Вечер поэзии: Шекспировские чтения

Открытый урок по английскому языку с применением метапредметных связей Дурнева Наталия Витальевна, учитель английского языка Класс: 8 –а Тема: Вечер поэзии: Шекспировские чтения Цели: Практические: развитие умения диалогической и монологической речи, развитие умения читать с извлечением нужной информации. Образовательные: расширить и углубить знания учащихся о творчестве Шекспира, его вкладе в мировую литературу, совершенствовать умения и навыки владения английским языком по всем видам речевой деятельности: аудированию, говорении, чтению и письму. Развивающие: развивать творческие способности учащихся, уметь анализировать, обобщать, делать выводы, аргументировать свое мнение

Воспитательные: воспитывать на примере изучения общечеловеческих ценностей – литературы, формировать уважение к мнению другого человека, привить интерес и уважение к культуре, традициям страны изучаемого языка; повысить мотивацию к изучению английского языка.

Тип урока: урок изучения и применения знаний и умений.

Формы организации учебной деятельности учащихся: парно-групповая деятельность.

Используемые технологии: проектно-исследовательская, творческий цикл, метод проектов.

Ожидаемый результат: в результате изученной темы обучающиеся узнают факты из жизни и творчества Шекспира, которые смогут применить на уроках литературы. Смогут применить свои знания на практике, презентовать свои проекты, правильно держась перед слушателями, уметь видеть себя со стороны, вести дискуссии и беседы на языке по теме индивидуально, в группах и в парах, самостоятельно добывать информацию.

Оборудование: учебник, словарь, Интернет, энциклопедия, комедии, трагедии и сонеты Шекспира.

ХОД УРОКА

1.Организационный момент. Приветствие:

Teacher: Good morning, dear students! How are you?

Are you all right, children? Are you fine, ?

Thank you, I am fine!

Who is on duty today?

What season is it now?.

What is the weather like today?

2. Постановка целей и темы урока:

Teacher: As you can guess from the short extract from the film the topic of our lesson today is… (учащиеся с мест подсказывают учителю) Yes? You are right. OK, let us see what is the topic of our lesson. We are going to speak about Shakespeare’s life, about his creative work, we’ll act and play, watch films and discuss many facts from his life. So, the topic is (спрашивает у детей и пишет на доске) “William Shakespeare: life and creative work”. During our lesson we’ll develop such skills as speaking, listening, acting, asking and answering questions (написано на доске – читает с доски. Now I’ll give you sheets of paper with the text and questions, look through them and be ready to answer them at the end of the lesson. You can makes notes on them. I’ll divide you into three groups: four people in each group. Be ready in groups to discuss and answer my questions.I know that you have collected and prepared a lot of interesting information about this famous person. Our lesson today is a project lesson, that is you are to show  computer presentations, discuss them, read and retell the texts, dramatize some of his plays and what not…I want to introduce to you Shakespeare. He will help me today and play the role of your teacher.

Shakespeare: “Hello, dear students.

3. Основной этап: Активизация изученной раннее тематической лексики.

Shakespeare: I’m sure you know me very well and can say what we are going to speak about today.  What is my name? Who am I?

(Учащиеся говорят: Your name is William Shakespeare.)

Yes, you  are right. I want to know if you are ready for the lesson. Please,( называет дежурного ассистента) check and tell me if everybody is ready for the lesson.

Ученик проверяет и докладывает:  everybody is ready for the lesson.

4. Развитие монологической речи.

Shakespeare: (Приглашает к себе одного из учащихся) My dear friend, come here, please, you know so much about me and my life. Be so kind, tell us some facts from my biography.

Учащийся выступает с презентацией о биографии Шекспира

Shakespeare: Thank you, my dear friend. It was so interesting. Now you will learn some facts about my creative work.  If you don’t know, I wrote 37 plays and 156 sonnets in 23 years. Anton will speak about it. You are welcome, Anton.

Следующий ученик выступает  с презентацией о творчестве Шекспира: “Shakespeare: creative work”. Сразу после слайда «Гамлет» исполняется монолог Гамлета.

Hamlet's monologue

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 heartache and the thousand natural shocks
That flesh is heir to – 'tis a consummation
Devoutly to be wished! 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.
The question is: is it better to be alive or dead?

