INTRODUCTION ‘The first part of the exam consists of a text, not more than a page long, followed by afew requirements: 4) Contextualize the text from a historical and cultural point of view. Here, you should mention: ¥ the approximate date when the story \ novel \ novella \ poem \ play was published. Y the historical events that took place at around the time when the book was published and that may have influenced the piece of work ¥ people's lifestyle and cultural level at the time. ¥ the literary movement the book falls into. bb) Discuss the relevance of the text, in terms of content and style, with reference to its author's literary canon. A literary canon refers to ac itis. term used widely to ssification of literature re considered the most important of a particular should sp nd briefly describe refer to a group of literary works that time period or place. At this point, y ¥ the features of the literary movemc cerpt falls Into ¥ the main characters (protagonist ¥ the cor book Y the setting ¥ the symbol ¥ the tone ¥ the narrat the figures of the literary dtells \ narrate’ he action narrator isthe person WhO int from which _ Perspective from which the narrator sees ‘the angle from which the story is told, the Po! author ta the reader. ‘The point of view can be: fist person ‘+ second person © third person omniscient \ limited | omniscier sually a 5, We, and is : jective and unreliable nt; objective \ subjective 4. Afirst person narrator uses the pronol character in th the pronoun! oreo rae characters. He usual” SE Sometimes, it can develoy ip aerpreciousness, 2 narrative technique i Sl stream of consciousness, 8 Narral igue thi ee 3p into strear ass through a character's mind without oa Stream of consciousness j story, being able to interact with the ch records the various thoughts and feelings wh : regard to logical argument or narrative sequel characterised by lack of punctuation. 2. Inthe second person point of view the narrator uses the pronoun you to address) the reader, but its less common in literature. 3, Inthe third person point of view, the narrator uses pronouns such as he | shel it] they. The narrator is not a character in the story. From the ‘int of view, the narrator hears, sees and knows everythi ribing the characters’ thoulghifag feelings and intentions. He follows all the characters. In contrast, in the third person limited omniscient point of view, the narrator descri lly the main character of the je deliberately s only the nts, Feelings, intentions of one character, who is Keeps certain characters from being explained or explored, In the third person subjective point of view, the narrator npathetic ta Some ofthe characters, making favourable comments or remark er hand, in the third person objective point of view, the narrator describes he sees \ hears and doesn't reveal anything from the characters’ ngs,_ intentions Biase fet znd ection ofthe story ae reported by a neutn, Weel observer who is a mere spectator of events, — In a multiple perspective nar we Narration, the various narrators. pre: Fa PANIED can deepen contict, Sometime en Prarrated by different characters ey tole. mes, different chapters areyEMENTS LITERARY MO Mrratiec poirgareoraateenty me 17 century 2, Enlightenment end of 17 century 6nd Of Beas BR ers crater contury —haffparcof the 19° century eee ental half part ofthe 19" century — 1880s, America endof the 19" century 5. Realism -haif part of the 19" century 6, Naturalism — late part of the 19” century ~ early 20 7. Modernism — beginning of the 20 century — half par 8, Expressionism - 1920s - 1940s, America 9. Postmodernism — half part of the 20" century — presen2. ENLIGHTENMENT Daniel Defoe ( British writer) and cultural point of view, the beginning of an intellectual movement in wyolution, it opened & 42) Contextualize the text from a historical The end of the 17 century marked as the Enlightenment. Enabled by the Scientific Res fields of Mathematics, Physics, Polities, Medicine, he promise of the century, Europe known path for Independent thought and th expanded. Egalitarianism wa: srdiess of the background, At the time, ‘navy in the world which controlled Astronomy were updated and together with fair treatment for everyone Britain was as powerful as France, had the strong Britain's own trade routes. it made Britain the most advanced economy in the world ‘The first half of the 18” century in English literature became known) as the Augustan age, an epoch ruled by Queen Anni | and King George |, that ment of th featured the rapid deve ling; Characters intury became