Unit 19-20

 

UNIT 19

Asta                                               Banditore d’asta                                        Restauratore

Scultore                                       Regista                                                          Cavalletto

Contorno, profilo                       Natura morta                                              Acquaragia

MODALS OF DEDUCTION

1. John potrebbe non venire alla mia festa
2. Carla deve essere in vacanza. Ha postato ieri delle foto fatte a Londra
3. Picasso deve essere stato un artista molto creativo perché inventò il cubismo.
4. Tony non può essere a casa. Le luci sono spente!
5. Daniel deve aver studiato Arte a scuola molto bene. Sa davvero dipingere!
6. Leila non può aver ucciso John. Alle 11.00, che è l’ora del delitto, era a cena fuori con degli amici

INFINITIVE OF PURPOSE

1.      Tim è andato al supermercato ieri pomeriggio per fare la spesa

2.      Sono andato presto a letto ieri per non sentirmi stanco stamattina al lavoro

3.      Mia sorella non ha voluto che io le leggessi le recensioni del film per non rovinarmi la visione

4.      Grazie mille per avermi aiutato!

5.      Oggi il telefono è usato per lo più per mandare messaggi

Unit 20

Anelli da ginnastica   _______________________Arrampicata sul ghiaccio________________________

Pattinaggio artistico________________________Moto trial____________________________________

Staffetta_________________________________Parapendio__________________________________

Salto base_______________________________Rafting______________________________________

Sci di fondo______________________________ Salto in lungo_________________________________

Salto con l’asta____________________________Disco________________________________________

Scherma_________________________________Speleologia subacquea_________________________

Articolazioni rigide_________________________Anoressia___________________________________

Non mangiare tardi la sera__________________Avere una dieta sana____________________________

Trascorrere del tempo fuori________________________Mantenere un peso forma__________________

PAST PERFECT SIMPLE

1.      Non mi sentivo bene perché avevo mangiato troppo cibo spazzatura il giorno prima.

2.      Marco era molto stanco perché aveva corso per un'ora sotto il sole.

3.      La squadra ha vinto la gara perché gli atleti si erano allenati duramente per mesi.

PAST PERFECT CONTINUOUS

1.      Lei stava facendo yoga da soli dieci minuti quando il telefono ha suonato.

2.      Da quanto tempo ti stavi preparando per la maratona prima dell'infortunio?

3.      Stavamo seguendo quella dieta da un mese quando abbiamo visto i primi risultati.

 

 

IDIOMS

1.      Appisolarsi

2.      Stai sempre a giocherellare

3.      Non si scherza con la salute

4.      In perfette condizioni fisiche

5.      Essersi ripreso

6.      Essere sano e salvo

7.      Essere vivo e vegeto

8.      Essere al settimo cielo

9.      Sentirsi poco bene

10.   Avere tantissima energia

11.   Essere il ritratto della salute

12.   Riuscire a smettere un’abitudine dannosa

13.   Un certificato che attesta la buona salute

Reading & Logic Task: "The Marathon Mystery"

Leggi il testo e completa le frasi usando il Past Perfect Continuous dei verbi tra parentesi.

"When James arrived at the clinic, he looked completely drained. He (1) __________ (prepare) for the triathlon for six months. However, he admitted that he (2) __________ (not / hydrate) properly during his long runs. His trainer noticed that James (3) __________ (push) himself too hard without enough rest. By the time he collapsed, he (4) __________ (train) for four hours straight in the heat. It was clear that he (5) __________ (ignore) the warning signs of fatigue."

APPROVAL

I'm fully behind you.

That’s a step in the right direction.

Way to go! / Keep it up!

I couldn't have put it better myself.

How lovely

Brilliant/well done

DISAPPROVAL

I’m not so sure about that

I’d prefer (not)to have

That's out of the question

 I take issue with your approach

.I'm afraid I can't sign off on that

 

The "Doctor-Patient" Dialogue (Writing & Grammar)

Fill in the gaps using the Past Perfect Continuous of the verb in brackets and an Idiom from the previous list.

