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INGLESE LETTERATURA

Deborah J. Ellis

WHITE SPACESCulture, literature and languages

con Barbara De Luca

32714ELLISWHIte sPaces sPecIMen

EdIzIoNE bLU (ScIENTIfIco)

EdIzIoNE RoSSA (cLASSIco)

EdIzIoNE vERdE (LINGUISTIco)

EdIzIoNE GIALLA (ARTISTIco)

EdIzIoNE ARANcIoNE (ScIENzE UmANE)

questa PubblIcazIone è DIstrIbuIta GratuItaMente a correDo Dell’oPera, Pertanto è a tuttI GlI effettI fuorI coMMercIo

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Il progetto culturale

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“We were the people who were not in the papers. We lived in the blank white spaces at the edges of print. It gave us more freedom. We lived in the gaps between the stories.„

— Margaret Atwood

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Presentation

Table of Contents

L’intreccio di letteratura e società, arte e film. I grandi momenti di svolta della storia europea. L’attualità del passato, la storicità del presente. Personaggi noti, gente comune.

L’aiuto di percorsi di apprendimento accuratamente costruiti, graduali, che sviluppano competenze di cultura e di lingua e che invogliano a saperne di più.

Lo spazio creato dalla possibilità di scegliere tra tradizione e innovazione, scegliere dove focalizzare le attenzioni. Spazio agli stili di insegnamento e di apprendimento.

L’emozione del testo. Il piacere di insegnare la cultura.

Deborah J. Ellis

Why 5 editions? �� p. 2 Indicazioni Nazionali riguardanti gli Obiettivi Specifici di Apprendimento per i Licei — LINGUA E CULTURA STRANIERA �� p. 3 What’s inside? �� p. 4 Key Authors and Texts (all schools) �� p. 8 Culture for Scientists �� p. 12 Culture for Classicists �� p. 14 Culture for Linguists �� p. 16 Culture for Artists �� p. 18 Culture for Social Scientists �� p. 20 Exams �� p. 22 Support Materials �� p. 23 Test and Resource Book �� p. 24 Tests Unit 1 �� p. 26 Traduzioni �� p. 42 Worksheets �� p. 44

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31780_Ellis_SPECIMEN VV.indd 1 15/02/17 17:15

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Gli obiettivi di apprendimento per il Liceo della riforma mettono in rilievo l’insegnamento

dell’ eredità culturale che circonda la lingua straniera.

Nel terzo, quarto e quinto anno, agli insegnanti è chiesto di focalizzare l’attenzione sugli aspetti

culturali che possono essere collegati all’area di studi e quindi su temi particolarmente motivanti e coinvolgenti per gli studenti. Creare percorsi di studio

generali che soddisfino i bisogni di tutti i tipi di scuola non è più sufficiente: ogni Liceo necessita di

materiali specifici, che consentano di approfondire le discipline caratterizzanti.

I testi letterari rimangono l’elemento portante e rappresentano per gli insegnanti fonti primarie

di ricchi spunti culturali; i testi veri e propri, però, sono accompagnati da altri testi

di vario genere — film, opere d’arte, documenti, articoli di attualità e così via.

La sfida è stata, quindi, quella di costruire un corso che:

� presenta la cultura che circonda la lingua inglese nelle sue varie forme:

storia, letteratura, attualità,

politica, arte, cinema, musica, ...

� dà rilievo nella parte generale agli autori e ai testi chiave di varie epoche;

� collega le tematiche culturali in modo forte e significativo alla caratterizzazione dei licei (letterario moderno e classico, artistico e musicale, scientifico, sociale ed economico);

� paragona la cultura e la letteratura inglese con le altre grandi culture europee;

� insegna in modo graduale e accumulativo i contenuti culturali e i linguaggi necessari per

descriverli: i linguaggi tecnici della letteratura, dell’arte e delle materie di indirizzo;

� sviluppa abilità per lo studio (ad es. come scrivere un tema) e per affrontare

esami come l’Esame di Stato, le prove INVALSI, le certificazioni esterne (Cambridge

Preliminary e First, IELTS);

� propone un ruolo attivo per lo studente, che si troverà al centro del processo di

apprendimento, invitato a capire, analizzare, trarre conclusioni, ricercare e presentare.

Why 5 editions?

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Indicazioni Nazionali riguardanti gli Obiettivi Specifici di Apprendimento per i Licei — LINGUA E CULTURA STRANIERA

Secondo Biennio Nell’ambito dello sviluppo di conoscenze relative all’universo

culturale della lingua straniera, lo studente comprende aspetti relativi alla cultura dei Paesi in cui si parla

la lingua, con particolare riferimento agli ambiti di più

immediato interesse di ciascun Liceo (letterario, artistico, musicale, scientifico, sociale, economico); comprende e

contestualizza testi letterari di epoche diverse, con priorità per quei generi o per quelle tematiche che risultano

motivanti per lo studente; analizza e confronta testi letterari, ma anche produzioni artistiche provenienti da

lingue / culture diverse (italiane e straniere); utilizza

la lingua straniera nello studio di argomenti provenienti da

discipline non linguistiche; utilizza le nuove tecnologie dell’informazione e della comunicazione per approfondire

argomenti di studio.

Quinto AnnoLo studente approfondisce aspetti della cultura relativi alla lingua di studio e alla caratterizzazione liceale

(letteraria, artistica, musicale, scientifica, sociale,

economica), con particolare riferimento alle problematiche

e ai linguaggi propri dell’epoca moderna e contemporanea.

Analizza e confronta testi letterari provenienti da lingue

e culture diverse (italiane e straniere); comprende e interpreta prodotti culturali di diverse tipologie e generi, su temi di attualità, cinema, musica, arte; utilizza le nuove

tecnologie per fare ricerche, approfondire argomenti di natura

non linguistica, esprimersi creativamente e comunicare con interlocutori stranieri.

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What’s inside?

introducing the ageTre diversi modi per presentare il contesto storico e culturale con un approccio visuale coinvolgente, utile per la didattica inclusiva e le intelligenze multiple.

Cosa resta del passato nel presente? Questa rubrica guida i ragazzi a riconoscere segni e testimonianze dei diversi periodi storici nel mondo di oggi, stimolando l’attenzione e la curiosità e sviluppando le competenze di cittadinanza.

the past in the present

in their own words

Fatti e avvenimenti significativi dei vari periodi presentati in ordine cronologico, come a ricostruire una ideale linea del tempo.

the cultural context

I principali temi di ogni periodo cronologico raccontati con documenti iconografici e testuali, con citazioni tratte da testi e documenti dell’epoca.



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key authors and textsAutori e testi canonici della letteratura in inglese analizzati con attenzione ai diversi tipi di competenze chiave, disciplinari, linguistiche e trasversali.

Docu-pic Documentari audiovisuali per introdurre e fissare concetti chiave della storia della letteratura.

Film Frequente ricorso ai video (spezzoni

di film, videolezioni, documentari) per contestualizzare, per confrontare il linguaggio

filmico e quello letterario o per studiare in maniera “rovesciata” (flip your learning).

AuDio Tutti i testi antologizzati sono registrati.

Un agile profilo di storia letteraria di ogni periodo cronologico, presentato in modo attivo e accompagnato da video (docu-pic).

storia letteraria

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culture Boxes and european culture

workBookPer ogni periodo cronologico, una sezione di schede per imparare a ripassare e per sviluppare le competenze relative ai diversi tipi di linguaggio: il linguaggio per lo studio (study skills), per analizzare la letteratura, le opere artistiche e cinematografiche e la lingua per gli esami (Esame di Stato e certificazioni First).

european culture

Pagine dedicate al contesto artistico, letterario e culturale europeo di ogni periodo cronologico, con il confronto tra la

produzione letteraria in inglese e in italiano.

culture Box

Schede di approfondimento del contesto storico e culturale su temi rilevanti riferiti a specifici autori o testi letterari.

documentary Documentari originali per presentare i principali autori e alcune tematiche rilevanti del contesto storico e culturale.



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culture For...Una sezione dedicata ai diversi tipi di Liceo all’interno di ogni periodo cronologico.Per le diverse epoche storiche si individuano i temi rilevanti per ogni indirizzo di Liceo e li si affronta con testi letterari e non letterari, di cultura più generale, mettendo in luce il collegamento con problematiche attuali e sviluppando il lessico specifico.

Il contesto culturale specifico è visto attraverso la storia della scienza, delle scoperte scientifiche e dei rapporti con la letteratura, del periodo esaminato e di quelli successivi.

culture For scientists

L’influenza della cultura classica, greca e latina sulla letteratura e cultura inglese ed europea dei vari periodi, sia per quanto riguarda temi specifici, ad esempio la figura dell’eroe, sia per quanto riguarda la persistenza o la ripresa di generi letterari come l’elegia o la satira.

culture For classicists

Un breve profilo di storia dell’arte introduce le diverse sezioni, in cui si esplora la reciproca influenza

tra arte e letteratura: la presenza dell’arte nella letteratura e la presenza di spunti letterari nell’arte delle diverse epoche. Nelle pagine del Workbook si

presenta il lessico legato agli aspetti tecnici dell’arte.

culture For artists

La lingua inglese è vista sia nella sua evoluzione storica, sia, per quanto riguarda i generi letterari, attraverso il confronto con le principali letterature europee. Nelle pagine del Workbook si trovano una guida alla traduzione letteraria e attività per la preparazione della Seconda Prova dell’Esame di Stato.

culture For linguists

Il contesto esplorato è quello della storia sociale, con attenzione particolare agli aspetti psicologici e sociologici e alla loro presenza

nella produzione letteraria. Nelle pagine del Workbook, oltre al linguaggio specialistico, si esplorano anche aspetti legislativi.

culture For social scientists in preparaZione



Volume 1

Unit 0 | WelcomeIntroducing Culture Authors and Texts

Kate Chopin, Ripe Figs Oscar Wilde, The Nightingale and the Rose Hilaire Belloc, Juliet Wendy Cope, Another Valentine Langston Hughes, Hold Fast to Dreams William Butler Yeats, When You Are Old Tom Stoppard, A Separate Peace: A Play in One Act

Unit 1 | The Middle AgesIntroducing Culture Authors and Texts

Anon., Geordie Thomas Campbell, Lord Ullin’s Daughter Geoffrey Chaucer, The Canterbury Tales

