ENGLISH LITERATURE AND HISTORY FOR STUDENTS
From The Origins to Renaissance
History
From The Origins to the Battle of Hastings
From The Beginning to The Roman Empire
From The Great Invasions to the Battle of Hastings
Literature
The Middle Ages
History
Literature
Geoffrey Chaucer (approx. 1340-1400)
History
The Renaissance
Literature
English Literature in the Renaissance
William Shakespeare (1564-1616)
From The Puritan Age to The Victorian Age
History
The Restoration (1660-1685) and the Glorious Revolution (1688-1714)
Literature
The Puritan Age
The Augustan Age
The Rise of the Middle Class and the Novel
Romanticism
The Early Romantic Age – Outline
Mary Wollstonecraft Shelley (1797-1851)
First Generation Romantic Poets – William Wordsworth and Samuel T. Coleridge
The Second Generation Romantic Poets
The Victorian Age
History
VICTORIANS’ IMPORTANT REFORMS – L. R. CAPUANA
From Modern Age to Present Times
History
Literature
Literature in the Twentieth Century
Edward Morgan Forster (1879-1970)
Orlando and A Room of One’s Own by V. Woolf – A More In-Depth Analysis
GRAMMAR AND STUDY PROJECTS
First Year Program
The Present Tense – Summary Chart
Module 5 – Adjectives and Adjective Order
Modal Verbs:
Modal Verbs: Will-Would, Shall-Should
The Past – Summary Chart (part 1)
Making a Map to Learn Geography and History
Second Year Program
IF-CLAUSES OR CONDITIONAL SENTENCES
PRESENT PERFECT SIMPLE AND CONTINUOUS: THE DURATION FORM
PAST PERFECT SIMPLE AND CONTINUOUS
The Past – Summary Chart (part 2)
Novel Project – 2nd year Class
ENGLISH VERB TENSES – TEMPI VERBALI INGLESI
GRAMMAR REVIEW – ALL THE VERB TENSES
Parts of Speech – Grammar Review Charts
Third Year Program
Giotto tra Assisi e Padova/Giotto from Assisi to Padua
Fifth Year Program
SCUOLA
Riflessioni
SCUOLA IN PRESENZA vs DIDATTICA A DISTANZA
CHI NON VUOLE IL RITORNO A SCUOLA IN PRESENZA?
La qualità negata a scuola è da ricercare nel sistema neoliberista
Banchi con le rotelle e didattica innovativa
Come i crediti scolastici mortificano l’esame di stato
LE LINEE GUIDE A FIRMA AZZOLINA, “Arrangiatevi!”
La scuola e l’emergenza sanitaria
Valutare cosa? La scuola della #DAD: disuguaglianze e burocrazia
PAI e PIA – La mossa del cavallo del ministero dell’istruzione
UNA MODESTA PROPOSTA: IL 10 PER TUTTI!
La scuola: classista o inclusiva?
Ministro Azzolina, no, così non va!
La scuola al tempo del corona virus
ORIENTAMENTO E LA RETORICA DEL MERCATO
Privatization of Public Schools for the Profit of the Few
In Principio fu l’autonomia scolastica
GUELFI E GHIBELLINI: una polemica strumentale sullo sciopero del 17 maggio 2019
SCIOPERO DEL 17 MAGGIO 2019, L’ULTIMA CHIAMATA!
