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The castle that may have inspired 'Frankenstein'

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The castle that may have inspired 'Frankenstein'

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The castle that may have inspired 'Frankenstein' - BBC Reel

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Seated high above the Rhine Valley in Germany is the 13th Century Castle Frankenstein. Some believe that the castle, and a scientist who lived there at the time, were the inspiration for Mary Shelley's book 'Frankenstein'. Although Shelley never revealed the true inspirations for her book, this hasn't stopped visitors flocking to the castle each year to immerse themselves in the legend.

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Telomere Power: How to Live Longer and Healthier

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Telomere Power: How to Live Longer and Healthier

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Goal 12: Ensure sustainable consumption and production patterns

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Goal 12: Ensure sustainable consumption and production patterns

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International Day of the World's Indigenous Peoples

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International Day of the World's Indigenous Peoples

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1 The noun commonwealth comes from ‘common weal’, a 16th-century term for ‘well-being’.
2 In the 17th century, the definition of commonwealth further expanded to mean a democratic state in which the supreme power is held by the people.
3 Since the early 20th century, the term ‘Commonwealth’ has been used for associations of nations, particularly the Commonwealth of Nations.
4 In the English language it is a political community that is founded for the common good.

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Under Cromwell, strict Puritan rules were introduced, including execution for adultery and the abolition of popular pastimes, games, dancing and theatre performances.

Inns, pubs and theatres were closed down. Traditional festivities, like Christmas and Easter, were abolished and replaced with days of fasting.

On Sundays the rules were even stricter, as the day had to be dedicated to God. All games and sports were banned. It was even illegal to go for a walk, except to attend a religious service in your own parish.

Housework was also forbidden. Good Puritans were encouraged to spy on their neighbours and denounce any immoral behaviour.

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Giulia Alexa 4Bs

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Watch the video and answer the questions below in max 15 minutes Practice exercise prepared by R.Eusebio

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Everything you need to know to read "Frankenstein" - Iseult Gillespie

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Gulliver a Laputa: una scienza degenerata

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Gulliver a Laputa: una scienza degenerata

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Gulliver a Laputa: una scienza degenerata - laCOOLtura

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Il viaggio di Gulliver sull’isola di Laputa contiene una pungente satira intellettuale: Swift aveva molto da ridire sulle astrazioni della nuova scienza.

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Sustainable development has been defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

For sustainable development to be achieved, it is important to bring into harmony three elements: economic growth, social inclusion and environmental protection. These elements are interconnected and all are of the greatest importance for the well-being of human beings and societies.

Eliminating poverty in all its forms and dimensions is an indispensable requirement for sustainable development. To this end, there must be promotion of sustainable, inclusive and just economic growth, creating greater opportunities for all, reducing inequalities, raising basic standards of living and promoting integrated and sustainable management of natural resources and ecosystems.

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The fact that Italy has a lower rate of organ transplant than other European countries is interesting.

It might also engage that in a country where a single child is common, the genetic selection of the ‘best’ child might become prevalent.

Cloning is the nearest that mankind has come to creating life and already the creation of one’s own ‘spare parts’ is becoming possible.

Another argument for reflection could be generalised to science’s responsibility in society not to do something just because it is possible.

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Prom è teo (raro, alla greca, Prometèo; gr. Προμηϑεύς, lat. Prometheus) Personaggio della mitologia greca. Prometeo è un Titano, figlio di Giapeto e dell'oceanide Climene, che in contrasto con Zeus favorisce gli uomini, dapprima con l'attribuire loro la parte migliore delle vittime sacrificate, poi dando loro il fuoco di cui Zeus per vendetta li aveva privati. Zeus punisce Prometeo facendolo incatenare a una colonna e inviando l'aquila a divorargli il fegato che sempre ricresce. In tutto lo sviluppo letterario del mito appare evidente la tendenza ad arricchirlo di motivi filosofici, facendo di Prometeo l'incarnazione dello spirito d'iniziativa dell'uomo e della sua tendenza a sfidare le forze divine. Nelle letterature moderne il mito di Prometeo, variamente inteso e celebrato, ha ispirato il frammento drammatico Prometheus (1773) di J. W. Goethe, il dramma lirico Prometheus unbound (1820) di P. B. Shelley, il poemetto Prometeo (uscito postumo nel 1832) di V. Monti, la prosa Prométhée mal enchaîné (1899) di A. Gide, il poema Prometheus und Epimetheus (1880-81) di C. Spitteler, cui lo stesso autore fece seguire molto più tardi (1924) l'altro poema Prometheus der Dulder; la trilogia drammatica Προμηϑέας ("Prometiade", 1942), di N. Kazantzàkis.

