5+N+2016+-+2017

=a.s. 2016- 2017= = MAY 2017 = = = **BECKETT and THE THEATRE OF THE ABSURD** **Open the following link, for a quick revision:** https://www.britannica.com/art/Theatre-of-the-Absurd

**If you want to know more about the Theatre of the Absurd, here's the link** **to the best book ever written on the topic (it's by Martin Esslin, I mentioned** **it last week)** https://archive.org/details/TheTheatreOfTheAbsurd **JAMES JOYCE** **ULYSSES** **a nice summary...**

media type="custom" key="29186287" = Modernism in literature =

= = = = = = = APRIL 2017 =


 * JAMES JOYCE **

THE DEAD (from "Dubliners")

Here's the link to the translation of the 2nd extract of the story:

http://ezioscaramuzzino.blogspot.it/2012/12/james-joyce-dead-i-morti.html

If you want to read the full story (I strongly advise you to do that) ,here's the link: http://perchiamalalettura.blogspot.it/2012/02/i-morti.html

Then, read the __article__ below: it's a "must" if you want to get the most of the short story (and the film!)

https://themotionpictures.net/2013/11/18/the-dead-by-james-joyce-vs-the-dead-john-huston-1987/

Now, you are ready to watch the film "The Dead" based on Joyce's story and directed by the unforgettable John Houston in 1987:

https://www.youtube.com/watch?v=m9r7q29hmUw

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**MRS DALLOWAY**: Keys (extract pp. 291-293)





MRS DALLOWAY, FULL MOVIE (in English, subtitles in English!)

https://www.youtube.com/watch?v=fHMf_MbHLhI

= MARCH 2017 = **- Modern fiction** **In the Orchard: a short story by V. WOOLF**
 * THE MODERN AGE **




 * VICTORIAN POETRY: ROBERT BROWNING **

media type="custom" key="29079341" = = = FEBRUARY 2017 =

= R.L. Stevenson = Here below, the keys to the activities (extract 1 and 2 from "Dr Jekyll & Mr Hyde")

= =


 * STEVENSON'S BIOGRAPHY **

media type="custom" key="29049715"
 * THE VICTORIAN COMPROMISE (please, download it and do the activities !) **




 * THE VICTORIAN AGE: a timeline for a quick revision **

http://www.timetoast.com/timelines/the-victorian-age--2

= JANUARY 2017 = = Oscar Wilde's life (feature film) =


 * YOU ASKED ME HOW TO GET THE FILM "WILDE" AS YOU ENJOYED THE **
 * FIRST PART OF THE FILM (Before Christmas) **
 * If you are still interested, open the link below **** for the full film :-) **

https://www.youtube.com/watch?v=8LdkjxLsIWw


 * The Victorian Age for the "visual" students: **



= = = DECEMBER 2016 = = =

= =

**This sequence, taken from the film edition you watched on 23rd Dec,** **will help you** **a lot !**

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 * Part b) **

In Chapter 9, as you know by now, Nelly rejects Catherine's declaration of love for Heathcliff as “folly”. Do you think that such love can exist between two people or is it simply the stuff that books, films and songs are made of? Watch this video. It may help you answer this question:

media type="custom" key="28931682"

= NOVEMBER 2016 = = =

** A SONG: MEN OF ENGLAND **
Before tackling this powerful poem, please open the link below and read this document. It's in Italian :-))

http://www.antiwarsongs.org/canzone.php?id=38045&lang=it

Listen to the poem carefully (at least twice):

media type="custom" key="28846158"

Help yourself with this short by effective analysis:

https://ima13oss.wordpress.com/2013/04/02/song-to-the-men-of-england-analysis/

** ZYMANDIAS: a 3 -step procedure **

 * step 1 - Listen to this well-known sonnet read by a famous British actor: **

media type="custom" key="28827538" **step 2 - Paraphrase. This video has been recorded by your teacher**

= media type="custom" key="28827616" = **step 3 - Analysis** =media type="custom" key="28843120"= = OCTOBER 2016 =

** //Group work, comprehension ).The assignment is scheduled for 21st Oct.// **



 * I HOPE YOU HAVE CAUGHT THE MEANING OF "FLIPPED CLASSROOM" (AND UNDERSTOOD ITS ADVANTAGES !) **
 * THE ONLY THING TO DO NOW IS ... GETTING STARTED! **


 * a- WATCH THIS VIDEO 2 OR 3 TIMES (AS MANY TIMES AS YOU WANT) **
 * IT'S ONE OF THE MOST FAMOUS BALLADS WRITTEN IN THE ROMANTIC AGE. IT WAS WRITTEN BY THE BRITISH POET **
 * JOHN KEATS AND WHAT YOU WILL SEE BELOW IS A VERY IMPRESSIVE EDITION BASED ON THE BALLAD ... **
 * ENJOY IT! **

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 * b- ANOTHER VIDEO FOR YOU: A FULL TEXT ANALYSIS OF LA BELLE DAME SANS MERCI **
 * IT'S A GREAT LESSON GIVEN BY A BRITISH TEACHER **

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= = ... OK, MA "COSA" DOBBIAMO FARE ESATTAMENTE? GUARDATE QUESTO VIDEO (ANCHE DUE O TRE VOLTE) E CAPIRETE SENZA TROPPI PROBLEMI!
 * MODALITA' DI LAVORO: FLIPPED CLASSROOM **

= media type="custom" key="28755322" = = =

= SEPTEMBER 2016 =

** - MARY SHELLEY, //FRANKENSTEIN// **
Lesson 1 - Introduction

5 good reasons why reading in English is important:
 * SUMMER WORK a,s, 2015-2016 **

1. Reading improves a student's vocabulary, leads to more highly-developed language skills and improves the ability to write well. This is pretty much common sense. After all, practice makes perfect in almost everything we humans do and reading is no different! 2. Reading exercises our brains. Reading is a much more complex task for the human brain than, say, watching TV is. Reading strengthens brain connections and actually builds new connections.

