· JUST = appena · ALREADY = già · (NOT) YET = (non) ancora

 

JUST, ALREADY e YET

Oltre che da espressioni temporali che includono il tempo

presente, il Present Perfect è spesso accompagnato da alcuni

avverbi specifici, quali:

· JUST = appena

· ALREADY = già

· (NOT) YET = (non) ancora

JUST =APPENA

I have just finished my homework. -Ho appena finito i compiti

ALREADY

L’avverbio ALREADY viene utilizzato nelle frasi affermative. Esso

si traduce con “già”, e serve a specificare che l’azione espressa dal

verbo è avvenuta prima di quanto ci si aspettasse.

E.g. I have already seen this movie. = Io ho già visto questo film.

IMPORTANTE!

Nei tempi composti inglesi (ossia i tempi che presentano l’ausiliare

HAVE, nel nostro caso il Present Perfect), JUST e ALREADY si

collocano tra l’ausiliare HAVE/HAS e il participio passato.

YET

L’avverbio YET può essere utilizzato sia in frasi negative che in

frasi interrogative.

Nelle frasi negative, YET indica che l’azione espressa dal verbo

non è ancora avvenuta.

E.g. The match hasn’t finished yet.

= La partita non è ancora finita.

YET ........................

Nelle frasi interrogative, YET si usa per chiedere se un’azione sia

effettivamente avvenuta o meno.

E.g. Have you bought  the ticket for the concert yet? = Hai già comprato il biglietto per il concerto?

IMPORTANTE!

A differenza di JUST e ALREADY, YET va inserito sempre alla fine

della frase, sia essa negativa o interrogativa.

Migration and Conquest Timeline

 

Migration and Conquest Timeline

Group	Arrival Date	Region of Origin	Modern Countries
Celts	c. 700 – 500 BC	Central Europe	Austria, Switzerland, Southern Germany
Romans	43 AD*	Italian Peninsula	Italy
Anglo-Saxons	c. 410 – 450 AD	Northern Europe	Germany, Denmark, Netherlands
Vikings	793 AD (First Raid)	Scandinavia	Norway, Denmark, Sweden

Tongue twister (i vowel sound)

 

MUCH /MANY/FOOD CONTAINERS

 

CLOTHES- questions

 1. Are clothes important for you?

2. Do you enjoy shopping for clothes?

3. Do you ever follow Instagram posts related to clothes?

5. What is the most expensive piece of clothing that you have ever bought?

6. Do you try clothes on before you buy them?

7. What colour suits you best?

8. What is your favourite piece of clothing?

9. Are you interested in fashion?

10.How often do you go clothes shopping?

11.Are you keen on shopping at the market?

12.Do you prefer shopping alone or with friends?

13.Do you normally go shopping on Saturdays?

14.Who do you usually go shopping with?

15.Where do you most like to go shopping?

EXPERIENCES -PRESENT PERFECT

 Practise these tenses with questions:

1. Have you ever tried a food that you thought was disgusting?

2. Have you ever  travelled alone?

3. Have you ever studied anything that you hated?

4. Have you ever tried to learn a language by yourself?

5. Which is the strangest movie  you have ever seen?

6. Which is the worst TV programme you have ever seen?

7. Which is the most engaging school activity you have ever done?

5. How many times have you been abroad?

6. How many times have you seen Titanic?

7. How many times have you eaten sushi?

8. How long have you known me?

9. How long have you lived in this town?

10. How long have you lived in your house/flat?

11. How long have you studied English?

12. How long have you had your phone?

QUESTIONS ABOUT FOOD

 1. What time do you normally have breakfast?

2. Is breakfast an important meal? Why?

3. Do you always have lunch?

4. What do you usually eat for dinner?

5. If you want a snack, what do you usually eat?

6. How often do you drink alcohol?

7. Do you ever eat junk-food?

8. What is your favourite food and why?

9. Do you follow a healthy diet?

10.Are there any foods that you can´t stand?

11.What was your favourite food when you were a child?

12.What is your favourite restaurant and why?

13.Who is the best cook in your family?

14.Can you cook well?

15.Who normally cooks in your house?

