Week 8 V5A

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Today's plan

1) Recap previous scenes 

2) Act 3 Scene 4 

3) continue reading/studying on your own 

*Leerdoelen zijn RTTI geformuleerd (in leerlingentaal).

Leerdoelen

1 At the end of this class, you will understand Act 3 Scene 4

*Leerdoelen zijn RTTI geformuleerd (in leerlingentaal).

Act 3 Scene 2: What does Bassanio find in the lead casket and what does it symbolize you think?

Create groups 

Make small groups of 3/4 persons 

Act 3 Scene 4: questions 

1) What is revealed in this scene about Portia's plan?

2) 1. Shakespeare places some scenes in Belmont and others in Venice. What contrasts does he want us to see in these locations? What are the main concerns/issues of importance in Belmont? 

3) In the play, Jessica, Nerrissa and Portia use cross-dressing. What do you think this symbolizes?

How to make notes 

• Based on literary aspects: characters - themes - symbolism - conflicts  - setting. 
• What do you know about setting in the Merchant of Venice? 
• create two maps: one for Belmont and one for Venice. Write down what you know about these settings from the book. Which characters are connected to these world? How are they connected to these two worlds?

SO Finish Up: March 9

Study Finish Up 89-99 (EN-NL)

Words A + B from Stepping Stones CH 3 (NL-EN) 

Now continue 

 - Read Act 3 Scene 5 

- Read Brave New World chapter 2 & 3

- Study finish up 93-94-95

Today's plan

1) What do you remember?

2) Act 3 Scene 5

3) Padlet 

4) continue reading/studying on your own 

*Leerdoelen zijn RTTI geformuleerd (in leerlingentaal).

Leerdoelen

1 At the end of this class, you will understand Act 3 Scene 5

*Leerdoelen zijn RTTI geformuleerd (in leerlingentaal).

Yesterday we discussed setting in The Merchant of Venice. Name two differences between Belmont and Venice.

cross-dressing symbolizes.......

Where are we in Act 3 Scene 5 and who are the characters?

What does Launcelot tell Jessica about her damnation? How does she hope to escape it?

padlet.com

Now continue 

- Read Brave New World chapter 2 & 3

- Study finish up 93-94-95

- continue in Padlet

Today's goals

1) At the end of this class, you will be able to distinguish the characters in Brave New World 

2) At the end of this class, you will understand how passages from CH3 are connected to the themes of Brave New World. 

 

*Leerdoelen zijn RTTI geformuleerd (in leerlingentaal).

What are some key themes of Brave New World?

community - identity - stability 

Themes 

"The theme of Brave New World is not the advancement of science as such, but the advancement of science as it affects human individuals."

themes

• childhood indoctrination
• narcotics & pleasure as powerful tools to keep humans happy (motifs)
• science that puts humans in specific social roles (castes) 
• human emotion is non-existent, humans are conditioned to behave in a certain machine like way.  
• consumerism to create a stable world 

Chapter 2: where are we?

The students and director move to the Neo-Pavlovian conditioning rooms and later the dormitory where the state's principles are being taught to children in the form of conditioning and later hypnopeadia. 

What is the purpose of the colourful books and rose petals in the conditioning room?

Do you think words enhance prejudice in Brave New World? If so, how?

Chapter 2

Rose petals & colourful books are connected to 

electric shocks and heavy sound which develop a hatred in children for nature and books. This is all done in order to maximize consumerism. 

Sleep therapy -> listen to lines that underline the principles of the  Fordian State to enhance stability and social control. 

Chapter 3 

characters 

• Mustapha Mond - "history is bunk" / erotic play vs. surpressed sexual feelings 
• Henry Foster - pneumatic
• Lenina Crowne & Fanny Crowne - monogamy vs. polygamy
• Bernard Marx - savage reservation 

Mustapha Mond

• "erotic play": the director and students are in the garden where the children are having erotic play. He explains that erotic play among children was once forbidden and that it caused horrible results. In response to this Mustapha Mond uses the quote "history is bunk."
• "history is bunk" : This is used by Mustapha Mond, the resident world controller of Western Europe, one of the 10 controllers. He has some forbidden books on Shakespeare and religious writings. He ensures that everyone behaves correctly and provides the students with a history lesson. 

Henry Foster

• "pneumatic": this word is used by Henry Foster, the perfect alpha male and Lenina's lover. He talks about her as if she is a piece of meat. He refers to her as wonderfully pneumatic (= well rounded, nice body) and encourages the assistant predestinator to have something with Lenina. He tells the assistant predestinator: "I'm surprised you haven't had her." 

Fanny Crowne & Lenina Crowne

monogamy vs. polygamy : Fanny Crowne reminds her friend Lenina of the conventional values of the state, of which one is polygamy: women should have more men in their life than one. She warns Lenina that she might get in danger if she does not have more than one partner. Lenina is very inconvential and likes the idea of only having one partner. She reveals to Fanny that she likes Bernard Marx. 

Bernard Marx

Bernard Marx is unconvential as he does not like the way that alpha male Henry Foster talks about Lenina. He thinks it is very rude. Bernard is an alpha plus male and has proposed to Lenina to bring her on a trip to a savage reservation. He does not have a good reputation, he is rather small and not good looking. 

p. 34-35

"Think of water under pressure in a pipe. They thought of it. I pierce it once, said the Controller. What a jet. He pierced it twenty times. There were twenty piddling little fountains. My baby, my baby....! Mother! The madness is infectious. My love, my one and only, precious, precious....Mother, monogamy, romance."

Why do you think the writer uses this passage at the same time as the conversation between Fanny and Lenina?

Do you think people in Brave New World are really satisfied?

What do you take away from this lesson? Mention 1 thing.

Leerdoelen

1 At the end of this class, you will understand some reading strategies to use when making exam texts. 

2 At the end of this class, you will have practiced with Finish Up 93-94-95

*Leerdoelen zijn RTTI geformuleerd (in leerlingentaal).

PTO 3 

PW 7 Leesvaardigheid en literatuur: Shakespeare  

• 120 minutes, herkansbaar, 1x 
• mostly questions on The Merchant of Venice, only 2/3 on Shakespeare. Discussion questions, passages where you need to clarify what it is about etc. Also, exam texts. 

PW 7 Woordenschat & examenvaardigheden 

• 60 minutes, herkansbaar, 1x 

Reading counts for 50% of my final grade in VWO 6

1. True
2. False

5. What type of questions appears least often on final English exams?

1. Open Questions
2. Fill in the gap questions
3. Multiple Choice questions
4. True/False questions

Practice!

Click here for the text

(scroll down to text 4)

Click here for the questions

(you only have to answer those for text 4)

text 4 Question 4

Read the title, look at the author, "editorial,  the topic sentence and final sentence of paragraph 1. 

text 4 Question 5

text 4 Question 7

so what we recognise as racial markers are biologically next

to meaningless. ................. , most of us realise that judgements based on these superficial markers give only crude stereotypes. This may have worked just fine for our prehistoric ancestors, living in small groups with few outside interactions, but it will not get you far in today’s

global melting pot.  Q7: for instance, nevertheless, what's more?

What do you need to improve?

1. I need to expand my vocabulary
2. I need to expand my general knowledge of the world/ exam topics
3. I need to improve my knowledge on how texts are structured
4. I need to improve my knowledge on how to tackle different kinds of questions

gimkit

Go to: gimkit.com 

What do you take away from this lesson? Mention 1 thing.