Culture BoxA Brief History of the BalladPilgrim WaysMedieval FolkEuropean CultureNew Realism in Boccaccio, Chaucer and in Art

Giovani Boccaccio, Decameron Geoffrey Chaucer, The Canterbury Tales

Culture for...WorkbookEssential ReviewLanguage for StudyingLanguage for ArtLanguage for LiteratureLanguage for Exams

Unit 2 | The RenaissanceIntroducing Culture Authors and Texts

Christopher Marlowe, Doctor Faustus William Shakespeare

Romeo and JulietHamlet, Prince of DenmarkTwelfth NightJulius CaesarSonnet LXSonnet XVIIISonnet CXXX

Edmund SpenserSonnet XXXIVThe Faerie Queene

Culture BoxCultural and Literary Icon: William ShakespeareTheatres in Shakespeare’s TimesAt the University of WittenbergHamlet and MachiavelliVenice: European Centre of Culture

and CommerceThe Sonnet in EuropeEuropean CulturePetrarch, Shakespeare and Renaissance Art

Petrarch, Sonetto CCXCII William Shakespeare, Sonnet LXXIII

Culture for...WorkbookEssential ReviewLanguage for StudyingLanguage for ArtLanguage for LiteratureLanguage for FilmLanguage for Exams

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Key Authors and Texts (all schools)



Unit 3 | Absolutism and EnlightenmentIntroducing Culture Authors and Texts

John Donne, The Flea Andrew Marvell, To His Coy Mistress John Milton, Paradise Lost William Congreve, The Way of the World Daniel Defoe, Robinson Crusoe Jonathan Swift, Gulliver’s Travels Laurence Sterne, The Life and Opinions of Tristram Shandy Henry Fielding, The History of Tom Jones, a Foundling Anne Bradstreet, By Night when Others Soundly Slept

Culture BoxLife and Death in London in the mid 1600sRestoration Theatre and Restoration

SocietyCoffee Houses, Journals and Social MediaAlexander SelkirkThe Rise and Development of the NovelA Brief History of SatireThe Pilgrims Fathers and the Origin

of ThanksgivingThe American Revolution and the Declaration of IndependenceEuropean CultureViews of Satan in Dante and Milton

Dante, Canto XXXIVCulture for...WorkbookEssential ReviewLanguage for StudyingLanguage for ArtLanguage for LiteratureLanguage for FilmLanguage for Exams

AppendixGames for Literature LearningBiographiesGlossary of Literary Terms

Volume 2

Unit 4 | The Romantic AgeIntroducing Culture Authors and Texts

William BlakeThe Ecchoing GreenThe Garden of Love

William Wordsworth, I wandered lonely as a cloud Samuel Taylor Coleridge, The Rime of the Ancient Mariner Percy Bysshe Shelley

OzymandiasA Song: “Men of England”

John Keats, Ode on a Grecian Urn Jane Austen

Pride and PrejudiceNorthanger Abbey

Mary Shelley, Frankenstein, or the Modern Prometheus Walt Whitman

I hear America singingMannahatta

Culture BoxThe Manifesto of English RomanticismThe French RevolutionA Joint ProjectEgyptomaniaThe Beginnings of the Industrial RevolutionClass and Etiquette in the Early 19th CenturyThe Birth of FrankensteinThe American Civil War and Slavery

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European CultureRomanticism in European Art and Literature

Giacomo Leopardi, Alla luna William Wordsworth, Who but is pleased to watch the moon on high

Culture for...WorkbookEssential ReviewLanguage for StudyingLanguage for ArtLanguage for LiteratureLanguage for Film Language for Exams

Unit 5 | The Age of IndustrialisationIntroducing Culture Authors and Texts

Robert Browning, Porphyria’s Lover Charlotte Brontë, Jane Eyre Emily Brontë, Wuthering Heights Charles Dickens

David CopperfieldHard TimesOliver Twist

Lord Alfred Tennyson, In Memoriam A.H.H. Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde Rudyard Kipling, Lispeth Thomas Hardy

The Whithered ArmTess of the d’Urbervilles

Oscar Wilde, The Picture of Dorian Gray Emily Dickinson

The Lilac is an Ancient ShubTo Pile like Thunder

Mark Twain, The Adventures of Tom Sawyer Nathaniel Hawthorne, The Scarlet Letter

Culture BoxEducation in the Victorian AgeTwo Sides of IndustrialisationThe Victorian WorkhouseThe Age of Doubt: Faith and ScienceWomen in the Victorian AgeEuropean Aestheticism and DecadentismEuropean CultureSymbols and the Senses in European Artand Literature

Charles Baudelaire, Correspondances Giovanni Pascoli, Il gelsomino notturno William Butler Yeats, The Symbolism of Poetry


Unit 6 | The First Half of the 20th CenturyIntroducing Culture Authors and Texts

Joseph Conrad, Heart of Darkness Thomas Hardy

The Man He KilledThe Convergence of the Twain (Lines on the loss of the ‘Titanic’)

David Herbert Lawrence, Sons and Lovers Rupert Brooke, The Soldier Wilfred Owen, Exposure Siegfried Sassoon, Suicide in the Trenches Katherine Mansfield, The Singing Lesson James Joyce

DublinersUlysses

Thomas Stearns EliotThe Love Song of J. Alfred PrufrockThe Waste Land

Edward Morgan Forster, A Passage to India

William Butler YeatsThe Lake Isle of InnisfreeSailing to Byzantium

Virginia WoolfMrs DallowayTo the Lighthouse

Wystan Hughes Auden, Refugee Blues George Orwell, Nineteen Eighty-Four Keith Douglas, Vergissmeinnicht John Steinbeck, The Grapes of Wrath

Culture BoxThe Boer WarWorld War I Recruitment

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Life in the Trenches during World War IJames Joyce’s DublinersIreland at the Turn of the CenturyThe Mythical MethodEurope in the Inter-War YearsTotalitarianismWorld War IIThe 1920s and 1930s in the USEuropean CultureWorld War I

Giuseppe Ungaretti, Veglia Wilfred Owen, Futility Ernst Toller, Eine Jugend in Deutschland


Unit 7 | Modern and Contemporary TimesIntroducing Culture Authors and Texts

Samuel BeckettWaiting for GodotEndgame

Doris Lessing, The Grass is Singing William Golding, Lord of the Flies John Osborne, Look Back in Anger Harold Pinter, The Dumb Waiter Chinua Achebe, Things Fall Apart Philip Larkin, An Arundel Tomb Roger McGough, Let me die a youngman’s death Seamus Heaney

DiggingPunishment

Salman Rushdie, Midnight’s Children Ian McEwan, Atonement Ben Zephaniah, The British (serves 60 million) Simon Armitage, Out of the Blue Monica Ali, Brick Lane Imtiaz Dharker, The Right Word Arthur Miller, Death of a Salesman Jack Kerouac, On the Road

Culture BoxA Brief History of Zimbabwe (1830-2003)Aspects of Late 1940s and 1950s BritainThe Swinging SixtiesThe Irish QuestionPost-Modernism and Post-ColonialismOne Face of Contemporary PoetryFrom Reagan to 9/11 and BeyondMulticultural BritainTerrorism and its Effects on Contemporary

SocietyAmerica in the 1940s and 1950sThe BeatsEuropean CultureMulticultural Europe

Grace Nichols, Island Man Ndjock Ngana, Mok / Prigione Warsan Shire, Home


AppendixGames for Literature LearningBiographiesGlossary of Literary Terms

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Each section is introduced by a brief history of scientists, scientific discoveries and advances linked to a historical period. Then a specific scientific field, for example the field of Medicine or the Natural Sciences, is explored through a variety of text-types including literary texts, through time. The thread is, in fact, taken up in the historical period being studied (e.g. medieval medicine — The Black Death) but is then followed through up to the present day (e.g. epidemics and pandemics today such as Ebola), allowing students to see links between past and present and trace scientific developments in time. The Workbook pages consolidate language for science linked to the fields studied (e.g. medical terms).

Culture for Scientists

table of contents

Unit 1 | Medicine and EpidemicsIntroductionScience in the Middle AgesThemesMedicine and Epidemics: Causes and CuresMajor Epidemics in HistoryTuberculosis in Literature and ArtEpidemics TodayLiterary Texts

Geoffrey Chaucer, The Canterbury Tales Charlotte Brontë, Jane Eyre

Language for Science

Unit 2 | Outer SpaceIntroductionScience in the RenaissanceThemesAstronomySpace TravelTuberculosis in Literature and ArtEpidemics TodayLiterary Texts

Herbert George Wells, The War of the Worlds Arthur C. Clarke, 2001: A Space Odyssey


Unit 3 | Science, Satire and DystopiaIntroductionScience in the 1600s and 1700s

ThemesScience, Satire and DystopiaLiterary Texts

Jonathan Swift, Gulliver’s Travels Aldous Huxley, Brave New World George Orwell, Nineteen Eighty-Four


Unit 4 | The Natural SciencesIntroductionScience at the Turn of the 19th CenturyThemesThe Natural SciencesEarth Sciences: from Geology to EvolutionLiterary Texts

William WordsworthThe Excursion The Tables Turned

Walt Withman,When I heard the learn’d astronomer


Unit 5 | Environmental IssuesIntroductionScience in the 1800sThemesThe EnvironmentThe Industrial Landscape of the 1800sMan and the Environment

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Literary Texts Alexis de Tocqueville, Journeys to England and Ireland Charles Dickens, Hard Times Gerard Manley Hopkins, Binsey Poplars


Unit 6 | EthicsIntroductionScience in the First Part of 20th CenturyThemesScience and EthicsScience, Ethics and WarLiterary Texts

Wilfred Owen, Dulce et Decorum Est Michael Crichton, Jurassic Park


Unit 7 | New TechnologiesIntroductionScience in Modern and Contemporary TimesThemesRecent Technological AdvancesOperating SystemsLiterary Texts

Margaret Atwood, When Privacy is Theft Dave Eggers, The Circle

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Each section is introduced by a brief history of the classics and their role in British and European society, linked to a historical period. Then a specific genre or theme from classical literature, for example ‘Heroes’, is explored through a variety of texts, especially literary texts, through time. The thread is, in fact, taken up with key authors of Ancient Greece and Roman times (e.g. the epic hero in the Iliad and in the Aeneid) but is then followed through up to the present day (e.g. modern concepts of heroism, the story of Malala), allowing students to see links between past and present and developments of genres and concepts in time. The Workbook pages consolidate language for studying the classics linked to the areas studied (e.g. divine intervention in the lives of heroes — the gods of Greek and Roman culture).

