Download UNIT 7 LET`S GO TO THE THEATRE

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UNIT 7 LET’S GO TO THE THEATRE
LESSON 1 WHAT’S ON?
Communication objectives
Pp will be able
 to understand information on a theatre
ticket
 to choose a play from theatre ads and
justify their choice
 to book theatre tickets
Educational objective
Pp will
 try acting out different characters
Vocabulary
New
Active: row, seat, to be on
Passive: mermaid, Welsh
Revision: Ancient Greece
Structures
Revision: Let’s and would like for inviting,
Can I have for requests, Here you are, You’re
welcome.
Skills development
Pp will practise
 reading for gist and for detail
 listening for specific information
 inviting and accepting / refusing an
invitation politely
Materials: comedy and tragedy paper masks; copies of theatre tickets (see Photocopiable
materials p. XXX)
Warm-up
Ask Pp about the part that theatre plays in their lives: if they ever go there, how often, if they
like acting, what theatre they have been to, if they belong to a drama club, etc. Explain that in
this lesson they are going to learn some eciting things about theatre.
1a Class, pairs. To practise inviting to the theatre.
Tell Pp to read the conversation and intorduce the phrases. Practise saying them and ask Pp to
learn them.
1b Pairs, class. To practise acting out characters of comedy and tragedy.
a) Ask Pp to look at the masks and elicit what feelings they show. Tell Pp a few facts from
the history of comedy and tragedy masks (see WB).
b) Distrubute the masks and tell Pp that they are going to practise acting out sad an happy
characters. Explain that to make a character look happy it is more important how you say
the words, not just what words you say. Demonstrate this using some phrase, e.g. Good
morning.
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c) As a technique suggest that while acting a happy character Pp remember an event from
their life when they felt really happy, e.g they were given a nice present, they got a five for
their test, etc.
d) Invite Pp to put on a comedy mask and act out the dialogue in Ex. 1a.
e) Then ask them to remember an event from their life when they felt really sad, e.g. they lost
something, they broke something, their dog ran away, etc. Tell them to remember their
feelings and ask them to act out the same dialogue as if it were a tragedy.
f) Ask one P in each pair to “wear” a comedy mask and the other a tragedy one and act out
the dialogue again. Invite a pair of volunteers to perform the dialogue while wearing paper
masks.
2a Individual, class. To practise reading for gist and for detail.
a) Ask Pp to read an internet site about what’s on at the theatre and choose a play to see.
b) Elicit the name of the best play for each child and ask Pp to explain why they think the
children will like it.
Key:
1 Max would like to see The Bear that wasn’t there.
2 Jane would like to see Howell and the Mermaid.
3 Aigul would like to see Midas the King.
4 Thomas would like to see Punch and Judy.
5 Dima would like to see A Robot Father.
2b Class, pairs. To practise inviting and accepting / refusing an invitation politely.
a) Ask Pp if they would like to see a play from the list (name a play) and elicit yes / no
answers. Practise saying I’d love to and No, thanks.
b) Ask Pp why they would / wouldn’t like to see that play.
c) Ask Pp to choose a play they want to see and to invite their partner to see the play
together. Drill saying Would you like to see …? cueing Pp with the names of different
plays.
3a Individual, class To practise interpreting information on a theatre ticket.
a) Tell Pp that once they have chosen a play to see the next thing to do is to buy tickets.
b) Tell Pp that now they are at the box-office. Focus their attention on the plan of the theatre,
look at the ticket and find the seat on the plan. Ask if they think it is a good seat.
c) Tell PP to look at the ticket and complete the dialogue.
Suggestion:
With a weaker class before completing the dialogue you might want to ask the following
questions:
a) What is the name of the show?
b) What time does it start?
c) What is the name of the theatre?
d) What date is the show on?
e) Where is the seat?
f) What is the seat number?
g) How much is the ticket?
3b [Cassette icon] Individual, class. To practise listening for specific information.
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a) Tell Pp to listen to the conversation and check their answers. Play the cassette. Check with
the whole class.
b) Practise saying the most difficult words and phrases.
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Tapescript
Can I have two tickets for A Robot Father?
Max:
Clerk: Sure. What time?
At 2 o’clock.
Max:
Clerk: Let me see. Is row 7 OK?
Yes, that’s fine. Somewhere in the middle please.
Max:
Clerk: Here you are. That’s 10 poinds please.
Thank you.
Max:
Clerk: You’re welcome.
Key: 1 A Robot father
2 two o’clock
3 seven
4 ten
3c Pairs. To practise buying theatre tickets.
a) Tell Pp that they are going to role play selling and buying tickets.
b) Divide the class into A’s and B’s, put them to pairs and hand out tickets.
c) Ask Pp to find their role cards, read task 1 in the corresponding card and start playing.
Pupil A talks to Pupil B, completes the ticket and gives it to Pupil B. Walk around,
monitor and help if necessary.
d) When Pp have finished step (c), tell them to read task 2 and follow the same procedure as
in step (c).
Suggestion:
With a stronger class you might want to encourage Pp being more creative by acting out
characters that are in the following situations:
1 you are in a hurry
2 you’ve got a bad cold
3 you are in a good / bad mood, etc
4 Homework. To provide written consolidation and to personalise the language of the
lesson.
Discuss with Pp what theatres there are in their area and how to find out what is on at the
local theatres. Elicit the names of newspapers, magazines or internet sites where they can find
this information. Encourage Pp to read the instruction and the example and make sure that
they understand everything.
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UNIT 7 LET’S PLAY THEATRE!
LESSON 2 THE BEAR THAT WASN’T THERE
Communication objectives
Pp will be able to
 cheer up a scared person
 talk about their fears
Educational objective
Pp will
 learn some facts about the scouting
movement
 become aware of the play as a text type
Vocabulary
New:
Active: careful, character, scout, deep in the
forest, safe, silly, stars, vegetarian, watch out
for
Passive: character, playwright, scene, title
Revision: be scared of, fire, forest, moon,
sleeping bag, stars
Structures
Revision: imperatives
Skills development
Pp will practise
 rhythm and intonation in chants
 listening for gist
 reading for gist
 talking about fears
Materials: old newspapers or large (50X60) squares of paper to make hats
 a mask of a bear
Note: Starting with this lesson and in the next three lessons that follow there are drama tips
next to the activity where Pp are asked to act out the play. Before Pp act out the play of the
lesson, draw their attention to the tips in the box and read them out. Translate if necessary. Do
the same in the next three lessons.