3. Reading improves concentration. Again, this is a bit of a no-brainer. Students have to sit still and quietly so they can focus on the story when they’re reading.

4. Reading relaxes the body and calms the mind. This is an important point because these days we seem to have forgotten how to relax and especially how to be silent. 5. Reading is a great form of entertainment! A paperback book doesn’t take up much space so you can take it anywhere and you’ll never be lonely or bored if you have a book in your bag...

** Download the file below (original text): **
 * 1) THE STRANGE CASE OF DR. JEKYLL AND MR HYDE (by. R. L. Stevenson) **




 * 2) ALICE'S ADVENTURES IN WONDERLAND (by Lewis Carroll) **
 * Download the file below (original text): **



- **Frankenstein (a famous "gothic" novel by Mary Shelley)** - **Il Ritratto di Dorian Grey (a great novel by Oscar Wilde)** **-** **Aspettando Godot (the Theatre of the Absurd, Samuel Beckett)** Potete scaricare il testo in inglese con traduzione a lato aprendo il link qui sotto :
 * In italiano, leggere inoltre queste tre opere **

http://www.itisrighi.fg.it/Public/26/home/503_WaitingForGodot.pdf


 * __Attenzione:__ al rientro dalle vacanze, effettuerò una verifica (__20 domande__ a risposta aperta) sui contenuti **
 * delle opere sopra indicate! **

Have a nice (and long) reading activity!

**MAY/JUNE 2016**

Literary critics consider 1798, the year when Wordsworth and Coleridge published their "Lyrical Ballads," to mark the beginning of the English Romantic Movement. The Preface to the Lyrical Ballads written by Wordsworth is considered the "manifesto" of romantic poetry in English literature. However, its actual beginnings date back to the poetry of Gray, Collins, Blake and Burns who are regaded as 'Transition Poets' who lived and wrote at the end of the Neo-Classical Age. Critical opinion is divided as to when the Romantic Movement actually came to an end; infact, some critics consider the Victorian age to be a continuation of the Romantic Age and that the English Romantic Age extended till the beginning of the Modern Age in the twentieth century. The characteristic features of English Romantic poetry are: 1. Love and worship of Nature and dislike for the urban life. 2. Love for the Medieval Age 3. Love for the supernatural and the mystical 4. Poetry came to be regarded as the spontaneous expression of the poet's own subjective feelings and did not conform to the poetic conventions of classical doctrines. 5.Completely abandoned the 'Heroic Couplet' and substituted it with simpler verse forms like the ballads which belonged to the English rural Folk. In fact the 'Ballad Revival' is said to have sparked off the English Romantic Movememnt (see S.T. Coleridge who contributed to the making of the Lyrical Ballads with his wonderful ballads) 6. The 'poetic diction' of the Neo-Classical Age was completely done away with and the language of the ordinary people became the language of Romantic poetry. 7. The subjects of Romantic poetry were often ordinary people The ordinary man, Wordsworth believes, is closer to nature; and therefore closer to human-nature. To succeed in directing poetry toward the "ordinary man", Wordsworth must address the significance of language in his poetry, as well as the effects of poetry on the reader. This leads to the discussion of the poet's role where Wordsworth claims he, being a poet, is capable of educating the reader by his ability to be affected by absence. The poet is a "man speaking to men" whose language should not fall short of that which would be heard by men.
 * 1st generation of Romantic Poets: WILLIAM WORDSWORTH **

Aprite il link qui sotto: è un estratto dalla celeberrima "Preface" (introduzione alle Lyrical Ballads), scritta da Wordswoth con tanto di traduzione. Leggetelo attentamente:

http://www.englishforitalians.com/content/traduzioni/Preface%20to%20Lyrical%20Ballads%20-%20William%20Wordsworth.pdf

Here below, the Keys to "Daffodils" (soluzioni degli esercizi sul libro di testo)



**Assignment for Tuesday (May, 24th)**

**Download the document ("My Heart Leaps up")**




 * Enjoy the reading of this poem in the video below **

media type="custom" key="28554433"


 * - Listen to the poem "I wandered as Lonely as a Cloud" by the voice of the famous British actor, Jeremy Irons: **

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Assignment for Friday 13th (on a separate piece of paper)

**//Infant Joy vs Infant Sorrow//** (by W. Blake) Contrastive analysis

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 * Pre-Romantic Poetry: William Blake **
 * Songs of Innocence and Songs of Experience **

**APRIL 2016** **Module "FCE" : the future continuous and the future perfect** **For next Thursday (21st April). download these documents and do the activities for practice :**





**A couple of videos for the students who missed the lesson on the future tenses last Friday:**

__** The future continuous (or progressive): **__

media type="custom" key="28443821"

__ **The future perfect:** __

media type="custom" key="28443817"

**THE EPISTOLARY NOVEL** **Read this document for Tuesday (19th April)**



**THE RISE OF THE NOVEL: Samuel Richardson**

**Short biodata**

http://umich.edu/~ece/student_projects/pamela_illustrated/richardson.htm

**The epistolary novel: Clarissa**

Read the extract from "**Clarissa**" (it's on 3 handouts, here below) and do the activities







**MARCH 2016**

**THE RISE OF THE NOVEL: Daniel Defoe**

Robinson Crusoe



**EASTER HOLIDAYS:**

**a) WATCH this TV programme (BBC) on poverty. As I told you last week, __both content and language__ will help you develop** **"discussion skills" (the class debate on poverty will be held on Friday 25th March)**  **Before Easter, you will be given comprehension questions as homework.**

media type="custom" key="28351949"

