Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

«Discovering teenage personality: Who are you?» Diario di bordo

15 febbraio 2008 – 8 marzo 2008

15/2/2008 ( 1h)Warming-up:who are you? Vengono proposte agli allievi alcune semplici domande (What’syour name? Have you got a nickname? What are you like now? What is your favourite holiday place/? What is the best film you’ve seen? What are you going to do when you leave school?...)volte a far emergere l’idea che ciascuno è dotato di certe caratteristiche non solo fisiche (qualità, atteggiamenti, preferenze, visioni, ideali…) che ne delineano l’identità. Si riflette sul fatto che alcuni elementi sono immodificabili (age, sex, physical appearance…) mentre altri (personal preferences, eating habits, personal ambitions…) riflettono scelte o aspetti del carattere e possono cambiare nel tempo. Si sottolineano anche similarities and differences tra allievi. Si conclude riconoscendo che la personalità è il modo in cui ci si presenta al mondo (gli altri). Si cerca di mantenere la conversazione in inglese; in questa fase intervengono come al solito gli allievi più sicuri di sé e delle proprie competenze, gli altri devono essere coinvolti dall’insegnante (con domande estremamente semplici per non demotivarli e/o isolarli).Si passa all’esame del primo testo (e-mail in cui un’adolescente racconta di sé). Mentre gli allievi ascoltano il brano letto dall’insegnante devono riconoscere e sottolineare gli aggettivi; ci si sofferma sulle tre espressioni “to put oneself in someone’s shoes”, “to see life through rose-coloured glasses” e “ to put your heart and soul into any cause you believe in” e si sollecitanogli allievi ad individuare gli aggettivi più adatti a rappresentarne il significato scegliendo tra i numerosi proposti nella Word Bank. Compito a casa: gli allievi analizzano gli aggettivi evidenziati nella e-mail e decidono se, nel particolare contesto in cui sono inseriti, hanno valore negativo o positivo. Vengono invitati a sottolinearli con due colori diversi e quindi a riportarli sul quaderno (Positive/Negative Adjectives - Task 2). Devono inoltre rileggere il brano cercando di farsi un’idea della personalità di Marilyn (risponderebbero alla sua e-mail?).

16/2/08 (1h)Prima di iniziare la correzione del compito assegnato,vengono concessi agli allievi alcuni minuti per confrontare la tabella degli aggettivi compilata a casa (pair work, group work); si passa poi ad una discussione di carattere generale e ci si sofferma in particolare su quegli aggettivi che sono stati interpretati in modo diverso, chiedendo agli allievi di riflettere e decidere in merito. Si sottolinea l’uso dei modificatori (a bit, quite…) e di abbinamenti come “I’m intolerant of fools”. Si cerca di mantenere la conversazione in inglese, ma il ricorso all’italiano è spesso indispensabile per ottenere il coinvolgimento di tutti. Si procede ad un breve sondaggio: chi vorrebbe mettersi in contatto con Marilyn e perché? (intervengono i soliti…). Si passa ad una rapida traduzione della lettera con la collaborazione di tutti (l’insegnante evita di intervenire, se non è indispensabile).Word Bank: si procede con l’analisi dei parecchi aggettivi proposti per descrivere la personalità (individuazione di false-friends, sinonimi, opposti ) invitando quindi gli allievi a selezionare quelli più adatti a rappresentare il loro carattere ( da riportare nella tabella Positive/Negative adjectives). Il lavoro, impostato in classe, dovrà essere completato a casa. L’attività mira a sviluppare l’abilità di parlare di sé in maniera vivace e personalizzata.

22/2/08 (1h) Warming-up: viene chiesto agli allievi di provare ad “etichettare” i compagni con alcuni aggettivi che meglio ne rappresentano il carattere (‘chi si è per gli altri’). Si confrontano gli aggettivi proposticon quelli che ognuno ha scelto per sé. La discussione è animata ma ‘scivola’ continuamente nell’uso dell’italiano (i più deboli non riescono a sostenere più di tanto lo scambio in inglese e si distraggono). Si procede con le attività di riscrittura/imitazione. Agli allievi che incontrano maggiori difficoltà vengono assegnati esercizi sul testo: a) individuazione dei pronomi personali, aggettivi e pronomi possessivi, riflessivi nell’e-mail di Marilyn; b) riscrittura del testo in terza persona ( I/she); c) riscrittura al Past Simple Tense ( si immagina che Marilyn sia diventata adulta e ricordi come era da ragazza). Si lavora in coppie e l’insegnante controlla lo svolgimento degli esercizi fornendo chiarimenti e suggerimenti a chi ne fa richiesta. Agli allievi che meglio padroneggiano la grammatica e possiedono una discreta competenza linguistica si propone di scrivere una propria e-mail, prendendo spunto da quella analizzata in classe e riciclando gli aggettivi selezionati per descrivere la propria personalità. Le attività, iniziate in classe, saranno completate a casa individualmente.