Warm-up
a) Tell Pp that in the next four lessons they are going to act in four different plays. By doing
this they will learn a few things about acting. Tell Pp that every time before rehearsing the
play actors have a warm-up to help them to understand their characters better.
Background information for the teacher
Nowadays actor is used for both males and females.
b) Tell Pp that the first play is going to be about scouts and a bear. Ask Pp what they know
about scouts. Elicit answers / provide the information yourself (See WB).
Background information for the teacher
In the past boys were boyscouts and girls were girl guides but nowadays both boys and girls
are called scouts. So the word boyscout is not quite right.
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c) Tell them that today they are going camping deep in the forest, together with a group of
scouts. Ask Pp if they are scared. Deep in the forest they can meet wild animals: snakes,
wolves or bears.
d) Tell Pp that scouts wear a uniform and they wear a special hat when they go camping in
the country. Suggest making such hats from newspapers. Tell Pp to clear their desks and
give out old newspapers. Follow the instructions given below. Make a hat for yourself and
while making it ask Pp to do what you are doing. Then let them make hats for themselves.
Talk through each stage carefully, showing and repeating the instructions as many times as
necessary.
[A/w TB: Pictures with instructions under them on how to make a paper hat. A copy of the page from
Drama with children by S. Phillips (OUP, 1999, p. 63) is provided. // Небольшие картинки,
иллюстрирующие изготовление бумажной шапки для скаутов. Образец прилагается автором. ]
1 Fold the square in half. Open it out again. This marks
the centre of the square. Then fold the square in half
the other way.
2 Fold the sides to the middle.
3 Put your index finger into corner X. Pull fold A over
and down to meet fold B.
4 You should end up with a ‘house shape’.
5 Do the same on the other side.
6 Fold the flaps to the back.
7 Fold the corners to the middle (in front and behind).
8 Fold the triangle.
9 Open out the hat
1a, 1b Pairs, class. To personalise the topic of the lesson.
a) Tell Pp to read the questions and allow a minute to discuss them in pairs. Elicit the
answers. You are most likely to get ‘no’ answers.
e) Ask Pp to answer the same questions again but pretend they are feeling scared. Don’t be
afraid to demonstrate fear yourself by using appropriate facial expressions and body
language. Ask Pp to act out fear. Point to those Pp who are good at it and comment on
their body language. Ask Pp to remember a situation when they were really scared. Ask
them to remember what they had been doing before they got frightened. Suggest Pp stand
up and act out the following sketch: You are walking in the forest alone. You hear the
leaves rustling as you walk and birds singing. You are not scared of anything. But it’s
getting darker and darker and there’s no moon or stars, only dark-dark clouds in the sky.
Now it’s very dark and you can’t see anything. You continue walking but you stumble and
fall down into a hole. You fall onto something warm and you understand it is an animal.
You scream, “What’s that?”
1c Class, pairs. To practise talking about fears and comforting a scared person.
While doing this activity Pp will develop a kind of sketch. This will help them to prepare for
performing the play at the end of the lesson.
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a) Tell Pp, Don’t be scared! Don’t be silly!There’s no reason to be scared. There are no
snakes here. There are no bears here.
b) Practise saying these lines with the whole class and tell Pp to comfort their partner
working in pairs. Suggest patting their partner on the shoulder or holding their hand while
trying to comfort them.
2a Class. To paractise listening for gist.
a) Tell Pp to loosk throught the pictures and elicit what they can see there to make sure that
they know the necessay vocabulary. E.g. What are these children? Where are they? What
do they look like? Who’s that man? What is he saying to the scouts, etc. Make sure that Pp
know such words as forest, bear, fire, sleeping bags.
b) Play the tape and ask Pp to give the right order of the pictures.
Tapescript:
Scene 1
1
Leader
5
Scout One
Scout Two
Chorus
10
Leader
15
Scout One
Chorus
20
Leader
Scout Two
Chorus
25
Leader
Scout One
Leader
30
Chorus
Scene 2
35 Leader
Deep in the forest,
away from home.
Isn’t it fine?
I’m scared.
Me, too.
We’re scared
Away from home,
Deep in the forest,
We’re scared.
Don’t be silly.
You’re safe in the forest.
There’s no reason to be scared.
Mama said to be careful,
Mama said to watch out.
Watch out, watch out,
Mama said to watch out.
Mama said to be careful,
Mama said to watch out.
Watch out?
For what?
Snakes and bears.
Snakes and bears,
Snakes and bears.
Mama said to watch out.
Snakes and bears?
There are no snakes or bears here.
NO? Are you sure?
Of course I’m sure.
No snakes, no bears.
No snakes, no snakes,
No bears here.
No snakes, no snakes,
No bears here.
Now, close your eyes and go to sleep.
Remember, NO bears.
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Chorus
Scene 3
40 Leader
Chorus
Scene 4
45 Leader
50
Chorus
Scene 5
Leader
Chorus
55
60
Leader
Chorus
Bear
Leader
Bear
Chorus
65
Leader
70
Bear
Leader
Bear
75
Chorus
Scene 6
80 Bear
Close your eyes and go to sleep.
No snakes, no snakes, no bears.
Look at that.
They’re sleeping.
The sweet little scouts are sleeping.
Sleeping, sleeping.
The sweet little scouts are sleeping.
Where’s the moon?
Where are the stars?
It’s very dark tonight.
Where’s the moon?
Where are the stars?
It’s very dark tonight.
Oh, what’s that over there?
What’s that? What’s that?
What’s that over there?
Is that a man over there?
A man over there?
I’m not a man, I’m a bear.
I’m a bear that wasn’t there.
What? A bear?
I’m the bear that wasn’t there.
You said there were no bears here.
