Задачи:
Практические:
- Ознакомить учащихся с творческим наследием Шекспира.
- Развивать навыки восприятия аутентичной английской речи на слух.
- Развивать монологическую речь учащихся.
Воспитательные:
- Формировать интерес и уважение к истории и культуре другого народа, воспитывать толерантное отношение к ней.
- Развивать способность к коллективной работе, воспитывать чувство ответственности за совместную работу.
Развивающие:
- Развивать языковую догадку, слуховую и зрительную память, логическое мышление, способность к узнаванию и сопоставлению нового и ранее изученного.
- Развивать познавательную активность учащихся, навыки самостоятельной и коллективной работы.
- Развивать логику высказывания, умение систематизировать свои знания, высказывать своё мнение и умение обосновать свою точку зрения.
Образовательные:
- Формировать мотивацию учащихся к изучению иностранного языка через страноведческий компонент.
- Расширять знания учащихся о стране изучаемого языка, его культуре, истории.
Форма урока: урок-путешествие.
Ход урока
1. Организационный момент. Вводная беседа о Шекспире
Good morning. Nice to see you today. I hope that our lesson will bring us a lot of pleasure.
I’d like to begin it with the words of a great man who made English language very popular. Try to guess who he is and where it has been taken from.
«Рост жизни не в одном развитье мышц
По мере роста тела, в нём как в храме,
Растёт служенье духа и ума». («Гамлет»)
Very well. I think that everybody knows something about this huge figure in English culture you’ve read many of his works in Russian, you’ve discussed his sonnets at the lessons of Russian literature, but can you say that you remember everything? To check it try to answer the easiest question: What do we call the period when Shakespeare created? (Golden age)
2. So I asked one of our pupils to remind us interesting facts from the life of the author (презентация о Шекспире.
Pupil 1: The great English playwright and poet W. Shakespeare was born on April 23, 1564 in a small town of Stratford-upon- Avon about 75 miles from London. He was the son of a tradesman. When a boy he went to Grammar school. In those days Stratford was often visited by traveling groups of actors and William was impressed watching performances.
He left town at the age of 21. By that time he was married and had 3 children. In London William joined a theatrical company and worked as an actor and a playwright. At the end of 90-ies a new theatre called “The Globe” was built on the bank of the Thames. W. Shakespeare became one of it’s owners and his plays were staged there. The theatre was very popular. In 1613 Shakespeare left London and returned to his native town where died 3 years later.
And now the task: continue the sentences.
The great English playwright and poet W. Shakespeare was born….
Stratford-upon- Avon is about 75…
He was the son of…
He left town at…
At the end of 90-ies a new….
In 1613 Shakespeare left…
3. And now we’ll listen to the text about W. Shakespeare told by his friend .Аудирование по книге 6 кл. для лицеев и гимназий, авторы: Афанасьева, Михеева (Unit 10 Shakespeare’s land) and now tell me please what new things have you learned. Use sentences as a model.
It was interesting for me to learn…
I didn’t know that…
I’ve never heard…
I was surprised to learn…
4. And now let’s speak about Shakespeare’s heritage.(презентация на интерактивной доске- 4 слайда о периодах творчества Шекспира + задание)
Pupil 2: Shakespeare is the author of 2 poems, 37 plays, 154 sonnets. His work is divided into 3 periods. The I period was marked by optimism. It is best reflected in his 9 comedies which describe the adventures of men and women, their love. Some of them are “The comedy of errors”, “Much ado about nothing”, “As you like it”, etc. The historical
Chronicles from another group of plays in this period are: King Henry VI, King Henry IV,
The Tragedy of King Richard III, etc. The historical Chronicles tell us about national history of England. The drama “The Merchant of Venice” and the 2 early tragedies “Romeo and Juliet” and “Julius Ceasar” also written in this period show a change in the playwright’s understanding of life.
Pupil 2: The main works of the second period (1601–1608) are his 4 great tragedies: “Hamlet, Prince of Denmark”, “Othello”, “King Lear”, “Macbeth”. They reflect the contradictions of life, injustice and tyranny.
Pupil 3: The plays of the 3 period (1609–1612) differs a lot. The playwright introduces romantic and fantastic elements. Due to these peculiarities the works of this period “Cymbeline”, “The Tempest”, “the Winter’s Tale” are called romantic dramas. Apart from his dramatic works Shakespeare wrote a cycle of 154 sonnets. They are poems of 14 lines which came from Italy. Sonnets are full of feelings, of philosophical meditations about life. They are very popular both with readers and poets.