highly instructive whereas the fiction of t change their lives by voyagi nger a prince but a representative of t lle of that period were the poet Alexander Pope and the swift. Asa young boy, Defoe witnessed two 0 d ecurtence of the plague (166 w v ved the city. This may have shaped h bb) Discuss the relevance of th and style, with reference to its author's literary canon. ROBINSON CRUSOE Publication Themes: the ar pentance, the importance of self - awaren! Motifs: counting ‘Symbols: the foot Literary devices Point of view: first person (ner Daniel Defoe has written many novels on w may be seen as a fictional autobiography, written from the tory retrospectively. The book Is 1, simile, foreshadowing, imagery on Crusoe) ich he has based his life upon. His best known novel, Robinson Crusoe first person point of view. The main character tells his s a3]jelal instabillt the count sgun to toke hold at vas still the landed slo of women began iccumulation and co rapidly accumulatelabels Carol plays with py on sans oF Beli ters elay ne A oe i wordy a he tent il emis of ha was oto ag onal expressions. Alice reflects the sense of unlir Worcrtind and Coroi's manipuaton of (oneiabe “eM (YC Mag Possibly, Ace uses words such as curflous, nonsense 2” ° describe phenomena she has trouble explaining Sy functions v6 98 and innocence urther implies that life is 3 game ymipo|. The garden may symboling Nearly every object in the st that Alice i not allowed, the Garden of Eden, an ldylic space of beauty Aceess. By comparing humans to a deck of cards, Carrol f oe Alce’s adventures in Wonderland was originally told to entertain 3 Hie 6” On of the ‘tory is parody, intended for humoro ‘main devices Carol used to communicate i aspects of Victorian effect. Alice's conversations to herself are an al ueation; we notice her study of Latin, nthe Vietorian Er s the book also feature llusion to certalt her knowledge of Ge childhood e poems she had to memorize, Carroll's livin writings, in Carroll's allusio queen ~ the Queen of Hearts Henry James (American writer) 4) Contextualize the text from a historical and cultural point of view. The American writer Henry James moved to Europe « Career, being naturalized as a British citizen. He Is best k showing Americans encountering Europea knowns the Gilded Age. Industry flourished: to fruition. A few industries were growing Intercontinental railway and transcontinental te ents were Markets but also to an influx of immigrants from Europe the novel made ta the printing press, more people became iterate and tn democracy and literacy provided a fertile literary environment for ¢ ioe While in the Great Britain the realist movement patie scetcnat ‘aki Victorian era, in American liter !merican literature the term realism expresses the period from the Cl 606. NATURALISM Thomas Hardy (British writer) a) Contextualize the text from Sstewis Carols) OM * historical and cultural point of view. (The same context b) Discuss the relevance of the t 'e text, in terms of content and style, with reference to Its Rea sce exe In terms of content and style, with reference ta it @ TESS OF THE DURBERVILLE Publication date: 1881 Themes: the Injustice of existence, changing ideas of social class in Vietorian England, men do Motifs: the Book of c Symbols: Prince, the D’Urhervile fa Literary devices: 1 hor, symbolism of names, foreshadowing, pathetic fallacy, eligious allusions, irony, Point of view. Naturalism ism to suggest that in shaping human to a wrote ned by forces larger k a nral sympathy for Engla f ere victimized by the figidity of * point of view to tell the st vious example is the hrough silence and over Tess Is the most is reversed when she kills ambiguit him, but thi by men when the ranged, the na “e may be put in quotation marks sss final end such as the killing of Prince or of the birds found by Tess in the forest. On various occasions Tess is resembled to the animals she loves. As the horse, Tess too bears a high — class name but is doomed to a life crowd of male thestory witht There are many scenes which foreshadow T 65(Motifs: the Myth of Creatio ‘Symbols: the looking glass, Literary devices: allegory, n, change and transformation, language. clothing allusion, cacophony, irony, sarcasm, satire. vian play as it shows the playwright’s feelings about the Hef that all humans are equals and that privilege should play. 1 part in life. The Social hierarchy is a realty in Britain. The general sense Is that El8SS structures are rigid and that should not be tam Pygmalion is a classic Shai falsity of class system, his bel