Well, I’m the bear that wasn’t there.
He’s the bear.
He’s the bear.
He’s the bear that wasn’t there.
I’m scared.
I’m scared.
Deep in the forest,
I’m scared.
Don’t be silly.
You’re safe with me.
There’s no reason to be scared.
You don’t eat scouts?
Who me? Eat scouts?
I don’t eat meat,
I’m a vegetarian bear.
He doesn’t eat meat.
He doesn’t eat scouts.
He’s a vegetarian bear.
Go back to sleep.
Close your eyes and go to sleep.
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Chorus
85
9
You’re safe with me in the forest..
Go back to sleep,
Go back to sleep.
You’re safe with him in the forest.
2b Class. To introduce a play ar a types of text.
a) Ask Pp to look at the play and indentify its parts. Translate the names of the parts if
necessary.
b) Elicit answers.
2c Individual / pairs, class. To raise Pp’s awareness of the structure of a play as a text
type.
a) Explain to Pp that a play is usually divided into scenes, i.e. parts when there is a new
situation in the play. In this play there are six scenes, each of which corresponds to a
picture in this lesson. Ask Pp to read carefully the text and divide it into scenes using the
pictures. Let them do it individually or in pairs. Allow about four minutes to do it.
b) Tell Pp that they are going to check their work. Play the tape again scene by scene, stop
after each scene and focus Pp attention on the new words and expressions. Translate if
necessary:
Scene 1: deep in the forest, silly, safe, there’s no reason, careful, watch out.
Scene 2: remember
Scene 3: the moon, the stars, it’s very dark tonight
Scene 4: over there
Scene 5: vegetarian
Scene 6: go back to sleep
2d Individual, class. To practise rhythm and intonation.
a) Read out the lines of the leader / Play the tape line by line and ask Pp to repeat after you /
the tape. Focus on the rhythm and intonation. Ask Pp who wants to be the scout leader.
b) Encourage volunteers to read the lines of the leader and choose the best actor for this role.
c) Do the same with the other roles (Scout One, Scout Two, and the Bear) and distribute the
roles among the Pp.
3 Class. To prepare for the perormance.
a) Arrange an open place for the ‘stage’.
b) Ask Pp to come to the stage. Help the actors to find themselves a good place on the stage.
The rule is: everybody must be seen and heard by the audience and there should be enough
room for each actor.
c) Allocate some space for the chorus and ask the chorus people to arrange themselves into
rows so that the shorter Pp stand in front.
d) Ask Pp to read some of their lines to make sure that they are standing in the right place
and that they say their lines facing the audience.
e) Allow some time for Pp to practise reading their lines. Monitor and help.
4 Class. To perform the play.
Give the mask of the bear to the P who is playing this part. Ask the other Pp to put on their
paper hats and read aloud the play from the beginning to the end.
Applaud at the end of the play and encourage everybody to join you. With the whole class
applaud every actor and the chorus.
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Suggestion:
With a bigger class you might want to split it into two groups so that each group could
perform the play.
5 Homework. To provide written consolidation of the target language.
Elicit phrases Pp will need to use to write their notes and assign the homework.
Suggestion:
a) You might want to use this play to make a shadow puppet theatre and put on a shadow
play . You will need a large cardboard box, some crepe paper, wide sticky tape, and a
lamp for a shadow puppet theatre.
b) Take a large cardboard box. Cut out one of the biggest sides, cut a hole in it and make a
screen by sticking white or coloured crepe paper over rhe hole. Attach the screen to the
back of a chair with wide sticky tape. Set a lamp behind the screen.
[A/w TB: A picture illustrating how to make a shadow puppet theatre a
photocopy is provided. // Схема, показывающая как сделать кукольный
театр теней. Образец прилагается. ]
(from Drama with Children by Sarah Phillips OUP 1999 p. 64)
a) Make shadow puppets using the puppet figures in the photocopiable activities. Or ask Pp
to design their own. You will need figures of the scout leader, two scouts and the bear.
Use a piece of fabric to make a tree shadow by attaching it to a side of the box.
b) You can either copy the figures on thin card or glue paper copies onto card. Give out the
photocopies of the puppets. Tell Pp to cut out the figures and either glue cardboard sticks
or fix plastic cocktail straws with sticky tape to the back of the puppets.
c) Set up the theatre and show Pp how it works. Continue with Ex. 3.
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UNIT 7 LET’S GO TO THE THEATRE
LESSON 3 A ROBOT FATHER
Communication objectives
Pp will be able
 to say what someone does, using the
present simple
Educational objective
Pp will
 learn to appreciate family relationships
 become aware of the components of a
play
Vocabulary
New:
Active: fix stuff, program
Passive: design, bodyguard, effective, multitalented, unrealistic, stage directions
Revision: fight, fun, help with, hop, hug,
kind
Structures
Revision: V(s)
Skills development
Pp will practise
 reading for specific information
 talking about family relationships
 rhythm and intonation
1a, 1b Individual, class. To help Pp understand the characters of the play.
a) Tell Pp that because their play for today is about a robot, they are going to practise being a
robot.
b) Ask Pp to read the words and divide them into rhyming pairs. Read aloud the beginning of
the rhyme and ask Pp to continue it.
c) Ask Pp to demonstrate how a robot moves. Choose the best “robot” in class and ask that P
to demonstrate the movement for everybody to imitate.
d) Ask Pp to mime the actions in the rhyming pairs like a robot. Again point to the best
“robot” and ask the other Pp to follow that P’s movements. Here are some ideas for
miming movements in case Pp feel shy about acting.
Rhyme word
Actions
think
Lift arm stiffly and point to head
drink
Mime lifting a cup to your mouth in two sudden movements
walk
Walk with straight legs and arms
talk
Talk with a mechanical voice
write
Mime writing with stiff movements
fight
Lift fists and punch the air with stiff movements
hop
Stand on one leg and jump into the air with very straight arms and legs
stop
Stop very suddenly
(from Drama with Children by Sarah Phillips OUP 1999, p. 30)
In case your Pp feel shy, demonstrate the movements yourself and ask Pp to mime the actions
in the whole rhyme like a robot.