Doctor: "Come in, Mr. Rossi. You look great! A real (1) _______________ (idiom)." Patient: "Thanks, Doc. I feel amazing. Before our last meeting, I (2) _______________ (struggle) with my weight for years." Doctor: "I noticed. And your blood tests are perfect. I’m giving you a (3) _______________ (idiom)." Patient: "I'm glad. I (4) _______________ (hit) the gym four times a week before I hurt my ankle, but I'm (5) _______________ (idiom) now."

Task 2: Expressing Opinion (Functional Language)

Read the scenarios and write a response using a phrase of Approval or Disapproval.

1. Scenario: Your friend tells you they have been skipping breakfast and lunch to lose weight quickly.
• Your Response: "_________________________________________________"
2. Scenario: Your gym partner says they have decided to quit smoking and start training for a 5k run.
• Your Response: "_________________________________________________"

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 Reading Activity: The Comeback Story

Read the text and answer the questions using the target grammar.

"By the time the marathon started, Sarah was nervous. She had been recovering from a knee injury for six months. During that time, she had been swimming every morning to keep her cardio up. Her coach had been telling her to take it slow, but Sarah was determined. When she crossed the finish line, she felt as fit as a fiddle again."

1. What had Sarah been doing to maintain her fitness during her injury?
2. What had the coach been advising her to do?

created by A.I.

Personality isioms

 cold fish- unemotional

wet blanket- joyless

big cheese -important

dark horse -secretive

busybody- meddler-impiccione

tough cookie-resilient

smart alec -know-it-all- saputello

good egg -kind and helpful

bad apple- troublemaker

loose cannon- unpredictable

armchair critic -idle judge-critico da salotto

happy camper content

oddball- eccentric

party animal -sociable

cheapskate -stingy-taccagno

MODALS IN THE PAST 15 scenarios

 

15 Scenarios for Past Modals

Group A: Mistakes & Regrets (Should have / Shouldn't have)

1. The Dead Phone: You went out for the whole day without a charger. By 4 PM, your phone died and you couldn't call a taxi.

2. The Sunburn: You spent six hours at the beach in July. You didn't put on any sunscreen because it was a bit cloudy.

3. The Movie Spoiler: You told your friend how the movie ended, but they hadn't seen it yet. Now they are angry.

4. The Spicy Curry: You ordered the "Extra Hot" curry at the restaurant even though the waiter warned you. You couldn't finish it.

5. The Exam Result: You only looked at the first page of the exam and didn't realize there were questions on the back.

Group B: Opportunities & Possibilities (Could have / Might have)

6. The Winning Goal: In the final minute of the football match, you passed the ball instead of shooting. Your team lost.

7. The Lottery Ticket: You always play the same numbers, but this week you forgot to buy a ticket. Those numbers won.

8. The Job Offer: You saw an ad for a dream job but thought you weren't "good enough," so you didn't apply. Later, you found out your friend got the job with less experience.

9. The Dangerous Shortcut: You walked home through a dark, muddy forest to save time. You tripped and broke your glasses.

10. The Forgotten Umbrella: You left your umbrella at the office. On the way home, a huge storm started.

Group C: Deductions & Logic (Must have / Can't have)

11. The Quiet House: You arrived at your friend's house for a party, but all the lights were off and no one was home.

12. The Wet Dog: Your dog was in the garden. He came inside soaking wet, but it wasn't raining.

13. The Lost Keys: You are certain you put your keys in your pocket, but now they are gone. There is a hole in your pocket.

14. The Impossible Sighting: Your friend says they saw your teacher at a nightclub in Ibiza last night, but you saw that teacher at school this morning in London.

15. The Missing Cake: You left a chocolate cake on the table with your cat. You came back and the plate was empty.

15 Scenarios for Past Modals

Group A: Mistakes & Regrets (Should have / Shouldn't have)

1. The Dead Phone: You went out for the whole day without a charger. By 4 PM, your phone died and you couldn't call a taxi.

   • “I should have charged my phone before I left the house.”

2. The Sunburn: You spent six hours at the beach in July. You didn't put on any sunscreen because it was a bit cloudy.

   • “I should have applied some cream; now my shoulders are bright red!”

3. The Movie Spoiler: You told your friend how the movie ended, but they hadn't seen it yet. Now they are angry.

   • “I shouldn't have told him the ending; I’ve ruined the surprise.”

