Scarica Soluzioni libro beowulf black cat e più Esercizi in PDF di Inglese solo su Docsity! k e y t o t h e e x e r c i c e s 2 Kingdom (England, Wales, Scotland, Northern Ireland), France, Luxembourg, Belgium, the Netherlands, Germany, Denmark, Norway, Sweden, Germany, the Czech Republic, Austria, Switzerland, Italy (the northern part). Page 8 – exercise 3 1 Open response. (By the way, this is an iconic object from the British Museum, one of the most visited exhibits, so clearly many people are fascinated by it.) 2 It shows him holding a sword, showing that he is a warrior, but the sword resembles the shape of the Christian cross, showing that he is a champion of the Christian faith. 3 He is not wearing a helmet. The aim of the second part of this question is to encourage students to speculate and speak, so it does not matter if they get the ‘right answer’. As a matter of fact, the figure represents a ‘berserker’, an extremely fierce Viking warrior. These warriors went into a kind of trance, bit their shields, and were afraid of nothing in battle. The name derives from the bearskin shirts they wore. In modern English, ‘to go beserk’ means to behave in a wild, angry, uncontrollable way. (For more: http://en.wikipedia.org/wiki/ Berserker). 4 We can see a sword, a battleaxe (it is sufficient to say axe) and arrows. For protection we can see a shield, helmets and chainmail armour. Some of these appear on page 14. The Anglo-Saxons are on foot, the warrior on horseback is a Norman. (The Normans had cavalry, while the Anglo-Saxons used only infantry.) Legend has it that King Harold was killed by an arrow in the eye (left of the picture). But it is possible that he is falling to the ground after being attacked by the warrior on horseback with a sword, because exactly above this scene it says “Harold Rex interfectus est”, “King Harold is killed” in Latin. Page 8 – exercise 4 Open response. (For more: http://en. wikipedia.org/wiki/Normans ) The Cultural Context Page 12 – exercise 1 1 a the longest surviving poem in Old English b the first important example of poetry in a European language that is not Greek or Latin 2 Probably composed between 700 and 750 CE 3 Because it was first told orally 4 About 1000 CE 5 Unknown 6 In modern Sweden and Denmark (for a more exact location, see the homelands of the Geats and Danes in the map on page 9) 7 The British Museum, London Page 12 – exercise 2 Open response. Page 12 – exercise 3 Anglo-Saxon scops usually began their performances with “Hwaet!” to get the attention of the audience. It could be translated as something like “Listen!” or “Pay attention!”. (The The Historical Context Page 7 – exercise 1 1 A 3 B 5 C 1 D 4 2 Germanic peoples – particularly the Angles, the Saxons and the Jutes – began to invade Britain. The Britons couldn’t defend the country on their own, without Roman help. 3 It comes from the language of the Angles: they called themselves ‘Engles’ and their language ‘Englisch’. 4 No, he was a Geat. 5 Augustine was a priest sent to Britain (in 597 by the Catholic Pope in Rome, Gregory) to convert the Anglo-Saxons to Christianity. Augustine became the first Archbishop of Canterbury. Alfred the Great was king of the Anglo-Saxon kingdom of Wessex from 871 to 899. He was the only king who successfully resisted the Vikings. Alfred was also active in the creation of English culture, and had several religious works translated from Latin into Old English. 6 Vikings were fierce people from Norway and Denmark who began to carry out raids on the Britis coast at the end of the eighth century. They later invaded parts of Britain and some made their homes there. They also invaded and settled in Normandy in France. Their descendants became the Normans, who invaded England in 1066. 7 The Anglo-Saxon King Harold was defeated at the Battle of Hastings by William, the leader of the Normans, and so the Anglo-Saxon period came to an end. This was the last invasion of England – known as ‘the Norman Conquest’ – and William became King William I of England, known as ‘William the Conqueror’. Page 8 – exercise 2 1 Students simply find the arrows on the map. 2 These places are on the right of the map. (Clearly, locations cannot be terribly accurate – Germanic people did not reside in territories that conform to modern boundaries. It seems that the Danes referred to in Beowulf, the kingdom of King Hrothgar, lived on the modern island of Zealand.) 