5N+2015+-2016


 * a.s. 2015/2016 **


 * READY TO START??? **


 * Syllabus**


 * Documento di classe**


 * Esami di Stato: useful link**

http://maturita.studentville.it/articoli_esame_maturita-7/esame_di_maturita_guida_completa-20.htm


 * JUNE 1st **
 * Cari ragazzi, **
 * con ogni probabilità, questa è l'ultima incursione che fate nella nostra "wiki page", il nostro "librone" virtuale che ci ha accompagnato in questi 5 anni di scuola. **
 * Spero vi abbia aiutato nello studio, ma anche nell'approfondimento di quegli argomenti che hanno suscitato particolare interesse. **
 * Chissà se, di tanto in tanto, presi da qualche attacco di nostalgia, verrete di nuovo qui a sbirciare tra i vari file e messaggi! **
 * Beh, se vi capita, rileggete l'ultimo **** messaggio, quello a cui accennavo ieri, specie quando sentite che le cose "non girano" per il verso **
 * giusto, or simply to get out of a bad mood... **

//Ogni guerriero della luce ha avuto paura di affrontare un combattimento.// //Ogni guerriero della luce ha tradito e mentito in passato.// //Ogni guerriero della luce ha imboccato un cammino che non era il suo.// //Ogni guerriero della luce ha sofferto per cose prive di importanza.// //Ogni guerriero della luce ha pensato di non essere guerriero della luce.// //Ogni guerriero della luce ha mancato ai suoi doveri spirituali.// //Ogni guerriero della luce ha detto “sì” quando avrebbe dovuto dire “no”.// //Ogni guerriero della luce ha ferito qualcuno che amava.// //Perciò è un guerriero della luce: perché ha passato queste esperienze, e non ha perduto la speranza di essere migliore.//

(Paulo Coelho, da //“Manuale del guerriero della luce”)//


 * In bocca al lupo, ragazzi e... buona vita! **
 * P.N. **


 * MAY 2016 **

http://www.enotes.com/homework-help/discuss-relationship-between-winston-julia-1984-213817
 * 1984: Winston and Julia **


 * 1984: The Party and its members. Who is the "Big Brother"? What does he represent? **

Big Brother does not truly exist. The average citizen of Oceania does not know this, but we do because of the scene where Winston questions O'Brien about Big Brother, and O'Brien dodges the questions. The dual purposes of Big Brother are to inspire both fear and love. Big Brother becomes a "family member" in a world where families are torn apart and considered less important then the state. He also inspires fear as he is supposed to be all-seeing, all-knowing, and ruthless when dealing with dissent.


 * What does O'Brien symbolize? Click on the link below **

http://www.cliffsnotes.com/literature/n/1984/character-analysis/obrien


 * Check your answers (1984, extract 1 and 2) **




 * Dystopia in modern British literature: 1984 (G. Orwell) **
 * Main features of the novel **






 * Watch some clips from "1984" (the film based on the novel "1984" was directed by Michael Radford in ... 1984!) **

media type="custom" key="28561003"


 * "Telescreens" **

media type="custom" key="28561021"


 * Room 101 **

media type="custom" key="28561031"


 * WAR POETS **


 * A document on shellshock **




 * APRIL **
 * THE MODERN AGE : J. JOYCE **
 * from the movie "The Dead" directed by John Houston **


 * Gabriel and Miss Ivors **

media type="custom" key="28422009"

Gabriel's interior monologue

media type="custom" key="28422003"


 * From "Dubliners" **






 * MARCH **
 * Here are the online articles I advised you to read. Really inspiring... They will help you with the next written test :-) **

http://www.bu.edu/writingprogram/journal/past-issues/issue-1/duggan/
 * The conflict between Aestheticism and morality in "The Picture of Dorian Gray" **

http://www.bl.uk/romantics-and-victorians/articles/duality-in-robert-louis-stevensons-strange-case-of-dr-jekyll-and-mr-hyde
 * Duality in R.L Stevenson's "Strange Case of Dr Jekyll & Mr Hyde" **


 * HAPPY EASTER !! **


 * February 2016 **


 * OSCAR WILDE **

__ **Aestheticism and** **THE PICTURE OF DORIAN GRAY** __


 * Download and read this document (pages 1-9 and first paragraph of page 10) **




 * CROSS CURRICULAR PROJECT : JOHN DEWEY **
 * Download the document below and answer the questions on the passage for reading (1st Feb): **




 * January 2016 **


 * CLIL project, more than a c **** ross-curricular project ... (Social studies/English) **


