Study Guide
Advanced Level
1. Literary Genres
2. American Literature: Time line
3. Poetry Elements. Write a poem considering five elments
4. American Poets: life and main production. Make a chart
5. Drama: elements
6.Beowulf Main Characters: Beowulf, Hrothgar, Unferth, Wiglaf, Hygelac, Grendel, Grendel's mother, The Dragon
Explain each
7. What are Beowulf themes? Explain
8. Medieval England, Sir Gawain and the Green Knight
9.The Elizabethans: Reinaissance in England, Literature, Shakespeare: Hamlet(themes)
10. The Puritans, authors and main works
11. Romanticism: authors and main works
12. All periods philosophy
13. English authors and main works
14. English Literature time line
15. Jane Austen, Charles Dickens, Bronte Sisters
16. Twentiieth century
17.Essay writing: write about the age you liked the most. say why? 500 words


1. The Beginning of American Literature
2. Literary Genres
3. Elements of Poetry
4. American Poets
5. Bewoulf-Historical background
6. Sir Gawain and the Green Knight- Historical background
7. Hamlet- Historical background
8. Classicism- Rombinson Crusoe Historical background
9. Romanticism Historical background
10. Authors and works (handout)

November 1st, 2009
Read "Goodbye Vietnam" and work on the activities on the handout uploaded.

August 13th


June 15th-July 3rd
Choose your 10 minute play from the web site below and perform this by the end of June. Choose your classmates to be with you on this Literature Projecct.
You may also write your own play and be the boss.
How to put your own play on stage.

1. Make a budget.
Even if you’ve got no money . There are certain things you’ll have to pay out for. Work out how much you can scrape together/beg/borrow.

2. Make a list of who you know

Friends, colleagues, relatives- anyone who can be trusted to pitch in and be reliable. Whether it’s the odd fiver or much more, adapting a costume, moving scenery, standing on a street corner handing flyers out, whatever- start being extra nice to your friends.

3. Find a venue.
Find a place at school where you can stage your play.

4. Find your play.

Choose a play for the number of people you want to work with. If not write yours.

5. Who’s the boss?

If you’re planning on being the director, think hard- have you any experience? Is it a demanding play, does it have lots of scene changes, characters. Let your cast know if you’re new to it; they’ll understand.

6. Find your cast

Do you have an actor in mind? If not, do you have a specific need? You can always find actors who will be willing to play the parts- but you have to know how to find them. You don’t want just any old souls. Drama schools are full of fantastic actors bursting to be let loose.

7. Publicity/Marketing

You’ll need leaflets, posters, critics to turn up on press night. You can do it yourself with a lot of energy, charm and a few hours on the web researching who and where.

8. Design
Sets, costumes, the whole look of the show; unless it’s minimal, you’ll need someone to pull it all together.

9. Technicians

You’ll need someone to design the lighting, run the show and any sound.

10. Rehearsal

You can use your/someone else’s living room. Just ensure it’s quiet, uninterrupted, and has access to loos and a kitchen.

June 8th to 12th

This week we are making masks with newspaper, glue, and paint. We are using this masks to represent what we feel.
Please visit the websites below and watch the videos for the explorative strategies.
Project: You should perform a play in class. Persuade your classmates to perform your favourite by the end of June. This should be no longer than 15 minutes.

June 1st to 5th
American Poets

Read and study the handout about American Poetsa for the Quiz on Thursday (IFCE I-II) or Friday (Advanced)
external image walt-whitman.jpg Walt Whitman

external image Carl_Sandburg_NYWTS.jpg Carl Sandburg

external image 460px-Robert_Frost_NYWTS_4.jpg Robert Frost

external image emily-dickinson.gif Emily Dickinson

external image ezra_pound.jpg Ezra Pound
external image chancellors-thomas-eliot.jpgThomas Eliot

FCE Classes
Term II 2009
American Poetry
"In the Poets Shoes" is a webquest which you should visit , read, investigate, and work on.
Please, read carefully all the steps and strictly follow them.
Date Due: May 25th-May 29th
Welcome adventurers! You are about to "step into the poet's shoes." But, like Cinderella's glass slipper, only one shoe is right for you. To find the right fit, you will be trying on many different shoes--exploring a variety of poets and their poems to find a poet whose writing has special meaning for you. Once you have found your match, you will select a poem, slip into the poet's shoes, and perform your poem for the class.
In the Poet's Shoes

