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A Meridian for the 21st Century Eli Greenwich Readers Guide

• Introduzione metodologica • Attività extra • Soluzioni

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In una realtà sempre più ‘liquida’, come la definisce Zygmunt Bauman, la Guida della nuova collana eliGreenwich fornisce gli strumenti per orientarsi in una didattica sempre più complessa che riflette una società anch’essa sempre più complessa: Internet, i Social Media, la globalizzazione e le problematiche mondiali - come ci ricordano i 17 obiettivi della sostenibilità e il cambiamento climatico - richiedono un impegno non solo su scala internazionale ma anche a livello locale. La didattica non si può più giocare solo tra le quattro mura della classe e nemmeno in una direzione esclusiva docente-discente, bensì bisogna dare coordinate agli studenti, perché anche in autonomia si possano orientare nella complessità della realtà di cui fanno parte e divenire cittadini consapevoli del mondo e del nuovo Millennio. Questa Guida offre moltissime informazioni sui goals dell’Agenda 2030 e attività innovative per conoscerli meglio; materiale e attività fotografiche per affinare lo Speaking; tabelle di valutazione e autovalutazione; contenuti ed obiettivi dei temi legati all’introduzione dell’Educazione Civica nel curriculum scolastico; suggerimenti per pianificare una lezione introducendo le oggi richiestissime 21st Century Skills; soluzioni degli eliGreenwich readers; trascrizione degli audio extra. Una Guida che intende essere un meridiano, appunto, per aiutare ogni docente a orientarsi.

Silvia Rizzi

Nuova edizione

Eli Greenwich Readers Guide

eliGreenwich

A Meridian for the 21st Century Eli Greenwich Readers Guide

A Meridian for the 21st Century

Silvia Rizzi

The Pleasure of Reading

Dedico questa guida, con tanta gratitudine, alla Casa Editrice ELI che ha creduto in me una volta ancora e a tutte le colleghe, i colleghi e i formatori che con le loro preziose condivisioni, collaborazioni, indicazioni e visioni dissetano la sete di apprendere e alimentano la voglia di insegnare. SR

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La neutralità di genere nel linguaggio La lingua italiana fa, da sempre, uso del genere maschile come semplice convenzione grammaticale di carattere inclusivo o neutro per i sostantivi riferiti a gruppi di persone, o cose, appartenenti a entrambi i generi. Il termine “studenti”, ad esempio, è usato nel senso di “classe” e non di studenti di genere maschile. Lo stesso vale per la parola “compagno”, che indica semplicemente “una persona nella tua stessa classe”. Così come - più in generale - il termine “uomo” è usato come sinonimo di "persona con i suoi diritti e doveri" o "essere vivente", "essere umano" o "genere umano” in espressioni come “i diritti dell’uomo” o “andare a passo d’uomo”. Nella stesura della presente Guida – al solo scopo di semplificare la lettura – ci si è attenuti alla seguente regola, tratta da “LA NEUTRALITÀ DI GENERE NEL LINGUAGGIO usato al Parlamento europeo” (hiips://www.europarl. europa.eu/cmsdata/187102/GNL_Guidelines_IT-original.pdf): Fra le strategie redazionali che sono invece da evitare ai fini di una maggiore leggibilità del testo, vale la pena menzionare: - l'uso delle barre trasversali: – egli/ella, – essi/esse, – lui/lei, – il/la, – gli/le, – il/la cittadino/cittadina;

ENG000-05

- l'uso dell'esplicitazione maschile e femminile in forma contratta: – un/a traduttore/trice di lingua italiana;

www.eligreenwich.it

- nonché altre soluzioni "di fantasia", quali ad esempio le parentesi: – il(la) proprietario(a) deve convocare tutti(e) gli(le) inquilini(e) interessati(e).

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Un po’ di storia per capire

Agenda 2030 “Something to talk about” “Qualcosa di cui parlare”

L’Educazione Civica

21st Century Skills: un meridiano da cui partire e un meridiano a cui tornare

PATHWAYS

EXTRA TEST VERSIONE STANDARD EXTRA TEST KEYS

69 88

EXTRA TEST VERSIONE DSA EXTRA TEST KEYS

95 114

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Un po’ di storia per capire

1 Si ritiene pertanto che per la formazione del cittadino del XXI secolo i contenuti debbano vertere su alcuni mindset fondamentali. Questa guida li prenderà in considerazione a più riprese, qui li riassumiamo brevemente, ispirandoci ad un estratto di un interessante articolo scritto da B.Aimi per “Orizzonte Scuola”: - il pensiero plastico: una forma mentis che consideri non soltanto l’acquisizione, ma anche il recupero della conoscenza attraverso la capacità di modificare i nostri schemi mentali ogni volta che accediamo alla memoria; - il pensiero critico: imparare a pensare criticamente per analizzare, valutare e sintetizzare la quantità enorme di informazioni che si hanno a disposizione; - il pensiero auto-regolato: capacità indispensabile ai discenti per capire cosa sanno e cosa non sanno, e come potersi motivare al miglioramento continuo; - il pensiero emotivo: promuovere empatia e sensibilità per comprendere ed interagire con “il diverso” in un mondo sempre più globale ed articolato; - il pensiero sociale: costruire e potenziare il senso civico, la collaborazione e la comunicazione efficace per migliorare il vivere insieme nelle società complesse; - il pensiero creativo: permette di generare nuove idee e proporre soluzioni innovative a criticità e problematiche sempre diverse e spesso non ancora esperite in una società che è in costante e rapida evoluzione.

Questa nuovissima collana della casa Editrice ELI “Greenwich” nasce come una grande metafora. Nella consapevolezza che i linguaggi figurati hanno il potere di farci comprendere concetti complessi in maniera più immediata e intuitiva, questa piccola guida si pone in modo snello di svelare gli obiettivi chiave di una serie di New Readers che dovrebbero incoraggiare, sostenere e dare risposte concrete all’apprendimento in lingua straniera dei nostri studenti. Come il Meridiano di Greenwich è risaputo essere il Meridiano Zero o Meridiano Fondamentale, ovvero il punto di riferimento mondiale per la definizione dei fusi orari e quindi dell’orario convenzionale per la popolazione mondiale, così i New Readers “Greenwich” desiderano rappresentare un nuovo punto di riferimento nell’acquisizione dei “nuovi saperi” che, sostenuti dalle neuroscienze, incoraggiano un apprendimento basato sulle evidenze scientifiche (evidence based-learning)1. Un apprendimento che fluttua continuamente tra la guida competente del docente, quale Virgilio, e quello in autonomia di discenti che si confrontano anche e sempre più con lo studio fuori dalle aule scolastiche, connessi con compagni e docenti in lezioni sincrone, ma anche spesso disconnessi per lezioni asincrone ed un apprendimento individuale (self-directed learning).

Pertanto, la sfida vera dei giorni nostri è acquisire la competenza (ovvero il saper mettere in atto solide conoscenze con comprovate abilità in nuovi contesti) per districarsi nella “selva oscura” di stimoli molteplici, se non addirittura infiniti, in cui ci avventuriamo ogni volta che iniziamo la nostra navigazione nel mondo di Internet e dei social media. Per questo abbiamo bisogno di un meridiano di riferimento e la storia stessa del Meridiano di Greenwich ce lo ricorda. Esso fu scelto nel 1884 come Primo Meridiano del Mondo. 41 delegati da 25 nazioni conversero con solo un voto negativo e due astenuti sul riconoscere a Greenwich il premio della longitudine 0°. Occorsero comunque circa altri 30 anni per l’accordo mondiale nel 1912, ulteriore testimonianza che i cambiamenti e le innovazioni richiedono almeno un paio di decenni per consolidarsi come prassi.2 Il Meridiano di Greenwich fu scelto come tale principalmente per due motivi: gli Stati Uniti avevano già scelto il Meridiano di Greenwich come base per i loro fusi orari e alla fine del 1800 già il 72% dei commerci dipendeva dalle carte navali che usavano Greenwich come Primo meridiano. La scelta era giunta dalla comparazione di migliaia di osservazioni prese dallo stesso meridiano per creare un’accurata mappa astronomica. Nonostante in decenni più recenti, grazie

2 A questo proposito ricordiamo che statisticamente i cambiamenti richiedono circa un ventennio per diffondersi e consolidarsi come prassi. Ad evidenza di ciò si può fare riferimento alla “didattica per competenze”, che concettualmente è entrata nella scuola italiana all’inizio degli anni 2000 e sebbene sia sempre più diffusa, ancora vede una difficoltà di applicazione in talune realtà, venendo erroneamente percepita come una didattica in alternativa alla didattica dei contenuti e delle conoscenze e non invece quale logica attuazione degli stessi negli apprendimenti per il XXI secolo. Per chi desiderasse ripercorrerne la storia e vedere la lungimiranza dei “saggi” di vent’anni fa, può leggere l’articolo di G. Cerini, “SAPERI, CURRICOLO, COMPETENZE. Fonti, indicazioni normative, materiali.”

alle misurazioni satellitari, il meridiano sia stato spostato di circa 102 mt ad est del primo meridiano storico del mondo, Greenwich resta per convenzione il nostro meridiano di riferimento. Parimenti, in tempi che cambiano, ELI desidera restare accanto a discenti e docenti per dare loro punti di riferimento in un apprendimento che muta, si evolve, che deve racchiudere in sé un patrimonio secolare di didattica e le nuove esigenze del XXI secolo, per renderci tutti attori competenti di una società sicuramente più plurale, in cui una capacità di comprensione e comunicazione dei vari codici linguistici è chiave. Di questi tempi si ha più che mai bisogno di una guida in una “modernità liquida” come l’ha sapientemente definita Zygmunt Baumann. Pertanto, ben vengano meridiani, paralleli, fari e bussole per aiutare ad orientarci in una didattica più complessa che riflette una società più complessa. Internet, i Social Media, la globalizzazione e le problematiche mondiali (come ci ricordano i 17 obiettivi della sostenibilità e il cambiamento climatico) ci richiedono un impegno sia su scala internazionale che a livello locale. Anche la didattica da tempo non si può più giocare solo tra le 4 mura della classe e nemmeno in una direzione esclusiva

docente-discente, bensì bisogna dare coordinate agli studenti, perché anche in autonomia si possano orientare nel WORLD WIDE WEB e divenire cittadini consapevoli del mondo e del nuovo Millennio. Un tempo esprimersi in questi termini sarebbe stato iperbolico, nel XXI secolo è fare un bagno di realtà. Infine, la nostra età postmoderna trova nella “cultura della citazione” una fonte autorevole di supporto a quanto si dichiara o sostiene ed è una maniera di “scandagliare” la realtà molto utile per la vera comprensione, riconoscendo le “news” dalle “fake news”.. Saper correttamente citare fonti attendibili è una abilità (skill)) che dobbiamo insegnare ai nostri studenti e che ci tiene al riparo da un pericoloso autoreferenzialismo e può ampliare i nostri orizzonti e legami nella collettività umana. “La citazione” è stata definita da Antoine Compagnon come “la più potente figura postmoderna”. “Citare significa selezionare, decontestualizzare e successivamente ricollocare qualcosa e porta ad instaurare un rapporto intenzionale tra il nuovo contesto ed il riferimento preso in considerazione. Il risultato di questo processo è un intertesto basato su un consapevole riuso del linguaggio.” 3

B1.2

Oscar Wilde

eliGreenwich

STAGE 1 B1.2 PRELIMINARY

The Canterville Ghost

FLIP BOOK + AUDIO MP3

Oscar Wilde The Canterville Ghost

eliGreenwich

The Pleasure of Reading

3 IRENE BALZANI La poetica della citazione. 4 A questo proposito, ad integrazione di questa guida, in rete si possono trovare siti e blog di riferimento molto utili sia in lingua italiana che in lingua inglese. Qui consigliamo Teach Like a Champion – 62 tecniche per un insegnamento di successo, di Doug Lemov (traduzione italiana di A. Nesti), che ha avuto un successo internazionale e nazionale nel giro di alcuni anni e un blog per tutti, Mr Bellana Quattro tecniche per pianificare una lezione di successo che a Lemov si ispira: www.parliamodiinsegnamento. it/insegnamento/pianificare-unalezione-di-successo/. Nella più feconda tradizione anglo-sassone quanto esplicitato passa attraverso una metodologia che dall’osservazione conduce alla pratica ed è quindi fortemente “hands-on”, incoraggiando il docente ad essere e a formarsi in una prospettiva di “learning by doing”. Infine, la tradizione scolastica italiana e mondiale potrebbe ritrovarlo andando indietro di più di 100 anni nell’approccio studiato, esperito e teorizzato da Maria Montessori nel suo “Metodo”, in qualità di scienziata “prestata” alla pedagogia.

Pertanto, questa guida ELI Greenwich fedele al suo nome, cerca di dare spunti didattici, fondando la sua forza anche su meridiani di riferimento, ovvero personalità autorevoli che hanno speso la loro professionalità ad approfondire gli aspetti che si andranno ad illustrare. Innanzitutto, la guida per il docente ha come prima funzione quella di ricordare che una lezione ben preparata ed organizzata con un obiettivo che dia un senso all’apprendimento è imprescindibile, ovvero un’unità di apprendimento (UdA) adeguatamente pianificata ha una percentuale di riuscita molto alta.4 ELI, infatti, con questa guida e la nuova serie di Readers vuole guardare in avanti per una didattica al passo con i tempi, poiché quello che si desidera dimostrare è che davvero un libro nelle mani di un docente empatico e competente può fare la differenza nell’apprendimento di uno studente, incarnando così il famosissimo motto di Malala Yousafzai: “Un bambino, un insegnante, un libro e una penna possono cambiare il mondo - One child, one teacher, one book and one pen can change the world ”. Si incardina proprio qui il cercare di dare priorità in questo apprendimento a due modi di essere, due modi di stare: stare ed essere nella relazione umana e stare ed essere nell’apprendimento, per sviluppare un atteggiamento empatico e un pensiero critico in grado di proporre soluzioni creative al rischio di un “apprendimento liquido” e “usa e getta”, simile alla nostra cultura bombardata dagli stimoli dei social media che catturano la nostra attenzione for the blink of an eye. Infine, le intelligenze multiple e le neuroscienze negli ultimi decenni ci hanno ricordato costantemente che “stare nella relazione”, ovvero creare empatia, è imprescindibile per avere un apprendimento efficace e che soprattutto accenda negli studenti la passione per un Life Large Learning. Costruire una relazione empatica con i nostri discenti non è sinonimo di relazione amicale o materna o paterna, ma bensì di quella millenaria di maestro-alunno, di guida e di ricercatore e di

ricercatori insieme. La proposta che ELI fa è quindi quella di “sensare” tutto questo in primis con “un libro e con una penna” (anche nella versione digitale), ovvero si propone di lavorare sul testo o a partire dal testo, poiché esso rappresenta ancora uno strumento chiave, se non addirittura, azzardando un poco, la chiave di volta per l’apprendimento. Comprendere un linguaggio via via più complesso (si vedano i diversi livelli in cui esce la serie), decodificarlo, andare oltre, fa sì che ci si possa poi destreggiare nella miriade di linguaggi che dobbiamo intendere ogni giorno, al fine di divenire prima fruitori consapevoli poi produttori esperti, precisi e razionali del linguaggio stesso, per una comunicazione efficace in un mondo complesso. In tutto questo ci verranno in aiuto le attività proposte, ispirate innanzitutto agli obiettivi dell’Agenda 2030, all’interdisciplinarità della nuova materia di Educazione Civica, che raccoglie le sfide e le proposte lanciate dalla didattica per Competenze e ai 21st Century Skills richiesti per il nuovo secolo, unitamente alle esercitazioni per le Certificazioni Internazionali, alle Prove Invalsi Nazionali e all’Esame di Stato.

Agenda 2030

“Something to talk about” “Qualcosa di cui parlare” Questa parte della guida è sicuramente la più sfidante ed è un termine che i fautori stessi dell’AGENDA 2030 tendono ad utilizzare spesso, tant’è che hanno definito gli obiettivi come goals, ovvero potremmo interpretarli come una calzante metafora calcistica per “vincere la partita della nostra vita”, per il bene di tutto il pianeta. Sono davvero i Mondiali per antonomasia quelli che dobbiamo giocarci tra il 2015 e il 2030 e la coppa in palio è la salute dell’intero pianeta e i suoi abitanti. Goal, inoltre, etimologicamente ritiene in sé dall’antico inglese il senso di “limite o barriera o ostacolo”, quindi ancora più pertinente, ovvero, nonostante l’imprescindibilità dell’obiettivo da conseguire, vi è la consapevolezza che non sia facile, che vi sono ostacoli da superare, alcuni che ci possono addirittura sembrare barriere insormontabili. Tuttavia, per andare oltre quello che oggi riteniamo impossibile e per renderlo realizzabile possiamo partire dalla riflessione del Professor Patrick Paul Walsh che si trovava nel panel degli esperti a Rio nel 2012. Nella parte conclusiva di un suo famoso Ted Talk ha affermato:

Il fiocco di neve non vuole mai prendersi la responsabilità per ciò che fa la valanga, ma se ci mettiamo tutti insieme potremo vedere l’effetto palla di neve che la società civile può avere sui governi e sulle aziende. E poi citando George Bernard Shaw: “Voi vedete delle cose e dite: Perché? Ma io sogno cose che mai furono prima e mi chiedo: Perché no? Possiamo noi, gente comune porre la parola fine alla povertà in tutte le sue forme entro il 2030? Io rispondo: Perché no?” In estrema sintesi “abbiamo bisogno di essere la prima generazione che termina la povertà in tutte le sue forme entro il 2030”.

La scuola in questa propspettiva può fare molto, essendo attante centrale nel percorso educativo e formativo di ogni cittadino.

Gli obiettivi di sviluppo sostenibile che devono essere raggiunti da tutte le nazioni entro il 2030 sono 17.1 In queste immagini ve li proponiamo in inglese ed italiano.

In estrema sintesi: tutte le persone dovrebbero avere accesso all’alimentazione di base, all’acqua potabile e ai servizi igienici. Tutte le persone dovrebbero avere il diritto all’educazione, alla salute e ad un lavoro dignitoso. Non devono più sussistere discriminazioni di genere e disuguaglianze incolmabili, occorre produrre energia sostenibile, agire per il clima e creare circuiti virtuosi di produzione e consumo in contesti sociali di pace, giustizia e sostenibilità. Se ne evince che questa agenda è veramente un’agenda delle persone e per le persone, affinché i governi, le aziende e la società civile convergano su una visione globale per un’azione globale (a global vision for a global action), ma al contempo ognuno di noi è interpellato in prima persona ad attuare questi obiettivi, partendo dalle nostre vite. 1 Il testo originale dell’Agenda 2030 in lingua inglese per una lettura complessiva si può ottenere al sito sustainabledevelopment.un.org/post2015/transformingourworld 11

Attività 1 Suggeriamo, pertanto, come strumento di lavoro l’attività proposta dall’Agenda 2030 stessa: Guida per persone pigre su come salvare il mondo (The Lazy Person’s Guide to Saving the World). Vi sono 4 livelli:

1 THINGS YOU CAN DO FROM YOUR COUCH (Cose che puoi fare dal divano) 2 THINGS YOU CAN DO AT HOME (Cose che puoi fare da casa) 3 THINGS YOU CAN DO OUTSIDE YOUR HOUSE (Cose che puoi fare quando esci) 4 THINGS YOU CAN DO AT WORK (Cose che puoi fare al lavoro)

È una lettura molto motivante per noi stessi e i nostri studenti. Si possono costruire To do List di classe o Bucket List personali . Si stabilisce una scadenza (deadline) di controllo, creando una competizione virtuosa (contest) per vedere quanti atteggiamenti riusciamo a cambiare nell’arco di alcune settimane. Sarebbe bene prevedere una ricompensa per ogni alunno o di classe. Sia valutativa (nota di merito, praise) che simbolica2: acquisto di una pianta da tenere in classe sulla cattedra oppure piantare un albero se ci fosse il giardino della scuola o un piccolo treat per ogni alunno, per rendere il conseguimento del traguardo memorabile. L’attività grazie al sito internazionale delle Nazioni Unite si può trovare sia in L1 (per noi l’italiano) che già tradotta nella lingua target L2 (inglese, francese, spagnolo, tedesco, ecc.) dell’attività didattica che si desidera impostare. È anche scaricabile in PDF e ha 4 livelli. Per saperne di più ecco i link ufficiali dell’Agenda 2030, che per l’Italia è unric.org/it/agenda-2030/ e quello internazionale in inglese è www.un.org/sustainabledevelopment/.

2 Riteniamo fondamentale che la scuola si muova sempre più in una dimensione di “cura e premura”, che curi gli apprendimenti cognitivi così come quelli emotivi. La lezione di don Milani “I care” iniziata negli anni Sessanta è più che mai attuale ed in attesa di piena realizzazione. È stata rilanciata più e più volte nei decenni ed ultimamente voci autorevoli come quelle del Professor Umberto Galimberti o della Dottoressa Daniela Lucangeli si sono espresse in tal senso.

Attività 2 Per meglio conoscere la ricchezza e le molteplici sfaccettature dell’Agenda 2030 si possono attuare i Compiti di Realtà o Compiti Autentici3. Con le Linee Guida della Circolare Ministeriale del 13 febbraio 20154 è stata data attuazione alla didattica per competenze che in uno stralcio recita: Non è importante accumulare conoscenze (di per sé), ma saper trovare le relazioni tra queste conoscenze e il mondo che ci circonda con l’obiettivo di saperle utilizzare e sfruttare per elaborare soluzioni a tutti quei problemi che la vita reale pone quotidianamente. In questo senso vanno intesi i “compiti di realtà”, ovvero situazioni problematiche, complesse e nuove, quanto più possibile vicine al mondo reale, da risolvere utilizzando conoscenze e abilità già acquisite e trasferendo procedure e condotte cognitive in contesti e ambiti di riferimento moderatamente diversi da quelli resi familiari dalla pratica didattica. Pur non escludendo prove che chiamino in causa (anche) una sola disciplina, occorre privilegiare prove per la cui risoluzione l’alunno debba richiamare in forma integrata, componendoli autonomamente, più apprendimenti acquisiti. La risoluzione della situazione-problema viene a costituire il prodotto finale degli alunni su cui si basa la valutazione dell’insegnante.5 Pertanto, un ottimo serbatoio da cui prendere spunti per realizzare questa tipologia di compiti è rappresentato dal materiale proposto dal sito delle Nazioni Unite riguardante l’Agenda 2030 in cui si danno proprio dei compiti specifici e concreti, che i docenti e gli alunni possono concordare e sui quali possono lavorare. 170 Daily actions to transform our world Vengono proposti giochi con ricadute sulla vita reale. Questo materiale didatticamente va in una delle nuove direzioni che dovrebbe prendere l’insegnamento: la Gamification. Essa è un metodo di insegnamento-apprendimento playthink basato appunto sul gioco e parte dall’assunto che è nella natura dell’uomo imparare a conoscere il mondo attraverso di esso, poiché permette di comprendere concetti astratti in un modo più creativo, sfidante e con maggior piacere6. È anche il cardine del Metodo Montessoriano, all’elaborazione del quale la scienziata Maria Montessori giunse dopo anni di attente e sapienti osservazioni, analisi, descrizioni e sperimentazioni e che è stato comprovato da più di un secolo di didattica ed apprendimento a livello mondiale.

3 La differenza sostanziale tra “compito di realtà” e “compito autentico” è che il primo riguarda una situazione reale tout-court che si può verificare in generale nelle nostre vite, il secondo riguarda invece una situazione reale che tocca da vicino la vita degli studenti e che loro stessi potrebbero trovarsi ad affrontare nel loro quotidiano. 4 L’adozione della Certificazione delle competenze era già stata prevista dalla legge che istituiva l’autonomia scolastica (DPR 275/99, art. 10). 5 www.lavorareascuola.it/compito-di-realta/amp 6 In italiano può essere tradotto con il termine “gioco strutturato”, ovvero l’insieme di materiali che nell’ambito delle tecnologie educative vengono presentati agli studenti sotto forma di gioco. L’organizzazione è tale per cui i discenti, interagendo con questi materiali ludici, giungono ad eseguire determinate operazioni logiche o fisiche. 13

In conclusione, ecco i capisaldi di come costruire il nostro compito di realtà: • proponete compiti che riflettano problemi che ci si trova ad affrontare nel mondo reale, sia personale che professionale; • ponete problemi complessi da cui partire, naturalmente adeguati all’età degli studenti, possibilmente quesiti interdisciplinari. In questo senso gli eliGreenwich Readers possono rappresentare punti di riferimento da cui partire e grazie ai loro ricchi contenuti si può passare dalla disciplina di L2 alle altre discipline (storia, letterature di altre lingue, scienze ed arte, solo per fare alcuni esempi). Infatti, ai discenti viene richiesto di mettere in campo conoscenze da più ambiti disciplinari, imparando a selezionare le informazioni primarie e secondarie e a ragionare in modo completo e critico; • calcolate tempi più ampi per giungere alla soluzione del problema: solitamente vengono date scadenze nell’arco di una settimana o due (comunque tempistiche oculatamente calcolate ed adeguate al compito, per non vanificare la ricerca e la creatività con tempi troppo ristretti, ma nemmeno far perdere il focus con tempi troppo dilatati); • create dei gruppi7, il compito di realtà è pensato per essere svolto in modo collaborativo; • valutate il prodotto finale secondo rubriche valutative8 stilate ad hoc comprensive non solo dei contenuti, ma anche del processo con cui si sono conseguiti i risultati e come si è svolto il lavoro di gruppo. Il lavoro è solitamente valutato da più insegnanti. Tenete presente che la rubric è una scala analitica per la valutazione di un’attività per il docente, ma fornita all’avvio della stessa ai discenti diviene per loro una checklist, che fa loro sviluppare una consapevolezza su ciò su cui verranno valutati. Si sentono così molto più parte del processo di apprendimento; • tenete, infine, presente che nello svolgimento di un compito autentico o di realtà è molto probabile che non si giunga ad una soluzione unica e definitiva, ma anche a diverse possibili soluzioni, interpretazioni, risposte e scelte, in quanto essendo un compito che accresce la creatività9 può essere svolto da diverse prospettive e punti di vista.

7 Più avanti nella guida daremo indicazioni su come comporre i gruppi in modo efficace. 8 Una definizione molto significativa, sintetica e stimolante si può trovare nelle parole del Professor Fiorino Tessaro di Ca’ Foscari- Venezia: “Valutare l’apprendimento significa ricercare il senso, riconoscere il potenziale, attribuire il valore di ciò che le persone acquisiscono e costruiscono per crescere, per migliorare, per promuovere lo sviluppo di sé e delle comunità. Operare e valutare nelle molteplici realtà è imprescindibile, ma non sufficiente: è necessaria l’autonomia e la responsabilità del soggetto, i paradigmi della competenza. L’apprendimento non è un unico processo, ma un insieme di processi multiformi (cognitivi, metacognitivi, socio-relazionali, motivazionali, esperienziali, trasformativi), intrecciati in reti prive di gerarchie ideologiche e di egemonie culturali, che si incarna nel pensiero-azione in situazione, che si sostanzia nella costruzione di competenze. L’apprendimento può essere valutato per procedure e per processi, per risultati e per prodotti; per singole dimensioni e per comprensioni globali. Valutando mediante compiti autentici non si parcellizza astrattamente il valore del sapere, ma lo si scopre nell’agire riflessivo, in situazione, per uno scopo reale, condiviso e sensato.” (da “Compiti autentici o prove di realtà? Authentic tasks or reality tests?” - Formazione & Insegnamento XII – 3 – 2014) 9 Dove per “creatività” intendiamo “l’abilità di apprendimento più elevata” secondo la Tassonomia di Bloom. In sintesi, “la capacità di produrre lavori nuovi ed originali, di progettare, assemblare, costruire, formulare e sviluppare ipotesi, creare ed investigare”. 14

Attività 3 Un’altra Unità di Apprendimento che possiamo pianificare grazie al sito dell’Agenda 2030, che propone riflessioni ed attività ad ampio raggio, è la Lezione Segmentata, che funziona molto bene sia in DiP (didattica in presenza) che in DaD (didattica a distanza), ovvero DDI (didattica digitale integrata). A seguire ne diamo una presentazione generica, che può servire da scaffolding per ogni UdA che il docente desideri preparare in questa modalità, e poi ne proponiamo una già concreta di immediata applicazione.

1 L’insegnante fa il “lancio” dell’argomento o la sua introduzione e pone un quesito a cui dare risposta come obiettivo dell’unità di apprendimento stessa. Si rende così chiaro ed evidente lo scopo della lezione ai discenti. 2 Brainstorming e raccolta delle idee. Gli alunni rispondono allo stimolo iniziale con idee estemporanee in libertà, che vengono registrate dall’insegnante. Nell’esempio forniremo alcune modalità di registrazione di questo primo esito. 3 Breve restituzione sul brainstorming da parte del docente (analisi veloce delle idee emerse per vedere se ve ne sono di ricorrenti o di più pertinenti rispetto all’obiettivo da conseguire). 4 Visione di un video sul tema che confermi o smentisca le idee emerse e dia punti di riferimento saldi e validi su cui lavorare oppure lettura di un articolo scientifico e di attualità o di un passo preso dagli eliGreenwich Readers o da un libro di testo. 5 Rilanciare “la palla della riflessione” nel campo dei ragazzi con un lavoro guidato in piccolo gruppo o a coppie su quanto emerso, ovvero rispondere al quesito iniziale o approfondire quanto appena appreso, rielaborandolo. 6 Restituzione in plenaria con il/la docente che aiuta a fare sintesi. 7 Si può consolidare il tema trattato nella UdA facendo continuare i ragazzi anche con un lavoro domestico, ovvero con un’attività di approfondimento o ricerca in contesto extra-scolastico. Qui il docente può scegliere se lasciare agli studenti piena libertà di ricerca on line, “webquest”, oppure se fornire loro siti più attendibili o letture mirate. 8 Restituzione in classe dei risultati conseguiti a casa (feedback) ed eventuali chiarimenti e precisazioni.

Facciamo un esempio Ogni mese sul sito dell’Agenda 2030 viene proposto l’obiettivo del mese The Goal of the Month, il docente lo può seguire oppure può scegliere autonomamente the goal che sente più pertinente per l’attività didattica in corso nella sua classe o con i suoi alunni. Prendiamo ad esempio l’obiettivo 5: “Parità di genere, ovvero raggiungere l’uguaglianza di genere ed emancipare tutte le donne e le ragazze”, che è un obiettivo sviluppabile leggendo anche gli eliGreenwich Readers Portraits of Women. 1 Si può proiettare sullo schermo l’immagine dell’obiettivo o lo si può semplicemente scrivere alla lavagna, chiedendo ai nostri alunni di leggere con attenzione ogni singola parola e analizzare i simboli oppure lo si può leggere ad alta voce lentamente 2 o 3 volte, chiedendo ai nostri alunni di chiudere gli occhi e concentrarsi su quanto stanno ascoltando, poi il docente può dare lettura della parte introduttiva dell’obiettivo. 2 A questo punto parte il brainstorming, in cui lasciamo alcuni minuti agli studenti per scrivere su un foglio cosa per loro significhi quell’obiettivo o che idee/riflessioni susciti. 3 Una volta trascorso il tempo stabilito (è molto importante la gestione del tempo in una lezione segmentata) si chiede una breve restituzione da ogni alunno, ovvero un paio di parole da ognuno o da un campione significativo. Se possiamo concedere l’uso del cellulare in classe, si potrebbe fare questa restituzione usando l’applicazione Mentimeter10 che consente al docente di creare e “lanciare” un quesito alla classe e ottenere risposte in tempo reale da parte di ogni singolo alunno. Una volta che ci si è registrati sul sito, si genera l’attività (nel nostro caso il quesito a cui dare risposta) e ad essa viene attribuito un codice. Dando il codice alla classe ogni singolo studente può accedere e dare la sua risposta e in tempo reale sullo schermo del docente si proiettano le parole digitate dagli alunni (se vi è un videoproiettore tutti possono vedere il Word Cloud mentre lo si va a comporre). Se una parola è più ricorrente di altre, essa risulterà di una dimensione più grande, se meno ricorrente più piccola, il Word Cloud visivamente e velocemente illustrerà l’esito del brainstorming e il docente avrà il polso della situazione da cui partire. Se questa attività in digitale non fosse possibile, il docente trascriverà su un foglio condiviso online oppure sulla lavagna in classe le parole elicitate dalla domanda posta al termine del lancio dell’argomento.

10 www.mentimeter.com/ Questa applicazione può essere così definita: I can pose a question easily and within a minute or two, have aggregated responses from every participant. (“Posso porre una domanda facilmente ed entro un paio di minuti raccolgo le risposte da ogni partecipante”), Andrew Hollo.

4 Video time o Excerpt Reading Time. A questo punto l’insegnante condivide con gli alunni la visione di un video sul tema, se ne trovano già sul sito ufficiale dell’Agenda 2030 (soprattutto nella versione ufficiale internazionale in inglese), oppure vi sono innumerevoli link che rimandano ad altri siti che supportano l’obiettivo, come ad esempio He for She website11 o numerosi articoli. Si può trovare il tutto scorrendo la pagina, che dopo una breve introduzione, è suddivisa in Facts and Figures, Goal Targets e Links. Qui si può dare lettura anche di un passo (excerpt) preso dall’eliGreenwich Reader Portraits of Women e fare un’attività di confronto tra la condizione femminile nel passato, quella presente al giorno d’oggi nelle varie parti del mondo e quella che l’obiettivo n° 5 si prefigge entro il 2030. 5 Queste domande di contenuto su quanto visto o ascoltato vengono poste agli alunni, affinché vi trovino risposte lavorando in coppia o piccolo gruppo, e così facendo risolvano il quesito iniziale. Si attua in questa fase quello che viene chiamato Apprendimento cooperativo (AC) che è una visione didattica fondamentale nel XXI secolo. Il cooperative learning e il team work in presenza e/o a distanza sono abilità chiave, ovvero sapere lavorare insieme al fine di conseguire un obiettivo comune, creando empatia tra menti diverse. Nel piccolo quindi arriviamo a dimostrare quello che l’Agenda 2030 desidera su un piano globale. È un’operazione metacognitiva. Senza dichiararlo, ma agendolo, il docente e i suoi studenti attuano lo scopo più grande: nel realizzare un compito apparentemente più limitato nello spazio e nel tempo, ovvero l’UdA, si arriva a consapevolezze sulla vita su scala personale e globale. In AC l’apprendimento avviene attraverso un coinvolgimento cognitivo ed emotivo degli alunni e le sue parole chiave divengono anche parametri di valutazione. Si hanno pertanto due valutazioni che contribuiscono in modo significativo alla valutazione dell’operato dell’alunno. Una valutazione tradizionale che si basa sulla quantità e la qualità dei contenuti e la correttezza formale dell’esposizione (valutazione tradizionale = evaluation, basata su conoscenze e abilità) ed è solitamente sommativa ed una valutazione autentica o alternativa, che mira a valutare non solo quello che uno studente sa, ma ciò che sa fare con quello che sa anche in contesti nuovi e non autoreferenziali12, quindi maggiormente formativa.

11 www.heforshe.org/en sito molto interessante, poiché con il colore rosso che cambia di intensità viene mostrato sul planisfero l’impegno degli uomini a favore delle donne e dell’uguaglianza di genere. Vi sono numerosi testimonial e l’impatto visivo e verbale può dare spunti significativi per una “lezione dialogata”, confronto aperto ed estemporaneo docente-discenti 12 Questa tipologia di valutazione che sta alla base della didattica per competenze è stata portata in Italia dal Prof. Comoglio, che ha studiato e tradotto le ricerche condotte dal Professor Wiggins, negli anni ‘90. In rete si possono trovare numerosissimi siti di riferimento. 17

Il lavoro di gruppo: “Change is in the air” Il lavoro di gruppo può fare da forte trait d’union tra le attività per l’attuazione dell’Agenda 2030 e le abilità richieste soprattutto alle nuove generazioni per il XXI secolo (21st Century Skills). Non che non siano state richieste alle generazioni precedenti, ma per loro sono e saranno chiave e vengono chieste in un mondo diverso. I già menzionati soft skills trovano nella cultura del team work una via privilegiata e nell’ambito scolastico questo spirito o cultura di squadra si attua nel lavoro di gruppo, che va profondamente potenziato ed interpretato in una maniera più olistica. Innanzitutto, i tre capisaldi che il lavoro di gruppo ci insegna sono:

1 imparare a collaborare e ad organizzarsi; 2 sviluppare un senso di responsabilità ed appartenenza; 3 dimostrare rispetto per il lavoro di tutti e di ognuno.

Nella cooperazione tutti gli studenti sono a pari livello, poiché il docente conduce e imposta il lavoro per garantirne la varietà dei componenti o li assegna al gruppo casualmente. Nella modalità ideale e quindi più prettamente cooperativa non dovrebbe esservi un leader, ma ognuno dovrebbe essere in grado di rivestirne il ruolo secondo la necessità. Se vi fossero difficoltà, soprattutto le primissime volte, il docente stesso può assegnare ai membri del gruppo un ruolo specifico e nominare il leader. Vi è inoltre un’altra suddivisione dei ruoli all’interno dei gruppi. Essa pertiene maggiormente all’organizzazione strutturale atta a consentire la massimizzazione della prestazione e dell’operatività del gruppo, ovvero svolgere il compito nel rispetto dei tempi assegnati e conseguire l’obiettivo. Questi ruoli possono essere assegnati in base alle propensioni dei componenti del gruppo, ma possono andare anche a rotazione, questo aiuta tutti a sentirsi parte della squadra. I ruoli sono 4:

• La guida o facilitatore (leader/facilitator) • L’arbitro o osservatore (arbitrator/monitor) • Chi prende appunti e tiene il tempo (notetaker/time keeper) • L’avvocato del diavolo (Devil’s advocate)

Se invece del Gruppo si avesse un pair work, i ruoli possono essere redistribuiti anche solo tra due persone.

