Answer the questions about Oliver Twist

 

Summary of Oliver Twist (From Beginning to Arrival in London)

Oliver Twist is born in a workhouse in an unnamed English town in the 1830s. His mother dies immediately after his birth, and Oliver is left an orphan, given the generic name "Twist" by the parish beadle, Mr. Bumble. He spends his early years in an orphanage starved and neglected. At almost nine, he's sent to a  workhouse where he and the other starving boys are subjected to terrible conditions. During a desperate supper, Oliver asks for more gruel, a shocking transgression that leads to him being sold for a small sum as an apprentice. 

 Oliver is sold  to an undertaker, Mr. Sowerberry. He is taunted and bullied by the older apprentice, Noah Claypole, and the maid, Charlotte. When Noah insults the memory of Oliver's dead mother, Oliver snaps and attacks him. This leads to a violent uproar and Oliver is severely beaten and locked up by Mr. Sowerberry.

Feeling completely alone and unjustly punished, Oliver makes the decision to run away. He walks for many days, enduring hunger and hardship, aiming for London, believing he can make a new life there. Exhausted and faint, he is eventually met on the road near London by a boy named Jack Dawkins, better known as the "Artful Dodger." The Dodger is street-smart and immediately takes Oliver under his wing, promising him food and lodging with a "nice old gentleman" in London. Oliver, desperate for help, trusts him and follows him to a house where he meets the criminal Fagin.He is the boss of a gang of pickpockets. He trains boys to steal wallets or handkerchief.

---

Questions About the Text

1. What shocking act by Oliver leads to him being removed from the workhouse and sold as an apprentice?

2. Who are the two individuals that bully Oliver during his apprenticeship to the undertaker, Mr. Sowerberry?

3. Why does Oliver decide to run away from the undertaker's house, and where does he decide to go?

4. What is the real name and common nickname of the boy Oliver meets on the road to London?

5. Who’s Fagin?

 

PRESENT SIMPLE NEGATIVE FORM

 

 

EDUCAZIONE CIVICA-link WORDSWORTH - AGENDA 2030

 

SDG 13: Climate Action is one of the 17 Sustainable Development Goals adopted by the United Nations in 2015 as part of the 2030 Agenda for Sustainable Development. It is considered one of the most critical goals, as climate change impacts virtually every other area of development.

SDG 13: Climate Action in Short

The main objective of SDG 13 is to "Take urgent action to combat climate change and its impacts."¹

It is a universal call for all countries to:

• Mitigate: Rapidly reduce greenhouse gas (GHG) emissions across all sectors (energy, transport, industry, etc.) to limit global warming to well below ²$2^\circ \text{C}$, aiming for ³$1.5^\circ \text{C}$.⁴
  
  
  
• Adapt: Strengthen resilience and adaptive capacity to climate-related hazards, such as extreme weather events and natural disasters.⁵
  
  
  
• Integrate: Incorporate climate change measures into national policies, strategies, and planning.⁶
  
  
  
• Build Capacity: Improve education, awareness, and institutional capacity for climate change mitigation and adaptation.⁷
  
  
  

In essence, SDG 13 is about shifting the world to a low-carbon, climate-resilient economy to protect people and the planet from catastrophic consequences.

The Unity of Humanity and Nature

• Wordsworth's Philosophy: Wordsworth viewed Nature not as a resource to be exploited, but as a living, spiritual, and moral force that shapes the human mind. His concept, often called the "One Life," emphasizes a profound, essential interconnectedness between all living things and the environment (e.g., in Lines Composed a Few Miles Above Tintern Abbey).

The Link: This holistic vision is a precursor to modern ecological consciousness. The Agenda 2030 framework, particularly its emphasis on "Planet" and the interdependence of environmental, social, and economic goals, is built on an understanding that human well-being is inseparable from ecological health. Wordsworth provides the ethical and emotional foundation for this recognition—that to harm the planet is to harm ourselves.

 

https://wordwall.net/it/resource/92603272/inglese/do-you-questions

https://wordwall.net/it/resource/73959827/inglese/daily-routines

https://wordwall.net/it/resource/75010931/english/present-simple-complete-the-sentences

https://learnenglishteens.britishcouncil.org/grammar/a1-a2-grammar/present-simple 

https://myenglishscrapbook.blogspot.com/2013/09/guess-character.html

Be going to

 

https://www.listeninenglish.com/ve274-big-bang-theory-pennys-halloween-party.php

Charles Dikens-why should we read him?