“ Hi, my name’s Fabio and… this is me! In my name there is an ‘f’, an ‘a’, a ‘b’, an ‘i’ and an ‘o’.So I am fantastic, amusing, bastard, intelligent and outspoken. Well, first the bad thing. I’m not mature because I don’t take any important decision. I’m certainly not perfect but I don’t think I’ve irritating habits. Now the good things. I’m energetic and symphatetic because my life is very funny. I’m sweet with girls because I love them! I’m not aggressive because I think that violence doesn’t help.” 1

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

Fabio Currà

23/2/08 (1h)Si inizia con la (rapida) correzione degli esercizi di riscrittura; sono necessari chiarimenti poiché non tutte le trasformazioni sono state effettuate correttamente. Alcuni allievi hanno svolto il compito affrettatamente, altri non hanno eseguito la consegna adducendo come giustificazione gli impegni pomeridiani derivanti dalla partecipazione ai corsi di recupero. (Effettivamente gli allievi più deboli di inglese trascorrono molte ore a scuola poiché sono di solito carenti in più discipline ed è pertanto difficile ‘sanzionare’ il mancato svolgimento del compito assegnato). Si passa quindi alla lettura di alcune delle e-mail prodotte dai compagni più competenti e si sollecita uno scambio di opinioni su quanto essi riportano di sé stessi (miscuglio di inglese/italiano per i motivi già evidenziati). Si prosegue quindi nel percorso di scoperta della propria personalità (Sentence Bank): non più e non solo aggettivi, ma espressioni e modi di dire che più dettagliatamente descrivono ‘chi si è’, ‘che si ha’ (in termini di abilità, competenze, ambizioni…) e’che si fa’(preferenze,desideri…). Rapido ripasso del Present Simple Tense; esercizio di matching che comporta il riutilizzo degli aggettivi precedentemente appresi; selezione delle espressioni che si adattano alla personalità di ciascuno. Fornite istruzioni per lo svolgimento del Task 3 (attività di taglia-incolla): seguendo la traccia data, utilizzando ed organizzando la fraseologia fornita, gli allievi devono descrivere sé stessi (who are you’ which abilities have you got? what are you like’). Gli allievi che ritengonodi aver già acquisito la necessaria competenza possono produrre il testo autonomamente (task 4). Il lavoro è assegnato come compito a casa.

“Hi, my name is Irene and this is me! My name comes from the Greek word “ Eirene” and it means ‘peace’. In fact I’m a peaceable and peaceful person. It’s quite unusual that I quarrel with someone. My friends say that I’m really sweet, quiet, amusing and most of all cheerfu! I’m always with a smile on my lips. I’m clever at school but I’m quite scarry when I go out with my friends… I don’t like going to the disco, I prefer going to the city centre or to the cinema because I think it’s more amusing. I’m sometimes shy, it depends on the person I’m facing. I’m sociable and I like being with people. I’m enough helpful and caring. I like helping the people who are in difficulty. I have an optimistic view of my life! I love dreaming with my eyes open but I know when it is the moment to come back to the real life. I’m qiet, impulsive and decisive. I usually make decisions quickly. This is only a short description of myself and I hope you have a good idea of me!”Irene Dimichele

“ Hi, my name is Fabio and..this is me! I think I’m nice and quite shy so I try to urge my friends to speak to other persons. Nevertheless I’m very sociable. I think I’m quite possessive about things and sometimes I’m moody. Some friends tell me I’m a great friend. I’m attactive, intelligent, youthful and sometimes kind. I’m symphatetic to friends and I’m sensitive. I’m very sensibile. I’m decisive, too. I know how to take people and I’m right on them. I like having long hair, however I’m a clean boy! I think I’m nice and I have a good memory. I think I’m as an eagle because I dislike being the centre of attention and I dislike people looking after me.”Fabio Galizia

