Безкоштовний продукт · Free pack
Готовий ESL lesson pack на тему Шекспіра — окремий навчальний продукт центру «Шекспір». Усередині: повний план на 90 хв, експрес на 45 хв, worksheet для учнів і answer key для викладача.
ЯЦ «Шекспір» · Odessa · Teacher copy
Lesson Plan: Meet Shakespeare’s English
Ready-to-teach ESL plan · B1–B2 · 90 minutes
1. Lesson overview
| Item | Details |
|---|---|
| Title | Meet Shakespeare’s English |
| Level | B1–B2 |
| Time | 90 minutes (see also 45-min express below) |
| Class size | 6–14 students |
| Skills | Speaking, reading, vocabulary, controlled writing |
| Main aim | Students understand selected Shakespearean phrases in modern English and use related vocabulary in short discussions. |
| Subsidiary aim | Students notice archaic vs modern forms and practise polite disagreement in conversation. |
2. Learning outcomes
By the end of the lesson, students will be able to:
- explain the modern meaning of 8–10 Shakespeare-related words and phrases;
- match famous lines with everyday paraphrases;
- take part in a 3–4 minute pair discussion using target language;
- write 4–5 sentences comparing “old” and “modern” English for one quote.
3. Materials
- This teacher plan + answer key
- Student worksheet (print 1 per student)
- Whiteboard / projector
- Optional: short audio of a famous line (teacher’s own resource)
- Timer for speaking stages
4. Target language
| Shakespearean / literary | Modern meaning | Example today |
|---|---|---|
| thou / thee / thy | you / you / your (singular, informal) | “What do you think?” |
| hath / doth | has / does | “She has a plan.” |
| wherefore | why (not “where”) | “Why are you sad?” |
| fair (as compliment) | beautiful / lovely | “What a lovely evening.” |
| to be or not to be | to live or not; a hard choice | “It’s a big decision: stay or leave.” |
| all that glisters is not gold | appearances can deceive | “Don’t judge a book by its cover.” |
| break the ice | start a friendly conversation | “Let’s break the ice with a game.” |
| wild-goose chase | a useless search | “Looking for that file was a wild-goose chase.” |
| in a pickle | in a difficult situation | “I’m in a pickle with this deadline.” |
| heart of gold | a very kind person | “Our teacher has a heart of gold.” |
Note: some idioms entered wider English after Shakespeare popularised related images; treat the list as classroom language, not a linguistics thesis.
5. Procedure (90 minutes)
A. Warm-up — “Then & now” (10 min)
- Write on the board: Shakespeare and three prompts: plays / love / old English.
- In pairs, students list 3 things they already know (in English or mixed L1→English).
- Quick feedback: collect 5–6 ideas. Clarify: today’s lesson is about useful English linked to Shakespeare, not reading a full play.
Teacher tip: Keep it light. Many adults feel “Shakespeare = too hard”. Promise modern paraphrases.
B. Lead-in dialogue (8 min)
Students read silently, then practise in pairs (also on worksheet):
A: I tried to read Romeo and Juliet. It looks impossible.
B: Same. “Wherefore art thou Romeo?” — I thought it meant “Where are you?”
A: Doesn’t it?
B: Actually, wherefore means why. Juliet is asking why he has to be Romeo — from that family.
A: Oh! So it’s not about location at all.
Check: Concept question — Does “wherefore” mean “where”? (No.) What does it mean? (Why.)
C. Vocabulary presentation (15 min)
- Show the target-language table (section 4), 4 items at a time.
- For each item: meaning → modern example → choral drill of the modern sentence.
- Students mark ★ next to 3 phrases they want to remember (worksheet Part B).
Form focus (2 min): Board: thou art → you are; hath → has. Stress we use modern forms in conversation.
D. Controlled practice — Match the lines (12 min)
Students complete worksheet Part C (match Column A with Column B). Answers in the Answer key.
Then students cover Column A and reconstruct from B.
E. Reading micro-text (12 min)
Students read worksheet Part D and answer the three questions. Check with answer key.
F. Freer speaking — “Quote clinic” (18 min)
- Each pair chooses one quote from the match activity.
- They prepare: (a) modern meaning, (b) a real-life situation when they could use the modern paraphrase, (c) one polite disagreement line, e.g. “I’m not sure I agree — …”.
- Pairs present to another pair (3–4 minutes). Listeners ask one question.
Monitor: note good language + 2–3 reformulations for delayed feedback.
Extra prompts (if pairs finish early):
- When did you last need to break the ice?
- Describe a time you were in a pickle.
- Who do you know with a heart of gold? Why?
