eliGreenwich Readers - Guida 2023

Series Editors

Paola Accattoli, Grazia Ancillani

Art Director

Daniele Garbuglia

Attività

AA.VV.

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Emilia Coari

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Francesco Capitano

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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

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” (https://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;

- l'uso dell'esplicitazione maschile e femminile in forma contratta:

– un/a traduttore/trice di lingua italiana;

- nonché altre soluzioni "di fantasia", quali ad esempio le parentesi:

– il(la) proprietario(a) deve convocare tutti(e) gli(le) inquilini(e) interessati(e).

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.

Un po’ di storia per capire

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 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”. 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

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

Oscar Wilde The Canterville Ghost

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

to talk about”

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.

“Something

“Qualcosa di cui parlare”

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

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.

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”.

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.

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.

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.

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, dà il turno di parola;

- tiene le fila logiche del lavoro.

- vigila sul buon funzionamento del gruppo;

- riassume e riporta;

- 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.

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

- 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.

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

- 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.: - 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.

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 delle 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:

Ed infine:

Ciò che dobbiamo imparare a fare, lo impariamo facendolo.

TABELLE DI VALUTAZIONE

Speaking Skills – Presentazioni orali – Interazioni orali – Esposizioni orali

INDICATORI DESCRITTORI CONTENUTI

(Discourse Management)

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

CORRETTEZZA FORMALE DELL’ESPOSIZIONE

(Grammar and Vocabulary)

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

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

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

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

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

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

PRONUNCIA E SCIOLTEZZA DELL’ELOQUIO (Pronunciation & Fluency)

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

2 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.

INTERAZIONE (col docente o con un partner)

Interactive Communication

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

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

3 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.

3 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.

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

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

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

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

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

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

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

Esito finale

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

RUBRICA DI AUTOVALUTAZIONE DELLO STUDENTE SULLA PRESTAZIONE ORALE

Preparazione al lavoro: fornire il materiale necessario

Contributi al lavoro di gruppo: apporto di idee significative

0 - 1 - 2 3

Mai / raramente. Talvolta e/o su suggerimento.

4 5

Quasi sempre / in modo autonomo.

Sempre / in modo autonomo.

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.

Atteggiamento propositivo e soluzione dei problemi

Atteggiamento nei confronti del lavoro degli altri

Mai / Delega agli altri membri del gruppo.

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

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

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

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

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

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

Negativo / Demotivante / Critico.

Talvolta negativo o demotivante / critico ma in modo costruttivo.

Spesso motivante / critico in modo costruttivo.

Propositivo / 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

- 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.

- 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.

Note importanti 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.

-

- 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

- 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.

Scopo Scopo Scopo

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 spettasse 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.

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.

IMPORTANTE: I parametri valutativi

- 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.

- 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

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

Secondo ciclo del sistema educativo di istruzione e di formazione

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 nel saper leggere, scrivere e aritmetica

Abilità di apprendimento e di innovazione

“Learning and Innovation Skills”

(meglio note come le 4Cs)

- Pensiero Critico

- Pensiero Creativo

- Collaborazione

- Comunicazione

“Literacy Skills”

(meglio note come le 3Rs Reading, Writing & Arithmetic)

Informatica, Media e Tecnologia

- Alfabetizzazione tradizionale: leggere, scrivere e far di conto.

Si aggiungono:

- Alfabetizzazione informatica

- Alfabetizzazione nell’uso dei media

- Alfabetizzazione nell’uso delle nuove tecnologie

Abilità per la vita “Life & Career Skills”

- 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”

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.

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

Cultura dell’organizzazione Dall’alto al basso

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

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).

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.

PATHWAYS

Pathway 1

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

What makes a novel or a short-story Gothic?

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

The Strange Case of Dr Jekyll and Mr Hyde

by R. L. Stevenson (B1.1)

Frankenstein

by

M. Shelley (B2.2)

Oscar Wilde The Canterville Ghost

Robert Louis Stevenson

The Strange Case of Dr Jekyll and Mr Hyde

Mary Shelley Frankenstein

Il filone letterario gotico a differenza di altri ha una data di inizio comunemente accettata e condivisa: l’anno di pubblicazione di The Castle of Otranto di Horace Walpole nel 1764. Fin dall’inizio il genere ha evidenziato le sue peculiarità.

Caratteristiche principali:

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.

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

1 The Ghost or the Supernatural Beings

Short Description

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 mysteryportents

8 Exception(s)

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

Definizione

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

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 is the scariest Gothic/ horror character? Why?

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?

Pathway 2 & 3 - Tabella di valutazione della produzione orale

Contenuto pertinente

Correttezza morfo-sintattica e lessicale

Efficacia comunicativa, capacità interpretativa

Pronuncia e intonazione

Esito delle valutazioni

Pathway 4

Writing a Movie Review (FCE style)

What to do: from the page to the screen

21st Century Skills

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 …

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, http://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.

Book review by Your star rating for this book  

Title

Characters

Who are they? Did you like them? How did they make you feel?

Author

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?

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

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 http://writerswrite.co.za/the-17-most-popular-genres-in-fiction-and-why-theymatter

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 …

It 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 …

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

Contenuto pertinente

Content

Efficacia comunicativa

Communicative

Achievement

Organizazzione

Organisation: Paragraphing, Linkers Correttezza morfo-sintattica e lessicale

Use of English

Esito delle valutazioni

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 https:// www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Pathway 6 - Multiple Intelligences

1 Visual-Spatial Intelligence

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

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.

• Architect

• Artist

• Engineer

2 LinguisticVerbal Intelligence

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.

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.

• Writer

• Journalist

• Lawyer

• Teacher

3 LogicalMathematical Intelligence

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

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.

• Scientist

• Mathematician

• Computer programmer

• Engineer

• Accountant

4 BodilyKinesthetic Intelligence

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

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.

• Dancer

• Builder

• Sculptor

• Actor

5 Musical Intelligence

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.

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.

• Musician

• Composer

• Singer

• Music teacher

• Conductor

6 Interpersonal Intelligence

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.

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.

• Psychologist

• Philosopher

• Counselor

• Salesperson

• Politician

7 Intrapersonal Intelligence

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

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.

• Philosopher

• Writer

• Theorist

• Scientist

8 Naturalistic Intelligence

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 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.

• Biologist

• Conservationist

• Gardener

• Farmer

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

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

If I were a Canterbury Tales character,

who would I be?

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).

https://www.6seconds.org/2020/08/11/plutchik-wheel-emotions/

8 Questa attività è basata su Plutchik’s Wheel of emotions (La ruota delle emozioni creata dallo psicologo Robert Plutchik).

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

anticipation anticipating

anger angry

disgust

unhappy, depressed

excited, exciting, expectant

enraged, furious, annoyed, bitter

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 standard more Translation into L1

WHEEL OF EMOTIONS

less standard more 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”.

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

Action

Action

Action

Action

Action

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.

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

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

9 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

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

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

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

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

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

Katherine

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.

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

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

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.

Author Title Female Protagonist Rise The Unknown Fall

Elizabeth Gaskell The Manchester Marriage

Alice Openshaw

Kate Chopin Désirée’s Baby Désirée Valmondé

Mansfield

Edith Wharton Atrophy Nora Frenway

Pathway 11 – A Dystopian Universe

The Time Machine (A2) by Wells; Animal Farm (B1.1) by G. Orwell

Il romanzo distopico è un genere letterario posto al di fuori del tempo presente in un futuro più o meno distante, in cui la vita politico-sociale è in una situazione catastrofica o in declino. Lo scopo è poter analizzare e criticare in modo più esplicito, ma al contempo restandone al di fuori, i sistemi sociali e politici e vedere cosa potrebbe succedere in situazioni estreme. L’esito solitamente è disastroso con un acuirsi di un regime di controllo ossessivo e totalitario, di oppressione e violenza fisica e psicologica e di povertà fino al tracollo o alla rivoluzione. L’etimologia stessa della parola è rivelatrice: dal greco “dys” con significato peggiorativo “cattivo”, “difettoso” e “topos” che significa “luogo”, ovvero “un luogo cattivo, negativo” in contrapposizione a “utopia” “non-luogo”, un luogo immaginario, che non esiste, ma migliore di quello reale10.

Caratteristiche principali:

• Il governo: solitamente è un regime totalitario che opera tramite la polizia di stato e una sorveglianza ininterrotta sulla condotta dei propri cittadini. All’estremo opposto può esservi il caos ingenerato dall’assenza di un governo.

• La perdita delle libertà e della propria individualità: i cittadini sono ridotti ad una massa che deve ubbidire ciecamente ai dettami del regime totalitario.

• La propaganda: l’informazione è manipolata, affinché i cittadini credano quello che vuole il regime, e ingannevole, affinché tutto sembri andare bene o ingeneri ancora più paura, per giustificare il regime nel suo operato di sopraffazione.

• Il disastro ambientale: il pianeta è devastato o da terribili calamità naturali o per mano dell’uomo, che disprezza la natura e la distrugge.

• La tecnologia: le scoperte scientifiche e tecnologiche non sono più al servizio della popolazione, ma divengono armi nelle mani dei potenti tiranni per meglio controllare i cittadini.

• La povertà: vi sono estreme disparità sociali. Vi è una classe dirigente sfacciatamente ricca e potente e tutta la rimanente popolazione che vive al limite della povertà, soffrendo privazioni e stenti.

• La sopravvivenza: i personaggi del romanzo distopico si trovano a lottare per sopravvivere. Molto spesso l’unica via di salvezza è la ribellione al potere tirannico.

10 Questa definizione è il sunto di varie definizioni che si possono trovare in rete sia su siti italiani che inglesi.

Activity 1 – Let’s make a time capsule

“We all have our time machines. Some take us back, they are called memories. Some take us forward, they are called dreams” (Jeremy Irons)

Dopo aver illustrato ai nostri discenti i punti salienti del romanzo distopico, di cui sia The Time Machine, nonostante il genere anche fantascientifico, che Animal Farm sono esempi eccellenti, possiamo ingaggiarli in un’attività che tenga in loro vivo il desiderio e l’operarsi per un mondo migliore, mettendo nero su bianco il loro presente e le speranze per il futuro. Quanto da loro redatto verrà raccolto in una time-capsule11 da aprire o al termine del percorso di studi con il docente, con cui si fa l’attività, o al termine del biennio o addirittura del quinquennio (se il docente dovesse cambiare, si può passare la consegna). Logicamente più si riesce a procrastinare l’apertura della time-capsule più grande sarà l’impatto.

11 Fisicamente il docente dovrà procurarsi una scatola di dimensioni adeguate che poi verrà sigillata e conservata in un luogo sicuro. Libero sfogo alla fantasia per le decorazioni della time-capsule. Oltre ai messaggi prodotti dagli studenti compilando il materiale fornito dall’attività, si può dire loro di inserire un piccolo oggetto simbolico (optional).

1 What is your favourite food?

11 What’s your favourite means of transport?

2 What is your favourite colour?

12 What’s your favourite social media?

3 Who is your best friend?

13 Who is someone you respect and admire?

4 What is your favourite book and/or movie and/or videogame?

14 What’s your motto?

5 What makes you happy?

15 What’s the most difficult thing you have ever done?

6 What makes you sad?

16 What would you like to do to make the world a better place?

7 What are you afraid of?

17 Would you like to get married and have children?

8 What are you good at?

18 How would you like to be remembered?

9 What’s your favourite school subject?

19 If you could go anywhere in the world, where would you go?

10 What is your favourite song?

20 If you had a wish upon a star, what would it be?

Pathway 12 – Becoming who you are meant to be

Jane Eyre (B1.2) by C.

Brontë

Il romanzo di Jane Eyre è di grande attualità per vari temi, in particolare per trattare ed approfondire la parità di genere. La svolta nella storia avviene quando Jane dichiara di volersi sposare per amore e di farlo da pari grado per situazione economica e sociale. È sicuramente un racconto che ci dà “food for thought”, “cibo per la mente”, relativamente alla trattazione dell’obiettivo 5 dell’Agenda 2030 “Gender Equality”. Oltre all’attività già proposta nelle pagine precedenti della guida (pag. 16) ne suggeriamo un’altra. Jane Eyre è un romanzo di formazione, “Bildungsroman” o “novel of formation”, e i nostri alunni e le nostre alunne stanno vivendo sulla loro pelle questa intensa fase della vita. La lettura del romanzo può essere lo spunto per creare un parallelismo tra la loro vita e quella della protagonista e capire chi desiderano essere o ciò che desiderano fare più di ogni altra cosa.

Activity – Finding your purpose in life

You have been given the following table. After filling out the boxes which refer to Jane’s life, close your eyes and think about yourself for a minute: your passions, your dreams and what you would really like to do with your life. Jane’s life experience can lead you along the way. You will be given a table with passions, habits, goals to choose from or to get inspired by, but then you can freely write what you feel closer to your disposition.

Passions (at least 3)

Talents (at least 3)

Motivation

Goal/s

Who or what can support/help along the way

First action to take to reach your goal

Life‘s passions, talents and goals

SPORTS: Basketball

Baseball Ballet

Athletics

Volleyball

Bike riding

Tennis

Swimming

Football

Golfing

Skating

Hiking

Martial arts

Etc.

VOLUNTEERING:

Spending time at a homeless/an elderly/an animal shelter

Raising money for charitable causes

Participating in charity runs

Picking up trash in parks

Organising fun activities for children

Donating blood

Etc.

SOCIAL ENGAGEMENT:

Advocating for social issues

Signing petitions to enforce positive change

Participating in city halls and community forums

Voting in local and national elections

Using materials that are safe for the environment

Etc.

Tracking and celebrating progress

Establishing budgets for healthy spending habits

Taking part in activities outside of your comfort zone

Becoming fluent in a foreign language

Watching a favourite television programme or movie

Reading books

CREATIVITY: Writing books or short stories

Publishing opinions and tips in blog posts or social media

Recording content for video channels

Capturing images of people, animals and the environment

Assembling the tune and lyrics of a new song

RELATIONSHIPS:

Spending quality time with your parents or siblings or relatives

Making memories with your friends

Planning special outings with your significant other

Prioritising time to spend with your friends

Etc.

PERSONAL GROWTH:

Practising yoga and meditative techniques

Implementing healthy sleeping habits

Reducing media consumption

Prioritising healthy eating and exercise habits

Reading self-help books

Enrolling in a course to learn a new skill or subject

Practising forgiveness of self and others

Accepting helpful advice from others.

Going on holiday to another part of the world

Applying feedback from teachers, classmates and coaches

Listening to an educational podcast or attending educational conferences

Taking a certification

Conducting research on a particular topic

Etc.

Creating the steps of a new dance routine

Promoting a powerful message through a documentary

Designing a new line of clothing and accessories

Adding colour to a sketch or painting

Performing experiments and interpreting results

Planting a garden in your front/back yard

Knitting a sweater

Etc.

Pathway 13 – Friendship: “Let’s define it with quotes”

Tales of Friendship (B2.1)

The Doll’s House by K. Mansfield; An Encounter by J. Joyce; The Kabuliwala (The Fruitseller) by R. Tagore; The Devoted Friend by O. Wilde; A Dog’s Tale by M. Twain

Definire l’amicizia non sarebbe nemmeno troppo complicato, infatti in parole semplici l’amicizia è quella relazione che si crea con la famiglia che si sceglie. Gli amici sono le sorelle ed i fratelli che non si hanno mai avuti e sono accanto a noi nei momenti belli e brutti della nostra vita, ma viverla è tutta un’altra questione come ben ci dimostrano i racconti della raccolta eliGreenwich Friendship. Vivere l’amicizia è molto più complesso, avere amici veri che corrispondano alla definizione di cui sopra è un privilegio, un dono della vita. In effetti, la definizione più calzante potrebbe essere quella di questa citazione, “quote”, presa dal famoso scrittore Tahar Ben Jelloun:

“Real friendship, like real poetry, is extremely rare — and precious as a pearl.”

Per questo, in questo esercizio ci faremo aiutare dalle citazioni per far esprimere ai nostri studenti e alle nostre studentesse in breve, oralmente o per iscritto, il senso più profondo dei vari racconti12. È un esercizio che può essere sia di restituzione, “feedback”, che una “warming up activity”, un punto di partenza per una più ampia riflessione con la classe.

Per valutare l’attività di speaking o writing si possono utilizzare le tabelle proposte nelle pagine precedenti di questa guida.

Activity

Match the story with one of the 10 following quotes and tell us why. You can choose by juxtaposition or in opposition to the story. There are more quotes than stories: you can choose even an extra one if you believe it suitable enough.

Who are the protagonists of this relationship of friendship?

How would you describe this type of friendship? Fair or Unfair? True or false? Hopeful or hopeless?

Friendship Quote

Have you chosen your quote by juxtaposition (J) or in opposition (O) to?

1 “Throughout life you will meet one person who is like no other. You could talk to this person for hours and never get bored, you could tell this person things and they will never judge you. This person is your soulmate, your best friend. Don’t ever let them go.” — Unknown

2 “A dog is the only thing on earth that loves you more than he loves himself.” — Josh Billings

3 “When we honestly ask ourselves which person in our lives means the most to us, we often find that it is those who, instead of giving advice, solutions, or cures, have chosen rather to share our pain and touch our wounds with a warm and tender hand.” — Henri Nouwen

4 Friendship is always a sweet responsibility, never an opportunity.” — Khalil Gibran

5 A friend in need is a friend indeed – Greek proverb

The Doll’s House An Encounter

The Kabuliwala

The Devoted Friend A Dog’s Tale

6 “False friendship, like the ivy, decays and ruins the walls it embraces; but true friendship gives new life and animation to the object it supports.” — Richard Burton

7 “The only way to have a friend is to be one.” — Ralph Waldo Emerson

8 Don’t walk behind me; I may not lead. Don’t walk in front of me; I may not follow. Just walk beside me and be my friend.” — Albert Camus

9 Best friends share laughs, memories and inside jokes. They will always be honest and stand by your side no matter what. They wipe your tears, pick you up when you fall, and are forever a piece of your heart.” — Unknown

10 “The world would be a nicer place if everyone had the ability to love as unconditionally as a dog.” — M.K. Clinton

Keys: possible answers to start with (but obviously the subject is open to class discussion)

Who are the protagonists of this relationship of friendship?

How would you describe this type of friendship? Fair or Unfair? True or false? Hopeful or hopeless?

Friendship Quote

Have you chosen your quote by juxtaposition (J) or in opposition (O) to?

Pathway 14 – “Mirror, Mirror on the wall”

The Picture of Dorian Gray (B2.2) by O. Wilde

Prendendo spunto da The Picture of Dorian Gray, in cui il protagonista riconosce tutta la sua bellezza, ma allo stesso tempo realizza che quella bellezza è effimera13, incoraggiamo i nostri studenti e le nostre studentesse a fare pratica di autoaffermazione positiva attraverso la “Mirror Practice” o “esercitazioni allo specchio”. Questa pratica, utilizzata anche da grandi statisti del calibro di Wiston Churchill, può essere un’attività sfidante dal punto di vista linguistico e psicologico, ma molto propulsiva per aumentare l’autostima. Uno specchio non serve solo per verificare il proprio aspetto fisico, ma è uno strumento per stimolare la riflessione su se stessi. In un’età di crescita, in cui spesso non ci si riconosce più, perché si cambia e il confronto con gli altri e i modelli di perfezione imposti dalla società paiono irragiungibili, l’autoafferamzione positiva e propositiva dinnanzi allo specchio può avere molteplici benefici: “By using the mirror, you are creating a picture of yourself, your words, the sound of your voice, to which the immediate future is to bring reality, […] By looking into the mirror, you increase the mental vibrations by which the force and meaning of your words will quickly penetrate to your […] subconscious mind(s).“14

Activity – Look at yourself in the mirror

Get a (pocket) mirror. After carefully observing your face and registering your feelings (about 2 minutes), fill in the following table by completing the statement and answering the questions.

Positive Affirmations

Write one “I think” statement

Write one “I feel” statement

Why is it important to know the difference between the 2 previous questions?