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Sustainable development has been defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

For sustainable development to be achieved, it is important to bring into harmony three elements: economic growth, social inclusion and environmental protection. These elements are interconnected and all are of the greatest importance for the well-being of human beings and societies.

Eliminating poverty in all its forms and dimensions is an indispensable requirement for sustainable development. To this end, there must be promotion of sustainable, inclusive and not just economic growth, creating greater opportunities for all, reducing inequalities, raising basic standards of living and promoting integrated and sustainable management of natural resources and ecosystems.

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LISTA LIBRI per l'estate, uno a scelta. Potete usare la versione integrale oppure i cosiddetti Graded Readers, ossia versioni abbreviate e/o adattate con attività didattiche (consigliate per chi non è abituato a leggere in inglese), livelli B1-B2-C1:

*J. Joyce - Dubliners
*O.Wilde - The Picture of Dorian Gray
*C.Dickens - Oliver Twist (o David Copperfield o Hard Times), romanzi vittoriani.
*R.L Stevenson - The strange case of Dr. Jekyll and Mr Hyde
M.Shelley - Frankestein
D.H.Lawrence - Sons and Lovers
E.M.Forster - A Passage to India
F.S.Fitzgerald - The Great Gatsby
*V.Woolf - Mrs Dalloway
W.Golding - Lord of the Flies
*J.Kerouac - On the Road
E.A. Poe - Stories of Mystery and Suspense (solo ELI credo)
*E. Hemingway - The Old man and the Sea (non mi pare esista versione graded)
*G.Orwell - 1984 (forse un po' impegnativo, non mi pare esista versione graded)

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https://ed.ted.com/lessons/the-journey-to-pluto-the-farthest-world-ever-explored-alan-stern

https://ed.ted.com/lessons/how-small-are-we-in-the-scale-of-the-universe-alex-hofeldt

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Look at these examples to see how , can't, , mustn't, have to and don't have to are used.

You can put your shoes and coat over there.
You can't leave your bike there.
I must call the electrician and get that light fixed.
You mustn't worry about me. I'll be fine.
You have to have a licence to drive a car.
You don't have to have a licence to cycle on the roads.

Try this exercise to test your grammar.

Grammar test 1

Modals - permission and obligation: Grammar test 1

Read the explanation to learn more.

Grammar explanation

We often use verbs with modal meanings to talk about permission and obligation.

Permission

We often use can to ask for and give permission.

We also use could to ask for permission (but not to give it). Could is more formal and polite than can.

May is the most formal way to ask for and give permission.

Prohibition

We use can't and mustn't to show that something is prohibited - it is not allowed.

We use can't to talk about something that is against the rules, particularly when we didn't make the rules.

We use must not to talk about what is not permitted. It is common on public signs and notices informing people of rules and laws.

We use mustn't particularly when the prohibition comes from the speaker.

(Parent to child) You mustn't say things like that to your sister.
(Teacher to student) You mustn't be late to class.
I mustn't let that happen again.

Obligation

We use have to and must to express obligation. There is a slight difference between the way we use them.

Have to shows us that the obligation comes from outside the speaker.

We have to wear a uniform when we're working in reception.
(Student to teacher) When do we have to hand in our homework?
Al has to work tomorrow so he can't come.

We sometimes call this 'external obligation'.

Must expresses a strong obligation or necessity. It often shows us that the obligation comes from the speaker (or the authority that wrote the sentence).

I must phone my dad. It's his birthday today.
(Teacher to student) You must hand in your homework on Tuesday or you will lose ten per cent of your mark.
(Sign on a plane) Seat belts must be worn by all passengers.

Note that we don't use must to express obligation in the past. We use have to instead.

I had to pay £85 to renew my passport last week.

No obligation

don't have to

We use don't have to to show that there is no obligation. You can do something if you want to but it's not compulsory.

Do this exercise to test your grammar again.

Grammar test 2

Modals - permission and obligation: Grammar test 2

Language level

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Look at these examples to see how , can't, , mustn't, have to and don't have to are used. You can put your shoes and coat over there. You can't leave your bike there. I must call the electrician and get that light fixed. You mustn't worry about me.