Content for this Term
Poetry elements
Realist poetry: Robert Frost
American poets in the Era of expansion: Henry Wadsworth, Oliver Wendel, Edgard A. Poe, Walt Whitman, Emily Dickson
Modernist poetry: Imagism movement: Ezra Pound, Amy Lowell,

Modernist poetry:Allen Ginsberg

FCE Classes
Literature I TERM 2009

The American Revolutionary Period 1765-1787
March 30th April 3rd
1. Read the excerpt from “Letters from an American Farmer” by Crevecour and discuss about the main ideas. Wrap up ideas and write them down on a poster paper.
2. Identify the reason Americans have to start a revolution and why all American Literature addressed issues relating to American Independence.
3. Compare this historical event with ones lived in the world during that time.

Beginning, Middle, and end

4. Write your own document for “What is a Peruvian?” Focus on two ideas and write a paragraph for each idea.

American literature cannot be captured in a simple definition. It reflects the many religious, historical, and cultural traditions of the American people, one of the world's most varied populations. It includes poetry, fiction, drama, and other kinds of writing by authors in what is now the United States. It also includes nonwritten material, such as the oral literature of the American Indians and folk tales and legends. In addition, American literature includes accounts of America written by immigrants and visitors from other countries, as well as works by American writers who spent some or all of their lives abroad.
Beginnings of American literature
American literature begins with the legends, myths, and poetry of the American Indians, the first people to live in what is now the United States. Indian legends included stories about the origin of the world, the histories of various tribes, and tales of tribal heroes. With rare exceptions, this oral literature was not written down until the 1800's.
The earliest writing in America consisted of the journals and reports of European explorers and missionaries. These early authors left a rich literature describing their encounters with new lands and new civilizations. They publicized their adventures, described the New World, and tried to attract settlers in works that sometimes mixed facts with propaganda.
Colonial literature (1608-1764)
Colonists from England and other European countries began settling along the eastern coast of North America in the early 1600's and created the first American colonial literature. The colonies in Virginia and New England produced the most important writings in the 1600's. In the 1700's, Philadelphia emerged as the literary center of the American Colonies.
Virginia. Captain John Smith wrote what is regarded as the first American book, A True Relation of ... Virginia (1608). It describes how he and other colonists established the first permanent English settlement in America at Jamestown, Virginia, in 1607. Smith told a version of the famous story of Pocahontas in The Generall Historie of Virginia, New England, and the Summer Isles (1624). The story claims that Pocahontas, the daughter of an Indian chief, saved Smith's life when her father was about to have him killed.
Captain John Smith (c. January 1580–June 21, 1631) Admiral of New England was an English soldier, sailor, and author. He is remembered for his role in establishing the first permanent English settlement in North America at Jamestown, Virginia, and his brief association with the Native American girl Pocahontas during an altercation with the Powhatan Confederacy and her father, Chief Powhatan. He was a leader of the Virginia Colony (based at Jamestown) between September 1608 and August 1609, and led an exploration along the rivers of Virginia and the Chesapeake Bay.
His books may have been as important as his deeds, as they encouraged more Englishmen and women to follow the trail he had blazed and colonize the New World. He gave the name New England to that region, and encouraged people with the comment, "Here every man may be master and owner of his owne labour and land...If he have nothing but his hands, he industrie quickly grow rich." His message attracted millions of people in the next four centuries.
New England. In 1620, the Pilgrims founded Plymouth Colony, the second permanent English settlement in America. Many Pilgrims belonged to a group of English Protestants called Puritans, who were followers of the religious reformer John Calvin. The Puritans faced persecution in England and came to America mainly to seek refuge where they could practice their religion. The Puritans were an intensely intellectual people. Soon after arriving, they began founding schools and colleges and writing and printing books. They wrote histories, sermons and other religious writings, and poetry.
The revolutionary period (1765-1787)
During the 1760's, a movement to end British rule in the American Colonies began to gain strength. The United States became an independent nation by winning the Revolutionary War in America (1775-1783). Much of the literature of this period addressed issues relating to American independence.