What does the mirror reflect?

What doesn’t the mirror reflect?

13 “Dorian made no answer, but passed listlessly in front of his picture and turned towards it. [… ] A look of joy came into his eyes, as if he had recognized himself for the first time. [… ] The sense of his own beauty came on him like a revelation. He had never felt it before. [… ] Yes, there would be a day when his face would be wrinkled and wizen, his eyes dim and colourless, the grace of his figure broken and deformed. The scarlet would pass away from his lips and the gold steal from his hair. The life that was to make his soul would mar his body. He would become dreadful, hideous, and uncouth.” (Chapter 2)

14 Dal libro di auto-aiuto, The Magic of Believing, by Claude Bristol.

Pathway 15 – “Be the best version of yourself”

Pride and Prejudice (B2.2) by J. Austen

All’inizio di Pride and Prejudice Mr Darcy e Elizabeth Bennet non si piacciono affatto, ma poi col passare del tempo sentono di essersi innamorati l’uno dell’altra. Non è amore a prima vista come per Mr Bingley e Jane Bennet, ma in loro vi è una crescita di sentimenti legati alla ragione. Devono superare pregiudizi pregressi e mettere da parte l’orgoglio di classe o di essere stati feriti. Si completano. Jane Austen ci dimostra che amarsi vuol dire aiutarsi a divenire la versione migliore di noi stessi, superando i nostri limiti e le nostre opinioni più ristrette per vedere le cose da un’altra prospettiva. Chiediamo ai nostri discenti di narrare un episodio o una situazione o semplicemente una cosa o una persona per cui hanno cambiato opinione e perché.

Activity – Be the best version of yourself

Fill in the following table stating how your opinion about the following topics has changed over the years and why. If for some issues you haven’t changed it, tell the reason why anyway.

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

Analysis

Application

Comprehension

Knowledge

New Version

Creating

Evaluating

Analyzing

Applying

Understanding

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.

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.

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

Explain ideas or concepts classify, describe, discuss, explain, identify, locate, recognize, report, select, translate

Recall facts and basic concepts define, duplicate, list, memorize, repeat, state

Tassonomia di Bloom

creare

valutare analizzare applicare comprendere ricordare

Produrre lavori nuovi ed originali 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 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.

B Alice wakes up under a tree.

C Alice plays a game of croquet.

D Alice swims with a mouse.

E Alice falls down a rabbit hole.

F The Cheshire Cat appears in a tree.

G Alice goes to the White Rabbit’s house.

H Alice talks in a courtroom.

2 Which character in the story…

1 sits in a tree?

2 likes playing croquet?

3 wears a pair of gloves?

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

5 swims with Alice?

6 flies out of a chimney?

7 throws a baby at Alice?

8 cries a lot?

3 Match the two halves of the sentences.

1 Alice finds a cake with

2 The Mouse doesn’t

3 The White Rabbit thinks

4 Alice nibbles on

5 The baby turns

Lewis Carroll Alice in Wonderland

a the courtroom with a cup of tea.

b the words “Eat me” on it.

c a piece of mushroom.

d like cats or dogs.

e Alice is the housemaid.

6 Alice meets the Mad Hatter and f people to prison.

7 The Queen likes sending

8 The Mad Hatter comes into

g into a pig.

h the March Hare at the tea party.

Grammar

4 Complete the sentences with the correct verbs.

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

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

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

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

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

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

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

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

5 Complete the text with the words in the box. near of it am on the a 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.

Frankenstein

Listening Comprehension

1 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. When the weather allowed, I walked

1 Sometimes I could not enter my

2 I was more and more disgusted by _______________________________

Mary Shelley Frankenstein

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

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

5 I saw by the light of the moon the

6 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?

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.

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.

2 When he saw Frankenstein for the first time.

3 Why he did the good things.

4 Why he did the bad things.

5 How he feels about Victor Frankenstein.

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

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?

Pride and Prejudice

Listening

1 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.

0 When Elizabeth was alone with her sister, Jane…

A realised that Mr Bingley admired her.

B stopped speaking about Mr Bingley..

C ✔ spoke highly of Mr Bingley for the first time.

D had done little but speak of Mr Bingley until now.

1 Jane thinks Mr Bingley is…

A too lively.

B relaxing and fun to be with.

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

D unsociable but sensible.

2 Elizabeth says…

A Jane is too modest.

B Jane should never expect a compliment.

C Bingley thought all the women at the ball were agreeable.

D she doesn’t think Jane should like him.

3 According to Elizabeth, Jane…

A forgives people’s faults easily.

B never likes to hear bad things about others.

C is a good judge of character.

D always sees the best in people.

4 Elizabeth thinks Miss Bingley …

A will be a good neighbour.

B is likeable.

C is not as nice as Jane thinks she is.

D will come and live at Netherfield with Mr Bingley.

5 Jane is invited…

A to spend the afternoon with Bingley’s two sisters.

B to travel to Netherfield by carriage.

C to travel the three miles to Bingley’s house.

D to dinner at Netherfield with Bingley and his two sisters.

6 Mrs Bennet hopes that Jane…

A will fall ill.

B will choose to travel to Netherfield by carriage.

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

D will have a holiday with the Bingleys.

Jane Austen Pride and Prejudice

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

• character

• what they enjoy doing

• family members

• strengths and weaknesses

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?

One Planet, One Goal

Memory test – Authors

1 Answer the following questions.

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?

4 Who invented a new style of writing?

5 Which writer is considered to have invented science fiction?

Reading Comprehension

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

1 Fison frequently stayed in Sidmouth.

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

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

4 The guide lost one brother in the sea.

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

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

7 Sylvia and Mrs Tilley lived a simple life.

8 Sylvia never forgot the huntsman.

9 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.

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

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

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

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

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?

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.

The Canterville Ghost

Reading Comprehension

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

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

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

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

2 Match the characters to their actions.

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

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

3 Mrs Otis c saved the ghost and married a Duke.

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

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

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

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

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

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

1 When the twins heard this they started laughing.

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

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

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

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

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

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

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

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

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

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

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

6 ‘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.

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

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

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

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

6 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

Portraits of Women

Stop & Check

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

Reading Comprehension

2 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.

Vocabulary

4 Match the words to their definitions.

1 brooch a light fog.

2 lodger b speak very softly

3 chubby c put your arms around someone

4 cradle d go quickly

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

6 hug f not easily satisfied

7 murmur g not interested, indifferent

8 mist h round and full

9 demanding i a person who rents a room in another person’s house

10 detached j a baby’s bed

Grammar

5 Complete the sentences about the stories with a word from the box. with down on out after at in for up away

1 Frank Wilson fell love with Alice.

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

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

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

5 Bertha put a white dress for the dinner party.

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

7 The heavier woman stopped to stare the flowers.

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

9 Nora remembered thinking many times about running with Christopher.

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

6 Choose the correct alter native to complete the sentences about the stories.

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

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

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

4 Armand Aubigny was born at / in Paris.

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

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

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

8 The snail moved slowly / slow over the earth.

9 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.

The Sign of the Four

Reading Comprehension

1 Complete the sentences with a word from the box. Then say which chapter it comes from.

afternoon sitting puts one arrived boatyard story footprints

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

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

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

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

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

F Suddenly we see the Aurora come out of the .

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

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

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

1 Thaddeus Sholto, I arrest you on suspicion of murder.

2 My brain needs work.

3 I need your help, Inspector Jones.

4 And two knights to the rescue.

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

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

7 I never had any news of him.

8 Elementary, my dear Watson, elementary!

3 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?

Grammar

4 Complete the sentences with a preposition.

1 Come and look this dark, dismal street.

2 Holmes takes his gun and puts it his pocket.

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

4 He looks up the ceiling.

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

6 He follows me the sitting room.

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

8 Then fighting started India and Britain.

5 Complete the text with the correct verb. There are two extra verbs that you do not need to use. staying arrived went received asked waited made told meet continues

Then in 1878 I (1) a letter from my father telling me he was in London. He (2) 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.

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.

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.

2 was an innocent MP murdered by Hyde.

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

Robert Louis Stevenson

The Strange Case of Dr Jekyll and Mr Hyde

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

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

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

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

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

2 Choose the correct answers to these questions.

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

A A little girl. B An MP. C Dr Jekyll. D Himself.

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

A When Dr Jekyll refused to see him.

B When Dr Jekyll changed his will.

C When he heard Mr Enfield’s story

D When he saw him going into Jekyll’s house.

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

A The butler, Poole, saw him do it.

B They found Dr Jekyll’s confession.

C They found half of his stick near the dead man.

D They found Hyde’s confession.

4 Where did Hyde live?

A In Cavendish Square. B In Scotland Yard.

C In Soho. D Near Regent’s Park.

5 Why did Hyde tell Dr Lanyon everything?

A Because Mr Utterson refused to listen to him.

B Because he trusted him.

C Because he saw his transformation.

D Because he needed his help.

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

A Hyde was stronger and controlled Jekyll.

B Jekyll was stronger and controlled Hyde.

C Neither of them was in control.

D They couldn’t live together, so they separated.

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.

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

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

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

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

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

4 Circle the correct verbs to complete the sentences.

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

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

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

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

5 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.

6 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

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 documents

7 adalsnc when important people do something bad or wrong that shocks people

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

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

10 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.”

The Canterbury Tales

Reading Comprehension

1 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?

3 Which is the preferred season for pilgrimages?

4 Who has a magnificent horse but is simply dressed?

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

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)

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

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

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

5 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?

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

revenge

Writing − Creative Writing

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

The Time Machine

Reading Comprehension

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

sends sees walks returns make press want goes

‘I (1) to show you something.’ The Time Traveller gets up and (2) to his workshop. After a few minutes, he (3) with a small metal object and puts it down on a table.

H.G. Wells

The Time Machine

‘This is a little model of my Time Machine. This lever (4) my machine into the future and this one sends it back. This is a seat for the Time Traveller. I (5) the lever and the machine (6) into the future. Look!’

2 Complete the sentences with a word from the box. Then say which chapter it comes from. story river dinosaur flowers moon workshop Morlocks ladder

Chapter?

A The was small and I was tired.

B The doctor looks at the on the table.

C The Time Traveller gets up and walks to his .

D My name is Hillyer and I want to tell you a

E I saw the sun, the and the stars.

F Some of the Eloi were swimming in the

G When I awoke the were all over me.

H There was even a skeleton: we were in a museum!

3 Complete the text with A, B, C or D. She followed (1) like a child. When I left her, she felt upset. I felt at home when I (2) with her. She was happy in the day and scared (3) the dark. When nighttime came, she ran into one of (4) buildings and only came out in the daylight. I learnt that the Eloi (5) slept alone. One night, after a nightmare I awoke (6) saw a grey animal running through the room.

1 A she B I C me D we

2 A be B was C were D are

3 A to B of C on D at

4 A an B they C a D the

5 A have B nearly C never D already

6 A but B so C these D and

4 Who says…? Write TT (Time Traveller), N (Narrator) or D (dinner guest).

1 I learned these people are called Eloi.

2 You should rest.

3 After dinner, we all go into the study

4 Two Eloi saw me near the well.

5 Oh, this is interesting.

6 That was three years ago and my friend isn’t here yet.

5 Read an extract from Chapter 5. There are six mistakes underlined in the text. Correct the mistakes.

In one of the rooms I found the box full of MATCHES: now I could scared the Morlocks away. Then, I found a box with camphor that I put on my pocket. I didn’t find any explosives but I could use the lever for open the bronze door. In one of the last rooms, I found two sticks in dynamite that I tried to light up but they was fake! Anyway I could get my machine back!

6 Answer the questions with one word.

1 What day is the first dinner party on?

2 What is the fourth dimension?

3 What colour is the seat the Time Traveller sits on?

4 What was Weena doing when the Time Traveller rescued her?

5 What does the Time Traveller use to go down the well?

6 Does the doctor believe the Time Traveller’s story?

Writing

7 Choose one chapter of the book and write a short summary. Say:

• where the chapter is set;

• which characters are in this chapter;

• what happens.

Animal Farm

Reading Comprehension

1 Match each character to the correct description.

1 Squealer a He’s driven off the farm by fierce dogs.

2 Benjamin b She worries that her old friend works too hard.

3 Snowball c She adores ribbons and sugar lumps.

4 Clover d He loses his best friend to the knackers.

5 Muriel e He talks to the animals about a better life

6 Napoleon after death.

7 Mollie f She’s good at reading.

8 Moses g He can make the animals believe anything he says. h He dresses up in the old farmer’s clothes.

2 Decide if the following sentences are true (T) or false (F).

1 Mr Jones had a bird as a pet.

2 The pigs learnt to read and write before the other animals.

3 Every day, the pigs went to other farms to tell the animals about the rebellion.

4 Boxer killed a boy during the Battle of the Cowshed.

5 Mr Whymper was another local farmer.

6 A pig called Minimus wrote another song to replace ‘Beasts of England’.

7 Napoleon made a huge profit from the sale of the timber.

8 Years after his death, all the animals still remembered Boxer.

Grammar

3 Choose A, B, or C to complete the sentences..

1 At first, of the animals felt it their duty to be loyal to Mr Jones.

A every B some C any

2 The pigs had to argue very hard to persuade the animals that there was such place as Sugarcandy Mountain.

A any B all C no

3 By the time evening came, the animals were starving. A a few B many C all

4 The animals could believe that everything they saw was now theirs.

A hardly B almost C never

5 Snowball and Napoleon agreed that the apples were only for the pigs.

A every B both C all

6 Mr Pilkington was an easy-going man who spent of his time fishing.

A many B any C most

7 of the animals wanted Mr Jones to come back.

A None B Every C No

8 The four young pigs looked guilty as Napoleon ordered them to confess their crimes.

A a lot B very C too

4 Replace the underlined words with the phrasal verbs from the box. but and so if when where instead of

1 All the animals respected Old Major a everything else that reminded them of Jones.

2 Mr Jones fell asleep on the sofa b they sat close to each other for comfort.

3 The animals burnt the whips c things were better or worse than before.

4 The pigs didn’t actually work d the pigs decided to get up later than them.

5 The animals didn’t even complain e feeding his animals.

6 The animals went to the windmill f they were very clever at solving problems.

7 Nobody could remember g they agreed to meet him in the barn.

Vocabulary

5 Choose the correct alter native to complete the sentences.

1 Revolution / Corruption was what Old Major thought could make the animals equal.

2 Snowball wasn’t as strong a character / personality as Napoleon.

3 They all argued / agreed that no animal should ever live in the farmhouse.

4 The other farmers wondered / wandered how they could take advantage of Jones’s situation.

5 When Snowball squealed / bleated, the animals turned and ran back into the yard.

6 Jones shot at the animals and a sheep dropped / fell dead.

7 Napoleon wanted to sell a bunch / pile of wood to one of the other farmers.

8 The animals were very proud / loyal of their work when they finished the windmill.

6 Complete the sentences with a word from the box.

blankets straw rules barrel fortnight quarry barley luxury

1 With one strong kick, Boxer broke the of beer in the kitchen

2 The animals had to pull the boulders up to the top of the .

3 The pigs slept between two on the beds in the farmhouse.

4 The animals only saw Napoleon once a .

5 Napoleon said Snowball was living at Pilkington in great

6 Napoleon was lying on a bed of with the money at his side.

7 Napoleon ordered the animals to sow the field behind the orchard with

8 The animals were given some new to follow.

Jane Eyre

Writing for Overall Understanding

1 What do you remember of Thor nfield Hall before it burned down? Imagine you are an estate agent – a person who sells houses. Write a short paragraph (35–45 words) describing the best of the house and its location.

Vocabulary

2a In Jane Eyre, we meet some memorable characters. Which adjectives do you think go with each character?

ashamed afraid alone angry x3 blind brave cold x2 curious dark depressed desperate difficult embarrassed excited frightened grateful handsome happy hungry impatient independent kind lonely mad pale quiet rude sad scared serious x2 strange x2 tired terrified unhappy unnatural unwelcoming wild x2

Name Adjectives

Jane Eyre as a child (10)

Jane Eyre as an adult (15)

Mr Rochester (8)

Bertha Mason (6)

St John Rivers (4)

Speaking

2b What do you notice about each of the characters? Discuss your answers in pairs.

Writing for Overall Understanding

3 Jane Eyre is described as a Bildungsroman. This is a German word for a book that tells the story of a person from a child to adult, and how they change over that time. Describe Jane’s changing relationship with each of these people.

Name At first, … Later, …

Aunt Reed

Bessie

Mr Rochester

Mrs Fairfax

Listening Comprehension

4a Listen to the extract from pages 52 and 53. Then answer the questions below in complete sentences.

1 How did Mrs Fairfax and Jane learn of Mr Rochester’s plans?

2 What did the servants do to prepare the house?

3 Who were the first to arrive, and how did they travel?

4 After she was invited to the drawing room, what did Adèle do, and how did she feel?

5 What did Jane wear to the drawing room, and where did she sit?

6 What did Jane do in the dining room?

7 What happened after coffee was served?

8 What did Blanche and Mr Rochester do? (two things)

4b Would you have enjoyed being at Mr Rochester’s party? Why? Why not? Discuss your answers in pairs, and remember to give reasons for your answer.

Grammar

5 Put the verbs in brackets into the correct form. I was in the garden by the old chestnut tree, when Mr Rochester (1) (appear).

‘I (2) (be) married in a month, Jane, will you be sad to leave?’

‘I grieve to leave Thornfield, I (3) (love) Thornfield because I (4) (live) a full and happy life here.’

‘When you leave you (5) (forget) me.’

‘That I will never do.’

‘Then you must stay!’

At this I (6) (become) deeply angry.

‘Do you think I (7) (can) stay to become nothing to you when you are married to Miss Ingram? Do you think I (8) (be) some kind of machine with no feelings? Do you think that because I am poor, plain, and little that I am soulless and heartless? You think (9) (think) wrong! If God (10) (give) me beauty and money, I (11) (make) it as hard for you to leave me as it is for me to leave you! This is my true self (12) (speak) to you, as if we (13) (both die) and stood at God’s feet equal – as we are!’

Mr Rochester suddenly (14) (take) me in his arms and said, ‘As we are, Jane. I am to be married, but not to Miss Ingram. I want you to be my wife.’

Tales of Friendship

Writing

1 What part do these characters play in The Doll’s House?

1 Mrs Hay

2 Isabel Burnell

3 Lil Kelvey

4 Lena Logan

5 Kezia

6 Our Else

7 Aunt Beryl

Grammar

2 Complete the summary about An Encounter using the correct form of the verbs in brackets. The narrator’s sense of adventure (1) (inspire) by a friend’s story magazines. He decided (2) (skip) school one summer day and (3) (invite) Leo Dillon and Mahoney (4) (join) him. In the end only Mahoney went and he decided they (5) (keep) Leo’s sixpence. After they (6) (spend) the morning watching men working, they (7) (take) the ferry across the river. While they (8) (rest) an old man (9) (dress) in shabby clothes

(10) (approach) them and started to talk. He (11) (make) the narrator

(12) (feel) uncomfortable by (13) (talk) about girls and later about how he (14) (whip) a boy like Mahoney.

Reading

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

1 The Devoted Friend was published before Wilde was sent to prison.

2 Wilde frequently used satire in his works.

3 The water rat is portrayed as a clever animal.

4 We know which country the story is set in.

5 Friendship is more important to Hans than the miller

6 The miller’s wife is selfish too.

Writing

4 Write a paragraph about an important friendship you have had with someone who is older than you. It can be a relative (uncle/grandmother etc), a coach etc.

Vocabulary

5 Match the words from the 5 stories or dossiers with their definitions.

1 hobble a be in financial difficulty

2 nursery b in poor condition

3 kidnap c bottom of trousers, dress etc

4 hem d set a limit

5 struggle e lacking respect

6 scholarship f take and keep someone, often for money

7 cheeky g very surprised

8 shabby h prize of money to study at school or university

9 stunned i a room especially for children

10 draw a line

Speaking

6 In pairs, tell each other which was your favourite story in the collection and why.

The Picture of Dorian Gray

Reading Comprehension

1 Choose the correct answer to these questions.

1 Who does Lord Henry ask about Dorian’s family?

A Basil Hallward B Dorian Gray C Lady Agatha D Lord Fermor

2 What is James Vane’s job?

A actor B gamekeeper C sailor D scientist

3 Where does the painting start to change?

A At the mouth. B Blood appears on the hand.

