Lesson plan

Shakespeare – Romeo and Juliet

Topic
Shakespeare’s Romeo and Juliet

Aims
• Learners will practise listening skills
• Learners will practise speaking skills through a group discussion
• Learner will use analytical/critical thinking skills
• Learners will develop writing skills

Age group
Teens

Level
B1–B2

Time
45 minutes or three shorter sections

Materials
• Video from LearnEnglish Teens http://learnenglishteens.britishcouncil.org/uk-now/literature-
uk/shakespeare-romeo-and-juliet
• Romeo and Juliet student worksheet

Introduction
In this lesson, learners will watch a video about Shakespeare’s Romeo and Juliet. They will discuss what
they already know about the play, check their understanding of the video, evaluate different characters’
responsibility for the tragedy in the play, and take part in a group discussion to reach an agreement about
who is ultimately responsible. There are also suggestions for alternative/additional follow-up activities.

Procedure
1. • Introduce the topic by writing the words ‘Romeo and Juliet’ on the board. Ask students
Introductio what they know about the play and brainstorm ideas, writing words on the board around
n to the ‘Romeo and Juliet’. When they have finished, write the word ‘relationship’ on the board.
 Lesson plan
topic (10– • Ask students if they know what the relationship between Romeo and Juliet was. Elicit the
15 minutes) fact that they were ‘in love’ or that they were ‘in a relationship’ or ‘boyfriend and girlfriend’.
• On the board write the following statements:
Having things in common
Being from the same town/area
Being the same age
Getting on with each other’s family
Being able to trust each other

• Ask students to look at the statements and rank them from which is the most to which is
the least important thing to have in a relationship. Then ask them to discuss their answers
with a partner, justifying their answers.
• Explain that the students are going to watch a short video about the play Romeo and
Juliet. Ask: ‘Does anyone know what problem they had in their relationship?’

2. • Ask students to do the pre-watching task (vocabulary matching) from the LearnEnglish
Preparation Teens website. It can be found here and is the first task under ‘Preparation’.
activity (5 http://learnenglishteens.britishcouncil.org/uk-now/literature-uk/shakespeare-romeo-and-juliet.
minutes) This can be done by projecting the page, or by printing off the worksheet here:
http://learnenglishteens.britishcouncil.org/sites/teens/files/romeo_and_juliet_-
_exercises_1.pdf.
• Alternative: Divide up the words and definitions and put the definitions on one colour card
and the words on a different colour card. Ask students to find their partner. Check the
answers when students have matched themselves, and check pronunciation.

3. Watch • Students watch the video.

the video – • Ask students to do the ‘Check your understanding’ activity from the LearnEnglish Teens
check website: http://learnenglishteens.britishcouncil.org/sites/teens/files/romeo_and_juliet_-
understandi _exercises_1.pdf, putting the events from the story in order. This can be done in class on
ng (10–15 a computer, or by printing out the worksheet. Alternative: Cut up the comprehension task
minutes) onto pieces of paper (one per group) and ask students to order them, working in groups.
• If necessary, watch the video again so that students can check their answer.
• Ask students to do the multiple choice comprehension activity. Again, this can be done in
class on a projector, or by printing off the worksheet. Alternative: Ask the questions to the
whole class (like a quiz), and students work in teams, writing down the correct option.

4. Follow- • Explain that Romeo and Juliet is a tragedy. Tell students that they must decide who, if
up: anyone, is responsible for the deaths of Romeo and Juliet.
discussion • Put students into groups of four. Give them the worksheet. Tell them to look at the
task (10–15 different characters and make notes about why they might be responsible for the deaths
minutes) of Romeo and Juliet. Encourage students to analyse the characters’ actions and their
consequences. Look at the example in the table on the worksheet to help them.
• Give students 10 minutes to make notes and to reach a conclusion as to who they think
is responsible. They should choose one of the characters/groups of characters, or they
can decide that no one is to blame, but they must justify their answers.
• Here are some suggestions. if your students need help:
The Montagues – Romeo’s parents were at war with the Capulets, so Romeo couldn’t
 Lesson plan
be with Juliet.
Romeo’s friends – They decided to go to the Capulet’s party, which is where Romeo
met Juliet. It was also dangerous.
Romeo’s best friend (his name is Mercutio in the play) – Had a fight with Tybalt and was
killed. This was when Romeo decided to kill Tybalt and then he had to leave Verona.

The Capulets – Juliet’s parents were at war with the Montagues. They forced Juliet to
marry Paris, even though she didn’t want to. Tybalt kills Romeo’s best friend, and when
Romeo reacts by killing him, he has to leave Verona.

Friar Lawrence – He marries Romeo and Juliet, even though he knows their families are
not happy about it. He gives Juliet the drugs. His message doesn’t reach Romeo. He
doesn’t tell their parents what is happening.

Romeo – He goes to the Capulet’s party, when he knows he shouldn’t. He kills Juliet’s
cousin Tybalt, which means he has to leave Verona. He immediately kills himself when
he sees Juliet is dead – he could have waited.

Juliet – She lies to her parents about being married to Romeo. She takes the drugs,
even though it might be dangerous. Paris dies because of her.

Anyone else? – The messenger who doesn’t get the message to Romeo saying that
Juliet is not really dead. Accept any other sensible suggestions here!

• Once students have reached an agreement in groups, regroup them and ask them to
discuss their answers with their new group. An easy way to do this is to give each
person in the group a number (e.g. 1, 2, 3, 4), then put all the 1s together, all the 2s
together, etc. When students are in their new groups, they can compare who they think
is responsible and, again, give reasons.
• You could review language for discussion here if you think your students need it
(agreeing/disagreeing, giving and asking for opinions). Write some useful phrases on
the board.
• Set a time limit of 10 minutes, and ask students to reach a conclusion.
• Ask for feedback from all groups. There are no right or wrong answers, but students
should justify their opinions.

5. Optional • If you would like to do more work with your learners on Shakespeare, go here:
follow-up http://www.teachingenglish.org.uk/sites/teacheng/files/Teens%20Shakespeare%20Exte
nsion%20Activities.pdf for a series of additional/alternative follow-up activities.

Contributed by
Cath McLellan