Mrs Loredana Buscemi-Shaw

CLIL PROJECT

Teaching project objectives, sequence of lessons, sample

lesson plan and materials

Contents

1. Aims objectives and structure of project

2. Lesson by lesson planning

3. Additional materials provided

4. Sample lesson plan

5. Assessment grid

1. Aims, Objectives and structure of project

Content Equip the learners with the vocabulary, structures, functions and

confidence to give an end-of-project presentation on the

symbolism of the pictorial representation of Elizabeth I to tie in

with work covered by Art and English Literature teachers.

Duration 12 x one hour lessons, one lesson per week including 2/3 hours

allotted to final presentation.

Language Skills � Main project aim: develop the fluency and confidence

required to make a presentation;

develop conversational skills through pair-work and group

activities designed also to exercise functions:

- asking for and giving opinions; sharing information,

speculating on the basis of incomplete information,

asking for clarification etc.

Improve precision through the acquisition of new

vocabulary, developing known vocabulary and presenting

and practising new lexical and structural items

develop listening through a short video, short listening

text featuring a recording of an art historian and through

checking comprehension of the teacher’s voice and the

contributions of other class members.

Interactions Teacher to class, pair-work and group-work, including

co-operative out of class preparation for the

final presentation.

Aids LIM and conventional whiteboards, video clip, recorded listening

material and materials from course-book. Learners will also

access the internet to gather more information and pictures for

their presentation.

Some will be inspired to watch the complete film:

The Other Boleyn Girl or Elizabeth, the Virgin Queen.

Working with English literature and Art subject teachers

Class 25 learners in the 3rd

year of Liceo Linguistico in Pinerolo.

Anticipated problems The learners are by and large very enthusiastic and most have

reached a good level in the language, with a range from B1 to B2.

Some are less outgoing and will need encouragement and a

gradual stepping up of performance to reach their final objective,

the giving of a presentation. (Details below). The final

presentation will be shared among the 3 members of the group

and each group member will also have an extended speaking

exercise to complete alone.

There are predictable problems with more complex structures –

for example items of the level of past modals for speculation

about the past, to be used to v used to and usually, have/get

something done, and uncertainty about tense selection and use.

Close liaison with their class teacher will allow explicit

grammatical repair work to be done in their main class. Other

difficulties will include errors with prepositions, word order and

persistent fossilized errors with the s on the third person

singular, which can be addressed as we go along.

Much of the content associated with art and literature and the

historical aspects of the topic will have been covered by the

subject teachers but the vocabulary In English will be new in part

and will not have formed part of the learners’ normal repertoire.

Various activities will be employed to develop the lexical base of

the learners.

Pronunciation will be dealt with as it occurs although a disguised

learning activity, ostensibly to practice word stress will help

revise and fix new vocabulary items.

Some of the writing and note-taking exercises planned will also

help consign vocabulary to longer-term memory and reinforce

grammatical forms.

2 Sequence of lessons (each 55 minutes)

1 Intro & background

Aims: Generating interest and background info on life of E1

Grammar: prepositions

Speaking: oral fluency

Listening and memorising:

Cover quote and focus on picture

Brainstorm information on Elisabeth and father Henry VIII

Read quote and few hints on symbolism of picture – book and learning etc

ID card for Elizabeth – Ss working individually race to match headings and info

1st

to finish feeds first answer back to class. Second listens, repeats the first answered then

gives second answer and so on, thus creating a motivating drill. Strongest students to finish as

task gets more onerous!

Materials: Pictures and matching exs on slides 1and 2

2 Myths about Elizabeth

Aims: Oral fluency

Functional language: sharing info, stating, justifying and exchanging opinions (eg: I think this

statement is false/true because…), agreeing and disagreeing

Making deductions: based on existing historical and contextual knowledge

Functional exponents elicited and up on board - Scaffolding -

Ss in pairs decide if statements are T or F

Report to class in turn, Other groups agree or disagree. Answers given only at end.

Materials: True/false ex on slide 3

3 Portrait of the Young Elizabeth

Aims : establish figure of young Elizabeth and introduce parents and politics of the time

Fluency: sheltered speaking in pairs then open class

Vocabulary: brazen, glimpse and concept of illegitimacy (later in DVD they also meet bastard

as noun and adjective)

Foreshadow: later authentic listening – Film: The Other Boleyn Girl

Learners first complete questions by inserting word

Ask and answer questions in pairs with time limit, writing 3 questions of their own

Class feedback of all groups if time

Material: Question gap-fill and ex, and original text on slides 4 & 5

4 Portraits of Elizabeth and the Social and Technological character of the age.

Aims:

Background: to explore how images of Elizabeth were created to meet increasing demand,

and insights into who acquired such images.