**b) The language of discussion/debate. Download the document here below:**



**March, 8th (Tuesday )** **Cross-curricular module (English/Social Studies)** **Watch this video and write down notes on what seems to be the main issue under discussion.** **You will be asked to give your point of view next Tuesday (8th March)**

media type="custom" key="28324205"

**After watching the video, open the link below. Take some time to read this article as you will have to choose __at least 3 "surprising facts"__** **about extreme poverty, justifying your choice (__written assignment__)**

http://mic.com/articles/89717/45-surprising-facts-about-extreme-poverty-around-the-world-you-may-not-have-realized#.1kj6s3aoW

**Have a nice week end!**

**FEBRUARY 2016**

**For next Tuesday, answer these questions ( Acts I, II, III )**


 * ACT I — SCENE I**
 * 1. Explain the relations between the four lovers.**
 * 2. Why does each of the lovers go to the forest?**
 * SCENE II**
 * 3. Are these characters to be thought of as Athenians? If not, do they fit in this play?**
 * 4. What sort of a person is Bottom?**
 * ACT II — SCENE I**
 * 5. Do these fairies make you think of Greece, or some other country?**
 * 6. What are some of the lines that are most fairy-like?**
 * 7. Are they represented with petty minds as well as tiny forms?**
 * 8. What is the power of the magic plant, and how does Oberon mean to have it used?**
 * 9. How seriously are we to take this scene?**
 * 10. In this and other scenes, how does Puck feel about his mistakes?**


 * ACT III — SCENE I**
 * 11. Do the characters in this scene know that they are funny?**
 * 12. Show how Titania's fairy daintiness affects the humour of the closing part of the scene**.
 * 13. Explain the confusion of the lovers here; how is it to be straightened out?**

**from "Teatro delle Due", the script of the comedy:**




 * Please, read __ Act 1 and Act 2 __ for Thursday 18th. You can help yourselves with the Italian translation below which is longer than the script of the comedy **
 * ( the company "Teatro delle Due" has made a shorter version of "A Midsummer Night's Dream " for the Italian students) **

http://www.shakespeareweb.it/teatro/1595_sogno_di_una_notte_di_mezza_estate/sogno_di_una_notte_di_mezza_estate.htm


 * BACK TO PAST: WHAT WAS IT LIKE TO LIVE IN 17th CENTURY ENGLAND? A WebQuest for the second term **




 * GROUP 1: the historians **



**GROUP 2: the philosophers**



**GROUP 3: The journalists**



**GROUP 4:** **the literary critics**



**GROUP 5 : the intellectuals**



**Make, let, have or get to? That's the question...**
 * January 26th CAUSATIVE VERBS **



**Make, let, have or get to? Exercise + key**


 * Some more practice for the next week's TEST : **

http://www.englishlessonsbrighton.co.uk/let-get-have-make-verbs/


 * By the way, take a good look at the new exercises you may find in your test (Tuesday, 2nd February) **
 * BREAK A LEG! **



**Homework (January 19th)**

**Let's begin with a quick revision ( difference between "let" and "make" ) through an online activity:** http://www.perfect-english-grammar.com/let-or-make-exercise-1.html

The Passive voice, final part (the passive with reporting verbs). Do the activity on the handout you were given last Tuesday. Here's the handout (exercise with key)




 * Homework (January, 21st) **** Renaissance poetry **

Edmund Spenser's // Amoretti // was published in 1595 after he met and married his second wife Elizabeth Boyle. Amoretti translates as "little notes" or "little cupids," and were written most likely about his wife. A successful love is an unusual topic for Spenser, who usually wrote sonnets about unrequited love. **This poem follows the Spenserian sonnet format**, whose rhyme scheme is a bit different from the one used by Shakespeare:
 * Edmund Spenser : Sonnet 75 (from "Amoretti") **

//One day I wrote her name upon the strand,// //But came the waves and washed it away:// //Agayne I wrote it with a second hand,// //But came the tyde, and made my paynes his pray.//

//"Vayne man," sayd she, "that doest in vaine assay.// //A mortall thing so to immortalize,// //For I my selve shall lyke to this decay,// //and eek my name bee wyped out lykewize."//

//"////Not so," quod I, "let baser things devize,// //To dy in dust, but you shall live by fame:// //My verse your vertues rare shall eternize,// //And in the heavens wryte your glorious name.//

//Where whenas death shall all the world subdew,// //Our love shall live, and later life renew."//


 * Now, watch the video and listen, then download the document (sonnet 75, questions for text analysis): **

media type="custom" key="28194255"




 * __Homework__ (January, 14 th) Renaissance poetry **


 * Hi, there! Here below, you will find a summary of last Friday's lesson, with some other details concerning **
 * __Shakespeare's 154 sonnets__ (including a summary of sonnet 18) **



media type="custom" key="28182241"
 * And now, listen to sonnet 18 read by D. Tenant: **


 * Then, watch this amazing video lesson about Sonnet 18. It can help the students who were not at school **
 * last Friday, but also the rest of the class will find this video useful because it deals with some important **
 * aspects concerning Shakespeare's sonnets ( **** rhyme scheme, rhythm / metre, etc.) **
 * I hope you will like it! **

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__**Homework**__ **(January, 7th)**


 * Download and read the file below very carefully (you will be asked questions on it!) **
 * Renaissance England: historical and cultural background **




 * - Read Shakespeare's sonnet ("Shall I comparee thee...") on pp. 106-107-108 and do the activities 1,2,3,4 and 5.**