 * Step 1- Brainstorming (Monday 25th) **




 * Step 2_- class discussion (Thursday 28th) **




 * For the ones who like a bit of romanticism... **


 * Before watching this scene (Rochester's declaration), make sure you have your handkerchief in your pocket: you might need it! **

media type="custom" key="28207079"


 * C. BRONTE: JANE EYRE **


 * After reading the novel and in the light of what has emerged through the text analysis of the extracts in **
 * your book (ie. setting, characters, ****narrative technique, point of view), you are ready to watch this very **
 * interesting video on "Jane Eyre" ****in which Professor John Bowen explains how Charlotte Bronte combines **
 * fairytale, Gothic technique and realism ****to give the novel its unique power: **

media type="custom" key="28201959"


 * Assignment (January 11th) **


 * Download and read the extract from Chapter 9 (Wuthering Heights). Then do the activities on the worksheet ****handed out on Friday **




 * DECEMBER 2015 **

<span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;"> this morning: I will ask you questions on it when you get back to school. <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">- Read the extract on pp. 219-223 and do the exercises (n.3,4,5,6,7,8)
 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Homework (January 2016) **
 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">- **<span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Read the handout (//Wuthering Heights,// the setting and the characters) I gave you


 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">WUTHERING HEIGHTS **

http://www.wuthering-heights.co.uk/genealogy.php
 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">I hope you enjoyed the movie, a quite faithful film version of the novel **
 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">written by Emily Bronte. In order to better understand the story, you should take a look at **
 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">the family tree below: **


 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Dickens: A Christmas Carol **
 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">the full film is here below **

https://www.youtube.com/watch?v=JvdMjXhPGd0


 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">CHARLES DICKENS: Hard Times **


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Watch the video clip and enjoy one of the most amusing moments of the film **
 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">based on the extract you have read (Murdering of the innocents) **

<span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">media type="custom" key="28115593"


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">NOVEMBER 2015 **


 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 120%;">THE VICTORIAN AGE **


 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 120%;">CHARLES DICKENS: David Copperfield **

http://charlesdickenspage.com/copperfield.html


 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 120%;">The Romantic age: a (very) short outline of its historical background **
 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Homework for Monday, 23rd Nov **
 * <span style="color: #ce0a53; font-family: 'Comic Sans MS',cursive; font-size: 120%;">- read and underline the most important events pp. 136-137, then download the document below and read its content carefully **



<span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">** ROMANTIC POETRY: the 2nd generation ** <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">**J. Keats : When I Have Fears...**


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Download this document, folks. I'm pretty sure you will find it useful **

<span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%; line-height: 0px; overflow: hidden;">


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">OCTOBER 2015 **

<span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">**ROMANTIC POETRY: the 2nd generation** <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">**J. Keats : La Belle Dame Sans Merci**

<span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">

Here below, a link to a good translation:

http://www.ruggero.it/la_belle_dame_sans_merci.htm


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 20.8px;">P.B. Shelley: Men Of England **



media type="custom" key="27931753"


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">P.B. Shelley: Ozymandias **


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Analysis **




 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Listen to this famous sonnet read by the late (=defunto) British actor Vincent Price **

<span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">media type="custom" key="27918511"


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Any problems with the translation? To be honest, it's not a difficult task, thanks to the footnotes in your book **
 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">As I told you last Thursday, there's plenty of translated stuff in the web. **
 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Here's a pleasant (and reasonably faithful) translation of the sonnet by A. Taglialatela **

Incontrai un viand ante di u na terra del l’antichità, Che andava dicendo: “Due enormi gambe di pietra stroncate Stanno imponenti nel deserto… Nella sabbia, non lungi di là, Mezzo vis o sprofondato e sfranto, e la su a fronte, E le rugose labbra, e il sogghigno di fredda autorità, Tramandano che lo scultore di ben conoscere quelle passioni rivelava, Che ancor sopravvivono, stampate senza vita su queste pietre, Alla mano che le plasmava, e al sentimento che le alimentava: E sul pied istallo, ques te parole cesel late: «Il mio nome è Ozymandias, re di tutti i re, Ammirate, V oi Potenti, la mia opera e dis perate!» Null’altro rimane. Intorno alle rovine Di quel rudere colossale, spoglie e sterminate, Le piatte sabbie solitarie si estendono oltreconfine //(trad. di A. Taglialatela// )


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">ROMANTIC POETRY: the 2nd generation **

http://spartacus-educational.com/PRshelley.htm
 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">P.B.Shelley: b ****<span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">iography **

Read the poem in the file below and do the activities for Monday 12Th October


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Mock test!! Download the document below. **

<span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%; line-height: 0px; overflow: hidden;">