Listening: supported intensive listening.

Learners are told they will see a sequence showing a curator describing how people could

access and acquire images of the queen and how artists were able to produce enough portraits

to meet demand.

They are asked before listening what type of images, in their opinion would have been

available at that time and who, in terms of social rank and power would have acquired them.

Then they watch and firstly in pairs are asked to discuss, how they found the text in terms of

difficulty and the challenge posed by the speaker, and their answers to the two key questions

above. These are then discussed on a whole class basis. Again in pairs learners are asked to

complete the multiple choice comprehension exercise which is then gone over in class, focusing

on how artists produced templates of paintings and how these were exchanged between

studios..

Word Order, Language Notes and Speaking practice

Proceed with the whole class on the Word Order and Language Notes sections (eliciting

examples of adjectives with the final -ful suffix) before the short guided but creative Speaking

Practice exercise (on the definite article and adjectives used to denote classes of people – ie

The rich, the poor etc) is done in pairs. A plenary session at the end allows the teacher to put

some of the fullest and most ambitious responses up on the board.

Material: Encountering the Queen – Portraits of Elizabeth 1 : Elizabeth and her people.

5 Symbolism – Elizabeth as queen

Aims:

Start Focus on symbolism

Vocabulary of regal paraphanalia: easy entry via cognates – symbol, power, influence,

magnificence, regal status plus new vocab embedded in text

Listening to teacher’s explanation

Note-taking as teacher gives information, as an academic skill and to provoke hypotheses about

form and meanings

Speaking – checking and exchanging information after listening

Learners look at slide on LIM. Teacher checks vocab reads more complex information

Ss write Dictagloss dictation – not every word but key words with gaps

After first reading Ss in pairs try to reassemble text

2 or 3 more readings

Class reconstructs whole text

If time volunteers go to Lim, point to portrait and talk about it.

Hand out script to Ss.

Material: Slide 5 with simple text and vocabulary and script of teacher’s explanation

6 Symbolism – vocabulary matching

Aims

Vocabulary – symbols of power

Grammar – past participles as adjectives linking nouns and clauses – A wand borne in the

hand, a cloth of gold covered with embroidery

Writing – to consolidate vocabulary and formal structure

Speaking – discussion of regalia and symbols

Pronunciation - word stress exercise as a means of cementing vocabulary.

Elicit Hell’s Angels, Priests, Doctors and Framers and other figures and the symbols that identify

them

The same with Queen. One Ss gives a description and others guess what figure is being

described

Show slide 6 on LIM and ask learners to match the word and its definition.

Check answers and learners copy texts.

Point out past participles in text and get learners to rephrase with clause

Vocabulary revision – phonology.

Learners in pairs make pyramids using words from the last two lessons. The word at the apex

has one syllable, the word below has two etc. First pair to create a pyramid containing 5

syllables wins.

Vocabulary matching exercise on slide 6

7 Symbolism – you tell me

Aim:

Vocabulary revision

Establish link with work already covered with Art teacher in Italian

Speaking – practising switch from LI to English in subject context and performing scaled down

version of final presentation

Functions – pointing out, drawing attention – here we have, this is a, an important feature

here is.. If I can show you something here… This represents/ conveys/gets across the idea of

Revise select vocabulary, content information, First via Shark Attack a game similar to but

more engaging than hangman..

Teacher shows picture of a football stadium and points out some features using exponents

above. Vocab - goalposts, half-way line, terraces, floodlights, hospitality boxes etc

Elicit exponents and write them up on board and learners take turns to focus attention on an

aspect of the picture.

Show new picture of E1 portrait on LIM

Learners come up to LIM, point out salient aspects and talk about the ideas and notions they

have learned from their art class using exponents presented

Other learners note new information.

Materials: Photograph or other visual of football stadium, factory production line or similar

Picture on slide 8

8 Rounding off and fun

Aims:

Draw to a close this, the principal part of the project

Summarise the importance of portraits and their symbols

Emphasise the political and propaganda use of portraits

Recycle and extend some key vocabulary

Reward the learners for their attention and assiduity with an engaging clip from the film: The

Other Boleyn Girl

Do one question of a different gap-fill exercise demo with a good learner to highlight: What do

you think? Could it be x, No it can’t because…

Write up vocab arising

Get learners to do the exercise briskly in pairs

Check the answers

Move on to 12 minute clip of film (48 mins – 1.06 mins)

Outline the characters involved

Give learners some utterances from the film, but all mixed up.