 * Merry Xmas and a wonderful new year!! **


 * DECEMBER 2015 **
 * Test on verbs for next Tuesday (mocktest) **


 * On Hamlet's melancholy: **

http://www.shakespeare-online.com/plays/hamlet/hamletmelancholy.html


 * Now, chew on this: **



**Homework for Thursday ( 10th Dec.)**

You should also read the summary of the play :

http://www.absoluteshakespeare.com/guides/hamlet/summary/hamlet_summary.htm

**Hamlet: "To be or not to be"...**
 * Watch this video and enjoy Mel Gibson's interpretation:**

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**Hamlet: the ghost's scene, here below** https://www.youtube.com/watch?v=vZQ5ryS-YvM

**Hamlet: "Frailty, thy name is woman"...**


 * Even this one is not bad at all: a superb Richard Burton in another topical scene of the play!**

media type="custom" key="28115457"


 * NOVEMBER 2015 **


 * The "First" comes first... **
 * More irregular verbs for you to learn **




 * Verb patterns **

Here below, **a list of links** chosen for you to practise verb patterns:

http://www.ecenglish.com/learnenglish/lessons/pre-intermediate-verb-patterns (easy) http://www.perfect-english-grammar.com/gerunds-and-infinitives-exercise-1.html (medium) http://www.perfect-english-grammar.com/gerunds-and-infinitives-exercise-2.html (a bit difficult) http://www.learn-english-today.com/wordgames/hotpot-quizzes/verb-patterns1.html (medium)


 * Homework for Tuesday, 10th **
 * The passive sentences with 2 objects. Download this exercise (with KEY!) **



http://baladre.info/english/sedaviwebfront/passivedouble1.htm
 * Here below, you will find an online activity to do some more practice: **


 * And now, watch this video in English. It's not just a video but a sort of oral exercise **
 * It's a bit challenging (t **** he level of English is B2, higher intermediate) **

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**__Homework for Thursday, 10th__ : LITERATURE** **1) First of all, watch this scene taken from "Macbeth" (an extraordinary Judy Dench as Lady Macbeth)**

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2) Then, study this short summary of this week's lessons on Macbeth:



3) And now, chew on this http://www.shakespeare-online.com/plays/macbeth/macbethsleepwalking.html

__ 4) __** Last, but not least, your __short essay__ (scheduled for Thursday, 10th) to be written on the left side of your paper : ** Some critics say that to understand the reasons of Lady Macbeth's madness (and self-destruction) it is important to move back to the 16th century when there was a belief claiming that women were passive, fragile and fearful, whereas men were active, strong and brave. Do you agree? **Write your opinion in about 80 words.**


 * OCTOBER 2015 **


 * THE PASSIVE VOICE (PART 2) **

Click on the links below for the correct formation of the **present and the past continuous tense** in the passive :

http://www.learnamericanenglishonline.com/Green%20Level/G10%20Present%20Cont%20Passive.html

http://www.learnamericanenglishonline.com/Green%20Level/G11%20Past%20Continuous%20Passive.html

AND NOW DO THE ACTIVITY BELOW (it should be done for next week)

Download this document (the passive voice, chart) and do the exercise at the end of it FOR NEXT TUESDAY (20th October)
 * THE PASSIVE VOICE (PART 1) **




 * Modal verbs in the past **

Modals in the present and past
Generally speaking modals in the past have the following form:
 * **modal + have + past participle**

Example:
Except for modals that express obligation,ability and lack of necessity:
 * **Present**: You **//should// see** a doctor.
 * **Past**: You **//should// have seen** a doctor
 * **Obligation**: Present = I //must / have to// work hard. -- Past = I //had to// work hard.
 * **Ability**: Present = I //can// run fast. -- Past = I //could// run fast when I was young.
 * **Lack of necessity**: Present = You //don't have to / needn't// take your umbrella. -- Past = You //didn't have to / didn't need// to take your umbrella.

He **//can't// be** American. His English is terrible. || He **//must// have been** rich. He had a big house and an expensive car. He **//can't// have written** that poem. He was illiterate. ||
 * ~  ||~ Modals in the Present ||~ Modals in the Past ||
 * Obligation || You **//must// / //have to// stop** when the traffic lights are red. || You **//had to// stop**. ||
 * Advice || You **//should// see** a doctor. || You **//should// have seen** a doctor ||
 * Prohibition || You **//mustn't// smoke** here. || You **//mustn't// have smoked** there. ||
 * Ability || I **//can// run** fast**.** || I **//could// run** fast. now I am old. ||
 * Certainty || He has a Rolls Royce. He **//must// be** very rich.
 * Permission || **//Can// I go** out? || She **//could// drive** her father's car when she was only 15. ||
 * Possibility || It **//may / can / could / might// rain**. It's cloudy. || I guess it **//may / can / could / might// have been** Lacy on the phone. ||
 * Lack of necessity || You **//don't have to / needn't// buy** any tomatoes. There are plenty in the fridge. || You **//didn't have to / didn't need// to buy** tomatoes. ||


 * SEPTEMBER 2015 **

MODULE 2 (literature) THE TUDOR AGE: William Shakespeare


 * Here below, a short document on Shakespeare's comedies. Just the most relevant features ...**




 * 3N sc. umane a.s. 2014-2015**


 * JUNE 2015 **
 * SUMMER WORK **
 * - Reading + activities (comprehension, vocabulary, etc) **
 * Title: LOVE IN SHAKESPEARE** (5 famous Shakespeare's plays adapted by Jennifer Gascoigne)




 * __In The Taming of the__ Shrew**, Katharina learns to love Petruchio only after she has learnt to be an obedient wife. **__Romeo and Juliet__**’s love is destined to end in tragedy. In __**Twelfth Night**__, love is romantic but also painful, while in __**Othello**__ love turns into jealousy. And in the final story, **__Antony and Cleopatra__**__’s__ passionate love has tragic consequences.