Cosa fanno: La guida o facilitatore

L’arbitro o osservatore

Chi prende appunti e tiene il tempo

L’avvocato del diavolo

- dà l’avvio alle sedute di lavoro; - si impegna a chiarire l’esito finale; - organizza il lavoro in “sotto-obiettivi” e si sincera che tutti abbiano chiari i punti all’ordine del giorno; - fa sì che tutti intervengano; - tiene le fila logiche del lavoro.

- vigila sul buon funzionamento del gruppo; - sta attento che non vi siano tensioni e se si creassero, aiuta a dirimerle con toni pacati e consigli utili per tornare a lavorare sullo scopo comune; - se si accorge che qualcuno non sta lavorando aiuta la guida, affinché tutti diano il proprio contributo.

- prende appunti durante i lavori e tiene traccia di ciò che viene deciso; - riassume quanto emerge dal gruppo (dibattiti, decisioni, osservazioni); - tiene il tempo durante gli incontri in modo che quanto deciso venga trattato nei tempi stabiliti e si giunga ad una conclusione in tempo utile.

- resta in allerta e vigila che le decisioni non vengano prese solo per dare ragione al gruppo e per paura di andare contro la maggioranza, perché si vuole concludere il lavoro il più velocemente possibile; - si assicura che tutti abbiano davvero espresso la propria opinione e il processo decisionale sia stato svolto per intero; - suggerisce nuove idee o anche idee oppositive; - svolge una funzione di controllo di qualità parallela a quella della guida per evitare errori, trascuratezze o superficialità.

N.B.: - risolleva il morale ed esprime apprezzamento per i contributi apportati dai vari membri, quindi è anche il cheerleader o incoraggiatore.

N.B.: - se il gruppo è ampio questi due ruoli possono essere dati a due studenti diversi.

N.B.: - se il Gruppo è grande “il controllo qualità” può essere svolto da un altro membro. Questo schema evidentemente sfata un falso mito del lavoro di gruppo, ovvero che sia un lavoro concentrato sul contenuto, in cui lo stesso argomento venga smembrato tra più studenti e ognuno ne faccia un pezzo e poi venga riassemblato tipo puzzle o creatura di Frankenstein. In questo modo l’esito è raramente globale ed il rischio è che ogni componente sappia quasi esclusivamente la collocazione del suo pezzo e gli manchi il quadro completo, the whole picture, che invece è l’obiettivo del “team work”. Pertanto, il lavoro di gruppo è tale quando i contributi di ricerca, quest, e le riﬂessioni sono apportati da tutti, e la divisone dei ruoli pertiene all’organizzazione di come il compito deve essere svolto e all’obiettivo da raggiungere e non prioritariamente alla suddivisione delle parti di contenuto13. In questo senso auspichiamo che la tabella di valutazione (utilizzabile anche come autovalutazione, checklist) del lavoro di gruppo che abbiamo stilato vi sia di prezioso riscontro. 13 Questa parte di approfondimento è basata sull’esperienza personale dell’autrice e sul confronto di numerose fonti reperibili in rete relative al lavoro di gruppo e all’apprendimento cooperativo. 19

Speaking Skills Il lavoro di gruppo, che può dare come esito una presentazione o un’esposizione in plenaria, ci consente quindi di poter valutare in maniera più completa ed olistica incrociando tre tabelle: la prima tradizionale su base docimologica, la seconda di auto-valutazione del discente e la terza di valutazione autentica. A seguire due possibili evaluation rubric (“tabella di valutazione”) ispirate in linea generale a quelle usate per le prove di Speaking nelle certificazioni internazionali e alla valutazione per competenze e una “autentica” che valuta maggiormente il processo di apprendimento nel lavoro sia individuale che di gruppo, dette anche performance list/rubric o “rubrica di competenza del prodotto”. La rubrica si può fare su base 4 o 5. Essendo il sistema di voto italiano su base 10 è opportuno utilizzare la scala da 1 a 5 così con una semplice moltiplicazione si può convertire la valutazione in voto. Si possono dare anche valutazioni intermedie, non solo numeri interi, ovvero 2.5 o 3.5 o 4.5. La seguente tabella utilizzata per ogni alunno è molto intuitiva e cerchiando il valore corrispondente al descrittore durante la prova del discente si può tenere traccia della prestazione in modo puntuale e in tempo reale. La casella dedicata all’esito finale ci darà la valutazione complessiva. Sicuramente la valutazione più completa ed efficace avviene incrociando la valutazione del docente con l’auto-valutazione del discente. È esperienza piuttosto comune per i docenti che prima o poi qualcuno dei propri studenti (o a volte i genitori) ci dicano di non aver compreso il perché di un certo voto o di una certa valutazione. In questo dobbiamo aiutarli, rendendo molto evidenti i parametri di valutazione e gli obiettivi di apprendimento, impostando i quesiti scritti ed orali in modo che li conducano progressivamente al di fuori della loro comfort zone e facciano capire loro che rispondere ad esempio a un certo tipo di quesito dà un risultato elementare, ad un altro intermedio ed altri ancora avanzato e non è semplicemente riconducibile al Se rispondo a tutte le domande è sicuramente un esito eccellente, ovvero che dipende non dalla quantità, ma dalla tipologia o, se si vuole, dalla qualità del quesito e dalla pertinenza della risposta. Per chi avesse avuto tra le mani la precedente guida, può essere molto utile riprendere il capitolo su Un’idea per la valutazione basata sulla tassonomia di Bloom. Quest’ultima rappresenta la valutazione di una prestazione orale o scritta (comprensione del testo o saggio o tema) in modo molto intuitivo su di una piramide. La piramide è suddivisa in 6 fasce di colori diversi e di abilità diverse che vanno dal basso all’alto in ordine crescente. Illustrando e giustificando il nostro voto in corrispondenza alle definizioni che i “gradoni” ci danno, i discenti prendono più facilmente coscienza della loro prestazione e a cosa puntare per migliorarla in futuro. Infatti, l’apprendimento è un percorso di consapevolezza e auto-consapevolezza, di crescita intellettiva ed emotiva, perciò tutto ciò che può aiutare l’alunno nella comprensione di questo percorso lo rende protagonista e come tale “attante” nella sua esperienza scolastica e sappiamo che nell’azione e non nel subire passivamente si realizza la competenza, ovvero la Conoscenza con la “C” maiuscola. Se avessimo bisogno di supporto in tal senso vengono in nostro aiuto le più recenti ricerche e scoperte neuroscientifiche o da sempre la saggezza di uno dei filosofi per

antonomasia, Aristotele, quando dice:

L’atto di ciò che è in potenza è il movimento.

O ancora:

Ciò che dobbiamo imparare a fare, lo impariamo facendolo. Ed infine: TABELLE DI VALUTAZIONE Speaking Skills – Presentazioni orali – Interazioni orali – Esposizioni orali INDICATORI

DESCRITTORI

CONTENUTI (Discourse Management)

Competenza non ancora acquisita (contenuti non pertinenti, abilità non sviluppata).

Comunica le informazioni in ordine non pertinente o non strettamente logico, fornisce dati isolati.

Comunica informazioni importanti in modo memonico, ma non sempre con una logica stringente.

Comunica l’idea principale in modo analitico fornendo esempi aggiuntivi con senso critico.

Comunica idee molteplici con logica stringente, chiarezza espositiva fornendo esempi aggiuntivi con senso critico e dettagli pertinenti.

CORRETTEZZA FORMALE DELL’ESPOSIZIONE (Grammar and Vocabulary)

Mostra un controllo non ancora adeguato delle strutture grammaticali e una varietà di lessico non pertinente o non adeguata all’argomento trattato.

Mostra un controllo non adeguato delle strutture grammaticali anche semplici e manca di varietà di lessico.

Mostra un controllo adeguato delle strutture grammaticali semplici e accenna a quelle più complesse e possiede una varietà di lessico sufficiente ad esprimere i concetti chiave.

Mostra un buon controllo delle strutture grammaticali dalle semplici alle complesse e ha una varietà di lessico pertinente.

Mostra un eccellente controllo delle strutture grammaticali dalle semplici alle complesse e una varietà di lessico di alto uso e/o ampia.

PRONUNCIA E SCIOLTEZZA DELL’ELOQUIO (Pronunciation & Fluency)

Competenza non presente (abilità non sviluppata, errori che impediscono la comprensione).

Pronuncia in modo poco chiaro con imprecisioni, l’intonazione è spesso scorretta, l’accentazione dei vocaboli e della frase può presentare errori che rendono difficoltosa la comprensione.

Pronuncia in modo chiaro anche se vi sono alcune imprecisioni. L’intonazione è generalmente corretta, l’accentazione dei vocaboli e della frase può presentare errori, ma non impedisce la comprensione generale.

Pronuncia solitamente in modo chiaro, l’intonazione è per lo più corretta, l’accentazione dei vocaboli e della frase è generalmente corretta.

Pronuncia in modo chiaro e il ritmo scorrevole. L’intonazione, l’accentazione dei vocaboli e della frase sono corrette. Espressività naturale.

INTERAZIONE (col docente o con un partner) Interactive Communication

Competenza non presente (contenuti non pertinenti, abilità non sviluppata).

Presenta le informazioni con un approccio e una modalità non adatti a suscitare interesse in chi ascolta.

Presenta le informazioni con un approccio e una modalità adeguati, ma non particolarmente originali o accattivanti.

Presenta le informazioni con un approccio e una modalità adeguati, mantenendo alto il livello di interesse di chi ascolta.

Presenta le informazioni con un approccio e una modalità appassionati e professionali, mantenendo molto alto il livello di interesse di chi ascolta.

Esito finale

RUBRICA DI AUTOVALUTAZIONE DELLO STUDENTE SULLA PRESTAZIONE ORALE SELF-ASSESSMENT (RUBRICA DI AUTOVALUTAZIONE) EVALUATE YOUR ORAL PERFORMANCE PUT A TICK IN THE BOX. HOW WAS MY ORAL PERFORMANCE?

CONTENT & COMMUNICATION Was it coherent, consistent and well-presented?

VOCABULARY RANGE Adequate, pertinent and varied?

ACCURACY Use of english (respect of the grammar rules, use of academic english).

INTERACTION Understanding of teacher’s requests or questions; promptness in replying.

PRONUNCIATION, FLUENCY AND INTONATION

LEARNING TO LEARN Have I understood what went well and what needs some improvement? Am I conscious of my process of learning and the teacher’s suggestions? Final Mark

1 FAILED TO ACHIEVE/ COMPETENZA NON ANCORA ACQUISITA

2 POOR / NON SUFFICIENTE

3 SATISFACTORY / BASE

4 GOOD / INTERMEDIO

5 EXCELLENT / AVANZATO

GRIGLIA di VALUTAZIONE E/O AUTOVALUTAZIONE del CONTRIBUTO PERSONALE al LAVORO di GRUPPO 0-1-2

Preparazione al lavoro: fornire il materiale necessario

Mai / raramente.

Talvolta e/o su suggerimento.

Quasi sempre / in modo autonomo.

Sempre / in modo autonomo.

Contributi al lavoro di gruppo: apporto di idee significative

Mai / raramente / poco collaborativo.

Talvolta / esegue quanto proposto da altri.

Spesso / contributi significativi.

Spesso con contributi significativi Sempre con impegno / innovatore.

Impegno e concentrazione

Non adeguati.

Adeguati.

Frequenti.

Costanti.

Gestione del tempo: puntualità

Non rispetta le scadenze e causa ritardi nello svolgimento del compito.

Talvolta ha difficoltà nella gestione dei tempi, ma col sostegno dei compagni o del docente, rispetta le scadenze.

Buona capacità organizzativa e quasi sempre puntuale nel rispetto delle scadenze.

Gestisce bene i tempi, rispetta le scadenze e sollecita anche gli altri membri del gruppo.

Atteggiamento propositivo e soluzione dei problemi

Mai / Delega agli altri membri del gruppo.

Mette in atto proposte che vengono da altri, collabora, ma difficilmente propone.

Nella maggioranza dei casi è propositivo e apporta soluzioni in modo autonomo.

Cerca e suggerisce soluzioni ai problemi con costanza e in modo autonomo.

Atteggiamento nei confronti del lavoro degli altri

Negativo / Demotivante / Critico.

Talvolta negativo o demotivante / critico ma in modo costruttivo.

Spesso motivante / critico in modo costruttivo.

Positivo / Motivante / Critico in modo costruttivo.

Esito del lavoro: qualità ed accuratezza del prodotto finale

Il lavoro necessità la revisione degli altri. Non si cura dell’esito finale.

Esito accettabile, revisione con l’ausilio degli altri.

L’esito finale presenta una cura e una qualità soddisfacente.

L’esito finale presenta una cura e una qualità notevoli.

Speaking Practice - FCE – SPEAKING Part 21 Long Turn - 1 minute per candidate Topic 1: Sustainable Cities and Communities Topic 2: Children’s Rights TASK: The examiner gives you two photographs and asks you to talk about them. You have to speak for 1 minute without interruption and the interlocutor then asks the other candidate to comment on your photographs for about 30 seconds. The other candidate receives a different set of photographs and you have to listen and comment when they have finished speaking. The question you have to answer about your photographs is written at the top of the page to remind you what you should talk about. Interlocutor: In this part of the test, I’m going to give each of you 2 photographs. I’d like you to talk about your photographs on your own for about a minute, and also to answer a question about your partner’s photographs. Interlocutor (to Candidate A): It’s your turn first. Here are your photographs. They show 2 different types of cities. I’d like you to compare the photographs, and say which city is more eco-friendly.

Candidate A speaks for 1 minute Interlocutor (to Candidate A): Thank you. Interlocutor (to Candidate B): Do you think it is easy to live in an eco-friendly community? (Why? Why not?) (approximately 30 seconds) Interlocutor (to Candidate B): Thank you. Now, here are your photographs. They show children in very different conditions. I’d like you to compare the photographs, and say why it is important to help children in these situations.

Candidate B speaks for 1 minute Interlocutor (to Candidate B): Thank you. Interlocutor (to Candidate A): Have you ever heard about child labour? (Why? Why not?) (approximately 30 seconds)

1 Talking on your own about something: comparing, describing, expressing opinions, speculating.

Which city is more eco-friendly?

Why is it important to help children in these situations?

L’Educazione Civica Ovvero come la scuola italiana incorpora le nostre radici nazionali costituzionali, l’Agenda 2030, la didattica per competenze, la cittadinanza digitale e l’interdisciplinarità nel Curriculum Scolastico.

Una Legge che vale una programmazione didattica, oseremmo dire, in quanto la legge del 20 agosto 2019, n. 92 nelle sue Linee Guida dà alle Istituzioni scolastiche, e quindi ai docenti, un meridiano di riferimento prezioso per l’attuazione dell’innovazione normativa e didattica che rappresenta. Possiamo dircelo, l’introduzione dell’Educazione Civica nel curriculum scolastico è una bella novità. Molti docenti sicuramente hanno sempre integrato i nuclei fondanti di questa disciplina nel loro insegnamento, ma ora gli stessi vengono non solo incoraggiati, ma legittimati, valutati e resi indispensabili per il curriculum. Inoltre, non è più delegata all’iniziativa o alla sensibilità del singolo insegnante, ma diventa un discorso collegiale e di consiglio di classe, davvero una disciplina della comunità per la comunità. Infatti, in quanto tale, prevede non solo una revisione dei curricoli di istituto per adeguarli alle nuove disposizioni, ma anche che ogni materia in sinergia con le altre la includa nella propria programmazione annuale. Pertanto, per valorizzarla pienamente nella sua attualità, in questa parte della guida la leggeremo ed analizzeremo approfonditamente. Le Linee Guida si sviluppano intorno a tre nuclei concettuali che costituiscono i pilastri della Legge:

1 COSTITUZIONE 2 SVILUPPO SOSTENIBILE 3 CITTADINANZA DIGITALE

COSTITUZIONE

SVILUPPO SOSTENIBILE

CITTADINANZA DIGITALE

Motivazione

- È a fondamento dell’educazione civica, in quanto promuove la conoscenza della Costituzione Italiana, la norma cardine del nostro ordinamento. - La Costituzione pervade tutte le altre tematiche: le leggi ordinarie, i regolamenti, le disposizioni organizzative, i comportamenti quotidiani delle organizzazioni e delle persone, quindi nei fatti gli alunni devono arrivare a comprendere e ad attuare il fondamento della convivenza e del patto sociale del nostro Paese.1

- È come la legge italiana incorpora l’Agenda 2030 dell’ONU nel curriculum scolastico. Quindi, non solo l’educazione ambientale, la conoscenza e la tutela del patrimonio di beni materiali ed immateriali del territorio, ma anche i 17 obiettivi da perseguire entro il 2030 a salvaguardia della convivenza e dello sviluppo sostenibile in tutto il pianeta.

- È dedicato alla cittadinanza digitale l’intero articolo 5 della Legge, che esplicita le abilità essenziali da sviluppare con gradualità nei curricoli di Istituto, soprattutto tenendo conto dell’età dei discenti.

Scopo

- Identificare i diritti, i doveri, i compiti, i comportamenti personali ed istituzionali finalizzati a promuovere il pieno sviluppo della persona e la partecipazione di tutti i cittadini all’organizzazione politica, economica e sociale del Paese. - Promuovere strenuamente la legalità e la solidarietà civile. - I regolamenti di Istituto e il Patto educativo di corresponsabilità sono un terreno di esercizio concreto per sviluppare “la capacità di agire da cittadini responsabili e di partecipare pienamente e consapevolmente alla vita civica, culturale e sociale della comunità” (articolo 1, comma 1 della Legge).

- Gli obiettivi non riguardano solo la salvaguardia dell’ambiente e delle risorse naturali, ma anche la costruzione di ambienti di vita, di città, la scelta di modi di vivere inclusivi e rispettosi dei diritti fondamentali delle persone, primi fra tutti: - la salute, - il benessere psicofisico, - la sicurezza alimentare, - l’uguaglianza tra soggetti, - il lavoro dignitoso, - un’istruzione di qualità, - la tutela dei patrimoni materiali e immateriali delle comunità, - la tutela dell’ambiente, - il rispetto per gli animali, - i beni comuni, - la protezione civile.

- Rendere gli individui capaci di avvalersi consapevolmente e responsabilmente dei mezzi di comunicazione virtuali. - È essenziale far sviluppare questa capacità a scuola, poiché i nostri studenti sono già immersi nel world wide web e quindi quotidianamente sollecitati ad affrontare le tematiche proposte. La Cittadinanza Digitale dovrebbe essenzialmente consentire loro di conseguire due obiettivi: - a) l’acquisizione di informazioni e competenze utili a migliorare questo nuovo e così radicato modo di stare nel mondo; - b) metterli al corrente dei rischi e delle insidie che l’ambiente digitale comporta.

Note importanti

- Il diritto può essere trattato a livello nazionale ed internazionale. Tale aspetto è molto utile per integrare il contributo delle discipline di Lingue Straniere nello svolgimento di questo nucleo. - La didattica deve essere anche molto pragmatica, hands-on, ovvero la conoscenza del nostro ordinamento o di altri non deve restare “lettera morta”, ma divenire pratica quotidiana del dettato costituzionale.

- I contenuti ritenuti essenziali per realizzare le finalità indicate nella Legge, sono già impliciti negli epistemi delle discipline, ad esempio “l’educazione ambientale, lo sviluppo ecosostenibile e la tutela del patrimonio ambientale”, che sono un riferimento esplicito all’Agenda 2030.

- Anche in questo caso la didattica deve essere molto pragmatica, hands-on, ovvero esaminare cause e conseguenze su di un piano molto concreto, partendo dai loro vissuti o da esempi di vita reale.

1 Collegati alla Costituzione sono i temi relativi alla conoscenza dell’ordinamento dello Stato, delle Regioni, degli Enti territoriali, delle Autonomie Locali e delle Organizzazioni internazionali e sovranazionali, prime tra tutte l’idea e lo sviluppo storico dell’Unione Europea e delle Nazioni Unite. Anche i concetti di legalità, di rispetto delle leggi e delle regole comuni in tutti gli ambienti di convivenza (ad esempio il codice della strada, i regolamenti scolastici, dei circoli ricreativi e delle Associazioni). Rientrano in questo primo nucleo concettuale la conoscenza dell’Inno e della Bandiera nazionale.

Patto di corresponsabilità con le famiglie Nella legge è affermata inoltre la necessità che le istituzioni scolastiche rafforzino la collaborazione con le famiglie al fine di promuovere comportamenti improntati a una cittadinanza consapevole, non solo dei diritti, dei doveri e delle regole di convivenza, ma anche delle sfide del presente e dell’immediato futuro, integrando il Patto educativo di corresponsabilità.

La parola chiave dell’Educazione Civica a scuola: Interdisciplinarità L’educazione civica supera i canoni di una tradizionale disciplina, poiché è meglio definita come matrice valoriale trasversale da coniugarsi con tutte le discipline di studio presenti nel curriculum, evitando superficiali aggregazioni di contenuti teorici, ma al contrario sviluppando processi di interconnessione tra saperi disciplinari ed extradisciplinari concreti e tangibili. La trasversalità del nuovo insegnamento è proprio in virtù della pluralità degli obiettivi di apprendimento e delle competenze da conseguire, che non sono ascrivibili ad una singola disciplina. Non si tratta dunque di un contenitore rigido, ma di un più agevole raccordo fra le discipline e le esperienze di cittadinanza attiva. Infatti, si parla di contitolarità dell’insegnamento, raccordato da un coordinatore. Ogni disciplina è di per sé parte integrante della formazione civica e sociale di ciascun alunno. Si tratta dunque di far emergere, come dicevamo in apertura, elementi latenti negli attuali ordinamenti didattici e di rendere i nostri discenti consapevoli della loro interconnessione, nel rispetto e in coerenza con la loro età e il loro processo di crescita nei vari gradi di scuola. La programmazione condivisa dai docenti del Consiglio di classe si avvarrà delle unità didattiche o unità di apprendimento dei singoli docenti al fine di creare moduli interdisciplinari trasversali.2

Tempistiche Il testo di legge prevede che l’orario dedicato a questo insegnamento non possa essere inferiore a 33 ore per ciascun anno di corso. In via ordinaria esse sono svolte, come ribadito poc’anzi, da uno o più docenti della classe o del Consiglio di classe cui l’insegnamento è affidato con delibera del Collegio dei docenti su proposta degli stessi docenti della classe o del Consiglio di classe. Tra essi è individuato un coordinatore, che svolge i compiti di cui all’art. 2, comma 6 della Legge.

2 L’interdisciplinarità è così peculiare nell’insegnamento dell’Educazione Civica che, se anche vi fosse in un Istituto Superiore un docente abilitato nelle discipline giuridico-economiche e quindi di diritto gli spetterebbe l’insegnamento e il coordinamento di educazione civica, resterebbe un caposaldo il coinvolgimento degli altri docenti per il conseguimento dei diversi obiettivi di apprendimento condivisi in sede di programmazione dal Consiglio di classe. 28

ATTUAZIONE E VALUTAZIONE Premessa Si ricorda che il voto di educazione civica concorre all’ammissione alla classe successiva e/o all’esame di Stato del primo e secondo ciclo di istruzione e, per le classi terze, quarte e quinte degli Istituti secondari di secondo grado all’attribuzione del credito scolastico. ATTUAZIONE

VALUTAZIONE

- Il Collegio dei docenti provvede nell’esercizio dell’autonomia di sperimentazione e nell’osservanza dei nuovi traguardi del Profilo finale del rispettivo ciclo di istruzione ad integrare nel curricolo di Istituto “gli obiettivi specifici di apprendimento”, anche detti “risultati di apprendimento” delle singole discipline con gli obiettivi e i traguardi specifici per l’educazione civica. - I criteri di valutazione deliberati dal collegio dei docenti per le singole discipline e già inseriti nel PTOF dovranno essere integrati in modo da comprendere anche la valutazione dell’insegnamento dell’educazione civica. - In sede di scrutinio il docente coordinatore dell’insegnamento formula la proposta di valutazione, espressa ai sensi della normativa vigente, da inserire nel documento di valutazione, acquisendo elementi conoscitivi dai docenti del team o del Consiglio di classe, a cui è affidato l’insegnamento dell’educazione civica.

- La Legge dispone che l’insegnamento trasversale dell’Educazione civica sia oggetto delle valutazioni periodiche e finali previste dal D. Lgs. 13 aprile 2017, n. 62 per il primo ciclo e dal DPR 22 giugno 2009, n. 122 per il secondo ciclo. - La valutazione deve essere coerente con le competenze, le abilità e le conoscenze indicate nella programmazione per l’insegnamento dell’Educazione civica e affrontate durante l’attività didattica. - I docenti della classe e il Consiglio di classe possono avvalersi di strumenti condivisi, quali rubriche e griglie di osservazione3, che possono essere applicati ai percorsi interdisciplinari, finalizzati a rendere conto del conseguimento da parte degli alunni delle conoscenze, delle abilità e del progressivo sviluppo delle competenze previste nella sezione del curricolo dedicata all’educazione civica.

IMPORTANTE: I parametri valutativi - Per gli anni scolastici 2020/2021, 2021/2022 e 2022/2023 la valutazione dell’insegnamento di Educazione civica farà riferimento agli obiettivi o ai risultati di apprendimento e alle competenze che i Collegi dei docenti, nella propria autonomia di sperimentazione, avranno individuato e inserito nel curricolo di istituto. - A partire dall’anno scolastico 2023/2024 la valutazione avrà come riferimento i traguardi di competenza e gli specifici obiettivi di apprendimento definiti dal Ministero dell’istruzione.

3 Si ricordano qui gli esempi e le attività proposte per l’Agenda 2030.

CONTENUTI ED OBIETTIVI NEI VARI CICLI DI ISTRUZIONE: A LIFE LARGE LEARNING L’approccio e l’approfondimento di questi temi dovrà iniziare fin dal primo ciclo di istruzione, ovviamente, con opportune e diversificate strategie. Infatti, non è più solo, come avveniva un ventennio fa, una questione di conoscenza per quanto approfondita di contenuti e nel caso dell’IT (Information Technology) di utilizzo degli strumenti tecnologici, ma del come ci approcciamo agli stessi. Per questa ragione, in particolare per l’educazione alla cittadinanza digitale, l’impegno professionale deve essere profuso da tutti i docenti contitolari della classe. Le presenti Linee Guida provvedono ad individuare i traguardi di competenze, ovvero il Profilo delle competenze al termine del primo ciclo di istruzione e il Profilo educativo, culturale e professionale dello studente a conclusione del secondo ciclo del sistema educativo di istruzione. CONTENUTI ED OBIETTIVI

Scuola dell’infanzia

Primo ciclo di istruzione

Secondo ciclo del sistema educativo di istruzione e di formazione

Un’attenzione particolare merita l’introduzione, prevista dalla Legge, dell’Educazione civica nella scuola dell’infanzia. - L’approccio dovrà essere costantemente di tipo concreto, attivo ed operativo. - Si dovrebbe partire con l’avvio di iniziative atte alla sensibilizzazione alla cittadinanza responsabile attraverso una metodologia esperienziale: dal graduale sviluppo della consapevolezza della identità personale alla percezione di quelle altrui, dall’esperire le affinità e le differenze che contraddistinguono tutte le persone alla progressiva maturazione del rispetto di sé e degli altri, fino ai temi della salute, del benessere e della prima conoscenza dei fenomeni culturali. - Sempre attraverso la mediazione del gioco e delle attività educative e didattiche di routine i bambini potranno essere guidati ad esplorare l’ambiente naturale e quello umano in cui vivono e

Al termine del primo ciclo, l’alunno dovrebbe: - comprendere i concetti del prendersi cura di sé, della comunità e dell’ambiente; - essere consapevole che i principi di solidarietà, uguaglianza e rispetto della diversità sono i pilastri che sorreggono la convivenza civile e favoriscono la costruzione di un futuro equo e sostenibile; - comprendere il concetto di Stato, Regione, Città Metropolitana, Comune e Municipi; - riconoscere i sistemi e le organizzazioni che regolano i rapporti fra i cittadini e i principi di libertà sanciti dalla Costituzione Italiana e dalle Carte Internazionali, in particolare: la Dichiarazione universale dei diritti umani e i principi fondamentali della Costituzione della Repubblica Italiana e gli elementi essenziali delle forme di Stato e di Governo; - comprendere la necessità di uno sviluppo equo e sostenibile, rispettoso dell’ecosistema e di un utilizzo consapevole delle

Al termine del secondo ciclo, l’alunno dovrebbe: - conoscere l’organizzazione costituzionale ed amministrativa del nostro Paese per rispondere ai propri doveri di cittadino ed esercitare con consapevolezza i propri diritti politici a livello territoriale e nazionale; - conoscere i valori che ispirano gli ordinamenti comunitari e internazionali, nonché i loro compiti e funzioni essenziali; - essere consapevole del valore delle regole della vita democratica, approfondendone gli elementi fondamentali del diritto che la regolano, con particolare riferimento al diritto del lavoro; - esercitare correttamente le modalità di rappresentanza, di delega, di rispetto degli impegni assunti e fatti propri all’interno di diversi ambiti istituzionali e sociali; - partecipare al dibattito culturale; - cogliere la complessità dei problemi esistenziali, morali, politici, sociali,

a maturare atteggiamenti di curiosità, interesse, rispetto per tutte le forme di vita e per i beni comuni. - L’apprendimento potrà essere finalizzato anche alla inizializzazione virtuosa ai dispositivi tecnologici, rispetto ai quali gli insegnanti potranno richiamare i comportamenti positivi e i rischi connessi all’utilizzo, con l’opportuna progressione in ragione dell’età e dell’esperienza.

risorse ambientali; - promuovere il rispetto verso gli altri, l’ambiente e la natura; - saper riconoscere gli effetti del degrado e dell’incuria; - saper riconoscere le fonti energetiche e promuove un atteggiamento critico e razionale nel loro utilizzo; - saper classificare i rifiuti, sviluppando attività di riciclaggio; - essere in grado di distinguere i diversi “device” e di utilizzarli correttamente e di rispettare i comportamenti da adottare quando si naviga in rete e navigare in modo sicuro; - essere in grado di comprendere il concetto di dato e di individuare le informazioni corrette o errate, anche confrontando varie fonti; - saper distinguere l’identità digitale da un’identità reale; - saper applicare le regole sulla privacy tutelando se stesso e il bene collettivo; - prendere piena consapevolezza dell’identità digitale come valore individuale e collettivo da preservare; - essere in grado di argomentare attraverso diversi sistemi di comunicazione; - essere consapevole dei rischi della rete e come riuscire a individuarli.

economici e scientifici e formulare risposte personali argomentate; - aver preso coscienza delle situazioni e delle forme del disagio giovanile ed adulto nella società contemporanea e comportarsi in modo da promuovere il benessere fisico, psicologico, morale e sociale; - rispettare l’ambiente, curarlo, conservarlo, migliorarlo, assumendo il principio di responsabilità; - adottare i comportamenti più adeguati per la tutela della sicurezza propria, degli altri e dell’ambiente in cui si vive, in condizioni ordinarie o straordinarie di pericolo, curando l’acquisizione di elementi formativi di base in materia di primo intervento e protezione civile; - perseguire con ogni mezzo e in ogni contesto il principio di legalità e di solidarietà dell’azione individuale e sociale, promuovendo principi, valori e abitudini di contrasto alla criminalità organizzata e alle mafie; - esercitare i principi della cittadinanza digitale, con competenza e coerenza rispetto al sistema integrato di valori che regolano la vita democratica; - compiere le scelte di partecipazione alla vita pubblica e di cittadinanza coerentemente agli obiettivi di sostenibilità sanciti a livello comunitario attraverso l’Agenda 2030 per lo sviluppo sostenibile; - operare a favore dello sviluppo eco-sostenibile e della tutela delle identità e delle eccellenze produttive del Paese; - rispettare e valorizzare il patrimonio culturale e dei beni pubblici comuni.

21st Century Skills: un meridiano da cui partire e un meridiano a cui tornare

21st Century Skills

Negli eliGreenwich Readers troverete molte attività di esercitazione e approfondimento collegate alle abilità per il XXI secolo. Sicuramente un aiuto indispensabile ai docenti, che necessitano di integrarle nei loro metodi e approcci1 didattici per creare un avamposto nell’apprendimento dei loro discenti. Questo si evince dalle stringenti indicazioni fornite dallo studio e dall’analisi delle richieste degli imprenditori in questo primo ventennio per i profili in uscita degli studenti e dei cittadini del nuovo secolo. I 21st Century Skills è il termine con cui sono note a livello globale ed è anche il sintagma chiave con cui fare ricerche ulteriori online. “Ma chi sono costoro?” (facendo eco alla memorabile domanda di don Abbondio). Questa parte della guida si premura proprio di fornire una risposta approfondita e una panoramica sulle stesse. Premettiamo che sono strettamente legata alle attività già proposte nel capitolo precedente relativamente all’Agenda 2030, ma è bene soffermarsi sulla loro definizione e le loro peculiarità. Le abilità richieste per il XXI secolo sono un gruppo di abilità che gli studenti hanno bisogno di sviluppare per poter realizzare il loro percorso di formazione nell’era di internet e della globalizzazione. Vi sono 3 tipi di 21st century skills, il riquadro verde centrale che le unisce tutte rappresenta le tre abilità che da millenni hanno sempre caratterizzato l’apprendimento e la formazione degli studenti e come tali sorreggono le nuove abilità che le vanno ad integrare. Sono storicamente le abilità note come le 3Rs, ma oggi nell’era informatica e dell’informazione, della connessione costante e del pensiero complesso e del mercato globalizzato, non si può pensare alla formazione e all’istruzione delle generazioni presenti e future senza integrarle con le 4Cs e i soft skills.2

Abilità di apprendimento e di innovazione “Learning and Innovation Skills” (meglio note come le 4Cs)

Abilità nel saper leggere, scrivere e aritmetica “Literacy Skills” (meglio note come le 3Rs Reading, Writing & Arithmetic)

Abilità per la vita “Life & Career Skills”

Informatica, Media e Tecnologia -

Pensiero Critico Pensiero Creativo Collaborazione Comunicazione

- Alfabetizzazione tradizionale: leggere, scrivere e far di conto. Si aggiungono: - Alfabetizzazione informatica - Alfabetizzazione nell’uso dei media - Alfabetizzazione nell’uso delle nuove tecnologie

- Flessibilità - Spirito di iniziativa - Abilità sociali, dette anche “soft skills” - Produttività - Capacità di comando

1 A questo link si possono trovare riassunti in modo essenziale lo sviluppo storico dei metodi e degli approcci didattici nella didattica delle lingue straniere www.itals.it/alias/approcci-e-metodi-dellaglottodidattica 2 Per ulteriori riﬂessioni condotte a livello internazionale suggeriamo il seguente documento riassuntivo, chiaro ed efficace: “Leading with Technology 21st Century Skills = 3Rs + 4Cs” 32

Nell’organizzare e testare una UdA (unità di apprendimento) non si potrà prescindere dal chiedersi quali di queste abilità andiamo a stimolare ed esercitare. Gli studenti hanno bisogno di pensare in modo approfondito e problematizzato i problemi che la società si trova ad affrontare e conseguentemente proporre soluzioni creative, esercitando il loro pensiero critico. Essendo questioni complesse, le soluzioni più facilmente giungeranno da un lavoro di gruppo o di squadra efficace, per questo le nostre lezioni devono prevedere necessariamente anche lo sviluppo dei soft skills, ovvero la capacità di entrare in empatia col prossimo. Per fare questo, un uso adeguato del linguaggio è chiave per una comunicazione efficace, usando il registro e il codice più consono al canale che si sceglie di utilizzare. Scelta complessa e pertanto da fare in modo oculato visto che al giorno d’oggi i canali sono molteplici con l’avvento dei Social Media, delle innumerevoli piattaforme ed App. Fondamentale per i docenti conoscerli, orientarvisi (ricordate la “selva oscura” che citavamo nell’introduzione?) ed imparare ad utilizzare quelli più funzionali al miglioramento dell’apprendimento da parte degli alunni. Infatti, in un mondo che cambia così velocemente, in una cultura liquida come menzionato all’inizio, la capacità di essere flessibili ed adeguarsi ai cambiamenti con resilienza e propositività faranno la differenza nel mondo dello studio così come nel mondo del lavoro. A questo proposito è stato anche creato un modello che spinge proprio il corpo docente e i discenti all’utilizzo delle nuove tecnologie, passando da un uso sostitutivo delle stesse rispetto a quanto facevamo precedentemente ad una ridefinizione, affinché la tecnologia ci consenta di fare ciò che non sarebbe possibile diversamente.3 La motivazione per muoversi in questa nuova dimensione didattica è a colpo d’occhio illustrata dalla seguente tabella, che semplicemente raffrontando il processo di apprendimento e gli sbocchi lavorativi tipici del XX secolo e quelli che si vanno delineando nel XXI secolo può comprovare quanto detto sopra.