4. The Spicy Curry: You ordered the "Extra Hot" curry at the restaurant even though the waiter warned you. You couldn't finish it.

   • “I should have listened to the waiter!”

5. The Exam Result: You only looked at the first page of the exam and didn't realize there were questions on the back.

   • “I should have turned the page over; I missed 50 points!”

Group B: Opportunities & Possibilities (Could have / Might have)

6. The Winning Goal: In the final minute of the football match, you passed the ball instead of shooting. Your team lost.

   • “I could have scored the winning goal myself!”

7. The Lottery Ticket: You always play the same numbers, but this week you forgot to buy a ticket. Those numbers won.

   • “I could have been a millionaire today!”

8. The Job Offer: You saw an ad for a dream job but thought you weren't "good enough," so you didn't apply. Later, you found out your friend got the job with less experience.

   • “I might have gotten that job if I had just tried.”

9. The Dangerous Shortcut: You walked home through a dark, muddy forest to save time. You tripped and broke your glasses.

   • “You could have walked the long way; it was much safer.”

10. The Forgotten Umbrella: You left your umbrella at the office. On the way home, a huge storm started.

    • “I could have stayed dry if I’d remembered my umbrella.”

Group C: Deductions & Logic (Must have / Can't have)

11. The Quiet House: You arrived at your friend's house for a party, but all the lights were off and no one was home.

    • “I must have gotten the date wrong. Is the party tomorrow?”

12. The Wet Dog: Your dog was in the garden. He came inside soaking wet, but it wasn't raining.

    • “He must have jumped in the garden pond!”

13. The Lost Keys: You are certain you put your keys in your pocket, but now they are gone. There is a hole in your pocket.

    • “They must have fallen out through the hole.”

14. The Impossible Sighting: Your friend says they saw your teacher at a nightclub in Ibiza last night, but you saw that teacher at school this morning in London.

    • “You can't have seen him in Ibiza; it’s impossible to fly back that fast!”

15. The Missing Cake: You left a chocolate cake on the table with your cat. You came back and the plate was empty.

• “The cat must have eaten it!”

"The Blame Game"

Give students a card with a Result. They have to work backward to create a Past Modal sentence.

• Result: You have a stomach ache.

  • Student: "I shouldn't have eaten three donuts for breakfast."

• Result: You are late for work.

  • Student: "I should have set my alarm for 7:00 instead of 8:00."

• Result: Your friend is crying.

  • Student: "I might have said something that offended her."

To+infinitive vs For+ing form

 

Summary Table

Category	Form	Meaning	Example
Personal Purpose	To + Infinitive	Intention / Goal	He stopped to eat lunch.
Object Function	For + -ing	What it's made for	This is a tool for opening cans. This knife is for cutting bread. This brush is for painting walls.
Reaction / Reason	For + -ing	Why you feel/act a certain way	I'm sorry for losing your pen Thanks for helping me

Memory Trick: The "Goal" vs. "Cause" Rule

• Use To + Infinitive for the Goal (something in the future you want to achieve).
• Use For + -ing for the Cause (something in the past or present that triggered your reaction).

Example:

• "I brought chocolate to make you happy." (Goal)
• "Thank you for making me happy." (Cause)

REMEMBER

When expressing emotions or reactions (thanks, apologies, reasons for feelings), we almost always use for + -ing:

Context	Example
Gratitude	Thank you for inviting me.
Apology	I’m sorry for being late.
Praise	She was famous for singing jazz.
Blame	He was arrested for stealing a car.

The Contrast

To see the difference clearly, look at how the meaning shifts:

1. Reason for feeling (For + -ing): "I am happy for winning the race." (The win is the reason for the feeling).
2. Purpose of action (To + Infinitive): "I practiced hard to win the race." (Winning is the goal of the practice).

 

Fill in these sentences using the verb "Listen":

1. This headset is designed __________ to music. (Function)
2. I put on my headphones __________ to the podcast. (Purpose)
3. Thank you __________ to my presentation. (Reason/Gratitude)

 

 

British Place-Name Etymologies

1. Latin (Roman Influence)

Suffix: -chester, -caster, -cester Meaning: Derived from the Latin castra (camp or fortification).