pered with, so the example of Lisa's class ‘mobility is shocking. in this play and in British society, at large with cass. From a person's acc cent one can determine where that person comes from and. usually what that person's socio -econom language is closely tied up i background is, Because accents are not very malleable, poor people radical as they allo Into what the society p arked a5 poor for life. Higgins’ teachings are somewhat for social mobility. The whole play is a satire. Eliza's transformation elves a lady doesn't ie in a change of personality or morals, but in a change of accent and yymbol of clothing shows what powerful pepearance ts. The ‘exchang esses Is symbolle of Eliza's social The ttle c y to be anallegory. Shaw tookit from theanclent Greek could find nothing good in women. 0 beautiful and flawless that he fell in love with hrodite brought the statue fife. Shaw nyth. Higgins is the wn and a fierce independen: Shaw dialogue in which characters cd for their incisive humout asm, irony, esn’t have manners It'san irony the f himself. Hi Put her (Eliza) reserved for the the life and s unconventional at gatherings. c oticed in his replays: manners are not only ns tells Henry that he is means that he Is rather ed i nd of the play. As Mrs ve no income only the \dy from earning her living. As a solution, Henry suggests Higgins notices, after t lusion of the manners that disqualify 2 fine ‘marriage to a rich man.15 Woolt vie ter the war, po nic instability, unem incre er, for some it was an excsople and the British ci hat the colonists werene out of onDeiat arson by: Nich nique used by Fitzger. lish weits nme tae while Dy with low and ripen Gaby Leh, wich represents the ge ne whe. An important symbols a0 he ‘Another iterary device that Figerstd ne oe * Fitagerald uses is pathetic fallacy. The weather in the Be reirie’. There re manyinerece cn esta oe I rer rody comes in catchy sara a ny ta pase Dan's window unt the morning to mone aac tec sors ceeeet hurt her BE rer iling Mirtle, Dalsy moves to an ake sure that Tom doesn’t hurt her. But ther house and doesn’t 1 nize her she device. An example of such is Jordan's reckless driving William Faulkner (American writer) a} Contextualize the text from a historical and cultural point of view. Faulkner achi utation base novels describing the edine of the Deep So i tocracy after the Civil War. He published his 0 wi st shocks that ravaged the entire wo al ons of people were dead or wounded. 7 h during or after the War became disil out th m ion. One ofthe sympto atures is he protest against the patriarchal order of the f parents. Mode dering aust terature when writers began toexperiment vels were published, America entered inthe Great Depr f the 1930s, which threw millions! J. It wasn many ways comparable to the post f people out of work. In cities, poverty, crime t yrocke Fail war era in the South. At the time, men were expected to act ike gentleman i Hep courage, moral strength, chivalry inthe defence ofthe honoue of i family fe expected to be models of feminine purity, grace and virginity untill name. Women wer fame time for them to provide children.believe that life ha 0 higher lent creator and purpos Purpose and th aoe 6; Instead, hum at the world is devoid of @ ydand i thelr lives, When the older wane nacre et alone to find rene she recites he indica water substates aaa Fee ie renee a: cena naga) a er ee woot wipes out both God lust nothingness By asa natural refuge fr ideas me retin dee leaven in one breath, The café Teby those who strugale with loneliness. ig THE SNOWS OF KILIMANIARO publication date: 1936 Themes: acceptance of death, regre Motifs: wilderne : symbols: Africa, Mount Kilimany ep the hyena, the vulture Literary devices: plain, the leopard, alcohol, the gangrenous sentences, imagery, fla 5, shifting style, short. and simple Point of view: fi The story cent Gevelops an infected wound waiting his i his slow death. The story is very reflective of modernism due on, stream of Ne er n af consciousness, shifting style 5 forth iter who is on a safar in Africa, Hatry atters that trouble Harry remade cl r 3, decla ti ‘1 resent time sectio , h and flashbacks, set in ils, in which the main cha < jemories of WWI. AS Harry's condition wo st develop into stream of consciousness The story ith symbolism. Africa represents the freedom of mind, the place where the socie Mount Kilimanjaro symbolizes immortality, purity, 8 place where Hai , in contrast to the plain which represents evil and) confusion. The is also a symbol of immortality and courage. The