MLI3
Meeting number : 148
860 568
Password : JnBAMuxz472
Magistrale 1
Meeting number: 148 841 490
Password: RKs3pPFss53
martedì 31 marzo 2020
venerdì 27 marzo 2020
VIRTUAL LESSONS 31st MARCH
MLI 3 VIRTUAL
LESSON 5
Meeting
number:
146 444 859
Password:
Wh95ut3pVia
MAGISTRALE
VIRTUAL LESSON 5
Meeting
number:
141 486 602
Password:
7t2MM2PJPHz
mercoledì 25 marzo 2020
MAGISTRALE 1 - MATERIAL FOR VIRTUAL LESSON 4
Module 2 , semester 2 has been sent to our class coordinator. Please make sure you have it at the next lesson.
MLI 3 & Magistrale Virtual Lesson 4
MLI 3
Meeting number
:145 390 980
Password : 9aPVPdN3Pq2
MAGISTRALE 1
Meeting
number:142 905 835
Password:
pMphQfZg227
domenica 22 marzo 2020
MLI 3 & MAGISTRALE 1 - REMOTE LESSONS 3
Lessons will follow the set timetable. make sure you have course material and your phone charged in case I need to upload more material for you to use
Here are the codes:
MLI3
Here are the codes:
MLI3
| Meeting number (access code): 957 104 756 |
| Meeting password: 2GSgnrS8rd6 |
MAGISTRALE 1
|
Meeting number (access
code): 959 138 265
|
|
Meeting password:
thMcKu3m3x7
|
giovedì 19 marzo 2020
Magistrale 1 Remote lesson 2
We will be using this material in tomorrow's lesson.
Metaphor – Students’
examples
1)
Coronavirus
is spreading like an oil-spot.
2)
Italian
government seems to be weathering the storm masterfully.
3)
Boris
Johnson has scored an own goal by not introducing immediately the security
measures to ensure safety in England.
1.
Coronavirus is spreading like a
gossip.
2.
In such a situation a
government that is not taking a drastic decision is skating on thin ice.
3.
Boris Johnson hasn’t realized how
critical the situation is and he is acting his shoe size.
a) It’s spreading with unruly speed and
covers the whole world.
b) It’s as dangerous as burst of anger,
as rising irritation which burns the person from the inside.
c) It’s as dangerous as furious animal.
d) It’s as dangerous as boiling water
that unexpectedly touches human’s body.
e) It’s more dangerous than space
filled with noiseful silence.
1.
Coronavirus is spreading like wildfire.
2.
Coronavirus is the Big Bang of our age: it is going to revolutionize our social
habits.
3.
Coronavirus is more dangerous than Voldemort’s horcruxes: once Harry Potter
found one,
he just had to destroy it; once people are diagnosed with coronavirus,
instead, it
is not sure that the treatment will work.
4. Boris
Johnson is spitting his irresponsibility on citizens’ life.
Sample Summaries - Rivers and swarms: how metaphor fuels
anti-immigrant feeling.
A
This
article taken from The Conversation regards
how some metaphorical expressions are used by politicians to rouse
anti-immigrant feelings and influence the electorate. According to the author,
metaphors belonging to the semantic field of war and disease tend to depict
migrants in outrageous ways and to associate them to the most reprehensible
activities even without hard evidence.
Moreover,
by using this provocative language, politicians strive to implement more restrictive
immigration policies even if the migrants’ number “has remained constant”.
To
conclude, it seems that, despite some voters’ awareness, such dehumanising metaphors
will unjustly keep fuelling fear and hatred against immigrants. 100
words.
B
C
There is evidence that a particular property of
language makes manipulation possible.
Politicians are masters of that, and manage to exert
influence through the use of metaphors: for example, they manage to make people
think that migrants are responsible for pernicious activities even when there
is little or no evidence.
Nevertheless, sometimes the public awareness manages
to detect these stratagems: for instance, Fallon was forced to retract his
outrageous description of British towns as "swamped" by migrants.
