«Творчество Вильяма Шекспира. Гамлет.»

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Тема урока: «Творчество Вильяма Шекспира. Гамлет.»

Учебные цели урока: Познакомить учащихся с биографией В. Шекспира и его творчеством, в частности с трагедией «Гамлет»; научить их высказывать свою точку зрения по проблемным моментам произведения; характеризовать главных героев и комментировать свое отношение к героям и событиям; активизировать лексический материал по теме; формировать навыки чтения, аудирования; тренировать учащихся в использовании грамматического материала: Past Simple;

Воспитательные цели урока: прививать учащимся чувство прекрасного; развивать у них заинтересованность культурным наследием Великобритании; прививать любовь к английскому языку;

Оборудование урока: портрет В. Шекспира, иллюстрации к его произведениям, компьютер, оборудование для тестирования, лингафонное оборудование, костюми актеров, роздаточный материал, учебник «Opportunities” (Intermediate).


1. Беседа учителя с дежурным учеником.

2. Прослушивание текста (монолог Гамлета “To be or not to be…”.

3. Беседа учителя с учащимися по прослушан-ному тексту.

4. Составление монолога Гамлета по русскому переводу.

5. Постановка диалога Гамлета з Офелией.

6. Работа с лексикой.







7. Чтение сокращенного содержания трагедии «Гамлет» и обсуждение прочитанного;

8. Прослушивание текста (Жизнь и творчество

В. Шекспира);

9. Знакомство учащихся с крылатыми выражениями из творчества В. Шекспира;

10. Проверка усвоения изученного на уроке;

11. Подведение итогов урока;

Диалогическая речь

Аудирование


Диалогическая речь


Творческая работа


Театральная постановка

- (а) знакомство з лексикой

(перефразирование и пе- ревод)

-(b)интерактивная работа с

лексикой

-(c)отработка использова-

ния лексики

-Чтение молча

-Дискуссия

Аудирование


Аудирование


Тестирование

Анализ деятельности на уроке и уровень усвоения выученного на уроке


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План урока

Тема: «Творчество Вильяма Шекспира. «Гамлет»

Задачи урока: развивать навыки устной речи и аудирования; воспитывать у учащихся любовь к английськой литературе и творчеству В. Шекспира. Развивать у учащихся чувство прекрасного, расширять кругозор учащихся. Создать творческую атмосферу для работы, развивать заинтересованность учащихся культурным наследием Великобритании.

Оборудование: портрет В. Шекспира, иллюстрации к его произведениям; компьютер, оборудование для тестирования, лингафонное оборудование, костюмы актеров, раздаточный материал, учебник “ Opportunities (Intermediate)”.

Ход урока:

  1. Беседа учителя с учащимися. Организационный момент урока.

  2. Now you will watch the extract from the film and after that you will have to tell what theme of our lesson will be. Be very attentive. Прослушивание монолога Гамлета: “ To be or not to be…” на компьютерe.

William Shakespeare – “To be, or not to be” (from “Hamlet” 3/1)

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 flash is heir to, ‘tis a consummation

Devoutly to be wish’d. To die, to sleep;

To sleep: perchance to dream: ay, 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 despised 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 traveller returns, puzzles the will

And makes us rather bear those ills we have

Than fly to others that we know not of?

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. – Soft you now!

The fair Ophelia! Nymph, in thy orisons

Be all my sins remember’d.

3. Беседа учителя с учащимися по прослушанному монологу:

While answering the questions use the expressions of your attitude.

1) Can you tell me what theme of our lesson will be?

2) What drama is this monologue from?

3) Who wrote this drama?

4) Who is the main hero of this play?

5) What is the main idea of this extract?

6) Why was Hamlet so depressed?

It has always been very honorably to play the part of Hamlet because it is a very character part and a lot of famous actors from the whole world played it brilliantly.

  1. Do you know who played the part of Hamlet? (Innokentiy Smoktunovskiy, Vladimir Visotskiy, Mel Gibson and even Sarah Bernhardt.)