 * (Read also the dossiers included in the booklet**: The Life of William Shakespeare Courtship and Marriage in Elizabethan Times)

Codice: 978-88-530-1097-1 Book (112 p.) + CD Prezzo: 9,80 €

Una serie di letture "speciali" in preparazione a quella parte di programma del 4° anno che tratterà argomenti legati alle materie di indirizzo. Sono per lo più "reading comprehensions" con quesiti a risposta multipla o T/F (le soluzioni con sempre disponibili a fine pagina)
 * - Reading **
 * a) READING FOR SPECIAL PURPOSE (human sciences) **

[|How to be a good citizen?] [|Stereotypes] [|Brain drain] [|Education] [|Youth]


 * - Grammar (solo per le situazioni di debito) **


 * - Grammar part 2 (per tutta la classe, debiti compresi) **




 * - Grammar part 3 (per tutta la classe, debiti compresi) **


 * ATTENZIONE: SI RACCOMANDA DI SVOLGERE __TUTTE__ LE ATTIVITA' ASSEGNATE PER LA PAUSA ESTIVA SULLE QUALI LA CLASSE SOSTERRA' UNA VERIFICA A FINE SETTEMBRE. **


 * MAY 2015 **


 * APRIL 2015 **

- Click on the links below to do some more practice on the reported speech:
===[|reported commands]===

===[|reported commands](negative)===

===[|how to report simple statements]===

===[|how to report statements] (with time adverbials)===

===[|how to report questions]===

===[|how to report questions] (a bit more challenging than the previous one)===

Rewrite the sentences with the **gerund** or the **infinitive** and the in reported speech. a. "I’ll bring my CDs to the party." He promised .... b. "Let’s go to the cinema tonight, shall we? She suggested .... c. "Yes, I stole the wallet." He admitted ..... d. "Be careful! The water is boiling." She warned us ...... e. "You must apologise to your teacher." My father insisted (on) ....
 * //OFFERS, SUGGESTIONS, ETC://**

f. "All right! I’ll share the expenses with you." My friend agreed ....... g. "Don't go near the fire, children!" The mother warned the children ..... h. "Remember to buy a map, Ann!" i. He reminded Ann ....... j. "You should talk to your boyfriend, Sheila" <span style="font-family: Calibri,Calibri;">She advised Sheila ....

Reported dialogue
__ [] __

__ [] __

__ [] __
 * From reported speech to dialogue**




 * - Here are some exercises on conditional sentences (if clauses, all types) **

__ [] __

__ [] __

__ [] __

If only / wish + past perfect: __ [] __


 * Now, are you still worried? **

MARCH 2011
HOMEWORK FOR NEXT MONDAY (reported speech, again...)

__ [] __
 * MARCH 2015 **
 * Homework (Friday 10th April) **
 * Click on this link to get some training before downloading the file **


 * Now report the dialogues in the file below **


 * Reported Speech- Part 2 **

When you have to report dialogues or parts of them, here are some useful reporting verbs to learn. Download this file for Monday 30th. There is also a written activity at the bottom of the file:



Some practice before the reading comprehension test: __ [] __
 * Child Labour Public Education Proeject. What is Child Labour?

__Mock test__

Most children help with the work in their homes. They do things like washing clothes, cleaning the house, shopping, cooking, looking after very young children, and working in the shamba. In small families and in big ones, children have to do their share of the work. There is nothing bad about that and this is important because it teaches them useful life skills at a young age. However, there is a big difference between normal household chores and giving children so much work that they cannot go to school and have little rest or time to play! Unfortunately this happens in many parts of the world, including Africa, and is known as //child labour.// It can happen in the child’s own home but it usually happens when the child goes out of the home for paid work. Children do many kinds of paid work. For example, they may work on coffee or tea plantations, as servants in other people’s homes, in mines or factories, or even on the street as beggars. In some cases, they work in the sex industry, the illegal drug trade, or as child soldiers. Children do this work because their families are very poor and depend on the money the child earns. Very poor parents sell their children... Child labour causes many problems. First, children work long and hard hours for very little pay. Because they do not go to school they are often illiterate, which means they can’t get a good job and face a life of poverty. This is not only bad for them, but also the development of the nation.

//Questions (some examples)// - Why is it important for children to do the normal duties at home? - Explain the expression "working in the shamba" (paragraph 1) - Where does child labour usually happen? - Write 3 examples of paid work children in the world may do. Etc.

Another popular ballad for text analysis...
 * Poetry : homework (16 th March) **



