1. The Story of Romeo and Juliet - IPA Productions · The play begins with a fight between Mercutio ... He marries Romeo and Juliet in an attempt to stop the war ... She writes in

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Romeo and Juliet. For more information, visit www.ipaproductions.com.

1. The Story of Romeo and JulietRead and listen to the story of Romeo and Juliet (track 1).

The play is set in Verona, Italy. It is the story of two families who are enemies. The Montagues and the Capulets.

The play begins with a fight between Mercutio (Romeo’s best friend) and Tybalt (a Capulet). Romeo (a Montague) tries to stop the fight and is angry with his friend. He wants the fighting between the Capulets and the Montagues to end.

Romeo has a reputation for always falling in love. At the beginning of the play he says he’s in love with Rosaline. Mercutio teases him about Rosaline. He persuades Romeo to go with him to a party where he will see her. Romeo doesn’t want to go because it’s a Capulet party and he thinks there will be fighting. Mercutio explains that it’s a fancy dress party and that if they wear masks and wigs the Capulets will not recognise them.

Romeo doesn’t see Rosaline at the party. Instead, he meets and falls in love with Juliet, who is a Capulet. At first Romeo doesn’t know that Juliet is a Capulet and she doesn’t know that he is a Montague. When they discover this they don’t care, but Tybalt (Juliet’s cousin) is very angry when he sees them together. Romeo doesn’t want any trouble between the two families but Tybalt and Mercutio start fighting. When they hear the police coming everyone leaves the party.

Later, Romeo visits Juliet secretly on her balcony. They know their families will never let them go out together so they decide to ask Friar Lawrence to marry them. They think that nobody will stop them being together if they are married. Friar Lawrence wants the two families to stop fighting so he agrees to marry them. After the wedding Romeo sees Tybalt and Mercutio fighting in the street. He tries to stop the fight but when Tybalt kills Mercutio, Romeo kills Tybalt in revenge.

Juliet’s parents don’t know that that Romeo and Juliet are married. When they hear that Tybalt is dead they want their daughter to marry a rich man called Paris. When Romeo arrives at Juliet’s balcony again he explains why he killed Tybalt. Juliet is still in love with Romeo and is very worried about Paris. They decide to ask Friar Lawrence to help them again. Friar Lawrence tells Juliet to pretend that she will marry Paris. He then gives her a potion that makes her parents think she is dead. The plan works and Juliet is placed in the family tomb where she will meet Romeo.

However, Friar Lawrence cannot contact Romeo to tell him the plan. When Romeo sees Juliet in the tomb he thinks that she is dead. He takes poison and dies. When Juliet wakes up she sees Romeo and stabs herself.

When the two families discover the dead lovers they make peace. The war between the Montagues and the Capulets is over.

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Teaching notes

Time

20–30 minutes

Skills Focus

Listening and reading (possibly speaking).

Aim

To familiarise the student with the story of Romeo and Juliet. Also an opportunity for the students to learn any new vocabulary.

Suggested pre/post activity

Ask the students which plays they know that were written by William Shakespeare. Then ask them what they already know about Romeo and Juliet. Ask them what do they think will happen in the story and how they think it will end. After reading the synopsis of the play, ask them if they are surprised by what happened or if it was what they had expected.

1. The Story of Romeo and Juliet

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2. True or FalseRead and listen to activity one. Decide if the sentences are true or false. If you think a sentence is false write the correct version.

1. The play is set in Venice, Italy. T F

2. At the beginning of the play Romeo says he is in love with Juliet. T F

3. Romeo’s best friend is called Mercutio. T F

4. Tybalt is Juliet’s cousin. T F

5. Friar Lawrence agrees to marry Romeo and Juliet. T F

6. Romeo kills Tybalt accidentally. T F

7. Juliet’s parents want to take her to Paris. T F

8. Friar Lawrence gives Juliet a potion which kills her. T F

9. Juliet stabs Romeo with a knife when she wakes up. T F

10. The two families make peace after the death of their children. T F

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Teaching notes

Time

20–30 minutes

Skills Focus

Writing, listening and reading (possibly speaking).

Aim

To test the students comprehension of the synopsis of the play. Could be used as an opportunity for the students to work in pairs to discuss the correct answers.


Ask the students as a group to decide if sentence one is correct. Then correct the sentence together on the board. After the activity let the students take turn to write corrected sentences on the board. If there are errors in their work allow the class-mates help correct them.