Check they know the vocabulary

Get them to speculate on the order and the context of the quotes

They watch the clip without your stopping the film.

Learners in pairs try to reassemble the quotes and also to make sense of the film

Materials - Multiple choice exercise (complete form), DVD clip from The Other Boleyn Girl.

9 Portraits of Great Figures 1

Aims

Switch from portraits of historical to contemporary figures

Prepare learners to think about charismatic figures they can use

Speaking – learners describe a portrait in detail, inferring as much detail as possible

Functions- asking for clarification, to ask for repetition or paraphrase etc Sorry I didn’t get

that – can you say it again?

Listening – learners listen to their partners and thus hear vocabulary and functions again

Instructions for final presentation stage

Teacher has portrait of a contemporary figure and dictates the picture to the class using

phrases like: We can see from x that this person is well-educated, the uniform she is wearing

symbolizes authority.

The class then feed back to the teacher what they have drawn through a verbal description

Teacher hands out a picture of a famous person to each student (The Obama or Orianna

Fallacci pictures could do) ensuring that each person in a pair has a different picture

S A dictates the content of his picture to B who draws it. B asks questions to clarify when

necessary.

A and B then compare pictures and discuss the symbolism apparent.

Then B dictates his or her picture. The learners may not know who Orianna Fallacci is and can

therefore try to deduce he identity of the person from the clues in the picture

Finally the class look at the texts

Teacher then explains the next part of the project. The learners in groups of 3 must prepare a

12 slide presentation (not necessarily Powerpoint) with each person presenting a quarter of the

presentation. The norms regarding words per slide etc if appropriate can be given at this stage.

In addition each person must speak for one minute at least about a photograph they have

chosen for the marked symbolism or clues the person’s face, clothing, behavior and

environment reveal.

10 Presentation lesson 1 – each groups presentation will last 15-20 minutes

11 Presentation lesson 2 - each groups presentation will last 15-20 minutes

12 A third lesson may be required

Materials – a real presentation produced by group of learns could be provided.

3 Additional materials you should have received

1 Copies of presentation used on LIM

2 Video lab film clip listening comprehension exercises (lesson 4)

3 Multiple choice Exercise (lesson 8)

4. Student group presentation (deriving from lessons 10 – 13)

4 Sample of lesson plan (expanding on the notes above for lesson 7 in the sequence)

Lesson 7 Symbolism – vocabulary matching

aims Speaking - discussing the objects and symbols that identify people in general

to elicit

Reading – short text read intensively for vocabulary in an appropriate setting

Vocabulary – introduce pertinent vocabulary – orb, scepter, arched crown, state

mantle and shoulder collar and then attempt to fix some of it.

Structure – past participles used to compress clauses – here they are: borne, set,

embellished, used, covered

Writing – copying from LIM as a way of changing pace and consolidating new

vocabulary

Pronunciation – look at many polysyllabic words which lend themselves to stress

exercises which also help digest the new words and their meanings

Materials Picture of doctor or Hell’s Angel or Priest etc, Slide 6, a list of the vocabulary arising

from the last two lessons. Lim and board pens.

Anticipated Problems We are aiming to cover a great deal in this lesson – a range of skills and vocabulary

and we may run out of time. We will need to be brisk, and keep the tempo high

and be prepared to shed an activity or two. One solution would be to have a key to

the vocabulary exercise so we can skip the copying exercise if necessary.

There is some interesting vocabulary here so we will need to be ready, use the

picture where required to confirm meaning, have synonyms ready and use any

other explanation or definition strategies to hand.

Learners may mispronounce words with [gth] – strength, the [th] in authority, the

[and] in wand the [sc] in scepter and polysyllabic words like jew ell (e) ry (adding a

syllable) A quick correction may be made if this happens and a note taken to come

back to these more systematically later.

None of the texts is so long or dense as to cause real problems but for weaker

learners the writing phase – if time permits - may give us time to take any

questions or settle any doubts.

The phonology exercise is brief but also allows for differentiated output. Slower

pairs may produce 1 or 2 stress pyramids (see below) where faster learners create

the 3 requested.

Procedure

Warmer – picture or sketch of Doctor on board. Ask class –

what’s his job. They say Doctor – you say – how do you

know? They say – He’s got a stethoscope – he’s wearing a

white coat.