Thomas Paine, a poor and largely self-taught Englishman, immigrated to Philadelphia in 1774. He soon became famous for his fiery essays in support of the American patriots. His pamphlet Common Sense (1776) called for complete independence from the United Kingdom. In a series of pamphlets called The American Crisis (1776-1783), he encouraged the rebels to persist during the darkest days of the Revolutionary War.

The French-born essayist Michel-Guillaume Jean de Crevecoeur, also an immigrant to America, helped the colonists think of themselves as Americans rather than Europeans. One of the letters in his Letters from an American Farmer (1782) begins with the question "What is an American?" Crevecoeur saw America as a new land where individuals could throw off old prejudices, suffocating social customs, and tyrannical government. Yet he also showed the harsh reality of slavery.


  1. Learn by heart one of the poems from the selection and deliver it out either on Novemeber 7th or 14th
  2. Create a poem and deliver it out either on Novemeber 7th or 14th (you should have background music, write it down and present this nicely, respect poetry elements)
  3. Find out about authors of poems (motives they had to write the poem, when they wrote them, where they are form)
  4. Work on portfolios

Selection of Poems

She Walks In Beauty
by George Gordon, Lord Byron

She walks in Beauty, like the night
Of cloudless climes and starry skies;
And all that's best of dark and bright
Meet in her aspect and her eyes:
Thus mellowed to that tender light
Which Heaven to gaudy day denies.

One shade the more, one ray the less,
Had half impaired the nameless grace
Which waves in every raven tress,
Or softly lightens o'er her face;
Where thoughts serenely sweet express,
How pure, how dear their dwelling-place.

And on that cheek, and o'er that brow,
So soft, so calm, yet eloquent,
The smiles that win, the tints that glow,
But tell of days in goodness spent,
A mind at peace with all below,
A heart whose love is innocent!

by Rudyard Kipling

If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too:
If you can wait and not be tired by waiting,
Or, being lied about, don't deal in lies,
Or being hated don't give way to hating,
And yet don't look too good, nor talk too wise;

If you can dream---and not make dreams your master;
If you can think---and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same:.
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build'em up with worn-out tools;

If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings,
And never breathe a word about your loss:
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: "Hold on!"

If you can talk with crowds and keep your virtue,
Or walk with Kings---nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much:
If you can fill the unforgiving minute
With sixty seconds' worth of distance run,
Yours is the Earth and everything that's in it,
And---which is more---you'll be a Man, my son!

Annabel Lee
by Edgar Allan Poe


It was many and many a year ago,
In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of ANNABEL LEE;
And this maiden she lived with no other thought
Than to love and be loved by me.

I was a child and she was a child,
In this kingdom by the sea;
But we loved with a love that was more than love-
I and my Annabel Lee;
With a love that the winged seraphs of heaven
Coveted her and me.

And this was the reason that, long ago,
In this kingdom by the sea,
A wind blew out of a cloud, chilling
My beautiful Annabel Lee;
So that her highborn kinsman came
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.

The angels, not half so happy in heaven,
Went envying her and me-
Yes!- that was the reason (as all men know,
In this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.

But our love it was stronger by far than the love
Of those who were older than we-
Of many far wiser than we-
And neither the angels in heaven above,
Nor the demons down under the sea,
Can ever dissever my soul from the soul
Of the beautiful Annabel Lee.

For the moon never beams without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling- my darling- my life and my bride,
In the sepulchre there by the sea,
In her tomb by the sounding sea.

Road Not Taken, The by Robert Lee Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that, the passing there
Had worn them really about the same,

And both that morning equally lay
In leaves no step had trodden black
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I --
I took the one less traveled by,
And that has made all the difference.

"I Wandered Lonely as a Cloud"
by William Wordsworth

I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed---and gazed---but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

Little Boy Blue
Eugene Field (1850-1895)
The little toy dog is covered with dust,
But sturdy and stanch he stands;
And the little toy soldier is red with rust,
And his musket moulds in his hands.
Time was when the little toy dog was new,
And the soldier was passing fair;
And that was the time when our Little Boy Blue
Kissed them and put them there.
"Now, don't you go till I come," he said,
"And don't you make any noise!"
So, toddling off to his trundle-bed,
He dreamt of the pretty toys;
And, as he was dreaming, an angel song
Awakened our Little Boy Blue---
Oh! the years are many, the years are long,
But the little toy friends are true!
Ay, faithful to Little Boy Blue they stand,
Each in the same old place---
Awaiting the touch of a little hand,
The smile of a little face;
And they wonder, as waiting the long years through
In the dust of that little chair,
What has become of our Little Boy Blue,
Since he kissed them and put them there.