XX secolo

XXI secolo

Numero medio di lavori nell’arco della vita

1o2

10 o 15

Requisiti professionali

Padronanza in un ambito

Padronanza simultanea di più ambiti che possono cambiare velocemente

Competitività in ambito lavorativo

A livello locale

A livello mondiale

Modello di lavoro

Abitudinario, pratico, basato su dati concreti

Non-abitudinario, tecnico, creativo, interattivo

Modello dell’istruzione

L’istituzione è al centro, il conseguimento di un diploma è lo scopo prioritario

L’alunno è al centro, l’apprendimento autonomo e permanente è lo scopo prioritario

Cultura dell’organizzazione

Dall’alto al basso

Multidirezionale: dal basso all’alto, dall’alto al basso, fianco a fianco

3 È il modello SAMR (Substitution, Augmentation, Modification, Redefinition) per l’uso delle tecnologie informatiche e le nuove tecnologie. È stato creato dal Professor Rueben R. Puentedura. Le prime due voci definiscono un utilizzo a livello base delle infinite possibilità che le tecnologie ci consentirebbero (Enhancement, ovvero un miglioramento di quanto già facciamo), ma la vera sfida sono le ultime due voci che porterebbero ad una vera trasformazione del nostro operare e ad incidere in modo più risolutivo o funzionale nella realtà (Transformative, ovvero un cambiamento). 33

Attività: Come pianificare una lezione includendo 21st Century Skills In conclusione, desideriamo suggerire uno strumento online estremamente efficace per integrare al meglio i 21st Century Skills nella propria UdA e progettare lezioni più efficaci. Parliamo di Learning Designer, uno strumento web-based a supporto della creazione e della pianificazione della UdA (lesson-plan), creato dal London Institute of Education grazie al quale la tecnologia diventa parte integrante nel processo di insegnamento e di apprendimento. Seguendo le indicazioni del sito si va pianificando la lezione, calibrandone le varie parti4 conformemente ai contenuti e alle abilità che si desiderano insegnare ed esercitare, ovvero come integrare le parti di ascolto o di lettura con le parti di produzione orale o scritta, le parti condotte dal docente (Teacher Talking Time) e le parti esperite dai discenti e la loro restituzione (Student Talking Time). Alla fine il mix di questi ingredienti viene visualizzato su un grafico a torta (pie-chart) che a colpo d’occhio dimostra al docente le diverse percentuali dei suoi interventi e di quelli degli alunni e le diverse modalità didattiche attuate durante la lezione e le diverse abilità richieste e messe in atto dai discenti. L’obiettivo è che queste tempistiche siano calibrate accuratamente al fine di garantire un’adeguata interazione dei soggetti coinvolti nell’UdA e la pianificazione sia funzionale al conseguimento dell’obiettivo, mantenendo alto il grado di coinvolgimento e motivazione degli alunni e vivo il loro interesse. Infine, l’esito e la pianificazione dell’UdA possono essere condivisi dal docente con altri colleghi, rendendo così la lezione replicabile, inviando loro un semplice link o pubblicandolo in My designs public space. Vi suggeriamo quindi di visitare il sito: www.ucl.ac.uk/learning-designer ed eventualmente di iscrivervi, potreste proprio iniziare progettando le vostre lezioni con gli eliGreenwich Readers Come sempre l’augurio che vi facciamo è: “Enjoy”! Se il docente si diverte ed entusiasma nel preparare la lezione ed è in primis appassionato a quanto andrà ad esperire con i suoi discenti, vi è già in nuce la premessa per la riuscita di una lezione, in quanto crediamo nella veridicità di questa citazione di Carlos Ghosn5:

Any job very well done that has been carried out by a person who is fully dedicated is always a source of inspiration. E nelle parole imperiture di Antoine de Saint-Exupery, che qui riportiamo in lingua inglese per resterare allineati con il meridiano di Greenwich:

True happiness comes from the joy of deeds well done, the zest of creating things new.

4 Si inseriscono inoltre dati relativi al numero di alunni coinvolti, se la lezione è in presenza o a distanza, se è in sincrono o asincrono ed infine vi si possono aggiungere degli allegati. 5 Carlos Ghosn è un famoso imprenditore brasiliano. È stato CEO per importanti gruppi automobilistici. 34

PATHWAYS

B1.2

e Oscar Wild

Pathway 1

IMINARY KEY G FOR PREL PREPARIN ARY T PRELIMIN G FOR FIRS PREPARIN

Ghost

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FIRST

e Oscar Wildlin in 1854,

Born in Dub , novelist and he was a poet boy he Even as a playwright. his intelligence for was noted led him wit, which t and social ed to the mos s to be invit ering gath ral popular cultu travelled He of his day. in gave talks widely and rican and Ame European an ing fame as cities, gain literary genius h aesthete. His erpieces, whic created mast to be considered have led him test writers of grea the of one ngst his best all times. Amoare s known work Dorian Gray, of The Picture ce of Being Prince. The Importan The Happy Earnest and

What makes a novel or a short-story Gothic?

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Caratteristiche principali:

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OR MAC WITH PC Audio Download from poeli.it www.grup

ET AUDIO MP3 OR TABL RTPHONE WITH SMA the app • Download INK app ELIL • Use the cover • Scan the

d one He was is considere in 1850 and writers. ’s greatest of Scotland ability was in his to His talent t the reader to transpor ual realities the most unus of fantasy, use through his Gothic history and adventure, h always writings, whic le moral subt provided a overtone. of his the last part d He spent Samoan islan ge life on the villa in a small d of Upolu, ma, surrounde he called Vaili and devotion ect by the resp who 5 le localEpeop of theSTAG ‘Tusitala’, B2.2him renamed FIRST yteller’. or ‘The Stor

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Frankenstein by M. Shelley (B2.2)

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The Strange Case of Dr Jekyll and Mr Hyde by R. L. Stevenson (B1.1)

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The Canterville Ghost by O. Wilde (B1.2)

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The Strange

A2 STAGE 1 B1.1 STAGE 2 B1.2 STAGE 3 B2.1 STAGE 4 B2.2 STAGE 5

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1 Il fantasma o esseri soprannaturali che creano immediatamente una storia dai tratti tenebrosi e spaventosi. Solitamente il protagonista li deve fronteggiare. Al lettore viene chiesto “a willing suspension of disbelief”, come avrebbe detto Coleridge, ovvere sospendere le proprie facoltà razionali e lasciarsi guidare dalle forti emozioni che la storia è in grado di creare in questo gioco tra fantasia, verosimiglianza e realtà. 2 L’atmosfera e il fascino per il passato, l’oscurità dei luoghi, l’ambientazione spesso in antichi castelli, abbazie o palazzi in stato di abbandono, per lo meno apparente, gli strani ed inquietanti rumori creano una tensione continua durante la lettura del testo. 3 Inseguimento, fuga e “a damsel in distress”: l’inseguimento e la fuga tra la vittima e il potenziale carnefice; spesso la vittima è un carattere femminile. 4 Il protagonista spesso non è una figura positiva, anzi ha difetti terribili che lo rendono inquietante al lettore e agli altri personaggi della storia. Si può definire un anti-hero. 5 Forti emozioni che prevalgono su ogni razionalità e possibilità di razionalizzazione degli eventi o della situazione, creando un continuo stato di inquietudine e di ansia. 6 Terrore ed orrore possono essere entrambi presenti nel racconto gotico. Il terrore è più il presagio che qualcosa di terribile possa accadere ed è quindi il prodotto del mistero. L’orrore è invece la visione stessa di qualcosa di disgustoso e spaventoso. Ann Radcliffe, nota scrittrice gotica, ha fornito questa specifica dei termini. 7 The “Uncanny”è un termine coniato da Freud per definire tutte quelle situazioni che all’apparenza ci sembrano solite e comuni ed invece si rivelano inusuali ed angoscianti. Nel Gotico, ad esempio, spesso la famiglia si trasforma da luogo sicuro di cura e premura in luogo di perversioni, violenze ed angosce: padri tiranni, mogli, figli e fanciulli in balia della tetra follia di figure maschili.

Activity Chiedere ai nostri studenti cosa rende gotica la storia compilando la seguente tabella dopo un’attenta lettura. La tabella facilita la raccolta degli elementi disseminati nel libro o in un capitolo o in un passo dell’opera.

Pathway 1 - Tabella per raccolta dati

Gothic Main Features

Short Description

1 The Ghost or the Supernatural Beings

2 The setting (time and space)

3 Chasing and fleeing or damsel in distress

4 Protagonist, Anti-hero, Male and female characters

5 Overwrought emotions

6 Horror & terror

7 Uncanny – atmosphere of mystery portents

8 Exception(s)

37 Photocopiable material.

Behind the scenes: parte teorica a supporto delle attività L’attività proposta nel “Percorso 1” si basa su una tipologia di ragionamento chiamato “induttivo”. Il suo complementare è il ragionamento deduttivo. Con i nostri studenti possiamo attuare entrambi a seconda del livello di competenza linguistica degli stessi o della tipologia di lavoro che si desidera far svolgere. “Induttivo” > maggiore competenza attiva, “deduttivo” > maggiore competenza passiva. Induttivo: Dopo attenta lettura del testo o parte di esso, far estrapolare ai nostri studenti i tratti menzionati qui sopra, facendo loro completare la tabella (Pathway 1 - Tabella per raccolta dati) secondo il metodo induttivo (bottom up). Deduttivo: Se riteniamo sia per loro ancora difficile il metodo precedente, possiamo fornire noi le informazioni di cui sopra secondo il metodo deduttivo (top down) e far completare loro la tabella.

Tabella per raccolta dati Metodo induttivo Il ragionamento parte dai singoli casi per stabilire una legge o regola universale.

Il ragionamento parte da delle premesse universali che garantiscono la verità e si va al particolare.

Approccio

Approccio dal basso verso l’alto > Bottom Up Passa dallo specifico al generale. Lo studente trova nel testo esempi o evidenze che secondo lui possono dimostrare una legge/regola generale.

Approccio dall’alto verso il basso > Top Down Passa dal generale allo specifico. Il docente fornisce le definizioni, il discente trova gli esempi e le evidenze a supporto nel testo.

Procedimento

Osservazione e raccolta dati > Schematizzazione > Formulare ipotesi sperimentale > Teoria

Teoria> Ricerca e raccolta dei dati tramite l’osservazione > Conferma della teoria

Definizione

Metodo deduttivo

Pathway 2 Spooky Recording Listening, Speaking & Recording Il genere gotico è per antonomasia caratterizzato da atmosfere cupe, funeree, tetre e misteriose (gloomy, somber, dark and mysterious atmospheres). Chiediamo ai nostri studenti di ascoltare con attenzione l’audio del libro (a secondo del livello dei nostri discenti ci si può concentrare sull’opera intera o solo su un capitolo o alcuni passi) e di ripetere riassumendo quanto avviene. Una volta che si sentono sicuri si possono registrare con un audio di un paio di minuti (2 o 3 minuti per i livelli più alti o per testi più corposi, 1 minuto se il livello è più basso). La voce dovrebbe veicolare lo stile gotico (“spooky”) e/o dovrebbero scegliere una musica di sottofondo che incuta timore (“creepy, scary”). La registrazione, una volta effettuata (normalmente gli studenti si registrano sul proprio smartphone o sul PC), può essere inviata al docente come allegato tramite email oppure se si usano le piattaforme di e-learning si può creare il compito per la classe e ogni studente caricherà la propria registrazione. Il docente privilegerà la forma più consona a lui e alla classe. Se si vuole ascoltare l’alunno “live” si può chiedere di mettere la musica di sottofondo durante la presentazione orale.

Pathway 3 Interaction: Speak your Mind 6 questions to get your students to speak Lo scambio può avvenire tra docente e discente oppure gli studenti divisi a coppie “pair work”. Fotocopiate e ritagliate i seguenti riquadri e fateli pescare ai vostri studenti a coppie. Ognuno avrà 3 bigliettini, così avranno una base da cui partire, oppure potete pescare voi stessi e così porre al vostro studente/ ai vostri studenti un quesito o più quesiti come frutto del caso.

Do Gothic stories scare you? Why? Why not?

Do you remember the first time you read a Gothic or a horror story? Which one was it?

When was the first time you watched a Gothic or horror movie? If you did, did you watch it alone or with someone else? Why?

In your opinion, who

How old should someone be to start reading Gothic or horror stories or start watching Gothic or horror movies? Why?

Can you list at least 3 main characteristics of the Gothic genre?

is the scariest Gothic/ horror character? Why?

39 Photocopiable material.

Pathway 2 & 3 - Tabella di valutazione della produzione orale

POOR Contenuto pertinente

Correttezza morfo-sintattica e lessicale

Efficacia comunicativa, capacità interpretativa

Pronuncia e intonazione

Esito delle valutazioni

40 Photocopiable material.

SATISFACTORY

GOOD

EXCELLENT

Pathway 4 Writing a Movie Review (FCE style)

21st Century Skills

What to do: from the page to the screen Vari testi nella collezione ELI Greenwich sono romanzi famosi di cui è avvenuta anche la trasposizione cinematografica. In particolare i livelli B1 e B2 presentano titoli che si prestano, dopo un’attenta lettura, ad essere anche visti sullo schermo, ad esempio The Strange Case of Dr Jekyll and Mr Hyde, Pride and Prejudice, Frankenstein, Alice in Wonderland, The Sign of the Four. Ne può nascere un confronto spontaneo tra libro e versione cinematografica, ma ne può sortire anche un’attività più strutturata come la stesura di una “Movie Review”, che pur avendo molti tratti in comune con la “Book Review”, ha anche un suo lessico peculiare e un contenuto che si sviluppa trattando anche aspetti diversi.

How your “Movie Review” should look like

Title a short catchy sentence of about 4 / 6 words Intro state openly what you are reviewing and why. Grab your readers’ attention 1st Body paragraph more objective: general description, some elements of the plot, characters, special effects, etc. 2nd Body paragraph more subjective: personal opinion Conclusion summarize the main idea and why you recommend or you don’t recommend the movie

“A template” – Un modello da cui partire - Write a “A catchy Title” – Un titolo accattivante - “X X X” is one of the most interesting/ entertaining / humorous/dramatic/tragic/ etc. drama/ adventure/romantic films/comedies/tragedies I have ever seen. X X X, the director, manages to … . The film stars XXX and YYY in the role of … . - The film plot focuses on … , so/therefore it tackles … / it is based on … . However, … . Especially when … . - As for / As far as the special / visual effects, they are … . By way of example / For example, in the case of … . I think / In my opinion … . - Summing up / In conclusion I would /wouldn’t recommend the film to anyone who likes … . Some advice … . It is worth watching, you will not feel disappointed / I am sure you will not regret going to watch it.

Useful phrases and expressions Intro The film is about… The film is directed by… This film stars… Body The story is based on … The main theme/s is/ are … It is set in (time and place) … There are many memorable moments/characters … Phrases to link or to contrast The best/the worst part … On the plus side, / on the down side, … On the one hand, /on the other hand, … In addition (to) / As a result (of) / As you will see … Because of/ due to … How to conclude and recommend All things considered / To conclude / In conclusion/ All in all/ Summing up, I recommend / I would/wouldn’t recommend to … , All things considered / To conclude / In conclusion/ All in all/ Summing up the film was… I wouldn’t hesitate to recommend… I wouldn’t encourage anyone to … Although I enjoyed it, I would not recommend it for…. It’ s one of the best movies/films I’ve ever seen. Although I do not usually like/ am not usually keen on … I am pleased with it / I am glad that I decided to go. The film is worth watching/ being seen … 42

Behind the scenes: parte teorica a supporto delle attività Perché scriviamo “A Movie Review” Prendiamo le mosse da quanto viene richiesto ufficialmente a chi si appresta a sostenere l’esame FCE o le certificazioni in generale da uno degli enti certificatori a proposito della stesura di una “review”: “A review is usually written for an English-language magazine, newspaper or website. The main purpose is to describe and express a personal opinion about something which the writer has experienced (e.g. a film, a holiday, a product, a website etc.) and to give the reader a clear impression of what the item discussed is like. Description and explanation are key functions for this task, and a review will normally include a recommendation to the reader.” (from: Cambridge English First Handbook for Teachers) Nello specifico la recensione di un film è un’attività di scrittura che ben coniuga la parte oggettiva con la parte soggettiva, in quanto l’esito finale dovrebbe essere il giusto “mix” di contenuto (plot, main actors, year of production, genre), aspetti tecnici (technical devices, special effects and sound track) e opinione personale (personal opinion). Come tipologia di “writing” richiesta nelle certificazioni (ad esempio FCE) solitamente va dai 140 ai 190 vocaboli.

Come coniugare l’aspetto analitico con quello creativo La recensione di un film viene richiesta per far conoscere il film, per analizzarlo, per consigliarlo o inversamente sconsigliarlo e per piacevolmente intrattenere i nostri lettori: “To inform, to analyse, to convince and to entertain”. Ricordiamo pertanto ai nostri studenti quanto segue: • L’assegnazione è posta in forma di domanda, quindi il compito è svolto (“writing your review”) se la recensione fornisce la risposta alla domanda. • “Planning is key “: fare “la scaletta” dopo la raccolta delle idee “brainstorming”. • “Remember 3 parts”: INTRO – BODY - CONCLUSION. The body can consist of 2 paragraphs. • “Choose a title for your review”: il titolo deve essere breve, ma accattivante. • “The introduction will talk about what’s being reviewed”: l’introduzione deve anticipare in modo essenziale quanto verrà trattato in modo diffuso e con esempi calzanti nel “body”, ovvero nella parte centrale dello svolgimento. • “Use an entertaining and informal style”: lo stile deve essere “KISS”

“keep it short and

simple” conciso, chiaro, pertinente ed informale, che dobbiamo ribadire ai nostri alunni non è sinonimo di slang, attenzione ;-) • “Analyze objectively”: ricordarsi di includere gli elementi oggettivi ed analizzarli. • “Give your opinion”: l’aspetto soggettivo ci deve essere, la “movie review” è personale.

Pathway 5 Writing a “A Book Review” What to do: come scrivere una recensione efficace e significativa La “movie review” ha la sua controparte nella “book review”, cronologicamente nata prima, con cui condivide moltissimi aspetti in comune. Per completezza riportiamo a seguire attività utili, da far svolgere ai nostri studenti per migliorare le loro abilità e capacità di scrittura in questo format. Questa attività può avere ricadute ben oltre il contesto classe, divenendo altamente formativa per l’alunno. Può rendere i nostri studenti dei veri “bloggers”1 che danno consigli ai propri coetanei e, perché no, anche ai loro docenti, parenti ed amici sulle ragioni per cui uno dovrebbe leggere un libro piuttosto che un altro2. Consapevoli che imparare a fare una buona recensione richieda tanta pratica e dedizione, nella scheda che troverete allegata diamo qualche suggerimento pratico ed in più un paio di esempi utili di recensioni di libri che potete trovare nella collezione eliGreenwich Reader.

“How to write a book review” A handy guide to a book review3 1 Make clear which book you are talking about (Title and author); 2 Brief summary but avoid giving too much away, especially the final part; 3 You should get your readers’ attention and awake their curiosity; 4 Explore the themes of the book and how the author succeeded in expressing them (you can think of one single word or couple of words to express the whole book); 5 State your mind but try to balance pros and cons; 6 Be entertaining … reading your review must be a pleasure! 7 Ask yourself: “Will my readers buy or read the book after reading my review?”

1 Si vedano progetti online come Teenink, http://www.teenink.com/, e Mensa, hiip://www.mensaforkids.org/teach/ lesson-plans/book-review-guide/ 2 IT IS ALWAYS FUNDAMENTAL TO MAKE IT REAL. BY WAY OF EXAMPLE, TELL YOUR STUDENTS THE BEST REVIEWS WILL BE PUBLISHED IN THE SCHOOL MAGAZINE OR A WEB MAGAZINE ON LINE. 3 Gli insegnanti potranno dare direttamente questi suggerimenti in inglese ai loro studenti se il loro livello è piuttosto alto, diversamente, prendendo spunto da queste indicazioni, possono tradurle in L1 o semplificarle ulteriormente in LS. 44

Book review by _____________________________ Your star rating for this book



Title ________________________________________ Author _________________________________________ Characters Who are they? Did you like them? How did they make you feel?

Plot What happened (in the beginning, middle, end)?

Your opinion Did you like the book? What was your favourite part, episode or character? What did you learn from this story?

Recommend Why? Why not?

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eliGreenwich Reader

Levels A2: – Lower Intermediate B1 Writing a review This book is about ___________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ I think this book would help other children/teenagers/people to ______________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ The main character/(s) is/(are) ________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ My favourite part is __________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ I also liked ___________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ The style is __________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ I give the book … stars4

     (colour the stars you have chosen) since I think …

4 Dare le stelle invece di un ulteriore giudizio può aiutare i lettori più giovani a dare un’opinione più chiara e diretta che naturalmente andrà supportata da motivazioni oggettive e personali. Di solito si va da 0 a 5      46 Photocopiable material.

eliGreenwich Reader

Levels: Intermediate B1 & B2 Checklist for students – A step by step guide • You have been asked to write a short book review for a school magazine or your certification exam. • Choose any book which you think might be of interest to you or your fellow students. • The book can be of any type: comedy, thriller, science fiction, romance, historical drama, etc. • You have to include a clear description of the story/contents, to comment on what you think the most successful and least successful features are, and to give an overall recommendation. • The purpose of a review is: - first, to give factual information about the subject; - secondly, to give an opinion about it which will help the readers to decide whether to read the book or not. • Reviews normally contain three main ingredients: overview, pros and cons and verdict. • Write about 140 /190 words (if training for *FCE paper B2). Step 1. Brainstorming Think about what you know, liked or didn’t like about the book and jot down your ideas, feelings and emotions in a freeway on a sheet of paper in front of you. Step 2. Outline - put your ideas into the correct order you want to present them to state your argument Step 3. Start writing the actual review! Step 3.1 Overview (i.e. Introduction) - What kind of book is it? (thriller, historical novel, science fiction, romance, etc5)? Is it different in any way from other books of this type? What’s the story? (You can give an outline but don’t give the ending away!) Step 3.2 Pros and cons - detailed comments on the successful and unsuccessful features of the subject. Your comments will probably include both objective views and subjective views (based on personal opinions and feelings). You may have strong positive or negative feelings about the subject of the review and this is not a bad thing in absolute terms. A strong opinion, clearly argued, is often more interesting to read than a carefully balanced assessment. Even so, try not to be completely one-sided. Make sure, however, that you give reasons for your comments and support them through examples. Step 3.1 Verdict – summing-up and recommendation The last paragraph should sum up your feelings and make it clear to the readers whether you recommend the subject without any reservations, recommend it with one or two reservations, or don’t recommend it at all. Make sure your review gives a clear verdict.

5 For a full extra detailed list read at hiip://writerswrite.co.za/the-17-most-popular-genres-in-fiction-and-why-theymatter 47

Useful vocabulary & phrases

Overview The book

tells the story of … / is about … / describes … / concerns a study of … / deals with a survey of … / shows a history of … / provides the Readers with …

has / includes / contains a chapter on … / a section on …

Pros and cons I appreciate / like …. because of / due to / for its … I think …

really extraordinary / fascinating / amusing / absolutely amazing / great / beautiful / exciting / stunning / superb / attractive / over the top / brilliant / successful quite interesting / fairly entertaining / informative

I did not really appreciate / like … because of / due to / for its … I found it ... predictable / amateurish / really boring / uninteresting / unimaginative / completely humourless / hopeless / too sentimental (“cheesy”)

Verdict In conclusion, ... / Summing up, … / To sum up, … / All in all, ... / In the last analysis, … / On balance … I would highly recommend this book to anyone who … I wouldn’t actually recommend this book if …

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Pathway 4 & 5 - Tabella di valutazione della produzione scritta Tabella di valutazione fotocopiabile da allegare a tutte le prove scritte (writing) suggerite nella guida per dettagliare la valutazione agli studenti

POOR

SATISFACTORY

GOOD

EXCELLENT

Contenuto pertinente Content

Efficacia comunicativa Communicative Achievement

Organizazzione Organisation: Paragraphing, Linkers

Correttezza morfo-sintattica e lessicale Use of English

Esito delle valutazioni

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Pathway 6

The Canterbury Tales (B2.1) & Multiple Intelligences

21st Century Skills

Al fine di dimostrare l’attualità e la modernità di quest’opera si è pensato all’abbinamento con le intelligenze multiple, ovvero qualcosa di molto moderno, per evidenziare la vitalità del messaggio dell’opera di Chaucer anche alle nuove generazioni e vedere come un testo medievale possa aiutarci a comprendere meglio noi stessi, il nostro tempo e certe dinamiche relazionali. La narrazione in versi di The Canterbury Tales consente di analizzare numerosi personaggi, sia i protagonisti delle storie narrate sia i narratori stessi che lo stesso Chaucer, insieme autore, narratore e personaggio dell’opera. Si propone, quindi, un’attività che aiuti i nostri studenti e le nostre studentesse ad ampliare il loro vocabolario per descrivere i personaggi e quindi le persone nella vita reale non solo sulla base della “physical appearance”, ma soprattutto in virtù dei loro “characters and personalities”. Si organizza un’indagine sul testo da fare a coppie

o in gruppi di 3

, utilizzando le

tabelle allegate. Dopo che il docente ha introdotto le 8 intelligenze multiple come suggerito dall’immagine, i componenti del gruppo dopo aver letto un racconto o l’intera selection proposta dall’eliGreenwich Reader si cimentano a classificare i personaggi secondo lo schema delle intelligenze multiple proposto da Gardner: Gardner’s Theory of Multiple Intelligences6.

6 Online si possono trovare numerosi website dedicati all’argomento. Qui ci si è basati maggiormente sul sito hiips:// www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161 50

Pathway 6 - Multiple Intelligences

Type of intelligence 1 Visual-Spatial Intelligence

2 LinguisticVerbal Intelligence

3 LogicalMathematical Intelligence

Description These people are good at visualizing things. They are often good with directions, maps, charts, videos and pictures.

These people are able to use words well, both when writing and speaking. They are typically very good at writing stories, memorizing information and reading.

These people are good at reasoning, recognizing patterns and logically analyzing problems. They tend to think conceptually about numbers, relationships and patterns.

Key factor – Main Characteristics Visual and spatial judgment They read and write for enjoyment. They are good at putting puzzles together. They interpret pictures, graphs and charts well. They enjoy drawing, painting and the visual arts. Words, language, and writing They can remember written and spoken information easily. They enjoy reading and writing. They give persuasive speeches. They can explain things well. They use humor when telling stories. Analyzing problems and mathematical operations They have excellent problem-solving skills. They enjoy thinking about abstract ideas. They like conducting scientific experiments. They can solve complex computations.

Potential Careers • Architect • Artist • Engineer

My character is … __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

• • • •

Writer Journalist Lawyer Teacher

• Scientist • Mathematician • Computer programmer • Engineer • Accountant

Type of intelligence 4 BodilyKinesthetic Intelligence

5 Musical Intelligence

6 Interpersonal Intelligence

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Description These people are said to be good at body movement, performing actions and physical control. They tend to have excellent handeye coordination and dexterity.

These people are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance.

These people are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them.

Key factor – Main Characteristics Physical movement, motor control They are skilled at dancing and sports. They enjoy creating things with their hands. They have excellent physical coordination. They remember by doing, rather than by hearing or seeing. Rhythm and music They enjoy singing and playing musical instruments. They recognize musical patterns and tones easily. They remember songs and melodies. They have a rich understanding of musical structure, rhythm, and notes. Understanding and relating to other people They communicate well verbally. They are skilled at nonverbal communication. They see situations from different perspectives. They create positive relationships with others. They resolve conflicts in group settings.

Potential Careers • • • •

Dancer Builder Sculptor Actor

• • • • •

Musician Composer Singer Music teacher Conductor

• • • • •

Psychologist Philosopher Counselor Salesperson Politician

Type of intelligence 7 Intrapersonal Intelligence

8 Naturalistic Intelligence

Drawing conclusions. Write your personal answers in the boxes below the questions

Description

Key factor – Main Characteristics

These people are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy selfreflection and analysis, including daydreaming, exploring relationships with others and assessing their personal strengths.

Introspection and self-reflection

These people are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments.

Finding patterns and relationships to nature

They analyze their strengths and weaknesses well. They enjoy analyzing theories and ideas. They have excellent selfawareness. They understand the basis their own motivations and feelings.

Potential Careers • • • •

Philosopher Writer Theorist Scientist

They are interested in subjects such as botany, biology, and zoology. They categorize and catalogue information easily. They enjoy camping, gardening, hiking, and exploring the outdoors.

Which type or types of Intelligence do I have? Why?

• • • •

Biologist Conservationist Gardener Farmer

If I were a Canterbury Tales character, who would I be?

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Pathway 7

The Sign of the Four − Guessing Game What to do: Getting your teacher to guess Versione online: Sherlock Holmes, come hanno scoperto i nostri studenti leggendo The Sign of the Four, “is the famous detective who lives at 221B Baker Street in London. He is very intelligent and solves lots of crimes”. Con questo guessing game loro trasformeranno il proprio docente in Sherlock Holmes. Come Holmes si interfaccia con personaggi che svolgono attività e professioni diverse, i nostri studenti si dovranno travestire in modo tale da interpretare una professione, farsi una foto7 (o farsela fare) e inviarla al docente tramite allegato ad un’email o piattaforme di eLearning e chiedere di indovinare: “Can you guess what my job is?” oppure con la domanda diretta: “What’s my job?” / “What do I do?” “Can you guess?” Le professioni possono essere scelte tra quelle proposte dal Reader, a partire da quelle svolte da Sir Conan Doyle: cricket player, doctor, politician and writer o da quelle dei suoi personaggi: detective, inspector, thief, policeman, housekeeper, etc. ed integrate con le professioni più classiche di cui spesso l’elenco è fornito nei libri di testo. Netiquette: Questo esercizio giocoso li esercita anche alla correttezza formale di come si scrive un’email: lo studente che invia “From” = “email author or sender” è automatico, invece il docente che riceve è “To” = “email recipient” e qui va inserito il suo “email address”, a seguire il “Subject”, che va sempre messo, ovvero l’oggetto dell’email, in questo caso andrà scritto: “Guessing game” Testo dell’email – “Body message”: Dear Mr / Mrs / Miss / Ms … I am sending you my pic/photo as an attachment. Can you guess what my job is? Best regards, Your student … Risposta del docente – “Reply”: Il docente risponde all’email dello studente esprimendo quale pensa sia il suo lavoro o l’attività che sta svolgendo. Hi! I think you are a/ an … . Am I right? Best, Your teacher … Infine lo studente risponde confermando l’ipotesi del docente oppure, se non avesse indovinato, dando la risposta corretta. Risposta dello studente – “Final reply”: Dear Mr / Mrs / Miss / Ms … Well done! You are right! I am a / an … Sorry, teacher! You are wrong! I am not a / an … but I am a / an … , instead. Best wishes, Your student …

7 Se si vuole preservare la privacy, i nostri studenti possono anche coprirsi il volto con un emoji o essere un poco mascherati o con il volto leggermente celato. Normalmente, essendo uno scambio solo con il proprio docente il problema non sussiste, ma ricordiamo che vi sono comunque simpatiche modalità per risolvere questa difficoltà qualora dovesse presentarsi.

Pathway 8

Alice in Wonderland − What a feeling! What to do: Unlock your emotions Alice in Wonderland è uno dei testi che si presta maggiormente per una lezione sulle emozioni. Negli ultimi decenni la didattica si è concentrata, seguendo le indicazioni delle più importanti scoperte in ambito neuroscientifico, ad integrare la parte emotiva con quella più razionale dell’apprendimento, poiché non vi è apprendimento duraturo se non connesso al nostro sentire. Alice nel suo viaggio nel Paese delle Meraviglie prova numerose emozioni: she is or she gets bored, surprised, happy, sad, angry, etc. Invitiamo, quindi, i nostri studenti durante la lettura dell’eliGreenwich Reader a trascrivere nel loro taccuino o quaderno di scuola (notepad or exercise-book) tutte le emozioni man mano che le incontrano e al termine della lettura o al termine di un capitolo li invitiamo a lavorare con la WHEEL OF EMOTIONS 8. La ruota permette di visualizzare le 8 emozioni di base: joy, trust, fear, surprise, sadness, anticipation, anger, and disgust (“gioia, fiducia, paura, sorpresa, tristezza, aspettativa, rabbia e disgusto”). Questa organizzazione visiva delle emozioni sulla ruota permette di meglio comprenderle, di dare un nome a ciò che Alice prova in quel momento e poi estenderlo ai nostri studenti. Chiediamo loro: “How would you feel in the same situation?” Just like Alice or differently?” È importante capire le diverse emozioni per migliorare le relazioni tra docente e studente e le relazioni tra gli studenti tra loro. Spesso le emozioni ci sembrano così inafferrabili e al tempo stesso così prepotenti, che avere un’ampia vocabulary range fin dal livello Elementary A2 – Basic User si rivela utilissimo. Più le comprendiamo più possiamo migliorare il benessere in classe. Anche in questo senso gli eliGreenwich Readers si inseriscono in un contesto di contemporaneità molto forte (21st Century Skills).

8 Questa attività è basata su Plutchik’s Wheel of emotions (La ruota delle emozioni creata dallo psicologo Robert Plutchik). hiips://www.6seconds.org/2020/08/11/plutchik-wheel-emotions/

WHEEL OF EMOTIONS

Activity 1 In inglese un modo per aiutare i nostri studenti ad ampliare il proprio vocabolario è passare dal nome all’aggettivo aggiungendo semplicemente un suffisso (-able; -ible; -ate; -ful; -less; -ed; -ing; -ent; -y) o un prefisso (dis-; in-; im-; ir-; il-; un-). Familiarizzare con questa modalità della lingua stimola la consapevolezza che a volte lo sforzo richiesto nello studio è ricompensato da meccanismi linguistici che semplificano l’apprendimento. 1 Widen your vocabulary from nouns to adjectives Emotions - Noun

Adjective(s) for the personal feeling or the situation Adjective (+ suffix)

Synonyms

joy trust fear surprise sadness anticipation anger disgust Keys Emotions - Noun

Adjective(s) for the personal feeling or the situation Adjective (+ suffix)

Synonyms

joy

joyful

happy, merry, cheerful

trust

trustworthy

reliable, responsible

fear

fearful

scared, frightened, afraid, terrified

surprise

surprised, surprising

amazed, astonished

sadness

sad

unhappy, depressed

anticipation

anticipating

excited, exciting, expectant

anger

angry

enraged, furious, annoyed, bitter

disgust

disgusted, disgusting

displeased, displeasing, nasty, distasteful

Activity 2 Questo esercizio è pensato non solo per ampliare ulteriormente la “vocabulary range” dei nostri studenti, ma anche per aiutarli ad apprezzare l’intensità del significato di un vocabolo, specialmente quando si tratta di emozioni. L’intento è portarli a riflettere maggiormente sui Soft Skills per capire quanto sia importante relazionarsi con tatto e gradualità tra conoscenti, compagni di classe ed amici. Il lavoro va fatto a coppie o in gruppi di tre proprio per attuare tramite il cooperative learning quanto si vuole insegnare loro. Ad ogni coppia o gruppo viene data una ruota delle emozioni a colori (Wheel of Emotions) oppure la si proietta sul grande schermo affinché tutti la vedano bene e possano leggere i vocaboli contenuti nei suoi raggi. Gli studenti devono trascrivere nella tabella l’emozione secondo la sua intensità e poi tradurla nella lingua materna (L1). Come punto di partenza gli si può dare questo TIP: “the emotions intensify as they move from the outside to the center”, ovvero “le emozioni nel centro della ruota hanno l’intensità maggiore”. Gli studenti si divideranno i ruoli: raccolta e suddivisione delle parole e traduzione, a turni dovranno scegliere less, standard & more e traduzione. Ognuno dovrà esperire i diversi gradi di intensità ed esercitarsi nella traduzione.

2 Building up self-confidence: “What’s in a Word?” (Pair Work or Small group) WHEEL OF EMOTIONS less

58 Photocopiable material.

standard

Translation into L1

Keys WHEEL OF EMOTIONS less

standard

Translation into L1

serenity

joy

ecstasy

serenità

gioia

estasi

pensiveness

sadness

grief

pensosità

tristezza

afflizione

apprehension

fear

terror

apprensione

paura

terrore

annoyance

anger

rage

fastidio

rabbia

furore

boredom

disgust

loathing

noia

disgusto

ribrezzo

acceptance

trust

admiration

accettazione

fiducia

ammirazione

interest

anticipation

vigilance

interesse

aspettativa

allerta

distraction

surprise

amazement

disattenzione

sorpresa

stupore

Pathway 9

One Planet, One Goal − Be the Change What to do: Take the Challenge Questa attività esemplifica meglio una proposta più ampia presentata nella guida, ovvero come realizzare con i nostri studenti cambiamenti significativi nelle nostre vite in modo da impattare sul mondo a noi circostante e, uniti a tanti altri, divenire il cambiamento. Titolo molto suggestivo, poiché ricorda le parole di Gandhi: “Be the change that you want to see in the world”. Per fare questo l’Agenda 2030 ci suggerisce di portare questa sfida sul piano personale ed iniziare dalla nostra casa per poi passare alla nostra comunità attraverso delle attività molto concrete proposte dalla “Guida per persone pigre”, “The Lazy Person’s Guide to Saving the World”. In 3 brani di questo nuovo eliGreenwich Reader abbiamo un’ottima esemplificazione di come un singolo individuo possa fare molto per l’ambiente in cui vive. The police officer in Shooting an Elephant, Sylvia in A White Heron e Mrs Gage in The Widow and the Parrot nel loro agire in una situazione quotidiana hanno la possibilità di essere questo cambiamento. Chiediamo ai nostri ragazzi, dopo attenta lettura di compilare la seguente tabella: Title of the Short-Story

Character

Action

Succeeded Why?

Failed Why?

The Police Officer

Sylvia

Mrs. Gage

Dopo essersi fatti ispirare da questi personaggi proponiamo ai nostri studenti di compilare la seguente tabella nell’arco di una settimana con azioni prese da The Lazy Person’s Guide to Saving the World. Sceglieranno un’azione al giorno: mettere il numero dell’azione presa dall’elenco fornito di seguito ed aggiungere un breve commento personale. L’intensificarsi del colore corrisponde all’intensificarsi del loro impegno: “more and more committed to the cause”. 60

Fill in the table by choosing at least 1 action per day out of the 20 suggested by The Lazy Person’s Guide to Saving the World. Student’s name:

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Action

THINGS YOU CAN DO FROM YOUR COUCH: 1 Save electricity by plugging appliances into a power strip and turning them off completely when not in use, including your computer. 2 Speak up! Ask your local and national authorities to engage in initiatives that don’t harm people or the planet. 3 Turn off the lights. Your TV or computer screen provides a cosy glow, so turn off other lights if you don’t need them. 4 Do a bit of online research and buy only from companies that you know have sustainable practices and don’t harm the environment. 5 Report online bullies. If you notice harassment on a message board or in a chat room, flag that person. THINGS YOU CAN DO FROM HOME: 6

Air dry. Let your hair and clothes dry naturally instead of running a machine. If you do wash your clothes, make sure the load is full.

Take short showers. Bathtubs require gallons more water than a 5-10 - minute shower.

Eat less meat, poultry, and fish. More resources are used to provide meat than plants.

Compost: composting food scraps can reduce climate impact while also recycling nutrients.