Culture for Classicists

table of contents

Unit 1 | HeroesIntroductionThe Classics in Early Times

and in the Middle AgesThemesDefining a HeroA Greek Epic HeroA Roman Epic HeroAn Anglo-Saxon Epic HeroA Modern-Day HeroLiterary Texts

Homer, Iliad Virgil, Aeneid Beowulf

Language for the Classics

Unit 2 | Tragedy and the SupernaturalIntroductionThe Classics in the RenaissanceThemesBelief in the SupernaturalThe Supernatural in Greek TragedyFrom Classical to Renaissance TragedyCruel Fate in Modern TragedyLiterary Texts

Euripides, Hippolytus William Shakespeare, Macbeth Eugene O’Neill, Desire Under the Elms


Unit 3 | SatireIntroductionClassicism in the 1600s and 1700sThemesLibertasThe Influence of Classical Satire1700s BritainSatire TodayLiterary Texts

Juvenal, Satire VI Ludovico Ariosto, Satira V Alexander Pope, The Rape of the Lock Jonathan Swift, A Modest Proposal


Unit 4 | LyricismIntroductionClassicism in the Romantic AgeThemesSpeaking of LoveElegyLiterary Texts

Sappho, Fragment 31 Catullus, Nugae Albius Tibullus, Elegiae Liber primus Thomas Gray, Elegy Written in a Country Churchyard Percy Bysshe Shelley, Adonais


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Unit 5 | Classic GothicIntroductionClassicism in the 1800sThemesWerewolvesThe Beast InsideNew PerspectivesLiterary Texts

Aesop, The Thief and the Innkeeper Petronius, Satyricon Edgar Allan Poe, William Wilson Angela Carter, The Werewolf


Unit 6 | MythsIntroductionClassicism in the Early 20th CenturyThemesThe Importance of Myth in the Early

20th CenturyTales of Ulysses

Literary Texts George Bernard Shaw, Pygmalion Lord Alfred Tennyson, Ulysses Homer, Odyssey James Joyce, Ulysses


Unit 7 | Vesuvius and PompeiiIntroductionThe Classics in Modern

and Contemporary TimesThemesAD 79From the 1800s to 2003The 2010sLiterary Texts

Pliny The Younger, Letter 6.16 Pliny The Younger, Letter 6.20 Edward Bulwer-Lytton, The Last Days of Pompeii Robert Harris, Pompeii


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Each section is introduced by ‘the story of english’ — a history of the English language from the beginnings to today. Then, for each period, a literary genre is investigated from a comparative and a european perspective. For example, in the Renaissance, the development of drama in Europe is explored through the works of William Shakespeare, Pedro Calderón de la Barca, and Pierre Corneille. Period literary texts in the original language and in english translation are interspersed with modern-day informative or descriptive texts which reveal their modernity (e.g. an interview with actors from a contemporary London theatre discussing their production of La Vida es Sueño). The Workbook pages contain both a complete short course in literary translation and numerous pages dedicated to preparing for the seconda prova.

Culture for Linguists

table of contents

Unit 1 | Telling TalesIntroductionEnglish in the Middle AgesThemesTelling TalesFrom the Fabliau to Boccaccio

and ChaucerLiterary Texts

Pierre Jean Baptiste Legrand D’Aussy, Du Boucher d’Abbeville Eustache d’Amiens, Du bouchier d’Abbeville

Jean Bodel, Gombert and the Two Clerks Geoffrey Chaucer, The Reeve’s Tale

Language for Linguists

Unit 2 | Acting It OutIntroductionThe RenaissanceThemesTheatre in the 16th and 17th CenturiesThe Golden Age of Spanish TheatreTheatre in the 17th CenturyLiterary Texts

William Shakespeare, Richard III Pedro Calderón de la Barca, La Vida es Sueño Pierre Corneille, Le Cid


Unit 3 | Inventing StoriesIntroductionThe Story of EnglishThemesThe Birth of the NovelThe Development of the NovelLiterary Texts

Miguel Cervantes, Don Quijote de la Mancha Madame de la Fayette, La Princesse de Clèves

Daniel Defoe, Robinson Crusoe Samuel Richardson, Pamela Johann Wolfgang von Goethe, Die Leiden des jungen Werthers


Unit 4 | New PoetryIntroductionThe Romantic AgeThemesPre-Romanticism: A New SensibilityRomanticism: A Transformation of Western

ConsciousnessLiterary Texts

Thomas Gray, Elegy Written in a Country Churchyard André Chénier, Comme un dernier rayon, comme un dernier zéphyre Novalis, Wenn nicht mehr Zahlen und Figuren

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Don Quijote La Princesse de Clèves

RobinsonCrusoe Pamela

Die Leiden des jungen Werthers

William Wordsworth, We are Seven John Keats, To Autumn


Unit 5 | Revisiting HistoryIntroductionThe Age of IndustrialisationThemesThe Birth of the Historical NovelThe Development of the Historical NovelThe Historical Novel TodayLiterary Texts

Walter Scott, Waverley Petronius, Satyricon György Lukács, Scott’s Historical Novel Walter Scott, Ivanoe Alessandro Manzoni, I promessi sposi Victor Hugo, Les Misérables

Language for LinguistsPreparing for the Seconda Prova

Unit 6 | Breaking New GroundIntroductionThe First Half of the 20th century (1901-1945)ThemesNew Theories

France and IrelandItaly and AustriaLiterary Texts

Marcel Proust, À la recherche du temps perdu James Joyce, Ulysses Italo Svevo, La coscienza di Zeno Arthur Schnitzler, Fräulein Else


Unit 7 | On LanguageIntroductionContemporary TimesThemesLanguage and ThoughtLanguage and IdentityLiterary Texts

George Orwell, Nineteen Eighty-Four Dave Eggers, The Circle Brian Friel, Translations Sujata Bhatt, Search For My Tongue Ngũgĩ Wa Thiong’o, The Quest for Relevance


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Each section is introduced by a history of the arts from medieval times to the present day. Then, for each period, artistic production (e.g. manuscript illumination in medieval times) is explored in symbiosis with literary and other texts. Art is considered in its various relationships with literature, which may be how art is described in literature, or how literary texts are represented in art. The Workbook pages contain an exploration of the technical aspects of different types of art and the terminology in English used to describe artistic processes.

Culture for Artists

Table of Contents

Unit 1 | IlluminationIntroductionThe Arts in the Middle AgesThemesMedieval Scribes and IlluminatorsThe Illuminated Text Music Literary Texts

Seamus Heaney, Colmcille the Scribe Geoffrey Chaucer, The Canterbury Tales Anon., Sumer Is Icumen In The Agincourt Carol — Deo Gratias Anglia

Language for Art

Unit 2 | Representing ShakespeareIntroductionThe RenaissanceThemesMacbethRomeo and JulietHamletMusicLiterary Texts

William ShakespeareMacbethRomeo and JulietHamletFear no more the heat o’ the sun

Language for Art

Unit 3 | Moral and SatireIntroductionCivil War, Restoration and EnlightenmentThemesThe Pilgrim’s ProgressA Harlot’s and a Rake’s ProgressMusicLiterary Texts

John Bunyan, The Pilgrims Progress John Gray, The Beggar’s Opera

Text One – from scene 10Text Two – from scene 13

Language for Art

Unit 4 | Representing RomanticsIntroductionThe Romantic AgeThemesWilliam BlakeLord ByronJohn KeatsRomanticism in MusicLiterary Texts

William Blake, The Chimney Sweeper Lord George Byron, Childe Harold’s Pilgrimage John Keats, La Belle Dame Sans Merci

Language for Art

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Unit 5 | Art and Literature in the 1800sIntroductionThe Arts in the 1800sThemesLiterature in ArtArt in Literature A Portrait in Music Literary Texts

Lord Alfred Tennyson, The Lady of Shalott Edgar Allan Poe, The Oval Portrait Oscar Wilde, The Picture of Dorian Gray

Language for Art

Unit 6 | Painting in PoetryIntroductionThe Arts in the First Part

of the 20th CenturyThemesTwo Branches of ModernismEkphrastic PoetryA Portrait in MusicLiterary Texts

Ezra PoundThe GarretAlba

Wystan Hugh Auden, Landscape with the Fall of Icarus William Carlos Williams

Musée des Beaux Arts of IcarusThe Hunter in the Snow

Edith Sitwell, FaçadeLanguage for Art

Unit 7 | Contemporary EkphrasisIntroductionThe Arts in Modern

and Contemporary TimesThemesModern Art and PoetryModern Poetry and an Old MasterMusicLiterary Texts

Nancy Sullivan, Number 1 by Jackson Pollock Robert Creeley, Still Life Or Robert Lowell, Epilogue

Language for Art

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Unit 3 | GenderIntroductionA Social History of Britain —

1600s and 1700sThemesWomen’s issues, feminism, discrimination,

prejudice, self-awarenessLiterary Texts

M. Wollstonecraft, Rights of Woman Jane Austen, Sense and Sensibility Harriet Martineau, Autobiography Kate Chopin, The Story of An Hour Vera Brittain, Testament of Youth Virginia Woolf, A Room of One’s Own Graham Swift, Mothering Sunday

Unit 4 | ChildhoodIntroductionA Social History of Britain —

The Romantic AgeThemesThe excellence of the child, child abuse

and exploitation, children’s rightsLiterary Texts

J-J Rousseau, Emile William Blake, The Chimney Sweeper William Wordsworth, We Are Seven E. Barrett-Browning, The Cry of Children Charles Dickens, Oliver Twist

Each section is introduced by a social history of Britain from medieval times to the present day. Then, for each period, a sociology or psychology topic (e.g. ‘gender’ or ‘race’) is explored through specialist, informative and literary texts. In fact, after an investigation of the topics from a psychological or sociological point of view, voice is given to those directly involved in or who attempt to describe direct experiences in order to stimulate students’ involvement and comprehension. The Workbook pages are dedicated to understanding legislation linked to the topics and the specialist language used.