C The hair becomes thin. D There are wrinkles on the face.

4 When does this happen?

A After Basil’s Murder. B After Dorian leaves Sybil.

C After Dorian visits the port. D After Lord Henry first meets him.

5 Why is Basil Hallward going to Paris?

A To get away from Dorian. B To hold an exhibition. C To Paint. D We don’t know.

6 Which lady does Basil accuse Dorian of corrupting?

A Lady Gwendolen B Lady Victoria Wotten C Sybil Vane D The duchess

7 How does James Vane die?

A At sea in an accident. B He is accidentally shot.

C He kills himself. D With Dorian’s knife.

8 What is the two gentleman’s reaction to Dorian’s death?

A They cried. B They laughed. C They ran away. D They sneered.

2 Read the definitions and write the name of the belief or movements from the book.

1 believed that art should be beautiful, without needing to find a deeper meaning.

2 came from the ideas of Charles Darwin that things change over time and the strongest survive.

3 is a belief in only doing things for pleasure.

4 is a belief in magic and things that can’t be explained by science.

5 were a group of artists and writers who created moods or suggested links to other things, without making them obvious.

6 is a belief in behaving in a moral way.

7 is an artistic movement or style which shows people or things as they actually are.

8 is an artistic movement which uses imagination and emotions to see the world

Grammar

3 Circle the correct alternative in these sentences.

1 ‘You may / might / must send it to the Grosvenor next year.’

2 ‘I must / will / won’t send it anywhere,’ replied Hallward.’

3 ‘A portrait like this can / can’t / would put you far above all the young men in England.’

4 ‘I really can’t / might / mustn’t see how you and this young Adonis are similar.’

5 ‘Indeed, I can / should / will be truly sorry to look like him.’

6 ‘We can’t / shall / won’t all suffer terribly for what the gods have given us.’

7 ‘If only I could / must / shall be always young, and the picture grow old!’

4 Circle the correct alternative in these sentences.

1 'If you want / would people to respect you, just take / took them out to supper.'

2 ‘You did not say / would not say so if you saw / would see her, Harry.’

3 ‘It never happened / would have happened if I had not met / would not have met you.’

4 ‘Yet if I hadn’t / wouldn’t, my dear Harry, I had missed / should have missed the greatest romance of my life.’

5 ‘If I had read / would read all this in a book, Harry, I think I had cried / would have cried over it.

6 ‘If you had married / would have married this girl, you had been / would have been wretched.’

7 And even if he tried / would try to explain it, who believed / would believe him?

Vocabulary

5 Complete the sentences with the correct preposition.

1 He started to seriously study the aristocratic art doing absolutely nothing.

2 In politics he was a Tory, except when they were power.

3 His beliefs were out of date, but there was a lot to be said his prejudices.

4 Well, sit down and tell me all it.

5 Opposite was the Duchess of Harley, much liked everyone who knew her.

6 A Radical member of Parliament, who in private dined the Tories.

7 ‘Your nephew is prejudiced that great country, Lady Agatha.’

6 Choose the correct alter native.

1 He sent Victor with a note to Lord Henry just to get over / get rid of him.

2 ‘I have just got a beautiful frame, sir. I picked it up / put it down at a sale.’

3 ‘I am so sorry you have given yourself the trouble of coming round / coming up with.’

4 Yet he was still careful to keep up appearances / keep up with appearances.

5 Once or twice every month he would throw open / throw up his beautiful house to the world.

6 He would go down to dreadful places and stay there, until he was thrown over / thrown out.

Writing

7 Write a biography of Dorian Gray for a newspaper after his death.

Alice in Wonderland

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

2 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

3 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

2a 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

2b 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.

Pride and Prejudice

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

2a 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.

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

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

6 Free answer

3a 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;

3b 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?

3c Own answers but can include: more systematic, done in teams and internationally, the peer review system, legislation, ethics committees.

4 5 Own anwers.

2b 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.

3 Own answers.

4 1 They were expected to marry and have children, to keep house, manage servants,

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

One Planet, One Goal

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Extra Audio Tracks

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were not alone, and could meet each other at house parties and dinners, or in a public place.

4 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.

5 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.

6 Own answers.

7 Own answers.

3 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

4 5 6 Own answers.

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.

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

9 T, 10 T

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.

3 1 burst out 2 broke down 3 got ready

4 came out 5 put up 6 put out

4 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.”

5 1 careful 2 headless 3 heartless 4 useful

5 graveless 6 beautiful

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.

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

2 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.

The Sign of the Four

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

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

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

4

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

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

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

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

6 Own answers.

3 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

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

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

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

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

3 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

The Time Machine

1 1 want; 2 walks; 3 returns; 4 sends; 5 press; 6 goes

2 A ladder, 4; B flowers, 5; C workshop, 1; D story, 4; E moon, 2; F river, 3; G Morlocks, 5; H dinosaur, 4

3 1 me; 2 was; 3 of; 4 the; 5 never; 6 and

Animal Farm

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

2 1T 2T 3F 4F 5F 6T 7F 8F

3 1B 2C 3C 4A 5B 6C 7A 8B

4 1 so g 2 instead of e 3 and a 4 but f 5 when d 6 where b 7 if c

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

5 1 blackmail 2 cheque 3 drug 4 evil

5 laboratory 6 safe 7 scandal 8 stare 9 victim

10 will

6 Own answers.

4 Own answers.

5 Positive – bliss, joy, cheer up, worthy, grateful

Negative – grief, inconsolable, despair, waste away, miserable

6 Own answers.

4 1 TT; 2 D; 3 N; 4 TT; 5 D; 6 N

5 1 the – a; 2 scared – scare; 3 on – in; 4 for – to; 5 in – of; 6 was – were

6 1 Thursday; 2 time; 3 yellow; 4 swimming; 5 ladder; 6 no

5 1 Revolution 2 character 3 agreed 4 wondered 5 squealed 6 dropped 7 pile 8 proud

6 1 barrel 2 quarry 3 blankets 4 fortnight 5 luxury 6 straw 7 barley 8 rules

Jane Eyre

1 (suggested answer) Thornfield Hall is a large country house surrounded by countryside, but not far from the nearest village. It is a three-storey house, with a large dining room and drawing room with grand piano – perfect for parties – as well as a separate library. It has large windows and fireplaces to keep the rooms warm. There are plenty of bedrooms, at least one with a separate closet. On the third floor, there a long corridor with lots of rooms. There is a staircase and door onto the roof.

Name Adjectives

Jane Eyre as a child (10) sad, afraid, scared, alone, terrified, unhappy, excited, angry, strange, embarrassed

Jane Eyre as an adult (15) frightened, quiet, serious, curious, rude, brave, tired, depressed, pale, happy, hungry, cold, ashamed, grateful, independent

Mr Rochester (8) difficult, angry, unwelcoming, serious, impatient, wild, desperate, blind

Bertha Mason (6) strange, unnatural, dark, wild, angry, mad St John Rivers (4) kind, handsome, cold, lonely

2b own answers

3 (suggested answer)

Aunt Reed: As a child, Jane does not like her aunt, and is often angry with her. She thinks Aunt Reed is unkind and a terrible person, and tells her she dislikes her more than anyone on the earth. Later, when her aunt is dying, Jane understands that Aunt Reed was jealous and forgives her.

Bessie: when Jane is a child, Bessie tells her off a lot and locks her in the Red Room. Later, Bessie becomes kinder to Jane, and Jane begins to love her. As Jane grows older, they become friends, and are happy to see each other.

Tales of Friendship

1 1 sends doll’s house

2 tells the girls at school

3 object of spiteful behaviour, protects sister

4 spiteful to Lil

5 invites the Kelvey’s to see doll’s house

6 convinces Lil to go into courtyard to see doll’s house

7 scolds and embarrasses the Kelvey sisters

Mr Rochester: At first, Jane thinks Mr Rochester is angry and unwelcoming, she does not understand him, but is not afraid of him. Later, Jane and Rochester talk to each other often, and Jane starts to fall in love with him, and agrees to marry him. She is angry and disappointed, and leaves him when she discovers he is already married, but she still loves him. They marry at the end of the story. Jane says she knows what it is to live with what she loves best on the earth.

Mrs Fairfax: At first Jane thinks she is the owner of Thornfield not the housekeeper. She is kind to Jane but later becomes worried about her marriage to Mr Rochester.

4a 1 Mrs Fairfax received a letter from Mr Rochester. In it he told her he was returning and bringing his friends with him.

2 They cleaned it from top to bottom.

3 Mr Rochester and Blanche Ingram arrived first, they were riding horses.

4 She put on her best clothes and felt very excited.

5 She wore her grey dress, and sat away from everyone.

6 She watched the ladies closely, especially Blanche Ingram.

7 The gentlemen arrived in the drawing room.

8 Blanche and Mr Rochester talked often together. Then she played the piano and he sang.

4b own answers

5 1 appeared, 2 will be, 3 love, 4 have lived, 5 will forget, 6 became, 7 could, 8 am, 9 think, 10 had given, 11 would make, 12 speaking, 13 had both died, 14 took.

2 1 was inspired 2 to skip 3 invited 4 to join 5 would keep 6 had spent 7 took 8 were resting 9 dressed 10 approached 11 made 12 feel 13 talking 14 would whip

3 1

4 Free answer

5

2a

Extra Audio Tracks

The Doll’s House Part 2 Track 4

It might surprise you to know that small model houses date back 5000 years to Egyptian times. Although they were not like the ones we think of today, miniature wooden houses, complete with household objects, servants and animals have been found buried in tombs in the pyramids. However, they were not toys and were probably buried with the dead for religious reasons. In the sixteenth century, doll’s houses, originally known as baby houses, became fashionable with the rich and powerful in England, Germany and Holland. Called baby houses because of their size, they were unique expensive reproductions of the owners’ real house and were made by skilled craftsman who recreated everything in great detail. These houses, which cost as much as some real houses at the time, were put on display in drawing rooms to be admired, not to be played with. The earliest one we know about was made for the Duke of Bavaria in 1557. It was not until Victorian times that doll’s houses really became popular when, thanks to the industrial revolution, toys began to be more quickly produced and dolls houses and the dolls that went in them became more affordable. During this time children started being allowed to play with them. After the second world war, mass produced lower quality houses were cheap enough for most girls to be able to have one and in the late twentieth century plastic Barbie houses and other toy houses hit the market.

Despite their popularity as toys for children, there were and still are also people who collect doll’s houses and furniture for them as a hobby. One of the greatest collectors was Queen Mary, wife to George V of Great Britain. In the early 1920s the famous architect Edwin Lutyens was asked to design a doll’s house to present to the queen. Approximately 1500 craftsmen, artists and authors worked on the project with the idea of showing the world how the king and queen lived. No expense was spared, and world-famous companies were asked to contribute – Cartier made clocks, real champagne was put in tiny bottles, Rolls Royce and Daimler made model cars, and Sir Arthur Conan Doyle, creator of Sherlock Holmes, Thomas Hardy, A.A Milne and other famous authors wrote stories for the tiny books in the library. This extraordinary doll’s house can still be seen today at Windsor Castle where it is very popular with visitors.

The Devoted Friend Part 2

Track 9

Speaker 1

To be honest, in my experience they are temporary. As a teenager, a group of us went out together and of course called ourselves friends but at the end of the day we all moved away and lost touch.

Speaker 2

We met at primary school and that was it. Never argued or even had a cross word. We’ve always supported each other and never let anything or anyone get between us, not even our wives.

Speaker 3

The real test is when you have a serious problem – with the law, debt or something. You’ll soon find out who you can rely on and who stops answering your calls. Sometimes it can be quite surprising.

Speaker 4

It’s not the same later in life. There isn’t the same passion and emotion. It doesn’t mean they aren’t true friends, but I suppose age makes you more reserved and of course you have other relationships to think about as well as jobs.

Speaker 5

For me it’s having someone to confide in that matters most. Friends are the family you choose and mine understand me in a way that my family doesn’t. I can tell them anything and get advice. You can’t put a price on that, can you?

A Dog’s Tale Part 1

Track 13

1 Where is Aileen at the beginning of the story?

4 What is she doing?

3 What’s the Grays oldest child called?

4 What does Aileen think is the best thing about life with the Grays?

5 Write three things Aileen spends her days doing.

6 What make Aileen even happier than she thought possible?

7 What caused the fire?

8 Why didn’t Aileen run away from the fire and save herself?

9 How did Mr Gray misunderstand the situation?

The Picture of Dorian Gray

1 1D 2C 3A 4B 5C 6A 7B 8D

2 1 The Aesthetic Movement 2 Darwinism

3 Hedonism 4 Mysticism

5 The Pre-Raphaelites 6 Puritanism

7 Realism 8 Romanticism

3 1 must 2 won’t 3 would 4 can’t

5 should 6 shall 7 could

4 1 'If you want / would people to respect you, just take / took them out to supper.’

2 ‘You did not say / would not say so if you saw / would see her, Harry.’

3 ‘It never happened / would have happened if I had not met / would not have met you.’

4 ‘Yet if I hadn’t / wouldn’t, my dear Harry, I had missed / should have missed the greatest romance of my life.’

Extra Audio Tracks

Track 20

5 'If I had read / would read all this in a book, Harry, I think I had cried / would have cried over it.

6 ‘If you had married / would have married this girl, you had been / would have been wretched.’

7 And even if he tried / would try to explain it, who believed / would believe him?

5 1 of 2 in 3 out, for 4 about

5 by 6 with 7 against

6 1 get rid of 2 picked it up

3 coming round 4 keep up appearances

5 throw open 6 thrown out

7 Student’s own answers.

European Arts Company returns with a new version of The Picture of Dorian Gray, adapted for the theatre with the help of Oscar Wilde’s grandson, Merlin Holland. Set in the corrupt world of Victorian London, a handsome young man falls in love with the perfect portrait that artist Basil Hallward has painted of him.

He makes a Faustian deal that he will stay young forever while the picture grows old, in a play combining drawing-room comedy with gothic horror.

You can see the play Monday to Saturday at 19.45, with additional shows on Thursday and Saturday afternoons at 15.00 (it lasts 2 hours 15 minutes including the break).

The production runs from January 18th to February 13th at the Trafalgar Studios 2 Theatre in London. There are special prices for groups of 10 or more people booking together.

Track 21

Speaker 1

What’s my favourite Wildean epigram?…Oh that’s a really hard question…he said so many great things on so many different topics….Um…I think I would have to say it’s probably the one about nobody saying anything about you being worse than people talking or gossiping about you…I mean nobody wants to be part of a scandal, but you don’t want people to think you’re too boring to talk about either, do you?

Speaker 2

I really love lots of Wilde’s epigrams, like the one about making mistakes being part of experience and the one about needing to fall in love more than once….But if I had to choose one, I’d say that my favourite is the one that says when you’re young you think money is the most important thing in the world, and as you get older then you’re convinced it is - that’s so true!

Speaker 3

In my opinion the best Wildean epigram is the one about time….He uses it to explain why Lord Henry arrives late for everything in the Picture of Dorian Gray. I don’t remember the actual words, but the meaning is this: by doing everything in life to try to get everywhere on time, you actually waste your time. That actually makes a lot of sense, especially in today’s busy world!

Speaker 4

My favourite Wildean epigram? That’s easy, it’s the one I live my life by according to all my family and friends. It’s pretending that anything bad just isn’t happening - the way you do that is by just not talking about it, and then the problem goes away! I wish I could remember his exact words -they’re really cool! Obviously it’s a totally different matter if good things are happening - then you can talk about them a lot!

Speaker 5

I’m not really sure what my favourite Wildean epigram is…I like the one about scandals, about yourself being boring and the one about staying young by not getting angry or sad or having any other feelings that can give you wrinkles! But I think the best one I’ve heard - maybe not the funniest one, but the truest one, is life being just about the things you do wrong and learn from - or something like that!

EXTRA TEST

B ISOGNI E DUCATIVI S PECIALI

Alice in Wonderland

Reading Comprehension

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

A Alice wakes up under a tree.

B Alice plays a game of croquet.

C Alice swims with a mouse.

D 1 Alice falls down a rabbit hole.

E The Cheshire Cat appears in a tree.

F Alice goes to the White Rabbit’s house.

G Alice talks in a courtroom.

2 Guess the name of each character. The first letter is given to help you.

The Queen The mouse Bill the lizard

1 Sits in a tree.

2 Likes playing croquet.

3 Wears a pair of gloves.

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

5 Swims with Alice.

6 Flies out of a chimney.

3 Match the two halves of the sentences.

1 Alice finds a cake with

2 The Mouse doesn’t

3 The White Rabbit thinks

4 Alice nibbles on

5 The baby turns

6 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.

Alice’s sister White Rabbit Cheshire Cat

4 Choose the correct answer A or B.

1 In Chapter 1 Alice finds: A a bottle B a key

2 The Queen likes playing: A cards B cricket

3 The White Rabbit wears: A a pair of yellow shoes B a pair of red gloves

4 Alice falls down: A a hole B a mountain

Grammar

5 Complete the sentences with the correct verbs.

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

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

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

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

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

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

6 Comple te the text with the words in the box. near of am on the a and

‘He thinks I his housemaid,’ 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.

am

Frankenstein

Vocabolary

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

When the weather allowed, I walked _______________________________

1 Sometimes I could not enter my l

2 I was more and more disgusted by w .

3 Three years before, I created a m

4 I saw, by the light of the moon, the d

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

2 Choose the correct answer, A or B.

1 People who are paid to work on boats: A sailors B lawyers

2 Large frozen area in the north of the planet: A Island B Artic

3 Used for moving people and things across ice and snow: A sledge B car

4 Equipment you use to see long distances: A glasses B telescope

5 A careful drawing of a place including hills, coasts, rivers: A map B painting

6 Drops of water in the air stop you seeing long distances: A snow B mist

Reading Comprehension

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

1 Victor often works night and day.

2 Victor discovers how to give life to what is dead.

3 Victor thinks the new being will love him.

4 The creature is beautiful and Victor likes him very much!

5 Victor runs away because the monster tries to kill him.

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

4 Read the sentences. Tick the correct ones.

1 The boy is not afraid of the monster.

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

3 The monster declares war to Victor

4 The monster has a daughter.

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

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

5 Complete the names of the characters.

1 Who did Frankenstein marry? E

2 This is the first name of Frankenstein: V

3 She is a servant in the Frankenstein house. J

4 Victor’s best friend. H

5 Victor’s younger brothers. E and W

Grammar

6 Choose between when and while.

1 At the same time.

2 At what time.

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.

B spoke highly of Mr Bingley for the first time.

2 Jane thinks Mr Bingley is…

A too lively.

B relaxing and fun to be with.

3 Elizabeth says…

A Jane is too modest.

B Jane should never expect a compliment.

4 According to Elizabeth, Jane…

A never likes to hear bad things about others.

B always sees the best in people.

5 Elizabeth thinks Miss Bingley …

A will be a good neighbour.

B is not as nice as Jane thinks she is.

6 Jane is invited…

A to travel the three miles to Bingley’s house.

B to dinner at Netherfield with Bingley and his two sisters.

7 Mrs Bennet hopes that Jane…

A will fall ill.

B will choose to travel to Netherfield by carriage.