Answers

1. False. The play is set in Verona, Italy.2. False. At the beginning of the play Romeo says he is in love with Rosaline.3. True. Romeo’s best friend is called Mercutio.4. True. Tybalt is Juliet’s cousin.5. True. Friar Lawrence agrees to marry Romeo and Juliet.6. False. Romeo kills Tybalt in revenge.7. False. Juliet’s parents want her to marry Paris.8. False. Friar Lawrence gives Juliet a potion which makes her seem dead.9. False. Juliet stabs herself with a knife when she wakes up and sees Romeo dead.10. True. The two families make peace after the death of their children.

2. True or False

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3. Story OrderRead and listen to activity one. Now put the events of the story in the correct order.

a. Freddy asks Eliza to marry him.

b. Eliza studies English with Professor Higgins.

c. Freddy bumps into Eliza and knocks her flowers to the ground.

d. Professor Higgins offers to give Eliza classes for free.

e. Eliza is selling flowers in Covent Garden.

f. Eliza goes to Professor Higgins’ house for English classes.

g. Eliza goes to Mrs. Higgins’ house and meets Freddy again.

h. Professor Higgins asks Eliza to marry him.

i. Eliza dances with the prince at the ball.

j. Pearce makes Eliza have a hot bath and change her clothes.

3. Story OrderRead and listen to activity one. Now put the events of the story in the correct order.

a. Freddy asks Eliza to marry him.

b. Eliza studies English with Professor Higgins.

c. Freddy bumps into Eliza and knocks her flowers to the ground.

d. Professor Higgins offers to give Eliza classes for free.

e. Eliza is selling flowers in Covent Garden.

f. Eliza goes to Professor Higgins’ house for English classes.

g. Eliza goes to Mrs. Higgins’ house and meets Freddy again.

h. Professor Higgins asks Eliza to marry him.

i. Eliza dances with the prince at the ball.

j. Pearce makes Eliza have a hot bath and change her clothes.

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Teaching notes

Time

15–20 minutes

Skills Focus

Reading (possibly speaking).

Aim

Comprehension. To make students consider the sequence of events in the play in a logical order.

Variation

This activity could be made into a competition for small groups. Before the class cut the sentences into ten strips each containing one of the sentences from activity three. Give each small group a set of the ten sentences and tell them to put them in the correct order. The teacher should move around the classroom checking to see who gets the correct order first. This activity is great as a fun group activity.

Answers

a. 3b. 4c. 7d. 10e. 9f. 8g. 5h. 6i. 2j. 1

3. Story Order

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Read and listen to these descriptions of the characters in the play (track 2).

Romeo is from the Montague family. His family are enemies of the Capulet family. He is a handsome, young man. He lives with his parents. He doesn’t like fighting and thinks people who fight are stupid. He has a reputation for falling in love.

Mercutio is Romeo’s best friend. He likes fighting and doesn’t understand why Romeo doesn’t like fighting too. He likes danger and excitement. He often teases his friend Romeo.

Friar Lawrence is a hippy. He believes in peace. He helps people by reading Tarot cards and mixing herbs to cure their illnesses. He marries Romeo and Juliet in an attempt to stop the war between their families.

Tybalt is about the same age as Romeo and Mercutio. He is part of the Capulet family. He hates the Montagues and is always looking for a fight with them. He is very protective of his cousin, Juliet. He is very angry when he sees Juliet with his enemy, Romeo.

Juliet is a teenager who lives with her parents. She is part of the Capulet family. She is very pretty and is interested in clothes, boys and make-up. She writes in her diary every time she meets a boy she likes, but she often changes her mind about them. She has a strong character and knows exactly what she wants to do.

Juliet’s father is an important person in the Capulet family. He makes a lot of money. He wants the Capulets to become more powerful and for this reason he wants his daughter to marry a rich man.

Juliet’s mother wants Juliet’s father to be happy. She tries to persuade Juliet to do the things she knows will please him. She is always talking to Juliet about Paris, a rich man. She knows that he would be a “good” husband for Juliet and that if Juliet marries him the family will be stronger and more powerful.

4. The Characters

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4b. Who Said That?Which character do you think said each of the following? When you’ve decided, listen and find out if your answers are correct (track 3).

1. “Get your dirty hands off her you stinking Montague!”

2. “Juliet, open the door, let us in, your father and I have some bad news.”

3. “I’m not a coward. But I don’t want to fight.”

4. “Oh, okay, I’ll talk to Paris. I’ll talk to Paris but I’m not kissing him.”

5. “Calm down, here, have some herbal tea.”