Culture for Social Scientists

Unit 1 | RelationshipsIntroductionA Social History of Britain —

Ancient Times and The Middle AgesThemesLove, marriage, attraction, monogomy,

the affect of early experiences on adult relationships

Literary Texts Geoffrey Chaucer, The Canterbury Tales William Shakespeare, Twelfth Night A. Bronte, The Tenant of Wildfeld Hall Ted Hughes, Perfect Light Dylan Thomas, Under Milk Wood Roddy Doyle, Paddy Clarke Ha ha ha Elizabeth Strout, My Name is Lucy Barton

Unit 2 | PsychopathologyIntroductionA Social History of Britain —

The RenaissanceThemesMadness and ObsessionLiterary Texts

William Shakespeare, Hamlet C. Bronte, Jean Rhys, Jane Eyre and Wide Sargasso Sea E.A. Poe, The Tell-Tale Heart Sexton, Plath, Confessional Poetry

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Rudyard Kipling, The Story of Muhammad Din Carol Ann Duffy, We Remember Your Childhood Well

Unit 5 | AggressionIntroductionA Social History of Britain —

The Victorian AgeThemesIndividual and group aggression,

the psychology of the crowd, social norms inclusion and exclusion

Literary Texts Charlotte Bronte, Shirley Elizabeth Gaskell, North and South Nick Hornby, Fever Pitch Lionel Shriver, We Need to Talk About Kevin C.A. Duffy, Education for Leisure Edna O Brien, Little Red Chairs

Unit 6 | RaceIntroductionA Social History of Britain —

The First Part of the 20th Century

ThemesRacism, prejudiceLiterary Texts

L. Hughes, The Ballad of the Landlord R. Wright, Black Boy N. Gordimer, Burger’s Daughter Wole Soyinka, Telephone Conversation Alice Walker, The Flowers B. Zephaniah, Walking Black Home

Unit 7 | Roots and IdentityIntroductionA Social History of Britain —

The Second Part of the 20th CenturyThemesDiaspora, north and south, owning your

culture, adapting to new culturesLiterary Texts

V.S. Naipaul, A House for Mr Biswas Derek Walcott, A far Cry from Africa E.K. Brathwaite, Korabra C. Adichie, The Thing Around Your Kneck Warsan Shire, Home

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Exams

esame orale e alternanZa scuola laVoroPer tutti, all’interno dei Workbook, si trovano schede con suggerimenti e attività per migliorare le abilità di comunicazione orale e per la preparazione della relazione asl (alternanza scuola lavoro) da presentare in fase di colloquio.

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will: il tutor di ingleseAttività su computer in ambiente adattivo per esercitare le abilità di comprensione e di uso della lingua in vista della prova inValsi di inglese e per verificarne i livelli di apprendimento.

inValsi

seconda proVaNell’edizione VERDE del corso, per il Liceo

Linguistico, si trovano materiali e suggerimenti per la preparazione della prova scritta.

esame di stato

esami di certiFicaZione camBridge english

All’interno del testo si trovano esempi di attività per la preparazione degli esami di certificazione

cambridge english. Le prove sono graduate dal livello B1 (Preliminary), al B1+, al livello B2 (First).

Nel Test and Resource Book si trovano altri materiali per la preparazione di altri tipi di certificazione (ielts).

certiFicaZioni esterne



test and resource BookMateriale fotocopiabile per tutti gli indirizzi.

coFanetto di cd audio per la classe4 CD con un’ampia scelta di ascolti dei brani letterari in formato CD Audio e, all’interno del CD n. 4, materiale in PDF e in formato modificabile: test, schede di attività per i video, mappe concettuali, schemi per il ripasso e powerpoint.

Nei CD allegati ai volumi sono comunque disponibili in formato mp3 gli ascolti di TUTTI i brani antologizzati, letterari e non letterari.

coFanetto di dVd Video per la classe2 DVD Video, uno per volume, con circa 80 video utilizzati nel corso: docu-pic, videolezioni Teach me Teresa, spezzoni di film, documentari originali.

liBro digitale interattiVo oFFline su supportoLa versione digitale interattiva offline è disponibile per il docente, ad adozione avvenuta, anche su supporto fisico.

L’applicazione funziona senza necessità di installare nulla sul computer.

Sul supporto sono presenti i contenuti di tutte e cinque le edizioni, sia per facilitare il lavoro dei docenti che insegnano in diversi tipi di Liceo, sia per arricchire la dotazione di materiale (più di 1500 pagine interattive, oltre a quelle in PDF).

Support Materials

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Test and Resource Book

Il Test and Resource Book è un ricco repertorio di materiale per l’insegnante, contenente indicazioni di lavoro e materiali fotocopiabili:

• introduZione metodologica Oltre alla presentazione degli aspetti metodologici sottesi al corso, si forniscono indicazioni per la didattica inclusiva per studenti BES e DSA e suggerimenti per chi voglia seguire i principi della flipped classroom, fornendo materiali di lavoro applicabili ai diversi tipi di testo letterario o di contesto.

• didattica ludica Pagine dedicate a giochi letterari per stimolare la curiosità e la motivazione dei ragazzi.

• tests Test per ogni parte del corso e per ogni tipo di liceo, per verificare la conoscenza del contesto storico-culturale e di quello letterario, degli autori, dei testi e della cultura europea.

All’interno dei test alcune domande sono segnalate con il simbolo . Quelle domande corrispondono agli obiettivi minimi e rappresentano circa il 60% della valutazione complessiva di ogni test. Con l’individuazione degli obiettivi minimi all’interno dei test generali è possibile somministrare lo stesso test a tutta la classe senza dover dichiarare la differenza tra studenti più o meno deboli.

• seconda proVa Per il Liceo Linguistico esercitazioni aggiuntive finalizzate alla preparazione della Seconda Prova dell’Esame di Stato.

• proVe comuni Prove comuni di lingua inglese per i livelli B1, B1+ e B2.

• certiFicaZioni camBridge english Attività mirate alla preparazione di diverse tipologie di esami Cambridge English: First, ielts, advanced.

• modelli FotocopiaBili Temi da utilizzare come modello e materiale per le lezioni, per il ripasso e per la didattica inclusiva.

• schede Video Schede di attività per tutti i documentari collegati al corso.

• traduZioni in italiano Per i testi letterari in inglese più antico, dalle origini fino alle soglie del Settecento.

• Soluzioni Le soluzioni per gli Additional materials presenti nei CD allegati ai volumi e per tutte le attività presenti nel TRB. Le soluzioni del volume dello studente sono invece presenti nella versione annotata del corso per il docente.

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▶ test su diverse tipologie di contenuto

▶ traduzioni in italiano di testi letterari

▶ Attività didattiche sui video documentari

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Tests

Name Class Date

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Introducing the AgeThe Past in the Present

1 mark 1 Write one letter in each space to complete the missing word.The Middle Ages are also referred to as the m _ _ _ _ _ _ _ period.

1 mark 2 The Middle Ages started around AD 410 / 1066 and lasted until about 1337 / 1485.

1 mark 3 The Middle Ages can be divided into three periods calleda early, high, late b low, high, late c early, low, high

1 mark 4 In the Middle Ages many stone castles were destroyed / built / renovated.

1 mark 5 Gothic architecture is characterised by pointed / rounded arches and ornate / simple interiors.

1 mark 6 Write one letter in each space to complete the missing word.The hierarchical system of power which existed in the Middle Ages is known as the _ _ _ _ _ _ system.

1 mark 7 The highest position in the socio-political hierarchy was occupied by the King and the lowest position by the vassals / serfs / craftsmen.

1 mark 8 In the Middle Ages Pope Urban II called on European monarchs toa go and fight the Muslims in the Holy Land.b go on pilgrimages to the Holy Land.c establish trade routes to the Holy Land.

1 mark 9 A type of medicine which was commonly used in Medieval Britain and that is still used today isa herbalism b homeopathy c acupuncture

1 mark 10 In the Middle Ages the town of Ypres in Belgium was an important centre for the gold / spice / cloth trade.

1 mark 11 Which animal was most important to England’s export trade in the Middle Ages?a cows b pigs c sheep d hens

1 mark 12 A common feature of gardens in the Middle Ages wasa ornate water installations. c exotic plants from other countries.b plants for making medicines. d special areas for animals.

Unit 1 – The Middle Ages

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Unit 1 · The Middle Ages

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3 marks 13 Choose from the words below to complete this description of gardens in the Middle Ages. There is one extra word that you do not need.

medicinal relaxing decorative functional narrow grassy rectangular

Castles, manors and monasteries had highly (1) gardens, where vegetables and both culinary and (2) herbs were grown. The kitchen garden area was laid out in (3) plots with (4) paths between the beds. Other parts of the garden were designed to be (5) places, with fragrant flowers and (6) mounds for sitting on.

1 mark 14 The legendary stories of Robin Hood are set in the 13th / 14th / 15th century.

In Their Own Words

1 mark 1 The megalithic monument known as Stonehenge was built around 3000 BC / 2000 BC / 1000 BC.

4 marks 2 The Romans first came to Britain in 55 BC / 25 BC, but did not stay. In 14 AD / 43 AD they returned and gradually conquered England and Wales / Scotland. Under Emperor Claudius / Julius Caesar / Hadrian the Romans built a wall marking the boundary of their Empire in Britain.

2 marks 3 In the extract that you read from his Roman History, which two of the following did Cassius Dio say about the people who lived on the other side of the wall?a They lived mainly on agriculture.b Their houses were built from stone.c Their were no distinct family units.d They were very resistant to hunger and cold.e Their leaders were despotic.

1 mark 4 Which of the following sites is an Anglo-Saxon burial mound?a Sutton Hoo b Skara Brae c Stonehenge

2 marks 5 The Bayeux Tapestry combines images and text in English / French / Latin and tells the story of the Battle of Hastings, which took place in 1066 / 1166.

1 mark 6 Which one of the following does the Bayeux Tapestry show?a Aspects of English culture before the Norman invasion.b Political events leading up to the Norman invasion.c The death of King William I.d English society after the Norman invasion.

1 mark 7 The Norman invasion marked the end of Anglo-Saxon rule / the High Middle Ages in Britain.

1 mark 8 Which English king was killed at the Battle of Hastings?a John b Edward c Harold d William

2 marks 9 The Magna Carta was signed in 1125 / 1215 by King John / William and his barons.

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1 mark 10 The Magna Carta was written ina Old English. b Middle English. c Norman French. d Latin.

1 mark 11 Which of the following did the Magna Carta do?a It excluded the Church from matters of State.b It increased the power of the king.c It described the English legal system.