 

tongue twisters

 She sells seashells by the seashore. The shells she sells are surely seashells

Susie works in a shoe shine shop; where she shines she sits, and where she sits she shines.

Susan's cousin goes to the zoo to see the zebras

the lazy lizards sometimes shore in the sun

I hope this easy lesson isn't too stressful

MY DAILY ROUTINE

https://www.elllo.org/english/0301/344-Eli-Japan.htm 

https://www.elllo.org/english/1451/1452-AimeeTodd-Routines.htm

https://elllo.org/video/1051/V1092RoutinePaul.htm

https://elllo.org/english/0351/388-Mike-Routine.htm

there, it, they

https://www.cambridgeenglish.org/learning-english/activities-for-learners/b2v008b-there-it-and-they 

DICTOGLOSS

 

FUTURE BE GOING TO

https://www.youtube.com/watch?v=QqLiNV-4gCE&list=RDQqLiNV-4gCE&start_radio=1 

greetings revision

 

Fill in the blank spaces with an appropriate greeting or reply for the situation. Choose the correct tone (Formal or Informal) for each dialogue.

Situation/Style	Speaker A (Greeting)	Speaker B (Reply)
1. Informal (Meeting a friend on the street)	Hey, Maria! (1) ___________________________?	Not bad, thanks. And you?
2. Formal (Introducing yourself)	Good afternoon. My name is Mr. Thompson. (2) ___________________________.	The pleasure is mine, Mr. Thompson.
3. Informal (Phone call)	(3) ___________________________	It's Mark. Are you free this weekend?
4. Formal (Ending a business meeting)	Thank you for your time, Ms. Lee. Goodbye.	(4) ___________________________
5. Informal (Seeing someone after a while)	(5) ___________________________! How have you been?	Wow! It's great to see you, too!
6. Formal (In an office)	Hello, Mr. White. How is everything?	(6) ___________________________ and you?
7. Informal (Checking on someone)	What's up? I haven't seen you all day.	(7) ___________________________
8. Formal (A slightly less common greeting)	Good morning. I trust you are well?	(8) ___________________________. Thank you for asking.
9. Informal (Saying goodbye)	See you later, Tom.	(9) ___________________________. Bye!
10. Formal (Meeting an acquaintance)	(10) ___________________________, Mr. Evans.	Good afternoon, Ms. Kelly. It's a pleasure.

---

Possible Answers

Here are some possible answers for the blanks:

1. How are things / How's it going / What's new

2. Pleased to meet you / It's a pleasure to meet you

3. Hello? / Hi? / Speaking. (When answering the phone)

4. Have a good day / I look forward to our next meeting / Goodbye

5. Hi there / Long time no see / Look who it is

6. I am very well / Everything is fine / Things are proceeding well

7. Nothing much / Just relaxing / Oh, I'm okay

8. I am perfectly well / Yes, quite well

9. Take care / Later / Catch you then

10. Good afternoon / Hello

OBJECT PRONOUNS

https://it.pearson.com/content/dam/region-core/italy/pearson-italy/pdf/km0/SSSG%20INGLESE/SSSG%20INGLESE%20Subject%20pronouns,%20object%20pronouns%20and%20possessive%20adjectives.pdf 

https://www.cattaneodallaglio.edu.it/wp-content/uploads/2019/11/Pronomi-personali-e-aggettivi-e-pronomi-possessivi.pdf

Interview your classmate

What about your family? 

ADJECTIVES

personality vocabuary 

feelings vocabulary

WordOpposite (Antonym)

PLEASED Upset, Disappointed, Angry

MISERABLE Happy, Joyful, Cheerful

AFRAID Brave, Confident, Fearless

DELIGHTED Upset, Disappointed, Sad

RELIEVED Stressed, Worried, Anxious

THRILLED Bored, Unexcited, Disappointed

ASHAMED Proud, Honored 

GUILTY Innocent

CONFIDENT Insecure, Doubtful, Timid

TERRIFYING Soothing, Calming, Reassuring

INSPIRATIONAL Demotivating, Discouraging, Uninspiring

ANNOYED Pleased, Delighted, Satisfied

BRILLIANT Dull, Stupid, Terrible (depending on context)

PROJECT WORK THIRD CLASS “Beauty Through the Ages: The Changing Face of Womanhood”

 

Activity Title: “Beauty Through the Ages: The Changing Face of Womanhood”

Objective:

Students will explore and analyze how beauty ideals for women have changed across centuries (16th–21st), considering cultural, political, economic, and media influences.