6. “Paris is the son of one of my business associates.”

7. “I’ll marry you, for peace.”

8. “I’ve always wanted to cut up a Montague.”

9. “What’s this? Poison! Romeo what have you done?”

10. “Poor Tybalt. I didn’t want to kill him.”

Romeo Juliet Mercutio Friar Lawrence Juliet’s mother Juliet’s father

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4. The Characters and Who Said That?

Teaching notes

Time

30–40 minutes

Skills Focus

Reading and listening (possibly speaking).

Aim

To familiarize the student with the characters in Romeo and Juliet.


Ask the students what they already know about the characters in Romeo and Juliet. Ask them what they think they look like or what clothes they wear. After the activity ask them who their favourite character is and why. Ask them who they didn’t like and why.

Answers

Who Said That? 1. “Get your dirty hands off her you stinking Montague!” .............................................. Tybalt2. “Juliet, open the door, let us in, your father and I have some bad news.”.............Mother3. “I’m not a coward. But I don’t want to fight.” .............................................................. Romeo4. “Oh, okay, I’ll talk to Paris. I’ll talk to Paris but I’m not kissing him.” .......................... Juliet5. “Calm down, here, have some herbal tea.” .....................................................Friar Lawrence6. “Paris is the son of one of my business associates.” ....................................................Father7. “I’ll marry you, for peace.” ..................................................................................Friar Lawrence8. “I’ve always wanted to cut up a Montague.” .................................................................. Tybalt9. “What’s this? Poison! Romeo what have you done?”.................................................... Juliet10. “Poor Tybalt. I didn’t want to kill him.” .......................................................................... Romeo

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Read and listen to scenes one and two of the play (tracks 4 and 5) then answer these questions with complete sentences, giving as much information as possible.

1. Why does Mercutio fight with Tybalt?

2. Why does Mercutio say that Romeo is a chicken?

3. At first, Romeo doesn’t want to go to the party. Why not?

4. How does Mercutio persuade Romeo to go to the party?

5. Why does Juliet think her mother is taking her to France?

6. Juliet promises to go to the party on one condition. What is it?

5. Text Comprehension

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5. Text Comprehension Teaching notes

Time

20–30 minutes

Skills Focus

Listening, reading (possibly speaking).

Aim

To test the students understanding of the scene and the complexities of what is happening within it.

Notes

This activity could be done individually as a simple written comprehension activity or in pairs with students discussing the answer. Encourage students to give as much information as possible to support their answer.

Answers

1. Mercutio fights with Tybalt because they are sworn enemies. 2. Mercutio says that Romeo is a chicken because he doesn’t like fighting.3. Romeo doesn’t want to go to the party at first because it is a Capulet party and he doesn’t want to make

trouble. 4. Mercutio persuades Romeo to go to the party in fancy dress, wearing masks and wigs.5. Juliet think her mother is taking her to France because she talks about a boy called Paris.6. Juliet promises to go to the party if her mother buys her some new clothes.

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Read and listen to activity one (track 1). Use the context to help you match the words and definitions.

example:1. enemy = h. a person who hates or opposes another person

6. Vocabulary Match

1. enemy

2. reputation

3. fancy dress

4. fall in love

5. revenge

6. persuade

7. stab

8. tease

a. to convince someone to do something

b. a special way of dressing for fun

c. to laugh at someone or say unkind things

d. to injure with a knife

e. To begin to love someone

f. the opinion others have of you

g. harm done to someone because they did harm to you

h. a person who hates or opposes another person

h

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Teaching notes

Time

15–20 minutes

Skills Focus

Vocabulary

Aim

To test the students understanding of the vocabulary and to encourage them to use the context of the text to work out the meaning of the word.

Notes

This activity could be done individually as a simple vocabulary exercise or in pairs with students discussing the answer.

Variation

Give small groups of students one or two words from the exercise and ask them to use the word in a different sentence, (e.g. The soldier hid from the enemy army.) Give a time limit and then ask students to take turns writing the sentences on the board. Let the other students judge if the sentence is correct or incorrect (with the teacher as referee!). If the sentence is completely correct the group scores 5 points and 2 points for a nearly correct sentence.

Answers

1. h2. f3. b4. e5. g6. a7. d8. c

6. Vocabulary Match

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7. The FamilyLook at the family tree of the Montague and Capulet families.

Now complete the sentences using the information above. Use the possesive s in each sentence.