10 Recycling paper, plastic, glass & aluminium keeps landfills from growing. 11 Buy minimally packaged goods. 12 Replace old appliances with energy efficient models and light bulbs. THINGS YOU CAN DO IN YOUR NEIGHBOURHOOD 13 Shop local. Supporting neighbourhood businesses keeps people employed and helps prevent trucks from driving far distances. 14 Bike, walk or take public transport. Save the car trips for when you’ve got a big group. 15 Use a refillable water bottle and coffee cup. Cut down on waste and maybe even save money at the coffee shop. 16 Bring your own bag when you shop. Pass on the plastic bag and start carrying your own reusable totes. 17 Take fewer napkins. You don’t need a handful of napkins to eat your takeout. Take just what you need. 18 Shop vintage. Brand-new isn’t necessarily best. See what you can repurpose from secondhand shops. 19 Donate what you don’t use. Local charities will give your gently used clothes, books and furniture a new life. 20 Take advantage of your right to elect the leaders in your country and local community.

Pathway 10

Portraits of Women − Insight into the female universe What to do: Rise & Fall Questa attività cerca di far cogliere ai nostri lettori un modello, “pattern”, che si ripete sorprendentemente nelle narrazioni delle autrici di questa bellissima ed innovativa raccolta di racconti della eliGreenwich Reader. Racconti al femminile non solo perché scritti da autrici del mondo anglofono, ma anche perché le protagoniste sono donne e tutte donne che conoscono solo metà della storia, in cui sono direttamente coinvolte, o metà della verità. Questo non sapere si rivela cruciale e fatale per ognuna di loro. Invitiamo quindi i nostri discenti a completare la seguente tabella per guidarli nella lettura e in modo pratico - stimoliamo un apprendimento cinestetico - arrivare a tirare le fila di ogni singola narrazione e a fare parallelismi tra le storie. Prendiamo in considerazione 4 racconti su 5: The Manchester Marriage, Désirée’s Baby, Bliss e Athropy.

Author

Title

Female Protagonist

Rise

The Unknown

Fall

KEYS Author

Title

Female Protagonist

Rise

The Unknown

Fall

Elizabeth Gaskell

The Manchester Marriage

Alice Openshaw

Alice, after some misfortunes, believing herself a widow, marries Mr Openshaw, who loves her dearly and looks after her and her daughter.

Frank, her first husband, is not dead as everybody believed. He is back and finds out that Alice has remarried.

He kills himself / he commits suicide. Alice will never know. Her daughter will.

Kate Chopin

Désirée’s Baby

Désirée Valmondé

She is adopted by a wealthy family. She is beautiful and she happily marries Armand.

Neither Désirée nor Armand know that Armand’s mother “belongs to the race whose fate is to work as slave”.

After the baby was born, Armand stops loving his wife and sends her away and burns everything which belonged to Désirée and the baby.

Katherine Mansfield

Bliss

Bertha Young

Bertha is very happy on the way back home. Everything seems perfect in her life.

Her husband is having an affair with Pearl Fulton, a lady she would like to make friend with.

On leavetaking Bertha catches a sight of her husband whispering to Pearl “I adore you” and Pearl smiling at him and touching his cheeks.

Edith Wharton

Atrophy

Nora Frenway

She leads a sad married life but she has a lover, Christopher, who loves her dearly and she reciprocates him.

Christopher is sick but she doesn’t exactly know what he has.

She tries to see him but his sister, Jane Aldis, doesn’t allow her and she doesn’t have the strength to impose herself and she goes away heartbroken.

Valutare ai tempi delle competenze: un’idea per coniugare il sistema decimale con la valutazione in contesto Queste pagine desiderano illustrare uno spunto per la valutazione, nato dalla consapevolezza che quando si tratta di valutare gli studenti si debba spesso affrontare un compito veramente impegnativo. La valutazione numerica o alfabetica necessita di parametri oggettivi, che possano essere facilmente esplicitati ai discenti, ovvero deve consentire loro di capire “il perché” una prova rientri nell’ambito del sufficiente o del discreto, piuttosto che del buono o dell’eccellenza. Inoltre, la valutazione deve avere in sé caratteristiche di restituzione relativamente al percorso svolto (“feedback”) e caratteristiche formative (“formative assessment”), ovvero da un lato permettere al discente di capire quanto effettivamente appreso e la sua capacità di rielaborazione e, dall’altro, permettere al docente di ottenere una chiave di lettura sull’efficacia della sua azione didattica. Infine, sia gli aspetti oggettivi che soggettivi della valutazione devono trovare spazio, dove per soggettivo si intende il contesto classe in cui il docente si trova a lavorare e per oggettivo, invece, quei parametri matematici applicabili in qualsiasi contesto valutativo. Comunque, entrambi gli aspetti devono essere dimostrabili, soprattutto per dare ragione della valutazione agli studenti, affinché si sentano sempre pienamente coinvolti nel processo di apprendimento. Mi pare di aver trovato una possibile e soddisfacente risposta nella piramide della tassonomia di Bloom. La ripropongo nella sua versione rivisitata (“new version”9) degli anni 2000 che ha perfezionato quella stilata negli anni ‘50 dal famoso pedagogista americano Benjamin Samuel Bloom. La piramide ha la caratteristica di poter facilmente dare conto dei voti che vengono assegnati agli alunni, specialmente quando le prove sono orali (oral test, speaking, interrogation) o delle composizioni scritte (essay, reading comprehension, composition) che, a differenza delle prove oggettive, non presentano accanto ad ogni singolo esercizio un punteggio matematico che rende di immediata comprensione la valutazione, ma una valutazione per voci: contenuto, efficacia comunicativa, organizzazione e uso della lingua, che sono di più ampio spettro. Old Version Evaluation Synthesis

New Version Creating Evaluating

Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering

9 La novità più grande tra le due versioni è che, al posto dei sostantivi, vi sono i verbi a sottolineare l’azione del pensiero da memonico a creativo. I verbi in inglese si possono trovare sia alla forma base che in “-ing”, in italiano sono resi all’infinito. 65

Con la piramide, invece, si può visivamente dimostrare agli alunni dove si sono collocati dalla sufficienza in su. Le competenze, ove presenti, hanno sempre una valenza positiva, altrimenti non sono ancora pienamente in essere. Così operando, si rendono i nostri discenti consapevoli che ciò che si studia e si agisce diventa componente del nostro pensiero e, come tale, può essere rielaborato, esposto ed applicato anche in contesti analoghi, ma nuovi, divenendo conseguentemente oggetto di valutazione. Anche nel caso di esiti non sufficienti sarà più facile dimostrare agli studenti le carenze che abbiamo riscontrato, facendo loro vedere gli obiettivi richiesti da perseguire in termini di conoscenze ed abilità. Le sei abilità di pensiero che Bloom ha descritto si possono suddividere in LOTS (lower order thinking skills) e in HOTS (high order thinking skills), ovvero “abilità di apprendimento di base” ed “abilità di apprendimento elevate”; in modo piuttosto spartano si potrebbe attribuire ai primi tre “skills” la “range” di voti che va dal 6 fino al 7 ½ e ai restanti 3 la “range” di voti dall’ 8 al 10, lasciando libertà al docente su come sfumare i passaggi, essendovi, come si diceva, una realtà contingente data dal singolo alunno o dal contesto classe, che solo il docente o il team docenti può conoscere. Ricordiamoci sempre quanto una valutazione chiara possa essere efficace per la crescita personale, l’apprendimento e la motivazione a fare meglio dei nostri discenti. Lower order thinking skills Abilità di apprendimento di base

Hypothesis of Assessment Ipotesi di valutazione

High order thinking skills Abilità di apprendimento elevate

Hypothesis of Assessment Ipotesi di valutazione

Remembering – Ricordare

6-6½

Analysing Analizzare

8–8½

Understanding Comprendere

6½-7

Evaluating Valutare

Applying Applicare

7–7½

Creating – Creare

9 ½ - 10

Qui di seguito la declinazione dei livelli della piramide per esplicitare quanto sotteso da ogni abilità del pensiero. Potrebbe rivelarsi particolarmente utile nella prassi didattica fotocopiare e distribuire agli alunni la piramide con accanto il voto numerico o mostrarla loro tramite slide o un poster da tenere appeso in classe, per renderli consapevoli di ciò che in potenza sono in grado di fare e, al contempo, di ciò che ci si aspetta da loro nel percorso di apprendimento. Ricordiamoci che i LOTS sono di per sé abilità che i discenti vivono per lo più inconsciamente, “date per scontate” per dirlo in modo semplice, e che solo gli HOTS, appartenendo alla metacognizione, sono abilità di cui essi sono maggiormente consapevoli, dal momento che la loro applicazione implica uno sforzo cognitivo maggiore.

Bloom's Taxonomy Produce new or original work

create evaluate analyze

Design, assemble, construct, conjecture, develop, formulate, author, investigate

Justify a stand or decision

appraise, argue, defend, judge, select, support, value, critique, weigh

Draw connections among ideas differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test

Use information in new situations

apply

execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch

Explain ideas or concepts

understand remember

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate

Recall facts and basic concepts

define, duplicate, list, memorize, repeat, state

Tassonomia di Bloom Produrre lavori nuovi ed originali

creare valutare analizzare applicare comprendere ricordare

progettare, assemblare, costruire, formulare ipotesi, sviluppare, creare, investigare

Giustificare una posizione o una decisione

Valutare, argomentare, difendere, giudicare, selezionare, supportare, stimare, criticare, soppesare

Creare connessioni tra le idee Differenziare, organizzare, collegare, comparare, contrastare, distinguere, esaminare, sperimentare, mettere in discussione, testare

Usare le informazioni in nuove situazioni

Eseguire, implementare, risolvere, utilizzare, dimostrare, interpretare, mettere in funzione, organizzare, schematizzare

Spiegare idee o concetti

Classificare, descrivere, discutere, spiegare, identificare, situare, riconoscere, riportare, selezionare, tradurre

Ricordare fatti e concetti base

definire, duplicare, elencare, memorizzare, ripetere, enunciare

EXTRA TEST

Alice in Wonderland

Reading Comprehension 1

Lewis Carroll

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Born Charles Lutwidge Dodgson in Cheshire, England in January 1832, he was better known as Lewis Carroll. Although he went to the University of Oxford to study mathematics at the age of 20, he also enjoyed writing children’s stories. Alice’s Adventures in Wonderland was Lewis Carroll’s first book but he went on to write other famous stories including Through the Looking-Glass, What Alice Found There and Sylvie and Bruno. During his life, he was also a photographer, an inventor and a religious deacon, but Lewis Carroll was most famous for his Alice stories.

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Lewis Carroll Alice in Wonderland

Number these sentences in the order that they happen in the story. Be careful! One sentence is incorrect. Which one? A

Alice’s sister talks to the White Rabbit.

Alice wakes up under a tree.

Alice plays a game of croquet.

Alice swims with a mouse.

Alice falls down a rabbit hole.

The Cheshire Cat appears in a tree.

Alice goes to the White Rabbit’s house.

Alice talks in a courtroom.

WITH SMARTPHONE OR TABLET • Download the app • Use the ELILINK app • Scan the cover Questo volume sprovvisto del talloncino è da considerarsi CAMPIONE GRATUITO fuori campo IVA (Art. 2, c. 3, I.d, DPR 633/1972 e Art. 4, n.6, DPR 627/1978)

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Alice in Wonderland (or Alice’s Adventures in Wonderland as it was originally known) is an English children’s story written in 1865 by Lewis Carroll. It tells the story of a young girl called Alice who falls down a rabbit hole into a fantasy world. The story follows Alice’s adventures as she makes new friends and meets some fascinating characters – from the White Rabbit and the Cheshire Cat to the Mad Hatter, the Queen of Hearts and the Mock Turtle.

ND . LA -7 .r.l ER 72 I s ND 7 EL WO 36-3 IN -5 E 8 IC 8-8 AL 97

A2 B1.1 B1.2 B2.1 B2.2

Alice in Wonderland

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

Lewis Carroll

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The Pleasure of Reading

Which character in the story… 1

sits in a tree?

_________________________________________

likes playing croquet?

_________________________________________

wears a pair of gloves?

_________________________________________

only appears at the beginning and the end of the story? _________________________________________

swims with Alice?

_________________________________________

flies out of a chimney?

_________________________________________

throws a baby at Alice?

_________________________________________

cries a lot?

_________________________________________

Match the two halves of the sentences. 1

Alice finds a cake with

a the courtroom with a cup of tea.

The Mouse doesn’t

b the words “Eat me” on it.

The White Rabbit thinks

c a piece of mushroom.

Alice nibbles on

d like cats or dogs.

The baby turns

e Alice is the housemaid.

Alice meets the Mad Hatter and

f people to prison.

The Queen likes sending

g into a pig.

The Mad Hatter comes into

h the March Hare at the tea party.

EXTRA TEST

Grammar 4

Complete the sentences with the correct verbs. 1

Without a thought, she quickly jumps / is jumping into the hole after the rabbit.

“How is / did that happen?” she asks herself.

As she is looking / looked around her, she hears a bark.

“I am not knowing / don’t know what you’re talking about,” says Alice.

“I am sitting / will sit here until tomorrow,” says the footman.

“…We make / made a mistake. The Queen wants red rose trees and we put this white one here by mistake.”

“When we were / was little,” continues the Mock Turtle…

“What are / is they doing?” Alice asks the Gryphon.

Comple te the text with the words in the box. near

the

and

“He thinks I (1)________________ his housemaid,” Alice says to herself. After some time, she sees a little house. There is a name (2)________________ the door – “W. RABBIT”. Alice goes into the house (3) ________________ runs upstairs. She goes into a little room. She sees a table (4)________________ the window with a fan and two or three pairs of white gloves. She takes (5)________________ fan and a pair (6) ________________ gloves and turns to leave the room. Then she sees (7)________________ little bottle. There is no label with the words “DRINK ME” but she takes the cork out of the bottle anyway and drinks (8)________________.

Writing 6

Who is your favourite character in the book? Write a short description and say: • • • •

what your character looks like; something about your character’s personality; where and when Alice meets your character; how important you think this character is to the story.

_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________

EXTRA TEST

FCE

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

A2 B1.1 B1.2 B2.1 B2.2

KEY PREPARING FOR PRELIMINARY PRELIMINARY PREPARING FOR FIRST FIRST

Victor Frankenstein is a young science student at the university of Ingolstadt in Germany. When he begins an experiment to create life itself, his ambition sends him and those he loves on a terrifying journey of fear and destruction. Published in 1818, Frankenstein is a ground-breaking novel in the Gothic tradition, which asks questions about science that are still relevant to us today.

Seen as the inventor of Science Fiction, Mary Shelley was born in England in 1797. Given free access to her father’s library, she was fascinated by the work of Italian scientist, Luigi Galvani, whose experiments with electricity helped inspire Frankenstein. Friends with Lord Byron, wife of Romantic poet, Percy Bysshe Shelley, and daughter of feminist philosopher, Mary Wollstonecraft, Mary Shelley was at the forefront of literary thought. She died in 1851 and is buried in Bournemouth, England.

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Sometimes I could not enter my _______________________________ .

I was more and more disgusted by _______________________________ .

I forced myself on, and was near to finishing, when I felt the _______________________________ .

Three years before, I had, without knowing, _______________________________ .

. IN -5 .r.l TE 76 I s NS 7 EL KE 36-3 AN -5 FR -88 8 97

Questo volume sprovvisto del talloncino è da considerarsi CAMPIONE GRATUITO fuori campo IVA (Art. 2, c. 3, I.d, DPR 633/1972 e Art. 4, n.6, DPR 627/1978)

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on the stony shore When the weather allowed, I walked _______________________________ . WITH SMARTPHONE OR TABLET • Download the app • Use the ELILINK app • Scan the cover

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Mary Shelley Frankenstein

Mary Shelley

Listen to this extract from Chapter 8. You will have 1 minute to study the task below, then you will hear the recording twice. While listening, complete the sentences (1-7) using up to 4 words. Write your answers in the spaces provided. The first one (0) has been done for you. After the second listening, you will have 1 minute to check your answers. AUDIO MP3

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Frankenstein

Listening Comprehension

B2.2

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Mary Shelley

Frankenstein

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The Pleasure of Reading

I saw by the light of the moon the _______________________________ .

I realised I had been mad to promise to create another like him, and so trembling with passion, I tore to _______________________________ .

Writing and Summarising 2a What makes Frankenstein a classic horror story? Make some notes on: • settings • characters • dramatic events 2b What makes Frankenstein a classic science fiction story? Write about: • technology • character types • atmosphere 2c Which three scenes stand out to you most from this novel? 1

__________________________________________________________________________________________________ .

2d Imagine you are a film director making a new film of Frankenstein. Write the screenplay for one of the scenes you chose. Remember to include: setting, stage directions, information for the lighting director, as well as dialogue.

My Play Script The characters in this scene are: __________________________________________________________ __________________________________________________________

The setting is: __________________________________________________________ __________________________________________________________ __________________________________________________________ Character name

What is said

EXTRA TEST

Speaking 3a What do we learn about science at the time of Mary Shelley? 3b What questions about science in Frankenstein are still relevant today? 3c How does today’s science compare to the Eighteenth Century?

Writing 4a Imagine you meet the monster in a gentle and thoughtful mood. Write a conversation between yourself and the monster. Turn the following phrases into questions to ask him. 1

How he felt when he woke up. _____________________________________________________________________________________________________________

When he saw Frankenstein for the first time. _____________________________________________________________________________________________________________

Why he did the good things. _____________________________________________________________________________________________________________

Why he did the bad things. _____________________________________________________________________________________________________________

How he feels about Victor Frankenstein. _____________________________________________________________________________________________________________

4b Which three scenes stand out to you most from this novel? 1

____________________________________________________________________________________________________________

Speaking 5

“I believe that we are solely responsible for our choices, and we have to accept the consequences of every, deed, word, and thought throughout our lifetime.” Elizabeth Kubler-Ross, SwissAmerican Psychiatrist. Discuss in pairs. 1 Do you agree with this statement? 2 Is there anything that you think Victor could or should have done differently? Why?

EXTRA TEST

Pride and Prejudice

B2.2

Listening INVALSI

A2 B1.1 B1.2 B2.1 B2.2

KEY PREPARING FOR PRELIMINARY PRELIMINARY PREPARING FOR FIRST FIRST

Elizabeth Bennet is funny and lively, but has strong opinions. When she meets the arrogant Mr Darcy, she decides he is the last person in the world she could marry, while Darcy, himself, thinks she is not worth dancing with. But Elizabeth and her four sisters need to marry well. If not Darcy, then will it be handsome Captain Wickham, cousin Collins, or their rich neighbour, Mr Bingham? Full of laughter and unforgettable characters, Pride and Prejudice is one of the best-loved novels in English literature.

Jane Austen Born in 1775, writer Jane Austen observes the society of her time with humour and sharp criticism, creating worlds so real we feel we could step into them. Austen is most famous for six novels, which include Sense and Sensibility, Emma, and Pride and Prejudice. Jane Austen died aged 41 on 18 July 1817 in the city of Winchester. She appears on the British £10.00 note, and is remembered in Poet’s Corner in London’s Westminster Abbey, taking her place with the greatest English writers.

When Elizabeth was alone with her sister, Jane…

Questo volume sprovvisto del talloncino è da considerarsi CAMPIONE GRATUITO fuori campo IVA (Art. 2, c. 3, I.d, DPR 633/1972 e Art. 4, n.6, DPR 627/1978)

realised that Mr Bingley admired her.

stopped speaking about Mr Bingley..

C D 1

E IC . D -2 .r.l EJU 39 I s PR 3 EL ND 36-3 A E 8-5 ID -8 PR 978

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had done little but speak of Mr Bingley until now.

Jane thinks Mr Bingley is… A

too lively.

relaxing and fun to be with.

almost exactly what she is looking for in a young man.

unsociable but sensible.

Elizabeth says… A

Jane is too modest.

Jane should never expect a compliment.

Bingley thought all the women at the ball were agreeable.

she doesn’t think Jane should like him.

According to Elizabeth, Jane… forgives people’s faults easily.

never likes to hear bad things about others.

is a good judge of character.

always sees the best in people.

Elizabeth thinks Miss Bingley … A

will be a good neighbour.

is likeable.

is not as nice as Jane thinks she is.

will come and live at Netherfield with Mr Bingley.

Jane is invited… A

to spend the afternoon with Bingley’s two sisters.

to travel to Netherfield by carriage.

to travel the three miles to Bingley’s house.

to dinner at Netherfield with Bingley and his two sisters.

Mrs Bennet hopes that Jane… A

will fall ill.

will choose to travel to Netherfield by carriage.

will not allow her to travel the three miles to Netherfield.

will have a holiday with the Bingleys.

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Jane Austen Pride and Prejudice

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✔ spoke highly of Mr Bingley for the first time.

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First you will have 1 minute to read these questions and the four possible answers below. Then, you listen to track 5, Chapter 2, twice. While listening choose the correct answer A, B, C or D for questions 1–8 only. The first one has been done for you. There is only one correct answer. After the second listening, you will have time to check your answers. AUDIO MP3

Pride and Prejudice

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

Jane Austen

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The Pleasure of Reading

EXTRA TEST

Comprehension and Speaking 2a Read this scene from Chapter 4 between the two friends, Elizabeth and Charlotte. Then, answer the following questions.

Over the past two days Elizabeth had thought Mr Collins might imagine himself in love with Charlotte, but she was still so astonished by her friend’s news that she could not stop herself from crying out. ‘Engaged to Mr Collins! My dear Charlotte, – impossible!’ Charlotte was upset by Elizabeth’s reaction, but quickly calmed herself. ‘Why should you be surprised, my dear Eliza? Do you think it incredible that any woman might like Mr Collins because he did not succeed with you?’ Hearing this, Elizabeth made a great effort to be kinder to her friend, and wished her all imaginable happiness. 1 What has happened just before this scene between: A Mr Collins and Elizabeth? B Charlotte and Mr Collins? 2 Why is Elizabeth so surprised to hear Charlotte’s news? 3 Why is Charlotte upset at her friend’s reaction? 4 Why does Elizabeth change her behaviour? 2b In pairs discuss the following. a

Why do you think Charlotte made her decision?

b What do you think about Elizabeth in this scene?

Writing 3

Choose two characters from Pride and Prejudice – one you like and another that interests you. Write a short description of each one using what you remember from the novel. Include: • physical appearance and age

• family members

• character

• strengths and weaknesses

• what they enjoy doing 4

Life was very different for women and men in Pride and Prejudice from what it is today. Answer the following questions using what you have learned from the novel. 1 What were middle class women expected and not expected to do? 2 Do any of the women in this novel break those social rules? If so, how? 3 What do we learn from this novel about socialising in the time of Jane Austen? 4 Why was it important for middle class women to marry, if they did not have an independent income? 5 What was expected of middle class and rich men at this time? 6 What would you have liked about living at that time? 7 What would you have disliked?

EXTRA TEST

B2.1

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A2 B1.1 B1.2 B2.1 B2.2

KEY PREPARING FOR PRELIMINARY PRELIMINARY PREPARING FOR FIRST FIRST

H.G. Wells

Considered the father of science fiction, his novels examine important questions about mankind, society and the universe.

Edgar Allan Poe

Answer the following questions.

The stories in this collection, from five very different writers, all have a connecting theme: our planet. Man’s impact on Earth and the animal kingdom, and the need to do better are extremely important issues. While not directly addressing these problems, echoes can be found in the stories. Wells suggests the need to find food has forced his strange creatures into new territories, Poe celebrates the power of Mother Nature, Orwell and Jewett reflect on hunting and killing animals and Woolf shows the power of kindness.

1 Which writer lost both parents at an early age? 2 Who spent some time living in Paris?

3 Which author mostly wrote about the area they grow up in? AUDIO MP3 WITH SMARTPHONE OR TABLET • Download the app • Use the ELILINK app • Scan the cover

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H.G. Wells Edgar Allan Poe George Orwell Sarah Orne Jewett Virginia Woolf

One Planet, one Goal

Sarah Orne Jewett

Known for her ‘local colour works’, her descriptions of the places and people in the small rural communities in her home of Maine are beautiful, gentle and realistic.

Virginia Woolf

A very famous 20th-century feminist and modernist, she developed a new style of writing called stream of consciousness. FLIP BOOK

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5 Which writer is considered to have invented science fiction? Questo volume sprovvisto del talloncino è da considerarsi CAMPIONE GRATUITO fuori campo IVA (Art. 2, c. 3, I.d, DPR 633/1972 e Art. 4, n.6, DPR 627/1978)

One of the key writers of the 20th century, Orwell voices social criticism, strong antitotalitarian and socialist beliefs. He remains influential today and the terms he invented for his novels have become part of the English language.

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4 Who invented a new style of writing?

George Orwell

One Planet, one Goal

Memory test – Authors

Poet and writer, he is one of the earliest American shortstory writers and an important figure in American literature. He is credited as the inventor of detective stories and best known for his poetry and horror stories.

Wells - Poe - Orwell - Jewett - Woolf

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The Pleasure of Reading

Reading Comprehension 2

Decide whether the statements are true (T), false (F) or not stated (NS). T 1

Fison frequently stayed in Sidmouth.

Twelve people died on the day Fison saw the octopus-creatures.

The young man in A Descent into the Maelstrom was frightened on the cliff.

The guide lost one brother in the sea.

Orwell had been in Burma for two years when the incident happened.

The local people did not want him to shoot the elephant.

Sylvia and Mrs Tilley lived a simple life.

Sylvia never forgot the huntsman.

Mrs Gage lived alone in Yorkshire.

10 She did not have a good relationship with her brother, Mr Brand.

Grammar − Tenses 3

Complete the sentences with the appropriate form of the verbs given. 1

Fison ________________ (plan) to walk along the coast before ________________ (change) his mind and ________________ (go) to investigate.

The guide ________________ (transform) into an old man by everything he ________________ (experience)

Orwell ________________ (not shoot) an elephant before the incident in the story and ________________ (not know) where to aim.

Sylvia ________________ (divide) between her loyalty to the huntsman and her love of animals.

James ________________ (not help) Mrs Gage if she ________________ (not be) kind to him.

EXTRA TEST

Vocabulary 4

How many new words can you remember from the stories? Choose 5 and write a definition for each one. Swap definitions with a partner. How many do you know? 1 _____________________________________________________________________________________________________________ 2 _____________________________________________________________________________________________________________ 3 _____________________________________________________________________________________________________________ 4 _____________________________________________________________________________________________________________ 5 _____________________________________________________________________________________________________________

Speaking 5

Two of the stories in the collection, Shooting an Elephant and A White Heron deal with the themes of hunting and killing animals. Discuss the questions below in pairs. 1 Can you love animals and want to shoot them? 2 Are hunting and shooting sports? 3 Have you ever done either? 4 Do you agree with them? What are your reasons? 5 Is shooting a bird or animal ever justified?

Writing 6

Use one of the themes you have encountered in the stories in One Planet, One Goal and write a short story. Use approx. 250-300 words.

_____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

EXTRA TEST

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

A2 B1.1 B1.2 B2.1 B2.2

KEY PREPARING FOR PRELIMINARY PRELIMINARY PREPARING FOR FIRST FIRST

The Canterville Ghost is a short story written by Oscar Wilde and first published in 1887 in serial form in The Court and Society Review, a magazine read by the upper classes. It was republished in 1891 as a part of a collection of short stories. It tells the story of a rich American family that comes to live in a haunted aristocratic house in England. The style is part fairy tale, part gothic novel and part comic ghost story. The main themes are the cultural differences between middle-class Americans and the upper class British and the conflict between the public self and the private self.

Write T (true) or F (false) next to these sentences. Correct the false sentences. 1

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The ghost appeared before the death of any members of the Canterville family. T OS . GH -9 .r.l LE 78 I s IL 7 EL ERV 36-3 NT 8-5 CA E 78-8 TH 9

Questo volume sprovvisto del talloncino è da considerarsi CAMPIONE GRATUITO fuori campo IVA (Art. 2, c. 3, I.d, DPR 633/1972 e Art. 4, n.6, DPR 627/1978)

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None of the Otis family, who lived at Canterville Chase, were afraid of the ghost.

Washington Otis removed the bloodstain from the sitting room floor with Pinkerton’s Paragon Detergent forever.

Mrs Otis gave the ghost some Tammany Rising Sun Lubricator to oil his clanking chains.

The twins Stars and Stripes played so many tricks on the ghost that he stopped haunting the house.

The ghost’s wife’s brothers starved him to death.

Virginia was the only member of her family who felt sorry for the ghost and wanted to help him.

Lord Canterville kept Sir Simon’s jewellery as a thank you for making him disappear.

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Oscar Wilde The Canterville Ghost

Oscar Wilde

Born in Dublin in 1854, he was a poet, novelist and playwright. Even as a boy he was noted for his intelligence and social wit, which led him to be invited to the most popular cultural gatherings of his day. He travelled widely and gave talks in European and American cities, gaining fame as an aesthete. His literary genius created masterpieces, which have led him to be considered one of the greatest writers of all times. Amongst his best known works are The Picture of Dorian Gray, The Importance of Being Earnest and The Happy Prince.

STAGE 3 B1.2 PRELIMINARY

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The Canterville Ghost was an American aristocrat called Sir Simon Canterville, who murdered his wife.

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The Canterville Ghost

Reading Comprehension

B1.2

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Oscar Wilde

The Canterville Ghost

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The Pleasure of Reading

Match the characters to their actions. 1

Lord Canterville

a was so worried about Virginia that he rode off to find her.

Mr Otis

b sold Canterville Chase because his family didn’t want to live there.

Mrs Otis

c saved the ghost and married a Duke.

Mrs Umney

d read the ghost’s funeral service, although he haunted him.

Rev. Augustus Dampier

e murdered his wife because she was very plain, couldn’t iron or cook.

Sir Simon Canterville

The Duke of Cheshire

g bought a house in the English countryside to write a history book.

Virginia Otis

h almost went out of her mind with worry when Virginia was missing.

came to the funeral of a ghost who frightened her for fifty years.

Grammar 3

Replace the underlined words with the phrasal verbs from the box. broke down

burst out

came out

got ready

put out

put up

When the twins heard this they started laughing.

When he reached his room he became upset, and very agitated.

The ghost glared at her angrily, and prepared to turn himself into a large black dog.

Just then, the moon appeared from behind a cloud and lit everything.

The politician pointed a gun at the ghost and told him, as they do in California, to raise his hands!

Then the servants, as was traditional for the Canterville family, stopped burning their torches.

EXTRA TEST

Rewrite these sentences as one, using the words in brackets. 1

He said these words. Lightning lit up the dark room. (as soon as) ___________________________________________________________________________________________________

The next morning when they came down to breakfast. They found the terrible stain of blood on the floor again. (however) ___________________________________________________________________________________________________

He took the bottle of oil from Mr. Otis’s bedroom one night. The family were at dinner. (while) ___________________________________________________________________________________________________

He got back to his room. He was dirty, untidy and unhappy. (when) ___________________________________________________________________________________________________

The ghost now felt very ill. He was not ready. To leave things as they were. (although) ___________________________________________________________________________________________________

‘You can have your secret. I have your heart.’ (as long as) ___________________________________________________________________________________________________

Vocabulary 5

Complete the sentences with the correct form of the words in brackets with -ful or -less after them. 1

Mrs Umney warned Mr Otis to be ________________ (care) as there was trouble coming.

The ghost decided to visit the rude, young Etonians dressed as his famous character, the ________________ (head) Earl.

‘If I were ________________ (heart) enough to take the jewellery from her, the evil old fellow would give me a terrible time.’

He felt just able to do his famous scary laugh, which he was often ________________ (use) in the past.

The ghost was dressed as Jonas the ________________ (grave), in a simple, long shroud, carrying a small lantern and a gravediggers spade.

Mr Otis’s daughter couldn’t possibly keep a ________________ (beauty) 16th century ruby necklace from Venice.

Writing 6

Write a short review of The Canterville Ghost. In your review say: • Who wrote it • What the story is about • Where and when the story happens • Who the people in the story are • What happens to them • What you like/don’t like about the story 79

EXTRA TEST

B1.1

A2 B1.1 B1.2 B2.1 B2.2

KEY PREPARING FOR PRELIMINARY PRELIMINARY PREPARING FOR FIRST FIRST

Elizabeth Gaskell Her novels are almost all characterised by a strong social imprint, which is unusual for a woman of the 1800s.

Katherine Mansfield In her stories the characters come alive, the dialogue is brilliant and the descriptions are rich and intense. With a single sentence her stories are full of great and profound meaning.

Portraits of Women

Kate Chopin Considered one of the first feminist authors of the southern United States, she created stories about the lives of normal women, following them in their continuous effort to find an identity in a world of men.

Elizabeth Gaskell, Kate Chopin, Katherine Mansfield, Virginia Woolf, Edith Wharton: five women, five writers, five short stories. The common thread that connects these stories is the attempt to portray a female universe in which women strive to be the protagonists of their destiny. Universal themes such as marriage, loss, freedom, and respect fill the intricate maps of their lives. Readers will try to put themselves in the shoes of desperate women seeking control over their lives, despite adverse circumstances.

Stop & Check 1

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

Gaskell - Chopin - Mansfield - Woolf - Wharton

Portraits of Women

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Elizabeth Gaskell Kate Chopin Katherine Mansfield Virginia Woolf Edith Wharton

Portraits of Women

Virginia Woolf She revolutionised the novel with the use of ‘stream of consciousness’ through which she was able to represent the inner life of her characters down to the most intimate details. Edith Wharton An American writer and winner of the Pulitzer Prize thanks to the novel The Age of Innocence. In her works she deals in particular with the problem of “breaking social conventions”.

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Author Elizabeth Gaskell

3 _____________________

Katherine Mansfield

8 _____________________

Edith Wharton

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Short Story 1 _____________________

_____________________ Désirée’s Baby 6 _____________________

_____________________ Kew Gardens 11 ____________________

____________________

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Racial crisis between married couple London Bliss Kate Chopin Lives and morals of Gilded Age The Manchester Marriage Virginia Woolf Influenced by Chekhov Industrial novels Louisiana Stream of consciousness € 9,80

The Pleasure of Reading

Setting Liverpool, Manchester, London 4 _____________________

London

9 _____________________

New York

Other information 2 _____________________

_____________________ 5 _____________________

_____________________ 7 _____________________

_____________________ 10 ____________________

_____________________ 12 ____________________

____________________

Reading Comprehension Answer the questions about the five short stories in the anthology Portraits of Women. 1 What does the title ‘The Manchester Marriage’ refer to? 2 Why did Norah become angry in part 2 of the story and leave the Openshaws’ home? 3 What changes did Désirée see in her husband Armand as soon as their baby was born? 4 What’s the surprising twist at the end of Désirée’s Baby? 5 Who’s the story told through in Bliss and what does this character think of her life? 6 Who’s Pearl Fulton and why is she important to the story? 7 When does Kew Gardens take place? 8 How many groups of people does the author concentrate on in Kew Gardens and who are they? 9 Who’s the main character in Atrophy and why is she unhappy? 10 Who’s Jane Aldis and why does she become the protagonist’s worst enemy?

Writing 3

Write a description about the following characters in the stories. 1 Norah in The Manchester Marriage. 2 Madame Valmondé in Désirée’s Baby. 3 Mr and Mrs Knight in Bliss. 4 William in Kew Gardens. 5 Nora Frenway in Atrophy.

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Complete the table below about the five authors you’ve studied in the anthology Portraits of Women with the information in the box. Atrophy

STAGE 2 B1.1 PREPARING FOR PRELIMINARY

EXTRA TEST

Vocabulary 4

Match the words to their definitions. 1

brooch

a light fog.

lodger

b speak very softly

chubby

c put your arms around someone

cradle

d go quickly

rush

e a piece of jewellery you wear on a jacket or blouse

hug

murmur

g not interested, indifferent

mist

h round and full

demanding

a person who rents a room in another person’s house

detached

a baby’s bed

not easily satisfied

Grammar 5

Complete the sentences about the stories with a word from the box. with

down

out

after

for

away

Frank Wilson fell ________________ love with Alice.

Alice helped Mrs Wilson look ________________ her husband when he became ill.

As she grew ________________, Désirée became a beautiful, gentle, loving girl.

Bertha was pleased that the purple grapes went well ________________ the colour of the carpet.

Bertha put ________________ a white dress for the dinner party.

The green insect waited ________________ a second and then changed direction.

The heavier woman stopped to stare ________________ the flowers.

Nora sat ________________ in the corner of the train as it left the station.

Nora remembered thinking many times about running ________________ with Christopher.

10 Nora got ________________ the taxi at the gate when she arrived at Christopher’s house.

Choose the correct alternative to complete the sentences about the stories. 1

Mr Openshaw thought Londoners spent their days to walk / walking about trendy places.

Ailsie was Frank Wilson’s daughter, while / so Edwin was Mr Openshaw’s son.

Weeks passed and anybody / nobody came for Désirée so the Valmondés kept her.

Armand Aubigny was born at / in Paris.

Bertha Young felt so / very happy that she wanted to run or dance along the street.

Bertha was filled with such bliss that she could hardly / rarely breathe.

The flowerbed paid / caught the attention of the people walking in Kew Gardens.

The snail moved slowly / slow over the earth.

Nora looked around quickly to see if anyone listened / was listening to her.

10 The parlourmaid went to see if Miss Aldis could / should come down. 81

EXTRA TEST

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

A2 B1.1 B1.2 B2.1 B2.2

KEY PREPARING FOR PRELIMINARY PRELIMINARY PREPARING FOR FIRST FIRST

The Sign of the Four is Arthur Conan Doyle’s second novel about Sherlock Holmes and Dr Watson. The story begins when Miss Morstan arrives at Baker Street to ask for help in finding her father. She shows Holmes and Watson a box of six pearls and a letter and tells her story. Holmes agrees to help solve the mystery and so begins the adventure of finding an Indian treasure chest and a group of murderers.

Complete the sentences with a word from the box. Then say which chapter it comes from. afternoon sitting puts one arrived boatyard story footprints AUDIO MP3

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The Pleasure of Reading

Holmes shines his lamp on the floor and we see lots of __________________.

We all listen to Small’s __________________ in total silence.

One __________________, I’m in the sitting room with Holmes.

He takes Toby’s lead and __________________ the handkerchief under his nose.

Suddenly we see the Aurora come out of the __________________.