---

Step-by-Step Plan

1. Assign Centuries

Divide the class into 6 groups, each assigned a century:

• 16th (1500s)

• 17th (1600s)

• 18th (1700s)

• 19th (1800s)

• 20th (1900s)

• 21st (2000–present)

2. Research & Image Collection

Each group investigates beauty standards of women during their assigned century by collecting:

• Portraits or paintings (e.g., Renaissance art, Rococo, Victorian)

• Fashion trends (corsets, powdered wigs, body shapes, makeup)

• Cultural expectations (skin tone, body weight, hairstyles, accessories)

• Beauty rituals or bizarre trends (e.g., lead-based makeup, waist training, tanning)

3. Analysis Questions (Use in a Worksheet or Slides)

Ask each group to reflect on:

• What did "beautiful" mean in this century?

• What body shape, skin tone, or facial features were valued?

• Who decided these standards? (Royal court, artists, fashion houses, media?)

• Were these ideals natural or hard to achieve?

• How were women affected socially or physically by these ideals?

• How does this beauty ideal reflect the values of the time?

4. Create a Visual Timeline or “Beauty Gallery”

Each group creates a visual display of their century’s beauty ideal:

• Title: “Beauty in the ___ Century”

• 3–4 representative images

• Key traits (e.g., pale skin, wide hips, small feet, etc.)

• Famous icons (e.g., Queen Elizabeth I, Marie Antoinette, Marilyn Monroe)

• Quote from the era or a modern reflection

5. Class Discussion or Gallery Walk

Prompt questions for whole-class reflection:

• How have beauty ideals shifted over time?

• Are we more inclusive today—or just more commercial?

• Which century had the most “natural” standard? The most extreme?

• Are beauty ideals less harmful now? Why or why not?

6. Final Reflection (Optional Writing Prompt)

Ask students to respond to:

“If you were a teenage girl in one of these centuries, how would these beauty standards affect how you see yourself?”

or

“How do today’s beauty standards compare to those of the past—and are we really free from them?”

Extension Ideas:

• Compare Eastern and Western ideals during the same centuries

• Explore masculine beauty standards over time for contrast

• Analyze social media trends (filters, surgeries, TikTok aestheticspl) as modern beauty pressures

• Discuss body positivity movements today

example

1. The Renaissance Ideal (c. 15th - 16th Century)

Image:

This image, representative of the Renaissance and early modern Europe, showcases a beauty standard that prioritized:

• Body Type: A fuller figure—softly rounded stomach, hips, and arms—was considered the pinnacle of beauty and health. It signaled wealth, as only the rich could afford a plentiful diet and avoid manual labor.

• Skin Tone: Extreme paleness was essential, confirming the woman did not work outdoors (a sign of poverty) and was thus a lady of high social status.

• Hair: Often elaborately braided, long, or styled, and sometimes light in color.

In this era, beauty was often associated with fertility, wealth, and idleness.

---

2. The Modern Western Ideal (21st Century)

Image:

This image, typical of high-fashion and commercial media today, represents a sharp departure from historical standards, emphasizing:

• Body Type: A lean, athletic, or "toned" physique. While "thinness" is still a prominent feature, it is often paired with an emphasis on fitness and muscle definition. This signals not wealth from idleness, but discipline and health.

• Facial Features: Angular, strong bone structure (often enhanced by contouring makeup), and large, striking eyes.

• Skin Tone: A healthy, sometimes tanned or bronzed look is often preferred, suggesting time for outdoor leisure or travel.

The shift illustrates a move from valuing "softness" and "paleness" as signs of wealth to valuing "fitness," "health," and "discipline" as modern aspirational traits.

 

RELATIVES-IN-LAW

 Here is a clear list of common in-law relatives in Italian:

English Relative	Italian Word (Singular)	Plural	Meaning
Father-in-law	Suocero (masculine)	Suoceri	The father of one's husband or wife.
Mother-in-law	Suocera (feminine)	Suocere	The mother of one's husband or wife.
Parents-in-law	Suoceri (masculine plural)	-	Both father-in-law and mother-in-law.
Son-in-law	Genero (masculine)	Generi	The husband of one's daughter.
Daughter-in-law	Nuora (feminine)	Nuore	The wife of one's son.
Brother-in-law	Cognato (masculine)	Cognati	The brother of one's spouse or the husband of one's sibling.
Sister-in-law	Cognata (feminine)	Cognate	The sister of one's spouse or the wife of one's sibling.
Siblings-in-law	Cognati (masculine plural)	-	A mixed group of brothers-in-law and sisters-in-law.