and here's the video of Fabrizio De André singing the ballad

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INTRODUCTION <span style="color: #000000; font-family: Times New Roman,serif;"><span style="font-family: Flood,Flood,sans-serif;">H <span style="font-family: ITC Franklin Gothic Book,ITC Franklin Gothic Book,sans-serif; font-size: 13.33px;">istory was made on November 20th, 1989, when the Convention on the Rights of the Child (CRC) was adopted by the United Nations General Assembly to advance the rights of the world’s children. <span style="color: #000000; font-family: ITC Franklin Gothic Book,ITC Franklin Gothic Book,sans-serif; font-size: 13.33px;">The Convention is more than a treaty with a monitoring arm; it is a far-reaching agreement on the moral and practical need for the care and protection of children, one of the most vulnerable groups of people in the world. <span style="color: #000000; font-family: Univers,sans-serif; font-size: 14.66px;">Now read, “What is the Convention on the Rights of the Child,” then answer the questions below. <span style="color: #000000; font-family: HelveticaRounded-Bold,sans-serif; font-size: 14.66px;"> **What is the Convention on the Rights of the Child?** <span style="color: #000000; font-family: Univers,sans-serif; font-size: 14.66px;">In November 1989, after nearly a decade of negotiations, the United Nations General Assembly unanimously adopted the Convention on the Rights of the Child— or the **CRC** for short. For the first time in history, an international treaty recognized that children are not possessions, but people who have human rights. It also recognized the incredible importance of parents and families in providing the best environment for children to grow. <span style="color: #000000; font-family: Univers,sans-serif; font-size: 14.66px;">The **CRC** is the most widely accepted <span style="font-family: Univers,sans-serif; font-size: 14.66px;">human rights treaty in history. To date (=ad oggi), 193 nations have ratified this important treaty. The only two UN member states that have not ratified the CRC are Somalia and the United States. In the United States, agreeing to a treaty requires several steps. First the President or a designated representative needs to sign the treaty; then the President submits the treaty to the U.S. Senate with explanations and interpretations of the treaty’s provisions.The Senate must approve the treaty, or give its “advice and consent,” by two-thirds majority. Only after that, can the President formally ratify the treaty. In the case of the CRC, President Clinton agreed to sign the treaty in February 1995, but it was never submitted to the Senate for consideration...  <span style="font-family: Univers,sans-serif; font-size: 14.66px;">Although the CRC includes over 50 separate articles, the entire document is based on __four foundational principles__: <span style="font-family: Univers,sans-serif; font-size: 14.66px;">1- children should be free from discrimination; <span style="font-family: Univers,sans-serif; font-size: 14.66px;">2- government policies should be based on the best interests of the child; <span style="font-family: Univers,sans-serif; font-size: 14.66px;">3- children should survive and develop to their full potential; <span style="font-family: Univers,sans-serif; font-size: 14.66px;">4- children’s views and perspectives are important and need to be heard. <span style="font-family: Univers,sans-serif; font-size: 14.66px;">The CRC refers to the family as the fundamental group of society and the natural environment for the growth and well-being of its members, particularly children. <span style="font-family: HelveticaRounded-Bold,sans-serif; font-size: 14.66px;">**How UNICEF Uses the CRC to Help Children** <span style="font-family: Univers,sans-serif; font-size: 14.66px;">Around the world, UNICEF and many other child-focused organizations use the CRC as an important tool to ensure that government policies and programs protect children: • <span style="font-family: Univers,sans-serif; font-size: 14.66px;">In Niger, which has the highest incidence of child marriage in the world, UNICEF and NGOs have used the CRC to help pass national laws against child marriage, and worked with tribal leaders to speak out against this traditional practice, which deprives girls of their childhood. • <span style="font-family: Univers,sans-serif; font-size: 14.66px;">In Ukraine, UNICEF used CRC principles to help the Ukrainian government transform the state child care system to support foster family care for orphaned children instead of institutionalizing them. <span style="font-family: Univers,sans-serif; font-size: 14.66px;">These are just two of many examples of how the CRC helped governments change their policies to the benefit of children and families. <span style="font-family: Univers,sans-serif; font-size: 14.66px;">Questions: <span style="font-family: HelveticaRounded-Bold,sans-serif;"> **1.** <span style="font-family: Times New Roman,serif; font-size: 14.66px;">**In your own words, write a short summary explaining the Convention on the Rights of** <span style="font-family: Times New Roman,serif; font-size: 14.66px;">**the Child.** <span style="color: #00aff0; font-family: HelveticaRounded-Bold,sans-serif; font-size: 14.66px;">**2.** <span style="color: #000000; font-family: Times New Roman,serif; font-size: 14.66px;">**Do you think it is important to have a treaty that outlines the rights of children? Please explain your answer**
 * School Project (stage) : Children's Right - Part 1 **


 * School Project (stage) : Children's Right - Part 2 **
 * Cartoons for Children's Rights** is a UNICEF broadcast initiative that aims to inform people around the world about child rights. So far, the effort has forged partnerships with nearly 70 animation studios in 32 countries that have developed 30-second non-verbal public service announcements. Now, watch the cartoons by playing the video below and focus on __the third cartoon__ (mum's on the phone, dad's working on the computer). Then, answer these questions:

<span style="color: #000000; font-family: HelveticaRounded-Bold,sans-serif;"> **a.** W <span style="font-family: Univers,sans-serif; font-size: 12px;">hat is happening in the cartoon? <span style="color: #000000; font-family: HelveticaRounded-Bold,sans-serif;"> **b.** <span style="font-family: Univers,sans-serif; font-size: 12px;">What symbols are used ? What do they represent? <span style="color: #000000; font-family: HelveticaRounded-Bold,sans-serif;"> **c.** <span style="font-family: Univers,sans-serif; font-size: 12px;">What is the message the cartoon is communicating? <span style="color: #000000; font-family: HelveticaRounded-Bold,sans-serif;"> **d.** <span style="font-family: Univers,sans-serif; font-size: 12px;">What right is it depicting? <span style="color: #000000; font-family: HelveticaRounded-Bold,sans-serif;"> **e.** <span style="font-family: Univers,sans-serif; font-size: 12px;">Is the right being affirmed or violated in the cartoon? <span style="color: #000000; font-family: HelveticaRounded-Bold,sans-serif;"> **f.** <span style="font-family: Univers,sans-serif; font-size: 12px;">Do you think the cartoon is effective? Why or why not?

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 * FEBRUARY 2015 **


 * Homework (Mon. 16th Feb)- Reported Speech **
 * Download the file below where you can find the basic rules **




 * And here's your homework:** w rite the following sentences using the indirect speech form

1) "I'm writing a book" (he said) 2) “Mary saw this film last week.” (John said) 3) “I’ve come for you.” (Cathy told me) 4) “I’m going away for a few days.” (Sarah said) 5) " I will help you." (my father said) 6) "What did you do yesterday?" (Mary asked me) 7) "How is Peter?" (She wanted to know) 8) "Is there the possibility to buy this dress at a better price?" (she asked me)

Click on the links below and practise the phrasal verbs we have studied:
 * Homework (Fri. 13th Feb)- Phrasal verbs: PUT and TAKE **

[]

[]


 * Homework (Wed. 11th Feb)- Literature **

<span style="color: #ff0000; font-family: Comic Sans MS,cursive;">Text analysis: from theory to practice

Before reading the poem “**She dwelt among the untrodden ways"** written by the Romantic poet **W. Wordsworth,** look at the photographs of the **Lake****District** (the place where the poet lived) : you´ll find it easier to understand this poem.