3 On the map one can see: the Republic of Ireland, the United S te p F o u r B 2 .1 Beowulf R E A D IN G & t r A IN IN G .w e b K E Y T O T H E E X E r C I C E S k e y t o t h e e x e r c i c e s k e y t o t h e e x e r c i c e s 43 Expert: Oh yes, people still make it today, in a variety of forms, and in lots of different places... But back to Beowulf. Interviewer: Yes, of course. So, now we know what mead is, what about the mead hall? Expert: Essentially, it was a big building with a single room. During the times of Beowulf, from 500 to 1,000 CE, the mead hall was the place where the lord or king lived, and it was here that he entertained all his followers. They all came here to eat and drink at splendid feasts. Bards told their stories here, and this is where guests were received. In Beowulf, the mead hall is the place where a lot of the action takes place. Interviewer: So, the mead hall obviously has a very important social role in Anglo-Saxon society. But does the mead hall have a symbolic role, too? In Beowulf, for example? Expert: Yes, of course. It is hugely important in Beowulf, and its symbolic role derives from its northern context. The mead hall is a place which is full of warmth and light, human contact and laughter. In contrast, the outside world is a dark, dangerous place with thick, mysterious forests. And that is where the monsters come from… Interviewer: J.R.R. Tolkien made the Anglo-Saxon world popular with his stories, and now we have the phenomenon of Peter Jackson’s films of The Lord of the Rings and The Hobbit. Are there any mead halls in Tolkien’s stories? Expert: Oh yes, there are. In The Lord of the Rings there are two that I can think of. (Starts to fade out now) There is the so-called Golden Hall in Rohan, and Beorn receives his guests in a mead hall.... Page 22 – exercise 3A 1 troll 2 ghoul 3 monster 4 devil 5 ogre Page 23 – exercise 3B Open response. Students might have come across Frankenstein’s creature, often referred to as a ‘monster’. Other films. There is the ogre in Puss in Boots. Shrek is an ogre, but the films subvert the normal connotations of ‘ogre’ and make him a sympathetic character. Page 23 – exercise 3C Open response. Students might think ‘ghoul’ unsuitable, as Grendel does not eat corpses; he kills his own victims and then eats them. They might also find ‘devil’ unsuitable. Page 23 – exercise 4 A 1 c 2 d 3 e 4 b 5 a 6 f Page 23 – exercise 4 B Open response CHAPTEr TWO Beowulf Arrives Before you read Page 24 – exercise 1 Do not give these answers before students read Chapter Two. Students can check their predictions either while reading page 26 or, better still, after finishing reading Chapter Two: indeed, they are asked to give their feedback in exercise 2 of the ‘Beyond the text’ activities on page 30. However, with exceptionally good modern English word “what” is derived from it, but its meaning has nothing to do with the way it was used by bards at the beginning of their performances.) Page 12 – exercise 4 Open response. Students can see that the bard is alone in wild nature, not in front of an audience in a mead hall or royal court. This painting probably shows a Celtic bard (from Ireland, Scotland or Wales) but students are not expected to suggest this: painters in the Romantic period (about 1780-1840) loved wild landscapes. The painting is a copy of an original, and this is why the date (1840) is later than the life span of the painter. (For more on bards: http://en. wikipedia.org/wiki/Bard ) (For more on the painter: http://en. wikipedia.org/wiki/Philip_James_de_ Loutherbourg ) (You can see the painting at: http:// www.museumwales.ac.uk/en/picture- library/?id=918 ) CHAPTEr ONE Heorot HAll Before you read Page 14 – exercise 1 1 E 2 C 3 D 4 B 5 F 6 A The text and the beyond Page 20 – exercise 1 1 C 2 A 3 D 4 A 5 D 6 B 7 D 8 B 9 C Page 22 – exercise 2 1 It is an alcoholic drink. It is made of honey and water. 2 It is 9,000 years old (there is archaeological evidence in China). It is much older than wine or beer.) 3 Yes. 4 One. 5 Any three of the following: Residence of the king; Entertainment of the king’s followers; Feasts; Stories told/ recited by bards; Reception of guests. 6 It is a place full of warmth and light, human contact and laughter. It contrasts with the outside world – a dark, dangerous place with thick, mysterious forests. 