Charles Dickens

Adaptation, Dossiers and Activities by P. Massara
 One of the most famous works of fiction by Charles Dickens, a view on London and its slums and workhouses during the Victorian Age, a "novel of formation" with striking contrasts. It is the story of an orphan from his orphanage and workhouse days to his flight to London, where he happens to live with a gang of boys led by a thief. Oliver has only met misery and people with no scruples and humanity in his life. But one day he meets a gentleman who believes in his goodness of heart…
 The reader contains in-depth analyses on Victorian towns, children's exploitation, children in literature and the cinema and theatre performances of Oliver Twist. 
 
 Teacher's Resources available online: Answer Key - Audioscripts - Key to Summing-up Activities.
 
 Uno dei romanzi più famosi di Charles Dickens, spaccato della vita della Londra dei bassifondi dell’epoca vittoriana. Romanzo di formazione e di grandi contrasti, è la storia di un ragazzo dai giorni dell’orfanotrofio alla fuga verso Londra dove si trova a vivere con persone spesso senza scrupoli e nessuna umanità.
 Il reader contiene inserti sulla società vittoriana, sullo sfruttamento minorile, sulla figura del bambino nella letteratura, sul cinema e il teatro di Oliver Twist.

Chapter 1 – Oliver’s early life

Chapter 2 – Oliver’s first job

&nbsp &nbsp &nbsp Extension: Victorian towns

Chapter 3 – Oliver in London

Chapter 4 – Oliver’s life changes

&nbsp &nbsp &nbsp Extension: Children’s exploitation from Dickens to today

Chapter 5 – The robbery

Chapter 6 – New friends for Oliver

&nbsp &nbsp &nbsp Extension: Children in literature

Chapter 7 – Oliver is not alone

Chapter 8 – The end of all mysteries

&nbsp &nbsp &nbsp Extension: Oliver Twist performances

Summing-up activities

Glossary

About 250 million children must work. About half of these work all day, for little money and in dangerous conditions. In Afghanistan half the children have lost their fathers in the war and have to take responsibility for the family because women Children soldiers in Congo (2003). don t have permission to work. Children are cheap workers. Many of them work in carpet8 factories in Pakistan with their small, agile hands. But they cannot work for a long time because their health quickly becomes worse. In Mozambique the civil war finished in 1992. Many children lost their parents and had to beg9 or work. School for these children is just a dream. But child work brings more poverty because children who don t go to school will not be able to help their countries as adults. Unfortunately children s exploitation is not only this. Prostitution   where children can earn10 more than adults in regular jobs   is another terrible way to harm11 children. Finally, children are used as soldiers. There are about 300,000 child soldiers around the world. Every year the number grows because more children are forced to fight. Terrified children were or are still used in wars in Sierra Leone, Liberia, Congo, Sudan, Sri Lanka, Afghanistan and Burma. It takes a long time to rehabilitate12 children that have become soldiers; but there are camps where they do this. The only wishes13 of ex-children soldiers are peace and the chance to go to school. 191 out of 194 countries have signed the Convention on the Rights of the Child. This is a set of rules that are universally accepted and clearly explain the basic human rights of children everywhere: 1. The right to survival14 2. The right to develop15 to their fullest potential 3. The right to be protected from dangerous influences, abuse and exploitation 4. The right to participate fully in family, cultural and social life. For more information see: www.unicef.org 8. carpet: thick woven material used for covering floors. 9. beg: ask for money. 10. earn: receive money. 11. harm: damage, hurt. 12. rehabilitate: help someone to return to a healthy life. 13. wish: a desire that you want to have something. 14. survival: when a person continues to exist especially in difficult situations. 15. develop: gradually grow or become bigger, more advanced, stronger, etc. 44 

5  The robbery Chapter BEFORE READING 15 1 Listen to the first part of Chapter 5 and answer the following questions. a. What does Mr Brownlow think of Oliver? .................................................... b. What does Mr Grimwig think of him? ............................................................. c. What opinion do you think Mrs Bedwin, the housekeeper, shares? ..................................................................................................................................................... d. Who do you think is right? ..................................................................................... 2 Think about the value of money. a. How much is £5 nowadays? c 7.50. c 10. c b. What can you buy with £5 nowadays? c A CD. c A sandwich and a coke. c A pair of trousers. 15. c. What do you think it was possible to do with £5 at Oliver s times? c Buy food for a poor family for some time. c Buy a house. c Buy a little food. 3 Complete with the words in the box. pence (2)   pound (2)   shilling a. A unit of money used in the UK. It was a banknote, it is now a coin. ......................................................................................................................................... b. The plural of penny. ...................................................................................................... c. Its symbol is £. ................................................................................................................. d. Small unit of money used in the UK until 1971. ....................................... e. There are 100 ................................................. in 1 pound. 45 

Scopri "Oliver Twist" di Dickens, un orfano nella Londra vittoriana tra sfruttamento e speranza. Con inserti su società, sfruttamento minorile, teatro

Oliver Twist - Collana RAINBOWS

Level A2 • Elementary - Collana RAINBOWS

Oliver Twist

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