Thursday, May 2, 2024
Here are 10 sentences to be converted from direct speech to reported speech:
Here are 10 sentences to be converted from direct speech to reported speech:
Direct speech: She said, "I am going to the gym."
......................................................................................................................Direct speech: "We won the match," he exclaimed. ......................................................................................................................
Direct speech: "I love chocolate," she confessed. ......................................................................................................................
Direct speech: "They are coming tomorrow," he informed us. ......................................................................................................................
Direct speech: "Please, be quiet," the teacher said. ......................................................................................................................
Direct speech: "I will call you later," she promised. ......................................................................................................................
Direct speech: "I have finished my homework," he announced. ......................................................................................................................
Direct speech: "I don't like seafood," she admitted. ......................................................................................................................
Direct speech: "It's my birthday next week," he reminded them. ......................................................................................................................
Direct speech: "We are going on vacation next month," they told us. ......................................................................................................................
TEN QUESTIONS to be changed into reported questions
Here are ten direct questions to be converted into reported questions:
He asked "What time does the movie start?" ................................................................................................................................................
He asked: "How often do you go to the gym?" .
..............................................................................................................................................He asked "Are you coming to the party?" ..............................................................................................................................................
He asked: "Why did you quit your job?" ..............................................................................................................................................
He asked: "Where is the nearest gas station?" ..............................................................................................................................................
He asked: "Have you finished your homework?" ..............................................................................................................................................
:He asked "What's your favorite food?" ..............................................................................................................................................
He asked: "Did you see the news this morning?" ..............................................................................................................................................
He asked "How much does this cost?" ..............................................................................................................................................
He asked: "Can you lend me your pen?" ..............................................................................................................................................
The different interpretations of THE TYGER by BLAKE
William Blake's poem "The Tyger" has been interpreted in various ways over the years, reflecting the richness of its symbolism and the complexity of its themes. Here are a few interpretations:
Nature of God: One common interpretation is that "The Tyger" explores the nature of God. The poem's speaker questions how a benevolent creator could also produce such a fearsome creature as the tiger. This interpretation delves into the paradox of divine omnipotence and the existence of evil in the world.
Good and Evil: Another interpretation focuses on the dualities present in the poem, particularly the contrast between innocence and experience, and between good and evil. The Tyger represents the darker, more predatory aspects of existence, while also embodying beauty and power. This interpretation highlights the idea that both good and evil are necessary components of the world.
Creation and Destruction: "The Tyger" can also be interpreted as a meditation on the creative process itself. The forging of the tiger's "fearful symmetry" reflects the tension between creation and destruction, between the act of making and the potential for harm. This interpretation emphasizes the creative power of the artist and the dual nature of artistic expression.
Industrialization and Modernity: Some interpretations contextualize "The Tyger" within the historical context of Blake's time, particularly the rise of industrialization and modernity. The imagery of the forging of the tiger's "sinews" and "heart" can be seen as a commentary on the mechanization of society and the dehumanizing effects of industrial capitalism.
Human Nature: "The Tyger" has also been interpreted as a reflection on human nature itself, particularly our capacity for both beauty and violence. The poem prompts readers to consider the darker impulses that lie within us, as well as the awe-inspiring potential for greatness.
Overall, "The Tyger" is a deeply symbolic and enigmatic poem that invites multiple interpretations. Its rich imagery and thematic complexity have ensured its status as a literary classic, continuing to captivate readers and scholars alike.
The Lamb and The Tyger analysis
William Blake's "The Lamb" and "The Tyger" are two contrasting poems that explore the nature of existence, innocence, and experience.
In "The Lamb," Blake presents a gentle, pastoral image of a lamb, which symbolizes innocence and purity. The poem begins with a series of rhetorical questions addressed to the lamb, asking who created it, and attributing its creation to a benevolent and loving God. The lamb is portrayed as a symbol of Christ, emphasizing themes of divinity, innocence, and the relationship between humanity and the divine.
On the other hand, "The Tyger" explores the darker aspects of existence and creation. The tiger symbolizes power, ferocity, and the more frightening aspects of nature. Unlike the lamb, which represents innocence, the tiger represents experience and the harsh realities of life. The poem questions the origins of such a fearsome creature and reflects on the dual nature of existence—both beautiful and terrifying.