“ Hi, my name is Marian. I was born in Bacau but after seven years I arrived in Turin where I live. My personality changed because of the continuous changes that I have had in my life. People usually describe me as a kind, imprevedibile boy full of energy. I’m generous with everyone and try to entertain others as I try to take life as it is and so I adapt myself to situations, even those more unpleasant. I like joining friends at parties but I don’t like alchol or smoking but sometimes I prefer solitude to the company.”Marian Mariut

“ My name is Valentina but my friends call me Vale. I’m a very friendly person. When I am at school I always chat with my friends and I don’t listen to the lessons. I don’t speak about my problems with my friends. When I’m in love I’m insopportable! I’m attracted by sweet persons. I hope a day to find the boy of my life.”Valentina Capano

29/2/08 (1h)L’insegnante raccoglie gli elaborati (alcuni allievi non hanno svolto il compito per i motivi già esposti) e ne legge uno a caso anonimamente invitando gli allievi ad indovinare/ipotizzare quale compagno/a lo ha prodotto. L’attività incuriosisce ma è piuttosto dispersiva e caotica poiché tutti vogliono intervenire (in italiano!) ed hanno difficoltà a motivare l’attribuzione in modo pertinente.Emerge il dato che alcune caratteristiche sono comuni a più persone e quindi non è semplice identificare lo/a scrivente: riflessione sul fatto che tutti gli scriventi sono adolescenti e breve scambio di opinioni (inglese/italiano) su ciò che i teenagers hanno in comune. Si sollecitano gli allievi – con domande rigorosamente in inglese a cui non fanno sempre seguito risposte nella stessa lingua - a considerare i loro rapporti con gli adulti, a riflettere sui motivi di eventuali contrasti (amici, denaro, studio…), ad evidenziare gli atteggiamenti degli adulti che meno sopportano.

2

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

Si evidenziano alla lavagna alcune frasi significative che rappresentano sentimenti e stati d’animo di cui gli allievi hanno esperienza personale (a teenager no longer accepts his /her parents’ ways and beliefs/doesn’t know what he/she wants and what he/she can do…) relativamente sia ai motivi della crisi (reasons of the crisis) che alle conseguenze (consequences, his/her dislike of adults makes the teenager irritable with parents and adults in general, friends are more important and useful in this stage of life…). Compito assegnato: riconsiderare quanto discusso in classe e riorganizzare le proprie idee in merito (sotto forma di semplici appunti o note, la consegna è per il giorno seguente).

1/3/08 (1h)Warming-up: si riprende la discussione interrotta la lezione precedente e si guidano gli allievia prendere in considerazione un aspetto di solito importante nella vita di un’adolescente: l’abbigliamento. Si propone quindi la lettura di una pagina del diario di un adolescente americano che racconta lo scontro con la madre in occasione dell’acquisto di abiti (per entrambi). Il testo viene dapprima letto dall’insegnante ed agli allievi viene chiesto di identificare la situazione, i protagonisti e la causa del disaccordo mentre ascoltano. Prima di passare al testo si leggono insieme le domande di comprensione e si invitano gli allievi ad individuare le informazioni richieste durante la lettura . Non sono previste attività particolari sul testo, che viene proposto solo come spunto di riflessione : l’obiettivo è far sì che gli allievi si rendano conto che quello che stanno attraversando è solo uno stadio, piuttosto normale, della vita di ognuno. Dal punto di vista linguistico, si fa notare l’uso di alcune parole – in particolare aggettivi, su cui si è impostata la prima parte dell’unità – che possono essere considerate “rivelatrici” dei sentimenti di Adrian: gli aspetti negativi di persone e cose vengono comunicati attraverso la scelta di aggettivi come “sadistic-looking” (riferito alla commessa) o “filthy” (la canzone diffusa nel negozio) o ancora “lime-green leopard-skin print tee-shirt”. Compito assegnato: utilizzando –se necessario- la pagina del diario di Adrian come modello, scrivere una pagina di diario raccontando un episodio (vero o immaginario) di conflitto con un adulto. Utilizzare eventualmente “parole rivelatrici”.

