Цель:
- повторить биографию Шекспира;
- познакомить учащихся с творчеством Шекспира.
Оформление класса:
1. на доске портрет Шекспира, под ним – его высказывание;
“The man that hath no music in himself,
Nor is not mov’d with concord of sweet sounds,
Is fit for treason, stratagems, and spoils.
The motions of his spirit are dull as night,
And his affections dark as Erebus:
Let no such man be trusted.”
2. помещается стенгазета, посвященная жизни и творчеству Шекспира;
3. вывешивается карта Великобритании, на которой отмечен город, где родился Шекспир;
4. звуковое оформление (фрагменты из музыкальных произведений А. Вивальди, В.А. Моцарта, И.С. Баха).
Ход урока
Учитель начинает урок. Называет тему урока и начинает показ презентации.
После второго слайда учитель предлагает учащимся прослушать рассказ о театре “Глобус”.
Shakespeare wrote most of his plays for the Globe Theatre. Now I’ll tell you what the theatre of the 16th century was like.
In the middle, there was a kind of house. There the actors dressed and kept the things which were used in the performance. In front of it there was a platform. This platform, together with the balcony over it, was the stage on which the actors played. They came out of the house to the stage through two large doors.
In front of the stage was a large yard. Round the yard there were three balconies, one over the over. Both these balconies and the yard were for the people who came to see the performance. The yard and the greater part of the stage were open to the sky.
The actors were often very good. They could play, sing and dance. Women’s parts were played by boys or young men. An actor often played two or three parts in one performance. Music was very important.
The performance began at three o’clock. From its beginning till it was over, people could see a flag over the theatre. The people of London loved their theatre very much. Everybody went to the theatre in London – both young and old, rich and poor. Those who could not pay much for their tickets stood in the yard. If they were tired they could sit on the ground. Rich men and their wives sat in the balconies, and aristocrats were allowed to sit on the stage.
People had no newspapers, no radio or television in those days. That is why the theatre played a great part in their lives. The performance gave them great enjoyment, but they came to the theatre not only for pleasure, they came to hear the news, to learn something of the history of England or of some other country. They were taught the great science of life there.
Прослушав рассказ учителя, один из учеников в устной форме передает его содержание, другие дополняют. Работа проводится до тех пор, пока не будет выяснено содержание всего рассказа.
Затем продолжается демонстрация презентации. Учащиеся комментируют слайды.
После 12 слайда учащиеся читают сонеты Шекспира на русском и английском языках.
Shakespeare wrote in all 2 long poems (“Venus and Adonis” and “Lucrece”) 154 sonnets and 37 plays. Shakespeare’s sonnet occupy a unique place in his literary legacy. Some critics hold the opinion that they are autobiographical, while others think them mere variations on themes traditional in Renaissance poetry. There are three main characters in the sonnets: the Poet, his Friend and the Dark Lady, The Poet expresses the warmest admiration for the Friend and love for the Dark Lady. But despite the author’s intention, we see that the Poet’s Friend is a shallow, cruel and petulant man; the Dark Lady, likewise, turns out to be wicked and lying. And so in Shakespeare’s sonnets we may see the great misfortune of a genius who of persons unworthy of him.
Sonnets
Take all my loves, my love, yea, take them all;
What hast thou then more than thou hadst before?
No love, my love, that thou mayst true love call;
All mine was thine before thou hadst this more.
Then if for my love thou my love receivest,
I cannot blame thee for my love thou usest;
But yet be blamed, if thou thyself deceinest
By willful taste of what thyself refusest.
I do forgive thy robbery, gentle thief,
Although thou steal thee all my poverty;
And yet, love knows, it is a greater grief
To bear love’s wrong than hate’s known injury.
Lascivious grace, in whom all ill well shows,
Kill me with spites; yet we must not be foes.Все страсти, все любви мои возьми-
От этого приобретёшь ты мало.
Всё, что любовь названо людьми,
И без того тебе принадлежало.Тебе, мой друг, не ставлю я в вину,
Что ты владеешь тем, чем я владею.
Нет, я в одном тебя лишь упрекну,
Что пренебрёг любовь ты моею.Ты нищего лишил его сумы.
Но я простил пленительного вора.
Любви обиды переносим мы
Трудней, чем яд открытого раздора.О ты, чьё зло мне кажется добром,
Убей меня, но мне не будь врагом!
* * *
When thou shalt be disposed to set me light
And place my merit in the eye of scorn,
Upon thy side against myself I’ll fight
And prove thee virtuous, though thou art forsworn.