7 Yes, there are two. (Students are not expected to note the details of what they are.) Recording script Interviewer: Good evening, Professor, and thank you for agreeing to answer a few questions about Anglo-Saxon mead halls. Expert: Good evening. It’s my pleasure. Interviewer: Now, before you tell us what a ‘mead hall’ was, perhaps we had better be clear about what ‘mead’ was, or is. It’s a kind of drink, isn’t it? Expert: Yes, it is. Mead is a very, very old drink. It’s an alcoholic drink made of honey and water, and it’s much older than wine or beer. The first archaeological evidence of mead that we have – that is, traces of it have been found in pots – dates to 9,000 years ago in China. It was made all over the ancient world, and of course it was the favourite drink of the warriors at the time of the poem Beowulf. Interviewer: By the way, can you still find mead nowadays? k e y t o t h e e x e r c i c e s k e y t o t h e e x e r c i c e s 109 3 wonderful chainmail armour 4 huge sword 5 eight horses 6 a young man 7 gift of gold 8 in the future 9 two young sons 10 I promise you The text and the beyond Page 54 – exercise 1 feasting : page 49; page 50 (half-way down the page); page 51 (a quarter- way down the page: The feast continued until late at night.). drinking : page 50 (half-way down the page); page 51 (after first quarter of the page: I hope they bring you luck’, she said, raising her cup of mead to toast him.). celebrating together : page 49; page 50 (half-way down the page); page 51 (a quarter-way down the page: The feast continued until late at night.). giving gifts and rewards: page 50 (first half of the page); page 51 (first quarter of the page). a bard reciting stories : page 50 (half- way down the page). living a communal, shared life : page 49; page 50 (half-way down the page); page 51 (second quarter of the page: The Danes took off their armour and prepared to lie down and sleep in Heorot Hall etc.). Page 54 – exercise 2 1 Here are some ideas, but students may think of more. Similarities : both attack by night; both make a lot of noise; both hate the humans. Differences : Grendel comes to eat human flesh, while his mother comes to get her son’s arm; Grendel in not afraid (before he is attacked by Beowulf), while his mother is rather afraid from the beginning; Grendel is mortally wounded by Beowulf, while Grendel’s mother escapes unharmed; this was the first attack by Grendel’s mother, while Grendel had attacked the Hall countless times. 2 Hrothgar immediately feels despair, while Beowulf immediately wants revenge. (Beowulf then soon makes Hrothgar think of revenge rather than despair.) Page 54 – exercise 3 Open response. Give students time to prepare. One of the Danes interviewed could be Aeschere’s best friend. This could also be a writing task: a Dane writes in his diary the events of that night (120-180 words). Page 55 – exercise 4 A 1 H 2 K 3 G 4 F 5 C 6 A/L 7 D 8 L/A 9 J 10 I 11 B 12 O 13 E 14 N 15 M Page 55 – exercise 4 B Open response. Students should be invited to say why they have made their choices. Page 55 – exercise 5 Open response. Page 56 – exercise 6 1 comes 2 twist 3 worn 4 known 5 worn 6 shown 7 wore 8 found 9 given 10 fought 11 killed 12 took 13 wore 14 called 15 wears 16 adopted 17 made 18 like 19 know 20 like Page 57 – exercise 7 A-B Open response A As well as the given ring, necklace and earring, ensure that students brainstorm other words for jewellery such as bracelet, brooch, nose ring, etc. B This could even be a short writing task of about 40-50 words, where students also give reasons for their choices. Page 57 – exercise 8 Open response CHAPTEr FIVE into tHe lAke Before you read Page 57 – exercise 1 Do not give these answers before students read Chapter 5. Students can check their predictions after finishing reading Chapter 5, although checking whether the predictions were right or wrong is not necessary. The intention of this activity is simply to give students an appetite to read. 1 No, he doesn’t. (In fact, he says very little.) 2 No. Grendel is dead, as we will discover in Chapter Six. 3 Yes. 4 No. But he does lend him a sword. 5 Yes, she will use a knife. Page 58 – exercise 2 1 B 2 A 3 A 4 C 5 B 6 C The text and the beyond Page 63 – exercise 1 A The divergent words/phrases are underlined. The original words/ phrases are in brackets and in italics. Beowulf and Unferth led the group of Geats and Danes (0. Beowulf and Hrothgar were at the head of the Geats and Danes.) as they followed the footprints of Grendel’s mother. They rode over the moors and through a forest, where the sun shone through the tall trees (1. They rode over the bleak, lonely moors and through the dark forest), until they came to a river (2. the lake). ‘I have heard hunters describe this place,’ said Hrothgar. ‘If a fox (3. deer) is chased here, it will turn and face the hunters and the dogs rather than jump into that river.’ Everyone looked at the river. The dark water was calm and undisturbed. (4. The dark water bubbled. ) No one could see anything below the surface, though everyone imagined that there was something horrible there. (5. Ferocious snakes swam just below the surface.) ‘Look over there!’ said one of the Danes (6. Geats), pointing at some trees (7. rocks). Hrothgar looked. ‘The body of Aeschere,’ (8. ‘Aeschere’s head,’) he said softly. Beowulf seized both of Hrothgar’s arms in a strong, hard grip. (9. Beowulf put his hand on on Hrothgar’s arm.) ‘You will have revenge,’ he said. k e y t o t h e e x e r c i c e s k e y t o t h e e x e r c i c e s 1211 After jumping off his horse he walked up and down, thinking deeply. (10. he put on his chainmail.) But before he could put on his sword belt, Unferth ran towards him. ‘Beowulf! Take this dagger (11. sword). It’s called Sting (12. Hrunting).’ ‘Thank you for your weapon,’ said Beowulf. He turned to Hrothgar. ‘If I don’t return from down there’, he said, ‘take care of my Geats. I want you to keep all the gifts you have given me. (13. Send all the gifts you have given me to King Hygelac – he will see what a magnificent ring-giver you have been to me.) And give Unferth my own dagger (sword), because with Sting (Hrunting) I will win or I will die.’ Beowulf waited to hear Hrothgar’s last words to him, (14. Beowulf didn’t wait for an answer. ) and dived into the water. He swam down and down, for almost an hour. (15. He swam down and down, for hours and hours.) Grendel’s mother was surprised when she saw Beowulf, (16. Grendel’s mother knew that someone was coming. She had been living at the bottom of that lake for a hundred years, and nothing could happen there without her knowing it. ) but she leaped at him and grabbed him. She attacked him with her sharp claws, wounding him terribly (17. but his chainmail protected him). Snakes and monstrous creatures attacked him too, hurting and wounding him even more (18. but the chainmail still protected Beowulf ). Page 64 – exercise 1 B Open response. You might focus attention by asking the class to imagine they are making a film. This will make them think about choices that make little or no difference to a film version and choices which will make a big difference to a film version. By the way, ‘Sting’ is the name of the dagger, made by Elves, which is the weapon of Bilbo Baggins in The Hobbit. Page 64 – exercise 1 C Open response. Students can work on page 62, from line 7 (Slowly but surely she dragged the struggling Beowulf there.) till the end of the chapter. Page 64 – exercise 2 A 1 accused Unferth of killing his 2 Heorot Hall was due to 3 never seen a bigger man 4 the first time Grendel had 5 admitted that he had always 6 occupation of Heorot Hall lasted 7 wanted everyone (to be able) 8 even though he was 9 promised Hrothgar that Demark would 10 wondered if / whether Beowulf had come Page 64 – exercise 2 B C 3 D 10 E 8 F 1 G 9 H 4 I 7 J 2 K 5 CHAPTEr SIX in tHe CAve Before you read Page 66 – exercise 1 A A 4 B 2 C 3 D 1 Page 66 – exercise 1 B Do not tell students how the fight continues before students read Chapter Six. The intention of the second activity is simply to give students an appetite to read. (For your information, what will happen is this: Beowulf’s chainmail armour saves him; he sees a sword there and attacks Grendel’s mother with it, cutting off her head.) Extra idea for a speaking activity Beowulf is an old story, but fight scenes in modern films can be very similar! Characters often use different things – furniture, for example – after they can’t use their weapons any more. In groups, think of fight scenes like this from films and tell the class about them. Better, bring a DVD of a fight scene to class, or prepare a clip from TouTube or another website, and give a commentary. Fight scenes as in Beowulf or in films are generally not realistic, so why are they presented to the reader/film- viewer in this way? Page 66 – exercise 2 1 cutting through bread 2 piles of treasure 3 snow melting 4 turned deep red 5 Poor Beowulf 6 no more hope The text and the beyond Page 71 – exercise 1 1 Because Beowulf’s chainmail was too strong for the knife. 2 All the fires in the cave suddenly grew more intense and the cave was filled with light. 3 The blade of the sword, which he had used to kill Grendel’s mother and cut the head off Grendel, melted. The water on the surface of the lake started boiling; it turned deep red, the colour of blood. 4 He thought that the sword hilt melted because Grendel’s blood must be poisonous. 