Shakespeare for kids – Lesson Plans

English Language Day – 23 April

World English Day on 23 April.

World English Day on 23 April is William Shakespeare’s birthday. See our list of resources below to help you introduce Shakespeare into your primary English language classroom.

Resources for the primary classroom

See the lesson plans below for you to use in the classroom with primary learners. Click or tap on the title of each lesson plan to go to the materials.

William Shakespeare for kids

In this lesson plan, learners will be introduced to the life of William Shakespeare and some of his achievements through a short animated video.

Twelfth Night for kids

In this lesson plan, learners will be introduced to the Shakespeare play Twelfth Night through a short animated video. They will watch the video and complete comprehension activities, and then will be guided to think about and discuss the idea of ‘disguise’ from the play. Finally learners will develop their creative writing skills by imagining and writing about disguising themselves as someone for the day.

Romeo and Juliet for kids

In this lesson plan, learners will be introduced to the Shakespeare play Romeo and Juliet through a short animated video. They will watch the video and complete comprehension activities, and then will be guided to think about and discuss the idea of ‘family feuds’ from the play. Finally learners will develop their speaking skills by role playing a situation where two friends have done something mean to each other.

Much Ado About Nothing for kids

In this lesson plan, learners will be introduced to the Shakespeare play Much Ado About Nothing through a short animated video. They will watch the video and complete comprehension activities, and then will be guided to think about and discuss the idea of ‘deception’ from the play. Finally learners will develop their speaking and writing skills by surveying their classmates about the most important qualities in a friend.

Macbeth for kids

In this lesson plan, learners will be introduced to the Shakespeare play Macbeth through a short animated video. They will watch the video and complete comprehension activities, and then will be guided to think about and discuss the idea of ‘ambition’ from the play. Finally learners will develop their writing skills by thinking and writing about what job they would like to have when they grow up.

Hamlet for kids

In this lesson plan, learners will be introduced to the Shakespeare play Hamlet through a short animated video. They will watch the video and complete comprehension activities, and then will be guided to think about and discuss the ideas of ‘revenge’ and ‘confusion’ from the play. Finally learners will develop their creative writing skills by planning and writing a ghost story.

A Midsummer Night’s Dream for kids

In this lesson plan, learners will be introduced to the Shakespeare play A Midsummer Night’s Dream through a short animated video. They will complete comprehension activities and then think about and discuss the ideas of ‘dreams’ and ‘magic’ from the play, with the teacher’s guidance. Finally learners will develop their creative writing skills by imagining and writing about either a magical dream or a magic potion or spell.

Source: https://www.teachingenglish.org.uk/news-and-events/top-stories/english-language-day-23-april

As Novas Palavras Criadas em Inglês na Atualidade

Cat café’ and other words added to OxfordDictionaries.com

NBD, but are you ready to fangirl over our dictionary update? Abso-bloody-lutely. We’ve got some awesomesauce new words – no, rly – that will inform and entertain whether you’re hangry or it’s already wine o’clock. Mic drop.

Mic drops, awesomesauce, manspreading, and more

Let’s pick that mic up again and check out some of the words that have been added to OxfordDictionaries.com in the world of informal language. The mic drop in question can be a literal ‘instance of deliberately dropping or tossing aside one’s microphone at the end of a performance or speech one considers to have been particularly impressive’, but it’s more likely to be figurative – or an exclamation to emphasize a particularly impressive point: Nuff said. Mic drop.

Mic drop has been added to OxfordDictionaries.com

If you want to describe something as excellent, you can use awesomesauce; on the other side of the coin, anything of a poor or disappointing standard is weak sauce. Weak sauce came first, and has a more comprehensible origin as a metaphor; an inadequate sauce would certainly let down an otherwise decent meal. Though awesomesauce clearly comes from the words awesome and sauce, the former is currently beating the latter in the Oxford English Corpus and Oxford Twitter Corpus.

Why say banter (‘playfully teasing or mocking remarks exchanged with another person or group’) when you can save a syllable with bants? (Be careful where you use it, though; the term might be recognized in the UK, but is likely to get bemused looks elsewhere.) And, speaking of brevity, the initialism NBDcan take the place of no big deal, while rly is handy textspeak for really. SJW stands for social justice warrior, which is also added in this update. It’s ‘a person who expresses or promotes socially progressive views’, but the word is used derogatively, usually by those who do not share these views.