Here are three different exercises for students to practice relatives-in-law nouns (e.g., mother-in-law, brother-in-law, daughter-in-law). 👨‍👩‍👧‍👦

---

1. Matching and Definition (Vocabulary Focus)

This exercise focuses on correctly associating the relative-in-law term with its definition.

Instructions: Match the relative-in-law noun in Column A with the correct definition in Column B.

Column A (Noun)	Column B (Definition)
1. Sister-in-law	A. The father of one's husband or wife.
2. Son-in-law	B. The wife of one's son.
3. Mother-in-law	C. The husband of one's daughter.
4. Father-in-law	D. The sister of one's husband or wife, or the wife of one's brother.
5. Daughter-in-law	E. The mother of one's husband or wife.

---

2. Sentence Completion (Contextual Use)

This exercise requires students to choose the correct relative-in-law noun to fit the context of a sentence.

Instructions: Choose the best relative-in-law noun from the box to complete each sentence. Use each noun only once.

brother-in-law     daughter-in-law​     sister-in-law    father-in-law​   mother-in-law   son-in-law​​

1. My brother, Tom, married a lovely woman named Sarah, so she is now my ____________________.

2. When my daughter got married, we gained a wonderful ____________________, who is a great cook.

3. We're having dinner tonight with my wife's parents. I always enjoy talking to my ____________________ about history.

4. Since my son married Lisa, she has become my ____________________.

5. My wife's brother is a firefighter. He's my brave ____________________.

6. Whenever I visit my husband's mother, my ____________________ always serves her delicious homemade cake.

3) Descriptions:

1. My husband's mother ➝ __________

2. My wife's brother ➝ __________

3. My son's wife ➝ __________

4. My wife's father ➝ __________

5. My husband's sister ➝ __________

6. My daughter’s husband ➝ __________

4)Read each riddle and write the correct relative-in-law noun.

1. I am married to your son. Who am I? → __________

2. I am your wife's sister. Who am I? → __________

3. I am your daughter’s husband. Who am I? → __________

4. I am your husband's brother. Who am I? → __________

5. I am the mother of your wife. Who am I? → __________

6. I am married to your brother. Who am I? → ________

Typical British Expressions: Greetings & Health

 

Typical British Expressions: Greetings & Health

Greetings and Questions (Common in the UK)

Expression	Meaning/Context	Typical Response
Are you alright? / You alright?	This is the single most common British greeting. It's a general, friendly 'hello,' not a serious health query.	Yeah, fine, thanks. / Not bad.
Alright, mate? / Alright?	Very informal, often used between friends or colleagues.	Alright. (Often just repeated back)
How's things?	A common variation of "How are things going?"	Good, ta. / Not too bad.
How's life treating you?	Slightly less common, but a friendly way to ask about general well-being.	Mustn't grumble. (Meaning: I shouldn't complain)
How's your tummy?	Used specifically when checking on someone who was recently sick or unwell (used mostly between close friends/family).	Much better, thanks!

---

Responses (British Usage)

Response	Meaning/Context
I'm fine, ta.	Very common, polite response. "Ta" is a highly informal British way of saying "thank you."
Not too bad, you?	Neutral, suggesting things are okay.
Mustn't grumble.	A classic British understatement meaning "I'm doing well, but I don't want to sound boastful."
Could be worse.	Neutral to slightly negative, suggesting things are difficult but manageable.
I'm a bit poorly.	A common way for adults (and especially children) to say they are slightly unwell or sick.
I'm knackered.	Indicates they are extremely tired, exhausted, or worn out. (Not a health issue, but often offered as an explanation for feeling "not great").

---

The "Alright?" Loop

In many informal UK contexts, the exchange can be very quick and simple:

• Person A: "Alright?"

• Person B: "Yeah, alright." (or simply "Alright.")