1. Juliet is

2. Romeo is

3. Tybalt is

4. Mr. Capulet

5. Lord Montague

6. Lady Capulet

7. Lord Capulet

8. Mrs. Montague

9.

10.

Mrs Capulet Mr Capulet Mr Montague Mrs Montague

Unknown Lord Capulet Lady Capulet Lord Montague Lady Montague

Tybalt Juliet Romeo

Lady Capulet’s daughter.

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Teaching notes

Time

20–30 minutes

Skills Focus

Writing, speaking

Aim

To practise the vocabulary of the family, using the possesive s to describe family connections.

Notes


Extension activity

Ask students to make a family tree of their own families. Then ask them in pairs to exchange family trees and write about each others families using the possesive s. This is also an opportunity to practise the negative and interrogative forms.

Examples:Miguel is Joana’s brother.Joana isn’t Miguel’s brother.Is Miguel Joana’s older brother?

7. The Family

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8. Superlative FormsChoose five of the categories below and write the name of a family member for each one (only the name, not the superlative). Now find a partner and ask and answer questions about the family members written down.

Example: The oldest person in my family

The youngest person in my family

The friendliest person in my family

The funniest person in my family

The nicest person in my family

The naughtiest person in my family

The tallest person in my family

The most intelligent person in my family

The best singer in my family

The worst singer in my family

(or you can think of other categories)

Is Miguel the oldest person in your family? —No, he isn’t. He’s the youngest!

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8. Superlative FormsTeaching notes

Time

20–30 minutes

Skills Focus

Speaking, writing

Aim

To practise superlatives forms.

Notes

You can combine the revision of family vocabulary (activity seven) with a speaking activity on the superlative form. Ask students to secretly choose five of the following categories and write a name of a member of their family for each one on pieces of paper. Then in pairs they should ask and answer questions about the person written.

Variation

This game can also be used to practise comparative forms. Students write down five family members names and ask and answer comparative questions.

Example:Is Susan older than Rafael?

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9. Modal Verbs of Obligation : RulesChoose one of the places below with your group. Now discuss with your group the rules for this place (using should/should not, have to/don’t have to, can/can’t, must/must not). Now write a list of the rules for your chosen place. When you have finished, take turns to read out the rules to the other groups and see if they can guess the place.

Example: a library – you must not shout.

Now write your rules.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

A library A swimming pool A jail A cinema A museum An art gallery A zoo An ice-skating rink An hotel An aeroplane

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9. Modal Verbs of Obligation : RulesTeaching notes

Time

40–60 minutes

Skills Focus

Writing, speaking

Aim

To practise modal verbs of obligation (should/should not, have to/don’t have to, can/can’t, must/must not)

Notes

Firstly, present the modal verbs above on the board and discuss the meaning of each modal verb and it’s negative part. Then put the students into small groups and encourage them to use their imagination. They could make posters with rules on and present them to their class-mates.

Variation

Ask students to work in small groups or pairs. Ask them to imagine that they are in charge of designing the rules for a perfect school. They should include what the students and teacher should do, mustn’t do and can do. At the end of the activity, ask different groups to read out their rules (or put them on the wall). Who has the best school?

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Part B: First fill in the second gap in each exercise with the questions you are going to ask.

e.g. Q: Where ?

Now ask your questions to your partner and fill in the first gap in each question.

William Shakespeare

1. William Shakespeare lived in Stratford Upon Avon in .

Q: Where ?

2. He wrote more than thirty .

Q: What ?

3. His is celebrated on April 23rd.

Q: What ?

4. Shakespeare was married to Hathaway.

Q: Who ?

5. and Judith were William and Anne’s daughters.

Q: What ?

6. Shakespeare in 1616.

Q: What happened ?

10. Pair workSeparate the text into 2 parts and with a partner practice asking questions and giving answers.

Part A: First fill in the second gap in each exercise with the questions you are going to ask.

e.g. Q: Where ?

Now ask your questions to your partner and fill in the first gap in each question.

William Shakespeare

1. William Shakespeare lived in in England.

Q: Where ?

2. He wrote more than plays.

Q: How many ?

3. His birthday is celebrated on .

Q: When ?

4. Shakespeare was married to Anne .

Q: Who ?

5. Susanna and were William and Anne’s daughters.

Q: What ?

6. Shakespeare died in .

Q: When ?

did Shakespeare live?did Shakespeare live?

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Teaching notes

Time

20–30 minutes

Skills Focus

Writing, speaking.

Aim

To allow students to use a variety of question forms.

