“………………………” by Jean-François Millet

1.2 How does each artist communicate his idea of the theme?
1.3 What other forms of art do you know? Complete the diagram below.

2.1 The puzzle below shows two parts of a famous painting by
Pablo Picasso. Work in pairs. Cut out the four missing
parts on page 161 of your book and discuss with your
partner where each piece fits in the painting. Reach an
agreement and stick the pieces in the empty spaces to
complete the painting.

Useful expressions

I think part … fits in box number …
because it shows…
It seems to me that…
On the left side of the painting
we can see…
In my opinion / view, …
What do you think? / I think so, too.
I’m afraid I disagree.

............... in northern
Spain called Guernica.
Guernica was completely
destroyed. (3) ...............
civilians were killed. The
next day, George Steer, a
reporter working for (4)
.................. revealed the

The cubist painting by Picasso, called
“Guernica”, is an immense black and white
mural painted in oil. The mural depicts a scene
of death, violence, brutality, and helplessness.
It shows the suffering people and animals
experience in the violence and chaos of a war.
The overall scene is within a room. There are
humans, animals and buildings in this scene
but there seems to be no background. On the
left side of the painting we can see a mother
holding her dead child. A wide-eyed bull stands

over the woman. At the bottom lies a fallen
soldier, still holding his broken sword from
which a flower grows. In the centre above the
soldier is a horse whose body is pierced with a
spear. On the right, there is another woman
trapped in a burning building.
The painting is very large: 349 x 776 cm.
Despite its great size, it was painted in less than
two months. Picasso was so angry about what
had happened in Guernica that he wanted
everybody to immediately take notice of the
brutal event. All the figures in the painting seem
to be crammed together and their mouths are
open as though they are crying out. We get the
feeling that they can't get away from the horrors
of war; they are trapped in their suffering.
Some people criticised Picasso's cubist
style because they could not understand his
symbolism. Picasso answered his critics, “It
isn't up to the painter to define the symbols.
The public who look at the picture must
interpret the symbols as they understand
them”. Even though opinions about the exact
meaning of the images of the painting are
numerous, there is no doubt that the painting
sends a strong antiwar message, not only
about what happened in Guernica but about
the kind of suffering that takes place in any war.

Adapted from: Picasso's Guernica in
“What your sixth grader needs to know”

5.1 Do you know any other paintings or pieces of art that were
influenced by violence or war? Ask your Art teacher, or use the
Web and other sources to find such pieces of art and bring them
to class. Discuss whether they evoke the same kind of feelings as
Picasso's “Guernica”.

5.2 Make a poster or make up a slogan that reflects your feelings
about violence or war.

6.1 Look at the following sentences and
complete the rule.

1. Security systems are used in all museums.
2. Touching the exhibits isn't allowed in the gallery.
3. Famous works of art are kept in museums all over the world.
4. Old paintings are cleaned carefully, restored and then exhibited in museums.

8.1 A group of students from an international school are visiting an art gallery. Here is the handout their Art teacher gave them to fill in during their visit. Match each style of art with its definition.

1. Cubism

2. Realism

3. Impressionism

4. Pop Art

5. Surrealism

a. A style of art including many bright, colourful brush
strokes. The paintings do not have a lot of detail and
they are usually outdoor scenes like landscapes.

b. A style of art that shows items painted in a colourful
way. It is inspired by comic strips, advertising, popular
entertainment and everyday objects.

c. A style of art where the subjects remind us of basic
geometric shapes.

d. A style of art that shows things exactly as they appear
in life.

e. A style of art where the paintings are generally based
on dreams. They are filled with familiar objects painted
to look strange or mysterious.

1. Voyager 1 and 2 were launched in 1970.
2. Scientists decided to send mathematics into space.
3. The disc consisted of both songs and instrumental music.
4. Scientists chose music from all continents.
5. The disc was made of gold.
6. The disc will last a century.

1. What are some of the things that may influence the music of a country?
2. What musical instruments and music are common to your culture?
3. How do you feel about current musical trends and/or hits in Greece?

