教案的制定可以帮助教师更好地理解学生的学习需求，教案可以帮助教师设计富有启发性的教学活动，激发学生的学习兴趣和主动性，爱制作小编今天就为您带来了单词的教案5篇，相信一定会对你有所帮助。
单词的教案篇1
教学目标：
1、教幼儿学会desk、chair的正确发音，学会听懂短语stand up, sit down, clap your hands。
2、培养幼儿大胆说英语，对英语的浓厚兴趣。
教学准备：
桌子、凳子、一些幼儿喜爱的.玩具，五角星，剪纸花。
教学过程：
1、老师和蔼向幼儿问好，(good morning boys and grils)。
2、老师做寻找东西样，请幼儿猜老师在干什么?幼儿自由回答后，教师出示凳子、桌子，告诉幼儿他们的英文名是desk chair教幼儿先听音看口形发音。注意发准{k}。
3、show me (desk 、chair)并发音。做法：室内藏有许多小凳子还有桌子，教师指幼儿说，幼儿指教师说练习发desk chair。
4、游戏：九个凳子围成一圈，十个幼儿围成一圈站在凳子边，幼儿听音乐学小动物做动作的行走，音乐停幼儿打个凳子坐下，没抢到凳子的幼儿说desk chair。
5、游戏中同时练习发stand up sit down。
6、送礼物给幼儿。
做法：桌子、凳子放许多玩具，五角星，剪纸花，幼儿想要什么就去拿什么，只要用desk chair说一句正确的话就行。
7、小结：向幼儿用英语再见good bye让幼儿拿上desk去户外游戏。
单词的教案篇2
活动名称：英语——numers 2
活动目标：
1、巩固数字1、2、3。
2、继续学习数字4、5的英语。
活动准备：
数字卡一套。
活动过程：
step 1greetings
t ：hello，boys and girls。
c ：hello， miss yang。
t ：first ，let us sing together《hello》《goddnight baby》。ok，show me your hands，let us do 《one hand，two hands》
step 2 revision
1、t ：i take 3 numbers here，can you say out in english?what are they?(show out pictures)
t ：what is this ?
c ：it is one /two /three。
t ：is it one ?
c ：yes /no。
2、变手指(magic fingers)
3、我说你做。
step 3 presentation
t ：i also take two numers ，look ，what is this ?(learn the voice)。pay attentipn to the voice /f/ /o/ /ai//v/
use games 《learn my mouth》《catch little mice》。《magic fingers》
step 4 practice
1、answer questipns：what is this ?is it four or five?
2、say out the numbers as soon as quickly。(who is quickest)
3、orders：teacher show out the numbers ，children do different actions ，for example ：clap hands 、stamp feet 、nod your head、etc。
4、magic fingers 。
step 5 finishing movement
lead children to do finger game《one one 小木棍》。
单词的教案篇3
unit 19 the merchant of venice
period 1 warming up & listening
teaching aims:
1. to get students to know something about shakespeare.
2. to train students’ listening ability.
key and difficult points:
1. to get students to present the relations among the main characters.
teaching procedures:
step 1 ------ leading in
1. ask students to say something about shakespeare.
tragedy: hamlet, othello, king lear, macbeth
comedies: the merchant of venice
step 2 ------ listening comprehension
1. ask students to listen to the tape and answer the following questions
(1) where does the story take place?
--- venice
(2) how much money does bassanio need to marry portia?
--- 3, 000 ducats
(3) what must antonio give shylock if he cannot pay back the debt?
--- a pound of flesh from any part of his body
2. ask students to present the relations among main characters.
antonio, bassanio, portia, shylock, the duke
3. ask students to fill in the blanks.
(1) antonio is a rich businessman. his ships are all at sea to trade with foreign
countries.
(2) bassanio, is in love with portia. portia is a rich and beautiful lady. she loves
bassanio but they cannot get married because he is too poor.
(3) shylock has always hated antonio, because antonio has often in public shown
how cruel and terrible shylock is. shylock agrees to lend antonio money, but antonio must promise to allow shylock to take a pound of his flesh from any part of his body if he cannot pay the money back after three months.
(4) on the day bassanio and portia get married, they receive a letter from antonio
saying that all his ships have been lost at sea.
(5) in the letter it says that portia is a learned young doctor from rome who is young but very wise. the duke accepts portia to take the place of the famous lawyer and handle this difficult case.
homework ------
self-evaluation ------
antonio is a rich businessman of the city of venice. everyone likes him because he is always ready to help others. at the time of this story his ships are all at sea to trade with foreign countries.
bassanio, antonio’s best friend, is in love with portia. portia is a rich and beautiful lady. she loves bassanio but they cannot get married because he is too poor. then, bassanio asks antonio to lend him three thousand ducats. being short of money just then, antonio goes to shylock to borrow the money. shylock has always hated antonio, because antonio has often in public shown how cruel and terrible shylock is. shylock agrees to lend antonio money, but antonio must promise to allow shylock to take a pound of his flesh form any part of his body if he cannot pay the money back after three months. antonio agrees to this, takes the money and gives it to bassanio.
on the day bassanio and portia get married, they receive a letter from antonio saying that all his ships have been lost at sea. now he himself does not have enough money to pay back the three thousand ducats and so he must give shylock one pound of his flesh. portia thinks of a clever plan to save antonio. she asks a good friend who is a doctor of law, to lend her some of his lawyer’s clothes and books. dressed as a lawyer, she arrives at the court of the duke, where antonio’s case is decided.
as the duke is wondering what to do, portia gives him a letter from the famous lawyer whom she has visited. in the letter it says that portia is a learned young doctor from rome who is young but very wise. the duke accepts portia to take the place of the famous lawyer and handle this difficult case.
单词的教案篇4
teaching goals
1. talk about modern agriculture and the effect it has on people’s life.
2. practice giving advice and making decisions.
3. learn to use “it” for emphasis.
4. learn to read statistical graphs.
5. write a plan for a vegetable garden.
period 1
step 1: new words
(listen to the pronunciations of each word and try to remember them).
step 2:warming up
1. look at the graph and tell what the meaning of this graph. it tells the growth of major products 1991-1995 compared with 1986-90 percentages.
2. the production of fruit in 1995 increased by a percentage of 85 compared with 1986.
3. let the students read the sentences on the screen and learn about some changes and effects between agriculture and people’s life.
4. ask one students to translate the reading material in the paper(the first and the second passages).
1.what do you think causes these changes? 你认问什么原因引起这些变化的?
2.what do you think the changes in eating habits will have on agriculture or nature? 你认为这些饮食变化对农业和自然会起什么作用？
do you think 是插入语，经常位于疑问词之后
where do you think our headteacher comes from?
who do you think the old lady is?
有时也可以放在句尾。
what is it, do you think?
2. effect n. 结果，影响
have an effect on 对…有影响
be of no effect 无效
come／go into effect 开始生效
in effect 在实施中
take effect 见效； 生效
bring/carry…into effect 实行；实施
affect v. 影响
effective adj. 有效的
i tried to persuade her, but without effect.
her new red dress will produce quite an effect on everyone.
她的新红衣服会对大家产生很大影响。
my advice didn't have much effect on him.
the idea is of no effect.
these measures will not be brought into effect until next month.
the law came into effect on october 15.
the medicine didn’t take effect.
step 3 listening
1. show and explain the new words.
2. listen to the tape.
step 4 homework
prepare oral homework: practice giving advice and making decisions.
read the reading material (pre-reading)
period 2
step 1 revise the new words.
step 2 practise speaking
1. if i were you, i would raise pigs.
2. as far as i can see, 依我看,
3. you want to use the land in the best way possible and do the best for everybody in the village.为了村子里的每个人，你想尽自己最大的努力，以最好的办法来使用这块土地。
possible 与最高级连用， 强调“尽可能最…”。
he arrived at the worst possible time.他到达的时间，说多糟就有多糟.
the rocket traveled at the highest speed possible. 火箭以最大的速度飞行
period 3
step 1: revision (new words)
step 2. pre-reading
1.skimming
t: “ what’s the title of the reading passage?
ss: “modern agriculture”
t: “ what does it mean in chinese? ”
ss: “现代农业”
t: “ how to say ‘传统农业’in english ? ”
ss: “ traditional agriculture. ”
t: “ can you imagine what traditional agriculture is like? ”
ss: …
② let ss read the text firstly and answer the following questions:
how much land can be used for faming in china?
(seven percent of the land.)
what is the advantage and disadvantage of chemical fertilization?
(it helps to produce better crops. but is harmful to the environment.)
what is the biggest problem of chinese farmers?
(the shortage of arable land.)
3. skipping
let ss read the passage for the second time and answer two questions:
what does “gm” stand for?
(“g” stands for “genetically” from the word “genes”. “m” stands for “modified”, which means “changed”.)
what is the advantage of tomatoes which were using technique known as “gm”?
(the tomatoes are bigger and healthier. they can grow without danger from diseases. they also need much less time to get ripe.)
innovations改革 problems advantages
chemical fertilisers shortage of arable land bigger and better crops
pumps for irrigation weather conditions bigger and better crops
special seedbeds shortage of arable land more crops in one year
machines e.g. tractors how to make production cheaper (not in the text) bigger crops on more land by fewer hands
international exchange lack of knowledge learn from other people
greenhouses weather condition bigger and better crops
greenhouses (roots in water tanks) shortage of arable land more crops in one year
gm technique (can grow in poor soil) shortage of arable land can grow in poor soil; bigger & healthier; less time to ripe
4. listening
let ss listen to the tape and follow it.
5. discussion
①let ss work in groups and imagine what other changes have happened on farms in the last 100 years.
② let ss discussion the following questions
1.at the beginning of the passage, why does the writer say “it is on the arable land that the farmers produce food for the whole population of china”?
2. what does the writer want to tell us by saying, “not only food production is important but also taking care of the environment.”?
3. what can we infer from the sentence “in china about one hundred research stations are now doing gm research to make better tomatoes, cotton…?”
4. what can you imagine about the future of food production?
step iv post-reading
finish the exercises in students book, page 46, exercise 1-2
step v. homework
workbook exercises
the reading materials.
period 4
step i revision
step ii word study
finish the exercises in student book, page 47.
step iii practice
let ss finish the exercises “vocabulary, 1-3” in page 108, workbook
step iv grammar
1. give ss some sentences to translate into chinese and find out difference and sameness among these sentences (slide show)
it is on this arable land that the farmers produce food for the whole population of china.
it was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.
it was they who/that cleaned the classroom yesterday.
it was in the street that i met her father.
it was the goat’s eyes that he had seen in the darkness.
2. teach ss to find out the phrase from the sentence above----it is+被强调部分+that/who…
translate the following sentences into english:
1.写这本书的人就是玛丽。it is mary who wrote this book.
2.这个就是长满了美丽的鲜花的花园。it is garden that many beautiful flowers grow in.
3.她就是擅长唱歌的女孩。it is a girl who is good at singing.
4.那就是他叔叔移居纽约的季节。it was for this reason that his uncle moved out of new york.
5. 错的人是我。 it is i who am wrong.
4. note:
a. 在强调句型中，若被强调部分指人，可以用关系代词who或that；若被强调的是状语，只能用that，不能用when或where。
b. 注意与“it is /was…that +clause”主语从句的区别。
强调句型与it作形式主语，that从句作真正主语十分相似，但主语从句中it is /was后通常用名词或形容词作表语。强调句型中it is /was后是对主语、宾语或状语的强调成分。
5. let ss find out some sentence with ‘it’ in the text ‘modern agriculture’.
6. exercises
let ss finish the exercises in student’s book, page 47-48, exx 1-2.
let ss finish the exercises in workbook, page 109, exx 1-3.
finish all the exercises in the book.
period 5
step i reading
1. let ss look at the picture and briefly introduce jia sixie,
2.skimming: let ss read the text and find out the information about jia sixie (slide show)
where/born: yidu, shandong province
when/live: six century ad
where/work: gaoyang, shandong province
what/do: study the science of farming
what book/write: qi min yao shu
the book/about: both the farming and gardening
the importance of the book: an important summary of the knowledge of farming
3.listening: let ss listen to the tape and follow it, then finish the exercises (slide show)
true or false:
1.china was the earliest research center for agriculture. ( t )
3.qi min yaoshu includes advice on the following subjects: growing green vegetables and fruit trees, keeping cows and sheep, and there are also instructions for making metals. ( f )
4.the spring ploughing should be deeper than the autumn ploughing. ( f )
5.we should plant rice in the same field year after year. ( f )
6.we’d better grow different plants next to each other in the same field. ( t )
step ii writing
1. write a plan for a vegetable garden, using the tips in the book, page 49.
2. read in the reading paper “a plan for a vegetable garden”
3. assign it as written homework.
period 6
step 1 revision (new words and language points)
step 2 listening practice
1. make the students understand what they are going to hear about and what they should do.
2. play the tape for them to listen twice or three times.
3. check their answers with the whole class.
step 3 workbook exercises
1. check their answers to the vocabulary exercises and grammar exercises.
step 4 homework
assign talking as oral homework
period 7
step 1 revision
step 2 workbook
1.continue to do the exercises
step 3 reading
1. allow the students a few minutes to read the introduction about the text in the reading paper.
2. listen and read the text “greening the hills”.
3. let the students raise their questions about their difficulties.
4. discuss the problems in the exercises. ex 1 and ex 2. (answers are shown on the screen).
step 4. writing
1. let the students read the introduction about the writing
2. let the students read the short passage in the textbook.
3. make the students understand what and how they should write.
4. assign it as written homework in exercise books. (read the sample essay in the reading paper, which may be of some help to the students with their writing).
单词的教案篇5
the first period
teaching aims:
1.learn and master the following
(1) words and phrases:
merchant, duke, masterpiece, mercy, enemy, pay back, as well as, after all
(2) everyday english:
correct me if i’m wrong, but …
one of the most important facts is …
as far as i know,…
2.train the students’ listening and speaking abilities
teaching important points
1. improve the students’ listening ability
2. improve the students’ speaking ability and learn some useful phrases as well as everyday english.
teaching difficult points:
1.how to help the students get the general idea of the listening material and find the answers to the listening exercises.
2.how to get the students to finish the task of speaking.
teaching procedures:
step i greeting and lead-in
t: good morning, everyone.
ss: good morning, ms wei.
t: sit down, please. class begin. first, please tell me if you are interested in plays, especially some of the world-famous plays.
ss: yes. (may be no.)
t: there was a great british playwright and poet in the world’s history of literature. he wrote about 37 plays and a large number of poems in his life. here’s a picture of him. do you know who he is ? (teacher shows the picture)
ss: william shakespeare
t: quite right. he lived from 1564 to 1616. he is considered to be the greatest playwright and poet of the renaissance in europe. as a playwright, he wrote tragedies, comedies, historical plays. as a poet, he wrote narrative poems and sonnets. can you follow me?
ss: yes.
t: today, we are going to learn unit 19.the merchant of venice . in the first period of this unit, we’ll learn something more about his plays as well as the merchant of venice. first, let’s learn some new words and phrases.
(teacher shows the screen and deals with them as usual.)
merchant venice bassanio portia antonio shylock pay back ducat masterpiece mercy revenge enemy as far as after all
step ii warming-up
t: well. now please open your books at page 65. look at warming up . look at the pictures and read each quotation one by one. try to understand each one of them. then tell from which plays, of which the titles are below the pictures, they come. work in pairs to prepare for a few minutes.
(a few minutes later)
t: are you ready?
ss: yes.
t: who’d like to have a try? any volunteer?
s1.the first one and the third one are from hamlet; the second one from king henry iv; the fourth one romeo and juliet; the last one troilus and cressida.
t: you did a good job. sit down, please. then what do you think these famous words mean? can you explain them in english?
ss: yes. but not clearly and exactly.
t: so, let me explain them to you. listen carefully and tell which one i am referring to . do you see my point?
ss: a little.
t: no. 1: why must you be the son of my family’s greatest enemy? refuse your family for my love.
ss: “ romeo, romeo, why are you romeo? deny your father, and refuse your name…”
t: no. 2: that is a question whether to live on in this world or to die, that is, to take action or to do nothing.
ss: to be or not to be; that is a question.
t: no. 3: it is best not to lend (money) to others and not to borrow from others. when we lend something. we risk losing both the thing we lend and the friendship with that other person.
ss: neither a borrower nor a lender be.
t: no. 4: a person who has great responsibilities, such as a king, is constantly worried and therefore doesn’t sleep soundly.
ss: uneasy lies the lead that wears a crown.
t: no.5: empty words, not real thoughts or ideas from the heart.
ss: words, words, only words, no matter from heart.
t: great. however, i still want to suggest you find these plays, from which the quotations come from, to read or watch them if you haven’t before. do you think so?
ss: yes.
t: what other plays of shakespeare do you know?
ss: twelfth night; king lear; othello…
(teacher writes them as well as those talked about just now.)
t: can you explain what they are about ? choose one of them and have a try. any volunteer?
s2; i’d like to talk about othello. othello, a dark-faced moor, serves as a capable general in venice and wins the love of a beautiful , strong-minded girl desdemona, daughter of a senator. her father objects to her secret marriage with the moor, but othello is just then much needed as commander to lead troops to a war with the turks, and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus, accompanied by his new bride. after their arrival there, the turks have already met with destruction in a sea storm and the war is over, but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him. ….
t: anybody else?
step iii listening
t: well done. we’ve talked much about shakespeare and his plays. next, let’s listen to the introduction to the merchant of venice, the most outstanding romantic comedy. it will tell us how the story takes place and helps us learn about the main characters in it. can you follow me?
ss: yes.
t: ok. now, please look at the listening part at page 66. first, read through the questions in exercise 1. then listen to the tape to find the answers.
(teacher allows the students a few minutes to prepare, and then plays the tape. after that, teacher checks the answers.)
step iv speaking
t: up to now, we’ve learnt much about shakespeare and his plays. can you tell me what makes his play a masterpiece, xiao a?
a: sorry, i don’t know.
t: it doesn’t matter. the idea behind the play are about problems which are still important to people of different ages in modern times.
t: can you give some examples shown in the merchant of venice?
ss: mercy versus revenge and love versus money.
t: quite right. now, please read the two situations in speaking first. then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong. are you clear about that? and behind the situation , there are some useful expressions. study them first, then use them in your dialogue if possible. do you remember?
(the students begin to work. teacher goes among them to see how they are going on with the work. a few minutes later, teacher asks some pairs to act out before class.)
step v. summary and homework
t: in this class, we’ve mainly talked about shakespeare and his plays. while we were doing each task, we’ve learnt some useful expressions, such as pay back, as far as, after all. after class, i hope you can practise using them again. besides, remember to preview the reading part in this unit. so much for today. goodbye.
the second period
teaching aims:
1. learn and master the following
(1) words: weakness, greatness, judgement, gentleman, troublesome, gentle, bless, surgeon, declare, court
(2) phrases: tear up, have mercy on, offer up, be seated
2. train the students’ reading ability
3. learn to recount detail in conversation
teaching important points:
1. useful words and phrases
2. 2. improve the students’ reading ability.
teaching difficult points:
help the students understand the play exactly, especially the following sentences.
1. you might as well go stand upon the beach and argue with the sea.
2. i offer you ten times the money that antonio has borrowed.
teaching procedures:
step i greetings
step ii revision and pre-reading
t: yesterday, we learned a lot about eilliam shakespeare and his plays. who’d like to tell the titles of his four great tragedies?
ss: hamlet, othello, king lear, macbeth.
t: and he also wrote some romantic comedies. which is the most outstanding one?
ss: the merchant of venice.
t: tell the names of the main characters in the play.
ss: shylock, antonio, bassanio, duke, portia.
t: well. now look at the screen and match the people in column a with the instructions in column b.
1. antonio a. the magnifico
2. shylock b. a merchant
3.bassanio c. antonio’s friend
4. portia d. a moneylender
5.duke e. bassanio’s wife
t: after portia knows that antonio has to give shylock a pound of his flesh, she thinks up a plan to save antonio. what do you think portia will do to save antonio?
s: i think she will give shylock much more money than what antonio borrowed from him.
t: will shylock accept her money?
s: maybe. he is greedy.
t: it sounds reasonable. is there anyone who has a different opinion?
s: i think she will try to persuade shylock to show mercy to antonio.
t: will she succeed? don’t forget he is cruel and he hated antonio. who has read this play？ tell us what portia does to save antonio?
s: she pretends to be a judge and arrives at the court of the duke.
t: thank you. sit down, please. today, we’re going to read this play, the merchant of venice. after reading it, we’ll know what happened in the court. first, let’s learn some new words and expressions. read the new words on page 176.
step iii reading
t: well. now please turn to page 67.read the play quickly and find out what she does when she arrives at the court. you can begin to read it now.
(after a few minutes, teacher checks the answer.)
t: ok. everyone, i think you must have found the answer. who’d like to tell me?
s: she tries to persuade shylock to show mercy to antonio and accept the money offered by bassanio.
t: does she succeed?
s: she has to allow shylock to take his pound of flesh from antonio’s breast.
t: thank you. sit down, please. do you agree with him her?
ss: yes.
t: well done. you’ve understood it well. now please read it carefully again and further understand it. at the same time, find out all the useful phrases. a few minutes later, i’ll collect them from you.
(after a few minutes, teacher collects and writes them on the blackboard. after that, teacher deals with some language problems.)
t: look at the blackboard, please. all these phrases are important and useful. you must remember them and try to use them. do you remember?
ss: yes.
t: besides, there are some other language points which are useful but difficult to understand . i’ll explain them to you. look at the screen.
(teacher shows the screen and explains to the students.)
1. may/might as well do sth.
eg. since nobody else wants the job, we might as well let him have it.
all the pubs are closing. we may as well go home.
2. if you offered me, …, i would still take ….
(note: if=even if)
eg.if she is poor, she’s honest at least.
if the sun were to rise in the west, i would not break my word.
3. be seated
eg. he then asked me to be seated.
she seated herself on the sofa.
she saw a few people seated on the bench at the back of the sofa.
4. …how can you hope for mercy yourself when you show none/
5. (note: when=if)
eg. i’ll come when i’m needed.
she’ll be able to give you help when necessary.
6. i offer ten times the money that antonio has borrow.
eg. the new building is four times the size of the old one.
the street is three times the length of that one.
the room is twice the size of that one.
(=the room is as twice large as that one.)
7. pay back
eg. have you paid (me) back the money you owe me yet?
i’ll pay him back for the trick he played on me.
rose doesn’t know how to pay him back for his help.
step iv. listening and reading aloud
t: ok. now i’ll play the tape of the text. first, listen and follow. then, listen and repeat. meanwhile, pay attention to your pronunciation and intonation. is everything clear?
ss: yes.
(teacher begins to play the tape. a few minutes later, teacher deals with the next part.)
step v post-reading
t: now, you must have understood the play more exactly. let’s have a discussion about it please turn to page 69. look at the questions in post-reading and work in groups of four to discuss them. after a while, i’ll ask some of you to report to the rest of the class. begin to work now.
suggested answers:
1. she is clever and learned.
2. he is cruel.
3. shylock hated antonio because antonio had many times scolded him publicly for being greedy and cruel.
4. (a) literally, with the heart which he shall cut out of my body; (b) metaphorically, whole-heartedly, willingly.
① usually, things are weighed with a balance.
weighs go into the left scale and things go into the right scale.
②she wants to remind shylock that he must cut exactly a pound of flesh from antonio, no more, no less.
③the deeper meaning of the balance is justice.
in portia’s court of law, morals are weighed.
5. duke speaks to antonio.
shylock speaks to duke.
bassanio speaks to antonio
portia speaks to bassanio
step vi summary and homework
t: in this class, we have mainly read the first part of the merchant of venice. while reading it, we’ve also learned some useful words and expressions and sentences. after class, read the text again and revise what we’ve learnt in this class. that’s all for today. see you.
ss: see you.
the third period
teaching aims:
1. learn and master the following words and phrases:
justice, murder, go down on knees, punishment, immediately, order, sword, conflict, complex
2. train the students’ reading ability.
teaching important points:
help the students understand the text exactly and master the following words and phrases: shall , at the mercy of , go down on one’s knees
teaching difficult point:
how to help the students write a play.
teaching procedures:
step i greetings
greet the students as usual.
step ii revision and lead-in
t: yesterday, we read the first part of the merchant of venice. antonio’s trial was taking place at the court. do you still remember what happened at the court? xiaoa , could you please retell the story in the first part?
sa: yes. at the court, the duke tried hard to persuade shylock to have mercy on antonio, but shylock insisted on having a pound of his flesh. even if bassanio would pay him double the money antonio had borrowed, shylock would not change his mind. while the duke was wondering what to do, portia arrived , pretending to be a famous lawyer. at first, portia also tried to persuade shylock to have mercy on antonio and take more than three times his money. but shylock still refused to give up his demand for a pound of flesh from antonio , so portia said he might take his knife to prepare to do the deed.
t: well done. sit down, please. will shylock get his pound of flesh? let’s go back to the court. first, listen to the tape of the second part of the play. try to find out the second part of the play. try to find out what will happen to antonio and shylock a last. begin to listen.
sb answer: shylock will not get antonio’s flesh. he has to give half of his money to the city of venice and promise to leave the other half of his money upon his death to his daughter and her husband.
t: is that right?
ss: yes.
t: ok. now let’s learn the new words. then read the play.
justice, murder, go down on one’s knees, punishment, immediately, order, sword, conflict, complex, tragedy.
step iii reading
t: now, please open your books at page 71. read the second part of the play carefully and find out the answers to the questions on the screen.
1. how does portia stop shylock from cutting antonio’s flesh?
2. what does portia say when shylock finally agrees to take three times more than antonio borrowed from him?
3. what is the result of the trial? does the story have a happy ending?
suggested answers:
1. portia allows shylock to take exactly one pound of flesh from antonio, no more, no less. she also tells shylock that he must not let one drop of his blood fall. so shylock gives in.
2. she says that shylock must give half of his money to antonio and the other half to the city of venice according to the law.
3. antonio is saved. shylock gets punished. the story has a happy ending.
step iv. language points.
1. at the mercy of
2. go down on one’s knees
3. beg…for
step v writing
t: well, we’ve read the merchant of venice. it has a happy ending. can you tell me whether it is a tragedy or a comedy?
ss: comedy.
t: why do you think it is a comedy?
ss: because the good wins, and the bad loses.
t: you are right. now, please turn to page 72 and look at the tips of getting the main point of a play.
(teacher and the students read through the tips and writes some key words on the blackboard. after that, teacher says the following.)
t: today, another trial took place between two women. they are arguing about a baby. how did the story occur? and what would they do? please read the passage in writing at page 71 and find out who wins the trial, the good or the bad? you can begin now.
(after the students finish reading the passage. teacher checks the answer.)
t: ok. everyone, have you found out the answer? who wins?
ss: yes. the good wins.
t: quite right. now, please work in groups of four or five to write a short play based on this story. give names to the king, the two mothers and the children. there is also a character to play the role of the soldier. if you like, you can also have a few other characters who are friends of the two mothers. can you follow me?
ss: yes.
t: besides, find a good title for your play. do you remember?
ss: yes.
t: ok. begin to prepare now. five minutes later, i’ll ask one group to act out your play before the class.
a sample play:
clever king charles
characters:
sarah (sa): the woman whose baby is living
deborah (d): the woman whose baby is dead
charles(c): the king
emma (e): a friend of the two women
simon (s): a soldier of the king
(inside king charles’ palace)
c: what is your quarrel?
sa: o king! i have a baby. and deborah has a baby. one baby is dead. the dead baby looks like deborah’s baby. i think deborah took my baby when her baby died.
d: o king! sarah is angry because her baby is dead. she came to see my baby. when she saw my baby she wanted it because her baby is dead.
e: o king! i saw the two babies. i think the dead baby is deborah’s baby. i think deborah took sarah’s baby in the night, when sarah was asleep.
c: call the swordsman. tell him to bring his sword.
(a man comes in. he has a big sword in his hand.)
s: o king! here is the swordsman.
c: bring the baby here. (a servant takes deborah’s baby and brings it to the king.) i am a just king. i do not know whose baby this is, i do not know if this is deborah’s baby. but i must be just to each of you. i will take this baby and cut it into two halves. then sarah can have half of the baby, and deborah can have half.
d: yes, yes, the king is a good king. cut the baby in halves.
sa: but the baby will die!
c: yes, the baby will die. but you shall each have one half of the baby. so you will not quarrel any more.
sa: o king! save my baby. do not cut the baby. give the baby to deborah. let the baby live.
c: give the baby to sarah. sarah wants the baby to live. so i know that sarah is the mother. deborah is a bad woman. she took deborah away.
(two men took deborah away.)
e: the king is a just king. o good king charles! clever king charles!
step vi summary and homework
t: in this class, we read the second part of the merchant of venice and learned to write a play. by doing this, we’ve learned some useful words and phrases, and our skill in using language has be well developed. after class, practise more and revise what we’ve learnt in class. that’s all for today. see you next time.
ss: see you next time.
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