You may remember mansplain from last year’s update. It’s now joined by the noun manspreading: ‘the practice whereby a man, especially one travelling on public transport, adopts a sitting position with his legs wide apart, in such a way as to encroach on an adjacent seat or seats’. If you’re a gentleman reading this on the bus … can we suggest you arrange your legs considerately? Rly.

Manic pixie dream girl has been added from the world of film criticism: find out more in our video post.

Other informal terms in this update include brain fart, bitch face, bruh, butthurt, fur baby, MacGyver, mkay, rando, and swole.

Mx, Grexit, and other words in the news

Among the additions in the August update, there are those that relate to recent news and events. The blends Brexit (British/Britain + exit) and Grexit (Greek/Greece + exit) were coined in 2012, relating to potential departures of the United Kingdom from the European Union and Greece from the eurozone (those countries which use the euro as their national currency).

Mx has been added to OxfordDictionaries.com

The honorific Mx has also been added to OxfordDictionaries.com. It’s used (in the same way as Mr, Miss, Mrs, Ms etc.) before a person’s surname or full name as a gender-neutral title. Katherine Martin, Head of US Dictionaries, recently spoke with the New York Times about the rising popularity of the term, which is first found in the late 1970s and has gained significant traction since.

Hangry?

Some fanciful words relating to food and drink are also included in the August update. Beer o’clock and wine o’clock are humorous terms for the (supposedly) appropriate times of day for having your first glass of either drink. You might need to start the meal earlier if you’re feeling hangry: a blend of hungry and angry, meaning ‘bad-tempered or irritable as a result of hunger’. Anything snackable will come in handy.

Hangry has been added to OxfordDictionaries.com

English often forms new words using existing suffixes, and the realm of food and drink shows several such innovations. From the –y ending comes cheffy (relating to, or characteristic of, a chef) and melty (melting or partially melted); from the –ery ending, we get cidery (a place where cider is made) and cupcakery (a bakery that specializes in cupcakes). The latter is a venue where you’re unlikely to have the option of cakeage, which is ‘a charge made by a restaurant for serving a cake that they have not supplied themselves’, and another word created by the inclusion of a common suffix. The word is modelled on the pattern of corkage, where the same rule applies to wine. And if you can’t bring yourself to have the finest things in life separately, there is now the option of a cat café, where café patrons can eat while surrounded by feline friends.

Cat café has been added to OxfordDictionaries.com

Edible additions to OxfordDictionaries.comfrom Australian English include Anzac biscuit, barmaid’s blush (typically red wine mixed with lemonade or beer mixed with raspberry cordial), battered sav (battered saveloy sausage), and lolly cake (a cake containing sweets, known generically as lollies in Australian and New Zealand English).

Gaming and the Internet

Whether you’re a Redditor, a YouTuber, or more used to handling physical meeples(playing pieces in certain board games), this update has terms that’ll come in handy. Some don’t show the finer side of the human character: rage-quit is a verb meaning to ‘angrily abandon an activity or pursuit that has become frustrating’, and is especially used in relation to video games.

Rage-quit has been added to OxfordDictionaries.com

One reason you might rage-quit is because you are being pwned: that is, utterly defeated by an opponent. This informal term is used more often in video gaming, and supposedly resulted from a common mistyping of own with this sense, as a result of the proximity of p and o on a computer keyboard. Along with pwn comes pwnage(and ownage), being ‘the action or fact of utterly defeating an opponent or rival’.

A Redditor is a registered user of the website Reddit; the word is formed on the pattern of editor, and the site relies upon user-submitted content, posted in subreddits(forums dedicated to specific topics). Users might well post content that they consider glanceable, shareable, and even snackable – which can refer to online content designed to be read or viewed quickly, as well as to food.

Other additions from the sphere of technology and the Internet include spear phishing (‘the fraudulent practice of sending emails ostensibly from a known or trusted sender in order to induce targeted individuals to reveal confidential information’), and blockchain (‘a digital ledger in which transactions made in bitcoin or another cryptocurrency are recorded chronologically and publicly’). Nor are mobile phones left out: butt-dial and pocket-dialhave been added, denoting that awkward moment when you dial someone’s number by mistake while your phone is in your pocket.

Por quê eu não consigo aprender Inglês?