2 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

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

Shoulders Mind

3 Not married. Single Divorced

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

Prejudice Racism

5 Part of a town or country area.

Motorway Neighbourhood

6 Money, wealth.

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

1 After Elizabeth refuses Darcy, he becomes a nicer person.

2 Jane usually sees the best in people.

3 Mrs Bennet is excited about Lydia’s wedding, but she is still angry with her.

4 Elizabeth is jealous of Caroline Bingley.

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

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

7 Mr Bennet thinks Elizabeth is marrying the wrong person.

Grammar

4 Complete the sentences with the missing verbs.

loves gives walk realises learns cries

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

2 Elizabeth that Bingley did love her sister Jane.

3 Elizabeth likes to alone in the park at Rosings.

4 Darcy leaves and Elizabeth

5 Darcy Elizabeth a long letter.

6 Darcy arrives and tells Elizabeth he her.

5 Match the sentences with the corresponding names.

1 Good at art, music and making things.

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

3 When your cheeks go hot and red with embarrassment.

4 Long, thin socks (usually) for women.

5 When you receive property or money after someone dies.

6 anxiety

a blush d dressing gown

b talented e nerves

c stockings f inherit

One Planet, One Goal

Reading Comprehension

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

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

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

3 The guide lost one brother at sea.

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

5 Sylvia and Mrs Tilley lived a simple life.

6 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.

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

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

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

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

3 Choose the correct preposition to form the verbs. off up down over out up

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.

4 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.

B Mrs Gage saw a light in the sky.

C Mrs Gage left the solicitor’s office.

D Mrs Gage realised her house was on fire.

E Mrs Gage walked into a cow.

F Mrs Ford took Mrs Gage to her cottage.

5 What does it mean? Go back to The Sea Raider if you don‘t remember.

1 Walk in an unbalanced way.

A Stagger

B Run

2 Flee.

A Run away

B Eat

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

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?

4 Who invented a new style of writing?

5 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

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.

2 Match the character to their actions.

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

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

3 Mrs Otis c saved the ghost and married a Duke.

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

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

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

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

8 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.

a broke down b burst out c came out d got ready e put out f put up

1 When the twins heard this they started laughing.

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

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

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

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

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

4 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.

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

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

4 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

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

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

3 He took the 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 .

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

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

6 Choose the correct meaning of the following verbs.

1 Glare A Look at somebody angrily B Look at someobody in a nice way

2 Break down A Be happy B Become upset

3 Swear A Make a serious promise to do something B Forget to do something

4 Mend A Ruin clothes B Repair clothes

5 Comfort A Make someone feel better B Make someone cry

6 Tremble A Shake with fear or cold B Breath in a relaxed way

Portraits of Women

Reading Comprehension

1 Match each story to the character.

1 The Manchester Marriage. a Eleonor and Simon

2 Désirée’s Baby.

3 Bliss.

4 Kew Gardens.

5 Atrophy.

Vocabulary

2 Match the words to their definitions.

b Nora Frenway

c Norah

d Madame Valmondé

e Bertha Young

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

2 lodger

3 hubby

b round and full

c a baby’s bed

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

5 rush

6 hug

Grammar

e put your arms around someone

f go quickly

3 Complete the sentences about the stories with a word from the box. with at for in up on down after

1 Frank Wilson fell love with Alice.

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

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

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

5 Bertha put a white dress for the dinner party.

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

7 The heavier woman stopped to stare the flowers.

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

4 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.

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

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

4 Armand Aubigny was born at / in Paris.

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

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

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

8 The snail moved slowly / slow over the earth.

5 Match each author to the correct short story.

a Atrophy c Kew Gardens

e The Manchester Marriage

b Bliss d Désirée's Baby

1

3

2

4

5

Katherine Mansfield Virginia Woolf Edith Wharton

Elizabeth Gaskell

Kate Chopin

The Sign of the Four

Reading Comprehension

1 Complete the sentences with a word from the box. afternoon sitting one arrived story footprints

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

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

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

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

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

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

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

1 Thaddeus Sholto, I arrest you on suspicion of murder.

2 My brain needs work.

3 I need your help, Inspector Jones.

4 And two knights to the rescue.

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

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

3 Choose the correct answer A or B.

1 In Chapter 1, Sherlock Holmes asks Dr Watson to

A leave the room when Miss Morstan arrives.

B stay and listen to Miss Morstan’s story.

2 Thaddeus Sholto is

A a small man with red hair.

B a young man with blond hair.

3 When they arrive at Pondicherry Lodge

A it is nearly 6am in the morning.

B there are no lights on in the house.

4 The Baker Street Force

A help Watson make something.

B give Miss Morstan a box.

Grammar

4 Complete the sentences with a preposition from the box. into in at on at in

1 Come and look this dark, dismal street.

2 Holmes takes his gun and puts it his pocket.

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

4 He looks up the ceiling.

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

6 He follows me the sitting room.

5 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.

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

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.

2 was an innocent MP murdered by Hyde.

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

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

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

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

2 Choose the correct answers to these questions.

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

A A little girl.

B An MP.

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

A When Dr Jekyll refused to see him.

B When Dr Jekyll changed his will.

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

A The butler, Poole, saw him do it.

B They found half of his stick near the dead man.

4 Where did Hyde live?

A In Scotland Yard.

B In Soho.

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.

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

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

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

4 Circle the correct verbs to complete the sentences.

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

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

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

4 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

The Canterbury Tales

Reading Comprehension

1 Choose the correct answers.

1 When was Chaucer born?

A 1343 B 1523

2 What year did he start writing The Canterbury Tales?

A 1567 B 1387

3 Which is the favourite season for pilgrimages?

A Spring B Autumn

4 Who has a magnificent horse but is simply dressed?

A The Knight B Theseus

5 One of the pilgrims was:

A Huber the frier B Huber the landowner

6 A wife came from:

A London B Bath

2 Complete the summary of The Knight’s Tale with appropriate words. while convinces taken where to

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 Form sentences using the verbs given.

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

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

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

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

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

Vocabulary

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

Characters

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

Palamon Emily Damian Dorigen Pardoner Villain May Griselda Old woman Aurelius January

1 I would tell you anything for money.

2 I first saw my love picking flowers.

3 I waited a very long time to get married.

4 My husband went abroad.

5 I am ugly but wise and I have special powers.

6 I never disagree with my husband.

7 I enjoy drinking and gambling.

8 I can climb trees.

9 I used magic to get what I wanted.

10 My husband is old and jealous.

11 I accepted what the gods wanted.

The Time Machine

1 Complete the text with the correct verb. sends walks returns want

‘I (1) to show you something.’ The Time Traveller gets up and (2) to his workshop. After a few minutes, he (3) with a small metal object and puts it down on a table.

‘This is a little model of my Time Machine. This lever (4) my machine into the future and this one sends it back. This is a seat for the Time Traveller.

2 Complete the sentences with a word from the box. Then say which chapter it comes from.

story river flowers moon workshop ladder

Chapter?

A The was small and I was tired.

B The doctor looks at the on the table.

C The Time Traveller gets up and walks to his

D My name is Hillyer and I want to tell you a

E I saw the sun, the and the stars.

F Some of the Eloi were swimming in the

3 Complete the text with A or B. She followed (1) like a child. When I left her, she felt upset. I felt at home when I (2) with her. She was happy in the day and scared (3) the dark. When night time came, she ran into one of (4) buildings and only came out in the daylight. I learnt that the Eloi (5) slept alone.

1 A she B me

2 A be B was

3 A to B of

4 A an B the

5 A have B never

4 Who says…? Write TT (Time Traveller), N (Narrator) or D (dinner guest).

1 I learned these people are called Eloi.

2 You should rest.

3 After dinner, we all go into the study.

4 Two Eloi saw me near the well.

5 Oh, this is interesting.

5 Read an extract from Chapter 5. There are six mistakes underlined in the text. Correct the mistakes.

In one of the rooms, I found the box full of MATCHES: now I could scared the Morlocks away.

Then, I found a box with camphor that I put on my pocket. I didn’t find any explosives but I could use the lever for open the bronze door. In one of the last rooms, I found two sticks in dynamite that I tried to light up but they was fake!

6 Answer the questions with one word.

1 What day is the first dinner party on?

2 What is the fourth dimension?

3 What colour is the seat the Time Traveller sits on?

4 What was Weena doing when the Time Traveller rescued her?

5 What does the Time Traveller use to go down the well?

Animal Farm

Reading Comprehension

1 Match each character to the correct description.

1 Squealer a He can make the animals believe anything he says.

2 Benjamin b She worries that her old friend works too hard.

3 Clover c He dresses up in the old farmer’s clothes.

4 Muriel d He loses his best friend to the knackers.

5 Napoleon e He talks to the animals about a better life after death.

6 Moses f She’s good at reading.

2 Decide if the following sentences are true (T) or false (F).

1 Mr Jones had a bird as a pet.

2 The pigs learnt to read and write before the other animals.

3 Boxer killed a boy during the Battle of the Cowshed.

4 Mr Whymper was another local farmer.

5 Napoleon made a huge profit from the sale of the timber.

6 Years after his death, all the animals still remembered Boxer.

Reading Comprehension

3 Choose A, B, or C to complete the sentences.

1 At first, of the animals felt it their duty to be loyal to Mr Jones.

A every B some

2 The pigs had to argue very hard to persuade the animals that there was such place as Sugarcandy Mountain.

A any B no

3 By the time evening came, the animals were starving. A all B many

4 The animals could believe that everything they saw was now theirs.

A hardly B almost

5 Snowball and Napoleon agreed that the apples were only for the pigs.

A every B both

6 Mr Pilkington was an easy-going man who spent of his time fishing.

A most B any

4 Match the sentence halves using a word or expression from the box. but and so when instead of

1 All the animals respected Old Major

2 Mr Jones fell asleep on the sofa

3 The animals burnt the whips

4 The pigs didn’t actually work

5 The animals didn’t even complain

Vocabulary

a everything else that reminded them of Jones.

b ________________ they were very clever at solving problems.

c ________________ they agreed to meet him in the barn.

d the pigs decided to get up later than them.

e ________________ feeding his animals.

5 Choose the correct alternative to complete the sentences.

1 Revolution / Corruption was what Old Major thought could make the animals equal.

2 Snowball wasn’t as strong a character / personality as Napoleon.

3 They all argued / agreed that no animal should ever live in the farmhouse.

4 The other farmers wondered / wandered how they could take advantage of Jones’s situation.

5 When Snowball squealed / bleated, the animals turned and ran back into the yard.

6 Complete the sentences with a word from the box. blankets barrel fortnight quarry luxury

1 With one strong kick, Boxer broke the of beer in the kitchen.

2 The animals had to pull the boulders up to the top of the .

3 The pigs slept between two on the beds in the farmhouse.

4 The animals only saw Napoleon once

5 Napoleon said Snowball was living at Pilkington in great .

Jane Eyre

Writing for Overall Understanding

1 What do you remember of Thornfield Hall before it burned down? Imagine you are an estate agent – a person who sells houses. Complete the sentences with the correct option.

Thornfield Hall is a large (1) apartment / country house surrounded by (2) countryside / sea, but not far from the nearest village. It is a (3) three-storey / one-storey house, with a large dining room and drawing room with grand piano – perfect for parties – as well as a separate library. It has (4) large windows / no windows and fireplaces to keep the rooms warm. There are (5) few / plenty of bedrooms, at least one with a separate closet. On the third floor, there is a (6) long / small corridor with lots of rooms.

Vocabulary

2 In Jane Eyre, we meet some memorable characters. Which adjectives do you think go with each character?

afraid alone angry blind brave curious excited grateful happy impatient independent mad quiet serious strange terrified unnatural unwelcoming wild

Name Adjectives

Jane Eyre as a child (4)

Jane Eyre as an adult (6)

Mr Rochester (5)

Bertha Mason (4)

Writing for Overall Understanding

3 Describe Jane Eyre’s changing relationship with each of these people. Choose the correct option.

Aunt Reed: As a child, Jane does not like / likes her aunt, and is often / sometimes angry with her. She thinks Aunt Reed is unkind / friendly and a terrible person, and tells her she dislikes / loves her more than anyone on the earth. Later, when her aunt is dying, Jane understands that Aunt Reed was jealous and forgives / does not forgive her.

Bessie: when Jane is a child, Bessie tells her off a lot / that she is good and locks her in the Red Room. Later, Bessie becomes kinder / worse to Jane, and Jane begins to love / hate her. As Jane grows older, they become friends, and are unhappy / happy to see each other.

Mr Rochester: At first, Jane thinks Mr Rochester is angry and unwelcoming / friendly, she does not understand him, but is afraid / not afraid of him. Later, Jane and Rochester talk to each other often, and Jane starts to hate / fall in love with him, and agrees to marry him.

Listening Comprehension

4 Listen to the extract from pages 52 and 53. Then answer the questions below.

1 What did the servants do to prepare the house? To prepare the house, the servants

2 Who were the first to arrive, and how did they travel? The first to arrive were

3 After she was invited to the drawing room, what did Adèle do, and how did she feel? After she was invited to the drawing room, Adèle

4 What did Jane wear to the drawing room, and where did she sit? Jane wore Grammar

5 Put the verbs in brackets into the correct form.

I was in the garden by the old chestnut tree, when Mr Rochester (1) (appear).

‘I (2) (be) married in a month, Jane, will you be sad to leave?’

‘I grieve to leave Thornfield, I (3) (love)

Thornfield because I (4) (live) a full and happy life here.’

‘When you leave you (5) (forget) me.’

‘That I will never do.’

‘Then you must stay!’

At this I (6) (become) deeply angry.

Tales of Friendship

Writing

1 What part do these characters play in The Doll’s House?

1 Mrs Hay

2 Isabel Burnell

3 Lil Kelvey

4 Lena Logan

5 Kezia

6 Our Else

Grammar

2 Complete the summary about An Encounter using the correct form of the verbs in brackets.

The narrator’s sense of adventure (1) (inspire) by a friend’s story magazines. He decided (2) (skip) school one summer day and (3) (invite) Leo Dillon and Mahoney (4) (join) him. In the end only Mahoney went and he decided they (5) (keep) Leo’s sixpence. After they (6) (spend) the morning watching men working, they (7) (take) the ferry across the river. While they (8) (rest) an old man (9) (dress) in shabby clothes

(10) (approach) them and started to talk.

Grammar

3 Decide if the following sentences are true (T) or false (F).

1 The Devoted Friend was published before Wilde was sent to prison.

2 Wilde frequently used satire in his works.

3 The water rat is portrayed as a clever animal.

4 We know which country the story is set in.

5 Friendship is more important to Hans than the miller.

6 The miller’s wife is selfish too.

T F

Grammar

4 Match the sentences with the correct question tag.

1 That is what friendship is about, a was he?

2 The miller wasn’t a good friend, b didn’t they?

3 Hans should have refused to go to the market, c isn’t it?

4 The miller and his wife lived comfortably, d aren’t I?

5 Hans had a beautiful garden, e didn’t he?

6 I’m your best friend, f She’s good at reading.

Vocabulary

5 Match the words from the 5 stories or dossiers with their definitions.

1 hobble a be in financial difficulty

2 nursery b prize of money to study at school or university

3 kidnap c bottom of trousers, dress etc

4 hem d a room especially for children

5 struggle e walk with difficulty

6 scholarship f take and keep someone, often for money

Speaking

6 In pairs, tell each other which was your favourite story in the collection and why.

The Picture of Dorian Gray

Reading Comprehension

1 Choose the correct answer to these questions.

1 Who does Lord Henry ask about Dorian’s family?

A Basil Hallward B Dorian Gray C Lord Fermor

2 What is James Vane’s job?

A actor B gamekeeper C sailor

3 Where does the painting start to change?

A At the mouth. B Blood appears on the hand.

C The hair becomes thin.

4 When does this happen?

A After Basil’s Murder. B After Dorian leaves Sybil.

C After Dorian visits the port.

5 Why is Basil Hallward going to Paris?

A To get away from Dorian. B To hold an exhibition.

C To Paint.

2 Read the definitions and write the name of the belief or movements from the book.

Mysticism Puritanism Darwinism Hedonism

The Pre-Raphaelites The Aesthetic Movement

1 _______________________ believed that art should be beautiful, without finding a deeper meaning.

2 _______________________ came from the ideas of Charles Darwin that things change over time and the strongest survive.

3 _______________________ is a belief in only doing things for pleasure.

4 is a belief in magic and things that can’t be explained by science.

5 were a group of artists and writers who suggested links to other things, in an implicit way.

6 is a belief in behaving in a moral way.

Grammar

3 Circle the correct alternative in these sentences.

1 ‘You may / must send it to the Grosvenor next year.’

2 ‘I will / won’t send it anywhere,’ replied Hallward.’

3 ‘A portrait like this can’t / would put you above all the young men in England.’

4 ‘I really can’t / might see how you and this young Adonis are similar.’

5 ‘Indeed, I should / will be truly sorry to look like him.’

4 Complete the sentences with the correct alternatives.

1 'If you want / would people to respect you, just take / took them out to supper.'

2 ‘You did not say / would not say so if you saw / would see her, Harry.’

3 ‘It never happened / would have happened if I had not met / would not have met you.’

4 ‘Yet if I hadn’t / wouldn’t, my dear Harry, I had missed / should have missed the greatest romance of my life.’

5 ‘If I had read / would read all this in a book, Harry, I think I had cried / would have cried over it.

Grammar

5 Complete the sentences with the correct preposition.

1 He started to study the aristocratic art doing nothing.

2 In politics he was a Tory, except when they were power.

3 His beliefs were out of date, but there was a lot to be said his prejudices.

4 Well, sit down and tell me all it.

5 The Duchess of Harley was much liked everyone who knew her.

6 Choose the correct alternative.

1 He sent Victor with a note to Lord Henry just to get over / get rid of him.

2 ‘I have just got a beautiful frame, sir. I picked it up / put it down at a sale.’

3 ‘I am so sorry you have given yourself the trouble of coming round / coming up with.’

4 Yet he was still careful to keep up appearances / keep up with appearances.

Alice in Wonderland

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

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

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

Frankenstein

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

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

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

Pride and Prejudice

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

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

3 1T, 2F, 3F, 4F, 5T, 6T, 7F

One Planet, One Goal

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

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

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

The Canterville Ghost

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

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

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

Portraits of Women

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

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

4 1B, 2A, 3B, 4A

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

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

4 Correct ones: 2, 3, 5, 6

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

6 1 While, 2 When

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

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

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

5 1A, 2A

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

4 1 heartless 2 useful 3 graveless 4 beautiful

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

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

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

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

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

The Sign of the Four

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

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

3 1 B, 2 A, 3 B, 4 A

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

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

2 1A 2B 3B 4B

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

The Canterbury Tales

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

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

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

The Time Machine

1 1 want; 2 walks; 3 returns; 4 sends

2 A ladder, 4; B flowers, 5; C workshop, 1; D story, 1; E moon, 2; F river, 3

Animal Farm

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

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

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

4 1 so c 2 instead of e 3 and a 4 but b 5 when d

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

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

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

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

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

5 1 Pardoner, 2 Palamon, 3 January, 4 Dorigen, 5 Old woman, 6 Griselda, 7 Villain, 8 Damian, 9 Aurelius, 10 May, 11 Emily

3 1 me; 2 was; 3 of; 4 the; 5 never

4 1 TT; 2 D; 3 N; 4 TT; 5 D

5 1 a; 2 scare; 3 in; 4 to; 5 of; 6 were

6 1 Thursday; 2 time; 3 yellow; 4 swimming; 5 ladder

5 1 Revolution 2 character 3 agreed 4 wondered 5 squealed

6 1 barrel 2 quarry 3 blankets

4 fortnight 5 luxury

Jane Eyre

1 1 country house

2 countryside

3 three-storey

4 large windows

5 plenty of

6 long

2

Name Adjectives

Jane Eyre as a child afraid, alone, terrified, excited

Jane Eyre as an adult quiet, curious, brave, happy, grateful, independent

Mr Rochester angry, unwelcoming, serious, impatient, blind

Bertha Mason strange, unnatural, wild, mad

3 (suggested answers)

Aunt Reed: As a child, Jane does not like her aunt, and is often angry with her. She thinks Aunt Reed is unkind and a terrible person, and tells her she dislikes her more than anyone on the earth. Later, when her aunt is dying, Jane understands that Aunt Reed was jealous because her husband loved her so much, and forgives her.

