9. Listen to the recording again and choose the
and wife: they are talking about the furniture of
correct option.
their new home. Complete the dialogue with the
missing expressions of place.
11. Match each noun to its opposite. Use a
THE COMPARATIVES (I)
6. Complete the sentences with the majority (+),
5 p. 200
minority (-) or equality (=) comparative.
12. Listen to the recording and match each
adjective to the corresponding person. 5 p. 203
7. Look at the pictures and write five sentences to

OBJECTS
compare the different décors. Use the majority,
13. Match the following words to the corresponding
minority or equality comparatives. You can take
pictures. Use a dictionary if necessary.
the following adjectives as examples.
PERSONALITY
38
Esercizi
THE IMPERFECT INDICATIVE (I) 3. Complete the sentences with the imperfect form
8. Underline the imperfect tense forms of the of the verbs in brackets.
verbs essere and avere. 4. Complete the text with the imperfect form of the
9. Complete the sentences with the imperfect following verbs.
forms of the verbs essere and avere.
10. Circle the correct option. 5 P. 207
WHICH VERB TENSE, IMPERFETTO OR PASSATO

HOME-RELATED VOCABULARY
PROSSIMO?
11. Choose the odd-one-out in each room.
6. Complete the text with the imperfetto or
5 p. 204
passato prossimo forms of the verbs in
12. Read the text on page 38 and write whether the brackets.
following statements are true (T) or false (F). 7. Read the sentences. There are four mistakes:
13. Listen to the phone conversation between an find them and correct them.
estate agent and a client and choose the correct
option. TIME CONNECTORS
14. Match the following sentences to the 8. Complete the sentences with the following time
corresponding pictures. connectors.
15. Match each adjective to the corresponding
meaning. Use a dictionary if necessary. SCHOOL-RELATED VOCABULARY
5 p. 205
WORK AND SOCIETY
10. Match each element on the left to one on the
right so to build expressions.
tences are true (V) or false (F).
11. Listen to the recording and write what these old
school friends are talking about.
B . LISTENING COMPREHENSION 12. Complete the crossword puzzle.
Listen to the interview to three Italians talking Down Across
about their homes and complete the box with the
13. Complete the sentences with the words below.
missing information.
Then listen to the recording to check.
Listen to the recording again and answer the fol-
lowing questions. 5 P. 209
C . WRITING EXERCISE Read the text and write whether the following sen-
What is your ideal home like? Write a short text to tences are true (V) or false (F).
describe the layout of the rooms and position of
furniture, the colours, the décor etc.
Esercizi C . WRITING EXERCISE

Life when our grandparents were young was very
unità 3 different from the life we are living now. Have your
grandparents ever told you stories of their past?
Write a short text to describe the society at that
5 p. 206
time and how it has changed today.
THE IMPERFECT (II)
1. Complete the sentences with the imperfect form
of the verbs in brackets.
2. Complete the box with the imperfect form of the
following irregular verbs.
39
Esercizi
Esercizi
14. Match each manual work to the corresponding
description. Use a dictionary if necessary.
unità 4 5 P. 213
5 P. 210
PRONOUNS tences are true (V) or false (F).
PRONOUNS WITH THE INFINITIVE
2. Change the sentences by replacing the
underlined words with the appropriate pronoun
as in the example given. C . WRITING EXERCISE
Would you like to pursue a creative hobby? Which
PRONOUNS WITH THE PASSATO PROSSIMO one and why? Write a short text to explain it.
3. Complete the dialogues with the passato
prossimo tense and the appropriate pronoun
as in the example given. Pay attention to the
agreement when conjugating the verb.
Esercizi
STARE + GERUND
4. Complete the sentences with the construction
unità 5
stare + gerund.
5 P. 214
THE PRESENT CONDITIONAL VERBAL PERIPHRASIS

5. Complete the sentences with the present 1. Circle the correct option.
conditional of the verbs in brackets.
6. Read the sentences and write if the conditional THE SIMPLE FUTURE
is used for making a polite request (R), giving 2. Complete the box with the simple future of the
advice (C), or making a wish (D). following verbs. Pay attention to the verbs,
some are irregular.
5 P. 211 3. Complete the sentences with the simple future
of the verbs in brackets. Pay attention to the
THE VERBS POTERE AND SAPERE
verbs, some are irregular.
7. Circle the correct option. Then listen to the
4. Listen to the recording and write if the simple
recording to check.
future of the following sentences is used to
convey uncertainty or talk about a future
CRAFTSMEN-AND-TOOL-RELATED
action.
VOCABULARY
REAL CONDITIONAL SENTENCES
pictures.
5. Read the following sentences and underline in
9. Read the notice board and match the
red the condition and in blue the consequence.
advertisements of professionals offering their
service to the following needs.
5 P. 215
10. Listen to the recording and choose the tools
necessary to carry out the odd jobs. 6. Complete the sentences writing either the
condition or the consequence.
5 P. 212
STARE PER + INFINITIVE
7. Change the sentences by replacing the
12. Write the noun corresponding to each given
underlined expressions with the construction
verb. Use a dictionary if necessary.
stare per + infinitive.
13. Complete the sentences with the nouns of
exercise 12.
40
Esercizi
HEALTH-RELATED VOCABULARY 5. Replace the underlined expressions with the

