The students watch a clip of the film "I promessi sposi" based on the novel. In the video there is the first meeting of Don Abbondio, the character examined, with the bravi.

The attitude that Don Abbondio has is peculiar.

Class organisation: The students are in the classroom whatching the video.

Actions/Tasks: The students are then asked to discuss the character's reaction to the threats of the bravi. Manzoni says Don Abbondio is a "[...] terracotta pot forced to travel in the company of many iron pots [...]"

The scenario is based on the novel "5 Semaines en Ballon" by Jules Verne and concerns a modern approach of teaching Literature in French as a foreign language classesIt can be applied by students individually or in groups, in class, in the computer lab or even at home as it is designed in the application, where clear instructions are given refering to the gradual progress of the script.

The scenario should be taught in a computer lab or in a classroom equipped with an interactive whiteboard. In the latter case, the students should use mobile devices (tablets, mobile phones) provided by the school, or brought by themselves. It is also suitable for online teaching. However, all of the activities can be adapted to be used without technology, in case a computer lab or mobile devices are not available, or if there is no internet connection in the school. The alternatives are provided in the scenario. 

Greek mythology is not only interesting, but it is also the foundation of allusion and character genesis in literature. In this scenario, students will gain an understanding of Greek mythology and the Olympian Gods and goddesses.

The scenario explores with the students three models of European realist literature:

-         Charles Dickens (1812-1870);

-         Benito Pérez Galdós (1843-1920);

-         Giovanni Verga (1840-1922).

the scenario introduces the development of the cultural movement of PreRomanticism in England. In particular, about the first manifestations of the sepulchral and nocturnal taste: 

- Thomas Gray (1716-1771); 

- Robert Burns (1759-1796); 

- James Thomson (1700-1748).

In this series of lessons, the students are going to learn about lullabies and their importance, study traditional lullabies from all over Europe and observe their similarities and then they are going to focus on three particular lullabies written by three different European poets, and to compare them with each other as well as with traditional lullabies.

children aged 6 to 9 will learn to read and understand simple texts, as well as to produce written texts-