• Colchester: 

• Manchester: 

• Lancaster:

• Gloucester:

• Chester:

2. Old English (Anglo-Saxon Influence)

A. Suffix: -ham

Meaning: Village, estate, or settlement (related to the modern word "home").

Birmingham

Nottingham

Cheltenham

B. Suffix: -ton

Meaning: Farm, enclosure, or estate (later evolved into "town").

• Brighton: 

• Luton: 

• Southampton: 

• Northampton: .

C. Suffix: -bury, -borough, -burgh

Meaning: A fortified place or stronghold (from burh).

• Canterbury: 

• Salisbury:

• Edinburgh: 

D. Suffix: -ford

Meaning: A shallow place to cross a river.

• Oxford: 

• Stratford: 

• Guildford: 

3. Old Norse (Viking Influence)

A. Suffix: -by

Meaning: Farmstead or village.

• Whitby: 

• Derby: 

• Grimsby: 

B. Suffix: -thorpe

Meaning: A secondary settlement or an outlying farm.

• Scunthorpe: 

• Cleethorpes: 

4. Summary Table

Origin	Suffix	Example	Meaning
Latin	-chester	Winchester	Fortified camp
Old English	-ham	Fulham	Settlement
Old English	-ton	Kingston	Enclosure/Farm
Old English	-ford	Bedford	River crossing
Old Norse	-by	Kirkby	Village
Old Norse	-thorpe	Mablethorpe	Outlying farm

How to make complaints

 

 

How to Complain About Goods in a Shop

The key to a successful complaint is to be calm, clear, and prepared.

1. Preparation (Before You Go)

• Find Your Proof: Locate the proof of purchase (receipt, bank statement, or warranty). This is crucial.

• Know Your Rights: Determine what your legal rights allow (e.g., a refund, repair, or replacement). In many places, goods must be of satisfactory quality, fit for purpose, and match the description.

• Decide Your Desired Outcome: Know exactly what you want:

  • A full refund?

  • A direct replacement?

  • A free repair?

• Gather the Goods: Bring the faulty item, ideally in its original packaging.

2. The Interaction (In the Shop)

1. Be Polite but Firm: Start with a calm, polite tone. Using phrases like "Hello, I hope you can help me," is effective.

2. State the Facts Clearly: Identify the item, when you bought it, and exactly what is wrong with it. Avoid emotional language; stick to the objective defect.

3. Present Your Proof: Hand over the receipt and the faulty item.

4. State Your Desired Resolution: Clearly ask for what you want (the refund, repair, or replacement).

5. Stay Calm: If the staff initially refuses, calmly refer to your legal rights (e.g., "The item is not of satisfactory quality, which entitles me to a full refund under [local consumer protection laws]").

6. Escalate if Needed: If the initial staff member cannot help, politely ask to speak to the manager or supervisor.

7. Document the Outcome: If they promise a repair or refund, get the details (like a reference number or the date the repaired item will be ready) in writing if possible.

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📝 Complaint Example: Faulty Kettle

Element	Customer's Script
Opening & Facts	"Hello. I purchased this electric kettle here last Tuesday. Here is the receipt."
Stating the Defect	"Unfortunately, it has stopped working. It heats the water for a few seconds, then shuts off before it boils. It is faulty and not fit for purpose."
Desired Resolution	"I would like a full refund, please. I'd prefer not to take a replacement."
Addressing Resistance	(If the shop tries to offer a repair): "I appreciate the offer, but since the item is less than a week old and fundamentally faulty, I am entitled to a refund, not just a repair."
Escalation	(If necessary): "Could I please speak to a manager about this? I understand you are following protocol, but I know my consumer rights regarding faulty new products."

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 Role-Play Scenarios

Here are a few situations to help you practice a role-play.

Scenario 1: The Defective Electronic Item (High-Value)

• Your Item: A new tablet or laptop.

• The Problem: The screen has developed a dead pixel line after only three days of use.

• Your Goal: A full refund because you've lost confidence in the brand's quality.

• The Shop Assistant's Role: The assistant initially insists they can only offer a repair, which will take 4-6 weeks, because that is the manufacturer's policy for all electronics.

