1. Download the files suggested in the MED section and make copies for students.

2. . Distribute the worksheet and ask students to find the title of the play (Peter Pan). Talk about the play, book, movie, and the characters who are listed on the worksheet as well.

4. Ask students to name the parts of a play script and drive them to notice these parts are not in the correct order so they need to work on the correct one.

5. Monitor the activity and help as needed.

6. Check answers with the class by having them read the names of the sections in the script in the correct order.

7. Ask students to read the scene in groups, two students read the dialog and another student reads the list of characters and narrates the scene.

8. Encourage students to read as fluently as possible.

9. Ask students to switch roles until the three members have read the different parts.

10. Tell students they are going to practice the parts of a play with another play, a classic example "Romeo and Juliet".

11.. Distribute the worksheet and ask students to work individually.

12. Draw students' attention towards the box with 8 parts and ask them to match the examples to their names.

13. Ask students to check their answers in pairs.

14. Confirm answers with the whole class by giving the number and having the class say what part that is.

15. Invite students to read the dialogue in pairs and discuss cultural information with students such as type of English, the time when this play was written, by whom, etc.

1. Download the files suggested in the MED section and make copies for students.

2. Distribute the worksheet and discuss what the connection between plays and emotions is.

3. Ask students what types of emotions they think different genres can project in the audience.

4. Ask students to read the list of definitions of emotions (1-7)and help with vocabulary if needed. Make sure that students understand the definitions given.

5. Ask them to match the description of the emotions to their names on the right.

6. Discuss the answers with students by asking questions, what's____? when somebody feels or experiences this.... we're talking about what feeling?,etc

7. Continue with exercise II where students have to label the emotions to the pictures.

8. Ask students what actors they think can and which ones cannot project feelings and emotions easily, on Tv for example, or in movies. If students have had the opportunity to go to the theater and see a play, invite them to share their experiences.

10. Ask students what stage directions are and why they are necessary for actors in a play.

11. Distribute the worksheet and ask students to read the list of purposes of stage directions on the left.

12. Help with vocabulary as needed and ask students to match the purpose with the examples and check answers with the class.

13. Clarify any doubts and make sure students understand the purpose and the example.

14.Continue with exercise II where students have to complete the stage directions with the correct word from the box.

15. Choose students at random to read their sentences and ask the rest of the class to help with corrections where necessary.

1. Download the files suggested in the MED section and make copies for students.

2. Tell students they are going to practice identifying the play script parts.

3. Brainstorm how a play script should look like, which parts it has and why.

4. Tell the class they are going to work with another play script to gain practice in identifying its parts.

5.Distribute the worksheet and ask students to work individually.

6. Ask students to read the text and label each part of the script using the words in the boxes at the bottom of the page.

7. Invite students to check their answers in pairs and correct each other if necessary.

8. Ask students to read the text in pairs and ask a third student to read the stage directions. Then, switch roles and practice until the three students have played three different roles.

9. In pairs, too, ask students to complete the worksheet by writing 2 different directions to go with the sample reading.

10. Choose students at random to read their stage directions and have the class make comments about them.

11. As part of the practice identifying elements in drama, in literature, students now are going to identify fiction vs. non-fiction.

12. Ask students what type of books they like and discuss why.

13. Distribute the worksheet and ask students to read the definition of fiction and non-fiction.

14. Ask students to read the book descriptions (1-3) and classify them under ‘fiction or non-fiction’, then, underline the evidence.

15. Ask students to work in groups of three and compare their answers.

16. Have a class discussion about the book descriptions and they type of book they are.