Fernando Botero, “The Musicians”, 2001

4.1 Look at the following sentences and complete the rule.

• This question was posed to a committee.
• ‘The Magic Flute' wasn't composed by Beethoven.
• Messages of greeting were carried by two American spacecraft on
a disc.
• The disc was made of gold-plated copper.

The Passive voice in the Simple Past tense is formed with:
subject + …………………… + ……………………

4.2 How do we form the passive voice in the present perfect and the simple future tenses?
Complete the table below.

4.3 Look at the examples.

• The “Choral Symphony” was composed by Beethoven.
• The songs for the contest are written by the students.

What word do we use after a passive verb to say who does the action?
Language focus

Grammar Reference, p. 173

1. The ‘Mona Lisa' and ‘The Last Supper' / paint
2. The role of ‘King Lear’ / perform
3. More than 100 sonnets / write
4. ‘Carmen' and ‘Madame Butterfly' / sing
5. The song ‘Imagine' / compose
6. ‘Hermes' / sculpt

1. Bach (1685-1750)

2. Mozart (1756-1791)

3. Beethoven (1770-1827)

4. Tchaikovsky (1840-1893)

5. Debussy (1862-1918)

a. Fifth Symphony

b. Arabesque No. 1

c. Eine Kleine Nachtmusik (“A Little Night Music”)

d. Well-Tempered Clavier

e. Sleeping Beauty

1. The Baroque Period
(1600-1750)

2. The Classical Music Era
(1770-1830)

3. The Romantic Era
(1805-1910)

4. The Modern Classical Era
(1900 - today)

a. During this period, common people began to go to
concerts and so the music was written for everyone to
enjoy. It was not very complicated to play and expressed
the new age, the Age of Reason.

b. Only kings and the church heard the music composed
during this era. Composers were influenced by the art and
architecture of this period.

c. Many types of music came together and inspired the
composers of this period. New techniques were used and
original ideas appeared to create a novel kind of music.

d. Pieces composed in this era were dramatic and
emotional. They were often sad stories of love, or myths
and fantasies.

Invite your Art and / or Music teacher to give a short talk about artists (painters or musicians)
who were representative of their times and inspired new artistic movements. After this
presentation, get into groups and choose one of the artists presented or any other artist you
would like to learn more about.

1. Research the artist's life and the era he/she
lived in. The following questions might help you.

• What country was the artist from?
• When did the artist begin to paint / play music?
• What other artists or movements inspired this
artist?
• How does the artist's work reflect the places,
people, or events in his / her life?
• What was unique, innovative, or impressive
about the artist's work?

2. Explore the works of this artist in order to create a visual timeline of his / her art and life. Go to
page 161 of your book to see what a timeline looks like. Your timeline should include at least
5 works from different periods of the artist's life.

3. Once you have selected the works of art you want to present, make copies of the paintings or
tape the pieces of music. Create a label for each one that includes the title, date and
description. The description should answer some of the questions in step 1.

4. Have an ‘Artist Day' in your class. Present your timelines to the rest of the class and display
them on your bulletin board.

William Shakespeare was a famous British playwright who is
known as one of the greatest dramatists and finest poets of all times.
His plays exemplify the drama written during the time of Queen Elizabeth I of England (1558-1603). Shakespeare wrote tragedy, comedy and history. He wrote about the lives and actions of kings, queens and other highborn characters.

• What else do you know
about Shakespeare?
• Do you know any of his plays?

1. Shakespeare died on his birthday.
2. Shakespeare could speak Latin at the age of 8!
3. Shakespeare didn’t go to university.
4. His wife was 8 years older than him.
5. He wrote a play that takes place in Athens.

William Shakespeare was born in 1564 and died in (1) ……… . His father’s name was (2) ………
and his mother’s (3) …………… . He often helped his father in the (4) …………… . He married
Anne Hathaway when he was only (5) ……… . A few years later, he went to (6) …………… to work
as an actor and playwright. (7) …………… of his plays exist today. In August 1596, his son
Hamnet (8) ……… . In Shakespeare’s days everyone loved his plays, even the (9) ……………
often went to see them. All actors in those days were (10) ……… .