Overall, these two poems can be seen as complementary opposites, exploring the contrasting aspects of creation and existence, innocence and experience, and the divine and the earthly. Blake uses vivid imagery and powerful symbolism to delve into profound philosophical questions about the nature of God, humanity, and the universe.
Refugee Blues A short Analysis
"Refugee Blues" by W.H. Auden is a poignant poem that reflects on the plight of refugees during the period leading up to World War II. Here's a short analysis:
Theme of Displacement: The poem explores the sense of displacement experienced by refugees who have been forced to flee their homes due to persecution or conflict. It vividly captures the feelings of loss, loneliness, and hopelessness that accompany such displacement.
Universal Suffering: While the poem is set against the backdrop of the Holocaust and the persecution of Jews, its themes resonate with the experiences of refugees and displaced people throughout history and in contemporary times. Auden's portrayal of the refugees as being "nobody's" and "with nowhere to go" emphasizes their state of marginalization and vulnerability.
Alienation and Despair: Through the repetition of the phrase "Nobody" throughout the poem, Auden emphasizes the refugees' sense of isolation and anonymity in their new surroundings. The bleak imagery and somber tone underscore the despair and hopelessness felt by the refugees as they confront the harsh realities of their situation.
Social Commentary: "Refugee Blues" can also be seen as a commentary on the failure of society to provide refuge and assistance to those in need. Auden criticizes the indifference and hostility of the world towards refugees, highlighting the moral imperative to extend compassion and support to those who have been displaced by violence and persecution.
Musical Influence: The poem's title and structure suggest a musical influence, with "blues" evoking a sense of melancholy and longing. The repetition of certain phrases and the rhythmic flow of the verse contribute to the poem's musicality, enhancing its emotional impact.
Overall, "Refugee Blues" is a powerful exploration of the human experience of displacement and the profound suffering endured by refugees. Through its evocative imagery and poignant language, the poem encourages empathy and reflection on the plight of those who have been forced to flee their homes in search of safety and sanctuary.
Tuesday, April 30, 2024
ANALYSIS OF THE EXTRACT “OLIVER WANTS SOME MORE” from OLIVER TWIST BY CHARLES DICKENS
ANALYSIS OF THE
EXTRACT “OLIVER WANTS SOME MORE” from OLIVER TWIST BY CHARLES DICKENS
“Oliver wants some more” is an extract from the
chapter two of the novel "Oliver Twist" by Charles Dickens. In his
novel he underlines the social situation during the Victorian age, in
particular in this extract he tells about the critical situation of children at
the time.
Childhood in the Victorian age could be an awful
experience as many children had to work hard and sometimes even without any
money, just to get some poor food and a shelter.
The setting is a workhouse where the
protagonist and the other children were forced to live because of the poverty
of those years.
In my opinion, the extract can be divided into two
parts: the first describing the critical situation of hunger for children and
the power of the master, the second describing the extreme act of the child to
ask for another soup and the reaction of the master.
The narrator in the novel is third-person and
omniscient; everything he tells us is filtered through his point of view.
Only at the end of the extract the narrator uses the direct speech to tell the
story from the point of view of the characters, such as Oliver Twist and the
master.
The main theme treated by Dickens is a criticism
of the social problems during the Victorian age. In particular in this extract
the narrator underlines the inferiority of the children compared to the man
(the master). In this extract the narrator tells the story of a child,
Oliver Twist, who asks the master for an extra soup after being drawn by the
other children. The master's reaction characterizes and explains the
purpose of the narrator, that is, criticizing the behavior of the master in
front of the children and therefore criticizing the difference of the social
classes during the Victorian age.
Immediately (in
the first part of the extract) the narrator begins by presenting the setting,
in particular through the detailed description of the room and the master on
which all that will happen depends. The narrator uses the adjective cold
both to mean the climatic conditions and to indicate the coldness of the
situation.
The description of the children is immediately ironic:
The language is exaggerated, and an example is how the
meal time is called: “festive composition” It goes without saying that the
truth is that the scene is very, very sad indeed.