Two main factors make this possible: people’s choice
to bandwagon-jumping and the politicians’ skilful utilisation of metaphors
capable of transforming migrants into threats.
martedì 17 marzo 2020
MLI 3 -VIRTUAL LESSON 2
Here's the link to our next lesson:
https://mariahillan.my.webex.com/mariahillan.my/j.php?MTID=m559863ea558d36618e901de819ca7a93
https://mariahillan.my.webex.com/mariahillan.my/j.php?MTID=m559863ea558d36618e901de819ca7a93
MAGISTRALE 1 virtual lesson 2
We will be follwing lessons according to our regular timetable unless otherwise specified.
Here's the link to Friday's lesson:
https://mariahillan.my.webex.com/mariahillan.my/j.php?MTID=mf821caaac2fc47f8c8d5abfc34f46f48
Here's the link to Friday's lesson:
https://mariahillan.my.webex.com/mariahillan.my/j.php?MTID=mf821caaac2fc47f8c8d5abfc34f46f48
MAGISTRALE 1 - Virtual lesson 2, 20th March
In our next lesson we will:
a) look at exercises you were assigned in class today
b) Discuss metaphors you will have created to represent the current situation etc..
a) look at exercises you were assigned in class today
b) Discuss metaphors you will have created to represent the current situation etc..
MLI 3 Virtual lesson 2, 20 th March
MlI 3
- VIRTUAL LESSON
2
The dangerous ways
ads see women | Jean Kilbourne | TEDxLafayetteCollege
Watch the talk
and answer the questions below.
1)
What is the main
message of the adverts Kilbourne shows at the beginning of the talk.
2)
Why does she say modelling was difficult?
3)
What did modelling teach her?
4)
Do people realise they are influenced by advertising ?
5)
How has the image of women changed over the past 30 years?
6)
What do
older women have to do to stay
popular?
7)
How are men photoshopped?
8)
What do
black women have to
be like to be considered
beautiful?
9)
What messages are subconsciously transmitted
to young girls today?
10)
How are men used as sex
objects?
11)
What is
women’s body language like in
adverts?
12)
In what
way are boys sexualised?
13)
What is sex used to sell?
14)
Why are sexual images in
adverts anti- erotic ?
MLI 3 virtual lesson 2 20th March
Here is the copy of the NSPCC advert we will be looking at on Friday :
That’s how easy it is to break a child’s arm
Jeremy was five when
his father first broke his arm.
He simply straightened out the tiny limb and broke the
bone like it was a pencil.
This happened on six separate ocassions.
Jeremy lived his childhood in fear: not knowing
what would set off his father’s rage, just
waiting to receive another beating..-
Some abused children
say the gaps in between are
worse than the abuse itself.
Every morning thousands of children in the UK are waking
up to
the abuse Jeremy experienced.
And still more are
living in neglect, knowing that they
will not have enough to eat, or that
they will have to look
after themselves.
This is how easy it is to stop
cruelty to children
If it makes you sick
to think about it, don’t miss this chance to do
something. Because there is a way you can stop abuse
and neglect, and you don’t even have
to leave you desk to
do it.
By giving a donation to the NSPCC from your pay packet every month with Give As You Earn, you will be supporting vital services that are helping to prevent child
cruelty and help those who have suffered it.
And it’s the most cost-effective way to
donate.
That’s because the company will match whatever you give up to £100 per month, and your donation is
taken from your salary before tax.
What all this means for a 22% tax payer is that if you
were to donate £15 per month, you’d effectively be paying £11.70, and the NSPCC
would get £30.
To support the
NSPCC through Give As You Earn please
contact Mathew O’Connell on extension 8466 or email Mathew.oconnell…….
lunedì 16 marzo 2020
venerdì 13 marzo 2020
MLI 3
SELF- STUDY
Go to the follwing link and watch the video : https://www.youtube.com/watch?v=Uy8yLaoWybk
Take notes and summarise the main concepts so that we can discuss this aspect of advertsing in our next lesson.
Go to the follwing link and watch the video : https://www.youtube.com/watch?v=Uy8yLaoWybk
Take notes and summarise the main concepts so that we can discuss this aspect of advertsing in our next lesson.