“ Dear diary, I’m here to write to you because yesterday was a bad day. First of all I lost the bus and so I arrived late at school, secondly I lost my lucky pen… I thought “this is bad luck!” but I didn’t know that in the afternoon I had to go to the hairdresser’s with my mum! What a disaster!!! My face looked like this: (disegno) Infact I hate going to the hairdresser’s with my mother because she always has something to tell me about my new hair style. And she told me that I had to cut my hair until the ears but I don’t like short hair so after a long discussion I could cut my hair in the way I LIKE! Kisses” Federica Gabriele

“I went to do shopping yesterday. I bought a white T-shirt with tribal designs in a shop in via Garibaldi. I went there with my friends after school. Tomorrow I will go to Florence with my class. I have to pack my trolley. My mum is really angry because I have to tidy my room. She punished me for a week and when I come back from Florence I will have to stay at home for a week! I think I will buy a present for my mum, but she dislikes compromises!”Federico Borza

“ Yesterday I came home and I ate some spaghetti. When my mum and dad came back they told me: did you go to the gym in the afternoon? I said no because I wanted to go out with my friends. I argued with her for 30 minutes. Activities are good,is for me, for my future, I said that “I will go to the gym tomorrow!” but she punished me and I went to the gym.”Mirko Terranova ( disorganizzato, errori)

“ I have just arrived home. I usually do my homework before go to enjoy.So I did it. When finished homework I went watchig Tv or listening to music. Today I sleept from 5 pm until 7.30 when I get up I went to have dinner, so I saw a film.” Engi Zelevizhda (consegna non eseguita, errori)

8/3/08 (1h)Si raccolgono i lavori svolti, che non vengono letti in classe per scelta condivisa. Si sollecita un breve confronto sugli episodi narrati ma non tutti gli allievi padroneggiano la lingua in modo taleda intervenire proficuamente; l’insegnante rivolge perciò qualche domanda diretta a ciascuno, modulando le difficoltà. A conclusione di tutto il lavoro svolto, viene infine proposta una scheda/quiz: scegliendo un proprio percorso determinato dalle risposte date da ciascuno ad una sequenza di domande si finisce col trovare una corrispondenza tra la propria personalità ed un animale. Ogni allievo legge quindi la descrizione del ‘temperamento’ dell’animale e valuta se questa coincide con il ritratto che della personalità di ciascuno è emerso dalle varie attività svolte.Si conclude il lavoro confrontando le tipologie di animali più/meno numerose risultate nella Classe e stimolando gli allievi a scambiarsi opinioni in merito ( Is the description an accurate portrait of you?/your schoolmate…? What points do you agree/disagree with? ...). Anche in questa occasione molti allievi cercano di intervenire (inglese/italiano) in modo piuttosto disordinato - a volte solo per

3

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

evidenziare i ‘difetti ‘ di qualche compagno – e l’insegnante è costretta a prendere parte alla discussione e a ‘guidarla’. E’ mancato il tempo per un game finale a gruppi : descrivere la personalità di un compagno senza indicarne il nome e cercare di indovinare di chi si tratta con il minor numero di indizi possibile.

4

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

Allegato 1Testi e attività

BEFORE READING (fase motivazionale)Some details about yourself are things which you cannot change (like your physical appearance), while others are things which reflects your own choices (like your personal preferences). These can change and perhaps some of them are already different from when you were little. What do you think of the details which describe your personality? Can they change?

TEXT A: an English teenager, Marilyn, wants to find a penfriend on the Net so she writes a description of herself for an Internet Penfriends site.1. Read the notes she sent about herself revealing her own personality. While reading check the meaning of the following statements and match them with a suitable adjective (if you need, you can have a look at the word bank in the following page): - if you put yourself in someone’s shoes you are____________________- if you see life through rose-coloured glasses you are_____________________- if you put your heart and soul into any cause you believe in you are