14 marks 12 Are the following statements about the Magna Carta True (T) or False (F)?a It protected English commerce with heavy taxes on imports of foreign goods. T F

b It promised access to justice for everyone, irrespective of the ability to pay. T F

c It gave the barons specific powers to enforce the Magna Carta. T F

d It put an end to the feudal system in England. T F

1 mark 13 The Domesday Book was written ina Old English b Middle English c Norman French d Latin

1 mark 14 Work on the Domesday Book began in 1086 / 1186.

1 mark 15 The Domesday Book containsa a description of property laws.b details of what people owned.c advice on agricultural techniques.d a statement of the limits of the power of barons.

1 mark 16 The Domesday Book was useful in the event of a a dispute over how much tax a person had to pay.b a person being unjustly imprisoned.c a person needing help with legal costs.d barons wishing to convert land to agricultural use.

The Cultural Context

1 mark 1 The Middle Ages are generally seen as beginning at the time of thea fall of the Roman Empire.b Viking invasions.c the Norman invasion.

1 mark 2 The Middle Ages are generally seen as ending witha the signing of the Magna Carta.b the end of the Wars of the Roses.c the Battle of Agincourt.

6 marks 3 In which period did the following events occur in Britain? Choose the correct period for each event.a Hundred Years’ War Low Middle Ages High Middle Ages Late Middle Agesb Viking raids Low Middle Ages High Middle Ages Late Middle Agesc Black Death Low Middle Ages High Middle Ages Late Middle Agesd The spread of Christianity Low Middle Ages High Middle Ages Late Middle Agese Norman rule Low Middle Ages High Middle Ages Late Middle Agesf Anglo-Saxon rule Low Middle Ages High Middle Ages Late Middle Ageste

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4 marks 4 Match the dates with the events.1 6012 7873 8004 1170

a The first English university was founded at Oxford.b Viking tribes began to attack the British coast.c St Augustine established the See of Canterbury with himself as

Archbishop.d Archbishop Thomas Becket was murdered in Canterbury cathedral.e Charlemagne was proclaimed Holy Roman Emperor.

6 marks 5 Match each of the following statements with the Medieval king it refers to. There is one extra king that you do not need.1 King Alfred the Great2 King Edward the Confessor3 King Edward I4 King Henry II5 King Ethelbert6 King John

a clashed with Thomas Becket in a struggle between Church and State.

b was King of Wessex and a learned man and skilful politician.

c led the third Crusade and was taken prisoner on his return journey.

d was the first English King to be baptised a Christian.

e signed a document defining the limits of his own powers.

f inaugurated the first representative parliament, known as the Model Parliament.

g Richard I

2 marks 6 Henry II was the first king of the Plantagenet / Tudor dynasty. His kingdom included parts of Scandinavia / France.

1 mark 7 The Hundred Years War was fought between England and France / Scotland.

1 mark 8 Common Law, the basis for the English jury system, was introduced by the Magna Carta / Constitution of Clarendon / Model Parliament.

1 mark 9 England was ruled by Danish kings for a period of 26 years during the Anglo-Saxon / Plantagenet / Tudor period.

1 mark 10 In 1381 John Wycliffea wrote the Ecclesiastical History of the English People.b translated the Bible into English.c founded the University of Cambridge.

1 mark 11 The Civil War known as the Wars of the Roses was fought betweena the royal houses of England and Scotland.b the lower classes and the aristocracy.c the supporters of two claimants to the throne.

2 marks 12 Which two of the following drastically reduced the population of England during the early and mid-1300s? (choose two)a famine b war c disease d emigration

Your score: marks

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Key Authors and TextsImages of Middle English Literature

2 marks 1 Ballads were performed in Norman French / the common dialect and were often acted out as a play / accompanied by music.

1 mark 2 Which of the following was not a typical theme of Medieval ballads?

love local events religion the supernatural battles

2 marks 3 Mystery plays were representations of Bible stories / Celtic legends / supernatural events and were performed by travelling actors / people from the local area / priests and monks.

4 marks 4 In Medieval Britain most / few people could read and write. Book production was expensive / common and the printing press had just been invented / had not yet been invented. Copying of non-religious works was mostly carried out in monastic scriptoria / by independent scribes.

5 marks 5 Match the words to their definitions. There is one extra definition that you will not need.1 binder2 craftsman3 parchment4 patron5 press

a a machine for printingb a type of paper made from animal skinc a coloured liquid used for writing by hand using a printerd a person who assembles pages into a booke a person who provides financial support for someonef a person who is skilful at making things using his hands

4 marks 6 Write one word in each space or choose the correct alternative to complete the sentences.Geoffrey is known as the ‘father of English literature’. He wrote his unfinished masterpiece called, The in Old / Middle / Modern English, which was the vernacular / a minority language in England at that time.

4 marks 7 Choose the correct Medieval author to complete the following statements.a wrote Piers Plowman, a poem of social protest.

Geoffrey of Monmouth William Langland John Gower

b wrote down Celtic legends such as those about King Arthur.Geoffrey of Monmouth William Langland John Gower

c wrote Confessio Amantis, a long poem on the seven deadly sins.Geoffrey of Monmouth William Langland John Gower

d wrote his most famous work in Latin, but it was soon translated into Norman French and Middle English.

Geoffrey of Monmouth William Langland John Gower

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Geoffrey Chaucer, The Canterbury Tales1 mark 1 The pilgrims in The Canterbury Tales are travelling to Canterbury to visit

a the shrine of St Thomas Becket.b the shrine of St Augustine.c the shrine of King Henry II.

1 mark 2 Canterbury Cathedrala is the mother Church of the Catholic community in England today.b was founded by St Augustine.c became a popular place of pilgrimage after the publication of The Canterbury Tales.

1 mark 3 Which one of these pilgrims ways has Canterbury as its starting point?a Via Francigena b St James’ Way c Via Romea di Stade

1 mark 4 On which pilgrims way do people follow the symbol of the scallop shell?a Via Francigena b St James’ Way c Via Romea di Stade

2 marks 5 Chaucer was probably born in 1343 / 1353 and died on 25 October 1400 /1410.

1 mark 6 His father was a rich nobleman / a successful merchant.

1 mark 7 Chaucer travelled abroada on diplomatic missions.b to complete his education.c on his father’s business.

1 mark 8 Chaucer’s own work was strongly influenced by the work of Italian / French / Spanish poets.

1 mark 9 Which one of the following statements is true?a Chaucer completed The Canterbury Tales in a little less than ten years.b Chaucer completed The Canterbury Tales less than a year before he died.c Chaucer died before completing The Canterbury Tales.

3 marks 10 Are the following statements about Chaucer True (T) or False (F)?a He was taken prisoner while serving in the war in France. T F

b His wife was of a lower social class. T F

c He had economic problems for most of his adult life. T F

2 marks 11 The first two lines of the General Prologue tell us that the story begins in the month of March / April / May when the weather is generally warm / dry / rainy.

12 The narrator of The Canterbury Talesa has arranged to meet a group of pilgrims at the Tabard Inn.b persuades other guests at the Tabard Inn to go on the pilgrimage.c meets other pilgrims at the Tabard Inn by chance.

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1 mark 13 The pilgrims in The Canterbury Tales include men and women froma the lower and middle classes only.b the middle and upper classes only.c the lower, middle and upper classes.

1 mark 14 In the General Prologue, the narrator mentions that the Wife of Batha has bad eye-sight. b cannot hear very well. c has problems with her legs.

1 mark 15 In the General Prologue, the narrator mentions the cities of Ypres and Ghent asa centres for clothing production.b destinations for pilgrimages.c places the Wife of Bath has visited.

1 mark 16 In the General Prologue, the narrator says that the Wife of Batha liked to be seen as the most generous giver to charity in her town.b complained about having to give lots of money to charity.c thought other people didn’t give enough money to charity.

1 mark 17 In the narrator’s description of the Wife of Bath, which of the following items of clothing are red in colour?a her head-dresses c her shoesb her stockings d her overskirts

1 mark 18 The narrator gives the impression that the Wife of Bath dresses in a/an lavish / modest / elegant / old fashioned style.

2 marks 19 Match the descriptions in the first column with the aspects of the Wife of Bath’s appearance that they are associated with in the General Prologue. There are two extra aspects in column two that you will not need.1 ten pounds and more they weighed2 bold… handsome… florid too3 … pliable and new4 … round her enormous hips

a faceb teethc head-dressesd riding skirte shoesf stockings

2 marks 20 Which two of the following do we learn about the Wife of Bath from the narrator’s description in the General Prologue?a She is a pious Christian.b She married her husbands for their money.c She is sociable and likes chatting.d She cannot ride a horse very well.e She has had some flirts when she was young.

1 mark 21 The narrator makes fun of the Wife of Bath’sa attempts to compete with foreign cloth producers.b ignorance of foreign places and cultures.c attempts to imitate aristocratic appearances and manners.d marital history and extra-marital affairs.

1 mark 22 In his description of the Wife of Bath in the General Prologue the narrator’s tone isa strongly critical. b highly sympathetic. c gently ironic.te

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1 mark 23 What does the Wife of Bath say about her five husbands in her Prologue?a That they weren’t very generous with their money.b That most of them couldn’t satisfy her in bed.c That they weren’t all faithful to her.d That she admired their business sense.

1 mark 24 In the Prologue to her tale, what does the Wife of Bath say about her three “good” husbands?a They were rich and old.b They were good lovers.c They treated her as an equal.

1 mark 25 During her married life, the Wife of Bath wasa devoted to her husbands’ happiness.b desperate to be loved by her husbands.c gave little value to her husbands’ love.d respectful of her husbands’ age and experience of life.

1 mark 26 Choose the correct option to complete the following lines from the Prologue to the Wife of Bath’s Tale.It makes me cry / proud / embarrassed / laugh to think, so help me Christ,How cruelly I made them sweat at night!

1 mark 27 The language used by the Wife of Bath in talking about herself in the Prologue to her tale isa poetical. b neutral. c conversational. d restrained.

1 mark 28 Which of the following elements is not found in The Wife of Bath’s Tale?a magic b chivalry c a moral d a religious message

1 mark 29 At the end of his quest, the Knight has discovered that women wanta to have dominion over men.b to be treated as men’s equals.c to have faithful, kind husbands.

1 mark 30 In the extract you read from The Wife of Bath’s Tale the Knight gives the Queen and her court the answer to the question she set him and thena demands his freedom.b submits to the Queen’s will.c asks the Queen to marry him.