Muitas alunos me perguntam por que têm tanta dificuldade em aprender inglês. Eu sempre respondo que, a professora é só um dos meios de aprendizagem. Se não houver engajamento do aluno em estudar, ler, escutar músicas, assistir séries, conversar com nativos, esse aprendizado será mais difícil.

Segue um texto com excelente explicação sobre esse tema. Não deixem de ler.

A lista abaixo resume como o envolvimento com o idioma pode ser observado. Lembre-se de que os alunos também podem se engajar em maneiras que não são observáveis e, inversamente, podem fingir estar engajados para satisfazer o professor.

Critérios para identificar o envolvimento com a linguagem (EWL) (Svalberg, 2012: 378, adaptado de Svalberg 2009: 247)

Cognitivo

Quão alerta é o aluno?

O aluno parece enérgico ou letárgico?

Ele parece notar os recursos de linguagem / interação?

Como focado?

A atenção do aluno está na linguagem (como objeto ou meio) ou não?

A mente do aprendiz parece vagar?

Quão reflexivo? Quão crítico / analítico?

O raciocínio do aprendiz é indutivo ou baseado em memória / imitação?

O aluno percebe e reflete ou simplesmente reage?

Com relação à língua-alvo, o aluno compara, faz perguntas, infere / tira conclusões?

Afetivo

Quão disposto é o aluno a se envolver com a linguagem?

O aluno é retirado ou ansioso para participar?

Quão proposital?

O aluno parece entediado ou não focado na tarefa, ou estar focado?

Quão autônomo?

O comportamento do aluno é dependente ou independente?

Social

Como interativo

Interage, verbalmente ou de outra forma, com os outros para aprender?

Como apoiar os outros?

por exemplo. por comportamentos verbais ou outros?

O aluno se envolve em negociação e andaimes?

Líder ou seguidor?

As interações do aluno são reativas ou iniciadas?

© Universidade de Leicester

How engagement with language might be observed

The list below summarizes how engagement with language might be observed. Remember that learners may also engage in ways that are not observable, and conversely they can pretend to be engaged in order to satisfy the teacher.

Criteria for identifying engagement with language (EWL) (Svalberg, 2012: 378, adapted from Svalberg 2009: 247)

Cognitive

How alert is the learner?

  • Does the learner seem energetic or lethargic?
  • Does he or she seem to notice language/interaction features?

How focused?

  • Is the learner’s attention on the language (as object or medium) or not?
  • Does the learner’s mind seem to wander?

How reflective?; How critical/analytical?

  • Is the learner’s reasoning inductive or memory/imitation based?
  • Does the learner notice and reflect, or simply react?
  • With regard to the target language, does the learner compare, ask questions, infer/ draw conclusions?

Affective

How willing is the learner to engage with language?

  • Is the learner withdrawn or eager to participate?

How purposeful?

  • Does the learner seem bored or not focused on the task, or to be focused?

How autonomous?

Is the learner’s behaviour dependent or independent?

Social

How interactive

  • Does he or she interact, verbally or otherwise, with others to learn?

How supportive of others?

  • e.g. by verbal or other behaviours?
  • Does the learner engage in negotiation and scaffolding?

Leader or follower?

  • Are the learner’s interactions reactive or initiating?

O Poder dos Testes

Vivemos em um mundo onde as pessoas têm opiniões diferentes sobre a sociedade. Isto é especialmente verdadeiro quando se trata de entender onde está o poder e quem o exerce.

Leia os dois extratos seguintes dos livros que abordam a questão do uso social e político dos testes de linguagem.

Extrato 1. De Elana Shohamy (2000). O poder dos testes. Longman: Harlow, pp. 15-17.

“Os usos dos resultados dos testes têm efeitos prejudiciais para os participantes, já que tais usos podem criar vencedores e perdedores, sucessos e fracassos, rejeições e aceitações. As pontuações dos testes são muitas vezes os únicos indicadores para colocar pessoas em níveis de classe, para conceder certificados e prêmios, para determinar se uma pessoa será autorizada a continuar em estudos futuros, para decidir sobre uma profissão, para participar de aulas de educação especial, para participar de honra. aulas, para ser aceito no ensino superior e para obter empregos … Os testes são usados como um método de impor certos comportamentos sobre aqueles que estão sujeitos a eles. Os testes são capazes de ditar aos participantes o que eles precisam saber, o que aprenderão e o que aprenderão. Os candidatos estão dispostos a fazê-lo, a fim de maximizar suas pontuações, tendo em conta os efeitos prejudiciais que os resultados podem ter sobre suas vidas ”

Extrato 2: Glenn Fulcher (2015). Reexaminar os testes de linguagem: uma pesquisa filosófica e social. Londres e Nova York: Routledge, p. 155.