COMPARE THE THREE DIFFERENT SYSTEMS OF GOVERNMENT

 

                                                                                                                                                                                                                                                  

	ITALY	THE UK	THE USA
TYPE OF GOVERNMENT
LEGISLATIVE POWER
EXECUTIVE POWER
HEAD OF STATE
HEAD OF GOVERNMENT
THE MAIN PARTIES
WHAT DOES THE HEAD OF GOVERNMENT DO?
WHAT ABOUT CONSTITUTION?

 

SOME VS ANY

https://learnenglish.britishcouncil.org/grammar/a1-a2-grammar/nouns-countable-uncountable 

https://learnenglish.britishcouncil.org/grammar/a1-a2-grammar/quantifiers-few-a-few-little-a-bit

PRESENT SIMPLE VS PRESENT CONTINUOUS

https://www.bbc.co.uk/learningenglish/english/course/lower-intermediate/unit-2 

PRESENT SIMPLE VS PRESENT CONTINUOUS

https://www.bbc.co.uk/learningenglish/english/course/lower-intermediate/unit-2/tab/grammar

https://www.bbc.co.uk/learningenglish/english/course/lower-intermediate/unit-3/session-1

https://www.bbc.co.uk/learningenglish/english/course/lower-intermediate/unit-3/session-2

FOOD BBC

 https://www.bbc.co.uk/learningenglish/english/features/easyenglish/easyenglish_kitchen

DEBATE- FIRST LESSON introduction

 

https://en.islcollective.com/english-esl-powerpoints/reading-comprehension/general-reading-comprehension/debating/21230

https://www.thenational.academy/teachers/programmes/english-primary-ks2/units/getting-ready-to-debate/lessons/what-is-a-debate#slide-deck

https://www.slideshare.net/slideshow/english-debate/26780736

Game	Primary Skill	Best For
The "Um" Game	Fluency	Beginners / Warm-up
Balloon Debate	Persuasion	Character work
Devil's Advocate	Critical Thinking	Advanced / Rebuttals
Soup, Salad, Sandwich	Definition/Logic	Fun/Icebreakers

1. Warm-Up & Fluency Games

These games help students get comfortable speaking on their feet without the pressure of a "winner."

• The "Um" Game: A student is given a random topic (e.g., "Why cheese is the best food") and must speak about it for one minute. If they use a filler word like "um," "uh," or "like," they are out. The goal is to speak clearly and continuously.

• If I Ruled the World: Students stand in a circle. Each student finishes the sentence "If I ruled the world, I would..." with a creative law. The student to their left must immediately ask "Why?" and the speaker must justify their new law on the spot.

• Make it Sound Good / Make it Sound Bad: Give two students a neutral statement (e.g., "The city is big"). One student must describe it using only positive adjectives, and the other must describe it using only negative ones.

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2. Logic & Persuasion Games

These games focus on building a strong argument and using persuasive language.

• The Balloon Debate: Imagine four to six famous people (or fictional characters) are in a hot air balloon that is sinking. To save the balloon, one person must be thrown out. Each student plays one character and has 45 seconds to argue why they are too important to be thrown overboard.

• Shark Tank (Sell Me This): Give a student a useless or strange object (like a broken pencil or a single sock). They have two minutes to prepare a "sales pitch" to the class, arguing why everyone needs to buy it.

• Desert Island: Students are "stranded" and can only bring three items. They must present their choices to the class and justify why their items are the most essential for survival. The class then votes on the most logical list.

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3. Rebuttal & Critical Thinking Games

These games teach students how to listen to an opponent and respond directly to their points.

• Devil’s Advocate: A student makes a statement they truly believe in (e.g., "Dogs are better than cats"). Another student is assigned to play "Devil's Advocate" and must argue the exact opposite, even if they don't agree with it.

• I Couldn't Disagree More: One student makes a simple claim (e.g., "Summer is better than winter"). The next student must start their response with "I couldn't disagree more because..." and provide a counter-argument.

• The Alley Debate (Conscience Alley): Create two lines of students facing each other. One line is "for" a topic, and the other is "against." A student walks down the "alley" between them while students from both sides whisper their arguments. At the end, the walker decides which side was more persuasive.