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2a Class, pairs. To revise the 3rd person singular present sipmle.
a) Tell Pp that they play they are going to act out today is about a Robot Father. They already
know how a robot does things. Now they are to say what a Robot Father normally does.
b) Elicit what verb form they need to say about things another person does (Vs).
c) Put Pp to pairs and let them make up their sentence. Allow about three minutes for that. In
a weaker class you might want Pp to do this task in writing.
d) Check the answers. This stage can be organised as a competition between pairs. In turn
pairs say their sentences. The winner is the pair who gives the last sentence.
2b Groups, class. To practise using the vocabulary.
a) Put Pp to groups of four or five and ask them to decide on three most important functions
for a father. Tell them to write a list starting with thei most important.
b) Allow two minutes for Pp to discuss and ask a P from each group to write their list on the
blackboard. Encourage Pp to compare the lists an say whether they are the same or
different.
3a Class. To introduce the play as a text type.
Ask Pp to look at the play and indentify its parts: (1) the title of the play; (2) the playwright’s
name; (3) the list of characters; (4) the dialogue (the words that characters say); (5) the stage
directions (they show what the characters do and how they feel). Elicit what helped them to
find these parts. Use Russian or English depending on the level of your class.
3b Individual, class. To practise reading for specific information.
a) Ask Pp to read the play and answer the questions. Elicit answers.
b) Tell Pp to add to their list of functions and and encourage them to share with the class.
Background information for the teacher:
Program is spelt with one m when we talk about computers in BrE.
4a Individual. To prepare Pp for the performance.
a) Ask Pp who would like to act the professor. Ask these pupils to read and act out the lines
that the professor says and choose the best actor for this role. (Girls are welcome to play
the professor too!)
b) Ask who wants to be the robot and invite those Pp to act out the rhyme from Ex. 1.
Choose the best robot.
c) Distribute the kids’ lines among other Pp and encourage everybody to participate by
naming a function to program in the robot father.
d) Allow about three minutes for Pp to practise their lines. Walk around and provide help
with saying the lines if necessary.
4b Class. To practise acting out.
If possible, arrange the chairs in a semicircle around the place that you allocate for the stage.
Invite the actors to come to the stage and greet them with applause. Take a seat among the
audience and watch the play. Let Pp read their lines aloud and don’t insist on memorising the
lines.
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Suggestion:
 To add more theatre spirit to the acting-out stage of the lesson you might want to use some
simple prompts such as a pair of glasses, a cap and a gown for the professor; a headband
with antennae for the robot; soft toys as pets for the audience.
 If time purmits, suggest using another title for the play, e.g.
a robot mother
a robot friend
a robot teacher
a robot grandmother
Elicit what functions this new robot has. Appoint a new professor and a new robot. Ask
everybody to practise their lines, walk around and help with changing the lines. Act out
the play again.
5 Class. To practise talking about family relationships.
Ask the question and elicit answers. You might want to have this discussion in Russian.
6 Homework. To provide written consolidation.
Explain and assign the task.
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UNIT 7 LET’S GO TO THE THEATRE
LESSON 4 HYWEL AND THE MERMAID
Communication objectives
Pp will be able
 to write a script for a short story
Educational objective
Pp will
 be aware of some aspects of the art of
drama
Vocabulary
New
Active: calm, draw a net, kiss goodbye,
mermaid, net, shore, wave
Passive: lines, narrator, quotations marks,
row, speeches
Revision: fisherman, rock, storm
Skills development
Pp will practise
 listening for gist
 reading for detail
 writing a script
Materials: you might need cello tape.
Warm-up
With books closed, Pp listen to the tape and say what they hear. They may use their mother
tongue. Introduce mermaid, wave.
Tapescript:
Sounds:
Sea waves rolling. A girl singing in Welsh. A sea storm and wind houling. A
wooden ship creaking in the wind.
1 Class. To introduce new vocabulary.
a) Ask Pp to open the books and find the words in the pictures.
b) Practise saying the words.
2a Individual, pairs. To practise predicting the content of listening from visuals.
a) Ask Pp, What do you think the story is about? Elicit their answers in English or mother
tongue.
b) Ask Pp to put the pictures in order and compare their answers in pairs.
 This listening can be also done with the help of ICT, see Teacher’s Disk (TD)
Unit 7 Lesson 4
Equipment: teacher-operated computer, digital projector.
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2b Individual, class. To practise listening for gist.
Ask Pp to listen to the story and check if they were right.
Tapescript:
Narrator: Once upon a time, there was a fisherman called Hywel.
One day, when he sat on the rocks, he saw a very beautiful mermaid with
long hair. She sat on a rock and sang a nice song. Her name was Modlen. She
didn’t notice Hywel at all.
"I must take her home," he thought.
Hywel took her in his arms and ran to his boat. The mermaid said, "Let me
go! Please, let me go!" But Hywel didn’t listen to her.
Hywel took the mermaid home. He gave her food and water but she was sad.
Hywel’s friend said, ”Let her go”. But Hywel didn’t like the idea. "She can bring
you bad luck if you don’t let her go," his friend said.
The mermaid lived in Hywel’s house for a long time. She became very thin.
"Oh Hywel, please let me go home," she asked him. "I can help you if you are
ever in danger at sea." So Hywel agreed to let her go. He took her to the sea and
kissed her goodbye.
"I will call your name three times if ever you are in danger," said Modlen.
Many years passed by, but Hywel never forgot about Modlen. Then one
evening when he was out fishing, he saw Modlen in the sea. "Hywel, Hywel,
Hywel! Draw your net!" she cried. The sea was calm and there were no storm
clouds in the sky. But Hywel went home. The fishermen laughed at him.
Suddenly a big storm started. There were big waves and rain. "Thank you,
Modlen the mermaid,” said Hywel. He was now happy.
Answer key: A
B
G
F
C
D
3a Individual / Pairs, class. To practise reading for detail.
a) Ask Pp to read the story and match the paragraphs and the pictures. Do the first two
pictures together with the class. Elicit the meaning of draw your net and clear up any other
vocabulary problems.
b) Before checking, let Pp compare their answers in pairs. Ask: Which paragraphs have no
picture? (There are no pictures for paragraphs 2 and 6.)