“Embora testes e avaliações pressupor desigualdade, é uma desigualdade de resultados, não de oportunidades. Kariya e Dore (2006) fazem uma distinção entre os ‘igualitaristas comunais’ revolucionários que distribuem a renda, o prestígio e o poder igualmente entre todos os membros da sociedade, e ‘igualitaristas meritocráticos que estão interessados principalmente na igualdade de oportunidades para competir por resultados que possam ser Embora o qualificador “vastamente” possa ser questionável em uma democracia moderna, é o que hoje chamamos de igualitarismo meritocrático que motivou a compreensão vitoriana da igualdade. Significava a remoção do privilégio, a provisão de tal educação que levaria ao sufrágio universal e oportunidade para todos na sala de exame, sujeita ao impacto inevitável do background socioeconômico (como a capacidade de pagar por aulas particulares). Em suma, essas foram as características críticas de uma sociedade democrática, e o teste é uma parte essencial do mecanismo que faz com que funcione. ”(Fulcher, 2015, p. 155).

In English

The power of tests

We live in a world where people hold different views about society. This is especially true when it comes to understanding where power lies and who exercises it.

Read the following two extracts from books that address the question of the social and political use of language tests.

Extract 1. From Elana Shohamy (2000). The Power of Tests. Longman: Harlow, pp. 15 – 17.

“The uses of test results have detrimental effects for test takers since such uses can create winners and losers, successes and failures, rejections and acceptances. Test scores are often the sole indicators for placing people in class levels, for granting certificates and prizes, for determing whether a person will be allowed to continue in future studies, for deciding on a profession, for entering special education classes, for participating in honour classes, for getting accepted into higher education and for obtaining jobs….Tests are used as a method of imposing certain behaviours on those who are subject to them. Tests are capable of dictating to test takers what they need to know, what they will learn and what they will be taught. Test takers are willing to do so in order to maximize their scores, given the detrimental effects the results may have on their lives”

Extract 2: Glenn Fulcher (2015). Re-examining Language Testing: A Philosophical and Social Inquiry. London & New York: Routledge, p. 155.

“Although testing and assessment presupposes inequality, it is an inequality of outcomes, not of opportunities. Kariya and Dore (2006) make a distinction between the revolutionary ‘communal egalitarians’ who would distribute income, prestige and power equally among all members of society, and ‘meritocratic egalitarians who are interested primarily in equality of opportunity to compete for outcomes that may be vastly unequal.’ While the qualifier ‘vastly’ may be objectionable in a modern democracy, it is nevertheless what we now call meritocratic egalitarianism that motivated the Victorian understanding of equality. It meant the removal of privilege, the provision of such education as would lead to universal suffrage and opportunity for all in the examination hall, subject to the inevitable impact of socioeconomic background (such as the ability to pay for private tuition). In short, these were the critical features of a democratic society, and testing is an essential part of the mechanism that makes it work.” (Fulcher, 2015, p. 155).

What to consider when planning courses

This is part of a lesson from British Council which I am attending at the moment. A great course for ELT teachers.

It’s important for any to have an overview and scheme of work for the whole course. Otherwise, you’ll end up working from day to day, and it’ll be hard to see whether you’re covering everything that needs to be covered.

What do you need to consider when planning your course? First of all, there are lots of ‘external’ factors. You’ll definitely need to think about the syllabus and the end of course exam, if there is one. You may have a textbook which you have to use. Last but not least, there are the learners; you need to consider their needs, interests and motivations.

There will certainly need to be variety, both in terms of topic and in terms of language skills. For example, across the course is there enough listening, writing, vocabulary input overall? Are the lessons too heavily biased towards grammar? In short, you have to think carefully about these two questions:

  1. What will I teach?
  2. In what order will I teach these items?

You might then go on to include the resources and materials you will use, for example coursebook pages or additional materials.

Now we’d like to hear your ideas on course planning:

  • What do you need to consider when planning your courses?
  • How do you approach course planning?

Watch the full article at

https://www.futurelearn.com/courses/english-language-teaching/1/steps/45544