PRIMA LINGUA INGLESE

DOCENTI: prof.ssa LAURA SATUTTO - prof.ssa ANGELA WALSHE

TESTO ADOTTATO: PERFORMER COMPACT, Culture & Literature, volume unico, ed.

Zanichelli; ulteriori strumenti utilizzati: fotocopie fornite dall’insegnante, siti web in lingua inglese, podcasts, film in lingua originale, youtube

METODI DI INSEGNAMENTO: Premesso che gli obiettivi generali rimangono quelli stabiliti in sede di dipartimento, per quanto riguarda le lezioni di letteratura si è ritenuto necessario dare maggiore spazio alla lettura diretta dei testi. Agli studenti sono state proposte attività di comprensione, analisi stilistica, reperimento delle tematiche, rielaborazione e interpretazione personale al fine di favorire l’acquisizione delle seguenti:

COMPETENZE

• Comprendere e modificare le informazioni ricevute, utilizzando abilità di interpretazione ed estrapolazione;

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• Sintetizzare, cioè riunire ed ordinare singoli elementi formando un insieme organico;

• Decodificare testi di vario genere: letterari, articoli da giornali e riviste, recensioni;

• Acquisire competenza autonoma di lettura;

• Inquadrare storicamente l’autore e la sua opera e collegarlo e confrontarlo con autori diversi;

• Dedurre dal testo letterario le tematiche e le caratteristiche di autore, genere e corrente.

CONOSCENZE

• La letteratura inglese dal tardo Ottocento al Novecento;

• Argomenti trattati durante l’ora di compresenza con la docente conversatrice.

Le lezioni frontali sono state utilizzate come momento conclusivo di sintesi sull’autore e per la presentazione del contesto storico-letterario o di altre opere significative non presenti nell’antologia. La biografia degli autori è stata trattata limitatamente all’interesse che rivestiva per illuminare l’opera letteraria.

Tenendo conto del fatto che nel triennio l’orario di lezione si riduce a tre ore settimanali, insieme alla collega conversatrice abbiamo cercato di trovare un equilibrio tra l’obbligo a svolgere un adeguato programma liceale e la necessità di migliorare sia le competenze linguistiche che le abilità di analisi e comprensione.

VERIFICA E VALUTAZIONE

L’acquisizione di nuclei, conoscenze e competenze è stata verificata attraverso alcune tipologie di prove: comprensioni e produzioni scritte, interrogazioni orali, presentazioni di approfondimenti su lavoro di gruppo.

Nell’interrogazione orale spesso si è partiti dall’analisi del testo letterario, per poi verificare le conoscenze dei nuclei e le competenze. Si sono posti quindi quesiti atti a verificare rielaborazione e abilità ad operare collegamenti. Nel valutare l’acquisizione della lingua straniera si è dato rilievo soprattutto alla capacità di comunicare in modo chiaro ed efficace, piuttosto che ad una rigida nozione di correttezza morfo-sintattica, allo scopo di favorire la produzione creativa e la riflessione personale sulle tematiche proposte.

ARGOMENTI TRATTATI

LITERATURE FROM THE LATE VICTORIAN AGE

OSCAR WILDE

a. The English Aesthetic Movement: Walter Pater’s and the theory of Art for Art’s Sake; 1. Wilde’s life as the highest example of the dandy; 2. excessive attention to the self; 2. hedonistic attitude;

3. disenchantment with contemporary society; 4. absence of any didactic aim;

b. The Picture of Dorian Gray: 1. a 19^th century version of the myth of Faust; 2. the portrait as a symbol of timeless beauty; 3. the theme of the double; 4. Victorian hypocrisy as outlined in the so-called Victorian Compromise – extracts from chapter 1 (photocopy) and chapter 20 (pp.184,185,186,187)

LITERATURE ABOUT THE BRITISH EMPIRE

 The theory of the White Man’s Burden

 British territories in Africa and in Asia

 India as the jewel in the crown

 Arguments in favour or against the role of the British people as colonisers

RUDYARD KIPLING

a. The White Man’s Burden p.175

15 GEORGE ORWELL

1. The man and the artist: 1. Orwell’s experience as an officer in the Indian Imperial Police; 2.

brutalities of the British Dominion; 3. the individual and the established order he belongs to; 4.

the individual and the crowd; the use of symbols and poetic language in an essay Shooting an Elephant (unabridged short-story)

SALMAN RUSHDIE

 an Indian writer educated in England: 1. tradition and modernity; 2. Indian women and the difficult way to emancipation Good Advice is Rarer than Rubies (unabridged short story)

THE 20^TH CENTURY: 1

POETRY AND FICTION BETWEEN THE TWO WARS THE WAR POETS

Mentre i principali eventi storici riguardanti la I Guerra Mondiale sono stati trattati in modo estremamente marginale, la classe ha svolto un approfondimento sulle ragioni culturali che spinsero migliaia di giovani inglesi ad arruolarsi come volontari attraverso la presentazione dell’argomento in PPT, il commento di alcuni “propaganda posters” e con la lettura e il commento delle seguenti poesie:

 The glory of war: RUPERT BROOKE The Soldier (p.235)

 Protest against war through bitter distancing and shocking images: SIEGFRIED SASSOON Glory of Women (photocopy)

 Protest against war through accurate accounts and experimental use of poetic images and language: WILFRED OWEN Dulce et Decorum Est (pp.236,237)

 Comparing and contrasting Owen’s Dulce and Decorum Est to Ungaretti’s La Veglia (photocopy)

 Comparing and contrasting Owen’s to Ungaretti’s preface

 A homage to the soldiers: the Remembrance Day (p.227)

JAMES JOYCE

 Ireland: 1. Dublin as the symbol of the modern city; 2. Dublin as the symbol of both paralysis and escape; 2. naturalistic description of an urban setting and characters; 3. childhood – adolescence – mature and public life DUBLINERS: Eveline (pp.266-69)

 Past and present: 1. the figure of the anti-hero; 2. opposition between a mythological past and a dreary reality; 3. unprecedented insight into the characters' inner lives.