G. Short writing (10 min)
Prompt (worksheet Part E): Choose one Shakespeare-related phrase. Write 4–5 sentences: what it meant then / what you say now / when you would use it.
Peer check: swap papers, underline one clear sentence and one question for the writer.
H. Feedback & cool-down (5 min)
- Board 3 strong sentences from monitoring.
- Exit ticket: one new phrase + one modern sentence.
6. Differentiation
- Stronger: add a 60-second monologue: “Should schools teach Shakespeare in English class? Why / why not?”
- Weaker: give half the paraphrases already filled; focus on 6 items only.
- Teens: replace writing with a 6-frame comic of one idiom.
- Adults: link idioms to work situations (meetings, travel, customer service).
7. Homework (optional)
- Find one Shakespeare quote online (any play) and write a modern paraphrase in 2 sentences.
- Record a 45-second voice note using two target phrases in a daily-life story.
- Read the centre’s free guide: Шекспір і його англійська.
8. Assessment checklist (teacher)
- ☐ Student explains at least 6 items correctly
- ☐ Student uses 2+ target phrases in speaking
- ☐ Student produces a coherent 4–5 sentence written sample
- ☐ Student self-corrects “wherefore ≠ where” if prompted
ЯЦ «Шекспір» · Express version
45-minute cut-down
Same aims, tighter timing — for short slots or demo lessons
| Stage | Time | Keep |
|---|---|---|
| Warm-up (pair ideas) | 5 min | Board prompts only |
| Lead-in dialogue + CQ | 6 min | wherefore = why |
| Vocab (6 items) | 10 min | wherefore, break the ice, in a pickle, heart of gold, wild-goose chase, all that glisters… |
| Match (5 items) | 8 min | Worksheet Part C |
| Speaking “Quote clinic” | 12 min | Skip writing; oral only |
| Exit ticket | 4 min | 1 phrase + 1 sentence |
Skip in express mode: full reading text discussion (or set as homework), long writing, extended differentiation tasks.
ЯЦ «Шекспір» · Student worksheet · Free
Worksheet: Meet Shakespeare’s English
Name: ______________________ Date: ______________ Level: B1–B2
Part A — Dialogue
Read with a partner. Underline the word that means why.
A: I tried to read Romeo and Juliet. It looks impossible.
B: Same. “Wherefore art thou Romeo?” — I thought it meant “Where are you?”
A: Doesn’t it?
B: Actually, wherefore means why. Juliet is asking why he has to be Romeo — from that family.
A: Oh! So it’s not about location at all.
Part B — My ★ phrases
Choose 3 phrases from the lesson. Write a modern sentence for each.
| # | Phrase | My modern sentence |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 |
Part C — Match the lines
Write the letter of the modern paraphrase next to each line.
| A. Line | Your answer | B. Modern paraphrase |
|---|---|---|
| 1. Wherefore art thou Romeo? | ____ | a. Appearances can deceive. |
| 2. To be or not to be… | ____ | b. Why must you be Romeo? |
| 3. All that glisters is not gold. | ____ | c. This is a hard life-or-death choice. |
| 4. Let’s break the ice. | ____ | d. Let’s start talking in a friendly way. |
| 5. I’m in a pickle. | ____ | e. I’m in a difficult situation. |
Part D — Reading
William Shakespeare wrote plays in Early Modern English — closer to our English than Old English, but still full of words we rarely use today. Theatre audiences in London heard stories about love, power, jealousy and courage. Many everyday idioms later connected with Shakespeare’s world: a kind person may have a heart of gold; a useless search can feel like a wild-goose chase; and starting a conversation can break the ice.
You do not need to read every play to enjoy this language. Start with short quotes, modern translations, and speaking tasks. That way Shakespeare becomes a tool for richer English — not a wall.
- Is Shakespeare’s language the same as Old English? ________________________________
- Name two topics of his plays from the text: ________________ / ________________
- What is a good way for learners to start with Shakespeare? ________________________
Part E — Writing
Choose one phrase. Write 4–5 sentences: then / now / when you would use it.
Part F — Speaking cards (pair work)
- When did you last need to break the ice?
- Describe a time you were in a pickle.
- Who do you know with a heart of gold?
- Tell about a wild-goose chase at school, work, or travel.
ЯЦ «Шекспір» · Teacher · Answer key
Answer key
Do not hand this page to students
Part C — Match
1 → b · 2 → c · 3 → a · 4 → d · 5 → e
Part D — Reading
- No — Early Modern English (closer to today’s English than Old English).
- Any two of: love, power, jealousy, courage.
- Short quotes, modern translations, and speaking tasks (not reading every play first).
Concept check
Wherefore ≠ where. Wherefore = why.