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
………………………………..
Gli Studenti
………………………………..
…………………………………
Top Related