_______________

Hi, my name’s Marilyn and…this is me!In my name there are an “m”, an “”a”, an “i” , a “y” and an “r” so I can say I’m marvellous, attractive, intelligent, youthful and reserved … but I’m afraid that only the last word is true!Well, first the bad things. I’m a bit shy and not outgoing enough, but I think I’m a kind person ,I care about people and their feelings and I ‘ve enough sensitivity to put myself in their shoes:I’m usually ready to help in an emergency and to excuse them if they are wrong. My friends say that I’ m quite generous because I like giving presents! Maybe I’m a bit moody: I’m either really happy or I’m really depressed (and I’m not very nice when I’m down!)I’m certainly not perfect but I don’t think I have irritating habits. I‘m not an optimistic,or,at least,I don’t see life through rose-coloured glasses. I have a sensibile attitude to life, and I’m naturally cautious without being pessimistic. I’m a bit indecisive,too, as I don’t make decisions quickly.There are times when I feel down, full of self-pity and unwilling to accept the responsability for things I’ve done, but this doesn’t last long. For instance, I often expect people to criticize what I do and I often feel depressed, but I am ready to accept new proposals even if I try to think carefully first. This is only wise, I’d say!I dislike compromise and I’m intolerant of fools and stupidity. I’m careful with money, and I like buying casual and practical clothes rather than anything extravagant.I’m very possessive about things I have and the people I know, but I’m unselfish and loyal at the same time.I keep my promises and I don’t discuss my friends with other people. I’m not an extrovert and I don’t like big parties and social occasions;I prefer to meet a friend at a time rather than have a party for all my friends.Maybe there are some contradictions in my personality: I’m practical but I’ve artistic and creative ability as well and I like beauty and harmony. “Imagination” is my key- word, whatever field of activity I’m partecipating in: I put my heart and soul into any cause I believe in! I’m easily persuded by other people ,yet,once my mind is made up, nothing will change it.

5

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

I appreciate freedom and hate restrictive relationships and I work far better on my own than with others preferring to be in control, but I think I’m pretty sociable and I like being with people.To tell you the truth, I don’t believe I ‘ve a dual personality!

2. Which adjectives does Marilyn use to describe herself ? In your opinion, which are positive and which are negative? Make a list in your exercise-book:

Positive adjectives | Negative adjectives | | | | | | Word Bank

3.To understand yourselves better you need to look at your basic personality, that is the way you present yourselves to the world. Here are some adjectives which we use to describe people’s personality: have a look at the list and find the opposites to the following adjectives:

kind/__________________ optimistic/_______________ autiouos________________unselfish/______________ extrovert/________________ indecisive/______________selfish/_________________ insicure/_________________ easy-going/_____________impulsive/______________ outgoig/_________________ quiet/_________________modest/________________ proud/___________________ big-headed/____________

intelligent – clever – attractive - handsome –artistic – determined - energetic – likeable – loyal generous kind/unkind –selfish – thoughtful – mature – amusing – cheerful – cool – tough- mad – quiet -domineering – helpful – caring – snobbish – sweet – scatty – nervy – moody- quick/bad-tempered -critical – serious – lazy – shy – sociable - self confident – decisive /in decisive – creative outgoing - boring humorous – pessimistic - aggressive – adaptable – suspicious – tactful – chatty -good-looking – stubborn – emotional – honest – outgoing – impulsive – insicure –modest outspoken – tought – self-controlled – greedy – practical – sensitive /in sensitive – interesting - talkative – easy-going - optimistic – big-headed – proud –aggressive- mean- humble – miserabile reserved – youthful – artistic – marvellous – intollerant – possessive – careful

Look out! These adjectives are false friends, try to find their meaning:sensibile__________________________sensitive__________________________sympathetic________________________

6

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

4. Now think about yourself. Do any of these words descrive your nature? There are probably some which are right for you: underline the ones you consider the most suitable for you .( Try tobe objective!). Then decide which ones you consider to be positive and which negative: list them in two different columns.

Positive adjectives | Negative adjectives | | | |

TASKS (riscrittura/imitazione)Task 1( destinato agli allievi che incontrano maggiori difficoltà): a) underline all the Personal Pronouns, the Possessive Adjectives/Pronouns and Reflexive Pronouns in the text about Marilyn;b) re-write the text using the third person pronoun (she) and making all the necessary changesin the text. c) Now immagine Marilyn has grown up: she’s an adult now and she remembers what she was like in her youth. Re-write the letter using the Simple Past Tense.Task 2 (destinato agli allievi che padroneggiano meglio le strutture grammaticali): read Marilyn’s mail again, then using the adjectives you have chosen to descrbe your personality, write a similar description of yourself for an Internet Penfriend site.

Sentence Bank: discovering your personalitya. Who are you? b. Which abilities have you got? c. What are you like?

