The Merchant of Venice p.5
English B Grades 11&12 level
• To provide gist, scan, detailed, and inference reading practice using a text about The Merchant of Venice: Shylock and Antonio in the context of the events in the play.
• To provide fluency speaking practice while acting, in the context of the events of the play.
Procedure (50 minutes)
1. The students will discuss the following question in pairs or small groups. Whom would you save your Mom/Dad or your brother/sister? And Why? 2. After they finish, they will share some of their ideas with me.
Before reading, I will pre-teach the blocking vocabulary that the students might not know. I will provide MPF (meaning, pronunciation, and form) for each word. 1. Meaning: eliciting the meaning by asking questions and asking CCQs. 2. Pronunciation: IPA and Chorally drilling. 3. Mentioning the type of the word and drawing attention to the form. Language Analysis: 1. sentence (sentəns) VARIABLE NOUN In a law court, a sentence is a punishment that a person receives after being found guilty of a crime. 2. grief (griːf) VARIABLE NOUN Grief is a feeling of extreme sadness. 3. Condemn (kəndem) VERB [usually passive] If someone is condemned to punishment, they are given this punishment. 4. citizen (sɪtɪzən) COUNTABLE NOUN Someone who is a citizen of a particular country is legally accepted as belonging to that country. 5. haste (heɪst) UNCOUNTABLE NOUN Haste is the quality of doing something quickly, sometimes too soon, so you are careless and make mistakes.
While reading, I will engage the students with activities and tasks that will provide gist, reading for specific details and information, analyzing, and inference. 1. Compared to the last reading, did Portia succeed in her mission this time or not? 2. How did Portia turn around the events against Shylock? 3. What do you think is going to happen to Shylock? 4. Can you think of other ways that could have saved Antonio? 5. Find an adverb that means wanting to do something very much.
Let’s act! Choose a part to act it out with a partner. You don’t have to read the exact words; you can rephrase them and say it your way! 1. The students will choose a partner. 2. Then, they will choose a part that they want to act. 3. Act out the part in your way. 4. I will give brief feedback on fluency after they finish.
Use the new words in meaningful sentences.