QUESTO SCIOPERO S’HA DA FARE – 17 MAGGIO 2019 –
Perché dico assolutamente no alle telecamere nelle classi scolastiche
Primo incontro pubblico sulla scuola
APPELLO PER LA SCUOLA PUBBLICA
Trent’anni di distruzione della scuola pubblica
Traduzione in italiano della “Lettera aperta a Andreas Schleicher, OCSE, Parigi
Response to Points Raised in Heinz-Dieter Meyer “Open Letter”
Traduzione in italiano della risposta ai punti sollevati nella Lettera Aperta di Heinz-Dieter Meyer
Riflessioni sulla scuola pubblica, parte 1^ – Autonomia scolastica
Riflessioni sulla scuola pubblica, parte 2^ – Offerta formativa
Riflessioni sulla scuola pubblica, parte 3^ – Valutazione e merito
Lo scandalo della “Buona scuola”
Le conseguenze della chiamata diretta dei dirigenti scolastici
Riflessione in merito all’allarme lanciato dai 600 docenti universitari
A volte ritornano…la scuola superiore in quattro anni
L’OCSE-PISA E IL DOGMA DEL NEOLIBERISMO CHE SOFFOCA L’ISTRUZIONE
SULLO SCANDALO DEI LICEI CLASSISTI
Sistemi di istruzione a confronto
Studiare all’estero: ciò che i media non dicono
Quattro anni di scuola superiore e materie facoltative al liceo: tra mito e realtà
Istruzione in Finlandia e Danimarca: due eccellenze invidiate in tutto il mondo
Istruzione in Austria e Germania – scuola inclusiva e scuola selettiva?
LE SCUOLE PUBBLICHE INGLESI SONO PRIVATE E PRESTIGIOSE
IL SISTEMA DI ISTRUZIONE INGLESE – La meritocrazia al comando
Simulazione seconda prova scritta per il liceo linguistico esame di stato 2019 – RIFLESSIONI
NORMATIVE
SEMINARIO NUOVO ESAME DI STATO a. s. 2018/19 – MESTRE (VE)
TEACHING EFL/DIDATTICA
“The Wife of Bath”, G. Chaucer – HOMEWORK
Excerpts taken from “Othello”, W. Shakespeare
“The Just-Created Adam”, J. Milton – HOMEWORK
Open Questions on “From the Origins to the Roman Empire” – HOMEWORK
Open Questions on “From the Great Invasions to the Battle of Hastings” – HOMEWORK
“Satan’s Speech” – “PARADISE LOST” (1667), J. Milton
“The Just-Created Adam” – “PARADISE LOST” (1667), J. Milton
The Puritan Age and John Milton – Essay Questions
Excerpt from Defoe’s “The Fortunes and Misfortunes of Moll Flanders” (1722)
“Molly Becomes a Thief”, D. Defoe – HOMEWORK
Excerpt from “A Modest Proposal” by Jonathan Swift
Excerpt from “Jane Eyre” by Charlotte Bronte
Excerpt from “Wuthering Heights” by Emily Bronte
Excerpt from “The Importance of Being Earnest” by O. Wilde
“The Chain-gang” – Heart of Darkness (1902), J. Conrad
“The horror!” – Heart of Darkness (1902), J. Conrad
Excerpt from “A Passage to India” (1924), E. M. Forster
Excerpt from “Animal Farm”, G. Orwell
Excerpt from “1984”, G. Orwell
Comparing Joyce’s and Woolf’s Stream of Consciousness Writing Technique
Excerpt from “Orlando” by V. Woolf
Beowulf Fights the Monster and Perishes
Open Questions on “Beowulf” – HOMEWORK
Open Questions on Feudalism – HOMEWORK
HOW TO WRITE AN ESSAY – part 1
HOW TO WRITE AN ESSAY – part 2
Excerpt from “Treasure Island”, R. L. Stevenson
Second Generation Romantic Poets – Anthology
READINGS/LETTURE
LA SCUOLA CATTOLICA, E. Albinati
ALEKSANDRA KOLLONTAJ, Marxismo e femminismo nella rivoluzione russa, P. La Villa
THE BONFIRE OF THE VANITIES – Tom Wolfe
