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    B1 UNITS 7 and 8 Literature Teacher's Notes

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    Keren

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    B1 UNITS 7 and 8 Literature Teacher's Notes

    Uploaded by

    Keren
    220 views2 pages

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    B1 UNITS 7 and 8 Literature teacher's notes

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    220 views2 pages

    B1 UNITS 7 and 8 Literature Teacher's Notes

    Uploaded by

    Keren

    Copyright:

    © All Rights Reserved
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    Literature teacher’s notes B1 Units

    Othello by William Shakespeare


    Before reading While reading
    1 Ask students about plays that they have read or seen 1 Students read the text and decide if the statements
    at the theatre. Check that they know and understand are true or false. Remind them to correct the false
    the three types of genre: Comedy, History and Tragedy. statements. When you check answers, ask students to
    Students work in pairs to sort the Shakespeare plays tell you the part of the text that gave the correct answer
    into the correct categories. Ask different pairs for their (in italics in Answers below).
    answers, explaining the reason for their choices.
    Answers
    Answers 1 False. Up to this point Brabantio loved Othello.
    Comedy History Tragedy Her father loved me, often invited me to their house ...
    2 True. ... all the battles and wars ... my great
    Much Ado About Richard III Othello
    adventures ... the dangerous escapes ...
    Nothing
    3 False. Some of his stories made her cry. My stories
    A Midsummer Henry V Hamlet
    made her feel different emotions: sometimes they
    Night’s Dream
    made her cry.
    Twelfth Night Henry VIII Romeo and Juliet 4 True. She said that if I had a friend who loved her,
    I should teach him to tell her stories because that
    2 Explain to students that they are going to read a scene
    would make her fall in love with him. When she said
    from one of Shakespeare’s tragedies. Read aloud the
    that, I told her I loved her.
    definition of a Shakespearean tragedy. Elicit or explain
    that the protagonist is the main character in a play, 5 True. My dear daughter, which man here in this room
    but do not explain any other vocabulary. In pairs, is most important to you?
    students discuss the three questions. Monitor and help 6 False. She’s an only child. I am glad I don’t have
    as needed, then discuss answers as a class. another daughter.
    2 Students read the text again and answer the questions.
    Answers
    They can compare answers in pairs before checking as a
    1 Someone who has a high position in society and is class.
    well-regarded; e.g. a general in the army, a member
    of the royal family. Answers
    2 A negative aspect of personality; e.g. dishonesty, lack 1 Because she was fascinated by his stories, which
    of empathy, insecurity, etc. caused her to feel different emotions. He seemed very
    3 One or more people die at the end of the play. exciting and brave to her.
    3 Ask students to read About the play. You may need 2 She probably thought that he would disapprove and
    to explain humble (from a low social class). Working in not allow her to marry Othello.
    the same pairs, students discuss their answers to the 3 He is against the marriage: You have tricked her.
    questions to help them try to work out Othello’s major You have taken my daughter away from me, so you
    character flaw. Discuss ideas briefly as a class, but don’t have broken my heart, too. Duke observes ... it does
    confirm any ideas at this point. no good to be unhappy about something that has
    already happened.
    CULTURAL INFORMATION 3 Tell students they are now going to look at the
    Shakespeare did not invent the genre of the tragedy: characters of Othello, Desdemona and Brabantio.
    classical Greek tragedies were first performed in Read the three quotes. Working alone, students
    Athens around the 6th century B.C. Like Shakespearean write adjectives or phrases that could describe their
    tragedies, they featured a hero with a major character characters, based on the quotes. In less confident
    flaw which caused his downfall or death. Shakespearean classes, students can work in pairs.
    tragedies follow a five-part format, each part
    corresponding to an act of the play. Part 1 sets the scene, Possible answers
    describes the characters and begins the action; Part 2 Othello: honest, plain-talking, someone who prefers
    develops the action; Part 3 brings events to a climax; action to words
    Part 4 provides further development; and Part 5 is where Brabantio: angry, jealous, stubborn, concerned for his
    the whole story comes together, any revelations are daughter, loving, protective
    made, and everything is resolved. Desdemona: respectful towards her father, loyal towards
    Othello, stubborn, truthful

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    Literature teacher’s notes B1 Units

    4 As a class, discuss ideas about Othello’s tragic character


    flaw now that they have read the scene.

    Answer
    Othello’s major flaw is his insecurity about his
    background. He was once very poor and he feels that
    he does not deserve Desdemona’s love, given her
    background. As a result he rushes to marry her.
    (His insecurities also lead to jealousy later on in the
    play, resulting in his death at the end.)

    After reading
    1 Students work in small groups to think about
    the relationship between Brabantio, Othello and
    Desdemona. Refer them to the questions about each
    character and encourage them to imagine how each
    person feels, both before and after the scene.
    Tell students to make notes for the next activity.

    2 Students work alone and choose one of the three


    characters. Using their notes from the previous exercise,
    they write a letter from that character to a friend
    describing in their own words what happened and
    how they feel. In less confident classes, students can
    work with another student who has chosen the same
    character to plan and write their letter.

    FAST FINISHERS
    Students write a second letter, this time from one of
    the other characters.

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