Tales of Friendship

1 1 sends doll’s house

2 tells the girls at school

3 object of spiteful behaviour, protects sister

4 spiteful to Lil

5 invites the Kelvey’s to see doll’s house

6 convinces Lil to go into courtyard to see doll’s house

The Picture of Dorian Gray

1 1C 2C 3A 4B 5C

2 1 The Aesthetic Movement

2 Darwinism

3 Hedonism

4 Mysticism

5 The Pre-Raphaelites

6 Puritanism

3 1must 2 won’t 3 would 4 can’t 5 should

Bessie: when Jane is a child, Bessie tells her off a lot and locks her in the Red Room. Later, Bessie becomes kinder to Jane, and Jane begins to love her. As Jane grows older, they become friends, and are happy to see each other.

Mr Rochester: At first, Jane thinks Mr Rochester is angry and unwelcoming, she does not understand him, but is not afraid of him. Later, Jane and Rochester talk to each other often, and Jane starts to fall in love with him, and agrees to marry him.

4 1 The servants cleaned the house from top to bottom.

2 Mr Rochester and Blanche Ingram arrived first, they were riding horses.

3 Adèle put on her best clothes and felt very excited.

4 Jane wore her grey dress, and sat away from everyone.

5 1 1 appeared, 2 will be, 3 love, 4 have lived, 5 will forget, 6 became

2 1 was inspired 2 to skip 3 invited 4 to join 5 would keep 6 had spent 7 took 8 were resting 9 dressed 10 approached

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

4 1 isn’t it? 2 was he? 3 shouldn’t he? 4 didn’t they? 5 didn’t he? 6 aren’t I?

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

4 1 want, take 2 would not say, saw 3 would have happened, had not met 4 hadn’t, should have missed 5 had read, would have cried

5 1 of 2 in 3 for 4 about 5 by

6 1 get rid of 2 picked it up 3 coming round 4 keep up appearances

KEYS

Alice in Wonderland

Pages 12-15

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

2 Personal answer

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

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

5 mouse; caterpillar; turtle; lizard; cat; rabbit

6 7 Personal answers

8 1; 4; 6; 7; 8; 10

Page 22

1 B; E; D; F; A; C

2 1; 3; 4; 5

3 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.

Page 23

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

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

Page 24

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

2 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

2 1; 2; 5; 6

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

Page 33

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

2 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 34

1 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

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

Page 35

1 1 personal answer; 2 Maths, Geography, French

2 3 Free answers

Page 42

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

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

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

Page 43

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

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

Page 44

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

2 Personal answer

Page 45

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

2 3 Personal answers

Page 56

1 1, 3, 4, 6

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

3 Personal answers

Page 57

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

2 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.

Page 58

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

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

Page 59

1 Personal answer

3 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

4 Personal answer

Page 66

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

2 1, 4, 5

3 Personal answer

Page 67

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

2 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

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

Page 69

1 - 3 Personal answers

Page 76

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

2 1, 4, 5

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

Page 77

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

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

Page 78

1 Personal answers

2 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

3 Personal answer

Page 79

1 2 Personal answers

3 1 Nonsense; 2 Yes + personal answers

Page 90

1 1, 2, 4, 6

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

Page 91

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

2 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

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

Page 93

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

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

2 personal answers

3 Personal answers

Page 100

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

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

3 1; 3; 4

Page 101

1 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

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

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

Page 102

1 Personal answer

2 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)

3 1 bully; 2 I’m not frightened

4 Personal answers

Page 103

1 Personal answer

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

3 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

Page 105

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

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

Page 106

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

5 Personal answer

Frankenstein

Pages 12-15

2 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.

3 Personal answer

Page 107

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

Page 108

7 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

9 Personal answer

10 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

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

5 - 7 Personal answer

Page 22

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

2a suggested answers. Robert Walton has a sister called Margaret, he is from England, he is an explorer, he is lonely, he is brave.

2b 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

1 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

2a 1 Do you understand this feeling?

2 When will I return?

3 How can I answer this question?

4 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?

2b 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 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.

2 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 33

1 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.

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.]

2 Personal answers.

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).

2 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

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

2 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.

2 Personal answers.

Page 54

Page 55

1 (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.

2 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

2 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.

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.

2a 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.

2b Personal answers

Page 72

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

Page 73

1 2 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.

2 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

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

1 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.

2 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.

Page 85

1 Students should use the information provided.

2 3 Personal answers.

Page 94

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

2 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.

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.

1b Personal answers.

1c 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.

Page 96

1A, 2D, 3A, 4D

Page 97

1 Personal answers.

2

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

2 Personal answers.

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)

2a 2b Personal answers.

Page 112

1 Personal answers.

refuses to make a female for the monster Personal answers.

is worried the monster will commit more crimes

burns down cottage Personal answers.

2 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.

Personal answers.

is angry and upset that his friends have left promises to make a female for the monster

wants the monster to go away

murders a young boy – William Frankenstein

Personal answers.

Page 113

Personal answers.

wants revenge; the boy reacts badly to him learns more about how to create a living being.

so that he can keep his promise to the monster

believes the monster will follow him to England

Page 110

makes someone else seem guilty of murder

makes Victor promise to make him a female

Personal answers.

he wants someone else to be punished, not him leaves friends unprotected Personal answers.

Personal answers.

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

1 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

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.

2a 2b 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

1b 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 1B, 2C, 3A

Victor Frankenstein The Monster Actions Good or Bad? Reasons for doing this Actions Good or Bad? Reasons for doing this

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.

2 1 F I never spoke of, 2 T But what freedom?

3 F “Do not worry, my,

Page 125

1 2 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.

2 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.

2 Personal answers.

Page 135

1 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.

2 Personal answers.

Pages 136-141

1 affectionate beware cabin cemetery demon female faint flash hired inn laboratory lecture muscles persevering rapid shore spark torch veins weeping rage victim

A F F E C T I O N A T E F I

L F L A S H I O N S H E E N

A C A P A R B I H M K F M N

B V E C A B I N H U M A A P

O I D F R A L E I S S I L E

R C E S P A R K R C T N E R

A T D S E C T E E L D T A S

T I B H O R T S D E E E L E

O M I O P T O M Y S M D E V

R B N R V P R A T T O N C E

Y I M E W N C C I O N N T R

V C O Y E G H C V R L A U I

E W W E E P I N G N E G R N

I B E W A R E S H E C P E G

N

S I C N E G M E E R T E E D R S Y R R A R P A I G D E

2 3 Personal answers.

4 1A, 2B, 3D, 4C

5 B3, C not used, D1, E6, F2, G5, H4,

6 Personal answers.

7 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.

8 Personal answers.

Pride and Prejudice

Pages 12-15

1 1 Phillips 2 Jane Gardiner 3 Gardiner

4 Longbourn 5 London 6 Elizabeth

7 Mary 8 Lydia

2 1 T 2 F 3 T 4 F 5 T 6 F 7 T 8 F

3 1 Elizabeth – bright, fun, quick 2 Jane

– beautiful, gentle, patient 3 Charles –likeable, rich, sociable 4 Darcy – rich, proud, unfriendly

4 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

5 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 22

1 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

2 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.

Page 23

1 1 wished 2 had never doubted 3 knew

4 would persuade 5 may 6 arrived

7 were 8 had

2 1 hearing 2 will marry 3 for coming

4 to do 5 to visit 6 to visit 7 to meet 8 being

Page 24

1 1 C 2 B 3 B 4 A 5 D

Page 25

1 Personal answers

2 1 T 2 F 3 F 4 T 5 T 6 F 7 T 8 T

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

2 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.

2 Personal answers

Page 34

1 A 3 B 5 C – D 6 E 1 F 4 G 2

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

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

3 Personal answer

Page 42

1

Page 45

1a

Word Opposite Meaning

1 uncomfortable comfortable feeling physical or emotional pain or difficulty

2 embarrassed happy, calm, pleased self-conscious, awkward

3 irritated good humoured, happy, relaxed in a bad mood, easily made cross

4 angry happy, content annoyed, strong negative feeling of displeasure

5 proud ashamed having a very high opinion of yourself, believing you are better than other people

6 unpleasant pleasant not enjoyable, something that makes you unhappy

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 warm feelings towards someone or something

1b Personal answers

2 Personal answers

Page 54 1

Page 55

Page 43

1 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

2 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 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

2 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

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.

2 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 56

1 Personal answer

Word Noun / Verb / Adjective Adverb Opposite Meaning

1 unexpected (adjective) expect (verb) unexpectedly expected not expected or predicted; surprising

2 choice (noun) choose (verb) –indecision; rejection selection; preference

3 manage (verb) managed (adjective) managerially neglect; ignore; mismanage to organise; to control

4 frightened (adjective) frighten (verb) frighteningly confident; relaxed, reassured to fear; to be afraid

5 favourite (adjective) favour (verb) –most disliked, most unpopular

the best liked; the most enjoyed

6 grateful (adjective) gratitude (noun) gratefully ungrateful to feel thankful or lucky

7 foolish (adjective)

8 judge (noun – in Chapter 6) (judge is also a verb)

fool (person); foolishness (the act of being foolish) foolishly responsible; sensible; cautious

judgement (noun) judgementally accepting, nonjudgemental

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.

Page 84

1 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

2 Personal answer

Page 85

1 Personal answer

unwise; lacking the ability to make sensible decisions

someone who forms an opinion based on what they see or understand

9 objection (noun) objectionable (adjective) objectionably approval; acceptance a strong negative opinion

10 separated (adjective) separate (verb) separately joined divided

1b Personal answer

Page 72

1 B 3 C 5 D 6 E 1 F (Not used) G 2 H 4

Page 73

1a Personal answer

1b Personal answer

2 Personal answer

Page 82

1a C G F H I A B K M N D L J E

1b Personal answer

Page 83

1 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.

2 Personal answer

3 Personal answer

Page 94

1

2 Personal answer (but students should base their answer closely on events from Chapter 7)

Page 95

1a 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

2 1 A 2 A 3 C 4 B

Page 97

1 Personal answer

2 Personal answer

3 Personal answer

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

2 1 ‘What has been done to try and find Lydia?’

2 How will we / they ever find them?

3 He still loved her, but what did she feel?

4 Why is he so different?

5 ‘Is there nothing I can get you?’

6 ‘Who would / will want to connect with such a family now?’

Page 112

1 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

Page 113

1 Personal answer

2 Personal answer

3 Personal answer

Page 122 1

Page 123

1 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

2 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

1 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.

2 A 1 B 4 C 5 D 3 E 2

Page 125

1 Personal answer

2 Personal answer

Page 132

1 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

2 Personal answer

3 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

2 Personal answer

Page 134

1 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

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

Page 135

1 Personal answer

2 Personal answer

3 Personal answer

Page 136

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

1 Personal answers

2a

Pages 138-139

3 A 4 B 6 C 1 D 5 E 3 H 2 F (not used)

4 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

6 Personal answer

7

Word Noun / Verb / Adjective Adverb Opposite Meaning

1 dare (verb) daring (adjective) daringly be careful have the courage to do something

2 polite (adjective) be polite (verb) politely impolite

behave with care and thought towards other people

3 formal (adjective) 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 (verb) impossibly possible, easy, simple

8 affection (noun) be affectionate (verb) affectionately indifference; coldness

9 cheer (noun) (adjective)

10 acceptable (adjective) to accept (verb) acceptably unacceptable

Page 144

Personal answer

3 Personal answers

4a The raiders are strange sea creatures

Page 20

1 1 He saw a number of birds.

2 He couldn’t see because of the sun.

3 He saw seven round bodies.

something that cannot be done or be true

feelings of love or kindness towards someone

4 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.

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 were flying

2 had planned, changed

3 removed, rolled, went

4 saw, were eating

5 turned, were chasing

6 were, was happening

7 said, have seen

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

Page 22

Personal answers

Page 23

1 (suggested answers) protection, to catch food, cold temperatures, increased salt in water, lack of light

2 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

3 4 Personal answers

Page 32

1 b, c, e, i, f, d, a, g, h, j

2 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

2 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 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

2 Personal answers

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

2 Personal answers

3 A mast, B sail, C deck, D anchor, E stern

3 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

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.

2 1 core, 2 herd, 3 current, 4 crest, 5 abyss, 6 channel, 7 buffalo, 8 maelstrom, 9 hike, 10 anchor

C U R R E N T E L M

J O M E B U T S W A

A C R I D R E H J E

B N L E L F O I U L

U N C A X N Q K A S

F E C H A N N E L T

F O R T O Z O P P R

A Q E B B R G D H O

L I S K R T T V O M

O C T P A B Y S S Y

Page

49

1 1 was not used to being

2 used to satisfy

3 used to fish

4 were used to

2 1 Whose - ND

2 Which – ND

3 Which- D

4 That/which – D

5 Which – ND

6 Who - ND

7 Whose – ND

Page 50

1 (Even) though it was misty

2 is unlike anywhere else

3 so loud that it could

4 increasing in speed

5 due to the fact they

Page

51

1a (suggested answers): the adrenaline rush, to become famous, to push themselves, to experience new things

1b solo sailing round world, climbing Mt Everest, trekking in the Andes, parachuting, free climbing, swimming the Channel, running challenges

2a 1E, 2D, 3C, 4B, 5A

2b

2c Personal answers

Page 60

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

2 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.

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

Page 62

1 1G, 2F, 3H, 4B, 5C, 6J, 7K, 8I

2 Personal answers

Page 63

1 1 drought 2 hurricane 3 tornado 4 flood

5 tsunami

2 - 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

2 1 to, 2 has, 3 Through, 4 lasted,

5 next/following, 6 on, 7 from, 8 was

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

4 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.

3 T

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.

8 T

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 Possible answers:

1 guilt, to explain about imperialism

2 guilt, shame, remorse, helplessness

3 Personal answers

Page 79

1 1 Despite

2 However

3 Although/even though

4 However

5 Despite

2a

3 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

Page 85

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

Pages 86-87

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

4 Personal answers

5 Personal answers

Page 80

1 1 associate, 2 largest, 3 height, 4 proudly, 5 legal, 6 unfairly, 7 supporters, 8 independence

2 Personal answers

Page 81

1 (suggested answers) age, sex, disability, race, ethnicity, origin, religion or economic or other status

2 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.

Page 97

1 1 wouldn’t be, followed

2 will be, continue

3 would recognise, saw

4 would give, showed

5 will spend, have to

6 could, had

2 1 had she?

2 isn’t it?

3 could she?

4 didn’t they?

5 wasn’t she?

6 didn’t she?

Page 98

1 1 NS 2 T 3 F 4 F 5 F

2 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

Page 99

1 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.

2 Personal answers

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.

2 Personal answers

Page 107

1 1 has been collecting

2 have … been

3 have been calling, have …. been doing

4 have …. done

5 have been looking, have made

2 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 108

Page 109

Habitat

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

2 1 mat

2 ledge

3 stove

4 brick

5 safety pin

6 apron

3 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.

2 Personal answers

Page 123

1 1 ought

2 shouldn’t

3 should

4 oughtn’t

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

3 bless press, lame aim, fare fair, squawk talk, peer dear, knock clock, wine sign

Page 124 1

Page 125

1 possible answers

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

3 Personal answers

Page 134

1 1 D, 2 K, 3 C, 4 H, 5 L, 6 B , 7 J, 8 E, 9 G, 10 F, 11 I, 12 A

2 3 Personal answers

Page 135

1 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.

2 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.

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

Page 137

1 Personal answers

2 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

3 Personal answers

Pages 138-141

2 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

3 Personal answers

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.

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

AMERICAN ENGLISH

politician aristocrat Mr Sir modern traditional money social position

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

4 1 bloodstain; 2 coat of arms; 3 fireplace; 4 footstep; 5 headless; 6 honeymoon; 7 housekeeper; 8 huntsman; 9 supernatural; 10 suit of armour

5 1 housekeeper; 2 fireplace; 3 Supernatural; 4 coat of arms; 5 honeymoon; 6 huntsman; 7 headless; 8 suit of armour; 9 bloodstain; 10 footstep

6 1 Lord Canterville; 2 Mrs Otis; 3 Washington; 4 Duke of Cheshire; 5 Stripes

7 1 relative; 2 married; 3 eldest; 4 loves; 5 twins; 6 bought, from

8 1C 2A 3F 4B 5D 6E

9 Student’s own answers.

Page 22

1 1 MO 2 LC 3 MO 4 MO

LC 6 LC

7 MO 8 LC 9 MO 10 LC 11 MO 12 LC

2 1 Washington; 2 Virginia; 3 Stars and Stripes; 4 Mrs Umney

Page 23

1 1 told, was doing

2 felt, were agreeing

3 went

4 caught

2 1 yet 2 for 3 just 4 already

3 1B 2D 3A 4E 5C

1 1D 2D 3C 4A 5B

2 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.

2 Student’s own answers.

Page 33

1 1 sweetly 2 perfectly 3 violently 4 quickly

5 heavily 6 bitterly 7 carefully

2 1E 2F 3D 4B 5A 6C Student’s own answers.

Page 34

1 1 of a local priest

2 Society for Psychical Research

3 look into unexplained problems

4 could communicate normally

5 part of a person

6 messages from dead people

Page 35

1 - 3 Student’s own answers.

Page 42

1 1 F The ghost didn’t haunt the family in the suit of armour as he couldn’t get it on.

2 T

3 F The ghost didn’t turn into a big black dog, he disappeared in a green glow, with a groan instead.

2 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

Page 43

1 1 shocked; 2 agitated; 3 annoying; 4 frightening; 5 terrified

2 1 down 2 of 3 with 4 on 5 onto 6 of

3 1 have to 2 would 3 might 4 could

Page 44

1 2 Student’s own answers.

Page 45

1 - 3 Student’s own answers.

Page 56

1 Student’s own answers.

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

Page 57

1 1 everyone 2 something, nothing

3 somebody

4 anybody

2 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.

3 1 strange sixteenth-century curse

2 long grey hair

3 long, thin bones

4 round, fat, white

5 long, low, bitter

Page 58

1G 2B 3E 4C 5D

Page 59

1 a personification

b metaphor

c alliteration

d simile

e symbolism

f melodrama

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

3 4 Student’s own answers.

Page 66

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

2 2 leaving him wet to the skin

3 missing

4 under the bed covers.

5 stayed in bed

6 wasn’t

Page 67

1 1 most famous; 2 fast; 3 better, worse;

4 quiet

2 1 too 2 so 3 too 4 such 5 enough 6 so

3 1 kept; 2 took, wore, used; 3 gave; 4 left, ran;

5 shot

Page 68

1 2 Student’s own answers.

Page 69

1 - 3 Student’s own answers

Page 76

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

2 Student’s own answers

Page 77

1 1C 2C 3A 4C 5B 6A 7A 8A

2a 1 lovely - horrible

2 straight - curly

3 normal - absurd

4 pretty - plain

5 polite - rude

6 full - empty

2b Student’s own answers.

3 Student’s own answers

Page 78

1 Student’s own answers

Page 79

1 - 3 Student’s own answers.

Page 90

1 1 frightened to death

2 the ghost

3 leave my side again

4 He is dead

5 was really sorry

2 3 Student’s own answers.

Page 91

1 1 are you?; 2 will you?; 3 mustn’t I?;

4 hasn’t he?

2 1 to go; 2 get; 3 to watch; 4 buying;

5 eating, do

3 1 train; 2 dead, heart; 3 super; 4 jewellery;

5 war

Page 92

1B 2A 3A 4B 5A 6A 7B 8A

Page 93

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

2 - 3b Student’s own answers.

Page 100

1 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.

2 3 4 6

3 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.

2 1 were, would; 2 belongs, is not;

3 grows, will; 4 lived, would forget

3 1 to 2 of 3 nobody 4 when 5 with 6 the

Page 102

1 2 Student’s own answers.

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.