Notes

Separate the text into two parts. Give students part A or part B equally. Give the students ten minutes to work on the questions either individually or in groups. Then put students into pairs (one part A, one part B) and let them ask and answer the questions to complete the information.

Variation

To make the activity more difficult take away the question words given in the answer. To make the activity easier add extra words.

e.g. Where Shakespeare live?

Answers

10. Pair work

Part A1. Where did William Shakespeare live??2. How many plays did he write? 3. When is his birthday celebrated?4. Who was Shakespeare married to?5. What were William and Anne’s daughters called? 6. When did Shaw die?

Part B 1. Where did William Shakespeare live?2. What did he write more than thirty of?3. What is celebrated on April 23rd? 4. Who was Shakespeare married to?5. What were William and Anne’s daughters called?6. What happened in 1616?

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Read and listen to scene 1 of the play (track 4). Now look at the words below and find the word in the text which is a synonym (word with the same meaning) (S) or an antonym (word with the opposite meaning (A). Write the relevant sentence from the script on the second gap. The first one has been done for you.

1. interested (A)

2. speak (S)

3. love (A)

4. hero (A)

5. everybody (A)

6. forget (A)

7. good-looking (S)

8. fantastic (S)

9. perhaps (S)

10. always (A)

11. Synonym and Antonym Words

bored

Mercutio: Are we going to the party, to see Rosaline, or are we staying here to get bored?

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Teaching notes

Time

20–30 minutes

Skills Focus

Listening, reading (possibly speaking).

Aim

To increase vocabulary by not only learning the words used within the play but also to encourage students to think about new words related to them.

Suggested post activity

Ask the students to work with a partner to find five new words from the scene. They should then write the synonym/antonym of the word. Get students to swap words with another pair or present them on the board to the other students. This could be done as a game with students scoring points for correct answers.

Answers

1. interested - bored2. speak - talk3. love - hate4. hero - coward 5. everybody - nobody6. forget - remember 7. good-looking - pretty8. fantastic - great9. perhaps - maybe 10. always - never

11. Synonym and Antonym Words

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Teaching notes

Time

50–60 minutes

Skills Focus

Speaking.

Aim

To allow students to practise a variety of question forms.

Notes

This is a fun activity based on the game Jeopardy. At the beginning of the class draw the following grid with answers on the white/blackboard.

Separate the class into groups of five or six and tell them to look at the answers. Give the groups 10–15 minutes to prepare questions for the answers. Each team then takes turns to choose an answer. The question they give must be factually and grammatically correct to win the points. There may be a variety of correct answers.

e.g. The answer FRIAR LAWRENCE could produce

Who marries Romeo and Juliet? Or Who gives Juliet a potion to drink? Or Who do the lovers trust to help them?

When a correct answer is given it should be crossed off the board.

Note: There is no student page for this activity. It can be done entirely on the blackboard.

Points Characters Times and Places General

10 Romeo In the 1970’s A potion

20 Friar Lawrence At the Capulet’s party A knife

30 Paris In the Capulet’s tomb To make peace between the two families

40 Rosaline After Romeo and Juliet Masks and wigs

12. The Question Game

Possible answers1. Who is in love with Juliet? (Romeo)2. When is this version of Romeo and Juliet set? (In the 1970’s)3. What was does Juliet take to send her to sleep? (A potion)4. Who marries the couple? (Friar Lawrence)5. Where do Romeo and Juliet meet? (At the Capulet’s party)6. What does Romeo kill Tybalt with? (A knife) 7. Who do Juliet’s parents want her to marry? (Paris)8. Where does Romeo discover Juliet’s body? (In the Capulet’s tomb)9. Why does Friar Lawrence marry Romeo and Juliet? (To make peace

between the two families)10. Who does Romeo like at the beginning of the play? (Rosaline) 11. When do the families make peace? (After Romeo and Juliet are dead)12. What do Romeo and Mercutio wear to disguise themselves at the

Capulet’s party? (Masks and wigs)

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Read and listen to scene five of the play (track 6). Now decide if the sentences are true or false. If you think a sentence is false write the correct version.

1. The Friar uses plants and flowers to make medicine. T F

2. The Friar is not surprised that Romeo is in love with Juliet. T F

3. The Friar marries Romeo and Juliet to cause trouble between the two families. T F

4. The Friar gives Romeo herbal tea to relax him. T F

5. Romeo takes The Friar’s telephone number. T F

6. Juliet goes home after the wedding to say goodbye to her parents. T F

13. True or false : Listening, scene five)

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Teaching notes

Time

20 minutes

Skills Focus

Reading,writing, (possibly speaking)

Aim

To test the students comprehension of a scene of the play.