 * William Wordsworth** (1770-1850) was born at Cockermouth, in the heart of the **Lake****District**,**o**ne of the nicest places in England! William Wordsworth wrote this poem in 1798 when he was 28 years old.

“She Dwelt among the Untrodden Ways” is a **three-stanza poem** with characteristics of an **elegy** (in that the poem laments a person's death) and a **ballad** (in that the poem tells a bit of a story).

The **title** is not really a title, but the first line of the poem. Think of the suggestion of the use of the past tense, //dwelt//, and the fact that the ways were //untrodden..//.


 * She dwelt among the untrodden ways **

She __dwelt__ among the untrodden ways (= see notes below) Beside the springs of Dove, Maid whom there were none to praise And very few to love:

A violet by a mossy stone Half hidden from the eye! Fair as a star, when only one Is shining in the sky.

She lived unknown, and few could know When Lucy ceased to be; But she is in her grave, and, oh, The difference to me!

Notes- You may need to know that in: Line 1: //dwelt// means "lived"; //untrodden// means "non calpestate". It is the past partciple of "untread", which is the opposite of "tread" (tread-trod-trodden, "calpestare") Line 2: //Dove:// it's the name of a river. Line 3: //Maid//: a girl; a young (unmarried) woman.

Read the 1st stanza, and then consider __these questions__:
 * __Activity 1.__ **

- Who is "she" in line 1? - What do you know about "her"? Now look carefully at the **rhyme scheme,** the line length, the vocabulary and structure of the sentences and __then say what is,__ or seems, __simple about__ __this poem__ in your view.
 * __Activity 2__ **

2nd stanza Line 7: the //star// might be Venus which often as the Evening Star is the only one shining in the sky, because of its relative brightness

Consider the images in the second stanza: - What qualities of the violet does Wordsworth emphasise by his description of it? - What other associations might a ‘//mossy stone’// have? - In what ways is the image of the //star// different to the image of the //violet//, and what is the effect of this contrast in the poem?

3rd stanza - Instead of saying 'died', Wordsworth uses the phrase, //'ceased to be'//. Does this phrase make a greater impact? - What is the effect of the positioning of //‘oh’// at this point in the poem? - What is the meaning of the phrase, ‘//The difference to me’//? Does it say more than that he misses her?
 * __Activity 3__ **

Read the poem again two or three times to yourselves and try to express in your own way what makes it a special and **haunting** poem, and why you think so many readers over more than two hundred years have found it so memorable.

As I promised you, here's the video about "She dwelt among the untrodden ways" It is recited by John Neville, a famous British actor

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 * JANUARY 2015 **
 * Monday 26th: Literature fo Life (exercises for text analysis) **
 * Wednesday 28th: Test (literature) **


 * Friday 30th : Advantage 2 (exercises on the student's book) + exercise on "put" as a phrasal verb **



Have a super weekend!

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 * DECEMBER 2014 **
 * Homework, Part 1 : //Poetry// (7th January, 2015)**
 * Step1- Listen to //LEISURE//, a famous poem by William Henry Davies (1871-1940). You will also learn something about the poet's life:**

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 * Step 2- Now, read the presentation below which will help you with the text analysis:**
 * Step 3- Write your text analysis on a separate piece of paper.**


 * Homework Part 2 (9th January)**
 * Advantage 2, Language Check : exercises pp. 68-69**


 * NOVEMBER 2014 **
 * Adjectives and prepositions **



here's the same file (.doc format)




 * OCTOBER 2014 **
 * mock test: **** here's the converted file! **





let's revise verb tenses...



if the file doesn't open up, try this one:



Break a leg!

Dialogue: **buying clothes** (Unit 4). To do some more practice, open the link below, listen to 2 more dialogues take notes of the new words/ expressions and check your comprehension.

[] __ [] __

Have fun!


 * SEPTEMBER 2014 **
 * Homework (29th September) **

Clothes and accessories (Unit 4)- Vocabulary revision/expansion Reading comprehension- Open the link below and answer the following questions in your exercise book

[] Questions: 1) What type of shoes did the London designers refuse? 2) How can you define the “Sporty Chic” trend? Explain it in no more than 2 lines 3) What type of dresses did Burberry design for this autumn/winter season? 4) How should a denim jacket look like, according to Burberry? 5) What did Google have to do with the London Fashion Week?