8. Write the plural form of the following nouns. forms of the absolute superlative. There are
Pay attention: the plurals are irregular. several possibilities.
9. Listen to the recording and choose the correct 6. Read the sentences. There are four mistakes:
option. find them and correct them.
words. 5 P. 219
THE IMPERSONAL FORM

5 P. 216
7. Complete the sentences with the impersonal
11. Complete the following mind maps. form of the verbs in brackets.
12. Circle the correct option. 8. Circle the correct option.
13. Complete the sentences with the following 9. What can you do before purchasing something?
words and expressions. Write short sentences with the impersonal si
form. You can take the following suggestions as
5 P. 217 examples.
THE IMPERATIVE
Read the text and write the correct option.
10. Complete the sentences with the imperative
form of the verbs in brackets.
B . LISTENING COMPREHENSION 11. Change the underlined sentences by using the
Listen to the recording and choose which of the formal imperative as in the example given.
following statements are mentioned. Some sentences may have more than one
alternative.
C . WRITING EXERCISE 5 P. 220
What’s your remedy of choice when you are not
well? Have you ever tried the old homemade rem-
edies or alternative medicine? Do you think they THE ADJECTIVES DIVERSO, SIMILE , STESSO
work? Write a short text to say what your opinion AND UGUALE
is. 12. Circle the correct option.
THE MATERIALS
13. Match the following materials to the
Esercizi corresponding pictures.
unità 6 TO MAKE PURCHASES

14. Listen to the recording of a teleshopping and
write if the following statements are true (T) or
5 P. 218
false (F).
THE RELATIVE PRONOUNS 15. Complete the sentences with the following
1. Complete the sentences with che or cui expressions.
(preceded by a preposition). 16. Circle the correct option.
2. Change the sentences by using the relative
pronouns as in the example given. 5 P. 221
BUONO, BEN, CATTIVO, MALE
Read the text and write the correct option.
3. Complete the sentences with buono/a,
cattivo/a, bene or male.
THE COMPARATIVE AND THE SUPERLATIVE Listen to the dialogue between two female friends
4. Complete the sentences with migliore/i, and write which of the following statements are
peggiore/i, maggiore/i o minore/i. Remember true (T) or false (F).
to use the appropriate article in case of a
relative superlative.
41
Esercizi
C . WRITING EXERCISE 10. Write the noun corresponding to each given

Do you prefer buying online or in a shop? Why? verb as in the example.
Write a short text to say your opinion. 11. Listen to the recording and write which
adjective best describes the trips.
5 P. 224
Esercizi 12. Complete the crossword puzzle with the
unità 7
opposite of the adjectives below. Use a
DOWN ACROSS
5 P. 222
13. Listen to the recording and complete the box
AUXILIARIES OF THE VERBS POTERE, DOVERE writing the interviewees’ preferences.
AND VOLERE 14. Listen to the recording again and write whether
1. Complete the sentences with the passato the following sentences are true (V) or false (F).
prossimo tense of the verbs in brackets. Pay
attention to the auxiliary. 5 P. 225
VERBS WITH TWO AUXILIARIES
2. Complete the sentences with the passato
prossimo tense of the verbs in brackets. Pay
attention to the auxiliary.
CONNECTORS OF CAUSE AND TIME Listen to the recording and choose the correct op-
3. Circle the correct option. tion.
THE EXPRESSIONS AVERE BISOGNO DI AND