Fourth Term
1789-1832 The Romantic Age

She Walks in Beauty by George Gordon Lord Byron
Anabel Lee by Edgard Alan Poe representative of the American Romantic Movement

CAE Language Arts

Report Writing
This term you should write a Report, an Article, an Informal Letter.
Please, click on the words below to learn more about these pieces of writing.
What is a report?
What is an essay?

CAE Level World Literature August 4th- September 30th

This Semester we will be working on:

Third Term
  1. 600-1485 The Beginnings of English: "Beowulf E"pic Poetry
  2. 1485-1649 The Renaissance: William Shakespeare "Hamlet" (To Be or not to Be)
  3. 1649-1713 The Commonwealth and Restoration. "Dr. Faustus" by Christopher Marlowe
  4. 1713-1789 Augustan to Gothic. "Robinson Crusoe" by Daniel Defoe

Fourth Term
  1. 1789-1832 The Romantic Age. "Pride and Prejudice" by Jane Austen
  2. 1832-1900 The Victorian Period. "Middlemarch" by George Eliot
  3. The Twentieth Century to 1939 "The Waste Land "by T. S. Eliot
  4. The Contemporary Period: 1939-to Today "Animal Farm" by George Orwell

Lesson 1 August 8th- August 15th The Beginnings of English Read the file below and learn about the beginnings of old English.
Read the Pdf. file and work on the tasks given.

Page 3: Journal topics. Answer all questions.

Page 5: Re-enact the battle between Beowulf and Grendel
Page 6: Develop a talk show interview or news program interview with Grendel’s mother that takes place immediately after her
a scrapbook, type the quotations and put them in the scrapbook along with pictures or other objects that interpret the meaning of the quotations.
Page 9-10: choose any of the projects given on these two pages and have it ready for our Open Day.


Lesson 2 August 22nd- August 29th

The Renaissance William Shakespeare Hamlet

1.Open the file below and work on all the activities given.
2. Learn Hamlet' soliloquy by heart. Oral exam on August 29th
3. Write an essay on Hamlet's Soliloquy. Explain what Hamlet feels and how you interpret his message.

CAE Level Language Arts Fast Track to CAE

On this wiki you'll find useful information for your CAE lessons. Hope we could share links to learn more about CAE tests and broaden our knowledge to succeed when taking this examination in December.

My experience training students to take CAE reveals that the hardest paper is writing. This is why we have four writing activities every term. My students are challenged to write essays, 1000 words and although they are reuctant to write they do it. Comments such as "Come on, Miss Lucy hardly reads what we write" how come! read such long essays"...but believe it or not I do read all my students' essays and letters.
I have been searching for some tips to better our writing and I found this on
Here you are some tips:

Ideas for writing
Ask yourself the following questions to help you get started:

  • Are you going to write about a concert, a stage play or an exhibition? Write down the full title if you can and make a note of the people involved in the performance and where it took place.
  • Make a list of the reasons why you have nominated the performance. (This will form the main part of your review.)
  • Are there any negative points? (Although the review should be mainly about the positive aspects you can acknowledge any criticisms, as long as the overall impression remains positive.)
    e.g. "Although the performance was a little long at three hours, the audience remained captivated the whole time..."
  • Did other people enjoy it as much as you? What was the atmosphere like at the performance? Think of some good adjectives to describe what is was like being there.
    e.g. an electric atmosphere, the audience was totally involved..
  • Conclude your review with a summing-up of the performance that will be memorable to the reader:
    E.g. "I believe that .... will come to be seen as one of the best plays of the year, if not the decade."

    Drafting and proofreading your work

    You should look at your first draft of the task and decide:
  • Have you included all the essential information about the performance?
  • Is the layout and organisation of your review appropriate?
  • Is the language accurate with a good range of structures and some well-chosen adjectives?
  • Is the style consistent?
  • Will the reader enjoy reading your review?
    If the answer is 'no' to any of these questions then you will need to do some more drafting!