5 The sword hilt; the head of Grendel; Hrunting. 6 There were no snakes or monstrous creatures to attack him because at the moment of the death of Grendel’s mother they had all disappeared. 7 Beowulf’s Geats. 8 He saw the water boiling and it was the colour of blood, so he assumed that Beowulf had been killed and he went back to to Heorot Hall. 9 Four. Extra idea for a comprehension activity after ex. 1 10 Invent a question! In pairs or groups, make up a question about any part of the chapter, in the style of questions 1-9 above. Ask other students your question. Students might ask about the atmosphere in Heorot Hall (one of mourning); the moment when the water starts boiling at the surface of the lake – the different reactions of Hrothgar and the Geats; why Beowulf decides to cut off the head of Grendel. k e y t o t h e e x e r c i c e s k e y t o t h e e x e r c i c e s 1413 Page 71 – exercise 2 1 not very common 2 king or queen 3 spear 4 generation to generation 5 a famous warrior 6 wood or bone 7 precious stones 8 cutting through armour 9 break bones 10 protected by armour Recording script Swords have been considered special weapons for centuries. We all know that in the myths and legends of many cultures swords often have magical qualities. But there are also real historical reasons why swords were special: in ancient times the materials needed for making swords were not very common, and this made them the kind of weapon that only kings and noble warriors would own. And even today swords are used in special ceremonies, such as when the British monarch creates new knights. Among the Anglo-Saxons, the sword was the most prestigious weapon, but not the most common one: spears, which were made of wood and a little bit of iron, were the weapon of the common soldiers. Swords were very valuable and were often handed down from generation to generation, or were received or given as gifts by great warriors and kings. Swords were considered to have a greater value if they had a history behind them, or had belonged to a famous warrior. Perhaps this was because people thought that in some way they contained the bravery of their previous owners. The blades (the parts of the swords used for cutting) were between 72-80 cm long and up to 7.5 cm wide. In Anglo-Saxon times, swords usually had hilts made up of layers of organic material such as wood or bone. They were often decorated or even completely covered by bronze, gold and silver. Some were even decorated with precious stones. It seems possible that Anglo-Saxon swords were capable of cutting through armour, although modern tests do not support this theory entirely. It is possible that the heavy weight of the blade was used to break bones and crush internal organs. A number of skeletons found in ancient graves from northern Europe show just how dangerous a sword could be even when a man was protected by armour. There is evidence of terrible injuries, although in some cases the bone has grown back, meaning that the man continued to live even after such a horrific injury. Page 72 – exercise 3 Open response. Some heroes associated with special weapons are: Thor – a hammer, William Tell – crossbow; Robin Hood – bow and arrows; Harry Potter – wand; James Bond – pistol (usually a Walther PPK); ‘the Bride’ in Kill Bill – samurai sword; and so on. Special names include Excalibur, the sword of King Arthur. Bilbo Baggins in The Hobbit calls his dagger ‘Sting’. Extra idea for a speaking activity In many modern fantasy films the characters fight with swords, even though highly developed technological weapons are available to them. Sometimes they do not use weapons at all, only martial arts. Why do you think this is? CHAPTEr SEVEN leAvinG denmArk Before you read Page 72 – exercise 1 Open response. Encourage many answers. (As a matter of fact it is Hrothgar who says this; he becomes contemplative when he examines the runes on the sword hilt. Do not, however, tell students this before they read Chapter Seven.) The text and the beyond Page 77 – exercise 1 A Open response. The aim is for students to show comprehension and interpretation (they should cut out what is less significant) and use language skills (what they cut out should still leave a grammatically correct text). It is a demanding activity, so students might be asked to cut out just 25 words, or as many as they can. In the text immediately below are suggestions for words and phrases that could be cut, adding up to 54 words: Beowulf returns to Heorot Hall and delivers to