An Honor Student in the Bronx – an excerpt from – “The Bonfire of the Vanities” by T. Wolfe
L’urlo e il furore, William Faulkner
I leoni di Sicilia – la saga dei Florio, di Stefania Auci
TRANSLATIONS/TRADUZIONI
UNCATEGORIZED
Riflessioni laiche sulle parole di un papa emerito
Come la politica divenne ostaggio del capitale
IL MIO 8 MARZO E’ TUTTI I GIORNI
Umberto Eco e la polemica imbecille
VIDEO LESSONS
First Year Course – Basic English
The Neutral Pronoun “IT” and spelling skills
PAST TENSES – Video Lesson n. 1 – Past Simple
PAST TENSES – Video Lesson n. 2 – Used To and Would
PAST TENSES – Video Lesson n. 3 – Past Continuous
Video Lesson n. 1 – Modal Verbs: Can/Could – May/Might
Video Lesson n. 2 Modal Verbs: Will/Would – Shall/Should – Must/Ought To
Second Year Course – Intermediate English
REPORTED SPEECH – Video Lesson n. 1 – Introduction to Reported Speech
REPORTED SPEECH – Video Lesson n. 2 – More in Detail
How To Write A Professional Email
Third Year Course
Video lesson n. 1 on The Tudor Dinasty – Henry VII
Video Lesson n. 2 on The Tudor Dinasty – Henry VIII
Video Lesson n. 3 on The Tudor Dinasty – Edward VI and Mary I
Video Lesson n. 4 on The Tudor Dinasty – Elizabeth I
Video Lesson n. 1 – English Renaissance in Literature
VideoLesson n. 2 – English Literature in the Renaissance
Video Lesson n. 1 – William Shakespeare (1564-1616)
Video Lesson n. 2 – William Shakespeare (1564-1616)
Video Lesson n. 1 – Excerpts Taken From “Othello”, W. Shakespeare
Video Lesson n. 2 – Excerpts Taken From “Othello”, W. Shakespeare
Fourth Year Course
Daniel Defoe (Robinson Crusoe) Video Lesson n. 1 – L. R. CAPUANA
Daniel Defoe (The Fortunes and Misfortunes of Moll Flanders) Video Lesson n. 2 – L. R. CAPUANA
Jonathan Swift (1667-1745) Video Lesson
Fifth Year Course
Video-lesson n. 2 on George Orwell (1903-1950) – Biography
Video-lesson n. 3 on George Orwell (1903-1950) – “Animal Farm” (1945)
Video-lesson n. 4 on George Orwell (1903-1950) – “1984”
Video Lesson n. 0 INTRODUCTION TO ORWELLS’ EXCERPTS’ READINGS AND COMMENTARIES
Video-lesson n. 1 Excerpt and Commentary – “Animal Farm” (1945), G. Orwell
Video-lesson n. 2 Excerpt and Commentary – “Animal Farm” (1945), G. Orwell
Video Lesson n. 1 Reading and Commentary of Excerpt from “1984” (1949), G. Orwell
Video Lesson n. 2 Reading and Commentary of Excerpt from “1984” (1949), G. Orwell.
Video Lesson n. 1 – V. Woolf, J. Joyce and The Stream of Consciousness
Video Lesson n. 2 – Virginia Woolf and The Stream of Consciousness
Video Lesson n. 3 – James Joyce and The Stream of Consciousness (part 1)
Video Lesson n. 4. – James Joyce and the themes of Paralysis and Epiphany
Video Lesson n. 1 – Comparing Virginia Woolf’s and James Joyce’s Stream of Consciousness
Video Lesson n. 2 – Comparing Virginia Woolf’s and James Joyce’s Stream of Consciousness
Video Lesson n. 3 – Comparing Virginia Woolf’s and James Joyce’s Stream of Consciousness
Video Lesson n. 4 – Comparing Virginia Woolf’s and James Joyce’s Stream of Consciousness
Video-lesson n.1 Women’s Twentieth Century – English Literature
Video-lesson n. 2 Women’s Twentieth Century – English Literature
Video-lesson n. 3 Women’s Twentieth Century – English Literature
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