GREETINGS

 

Greetings and Asking About Health

Formal and Professional

Greeting/Question	Context
Good morning / afternoon / evening.	Standard, time-specific greeting.
How are you?	Standard, polite, and universally appropriate.
How have you been?	Used when you haven't seen the person in a while.
I hope you are well.	Polite and professional, often used in written communication.

Standard and Neutral

Greeting/Question	Context
Hello!	Simple and friendly.
Hi!	Casual and friendly.
How's it going?	Very common, slightly less formal than "How are you?"
What's up?	Casual and common, often a simple filler question.
How are things?	Good for asking about general life/work status.

Informal and Casual (Slang)

Greeting/Question	Context
Hey!	Short, informal greeting.
Sup?	Short for "What's up?" (Very informal).
Howdy!	(Mostly US/Southern slang).
Alright?	(Mostly UK slang—can be a greeting and a question rolled into one).
Long time no see!	Used when you haven't seen someone in a while.

---

Possible Answers and Responses

Positive Responses

Response	Context/Tone
I'm very well, thank you. And you?	Formal and polite.
Fine, thank you. How about yourself?	Standard, polite.
Great, thanks!	Enthusiastic and positive.
Pretty good!	Standard, positive, and casual.
Can't complain.	Neutral to positive, suggesting things are satisfactory.
I'm good. / Good.	Simple, common, and casual.
Not bad.	Neutral, meaning acceptable or fine.
Just the usual!	Casual, suggesting things are normal.
All good.	Very casual and brief.

Negative or Neutral Responses

Response	Context/Tone
Not so well, actually.	Direct, for when you want to share a negative feeling.
I've been better.	Common way to indicate you aren't feeling well.
A little under the weather.	Polite way to say you are slightly sick.
I'm okay, thanks.	Neutral, might imply things aren't great but you don't want to elaborate.
Just hanging in there.	Implies you are struggling but surviving (casual).

Unit 8 Comparative and superlative forms

 

Comparative and Superlative Translation Exercise (Geographical Lexis)

Translate the following Italian sentences into English.

1. Il Monte Bianco è la montagna più alta d'Europa.

2. Il Nilo è più lungo del Danubio.

3. L'Oceano Pacifico è il più vasto di tutti gli oceani.

4. Le colline toscane sono più verdi delle nostre montagne in estate.

5. Il deserto del Sahara è il più caldo e il più secco del mondo.

6. Questa valle è meno profonda della gola che abbiamo visitato ieri.

7. Il fiume Tevere è uno dei fiumi più famosi d'Italia.

8. I fiordi norvegesi sono tanto belli quanto le coste della Nuova Zelanda.

9. La pianura padana è più grande della maggior parte delle altre regioni.

10. La cima di quella vetta è più difficile da raggiungere rispetto al litorale.

Exercise: Superlative + In or Of

Complete the following sentences by choosing the correct preposition, in or of, after the superlative adjective.

1. Mount Everest is the highest mountain ______ the world.

2. She is the smartest student ______ her class.

3. The blue whale is the largest animal ______ all.

4. That was the most delicious meal I've eaten ______ a long time.

5. This is the most dangerous snake ______ Africa.

6. He is the fastest runner ______ the team.

7. The Mona Lisa is the most famous painting ______ the museum.

8. Yesterday was the coldest day ______ the year.

9. Brazil is the largest country ______ South America.

10. This is the worst mistake ______ your life.

Exercise: Superlative + In, Of, or On

Complete the following sentences by choosing the correct preposition: in, of, or on.

1. This is the most popular song ______ the radio right now.

2. She gave the best performance ______ the entire show.

3. The Burj Khalifa is the tallest building ______ Earth.

4. Cristiano Ronaldo is the most followed person ______ Instagram.

5. This mistake is the most embarrassing ______ my career.

6. The biggest city ______ the list is Tokyo.

7. The blue diamond is the most expensive item ______ the auction.

8. He's the worst student ______ math class this year.

9. This is the fastest car ______ the planet.

10. The highest concentration of gold is found ______ the ocean floor.

Superlative Prepositions: In, Of, or On

Choose the correct preposition: in, of, or on.

1. Jupiter is the biggest planet ______ our solar system.

2. That was the most important day ______ the whole trip.

3. She is the best tennis player ______ the women's team.

4. This program is the most-watched show ______ television right now.

5. The oldest tree ______ the forest is over 800 years old.

6. The highest tides are always found ______ the coast.

7. New York is the most diverse city ______ the United States.

8. It was the worst movie ______ the last five years.

9. The cheapest flight deal is listed ______ page three ______ the document.

10. The cheetah is the fastest animal ______ Earth.

Exercise: Irregular Comparatives

Complete the following sentences by filling in the blanks with the correct comparative form of the adjective given in parentheses.

