Katherine Clifton

Clifton Katherine

Jo-Ann Costa

Costa Jo-Ann

Chiaretta Gelli

Gelli Chiaretta

&nbsp;Scheda dell'opera
 Un manuale di ‘civiltà’ inglese di livello B1-B2 che mette a fuoco, secondo un’ottica interculturale, gli aspetti più significativi dei paesi in cui la lingua inglese è parlata.
 
 Un manuale di ‘civiltà’ inglese di livello B1-B2 che si propone di mettere a fuoco, secondo un’ottica interculturale, gli aspetti più significativi dei paesi in cui la lingua inglese è parlata.
 
 I 12 Moduli e le relative 36 Unità in cui è suddiviso ESCAPES offrono una visione globale e globalizzata del mondo in cui l’inglese è parlato come L1 o L2 o come lingua veicolare, cogliendone gli aspetti reali, ma anche fornendo occasioni di "fuga dalla realtà" attraverso la letteratura e il cinema.
 
 Il testo è particolarmente innovativo e motivante in quanto ogni Modulo, nel trattare le diverse culture di lingua inglese sotto l’aspetto geografico, storico, sociale, letterario e artistico, fa sempre riferimento ad un film particolarmente significativo per l’argomento trattato. Inoltre, offre molteplici occasioni di rinforzo ed approfondimento grazie ai siti Internet citati punto per punto e al materiale autentico e aggiornato tratto da riviste, quotidiani e dalla “rete”.
 Le attività, infine, sono sempre mirate, oltre che a sviluppare le abilità ricettive e produttive, a stimolare l’attività di gruppo e di classe ed il confronto delle opinioni. Particolare attenzione è stata rivolta agli esercizi riguardanti i film.

Module 1 - English in the world

Unit 1- Today’s lingua franca

Unit 2 - The rise and decline of the British Empire

Unit 3 - The fall of the British Empire

Film Spanglish

Module 2 - England and Wales

Unit 1 - England: London and the South

Unit 2 - England: The Midlands and the North

Unit 3 - Wales

Film The Simpsons: The Regina Monologues

Module 3 - Scotland and Ireland

Unit 1 - Scotland

Unit 2 - Ireland: the country

Unit 3 - Ireland: the soul

Film Braveheart

Module 4 - The U.S.A.