2 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

1 21 April 1816 2 Thornton, Yorkshire, England

3 Emily, Anne 4 Jane Eyre (1847)

5 31 March 1855

Pages 12-15

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

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

3 1 D 2 B 3 A 4 A 5 B 6 D 7 C 8 B

4 1 Trafalgar Square 2 Big Ben 3 Houses of Parliament 4 Tower Bridge 5 Royal Albert Hall 6 Palm House, Kew Gardens

5 6 Personal answer

7 1 T 2 F 3 F 4 T 5 F 6 F 7 T

Pag 22

1 F Mr Openshaw had to manage a warehouse in London for his company.

1 T

2 F They were very different. He was loud and made all the decisions, while she was quiet and did everything he said.

3 T

4 F Her first husband was her cousin.

5 F The Captain’s wife was furious with them.

6 Only Alice went back.

2 Personal answers

haunt housekeeper carriage cheat gravedigger coffin slip servant helmet bet minister feather glide aristocrat tapestry glare priest lantern

4 1A 2C 3B

5 1A 2B 3C 4B 5A

6 - 8 Student’s own answers

9 1C 2B 3D 4A 5A 6B 7C 8D

10 1C 2A 3A 4C 5B 6A

11 12 Student’s own answers

Page 23

1 1 for 2 to 3 in 4 towards 5 of 6 to 7 at

2 1 to marry 2 to let 3 to come 4 arriving

5 to notice 6 to think 7 to marry

Pag 24

1 1 sent 2 lodgers 3 laugh 4 words

5 richer 6 family

2 Personal answer

Page 25

1a 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

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

2 4 He didn’t expect any loving words from her.

2 Buckingham Palace and Richmond.

3 To make him leave the house.

4 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

2a 2b Personal answers

Page 34

1 lived in London. 2 floors 3 four or five children 4 just one rented room 5 each other

Page 35

1 2 Personal answers

Pages 40-41

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

2 1 c 2 d 3 b 4 a 5 e

3 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,

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.

Page

Page

Page

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.

2 Personal answer

1 1 b 2 c 3 a (pictures)

1 b 2 c 3 a (descriptions)

2 3 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

Pages 64-65

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

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

3a 3b Personal answers

4 1 walking 2 thirty 3 happy 4 Mary 5 fruit 6 nanny

Page 72

1 1 F She smiled with trembling lips.

2 F They went well with the colour of the carpet.

3 T

4 F She said nothing about being happy.

5 T

6 F He said that Pearl Fulton was a bit dull and cold like all blond women.

2a 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.

2b Personal answers

Page 73

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

2 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

1

Page 75

1 2 Personal answers

Page 84

1

1a Because they stared at her coat with the monkeys on it.

1b possible answer – She’s a snob.

2a He drove too fast.

2b personal answer

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.

5a Miss Fulton.

5b So he can have the chance to speak to her and arrange a meeting with her.

6a Bertha.

6b personal answer.

Page 85

1 1 at 2 through 3 into 4 well 5 like

6 over

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

3 Personal answers

Page 86

1 2 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

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

1b 1 butterfly 2 leaf 3 pebble 4 snail 5 stem 6 dragonfly 7 petals 8 flowerbed

2 1 place 2 about 3 by 4 any 5 their 6 past

3a 3b Personal answers

4 1 hundred 2 petals 3 summer 4 snail 5 women 6 July

Page 102

1 1 F He remembers asking another woman, Lily, to marry him and she said no.

2 T

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.

5 T

6 F They don’t kiss, they touch hands.

2a 2b 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

2 Personal answers

Page 104

1 H 2 A 3 E 4 J 5 B 6 G 7 D (F e I non usate)

Pag 105

1 Personal answer

3 Personal answer

Page 109

1 January 24, 1862, in New York City.

2 Edward Wharton

3 Henry James

4 Pulitzer Prize in Literature in 1921 for her novel

The Age of Innocence

5 June 1, 1937 in Paris.

Page 110

1

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.

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

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.

2a 2b Personal answers

Page 119

1 1 quickly 2 particularly 3 suddenly

4 probably 5 really 6 closely

2 1 best 2 at 3 except 4 of 5 latest

6 for 7 about 8 after

Page 120

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

Page 121

1 - 3 Personal answers

Page 132

1 1 T 2 T

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.

6 T

7 F She offered her a cup of tea.

2a 2b 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.

2 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

1 1 wooden leg, 2 pearl, 3 carriage, 4 thorn, 5 prison, 6 treasure chest.

2 1 pipe, 2 newspaper, 3 letter, 4 river, 5 keys, 6 footprint.

3 1 False, 2 True, 3 True, 4 True, 5 True, 6 False.

4 C.

5 C – A – D – B – E – G – H –F

6 Own Answers.

7 Own Answers.

8 2 – 3 – 5 – 8 – 9

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.

Page 134

1 H 2 E 3 J 4 A 5 I 6 B 7 G

(D e F non usate)

Page 135

1 1 ATM 2 electric car 3 fiber optics

4 solar panels 5 cell phone 6 GPS;

1 Automated Teller Machine, 1960s.

2 Tesla Motors in 2008.

3 Telecommunication and networking.

4 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.

2 Personal answers

Pages 138-139

1 1 The Manchester Marriage

2 Kew Gardens

3 Bliss

4 Désirée’s Baby

5 Atrophy

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

2b Personal answers

3a 3b Personal answers

Pages 140-141

1 C 2 E 3 B 4 D 5 F

Page 22

1 F – E – D – B – C – A.

2 1 afternoon, 2 blue, 3 ten, 4 year, 5 six.

3 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.

Page 23

1 1 went, 2 asked, 3 arrived, 4 advertised, 5 received, 6 wasn’t.

2 (Possible answers) Regular – retired, stayed,

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.

2 1 Sherlock Holmes, 2 Mary Morstan, 3 Mary Morstan, 4 Dr Watson, 5 Mary Morstan, 6 Sherlock Holmes.

3 1 a, 2 is, 3 and, 4 at, 5 live, 6 the.

Page 25

1 doctor, soldier, private detective, police officer.

2 Own Answers.

3 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.

Page 32

1 1, 6

2 1 T, 2 H, 3 M, 4 H, 5 T, 6 T.

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

Page 33

1 1 them, 2 it, 3 it, 4 them, 5 it, 6 it.

2 1 They meet a man outside the theatre, 2 Mary shows Holmes a note,

3 An Indian man is standing at the door, 4 The room is full of Indian paintings,

5 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.

2 1 A, 2 A, 3 C, 4 B.

Page 35

1 Own Answers.

2 Own Answers.

Page 42

1 C, A, D, B, F - incorrect sentence is E

2 1 go, 2 dark, 3 want, 4 housekeeper, 5 something, 6 room, 7 keyhole, 8 note.

3 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.

2 1 searched, 2 knew, 3 looked, 4 are, 5 knocks, 6 is.

Page 44

1 1 Bartholomew Sholto, 2 the treasure chest, 3 11 o’clock, 4 keys, 5 the housekeeper, 6 on a chair.

2 1 walk along a corridor, 2 points at a door,

3 He turns the handle

4 Take a look, Holmes!, 5 look through the keyhole, 6 is looking straight at me.

Page 45

1 Own Answers.

2 Own Answers.

3 Own Answers.

Page 56

1 1 locked, 2 left, 3 ten, 4 dead, 5 police, 6 mad.

2 2, 3, 6

3 1 to the police station, 2 a dog, 3 no, he doesn’t.

4 Own Answers.

Page 57

1 1 killed, 2 took, 3 got up, 4 locked, 5 didn’t kill.

2 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.

2 1 on, 2 of, 3 and, 4 don’t, 5 are, 6 a.

Page 59

1 Own Answers.

2 Own Answers.

Page 66

1 A, F, C, B, E, D

2 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.

3 Own Answers.

Page 67

1 1 says, 2 going, 3 asks, 4 replies, 5 to speak, 6 went.

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

Page 68

1 1 C, 2 B, 3 B, 4 D, 5 C.

2 Own Answers.

Page 69

1 Own Answers.

2 Own Answers.

3 Own Answers.

Page 76

1 1 river, 2 telegram, 3 coin, 4 wig.

2 2, 3, 6.

3 1 C, 2 A, 3 B, 4 D.

Page 77

1 1 tell, 2 take, 3 have, 4 walking, 5 I’m, 6 offer.

2 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.

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

Page 79

1 Own Answers.

2 Own Answers.

3 Own Answers.

Page 90

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

2 1 two or three strong policemen; 2 the boat is fast; 3 the pygmy / the small man; 4 stuck in the mud; 5 the treasure to Miss Morstan; 6 Watson’s adventures with Mr Holmes.

Page 91

1 1 close; 2 take; 3 found; 4 shine; 5 paid; 6 thought.

2 1 Do; 2 the; 3 it; 4 a; 5 and.

Page 92

1 1 B; 2 C; 3 A.

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

Page 93

1 Own Answers.

2 Own Answers.

3 Own Answers.

Page 100

1 1 diamond; 2 emerald; 3 ruby; 4 sapphire.

2 1; 3; 4; 6

3 1 at the bottom of the river Thames; 2 Jonathan Small; 3 a crocodile bit off his leg; 4 a pygmy.

Page 101

1 1 spent; 2 got; 3 stayed; 4 started; 5 went; 6 was.

2 1 laughs; 2 promised; 3 decided; 4 became; 5 arrested; 6 gave.

Page 102

1 Own Answers.

2 1 He was born in Worcestershire;

2 He spent five months in hospital;

3 They murdered the emissary;

4 The prison was on the Andaman Islands;

5 He took it back to England.

3 Own Answers.

Page 103

1 Own Answers.

2 Own Answers.

3 Own Answers.

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.

2 C − B − B

3 1 Mary; 2 Mary; 3 Watson; 4 Holmes; 5 Holmes; 6 Watson.

4 Own Answers.

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

6 1 one hundred and forty-three (143), 2 pearls, 3 hide, 4 plans, 5 body.

7 1 Can you take her home?,

2 Tell him I want Toby, 3 I need Toby’s help, 4 After I leave her, 5 knock at the door, 6 What do you want?!

The Strange Case of Dr Jekyll and Hyde

Pages 12-15

1 Student’s own answers.

2 Doctor Mr good bad good-looking ugly tall short strong weak scientist criminal

3

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

8 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.

9 Own Answers.

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 Hyde is Jekyll’s double/friend.

2 Enfield is Utterson’s brother/cousin.

3 Poole is Jekyll’s boss/servant.

4 Utterson is Guest’s assistant/boss.

5 Utterson is Jekyll’s doctor/lawyer

6 Hyde and Danvers are friends/strangers.

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

6 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

Jekyll Hyde

8 1 b 2 a 3 d 4 e 5 c

Page 22

1 1 T

2 F When they got to the little door, there was nobody there.

3 T 4 T

5 F He wanted to pay ten pounds in gold and the rest as a cheque.

6 T

2 Student’s own answers.

3 1 It’s a bad story.

2 Would you tell me the name of

3 His name is Hyde.

4 What does he look like?

5 I don’t really know what.

6 used a key?

7 dear Sir...

8 The fact is

Page 23

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

2 1 could, was 2 had, noticed 3 was

3 1 quickly 2 perfectly 3 immediately

4 well 5 easily

Page 24

1 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.

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.

2 Student’s own answers.

Page 25

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.

2 3 Student’s own answers.

Page 32

1 1 H 2 U 3 L 4 L 5 J 6 H 7 J 8 U

2 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.

3 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.

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.

2 1 c 2 d 3 b 4 a

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.

3 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 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 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

2 Student’s own answers

3 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.

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

3 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 44

1 1 a 2 c 3 d 4 c 5 b

2 Student’s own answers.

Page 45

1 Possible answers:

Who was the victim?

1 a little girl 2 an old man

What was the crime?

1 walking over her 2 murder

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

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 nothing

2 3 Student’s own answers.

Page 56

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

2 Jekyll’s laboratory Jekyll’s office empty boxes big desk tables windows things for experiments iron outside stairs fire

3 Student’s own answers.

Page 57

1 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?

2 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.

3 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 58

Student’s own answers.

Page 59

1 - 4 Student’s own answers.

Page 66

1

8 f

2

a 2 b 3 c 4 a 5 b 6 c

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.

2 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!’

3 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.

Page 68

1 2 Student’s own answers.

Page 69

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

2 1 simile 2 pathetic fallacy

3 personification 4 symbol

5 alliteration 6 metaphor

3 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.

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 Student’s own answers.

Page 77

1 1 b 2 a 3 a 4 b 5 b

2 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

3 1 He broke the door down after two hours.

2 I quickly returned to Cavendish Square.

3 There was a gentle knock on the door.

4 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.

Page 78

1 1 C 2 A 3 C 4 B 5 B

Page 79

1 - 3 Student’s own answers.

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

2 Student’s own answers.

Page 91

1 1 worse 2 lighter, happier

3 shorter 4 smaller, slimmer, younger

5 weaker, developed

2 1 up 2 about, of 3 about 4 on 5 back

3 1 Next 2 because 3 As soon as

4 At first 5 But

Page 92

Page 93

1 Possible answers:

I wanted everyone to respect me. My only fault was that I also wanted to enjoy myself. 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. 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. 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.

I was pleased. I did not like studying all the time, and I did not want to grow old, either. Here was a chance for an adventure. I could have fun!

Mr. Hyde. He could do anything because he did not really exist.

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.

2 - 4 Student’s own answers.

Page 100

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

2 1 He felt sick, started shaking and almost fainted. He felt braver, too, not afraid of danger.

2 They were hanging large on his body.

3 They were in his cabinet.

4 He wrote instructions to Lanyon and Poole.

5 He waited until the evening.

6 Because he was more afraid of being Hyde.

Page 101

1 1 c 2 b 3 a 4 b 5 a 6 c

2 1 What 2 have to 3 might 4 used to

5 well 6 of 7 a 8 later 9 all

Page 102

1 2 Student’s own answers.

Page 103

1 2 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 4 Student’s own answers.

Pages 104 - 109

1 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.

2 1 well-known 2 dark-looking 3 blackmail

4 clear-thinking 5 walking stick

6 handwriting 7 nightmare 8 hard-working 1

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 7 Student’s own answers.

8 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.

9 1 C 2 A 3 D 4 F

10 11 Student’s own answers.

3 1 Mr. Enfield 2 Mr. Hyde 3 Lanyon 4 Mr. Utterson 5 Dr. Jekyll 6 Mr. Guest

The Canterbury Tales

Pages 12-15

1 b

2 1 a 2 c 3 a 4 b 5 d 6 c

3 1 south-east 2 St Augustine 3 to pray 4 because he was murdered

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

6

Page 34

1 b 2 b 3 b 4 a 5 d 6 c

Page 35

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 marryTheseus quickly invites Palamon to return

2 Free answer

Page 43

1 PROMISE - Venus, your knight will marry Emily.

WARNING Be careful or Theseus will put you to death.

THREAT I’ll kill you both here and now!

Page 22

1 1 j 2 h 3 c 4 b 5 e 6 g

7 f 8 d 9 a 10 k 11 i

2 1 reliable, honest, brave 2 content, sociable, persuasive

3 confident, unsuccessful, flamboyant

4 chatty, independent, wise

5 greedy, generous, sociable

6 serious, educated, quiet

Page 23

1 1 was staying, met 2 welcomed, provided, suggested 3 set out, (had) stopped 4 was travelling, had fought 5 pardoned/would pardon, did/had done

2 free answer

3 1 looked like/talked like 2 like 3 like 4 sounded like 5 behave like 6 sounded like

Page 32

1

5

10 F

2 1 fuming 2 weep 3 beg 4 scatter 5 traitor

Page 33

SPONTANEOUS DECISION I’ll solve this.

2 1 have both loved 2 were arguing

3 had thought 4 has come

Pages 44-45

Free answers

Page 56

1 1 i 2 e 3 a 4 b 5 h

6 c 7 f 8 j 9 d 10 g

2 Knight – arrogant, good-looking, young, violent, embarrassed, confident, rude Old woman – ugly, mysterious, wise, elderly, humble, noble

Page 57

1 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.

2 1 so 2 such 3 such 4 so

Page 58

1 1 happiness 2 dancers 3 replaced

4 confidence 5 disagree 6 reluctantly

7 ashamed 8 ugliness

2 1 no matter where he looked

2 wondered what had happened

3 had given his word

4 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.

2 Walter - young, handsome, good Griselda - beautiful, honest, pure, also hard-working

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

2 1 despite/in spite of

2 even though

3 Despite/In spite of

4 Although/Even though

5 despite/in spite of

6 even though

7 Even though

8 Despite/In spite of

9 despite/in spite of

Page 68 1

2 Free answer

Page 69

Free answers

Page 76

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

2 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.

2 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

2 1 Free answer

2 – irony – May’s generosity towards Damia

3 January’s comment: “How foolish I am.”

Page 90

1 1 F 2 F 3 F 4 T 5 F

6 F 7 T 8 F 9 T 10 F

2 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.

2 1 made, made 2 did 3 made, made 4 made, did 5 make, made, made 6 did

Pages 92-93

Free answers

Page 100 1 B 2 B 3 C 4 B 5 B

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.

2 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 102

1 F the three men were

2 F He was killed where

3 T He has killed a

4 F People say he lives

5 T You need to be

6 T Surely he cannot be

The Time Machine

Pages 12-15

1 Own answers.

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

3 1 dinner, 2 adventures, 3 guests, 4 creatures, 5 friends, 6 underground.

4 A The Time Traveller - B Narrator - C WeenaD The Morlocks - E dinner guests.

5 Own answers.

6 1 B - 2 C - 3 C - 4 B - 5 A.

7 1 F - 2 F - 3 F - 4 T - 5 F - 6 F.

8 2 - 3 - 5 - 8 - 10.

Page 22

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

2 1 streets, 2 house, 3 doctor, 4 study, 5 shelves, 6 carefully, 7 wrong.

3 1 T - 2 M - 3 T - 4 D - 5 F - 6 D.

Page 23

1 1 starts, 2 sit - speaks, 3 forget, 4 are, 5 want, 6 returns.

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

2 1 reddish 2 gap 3 pillowcase 4 troubled

5 drag 6 traitor 7 roar 8 fix 9 widow

10 scholar

3 1 A 2 C 3 G 4 E 5 F 6 B

4 1 first 2 by 3 this 4 sense

5 so 6 say 7 from/through 8 the

5 Free answer

6 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

7 Free answer

8 1 F 2

2 1 receive; 2 arrive; 3 aren’t; 4 isn’t.

Page 24

1 1 A - 2 C - 3 D - 4 B.

2 1 C - 2 C - 3 B - 4 A - 5 B.

Page. 2

1 the doctor, the psychologist.

2 Mr Filby.

Page 32

1 3 - 4 - 6

2 ‘Last Thursday,’ says the Time Traveller

‘I showed you my Time Machine, but I only finished it at 10 o’clock this morning! Well… I climbed into the Time Machine, I pushed a lever and I felt a strange sensation of falling… I pulled the lever back and looked around my workshop: everything was the same. I looked at the clock and I saw something incredible: a moment ago it was 10 o’clock and now… it was half past three! My machine worked! I tried again: I pushed the lever forward and the workshop went dark. My housekeeper

came in but she did not see me! I pushed the lever again and night came and then the next morning.’

3 Own answers.

Page 33

1 1 saw; 2 wanted - pulled; 3 showed - was; 4 relaxed - heard; 5 touched - looked; 6 tried - began.

2 1 After dinner I decided to go outside and explore the city. 2 In the future London is quite different from the city we know!

3 I decided to go to the top of a hill.

4 I noticed that there were no small houses, just large buildings everywhere. 5 I also saw a lot of wells with small coverings over them. 6 There were large buildings everywhere.

3 Own answers.

Page 34

1 1 NG - 2 T - 3 NG - 4 F - 5 T - 6 NG.

2 1 C - 2 C - 3 C - 4 C.

Page 35

1 Own answers.

2 Own answers.

3 Own answers.

Page 42

1 A - C - D - F

2 1 fields, 2 bush, 3 pillow, 4 grass, 5 cemetery, 6 ghost.

3 (Suggested answers): 1 They eat, laugh and sing. 2 His Time Machine. 3 The marks took him to the base of the Sphinx building. 4 He sees two big eyes and an ape-like creature.