 * <span style="color: #1c1819; font-family: 'Comic Sans MS',cursive; font-size: 130%;">SEPTEMBER 2015 **


 * MODULE 1: FRANKENSTEIN (by M. Shelley) **




 * MODULE 1 : FICTION IN THE ROMANTIC AGE **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">By the beginning of the nineteenth century the novel had became a major literary form. <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Three types of novel flourished in the Romantic age: the **historical novel,** the G**othic novel** and <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">the **novel of manners**.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">well-known historical figures, and gave a complete panorama of the political and social <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">context in which they lived. The two major Romantic elements in Scott’s work are the <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">descriptions of nature and the lives of ordinary people.
 * <span style="color: #e80941; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Sir Walter Scott **<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> is generally considered as the inventor of the historical novel. He used

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">The public taste for Gothic novels, which had first appeared in the second half of the <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">eighteenth century, continued throughout the Romantic period. Gothic novels were based <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">on tales of macabre, fantastic and supernatural settings. The greatest Gothic novel of the <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Romantic period is **<span style="color: #0b31e5; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Mary Shelley **<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">’s Frankenstein.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">The novel of manners was another popular form of fiction during the Romantic period. <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Although little influenced by the Romantic trends of her period, **<span style="color: #179113; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Jane Austen **<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">stands out as <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">one of the Romantic Age’s greatest writers. Her works are basically classical in that every <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">character must conform to social conventions. The setting are invariably rural and middle <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">class and the concerns are property, decorum, money and marriage. Although Jane Austen <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">was admired in her lifetime, she failed to achieve the high popularity of her contemporaries <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">because she didn’t indulge in fashionable Romantic trends.


 * 4 N sc. umane a.s. 2014/2015 **


 * JUNE 2015 SUMMER WORK! **
 * - Reading, reading, reading... **

**a) Frankenstein (adaptation of the famous novel by Mary Shelley)** Retold by **Maud Jackson** Activities, dossiers and introduction by **Robert Hill**



978-88-530-0837-4 Book + CD pp. 144
 * Price:** 10,00 €

**b) The Strange Case of Dr Jekyll & Mr Hyde (you don't have to print it: just save the pdf file below to your desktop)**

**c) In italiano, leggere inoltre questi 3 romanzi** **- Jane Eyre (Charlotte Bronte)**  **- Il Ritratto di Dorian Grey (Oscar Wilde)**  **- 1984 (George Orwell)**

**I strongly advise the students who need extra reading practice,** **to open the link below and read "1984" by G. Orwell in English** __ [] __


 * Attenzione: al rientro dalle vacanze, effettuerò una verifica (20 domande a risposta aperta) sui romanzi sopra indicati **


 * Have a nice (and long) reading activity! **

__**WILLIAM BLAKE**__ media type="custom" key="27523420"
 * MAY 2015 **
 * LITERATURE: THE ROMANTIC AGE **
 * THE LAMB (from "Songs of Innocence") . Listen to the poem and to its short but easy analysis:**
 * THE TYGER (from "Songs of Experience"):**

media type="custom" key="27523462" **Mock Test (comprehension + creative writing)**




 * APRIL 2015 **

1st extract (from //Leviathan//)
 * Cross-curricular module **

XVIIIth century fiction : the __comic epic novel__ Foundling (=un trovatello) Ecco un estratto dal romanzo, a cui è stato fornito un titolo (the Robbery) per facilitare la lettura agli studenti. E' un'avventura esilarante, come tante se ne trovano in questo romanzo che ha del "picaresco" (come vi ho detto, Fielding è stato definito il "Cervantes inglese"!) Leggete l'estratto con la dovuta attenzione:
 * MARCH 2015 **
 * //THE HISTORY OF TOM JONES, A FOUNDLING// by Henry Fielding. **



In questo file, troverete anche le attività da svolgere (comprehension, analysis, etc.) per Giovedì 9 aprile



E' difficile riassumere una storia così ricca di incidenti, colpi di scena, etc. Aprite il link qui segnalato per leggere un breve ( ma esauriente) riassunto dell'opera:

__ [] __

**Happy Easter!!**


 * NEW !!! **
 * Cross-curricular module: British philosophers in the 17th century **
 * Prima di iniziare questo modulo, siete pregati di leggere attentamente questo documento. **
 * Se i vostri genitori hanno cinque minuti di tempo, leggetelo con loro :-) **