Remember the three main irregular comparatives: good (better), bad (worse), and far (farther/further).

1. My grade in the second test was ___________ (good) than my grade in the first one.

2. The traffic jam this morning was ___________ (bad) than yesterday.

3. We have to drive much ___________ (far) to get to the beach this year.

4. His performance in the play was surprisingly ___________ (good) than the director expected.

5. If you continue to ignore your responsibilities, things will get ___________ (bad).

6. The library is only a little ___________ (far) from the school than the supermarket.

7. The pizza at that restaurant is a lot ___________ (good) than the takeaway place near my house.

8. She explained the problem using no ___________ (far) details.

9. The economic outlook for the next quarter is predicted to be slightly ___________ (bad) than the last.

10. Can you give me some ___________ (far) information about the trip?

Exercise: Intensifying Comparatives

Complete the following sentences by choosing the best intensifier (a lot, much, many, or far) and the correct comparative form of the adjective in parentheses.

Remember: $\text{Intensifier}+\text{Comparative Adjective}+\text{than}\dots$

Sentence	Intensifier (a lot / much / many / far)	Comparative Adjective (e.g., warmer, bigger)	Complete Sentence
1. The new car is ______________________ (expensive) the old one.
2. London is ___________ ___________ (big) Manchester.
3. My new job is ___________ ___________ (stressful) my last one.
4. We found the second half of the movie ___________ ___________ (interesting) the first half.
5. Our team has ___________ ___________ (good) players than yours.
6. Learning Chinese is ___________ ___________ (difficult) learning Spanish.
7. The train trip was ___________ ___________ (quick) the bus journey.
8. You have ___________ ___________ (better) options now than you did last year. Exercise: Less vs. Fewer Choose the correct word, less or fewer, to complete each sentence. We have ______ time to finish the project than we originally thought. There are ______ students in the classroom today than there were yesterday. She drinks ______ coffee now because it makes her nervous. The new road has resulted in ______ cars in the city center. If you want to feel better, you should eat ______ sugar. The library has added new books, so now there are ______ empty shelves. I need to save money, so I will spend ______ money on clothes this month. The recipe calls for ______ than ten mushrooms. He worries ______ about his job now that he has a new contract. You need to focus on ______ tasks to be more productive.

WHOSE vs WHO

 

Exercise 1: Multiple Choice (Whose vs. Who)

Choose the correct interrogative pronoun (whose or who) to complete each sentence.

1. _____ is coming to the party tonight?
   a) Whose
   b) Who

2. _____ pen is this on the desk?
   a) Whose
   b) Who

3. _____ did you see at the library?
   a) Whose
   b) Who

4. _____ book did you borrow?
   a) Whose
   b) Who

5. _____ is going to help me with the homework?
   a) Whose
   b) Who

6. _____ keys are these on the table?
   a) Whose
   b) Who

7. _____ is the teacher speaking to?
   a) Whose
   b) Who

8. _____ phone is ringing?
   a) Whose
   b) Who

9. _____ is responsible for this mess?
   a) Whose
   b) Who

10. _____ jacket is hanging by the door?
    a) Whose
    b) Who

---

Exercise 2: Fill in the Blanks and Explain the Choice

Fill in the blank with either whose (indicating possession) or who (referring to a person). Then, briefly explain why you chose that pronoun.

Sentence	Pronoun Chosen (Whose or Who)	Justification (Possession or Person?)
1. _____ car is parked illegally?
2. _____ wrote this beautiful poem?
3. _____ are you waiting for?
4. _____ turn is it to speak?
5. _____ will be the next president?

---

Exercise 3: Italian to English Translation

Translate the following Italian sentences into English. Pay close attention to whether you should use whose or who as the interrogative pronoun.

1. Chi è il tuo cantante preferito?

2. Di chi è questo zaino?

3. Chi ha finito il compito?

4. Di chi è la responsabilità?

5. Chi ha rotto la finestra?

6. Di chi sono queste scarpe?

7. Chi è l'insegnante di matematica?

8. Di chi è l'idea?

9. Chi viene al cinema con noi?

10. Di chi è il cane che abbaia?