C . WRITING EXERCISE
PENSARE DI
What do you think about couchsurfing? Do you
4. Complete the sentences with the expressions
know any other ways of alternative travelling?
avere bisogno di or pensare di paying attention
Which do you think are the possible advantages
to the conjugation. Then write if the sentences
and disadvantages? Write a short text to say what
express need (N) or intention (I).
your opinion is.
METTERCI AND VOLERCI
5. Complete the dialogues with metterci or volerci
Esercizi
paying attention to the conjugation.
unità 8
ADVERBS IN –MENTE
6. Turn the following adjectives into adverbs
ending in –mente.
5 P. 226
5 P. 223
THE PRESENT CONDITIONAL
MODIFIED ADJECTIVES AND NOUNS 1. For each verb conjugate the verb in the present
7. Complete the sentences by modifying the nouns conditional of the person given. Pay attention:
in brackets with the appropriate suffix. some verbs are irregular.
2. Complete the sentences with the present
TRAVEL-RELATED VOCABULARY conditional of the verbs in brackets.
pictures. THE CONNECTORS TO ORGANISE SENTENCES
9. Complete the sentences with the following 3. Circle the correct option.
42
Esercizi
THE PRESENT SUBJUNCTIVE

4. Complete the box with the forms of the present
subjunctive.
5. Complete the sentences with the present
subjunctive of the verbs in brackets.
GIVING AN OPINION
5 P. 227
7. Change the sentences as shown in the example.
CULTURAL HERITAGE AND CIVISM

expressions.
9. Match the following words with the pictures.
5 P. 228
11. Complete the crossword puzzle with the nouns

corresponding to the verbs given as shown in
the example.
Down Across
12. Listen to the recording and write whether the
following sentences are true (V) or false (F).
words.
14. Match each verb to its meaning.
5 P. 229
A. READING COMPREHENSION
B. LISTENING COMPREHENSION
C. WRITING EXERCISE
What’s the condition of the cultural and landscape
heritage in your country? Who is in charge of its
protection and enhancement? Have you got any
suggestions for improving and enhancing your
country’s cultural heritage? Write a short text to
say what your opinion is.
43

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3. Studiare una lingua

Musica per le mie

1. Emozioni in parole 3. Cosa dicono i colori

5 p.22 4. Psicologia della scrivania

A. How is a generation defined? What do you

Riuscire a + inﬁnitive Dopo essere stata all’estero, ho cercato lavoro

THE PARTITIVE NE ogni

Colours and objects

Information already known to me:

BILANCIO C. Compare your list with a classmate’s. Together,

E. Which of the home décor described in exercise eravate avevate

GRAMMATICA THE PASSATO PROSSIMO

ESSERE and ESSERCI ho

All transitive verbs require the auxiliary avere.

La casa di Linda è più grande della casa di Giulia.

5. Look at the layout of the house: starting from the

SUONI WORKING STRATEGIES

1. Listen to the recording and underline in red the

Preparare una presentazione

 ou can share your presentation by posting it in the

andavo scrivevo finivo

5 p.60 STUDIARE SCRIVERE VENIRE

We use the passato prossimo when we refer to the

COMPITI FINALI BILANCIO

CF Fare un cartellone con i ricordi Com’è andato il compito?

The gerund 5 p. 78 The present conditional 5 p. 78

When we have a verb + inﬁnitive, the pronoun can

farebbe potrebbe dovrebbe vorrebbe Repair works

problems can occur in the following rooms. COMPITI FINALI

B. Read the texts: do you know any of the products

C. Choose an Italian region and do a research on its

Società del E. Look at the verb forms highlighted in the article

CI COME STAREMO? intenzione: 

 ti limiterai alle cose più

colpirò We use the future tense:

11Ho male dappertutto, sta per venirmi l’influenza. 5 p.99

PAROLE COMPITI FINALI

 se the constructions learnt in the unit to

Com’è andato il compito? 5 p.106

CI RECENSIONI PER TUTTI I GUSTI

3. Compravendita usato online 4. Difendersi dal marketing

C. Look at the highlighted forms of the imperative +

più buono / buonissimo /

THE COMPARATIVE ci + si + the modal verb in the third person plural +

ABSOLUTE SUPERLATIVE AFFIRMATIVE NEGATIVE

THE RELATIVE PRONOUNS Lei sia abbia sappia

+ + inﬁnitive / noun

D. Work in pairs. Write three behaviours which

3. Listen to the recording and write which sound

 efore an oral presentation, rehearse several

 ost the description on Tripadvisor or similar

1. Patrimonio e civismo 3. Il braccio armato della cultura

2. SOS patrimonio culturale! To begin a

5 p.142 CI SENSO CIVICO IN CLASSE

The present conditional is used to express sia abbia

sia abbia Verbs linked to public spirit

5 p.147 SALOTTO CULTURALE

ou can share your presentation by posting it in the

CI COME STAREMO? intenzione:

ti limiterai alle cose più

se the constructions learnt in the unit to

efore an oral presentation, rehearse several

ost the description on Tripadvisor or similar

I n addition to reading texts to find a style

ind forums centered on your topic of choice and post