1 mark 31 How do the ladies of the court react when the knight gives his answer to the question the Queen had set him?a They approve. b They are shocked. c They are angry.

1 mark 32 In the Wife of Bath’s Tale, when the Knight marries the old woman, she asks him if he would prefer her old, ugly and faithful or young, beautiful and unfaithful. What does the Knight reply?a He prefers her young, beautiful and unfaithful. c He will be faithful to her in any case.b He prefers her old, ugly and faithful. d He wants her to choose.

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1 mark 33 Which part of point in The Wife of Bath’s Tale represents the turning point in the story?a When the Queen gives the knight the quest.b When the knight makes his promise to the old woman.c When the knight presents his answer to the court.d When the old woman is transformed into a young woman.

1 mark 34 Which of the following aspects of The Canterbury Tales was innovative for its time?a The fact that it is written in English.b The use of rhyming couplets throughout.c The structure of stories within stories.

1 mark 35 The characters portrayed in The Canterbury Tales are realistic types / idealised types / stereotypes.

5 marks 36 Choose the correct alternatives to answer the following questions about medieval trades, professions and vocations.a Which one of the following people would have been from an upper class family?

a prioress a cloth merchant a stonemason a yeomanb Which two of the following people chose a religious profession within the Church?

(½ mark each) a nun a knight a parson a dyer a miller

c Which of the following people transformed grain into flour? a friar a miller a ploughman a yeoman

d Which of the following people prepared agricultural ground for sowing and planting? a yeoman a ploughman a dyer a scholar

e Which two of the following people worked in the building trade? (½ mark each) a parson a yeoman a stonemason a carpenter a dyer

1 mark 37 In medieval times, women of all classes werea free to live independent lives if they wished.b dependent on their father or husband, if married.

2 marks 38 Medieval noblewomen received an extensive / a basic education and were skilled in the arts of embroidery / cooking.

1 mark 39 In the Middle Ages a woman could only own property ifa she ran a business. b she was a noblewoman. c she was a widow.

1 mark 40 In what way was Christine de Pizan different from most other upper-class medieval women?a She learned to read and write.b She earned money by writing.c She taught reading in a convent.

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European Culture1 mark 1 Giotto belonged to the period in European art known as Byzantine / Romanesque / Gothic.

1 mark 2 In contrast to the frescos of earlier artists, in Giotto’s frescos the figuresa take on a symbolic quality.b are depicted in a highly stylised way.c appear from a more realistic perspective.

1 mark 3 Boccaccio particularly admired / criticised the idealism / naturalness in Giotto’s paintings.

1 mark 4 On one of his trips to Italy, it is possible that Chaucer actually met Boccaccio / Petrarch, who lived near Florence at the time.

1 mark 5 In The Canterbury Tales, Chaucer makes direct reference to botha Dante and Boccacciob Boccaccio and Petrarchc Petrarch and Dante

1 mark 6 Who was it who first translated The Patient Griselda from Boccaccio’s Decameron into Latin?a Francis Petrarchb Geoffrey Chaucerc Giovanni Boccaccio himself

2 marks 7 When were The Canterbury Tales and Decameron written? Match the two works to their approximate dates. There is one extra set of dates.1 The Canterbury Tales2 Decameron

a 1348 to 1351b 1386 to 1400c 1414 to 1422

6 marks 8 Do the following statements refer to The Canterbury Tales (C) or Decameron (D) or both (B)?a It is written in verse. C D B

b The story-tellers are on a pilgrimage. C D B

c All the storytellers are members of the nobility. C D B

d The stories include characters from all social classes. C D B

e The stories are told over a period of ten days. C D B

f Love is one of the themes of the stories. C D B

3 marks 9 Do the following statements refer to the extracts that you read from The Canterbury Tales (C) or Decameron (D) or both (B)??a The storytellers have spent the previous night in an Inn. C D B

b The text includes a description of the setting. C D B

c The first story-teller accepts the task with pleasure. C D B

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4 marks 10 Are the following statements about The Canterbury Tales and Decameron True (T) or False (F)?a Chaucer’s The Canterbury Tales was written before Boccaccio’s Decameron. T F

b Both stories have a sort of framework containing stories within a story. T F

c Decameron contains more stories than The Canterbury Tales. T F

d Both works are written in an elevated language. T F

3 marks 11 In the extracts that you read from The Canterbury Tales and Decameron who1 has already suggested the idea of storytelling the previous evening?

a the inn keeper in The Canterbury Talesb the “reina” in Decameronc both the inn keeper and the “reina”

2 decides who is going to tell the first story?a the inn keeper in The Canterbury Talesb the “reina” in Decameronc both the inn keeper and the “reina”

3 leaves the first story-teller free to decide the subject of their story?a the inn keeper in The Canterbury Talesb the “reina” in Decameronc both the inn keeper and the “reina”

1 mark 12 In The Canterbury Tales, the inn keeper humorously says that any one who doesn’t want to tell a story will have toa pay for all the food and drink on the way to Canterbury.b leave the party and travel to Canterbury alone.c write down all the stories told by the others.

1 mark 13 Who is the first person to tell a story in The Canterbury Tales?a the prioressb the inn keeperc the knightd the clerk

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Culture for ScientistsScience in the Middle Ages

1 mark 1 Write one letter in each space to complete this sentence.The Middle Ages are often referred to as the _ _ _ _ Ages, suggesting cultural decline.

1 mark 2 In Europe in the Early Middle Ages, the monasteries / royal courts were the few places where the scientific knowledge of the Romans and Greeks was preserved.

1 mark 3 During the 9th century, the Pope / Holy Roman Emperor / King of England established schools of learning and ordered translations of many Latin texts on science.

1 mark 4 Between 1000 and 1300, many Greek and Latin texts, believed to have been lost, again became available to European scholars becausea Arabic translations had been preserved and were now re-translated into Latin.b copies of the texts were re-discovered in the library of a French monastery.

1 mark 5 The first university to be founded in Europe was in Bologna / Oxford / Paris in 1088.

1 mark 6 Scholars in the Studia Generalia studied scientific works of the Ancient Greeks and also the new scientific thinking of Anglo-Saxon / Muslim / Oriental scientists.

3 marks 7 Which person is associated with the following developments in scientific thinking during the Late Middle Ages? There is one extra development that you will not need.1 William of Ockham2 Nicole Oresme3 Jean Burdian

a the theory that the sun was the centre of the universeb advances in the treatment of infectious diseasesc theories on impetus and inertiad a system for finding answers from amongst conflicting

explanations

1 mark 8 Progress in thinking and learning was halted in the mid-1300s as a result of war / disease / censorship.

Medicine and Epidemics

1 mark 1 The difference between an epidemic and a pandemic is that a pandemica affects the majority of a country’s population.b affects large numbers of people in different countries.

1 mark 2 Which of the following diseases is caused by a bacteria?a typhus b yellow fever c influenza

1 mark 3 Which of the following diseases has been eradicated thanks to vaccination?a tuberculosis b small pox c leprosy

1 mark 4 Which of the following diseases is caused by a virus?a measles b malaria c cholera

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1 mark 5 Which of the following diseases can be transmitted by dirty water?a Influenza b typhus c small Pox

1 mark 6 Which of the following diseases can be transmitted by mosquito bites?a leprosy b cholera c yellow fever

Medieval Doctors

4 marks 1 Match the items of a medieval doctor’s equipment to their uses. There is one extra item that you will not need.1 to disinfect the skin2 to diagnose illness3 to bleed patients4 to protect against disease

a urine chartb leechesc flowers and herbsd opiume wine

1 mark 2 When Pope Clement VI was ill, Petrarch was worried about the fact thata he refused to see a doctor.b he consulted only one doctor.c he had so many doctors.

1 mark 3 In the extract that you read from Chaucer’s The Canterbury Tales, which of the following does the narrator say about the doctor?a He denounced superstitious practices and beliefs.b He had read a lot of works by Greek physicians.c He often argued with apothecaries about prescriptions.

1 mark 4 The narrator also says that, during outbreaks of the plague, the doctora saved many people’s lives.b made a lot of money from patients.c became ill himself, but recovered.

1 mark 5 According to the narrator, what is the main colour of the doctor’s clothes?a red b bluish-grey c gold

1 mark 6 Which words best describe the tone of the narrator’s description of the doctor?a strongly criticalb full of admiration and respectc humorous and ironic

Miraculous Medieval Medicine

3 mark 1 Choose the correct alternatives to complete the following paragraph about the recipe for a medieval medicine that you read about.Analysis of a 9th century medical text held in the British Library revealed a recipe for a medieval treatment for stomach / throat / eye infections. Researchers tested the recipe, which includes garlic / honey / spices, onions, wine and bovine bile salts, and applied it to three very rare / resistant / deadly bacteria.te

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1 mark 2 What did researchers already know about the single ingredients of the recipe before they tested the mixture?a Each was known to have mild anti-bacterial properties.b Each was known to have some medical, but not anti-bacterial properties.c No scientific research had ever been done into their medical properties.

1 mark 3 The results of the tests on the three bacteria showed that the recipea had a strong antibiotic effect on one of the three bacteria.b had a mild antibiotic effect on all three of the bacteria.

1 mark 4 What effect was noticed when the mixture was diluted?a The antibiotic effect remained the same.b Antibiotic resistance of the bacteria was blocked.c Bacteria became more resistant to the mixture.

1 mark 5 Which of the following would be a suitable title for the article?a Medieval eye salve is a stronger antibiotic than modern day drug.b Quorum-sensing in cells is improved by medieval medicine.c Medieval cure may lead to a way of combating antibiotic resistance.d Scientists discover what makes medieval antibiotic so effective.

Major Epidemics in History

4 marks 1 The Black Death probably started in the Crimea / India / China in the late 1200s / early 1300s. It arrived in Italy in 1347 / 1350 and spread through Europe, arriving in England about one year / three years later.

1 mark 2 In 1347 Mongol forces infected people in the city of Caffa bya contaminating the city’s water supply.b filling the city streets with infected corpses.c releasing infected rats into the city.

1 mark 3 The Black Death caused the death of about one third / one half of the population of Europe.

1 mark 4 The Black Death helped to end the feudal system bya killing many of the upper classes, thus liberating serfs and vassals.b devastating the armed forces so that authority could not be enforced.c increasing the power of the lowest classes owing to a shortage of labour.