3.1 Do you know what happens in Shakespeare's well-known drama “Romeo and Juliet”?
3.2 Read the summary of the story to find out if you were right.

Long ago in the city of Verona, lived two noble families, the Capulets and the Montagues. For as long as anyone could remember, there was much hatred between the two families. Romeo, the son of Montague, was the only one who wanted
to make peace.
One day, Romeo heard there was going to be a feast at the house of Capulet. He decided to go, but in disguise so that no one would know who he was. When Romeo arrived there, he looked around the room, and caught sight of a girl so beautiful that he could think of nothing else. When he found out that she was Juliet, Capulet's daughter, he was stunned. Juliet also fell in love with the young man. When she heard that he was Romeo, the only son of Montague, she could hardly believe her misfortune. "My only love sprung from my only hate!" she said.
Later that night, Romeo was walking past the Capulets’ garden when he suddenly stopped. "Can I go forward when my love is here?" He decided to climb over the wall and meet

Juliet. Then he saw her standing on the balcony. Juliet had not seen him. "Romeo, Romeo!" she said to herself. "Why are you Romeo? Refuse your name and I'll no longer be a Capulet". Romeo was filled with joy.
Romeo and Juliet confessed their love to each other and married in secret the very next day. While Romeo was coming back from the secret wedding, he came across Tybalt, Juliet's cousin, who had been arguing with Romeo's friend Mercutio. In the fight that followed, Tybalt killed Mercutio and then fell dead from Romeo's sword. Romeo had to escape from the city of Verona. Juliet's parents told her that she should marry another man. Filled with despair, Juliet went to the priest who had married them to ask for help. He had a plan. He would
give her something to drink, which would make her sleep for forty hours. Her family would think she had died. Meanwhile, the priest would send a letter informing Romeo, who would then take Juliet away with him.

Adapted from: The Random House Book of Shakespeare Stories

3.3 Answer the questions.

1. Why did Romeo wear a disguise?
2. Why do you think Romeo was stunned to find out that Juliet was
Capulet's daughter?
3. Why did Romeo stop as he was walking past Juliet's garden?
4. Why did Juliet want to refuse her name and Romeo's too?

3.4 How does the story end? Listen to find out.

How can an active sentence change into a passive
sentence?
• Which is the object of the active sentence? What
happens to it?
• What happens to the active verb?
• Which is the subject of the active sentence? What
happens to it?

4.2 Which of the examples above do you think are more formal?

THE ANCIENT GREEK THEATRE

Attending a tragedy or a comedy in 5th century BC Athens was in many ways a different experience from attending a play in Athens in the 21st century.
In ancient Greece, plays were performed in an outdoor theatre as part of religious festivals. …………………………………………
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………

6.1 Odysseas Elytis is one of the most significant
Greek poets. Read his biography and talk
about what you learnt about his life and work.
Do you know anything else about him?

6.2 Read the questions below and answer them
as you go through the text again.

1. What is the main idea of each paragraph?
2. Which words show when and in what
order the events happened? Underline
them.
3. What are the main characteristics of a
biography? Compare your answers with
your partner's.

6.3 There is going to be a section dedicated
to famous poets in your school's English
magazine. Choose the poet whose
biography you want to include in the
magazine.

Write down notes and make a plan. Think
about what kind of information will be
interesting for the reader. The following
questions can help you:

• Where did the person grow up?
• What was his / her family like?
• What was his / her childhood like?
• What / When did he study?
• What inspired this person to become
the important figure he / she did?
• Why do you admire him / her?
• What has he / she accomplished?

6.4 Write the biography.

6.5 Reread your work and think about the following:

• Did you include enough facts in your
biography to make the reader understand the
importance of this person's life?
• Did you tell the events in chronological order?
• Did you use linking words to make the order
clear?
• Are the grammar, spelling and vocabulary
correct?

If not, rewrite your biography to improve it.

The man in the picture was a Greek theatre
director widely known and praised throughout
Europe for his lively and successful staging of
ancient Greek plays. He founded the experimental
Art Theatre (Theatro Technis) in 1942. He also put on works by famous European playwrights such as Bertolt Brecht and Luigi Pirandello. In 1962, his production of ‘Birds' (‘Ornithes') by Aristophanes won first prize at an international festival in Paris. Do you recognise him?