Answer key: 1A
3B
4G
5F
7C
8D
3B Individual, class. To raise Pp’s awareness of a script as a text type.
a) Ask Pp to read the story again and answer the questions. Allow Pp answer the questions in
pairs first. Elicit the answers in English or mother tongue.
b) If necessary help Pp to identify the roles in the story. Explain that the characters’ words
appear in the story inside quotations marks, while the narrator’s words are not in quotation
marks.
Possible answers:
1
2
3
4
The story has a happy ending. / The mermaid saved Hywel. Etc.
The main characters (Hywel, Modlen, Hywel’s friend) and the fishermen.
Eight scenes.
Not in quotation marks.
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 This exercise can be also done with the help of ICT, see Teacher’s Disk (TD)
Unit 7 Lesson 4
Equipment: teacher-operated computer, digital projector.
4a Groups. To practise writing a script.
a) Tell Pp that they are going to write a script. Divide them into groups so that each P in each
group has one or two or three paragraphs to do.
b) Explain that every P in the group must take part in the performance, so there should be a
role for every P. There may be two or more narrators. The narrators can switch with each
new scene. There can be one narrator who introduces the story with the title and the
author. They can think of silent characters. Stories often have minor characters without
speeches, or Pp may add speeches for them, e.g.: Fishermen say, Hey, Hywel! Are you
afraid of the rain? Where’re you going? Pp can also make cuts and changes in the story
that will make the script livelier, simpler to understand, or easier to perform, e.g.:
 cut all the lines that say he said or she said;
 long descriptions can be shortened or even removed;
 cut minor characters or scenes.
c) Let Pp decide what part of the script (what paragraph) each Pp writes. Set five to seven
minutes for Pp to write their parts of the script. Keep reminding that scripts should be neat
and easy to read. There should be a blank line after each speech.
d) Set about three minutes for groups to read aloud the parts of the script and discuss them.
Encourage Pp to use English while discussing the text. Use cello tape to joint the parts into
one script.
e) Let Pp decide what role each P plays. Make this stage short. If necessary appoint actors
yourself.
f) When groups are ready, tell each P to copy his / her speeches on a slip of paper. Ask one
of the Pp to hold the script and prompt the order of speeches is someone forgets.
4b Groups, class. To prepare Pp for performance.
a)
b)
c)
d)
e)
Tell Pp that they are going to learn more drama tips to help them to perform better.
Revise the tips from Lessons 2 and 3.
Ask Pp to read the new tips and discuss them in English or Russian.
Set another five minutes for groups to rehearse their plays.
Monitor the activity and provide help, if necessary. Remind the narrators to give the actors
enough time for their actions. Tell Pp that at the end of a play, the last words are spoken
slowly and with rhythm, so the audience knows the story is over. Remind Pp that when the
story is finished, the readers freeze for a long moment to show the performance is over.
Then they close their scripts, face the audience, and bow all together.
4c Groups. To practise acting out.
a) Ask Pp to perform their scenes group by group. Announce which group performs now.
b) After the performances, discuss with the class their experiences, Why did you like it or not
like it? Were you happy with your acting? Did you talk loudly? Did you face the
audience? (Use drama tips in Lessons 2-3)
5 Homework. To practise script writing.
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Tell Pp that they have two options for their homework: they may either choose a scene from
the story and write a script or do the exercises in the Workbook.
Reminder:
Ask Pp to bring washable felt-tip pens, strips of white and red coloured paper, glue and
scissors for the next lesson.
UNIT 7 LET’S GO TO THE THEATRE
LESSON 5 PUNCH AND JUDY
Communication objectives
Pp will be able
 to understand the humour of punch
lines
Vocabulary
New:
Active: knock down, hit, stick, throw away
Passive: arrest, knuckle, make a fool of
sb, sausages
Educational objective
Pp will
 learn about a traditional English
puppet show
Structure
Revision: imperatives, present simple for
describing the plot of a story
Skills development
Pp will practise
 listening for gist
 reading for gist, detail and specific
information
 writing a beginning of a play
Materials: washable felt-tip pens, strips of white and red coloured paper, glue, scissors
Warm up
Ask Pp if they often watch TV, cartoons or go to the cinema. Ask Pp what they think children
watched when there was no TV or cinema. Elicit answers.
Background information for the teacher
Punch and Judy is a traditional puppet show for children, in which the main character, Mr
Punch, fights with his wife, Judy, in a way that is intended to be humorous. Punch is an ugly
character with a long hooked nose and a strange high voice. He enjoys hitting people,
especially Judy and their baby, with his stick. Other traditional characters in the show are a
policeman and a crocodile. Punch and Judy shows are traditionally perfomed on beaches in
England in summer.
From Longman Dictionary of English Language and Culture (2000)
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1 Individual, class. To practise reading for specific information.
a) Tell Pp to look through the text and elicit answers.
b) Ask Pp if they have ever seen or heard about Petrushka.
c) Encourage Pp to compare Punch’s and Petrushka’s clothes and appearance and ask them if
they see anything in common between them.
2a Individual, class, pairs. To practise listening for specific information.
This activity will also help to introduce the spirit of the show and model acting.
a) Tell Pp that they are going to listen to the beginning of a traditional Punch and Judy show.
b) Explain that Punch always makes fun of the public and calls everybody names. Ask Pp to
listen to the play and fill in the gap with a word that Punch uses to address the public.
c) Play the tape and ask Pp to follow the play in their books.
Tapescript
(pops up and dances about clapping and bowing. singing "rootitootooit!"):
Punch:
Oh hello everybody, well, every banana. Judy! Judy! Where are you? Come
here, my dear.
Oh Mister Punch, I’m here. Are you hungry, Mister Punch? (Punch nods)
Judy:
OK then, do you like knuckle sandwiches? (Punch nods again) OK. Here
you are.
OK. OK. I can look after the baby.