IMPORTANT - DISTANCE LESSONS
Lessons
will begin following normal schedule as of next Tuesday. We will be using
Webex. In order to participate, go to the
link below and follow instructions. Make sure you have all your course material ready ,
especially what has been posted on
my blog in the last week.
The 2
lessons below have been scheduled . In order to take part you need to go
to my page : mariahillan.my.webex.com
then digit in the password.
MLI 3 – Remote
lesson 1
- Tuesday 17th March – 09,00 -11,00
Password:
Q9WuEPaEW43
Magistrale
1 -Remote lesson 1 – Tuesday 17 th March -
11,00 -13,00
Password:
8PAkeKHtb85
See you
virtually next week .
Stay safe students!
MAGISTRALE 1
Here is the module we will be working on remotely next week .Please complete the tasks indicated as self- study before we begin lessons next Tuesday.
I.
Reading comprehension
Rivers and swarms: how metaphor
fuels anti-immigrant feeling
In a recent interview with Sky News, the UK
defence secretary, Michael
Fallon, described British towns and communities as “swamped” by migrants, a controversial phrase he was later forced
to retract.
And while it’s easy enough to dismiss this as a sad glimpse
into a politician’s personal views, Fallon’s language fits right into a rhetorical
war that’s been waged on immigrants for decades.
The language used by politicians to depict
migrants obviously influences public opinion – which, as surveys suggest,
currently demonstrates high levels
of opposition to immigration even though public
perceptions of immigration figures are often inaccurate and
exaggerated. Immigrants are often accused of a range of pernicious activities,
frequently with little or no evidence: abusing and straining welfare
services, endangering public health,
driving up crime, taking jobs from
the local workforce and causing wage
deflation, placing additional strains on housing,
killing and eating swans,
and generally jeopardising the well-being, culture
and values of host societies. But it is the careful and calculated use of
metaphor, as in Fallon’s statements, that turns this shopping
list of accusations into a visceral, emotive political appeal – and then,
all too often, into actual policy.
There are a lot of ways to go about this,
of course. For decades, politicians on both sides of the British political
spectrum have used fluid metaphors to associate immigration with disaster. From
Enoch Powell’s infamous 1968 Rivers of
Blood speech to Margaret Thatcher’s 1978 statement that
“people are really rather afraid that this country might be rather swamped by
people with a different culture”, we have heard decades of warnings that we’re
being flooded, deluged and drowned by waves of migrants.
Another reliable theme is the military
metaphor – “invasion”
and “siege”
– which tie migrants into more typical ideas of what security means. References
to insects (“swarms”)
or disease (“epidemic” or “plague”),
on the other hand, are a sure fire way to dehumanise
migrants and exclude them from the host community. Around the world, metaphors
such as these are a vital political tool for those advocating restrictive
immigration regulations. And their power is evident in the vocabulary used for
the policies their users advocate and implement. Huge sums of money are spent
“securing” borders, whether by the
construction of physical barricades, militarised
technological security apparatus for maritime and border
surveillance, attempts to “Stop the
Boats”, or dubious attempts to pressure migrants to “go home”.
But even as migrants are described in outrageously sensationalist terms, the number of
migrants around the world has remained relatively modest and constant. Recent data from the UN estimates
a population of 232m migrants worldwide, up from an estimated 175m in 2000 and
154m in 1990 – but although the actual numbers have increased, this represents
a consistent 3% proportion of the world population.
With the UK’s 2015 general election
campaign ramping up and the ongoing furore over freedom of movement across the
EU, we can expect to hear more and more provocative language from British
politicians, with little recourse to hard evidence. The outrage at Michael
Fallon’s words suggests it may be time for politicians to be a bit more wary of
this sort of rhetoric; after all, much of the electorate is wise to the
language used to stir up fear of migrants. But then
again, as the rise and rise of UKIP and the attendant bandwagon-jumping shows, these insidious metaphors still work for plenty of people –
and will continue to work for some time to come.
The Conversation
1)
Read the passage and explain the meaning of
the word/words below as used in this context.
a)
swamped
|
b)
glimpse
|
c)
pernicious
|
d)
jeopardising
|
e)
shopping list of accusations
|
f)
deluged
|
g)
a sure fire
|
h)
outrageously
|
i)
ramping up
|
j)
to stir up
|
2)
In not more than 100 words,
summarise the passage.