A group of South African students are coming to your school for an exchange visit. As part of a cultural evening, your class has decided to produce a play based on Homer’s ‘Iliad’.

1. Work in groups to select 4 or 5 scenes from Homer’s ‘Iliad’, which run 3-5 minutes reading time each. Ask your Literature teacher for help.

2. Rewrite the scenes in English. Be sure to preserve the original meaning of the scenes.

3. Assign roles among yourselves. If you need extras, ask students from other groups or classes to help you.

4. You should attempt to memorise your part and speak your lines with feeling that is both appropriate and convincing.

5. You may use simple props and costumes if you wish, but they are not required. Clear body language is the best prop of all! Be creative!

6. When you rehearse your scene, try to remember never to have your back towards the audience in order to be audible and visible.

7. Decide on the piece of music you would like to accompany your scene. Think in terms of what emotion(s) you want this music to arouse in your audience. Ask your Music teacher for help.

8. Make a poster to advertise your play and invite other classes to your performance. Your poster should be professional in appearance and include the following: the name of your play, the names of the actors, the date and time of the performance, suitable artwork and a short description of the plot.

9. Act out your scenes in front of the audience in the order they appear in the ‘Iliad’.

10. Ask someone to videotape your performance.

1. Vocabulary

1.1 Cross the odd word out.

1. clay, stone, metal, landscape
2. harp, flute, drummer, violin
3. realism, cubism, scenery, pop art
4. stage, percussion, reviews, set
5. violence, brutality, joy, suffering
6. folk, band, classical, jazz
7. painter, composer, audience, actor

... / 7

1.2 Complete the sentences with a suitable
word from the box below.

1. Shakespeare was a …………………. and a poet.
2. Can you ………….. the meaning of this song?
3. The effects of the war …………… Picasso to
create Guernica.
4. We’re going to …………… a song for the school
music competition.
5. She works as a ……………. of plays and films,
and writes reviews.
6. He …………. an old book of poems in a drawer.
7. I’m a member of the school …………… so I’ve
learnt lots of new songs.

... / 7

2. Language focus

Read the letter below and turn the active
sentences into passive and the passive
sentences into active.

Dear Mrs. Weber,
I am writing to give you information about the art
exhibition which takes place in our school every
May to raise money for charity.
1. All the works of art are created by the students.
………………………………………………………………...
2. Music is performed by the school orchestra.
………………………………………………………………...
3. The art teachers give short speeches.
………………………………………………………………...

4. Last year, the drama club students performed
a play.
………………………………………………………………...
5. This year, we will hold a party after the
exhibition.
………………………………………………………………...
6. Refreshments and snacks are always provided.
………………………………………………………………...
7. We sell posters of famous paintings every year.
………………………………………………………………...
8. Books were sold last year.
………………………………………………………………...
9. So far, the money has been given to the local
hospital.
………………………………………………………………...
10. This year, we will offer the money to the
Children’s Home.
………………………………………………………………...
We are looking forward to seeing you there this May.
Yours sincerely,
The President of the students’ committee.

... / 10

3. Everyday English

Complete the exchanges with phrases from
the box.

• A: What (1) ……………………. the musical?
B: Personally, (2) ………………… it’s great! I’m
sure it’ll be a success.
• A: What’s (3) ………………… on buying pirated
CDs?
B: I know many people do it, but I disagree.
• A: How (4) …………… about the painting
exhibition?
B: It’s very interesting, although I’m not keen on
modern art.
• A: What’s (5) ……………… the show?
B: Well, in (6) ……………., it’s extraordinary!

... / 6

Tick the sentences that are true for you.

At the end of Lessons 13, 14 and 15, I think I can 100 / UNIT 5

o talk about works of art, music and the theatre
o identify and talk about styles of painting
and types of music
o talk about famous artists
o ask for and give an opinion

o describe processes and talk about rules
o write a biography
o do research on artists and movements
o dramatise a scene