Punch:
d) Elicit the answer (banana). Explain that it also means a crazy and silly person.
e) Translate the word knuckle (суставы пальцев, ударить кулаком) and ask what Judy
means by knuckle sandwiches.
Background information for the teacher
Knuckle is also a piece of meat including the lowest joint of the leg.
2b Individual. To practise reading for gist.
a)
b)
c)
d)
While doing this activity you will also prepare props for the show.
Ask Pp to read the instructions about how to make a finger puppet.
Distribute coloured paper. Then ask Pp to take out their scissors, glue and felt-tip pens.
Ask a stronger Pp to show what to do at the first stage, then demonstrate how you do it
yourseld. This will help Pp to check if they are doing it right. Then do the next steps in the
same way.
e) Encourage Pp to practise greeting each other’s puppets by saying Hello, how are you?
What’s your name? etc.
Suggestion:
To make a skirt for Judy you can ask girls to use their elastic hair bands. To make a hat for
Punch Pp can use pen covers and wear them on their fingers.
2c Pairs. To prepare acting out a puppet show.
a) Invite Pp to read the lines in the show, turn round and act out the play for their classmates
sitting in the row behind them. Monitor and help.
b) Choose the best pair to perform in front of the class.
3a Individual, class. To practise reading for specific information.
a) Ask Pp to read the rest of the story and say how many people Punch knocks down.
Answer key: Two: Judy and the Policeman
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b) Draw Pp’s attention to the tense used for describing the plot of the story – the present
simple.
3b Individual, class. To practise reading for detail.
a) Ask the questions in Ex. 3b and elicit answers.
b) Ask Pp if they find the story funny and why they think Punch knocks down all the other
characters. Ask if Punch is very angry or just funny in their opinion.
4a Individual, class. To practise listening for gist.
a) Tell Pp that they are going to listen to another scene from the play. Ask them to listen and
guess which scene it is. Elicit answers.
b) Ask Pp what words helped them to guess.
Tapescript
Policeman:
Punch:
Policeman:
Punch:
Policeman:
Policeman:
Punch:
Policeman:
Punch:
Policeman:
Punch:
(effects) Nee nor, nee nor…
Oh no the policeman is coming!
I'm coming upstairs to see you Mister Punch.
Uh – oh! The Policeman is coming, is coming for me because I knocked
Judy down.
‘Ello, ‘hello, ‘ello. What's goin' on here then?
Well I'm very sorry, Mister Punch, but I have a warrant for your arrest!
You've left your wallet in your vest?!
No, no, no. I have a warrant for your arrest!
I need to go and have a rest? Well, I can't do that! We’re in the middle of a
show!
Sorry but you're not fooling around with me, you're coming with me.
No, I am not (Punch goes to get his stick and hits the policeman on the head)
4b Class. To raise Pp’s awareness of what a play on words is.
a) Go through the dialogue and encourage Pp to translate it into Russian.
b) Ask Pp what Punch really means and why he uses the words vest and rest (they rhyme
with arrest).
5a Individual, class. To revise vocabulary and phrases for Scene 6.
a) Tell Pp that this episode is taken from a script written by an 11 year-old boy. Tell Pp that
though the main story line hasn’t changed for many years, actors usaully improvise and
create their owm scripts.
b) Tell Pp to match the lines said by Punch to the Doctor’s lines. Check with the whole class.
Answer key:
Punch: Please call me a doctor. A doctor for me!
Doctor: Hello. Can I help you?
Punch: Yes, Doctor.
Doctor: How do you feel, Mr Punch?
Punch: Terrible, Doctor.
Doctor: What’s happened to you?
Punch: I had a fight with a crocodile. He hurt my nose badly.
Doctor: Well, Mister Punch. You need an operation.
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5b Pairs To practise writing jokes for the play.
a) Ask Pp to write their own script for Scene 6 where Punch is examined by the doctor.
b) Go through the listed possible endings for the scene. Translate where necessary.
c) Ask Pp what they think the funniest ending is. Encourage them to think of their own
ending.
d) Tell Pp to work in pairs so they have a partner to perfom together.
7 Homework. To provide written consolidation.
a) Tell Pp to work with a partner and write a dialogue for Scene 6 together.
b) Tell Pp to use the scene description from Ex. 3a for writing stage directions.
c) Tell Pp to make finger puppets of the Doctor and Punch for the next lesson, practise acting
out the dialogue and be ready to perform it in the next lesson.

This lesson can be given in a computer lab. See TD Un7 L 5
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UNIT 7 LET’S GO TO THE THEATRE
LESSON 6 HOW DID YOU LIKE THE SHOW?
Communication objectives
Pp will be able
 to share their impressions of a play
 to talk about their acting experiences
Vocabulary
Active: costumes, acting, professional
Passive: adults, grow up, have smth on,
recognise, make up, on stage, applause
Revision: positive adjectives to describe a
show
Structures
Skills development
Pp will practise
 listening for gist and for detail
 reading for gist and for detail
 speaking
Revision: talking about likes and dislikes
Warm up
Ask Pp to brainstorm positive and negative adjectives to describe an experience. Write them
on the blackboard in two columns, e.g.:
+
-
great, cool, fantastic, interesting, good, exciting
boring, bad, horrible, terrible
1a Class, individual. To introduce the language for talking about impressions.
a) Ask Pp to read the expressions and put a plus next to those expressions that say that the
speaker liked the show and a minus if the speakers didn’t like it.
b) Say the expressions aloud, translate if necessary.
1a Class. To practise the language for talking about impressions.
a) Play the tape with the recording of applause at the end of the show, with laughter from the
audience and ask if the audience liked the show. Elicit the answer Yes.
b) Ask Pp to say the phrases that the children can say after the show. Practise saying the
expressions with the whole class.
Tapescript:
A recording of applause at the end of the show, with laughter from the audience
2a Individual, class. To practise listening for gist.
a) Tell Pp to listen to the interview after the show taken in front of the theatre and say
whether the children liked the show or not.
b) Play the tape.
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Tapescript:
[Background street noise. The children are being interviewed after the show in front of the
theatre.]
How did you like the show, young man?
Interviewer:
It was a great show. I really liked it from beginning to end. It was a very
Boy 1:
interesting story.