Bartholomew is __________________ on a chair in the middle of the room.

The tallest __________________ says, ‘Got your message, sir!’

Who says…? Write H (Holmes), W (Watson), M (Mary) o J (Jones). 1

Thaddeus Sholto, I arrest you on suspicion of murder.

My brain needs work.

I need your help, Inspector Jones.

And two knights to the rescue.

I’ll leave the room and let you speak in private.

I only need a few missing links to solve this case.

I never had any news of him.

Elementary, my dear Watson, elementary!

Answer the questions with no more than four words. 1 What did Miss Morstan receive inside a small box? 2 Who tells Miss Morstan that her father is dead? 3 What does Holmes find behind Bartholomew’s ear? 4 Who is Mr Athelney Jones? 5 What does Watson get at 3 Pinchin Lane? 6 How many children arrive at Holmes’ house? 7 What time do they arrive at Jacobson’s Yard? 8 What does Dr Watson ask Miss Morstan in Chapter 8?

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Sir Arthur Conan Doyle He was born in Edinburgh in 1859. He trained to become a doctor but he loved reading and created the Sherlock Holmes character in his first book, A Study in Scarlet, which he wrote in just three weeks. It was an instant success when it was published in 1887 and he went on to write 60 stories about Sherlock Holmes. Later in his life, Doyle gave up his medical career to devote his time to writing, and although he wrote many other stories, he was best known for his Sherlock Holmes detective stories.

The Sign of the Four

Reading Comprehension

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Sir Arthur Conan Doyle

The Sign of the Four

EXTRA TEST

Grammar 4

Complete the sentences with a preposition. 1

Come and look ________ this dark, dismal street.

Holmes takes his gun and puts it ________ his pocket.

And there ________ the middle of the room was the treasure chest!

He looks up ________ the ceiling.

I look up at the house and see Holmes ________ the roof.

He follows me ________ the sitting room.

We go faster and faster but the Aurora is racing ________ the river.

Then fighting started ________ India and Britain.

Complete the text with the correct verb. There are two extra verbs that you do not need to use. staying waited

arrived made

went received asked told meet continues

Then in 1878 I (1)___________________ a letter from my father telling me he was in London. He ___________________ me to go to London to (3)___________________ him at the Langham Hotel. His message was full of love.” She looks at us with tears in her eyes and then (4)___________________, “When I (5)___________________ at the hotel, they (6)___________________ me that my father was (7) ___________________ there but went out the night before and did not return. I (8)___________________ all day but my father did not return. (2)

Writing 6

Choose one chapter of the book and write a short summary. Say: • which characters are in this chapter; • where the chapter is set; • what happens in the chapter; • why you like this chapter. _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

EXTRA TEST

The Strange Case of Dr Jekyll and Mr Hyde

B1.2

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

KEY PREPARING FOR PRELIMINARY PRELIMINARY PREPARING FOR FIRST FIRST

Complete these sentences, using the names from the box.

Dr Jekyll Dr Lanyon Mr Enfield Mr Guest Mr Hyde Mr Utterson Poole Sir Danvers Carew

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Robert Louis Stevenson The Strange Case of Dr Jekyll and Mr Hyde

________________________ was a doctor of medicine, who died of shock.

________________________ was an innocent MP murdered by Hyde.

________________________ was Dr Jekyll’s butler, and he didn’t trust Mr Hyde.

________________________ was Mr Utterson’s assistant, and he knew a lot about handwriting.

________________________ was a scientist who wanted to separate the good and the bad sides of his character.

________________________ was Dr Jekyll’s alter ego and darker side.

________________________ was Dr Jekyll’s distant cousin, and a good friend of Mr Utterson.

________________________ was Dr Jekyll’s friend and lawyer, and he told the story.

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The Pleasure of Reading

Choose the correct answers to these questions. 1

Who did Hyde hurt, but not kill in the story? A

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A little girl.

An MP.

Dr Jekyll.

Himself.

When did Mr Utterson really start to worry seriously about Mr Hyde. A

When Dr Jekyll refused to see him.

When Dr Jekyll changed his will.

When he heard Mr Enfield’s story

When he saw him going into Jekyll’s house.

How did the police find out that Hyde killed Sir Danvers Carew? A

The butler, Poole, saw him do it.

They found Dr Jekyll’s confession.

They found half of his stick near the dead man.

They found Hyde’s confession.

Where did Hyde live? A

In Cavendish Square.

In Scotland Yard.

In Soho.

Near Regent’s Park.

Why did Hyde tell Dr Lanyon everything? A

Because Mr Utterson refused to listen to him.

Because he trusted him.

Because he saw his transformation.

Because he needed his help.

What was the relationship between Dr Jekyll and Mr Hyde at the end of the story? A

Hyde was stronger and controlled Jekyll.

Jekyll was stronger and controlled Hyde.

Neither of them was in control.

They couldn’t live together, so they separated.

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Robert Louis Stevenson He was born in Edinburgh in 1850 and is considered one of Scotland’s greatest writers. His talent was in his ability to transport the reader to the most unusual realities through his use of fantasy, adventure, history and Gothic writings, which always provided a subtle moral overtone. He spent the last part of his life on the Samoan island of Upolu, in a small village he called Vailima, surrounded by the respect and devotion of the local people who renamed him ‘Tusitala’, or ‘The Storyteller’.

The Strange Case of Dr Jekyll and Mr Hyde

The Strange Case of Dr Jekyll and Mr Hyde is a very famous Gothic novel by the Scottish writer Robert Louis Stevenson. First published in 1886, it became a classic of literature. The novel is set in the dark and gloomy atmosphere of Victorian London and tells the story of a highly respectable scientist, Dr Jekyll, and his alter ego, the evil Mr Hyde, created by Dr Jekyll’s own experiments. Throughout the novel there is a sense of mystery and horror, capturing the reader’s interest and making them want to read on until the end.

Reading Comprehension 1

A2 B1.1 B1.2 B2.1 B2.2

Robert Louis Stevenson

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EXTRA TEST

Grammar 3

Complete the sentences with the correct form of the verb: present perfect or past simple. 1

Every Sunday Mr Enfield and Mr Utterson ____________________ (walk) the streets of London.

‘It must be blackmail for something he ____________________ (do) when he ____________________ (be) younger.’ Enfield agreed

‘I think there ____________________ (be) a crime,’ Poole whispered.

‘I ____________________ (be) in this house for twenty years, and I know his voice!’

‘Be honest, ____________________ you ____________________ (recognise) the man in the mask? ____________________ (meet) ____________________ him before?’ asked Utterson.

‘I do not understand you, sir, but I ____________________ (go) too far to stop now.’ said Lanyon.

Circle the correct verbs to complete the sentences. 1

Without replying Mr Utterson asked: ‘Shall/Will you let me see your face?’

‘I suppose it can’t/ought to hurt telling you. His name is Hyde.’

‘Now I have to/shall know you again, it may/must be useful.’

‘You needn’t/ought to worry. I must/will stay with you until the bank opens and cash the cheque myself.’

I must /needn’t be in the little room in Soho where I didn’t use to/used to sleep in the body of Edward Hyde.

It might /will be possible to cover my face, but I was now smaller and thinner.

Vocabulary 5

Read the definitions and write the correct words. 1

maklilcab

_________

to make somebody give you money to stop you telling embarrassing information about them

heuceq

______

a piece of printed paper you can use instead of money

rudg

____

something you take, usually when you are ill

veli

____

doing bad or cruel things

yroobalart

__________

a room where scientists work and do experiments

fase

____

somewhere you lock away money, jewellery or documents

adalsnc

_______

when important people do something bad or wrong that shocks people

raste

_____

to look at somebody or something very directly for a long time

mictiv

______

a person hurt or killed because of an accident or a crime

liwl

____

an official document with instructions about what to do with your money and belongings after you die

Writing 6

You are Mr Utterson. You receive this letter from Dr Jekyll. Write a reply in about 100 words.

“My dear Utterson, When this falls into your hands, I will not be here. I am not sure how or when, but I think it will happen soon. Go then, and first read Lanyon’s story. He warned me he was going to give it to you. If you still want to know more after you have read Lanyon’s story, then you can read my confession. Your unhappy friend, Henry Jekyll.”

EXTRA TEST

The Canterbury Tales

B2.1

Reading Comprehension 1

A2 B1.1 B1.2 B2.1 B2.2

KEY PREPARING FOR PRELIMINARY PRELIMINARY PREPARING FOR FIRST FIRST

In The Canterbury Tales Geoffrey Chaucer takes us back to life at the end of the 14th century. A group of pilgrims meet at the Tabard Inn and set out on a pilgrimage from London to Canterbury to pay homage to the sacred shrine of Thomas Becket. In order to pass the time during their journey, each pilgrim tells a story and this is how the various characters come to life. The tales of love, honour, honesty and betrayal are still relevant to today’s society.

The Canterbury Tales

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

Geoffrey Chaucer

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Geoffrey Chaucer He was born in London in 1343. He was a great English writer and is considered the founder of modern English literature, so much so that he was the first to be buried at Westminster Abbey in Poets’ Corner. Although he wrote several important works, he is best remembered for his masterpiece, The Canterbury Tales. In Chaucer’s time, French and Latin were the languages in which most literary works were produced. Chaucer went against tradition by choosing to write The Canterbury Tales in Middle English, the language of the people, thus elevating English as a literary language.

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Geoffrey Chaucer The Canterbury Tales

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Scan the Dossier on Chaucer and the Prologue to The Canterbury Tales to find the answers to these questions. 1 When was Chaucer born? 2 What year did he start writing The Canterbury Tales? AUDIO MP3 WITH SMARTPHONE OR TABLET • Download the app • Use the ELILINK app • Scan the cover

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5 Only one character is named. What and who is he?

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3 Which is the preferred season for pilgrimages?

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The Pleasure of Reading

6 Who joins the pilgrims at the last minute and why? 2

Complete the summary of The Knight’s Tale with appropriate words. Two cousins are (1)___________________ prisoner during the battle of Thebes. Theseus keeps them in a tower from (2)___________________ , one day they both fall in love with Emily. Theseus and Arcite have a friend in common, Perotheus who (3)___________________ Theseus to release Arcite. (4)___________________ Palamon remains in prison, Arcite returns to Thebes. Sadness changes his appearance and two years later he is able (5)___________________ return to Athens unrecognized. Meanwhile Palamon escapes from the tower. The two cousins meet, argue and decide to fight for Emily. However, Theseus intervenes and declares they (6)___________________ fight a tournament in a year’s time. The following year they return with one hundred knights (7)___________________ Arcite wins the tournament but falls (8) ___________________ his horse and later dies. Years later, Theseus calls Palamon back to Athens and (9) ___________________ Palamon and Emily marry.

Grammar − Third Conditional 3

Form sentences using the verbs given. You will need to decide whether the verbs should be positive or negative. 1

The knight ___________________ to death, if the queen ___________________ (put, intervene)

If the knight ___________________ the old woman, he ___________________ the answer to the queen’s question (meet, learn)

He ___________________ marry the old woman, if he ___________________ a promise (have to, make)

Walter ___________________ married, if his subjects ___________________ him their fears (get, tell).

If Griselda ___________________ to obey Walter, she ___________________ his wife (promise, become).

Speaking − Pair Work 4

Discuss these questions. 1 The knights in The Wife of Bath’s Tale and the Clerk’s Tale both regret and feel ashamed of their actions. What is each ashamed of? 2 Compare how the two wives achieve this? 3 May and Dorigen both promise their love to a man who is not their husband. Are their actions the same? Is Dorigen as in the wrong as May?

EXTRA TEST

Vocabulary 5

Decide whether the words below from the tales are positive or negative. revenge

grief bliss joy cheer up inconsolable despair waste away miserable worthy grateful

Positive

Negative

revenge

Writing − Creative Writing 6

Choose one of the tales and write an alternative ending. Write approx. 200 words. _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

EXTRA TEST KEYS

Alice in Wonderland 1

E, D, G, F, C, H, B - incorrect sentence is A

1 Cheshire Cat, 2 The Queen, 3 White Rabbit, 4 Alice’s sister, 5 the mouse, 6 Bill the lizard, 7 the Duchess, 8 the Mock Turtle

1 jumps, 2 did, 3 is looking, 4 don’t know, 5 will sit, 6 made, 7 were, 8 are

1 am, 2 on, 3 and, 4 near, 5 the, 6 of, 7 a, 8 it

Free answer

Suggested answers: Victor has learned the science of the Ancient Greeks, but this is seen as old fashioned and wrong, chemistry is starting to be studied more systematically, electricity was being explored;

The balance between making new discoveries and safety, thinking about the results of experiments and studies in the longer term, the potential dangers of ego and ambition, what responsibility do scientist have for the discoveries and inventions they make?

Own answers but can include: more systematic, done in teams and internationally, the peer review system, legislation, ethics committees.

1b, 2d, 3e, 4c, 5g, 6h, 7f, 8a

Frankenstein 1

1 laboratory for several days, 2 what I was doing, 3 shadow of evil approaching, 4 created a murderous demon, 5 demon at the window, 6 pieces the second creature

Suggested answers: settings – action happens at night, lots of lightning and bad weather, remote/lonely locations e.g. attic, Scottish island, the Arctic; characters – the ‘mad’ scientist, the innocent child, the monster; dramatic events – murder, chases, fear, unpredictability, build-up of tension

Suggested answers: technology: emphasis on new and current science, scientific instruments, experiments; character types: arrogant young scientist whose search for knowledge and ego leads to disaster, a frightening monster; atmosphere: exploring the unknown, changing the laws of nature, ‘man’ against nature.

Own anwers.

Pride and Prejudice

1B 2A 3D 4C 5D 6A

1 Mr Collins has recently asked Elizabeth to marry him, and she has refused. Mr Collins has asked Charlotte to marry him and she has accepted. 2 Because she really does not like Mr Collins, and because he has only just asked her to marry him – how can he have changed his mind so quickly? 3 Because instead of being happy for her, Elizabeth is surprised. 4 Because she understands she has been wrong to see things only from her perspective and she probably understands why Charlotte, who is 27, has accepted him.

a Charlotte is practical and is not romantic. Mr Collins has a job and a home. She thinks he will make a good husband, and that she will be as happy with him as she would be with anyone. She will have a certain amount of freedom, will be able to move out of the family home. In addition, Mr Collins has good social connections. b Elizabeth reveals that she does not see the world through the eyes of her friend, and is accidentally unkind to her friend. She also reveals that she is a romantic and much less practical than Charlotte. She could not marry someone she does not love.

Own answers.

1 They were expected to marry and have children, to keep house, manage servants,

EXTRA TEST KEYS

study certain things such as the piano, reading, writing and horse-riding. Above all they were expected to look pretty, behave in a quiet and submissive way, to protect their reputation. They were not expected to go to university, have a job, run a business, make many decisions about their lives or spend time alone with a man. 2 The first person to break the rules is Elizabeth, who walks over to Netherfield to see her sister and arrives with her hair in a mess and mud on her shoes and skirts. She speaks much more openly and assertively than other women in the novel, and refuses two offers of marriage. Lydia Bennet also breaks the rules by openly flirting with the men she meets, and above all by running away and living with a man before she is married. Georgiana, Darcy’s sister also does this and damages her reputation. 3 Men and women were allowed to meet according to strict rules. For example, they could speak and dance together at balls, could go walking together as long as they

6 7

were not alone, and could meet each other at house parties and dinners, or in a public place. Middle class women without an independent income needed to marry in order not to live in poverty, and presumably, to have to go out to work like working class women did. As a married woman they would enjoy some respect and a certain amount of freedom. Men who were rich or middle class had almost as much freedom as they do today, they ran their estates and businesses, decided when and where to travel, but were also expected to protect the women in their families. They were not expected to show their emotions, and had to follow strict social rules and were criticised for getting into debt and for gambling. Men from wealthy or middle class families without an independent income would be expected to go into the church or the army. Own answers. Own answers.

One Planet, One Goal 1

1 Edgar Alan Poe, 2 George Orwell, 3 Sarah Orne Jewett, 4 Virginia Woolf, 5 H.G. Wells

1 NS, 2 F, 3 T, 4 F, 5 NS, 6 F, 7 T, 8 T, 9 T, 10 T

1 had planned, changing, going, 2 had been transformed, had experienced, 3 had not shot, did not know, 4 was divided, 5 would not have helped, had not been 5

Own answers.

EXTRA TEST KEYS

Track 12 The Sumatran Rhino is the smallest rhino and the only one in Asia with two horns. In the past you could find these animals from the Himalayas to Thailand and beyond. Today they are only found on Borneo and Sumatra. And there are fewer than 80 left. The main reason for the shocking decline in numbers is illegal poaching. In Asia and Vietnam and China in particular, rhino horns are big business. They are used in traditional medicines or as ornaments. Most people will have seen images of dead rhinos, without their horns. The Sumatran rhino lives on high land were there are plenty of trees and bushes or in tropical or subtropical forests on low land. Their homes are being destroyed to create more space for agriculture and by the construction of roads. Protecting these rhinos is important not only to ensure they survive but also because where they live there are other animals and plants which are important to the ecosystem. Track 14 1 What was Mrs Gage doing when the letter arrived? 2 How did she react to the news? 3 Why wasn’t she sad? 4 How did she pay for the train fare? 5 What time of day did she arrive at the house? 6 Who answered the door? 7 What were Mrs Gage’s first impressions of the parrot? 8 Where were the solicitors’ offices? 9 What bad news did Mr Stagg have for her? 10 What was his advice?

The Canterville Ghost 1

1F The Canterville ghost was a British aristocrat called Sir Simon Canterville, who murdered his wife. … 2T 3T 4F Washington Otis did not remove the bloodstain from the sitting room floor with Pinkerton’s Paragon Detergent forever, as it kept reappearing the next day. 5F Mr Otis gave the ghost some Tammany Rising Sun Lubricator to oil his clanking chains. 6T 7T 8T 9F Lord Canterville insisted that Virigina kept the ghost’s jewellery to thank her for making him disappear. 1b 2g 3h 4f 5d 6e 7a 8c

1 burst out 2 broke down 3 got ready 4 came out 5 put up 6 put out

1 As soon as he said these words, lightning lit up the dark room. 2 However, the next morning when they came down to breakfast, they found the terrible stain of blood on the floor again. 3 He took the bottle of oil from Mr. Otis’s bedroom one night while the family were at dinner. 4 When he got back to his room he was dirty, untidy and unhappy. 5 Although the ghost now felt very ill, he was not ready to leave things as they were. 6 “You can have your secret as long as I have your heart.”

1 careful 2 headless 3 heartless 4 useful 5 graveless 6 beautiful

EXTRA TEST KEYS

Extra Audio Tracks Track 21 1 Man: Did you have a good weekend? Woman: Great thanks. We went to see The Canterville Ghost at Shaftesbury Avenue theatre. Man: I thought that was a short story… Woman: Yes it was a story by Oscar Wilde, but we saw the play. It was really funny - You should go! 2 Boy: You’ll never guess what I wore to the Halloween party last night! I went as the Canterville Ghost when he is dressed as the Headless Earl. I wore my big sister’s dress and lots of her make up so it didn’t look like I had a head…and a pair of riding-boots that my granddad used to wear. 3 Boy: I found a huge spider in my bedroom last night! It was horrible! Girl: I don’t actually mind spiders or any of the things people are usually afraid of. Boy: You must be afraid of something…Ghosts? The dark? Girls: Ghosts don’t exists and I’m fine in the dark…Oh, I know…I hate storms! 4 Guide: If you look carefully at this picture, you will see the house where the Canterville family lived, or at least the house that Wilde uses in his story. It’s a big, Gothic house, which was actually surrounded by a huge wood, but it doesn’t appear in this picture. 5 Woman: I didn’t see you at work yesterday. Are you OK? Man: Oh yes, I had the day off to go to my sister’s wedding. Woman: I didn’t know she was getting married… Man: Yes, in a little church not far from Ascot. It was a lovely day. Track 22 Interviewer: How and when did you start doing Oscar Wilde tours? Guide: I first learnt about Oscar Wilde when I was studying English at university and I have been interested in his life and work ever since. But the tours started when I finished university and I needed to earn some money. But I carried on doing them even after I found a proper job! Interviewer: So, give us some details about the tours, Simon… Guide: Well, I do Oscar Wilde’s London tours once a month, on the third Saturday of every month. The tour lasts around two hours from 2.30pm to 4.30pm and it costs £20 per person. Interviewer: Can you tell us something about the tour? Guide: Sure…So from Piccadilly we walk down the historic streets of Mayfair and St James, passing many of the places which Wilde knew well and which he would still recognise today. Interviewer: Although he was born in Dublin, he spent most of his adult life in London. Guide: Yes, that’s right. So for me the high points of the walk include the Royal Arcade where he bought his famous ‘green’ carnation flowers, a Georgian department shop where he spend lots of money and had huge bills - because he liked to live well. And, of course, the place where the St James Theatre used to be and where Oscar had his greatest success with his play The Importance of Being Earnest. Interviewer: This is the public character of Oscar Wilde, what about his more private side - is that part of the walk too? Guide: Yes, we visit the house at 34 Tite Street, Chelsea, where he lived with his wife Constance and two boys and where he wrote his only novel The Picture of Dorian Gray. The judge who sent him to prison actually lived just down the same road at number 58. We also visit the Courthouse Hotel, which used to be the court where Wilde took out the libel case against the Marquis of Queensberry. It is still part of the hotel restaurant. And, of course, the Cadogan Hotel, where Wilde himself was arrested. Interviewer: And where do tours start and end? Guide: The meeting point is at the Diana Fountain (the goddess not the princess!) in Green Park, Piccadilly on the south side. The nearest tube station is Green Park. As you come out of the station you will find the fountain. And the walk ends outside the Café Royal on Regent Street, near Piccadilly Circus, which by the way is a great place for afternoon tea! Interviewer: That’s great thanks Simon! For further details you can go to the website: Oscar Wilde’s London.

EXTRA TEST KEYS

Portraits of Women 1

1 The Manchester Marriage 2 Industrial novels 3 Kate Chopin 4 Louisiana 5 Racial crisis between married couple 6 Bliss 7 Influenced by Chekhov 8 Virginia Woolf 9 London 10 Stream of consciousness 11 Atrophy 12 Lives and morals of Gilded Age

Possible Answers 1 Alice’s second marriage to Mr Openshaw after she thinks her first husband, Frank Wilson, has died at sea. 2 She was offended to hear that Mr Openshaw thought she was stupid enough to let a strange man into the house because she was feeling lonely, and also because she didn’t want to tell them about Frank Wilson’s visit. 3 He was proud to be the father of their son and was nicer and more tolerant towards his slaves and didn’t punish them like before. 4 Through a letter written by Armand’s mother, we find out that Armand is the one with black ancestors and not Désirée.

5 It’s told through the eyes of Bertha Young who thinks she has a wonderfully happy life and a perfect marriage. 6 She’s a woman Bertha immediately likes after meeting her at the club and she invites Miss Fulton to her dinner party in her home, not realising until the end of the story that Miss Fulton is her husband’s lover. 7 On a hot day in July. 8 Four groups. They’re Simon and Eleanor with their two children, William and an older man who’s a bit mad, two elderly lower-middle-class women, and a young couple with a parasol. 9 The main character is Nora Frenway and she’s unhappy because her lover, Christopher, is ill and she thinks he’s dying and desperately wants to see him for the last time. 10 Jane Aldis is Christopher’s sister and she stops Nora from seeing Christopher for the last time. 3

Personal answers

1e 2i 3h 4j 5d 6c 7b 8a 9f 10g

1 in 2 after 3 up 4 with 5 on 6 for 7 at 8 down 9 away 10 out

1 walking 2 while 3 nobody 4 in 5 so 6 hardly 7 caught 8 slowly 9 was listening 10 could

1 at; 2 in; 3 in; 4 at; 5 on; 6 into; 7 down; 8 between

1 received; 2 asked; 3 meet; 4 continues; 5 arrived; 6 told; 7 staying; 8 waited

Own answers.

The Sign of the Four

A arrive, 2; B footprints, 4; C story, 8; D afternoon, 1; E puts, 5; F boatyard, 7; G sitting, 3; H one, 6

1 J, 2 H, 3 H, 4 M, 5 W, 6 H, 7 M, 8 H

1 a beautiful, large pearl; 2 Thaddeus Sholto; 3 a (poisonous) thorn; 4 a detective; 5 a dog/ Toby the dog; 6 12 (twelve); 7 (just before) eight o’clock; 8 to marry him

The Strange Case of Dr Jekyll and Mr Hyde 1

1 Dr Lanyon 2 Sir Danvers Carew 3 Poole 4 Mr Guest 5 Dr Jekyll 6 Mr Hyde 7 Mr Enfield 8 Mr Utterson

1A 2B 3C 4C 5D 6A

1 walked 2 did, was 3 has been 4 have been 5 did you recognise, have you met 6 have gone

1 Will 2 can’t 3 shall, may 4 needn’t, will 5 must, used to 6 might

1 blackmail 2 cheque 3 drug 4 evil 5 laboratory 6 safe 7 scandal 8 stare 9 victim 10 will

Own answers.

Positive – bliss, joy, cheer up, worthy, grateful Negative – grief, inconsolable, despair, waste away, miserable

Own answers.

The Canterbury Tales 1

1 1340-1343, 2 1387, 3 spring, 4 the knight, 5 Hubert, the friar, 6 the innkeeper to be their guide and the judge of the competition

1 taken, 2 where, 3 persuades/convinces, 4 while, 5 to, 6 must, 7 each, 8 from/off, 9 finally

1 would have been put, had not intervened 2 had not met, would not have learnt 3 would not have had to, had not made 4 would not have got, had not told 5 had not promised, would not have become

EXTRA TEST

Alice in Wonderland Reading Comprehension 1

Put the events from Alice in Wonderland in the correct order. A

Alice wakes up under a tree.

Alice plays a game of croquet.

Alice swims with a mouse.

D 1 Alice falls down a rabbit hole.

The Cheshire Cat appears in a tree.

Alice goes to the White Rabbit’s house.

Alice talks in a courtroom.

Guess the name of each character. The first letter is given to help you. Alice’s sister The Queen

Sits in a tree.

C_______________________________

Likes playing croquet.

T_______________________________

Wears a pair of gloves.

W_______________________________

Only appears at the beginning and the end of the story.

A_______________________________

Swims with Alice.

T_______________________________

Flies out of a chimney.

B_______________________________

Match the two halves of the sentences. 1

Alice finds a cake with

The Mouse doesn’t

The White Rabbit thinks

Alice nibbles on

The baby turns

Alice meets the Mad Hatter and

a the March Hare at the tea party. b a piece of mushroom. c like cats or dogs. d Alice is the housemaid. e into a pig. f the words “Eat me” on it. 96

White Rabbit Cheshire Cat The mouse Bill the lizard

EXTRA TEST

Choose the correct answer A or B. 1

In Chapter 1 Alice finds: A

a key

cards

cricket

a pair of red gloves

a mountain

The White Rabbit wears: A

The Queen likes playing: A

a bottle

a pair of yellow shoes

Alice falls down: A

a hole

Grammar 5

Complete the sentences with the correct verbs. 1

Without a thought, she quickly jumps / is jumping into the hole after the rabbit.

‘How is / did that happen?’ she asks herself.

As she is looking / looked around her, she hears a bark.

‘I am not knowing / don’t know what you’re talking about,’ says Alice.

‘I am sitting / will sit here until tomorrow,’ says the footman.

‘…We make / made a mistake. The Queen wants red rose trees and we put this white one here by mistake.’

Comple te the text with the words in the box. near

the

and

am ‘He thinks I ________________ his housemaid,’ Alice says to herself. After some time, she sees a little house. There is a name (1)________________ the door – ‘W. RABBIT’. Alice goes into the house (2) ________________ runs upstairs. She goes into a little room. She sees a table (3)________________ the window with a fan and two or three pairs of white gloves. She takes (4)________________ fan and a pair (5)________________ gloves and turns to leave the room. Then she sees (6) ________________ little bottle. There is no label with the words ‘DRINK ME’ but she takes the cork out of the bottle anyway and drinks it.

EXTRA TEST

Frankenstein Vocabolary 1

Complete the sentences with the words in the box. demon at the window pieces what I was doing monster

laboratory demon

on the shore When the weather allowed, I walked _______________________________ . 1

Sometimes I could not enter my l_______________________________ .

I was more and more disgusted by w_______________________________ .

Three years before, I created a m_______________________________ .

I saw, by the light of the moon, the d_______________________________ .

I realised I had been mad to promise to create another like him, and so trembling with passion, I tore it to p_______________________________ .

Choose the correct answer, A or B. 1

People who are paid to work on boats: A

Artic

sledge

car

glasses

telescope

map

painting

Drops of water in the air stop you seeing long distances: A

A careful drawing of a place including hills, coasts, rivers: A

Island

Equipment you use to see long distances: A

lawyers

Used for moving people and things across ice and snow: A

Large frozen area in the north of the planet: A

sailors

snow

mist

EXTRA TEST

Reading Comprehension 3

Are the following sentences true (T) or false (F)?

Victor often works night and day.

Victor discovers how to give life to what is dead.

Victor thinks the new being will love him.

The creature is beautiful and Victor likes him very much!

Victor runs away because the monster tries to kill him.

In summer, Victor receives a letter from his brother Ernest.

Read the sentences. Tick the correct ones. 1

The boy is not afraid of the monster.

The monster learns the boy is a Frankenstein and kills him.

The monster declares war to Victor.

The monster has a daughter.

The monster puts the boy’s necklace into the pocket of a girl he finds.

The monster sees a girl fall in the river and saves her.

Complete the names of the characters. 1

Who did Frankenstein marry?

E__________________________

This is the first name of Frankenstein: V__________________________

She is a servant in the Frankenstein house.

Victor’s best friend.

Victor’s younger brothers.

J__________________________

H__________________________ E________________________ and W________________________

Grammar 6

Choose between when and while. 1

At the same time.

__________________________

At what time.

__________________________

EXTRA TEST

Pride and Prejudice Reading Comprehension 1

Complete the sentences with the second part - A or B. 1

When Elizabeth was alone with her sister, Jane… A

realised that Mr Bingley admired her.

spoke highly of Mr Bingley for the first time.

Jane thinks Mr Bingley is… A

too lively.

relaxing and fun to be with.

Elizabeth says… A

Jane is too modest.

Jane should never expect a compliment.

According to Elizabeth, Jane… A

never likes to hear bad things about others.

always sees the best in people.

Elizabeth thinks Miss Bingley … A

will be a good neighbour.

is not as nice as Jane thinks she is.

Jane is invited… A

to travel the three miles to Bingley’s house.

to dinner at Netherfield with Bingley and his two sisters.

Mrs Bennet hopes that Jane… A

will fall ill.

will choose to travel to Netherfield by carriage.

Circle the word that has the same meaning of the sentence. 1

When you feel you are better/more important than others. (noun) Pride

Envy

The part of a person which makes you think and have feelings. Shoulders

Not married. Single

Divorced

Believing bad things about someone even if they are not true. Prejudice

Neighbourhood

Money, wealth. Fortune

100

Racism

Part of a town or country area. Motorway

Mind

Poverty

EXTRA TEST

Say if the sentences are true (T) or false (F).

After Elizabeth refuses Darcy, he becomes a nicer person.

Jane usually sees the best in people.

Mrs Bennet is excited about Lydia’s wedding, but she is still angry

with her. 4

Elizabeth is jealous of Caroline Bingley.

Elizabeth believes that Lydia is too caught up in herself to think about anyone else.

The people of Meryton believe a rich, single man needs a wife.

Mr Bennet thinks Elizabeth is marrying the wrong person.

Grammar 4

Complete the sentences with the missing verb. loves

gives

walk

realises

learns

cries

Elizabeth ________________________ that there were ‘strong objections to the lady’.

Elizabeth ________________________ that Bingley did love her sister Jane.

Elizabeth likes to ________________________ alone in the park at Rosings.

Darcy leaves and Elizabeth ________________________ .

Darcy ________________________ Elizabeth a long letter.

Darcy arrives and tells Elizabeth he ________________________ her.

Match the sentences with the corresponding names. 1

Good at art, music and making things.

A light, indoor ‘coat’ worn before you get dressed.

When your cheeks go hot and red with embarrassment.

Long, thin socks (usually) for women.

When you receive property or money after someone dies.

anxiety

a blush

d dressing gown

b talented

e nerves

c stockings

f inherit 101

EXTRA TEST

One Planet, One Goal Reading Comprehension 1

Decide whether the statements are true (T) or false (F). T 1

Twelve people died on the day Fison saw the octopus-creatures.

The young man in A Descent into the Maelstrom was frightened on the cliff.

The guide lost one brother at sea.

The local people did not want him to shoot the elephant.

Sylvia and Mrs Tilley lived a simple life.

Sylvia never forgot the huntsman.

Grammar 2

Complete the sentences with the appropriate form of the verbs into brackets. 1

Fison had planned to walk along the coast before ____________________ (change) his mind and ____________________ (go) to investigate.

The guide had been transformed into an old man by everything he ____________________ (experience)

Orwell had not shut an elephant before the incident in the story and ____________________ (not know) where to aim.

Sylvia ____________________ (divide) between her loyalty to the huntsman and her love of animals.

James would not have helped Mrs Gage if she ____________________ (not be) kind to him.

Choose the correct preposition to form the verbs. off

down

over

out

Fison set (1)________________ on his walk. When he saw the birds and the strange object, he climbed (2)________________ the staircase, took (3)________________ his shoes and rolled (4)

________________ his trousers. He climbed (5)________________ rocks to reach the place

where the object was. Shocked by what he saw, he picked (6)________________ a stone, threw it and set off up the beach.

102

EXTRA TEST

Put these events in the order in which they happened in part 2 of The Widow and the Parrot. A

James tapped on the window.

Mrs Gage saw a light in the sky.

Mrs Gage left the solicitor’s office.

Mrs Gage realised her house was on fire.

Mrs Gage walked into a cow.

Mrs Ford took Mrs Gage to her cottage.

What does it mean? Go back to The Sea Raider if you don't remember. 1

Walk in an unbalanced way. A

Stagger

Run

Flee. A

Run away

Eat

Who said this? Mach the questions to the corrisponding author. 1

Which writer lost both parents at an early age?

Who spent some time living in Paris?

Which author mostly wrote about the area they grow up in?

Who invented a new style of writing?

Which writer is considered to have invented science fiction?

a Virginia Woolf b George Orwell c H.G. Wells d Edgar Alan Poe e Sarah Orne Jewett

103

EXTRA TEST

The Canterville Ghost Reading Comprehension 1

Write T (true) or F (false) next to these sentences. 1 The Canterville Ghost was an American aristocrat called Sir Simon Canterville, who murdered his wife. 2 The ghost appeared before the death of any members of the Canterville family. 3 None of the Otis family, who lived at Canterville Chase, was afraid of the ghost. 4 Washington Otis removed the bloodstain from the sitting room floor with Pinkerton’s Paragon Detergent forever. 5 Mrs Otis gave the ghost some Tammany Rising Sun Lubricator to oil his clanking chains. 6 The twins Stars and Stripes played so many tricks on the ghost that he stopped haunting the house.

Match the character to their actions. 1 2 3

Lord Canterville

a was so worried about Virginia that he rode off to find her.

Mr Otis b sold Canterville Chase because his family didn’t want to live there. c saved the ghost and married a Duke.

Mrs Otis

Mrs Umney d read the ghost’s funeral service, although he haunted him.

Rev. Augustus Dampier e murdered his wife because she was very plain, couldn’t iron or cook.

Sir Simon Canterville f came to the funeral of a ghost who frightened her for fifty years.

The Duke of Cheshire g bought a house in the English countryside to write a history book.

Virginia Otis h almost went out of her mind with worry when Virginia was missing.

Grammar 3

Match the underlined words with the phrasal verbs. 1

When the twins heard this they started laughing.

When he reached his room he became upset, and very agitated.

The ghost glared at her angrily, and prepared to turn himself into a large black dog.

Just then, the moon appeared from behind a cloud and lit everything.

The politician pointed a gun at the ghost and told him, as they do in California, to raise his hands!

Then the servants, as it was traditional for the Canterville family, stopped burning their torches.

a broke down 104

b burst out

c came out

d got ready

e put out

f put up

EXTRA TEST

Complete the sentences with the correct form of the words in brackets with -ful or -less after them. careful Mrs Umney warned Mr Otis to be _______________ (care) as there was trouble coming. 1

I am not _______________ (heart) enough to take the jewellery from her.

He felt able to make his scary laugh, which was often _______________ (use) in the past.

The ghost was dressed as Jonas the _______________ (grave).

Mr Otis’s daughter couldn’t keep a _______________ (beauty) 16th century necklace.

Vocabulary 5

Complete the sentences with the words from the box. ill

bottle

floor

secret

room

unhappy

As soon as the ghost said these words, lightning lit up the dark ____________________ .

The next morning they found the terrible stain of blood on the ____________________ again.

He took the ____________________ of oil from Mr. Otis’s bedroom one night while the family were at dinner.

When he got back to his room he was dirty, untidy and ____________________ .

Although the ghost felt very ____________________, he was not ready to leave things as they were.

“You can have your ____________________ as long as I have your heart”

Choose the correct meaning of the following verbs. 1

Glare A

Become upset

Make a serious promise to do something

Forget to do something

Ruin clothes

Repair clothes

Comfort A

Mend A

Be happy

Swear A

Look at someobody in a nice way

Break down A

Look at somebody angrily

Make someone feel better

Make someone cry

Tremble A

Shake with fear or cold

Breath in a relaxed way 105

EXTRA TEST

Portraits of Women Reading Comprehension 1

Match each story to the character. 1

The Manchester Marriage.

a Eleonor and Simon

Désirée’s Baby.

b Nora Frenway

Bliss.

c Norah

Kew Gardens.

d Madame Valmondé

Atrophy.

e Bertha Young

Vocabulary 2

Match the words to their definitions. 1

brooch

a a person who rents a room in another person’s house

lodger

b round and full

hubby

c a baby’s bed

cradle

d a piece of jewellery you wear on a jacket or blouse

rush

e put your arms around someone

hug

f go quickly

Grammar 3

Complete the sentences about the stories with a word from the box. with

106

for

down

after

Frank Wilson fell ________________ love with Alice.