4. Now I shall give you the cards. On a big sheet of paper there is the monologue of Hamlet in Russian and on small pieces of paper there is the monologue in old English. It is very difficult to understand it but you have to put the pieces in order trying to understand the text with the help of familiar words and phrases.

5. Постановка диалога между Гамлетом и Офелией в исполнении учащихся класса. Now you will see the continuation of the monologue.

OPHELIA: Good my lord.

How does your honour for this many a day?

HAMLET: I humbly thank you: well, well, well.

OPHELIA: My lord, I have remembrances of yours,

That I have longed long to re-deliver;

I pray you, now receive them.

HAMLET: No, not I; I never gave you aught.

OPHELIA: My honour’d lord, you know right well you did;

And, with them, words of so sweet breath composed

As made the things more rich: their perfume lost,

Take these again; for to the noble mind

Rich gifts wax poor when givers prove unkind.

There, my lord.

HAMLET: Ha, ha! Are you honest?

OPHELIA: My lord?

HAMLET: Are you fair?

OPHELIA: What means your lordship?

HAMLET: That if you be honest and fair, your honesty should

admit to your beauty.

OPHELIA: Could beauty, my lord, have better commerce than with honesty?

HAMLET: Ay, truly; for the poor of beauty will sooner

transform honesty from what it is to a bawd than the

force of honesty can translate beauty into his

likeness: this was sometime a paradox, but now the

time gives it proof. I did love you once.

OPHELIA: Indeed, my lord, you made me believe so.

HAMLET: You should not have believed me; for virtue cannot

so inoculate our old stock but we shall relish of

it: I loved you not.

OPHELIA: I was the more deceived.

HAMLET: Get thee to a nunnery: why would thou be a

breeder of sinners? I am myself indifferent honest;

but yet I could accuse me of such things that it

were better my mother had not borne me: I am very

proud, revengeful, ambitious …

6. (а) Знакомство с новой лекской. To continue our lesson we shall learn some new words and phrases. Now I shall give you the explanation of new words and phrases, give the examples with them and you have to guess their meanings in Russian or in English:

  1. to show devotion in God or another power - (to worship);

  2. to complete or finish a task – (to accomplish);

  3. act with courage, skill or strength; the synonym of the word deed – (feat);

  4. to represent a person, an organization or an idea; for example – (on behalf of) (prep)

  5. to punish someone for wrong with behavior a cruel action – (to take revenge upon);

  6. to kill someone – (to murder);

  7. a feeling of great dislike for somebody or something – (hatred);

  8. to help calm or relax somebody –(to comfort);

  9. to speak to God or other power – (to pray);

  10. a place of peace where God and angels live – (heaven);

  11. to cause somebody anger; to hurt or to harm somebody – (to offend)ж

  12. to doubt or mistrust somebody; to suspect or not to trust – (to be suspicious of);

  13. a weapon with a long, sharp blade – (a sword);

  14. to make somebody responsible for a bad deed – (to blame for);

  15. to ask or invite a person to fight – (to challenge to a fight);

6. (b) Отработка новой лексики.

On the blackboard you can see the Russian versions of the new words and phrases and you have their English equivalents. You have to stick them opposite each other very quickly one by one and give their translations. Be attentive with grammar.

6. (c) Работа с лексикой.

On the blackboard and on your desks you see the same sentences with the new words and phrases. In each sentence there is the gap in which you have to put the necessary word. Then you have to read the sentences and translate them.

1) The Cossacks carried long, metal _____ (swords) with them for protection and to fight their enemies.

2) Detective Black was ______ (suspicious) of Mr. Brown for the murder of Ms. Green, so he followed him in his car.

3) I ____ (accomplished) my big project at work on Friday afternoon and I received a new project from my boss on Monday morning.

4) The girls were both in love with John, so Kate _____ (challenged ) Anne to a fight to decide who could be his girlfriend.

5) The soldiers’ _____ (feat) during the Great Patriotic War was to beat the enemies.