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4. Group Strategy Games

• Zombie Apocalypse Bunker: A group of students has a list of people with different professions (doctor, cook, engineer, poet). There is only room for three in the bunker. The group must debate and decide who stays based on who provides the most value to the future of humanity.

• Soup, Salad, or Sandwich?: This is a fun "nonsense" debate. Give students a food (like a hot dog or a taco) and have them argue which category it belongs to. It teaches them how to define terms and use evidence for even the silliest claims.

DESCRIBE A PICTURE

 

In a shop

 

Struttura del Dialogo (Istruzioni)

1. L'accoglienza: Il commesso saluta il cliente e chiede se ha bisogno di aiuto.

2. La richiesta: Il cliente risponde gentilmente e dice che sta cercando un capo specifico (un maglione).

3. Preferenze di colore: Il commesso mostra i modelli disponibili e chiede il colore preferito; il cliente chiede un colore diverso.

4. Prova abiti: Il cliente chiede dove si trovano i camerini per provare l'articolo.

5. Feedback sulla taglia: Il commesso chiede se l'articolo va bene; il cliente spiega che è troppo piccolo e chiede una taglia più grande.

6. Prezzo e decisione: Il cliente chiede il prezzo e decide di acquistare l'articolo.

7. Pagamento: Il cliente chiede se può pagare con carta di credito.

8. Conclusione: Il commesso indica la cassa e i due si salutano cordialmente.

Debate-example

Argomenti Social e Tecnologia

• Should social media platforms ban users under 16?

• Does TikTok do more harm than good for mental health?

• Are smartphones in schools a distraction or a tool?

• AI in education: helpful tutor or job thief?​

Argomenti Scuola e Vita Adolescente

• Should school uniforms be mandatory?

• Homework: essential or outdated?

• Is remote learning better than in-person classes?

• Should students have a say in school rules?​

Argomenti Ambiente e Società

• Single-use plastics: ban them worldwide?

• Climate change: individual actions vs government policies?

• Veganism: trend or necessity for the planet?

• Fast fashion: ethical or just cheap?​

Argomenti Attualità Globale

• Free college tuition for all: dream or disaster?

• Video games: waste of time or skill-builder?

• Cancel culture: protecting or censoring?

• Space tourism: exciting future or elite waste

The Motion: This House Believes Homework is an Outdated Practice.

Homework-Specific Vocabulary

• academic performance

• learning outcomes

• workload

• stress levels

• time management

• independent learning

• critical thinking

• practice and reinforcement

• burnout

• extracurricular activities

• school-life balance

• inequality / educational gap

• self-discipline

• pedagogical value

• rote learning

Idioms & Natural Expressions 

to keep up with schoolwork

to be under pressure 

feel stressed

to fall behind 

make less progress than others

to learn by heart 

memorize

a double-edged sword – something with both positive and negative effects

to waste time 

to make a difference 

have an important effect

burning the candle at both ends: Working too hard without enough rest.

the proof is in the pudding: The success of something can only be judged by its results.

to fall behind

Useful Idioms & Expressions

For Proposition (Homework is Essential)

• "Practice makes perfect"
• "No pain, no gain"
• "You reap what you sow" - raccogli ciò che semini
• "Rome wasn't built in a day"
• "Knowledge is power"
• "To go the extra mile" - fare uno sforzo in più

For Opposition (Homework is Outdated)

• "Quality over quantity"
• "Work smarter, not harder"
• "All work and no play makes Jack a dull boy"
• "To burn the candle at bot
• "To reinvent the wheel" - reinventare la ruota (fare qualcosa di già fatto)
• "Throwing good money after bad" - sprecare risorse

Useful Expressions for Debating

 Opening Your Argument

• We strongly believe that…

• Our team supports/opposes this motion because…

• One key reason is…

• First of all, let me point out that…

Giving Examples & Evidence

• For example…

• Studies show that…

• This can be seen when…

• Many students experience…

Agreeing / Acknowledging the Other Side

• We understand the other team’s point, however…

• While it may be true that…, we believe…

• This argument sounds convincing, but…

Disagreeing & Rebutting

• We strongly disagree with this argument.

• This point ignores the fact that…

• The real issue is…

• That argument is outdated because…

Concluding

• In conclusion…

• For these reasons, we believe that…

• To sum up our position…

The Debate: Homework—Essential or Outdated?

