Liceo Carlo Botta – Ivrea

PROGRAMMA SVOLTO

Anno scolastico: 2016-2017 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

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

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/emails

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 (1625-1660)

Historical background (Charles I Stuart and the Civil War; the Commonwealth)

Socio-economic background

Literature in the early 17th

century (1603-1640); cultural life in a time of upheaval (1640-

1660)

Poetry: John Milton. Extracts from Paradise Lost, Book I: ll.50-69, 106-124, 242-63, 636-

648

The Restoration (1660-1714)

Historical background (The Interregnum; Charles II and the Restoration; The Glorious

Revolution)

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 (1714-1760)

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 (1760-1798)

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 (1798-1837)

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

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

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Gli Studenti

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