Here you have a list of sentences which better describe your personality: go through them and1) match the ones listed below with the most suitable adjective/s2) choose the expressions which better reflect your character and underline them

If knocked down, you soon get back on your feet again ____________________________ You believe there will be a solution with most problems____________________________You know exactly what you want from life and are determined to get it _______________You enter into everything with enthusiasm______________________________________You succed through hard work______________________________You refuse to take advice even if it is the right thing to do_________________________You don’t always consider the consequences of your actions________________________You are frequently dissatisfied with your surroundings ____________________________You hate anything conventional_______________________________ 7

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

You are good at analyzing situations and finding solutions________________________In crisis you have the ability to stay calm)______________________________

a. You are:* a confident person / very positive /optimistic /restless by nature and motivated by curiosity /

resourceful, with plenty of energy and determination / a strong character / fond of travel and change / not afraid of hard work/ a good organizer/ hungry for experience / patient / interested in many things / unpredictable / adaptable and always symphatetic/ a incurabile romantic / creative / proud and independent / quie and reserved / intuitive

* irritating and difficult to live with / / over-sensitive and easy to take offence/ impulsive / are

frequently dissatisfied with your surroundings / do your best to be non-conformist / full of self- pity / unwilling to accept responsability

b. You have : * few doubts about success / a tendency to be too optimistic and too trusting / the ability to

stay calm in crisis / great common sense / an abundance of vitality / grat sense of humour / a scientific – practical nature / a logical mind/ great common sense/ a feeling of insecurity and insignificance / a strong desire to gratify your own ego / a powerful imagination

difficulty in making up your mind

c. You: * get over-enthusiastic and carried away with a new plan-adventure / you hate the thought of

settling down/ appreciate an exciting career / desire perfection in all things / appreciate luxury and only want the best / enjoy money and possessions and long for material security and comfort / keep up with the latest fashions where you can / love money and the things it will buy/ are careful with your money and buy practical clothes and useful things rather than anything extravagant or useless

* take life (too much) seriously / / you keep your emotions and your ambitions very much to

yourself / lack powers of concetration / appreciate freedom and hate restrictive relationships / want a secure and stable relationship

* a party-loving person and you enjoy the company of lots of people / you adore meeting new

people and gaining new interests / you love crowds,parties, theatres and anywhere the people

congregate / you don’t like big parties and social occasions / you are not a party-loving person and you prefer to meet a friend at a time

8

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

TASK 3 ( attività di ‘taglia/incolla’)(destinato a tutti gli allievi; quelli più deboli saranno guidati nello svolgimento)Now think about yourself: do any of these sentences describe your nature? There are probably some which are right for you: write a paragraph in which you give details about your personality (WHO are you? WHICH abitities have you got? WHAT are you like?) using both adjectives and sentences from the Word/Sentence Bank. Put them in an organized way; if you need other words, use your dictionary or ask your teacher.

TASK 4 (produzione scritta)Write a short paragraph about yourself highlighting the positive and negative aspects of your personality.

TEXT B : una pagina di diario tratta da “The growing pains of Adrian Mole”Adrian Mole is an English teenager who has the habit of keeping a diary where he records thoughts,comments, ideas, reactions, events. Read a page of his semi-serious version of why life is no fun for an adolescent.

BEFORE READING (fase motivazionale)Do you ever argue with your parents? How often?What causes the greatest problems? (clothes, hair style,choice of friends, behaviour inside/outside, money, homework, free time activities…)What attitude/ behaviour do you hate most in the adults you are in touch with?Clothes seem to be very important for the life of a teenager: what’s your opinion?

READING COMPREHENSIONRead the text and answer:1. Which two problems did Adrian have while shopping with his mother?2. What was he afraid of ?3. Adrian is not certainly happy in the punk shop: which adjectives reveal his mood and opinions? Underline them.4. Does Adrian stress the positive or negative aspects of people and things? Why ? Are the adjectives which he uses revealing words?

Saturday, July 24thWent shopping for holiday clothes today. My mother came with me. I wanted to buy a grey zip-up carding from Marks and Spencer (…). I tried it on but my mother said it made me look like Frank Bough and refused to pay for it. We had a bit of an argument about my taste in clothes versus her tastes in clothes. In fact, looking around, I could see quite a few teenagers were having arguments with their parents.We walked around the rest of the shops without speaking for a bit until my mother dragged me into a punk shop and tried to interest me in a lime-green leopard-skin print tee-shirt. I refused to try the tasteless thing on, so she bought it for herself.The sadistic-looking shop assistant said “That’s a cool mother you got”. I pretended not to hear him.It wasn’t difficult. Sid Viciuos was singing a filthy version of “My way” on the shop’s stereo system. It was so loud that the chain jackets and studded belts were reverberating.Our next stop was at Mothercare, where my mother went mad buying miniature clothes and stretch-mark cream. I was hoping that she would buy a nice respectable maternity dress for the dreaded day when her lump starts to show, but she informed me that she was intending 9

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

to carry on wearing her dungarees. I will be a laughing-stock at school.