6) In Hinduism, people _______ (worship) many gods but they believe all the gods are part of one god.

7) When our dog died, I _____ (comforted) my sister and told her that everything would be okay.

8) When Muslims ____ (pray) to God, or Allah, they recite verses from the Qur’an in the Arabic language.

9) Don’t put up your middle finger in America, or you will _____ (offend) people there.

10) In Christianity, God promises a place for good people to live in _____ (heaven) after their death on earth.

11) _______ (on behalf of) the English teachers, I present you the award for the Olympiad in English.

12) His ___ (hatred) was so strong for his neighbor that he moved to a new city far away.

13) In order to ______ (take revenge upon) her father for leaving home, she swore never to talk to him again.

14) Years ago, there was a very high number of ________ (murders) in New York City but now, thanks to the police, the crime rate is much lower.

7. Чтение молча и аудирования. Now you will listen to the short contents of the drama Hamlet. Follow the announcer attentively. Then you will answer some questions.

While answering the questions use the expressions of you attitude. (On the cards in front of the pupils)

  1. Why was Hamlet angry with his mother?

  2. Why did he hate Claudius?

  3. What did his friend tell him?

  4. What did the ghost of Hamlet’s father ask him to do? (He asked him to revenge

for his murder upon Claudius.)

  1. What was Hamlet full of after the conversation with his father’s ghost? (He was full of anger and hatred.)

  2. Why was Claudius suspicious of Hamlet?

  3. What did Ophelia have to find out?

  4. What did Ophelia try to do when she met Hamlet? (She tried to comfort Hamlet.)

  5. What was Claudius doing when Hamlet found him walking around the castle? (He was praying.)

10) Why didn’t Hamlet kill Claudius while he was praying? (… because he could go straight to heaven.)

11) Why was Hamlet’s mother sad? (…because she considered that Hamlet had

offended Claudius.)

12) What did Hamlet do when he heard the noise behind the curtain? (He took the sword and killed the person behind the curtain.)

13) What did Ophelia’s brother blame Hamlet for? (For the deaths of his father and sister.)

14) What did Ophelia’s brother do? (He challenged him to a fight.)

15) How did Claudius decide to kill Hamlet?

16) Why did Hamlet’s mother die?

8. Аудирование текста о жизни Шекспира. I want to read you the text about Shakespeare, the famous playwright and the author of “Hamlet” and other well-known dramas and comedies.

WILLIAM SHAKESPEARE

William Shakespeare, the greatest and most famous of English writers, and the great-est playwright who has ever lived, was born on the 23rd of April, 1564, in Stratford-on-Avon. It was a small English town.

In spite of his fame we know very little about his life. His father wanted his son to be an educated person and at the age of six he was sent to the local grammar school, but he had to leave it at the age of thirteen. His father, John Shakespeare, was a glove-maker, and when he fell into debt, William had to help him in the trade.

At the age of eighteen, he married Ann Hathaway. Ann was eight years older than her husband and the marriage wasn’t a happy one.

When Shakespeare was twenty-one, he went to London. There is a story that Shakes-peare’s first job in London was holding rich men’s horses at the theatre door. But nobody can be sure that this story is true.

Later, William became an actor and a member of a very successful acting company. It’s highly probable that “The Comedy of Errors”, “Romeo and Juliet” and some other plays by Shakespeare were performed for the first time on this stage.

Very soon, the actors were told that they could no longer use the land that their theatre was built on and the company had nowhere else to perform. And in the dead of night the whole acting troop took down their theatre, timber by timber, brick by brick. They carried it across the river and rebuilt it. The new theatre was called the Globe.

Shakespeare’s Globe was rather different from modern theatres. The plays were per-formed in the open air and the audience got wet if it rained. There was no scenery and the only lighting was the daylight that came from the open roof above. Women in those days were not allowed to act in public and all the parts (even Juliet) were played by men. Much of the audience stood to watch the performance and moved around, talking with each other and throwing fruit at the stage if they didn’t like something.