What did you think of the show, young lady?
Interviewer:
It was OK. The costumes were fantastic, but the actors were not so great.
Girl:
I think they were too old for their roles. The play is about children and
they were all adults, 40 or 50 years old.
Did you like the show, young man? Would you like to go to the theatre
Interviewer:
again next Sunday?
Who me? No way! I’ll never go to the theatre again. I didn’t like this
Boy 2:
show at all. It was long and boring and the music was terrible. Theatre is
for girls. They all want to be actors.
Answer key: 1 Liked the show.
2 Didn’t quite like it.
3 Didn’t like it at all.
2b Individual, class. To practise listening for detail.
a) Tell Pp to look at the words in Ex. 2b and say that when people give their impressions of a
play they usually talk about these things, i.e. story, actors and actresses, music, costumes,
and acting.
b) Ask Pp to make sentences using these words and the adjectives on the backboard to talk
about a show that they liked and a show they didn’t like. Elicit, The story was very
interesting, The actors were great, The music was fantastic, etc.
c) Tell Pp to listen to the interview again and say what categories the children are talking
about.
d) Play the tape and elicit the answers.
Answer key: 1 The story.
2 The costumes and actors.
3 The music.
2c Class, pairs. To practise giving impressions of a show.
a) Ask Pp about their impressions of the play in Lesson 2 and ask the class questions about
the categories in 2b. Elicit answers.
b) Tell Pp to work in pairs and talk about their impressions of the plays in lessons 3, 4, and 5.
Walk around and monitor.
c) As a follow-up talk about things that everybody liked about the plays, especially the actors
and actresses.
3a Individual, class. To practise reading for specific information.
Ask Pp to read about the theatre and say who plays in it. Elicit the answer Children and
adults, professional actors and not professional actors.
3b Individual, class. To practise reading for gist.
a) Ask Pp what questions they would like to ask the child actors. Elicit answers.
b) Go through the questions and translate if necessary. Tell Pp to read the actors’ answers in
the interview and match the questions and the answers. Pp do the task individually or in
pairs.
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Answer key:
A
B
C
D
Why do you act in the theatre?
Do you want to be a professional actor?
Do you feel nervous on stage?
Are you afraid you may (can) forget your words?
3c Individual, class. To practise reading for detail.
a) Tell Pp to read the interview again and answer the questions.
b) Check with the whole class.
Answer key: 1 Arthur
2 Lyuba
3 Sasha
4 Sasha
5 Lyuba
6 Arthur
a) To round up the activity, ask the class questions B, C, and D from Ex. 3c about their
acting experience in the unit. Elicit a few answers and ask Pp to work in pairs and
interview each other.
5 Homework. To provide written consolidation.
a) Explain the homework. Pp are going to write about their opinion for the class newsletter
on a piece of paper. Say that you are going to put them up so that everybody can read
them.
b) Go through the plan and elicit all the possible adjectives that can go into the gaps.
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UNIT 7 LET’S GO TO THE THEATRE
LESSON 7 PROGRESS PAGE
Lesson objectives
Pp will be able
 to evaluate what they have learnt in the unit
 to revise the material of the unit
 to demonstrate their skills for independent learning
Self-evaluation
a) Explain Pp the objective of the lesson: to see for themselves what and how well they have
learned in the unit and to find out the areas that need more work.
b) Explain Pp the meaning of the evaluation scale (see TB Introduction) and ask them to
predict their mark.
c) Ask Pp to do the tasks individually. Encourage them to use the SB, WB and the notes in
their exercise books.
d) Set a time limit of 30 minutes and 10 minutes for checking the answers.
1a Listening for gist
Ask Pp to look at the theatre tickets, listen to the conversation and find Jane’s ticket.
Tapescript
Can I have three tickets for 2 o’clock show, please?
Jane:
Clerk: 2 o’clock? Let me see. Is row 6 OK?
Yes, that’s fine. Somewhere in the middle, please.
Jane:
Clerk: OK. Here you are.
How much is it?
Jane:
Clerk: That’s 15 pounds please.
Thank you.
Jane:
Clerk: You’re welcome.
Answer key: 3
Scoring: Give five points for the correct answer.
1b Listening for specific information
a) Pp write the numbers from 1 to 4 in their exercise books.
b) Tell Pp to read the information in a theatre guide, listen to the tape again and fill in the
missing information.
c) Play the tape twice, if necessary.
Answer key: a) Mermaid
b) 7 March
c) 2 p.m.
Scoring: Give three points for each correct answer.
2 Vocabulary
d) 6
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Tell Pp to write numbers 2 to 7 in their exercise books and write the words to name the things
in the picture.
Answer key: 2 wave
3 shore
4 net
5 fish
6 fisherman
7 boat
Scoring: Give one point for each correct word plus one point for each correct spelling.
3 Grammar: the 3rd person singular the present simple
Pp write three sentences to program a robot mother.
Scoring: Give one point for each sentence plus one point for every correct verb form plus one
point for correct spelling.
4 Writing
Pp write the first four lines for the characters in the story.
Answer key:
Fox: Little Rabbit, I want to eat you.
Rabbit: Very well, Fox, eat me! But first please sing to me. You sing so well.
Fox: I’m a fox, look at me! I have a rabbit, fat is he!
Rabbit: I can’t hear you very well, Fox. Can you sing a little louder?
Scoring: Give two points for every line.
5 Functions: sharing impressions after seeing a show
Possible answers
A I really enjoyed the show. / I liked it very much. / It was great / fantastic / incredible.
The music / the acting / the actors was / were great / fantastic /I ncredible.
B I didn’t like it. / It was long and boring. / I’ll never go to the theatre again. / It was
terrible. / The music / the acting / the actors was /were terrible.
Scoring: Give three points for each correct appropriate sentence. Subtract one point for
spelling or grammar mistakes.