TASKS: non sono previste attività di primo livello sul testo che viene presentato solo come spunto di riflessione (Reasons for the crisis/consequences: situazioni comuni in cui riconoscersi, in questo caso il rapporto con gli adulti). Riflessione anche sull’uso degli aggettivi (su cui si è impostata la prima parte dell’unità) come ‘parole rivelatrici’.TASK 1 “ The world of grown-ups and I” (reading/writing)Using Adrian’s diary as a model write a page of your own diary about one of the most controversial points with your parents (quote an example ,if you like it); try using the adjectives you have learnt as revealing words.

_______________________________________

TEXT C: PRINCE WILLIAM

BEFORE READING (fase motivazionale)a) Can you answer these questions about Prince William? 1. Who is he? 2. How old is he? 3. Is he good-looking? 4. What’s his job going to be?b) What do you think of Prince William’s life? Would you like to be a famous person? If yes, why and who? If not, why not?

READING COMPREHENSIONa) Read the text and check your answers (1,2,4)b) Find seven adjectives in the text used to describe William (3) c) Read the text again and answer the questionare: 1. What is William like? 2. What image would William like to have? 3. What does he like doing in his free time? 4. What did he do in his gap year? 5. Why hasn’t he got any privacy? 6. Who controls his public life?

Prince William is without doubt the most popular member of the Brititsh Royal Family.William, or Wills,as members of his family call him, was born on 21st June, 1982. He is shy and more introspective than his younger brother Harry. William is apparently uncomfortable with the press and avoids publicity, so we have no idea what he is really like. The Royal Family carefully controls public access to William’s life and William would like to be seen as ‘just an ordinary young man’. Do you believe that? Can you imagine what it’s like to be the Prince William and would you like to be him?William is rich. He belongs to one of the richest families in the world, so he’s never going to have any financial problems. William is very good-looking. He’s tall and blonde and looks like his mother, Diana, Princess of Wales, who died in 1997. He has thousands of teenage female fans and recently Tatler Magazine voted him the hottest date of the year. William is athletic. He went to one of Britain’s most elite private schools, Eton College, where he played rugby and football and was captain of the swimming team. He also likes waterpolo and he enjoys going to the cinema, listening to music and playing computer games.William is intelligent. He got twelve GCSEs and three A-levels at Eton: an A in Geography, a B in Art and a C in Biology. Before he went to St.Andrews University in 10

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

Scotland, he had a gap year and went to Patagonia in Chile as a volunteer with Raleigh International. There he taught English, did community projects and mixed with ordinary people.William is public property. Almost everyone he meets, anywhere in the world, knows every detail of his family history. William has no privacy. He can’t go where he wants when he wants. He can’t go to the pub or go dancing in a club with his friends. There are reporters outside his house who follow him everywhere. William can’t choose his career. He’s almost definitely going to be King of England and it’s not an easy job. William has no freedom. Most of the time someone else decides what he does.

TASKS Task 1( destinato agli allievi che incontrano maggiori difficoltà): a) underline all the Personal Pronouns and the Possessive Adjectives/Pronouns in the text about William; b) re-write the text using the first person pronoun (I) and making all the necessary changesTask 2 ( a scelta, destinato agli allievi che padroneggiano meglio le strutture grammaticali): a) read the passage again and underline the sentences which better show William’s personality and the problems connected with his role; b) immagine you are William and write a page of his diaryusing the information you have selected; c) imagine you are William: a reporter from a teenage magazine is interviewing you .Invent an interview.

__________________________________

TEXT D: What kind of animal are you?Viene proposto un quiz che - attraverso un percorso di Yes/No questions - permette di associare alcune tipologie di personalità ad un animale.TASK: answer the questions in the map and find out which animal correspond to your personality.Then read the description.TASK: conversation .1) Is the description an accurate portrait of you ? 2) Which points do you agree with? 3) What do you disagree with?La conversazione conclusiva dovrebbe permettere agli allievi di riciclare le competenze /conoscenze (lessico) acquisite durante lo svolgimento dell’unità.

11

Attività di ricerca-azione in riferimento allo sviluppo di alcune competenze culturali

12