Page 43

1 1 at, 2 in, 3 into, 4 on, 5 down, 6 past.

2 1 in, 2 at, 3 past, 4 to, 5 up, 6 at.

Page 44

1 1 B - 2 C - 3 A - 4 D - 5 B.

2 Own answers.

Page 45

1 Own answers.

2 Own answers.

Page 52

1

2 1 The Morlocks, 2 a metal ladder, 3 matches, 4 flowers.

3 1 well, 2 scared, 3 tunnel, 4 smelly, 5 walk, 6 empty.

Page 53

1 1 Was, 2 Did.

2 1 Where did the two Eloi see him? 2 How did he feel? 3 What did he find? 4 What did she put in his pockets? 5 Where did they sleep? 6 Where did they pull the lever from?

3 1 calm, 2 sad, 3 large, 4 good-smelling, 5 strong, 6 full.

Page 54

1 1 B - 2 C - 3 A - 4 A - 5 C.

2 1 empty, 2 river, 3 dusty, 4 museum, 5 excited, 6 weapon.

Page 55

1 Own answers.

2 Own answers.

3 1 promote, 2 opportunities, 3 eliminating, 4 voice, 5 global.

Page 68

1 1 - 3 - 5 - 6

2 Own answers.

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

Page 69

1 1 and, 2 while, 3 then – and, 4 but, 5 and.

2 I (1) tried to light one of them but nothing happened. Now I (2) was scared and the Morlocks were everywhere. They (3) grabbed me, I climbed into the machine and they followed me. I pulled the lever out of my pocket but it (4) fell on the floor! The Morlocks tried to pull me but I got the lever. I (5) put it in its place and pushed it forward. Suddenly, it was dark. I (6) started moving through time. I felt confused but happy to be far from the Morlocks. It became darker, then I saw the daylight and night again.

Page 70

1 1 There were big red rocks; 2 disappear over a small hill; 3 I pushed the lever again and again; 4 because my legs were very weak;

5 the clock said it was eight o’clock;

6 I opened the dining room door

2 Own answers.

3 Own answers.

Page 71

1 Own answers.

2 Own answers.

3 Own answers.

Pages 72-77

1 1 T - 2 F - 3 T - 4 T - 5 F - 6 F - 7 T - 8 T9 F - 10 T - 11 F - 12 F - 13 T - 14 T - 15 F16 F - 17 F - 18 T - 19 F - 20 T.

2 Dinner guests: doctor - psychologist - Mayor The Eloi: lazy - small - friendly. The Morlocks: underground - well - horrible. The Machine: dial - lever - metal.

Animal Farm

Pages 12-15

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

2 1B, 2A, 3C, 4D, 5A, 6C, 7C, 8B

3a 1 straw, 2 barn, 3 fence, 4 field, 5 farmhouse, 6 yard

3b 1 are (usually) kept / barn, 2 are made / straw, 3 farmhouse / was built, 4 fence / was put, 5 were planted / field, 6 yard / is (now) used

4 5 Own answer

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

Page 22

1 1F - They agree to go because they all respect Old Major. 2T 3F - He talks about how hard their lives are as animals. 4T 5F - He tells them to think about rebelling and to pass on this message to future generations. 6F - He says the animals must never become like Man. 7F - Old Major dies in his sleep three nights later.

2 1 drunk, 2 raven, 3 alive, 4 comrades, 5 principles, 6 orchard, 7 loyal

Page 23

1 1 shouldn’t, 2 could, 3 can’t, 4 must, 5 will, 6 mustn’t, 7 might, 8 had to

2 1 to come, 2 to meet, 3 to talk, 4 to be, 5 shouting, 6 remember, 7 to teach

3 1 saw, 2 stood, 3 threw, 4 was, 5 stared, 6 put, 7 got, 8 felt.

4 1 A under, 2 B believe, 3 A a, 4 B to see, 5 C of, 6 B When.

5 1 and, 2 or, 3 in, 4 was, 5 a, 6 an

6 Own answers.

7 1 W - 2 N - 3 T - 4 W - 5 T - 6 N.

8 1 C - 2 B - 3 D - 4 B - 5 B.

9 1 In the study; 2 the psychologist; 3 his housekeeper; 4 a flower necklace; 5 shops, houses, traffic, animals; 6 Weena; 7 flowers; 8 a dinosaur skeleton; 9 yellow; 10 the Time Traveller.

10 Own answers.

Page 24

1F, 2H, 3A, 4D, 5G (B and E not used)

Page 25

1 1 Nikolai II Alexandrovich Romanov.

2 18 May [O.S. 6 May] 1868.

3 Saint Nicholas, the Passion-Bearer.

4 1 November 1894. 5 The Romanov dynasty.

6 The Russian Army lost many men in the war.

7 15 March 1917. 8 Siberia.

9 On 17 July 1918.

2 Own answer

Page 32

1 1 Badly, he was losing money and he didn’t treat his animals well. 2 They were starving, so they broke into the store-shed to get food. 3 Snowball said that no animal should ever wear clothes like humans. 4 They were surprised by how beautiful everything was.

5 He wasn’t happy because he didn’t seem to see any change. 6 Napoleon took them away from their mothers and kept them in a loft

7 The milk and apples were only for the pigs.

2 Own answers

Page 33

1 1 lost, drank 2 fell 3 began 4 gave, ran

5 made 6 found 7 were 8 sang

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

Possible answers:

1 Snowball painted the words ‘ANIMAL FARM’ on the farm gate.

2 Napoleon decided to educate the puppies himself.

3 With one strong kick, Boxer broke the barrel of beer.

4 Mr Jones spent his days reading the newspaper.

Page 34

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

Page 35

1 1 ensure, 2 access, 3 increase, 4 further, 5 count, 6 training

2 Own answers

Page 42

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

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

Page 43

1 1 to, 2 at, 3 in, 4 for, 5 behind, 6 on, 7 towards

2 1 worrying, 2 excited, 3 interested, 4 horrifying, 5 dismaying, 6 surprised, 7 convinced

Page 44

Possible answers:

1 They’re short with a moral and usually have animals in them with human characteristics.

2 Through a collection of ancient Greek fables, said to be written by Aesop.

3 They were longer and divided into episodes and were known as ‘Beast Epics’.

4 When they were first printed on 26 March 1484.

5 Authors of children’s literature like Lewis Carroll, Rudyard Kipling and Beatrix Potter

6 The Japanese used them in their manga and the Chinese have made a television series based on these fables.

Page 45

1 2 Own answers

Page 56

1 1 They only got half of their normal ration of food.

2 To make money to buy some materials which were absolutely necessary.

3 They vaguely remembered something

about never trading with humans and never using money.

4 Napoleon’s dogs growled fiercely so they were too scared to speak.

5 They felt proud that an animal on four legs was giving orders to a human on two legs.

6 To check the Seven Commandments because she didn’t think it was right that the pigs were sleeping in the beds in the farmhouse.

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

2b Possible answers:

1 The windmill was destroyed by a strong wind during the night.

2 The animals pulled the boulders up to the top of the quarry.

3 The pigs moved into the farmhouse.

4 Squealer said the pigs didn’t sleep on sheets in the beds so they were doing nothing wrong.

5 Napoleon was going to sell wheat to the farmers nearby.

6 Napoleon will give a basket of apples to the animal that catches Snowball.

Page 57

1 1 best, 2 longer, 3 smaller, 4 more dignified, 5 earlier, 6 hardest, 7 higher, 8 more enthusiastic

2 1 few, 2 Neither, 3 little, 4 None, 5 plenty, 6 enough, 7 less

Page 58

1 2 Own answers

Page 59

1 1 poorest, 2 high, 3 rural, 4 less

2 Own answers

Page 66

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

2 3 Own answers

Page 67

1 1 immediately, 2 fully, 3 bravely, 4 loudly, 5 sharply, 6 sadly, 7 Suddenly

2 1 fault, 2 lasted, 3 blame, 4 wide, 5 confessed, 6 tore out, 7 pile, 8 filled

Page 68

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

Page 69

1 3 Own answers

Page 76

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

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

Page 77

1 1 up, 2 like, 3 up, 4 with, 5 down, 6 off

2 Own answer

Page 78

1 2 Own answers

Page 79

1 2 Own answers

Page 90

1 1d until; 2e and; 3g when; 4a but; 5b before; 6c so; 7f because

2 Own answers

Page 91

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

2 1 making, 2 did, 3 made, 4 made, 5 did, 6 do

Page 92

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

Page 93

1 1T 2F 3T 4T 5T 6F 7F

2 4 Own answers

Page 100

1 1F She was 14 but was still working because no animal ever retired.

2F The farm, pigs and dogs were richer, but the other animals weren’t.

3T 4T

5F The pigs bought the magazines for themselves.

6F Napoleon wore Jones’s clothes.

7T

2 Own answer

Page 101

1 1 something, 2 what, 3 back, 4 were, 5 same, 6 all

2 1 stone, 2 so, 3 except, 4 kept, 5 neighing, 6 Less

Page 102

1H 2A 3F 4J 5C 6E 7I (B e G non usate)

Page 103

Possible answers:

1 It was easier to control stupid ones who didn’t question their authority.

2 So that nobody could control their business, especially any illegal business.

3 Own answer

4 Because shortly after, the pigs start to walk on two legs like humans.

5 At the start of the Rebellion, the animals threw the whips on the fire as they represented one of the cruel ways that humans had control over them, so seeing Napoleon with a whip makes them terrified again.

6 The pigs represent Communism while the farmers represent Capitalists, but in the end, in both situations it’s always the working class that suffers.

7 That they can’t be trusted. They seem to agree about how to treat the lower classes, but then try to cheat each other at a simple game of cards so it isn’t a positive opinion of political leaders in general, who it seems can’t be trusted and don’t trust each other.

Pages 104-109

1 a He said all they had to remember was ‘Four legs good, two legs bad’. Napoleon uses this sentence said over and over again by the sheep, first, to interrupt Snowball while he’s speaking, then later in the story, to stop the animals from protesting immediately when they see something strange going on.

b Chapter 3 - commandment number 4, ‘No animal shall sleep in a bed with sheets’ because the pigs now slept in the beds in the farmhouse. Chapter 6 - commandment number 6, ‘No animal shall kill any other animal without cause’ changed to justify Napoleon killing all the animals who confessed to being traitors. Chapter 7 – commandment number 5, ‘No animal shall drink alcohol to excess’ to justify the pigs drinking whisky and beer. Chapter 8 – commandment number 7, ‘All animals are equal but some animals are more equal than others’ to justify why the pigs have a better life than the others.

c He teaches them ‘Four legs good, two legs better’ which breaks the first two commandments. The pigs changed them because they started walking on two legs like humans.

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

3 Own answers

4 1F 2D 3H 4A 5G

5 6 Own answers

Jane Eyre

Pages 12-15

1 1 F (electricity did not arrive until 100 years after this); 2 F (rich people did have fires to heat their houses, but their houses would still be cold in winter); 3 T (glass was extremely expensive at this time only rich people had enough money for large windows);

4 T (the biggest houses had many servants, sometimes as many as 40. Conditions could be hard for these people, they had no time off, had to work long hours and were not paid well, but they often lived in the house and had good food and clothes); 5 T;

6 F (everyone used candles, although rich people could afford to use lots of candles);

7 F (fashion was particularly important to rich people – if they had enough money, rich women were careful to wear the most fashionable dresses);

8 T (these servants were called lady’s maids for women; men had valets); 9 F Even rich women had very little freedom at that time, their husbands, brothers and fathers usually made decisions for them.); 10 T.

2 Own answers.

3 1 cold - sad heart; 2 did not like me; 3 horrible - protect; 4 scared - screamed; 5 tears; 6 dislike - everyone.

4 (Suggested answers): she has a bad relationship with her aunt (2; 6); she is afraid of her cousin (3); she gets very frightened (4, and probably 3); she has strong opinions (1, 2, 3); she is not afraid to say or show what she feels (2, 4, 5, 6).

5 1 f wicked, 2 d servant, 3 e lantern, 4 i pharmacist, 5 a relatives, 6 h drawing room, 7 b liar, 8 c freedom, 9 j tell someone off, 10 g orphan.

7 Possible answers – The characters in the book are animals that behave like humans. It highlights the bad behaviour or weaknesses of human beings so that we can learn from their mistakes.

8 1c Dolores Huerta, 2a Sally Ride, 3b Malala Yousafzai

9 Own answers

6 Own answers.

7 (Possible answers): Jane is sent away by her aunt. Jane finds a book and hides behind a curtain to read it. Jane’s cousins find her. Her cousin John throws the book at her. Jane gets angry. Jane’s aunt locks her in the Red Room. Jane is scared and alone. She tries to get out of the Red Room. She sees a light from a lantern and thinks it is the ghost of her uncle. Jane is so afraid she falls down. She tells Mr Lloyd how unhappy she is. He asks her if she would like to go to school.

8a Own answers.

8b Own answers.

Page 22

1 1 F (it is too cold and raining too much to go for a walk that day), 2 T, 3 F (she thinks she sees a ghost, but it was probably a light in the garden), 4 F (he believes her when she tells him how unkind everyone is), 5 F (Aunt Reed is not angry, but worried about what people will think of her), 6 T, 7 F (she is happy that she will never have to see her cousins and aunt again), 8 T.

2 (Suggested answers):

1 Bessie is a servant at a big house called Gateshead. She works for the Reed family. She does what Mrs Reed asks, and often tells Jane off. When Jane is locked in the Red Room, Bessie comes to let her out, and after that is kind to Jane and they become closer.

2 Aunt Reed lives in a big house with servants. She has three children, but her husband died nine years ago. She looks after Jane Eyre, her niece, but does not like her and does not want to spend time with her. She is often angry with and unkind to Jane, always believing she has done wrong.

She can be cruel too – pushing her back into the Red Room even though Jane is very frightened.

3 Jane Eyre is a child of ten. Her parents died when she was a baby and she went to live with her rich Aunt and Uncle Reed. Her uncle was kind to her, but he died when she was a baby. She is afraid of her cousin John, and afraid of the Red Room. She does not like her aunt and gets angry with her, though later she thinks she was rude to her aunt.

Page 23

1 1 ‘Are you ill, Miss Jane?’, 2 ‘Would you like to go to school, Jane?’, 3 ‘Do you know where naughty children / liars go when they die?’, 4 ‘So, Miss Jane, will you miss me?’, 5 ‘What is this school?’, 6 ‘Are you an orphan?’.

2a 1 d, 2 b, 3 a, 4 c.

2b Own answers (practising two of the +ing forms described)

Page 24

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

Page 25

1 Own answers.

2a Own answers.

2b Own answers.

Page 32

1 1 f, 2 h, 3 a, 4 j, 5 b, 6 k, 7 d, 8 l, 9 c, 10 i, 11 g, 12 e.

2 Own answers.

Page 33

1 1 before, 2 when, 3 until, 4 until.

2 1 on, 2 over, 3 of, 4 off, 5 for, 6 for, 7 to, 8 to.

Page 34

1 1 C, 2 A, 3 C, 4 B, 5 B.

Page 35

1a (Suggested answers): More of us live in cleaner houses, with hot and cold water, and better food. Also, most of us do not live in large groups in small spaces.

1b (Suggested answers): We need more free or low-cost doctors and hospitals around the world, we need money for vaccination

programmes (when you put a vaccine in someone’s body this is called vaccination), and free or low-cost medicines for all – many people don’t have enough money to pay for a doctor or medicines. We also need better education so people know to go to the doctor when they start to feel ill.

2 Own answers.

Page 42

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

2 (Suggested answers) a) Facts: Jane wakes in the night; she hears a noise outside her room; she asks who is there; someone laughs; she goes out and sees smoke from Mr Rochester’s room; his bed curtains are on fire; she tries to wake him but can’t; she throws water over the flames; Mr Rochester feels water on him and wakes; he goes up to the third floor; he tells Jane it was Grace Poole; he holds Jane’s hands, Mr Rochester is grateful to Jane; he asks her not to tell anyone about the fire. (Suggested answers) b) Things: We don’t know who was outside Jane’s room, who laughed, how the fire started, or who started it; we don’t know for sure if Grace Poole started the fire, as we only hear this from Mr Rochester; we don’t know exactly what Mr Rochester is feeling when he holds Jane’s hands; we don’t know why he has asked Jane not to tell anyone about the fire; we don’t know what Jane thinks is going to happen in the future.

Page 43

1 1 I decided to walk to the village,

2 I rested a moment, 3 I was enjoying my time away from the house,

4 I heard a dog bark

2a 1 P, 2 B, 3 J, 4 H, 5 GP, 6 R, 7 R, 8 GP, 9 A.

2b Own answers.

Page 44

1 F - it is a big, old house;

2 T - with servants and a housekeeper called Mrs Fairfax;

3 F - warm and bright with a good fire;

4 T - it is a lonely place, long dark corridor with lots of unused rooms;

5 F - there is a door with steps up onto the roof;

6 F - lovely views of the countryside around.

Page 45

1 Own answers.

2 Own answers.

Page 56

1 Across: 4 nightmare - Rochester, servant; 7 shriek - three young ladies; 9 growling - Grace Poole / we don’t know; 10 feared - Jane.

Down: 1 life and soul - Blanche and Mr Rochester; 2 dawn - Richard Mason, doctor, Jane, Rochester; 3 fetch - Rochester, doctor; 5 blushing - three young ladies; 6 disguiseMr Rochester/fortune teller; 7 shriek - three young ladies; 8 knock - Mr Rochester and Jane.

Page 57

1 1 woke, 2 shining, 3 had come, 4 woke, 5 went, 6 asking, 7 appeared, 8 is / ’s, 9 having, 10 go.

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

Page 58

1 C, 2 B, 3 B, 4 A.

Page 59

Own answers.

Page 66

1

2 (Suggested answers): 1 She was jealous because Jane’s mother was her husband’s favourite sister, and she said he loved Jane more than he did his own children. 2 The letter tells her she has an uncle in Madeira and that he wants to adopt her and leave her all his money when he dies. 3 Mrs Reed hid the letter from her because she hated Jane and did not want anything good to happen to her. 4 Jane gets angry with Rochester because she thinks he is not serious about wanting to marry her. She says he thinks she is poor and plain, and that he does not think of her as an equal. She believes they are equal.

Page 67

1 1 C, 2 B, 3

5 A, 6 C, 7

8

2 Own answers.

9

10

Page 68

1 1 T - I looked at him amazed; 2 T - I do. I swear it; 3 F - He really meant it; 4 T - A strong wind was blowing.

2a (Suggested answer): Mrs Fairfax tells Jane that she is worried. She is sorry but Jane is young and she should be careful. Rich men do not usually marry their governesses.

2b Own answers.

Page 69

1 Own answers.

2a Own answers.

2b Own answers.

Page 76

1 1 F - A dark figure appeared; 2 T - She came into my room; 3 F - The figure turned and; 4 F - I had never seen.

2 (Suggested answers): 1 Jane sleeps in Adèle and Sophie’s room the night before the wedding because she does not feel safe. The previous night a woman had come into her room, and had torn her veil. 2 The lawyer says the marriage could not continue because Mr Rochester was already married, and his wife was still living. 3 Richard had been staying in Madeira with his friend, and Jane’s uncle, John Eyre when Jane’s letter arrived telling her she was still alive and was going to marry Mr Rochester. 4 After living with his wife in Jamaica for four years, he brought her to England, left her in the care of Grace Poole, and went abroad to look for happiness.

Page 77

1 1 hurt by your, 2 but I was, 3 me to be, 4 I am still.

2 Own answers.

Page 78

1 1 A, 2 C, 3 B, 4 B.

Page 79

1a Own answers.

1b Own answers.

Page 90

1a Across: 2 company, 4 solicitor, 8 soaked, 10 independent. Down: 1 charity, 3 will, 5 strength, 6 suspicious, 7 despair, 9 fever.

1b 1 despair - she is cold, tired and hungry, and soaked/very wet – she believes she may die on the moors; 2 strength - to reach the house with the light; 3 charity - she wants to work and be independent; 4 solicitor - writes to St John to see if he knows where his uncle John Eyre’s relative is.

