DIGITÁLNÍ UČEBNÍ MATERIÁL

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1 DIGITÁLNÍ UČEBNÍ MATERIÁL
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_09 Autor Mgr. Věra Regulová Tematický okruh Anglický jazyk – Literatura anglicky mluvících zemí – End of the Era Ročník 4. ročník Datum tvorby Anotace Literatura 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 pokyn Prezentace 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.

2 in the English-speaking countries
End of the Era Literature in the English-speaking countries

3 Task 1: Read the description below and
Task 1: Read the description below and – fill in the gaps, use one suitable word only. ……. ……. ……. This English writer began his literary (1) ……. at the dawn of Victorian era. It was his plays examining social and moral themes that gained him first appreciation. Later, however, he became famous for his novels, particularly the trilogy, and (2) ……. sequels. The upper-middle class lives of the Forsyte family represent all the oddities of Victorian England, its narrow-mindedness, snobbishness, possessive attitudes and rigid moral codes. Through his writings he campaigned (3) ……. women´s rights, animal welfare, prison reform and other causes. In 1932 he was (4) ……. a prize for outstanding contributions in literature.

4 Solution to Task 1 – fill in the gaps.
……. ……. ……. This English writer began his literary (1) career at the dawn of Victorian era. It was his plays examining social and moral themes that gained him first appreciation. Later, however, he became famous for his novels, particularly the trilogy, and (2) its sequels. The upper-middle class lives of the Forsyte family there represent all the oddities of Victorian England, its narrow-mindedness, snobbishness, possessive attitudes and rigid moral codes. Through his writings he campaigned (3) for women´s rights, animal welfare, prison reform and other causes. In 1932 he was (4) awarded a prize for outstanding contributions in literature.

5 Task 2: Read the description below and
Task 2: Read the description below and – explain the highlighted phrases, fill in the missing information. ……. ……. ……. This English writer began his literary career at the dawn of Victorian era. It was his plays examining social and moral themes that gained him first appreciation. Later, however, he became famous for his novels, particularly the trilogy, and its sequels. The upper-middle class lives of the ……. family represent all the oddities of Victorian England, its narrow-mindedness, snobbishness, possessive attitudes and rigid moral codes. Through his writings he campaigned for women´s rights, animal welfare, prison reform and other causes. In ……. he was awarded a prize for outstanding contributions in literature.

6 Solution to Task 2 – explain the highlighted phrases.
John Galsworthy This English writer began his literary career at the dawn of Victorian era (Queen Victoria died 1901). It was his plays examining social and moral themes that gained him first appreciation. Later, however, he became famous for his novels, particularly the trilogy, and its sequels, Forsyte Saga and A Modern Comedy. The upper-middle class lives of the Forsyte family represent all the oddities of Victorian England ( ), its narrow-mindedness, snobbishness, possessive attitudes and rigid moral codes. Through his writings he campaigned for women´s rights, animal welfare, prison reform and other causes. In 1932 he was awarded the Nobel Prize in literature.

7 Task 3: Read the excerpt below and – give it a title. (Glossary p12)
……. ……. ……. When a Forsyte was engaged, married, or born, the Forsytes were present; when a Forsyte died – but no Forsyte had as yet died; they did not die; death being contrary to their principles, they took precautions against it, the instinctive precautions of highly vitalised persons who resent encroachments on their property.

8 Solution to Task 3 – give the paragraph a title.
1/2 ‘‘The door was open,‘‘ he said. ‘‘Might I see your wife for a minute, I have a message for her?‘‘ Soames gave him a strange, sidelong stare. ‘‘My wife can see no one,‘‘ he muttered doggedly. Young Jolyon answered gently: ‘‘I shouldn´t keep her a minute. Soames brushed by him and barred the way. ‘‘She can see no one,‘‘ he said again. Young Jolyon´s glance shot past him into the hall, and Soames turned. There in the drawing-room doorway stood Irene, her eyes were wild and eager …

9 Solution to Task 3 – give the excerpt a title
2/2 Forsyte Saga – The Man of Property her lips were parted, her hands outstretched. In the sight of both men that light vanished from her face; her hands dropped to her side; she stood like stone. Soames spun round, and met his visitor´s eyes, and at the look he saw in them, a sound like a snarl escaped him. He drew his lips back in the ghost of a smile. ‘‘This is my house,‘‘ he said; ‘‘I manage my own affairs. I´ve told you once – I tell you again, we are not at home.‘‘ And in young Jolyon´s face he slammed the door.

10 John Galsworthy AUTOR NEUVEDEN; UŽIVATEL MATERIALSCIENTIST. en.wikipedia.org [online]. [cit ]. Dostupný na WWW:

11 Queen Victoria BASSANO, Alexander; DRKIERNAN. en.wikipedia.org [online]. [cit ]. Dostupný na WWW:

12 Glossary precaution – stg that you do now in order to avoid danger or problems in the future vitalise – get more and more energy and enthusiasm again and again, revive resent – feel bitter or angry about stg that you think is unfair encroachment – gradual unwanted taking more of someone´s possessions, time, etc

13 Anglický jazyk a seminář anglické konverzace ve 4
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.

14 Zdroje: EDITOR CROWTHER, Jonathan. Oxford Guide to British and American Culture for Learners of English. Oxford: OUP, 2003, ISBN Výňatek na straně 7 a 8-9: GALSWORTHY, John. The Forsyte Saga – The Man of Property. London: Collins, 1922. str. 20 a str. 315 Obrázek na straně 10: AUTOR NEUVEDEN; UŽIVATEL MATERIALSCIENTIST. en.wikipedia.org [online]. [cit ]. Dostupný na WWW: Licence PD Obrázek na straně 11: BASSANO, Alexander; DRKIERNAN. en.wikipedia.org [online]. [cit ]. Dostupný na WWW: