Documente Academic
Documente Profesional
Documente Cultură
Main Aims
Procedure
1. Put the following questions on the board for students to discuss in pairs/small
group.
Give groups 10 minutes to complete the first two columns as a group with
information they already know about Shakespeare and what they would like to learn.
Leave the learnt column blank at this stage.
Put the sheets up around the room - the students then walk round the room to read
what the other groups wrote.
Students return to their original group and add any new information they found out to
the learnt column on their sheet.
Keep the sheets up around the room so students can add to them as they go
through the lesson/course.
Get feedback from the class, but do not tell them if the answers are right or wrong.
Check the answers as a whole class - encourage students to use full sentences.
5. Give students minutes to reflect on what they have learnt today and add it to the
learnt column of their tables.
The Globe Theatre was built in 1599, out of timber taken from other
disused London theatres.
On June 29, 1613, during a performance of Henry VIII, a cannon ball set
the Globe's thatched roof on fire and the whole theatre was burnt down.
The Globe was rebuilt and re-opened to the public within a year, with the
addition of a tiled roof. The new Globe theatre lasted until 1644, when it
was destroyed.
The Globe was a hexagonal structure with an inner court about 55 feet
across and black and white in colour, the timbers were black and the
walls were white and made of sticks and clay, called wattle and daub. It
was three-stories high and had no roof. The open courtyard and three
semi-circular galleries could together hold more than 1,500 people.
The stage had two primary parts: 1) The outer stage, which was a
rectangular platform projecting into the courtyard. 2) The inner stage
was a covered space between two projecting wings at the very back of
the outer stage. This second stage was used by actors who were in a
scene but not involved in the immediate action of the play, and it was
also used when a scene took place in an inner room.
Underneath the floors of the outer and inner stages was a large cellar
called "hell", allowing for the dramatic appearance of ghosts and
witches!
Running Dictation
Students have to reorder the following into questions and then in pairs, a runner and a scribe, answer
the questions by reading the text above.
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Main Aims
1. Give students 5 minutes in groups to discuss what information they can remember
from last lesson.
Ask each group to share 3 things with the rest of the class.
2. Give 2 minutes for groups to write down as many film genres as they can think of
(elicit one or two examples as a whole class first).
3. Get feedback from the class and pick one genre they have thought of to use as an
example.
For this example elicit from the class what conventions usually appear in this type of
film/book.
4. Give each group a different genre. They list all the different conventions they can
think of for this genre.
They then read the list to the rest of the class who guess what genre they are
describing.
5. Explain that Shakespeare's plays can be grouped into 3 areas (although some,
which are hard to classify are called the problem plays): Comedy, Tragedy, History.
Students discuss what conventions they would expect in these different genres.
Hubris
Noble birth
Fatal character flaw
Anguish
Reversal of fortune
Self-awareness
7. Explain one of the most famous tragedies is Romeo and Juliet. Give students 2
minutes to discuss anything they know about the play.
8. Show students 2 different versions of the Prologue from Act I Scene I. Students
discuss:
Differences
Similarities
Which they would prefer to watch and why
https://www.youtube.com/watch?v=UubjlL4AH4s
https://www.youtube.com/watch?v=xawp9co17Z4
9. Give up cut up version of prologue (ignore missing words at the moment) and ask
students to try and reorder from memory.
Play the 1996 film prologue again (the one without subtitles) to check.
11. Try and re-write in modern English - identify key words and use online
dictionaries to help.
The lines could be split up and shared around the class to save time
12. Discuss
Why would Shakespeare tell us the ending of the play at the start?
How much information do you like to have before you read a book or see a
film?
Do you think the prologue at the start of Romeo and Juliet is a good or bad
idea?
a prison a castle a forest a ship a battlefield
Main Aims
3. Students work in pairs then small groups to help each other understand as many
phrases as possible.
6. They then perform dialogue for others in the class - they must try and identify the
situation/explain what is happening.