Proposition (For Homework)	Opposition (Against Homework)
Reinforcement of Learning: Homework allows students to practice what they learned in class, ensuring the information moves from short-term to long-term memory.	Diminishing Returns: Research suggests that after a certain point, more homework does not lead to higher achievement, especially for primary students.
Developing Discipline: It teaches vital life skills like time management, responsibility, and independent study habits.	Student Burnout: Excessive work leads to sleep deprivation and anxiety, causing students to lose interest in learning altogether.
Parental Involvement: It provides a "window" for parents to see what their children are learning and engage with their education.	Widening the Inequality Gap: Students from wealthy homes have quiet spaces and tutors; students from disadvantaged homes may not, making homework inherently unfair.
Curriculum Coverage: With limited classroom hours, homework ensures that the full syllabus is covered without rushing through complex topics.	Loss of Childhood: It robs children of time for "extracurriculars"—sports, hobbies, and social play—which are just as vital for holistic development.

Round 1: The Opening 

Proposition (Against Homework): "Mister Speaker, we are living in 2026, yet our schools are stuck in the 1920s. The 'factory model' of education—where children work 7 hours in a building and then take more work home—is outdated. Research shows that for primary students, the academic benefit of homework is negligible. Instead, it causes burnout and robs children of the time they need for holistic development, like sports, family time, and sleep."

Opposition (For Homework): "Madam Speaker, the opposition calls it 'outdated,' but we call it 'foundational.' Homework is the essential bridge between a teacher’s explanation and a student’s mastery. The 'proof is in the pudding': a 2024 study from Maynooth University shows that 'little and often'—short, regular assignments—significantly boosts achievement in Math and Science. Homework isn't about 'more work'; it's about reinforcing knowledge so it isn't forgotten by morning."

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Round 2: The Clash over Inequality

Proposition: "But let’s talk about fairness. Homework is a double-edged sword that cuts the deepest for disadvantaged students. While a wealthy student has a quiet office and a tutor, a lower-income student might be working at a kitchen table in a noisy room with no internet. By making grades dependent on home conditions, you aren't testing intelligence; you are testing privilege."

Opposition: "That is a defeatist argument. If we stop assigning work because some students lack resources, we are simply lowering the bar for everyone. The solution isn't to ban homework; it's to level the playing field by providing 'homework clubs' and after-school support. Removing homework doesn't fix inequality—it just hides the fact that some students need more help than others."

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Round 3: The Rebuttal on Mental Health

Proposition: "The opposition mentions 'lowering the bar,' but what about the mental health crisis? 56% of students cite homework as a primary source of stress. When we force children to 'burn the candle at both ends,' we aren't creating scholars; we are creating stressed, sleep-deprived individuals who view learning as a chore rather than a joy."

Opposition: "Granted, 'busywork' is a problem, but meaningful homework builds resilience. Life after school involves deadlines and independent tasks. If we shield students from responsibility now, they will 'fall behind' in university and the workplace. We aren't just teaching math; we are teaching time management and the discipline to finish what you start."

POI

For the Proposition (The "Inequality" Challenge)

The Question: "How do you justify homework for students who have difficult home lives or fewer resources?"

The Rebuttal: "While we acknowledge that home environments differ, the solution is not to lower the bar for everyone, but to provide targeted support. Instead of abolishing homework, schools should provide 'homework clubs' or after-school study halls. By removing homework entirely, you actually disadvantage underprivileged students even more, as they lose the extra hours of practice that their wealthier peers will surely get through private tutoring anyway. We must provide the resources, not remove the opportunity."

2. For the Opposition (The "Independency" Challenge)

The Question: "How will students learn to work independently or manage their time without tasks to do at home?"

The Rebuttal: "Independence is not learned through rote worksheets assigned under duress; it is learned through autonomy. We believe students should manage their own time by pursuing extracurricular interests, reading for pleasure, or engaging in community projects. True time management is choosing how to spend your free time productively, not simply following a list of tasks forced upon you. Let's move away from 'compliance' and toward genuine, self-directed learning."