Shakespeare wrote 37 plays: 10 dramas (such as “Hamlet”, “King Lear”, “Othello”, “Macbeth”), 17 comedies (such as “As you like it”, “Twelfth Night”, “Much Ado About Nothing”), 10 historical plays (such as “Henry IV”, “Richard III”). He also left 7 books of poems. Most of his plays were not published in his lifetime. Probably some of them may have been lost in the fire when the Globe burnt down in 1613.

Shakespeare spent the last years of his life in Stratford, where he died, ironically , on the same date as his birthday, the 23rd of April, 1616 at the age of 52. He was buried in the church of Stratford. In 1997, Shakespeare’s Globe Theatre was restored.

Shakespeare’s plays and poems have been published in many languages. They are well-known among people in the whole world. Nowadays they are still very popular and millions of people admire them.

9. Знакомство учащихся с крылатыми выражениями из произведений Шекспира. Do you know that a lot of Shakespeare’s expressions became the winged words and sayings? Try to translate some of them into Russian:

  1. All is well that ends well. – Все хорошо, что хорошо кончается.

  2. All that glitters is not gold. – Не все то золото, что блестит.

  3. Brevity is the soul of wit. – Краткость сестра таланта.

  4. Delays have dangerous ends. – Промедление смерти подобно.

  5. Much ado about nothing. – Много шума из ничего.

  6. To be or not to be that is the question. – Быть или не быть – вот в чем вопрос.

  7. All the world is a stage, all the men and women are merely players. – Вся жизнь – театр, а люди в ней актеры.

10. Тестирование. Now we need to conclude the lesson and I want to check what you have remembered about Shakespeare’s life and his works. Now you will have the test.

1) Why did Shakespeare have to leave the grammar school?

1. He had to marry

2. He had to go to London

3. He had to help his father to trade (+)

4. He had to look after the horses

2) Why wasn’t his marriage happy?

1. Because his wife was eight years older (+)

2. Because they lived very poorly

3. Because they had a lot of children

4. Because he wanted to go to London

3) How many plays did Shakespeare write?

1. 35 3. 26

2. 37 (+) 4. 42

4) What was Shakespeare at the theatre at first?

1. He was the playwright

2. He was the owner of the theatre

3. He was the actor and the member of the company (+)

4. He was the director of the theatre

5) What was Shakespeare’s father?

1. He was the carpenter

2. He was the farmer

3. He was the glove-maker (+)

4. He was the groom

6) What was Shakespeare’s first job in London?

1. He was an actor

2. He wrote the plays for the theatre

3. He looked after the horses of the rich men (+)

4. He was holding rich men’s horses at the theatre door

7) Why weren’t some of Shakespeare’s plays published?

1. He had no money

2. They were not the masterpieces

3. They were lost in the fire (+)

4. He burnt them himself

8) What is false about Shakespeare’s theatre?

1. The plays were performed in the open air

2. Women were not allowed to act in public

3. Sometimes audience threw fruit at the stage

4. There were no performances when it was raining (+)

9) Why did the actors have to carry their theatre to another place?

1. because they could no longer use the land their theatre was built on (+)

2. because they didn’t have money to pay the rent for the theatre

3. because they found the better place for the theatre

4. because they wanted to built a better theatre

10) Which of the plays by Shakespeare was a drama?

1. “Taming of the Shrew”

2. “Twelfth Night”

3. “ Much Ado About Nothing”

4. “Macbeth” (+)

11) What happened with the Shakespeare’s theatre in 1997?

1. It was burnt

2. It was restored (+)

3. It was ruined

4. It was taken to another place

12) Where did Shakespeare spend the end of his life?

1. In London

2. In another country

3. In Stratford (+)

4. In Denmark

13) Where was Shakespeare buried?

1. In the church of Stratford (+)

2. In London

3. Not far from his theatre “Globe”

4. Nobody knows

14) At what age did Shakespeare die?

1. 75

2. 52 (+)

3. 60

4. 48

11. Подведение итогов и заершение урока.





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