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

2. Students are going to read about the most famous writer in literature in English: Ask them what they think of when they hear the name, William Shakespeare. Or if they have ever heard the name Shakespeare before.

3. This is a reading comprehension activity so help your students with vocabulary and some possible explanations about the events in the text.

4. Distribute the worksheet and ask students to read his biography individually, not his epitaph

5. Help with vocabulary as needed and ask students to underline key sentences in his biography.

6. Talk about what an epitaph is and read together what was written for Shakespeare.

7. Ask students to work in pairs and answer the comprehension questions about Shakespeare.

8. Talk about the answers and have a class discussion on this great author.

9.  Ask students what tense is most likely to be used when telling stories (past tense) and how important it is to be able to give the narration of events the accurate effect with well-used tenses.

10. Distribute the worksheet and review what an irregular verb is. Do not take long in this review, the objective is that students are able to recognize them in context rather than memorizing definitions.

11. Ask students to work individually and read and complete the sentences in order to complete the crossword puzzle.

12. Set a time limit, a short one, and when time is up, ask students to work in pairs and finish and complete the puzzle.

13. Ask students to exchange their puzzles with other pairs until the find a pair that has completed the puzzle correctly.

1. Download the file suggested in the MED and make copies for students. It is the same play script and some of the pages will be used for students to identify parts in a script. The text is a bit difficult for students to read so help with general understanding, paraphrasing and guide them through it nut do not spend time working with is as a reading comprehension test.

2. Make copies of the first two pages of the script and distribute them.

3. You may prepare in advance some general information about the author and /or discuss with students the importance of Greek culture in different areas, the Arts included, and the impact of Greek theater in the history of the world.

4. Distribute the worksheet and ask students to work in pairs.

5. Ask students to find the following information, 

a) the title of the play

b) the author

c) the characters

d) stage directions

e) Who is Apollo?

f) What is ‘Death’ doing in the play?

6. Help students thought the text, offer help as needed

7.Ask students to get into groups of 3 and check their answers.T he, have a class discussion about these first two pages of the play.

8. Continue working with the same play and distribute copies of pages 5 and 6.

9. Ask students to work in pairs and ask them to identify the characters on these two pages and find key lines in the dialogues.

10. Remind students they do not need to understand every single word in the dialogues but get a general idea.

11. Invite students to share the main ideas they found in the dialogues so you can have a class discussion.

12. If time allows, talk about the ‘chorus’ and ‘semi-chorus’ in the play or leave that as homework to check the next class. However, ask students to identify the main ideas and some details in this part of the scene.

1. Have the beam projector ready to show the activity suggested in the MED section and download the file for the second activity of the session to make copies for students.

2. Ask students who wrote “Romeo and Juliet” and if they know what it is about. Take this as a cultural opportunity to learn more about Great Britain and the relevance of this masteríece in the history of Literature.

3.If students don't know anything about the play, give them the basic information, a masterpiece, written by Shakespeare, etc.

4.  Project the text and draw students’ attention to the left column and point at ‘original text’. Comment with students that this play was written between 1591 and 1596. Some registers say it was published in 1595 so they type of English spoken and written was very different and has evolved into what they know now.

6. Ask students to identify the characters and read the first two lines. Wait for reactions.

7. Move to the right column and read the exact same lines, can students understand now?

8. Continue reading the scene and have volunteers read the ‘modern text’ equivalent. Then, ask students to read the 'original text' line and then have somebody else read the modern interpretation until the scene has been completed.

9. DIscuss with students this 'love story' written a drama and ask students what makes 'drama' a 'drama'.

10. Ask comprehension questions about the scene to understand the general sense and details.

11. Ask students to identify words and expressions used in those times.

12. Ask students how many terms related to theater and drama they remember.  List them on the board.

13. Distribute the worksheet and ask students to work in pairs.

14. Tell students they are going to divide the words into two groups, one for student A and one for student B. Students will decide which words in which groups but they both must have the same number of words.

15. Set a time limit and when time is up, ask student A to find a student B and see if they both were looking for the same words or different ones. Then, complete their word search.

16. Help with vocabulary and put the words into different groups for easy reference.