 * Robinson Crusoe: Meeting Friday (homework for 23rd March: see photocopy handed out on 13th March)**

media type="custom" key="27338446"
 * Robinson Crusoe's shipwreck**


 * FEBRUARY 2015 **
 * The Stuarts **


 * Homework for Mon. 16th **




 * JANUARY 2015 **

Hamlet, a very "dark" tragedy... Here below, the famous "ghost scene" the one you have in your textbook. Unfortunately, we couldn't see it :-((

media type="custom" key="27153812"

As I promised, here's the document I got from The Theatre Company "Teatro delle Due":



We use this structure to talk about having something done by a third person. We want something to be done by somebody else. <span style="font-family: Helvetica,Arial,sans-serif;">"Have" is usually used for having something done by somebody __who is naturally doing that job.__ <span style="font-family: Helvetica,Arial,sans-serif;">For example, a mechanic, whose job is to repair cars, repairs your car or a hairdresser cuts your hair.
 * 23rd Jan. **
 * Causative use of "have" and "get" **


 * <span style="color: #000000; font-family: Helvetica,Arial,sans-serif;"> You **should have** your hair ** cut ** (by a hairdresser).
 * <span style="font-family: Helvetica,Arial,sans-serif;"> My scooter is broken. I' **ll**  **have** it   repaired **(** by a mechanic)

In the following sentence "get" is better than "have"
 * **Mary always** **gets** **her room** **cleaned** **by her sister** (here, Mary's sister is not a maid servant...)

The rule is very simple: **HAVE / GET** **+ OBJECT +** ** PAST PARTICIPLE **

__ [] __
 * Want some more? **
 * Have and get something done : rules, examples and on line exercises : **

__ [] __
 * Here below, some links for more practice (online exercises): **


 * T **** he passive voice: out and about... **




 * DECEMBER 2014 **

Homework for January, 8th: How does the character of Lady Macbeth change throughout the tragedy?
 * Literature: read the extract 41 (pp. 92-94) and do the exercises 8, 9, 10, 11, 12, 13 pp 92-95
 * Essay writing (120-150 words, written on a separate piece of paper) Title :




 * Waiting for the mock test... **




 * Don't worry: the mock test will be uploaded soon! **


 * NOVEMBER 2014 **
 * Used to /Be used to (part 1) **



__ [] __ __ [] __
 * Grammar revision: some weak areas... **
 * As or like?**
 * As, like or how?**

LITERATURE- ELIZABETHAN DRAMA HOMEWORK ( 6th November) After reading the extract from Act 2 and after last week's lesson (30th October), you will be able to answer these questions:

1) How does Juliet “speak, yet…[say] nothing”? 2) What does Romeo say when Juliet leans her cheek on her hand? 3) In a sentence or two, explain what Juliet says about names. 4) One of the most powerful aspects of //Romeo and Juliet// is Shakespeare's use of language. How do Romeo's words break gender conventions**?**

TTITLE: What do you think the best solution would be for preventing juvenile crimes?
 * OCTOBER 2014 **
 * Develping writing skills (assignment for Friday, 31st Oct.) **


 * WEB QUEST, at last! **



Mock test If you want to know more about the next written test, open the file below



Extra Homework (9th Oct.) Practice makes perfect... :-))



Homework (6th Oct.)

Reporting verbs : how to use them Download the file below and do the activities on it.

If the file doesn't open up, try the following one (.doc)



Have a great weekend!

Homework (29th Sept.) A) Reported Speech: download and print the file below. Then, do the activity on your exercise book
 * SEPTEMBER 2014 **



B) Reported speech: more reporting verbs (download, print and __learn how to use the verbs__)



Homework (22nd Sept.) - Grammar revision (If clauses, all types & Reported Speech) - Summer work : Reading for special purpose (human sciences)





= = =a.s. 2013/2014=

Ecco finalmente le 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)
 * NEW!**
 * SUMMER WORK**
 * a) READING FOR SPECIAL PURPOSE (human sciences) **

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

Cinque opere di Shakespeare incentrate sul tema dell’amore. In The Taming of the Shrew, Katharina impara ad amare Petruccio dopo aver imparato ad essere una moglie obbediente. L’amore di Romeo e Giulietta è destinato a finire in tragedia. In Twelfth Night, l’amore è romantico ma anche doloroso, mentre in Othello l’amore si trasforma in gelosia. E infine, l’amore appassionato di Antonio e Cleopatra.
 * b) LOVE IN SHAKESPEARE **