3)
which semantic fields do the metaphors used to
refer to immigrants belong to?
4)
Research the use of metaphor in
your own language in a specific field and prepare a presentation. This work is
to be carried out as a group activity with a maximum of 3 members in each
group.
Self study
1)
Listen to the first part of the
talk and fill in the gaps.
Metaphor lives a
…………… life all around us. We ……………
about six metaphors a minute. Metaphorical thinking is …………… to how
we understand ourselves and others, how we communicate, learn,
discover and invent. But metaphor is a way of …………… before it is a
way with words.
Now, to assist me in explaining
this, I've …………… the help of one of our greatest philosophers, the
reigning king of the metaphorians, a man whose contributions to
the ……………are so great that he himself has become a metaphor. I
am, of course, referring to …………… other than Elvis Presley.
Now, "All Shook Up" is a great
love song. It's also a great example of how …………… we deal with
anything abstract -- ideas, emotions, feelings, concepts, thoughts
-- we inevitably resort to metaphor. In "All Shook Up," a
touch is not a touch, but a chill. Lips are not lips, but. ……………
. She is not she, but a …………… .And love is not love, but being all
shook up. In this, Elvis is following Aristotle's classic definition of
metaphor as the …………… of giving the
thing a name that belongs to something else. This is the…………… of metaphor. And fortunately, it's very
simple. X equals Y. This ……………
works wherever metaphor is present.
Elvis uses it, but so …………… Shakespeare in this famous line from
"Romeo and Juliet:" Juliet is the sun. Now, here,
Shakespeare gives the thing, Juliet, a name that ……………to something else,
the sun. But whenever we give a thing a name that belongs to something
else, we give it a whole network of …………… too. We mix and match what
we know about the metaphor's ……………, in this case the sun, with what
we know about its ……………, Juliet. And metaphor gives us a much more vivid
understanding of Juliet than if Shakespeare had literally described what
she looks like.
2)
Complete the sentences taken
from the talk.
a)
Metaphor is not just the
detection of patterns; …………………………………………………………
b)
Synaesthesia is the experience
of a stimulus in once sense organ ……………………………..
c)
We instinctively find, or
create, a pattern between the round shape ………………………..
d)
Metaphor creates
……………………………………………………………..
3)
Answer the questions, based on
your listening to the text.
a)
What does the Stoop test prove?
b)
What was the result of the
Stoop test based on metaphors?
d)
How can metaphor mislead?
1)
The lines below are
taken from Shakespeare’s plays. Underline what you think the metaphor is in each example and then try
to define their meaning.
a)
The king’s a bawcock, and a
heart of gold, a lad of life, an imp of fame, of parents good, of fist most
valiant. – Henry V
b)
This is a way to kill a wife
with kindness, and thus I’ll curb her mad and headstrong humor.– The Taming of
the Shrew
c)
Pray you let us not be
laughing-stocks to other men's humours; I desire you in friendship, and I will
one way or other make you amends. – The Merry Wives of Windsor
d)
Nay, if our wits run the
wild-goose chase, I am done, for thou hast more of the wild-goose in one of thy
wits than, I am sure, I have in my whole five.– Romeo and Juliet
e)
O, beware, my lord, of
jealousy! It is the green-eyed monster, which doth mock the meat it feeds on. –
Othello
f)
If he could right himself with
quarrelling, some of us would lie low. – Much Ado About Nothing
g)
Faint-hearted Woodvile, prizest
him 'fore me? Arrogant Winchester, that haughty prelate, Whom Henry, our late
sovereign, ne'er could brook? Thou art no friend to God or to the king. – Henry
VI
h)
Flower of this purple dye, hit
with Cupid’s archery, sink in apple of his eye. – A Midsummer Night’s Dream.
i)
But I will wear my heart upon
my sleeve for daws to peck at. I am not what I am.” – Othello
j)
If it be so, sir, that you are
the man must stead us all and me amongst the rest, and if you break the ice and
do this feat, achieve the elder, set the younger free for our access, whose hap
shall be to have her will not so graceless be to be ingrate.” – The Taming of
the Shrew
2)
Now write a sentence for each
metaphor you underlined that shows
that you have understood its meaning.