With mine own weakness beging best acquainted,
Upon thy part I can set down a story
Of faults conceal’d, wherein I am attainted,
That thou in losing me shalt win much glory:
And I by this will be a gainer too;
For bending all my loving thoughts on thee,
The injuries that to myself I do,
Such is my love, to thee I so belong,
That for thy right myself will bear all wrong.
Когда захочешь, охладев ко мне,
Предать меня насмешке и призренью,
Я на твоей останусь стороне
И честь твою не опорочу тенью.Отлично зная каждый свой порок,
Я рассказать могу такую поветь
Что навсегда сниму с тебя упрёк,
Запятнанную оправдаю советь.И буду благодарен я судьбе:
Пускай в борьбе терплю я неудачу,
Но честь победы приношу тебе
И дважды обретаю всё, что трачу.Готов я жертвой стать неправоты,
Чтоб только правой оказалась ты.
* * *
Then hate me when thou wilt; if ever, now;
Now, while the world is bent me 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 conquer’d 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 petty 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.
Уж если ты разлюбишь,- так теперь,
Теперь, когда весь мир со мной в раздоре.
Будь самой горькой из моих потерь,
Но только не последней каплей горя!И если скорбь дано мне превозмочь,
Не наноси удара из засады.
Пусть бурная не разрешиться ночь
Дождливым утром- утром без отрады.Оставь меня, но не в последний миг,
Когда от мелких бед я ослабею.
Оставь сейчас, чтоб сразу я постиг,
Что это горе всех невзгод больнее,Что нет невзгод, а есть одна беда-
Твоей любви лишиться навсегда.
Учитель говорит о том, что в местном театре Драмы поставлен замечательный спектакль “Ромео и Джульетта”.
Учитель предлагает задать вопросы об этом спектакле.
- Have you seen this performance before?
- Did you watch it on TV?
- Was the performance interesting?
- What was the performance about?
- Who played the leading part?
- What can you tell us about this actress?
- Who played the men’s parts?
- Who was the producer of this performance?
- Who wrote the music for the performance?
Учитель предлагает прослушать отрывок из пьесы в исполнении учеников.
“Romeo and Juliet” is one of Shakespeare’s best plays. It is a tragedy, but it was written in the first period of his creative work. This play is full of love, youth and humanism.
“Romeo and Juliet” was often staged at the theatre and it was a great success.
Romeo and Juliet fell in love with each other and love changed them: they became wiser and more beautiful.
Juliet:
And yet I wish but for the thing I have:
My bounty is as boundless as the sea,
My love as deep; the more I give to thee,
The more I have, for both are infinite.
Romeo:
O blessed, blessed night! I am afeard,
Being in night, all this is but a dream,
Too flattering-sweet to be substantial.
The scene of their meeting in this play is the best one in the whole of Shakespeare’s creative work.
Juliet:
How cam’st thou hither, tell me. And wherefore?
The orchard walls are high and hard to climb,
And the place death, considering who thou art,
If any of my kinsmen find thee here.
Romeo:
With love’s light wings did I o’erperch these walls;
For stony limits cannot hold love out,
And what love can do that dares love attempt;
Therefore thy kinsmen are no stop to me.
Illustrations for this scene were made by many artists.
Juliet:
By whose direction found’st thou out this place?
Romeo:
By Love, that first did prompt me to inquire...
После 16 слайда учитель говорит:
The new period (1601-1608) of his creative work showed us life in England at the end of the 16th century. The tragedies, which were written in the second period, expressed a protest against injustice. This period began with the tragedy “Hamlet”, which was a great success.
Один из учеников читает монолог Гамлета из одноименной трагедии:
To be, or not to be, - that is the question: -
Whether ‘tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? – To die, - to sleep, -
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, - ‘tis a consummation
Devoutly to be wish’d to die, - to sleep; -
To sleep! Perchance to dream: - au, there’s the rub;
For in that sleep of death what dreams may come,
When we have shuffled off this mortal coil,
Must give us pause: there’s the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor’s wrong, the proud man’s contumely,
The pangs of despis’d love, the law’s delay,
The insolence of office, and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? Who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death, -
The undiscover’d country, from whose bourn
No traveler returns, - puzzles the will,
And makes us rather bear those ills we have
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o’er with the pale cast of thought;
And enterprises of great pith and moment,
With this regard, their currents turn awry,
And lose the name of action.
Другой ученик читает монолог Гамлета на русском языке (любое издание Шекспира “Гамлет, принц Датский”, акт 3, сцена 1).
После слайдов 17, 18 учитель дает каждому ученику текст, в котором пересказывается основное содержание пьес.
В заключение учитель говорит, что на этом уроке ученики лишь слегка прикоснулись к творчеству Шекспира и советует читать и изучать его произведения.