Unit 1 - The East

Unit 2 - The Central and the Southern States

Unit 3 - The West

Unit 4 - Alaska and Hawaii

Film The Truman Show

Module 5 - Other parts of the Americas

Unit 1 - Canada

Unit 2 - The Caribbean Basin

Film The Last of the Mohicans

Module 6 - Africa and Asia

Unit 1 - Africa and its people

Unit 2 - Africa: countries in the south

Unit 3 - Continental Asia: India, Pakistan, Bangladesh

Unit 4 - Pacific Asia: Singapore, Hong Kong, Philippines

Film Bride and Prejudice

Module 7 - Oceania

Unit 1 - Australia

Unit 2 - New Zealand

Film Mr. Crocodile Dundee

Module 8 - Hot issues

Unit 1 - A dying planet

Unit 2 - Food, water and aid

Unit 3 - Futuristic Science and Technology

Film Jurassic Park

Module 9 - Society and the individual

Unit 1 - The UK and its institutions

Unit 2 - The USA and its institutions

Unit 3 - The European Union

Film Love Actually

Module 10 - Young peolple

Unit 1 - Education and learning

Unit 2 - Feelings and questions

Unit 3 - Sport and free time

Film Billy Elliot

Module 11 - Moments in history, literature and art

Unit 1 - From the beginning to Henry VIII

Unit 2 - From the Golden Age to Victorianism

Unit 3 - The XX Century and beyond

Film The Merchant of Venice

Module 12 - The unknow

Unit 1 - Target: Earth

Unit 2 - The Gothic Tradition

Unit 3 - A Satire on the Gothic Tale

Film Sleepy Hollow

Glossary

module 12 Target: Earth BEFORE READING What do you think the title of this Unit means?   From horror to science fiction Until the end of the 19th century, horror fiction had not looked beyond our own planet for inspiration. However, with new scientific advancements in space observation, some writers began to think of the (at least fictional) possibilities of  invasions  from other worlds. In 1898 British writer H. G. Wells published The War of the Worlds, in which creatures from another planet try to conquer the Earth. It was one of the first novels of what we now call science fiction. But then in the 20th century, radio replaced reading as the usual form of home entertainment and news for people all over the world. Home television (black and white) became common in the United States in the 1950s, though considerably later in Europe. Unit country. Between nine o clock and dawn of the next day, men, women and children across the nation ran away from things that had no existence except in their imaginations. In the course of forty-five minutes, invading Martians were presumably able to rocket off from their planet, land on the earth, put together their destructive machines, defeat our nation s army, break up communications, demoralize the people and occupy whole sections of the country. In forty-five minutes!  ACTIVITIES 1 a. How do you think radio was different and more attractive than reading as a form of entertainment and news? What disadvantages may there have been in this new medium? b. How do you think entertainment and news on the radio were (and are) different from the same things on TV?   The Panic Broadcast  October 30th 1938, just before the beginning of World War II, will be remembered as the night when the fears of thousands of Americans surfaced and spread over the Read Text 1 and discuss the questions that follow. 2 Howard Koch. The excerpts come from the book The Panic Broadcast, which Koch wrote later. Here he talks about the effects the programme caused. Read and answer the questions that follow. a. When was the program broadcast? b. Why were people all over the world afraid during this period in history? c. What do you think are the good/bad points about radio programs in comparison to TV programs? c. What happened as a result of the radio program? Text 2 is about a very famous radio program of the past: The Night the World Came to an End   Almost by e. Do you think people today would believe this program? Why/Why not? d. Why did Howard Koch think people s reactions were exaggerated? 

Target: Earth Target: Earth Target: Earth Target: Earth Target: Earth Ta TARGET: EARTH 3   unit 1   173 Text 3 provides Koch s background information about writing the program. Read it and answer the questions. a. How do you think Howard Koch felt about writing the program? Why? b. What form did he have to write his radio play in? c. Where did the original source of the program come from? d. What elements of the original novel did Koch use in his radio play? e. What adaptations did Koch make to the original story? f. Why did he choose Grovers Mill, New Jersey, as the setting? 4 é Writing the program è After the broadcast «I was a very surprised contributor to this bizarre event. I was doing my first job, writing the plays for the Mercury Theater s Sunday evening programs*. These programs were built around the name and talents of Orson Welles**. It was an experience I wouldn t have missed nor would want to go through again. «People have asked me if I d write another radio play of the kind that might cause some future panic. The answer is no. I have no desire to add other problems to the very real alarms of our precarious times. I remember a story told me by a woman in a telephone exchange the night of the broadcast. She was supervising the women who answer information calls. My informant heard one of the women say in a very polite tone,  We haven t that information here.  The supervisor complimented her.  That was very nicely spoken. What did the person ask?  The woman replied,  He wanted to know if the world was coming to an end.   A novel was given to me   H. G. Wells s The War of the Worlds (1898)   with instructions to dramatize it as news bulletins. The story was set in England and written in narrative style. Because this was an American radio play, I realized I could use practically nothing except the idea of a Martian invasion and the descriptions of their appearance and their weapons. Starting to work, I spread out a map, closed my eyes and put down the pencil point. It happened to fall on Grovers Mill, New Jersey. I liked the sound. Also it was near Princeton University, where I could logically bring in the observatory and the well-known astronomer Professor Pierson, who became a leading character in the drama.    Orson Welles in the New York studio where he made the radio program that frightened thousands of listeners in 1938. * Programme: British spelling. Program: American spelling. ** Orson Welles became a famous American film actor in the 1940s, best known for his roles in Wuthering Heights and Citizen Kane.   Orson Welles as he is questioned by reporters after the program. Text 4 tells how Howard Koch felt after the program went on the air. Read it and answer the questions. a. Why wouldn t Howard Koch write another similar play? b. What do you think he means by  the very real alarms of our precarious times ? c. Is this phrase out of date or still true today? Why? d. Why did the supervisor compliment the woman answering information calls? e. Do you think the woman s answer was appropriate? Why/why not? f. How would you have answered the caller? 

Approfondimenti culturali e motivazione: moduli tematici, film significativi, risorse online e attività coinvolgenti per lo studio dell'inglese.

Escapes, new edition

English-Speaking Countries Across Press E-world Screen

Escapes, New Edition

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