Summer assignment and grammar revision 1- True Love (students' presentation) 2- The future tenses, if clauses (type 1 and 2)


 * SUMMER WORK! **

Per TUTTI, e non solo per gli studenti con sospensione di giudizio, assegno i seguenti compiti:


 * a) lettura della short story "TRUE LOVE" (che trovate più sotto) **
 * b) lettura ed esercizi della versione ridotta di "The Canterbury Tales" (che vi ho mostrato in classe ): **



//THE CANTERURY TALES, Geoffrey Chaucer// //Edizione "Black Cat"// //codice : 978-88-530-0638-7// //Book + CD// //pp. 112// //prezzo: 10 euro circa//


 * c) oltre ai link che trovate sulla sezione " Revising grammar", già utilizzati nel corso degli anni passati (menù a sinistra), suggerisco anche i seguenti: **

tempi futuri:
 * [|Mixed on line activities]
 * [|Future tenses]

[|passato progressivo]

must e have to: __ [] __

passato semplice (per chi sbaglia ancora le forme interrogative/negative):


 * [|the simple past - exercise 1] (choose the correct irregular verb)
 * [|the simple past- exercise 2](put the verbs into the past tense)
 * [|the simple past- exercise 2b] (put the verbs into the past, all forms)
 * [|the simple past- exercise 3] (irregular verbs in a short story: The Hare and The Tortoise
 * [|the simple past exercise 4] (disorder with irregular verbs: click on the words to build sentences)
 * [|the simple past exercise 5] (negative: contracted form)
 * [|the simple past exercise 6] (yes/no questions)
 * [|the simple past exercise 7] (wh-questions)

passato prossimo:


 * [|present perfect vs simple past](exercise)
 * [|present perfect vs simple past] (exercise)
 * [|present perfect vs simple past] (exercise)

forma di durata:
 * __ [|present perfect with FOR and SINCE] __
 * __ [|activity form Raffaele Nardella's site] __

aggettivi e pronomi indefiniti:


 * [|somebody,anybody, etc] 3 activities here: a song (gap filling), an exercise and a crossword
 * [|idem as above] (explanation and exercises)
 * [|idem](but a bit more difficult than the previous on line activities...)






 * HAVE A SUPER SUMMER!!! **

__** Prova per il saldo del debito ! **__
 * Scaricate il documento qui sotto e ... break a leg! **

A partire da martedì 18 marzo, inizieranno i corsi di recupero di inglese organizzati dalla nostra scuola in collaborazione con l'associazione "Nuovamente"
 * NEW!! CORSI DI RECUPERO DI INGLESE **

Ecco il calendario per le classi prime, tra cui la 1°N - **martedì 18 marzo 2014** dalle 14. 30 alle 16.30 - **giovedì 20 marzo 2014** dalle 14.30 alle 16.30 - **martedì 25 marzo 2014** dalle 14.30 alle 16.30 - **giovedì 27 marzo 2014** dalle 14.30 alle 16.30

__TUTTI gli incontri si svolgeranno in SUCCURSALE__

Chi decidesse di non avvalersi dei corsi, è pregato di rivolgersi all'insegnante (la famiglia deve darne comunicazione scritta alla scuola)


 * Wednesday 11thDecember **
 * Homework: "to be going to" vs present continuous **
 * Click [|here]and do the online activity **
 * November 2013 **
 * The Future tenses **

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 * October 2013 **
 * Reading and writing **
 * Have a terrific (or terrifying?) Halloween !! **


 * September 2013 **
 * Homework **
 * scheda di ripasso da scaricare e stampare... **
 * SUMMER WORK **
 * Esercizi di grammatica: **
 * [|pronomi personali soggetto] **
 * [|pronomi personali complemento] **
 * [|to be - simple present] **
 * [|to have - simple present] **
 * [|can/can't] **
 * [|preposizioni di stato in luogo] **
 * [|preposizioni nelle espressioni di tempo] **
 * [|aggettivi e pronomi possessivi; il genitivo sassone] **
 * [|simple present; avverbi di frequenza] **
 * [|present continuous] (o progressive) **
 * [|simple past] **


 * Reading **
 * TITOLO: Oscar Wilde'S Short Stories **

Prezzo euro 2,90 Ed. CIDEB (Collana "BLACK CAT")

__ HOMEWORK for Tuesday 8th January 2013 __

Se avete già eseguito l'accesso al wiki (ricordate username e password?) e siete stati quindi ammessi a scrivere su questa piattaforma, dovrete compilare il vostro profilo sulla vostra pagina Ricordate il procedimento? Se avete dubbi vi riepilogo i vari passaggi. 1. Guardate in alto a destra dello schermo e troverete un rettangolo nero Fate click su "accedi" e inserite, se siete GIA REGISTRATI, il vostro username e la vostra password 2. Controllate quindi nel rettangolo nero (sempre in alto a destra della pagina) che compaia il vostro username al posto della parola "guest". Questo significa che potete già scrivere sul wiki! 3. Ora tornate sulla pagina 1 N 2012-2013, guardate sotto la foto di classe e fate click sul vostro nome 4. Si aprirà la vostra pagina. In alto a destra della pagina, fate click su "modifica" Vedrete che la pagina sembra "sbiancarsi": è il segnale che potete iniziare a scrivere. 5. Scrivete la vostra presentazione (My name's .... I'm.....) e poi la descrizione della vostra famiglia 6. Quando avrete terminato, guardate in alto a destra e fate click su "save" per salvare quello che avete scritto. Fatto!

N.B. potete scrivere a più riprese e cancellare o modificare quello che avete scritto Potete iniziare oggi e completare in un altro giorno :-) Usate il menù in alto a destra della pagina per scegliere il font (carattere)  la grandezza del carattere di stampa (size), il colore, la sottolineatura, etc  RICORDATEVI i 3 passaggi : click su "modifica", scrivere, click su "salva"  SENZA essere registrati, non potete però fare nulla, però!  Potete sempre farvi dare una mano dalle compagne che hanno già provveduto  a registrarsi.

I hope you will enjoy our web site. It's not difficult to see how it works and you will find it extremely useful, in many ways :-))

Waiting for a real picture of you...



Bergamini Alessia Biagetti Riccardo De Felice Giorgia Di Ceglia Monica Esposito Ilaria Grassi Fabiana Leonardi Lucia Lerose Elena Longobardi Marika Mazza Valentina Mazzanti Elena Nerpiti Serena Rhaouni Fatima Selleri Matilde Toselli Giulia Triunfo Chiara Valdiserra Francesca Venturi Martina Verucchi Maddalena