//Cinque opere di Shakespeare incentrate sul tema dell’amore. In The Taming of the Shrew, Katharina impara ad amare Petruccio dopo aver imparato ad essere una moglie obbediente. L’amore di Romeo e Giulietta è destinato a finire in tragedia. In Twelfth Night, l’amore è romantico ma anche doloroso, mentre in Othello l’amore si trasforma in gelosia. E infine, l’amore appassionato di Antonio e Cleopatra.// //**Dossier**:// //The Life of William Shakespeare// //Courtship and Marriage in Elizabethan Times// //978-88-530-1097-1// //Book (112 p.) + CD// //Prezzo 10 euro circa//


 * b) GRAMMAR PRACTICE **
 * Eseguire i seguenti esercizi on line **
 * the past tenses:**

[]

[]

[]

[]

[]

[]

[]


 * if-clauses, mixed types:**

[]

[]

[]


 * 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) //===


 * MAY **

Download the file (The Prioress) and do the activities for Monday 19th May
 * G. CHAUCER- The Prioress (from "The Prologue", Canterbury Tales) **




 * Ecco lo schema "light" delle 2 lezioni dedicate al discorso indiretto e un file di esercizi di immediata applicazione: **

N.B. nel file degli esercizi che trovate qui sotto, sono comprese anche le soluzioni. Provate a farli __da soli__ e controllate dopo, a che vi servirebbe ? BUON LAVORO!
 * April **
 * Attività in preparazione alla verifica di Aprile: **
 * - sul periodo ipotetico **




 * - su tutti i tempi passati **


 * March **

__** PERIODO IPOTETICO 3° tipo **__
 * NEW!!! **
 * Per chi fosse stato assente nei giorni 19 e 20 marzo **
 * ecco una scheda riassuntiva delle lezioni con alcuni esercizi **
 * da svolegere online. SCARICATE il documento e... HAVE FUN!! **

Compito di verbi


 * NEW!!! CORSO DI RECUPERO **

The future tenses - Exercise

__** November **__ __** Get ready for the oral test... **__



__** October **__


 * Eveline **


 * Here's below the translated text: **



__** September **__ To begin with, read this story by **E.A. Poe** (it is an abridged version of the original story) and briefly describe - the setting - the characters - the narrative tecnique



[|tempi futuri] [|passato progressivo] [|must e have to] [|passato semplice (per chi sbaglia ancora le forme interrogative/negative)] [|passato prossimo] [|forma di durata] [|aggettivi e pronomi indefiniti]
 * SOSPENSIONE DI GIUDIZIO (SETTEMBRE) **
 * Per gli studenti con sospensione di giudizio, oltre alla lettura del testo che trovate qui sotto, consiglio di esercitarvi sulle strutture linguistiche affrontate quest'anno. Oltre ai link che trovate sulla sezione "Grammar Practice", già utilizzati nel corso dell'anno (menù a sinistra), suggrisco anche i seguenti: **

Title: Classic detective stories Attività di **Frederick Garland**
 * SUMMER READING (for everybody) **
 * A. Conan Doyle et al.** Adattamento di **Joshua Anderson**
 * The Five Orange Pips di Conan Doyle
 * Hunted Down di Charles Dickens
 * The Stir Outside the Café Royal di Clarence Rook
 * The Oracle of the Dog di G. K. Chesterton

978-88-530-0795-7 Book + CD pp. 128 Prezzo : 10,00 €




 * NEW! **
 * Train for your next test! Download the document below **
 * and do the activities on verb tenses. **


 * January 2013 **


 * WEBQUEST- Evaluation grids **

__** December 2012 **__ media type="file" key="Unit9Exercise15.wma" width="300" height="300"
 * Homework for Tuesday 18th **
 * "ADVANTAGE 1" Unit 9 pag. 94 **
 * Listen to Johnny and Alex and do the exercises 15 and 16 **
 * on your Student's book **

= =

= 26 th October 2012 = = Remedial work =

= Have a great weekend ! = = Wrs Wiki = = = = SUMMER WORK = =1- Do all the activities in the file below= =2 - On line exercises= =[|choose the correct tense]= =[|simple past]= =3 - Read and listen to the stories (click on the links). On each page you will find an on line comprehension exercise.= []
 * To practise the difference between the past continuous and the simple past, click on the link "**Revising grammar**", on your left. The page, as you know, is full of links to educational web ites where you can practise all the verb tenses :-)
 * To "train your ears" for your listening comprehension test (next week) click on the link "listening activities and podcast" (on the left) and on the link "Revising communicative functions"

[]

= = = **HELLO CLASS! THIS PAGE HAS BEEN CREATED ...FOR YOU !** = =Wonderful pictures :-)))=
 * HAVE A WONDERFUL HOLIDAY!!! **



**You can start experimenting with wikispaces. Remember the three steps ("Modifica" "Edit" "Save") when you write!**

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