PROGRAMMA SVOLTO. Review of future forms (will, present continuous, present simple, future continuous); predictions More complex question forms

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1 Liceo Carlo Botta Ivrea PROGRAMMA SVOLTO Anno scolastico: Classe: 4 M Docente: Federica Lembo Disciplina: Lingua inglese Per quanto concerne lo studio della lingua, con riferimento al libro di testo Cutting Edge. Upper Intermediate, nel corso del presente anno scolastico sono stati trattati i seguenti argomenti: Grammar Unit 4 Use and non-use of the passive Reasons for using the passive Alternatives to the passive/avoiding the passive Passive forms with have and get Unit 5 Review of future forms (will, present continuous, present simple, future continuous); predictions More complex question forms Unit 6 Perfect tenses (present perfect, past perfect, future perfect) More about the present perfect simple and continuous Unit 7 Relative pronouns Relatives clauses (defining and non-defining) Quantifiers (quantifiers with countable nouns, quantifiers with uncountable nouns, quantifiers with countable and uncountable nouns) Unit 8 Overview of modal verbs (must/mustn t, should/shouldn t, can, could, may, might) Past modals (had to, could, can t have, could (not) have, may (not) have, might (not) have, must have, should have, ought to have) Unit 9

2 Use and non-use of articles Different ways of giving emphasis (intensifiers, far, so, such, auxiliary verbs, cleft sentences, emphatic questions) Unit 10 Reporting people s exact words (change of tense; reported questions; common reporting verbs and the constructions used after them; other changes in the reported speech) Verbs that summarise what people say (verb+that; verb+object (that), verb+gerund; verb+preposition+gerund; verb+object+preposition+gerund; verb+infinitive;verb+object+infinitive) Unit 11 Hypothetical situations in the present (If, wish, if only) Hypothetical situations in the past Unit 12 Use of gerunds and infinitives (verb+infinitive, adjective+infinitive, noun+infinitive, something/nowhere etc +infinitive, infinitive of purpose; infinitives without to) Different infinitives and gerund forms Vocabulary Unit 4 Wordspot: mind Personal characteristics Unit 5 Getting together Colloquial language Unit 6 Human achievements Wordspot: first Unit 7 Celebrations and protests Special events Wordspot: take Unit 8 Mysteries and oddities

3 Extreme adjectives Unit 9 Phrasal verbs Wordspot: right and wrong Unit 10 The media Wordspot: speak vs talk Unit 11 Science and processes Wordspot: life Unit 12 Fame Writing Form filling Note taking Summary Informal letters/ s Letter of application Articles Essays Literature Per quanto concerne il programma di letteratura, con riferimento sia al libro di testo Past & Present che al materiale e alle risorse di approfondimento fornite agli studenti, sono state affrontate le seguenti tematiche: The Puritan Age ( ) Historical background (Charles I Stuart and the Civil War; the Commonwealth) Socio-economic background Literature in the early 17 th century ( ); cultural life in a time of upheaval ( ) Poetry: John Milton. Extracts from Paradise Lost, Book I: ll.50-69, , , The Restoration ( ) Historical background (The Interregnum; Charles II and the Restoration; The Glorious Revolution)

4 Socio-economic background (Anglicans and Puritans, Charles I s England, The Puritan Period) The Restoration Literary production (Classicism and Rationalism; Restoration literature) Philosophers: Thomas Hobbes (Leviathan); John Locke (Two Treatise of Governament) The Augustan Age ( ) Historical background (The Hanoverians) Socio-economic background Literary production (The influence of the classics and of French literature; Realism; The reading public) Prose: the rise of journalism (Richard Steele, Joseph Addison) Prose: the rise of the novel Literary techniques (features of the novel) Jonathan Swift. From Gulliver s Travels: The Most Pernicious Race on the Earth. The realistic novel Daniel Defoe. From Robinson Crusoe: The Upper Station of Low Life ; Friday. The epistolary novel Samuel Richardson The comic epic novel. Henry Fielding The anti-novel Laurence Sterne. Extracts from Tristam Shandy: Chapter I ; Chapter IV. The Age of Transition ( ) Historical background (George III and the great revolutions; the American colonies, the American revolution) Socio-economic background (the three revolutions of the Age of Transition, changes in agriculture, social problems) Literary production (The twilight of Classicism) The essay. Edmund Burke. From A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful: Obscurity and pain. Culture and civilization: A reply to Mary Wollstonecraft s A Vindication of the Rights of Women Early Romanticism; poetry. William Blake. From Songs of Innocence and of Experience: The Lamb, The Tyger, London, The Chimney Sweeper The Romantic Age ( ) Historical background (Napoleonic wars; William IV and the First Reform Bill) Socio-economic background (The consequences of the Industrial Revolution; society) Literary Production. Poetry: features of English Romantic poetry. Poetry

5 William Wordsworth. The Subject matter and the language of poetry extract from Preface to Lyrical Ballads); I wandered lonely as a cloud ; Composed Upon Westminster Bridge Samuel Taylor Coleridge. The Rime of the Ancient Mariner (Part I The Albatross ; Part VII A Sadder and Wiser man ); extract from Kubla Khan George Lord Byron Percy Bysshe Shelley. Ode to the West Wind ; England in 1819 John Keats. Ode to a Nightingale Prose The novel in the Romantic period Gothic fiction Mary Shelley. Extracts from Frankenstein, or The Modern Prometheus: The Creation ; This was then the reward, Farewell The Age of the novel: love and marriage Jane Austen. Extracts from Pride and Prejudice: A truth universally acknowledged ; Mr Collins s proposal ; In vain I have struggled, No more prejudice Osservazioni finali Durante le ore svolte insieme al conversatore, il Prof. Hauxwell, sono state approfondite tematiche di civiltà e di attualità mediante il ricorso a materiali autentici (es: articoli di giornale) e a tecniche didattiche quali class debates, pair work e group work con l obiettivo di consolidare le strutture morfo-sintattiche e ampliare il lessico. Le riflessioni sulle tematiche oggetto di studio sono state stimolate anche mediante la visione di alcuni video e documentari volti a favorire la partecipazione attiva da parte degli studenti nonché lo sviluppo delle loro competenze chiave e trasversali. Ivrea, giugno 2017 Il Docente.. Gli Studenti..