Comparison of the "Clash Points"

In any debate, there are "clash points" where the two sides directly meet. This table shows how to turn an opponent's strength into a weakness.

The Opponent Says...	Your Rebuttal Strategy (The "Flip")
"Homework reinforces classwork."	Flip it: "If the teaching was effective in class, extra hours at home shouldn't be necessary."
"Homework causes stress."	Flip it: "Stress is a part of life; homework is a 'safe' way to learn how to handle pressure and deadlines."
"Parents want to see the work."	Flip it: "Parents should be spending 'quality time' with children, not acting as unpaid, untrained teaching assistants.

In a debate, a "zinger" is a short, punchy sentence that encapsulates your argument in a way that is easy for the judges to remember. These are perfect for the beginning or the very end of your speech.

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For the Proposition (Against Homework)

These emphasize freedom, health, and modern thinking.

• "We should be teaching students how to think, not just how to work."

• "The school bell should mark the end of the workday, not the beginning of the second shift."

• "Education is a marathon, not a sprint; let’s stop making our children run until they collapse."

• "A child's home should be a sanctuary of rest, not a satellite office for the school."

• "We are measuring students by the hours they put in, rather than the ideas they put out."

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For the Opposition (For Homework)

These emphasize excellence, reality, and the value of effort.

• "Practice isn't what you do once you’re good; it’s what you do to become good."

• "We aren't just assigning worksheets; we are assigning responsibility."

• "The world doesn't hand out participation trophies; it rewards those who put in the extra mile."

• "If we remove the challenge, we remove the growth."

• "Independence isn't a gift we give to students; it’s a skill they earn through practice."

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How to use a "Zinger" effectively:

1. The Pause: Stop for one second before and after saying the line. This creates "white space" around the sentence so the judge really hears it.

2. The Eye Contact: Look directly at the judge or the opposing team when you deliver the line.

3. The Conclusion: Use a zinger as your final sentence, then sit down immediately. It leaves your words ringing in the room.

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Bonus: The "Comeback" Zingers

Use these if you are interrupted or during a "Point of Information" (POI).

• If they mention stress: "Growth involves a degree of pressure; you don't build muscle without lifting weights."

• If they mention inequality: "The solution to a gap in resources is to provide more resources, not to provide less education."

• If they mention 'play time': "A student who learns time management through homework will actually have more free time in the long run."

Closing for the Proposition (Against Homework)

Focus: Empathy, Modernity, and Fairness.

"Mister/Madam Speaker,

At the end of this debate, we must ask ourselves: what is the true purpose of childhood? Is it to spend every waking hour as a data-entry clerk for the school system, or is it to grow, play, and discover?

We have shown today that homework is a relic of a bygone era. It fails the test of pedagogical value, it fuels a mental health crisis, and most importantly, it punishes the most vulnerable students by turning their homes into unfair classrooms. The opposition wants to maintain a 'business as usual' approach, but we cannot ignore that the world has changed.

We don't need students who can simply repeat tasks under pressure; we need students who are healthy, creative, and curious. By voting for this motion, you are voting to give children their lives back. You are voting for quality over quantity. Let us put an end to this outdated burden. I beg you to propose."

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Closing for the Opposition (For Homework)

Focus: Excellence, Resilience, and Preparation.

"Mister/Madam Speaker,

The proposition has painted a picture of homework as a villain, but they have failed to provide a viable alternative for how students will achieve mastery. Education is not a passive experience that happens to you; it is an active pursuit that requires discipline and independent practice.

If we abolish homework, we aren't 'saving' childhood; we are sabotaging the future. We are sending students into a competitive global economy without the time management skills or the work ethic they need to survive. The opposition speaks of 'fairness,' but true fairness is ensuring every student—regardless of their background—has the opportunity to practice and excel.

The 'proof is in the pudding': academic excellence is built on the foundations of consistency and hard work. Let us not trade long-term success for short-term comfort. For the sake of academic standards and the future of our students, I urge you to oppose this motion."

Key Tips for the Closing

• The "Mirror" Technique: If the other side used a specific example or story, reference it in your closing to show you were listening—and then "flip" it to support your side.

• Tone: The Proposition should sound passionate and progressive, while the Opposition should sound grounded and authoritative.