1 mark 5 The Black Death was probably caused by the type of plague known as bubonic plague, which affects the lungs / lymph nodes.

1 mark 6 Medieval cures for the plague were all / mostly ineffective, although some ideas about prevention and sanitation were valid.

3 marks 7 Are the following statements about the typical medieval plague doctor’s outfit True (T) or False (F)?a The trousers and coat could help prevent flea bites. T F

b The mask could prevent infections borne by smells. T F

c The wooden cane served to avoid touching infected patients. T F

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2 marks 8 In 1665 the bubonic plague broke out in London, killing approximately 15% / 30% of the population, with most deaths occurring in the spring / summer / autumn.

3 marks 9 Cases of tuberculosis (known as the ‘White Death’) began to increase in the early 1600s and peaked in the epidemics of the 1700s / 1800s, when TB was responsible for 25% / 40% of all deaths. An effective antibiotic became available in 1946 / 1966, however a drug resistant strain has since developed.

1 mark 10 In the 1800s many sanatoria for TB patients were built especially in places near the sea / at high altitudes.

5 marks 11 Are the following statements about tuberculosis True (T) or False (F)?a TB usually affects the lungs or lymph glands. T F

b Symptoms may include blood-stained phlegm. T F

c TB that only affects the lymph glands is not infectious. T F

d BCG vaccination is usually offered to all babies. T F

e TB can be completely cured with a course of tablets. T F

Tuberculosis in Literature and Art

1 mark 1 At the beginning of the extract that you read from Jane Eyre, Jane’s friend Helen isa in the school hospital. b in her own room. c in a teacher’s room.

1 mark 2 When Jane sees Helen in the garden she feelsa worried by how ill she looks.b reassured by the fact she’s well enough to be outside.c angry that she can’t go and speak to her.

1 mark 3 When the nurse says to Jane “She’ll not be here long”, Jane understands that Helena is going to be taken home.b is going to be moved to a hospital.c is going to die very soon.

1 mark 4 When Jane goes to see Helen, before opening the curtain round the bed, she is afraid thata she might disturb Helen’s sleep.b Helen might be dead.c the nurse might wake up.

1 mark 5 When Helen speaks Jane feels reassured / shocked / confused.

1 mark 6 What does Jane notice that is different from usual in Helen?a her voice b her smile c her composure d her colour

1 mark 7 Jane also notices thata Helen’s skin feels hot. b Helen is sweating. c Helen is very thin.

1 mark 8 Helen expresses concern that Jane might feel cold / get into trouble / catch her illness.test

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1 mark 9 When Jane wakes upa she can’t remember where she is. c she’s back in her own bed.b the nurse is carrying her along the corridor. d she sees that Helen is dead.

3 marks 10 Are the following statements about the extract that you read from Jane Eyre True (T) or False (F)?a Jane learns that consumption is much more serious than she thought. T F

b Jane takes precautions to protect her own health when she visits Helen. T F

c Helen is unaware that she is going to die. T F

7 marks 11 Choose the best alternatives to complete the following paragraph about Edvard Munch’s painting The Sick Child.The painting The Sick Child by Edvard Munch shows the artist’s sister / cousin Sophie lying in bed, ill with TB. Munch’s mother / aunt is by her bedside. The colours in the painting are predominantly dark / light. The tables, the girl’s hair and the drink in the glass are all black / red / brown. At the centre of the painting is the head of the girl / are the hands of the two figures. The girl seems to be sleeping / looking at the window, while the woman is looking at the girl / hiding her face.

Epidemics Today

7 marks 1 Choose the correct answer for each of the following questions.a Which epidemic originated in animals in Asia?

H5N1 HIV BSEb Which epidemic has a human variant called Creutzfeldt-Jakob’s Disease?

BSE SARS H5N1c Which disease caused a recent epidemic in West Africa?

SARS Ebola H5N1d Which disease causes hemorrhagic fever and is often fatal in humans?

Ebola AIDS BSEe Which epidemic has claimed the most victims?

SARS Ebola AIDSf Which disease may be passed to humans by eating infected beef products?

H5N1 SARS BSEg Which disease is caused by a coronavirus and caused a short-lived pandemic in 2002?

SARS HIV H5N1

2 marks 2 The Italian doctor Fabrizio Pulvirenti was infected with the SARS / Ebola / H5N1 virus while working in Sierra Leone / Senegal / Ivory Coast.

1 mark 3 Pulvirenti’s cure was significant in the medical world, becausea he was the first survivor of the 2015 outbreak.b he was treated with experimental drugs.c he recovered more quickly than other survivors.

1 mark 4 According to the article, Pulvirenti is nowa more resistant to the virus.b more vulnerable to other types of infection.c a carrier of the virus.

Your score: marks

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Translated textsUnit 1

Geordie (Student’s book, p. 48) Mentre mi avvicinavo al Ponte di Londra Nelle prime ore di un mattino brumoso, Per caso udii una bella fanciulla Che piangeva per il suo Geordie.

5 “Geordie sarà impiccato con una catena dorata Quale non ce ne fu mai l’uguale Poiché egli è di stirpe reale E ha corteggiato una fanciulla virtuosa.

Mettete le briglie al mio destriero bianco, 10 Mettete le briglie al mio pony, Affinché io possa raggiungere la corte di

giustizia di Londra E chiedere la grazia per la vita di Geordie.

Geordie non ha rubato né mucche, né vitelli, Né pecore ha mai rubato, 15 Ma ha rubato sedici cervi selvatici del re, E li ha venduti in Bohenny.

Da lui ho avuto due figli splendidi E il terzo lo porto in grembo; Volentieri mi separerei da ciascuno di loro 20 Se voi risparmiaste la vita di Geordie.”

Geoffrey Chaucer, The Canterbury Tales, from General Prologue (Student’s book, p. 54)

Quando pioggia d’aprile ha penetrata l’aridità di marzo e impregnata ogni radice e vena dell’umore la cui virtù ravviva foglia e fiore; 5 e in folto di brughiere e boschi spogli Zeffiro ingemma teneri germogli con mite soffio, e metà del corso il sole nell’Ariete ha già percorso, e quando gli uccelletti fan concerto 10 e tengono di notte l’occhio aperto, così com’essi lor natura inclina, allor la gente viaggia pellegrina e vanno a santuari, quei palmieri, in lidi anche remoti e forestieri.

15 In Inghilterra, dalla lor contrada, di Canterbury prendono la strada, quel martire glorioso a visitare e per l’intercessione ringraziare. Proprio in quella stagione mi trovavo 20 al Tabard di Southwark, ove sostavo al cominciare quel pellegrinaggio con devozione e cuore pronto al viaggio. Già quasi a sera, in quella ostelleria, calaron ventinove in compagnia, 25 tutta gente per caso capitata a far di pellegrini una brigata. A Canterbury tutti eran diretti.

Geoffrey Chaucer, The Canterbury Tales, from General Prologue (Student’s book, p. 56)

Una DONNA DI BATH, pure veniva, e spiace dirlo, poco ci sentiva. Era, in tessere panni, così brava, che le donne di Fiandra superava. 5 Alla parrocchia, nell’offrire ai santi, nessuno osava mai passarle avanti, o lei se ne infuriava, in verità, da dar da matta fuor di carità. Di fini veli si addobbava in testa, 10 e qui potrei giurare che alla festa ne aveva almeno dieci libbre addosso. Portava calze di colore rosso e scarpe di modello raffinato. Ardita in viso e accesa d’incarnato, 15 e donna in gamba in tutta la sua vita, a portarsi in chiesa era riuscita cinque mariti, pur senza contare qualcosa in gioventu da trascurare. Tre volte si era spinta in Terra Santa 20 e di strada ne aveva fatta tanta, s’era recata a Roma ed a Boulogne, a Santiago in Galizia ed a Cologne. Molte esperienze aveva accumulato e qualche dente, un po’, s’era allargato. 25 Su d’un cavallo ambiante essa veniva e con un cappellone si copriva che si può dir da scudo le faceva, la gonna lunga i fianchi le avvolgeva ed erano affilati i suoi speroni; 30 ciarlava allegra, con quei compagnoni, delle pene d’amore e ne rideva, perché i rimedi pure conosceva.

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Geoffrey Chaucer, The Canterbury Tales, from The Wife of Bath’s Prologue (Student’s book, p. 59)

Alla mia storia adesso mi avvicino, e che non beva più birra né vino, se il vero non vi dico dei miei sposi, che tre furono buoni e due bizzosi. 5 Erano agiati i tre, e vecchi e degni, e appena mantenevano gli impegni che tutti loro avevano con me, e quel che dico, lo capite, ahimè! Mi aiuti il cielo, se non rido ancora 10 per quegli sforzi che gl’imposi allora ma era solo fumo, ché 1’arrosto, a mio nome, tutto era già posto, sicché darsi da fare non serviva per inseguir l’amore o l’attrattiva. 15 Mi amaron tanto, Dio m’è testimone, assai di più che a mia soddisfazione.

Geoffrey Chaucer, The Canterbury Tales, from The Wife of Bath’s Tale (Student’s book, p. 60)

Appena giunto a corte, il cavaliere aver risposta, volle fare sapere, e del suo ritorno al dì promesso. Nobili dame siedono in consesso, 5 con vedove dotate di esperienza, e la regina giudice in udienza, per quella tal risposta valutare; chiamato, il cavaliere ecco che appare. Or taccia per comando, ogni presente! 10 e il cavaliere dica prontamente ciò che le donne san di più volere! Qual bestia, non si tacque il cavaliere e subito rispose a quel quesito, con alto accento, a esser bene udito: 15 “Nobile dama, questo è presto detto, ama la donna avere a sé soggetto il suo marito, sì come 1’amante, e in sudditanza averli in ogni istante. Questa di ogni donna è aspirazione, 20 io qui rimango a tua disposizione!” A opporsi non vi è nubile o sposata e, tutte insieme, alla risposta data convengono che merita la vita.

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Cardiff CastleBefore watching1 What do you know about Cardiff? Try to

answer these questions with a partner.1 How many people live in Wales?2 Do people speak English or Welsh in Wales?3 Is Cardiff the capital of Wales?4. What is the population of Cardiff?5 There is a big castle in Cardiff. Do you know

anything about it, for example, how old it is?6 Have you visited any castles yourself? If so,

what did you like about them?