Page 91

1 0 C would, 1 F would, 2 E could, 3 A would, 4 B could – H Would, 5 D could, 6 G would.

2 (Own answers using the following information) ‘A solicitor in London wrote to me asking if I knew where this person was,’ St John told me, ‘there is something you don’t know, Jane. My full name is St John Eyre Rivers. The person who died was my uncle John Eyre, and I think you know who he is.’

Page 92

1 A, 2 D, 3 C, 4 C.

Page 93

1 1a She feels ashamed and embarrassed to be asking for help.

1b Own answer.

2 The Rivers are kind and generous with Jane, giving her a home, food and friendship (and do not ask for anything in return).

3a (suggested answers – she does not explain completely) Diana, Mary and St John are her only family, and she feels it is right to divide the money from their uncle equally. She also wants to give Diana and Mary the freedom to give up their jobs, and she is probably happy to be able to give something back to them when they have been so kind to her.

3b Own answers.

2 Own answers.

Tales of Friendship

The Doll‘s House

Pages 12-13

1 1 1922; 2 Political and literary; 3 Mansfield’s husband; 4 Rigid; 5 No; 6 They are not allowed to mix with all the children at school; 7 Because they are low-class; 8 It makes her break the rules

Page 100

1 1 T - I have no doubt; 2 F - It had burned down; 3 T - It spread quickly, and; 4 F - The flames were already; 5 F - They soon went back; 6 T - ‘Mary is in the…’ or ‘Can I take it…; 7 T - Both Diana and Mary …; 8 T - Two years after the ...

2 Own answers.

Page 101

1 1 …he is alive?’, 2 …you are not from here and you don’t know what happened to Thornfield? 3 … anyone know what happened?’, 4 … someone take me there now?’ 5 …I take it, Mary?’

2 Own answers.

Page 102

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

Page 103

Own answers.

Pages 104–109

1 1 blushing, 2 nightmare, 3 fortnight, 4 equal, 5 innocent, 6 strength, 7 suspicious, 8 unnatural, 9 reference, 10 relatives, 11 independent, 12 pension, 13 disguise, 14 despair, 15 ruined, 16 affectionate, 17 freedom, 18 grief, 19 tragic, 20 fetch, 21 impatient, 22 doubt

2 Own answers.

3 Own answers.

5b Own answers.

6 Own answers.

7 Own answers.

2 1 porch; 2 plate; 3 crib; 4 penknife; 5 pane; 6 hook; 7 dresser; 8 jug

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

3b 1 shunned; 2 giggled; 3 blush; 4 hissed; 5 sneered

Page 22

1 1 T - 2 F Aunt Beryl thought the smell of paint was enough to make anyone very ill. -

3 T - 4 F Kezia liked the little lamp best. -

5 T - 6 T - 7 F If there had been an alternative, the Burnell girls would not have attended this village school - 8 F It wasn’t their fault. They were shunned because their mother was a washerwoman.

2 Physical characteristics: Lil – plain, plump

Our Else – tiny, short (hair)

Personality: Isabel – bossy, mysterious

Page 23

1 1 The doll’s house was carried …

2 Little pictures had been painted…

3 The kitchen contained a stove and dresser.

4 A line had to be drawn…

5 Everyone avoided …

6 Their clothes were made out of pieces of material that had been given to Mrs Kelvey.

7 … they should say more…

8 Who would Isabel choose…

2 Suggested answers: 1 Mrs Burnell would have allowed the doll’s house to be brought inside

2 they would have told their friends about the doll’s house before class. 3 the other girls wouldn’t have avoided them. 4 If Mrs Kelvey hadn’t been so poor. 5 Lil would not have understood her sister without words. 6 Isabel wouldn’t have been so bossy

Page 24

1a 1b Personal answers

Page 25

1a 1b 2 Personal answers

Page 32

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

2 3 Personal answers

Page 33

1 1 had seen; 2 were sitting, turned; 3 behaved, had seen; 4 changed, decided 5 were passing, spoke; 6 had had, felt

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

2b Personal answer

Page 34

1

Page 35

1 3 Personal answers

An Encounter

Pages 42-43

1 1 Ireland; 2 45.48 square miles; 3 personal answer; 4 The LIffey; 5 Guinness

2 Free answer

3

5 6 Personal answer

Page 52

1 Stories about the Wild West and young detectives. 2 A tin. 3 Father Butler.

4 After Leo Dillon was caught reading a paper at school, and the teacher said it was nonsense.

5 A teacher seeing them. 6 At the bridge.

7 Shoot at birds. 8 Because of Mahoney’s cricket badge and his dark complexion. 9 By ferry.

10 A cat. 11 A walking cane. 12 Who had the most sweethearts. 13 Because of the way the stranger talked about girls. 14 Murphy and Smith. 15 Because he had always looked down on Mahoney a bit.

Page 53

1 1 up 2 off 3 down 4 across 5 after 2a

2b 1 fat, younger, 2 silver cricket, 3 interesting large white-sailed 4 shabby green-black, stiff round 5 lovely, soft 6 old, black, school

Page 54

1 1 We used to pass; 2 Leo reluctantly handed 3 took a seat; 4 a large ship being unloaded; 5 sorry if we did not; 6 got our own back on

2 Personal answers

Page 55

1 2 Personal answers

The Devoted Friend

Page 60

1 1 one, 2 were, 3 collection, 4 It, 5 by, 6 from, 7although/while, 8 uses

2 3 Personal answers

Page 61

4

Page 80

1 Suggested answers:

4 What does the miller take with him when he goes to visit Hans after the winter?

2 What had Hans had to sell during the winter to buy food?

3 What is wrong with the miller’s wheelbarrow?

4 Why does the miller want a plank?

5 Why doesn’t Hans want to give the miller all his primroses?

6 Where does the miller ask Hans to take the sack of flour?

7 What other jobs does the miller ask Hans to do?

8 Why won’t the miller lend Hans his lantern?

9 Who does Hans go to fetch?

10 Why is the miller sad that Hans has died?

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

Page 81

5a 1 spring, 2 to stand on their heads, 3 a water rat, 4 because they are disobedient. 5 he thinks friendship is the greatest bond, 6 to be devoted to him

Page 68

1 1 lake; 2 often gives him gifts; 3 all year; 4 always has flowers or fruit to sell; 5 too busy; 6 roses; 7 bread; 8 would give him some flour

2 Personal answer

Page 69

1 1 will; 2 would; 3 is; 4 would be; 5 would not

2 1 so; 2 such; 3 so; 4 such; 5 such; 6 so

3 1 were swimming, was trying; 2 rubbed, watching; 3 leant, explaining; 4 were eating, offered; 5 felt, heard; 6 didn’t go, was struggling

Page 70

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

2a 2b Personal answer

Page 71

Personal answer

1 1 isn’t it?; 2 was he?; 3 shouldn’t he?; 4 didn’t they?; 5 didn’t he?; 6 aren’t I?; 7 shall we?

2 1 to see; 2 to buy; 3 (in) going, about helping

4 to mind, listening; 5 of walking;

6 to give, losing; 7 on sitting

Page 82

1 1E, 2C, 3F, 4G, 5D

2 Personal answer

Page 83

1 2 Personal answers

The Kabuliwala

Pages 88-89

1 Calcutta

1 West Bengal, 80km west of border with Bangladesh; 2 The British Indian Empire;

3 It was the second most important city in India and the centre of Bengal Renaissance

Kabul

1 Afghanistan; 2 Three; 3 The fight between Russia and Britain for control in Afghanistan;

4 The British controlled Afghan foreign affairs.

2a 1 hem; 2 robe; 3 turban; 4 sari;

5 raisins; 6 shawl

2b 1 robe, turban; 2 sari, shawl; 3 hem; 4 raisins

1 1 F As a child she used to be a chatterbox.

2 F her mother scolded her for chattering.

3F Mina thought they stole children.

4 T 5 T 6 T 7 T 8 F No she wasn’t.

Page 97

1 1 used to sit; 2 was used to hearing;

3 got used to; 4 used to ask;

5 got used to seeing;

6 were used to thinking; 7 used to worry

2 Personal answer

Page 98

1 E, 2 G, 3 H, 4 K, 5 J, 6 F, 7 D, 8 L, 9 I, 10 C

Page 99

1 2 Personal answers

Page 106

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

2 3 Personal answers

Page 107

1 1 In spite; 2 Although; 3 Despite; 4 although; 5 In spite of

2 1 proud; 2 happiness; 3 sad/sorrowful; 4 laughter; 5 brave; 6 shyness

Page 108

1 2 Personal answer

Page 109

1 3 Personal answers

A Dog’s Tale

Pages 116-117

1 1 People who have a dog or wonder how animals see the world.

2 1903.

3 It is told from the dog’s point of view.

4 A dog called Aileen.

5 Because Aileen tells the story but doesn’t really understand everything.

6 They use words incorrectly.

7 Men are not gentlemen, they are not loyal.

2 1 seed; 2 nurse; 3 laboratory;

4 footman; 5 nursery

3a Make a noise due to pain whine, howl, shriek Walk with difficulty stagger, hobble, limp

3b 1 bad; 2 crime; 3 hot; 4 owl; 5 simple; 6 week

4 Personal answer

Page 126

1 1 Lying under an old shady tree.

2 Waiting for her puppy to grow.

3 Sadie.

4 That they treated her as a member of the family.

5 She visited the nursery, played with Sadie and followed her master to the laboratory.

6 She had a puppy.

7 A spark from the fire.

8 She remembered what her mother had told her.

9 He thought Aileen was attacking the baby.

2 1 vain, modest, gentle; 2 lovely, sweet, young; 3 tall, handsome, cold; 4 cheerful, chubby, one-year old; 5 soft, sweet, adorable

3 1 laboratory; 2 shady; 3 footman; 4 crib; 5 task; 6 falter; 7 chubby; 8 well-off; 9 puppy

L

P

Page 127

1 1 where; 2 whose; 3 who; 4 which; 5 which; 6 which; 7 whose; 8 where; 9 who

2a Inappropriate/appropriateness/ inappropriateness – careless/careful – selfish/ selfless/selfishness/selflessness – disregard/ regardless – unsentimental – disagree/ agreement/disagreement – misunderstand – childish/childless – unkind/kindness/ unkindness – development – antisocial/ unsocial

2b Personal answers

Page 128

1 1 surprisingly; 2 wealthy; 3 unsentimental; 4 extensive; 5 shady; 6 scientific; 7 discovery; 8 misunderstood

Page 129

Greyfriars Bobby

Was a Skye Terrier – lived in Edinburgh –belonged to policeman John Gray – died 15 February 1858 – spent 14 years by owner’s grave

– died 1872 – has two memorials and a headstone

– awarded Key to the City of Edinburgh

Fido

Born in 1941 – found injured and adopted –accompanied owner to bus stop every morning and waited there every evening – lived in Borgo San Lorenzo, Tuscany, town bombed in Second World War – owner killed – dog waited at bus stop every day for 14 years – awarded a gold medal – monument in Piazza Dante

Bobbie the wonder dog

Born 1921 – collie mix – lost on holiday in Indiana in 1923 – made its way home to Oregon (4100 km) - took 6 months in winter conditions – statue in hometown of Silverton – made into Disney film

1b 1c Personal answers

Page 136

1 1 They feel ashamed. 2 Reason.

3 He is indifferent. 4 He is sad and thinks it is unfair. 5 Personal answer

2 Personal answer

The Picture of Dorian Gray

Pages 12-13

1 Possible answers:

The Picture of Dorian Gray is a book by Oscar Wilde. It was written in 1891.

The story is set in London in the Victorian Age. It is a story about a very beautiful young man whose portrait grows old and ugly, while he stays young and beautiful whatever he does. The people in the story are rich aristocrats, who do not work, but go to social events. It is a gothic-horror book

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

3 1 Name: Dorian Gray

Job: aristocrat

Age: about twenty

Appearance: blond and attractive

2 Name: Lord Henry Wotton

Job: aristocrat

Age: about twenty-five

Appearance: dark and elegant

Page 137

1 1 made; 2 do; 3 did; 4 made, made; 5 made; 6 make, made; 7 made; 8 made, do

2 1 dazzling; 2 boring; 3 terrified; 4 confused; 5 shocked; 6 exhausting; 7 surprised

Page 138

1 1 F The crocodile had been

2 T Chito decided to rescue

3 T He fed it food

4 F Chito swam and played

5 T When the pair were

6 F Over the next decade (they swam together for almost 20 years)

Page 139

1 2 Personal answers

Pag 140

1 Personal answer

2 1 B, 2 B, 3 C, 4 A, 5 C, 6 A, 7 C, 8 D, 9 C, 10 D

3 Name: Basil Hallward

Job: artist

Age: about twenty-five

Appearance: strong and intelligent

4 Name: Sibyl Vane

Job: actress

Age: about seventeen

Appearance: young and lovely

5 Name: James Vane

Job: sailor

Age: about sixteen

Appearance: short and heavy

6 Name: Alan Campbell

Job: scientist

Age: about twenty-five

Appearance: pale and serious

4 Student’s own answers.

5 Possible answers:

Art: canvas easel exhibit paint portrait scene

sitter studio scenery spectator

Drama: act audience box cast clap costume

comedy dressing-room make-up play scene stage studio scenery song spectator theatre

tragedy

Music: act audience box cast clap costume dressing-room opera make-up musician play stage studio scenery song spectator theatre

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

7 8 Student’s own answers.

Pp 26-29

Check it Out

1 1 Basil 2 Henry 3 Basil 4 Henry 5 Dorian

2 sat at a desk lay on the divan cats climbing birds flying high, happy low, angry at the far end of in the centre frown of irritation smile of pleasure

Spot on Grammar

1 1a 2e 3c 4d 5b

2 1 Suddenly 2 really 3 terribly 4 absolutely 5 wonderfully 6 awfully 7 perfectly

Focus on your Exams

1D 2B 3G 4F 5E

Think on!

1 - 4 Student’s own answers.

Pp 40-43

Check it Out

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

2 Student’s own answers.

Spot on Grammar

1 1c 2b 3a 4f 5e

2 1 “I want to get something out of you.”

2 “The thing was hushed up, but, egad, Kelso ate alone at the club for some time afterwards.”

3 “He should have a pot of money waiting for him if Kelso did the right thing by him.”

4 “I think that the boy will be wealthy, but he has not come of age yet.”

5 “I believe she has made up her mind to propose to him, Duchess.”

Focus on your Exams

1 1A 2C 3G 4D 5B

Think on!

1 - 3 Student’s own answers.

Pp 54-57

Check it Out

1 2 Student’s own answers

Spot on Grammar

1 1 Lord Henry was always late on principle, his principle being that punctuality is the thief of time.

2 What they call their loyalty, I call either laziness or lack of imagination.

3 Plain women are very useful.

4 He has sent me my portrait in the most wonderful frame.

5 People are very fond of giving away what they need most themselves. It is what I call the depth of generosity.

2 1 amused

2 tired, disappointed

3 charming

4 fascinating

5 amazing

6 excited

Focus on your Exams

1 1 unkind 2 greatest 3 angrily

4 laziness 5 emotional 6 intelligence

7 annoyed 8 least

2 Student’s own answers.

Think on!

1 - 4 Student’s own answers.

pp72-75

Check it Out

1 1T 2T

3F Sibyl sees Dorian driving through the park with two women.

4F Basil is not pleased to hear that Dorian is engaged.

5T

2 1 very strangely

2 Is that right

3 are used to

4 serious or not

5 perfect gentleman

6 are lovely

7 quite romantic

3 Student’s own answers

Spot on Grammar

1 1 enough 2 enough 3 too 4 so 5 too

2 1 short, heavy, young man

2 rough brown hair, clumsy hands and feet

3 beautiful golden hair, laughing red lips

3 1 What 2 Why 3 Who 4 Where

Focus on your Exams

1 wear make-up

2 secretly at home

3 to have low morals

4 when they were working

5 who (greatly/really) admired them

6 make-up on her lips in public

Think on!

1 1f 2b 3a 4d 5e

2 1 melodrama

2 metaphor

3 personification

4 simile

5 symbolism

3 Student’s own answers.

pp86-89

Check it Out

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

2 Student’s own answers.

Spot on Grammar

1 1 lie 2 inquest 3 prejudiced

4 accident 5 dressing-room 6 murdered

2 1 yourself 2 myself 3 herself

4 ourselves 5 itself

Focus on your Exams

1 2 Student’s own answers.

Think on!

1 - 3 Student’s own answers.

pp100-103

Check it Out

1 1 It was last opened when his grandfather was alive.

2 The silk cover was used to cover the dead.

3 He sends for the frame-maker and his men.

4 He sends Victor to Lord Henry to get rid of him.

5 Dorian feels safe when he has locked the picture away.

2 Student’s own answers.

Spot on Grammar

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

1 Housekeeper

2 Old-fashioned

3 Schoolroom

4 Cobweb

5 Footstep

6 Forehead

7 Costume ball

2 1 would compare

2 would… examine

3 would put

4 would…spend

5 would not go, would forget

Focus on your Exams

1 2 Student’s own answers

Think on!

1 - 3 Student’s own answers.

pp114-117

Check it Out

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

2 3 Student’s own answers.

Spot on Grammar

1 1 “I think it right that you should know what dreadful things are being said about you in London.”

2 “You forget that we are in the land of the hypocrite.”

3 “You corrupt everyone who you come into contact with.”

4 Dorian gave Campbell a piece of paper, which he read and turned deathly white.

5 He shuddered when he saw blood on the hand of the portrait.

2 1 Do 2 don’t, don’t, 3 Do, Do 4 Do

3 Positive Negative bright cold decent hypocrite sensual indifferent great hideous fashionable deathly charming petulant marvellous dreadful innocent horrible untouched cruel wonderful mad

Focus on your Exams

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

2 Student’s own answer.

Think on!

1 - 3 Student’s own answers.

pp132-135

Check it Out

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

2 1 crept quietly 2 locking

3 in pain and anger 4 hypocrite

5 hideous 6 painted feet

7 Must he confess? 8 destroy 9 cut

Spot on Grammar

1 Possible answers:

1 He might have gone to the club.

2 He must have wanted him to stay quiet about where he took him.

3 He can’t have been the man responsible for his sister’s death.

4 He could have seen James Vane’s face.

5 He must have been shot with the hare.

6 It must have been because of Dorian’s further sins.

7 It could have been because he had paid for his crimes with his life.

2 1 don’t you?

2 didn’t you?

3 won’t I?

4 isn’t it?

3 1e 2a 3b 4f 5c

Focus on your Exams

1 2 Student’s own answers.

Think on!

1 - 3 Student’s own answers.

pp136-141

1 Possible answers:

1 Because he feels he has put too much of himself into it/ He is afraid people will see his true feelings for Dorian in it

2 For the painting to grow old and he to stay young and beautiful.

3 When she can no longer act.

4 Sibyl’s brother, James.

5 James is accidentally shot at a shooting party. Alan kills himself.

6 In the schoolroom with a knife in his heart.

2 1 Henry Wotton

2 Lady Agatha

3 Basil Hallward

4 Sibyl Vane

5 Alan Campbell

6 Victor

3 1B 2C 3B 4D 5C 6A 7C 8A

4 Student’s own answers.

5 1 new version 2 Oscar Wilde’s grandson

3 corrupt world 4 falls in love with

5 drawing-room comedy 6 19.45

7 Thursday and Saturday 8 the break

9 January 18th 10 10 or more

6 - 8 Student’s own answers

9 1 I am not likely to marry as I am too much in love.

2 If you want people to respect you, just take them out to supper.

3 The only person who didn’t seem to mind was the girl herself.

4 After covering pages with wild words, he felt that he had already been forgiven by Sibyl.

10 1D 2B 3C 4A 5C 6B 7B 8D 9A 10 D

11 1G 2H 3D 4C 5A

Silvia Rizzi

A Meridian for the 21st Century

Eli Greenwich Readers Guide

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.

www.eligreenwich.it

www.gruppoeli.it