Hrothgar Grendel’s head and the hilt of the giants’ sword. Hrothgar examines the runes on the sword’s hilt and, reflecting that a man’s life can undergo changes, he warns Beowulf against pride. There is a final feast and in the morning Beowulf and his Geats prepare to leave. He thanks Unferth for the loan of Hrunting, and Beowulf and Hrothgar promise that there will be peace between the Geats and Danes. Beowulf returns home safely, where he is welcomed by King Hygelac and Queen Hygd and made a lord of the kingdom. Page 77 – exercise 1 B Open response. Students should show comprehension and interpretation (i.e. by adding words or phrases that they think are really significant) and use language skills (what they add should still leave a grammatically correct text). Again, it is not necessary to insist on 50 words. Students might be asked to add between 10 and 15 words, and then to add another 10-15 words, and then to add another 10-15 words. Students should work in groups, and after the addition of each 10-15 words, ideas should be compared in class. Page 78 – exercise 2 A 1 Beowulf would not have known about the troubles in Denmark and would not have come to help King Hrothgar, if a bard had not sung the story of Grendel at the mead- hall of King Hygelac. (Here there does not seem to be the need for ‘perhaps’.) 2 If Hrothgar had not helped Beowulf’s father, perhaps Beowulf would not have gone to help King Hrothgar. (Here there does seem to be the need for ‘perhaps’. Perhaps Beowulf would have gone to help King Hrothgar anyway, just to seek glory and fame.) 3 If Grendel had not made a magic spell against any kind of weapon, Beowulf’s warriors would have been able to wound him with their swords; perhaps they would have been able to kill him. (Here there does seem to be the need for ‘perhaps’. Perhaps Grendel’s skin would have been too hard anyway k e y t o t h e e x e r c i c e s k e y t o t h e e x e r c i c e s 2019 CHAPTEr TEN Beowulf’s BArrow Before you read Page 98 – exercise 1 Open response. The text and the beyond Page 103 – exercise 1 1 The poison in the dragon’s bite. 2 To bring the treasure from the barrow so that he can see it. 3 Bitter and sad: he would rather have Beowulf alive than all the treasure. 4 In a barrow on a high cliff, so that his resting place will be seen by sailors coming back home. 5 His torque, because it is a symbol of his wish that Wiglaf will become his heir. 6 He treats them with contempt, and sends them into exile. 7 The Geats throw it into the sea (because they find it disgusting). 8 The Geats put it in Beowulf’s barrow and bury it with him. It can’t be used by anyone because a curse has been put on it by the last survivor of the tribe. 9 (His ashes are surrounded by the dragon’s treasure.) Twelve warriors ride around the barrow, singing dirges about his heroic life, his victories and his reign. 10 Open response. Page 104 – exercise 2 1 Although / Even though Grendel was extraordinarily strong and violent, Beowulf chose to fight him unarmed. In spite of / Despite Grendel’s extreme strength and violence, Beowulf chose to fight him unarmed. 2 Although / Even though Beowulf had a reputation for bravery and strength, Unferth insulted him. In spite of / Despite Beowulf’s reputation for bravery and strength, Unferth insulted him. 3 Although / Even though he/Beowulf mortally wounded Grendel, he/ Beowulf was disappointed that he hadn’t killed him. In spite of / Despite the mortal wounds that he/Beowulf inflicted on Grendel, he/Beowulf was disappointed that he hadn’t killed him. 4 Although / Even though Grendel’s mother had the opportunity to kill a lot of Danes and Geats, all she wanted was her son’s shoulder. In spite of / Despite Grendel’s mother’s opportunity to kill a lot of Danes and Geats, all she wanted was her son’s shoulder. In spite of / Despite the / her opportunity to kill a lot of Danes and Geats, all Grendel’s mother wanted was her son’s shoulder. 5 Although / Even though Unferth had insulted Beowulf, he offered him his sword before he swam down to Grendel’s mother’s lair. In spite of / Despite his insults, Unferth offered Beowulf his sword , Hrunting, before he swam down to Grendel’s mother’s lair. 6 Although / Even though Beowulf was given a famous sword, Hrunting, it was no use against Grendel’s mother. In spite of / Despite his / the famous sword Hrunting, Beowulf could not harm/hurt Grendel’s mother. In spite of / Despite (his) having the famous sword Hrunting, Beowulf could not harm/hurt Gendel’s mother. 