Scenario 2: The Shrinking Clothing Item (Low-Value)

• Your Item: A cotton shirt or dress.

• The Problem: You followed the washing instructions exactly (cold wash/hand wash), but the item has shrunk significantly and is now unwearable.

• Your Goal: A replacement in a larger size, or a gift card for the original purchase price if that size is unavailable.

• The Shop Assistant's Role: The assistant is skeptical, suggesting that you must have washed it incorrectly, and points out that clothing wear and tear is often excluded from returns.

Scenario 3: The Mismatched Furniture (Service Issue)

• Your Item: A flat-pack bookcase.

• The Problem: When you opened the box at home, you discovered two of the main shelves are the wrong length, making assembly impossible.

• Your Goal: The correct parts delivered to your home, or a full refund. You don't want to carry the heavy box back to the store.

• The Shop Assistant's Role: The assistant says their store policy requires you to bring the entire item back to the shop before they can issue an exchange or refund, citing an issue with inventory checks.

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Would you like to try one of these role-plays now? You can take the Customer role, and I will be the Shop Assistant!

ORDER OF THE ADJECTIVES

 OSASCOMP 

(Opinion, Size, Age, Shape, Color, Origin, Material, Purpose) 

The typical order is:

1. Determiner (Articles, Possessives, Quantifiers like a, the, my, two).

2. Opinion (Subjective, e.g., beautiful, horrible, nice).

3. Size (e.g., big, tiny, small).

4. Age (e.g., old, new, young).

5. Shape (e.g., round, square, triangular).

6. Color (e.g., black, red, yellow).

7. Origin (Nationality/Source, e.g., British, French, Turkish).

8. Material (e.g., woolen, wooden, silk).

9. Purpose (What it's used for, often a noun acting as an adjective, e.g., writing (paper), cooking (utensils)).

10. Noun

Write a paragraph describing your dream boyfriend or girlfriend , using at least three adjectives before the noun in three different sentences.

THE IMPORTANCE OF LITERATURE

 

Simple Importance of English Literature

English literature helps high school students think better and write/speak clearly. Reading stories teaches them about different people and cultures, which builds understanding and kindness (empathy). It makes them better at analyzing ideas and seeing different points of view.

LITERATURE AND SONGS

 Poem and Song for Compare & Contrast Activity

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Poem: “A Red, Red Rose” by Robert Burns

O my Luve is like a red, red rose
That’s newly sprung in June;
O my Luve is like the melody
That’s sweetly played in tune.

As fair art thou, my bonnie lass,
So deep in luve am I;
And I will luve thee still, my dear,
Till a’ the seas gang dry.

Oh il mio amore è come una rosa rossa, rossa

È appena spuntato a giugno;

O il mio amore è come la melodia

che è dolcemente suonato in sintonia.

Quanto sei bella, mia bella ragazza,

Sono così profondamente innamorato;

E ti amerò ancora, mia cara,

Finché tutto il mare non si sarà asciugato.

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Song: “Perfect” by Ed Sheeran (Excerpt)

I found a love for me
Darling, just dive right in
And follow my lead
Well, I found a girl, beautiful and sweet
I never knew you were the someone waiting

💡 Discussion Points for Students

Aspect	Poem: “A Red, Red Rose”	Song: “Just the Way You Are”
Language Style	Formal, poetic, metaphorical, uses similes	Informal, conversational, straightforward
Imagery	Uses nature (rose, melody) to describe love	Describes physical appearance directly
Tone	Romantic, gentle, timeless	Affirming, casual, personal
Structure	Rhymed quatrains	Repetitive chorus, simple structure
Emotion	Expresses deep affection poetically	Expresses admiration and acceptance simply
Personal Connection	Abstract and idealized	Direct and relatable

The CELTS video+ Boudicca

 https://www.bbc.co.uk/history/historic_figures/boudicca.shtml

https://www.bbc.co.uk/bitesize/articles/z9j4kqt#zd877yc

Cosmetic surgery-Getting a new face

https://www.bbc.co.uk/learningenglish/english/course/intermediate/unit-18/session-3 

https://www.bbc.co.uk/learningenglish/english/course/intermediate/unit-18/session-4

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.

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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.

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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.