Notes

This could be used as an opportunity for the students to work in pairs to discuss the correct answers. The answers could then presented on the board and the answers discussed and corrected as a group.


Ask the students to look at a different scene in the play and in pairs or small groups to come up with five true or false questions. Then each group should pass their sentences to another group to answer. Answers could be marked as a whole class board activity.

Answers

1. True2. False. The Friar is very surprised that Romeo is in love with Juliet.3. False. The Friar marries Romeo and Juliet to bring peace between the two families.4. True.5. False. The Friar takes Romeo’s telephone number.6. False. Juliet goes home after the wedding to pack a suitcase.

13. True or false : Listening, scene five)

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Homophones are words that sound the same but are spelt differently and have a different meaning. Look at the words and then listen to scene five. Find the word which has the same sound. Check your answers by reading the text of scene two. The first one has been done for you.

1. hear

2. write

3. buy

4. two

5. knew

6. won

7. sea

8. sew

9. their

10. no

Now fill in the correct word in the sentence using the some of the words above.

a. Do you know where I can a ticket?

b. I have to a letter to my grandmother.

c. Can you the music?

d. They have a car. The old one was broken.

e. I need to a button on my blouse.

14. Homophones

here Juliet: What? I can’t hear you.

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14. Homophones

Teaching notes

Time

20–30 minutes

Skills Focus

Reading, listening and spelling.

Aim

To familiarise the students with the sound of words and to encourage them to use the context of the text to work out the meaning of the word.

Notes



Ask the students (individually or in pairs) to choose five more words from the list of homophones and write their own sentences. Then let them take turns to present them on the board for their class-mates to solve. This could be made into a game with points!

Answers

1. here2. right3. bye4. too/to5. new6. one7. see8. so9. there10. know

a. Do you know where I can buy a ticket?b. I have to write a letter to my grandmother.c. Can you hear the music?d. They have a new car. The old one was broken.e. I need to sew a button on my blouse.

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14

10 8

13

2

3

11

12

1 4

6

7

9

5

Clues Across

1. The verb meaning to cut someone with a knife (4) 3. Romeo’s best friend (7) 6. Tybalt’s relationship to Juliet (6) 7. Something you use to disguise your face (4) 9. A book where you write your thoughts every day (5) 10. What the Friar makes to heal people (8) 11. The man juliet’s parents want her to marry (5) 13. What Romeo drinks to kill himself (6)

Clues Down

2. A place where dead people are put (4) 4. People aged between thirteen to nineteen (8) 5. The girl Romeo likes before Juliet (8) 8. Juliet’s surname (7) 12. Romeo’s relationship to Juliet (7) 14. Where Romeo visits Juliet at her house (7)

15. CrosswordComplete the crossword. All the answers can be found in the play.

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15. Crossword

Teaching notes

Time

20–30 minutes

Skills Focus

Writing, vocabulary.

Aim

To reinforce the vocabulary of the play and its meaning

Notes

Give the students the list of vocabulary from the play to look at whilst doing the crossword. All the vocabulary needed can be found within the list. It is a good idea to do the crossword in pairs giving students a chance to discuss their ideas. Alternatively the crossword could be used as a homework activity.

Variation

The students could be split into two groups with one group given the answers to the ‘across’ clues and one group given the answers to the ‘down’ clues. The students should then individually or in groups write the clues to match their answers. When they are finished they pair up with someone from the other group to trade clues and then they complete the crossword.

Answers

Clues Across

1. stab3. Mercutio6. cousin7. mask9. diary10. medicine11. Paris13. poison

Clues Down

2. tomb4. teenager5. Rosaline8. Capulet12. husband14. balcony

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Find words from the play in the word search.

16. Wordsearch

M O N T A G U E

U G N I R P N G

R S H A T E E A

D Y L I M A F I

E Z A Y I C I R

R A N N U E W R

E R G N U O Y A

R C O W A R D M

coward crazy enemy family hate marriage Montague murderer peace ring wife young

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16. Wordsearch

Teaching notes

Time

15 minutes

Skills Focus

Vocabulary.

Aim

To reinforce vocabulary from the play.

Notes

Present the vocabulary on the board before the students do the wordsearch and discuss the meaning of the words. The word search is a fun way to start or end a lesson.