7 Open response. Page 104 – exercise 3 Open response. For more information, see: http:// en.wikipedia.org/wiki/Curse_of_the_ Pharaohs Book curses are also interesting (see: http://en.wikipedia.org/wiki/Book_ curse ) A famous curse is the one written on Shakespeare’s tomb in Trinity Church in Stratford-upon-Avon, which may or may not be by Shakespeare. It says: Good frend for Jesus sake forebeare, To digg þe dust encloased heare. Blese be þe man þat spares þes stones, And curst be he þat moves my bones. In modern English it would be like this: Good friend, for Jesus’s sake forbear To dig the dust enclosed here. Blessed be the man that spares these stones, And cursed be he that moves my bones. Page 104 – exercise 4 Open response. Version of Beowulf Page 109 – exercise 1 • prose : ordinary written language, not poetry (e.g. the page of the students’ books are in prose) • alliteration : a ‘sound effect’ in language which is created when the sounds of consonants – usually at the beginning of words – are repeated in close proximity to each other, in the same line in the case of poetry. • retelling : a new version of an old story, with different details (students should be able to think of examples quite easily: most film versions of stories are retellings). • ‘sword and sorcery’ : a fantasy genre involving heroes and heroines who are experts with swords, and elements of magic and the supernatural. (For more, see: http://en.wikipedia.org/wiki/ Sword_and_sorcery ) • mash-up : a mash-up includes most of the elements of an original story but includes also elements from another genre. Recent examples have been Pride and Prejudice and Zombies and Abraham Lincoln, Vampire Hunter. (For more, see: http://en.wikipedia.org/wiki/ Mashup_(book) ) • setting : the time and place in which a story happens. • post-apocalyptic : an adjective that refers to a possible future state of the world after a disaster such as nuclear war, climate change, disease, etc. (Students should be able to think of examples quite easily, for example science fiction films.) (For more, see: http://en. wikipedia.org/wiki/Post- apocalyptic Page 109 – exercise 2 A A below are some differences. They are listed in the same order that they occur in the summaries on pages 107- 109. The lists only refer to elements which have been put into the films but are not found in the Anglo-Saxon poem. The lists do not refer to elements in the Anglo-Saxon poem which have been omitted from the films. k e y t o t h e e x e r c i c e s k e y t o t h e e x e r c i c e s 2221 • Wiglaf gives Beowulf a ship-burial (in the poem Beowulf is buried in a barrow) • As the ship burns Grendel’s mother appears and gives Beowulf a final kiss (in the poem Grendel’s mother is killed by Beowulf) Page 109 – exercise 2 B-C-D Open response. Emphasise that the films are retellings, and should not therefore be criticized for differing from the original Anglo-Saxon poem. Page 109 – exercise 3 Beowulf attacking the dragon with a sword is certainly in Beowulf. The female character on the left is certainly not! ‘The Slave Made of Satan’ sounds like this story is a ‘mash-up’, blending the Beowulf story with horror and stories of devils. More information here: http://en. wikipedia.org/wiki/Beowulf,_ Dragon_Slayer For the treatment of Beowulf in popular art, see also: http://en.wikipedia.org/wiki/List_of_ artistic_depictions_of_Beowulf http://www.lib.rochester.edu/ camelot/BeowulfBooklet.htm After reading Page 110 – exercise 1 A 3 B 5 C 1 D 7 E 2 F 4 G 9 H 6 I 8 Page 111 – exercise 2-3-4-5-6 Open response Beowulf and Grendel (2005) • Grendel has a father (in the Anglo- Saxon poem only a mother is mentioned) • Grendel is huge and powerful, but he is human (in the poem he is a monster) • Grendel does not want to fight the Geats or Beowulf (in the poem Grendel attacks and eats whoever he finds in Heorot Hall) • Grendel kills only the Geat who destroyed his father’s head • Grendel cuts off his own arm in order to escape (in the poem Beowulf tears off Grendel’s arm and shoulder) • Hrothgar killed Grendel’s father (in the poem Hrothgar has not done anything to Grendel or his mother) • There is a female character, a witch called Selma (in the poem there is no character like this) • Selma and Grendel have a son (in the poem Grendel has neither partner nor children) • Beowulf buries Grendel (in the poem Beowulf cuts off Grendel’s head) • Beowulf tells Selma to hide her son, showing that he has feelings towards Grendel and his offspring (in the poem, Beowulf has no feelings towards Grendel, apart from wanting to kill him) Beowulf (2007) • Wiglaf is already a friend at the beginning of the film (in the Anglo- Saxon poem Wiglaf is a younger relative who only appears towards the end of the story) • Beowulf and Wealtheow are attracted to each other (in the poem there is no suggestion of this at all) • Grendel and his mother speak to each other in the cave (in the poem: a) they are never shown together; b) they do not have the power of speech) • We see Grendel die; as he dies, he becomes as small as a child (in the poem the death of Grendel is not shown) • Hrothgar gives Beowulf a golden drinking horn, which Beowulf takes to the cave to provide light (in the poem this object is not there) • Grendel’s mother, in the form of a beautiful woman, offers to make Beowulf a great king if he gives her a son (in the poem Grendel’s mother is a monster, and there is no dialogue between them) • Hrothgar was once attracted to Grendel’s mother, and he is Grendel’s father (in the poem only a mother of Grendel is mentioned; there is no suggestion of any relationship between Hrothgar and the monsters) • Hrothgar names Beowulf the next king of Denmark (in the poem Hrothgar has sons) • Hrothgar commits suicide (in the poem there is no suggestion at all of this; Hrothgar says goodbye to Beowulf when he leaves to return to the land of the Geats) • King Beowulf later marries Wealtheow (in the poem Beowulf doesn’t even marry) • The dragon is the son of Grendel’s mother and Beowulf! (in the poem, the dragon is simply obsessed with the treasure it has discovered) • Beowulf goes back to the cave, where he finds Grendel’s mother and offers her the drinking horn (in the poem Grendel’s mother is killed by Beowulf) © 2013 Black Cat, Genoa, London e x i t t e s t e x i t t e s t 24 25 Photocopiable © 2013 Black Cat Photocopiable © 2013 Black Cat 1FCE Comprehension check For questions 1-15 below, choose the answer (A, B, C or D) which you think is best according to the story of Beowulf that you have read. 1 Who was Hrothgar? A a king of the Geats B an Anglo-Saxon warrior C a king of the Danes D Beowulf’s uncle 2 Why did Hrothgar build a mead hall? A He wanted a place to protect himself and his people from Grendel. B He wanted a permanent place of government. C He wanted a place to protect himself and his people from Grendel and his mother. D He wanted a place which would be a symbol of his power. 3 Who was Grendel? A a supernatural creature B a Dane who Hrothgar hated and had sent away C a deformed man who lived on the moors D the monstrous son of Hrothgar and a witch 4 When Beowulf arrived at Heorot Hall, Hrothgar A didn’t recognise the name; he hadn’t heard of Beowulf before. B recognised the name because he had once helped Beowulf’s father. C recognised the name because bards had sung about his adventures in Hrothgar’s mead hall. D recognised the name because Beowulf had stayed at Hrothgar’s mead hall as a little boy. 5 How did Beowulf decide to fight Grendel? A with the help of brave Danish volunteers B with his trusted Geat warriors C alone and without weapons D with only his sword, which had always brought him victory 6 Which describes the interchange between Unferth and Beowulf on Beowulf’s first evening? A Unferth wanted Beowulf to prove who he was and to show that he was a hero. B Beowulf and Unferth tried to be friendly, although they did not like each other. C Unferth insulted Beowulf, and Beowulf accused Unferth of killing his brothers. D Unferth subtly suggested that Beowulf had exaggerated his contest with Breca. 7 How did Beowulf kill Grendel? A He pulled his arm and shoulder off. B He cut his head off. C He strangled him with his bare hands. D He stabbed him in the heart with his sword. 8 What did Grendel’s mother do when she went to Heorot Hall? A She attacked the warriors sleeping there and killed some of them. B She took away her son’s arm and shoulder, and one of the Danes. C She was frightened, took her son’s arm and shoulder and ran away. D She looked for Beowulf, wanting revenge, but she couldn’t find him. 9 How did Beowulf kill Grendel’s mother? A with Hrunting, the sword that Unferth had given him B with her own knife that she was attacking him with C with his bare hands D with a sword that he found in her lair 10 What did Beowulf bring back to Heorot Hall after he had killed Grendel’s mother? A the precious treasure that he found there and Grendel’s mother’s head B some of the weapons that he found there and Grendel’s head C the monstrous heads of both Grendel and his mother D the hilt of the sword he had used and Grendel’s head