 Experimentation: 1. language; 2. narrative technique; 3. the interior monologue; 4. the shifting of viewpoint; 5. The epiphany; the stream of consciousness technique brought to its extreme Molly’s monologue from Ulysses (text bank)

THOMAS STEARNS ELIOT

 The waste land of 20th-century society: 1. spiritual aridity and emotional sterility; 2. the search for and the impossibility of regeneration; 3. innovative handling of time; 4. variety of registers, tone and verse patterns; the refuse of modern life; 5. the mask as a symbol of alienation and hypocrisy; 6. hesitation and doubt makes us unable to act and prevents us from being ourselves - The Love Song of J.Alfred Prufrock (fotocopia) –

 The Burial of the Dead: extract; 1. opposition between fertility and sterility; 2. men’s alienation in modern society; men’s indifference to their fellow beings; nature as a mirror of human condition

 Death by Water:

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 The Fire Sermon pp.246, 2471. Alienation presented through the experience of a loveless and mechanical sexual encounter; 2. Tiserias as the symbol of the opposition between a mythological past and a dreary low-class reality (pp.246, 247)

VIRGINIA WOOLF

a. V.Woolf as a forerunner of feminist writers; 1. comparing and contrasting the image of The Angel in the House as developed by C.Patmore and V.Woolf; 2. the inseparable link between economic independence and artistic independence; 3. rebellion against the idealisation of female purity; 4. women writers’ right to deal with any subject; extract from “Professions for Women”–

extract from A Room of One’s Own

WINSTAN HUGH AUDEN

 Auden’s political and social commitment in the 1930s: 1. a sarcastic epigraph to the modern hero;

2. a contradictory image of the “Welfare State”; 3. the dangers of mass society and state control on the individual - The Unknown Citizen (fotocopia)

 Features of Blues songs and Gospels; 1. how Auden modified the blues form; 2.the flight of the Jewish refugees from Nazi Germany; 3. the theme of indifference towards human suffering - Refugee Blues (pp.297, 298)

HISTORICAL AND CULTURAL BACKGROUND

 the Edwardian Age: 1. Liberal reforms under Edward VII; 2. The king’s foreign policy; 3.

Social unrest (the workers’ strikes); 4. The Suffragette Movement (visione del film Suffragettes) (pp.224, 225)

 Percorso di educazione civica: La lotta delle donne per il diritto al voto nel mondo anglosassone

 Britain between the wars: 1. The rise of the masses and of the Labour Party; 2. The constitutional crisis; 3. The economic depression; 4. from Empire to Commonwealth. (PPT - pp.293, 294)

 A deep cultural crisis; S.Freud’s theories (p.248, 249)

 The modern novel and the interior monologue (p.250, 251)

THE 20^TH CENTURY: 2

LITERATURE AFTER WORLD WAR II

GEORGE ORWELL

a. The writer’s role: 1. Orwell’s political commitment as an independent thinker; 2. his opposition to any form of totalitarianism; 3. the use of a new language as a means to control people’s thoughts;

4. Living in a kind of perpetual present tense; 5. a nightmarish world as an attack against present society and as a warn about the future extracts from Nineteen Eighty-four (pp.304-307 + fotocopia)

SAMUEL BECKETT

 Absurd Drama: 1. the irrationality of the human condition; 2. incommunicability; 3. debasement of language; 4. characters with no past and future; 5. absence of traditional structure; 6. A clear and pitiless picture of modern society – extracts from Waiting for Godot

17 HISTORICAL AND CULTURAL BACKGROUND

 The dystopian novel (p.303)

 The Theatre of the Absurd (p.310)

 World War 2 and after (pp.299, 300 + PPT)

 Brits in the Blitz

 The Commonwealth of Nations

PER LE ATTIVITÀ DI EDUCAZIONE CIVICA

Women’s rights in the 20^th and 21^st century: the right to vote and profession (V.Woolf – The Suffragette Movement) – ricerche svolte dalla classe e presentate in forma di PPT

PROGRAMMA DI CONVERSAZIONE INGLESE (prof.ssa Angela Walshe) From material online: Ted Talks

 How to shift your mindset and choose your future (Motivation)

 Let’s make the world wild again (The Environment)

 The disarming case to act right now on climate change, Greta Thunberg (Climate Change)

 Everyone around you has a story the world needs to hear (Storytelling /Life Experiences)

 Islamophobia killed my brother. Let’s end the hate (Racism)

 It takes a community to eradicate hate (Racism)

 The most powerful woman you’ve never heard of (Civil Rights/Women’s Rights)

 The Danger of a single story (Stereotypes/prejudice)

 How Pakistani women are taking the internet back (Women in other societies)

 Why I keep speaking up, even when people mock my accent (Bullying)

Reading comprehensions (Seconda Prova)

 Sessione straordinaria 2015 The New Age of Much Older Age

Literature comprehension The Loneliness of the Long- distance Runner Artistic Comprehension Boyhood

 Sessione suppletiva 2016 The secret life of a tattooist

Literature comprehension Trains and Lovers Artistic Comprehension Andy Warhol

 Sessione ordinaria 2013 Couples Adorn Bridges. Lovelocks

 Esempio prova

18 The Log-on degree

 Sessione suppletiva 2015 Refugees don’t need our tears

PER LE ATTIVITÀ DI EDUCAZIONE CIVICA

United Nations Sustainable Development Goals - Podcasts Project 17- BBC SOUNDS