Теаcher: Now look at the blackboard and choose the right variant(задание на интерактивной доске)
| There were …periods in Shakespeare’s creative life | 5 3 4 |
| The I period is called… The II period is called… The III period is called… Shakespeare wrote …. During his 2 period Shakespeare wrote …. During his 3 period |
Pessimistic Romantic Optimistic sonnets tragedies comedies dramas historical chronicles. |
5. Teacher: Well, some of our students are going to read us their favourite sonnets. (Ученик читает 90 сонет по-русски и по-английски. Другой ученик в это время негромко играет на муз. Инструменте.)
Then hate me when thou wilt; if ever , now,
Now, while the world is bent my deeds to cross,
Join with the spite of fortune, make me bow,
And do not drop in for an after loss.
Ah, do not , when my heart hath ‘scaped this sorrow.
Come in the rearward of a conquered woe;
Give not a windy night a rainy morrow,
To linger out a purposed overthrow.
If thou wilt leave me, do not leave me last,
When other pretty griefs have done their spite,
But in the onset come: so shall I taste
At first the very worst of Fortune’s might;
And other strains of woe, which now seem woe,
Compared with loss of thee will not seem so.
Перевод А. Финкеля.Что ж, ненавидь, коль хочешь! Но сейчас,
Сейчас, когда грозит мне злобой небо.
Согни меня, с судьбой объединяясь,
Но лишь бы твой удар последним не был.
Ах, если сердцем я осилю зло,
Ему немедля ты явись на смену.
Чтобы за бурной ночью не пришло
С дождями утро, – доверши измену
И уходи! Но только не тогда,
Когда все беды наигрались мною.
Уйди сейчас, чтоб первая беда
Была страшней всех посланных судьбою
И после жесточайшей из утрат
Другие легче станут во сто крат.
Teacher: you see how beautiful the sonnets are. The same sonnet is performed as a song by Alla Pugacheva. It’s very famous, so let’s listen to it and sing together.(дети исполняют под фонограмму песню Пугачёвой « Уж если ты разлюбишь, так теперь…»
And now let’s check your home task. I asked you to write a haiku about Shakespeare or his works. Remind us what haiku is.
Pupil: haiku is a kind of Japanese poetry which consists of 17 syllables, has 3 lines, must be written in a present tense, shows your opinion of the moment, has no rhymes, should have the word which connects with season or nature.
6. Teacher: it’s time to play a game. We’ve learned a lot of Shakespeare’s quotations. Let’ s check how well you know them.(Игра либо по командам, либо типа « слабое звено», либо сопоставить рус. и англ. варианты)
1) Brevity is the soul of wit.
Краткость – сестра таланта.
2) Sweets to
the sweet.
Прекрасное – прекрасной.
3) I must be cruel only to be kind.
Чтоб добрым быть я должен быть жестоким.
4) Something is rotten in the state of Denmark.
Не всё в порядке в Датском королевстве.
5) What a piece of work is the man.
Что за мастерское создание-человек.
6) Neither a borrower nor a lender be.
В долг не бери и в взаймы не давай.
7) Suit the action to the word the word to the action.
Подкрепляйте слово делом
8) He was a
man.
Он человек был.
9) Leave her to heaven.
Судья ей – Бог.
10) One may smile and smile and be a villain.
Можно жить с улыбкой и с улыбкой быть подлецом.
11) There are more things in heaven.
И в небе и в земле сокрыто больше, чем снится вашей мудрости.
12) O, that a rogue and peasant slave am I.
О, что за дрянь я, что за жалкий раб.
13) To be or not to be.
Быть или не быть.
14) All the
world’s stage.
Вся жизнь-театр.
15) The rest is silence.
Дальше – тишина.
16) Frailty, thy name is woman.
Щ женщины, вам имя-вероломство.
17) My pride fell with my fortunes.
Моя гордость исчезла с моей фортуной.
18) Nothing can come of nothing.
Ничто из ничего произойти не может.
19) It’s a wise father that knows his own child.
Только мудрец может понять собственное дитя.
20) A fool thinks himself to be wise, but a wise man knows himself to be a
fool.
Дурак считает себя умным, а мудрец видит себя дураком.
7. teacher: well, I liked your work today. I see you were interested in it/ so you can choose your home work:
1) translate any sonnet you like; or
2) write down your own sonnet; or
3) work as a playwright and write a play.
Your marks are… I was glad to see you today. Good bye. See you later.