Answers

M O N T A G U E

U G N I R P N G

R S H A T E E A

D Y L I M A F I

E Z A Y I C I R

R A N N U E W R

E R G N U O Y A

R C O W A R D M

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Scene 5: Friar’s house.

Friar: Ah. Plants and flowers the essence of life. I use these plants and flowers to make medicines. Medicines for headaches, medicines for stomach ache, medicines for backache, even medicines for heartache! Some are very light and some are very strong and some can be very dangerous.

Romeo: Hi Friar, I’ve got to talk to you.

Friar: Hey, Romeo, man how’s it going? Wow man! It’s really early. Couldn’t you sleep? Too much partying with the pretty girls? Ah! Young love! How’s that pretty Rosaline?

Romeo: Rosaline? Yes, well, I want to talk to you about that. I want to talk to you about love, Friar. I’m in love.

Friar: Yes, I know, you’re in love. You’re in love with that pretty Rosaline.

Romeo: No, I’m not in love with Rosaline.

Friar: You’re not in love with Rosaline?

Romeo: No, I’m in love with Juliet.

Friar: Juliet, who’s Juliet?

Romeo: Juliet Capulet.

Friar: What? You’re in love with a Capulet? But this is crazy, man. You can’t love a Capulet. You’re a Montague. They’ll kill you!

17. Perform the PlayPut yourselves into groups of four and practise scene five of Romeo and Juliet together. Before you begin to rehearse, think about:

* What the different characters are like and their attitude to other people.

* The voices of the characters and how they talk to other people.

* The physicality of the characters – do they move slowly or quickly, fluidly or with difficulty.

* The clothes of the characters – what type of clothes would they wear.

* The rhythms of how they speak – quickly or slowly, thoughtfully or without thinking.

Now rehearse the scene. When you are prepared, take turns to perform your version to your class-mates!

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Romeo: I know, that’s why I want you to help us. I want you to marry me and Juliet.

Friar: What? Marry you and Juliet Capulet! You’re crazy!

Friar: Yes, I know but I love her. I’ve never felt like this before. If I can’t marry Juliet I’ll die. I’ll die from a broken heart. Friar you must help us!

Friar: Calm down, here, have some herbal tea. This herbal tea is very good for the nerves. Better? Good. Now, tell me, do you really love Juliet?

Romeo: Yes, I really love her.

Friar: And does Juliet really love you?

Romeo: Yes, she really loves me. She loves me and she wants to marry me.

Friar: Well, let me think. If you marry Juliet, the Capulets and the Montagues will be family. They will be family and, in theory, it might stop the fighting. I will do anything to stop the fighting between the two families. I’m a peaceful man.

Romeo: Then you will help us, you will marry us?

Friar: Yes, I’ll marry you, for peace. Tell Juliet to come here immediately. I will marry you and then you must both run away until everything has calmed down. I will talk to your parents. I will explain everything…ah look here she comes…

Juliet: Hello, Friar, are you going to help us? Are you going to marry us?

Friar: Yes, my dear, I will marry you so that your two families can live in peace. Come on. Let’s get on with it. We mustn’t waste any time. Stand here. Do you, Juliet Capulet, take this man to be your husband, for ever and ever, until death?

Juliet: Until death? Yes, I do.

Friar: Do you, Romeo Montague, take this woman to be your wife, for ever and ever, until death?

Romeo: I do.

Friar: I now pronounce you husband and wife. Have you got a ring? You may kiss the bride. Now, must run away and I will let you know when it is safe to come back. I will phone you. Romeo give me your mobile number. Juliet go to your house and pack a suitcase, just a small one.

Romeo: This is my mobile phone number.

Friar: OK. I will speak to your parents, go now. Quick, waste no time. I need some more herbal tea! Oh dear what have I done!

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17. Perform the Play

Teaching notes

Time

40–60 (or more with extension) minutes

Skills Focus

Speaking.

Aim

To let the students involve themselves in the play by thinking about, discussing and performing a scene from Romeo and Juliet.

Notes

With lower level students it is advisable to listen to scene five with the script before starting the activity (track 6).

Extension activity

If the students are interested in the idea of acting out the scene, why not let them learn the words as homework and then make a performance day in the next class. Also if enthusiastic, different groups of students could study different scenes to recreate the whole play!

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To play this game you must divide into two groups.

One person from the groups has one minute to explain and describe the word at the top of the card. This must be done without saying the buzz word written below. If the group guess the word, they receive a point and it is the other’s team’s turn with the next card. If time runs out or a mistake is made, no point is scored.

There should be a neutral referee (perhaps the teacher) who checks that the buzz words are not used.