2 Video vocabulary. You’ll hear the following words in the video. Match the words on the left with the definitions on the right.

1 linguist 2 fort 3 banqueting hall 4 themed 5 clock tower 6 walkway 7 makeover 8 fireplace 9 ceiling 10 ruins/remains 11 shield 12 arrangement

a the top part of a roomb the remaining

damaged parts of a very old building

c a change in look or complete modernization of something

d a large building, often in a castle, containing a clock at the top

e a covered passage for walking from one place to another

f with a specific theme or idea

g the part of a room where you have a fire

h a large open space for dinners and ceremonies

i somebody who studies and researches languages

j a place where soldiers meet, sleep and keep ammunition

k when two people agree to do something

l a metal object to protect a soldier during combat

While watching3 Watch from 0.00 to 00.55. Put the following

in the order they are mentioned.a The River Taff b William the Conqueror c The Roman fort

4 Now watch the same section again and mark the following statements True (T) or False (F).

1 The Castle is not in the city centre. T F

2 Ite is a mix of old and new elements. T F

3 The Romans built the first Castle. T F

4 The word ‘Cardiff’ means Bridge on the River Taff. T F

5 Construction work in the 11th century was commissioned by William the Conqueror. T F

5 Now watch from 00.56 to 03.27 and choose the correct alternative to complete the sentences.

1 Wyn Davies describes a Victorian / Elizabethan recreation of a medieval walkway.

2 According to Wyn Davies, the castle is special because you have 2 / 3 / 4 different phases on one site.

3 The earliest remains are Norman / Roman ones. 4 The house received a makeover in the 15th /

19th century. 5 The first room described is the Summer / Winter

Smoking Room. 6 The Smoking Room was for drinking and

socializing / eating. 7 The ceiling of the Smoking Room shows zodiac

signs / religious scenes. 8 The second room, the Banqueting Hall, is the

smallest / largest building in the house. 9 The Banqueting Hall is the recreation of a

medieval / Victorian hall. 10 The ceiling and walls in the Banqueting Hall

show Welsh history / the Marquis of Bute’s family history.

11 The third Marquis of Bute was a Welshman / Scotsman.

12 In the 12th century, Stephen and Matilda were fighting for the English / Welsh throne.

13 Stephen became king after 9 / 19 years of fighting. 14 Matilda’s son became King Henry II / Richard II.

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6 Now watch from 03.28 to the end and fill in the missing information in the summary.

The Bute family only lived in the castle for (1) weeks in a year. Many of the original books in the library were (2) ones. Bute, the owner of the castle, was a Catholic, theologian and (3) : he could speak or understand (4) languages. According to the speaker, the books in the library today are not as (5) as the original ones. The castle is open every day of the year except for the 25th and the 26th December and (6) January.

After watching7 Go to this site: www.cardiffcastle.com/history

and find the answers to these questions.1 ‘The Romans’ section: under which Roman

emperor did the Roman legions arrive in Cardiff?

2 ‘The Romans’ section: when did the Roman Army finally leave Cardiff and Wales?

3 ‘The Normans’ section: what did the Normans build at the northern end of the site?

4 ‘The Normans’ section: what kind of soldier was the Earl of Gloucester?

5 ‘The Butes’ section: when did the Butes give the castle to the City of Cardiff?

6 ‘The Butes’ section: how did the Butes transform the castle?

7 ‘The Bute and Burges’ section: who was William Burges?

8 ‘The Bute and Burges’ section: when did Burges die?

8 Think of a castle near your hometown. Research some details on it and write a paragraph that could be put in an English language publicity leaflet for the castle, briefly describing the castle, its attractions and opening times, visiting costs etc.




stonehengeBefore watching1 In groups, find out why Stonehenge is such

an important monument. Discover what other monuments from Neolithic times can be found in the same area of the county of Wiltshire in England. What are the theories surrounding the building of Stonehenge?

2 Video vocabulary. You will hear the following words in the video. Look them up in a dictionary and write the meanings here.

1 rudimentary 2 greased 3 astronomical 4 ditch 5 hypothesis 6 solstice

While watching3 Answer these questions. 1 How many people visit Stonehenge every year? 2 How many rivers are there near Stonehenge? 3 How would you describe the geometric form of

the stones? 4 When was Stonehenge built? 5 Which is the earliest part of Stonehenge?

When was it built? 6 How far away is Durrington Walls from

Stonehenge, and in which direction? 7 How do we know that people lived at

Durrington Walls? 8 What material were the tools to build

Stonehenge made of? 9 What are mauls and what were they used for

at Stonehenge? 10 How far away from Stonehenge are the

Marlborough Downs? 11 Where do the small stones come from? 12 What is the solstice alignment? 13 How do we know that there are more stones

underneath what we can actually see

4 Fill in the missing words in the paragraph.Two types of stone were used to build Stonehenge, called (1) and (2) stones. They are a form of (3) rock and were brought from (4) , which is about (5) kilometres away. They were possibly transported to the site by being pulled along with rudimentary (6) and also greased (7) . It would have taken (8) men to pull an average (9) stone.

5 The commentator mentions two hypotheses regarding the building of Stonehenge. What are they?

6 Choose the correct alternative to complete the sentences.

1 Stonehenge is situated in a valley / on a plateau called Salisbury Plain.

2 We know / don’t know who built it. 3 Ian is a steward / an archaeologist at Stonehenge. 4 On an average spring / summer day, 6,000

people visit Stonehenge. 5 The earliest / latest part of the monument is the

ditch and bank. 6 The builders used stone tools to shape / erect

the stones. 7 The large / small stones are called ‘blue stones’. 8 It would have taken about 100 men to pull an

average blue stone / sarsen stone. 9 It will always / one day no longer be a mystery as

to who built Stonehenge. 10 Stonehenge is / is perhaps a monument to the

ancestors. 11 Because of solar technology, Stonehenge is less /

more complex than was previously thought.

After watching7 Stonehenge is a World Heritage Site. What

is a World Heritage Site and how are they protected? In groups, write about two or more sites and present your findings to the class.vi

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Hadrian’s Wall Before watching1 Walls have been built over the centuries

for many different purposes. In pairs or groups, find examples of walls that were constructed for these various purposes and say what makes them important in our history. Make allusions to literature wherever possible.

2 Video vocabulary. Check these words which are important in the context of the video. They are all to do with Roman engineering and defence.

1 aqueduct2 observation tower3 arch4 milecastle5 Roman roads6 fort

While watching3 Choose the correct answer. 1 The Romans did something the Greeks were

unable to do, which wasa to build aqueducts.b to perfect the arch.c to construct bridges.

2 The wall stretches fora 117 miles.b 73 miles.c 170 miles.

3 The wall was the frontier with tribes who liveda in the mountainous South of Britain.b in the wild East of Britain.c in the mountainous North of Britain.

4 The Emperor Hadriana visited the wall after it was completed.b visited the wall during the building of it.c came to see the best place to build the

wall.

5 Julius Caesar tried to invade Britaina twice.b once.c three times.

6 The pacification of Britain after Claudius’ invasion tooka ten years.b a very short time.c a long time.

7 The wall was builta as a centre for trading.b as a tourist destination for rich Romans.c for defence.

8 Today, most people come to the walla for one day.b for several days, to walk the footpath.c to see the wild animals.

9 The wall liesa entirely within a national park.b entirely within Scotland.c partly within a national park.

10 Which wild animal can be found near the wall today?a deerb wild boarc wolf

4 Mark the following statements True (T) or False (F).

1 The Emperor Hadrian visited the Wall just after it was completed. T F

2 Archaeologists believe it took six years to build the Wall. T F

3 The Wall is a World Heritage Site. T F

4 The Romans invaded Scotland but had to withdraw. T F

5 The Wall is 84 kilometres long. T F

6 A lot of people come for just a one-day visit. T F

5 Answer these questions about aspects of Hadrian’s Wall.

1 Why do archaeologists and historians think that the Wall also functioned as a commercial centre?

2 What was the importance of turrets along the Wall?

3 What difficulties did the Romans face when they moved north from the Wall into Scotland?

4 What is the name of the eastern terminus of the Wall?




After watching6 Look at the image of the fort in the video.

Make a study of it. What buildings does it contain? How effective was its defence? What other types of fort can you find by looking in books or on the internet?

7 Rome had a great influence on the subsequent history and culture of Britain. The most important of the two emperors mentioned is Claudius (41-54 CE). In pairs or groups, find out how Roman culture spread in Britain over the next three centuries.

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“We were the people who were not in the papers. We lived in the blank white spaces at the edges of print. It gave us more freedom. We lived in the gaps between the stories.„

— Margaret Atwood

dvd Rom dEmo dEL LIbRo IN dIGITALE pER IL docENTE

▶ per il docente, ad adozione avvenuta, libro in digitale interattivo offline su supporto, contenente tutte e cinque le edizioni

▶ per lo studente scaricabile da www.imparosulweb.eu e utilizzabile offline


In copertina: Hom

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INGLESE LETTERATURA

Deborah J. Ellis

WHITE SPACESCulture, literature and languages

con Barbara De Luca

32714ELLISWHIte sPaces sPecIMen

EdIzIoNE bLU (ScIENTIfIco)

EdIzIoNE RoSSA (cLASSIco)

EdIzIoNE vERdE (LINGUISTIco)

EdIzIoNE GIALLA (ARTISTIco)

EdIzIoNE ARANcIoNE (ScIENzE UmANE)

questa PubblIcazIone è DIstrIbuIta GratuItaMente a correDo Dell’oPera, Pertanto è a tuttI GlI effettI fuorI coMMercIo


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Per il docenteTest and Resource Book (pp.320)• TIPO B (carta + digitale) • TIPO C (digitale)

978-88-58-32710-4978-88-577-2199-6

gratis gratis

4 CD Audio classe 978-88-58-32711-1 gratis2 DVD video 978-88-58-32712-8 gratisLibro in digitale interattivo offline su supporto

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PER IL LICEO SCIENTIFICO

PER IL LICEO LINGUISTICO

PER IL LICEO DELLE SCIENZE UMANE

PER IL LICEO CLASSICO

PER IL LICEO ARTISTICO

PER TUTTI GLI INDIRIZZI▶ Test and Resource Book

▶ 4 CD Audio per la classe

▶ 2 DVD Video

▶ Libro in digitale interattivo offline su supporto

Per i docenti è disponibile la versione annotata del corso

Il progetto culturale


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