Alice helped Mrs Wilson look ________________ her husband when he became ill.

As she grew ________________, Désirée became a beautiful, gentle, loving girl.

Bertha was pleased that the purple grapes went well ________________ the colour of the carpet.

Bertha put ________________ a white dress for the dinner party.

The green insect waited ________________ a second and then changed direction.

The heavier woman stopped to stare ________________ the flowers.

Nora sat ________________ in the corner of the train as it left the station.

EXTRA TEST

Choose the correct alternative to complete the sentences about the stories. 1

Mr Openshaw thought Londoners spent their days to walk / walking about trendy places.

Ailsie was Frank Wilson’s daughter, while / so Edwin was Mr Openshaw’s son.

Weeks passed and anybody / nobody came for Désirée so the Valmondés kept her.

Armand Aubigny was born at / in Paris.

Bertha Young felt so / very happy that she wanted to run or dance along the street.

Bertha was filled with such bliss that she could hardly / rarely breathe.

The flowerbed paid / caught the attention of the people walking in Kew Gardens.

The snail moved slowly / slow over the earth.

Match each author to the correct short story.

Elizabeth Gaskell 2

Kate Chopin 3

Virginia Woolf

a Atrophy

c Kew Gardens

b Bliss

d Désirée's Baby

Katherine Mansfield

Edith Wharton

e The Manchester Marriage

107

EXTRA TEST

The Sign of the Four Reading Comprehension 1

Complete the sentences with a word from the box. afternoon

one

arrived

story

footprints

Just before seven o’clock we _____________________ at the Lyceum Theatre.

Holmes shines his lamp on the floor and we see lots of _____________________.

We all listen to Small’s _____________________ in total silence.

One _____________________, I’m in the sitting room with Holmes.

Bartholomew is _____________________ on a chair in the middle of the room.

The tallest _____________________ says, ‘Got your message, sir!’

Who says…? Write H (Holmes), W (Watson), M (Mary) o J (Jones). 1

Thaddeus Sholto, I arrest you on suspicion of murder.

My brain needs work.

I need your help, Inspector Jones.

And two knights to the rescue.

I’ll leave the room and let you speak in private.

I only need a few missing links to solve this case.

Choose the correct answer A or B. 1

108

sitting

In Chapter 1, Sherlock Holmes asks Dr Watson to A

leave the room when Miss Morstan arrives.

stay and listen to Miss Morstan’s story.

Thaddeus Sholto is A

a small man with red hair.

a young man with blond hair.

When they arrive at Pondicherry Lodge A

it is nearly 6am in the morning.

there are no lights on in the house.

The Baker Street Force A

help Watson make something.

give Miss Morstan a box.

EXTRA TEST

Grammar 4

Complete the sentences with a preposition from the box. into

Come and look ________ this dark, dismal street.

Holmes takes his gun and puts it ________ his pocket.

And there ________ the middle of the room was the treasure chest!

He looks up ________ the ceiling.

I look up at the house and see Holmes ________ the roof.

He follows me ________ the sitting room.

Circle the correct verb. Then, in 1878, I (1) received / receive a letter from my father telling me he was in London. He (2) asked / asks me to go to London to (3) met / meet him at the Langham Hotel. His message was full of love.” She looks at us with tears in her eyes and then (4) continued / continues, “When I (5) arrived / had arrived at the hotel, they (6) tell / told me that my father was (7) staying / stayed there but went out the night before and did not return. I (8) will wait / waited all day but my father did not return.

Say if the following past simple verbs from the story are regular (R) or irregular (I). 1

Ritired

Came

Stayed

Worked

Went

Told

Saw

Spoke

Received

Had

Advised

Was

Asked

Arrived 109

EXTRA TEST

The Strange Case of Dr Jekyll and Mr Hyde Reading Comprehension 1

Complete these sentences, using the names from the box. Dr Jekyll Dr Lanyon Mr Enfield Mr Guest Mr Hyde Mr Utterson Poole Sir Danvers Carew 1

________________________ was a doctor of medicine, who died of shock.

________________________ was an innocent MP murdered by Hyde.

________________________ was Dr Jekyll’s butler, and he didn’t trust Mr Hyde.

________________________ was Mr Utterson’s assistant, and he knew a lot about handwriting.

________________________ was a scientist who wanted to separate the good and the bad sides of his character.

Choose the correct answers to these questions. 1

110

________________________ was Dr Jekyll’s alter ego and darker side.

Who did Hyde hurt, but not kill in the story? A

A little girl.

An MP.

When did Mr Utterson really start to worry seriously about Mr Hyde. A

When Dr Jekyll refused to see him.

When Dr Jekyll changed his will.

How did the police find out that Hyde killed Sir Danvers Carew? A

The butler, Poole, saw him do it.

They found half of his stick near the dead man.

Where did Hyde live? A

In Scotland Yard.

In Soho.

EXTRA TEST

Grammar 3

Complete the sentences with the correct form of the verb in brackets: present perfect or past simple. 1

Every Sunday Mr Enfield and Mr Utterson ____________________ (walk) the streets of London.

‘It must be blackmail for something he ____________________ (do) when he ____________________ (be) younger.’ Enfield agreed

‘I think there ____________________ (be) a crime,’ Poole whispered.

‘I ____________________ (be) in this house for twenty years, and I know his voice!’

Circle the correct verbs to complete the sentences. 1

Without replying Mr Utterson asked: ‘Shall/Will you let me see your face?’

‘I suppose it can’t/ought to hurt telling you. His name is Hyde.’

‘Now I have to/shall know you again, it may/must be useful.’

It might /will be possible to cover my face, but I was now smaller and thinner.

Vocabulary 5

Read the definitions and write the correct words.

1 maklilcab

_________

to make somebody give you money to stop you telling embarrassing information about them

2 heuceq

______

a piece of printed paper you can use instead of money to pay for things

3 rudg

____

something you take, usually when you are ill

4 veli

____

doing bad or cruel things

5 yroobalart _ _ _ _ _ _ _ _ _ _

a room where scientists work and do experiments

6 fase

somewhere you lock away money, jewellery or important documents

____

111

EXTRA TEST

The Canterbury Tales Reading Comprehension 1

Choose the correct answers. 1

When was Chaucer born? A

Autumn

The Knight

Theseus

Huber the frier

Huber the landowner

Bath

A wife came from: A

Spring

One of the pilgrims was: A

1387

Who has a magnificent horse but is simply dressed? A

1567

Which is the favourite season for pilgrimages? A

1523

What year did he start writing The Canterbury Tales? A

1343

London

Complete the summary of The Knight’s Tale with appropriate words. while

convinces

taken

where

Two cousins are (1)___________________ prisoner during the battle of Thebes. Theseus keeps them in a tower from (2)___________________ , one day, they both fall in love with Emily. Theseus and Arcite have a friend in common, Perotheus who (3)___________________ Theseus to release Arcite. (4)___________________ Palamon remains in prison, Arcite returns to Thebes. Sadness changes his appearance and two years later he is able (5)

___________________ return to Athens unrecognized. Meanwhile Palamon escapes from

the tower. The two cousins meet, argue and decide to fight for Emily.

Grammar 3

112

Form sentences using the verbs given. 1

The knight would have been put to death, if the queen _______________________ . (intervene)

If the knight had not met the old woman, he _______________________ the answer to the queen’s question. (learn)

He would not have had to marry the old woman, if he _______________________ a promise. (make)

Walter would not have got married, if his subjects _______________________ him their fears. (tell)

If Griselda had not promised to obey Walter, she _______________________ his wife. (become)

EXTRA TEST

Vocabulary 4

Decide whether the words below from the tales are positive (P) or negative (N). 1

revenge

grief

bliss

joy

cheer up

inconsolable

despair

waste away

miserable

worthy

grateful

sadness

Characters 5

Who am I? Write the correct name of each character. Palamon May

Emily Damian Dorigen Pardoner Villain Griselda Old woman Aurelius January

I would tell you anything for money.

_____________________________

I first saw my love picking flowers.

_____________________________

I waited a very long time to get married.

_____________________________

My husband went abroad.

_____________________________

I am ugly but wise and I have special powers.

_____________________________

I never disagree with my husband.

_____________________________

I enjoy drinking and gambling.

_____________________________

I can climb trees.

_____________________________

I used magic to get what I wanted.

_____________________________

My husband is old and jealous.

_____________________________

I accepted what the gods wanted.

_____________________________ 113

EXTRA TEST KEYS

Alice in Wonderland 1

D, C, F, E, B, G, A

1B, 2A, 3B, 4A

A Cheshire Cat, B The Queen, C White Rabbit, D Alice’s sister, E The mouse, F Bill the lizard

1 jumps, 2 did, 3 is looking, 4 don’t know, 5 will sit, 6 made

1 on, 2 and, 3 near, 4 the, 5 of, 6 a

1f, 2c, 3d, 4b, 5e, 6a

Correct ones: 2, 3, 5, 6

1 Elizabeth, 2 Victor, 3 Justine, 4 Henry, 5 Ernest and William

1 While, 2 When

Frankenstein 1

1 laboratory, 2 what I was doing, 3 monster, 4 demon at the window, 5 pieces

1A, 2B, 3A, 4B, 5A, 6B

1 true, 2 true, 3 true, 4 false, 5 true, 6 false

Pride and Prejudice 1

1B, 2B, 3A, 4B, 5B, 6B, 7A

1 Pride, 2 Mind, 3 Single, 4 Prejudice, 5 Neighbourhood, 6 Fortune

1 learns, 2 realises, 3 walk, 4 cries, 5 gives, 6 loves

1 b - talented, 2 d - dressing gown, 3 a - blush, 4 c - stockings, 5 f - inherit, 6 e - nerves

1C, 2E, 3B, 4D, 5F, 6A

1A, 2A

1d, 2b, 3e, 4a, 5c

1T, 2F, 3F, 4F, 5T, 6T

One Planet, One Goal 1

1 F, 2 T, 3 F, 4 F, 5 T, 6 T

1 1 changing, going 2 had experienced 3 did not know 4 was divided 5 had not been

1 out 2 down 3 off 4 up 5 over 6 up

The Canterville Ghost 1

1F, 2T, 3T, 4F, 5F, 6T

1 heartless 2 useful 3 graveless 4 beautiful

1B, 2G, 3H, 4F, 5D, 6E, 7A, 8C

1 b - burst out 2 a - broke down 3 d - got ready 4 c - came out 5 f - put up 6 e - put out

1 room 2 floor 3 bottle 4 unhappy 5 ill 6 secret

1A, 2B, 3A, 4B, 5A, 6A

1 in, 2 after, 3 up, 4 with, 5 on, 6 for, 7 at, 8 down

1 walking, 2 while, 3 nobody, 4 in, 5 so, 6 hardly, 7 caught, 8 slowly

1e, 2d, 3b, 4c, 5a

Portraits of Women

114

1c Norah, 2d Madame Valmondé, 3e Bertha Young, 4a Eleonor and Simon, 5b Nora Frenway

1d, 2a, 3b, 4c, 5f, 6e

EXTRA TEST KEYS

The Sign of the Four 1

1 arrived; 2 footprints; 3 story; 4 afternoon; 5 sitting; 6 one

1 received; 2 asked; 3 meet; 4 continues; 5 arrived; 6 told; 7 staying; 8 waited

1 J, 2 H, 3 H, 4 M, 5 W, 6 H

1 B, 2 A, 3 B, 4 A

1 at; 2 in; 3 in; 4 at; 5 on; 6 into

Regular – retired, stayed, worked, received, advised, asked, arrived Irregular – came, went, told, saw, spoke, had, was

1 Will, 2 can’t, 3 shall, may, 4 might

1 blackmail, 2 cheque, 3 drug, 4 evil, 5 laboratory, 6 safe

Positive – bliss, joy, cheer up, worthy, grateful Negative – grief, inconsolable, despair, waste away, miserable, sadness 1 Pardoner, 2 Palamon, 3 January, 4 Dorigen, 5 Old woman, 6 Griselda, 7 Villain, 8 Damian, 9 Aurelius, 10 May, 11 Emily

The Strange Case of Dr Jekyll and Mr Hyde 1

1 Dr Lanyon 2 Sir Danvers Carew 3 Poole 4 Mr Guest 5 Dr Jekyll 6 Mr Hyde

1A 2B 3B 4B

1 walked 2 did, was 3 has been 4 have been

The Canterbury Tales 1

1A, 2B, 3A, 4A, 5A, 6B

1 taken, 2 where, 3 persuades/convinces, 4 while, 5 to

1 had not intervened 2 would not have learnt 3 had not made 4 had not told 5 would not have become

115

KEYS

Alice in Wonderland Pages 12-15 1

1 key; 2 waistcoat; 3 jar; 4 shelves; 5 door; 6 rabbit hole

Personal answer

1 under; 2 adventure; 3 animals; 4 cake; 5 advice; 6 tea; 7 game; 8 dream

1F; 2T; 3T; 4T; 5F; 6T

mouse; caterpillar; turtle; lizard; cat; rabbit

6 8

1 doesn’t understand English; 2 it jumps out of the water and shakes; 3 Please don’t be angry!; 4 She sits by the fire and; 5 We won’t talk about it again; 6 My family hate cats

1T; 2F; 3NG; 4F; 5NG; 6F

Page 35 1

Personal answers

1; 4; 6; 7; 8; 10

Page 22

1 personal answer; 2 Maths, Geography, French 3

Free answers

Page 42

B; E; D; F; A; C

D; A; E; C; F - incorrect sentence is B

1; 3; 4; 5

1 Alice’s bored because there are no pictures in the book; 2 The White Rabbit’s watch is in his waistcoat pocket; 3 She sees cupboards and shelves, maps, pictures and jars; 4 She finds a door; 5 She starts crying because she can’t reach the key.

1 fan; 2 bottle; 3 tall; 4 chimney; 5 lizard; 6 cake; 7 woods; 8 caterpillar

1 Mary Ann is the White Rabbit’s housemaid; 2 the greenhouse; 3 the lizard, Bill; 4 they become cakes

Page 23 1

1 is; 2 doesn’t know; 3 watches; 4 lands; 5 sees; 6 finishes

1 sees; 2 decides; 3 gets; 4 realises; 5 goes; 6 tries

Page 24 1

1B; 2A; 3C; 4B; 5A; 6C

1 about; 2 a; 3 under; 4 over; 5 Inside; 6 with

Page 25 Personal answers Page 32 1

1 not; 2 because; 3 remember; 4 is; 5 am; 6 wearing

1; 2; 5; 6

1f; 2a; 3c; 4E; 5b; 6d

Page 33

118

Page 34

1 happening; 2 becoming; 3 talking; 4 wearing; 5 getting

1 She sits down and begins to cry; 2 Alice picks up the fan and gloves; 3 She is about two feet high now; 4 She swims towards the noise; 5 She is such a nice cat; 6 There are birds and animals everywhere

Page 43 1

1 bring; 2 catch; 3 going; 4 hears; 5 sounds; 6 flies

1 shakes; 2 looking; 3 goes; 4 hope; 5 doing; 6 meet

Page 44 1

1B; 2C; 3D; 4A; 5B

Personal answer

Page 45 1

1 mouse, magpie, rabbit, lizard, puppy dog, caterpillar; 2 personal answers 3

Personal answers

Page 56 1

1, 3, 4, 6

1 it’s smoking a hookah; 2 pieces of mushroom; 3 a serpent Personal answers

Page 57 1

1 Who; 2 What; 3 What; 4 Are; 5 What; 6 Who

1 Tell me who you are first; 2 It is a very good height; 3 She can’t find her shoulders; 4 Alice is more confused now; 5 They will be frightened of me; 6 He knocks on the door loudly.

KEYS

Page 58

Page 79

1A; 2C; 3A; 4P; 5P; 6A

1B; 2C; 3D; 4B

Page 59

Personal answers

1 Nonsense; 2 Yes + personal answers

Page 90

Personal answer

1, 2, 4, 6

1 It’s a poem by Lewis Carroll; 2 It talks about the age difference between a father and a son. 3/4 Personal answers

1 kiss his hand; 2 Mock Turtle; 3 sitting on a rock; 4 was at school; 5 dance; 6 her adventures

Personal answer

Page 66 1

1A; 2C; 3D; 4D; 5C; 6A

1, 4, 5

Personal answer

Page 67 1

1 sitting; 2 is holding; 3 is stirring; 4 are; 5 is grinning; 6 talking

1F; 2B; 3E; 4A; 5C; 6D

Page 68 1

1 a big envelope; 2 a large cauldron of soup; 3 the cook; 4 a starfish; 5 in a tree; 6 a pig

1C; 2B; 3C; 4D

Page 69 1

- 3 Personal answers

Page 76

Page 91 1

1 was; 2 went; 3 were; 4 called; 5 did; 6 call

1 what; 2 is; 3 make; 4 go; 5 throw; 6 sea

Page 92 1

1 teacher; 2 day; 3 music; 4 good; 5 washing

1B; 2C; 3B; 4A; 5B

Page 93 1

asking questions; daydreaming; risk taking; taking part in things

1 A reading; B writing; C addition; D subtraction; E multiplication; F division; 2 personal answers

Personal answers

Page 100 1

1 wig; 2 judge; 3 jury box; 4 jurors; 5 witness

1K; 2A; 3A; 4R; 5K; 6R

1; 3; 4

1 teapot; 2 wine; 3 armchair; 4 treacle; 5 well; 6 mouse trap

Page 101

1, 4, 5

1 month; 2 watch; 3 asleep; 4 golden; 5 gardeners; 6 escape

1 Those twelve creatures are the jurors; 2 She is quite proud of herself; 3 They don’t want to forget them; 4 The next witness is the Duchess’s cook; 5 What are tarts made of?; 6 It’s the oldest rule in the book

Page 77 1

1 under; 2 at; 3 between; 4 at; 5 on; 6 at

1 jumps; 2 hits; 3 fall; 4 picks; 5 puts; 6 can

1 pours; 2 shakes; 3 say; 4 Tell; 5 know; 6 hear

1 when; 2 and; 3 but; 4 Then; 5 After; 6 as

Page 78

Page 102 1

Personal answer

Personal answers

1 because he offers her something that he doesn’t have; 2 the March Hare; 3 into a teapot; 4 red roses; 5 in prison; 6 the Cheshire Cat

1 The Knave of Hearts; 2 12; 3 The Mad Hatter; 4 Alice; 5 under a tree in a field (where she was with her sister at the beginning of the story)

1 bully; 2 I’m not frightened

Personal answer

Personal answers 119

KEYS

Page 103

Page 107 1A; 2B; 3C; 4D; 5B

Personal answer

1 violence; 2 law; 3 corruption; 4 effective; 5 legal; 6 freedoms

Page 108

Personal answer

Page 104 1

1F; 2T; 3F; 4F; 5T; 6T; 7T; 8F; 9T; 10T; 11F; 12T; 13T; 14F; 15T; 16F; 17F; 18F; 19F; 20T

1 are sitting at the table having tea; 2 It is a big table; 3 she sits down in a large; 4 I don’t see any wine; 5 rude of you to sit down; 6 taking his watch out of his pocket

Page 109 8

1 a big crowd of; 2 trumpet and some paper; 3 chain around; 4 dish of jam tarts; 5 wig on top of; 6 twelve

Personal answer

1 ‘Eat me’; 2 a mouse; 3 the White Rabbit’s housemaid; 4 some mushroom; 5 she is stirring a large cauldron of soup; 6 flamingoes; 7 in the sea; 8 The Knave of Hearts

Pages 12-15

1 c, 2 f, 3 b, 4 j, 5 a, 6 i, 7 h, 8 d, 9 e, 10 g

Page 105 2

1 A; 2 A; 3 WR; 4 Q; 5 Q; 6 WR

4B; 2A; 3B; 4C; 5A; 6C

Page 106 4

1 a; 2 in; 3 and; 4 of; 5 is; 6 with

Personal answer

Frankenstein - 7 Personal answer

Page 22 1

1A, 2D, 3E, 4B, 5I, 6G, 7H, 8C, 9J, 10F.

suggested answers. Robert Walton has a sister called Margaret, he is from England, he is an explorer, he is lonely, he is brave.

The stranger is thin and ill, has a beard, speaks English but is not English, is looking for someone he calls a demon, is depressed

Page 23 2

120

Suggested answers: a interested in new things; b warm and loving; c quiet, kind; d not afraid; e who has studied/knows a lot; f intelligent; g nice to be with; h anxious, a little afraid; i unhappy; j calm; k not giving up, continuing; l thinking before you act; m sad because you have no one to be with. Personal answer

1 many months, perhaps years, will pass before we meet 2 you will see me again soon, or never 3 we can discuss my plans together 4 I will feel better 5 we will be in danger 6 I will come on board your ship

1 2 3 4

Do you understand this feeling? When will I return? How can I answer this question? Will you kindly tell me where you are going? 5 Why have you come so far on the ice? 6 How can I see him without feeling terrible grief myself?

KEYS

1 We are going to the north 2 I am looking for someone who is running away from me

Page 24 B3, C5, D1, E (not used), F2, G6, H4 Page 25 1

Suggested answers: 1 We could drive electric cars, ride electric bicycles and use public transport powered by renewable energy. We could also walk more for shorter journeys. 2 We can use new technology (such as solar power, air-source or ground-source heat pumps) to heat and cool our homes, and we can make sure we don’t lose heat out of the windows and walls (by using insulation), and use natural building materials. 3 The best way to reduce our carbon emissions is to eat a more plant-based diet, and eat locally produced food in season. 4 We can buy less – re-use, reduce and recycle. 5 We can fly less or not at all, we can pay more for our tickets to help pay for environmental projects, and we can develop better planes which use less fuel or are solar powered. b-c Personal answer

Page 33 1 promised, 2 did, 3 know, 4 have, 5 spend, 6 have discovered, 7 have discovered, 8 moves, 9 have, 10 are. 2a e, b, a, f, c, d. 2b (Suggested answer) describe something that happened before a time or event in the past. 1

Page 34 1D, 2C, 3D, 4A, 5B. Page 35 1

(Suggested answers): a. We had no access to clean water and had to go to a nearby stream to fill a bucket for washing and cooking. We did not have a big variety of food, and sometimes we did not have enough to eat, especially in the winter. Our house was very small for our big family. We had no glass in the windows and very little furniture. My clothes were poor and rough, and when I grew they did not fit me. I had no shoes and walked around in bare feet. We had to do everything ourselves and had no help, and cannot read. b. I have my own room, which is large with big windows, curtains and wooden furniture. I have my own bed, which is large, warm and comfortable. There is a fire in my room. We have our meal in the dining room and there is always a lot of wonderful food. I am never hungry. Our servants cook and clean and look after us. They heat water for our baths. I have books and education.]

Personal answers.

Page 32 1

Victor – ambitious, loves science, has studied the wrong thing, has recently lost his mother. Mr. Waldman – doesn’t think much of ancient scientists, teacher of chemistry, enthusiastic, helpful. Ancient Greeks – tried to change metals into gold, tried to find a way to stop aging and death. Elizabeth – has lost both her parents, is lovable. Victor’s mother and father – kind to the poor, take a poor child to live with them. Modern scientists – get their hands dirty, have discovered the secrets of nature, do research and experiments. Personal answers, but students should include what Victor learned from Mr. Waldman, his plans to do better than modern scientists, the books and equipment recommended by Waldman.

Page 42 1

1 T, 2 T, 3 F (he says he will never tell Robert Walton what he discovered), 4 F (he is excited), 5 F (he is nervous, anxious and ill), 6 T, 7 F (he has a nightmare about her dying), 8 F (the monster is trying to communicate with Victor; there is no evidence he is violent at this point). Personal answers.

Page 43 1a

1 I believed that with courage and determination we would one day explain this. 2 My success made me confident I could give 121

KEYS

life to an animal as complicated as man. 3 I thought I would be the father of a new creature; and it would love me for that. 4 I was shocked at how ill I looked, but I believed this work would soon end. 1b Personal answers. 2

1 After days and nights of work, I had discovered the secret of life; and most important of all, I had learned how to give life to the lifeless. 2 I avoided other people as if I had been guilty of a crime. 3 Sometimes I was shocked at how ill I looked, but my need to create life had become everything to me. 4 How can I even begin to tell you about the awful creature that I had worked so hard to create? 5 His arms and legs were the right lengths, and I had chosen his face to be beautiful. 6 I could not look at what I had created.

Page 44 1

1 of the creature open, 2 arms and legs shook, 3 emotions at this disaster, 4 face to be beautiful, 5 muscles and veins beneath, 6 his watery, colourless eyes, 7 and straight black lips

1 F - Then a sudden light, 2 T - I see by the, 3 T - I rushed out of

Page 45 1

(Suggested answers): a. These new life forms might escape into the environment and change life on the whole planet, they might create new diseases that we have no way of stopping b. They might be used to harm people and the environment, these new life forms might suffer and live a life of pain if they have been changed in some way c. They have not developed with the rest of life on the planet and might cause unknown problems. Personal answers.

Page 54 1b, 2a, 3c, 4a, 5d, 6b. Page 55 1

122

(suggested answers) 1 “What do you plan / intend to do?” 2 “The murderer has been caught.” 3 “Justine is accused of William’s murder.” 4 “Are you really going to visit Justine?” “You are not going to visit Justine, are you?” 5 “How could you think I would kill

poor, sweet William?” 6 “Sir, do you believe I am guilty?” 2a

2b Personal answers. (students should express sympathy, using language from this chapter to help them).

Page 56 1

- 5 Personal answers using vocabulary from this chapter

Page 57 Suggested answers: 1a The monster hides the necklace in Justine’s clothes to make it seem as if she is guilty of William’s murder, a servant finds the necklace, which William had been wearing when he was killed, and Justine is taken to prison, she has a very short trial, and the only evidence that she is the murderer is the necklace – she does not know how it got into her pocket. She is found guilty and quickly executed. 1b

The trial should take more time, Justine’s character should be examined and witnesses called to defend her, you should search the local area for other evidence, and she should not be found guilty, unless it is completely certain she committed the crime, and there should be no execution.

Personal answers but students might include phone records, location, people they were with or who might have seen them, and they could get help from a lawyer, a justice/human rights organisation, friends and family, their local MP or the press.

Page 70 1

Across: 1 Superhuman 5 Imagination 7 Starlit 9 Bruised 10 Glacier Down: 2 Humanity 3 Victim 4 Confused 6 Poverty 8 rage

Suggested answers: 1 He felt love for humanity, 2 He runs across the glacier and up mountains, lives in caves of ice, 3 They eat only what they grow in their garden, have one cow and not much milk, and have to go to the forest to collect firewood, 4 He pictures himself meeting them in many different ways, 5 It is as rough as a stormy sea, only there are waves of ice not water. It takes him two hours to cross, and it runs through tall mountains which have ice on the top.

KEYS

Page 71 1

1 watched my friends, 2 to the woods at, 3 collected my own food, 4 cleared path of snow, 5 I had seen done by the young man, 6 Over the months, 7 would be disgusted, 8 I would make them unafraid, 9 these thoughts excited me, 10 I forgot the past.

Suggested answers – students can include any of the monster’s actions from page 67 onwards: 1 Then he took food from the people in the cottage, 2 But then he saw they had nothing, so he looked for food in the forest, 3 And then he helped them by collecting wood and clearing their path of snow.

Personal answers

accept me! 6 Save and protect me! 7 Do not abandon me now! 8 Good God! Tell me who you are. 1b Commands / the imperative can be used to express politeness and strong emotions; the questions and statements seem gentler and less forceful. 1c Personal answer: At first the monster is very polite, asking questions gently, until the end, when he understands he has made a mistake and his language becomes more desperate; the old man asks questions, then offers positive encouragement until he expresses shock at the end. 2a 2b Personal answers. Page 84

Page 72

1 cannot see his face, 2 says is true, 3 him if he can, 4 find the words, 5 save and protect him, 6 violently with a stick, 7 able to defend himself.

Personal answers: She is Turkish, and does not speak French at first – she learns that from Felix. Her father is imprisoned in Paris unjustly. She and Felix meet and fall in love. Felix helps her and her father escape to Italy. While in Italy her father leaves for their home city of Constantinople, but Safie decides to go with a servant to find Felix, taking her jewels with her. Her servant falls ill and Safie looks after her, but she dies. Then Safie is helped by some local people to find Felix.

B5, C2, D (not used), E1, F6, G4, H3 Page 73 1

Personal answers.

Page 82 1

1 She is the woman he loves. 2 He learns that without money or position in society, a person is nothing. 3 Her father wants her to join him once the last of his possessions had arrived (from Paris). 4 He sees that they have each other and they have love, while he has nothing and no one. 5 He learns details of Victor’s life, the (disgusting) circumstances of his creation, and he also learns of Victor’s horror at what he has created. 6 Safie, Agatha, and Felix have gone on a long country walk, and the old man has been left alone in the cottage. 7 The old man tells him that if these friends are good people they will help him. 8 He loses hope and is not able to defend himself. He runs from the cottage and escapes unseen, and in despair, to his hut. Personal answers, but students should include the help the monster has given to the family, what he has been studying and learning, and examples of his gentle curiosity, such as his wonder at seeing the moon and the natural world.

Page 83 1a

1 Don’t despair, 2 Give me warmth and rest. 3 Speak to them, persuade them of your goodness. 4 Tell me the names of these friends. 5 Persuade these friends to

Page 85 1

Students should use the information provided. 3

Personal answers.

Page 94 1

e, f, i, o, n, b, a, m, h, g, p, c, k, d, j, l.

1 He goes into the forest and destroys everything he finds. He is too upset / angry to care if anyone finds him. 2 The owner wants Felix to take some time to think about his decision, he does not want to take money from him unfairly. 3 Suggested answers: He asks Victor to make him a female, because then he will not be lonely and unhappy. 4 He has heard of some discoveries by an English scientist that will help him make the female monster.

123

KEYS

Page 95 1a

1 I became a wild animal destroying everything in my path. 2 Felix was shaking as he said this. 3 She was running along the edge of the river, when her foot slipped, and she fell in. 4 I tried to help her, but then I saw the young man she had been with, running towards me. 5 I arrived near the town and was resting when I saw a beautiful child running towards me 6 I found a hut where a young girl was sleeping.

Personal answers.

The continuous tense describes an action or feeling that continues for a period of time, especially when compared to the simple tense which describes a short/finished action or decision.

not know where he is. He sails on and only discovers he is in Ireland when he gets to shore. 10T. 2

Page 111 1

1 If Henry went out, I would pretend I had another appointment. (P) 2 If we went to Perth, I would finish my work in northern Scotland. (P) 3 If Henry left me in peace, I would return in a month with a lighter heart. (P) 4 If I had not created the monster, my life would not have been destroyed. (I) 5 If the female monster leaves him, the first monster will be alone again. (P) 6 If I had not promised to make the female, the monster would not have threatened revenge. (I) 7 If the monster had not escaped, I would have killed him. (I) 8 If I die on my wedding night, the monster will at last be satisfied. (P)

Page 96 1A, 2D, 3A, 4D Page 97 1

Victor Frankenstein Good or Bad?

refuses to make a Personal female for the answers. monster

Reasons for doing this

The Monster Actions

is worried the monster burns down will commit cottage more crimes

murders a young boy Personal – William answers. Frankenstein

wants revenge; the boy reacts badly to him

learns more about how Personal to create a answers. living being.

makes so that he someone can keep his else seem promise to guilty of the monster murder

Personal answers.

he wants someone else to be punished, not him

makes Victor promise to Personal make him a answers. female

says it will make him happy and he will go to South America

Page 110 1

124

Personal answers.

Suggested answers: 1 students should add what they learn from the monster in this chapter to what they learned about what happened to William and Justine in Chapter 4 – William’s murder makes innocent people suffer, Justine is executed for a crime she did not commit.

Reasons for doing this is angry and upset that his friends have left

wants the monster to go away

believes the monster will follow him to England

Good or Bad?

Personal answers.

promises to make a Personal female for answers. the monster

leaves friends Personal unprotected answers.

Personal answers.

Page 112

Personal answers.

Actions

Personal answers.

Answers (and suggested corrections) 1F In normal times, Victor would have enjoyed visiting the men of science, but he was only meeting them to get the information he needed to make the female monster. 2T, 3F Victor does not doubt that the monster will follow him to the Orkneys. 4T, 5F He had promised to leave the world of man, but she had not. 6T, 7T, 8T, 9F Victor falls asleep in his boat, and when he wakes up he does

Page 113 1

Suggested answers: for Victor students can describe what happens when he finds out about Henry, for Frankenstein they should refer to his grief when he loses his friends but then starts to think about the future, asking Victor to make him a female – he does not seem to reach acceptance at this point.

Personal answers

Page 122 1a

Across: 3 Elizabeth; 5 Paris; 7 Wedding night; 9 Lake Como Down: 1 Dark; 2 Peace; 3 Evian les Bains; 4 Hunting knife; 6 Inn; 8 thousand

demon

Page 123 1a

1 When, 2 when, 3 As, 4 while, 5 while, 6 as, 7 as, 8 while, 9 when, 10 when

1B, 2C, 3A

KEYS

Personal answers

Page 124 1

1 their murderer live, 2 he has to live, 3 spirits that wander near, 4 or the monster dies, 5 all hell surrounds him, 6 has promised to live, 7 to trust the monster.

1 F I never spoke of, 2 T But what freedom? 3 F “Do not worry, my,

Pages 136-141 1

Page 125 1

Personal answers.

Page 132 1c, 2d, 3b, 4a, 5b, 6c. Page 133 1

1 about, 2 by, 3 of, 4 towards, 5 from, 6 of, 7 about, 8 without, 9 towards, 10 of, 11 towards, 12 on.

1 is, 2 have murdered, 3 have killed, 4 have driven, 5 hate, 6 will never hate, 7 is, 8 will go, 9 will die, 10 created, 11 will be forgotten, 12 will be, 13 saying, 14 jumped.

Page 134 1

B4, C6, D1, E (not used), F2, G3, H5.

Personal answers.

Suggested answers: Robert Walton decides to turn back but Victor Frankenstein doesn’t; that Robert Walton shows some kindness to the monster, but Victor does not; and Robert Walton listens to others, and changes his mind, while Victor never admits he was wrong.

A L A B O R A T O R Y V E I N S

F F E C F L A S C A P A V E C A I D F R C E S P T D S E I B H O M I O P B N R V I M E W C O Y E WW E E B E W A I N G E C E M E

T H R B A A C R T P N G P R R T

I I B I L R T T O R C H I E E E

Personal answers.

O O I N E K E S M A C C N S D R

N N H H I R E D Y T I V G H S Y

A S M U S C L E S T O R N E R R

T H K M S T D E M O N L E C A R

E E F A I N T E D N N A G P P A

F E M A L E A L E C T U R E I G

1A, 2B, 3D, 4C

B3, C not used, D1, E6, F2, G5, H4,

Personal answers.

1 on him to stay, 2 at him with wonder, 3 is also his victim, 4 the people he loved, 5 die on his lips, 6 suffering hoped for happiness.

Personal answers.

Page 135 1

affectionate beware cabin cemetery demon female faint flash hired inn laboratory lecture muscles persevering rapid shore spark torch veins weeping rage victim

I N N P E R S E V E R I N G D E

Personal answers.

125

KEYS

Pride and Prejudice Pages 12-15

Page 23

1 Phillips 2 Jane Gardiner 3 Gardiner 4 Longbourn 5 London 6 Elizabeth 7 Mary 8 Lydia

1 wished 2 had never doubted 3 knew 4 would persuade 5 may 6 arrived 7 were 8 had

1T 2F 3T 4F 5T 6F 7T 8F

1 Elizabeth – bright, fun, quick 2 Jane – beautiful, gentle, patient 3 Charles – likeable, rich, sociable 4 Darcy – rich, proud, unfriendly

1 hearing 2 will marry 3 for coming 4 to do 5 to visit 6 to visit 7 to meet 8 being

1 e When you feel you are better/more important than others 2 c Believing bad things about someone even if they are not true 3 h Not married 4 d Money, wealth 5 g Part of a town or country area 6 b The part of a person which makes you think and have feelings 7 i Not single 8 a Pay money to the owner of a house to live in it 9 j Crossly 10 f People paid to work in your home 1 Bingley 2 He is rich, single, comes from the north of England, is renting Netherfield Park 3 He is rich, unmarried, and she hopes he will marry one of her daughters 4 To visit Mr Bingley as soon as he arrives.

Page 24 1

Page 25 1 2

126

1 Mr and Mrs Bennet 2 Netherfield Park 3 Mr (Charles) Bingley 4 Sir William and Lady Lucas 5 Elizabeth / Lizzy, Jane, Lydia 6 Meryton 7 Kitty 8 His two sisters, his brother-in-law, and his friend Darcy

1 Netherfield Park has been rented to a Mr Bingley. 2 Mr Bingley will fall in love with / marry one of her daughters. 3 Elizabeth is quicker and brighter than her sisters, not as pretty as Jane or as lively as Lydia. Jane is handsome. Lydia is lively. Kitty has a cough. 4 He has been to visit Mr Bingley. 5 Attractive, fashionable, one of them is married. 6 He is tall, handsome, has a fortune of ten thousand a year; refused to meet anyone at the ball, and is proud and disagreeable.

Personal answers 1T 2F 3F 4T 5T 6F 7T 8T

Page 32 1

A 1 B 5 C 10 D 8 E 9 F 3 G 12 H 6 I 15 J 16 K 4 L 13 M 2 N 14 O 7 P 11

1 She wouldn’t let Jane go to Netherfield in the carriage and instead, made her go by horse – (it was raining, and she hoped Jane would catch a cold). 2 She went with Lydia to Netherfield. 3 She saw that Jane was not very ill but pretended that she was. 4 She would not let Jane go back to Longbourn.

Page 33 1

1 “I am not so sure,” said Elizabeth. 2 “I find it incredible that you walked three miles,” Miss Bingley said to Elizabeth. 3 “I hope to close the distance between the two sides of the family,” said Mr Collins. 4 “I have heard of the beauty of your daughters, Mrs Bennet, and am sure they will all soon be married,” said Mr Collins. 5 “Does the awful Mr Collins want to marry one of us?” the girls said to each other, unhappily.