Another exaggeration is the expression used by Dickens “The bowls never
wanted washing”: the children were so hungry and there was such little food
that they ate any drip of food. Dickens uses the verb “to polish”, which is
normally used for something shiny and glossy, as if the bowls after meal
times were bright and clean. Dickens is indeed using a humorous strategy to
create the caricatures of the characters like the master and his helpers, who
need to be even three to give out such a little portion to each one.
An unusual verb is “to perform” which belongs to the semantic field
of theater and music. This makes the description even more incredible, creating
a sense of strangeness in the reader, who frees himself of his bad conscience.
As the readers were mainly the middle class he gives an alibi to them not to recognize
with the bad characters in the story.
The scene described is all a big exaggeration, for example the operation “never
took very long” and “the spoons being as large as the bowls”. Dickens's aim
is to strongly criticize the living conditions of the children who were
exploited, using irony.
The narrator also uses irony making the master
ridiculous for his exaggerated reaction. In particular, the narrator
focuses on Oliver Twist when he has to go and ask for another soup. He is
called "rebel" and this once again underlines the inferiority
of the child, in an ironic way. The narrator uses the verbs "to rose"
and "to alarm" generally used to describe a war or a strong danger.
The whole situation is emphasized and exaggerated and this makes it all
ridiculous.
The situation can be read as the struggle for democracy: the children
decide to take action against the master who behaves as a dictator, indeed he
is despotic. The narrator wants to suggest that there is a higher sense of
democracy in children instead than in adults.
It is a contradiction the long pray they had to say before eating the poor
meal, it is interesting that children exploitation was justified by
religious reason. You can notice that religion becomes a pretext to cover
the guilts. That shows the doubled nature of the Victorian Age: the
Victorian compromise.
Oliver represents a symbol: the change. Indeed he wants to turn upside down
the tradition in workhouses. He is energetic and brave.
The expression “Please, sir, I want some” is the emblem of the whole extract,
indeed he seems to be the representation of small children. It can been
considered as the miniature of contemporary society, where the struggle for
democracy brings a delegate to fight for others.
Monday, April 29, 2024
Monday, April 15, 2024
GAME SECOND CONDITIONAL(Complete the sentence!)
Game Second Conditional
This morning my students played a game so as to better understand the use of second conditional.
18 students were divided into two teams- Team A and Team B
In pairs they were asked to create the secondary clause of a second conditional sentence
Ex If everyone could fly.......
If all animals could talk...................
If all people had superpowers..........
The opposing team had to complete the sentence as soon as possible.
One point was given to the team that could complete the sentence in less than 50 seconds.
Of course each conditional sentence had to make sense!!!!
Finally, one of the teams won the game.....
Sunday, April 14, 2024
Wednesday, April 10, 2024
THE TYGER
https://lyricstranslate.com/it/tyger-la-tigre.html-1
Tigre! Tigre! che ardi luminosa
Nelle foreste della notte,
Quale occhio o mano immortale
poté dar forma alla tua terribile simmetria?
In quali distanti profondità o cieli
Bruciò il fuoco dei tuoi occhi?
Su quali ali egli osa elevarsi?
Quale mano osa conquistare il fuoco?
E quale spalla, e quale abilità,
Fu in grado di intrecciare le fibre del tuo cuore?
E quando il tuo cuore iniziò a battere,
Quale terribile mano? E quale terribile piede?
Quale martello? Quale catena?In quale fornace fu il tuo cervello?
Quale incudine? Quale terribile morsa
Osa serrare i suoi terrori mortali?
Quando le stelle lanciarono giù le loro lance
E annaffiarono il cielo con le loro lacrime,
Egli sorrise vedendo il suo lavoro?
Colui che fece l’agnello fece te?
Tigre! Tigre! che ardi luminosa
Nelle foreste della notte,
Quale occhio o mano immortale
poté dar forma alla tua terribile simmetria?
Sunday, April 7, 2024
Friday, April 5, 2024
MY DREAM JOB-Write down your text following the questions
Follow the QUESTIONS:
1.What is your dream job?
2.What attracts you to this job?
3.How did you first get interested in this type of work ?
4. Did someone in this career inspire you?
5.What do you hope to accomplish in this career?
6.-.Are you preparing yourself for this career in any way?
7.What will you do at university to help prepare you for this career?
8.Have you had any experiences that have helped you learn about this career?
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