Follow up
a) Tell Pp to put away their exercise books and use their SB only now.
b) Go through the test with the whole class. Ask Pp to give their answers, correct and explain
the mistakes.
c) Tell Pp to open their exercise books and correct their own or their partner’s work.
d) Allow a couple of minutes to count the score.
e) Ask Pp to compare it with the mark they expected to get at the beginning of the lesson.
f) Make sure Pp have checked their work correctly. To do that you might want to collect the
exercise books but remember that YOU DO NOT ASSESS this work.
Reminder
Tell Pp to look at the list of things for the project (Lesson 8) and to bring everything
necessary next time.
 Progress check can be done with the help of ICT, see TD Unit 7 Lesson7.
Equipment: computer workplace for each pupil.
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UNIT 7 LET’S GO TO THE THEATRE
LESSON 8 PROJECT: LET’S PLAY THEATRE
Lesson objectives
Pp will be able to
 consolidate what they have learned in the unit
 practise working cooperatively and more independently
 revise the vocabulary and structures of the previous lessons.
 evaluate each other’s performance

Materials: copies of tickets for family and friends, Golden Masks to award to the winners
(see Photocopiable materials, Lesson 1)
Preparation
a) Explain to Pp that they are going to put on a play for this project and invite their parents,
friends, or relatives to see it.
b) Put Pp in groups of five or six. Tell each group to choose a play to do. They can choose
one of the four plays presented in the unit or find their own.
c) Make a few copies of comedy masks from Lesson 1 using golden or yellow coloured
paper to give out as prizes.
Suggestion:
Advise Pp to use the plays from the Workbook and the one from the Progress Page.
Activity
a) Pp write the script for the play and make a list of characters. They choose an actor for each
role and a director who coordinates all the work.
b) Remind Pp that they (also) should also make some props and costumes for the play, find
some music and think of some sound effects.
c) Make up copies of theatre tickets and give a few tickets to each P so that they can
complete the tickets and give them to their parents, relatives and friends.
d) Before the show tell Pp to arrange the classroom into a theatre, put the chairs into rows
and free some space at the front. Let Pp have some extra time to agree on a time and place
to meet for a rehearsal if necessary.
Suggestion:
If your class gets really enthusiastic about doing a play and performing it in front of the
audience of their family and friends, you might want to do the show as an after-school event.
You could use a bigger classroom for that. In this case you might want to use the eighth
lesson as extra time for the final rehearsal.
Presentation
a) Before the show tell Pp to evaluate each other’s performance using the form in their
books. Go through the list of evaluation criteria in the form and explain that for each
criterion they can give any mark between 1 and 5.
b) Clarify that these marks will be used later on to choose the best actors, costumes, music
and sound effects. Say that each winner will be awarded a prize – The Golden Mask.
c) Pp perform their plays. After each performance lead the applause. You might want to
shout out Bravo.
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Suggestion:
You might want to appoint one or two photographers who will take pictures of the
performances or videotape them. Later on Pp use these pictures to make a poster about their
performance like the real ones they have in theatres. Pp write the name of the play and the
actors’ roles and names under the pictures. Tell Pp to allocate some space in the poster where
everybody can add their comments about the performance.
Suggestion:
You might want to appoint one P to be a Master of Ceremonies who will announce the plays.
Give the following text to that P or say it yourself.
Dear Ladies and Gentlemen,
Welcome to our English theatre. The first play you’re going to see today is ___________.
Enjoy it.
Suggestion:
To create a theatrical atmosphere you might want to use a small bell. Ring the bell before the
beginning of each play to simulate the three bells that you hear at the theatre before the show
and at the same time you may use it to attract everybody’s attention.
Follow-up
Ask Pp about the highest mark for each criterion in the form. Elicit the names of plays and the
names of best actors. Take a vote to choose the best. Invite the winner to come to the front,
award the Golden Masks, shake their hand and say Congratulations! Encourage Pp to applaud
the winners.
Suggestion:
You might want to appoint one or two photographers who will take pictures of the
performances or videotape them. Later on PP use these pictures to make a poster about their
performance like the real ones they do in the theatres. PP write the name of the play and the
actors’ roles and names under the pictures. Tell PP to allocate some space in the poster where
everybody can add their comments about the performance.
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Photocopiable activities
Unit 7 Lesson 8
Theatre tickets for friends and family
[a/w theatre tickets: There’s a small image of theatre masks in the upper left-hand corner]
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
(name of play)
Date _________
Time ________
Row __________
Seat _________
Classroom ______
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Unit 7 LET’S GO TO THE THEATRE
Lesson 8 Project: LET’S PLAY THEATRE
ICT
Учащиеся создают web-страницу о своем спектакле.
На диске дается своего рода платформа, куда учащиеся выгружают материалы и
добавляют комментарии о просмотренных спектаклях.
Платформа выглядит следующим образом.
(название класса например 5В ) ON STAGE
(Название спектакля) я
Экран куда выгружается либо видеоролик,
либо фотографии
List of characters
Сюда выгружается список
действующих лиц и
исполнителей. Его можно
посмотреть если нажать на
эту кнопку
Script
Сюда выгружается сценарий. Его
можно посмотреть если нажать на
эту кнопку
Кнопки для просмотра видеоролика,
регулятор громкости
Login to rate
В этом окошке можно поставить оценку (рейтинг) спектаклю по
отдельным категориям. Можно высветить звёздочки как оценки.
Acting
Costumes
Script
Music and
Actors
sound effects
Comments (число отзывов)
Post a сomment
(нажать сюда чтобы добавить свой комментарий)
(место где можно оставить комментарии)
1, 2, 3, 4, 5 ….(номер отзыва, можно нажать на цифру чтобы прочитать)
Сцена –фотография из другого
спектакля.. При нажатии на
фотографию экран меняется и
этот спектакль появляется в
большом экране со всеми
соответствующими
изменениями.
Сцена –фотография из
другого спектакля.. При
нажатии на фотографию
экран меняется и этот
спектакль появляется в
большом экране со всеми
соответствующими
изменениями.
Вот сайт, который я использовала как прототип
http://www.youtube.com/watch?v=epUk3T2Kfno
Сцена –фотография из
другого спектакля.. При
нажатии на фотографию
экран меняется и этот
спектакль появляется в
большом экране со
всеми
соответствующими
изменениями.