Personal answers

Page 22 1

1C 2B 3B 4A 5D

Page 34 1

A3 B5 C– D6 E1 F4 G2

Page 35 1

Suggested answers: 1 Money and property stay in the hands of men which leaves women very vulnerable 2 The Bennets are of a lower social standing

KEYS

than the Bingleys. This makes the Bingleys very attractive to Mrs Bennet, but the Bennets are not seen as equals by Caroline Bingley. It can also be said that an attractive woman might move into a higher social class 3, 4 Personal answers. 2

Personal answer

Page 42

Page 45 1a

Word

Opposite

1 uncomfortable

comfortable

2 embarrassed

happy, calm, pleased

self-conscious, awkward

3 irritated

good humoured, happy, relaxed

4 angry

happy, content

5 proud

ashamed

6 unpleasant

pleasant

7 unlucky

lucky

when bad things happen to you with no obvious reason

8 happiness

unhappiness

feeling good

9 talented

talentless

good at doing creative things, such as writing; making things; music and art

10 affection

cold, unfeeling

1 1

M R S P H I L L I P S I H D DA R C Y W I C K H A M W L R I L C C O L L I N S I Y L P W I C K H A M S M A E M R D L B I N G L E Y E U T N C O N C A R O L I N E B I N G L E Y S 4

Personal answers

1 decides 2 has recently arrived 3 wants 4 agrees 5 asks 6 follows 7 constantly interrupts 8 walk 9 is caught 10 walking 11 knows 12 introduces 13 has recently joined 14 is 15 is standing 16 draws

1 pleasing/ (should be) pleased, will/would, to invite/invite 2 as/with, speaking/to tell, at/about 3 surprise/surprised, fortunately/especially, at/with 4 not/avoid, will/must, a/the

Page 44 1

in a bad mood, easily made cross annoyed, strong negative feeling of displeasure having a very high opinion of yourself, believing you are better than other people not enjoyable, something that makes you unhappy

warm feelings towards someone or something

Page 54 1

1A 2B 3D 4C 5B 6B

Page 55 1

1 Mr Collins turned his attention to Elizabeth’s best friend, Charlotte Lucas. 2 Mr Collins’ pride was hurt. 3 Mr Wickham went with them to their aunt’s (house is understood in this context but can also be added). 4 Elizabeth approved of his decision.

1 The next day 2 not long after 3 As soon as 4 this winter 5 one day 6 for most of the day

Page 43 1

Meaning feeling physical or emotional pain or difficulty

Page 56 1

Personal answer

1 the breakfast room 2 made a decision 3 private conversation with Elizabeth 4 least favourite daughter 5 hearing Mr Collins 6 Elizabeth to marry him 7 change her mind

Page 57

1 T The other guests, the 2 F Enough to not want 3 F He means Darcy, Elizabeth 4 T Be careful, Miss Eliza 5 F “Thank you,” said Elizabeth

Page 70

Personal answer

1D 2A 3D 4C 5A 6B

127

KEYS

Page 71

At first, in spite of her dislike of Darcy, Elizabeth was sorry for the pain that her refusing him was causing, but when she heard him talk about how unsuitable her family were, how he had tried to stop loving her because of them, she became angry.

1a Noun / Verb / Adjective

Word

1 unexpected expect (adjective) (verb) 2 choice (noun)

Adverb

Opposite

unexpectedly expected

choose (verb)

–

selection; preference to organise; to control to fear; to be afraid

3 manage (verb)

managed (adjective)

managerially

4 frightened (adjective)

frighten (verb)

frighteningly

confident; relaxed, reassured

5 favourite (adjective)

favour (verb)

6 grateful (adjective)

gratitude (noun)

gratefully

ungrateful

to feel thankful or lucky

1 do you deny it? 2 I have to myself 3 your opinion of me? 4 I saw your arrogance 5 quite enough, Madam 6 for taking your time 7 for your health and happiness

Personal answer

Page 85 Personal answer

responsible; sensible; cautious

Personal answer

someone who forms an opinion based on what they see or understand

Page 94

accepting, judgementally nonjudgemental

8 judge (noun – in Chapter 6) (judge is also a verb)

judgement (noun)

objectionable approval; objectionably (adjective) acceptance

10 separated separate (adjective) (verb)

unwise; lacking the ability to make sensible decisions

fool (person); foolishness foolishly (the act of being foolish)

most disliked, the best liked; most the most unpopular enjoyed

Page 84

7 foolish (adjective)

9 objection (noun)

not expected or predicted; surprising

indecision; rejection neglect; ignore; mismanage

–

Meaning

separately

joined

a strong negative opinion

Personal answer

O 8

C R

T T

C A L

C O N F U S E D

I E 11

S 13

S H A M E

Page 82

Personal answer (but students should base their answer closely on events from Chapter 7)

C G F H I A B K M N D L J E

Page 95

Personal answer

1 Lydia 2 Elizabeth 3 Wickham 4 Lady Catherine de Bourgh 5 Jane Bennet 6 Mr Bennet 7 Mr Darcy 8 Kitty 1b Suggested answers: B judgemental forgiving C untrustworthy reliable D arrogant humble E shy confident F trusting suspicious G accepting critical H emotional calm

Page 83 1

128

N N

Page 73 1b

B 3 C 5 D 6 E 1 F (Not used) G 2 H 4

Personal answer

R E F U S A L

divided

Personal answer

I 5

Page 72 1

O F F E N D E D

Elizabeth could not speak. She stared at Darcy, felt herself go red, started to doubt what she had heard, and was silent. In this silence, Darcy spoke of all that he felt for her, and had felt for a long time. But there was more. He spoke of her family. They were not his equal; he couldn’t marry beneath his position in society.

KEYS

Page 96 2

1A 2A 3C 4B

Page 97 1

Personal answer

Page 122 1

Page 123 1

Page 110 1

1 Elizabeth tells them about Lydia and Wickham. 2 They agree to return to Longbourn. 3 At Longbourn, they find Mrs Bennet in bed. 4 Jane tells Elizabeth that Lydia wrote a letter to Mrs Forster. 5 Elizabeth learns that her father was so shocked he couldn’t speak. 6 Mr Gardiner leaves for London. 7 A note comes from Mr Gardiner. 8 He and Mr Bennet are going to will search all the main hotels in London. 9 Jane opens another / a second letter. 10 It is from Mr Collins. 11 He has told Lady Catherine de Bourgh the news. 12 The Bennets learn that Wickham has large debts.

Page 111 1

1 wanted 2 felt 3 did not hate 4 had disappeared 5 felt 6 had disliked 7 had forgiven 8 had asked 9 respected 10 loved 11 decided 12 did she feel 1 2 3 4 5 6

‘What has been done to try and find Lydia?’ How will we / they ever find them? He still loved her, but what did she feel? Why is he so different? ‘Is there nothing I can get you?’ ‘Who would / will want to connect with such a family now?’

1 T Everything her uncle said 2 T Mr Bingley and his sisters 3 F Elizabeth began to hope 4 F He still loved her 5 T She knew she was 6 T Is there nothing I

1 coming back to Netherfield 2 from her upstairs window 3 at the table 4 ran to the window 5 Darcy with him 6 with concern 7 wanted to marry her.

A1 B4 C5 D3 E2

Page 125 1

Personal answer

Page 132 1

Personal answer

1 Lady Catherine de Bourgh (left) is with Elizabeth 2 in the garden at Longbourn 3 Lady Catherine has come to tell Elizabeth not to marry Darcy if he asks her to

Personal answer

Page 133 1

1 infinitive 2 in order to 3 in order to 4 in order to 5 infinitive 6 infinitive 7 in order to 8 in order to

Personal answer

Page 134 1

Page 113

1 Will I ever be able to 2 will be married (x2) 3 will go 4 What will Wickham say? 5 will try 6 (I) will take 1 need to find out what has happened, must write to Mrs Gardiner. 2 I must take your place, must go lower. 3 don’t have to tell us about it. 4 must tell you how it went, you mustn’t stop me. 5 I mustn’t tell anyone, must be kept a secret. 6 I must write no more, I must go to them (need to go to them is also acceptable but is less urgent).

Page 124

Page 112 1

1C 2A 3C 4C 5C 6A 7B

Suggested answers: 1 to get married; find financial security; to see their children married well; to marry for love; to avoid scandal. 2 Charlotte makes a ‘marriage of convenience’ to gain the status and security 129

KEYS

of a married woman. At the age of 27 it will be hard for her to find a different man to marry her. 3 Personal answers 4 Personal answers 5 Personal answers

Pages 138-139 3

A 4 B 6 C 1 D 5 E 3 H 2 F (not used)

Personal answer

Pages 140-141 5

1 F I never heard you say 2 F “My dear, dear Lydia!” she cried 3 F She knew she was (being watched) 4 T “Oh! thoughtless, thoughtless Lydia!” 5 T A single man of 6 F “I could not have

Personal answer

Page 135 1

Personal answer

Page 136 1

3$4"

C O N L E R 8 G I Y N M H 10 L A T E N R I 13 E S T A T 14

B Page 137 2

1 Mr Collins, Mr Darcy 2 Wickham, Colonel Fitzwilliam 3 Charlotte Lucas (Collins) 4 Mrs Philips, Mrs Gardiner 5 Jane 6 Darcy, Lady Catherine de Bourgh 7 Derbyshire – Lambton, Pemberley; Hunsford, Kent; Gracechurch Street, London 8 Caroline Bingley, Lady Catherine de Bourgh’s daughter.

One Planet, One Goal Page 11 Personal answers Pages 12-13

130

Word

T A L E N T E D I N E C T I O N S A 5 6 D R E S S I N G O W N T R O E C E 9 S K A P I B I N L 11 12 R E G I M E N T E I S O T W L U S H N

Personal answers

1 boulder 2 cliff 3 pool 4 oar 5 rudder 6 seaweed 7 shore 8 tide

1 cliffs 2 tide 3 shore 4 pools 5 boulders 6 oars

Noun / Verb / Adjective

Adverb

Opposite

Meaning

be careful

have the courage to do something

politely

impolite

behave with care and thought towards other people

be formal (verb)

formally

informal

official

4 hesitate (verb)

hesitant (adjective)

hesitantly

persist; advance

to not be sure of what you are doing

5 hurry (noun)

to hurry (verb)

hurriedly

go slowly

move or act quickly

6 astonished (adjective)

to astonish (verb)

astonishingly

unsurprised

to surprise greatly

7 impossible (adjective)

be impossible impossibly (verb)

possible, easy, simple

something that cannot be done or be true

8 affection (noun)

be affectionate (verb)

1 dare (verb)

daring (adjective)

2 polite (adjective)

be polite (verb)

3 formal (adjective)

9 cheer (noun)

daringly

indifference; affectionately coldness

feelings of love or kindness towards someone

(adjective)

10 acceptable to accept (adjective) (verb)

acceptably

unacceptable

Page 144 Personal answer

Personal answers

The raiders are strange sea creatures

Page 20 1

1 2 3 4

He saw a number of birds. He couldn’t see because of the sun. He saw seven round bodies. He took off his walking boots, rolled up his trouser legs. 5 He was horrified. 6 They looked at him with interest but did not move.

KEYS

7 They communicated with a soft sound like a whisper. 8 He was afraid because the creatures were chasing him and he could hear them behind him. 9 He asked two workmen on the cliff. 10 They returned to the sea because a stone hit one of them. 2

walk-stroll, say-exclaim, shout-screech, climbclamber, throw-hurl, cry-squeal

Page 21 1

1 2 3 4 5 6 7

were flying had planned, changed removed, rolled, went saw, were eating turned, were chasing were, was happening said, have seen

1B, 2A, 3D, 4B, 5A, 6D, 7D

Page 34 1 F – Those living off the 2 T – They breed and have 3 T – The females will stay 4 F – In fact, in the 5 F – Having spent the summer 6 F – The 5000-mile trip Page 35 Suggestions 1

1 Death of food supply due to rise in temperature/ salt level, pollution, overfishing 2 Pollution, climate change (rise in temperature of water and level of salt), overfishing, environmental disasters

Personal answers

Page 22 Personal answers Page 23 1

(suggested answers) protection, to catch food, cold temperatures, increased salt in water, lack of light Clown fish immune to poison of sea anemone it lives in. Gives it protection. Sting ray Very flat bodies so can hide on seabed. Eyes on top of head Mimic Octopus changes appearance and colour to avoid predators Angler fish bioluminescence have a light emitting organ which detects prey (a bit like car headlights), can extend mouth and stomach to catch big prey Sea star spines and chemical protection, regrow if lose leg, good sense of smell Salmon can live in fresh and salt water 4

Personal answers

Page 32 1

b, c, e, i, f, d, a, g, h, j

1 stagger, 2 launch, 3 stab, 4 propel, 5 flee, 6 slash, 7 grip

Page 33 1

1 had started, wrapped; 2 saw, had taken 3 learnt, had been; 4 discussed, had caused 5 leapt, jumped, managed

1 Fison joined the rescue in order to direct Hill. 2 Fison dropped the oar in order to wave both arms in warning. 3 He turned quickly so that he could see what was happening. 4 A number of boats were launched so that they could search the sea.

Page 39 Date of birth: 19th January 1809 Jobs: he did any job he could find, then he joined the army, he also worked as an editor Genres famous for: mystery and horror, poetry Most famous poem: The Raven Wife: his cousin, Virginia Clemm Pages 40-41 1

1B, 2A, 3C, 4C, 5D, 6A

Personal answers

A mast, B sail, C deck, D anchor, E stern

1 F, 2 T, 3 T, 4 T, 5 F, 6 F

Page 48 1

1 The day he hiked up Helseggen cliff with an old local guide. 2 He felt dizzy. 3 He was scared, stayed further back and kept his face down. 4 Ink black water, cruel cliffs and an island about six miles from land. 5 “A sound like thunder or a huge herd of buffalo running wildly toward us” for the

131

KEYS

wind, while the water become faster and faster all the time and whirled furiously. 6 The strong currents there meant they could catch a lot more fish and a greater variety too. 7 They were not ready to risk their sons’ lives. 1 core, 2 herd, 3 current, 4 crest, 5 abyss, 6 channel, 7 buffalo, 8 maelstrom, 9 hike, 10 anchor

C J A B U F F A L O

U O C N N E O Q I C

R M R L C C R E S T

R E I E A H T B K P

E B D L X A O B R A

N U R F N N Z R T B

T T E O Q N O G T Y

E S H I K E P D V S

L W J U A L P H O S

M A E L S T R O M Y

Page 49 1

1 2 3 4

was not used to being used to satisfy used to fish were used to

1 2 3 4 5 6 7

Whose - ND Which – ND Which- D That/which – D Which – ND Who - ND Whose – ND

Page 50 1 2 3 4 5

(Even) though it was misty is unlike anywhere else so loud that it could increasing in speed due to the fact they

Page 51 1a

132

(suggested answers): the adrenaline rush, to become famous, to push themselves, to experience new things solo sailing round world, climbing Mt Everest, trekking in the Andes, parachuting, free climbing, swimming the Channel, running challenges

1E, 2D, 3C, 4B, 5A

Personal answers

Page 60 1

1A, 2C, 3B, 4A, 5B, 6B, 7B

Personal answers

Page 61 1

1 The masts were snapped like twigs by the wind. 4 I didn’t know if the wind had swept my brother out to sea. 3 The wind blew our boat in all directions. 4 We were being driven towards the maelstrom. 5 The bottom was covered in thick mist. 6 I was sure we would be pulled over the edge by the water. 7 The experience had changed my whole face.

1e, 2d, 3a, 4b, 5c

Page 62 1

1G, 2F, 3H, 4B, 5C, 6J, 7K, 8I

Personal answers

Page 63 1

1 drought 2 hurricane 3 tornado 4 flood 5 tsunami - 4 Personal answers

Page 67 Personal answers Page 68 1

1 Myanmar 2 In 1989 3 Bangladesh and India to the West, China to the North, Laos and Thailand to the East 4 In 1824 5 In 1948

1 to, 2 has, 3 Through, 4 lasted, 5 next/following, 6 on, 7 from, 8 was

1h, 2e, 3a, 4b, 5c, 6f, 7d, 8g

Personal answers

Page 78 1

1 F Orwell didn’t enjoy working in Burma. 2 F Any European women walking through the market alone could expect to have betel juice spat on her dress. 3T

KEYS

4T 5 F Orwell was telephoned by a police subinspector because of an elephant on the rampage. 6 F Its mahout had gone to find it but he had gone in the wrong direction. 7 F Orwell took an old rifle with him. 8T 9 F He was worth more than a hundred pounds alive, but dead he was only worth about five pounds. 10 T 11 F The elephant died slowly and painfully. 12 T 2

Page 85

Possible answers: 1 guilt, to explain about imperialism 2 guilt, shame, remorse, helplessness 3 Personal answers

Date of birth: 3rd September 1849 Nationality: American Father’s profession: obstetrician Pen name: Alice Eliot Most famous novel: The Country of the Pointed Firs

Page 79 1

1 2 3 4 5

Suggested answers: 1 exploitation of workers, low wages, poor conditions, child labour 2 lower costs of building, production and labour 3 Reduce trade tariffs (higher for developing countries exporting to G20 countries) Freeze debts in developed countries Fund health improvement, infrastructure policies Stop high level of agricultural imports from developing countries that are struggling to feed own population 3

Despite However Although/even though However Despite

Pages 86-87 1 2

2a VERB

NOUN

ADJECTIVE

ADVERB

resent

resentment

resentful

resentfully

humiliate

1 humiliation

2 humiliating humiliated

3 humiliatingly

4 defy

defiance

5 defiant

6 defiantly

praise

7 praise

8 n/a

9 n/a

tame

10 n/a

11 tame

12 tamely

13 acceptance

14 accepting Accepted

15 acceptingly

16 agonise

agony

17 agonising

18 agonisingly

19 tyrannise

tyrant/tyranny

20 tyrannical

21 tyrannically

Page 80 1

1 associate, 2 largest, 3 height, 4 proudly, 5 legal, 6 unfairly, 7 supporters, 8 independence

Personal answers

Page 81 1

(suggested answers) age, sex, disability, race, ethnicity, origin, religion or economic or other status

Personal answers

3 4 5

1 C, 2 A, 3 B, 4 D, 5 B, 6 C Capital

1 Augusta

2 Population

1.34 million (in 2020)

Area (sq miles)

3 35385

4 Region

New England

5 Covered in forest

Approx 90% of area

Borders

6 New Hampshire, Canada (Quebec and New Brunswick)

Number of

7 more than 60

8 State bird

Blackcapped chickadee

1e, 2f, 3b, 4d, 5a, 6c Personal answers Personal answers

Page 96 1

1 Because she knew the way 2 Because she had no other children to play with 3 Her mother, brothers and sisters 4 The hunter whistling 5 About a year 6 Because the house was clean and comfortable 7 She knows about birds and animals 8 Because he wants to find a white heron 9 Because it was a lot of money. 133

KEYS

Delight Laugh Patiently Companion Polite

– shudder cage pale noisy sharp

Page 106 1

1 Because she has very few things and because he gave it to her. 2 She loves animals and birds and doesn’t agree with killing them. 3 Because she thinks how silly she was. She is happy in his company and feels older now. 4 Because she is a little in love with him. 5 Because of the time she shared with the heron.

Personal answers

Page 97 1

1 2 3 4 5 6

wouldn’t be, followed will be, continue would recognise, saw would give, showed will spend, have to could, had

1 2 3 4 5 6

had she? isn’t it? could she? didn’t they? wasn’t she? didn’t she?

Page 107 1

1 2 3 4 5

1 Sylvia lay awake listening to the birds. 2 Sylvia left the house, tiptoeing so she didn’t wake her grandmother up. 3 A squirrel ran up and down the branch, wondering who the stranger was. 4 She could see the sea sparkling in the sun. 5 The speck flew towards the pine, getting bigger all the time. 6 The heron flapped its wings, calling its mate.

Page 98 1

1 NS 2 T 3 F 4 F 5 F

Suggested answers 1 He is from a wealthy family – he is out hunting for a collection, not for food and has hundreds of stuffed birds (so a big house), he is used to good accommodation- he shudders at the thought of past experiences in places, he can pay a reward of $10 Sylvia and her grandmother are poor, they live off the land and simply. 2 She knows the path well, she listens to the sounds at twilight and feels part of nature, the birds and animals are her friends, she can feed a squirrel and would feed birds her dinner, she watches a frog in the dirt 2

Page 99 1

134

Suggested answers 1 To help her on the farm, maybe also to help her daughter out if she had too many mouths to feed 2 No. Because he is polite. 3 Dan hunts for food, the hunter hunts for pleasure. 4 Because he has a gun, so it seems he is planning to shoot them. Personal answers

has been collecting have … been have been calling, have …. been doing have …. done have been looking, have made

Page 108 1 B, 2 A, 3 C, 4 C, 5 D, 6 C, 7 A, 8 C, 9 B, 10 D Page 109

Sumatran rhino

Amur leopard

Bornean orangutan

1 Smallest, Two horns

2 Solitary, nimble-footed and strong

3 Broad face and short beard, slightly darker in colour

Lives

4 Borneo and Sumatra

5 Amur-Heilong

6 Borneo and Sumatra

Habitat

High land with trees 7 Temperate, Broadleaf, and and bushes/ tropical Mixed Forests and subtropical forests on low land

8 Lowland rainforests and tropical, swamp and mountain forests

Percentage/ number left

9 Fewer than 80

10 More than 84 individuals

11 50%/About 104,700

Reasons for decline

Poaching for horns Agriculture roads

12 Poaching for skins and lack of prey

13 Logging, hunting, mining

14 Protecting other animals and plants in ecosystem

15 Ecological, economical and cultural. Conservation benefits other animals, e.g. amur tiger

16 Key role in spreading seeds in forest and keeping forests healthy

Description

Importance

KEYS

Page 113 Born: 25th January 1882 First novel: The Voyage Out Most famous work: Mrs Dalloway, To the Lighthouse, A Room of One’s Own Style of writing: stream of consciousness Married to: Leonard Woolf Died: 28th March 1941 Page 114 1

1 F, 2 F, 3 F, 4 T, 5 F, 6 T

1 2 3 4 5 6

mat ledge stove brick safety pin apron

Personal answers

Page 122 1

1 She was mending a pair of broken shoes. 2 She was very surprised and almost fell off her chair. 3 Because they weren’t close, and she hadn’t seen him for a long time. 4 She borrowed the money from the clergyman. 5 In the evening. 6 Mrs Ford. 7 He was a handsome bird but uncared for. 8 In Lewes. 9 There was no sign of the money 10 To sell the parrot and go home.

Page 125 1

1 Because his owner was dead 2 Mrs Gage is kind, talks to him and give him sugar, Mrs Ford is impatient Participating in Boknal festival – belief in health benefits, Bull fighting – tradition, fox hunting – sport, poaching – money, keeping chickens in cages – increased productivity, neglecting to care for animals in poor communities – ignorance 2

1d, 2f, 3b, 4c, 5a, 6e

Personal answers

Page 134 1

1b, 2d, 3e, 4d a, 5c

bless press, lame aim, fare fair, squawk talk, peer dear, knock clock, wine sign

1 D, 2 H, 3 M, 4 B, 5 F, 6 K, 7 A, 8 C, 9 G, 10 L

Personal answers

1 If she hadn’t received a letter, she wouldn’t have travelled to Rodmell. 2 If she hadn’t borrowed the money, she wouldn’t have been able to travel. 3 If she hadn’t met Mr Stacey, she would have walked to Lewes. 4 It would have been impossible to find the money if there hadn’t been a fire. 5 If James hadn’t shown her, she wouldn’t have known about the money.

1 She said she was sorry for the owner of the house, but the fire had lit the road for her. 2 Someone told her it was too late. 3 The clergyman said she should be grateful she hadn’t been in the house. 4 Mrs Gage told James he would hurt himself. 5 She said she was sure James had started the fire because he had known she was in danger.

ought shouldn’t should oughtn’t

Page 124

Page 123 1 2 3 4

1 D, 2 K, 3 C, 4 H, 5 L, 6 B , 7 J, 8 E, 9 G, 10 F, 11 I, 12 A

Page 135

Personal answers

possible answers

Page 136 1

1 of the occupation/ Spain was occupied 2 Arabian 3 1580 4 The town of Lipizza 5 born with white 6 are not used 7 the age of 4 /4 years old 8 approximately 6 years 9 to prepare/to make the horses stronger 10 takes years 135

KEYS

Personal answers

1 The future of man and the wellbeing of the Earth 2 So that we do not face a worse situation 3 cutting down forests and converting land to farming, building more roads and bigger cities, causing the air, land and seas to be polluted and destroying the life of animals, plants and whole systems of nature 4 Profits or advantages that are immediate or in the very near future 5 Young people 6 Because it is turning to electricity instead of fossil fuels 7 The hope is to reduce the amount of carbon dioxide 8 because we need to change how we use the Earth too 9 all countries and their governments 10 The aims are to eliminate poverty in the world and create systems which will protect the planet in the long term

Personal answers

Page 137 1

Personal answers

Possible answers 1 animals that are trained to help people 2 guide dogs for the blind, sniffer dogs for drugs, finding people in earthquakes etc, helping disabled people, diabetics, the deaf, people with autism, OCD 3 animals are used as an aid to therapy, they improve people’s mood, reduce stress and make them feel safer, used for the elderly with dementia, prisoners, children etc 4 dogs, cats, horses, 5 they help find land mines. He was given a medal for his years of service

Personal answers

Pages 138-141 1

1 A, 2 B, 3 C, 4 B, 5 D, 6 D

Extra Audio Tracks Track 8 The storm hit unexpectedly. We had been enjoying a day by the sea when suddenly the sky turned black. The next minute it was pouring with rain. We rushed back to our car but not fast enough to avoid becoming completely drenched. We jumped in and just sat there. The wind was getting stronger all the time and started to rock our car from side to side. By now the children were crying in fear. Then we heard thunder which was following shortly afterwards by a flash of lightning. We didn’t know whether to just stay in the car or try to drive somewhere else. The rain was torrential now and the sand we were parked on by the beach turned into mud. Driving away was now out of the question. All we could do was wait. I had always heard that the safest place to be in a storm is under a tree, but Bob told me that was wrong. To my horror, I saw lightning hit a tree close to us. It didn’t catch fire because of the rain but a large branch began to wave in the wind and then fell onto the top of our car. How we all survived without injuries I will never know. Track 12 The Sumatran Rhino is the smallest rhino and the only one in Asia with two horns. In the past you could find these animals from the Himalayas to Thailand and beyond. Today they are only found on Borneo and Sumatra. And there are fewer than 80 left. The main reason for the shocking decline in numbers is illegal poaching. In Asia and Vietnam and China in particular, rhino horns are big business. They are used in traditional medicines or as ornaments. Most people will have seen images of dead rhinos, without their horns. The Sumatran rhino lives on high land were there are plenty of trees and bushes or in tropical or subtropical forests on low land. Their homes are being destroyed to create more space for agriculture and by the construction of roads. Protecting these rhinos is important not only to ensure they survive but also because where they live there are other animals and plants which are important to the ecosystem.

136

KEYS

Track 14 1 What was Mrs Gage doing when the letter arrived? 2 How did she react to the news? 3 Why wasn’t she sad? 4 How did she pay for the train fare? 5 What time of day did she arrive at the house? 6 Who answered the door? 7 What were Mrs Gage’s first impressions of the parrot? 8 Where were the solicitors’ offices? 9 What bad news did Mr Stagg have for her? 10 What was his advice? Track 16 The white Lipizzaner stallions of the Vienna Spanish Riding School are famous throughout the world for their elegance and grace. But here are a few facts, you might not know. The origin of these horses dates back to the more than 600- year occupation of Spain during which native horses and Arabian horses were crossed. The new horses proved excellent and were used by the Hapsburg monarchy. In 1580 Archduke von Hapsburg decided to start his own stud – or farm if you prefer. He chose a place near the town of Lipizza, in modern day Slovenia. This is where the horses get their name. When born these beautiful horses are not white. Their dark coat changes colour six to nine years later. For some, it remains dark. The Spanish Riding School only uses stallions and training them is a very long process over approximately 6 years. It is divided into 3 stages and not all the four-year olds that enter the school will be good enough to reach the final stage. And if their coat does turn white they are out too! Although the movements the horses perform impress audiences with their beauty and elegance, they were actually first used to make the horses stronger and more agile for war. And one last interesting fact for you: it takes years to train the riders too! So next time you see or hear of them you will know how much hard work has gone on behind the scenes.

The Canterville Ghost Pages 12-15 1

1 relative; 2 married; 3 eldest; 4 loves; 5 twins; 6 bought, from

1C 2A 3F 4B 5D 6E

Student’s own answers.

1d 2a 3c 4d 5a 6b

AMERICAN

ENGLISH

politician Mr modern money

aristocrat Sir traditional social position

Page 22 1

1 MO 2 LC 3 MO 4 MO 5 LC 6 LC 7 MO 8 LC 9 MO 10 LC 11 MO 12 LC 1 Washington; 2 Virginia; 3 Stars and Stripes; 4 Mrs Umney

1F 2E 3B 4C 5A 6D

1 bloodstain; 2 coat of arms; 3 fireplace; 4 footstep; 5 headless; 6 honeymoon; 7 housekeeper; 8 huntsman; 9 supernatural; 10 suit of armour

Page 23

1 housekeeper; 2 fireplace; 3 Supernatural; 4 coat of arms; 5 honeymoon; 6 huntsman; 7 headless; 8 suit of armour; 9 bloodstain; 10 footstep 1 Lord Canterville; 2 Mrs Otis; 3 Washington; 4 Duke of Cheshire; 5 Stripes

1 2 3 4

1 yet 2 for 3 just 4 already

1B 2D 3A 4E 5C

told, was doing felt, were agreeing went caught

137

KEYS

Page 24 1

1D 2D 3C 4A 5B

Student’s own answers.

Page 25 1

- 4 Student’s own answers.

Page 32 1

He thought of the Dowager Duchess, frightened by him as she stood before the mirror. He thought of the four terrified servants, who he only smiled at through the bedroom curtains. He thought of the local priest, whose candle he blew out as he was coming out of the library late one night. Now a patient to Sir William Gull for his nervous illness. He thought of old Madame de Tremouillac, who woke to find a skeleton sitting in an armchair by the fire reading her diary. She stayed in bed for six weeks and then suddenly found God. He remembered the terrible night when they found Lord Canterville, a really bad man, choking on a playing card in his dressing room. Student’s own answers.

Page 43 1

1 shocked; 2 agitated; 3 annoying; 4 frightening; 5 terrified

1 down 2 of 3 with 4 on 5 onto 6 of

1 have to 2 would 3 might 4 could

Page 44 1

1 sweetly 2 perfectly 3 violently 4 quickly 5 heavily 6 bitterly 7 carefully

1E 2F 3D 4B 5A 6C Student’s own answers.

Page 34 1

1 2 3 4 5 6

of a local priest Society for Psychical Research look into unexplained problems could communicate normally part of a person messages from dead people

Page 35 1

- 3 Student’s own answers.

Page 42 1

138

1 F The ghost didn’t haunt the family in the suit of armour as he couldn’t get it on. 2T 3 F The ghost didn’t turn into a big black dog, he disappeared in a green glow, with a groan instead. 4T 5T

Student’s own answers.

Page 45 1

- 3 Student’s own answers.

Page 56 1

Student’s own answers.

1H 2B 3F 4E 5D 6A 7C 8G

Page 57 1

1 2 3 4

1 He reached the corner of the corridor which led to Washington's room. 2 He started to think that after all two ghosts might be better than one. 3 He just couldn’t understand what happened to the ghost. 4 He swore with very old words that he would get his revenge.

1 2 3 4 5

Page 33 1

1 17th 2 large 3 red 4 neck 5 dagger 6 rain storm 7 high 8 himself 9 low 10 cold, wet 11 nothing 12 teach the twins a lesson

everyone something, nothing somebody anybody

strange sixteenth-century curse long grey hair long, thin bones round, fat, white long, low, bitter

Page 58 1G 2B 3E 4C 5D Page 59 1

a b c d e f

1C 2F 3B 4A 5D 6E

personification metaphor alliteration simile symbolism melodrama Student’s own answers.

KEYS

Page 66 1

1F 2H 3G 4B 5D 6E 7A

2 3 4 5 6

leaving him wet to the skin missing under the bed covers. stayed in bed wasn’t

Page 67

Page 91 1

1 are you?; 2 will you?; 3 mustn’t I?; 4 hasn’t he?

1 to go; 2 get; 3 to watch; 4 buying; 5 eating, do

1 train; 2 dead, heart; 3 super; 4 jewellery; 5 war

Page 92

1 most famous; 2 fast; 3 better, worse; 4 quiet

1 too 2 so 3 too 4 such 5 enough 6 so

Page 93

1 kept; 2 took, wore, used; 3 gave; 4 left, ran; 5 shot

1B 2A 3A 4B 5A 6A 7B 8A

Page 68 1

Student’s own answers.

Page 69 1

- 3 Student’s own answers

Page 76 1

1A 2B 3F 4E 5G 6D 7C

Student’s own answers

1C 2C 3A 4C 5B 6A 7A 8A

1 2 3 4 5 6

lovely - horrible straight - curly normal - absurd pretty - plain polite - rude full - empty

Student’s own answers.

Student’s own answers

1 Four days later at about eleven o’clock at night. 2 There were eight horses. 3 A rich purple cloth with the Canterville gold coat of arms. 4 He returned from Wales. 5 To see the last of a ghost who frightened her for fifty years. 6 Virginia was upset at the funeral.

346

Student’s own answers.

Page 101 1

1 Each horse had big, bright feathers on its head. 2 He read the funeral service with dignity. 3 Virginia hardly spoke a word during the drive home. 4 I am glad to say she has little interest in such things. 5 I am sure that you will understand that none of my family can keep them. 6 He insisted that he think again about his decision.

1 were, would; 2 belongs, is not; 3 grows, will; 4 lived, would forget

1 to 2 of 3 nobody 4 when 5 with 6 the

Page 78 1

Student’s own answers

Page 79 1

- 3 Student’s own answers.

Page 90 1

1 2 3 4 5 3

frightened to death the ghost leave my side again He is dead was really sorry Student’s own answers.

- 3b Student’s own answers.

Page 100

Page 77 1

Possible answers: Where: the house, the park, the main road, Ascot, the train station, a village four miles away Who: the family, the gypsies, the station manager, a policeman from the village

Page 102 1

Student’s own answers. 139

KEYS

Page 103 1

- 4 Student’s own answers.

Pages 104 - 107 1

Possible answers: 1 Because none of this family want to live in a house with a ghost. 2 They feel it is just something dirty, which needs cleaning. 3 He offers him some oil to stop his chains from clanking. 4 Mrs Otis offers the ghost a tincture to make him feel better. 5 After the twins hit him with a jug of water they have left on top of their bedroom door. 6 In the Garden of Death, on the other side of the woods.

Actions

haunt cheat slip bet glide glare

People

Things

housekeeper gravedigger servant minister aristocrat priest

carriage coffin helmet feather tapestry lantern

1A 2C 3B

1A 2B 3C 4B 5A

- 8 Student’s own answers

1C 2B 3D 4A 5A 6B 7C 8D

1C 2A 3A 4C 5B 6A

Student’s own answers

1 Sir Simon de Canterville/the Canterville Ghost; 2 Washington; 3 Mr Otis; 4 Mrs Otis; 5 Virginia; 6 Mrs Umney

Portraits of Women Page 10

Page 23

1 21 April 1816 2 Thornton, Yorkshire, England 3 Emily, Anne 4 Jane Eyre (1847) 5 31 March 1855 Pages 12-15 1g 2c 3a 4h 5d 6b 7e 8f

1g 2f 3e

3 4

1 to marry 2 to let 3 to come 4 arriving 5 to notice 6 to think 7 to marry

1 sent 2 lodgers 3 laugh 4 words 5 richer 6 family

1D 2B 3A 4A 5B 6D 7C 8B

Personal answer

1 Trafalgar Square 2 Big Ben 3 Houses of Parliament 4 Tower Bridge 5 Royal Albert Hall 6 Palm House, Kew Gardens

Page 25

4c 5b 6d 7a

Personal answer

1T 2F 3F 4T 5F

Pag 22

140

1 for 2 to 3 in 4 towards 5 of 6 to 7 at

Pag 24

F Mr Openshaw had to manage a warehouse in London for his company. 1T 2 F They were very different. He was loud and made all the decisions, while she was quiet and did everything he said. 3T 4 F Her first husband was her cousin. 5 F The Captain’s wife was furious with them. 6 Only Alice went back.

Personal answers

Possible answers 1 Marrying your first cousin was perfectly acceptable in the early 1800s, as it was easier for young women to meet young men within the family circle. Later in the 19th century, marriage between cousins became less common, but cousin marriages were still popular among the upper class. One example is the marriage between Queen Victoria and Prince Albert who were first cousins. 2 Husbands and fathers had a lot of power. As the head of the household, their duty was not only to have control of everything, but also to protect their wife and children. 3 In Victorian England, most rich young girls learned basic reading and writing skills at

KEYS

home as well as art, singing and dancing, and languages, all things that could help them become perfect wives. 4 Most working class women in Victorian England worked either in factories, or for richer households, as maids like Norah in the story, or in family businesses. 5 No, women didn’t have the right to vote. 6 Once married, it was very difficult for a woman to get divorced. The Matrimonial Causes Act of 1857 gave men the right to divorce their wives on the grounds of adultery. However, married women were not able to get a divorce if they discovered that their husbands were unfaithful. 1b

Personal answers

Page 32 1

1c 2g 3b 4f 5a 6d 7e

4 2 3 4

He didn’t expect any loving words from her. Buckingham Palace and Richmond. To make him leave the house. That the man Ailsie saw by her bed with Norah stole Mrs. Chadwick’s brooch. 5 She didn’t have any money with her. 6 Mrs Chadwick found her brooch. 7 They found her name and address in the man’s pocket.