You write footballer, bishop, scientist, lawyer and queen on

board and give class 3 minutes to find 3 symbols or physical

characteristics for each. At end of 3 minutes gather answers

orally.

5 mins

Show picture of QE1 (without vocab ex) and describe the

Queen using the target vocabulary and the vocabulary from

the last lesson where appropriate, pointing to the objects on

the picture as you do (Don’t forget the white skin and

physical appearance as indicators of power and authority)

Point to the objects and see if they remember the words

4

Show picture and exercise on LIM and read through the

definitions and the vocabulary. Get learners in turn to read

aloud, picking up on errors.

Deal with any vocabulary problems – getting other students

to help if possible.

12

Go through the answers 5

Point out borne, set etc. Ask them to identify the class of

word. Then write sceptre _ wand - borne and see if they

can give you a sentence

They should produce A sceptre is a symbolic wand which is

borne… If you have time, do the same with the other past

participles to get quick oral consolidation.

5

Ask learners to copy the lexical items with the correct

definitions .

10

Write man on the board. Ask the learners how many

syllables there are. They’ll say one. Mark the stress above

the [a ]with a big circle. Write person, under the man and

ask the same questions. Ask which syllable is stressed.

Write a big circle over the [per]. Write ironing under person

and follow the same procedure.

Tell the class this is a stress pyramid. Get the ss in pairs and

tell them they have to write 3 stress pyramids using words

from the last 2 week’s lessons. Each pyramid must have 5

rows that is each must have at least one word with 5

syllables at the base!

5

Learners in pairs construct their pyramids 8

Finally if you have time ask the learners what you have done

together in the lesson today and why?

6

5. Assessment scale for presentation

Language Quality of Presentation

Grammar Vocabulary Fluency Pronunciation Organisation Creativity Artwork &

layout

Thoroughnes

s

10 Very high

accuracy Accurate

appropriate

use

High fluency

and no

hesitation

Very clear sounds,

stress and

intonation make

communication

effective

Extremely well

organized and

easy to follow

Very creative

in terms of

ideas and

presentation

Very effective

visual

presentation

enhances the

message

All aspects of the

subject matter

well-covered

creating sense of

completeness

8 Some errors but

no effect on

clarity

Errors are

minor and do

not

compromise

message

Some

hesitation but

does not

unduly

tax listener

Few errors in

sound quality,

stress or

intonation which

do not prejudice

understanding

Minor lapses in

organization

are apparent

Some

examples of

inspirational

Ideas and

original

presentation

Generally

effective

artwork but

occasional

discordant

notes.

Generally

effective

coverage of the

topic but a gap

here and there

6 Frequent errors

affect clarity Major errors

reduce clarity Quite hesitant:

limited range

of lexis and

structure

Frequent errors

cause occasional

difficulties in

understanding

Frequent lapses

affect the clarity

of the

presentation

Presentation

overall rather

mundane in

terms of ideas

Artwork does

not always

support the

message

Some important

aspects of the

topic are not

dealt with

4 Very frequent

errors impede

comunication

Frequent

errors

seriously

impede

intelligibility

Extreme

hesitation

Due to limited

range of

language.

Very frequent

errors make it

extremely difficult

to understand the

speaker.

Lack of clear

organization

makes the

presentation

difficult to follow

Presentation

lacks the

impact to

Involve he

viewer

Message is

seriously

affected by

Shortcomings in

artwork and

layour

The coverage of

the topic is very

incomplete

2 Extremely limited communication of ideas due to shortcomings of both language and presentation

I MAY NOT BE A LION,

BUT I AM A LION’S CUB,

AND I HAVE A LION’S HEART

Elizabeth I

By: Mrs. L. Buscemi-Shaw1

ELIZABETH I PROFILE

By: Mrs. L. Buscemi-Shaw

RICHMOND PALACE ON LADY DAY, THURSDAY 24° OF MARCH, AGED 69

44 YEARS 4 MONTHS

GREENWICH PALACE, SUNDAY (AROUND 3PM) 7° SEPTEMBER 1533

BROWN; THE VIRGIN QUEEN, GOOD QUEEN BESS, GLORIANA

ESTIMATED BETWEEN 5ft 3in – 5ft 5in; WESTMINSTER ABBEY, SUNDAY 15° JANUARY 1559

HENRY VIII AND ANNE BOLEYN (EXECUTED 19° MAY 1536); CURLY GOLDEN RED

WESTMINSTER ABBEY LONDON; PROTESTANT

ELIZABETH TUDOR; NEVER MARRIED OR HAD CHILDREN; ENGLISH

THURSDAY, 17° NOVEMBER 1558, AGED 25

By: Mrs. L. Buscemi-Shaw

ByBy

2

full name: remembered as: parents:

height hair: eyes:

marital status: nationality: religion:

born: died:

became queen: crowned: reigned: buried:

MYTHS ABOUT QUEEN ELIZABETH I

By: Mrs. L. Buscemi-Shaw

Baby Elizabeth was so neglected by her father, the King that she had to wear clothes that were too small (True/False)

Princess Elizabeth and Robert Dudley were both imprisoned in the Tower of London at the same time and only a walkway separated them (True/False)

Queen Elizabeth was afraid of mice (True/False)

Queen Elizabeth never smiled (True/False)

Queen Elizabeth swore and spat (True /False)

Queen Elizabeth would sometimes dress simply to disguise herself as an ordinary woman (True/False)

By: Mrs. L. Buscemi-Shaw

3

PORTRAIT OF THE YOUNG ELIZABETH

• How old ______ you say she is?

• Why were portraits so much _____

important in those days?

• What are portarits of the young Elizabeth

so rare?

• Who _____ her mother and what do

you know of her?

• Who considered Elizabeth to

______ illegitimate and why?

• What was the ______ trying to tell

the viewer?

• What clues to the girl’s character do

you see?

Write three questions of your own!

A

B

4

5

There are only a few portraits of Elizabeth

as a Princess, since some of the earlier

portraits may have been lost over the years.

Elizabeth was the “Illegitimate” daughter

of King Henry VIII and the brazen Anne

Boleyn.

This painting shows the Queen at the age of

about thirteen.

This portrait represents a rare glimpse as

opposed to the representations of Elizabeth

the Queen.

Some have interpreted this as the image of a

vulnerable teenager.

PORTRAIT OF THE YOUNG ELIZABETH - text

SYMBOLISM - ELIZABETH AS QUEEN

6

SYMBOLISM – VOCABULARY MATCHING

1) ORB 2) SCEPTRE

3) ARCHED CROWN 4) STATE MANTLE

5) SHOULDER COLLAR

a) A symbolic wand borne in the hand of a ruling monarch.

b) A jewelled decoration set with rubies sapphires and diamonds.

c) A gold chain embellished with precious stones and pearls.

d) A Christian symbol of authority, strength and power used throughout the Middle Ages. It is also used on coins nowadays.

e) A cloth of gold covered with embroidery in coloured silks incorporating red-roses, grey-green leaves and silver fleurs-de-lis and lined throughout with ermine. 7

8

S

Y

B

O

L

I

S

M

Y

O

U

T

E

L

L

M

E

PORTRAITS OF GREAT FIGURES 1

● The Obama portrait reflects the iconic status that Americans so very much love to create.

● The coloured lips and eyebrows can be thought of as a mask many minorities, especially blacks, have had to wear throughout history.

● The background colours are meant to reflect this idea, the idea of a mixed identity and the question of “Do I fit in”?

● The Skin is one of the key symbols of cultural racial difference in the world of stereotypes.

● from Clayton Singleton

9

PORTRAITS OF GREAT FIGURES 2

● I sat at the typewriter for the

first time and fell in love with

the words that emerged like

drops, one by one, and

remained on the white sheet of

paper ... every drop became

something that if spoken would

have flown away,

but on the sheets as words,

became solidified, whether they

were good or bad."

10

THE SYMBOLISM OF POWER

When Elizabeth I came to the throne in 1558 after the death of her sister Mary, she needed the support of all her people. Monarchs used to make a tour of the country and show themselves to the people; this was called a 'progress'. However, Elizabeth had many Catholic enemies, and when it was not considered safe for her to travel around the country, she chose, instead, to use portraits to show herself to her people and impress their imagination. Pictures of Elizabeth were copied and distributed throughout the land, and the nobility would have a portrait in their great houses as a symbol of loyalty to her. The way the queen was painted changed over the course of her reign. In the early years, the queen was portrayed very simply, with little symbolism, or even majesty, to convey that she was the monarch. In some paintings she looks perhaps like any other wealthy Elizabethan woman. The combination of the Renaissance style and the queen's almost mythical popularity resulted in later portraits that are full of symbolism and are part of what has been called the 'Cult of Elizabeth, the Virgin Queen'. The portraits give us some idea of the queen's physical appearance. While the pale faced woman with reddish-gold hair is common to all of them, it seems that every painter has captured a slightly different image of her. We can be almost completely certain that her hair was golden red, her eyes dark brown, her nose ridged or hooked in the middle, her lips rather thin and her cheekbones pronounced. Her hair was also probably naturally curly or at least wavy. She may well have had freckles on her pale skin, but like all Elizabethan ladies she would have taken care to avoid getting the sun on her face, and the make- up she wore for most of her life would have protected her delicate white skin from a suntan. White ski was fashionable in Tudor times as it was what distinguished the rich from the poor. If a person had white skin, it showed that he or she did not have to work outdoors for a living. 1. When Elizabeth I became Queen her sister Mary: a) was no longer alive; b) needed her support; c) was one of her main enemies; d) advised her to meet her people. 2. The showing of portraits of Elizabeth was considered to be the best way to: a) show her great wealth to her subjects; b) supplement her tours; c) win public support when she was ill or unable to travel; d) show her to the public without running unnecessary risks. 3. Earlier portraits of the Queen:

Rounding off and fun!

a) were in fact of a wealthy woman, not the queen herself; b) focused less on her power and wealth; c) reflected Renaissance virtues; d) mirrored her great popularity. 4. All the artists commissioned to paint her: a) were in perfect agreement about her appearance; b) painted her with freckles on pale skin; c) depicted naturally curly hair; d) portrayed her complexion and hair colour in the same way. 5. Elizabeth wore make- up so a) she could exposure herself to the sun without getting a tan; b) any sun-tan would not be evident; c) she wasn't likely to get a sun-tan in any case; d) she would not look quite so pale. 6. White skin In those days: a) was a mark of affluence; b) proved you belonged to the Tudor dynasty; c) showed you seldom went on holiday and was therefore undesirable; d) could indicate poor health and lifestyle.

The Queen and Her People

Encountering the Queen – Portraits of Elizabeth 1

Access the link

Take a look at this video on youTube

https://youtu.be/gzbmwGcrMWk

Comprehension

Listen to the extract (more than once if necessary) and answer the questions.

1 Dr Tarnya Cooper was speaking from:

A the house of an Elizabethan noble which had a famous painting of Elizabeth on its walls;

B the place where Elizabeth is buried

C The National Portrait Gallery in London;

D none of these

2 New coins came into circulation:

A in the 15th

and 16th

centuries;

B between 1560 and 1570;

C around 1650

D in the 1600s.

3 There are relatively few portraits of Elizabeth in existence now because:

A through time they have been destroyed or disappeared;

B Elizabeth did not pose for portraits very often;

C people preferred to have her likeness on coins;

D there was no way of producing them in large quantities anyway.

4 Images of Elizabeth were available through:

A paintings and printed images;

B coins and paintings but not printed images as the printing press had not yet been invented,

C mainly through coins and paintings;

D paintings, printed images and coins.

5 For 15 – 20 years:

A the Queen’s health was so good she seemed not to age;

B Elizabeth wore little make-up;

C the Queen’s features in the portraits showed no sign of advancing years;

D artists made portraits from templates rather than real sittings.

6 Which one of these is true from what we are told?

A men of the church were expected to hang portraits of Elizabeth in their homes;

B some people may be surprised to learn that ordinary citizens also acquired portraits of Elizabeth;

C paintings were hung in guildhalls, dance halls and universities.

D 16th

Century inventories prove demand for portraits came exclusively from the nobility and merchants.

Word-order

Word order- try rearranging these jumble words to make good sentences. Note that the first word in the

unjumbled sentence is in bold:

A portraits Elizabeth occasions for a on of only sat handful

B would or this by they done making templates patterns have.

C studios have templates circulated these would between.

Language notes:

• Full as an adjective is written with the letter l appearing twice. However when full is a suffix added

to form a new adjective it drops an l. An example is beautiful. How many others can you think of?

• We sit for a portrait but we can also sit an exam.

Speaking Practice

The text refers to the rich, the nobility and the gentry. The word rich is usually an adjective, but when

preceded by the definite article the , it means rich people in general. Practice using this form by

completing the openers below in your own words:

The rich

The poor

The sick

The homeless

The deaf

Key to exercises

Comprehension

1 - C , 2 - B, 3 - A, 4 – D, 5 - C 6 – B.

Word Order

Elizabeth sat for portraits on only a handful of occasions

Artists would have done this by making templates or patterns

These templates would have circulated between studios

Encountering the Queen: Portraits of Elizabeth I

https://www.youtube.com/watch?v=gzbmwGcrMWk&feature=youtu.be