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https://ed.ted.com/lessons/the-philosophy-of-stoicism-massimo-pigliucci

https://webtv.loescher.it/home/zoomPublic?contentId=1929721

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All the events are represented on the interactive timeline and can be visualized. You can review all the cause-and-effect relations of timeline

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https://learnenglish.britishcouncil.org/en/britain-great/knowledge-great-part-1

https://learnenglish.britishcouncil.org/en/britain-great/knowledge-great-part-2

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Listening and reading

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Physics

By John Kuti

In the square outside the British Library in London is a sculpture of Sir Isaac Newton - the first man who asked why apples seem always to fall towards the centre of the earth. Maybe they chose it for the spot because it shows a great scientist at work. Actually, it is a critical view of a great scientist, which comes originally from a drawing by William Blake, the romantic poet and artist. Blake wanted to show the limits of science, that it could never understand the beauty and strangeness of nature. The sculpture shows a man crouching down to draw a right-angle on the ground or to measure something he can't see. Maybe he's trying to find the direction to the centre of the earth. In Blake's original you can see strange complicated rocks around Newton that he does not seem interested in studying.

A lot of things in the universe can be measured, but people want to know why they are that size. We know the mass of a quark and the charge on an electron. These are constants. It turns out that these numbers have to be exactly what they are, because if they were different we would not be here. You, me and the physicists, we're part of the universe. We have to be here to make physics, so physics has to describe a universe where there can be people. Gravity is another problem for physics - because it is everywhere and acts on everything, including space itself. It's different from other forces like electricity or radiation, because you can't stop it or turn it off.

Modern physicists still look mostly at things we can't see. (They think gravity might happen because of something no-one has ever detected called the Higgs boson.) Either very small things in quantum physics or very big things like galaxies. Putting them together is the main problem of modern physics. The universe and space and time described by Einstein and the fuzzy fast-moving little sub-atomic particles and small things that might make them up. If you want to know how the universe began - with a tiny size but very big mass, then you need a theory that fits both together. At the moment, the theory suggests that the things we can see - stars and planets, etc., make up only 5% of the universe. The rest is 25% 'dark matter' and 70% 'dark energy'.

A theory that could explain all that would be a 'theory of everything' - the real laws of nature. There are already suggestions of what it might be. Scientists think that the laws of nature might be rather simple, even though the real world is full of strange and beautifully complicated things. One suggestion is called 'string theory', the idea is that inside every particle there is some energy that is like the string of a musical instrument - the way it vibrates makes a different sort of particle. At the moment they say there are 18 sorts.

Physicists say that string theory needs extra dimensions. There are other directions where energy can get carried away, and other particles which no one has seen. They try to find them in particle accelerators where protons go round in circles in tunnels getting faster and faster until they reach almost exactly the speed of light. The Large Hadron Collider started work in Switzerland in 2008 and in 2012 a particle which is believed to be the Higgs boson was discovered there. There are also still poets and romantics who would prefer to look for nature's secrets in other places.

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By John Kuti In the square outside the British Library in London is a sculpture of Sir Isaac Newton - the first man who asked why apples seem always to fall towards the centre of the earth. Maybe they chose it for the spot because it shows a great scientist at work.

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Welcome to the Royal Society | Royal Society

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The world's oldest independent scientific academy, dedicated to promoting excellence in science.

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The development of human rights.

Magna Charta (1215) It called for a guarantee of protection to all free men from illegal imprisonment and seizure of property. It also asked for swift justice and scutage limitations.

Hobbes’s Leviathan (1651) Private individual selfishness had to be controlled by public force.

Locke’s

Two Treatises on Government (1690) It identified fundamental and inalienable rights to life, liberty and property. It assumed that governments were given their authority by popular consent, regarded as a ‘contract’, so that a government might be rightly overthrown if it infringed such fundamental rights of the people as religious freedom. His political philosophy, then, obliged the state to implement human rights.

Hobbes justifies war in order to reach peace, while in Section 4, Locke’s fundamental argument is that people are equal and invested with natural rights in a state of nature in which they live free from outside rule. People then exchange some of their natural rights to enter into society with other people and be protected by common laws and a common executive power to enforce the laws. People need executive power to protect their property and defend their liberty. The civil state has power over the people only insofar as it exists to protect and preserve their welfare.

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Shakespeare's language

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The Influence of Shakespeare on everyday English

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Why do we have a lesson on a writer who died hundreds of years ago? Dont worry. Theres method to my madness! The poet and playwright William Shakespeare has had a big influence on the English language. Many of he words and expressions that he invented are still in use today, and we often dont realize it.

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Hamlet meets the ghost + To be or not to be

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Hamlet meets the ghost + To be or not to be

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https://youtu.be/ZgQiHPDvpx0

https://www.youtube.com/watch?v=SjuZq-8PUw0

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Watch the video and answer the questions below in max 15 minutes Practice exercise prepared by R.Eusebio

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With questions

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Shakespeare, Dickens and more... Britain's literary history is world class, and Richard speaks to experts about some of the country's greatest writers.