Číslo projektu CZ.1.07/1.5.00/ Název školy Gymnázium Česká a Olympijských nadějí, České Budějovice, Česká 64 Název materiálu VY_32_INOVACE_AJ_4_REG_LITERATURE_05 Autor Mgr. Věra Regulová Tematický okruh Anglický jazyk – Literatura anglicky mluvících zemí – Immortal Characters Ročník 4. ročník Datum tvorby AnotaceLiteratura anglicky mluvících zemí, téma anglická literatura – interaktivní prezentace života a díla anglicky píšících autorů spojená s nadstandardním procvičením lexikálních dovedností, povědomí o životě anglicky píšících autorů a porozumění originálnímu textu v ukázce pro práci ve dvojicích a skupinách s prostorem pro brainstorming. Metodický pokynPrezentace je určena jako východisko i obohacení výkladu a práce s textem, podpora samostatné práce dvojic u PC i domácího studia např. formou pracovního listu podle uvedených pokynů. Pokud není uvedeno jinak, použitý materiál je z vlastních zdrojů autora. DIGITÁLNÍ UČEBNÍ MATERIÁL

Immortal Characters Literature in the English-speaking countries

Task 1: Read the description below and – fill in the gaps, use one suitable word only. ……. ……. ……. This English writer is generally regarded as the greatest novelist of the Victorian period. He created (1) ……. of the most memorable fictional characters (2) ……. as Sam Weller and his master Samuel Pickwick, Ebenezer Scrooge and his business partner Jacob Marley, or the devious clerk Uriah Heep. In his books he often describes harsh conditions in which poor people and especially young children lived. As a respected person he campaigned for children´s (3) ……., education and (4) ……. social reforms.

Solution to Task 1 – fill in the gaps. ……. ……. ……. This English writer is generally regarded as the greatest novelist of the Victorian period. He created (1) some of the most memorable fictional characters (2) such as Sam Weller and his master Samuel Pickwick, Ebenezer Scrooge and his business partner Jacob Marley, or the devious clerk Uriah Heep. In his books he often describes harsh conditions in which poor people and especially young children lived. As a respected person he campaigned for children´s (3) rights, education and (4) other social reforms.

Task 2: Read the description below and – explain the highlighted phrases, fill in the missing information. ……. ……. ……. This English writer is generally regarded as the greatest novelist of the ……. period. He created some of the most memorable fictional characters such as Sam Weller and his master Samuel ……., Ebenezer Scrooge and his business partner Jacob Marley, or the devious clerk Uriah Heep. In his books he often describes harsh conditions in which poor people and especially young children lived. As a respected person he campaigned for children´s rights, education and other social reforms.

Solution to Task 2 – explain the highlighted phrases. Charles Dickens This English writer is generally regarded as the greatest novelist of the Victorian period. He created some of the most memorable fictional characters such as Sam Weller and his master Samuel Pickwick (The Pickwick Papers), Ebenezer Scrooge and his business partner Jacob Marley (A Christmas Carol), or the devious clerk Uriah Heep (David Copperfield). In his books he often describes harsh conditions in which poor people and especially young children, like Oliver Twist, lived. As a respected person he campaigned for children´s rights, education and other social reforms.

Task 3: Read the excerpt below and – give it a title. (Glossary p12) ……. ……. ……. The evening arrived; the boys took their places. The master, in his cook´s uniform, stationed himself at the copper; his pauper assistants ranged themselves behind him; the gruel was served out; and a long grace was said over the short commons. The gruel disappeared; the boys whispered each other, and winked at Oliver; while his next neighbours nudged him. Child as he was, he was desperate with hunger, and reckless with misery. He rose from the table; and advancing to the master, basin and spoon in hand, said: somewhat alarmed at his own temerity: ‘Please, sir, I want some more.‘

Solution to Task 3 (Glossary p12) Oliver Twist The master was a fat, healthy man; but he turned very pale. He gazed in stupefied astonishment on the small rebel for some seconds; and then clung for support to the copper. The assistants were paralysed with wonder; the boys with fear. ‘What!‘ said the master at length, in a faint voice. ‘Please, sir,‘ replied Oliver, ‘I want some more.‘ The master aimed a blow at Oliver´s head with the ladle; pinioned him in his arms; and shrieked aloud for the beadle.

Charles Dickens in 1858 WATKINS, George Herbert, Born 1828; UŽIVATEL OLD MOONRAKER. en.wikipedia.org [online]. [cit ]. Dostupný na WWW:

Original cover of Dickens´ novel The Pickwick Papers, issued in 1836 CHAPMAN AND HALL. en.wikipedia.org [online]. [cit ]. Dostupný na WWW:

Original illustration of Marley´s Ghost from A Christmas Carol by Charles Dickens by John Leech in 1843 LEECH, John; UŽIVATEL JIMBOBRIMBAUD. en.wikipedia.org [online]. [cit ]. Dostupný na WWW:

Glossary gruel – a simple dish made by boiling oats in milk or water, eaten esp. in the past by poor people copper – a big kettle made from copper pauper – a very poor person (say) grace – a short prayer that is usu. said before a meal to thank God for the food commons – a fixed amount of daily food that you are officially allowed to have reckless – not thinking about possible bad or dangerous results that could come from your actions temerity – extremely confident behaviour that people are likely to consider rude stupefied – surprised or shocked, unable to think clearly cling to – hold on tightly to stg aim a blow at – give a hard hit pinion – hold sb esp. by their arms so that they cannot move beadle – footman, a male servant in the house

Anglický jazyk a seminář anglické konverzace ve 4. ročníku a oktávě všeobecného gymnázia Metodický pokyn Tato prezentace je určena pro použití ve vyučovací hodině, pro samostatnou práci dvojic u PC i pro samostatné domácí studium prostřednictvím pracovního listu - jako doplněk výkladu či opakování tematických okruhů k maturitní zkoušce na všeobecném gymnáziu. Kromě uvedeného lexikálního cvičení – doplňování vhodných výrazů – a cvičení čtení s porozuměním nabízí rozšíření povědomí o osobnostech literatury anglicky mluvících zemí a o různých aspektech historie a kultury v těchto zemích. Především pak poskytuje možnost seznámit se v ukázkách se stylem psaní daného autora. Vybízí též k aktivní práci s textem ve formě překladu do češtiny a porovnání s uměleckým překladem či převedení do dnešní podoby angličtiny. Je užitečné, předchází-li jednotlivým aktivitám brainstorming – umožňuje ověřit, co žáci již znají, nabídnout, co mohou očekávat, podpořit kreativitu, soutěživost a týmovou práci. Obrázků lze využít nejen k ilustraci daného jevu, ale také k popisu a porovnání.

Zdroje: EDITOR CROWTHER, Jonathan. Oxford Guide to British and American Culture for Learners of English. Oxford: OUP, 2003, ISBN Výňatek na straně 7 a 8: DICKENS, Charles. Oliver Twist. New York: Bantam Books, 2005, ISBN str. 13 Obrázek na straně 9: WATKINS, George Herbert, Born 1828; UŽIVATEL OLD MOONRAKER. en.wikipedia.org [online]. [cit ]. Dostupný na WWW: Licence PD Obrázek na straně 10: CHAPMAN AND HALL. en.wikipedia.org [online]. [cit ]. Dostupný na WWW: Licence PD Obrázek na straně 11: LEECH, John; UŽIVATEL JIMBOBRIMBAUD. en.wikipedia.org [online]. [cit ]. Dostupný na WWW: Licence PD