Self study
Watch the
video and take notes on the different
types of metaphor
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
V . LANGUAGE DEVELOPMENT – COMPARATIVES
1)
We can use comparative forms , repeated with
AND , to emphasise that something is increasing or decreasing, e.g.: It’s becoming less and less
common/ We meet more and more
frequently.
2)
We use THE+
comparative …. THE + comparative to say
that one development is connected
to the other, e.g: The sooner we
leave, the faster we’ll get there.
Practice
Complete the sentences below
a)
The more it rains,
………………………………………… .
b)
The older he gets,
……………………………………….. .
c)
The more I work,
………………………………………… .
d)
The more I know him,
………………………………… .
e)
The longer I waited,
………………………………….. .
Change the adjective in brackets into a comparative and
use and to express continuing change:
a)
My exams /to get/ hard.
b)
Books / to become/ expensive.
c)
Intolerance/ to become/ common.
d)
His behaviour / to become/ unacceptable.
e)
People/ to live/ long.
V.
Essay – Choose three
metaphors from your native language,
explain their origin and why
you believe they reveal something important about your country’s
culture .
MLI 3 Key - translations 10th March and Information re virtual lessons
Remote lessons will begin next week so please continue to consult this blog where I will be posting further information shortly.
Those of you who have received the corrected version of analysis should rewrite it after seeing my comments and changes. This also applies to lay out. Do not resubmit your essay and do not send assignments I have not asked you to send such as these translations.
Gianni Moretti ha cominciato il casting del nuovo film che comincerà a
girare l’estate prossima. Da qualche giorno la casting director Annamaria
Sambucco sta esaminando studentesse liceali romane, cui si
consiglia «abbigliamento semplice, niente trucco, niente tacchi».
Gianni Moretti
has started casting for his new
film which will be shot next summer. Casting director, Annamaria Sambucco, has been selecting Roman secondary school girls for the last few days and is advising
them to
wear no make and no high
heels for the casting session.
Michael O’Leary è noto per le sue idee bizzarre. Come l’ultima
di voler destinare la parte posteriore dei voli della Ryanair ai
viaggiatori in piedi. Se le autorità dovessero accogliere la sua proposta ,
O’Leary assicura che una «corsa in piedi» su un volo Ryanair costerebbe appena
1 sterlina e si dice sicuro che “fra un posto seduto a 25 sterline e uno in
piedi a 1 sterlina, tutti sceglierebbero subito quest’ultimo.”
Michael
O’Leary is well known for his bizarre ideas and his latest one no
exception ; he wants to have
passengers standing in the back of Ryanair planes. O’Leary says that If the authorities were to
agree to his proposal , a ticket in “
the standing area” would cost just a
pound and he is sure that when choosing between a £25 - ticket in
the seated area and a £1 one in
the standing area , all passengers would go for the cheaper option .
I francesi detestano parlare qualsiasi lingua che non sia la loro. E
soprattutto detestano parlare l’inglese. Sarà il dispiacere di constatare,
anche se non l’ammetteranno mai, che l’inglese è oggi quel che era il francese
ieri, cioè non una lingua ma «la» lingua.
The
French hate speaking any language except their own and,
above all, they hate speaking English. This may well be because English is today
what French was yesterday,
in other words, not a language but the language, even if
this is something they would never admit.
D’ora in poi l’Inno di Mameli dovrà esser studiato e cantato nelle scuole
italiane. Nello stesso tempo, viene istituito il 17 marzo il «Giorno dell’Unità
nazionale, della Costituzione, dell’inno e della bandiera», allo scopo di
consolidare l’identità nazionale.
From
now on the Italian national
anthem will have to
be studied and sung in Italian schools. This goes hand in hand with the introduction of 17th March
as the day of “National Unity”, the Constitution , the National
Anthem and the National flag” aimed at consolidating national identity.
Exemption
Test 2012
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