The vocabulary items listed below may be new. Students will be able to guess some of them from context, but with weaker classes, be prepared to check them. If necessary, have students check them for homework before the class. The items marked * are old-fashioned or literary, and so will be for recognition rather than active use. * warring (in a war/conflict), feud /fyud/, swear (promise), to unitey *to be wed (get married), to take revenge, to banishy tomb /tum/y poison, *weep (wept, wept), dagger, to staby overwhelmed with grief Students will need to be able to refer to the characters in the play, so check the pronunciation of the names: The Montagues: Lord Montague /’mɒntәgyu:/, Romeo /’roʊioʊ/, Mercutio /mәr’kuʃɪoʊ/, Benvolio /bԑn’voʊlioʊ/ The Capulets: Lord Capulet /’kӕpyәlәt/, Juliet /’ʤuliԑt/, Tybalt/’tɪbɒlt/, Paris/’pӕrɪs/ Other: Friar Laurence /’fraɪәr ‘lᴐrens/ 1. Ask the question, and elicit a range of ideas from the class and the names of any plays students have heard of. Ask students if they have seen/read any Shakespeare plays, possibly in their own language. 2. Focus attention on the character lists, and check the pronunciation of the names (see About the text above). Elicit what students know about the story, and write their ideas on the board. Ask the Student Book questions about marriage and establish the answers. Answers At the time of the story of Romeo and Juliet, marriages were often a way of bringing two families together to increase their wealth, power, and status. Marrying for love was not common, especially among wealthy families. A young person’s parents, usually the father, decided who he/she would marry. 3. If students didn’t prepare the vocabulary in the text for homework, pre-teach/check new items before students read (see notes in About the text above). Tell students they are going to read the first half of the story. Advise them not to worry about understanding everything in the speech bubbles, as the main paragraphs tell the Story. Students read frames 1-5 and answer the questions in pairs. Check the answers with the class. Answers
The vocabulary items listed below may be new. Students will be able to guess some of them from context, but with weaker classes, be prepared to check them. If necessary, have students check them for homework before the class. The items marked * are old-fashioned or literary, and so will be for recognition rather than active use. * warring (in a war/conflict), feud /fyud/, swear (promise), to unitey *to be wed (get married), to take revenge, to banishy tomb /tum/y poison, *weep (wept, wept), dagger, to staby overwhelmed with grief Students will need to be able to refer to the characters in the play, so check the pronunciation of the names: The Montagues: Lord Montague /’mɒntәgyu:/, Romeo /’roʊioʊ/, Mercutio /mәr’kuʃɪoʊ/, Benvolio /bԑn’voʊlioʊ/ The Capulets: Lord Capulet /’kӕpyәlәt/, Juliet /’ʤuliԑt/, Tybalt/’tɪbɒlt/, Paris/’pӕrɪs/ Other: Friar Laurence /’fraɪәr ‘lᴐrens/ 1. Ask the question, and elicit a range of ideas from the class and the names of any plays students have heard of. Ask students if they have seen/read any Shakespeare plays, possibly in their own language. 2. Focus attention on the character lists, and check the pronunciation of the names (see About the text above). Elicit what students know about the story, and write their ideas on the board. Ask the Student Book questions about marriage and establish the answers. Answers At the time of the story of Romeo and Juliet, marriages were often a way of bringing two families together to increase their wealth, power, and status. Marrying for love was not common, especially among wealthy families. A young person’s parents, usually the father, decided who he/she would marry. 3. If students didn’t prepare the vocabulary in the text for homework, pre-teach/check new items before students read (see notes in About the text above). Tell students they are going to read the first half of the story. Advise them not to worry about understanding everything in the speech bubbles, as the main paragraphs tell the Story. Students read frames 1-5 and answer the questions in pairs. Check the answers with the class. Answers
756.AmericanHeadway3.docx