Fancy dress

mask

Young

old

Coward

Romeo

Party

music

Fight

hit

Handsome

good-looking

Mother

father

Wife

husband

Joke

funny

Wedding

marry

Knife

cut

Poison

die

18. Buzz Word

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18. Buzz Word

Teaching notes

Time

10–30 minutes

Skills Focus

Speaking.

Aim

To practise the vocabulary of the play by using words of a similar meaning.

Variation

For higher level students, make the game more difficult by adding another word to the list students mustn’t use. For lower level Students take the buzz word away and let them use any means possible (any vocabulary, gestures etc.) to help the students guess the word.

Extension activity

If the students are interested in the idea of acting out the scene, why not let them learn the words as homework and then make a performance day in the next class. Also if enthusiastic, different groups of students could study different scenes to recreate the whole play!

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Discuss the following questions with your class-mates.

1. Why do you think Romeo doesn’t want to go to the Capulet party with Mercutio? Is he a coward?

2. Why does Juliet’s mother want her to go to the party and how does she convince her to go?

3. What is Juliet’s relationship with her mother like? Do you think Juliet is spoilt by her parents?

4. Why do you think that Romeo and Juliet fall in love? Is it real love?

5. Should the Friar have married the young lovers? Why/why not?

6. Why do you think Romeo and Juliet killed themselves? Was there any alternative?

7. Do you believe in love at first sight? Has it ever happened to anyone you know?

8. What do you think is the perfect age to get married? Why?

19. Questions After the Play

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19. Questions After the Play

Teaching notes

Time

30–40 minutes

Skills Focus

Speaking (possibly writing).

Aim

To test the students understanding of the play and to give them an opportunity to express their opinions about it.

Notes

This could also be done as a writing activity for students to do individually or in small group. It would also work well as a writing assignment for homework.

Variation

Students could work in pairs or individually on one or two of the questions. The students then give a short oral presentation to rest of the class.

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20. Writing a Review

In writing your review remember that you are trying to be persuasive. Plan your review and organize it in this way:

IntroductionGive the title and author and summarize the plot. Offer your general impression of the play.

Paragraph 2How did the actors portray the main characters? Did they fulfil your expectations? Which performance was the most memorable?

Paragraph 3Describe a memorable scene and say how it made you feel.

ConclusionGive your concluding comments and tell the reader why (or why not) to see the play.

Evaluation questions Did I like it in general? Why? When does the action take place? Did I agree

with the main purpose/theme? Why/why not? What specifically did I like or dislike? Why? How could it be improved?

“What” questions What is the play about?What genre or classification does it fit? What is the tone?

“Who” questionsWho wrote it?Who are the main characters?

“When” and “Where” questionsWhen does the action take place? Where does the action take place?

These questions are designed to help you write a review of Romeo and Juliet. You don’t need to answer all of these questions but the answers will help you to write your review.

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20. Writing a Review

Teaching notes

Time

40–60 minutes

Skills Focus

Writing.

Aim

To write a review of the play.

Notes

The activity could be presented on the board for an open class discussion or discussed in pairs or small groups. The student can then individually write the review. The review could be written as homework.


Ask the students to read their reviews to the class. Are they mostly positive or negative? Ask them to write another review using the guide below. Tell the students to write a review of a film/play/book they loved or one they hated.

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21. Vocabulary of Romeo and Juliet

afraidaliveannoybackachebetween bored boyfriendbrideburybusinesscalm downcarefulcatchchickencoolcowardcrazydangerousdarlingdiarydiedirtydisgustingdress upearlyenemyfair

faultfancy dressfight findforgetfriarfunnygirlfriendgood-lookinggorgeousgreatgreedhandsomehatehatredheadacheheartachehidehippyhopehusbandin lovejokekillkiss knifelate

light (adj.)longloudmarriagemarrymaskmeddling (adj.)medicinemeetmessmurderermyselfpackpartypeacepeacefulpoisonpowerfulprettyprisonpromiserelationshiprememberringrun awaysadscared

shortshut upselfishserioussit downstinkingsuitsuitcasesworntalltombtrueturn downuglywantwake upwarwastewatch outwearweddingwifewigsworriedworthwowyoung

Look at this list of vocabulary that is used in the play. Try to learn the words, as they will help you to understand the play more easily.

Documents

1. The Story of Romeo and Juliet - IPA Productions · The play begins with a fight between Mercutio ... He marries Romeo and Juliet in an attempt to stop the war ... She writes in