alcohol tepresents sel ion; the gangrenous leg isa symbol of artistic decay ashe failed towrite; the hyene and the vulture represent the approaching of death 4 THE SHORT, HAPPY LIFE OF FRANCIS MACOMBER Publication date: 1936 Themes: fatal heroism, masculinity, Motifs: courage and cowardice Symbols: cars, animals, guns coming of age:| the groups mit . iy 1 minute et and ask 1 give th the task it walls of { allow the rovements hati bs AHrODHate Fora nts levels advanced Ht Ne of tent. ilotted: 20 ninute We of work OUP Work, pl ore Hroom interaction: T~G,G~T,5 Toca’ res: contol OE si, Fiat oes claborator, negli gus writing, speaking " pinstto provide to intros to provide objectives: By stages: Prepare the necessary material for the activity For thi prepared as many containing 15 out from the next 4 lead-in 1 bring tc 5 large paper bubbles, similar to thare fram We students! Worksheets and place them on the board 2,Set—up the activity sheet with some words. They MY) {inform the student row the meaning of some of ther, but ere ve certainly a few whose meaning Ney Honit know. | put the students into groups of four and ask one of the students to divide the worksheets, Meanwhile, explain to the students shat in groups, they have to) discuss: s that they will receive @ U5) Pogstudents have to reverse their roles. This time, students # will read thelr students A will provide the words. Again, {let them work 4. Close the activity After each team finishes, | give them the full text (Annex 5) to check thelr awn answers. | tell the rest of the class that they have only 2 minutes time left, After that. f stop the activity. | explain to them that, if they have inserted all the 12 words correctly, ‘each pair should raise their fingers. f they have inserted 10 words correctly, they should raise only 10 fingers, and so on, At this point, | ask them to raise their fingers to check the fulfilment of the task. The class will clap their hands for the teams \ teams with mast points 5. Follow - up The next activity text and answers some quest dents will read the full Annex 5: Under certain circ ecab the hour dedicated to the circumstances in which, w course never do,--the situation is old thi simple histor The imple country-hou | afternoon Par hat was left was of th ny hour | but the flood owly, however, pethaps the chief shadows were lor and the scene exp source of one's enjoyme five o'clock to eight is on certain occasions a little et he interval could be only an eternity of plea:ar the dra had carried them to that ainit the words In order to obtain clear sentences, fark coffe, I wil stay awake tonight Bececrin tice TW! CALA EEF tHE ee fee SEPINTHEMORNIINGMYTERE 1ERWILLBEVERVANGRYIF BPEACHERISVERYANGRYSH ew, LGIVEMEABADGRADEIFMYTE Be eg ME ABAOGRADEMYPARENTSWitL eH SHMEANDIF Bee NTSPUNISHMETHEYWONTLETMESE EME RIENDS fl want to see my friends, t wil defintely not dy coffee today 4. Your group isa political party that needs to decide fs policies for Bie next ctection Boose the th he ideas biAnes 28: Grouping and seating Glassroom management: Grouping and seatingTranscript for The tour of London Tour guide: Good afternoon ladies and gentlemen and welcome to this fantastic tour of tondon by bus. My name's Greg and I'm your guide this afternoon on our tour of London, AS You can see, we're on an open top bus, so you can see all the atractions from your Seat and you don't need to walk anywhere. And please don’t worry about the rain, 'm Sure stop soon, A-2-and please ask any questions at ary time. Tourist 1: thave 3 question, Tour guide: Yes? Tourist 1: Do you have extra umbrella Tour guide: rr, no, we don't have am worry, 'm sure the rain Will stop soon. Right, Ok, so where are we going on our wonderful tour? Well, the tour kes 2 hours and we are going to vst all the famous sites. First we'll see Madame Tussauds, the museum with wax modi s people and celebrities, then we'll drive along the most famous shopping world, Oxford Stre After that we'll see the nd The Houses o 5 we drive along the river you'll see h you can see the whole aity on a sunn mous Tower of London before arriving ththe Queen Tourist 2: fs that included in Tour guide: Err, wel, lace where you can get a cup of tea, {Sound af a storm right overhead, loud thunder a Tourist: | have another question Tour guide: Yes? Tourist 1: Can we have our money back? We're getting of the bus well, ou see... Quick! Run! Everyone off the bus!FELICIA RINCA A Practical Course for English Exams Methodological Guide to prepare for the Tenure and Qualified Teacher Exams in the Primary EU Blase (i)