Page 33 1

1 wore 2 came 3 saw 4 woke 5 left 6 found 7 spoke

Personal answers

Page 34 1 lived in London. 2 floors 3 four or five children 4 just one rented room 5 each other

French and Spanish cuisine. 5 Carnival celebrations that start after the Epiphany and finish on the Tuesday before Ash Wednesday that is the first day of Lent. 6 Creole means a person of mixed European and black descent, especially in the Caribbean. 7 The Mississippi River. 4

Page 48 1

1B 2A 3C 4C 5B 6C

1c 2e 3a 4f 5b 6d 7h 8g

Page 49 1

1 no 2 less 3 all 4 any 5 some 6 most

1 such 2 over 3 at 4 why 5 longer 6 in

Page 50 1

1c 2d 3b 4a 5e

Possible answers 1 In 1682, Louisiana then called ‘La Louisine’ after the French King Louis XIV, became a French colony. 2 Louisiana was a leading slave state in 1860. 3 New Orleans was a major port for the export of cotton and sugar. 4 It is a way of cooking originating in Louisiana and is a blend of West African,

Personal answers

c1 e2 d3 b4 f5 a6

Personal answer

Page 57 1

1 bigger 2 hottest 3 lightest 4 whiter 5 worst

1 feathers 2 letter 3 slippers 4 fields 5 cradle 6 fire

Page 58 1

Possible answers: 1 They both consider black people to be less important than white people. 2 She cannot be sure of Désirée’s origins as she knows nothing of her past, but she tells the girl to come home, showing that she doesn’t care. Instead as soon as Armand sees that the child is not white, he stops loving her and the child. 3 Armand’s wish to destroy everything that will remind him of his wife and the child. 4 It reveals that it is actually Armand that has black origins and not Désirée. 5 The fact that he married Armand’s mother knowing that some of her ancestors were black. 6 They wanted to protect him from racism.

Personal answer

Pages 40-41 1C 2A 3D 4B 5C 6C

Page 56

Personal answers

1 G 2 E 3 B 4 F 5 D (A e H non usate)

Page 51

Page 35 1

1T 2T 3F 4F 5T 6F 7T

141

KEYS

Page 59 1

1 b 2 c 3 a (pictures) 1 b 2 c 3 a (descriptions) 3

Page 84 1

Personal answer

2a He drove too fast. 2b personal answer

Page 63 1 Kathleen Mansfield Murry 2 October 14, 1888, New Zealand 3 Modernist 4 Bliss and Other Stories, The Garden Party and Other Stories 5 Ida Baker 6 January 9, 1923, Fontainebleau in France

3a possible answer – He takes no part in his baby’s life. 3b possible answer – He’s thinking that women are interesting only as lovers like Miss Fulton. 4a Playing the piano. 4b possible answer – As a sign of their wealth, social position. 4c Because she is trying not to think about the fact that she suddenly desires her husband.

Pages 64-65 1

1d 2f 3b 4a 5c 6e

1B 2C 3D 4A 5C 6D

1 walking 2 thirty 3 happy 4 Mary 5 fruit 6 nanny

Personal answers

5a Miss Fulton. 5b So he can have the chance to speak to her and arrange a meeting with her.

Page 72 1

1 F She smiled with trembling lips. 2 F They went well with the colour of the carpet. 3T 4 F She said nothing about being happy. 5T 6 F He said that Pearl Fulton was a bit dull and cold like all blond women. 1 At home in the dining room. 2 An orange dress 3 On the couch 4 She’s arranging the fruit in a basket for the dinner party that evening. 5 tangerines, apples, yellow pears and purple grapes. Personal answers

Page 73 1

1e 2c 3f 4a 5d 6b

Possible answers: 1 Bertha lit the fire. 2 She hugged the cushion passionately. 3 She always forgot her key. 4 She spoke to her husband on the telephone. 5 She put on a pearl necklace. 6 She felt like the pear tree in full bloom in the garden.

Page 74 1C 2A 3B 4C 5B 6A Page 75 1

142

Personal answers

1a Because they stared at her coat with the monkeys on it. 1b possible answer – She’s a snob.

6a Bertha. 6b personal answer. Page 85 1

1 at 2 through 3 into 4 well 5 like 6 over

1e 2g 3b 4a 5f 6c 7d

Personal answers

Page 86 1

Personal answers

Page 87 1

Possible answers: 1 1903 2 The right to vote 3 She was a British political activist and the most famous suffragette. She founded the Women’s Social and Political Union (WSPU) with her two daughters and organised the UK suffragette movement. 4 They held demonstrations and marches, broke windows of important buildings, set fire to post boxes, unoccupied houses and churches and when they were put in prison they refused to eat. 5 During the war, women did many jobs that men usually did, like working in factories rather than staying at home or working for someone in their home. These new jobs outside the home gave them more money and more freedom. Other

KEYS

positions previously covered by men, were now considered ‘women’s’ jobs such as a teacher, nurse, secretary or telephone operator. 6 It allowed women over the age of 30 to vote if they had their own house or were married to someone who owned a house and they had to have a university education. This covered only about twothirds of the total population of women in the UK. 2

Personal answer

Page 91 Personal answer Pages 92-93 1a

1 flowerbed 2 petals 3 pebble 4 snail 5 stem 6 leaf 7 butterfly 8 dragonfly

1 butterfly 2 leaf 3 pebble 4 snail 5 stem 6 dragonfly 7 petals 8 flowerbed

1 place 2 about 3 by 4 any 5 their 6 past

1 hundred 2 petals 3 summer 4 snail 5 women 6 July

Page 109 1 2 3 4

January 24, 1862, in New York City. Edward Wharton Henry James Pulitzer Prize in Literature in 1921 for her novel The Age of Innocence 5 June 1, 1937 in Paris. Page 110 1

1d 2f 3b 4a 5c 6e

1C 2A 3D 4A 5B 6D

Page 111 3

Possible answers: 1 They first came from Ireland and Germany and later from Italy, Eastern Europe and China as well as other places. 2 They often lived on the Lower East Side of Manhattan because rents were low in this area. 3 They had mansions that looked like European palaces. 4 Fifth Avenue. 5 The Bronx, Brooklyn, Manhattan, Queens and Staten Island. 6 Manhattan. 7 The Bronx.

1T 2F 3F 4T 5F 6F

Personal answers

Page 102 1

1 F He remembers asking another woman, Lily, to marry him and she said no. 2T 3 F They can speak to their dead husbands with this machine 4 F They don’t know if he’s just eccentric or really mad. 5T 6 F They don’t kiss, they touch hands.

2a 2b

Page 118 1

1 She felt nervous and scared somebody could recognise her. 2 To visit her secret lover, Christopher who was very ill, maybe dying. 3 His name is George Frenway and his health is weak. Nora describes him as being halfinvalid, bad-tempered and vain. 4 Her children, because she doesn’t want to lose them. 5 Her lover, Christopher’s unmarried sister who looks after him and the house at Westover. 6 She thinks it will be difficult at first but then Jane Aldis will take her to see Christopher.

Personal answers

Page 103 1

1 were walking 2 was going 3 will say 4 hasn’t decided 5 are watching 6 have (never) had 7 will (still) be

Personal answers

Page 104 1H 2A 3E 4J 5B 6G 7D (F e I non usate) Pag 105 1

Personal answer

1e 2c 3f 4a 5d 6b

Personal answer

Personal answers

Page 119 1

1 quickly 2 particularly 3 suddenly 4 probably 5 really 6 closely

1 best 2 at 3 except 4 of 5 latest 6 for 7 about 8 after 143

KEYS

Page 120

5 Jane told Nora that she should be at the station by four o’clock to catch her train. 6 When Nora arrived at the house, she got out the taxi at the gate.

1C 2B 3A 4B 5C 6A Page 121 1

- 3 Personal answers

Page 132 1

1T 2T 3 F He was shown a tree in the garden. 4 F She said she was visiting her old governess. 5 F He was awake. 6T 7 F She offered her a cup of tea. 2b

Page 134 1H 2E 3J 4A 5I 6B 7G (D e F non usate) Page 135 1

1 2 3 4

Automated Teller Machine, 1960s. Tesla Motors in 2008. Telecommunication and networking. Energy for example to heat houses or heat water. 5 Motorola, 1983 6 Global Positioning System, useful for giving directions on how to get somewhere.

Personal answers

Page 133 1

1 to sit down. 2 she was staying with the Brinckers or the Northrups. 3 Christopher loved his friends so much. 4 there was only one train after three o’clock. 5 she didn’t want her to think she was driving her away. 6 to remember to tell Mr. Frenway how she appreciated it. Possible answers: 1 Christopher’s little dog was sleeping on the rug. 2 His letters were on the table in the room where Nora was waiting. 3 Jane Aldis talked about the time they moved a tree in the garden. 4 There was a fly buzzing near the window.

The Sign of the Four Pages 12-15

144

1 ATM 2 electric car 3 fiber optics 4 solar panels 5 cell phone 6 GPS;

Personal answers

Pages 138-139 1

1 The Manchester Marriage 2 Kew Gardens 3 Bliss 4 Désirée’s Baby 5 Atrophy

1d 2c 3b 4e 5a

Personal answers

Pages 140-141 1C 2E 3B 4D 5F

Page 22 1

F – E – D – B – C – A.

1 afternoon, 2 blue, 3 ten, 4 year, 5 six.

1 They live at 221B Baker Street in London, 2 Her father was an officer in the army in India, 3 It was at the hotel, 4 There were six beautiful pearls, 5 She will go to the third pillar from the left of the Lyceum Theatre in London.

1 wooden leg, 2 pearl, 3 carriage, 4 thorn, 5 prison, 6 treasure chest.

1 pipe, 2 newspaper, 3 letter, 4 river, 5 keys, 6 footprint.

1 False, 2 True, 3 True, 4 True, 5 True, 6 False.

C – A – D – B – E – G – H –F.

Own Answers.

Page 23

Own Answers.

2 – 3 – 5 – 8 – 9.

1 went, 2 asked, 3 arrived, 4 advertised, 5 received, 6 wasn’t.

(Possible answers) Regular – retired, stayed,

KEYS

received, waited, worked, advised, Irregular – came, went, had, spoke, told, saw. 3

1 saw, 2 asked, 3 advised, 4 did, 5 received, 6 was.

Page 24 1

1 False, 2 True, 3 False, 4 Not given, 5 False, 6 False.

1 Sherlock Holmes, 2 Mary Morstan, 3 Mary Morstan, 4 Dr Watson, 5 Mary Morstan, 6 Sherlock Holmes.

1 a, 2 is, 3 and, 4 at, 5 live, 6 the.

Page 25

Page 42 1

C, A, D, B, F - incorrect sentence is E.

1 go, 2 dark, 3 want, 4 housekeeper, 5 something, 6 room, 7 keyhole, 8 note.

1 McMurdo, the gatekeeper, 2 the ceiling, 3 lights, 4 nervous, 5 a thorn, 6 the treasure.

Page 43 1

I think about this. I love Miss Morstan. If she is rich I cannot ask her to marry me. Then suddenly Thaddeus Sholto says, ‘Come, let’s go!’ We follow him out of the house and find a cab waiting for us.

1 searched, 2 knew, 3 looked, 4 are, 5 knocks, 6 is.

doctor, soldier, private detective, police officer.

Own Answers.

Page 44

One day, Dr Watson and Sherlock Holmes are in the sitting room in 221B Baker Street. Holmes is sad because it’s raining and he’s bored. The housekeeper brings him a card and a lady, Miss Morstan, comes in and tells her story. She shows Holmes and Watson the pearls she received but there was no note. Sherlock Holmes loves mysteries so he is happy and interested and agrees to meet Miss Morstan later.

1 Bartholomew Sholto, 2 the treasure chest, 3 11 o’clock, 4 keys, 5 the housekeeper, 6 on a chair.

1 2 3 4 5 6

walk along a corridor, points at a door, He turns the handle Take a look, Holmes!, look through the keyhole, is looking straight at me.

Page 45 Page 32

Own Answers.

1, 6.

Own Answers.

1 T, 2 H, 3 M, 4 H, 5 T, 6 T.

Own Answers.

1 B, 2 D, 3 E, 4 A, 5 F, 6 C. Page 56

Page 33 1

1 them, 2 it, 3 it, 4 them, 5 it, 6 it.

1 2 3 4 5

They meet a man outside the theatre, Mary shows Holmes a note, An Indian man is standing at the door, The room is full of Indian paintings, Captain Morstan found some treasure in India, 6 A man with a black beard was at the window.

Page 34 1

1 B, 2 B, 3 C, 4 A, 5 C.

1 A, 2 A, 3 C, 4 B.

1 locked, 2 left, 3 ten, 4 dead, 5 police, 6 mad.

2, 3, 6.

1 to the police station, 2 a dog, 3 no, he doesn’t.

Own Answers.

Page 57 1

1 killed, 2 took, 3 got up, 4 locked, 5 didn’t kill.

1 then, 2 on, 3 as, 4 now, 5 and, 6 down.

Page 58 1

1 Holmes, 2 Watson, 3 Watson, 4 Jones, 5 Holmes, 6 Jones.

1 on, 2 of, 3 and, 4 don’t, 5 are, 6 a.

Page 35 1

Own Answers.

Own Answers. 145

KEYS

Page 59

Page 90

Own Answers.

A 3, B 4, C 1, D 2, E 6, F 5.

Own Answers.

1 2 3 4 5 6

Page 66 1

A, F, C, B, E, D.

1 Dr Watson goes to number three Pinchin Street, 2 Toby is a brown and white dog, 3 Holmes finds a pouch on the roof, 4 The dog walks around in circles, 5 Holmes speaks to a woman about a steam launch, 6 The Aurora is black with two red stripes.

Own Answers.

Page 67 1

two or three strong policemen; the boat is fast; the pygmy / the small man; stuck in the mud; the treasure to Miss Morstan; Watson’s adventures with Mr Holmes.

Page 91 1

1 close; 2 take; 3 found; 4 shine; 5 paid; 6 thought.

1 Do; 2 the; 3 it; 4 a; 5 and.

Page 92 1

1 B; 2 C; 3 A.

1 B; 2 A; 3 A; 4 C; 5 B.

1 says, 2 going, 3 asks, 4 replies, 5 to speak, 6 went.

Page 93

1 C, 2 A, 3 E, 4 B, 5 F, 6 D.

Own Answers.

Page 68 1

1 C, 2 B, 3 B, 4 D, 5 C.

Own Answers.

Page 69 1

Own Answers.

Page 100 1

1 diamond; 2 emerald; 3 ruby; 4 sapphire.

1; 3; 4; 6.

1 2 3 4

at the bottom of the river Thames; Jonathan Small; a crocodile bit off his leg; a pygmy.

Page 76 1

1 river, 2 telegram, 3 coin, 4 wig.

Page 101

2, 3, 6.

1 C, 2 A, 3 B, 4 D.

1 spent; 2 got; 3 stayed; 4 started; 5 went; 6 was.

1 laughs; 2 promised; 3 decided; 4 became; 5 arrested; 6 gave.

Page 77 1

1 tell, 2 take, 3 have, 4 walking, 5 I’m, 6 offer.

1 drinking; 2 the; 3 at; 4 enter; 5 about.

Page 78 1

1 False; 2 False; 3 True; 4 True; 5 Not Given; 6 False.

1 B; 2 C; 3 A; 4 A.

Page 79

146

Own Answers.

Page 102 1

Own Answers.

1 2 3 4 5

Own Answers.

He was born in Worcestershire; He spent five months in hospital; They murdered the emissary; The prison was on the Andaman Islands; He took it back to England.

Page 103 1

Own Answers.

KEYS

FINAL TEST 1

1 True; 2 True; 3 False; 4 True; 5 False; 6 True; 7 True; 8 False; 9 True; 10 True; 11 False; 12 True; 13 False; 14 False; 15 True; 16 False; 17 True; 18 False; 19 True; 20 True.

C − B − B.

1 Mary; 2 Mary; 3 Watson; 4 Holmes; 5 Holmes; 6 Watson.

Own Answers.

1 C; 2 C; 3 B; 4 D; 5 A.

1 one hundred and forty-three (143), 2 pearls, 3 hide, 4 plans, 5 body.

1 2 3 4 5 6

1 He was looking out of the window and smoking his pipe; 2 They travel by carriage; 3 They meet a small, dark-haired man; 4 The housekeeper is crying; 5 They find a long, black thorn on his body; 6 He gives him a dog; 7 The Aurora; 8 Jonathan Small; 9 Nothing, it’s empty; 10 He laughs.

Own Answers.

Can you take her home?, Tell him I want Toby, I need Toby’s help, After I leave her, knock at the door, What do you want?!

The Strange Case of Dr Jekyll and Hyde Pages 12-15 1

Student’s own answers.

Jekyll

Doctor good good-looking tall strong scientist

Hyde

Mr bad ugly short weak criminal

4 Name: Poole Job: butler Age: about sixty Appearance: old and smart 5 Name: Sir Danvers Carew Job: MP Age: about seventy Appearance: old and good-looking, with white hair 6 Name: Mr. Guest Job: Utterson’s assistant Age: about fifty Appearance: smart and intelligent 4

1 2 3 4 5 6

1e 2c 3d 4a 5f 6b

Science: experiment; laboratory; graduated; glass; mixture Crime: murder; forge; blackmail; trial Places in town: bank; theatre; pub; restaurant Weather: fog; wind; cloud; sun Building: wall; cellar; stairs; ceiling

1 Name: Mr. Gabriel Utterson Job: lawyer Age: about fifty Appearance: tall and slim 2 Name: Dr. Hastie Lanyon Job: doctor Age: about fifty Appearance: tall and handsome, with white hair 3 Name: Mr. Richard Enfield Job: none Age: about thirty Appearance: young and fashionable

Hyde is Jekyll’s double/friend. Enfield is Utterson’s brother/cousin. Poole is Jekyll’s boss/servant. Utterson is Guest’s assistant/boss. Utterson is Jekyll’s doctor/lawyer. Hyde and Danvers are friends/strangers.

147

KEYS

W V I C T I M S L R E S P E C T A B L E C V A T R A N S F O R M A T I O N W L D I A S H A K E L T E D

5 It is surprising that Hyde is willing to pay to avoid an unpleasant public scene despite his cruel actions. 6 We learn the importance of how things appear and what might be hiding from view underneath.

Page 25 1

1b 2a 3d 4e 5c

Page 22 1

1T 2 F When they got to the little door, there was nobody there. 3T 4T 5 F He wanted to pay ten pounds in gold and the rest as a cheque. 6T

Student’s own answers.

1 2 3 4 5 6 7 8

It’s a bad story. Would you tell me the name of His name is Hyde. What does he look like? I don’t really know what. used a key? dear Sir... The fact is

1e 2d 3f 4b 5a 6c

1 could, was 2 had, noticed 3 was

1 quickly 2 perfectly 3 immediately 4 well 5 easily

148

1 It is important for the characters to appear respectable. 2 You can see this in his serious character and in the fact that he rarely drinks and never goes to the theatre. 3 It describes his as a ‘man about town’, which means that he is fashionable and sociable. 4 He refuses to tell Utterson who the respectable man who wrote the cheque is.

Student’s own answers.

1H 2U 3L 4L 5J 6H 7J 8U

Mr. Utterson went home and took Mr. Hyde’s will out of the safe and read it. He was not happy and decided to talk to him about it. But first, he went to his cousin Dr. Lanyon’s house to ask for his advice. Lanyon told him that Jekyll still did good scientific experiments but that he didn’t know Hyde. Utterson decided to wait in Cavendish Square until he saw Mr. Hyde. Finally, one evening he met Hyde and he liked the look of him. When Utterson met Dr. Jekyll again, he would not promise to help his friend Hyde if he needed to.

Possible answers: 1 Mr. Utterson and Mr. Hyde are in the picture. 2 They are outside the little door to the cellar of Jekyll’s house. 3 The scene is set late at night. 4 Hyde is returning home to Jekyll’s house and Utterson is waiting to see him.

Page 24 1

Possible answers: You could see that the people who lived there were doing much better than they were in nearby streets. It had clean and tidy houses with fresh paint on them, which people passing by noticed. It was a pleasure to see, apart from one darklooking building. It had two floors, but it had no windows; only a door on the ground floor. The wall above it was very dirty and didn’t have any fresh paint on it. The door didn’t have a bell or a knocker and it was old and dirty, too. People and children often rested or played near the door, as nobody ever told them to go away.

Page 32

Page 23 1

Student’s own answers.

KEYS

Page 33 1

1 ‘Did you ever meet his friend Hyde?' he asked. 2 He didn’t sleep well that night, as his mind was full of the questions that he still did not have answers to. 3 Yes, certainly, I know that,’ said the doctor, a little sharply. ‘You have already told me so.’ 4 ‘I have just learnt some things about young Hyde.’ 5 ‘I cannot change my will yet. You do not understand,’ replied the doctor.

1c 2d 3b 4a Possible answers: 1 He took out an envelope from the safe. 2 He blew out his candle and went to bed. 3 He put on his coat and left the house. 4 He turned towards the other man and smiled.

1 If Dr Jekyll disappeared/would disappear, Edward Hyde stepped/should step into his shoes. 2 ‘I thought your interest in science brings/ would bring you together.’ 3 He took a key from his pocket as if he were/would be returning home. 4 Don’t worry, the moment I will choose/ choose, Mr. Hyde leaves/will leave.

Page 42 1

Possible answers: Time: late last night before 2 am Place: outside the servant’s house by the river Nature of crime: man hit with a stick, walked over and murdered People involved: elderly, handsome man with white hair and a little man called Mr. Hyde Extra information: they didn’t know each other

Student’s own answers

1 He bowed politely and said something. 2 She fainted in shock because she heard the sound of breaking bones. 3 They found the victim’s badly-damaged body in the middle of the road and half a walking stick next to him. 4 Mr. Utterson’s name and address were on the envelope. 5 It was the body of Sir Danvers Carew. 6 He took them to Hyde’s home in Soho. 7 They found the end of a green cheque book and the other half of the stick. 8 They thought Hyde would return there for his money.

Page 43 1

A servant living alone in a house 1 near the river was going 2 to bed one night when she looked 3 out of her window 4 at the small street below. She could see an elderly, but handsome man, 5 with white hair. He was walking 6 along the street and another small man, who she didn’t really notice at first, was coming 7 from the opposite direction.

1b 2e 3d 4c 5f 6a

1 The victim’s body lay in the middle of the road. It was badly damaged/damaging. 2 Such violence made the crime more shocked/shocking, and the police still didn’t know who the victim was. 3 Mr.Utterson looked worried/worrying when he saw it and heard the story from the police officer. 4 Mr.Utterson looked out at the depressed/ depressing day and the unwelcoming streets of Soho.

Page 34 1

Possible answers: 1 Cesare Lombroso’s idea was that you could recognise criminals by their appearance. 2 One particular sign was the distance between your eyes or ears. 3 In the book, Hyde’s appearance is unpleasant, while Jekyll is a good-looking man. 4 The fact that they are the same person means that Stevenson did not believe in Lombroso’s idea. 5 He gave us the idea that a criminal could be part of respectable society. 6 This idea worried Victorians because of Jack the Ripper, a murderer they couldn’t catch.

Page 35 1

- 3 Student’s own answers.

Page 44 1

1a 2c 3d 4c 5b

Student’s own answers.

149

KEYS

Page 45 1

Page 58

Possible answers: Who was the victim? 1 a little girl 2 an old man

Student’s own answers. Page 59 1

What was the crime? 1 walking over her 2 murder

Page 66

Who was the criminal? 1 Hyde 2 Hyde When did it happen? 1 at night 2 at night Where did it happen? 1 near the girl’s house, in the street 2 in a quiet street near the river

1c 2g 3h 4a 5e 6d 7b 8f

1a 2b 3c 4a 5b 6c

Page 67 1

1 One servant started run/running towards Mr. Utterson. 2 I don’t want Dr. Jekyll hear/to hear you. 3 Tell him I cannot see/to see anyone. 4 I think I begin to understand/ understanding. 5 ‘Utterson! Don’t do/to do it!’ came the voice.

1 ‘I can’t take any more!’ 2 He looked terrible and he could not look the lawyer in the face. 3 Why would the murderer stay? 4 ‘We must break down the door and check!’ 5 ‘Whatever happens, I will take the blame for it!’

1 ‘I’ve been so afraid for about a week,’ replied Poole. 2 ‘Come as quietly as you can, Sir. 3 I got another note telling me to return it, because it was not pure enough. 4 That thing in the mask was too short. 5 As Poole broke the door with the axe, there was such a terrible animal cry from the office.

Who saw it happen? 1 Mr. Enfield 2 a servant Did police catch the criminal? 1 no 2 no What happened to the criminal? 1 he had to pay the girl’s family 2

2 nothing

Student’s own answers.

Page 56 1

1h 2e 3b 4f 5a 6d 7c 8g

Jekyll’s laboratory empty boxes tables things for experiments stairs

Jekyll’s office big desk windows iron outside fire

Student’s own answers.

Page 57 1

150

- 4 Student’s own answers.

1 I can leave it with you, can’t I? 2 You had a lucky escape, didn’t you? 3 That is from Dr. Jekyll, isn’t it? 4 Henry Jekyll wouldn’t forge for a murderer, would he? 5 ‘You have seen him, haven’t you? 1 The lawyer went to visit him, but Poole said that Dr.Jekyll refused to see anybody. 2 ‘Can’t I do anything?’ 3 There is something strange but not mad about this handwriting. 4 ‘Nothing can be done,’ replied Lanyon. been brought had heard received 1 Have you heard the news? 2 You have not been mad enough to hide this fellow? 3 I have received a letter from him. 4 I have had a shock and I shall never get well. 5 I have brought everything on myself and life will punish me.

Page 68 1

Student’s own answers.

Page 69 1

1b 2d 3e 4a 5f 6c

1 simile 2 pathetic fallacy 3 personification 4 symbol 5 alliteration 6 metaphor

Student’s own answers.

Page 76 1

Things Dr. Jekyll says When this falls into your hands, I will not be here. Your unhappy friend You are one of my oldest friends. I want you to cancel everything you are doing.

KEYS

It may already be too late. It is I who need your help now. Things Dr. Lanyon says I was surprised when I received a letter. I was sure he was mad, but I knew I had to help him. I examined its contents but could not guess what it was for. I found a small man crouching against the wall. My blood turned cold. Terrified, I jumped back against the wall. 2

Page 92 1c 2d 3e 4g 5f Page 93 1

I led a double life and tried to hide my pleasures. I separated the good and bad sides of my character more than most people do.

Page 77 1b 2a 3a 4b 5b

1 Break down the door 2 Enter my office alone 3 Open the glass cabinet 4 Take out everything in the fourth drawer 5 Bring the whole drawer back 6 Be alone in your study 7 Give the drawer to a man

But despite having this double life, my good side constantly felt guilty about what my darker side did. I quickly realised that a human being is not just one person but two people. Trying to lose your evil side can actually make it worse. I knew that this new me was much more evil than the old one.

1 2 3 4

He broke the door down after two hours. I quickly returned to Cavendish Square. There was a gentle knock on the door. Dr. Henry Jekyll’s business with you was urgent. 5 You have been tied to traditional medicine for too long. 6 He drank all the liquid at once.

It could be because my evil side was then weaker and less developed than my good side: just as my Dr. Jekyll face was good, my Mr. Hyde face was evil. Most human beings are a mixture of good and evil, but he is pure evil. I would soon realise that, rather than losing my evil part, I was moving closer towards it.

Page 78 1

I was pleased. I did not like studying all the time, and I did not want to grow old, either.

1C 2A 3C 4B 5B

Page 79 1

Here was a chance for an adventure. I could have fun!

- 3 Student’s own answers.

Mr. Hyde. He could do anything because he did not really exist.

Page 90 1

Possible answers: ashamed; guilty; pain in his bones; sick; as if he were going to die; younger; lighter; happier; as if he did not care about anything; free

Edward Hyde disappeared, leaving honest Henry Jekyll in his place. In Hyde’s hands, these innocent pleasures soon became evil. I still believed they were Hyde’s actions and not mine. So, I was not guilty. He was.

Student’s own answers.

Page 91 1 worse 2 lighter, happier 3 shorter 4 smaller, slimmer, younger 5 weaker, developed 1 up 2 about, of 3 about 4 on 5 back

Possible answers: I wanted everyone to respect me. My only fault was that I also wanted to enjoy myself.

Student’s own answers.

1 Next 2 because 3 As soon as 4 At first 5 But

- 4 Student’s own answers.

Page 100 1

1d 2g 3a 4e 5f 6c 7h 8b

1 He felt sick, started shaking and almost fainted. He felt braver, too, not afraid of danger. 151

KEYS

2 3 4 5 6

They were hanging large on his body. They were in his cabinet. He wrote instructions to Lanyon and Poole. He waited until the evening. Because he was more afraid of being Hyde.

Page 101 1

1c 2b 3a 4b 5a 6c

1 What 2 have to 3 might 4 used to 5 well 6 of 7 a 8 later 9 all

Page 102 1

Student’s own answers.

Page 103 1

Possible answers:

(the) upper / middle/ working class – nouns upper-/middle-/working-class – adjectives Sir Denvers Carew - MP – upper-class Mr Enfield - no job – upper-class Mr Utterson - lawyer – middle-class Dr Lanyon - doctor – middle-class Dr Jekyll - scientist – middle-class Mr. Guest - assistant – middle-class Mr. Hyde - no job – middle-class Poole - butler – working-class 2 x women servants – working-class Little girl’s family – working-class 3

Student’s own answers.

Pages 104 - 109 1

152

Possible answers: 1 The little door he and Utterson see on their walk one day. 2 He waits for him outside the little door. 3 A servant living alone near the river, who knew him. 4 Because he disappeared, and nobody really knew anything about him. 5 Just two weeks after seeing Hyde’s transformation into Jekyll. 6 Because the person shut up in his office had a different voice and shape to him.

1 well-known 2 dark-looking 3 blackmail 4 clear-thinking 5 walking stick 6 handwriting 7 nightmare 8 hard-working 1c 2g 3d 4a 5f 6h 7b 8e

1 Mr. Enfield 2 Mr. Hyde 3 Lanyon 4 Mr. Utterson 5 Dr. Jekyll 6 Mr. Guest

1C 2A 3A 4C 5B 6D

1A 2B 3A 4A 5A 6B

Audio script 14 Ben: Have you finished reading Jekyll and Hyde yet, Kate? Kate: Yes, I finished it last night. Ben: So, what did you think? Kate: To be honest I really enjoyed it and I didn’t think I would before I started it. Ben: What was your favourite bit of the book? Kate: I really like the scene right at the beginning when Mr. Enfield catches Mr. Hyde. Ben: After he walks over the little girl? Kate: Yes. It’s as if you already get the idea of how the story is going to end. How about you? Ben: I loved the transformation scenes. The way that Stevenson describes them really brings them to life. Kate: I wasn’t really happy with the end though. I don’t think we needed Jekyll’s confession after Lanyon’s letter and the scene in his office. Ben: Maybe, but you have to understand that a Victorian reader would probably want everything explained. Kate: It certainly does make me want to find out more about the period - I think I might write a project about it… Ben: Yeah? I’d like to read another of Stevenson’s books. Maybe Treasure Island… 6 8

Student’s own answers.

1 play 2 died 3 dark and dangerous 4 horror 5 £15 6 break Audio script 15 Birmingham Repertory Theatre presents Jekyll and Hyde a play from a novel by Robert Louis Stevenson, which sees Harriet Jekyll's journey to discover why her husband died. It takes her into the dark and dangerous world of men, science, and pubs, where women do not go, mixing modern horror with gothic mystery. Tickets are from fifteen pounds and there is a two-pound booking fee, except for groups of over fifty. The play lasts two hours and twenty minutes, including a twenty-minute break.

1C 2A 3D 4F

Student’s own answers.

KEYS

The Canterbury Tales

Page 34 1b 2b 3b 4a 5d 6c

Pages 12-15

Page 35

1a 2c 3a 4b 5d 6c

1 south-east 2 St Augustine 3 to pray 4 because he was murdered

1d 2g 3a 4b 5c 6e 7f

Free answers Page 42 1

immediately decides to spare them - Emily can’t make up her mind - two hundred knights each - city’s historic stadium - Venus - because the people protest - , it does not take long for the tournament to finish - his horse fell - He asks Emily never to marry Theseus quickly invites Palamon to return

Free answer

C 1

L A R MO U R J A E S T O C K I N G S P O T U I N N E R Q R S H U M B L E E R 2

Page 43 1

WARNING Be careful or Theseus will put you to death. THREAT I’ll kill you both here and now!

Page 22 1

1j 2h 3c 4b 5e 6g 7 f 8 d 9 a 10 k 11 i 1 reliable, honest, brave 2 content, sociable, persuasive 3 confident, unsuccessful, flamboyant 4 chatty, independent, wise 5 greedy, generous, sociable 6 serious, educated, quiet

SPONTANEOUS DECISION I’ll solve this. 2

1 2 3 4 5

was staying, met welcomed, provided, suggested set out, (had) stopped was travelling, had fought pardoned/would pardon, did/had done

1 have both loved 2 were arguing 3 had thought 4 has come

Pages 44-45 Free answers Page 56 1

1i 2e 3a 4b 5h 6 c 7 f 8 j 9 d 10 g

Knight – arrogant, good-looking, young, violent, embarrassed, confident, rude

Page 23 1

PROMISE - Venus, your knight will marry Emily.

Old woman – ugly, mysterious, wise, elderly, humble, noble

free answer

Page 57

1 looked like/talked like 2 like 3 like 4 sounded like 5 behave like 6 sounded like

1 I will spare you if you tell me what women want most. 2 If you respected the old, you wouldn’t speak to me in that way. 3 If it lies in your power, will you do as I ask? 4 I can help you, if you want. 5 If he hadn’t got the right answer, the queen wouldn’t have spared the knight.

1 so 2 such 3 such 4 so

Page 32 1

1T 2F 3F 4F 5F 6 T 7 T 8 T 9 F 10 F

1 fuming 2 weep 3 beg 4 scatter 5 traitor

Page 33 1

1d 2f 3a 4e 5b 6c

1 angry 2 real 3 gently 4 publicly 5 often

Page 58 1

1 happiness 2 dancers 3 replaced 4 confidence 5 disagree 6 reluctantly 7 ashamed 8 ugliness 153

KEYS

1 2 3 4

no matter where he looked wondered what had happened had given his word stayed hidden

Page 59 Free answers Page 66 1

1 Because they were worried who would rule after him if he had no children. 2 The wisest man in a group of people who went to the palace. 3 He was kind and agreed to marry. 4 They had to agree to respect his choice of wife. 5 He admired Griselda’s beauty, purity, honesty and willingness to work hard. 6 Griselda had to promise to obey him always and never complain. 7 Walter probably wanted the freedom to continue doing what he wanted without the need to explain to anyone. 8 First, he took away their daughter. 9 Griselda thought her children had been killed. 10 He pretended he was going to marry a rich young woman who was actually their daughter. 11 Griselda submitted to Walter’s wishes without complaint. 12 He felt ashamed of his actions. Walter - young, handsome, good Griselda - beautiful, honest, pure, also hard-working

Page 69 Free answers Page 76 1

1f 2c 3e 4h 5b 6g 7a 8d

Free answer

Page 77 1

1 The marriage was followed by a great feast. 2 May’s beauty struck Damian. 3 May was sent by January to cheer Damian up. 4 I have always been served well by him. 5 May’s letter made Damian better. 6 January’s wife led him into the garden.

1 whose 2 who 3 which 4 whose 5 who 6 which That is not possible in 1, 2, 3, 4, or 5.

Page 78 1

1 F 2 NS 3 T 4 F 5 T

1 Free answer 2 – irony – May’s generosity towards Damia 3 January’s comment: “How foolish I am.”

Page 90 1

1F 2F 3F 4T 5F 6 F 7 T 8 F 9 T 10 F

1 disagreement 2 strike 3 despair 4 foolish 5 inconsolable 6 clapping 7 released

Page 91 1

1 Dorigen’s friends invited her for walks in order to cheer her up. 2 They stopped in a garden so as to rest. 3 Aurelius and his brother went to Orleans to get help. 4 Aurelius paid the scholar so that he would remove the rocks. 5 Arveragus sent Dorigen to Aurelius in order to protect her honour.

1 made, made 2 did 3 made, made 4 made, did 5 make, made, made 6 did

Page 67 1

1 for 2 to 3 to 4 about 5 on 6 past 7 by 8 in 9 To 10 by 11 back

1 2 3 4 5 6 7 8 9

despite/in spite of even though Despite/In spite of Although/Even though despite/in spite of even though Even though Despite/In spite of despite/in spite of

Page 68

154

1K 2G 3F 4B 5E 6A 7C 8J

Free answer

Pages 92-93 Free answers Page 100 1B 2B 3C 4B 5B

KEYS

Page 101 1

1 The more the villains drank, the louder they got. 2 The more stupid the people were, the more money they paid the pardoner. 3 The harder you look for Death, the more carefully he will hide. 4 The more money people have, the more they want. 5 The stronger the poison, the quicker it works. 1 Do you know anything about it? they asked 2 Be careful! they warned 3 One of us should go for food, one suggested 4 I need the poison to kill rats in my house, he suggested

Page 103 Free answer Pages 104-109 1

1 pardoner 2 Palamon 3 January 4 Dorigen 5 Old woman 6 Griselda 7 Villain 8 Damian 9 Aurelius 10 May 11 Emily

1 reddish 2 gap 3 pillowcase 4 troubled 5 drag 6 traitor 7 roar 8 fix 9 widow 10 scholar

1A 2C 3G 4E 5F 6B

1 first 2 by 3 this 4 sense 5 so 6 say 7 from/through 8 the

Free answer

1 mean by 2 8th 3 gluing together pieces 4 feet long 5 of wood 6 move the blocks 7 was fast 8 metal 9 Belgium 10 1476

Free answer

1 F 2 T 3 NS 4 NS 5 T

Free answer

1D 2F 3C 4B 5H 6A

Page 102 1F 2F 3T 4F 5T 6T

the three men were He was killed where He has killed a People say he lives You need to be Surely he cannot be

155

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A Meridian for the 21st Century Eli Greenwich Readers Guide

• Introduzione metodologica • Attività extra • Soluzioni

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Silvia Rizzi

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Eli Greenwich Readers Guide

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A Meridian for the 21st Century Eli Greenwich Readers Guide

A Meridian for the 21st Century

Silvia Rizzi

The Pleasure of Reading