Монолог Гамлета

Быть или не быть,
Вот в чем вопрос!
Что благороднее: сносить ли гром и стрелы
Враждующей судьбы или восстать
На море бед и кончить их борьбою?
Окончить жизнь – уснуть,
Не более! И знать, что этот сон
Окончит грусть и тысячи ударов, –
Удел живых. Такой конец достоин
Желаний жарких. Умереть? Уснуть?
Но если сон виденья посетят?
Что за мечты на мертвый сон слетят,
Когда стряхнем мы суету земную?
Вот что дальнейший заграждает путь!
Вот отчего беда так долговечна!
Кто снес бы бич и посмеянье века,
Бессилье прав, тиранов притесненье,
Обиды гордого, забытую любовь,
Презренных душ презрение к заслугам,
Когда бы мог нас подарить покоем
Один удар? Кто нес бы бремя жизни,
Кто гнулся бы под тяжестью трудов?
Да, только страх чего-то после смерти –
Страна безвестная, откуда путник
Не возвращался к нам, - смущает волю,
И мы скорей снесем земное горе,
Чем убежим к безвестности за гробом.

Shakespeare: Thanks. It was great. I think our guests and students liked it very much. Shakespeare is famous for his sonnets. Can anybody recite any of his sonnets? (Два или три ученика читают сонеты Шекспира на русском и английском языках)

Сонеты:

1-й ученик:

When in the chronicle of wasted time
I see descriptions of the fairest wights,
And beauty making beautiful old rhyme
In praise of ladies dead and lovely knights,
Then in the blazon of sweet beauty's best,
Of hand, of foot, of lip, of eye, of brow,
I see their antique pen would have express'd
Even such a beauty as you master now.
So all their praises are but prophecies
Of this our time, all you prefiguring.

2-й ученик:

Когда в старинных рукописях вдруг
Встречаю песни трубадуров страстных,
Я слышу в них стихов чудесный звук
Во славу рыцарей и дам прекрасных,
Но вижу я, что, красоту любя, –
Чело, уста, и очи, и ланиты –
Хотело их перо воспеть тебя,
В ком это все так нераздельно слито.
Да, наши дни пророчил их напев,
Провидело тебя поэтов чувство…

3-й ученик:

In loving thee thou know’st I am forsworn,
But thou art  twice forsworn, to me love swearing;
In act thy bed-vow broke, and new faith torn
In vowing new hate after new love bearing.
But why of two oaths' breach do I accuse thee,
When I break twenty? I am perjur'd most,
For all my vows are oaths but to misuse thee,
And all my honest faith in thee is lost:
For I have sworn deep oaths of thy deep kindness,
Oaths of thy love, thy truth, thy constancy,
And to enlighten thee gave eyes to blindness,
Or made them swear against the thing they see;
For I have sworn thee fair, more perjur'd eye,
To swear against the truth so foul a lie!

4-й ученик:

Бесчестен я, к тебе любовь питая;
Меня любя, бесчестна ты вдвойне,
Быть верною обеты нарушая
И на вражду сменив любовь ко мне.
Но мне ль судить тебя за прегрешенья?
Я сам грешил не два, а двадцать раз.
Поклялся я раскрыть твое паденье
И клятву эту преступил тотчас.
Я клялся столько раз, что ты прекрасна,
Что нет любви сильнее и нежней!
Я ослеплял глаза свои всечасно,
Не видеть чтоб порочности твоей.
Я клялся: чище ты и лучше всех,
И эта ложь – мой самый тяжкий грех

5. Развитие диалогической речи.

После слайда «Отелло» исполняется сценка:

Диалог между Отелло и Дездемоной  

D:  Who's there? Othello?

О:  Yes, Desdemona.

D: Will you come to bed, my lord?

O: Have you prayed tonight, Desdemon?

D: Yes, my lord. Alack, my lord, what may you mean by that?

O: Think of your sins.

D: They are loves I bear to you. But what's the mater?

O: That handkerchief which I so loved and gave you, You gave to Casio.

D: No, by my love and sole. Send for the man and ask him.

O: Therefore confess you freely of your sin,

I wouldn't kill you unprepared spirit. I say, amen.

D: I never did offend you in my life; Never loved Casio, I never gave him token.

O: By heaven, I saw my handkerchief in his hand. О perjured woman! You broke

my heart.

D: He found it then. I never gave it him. Send for him here. Let him confess a truth.

O: He had confessed. And he is dead.

D: Alas, he is betrayed and I undone.

O: Down, strumpet, being done, there is no pause.

D: But banish me , my lord, but kill me not! Kill me tomorrow: let me live tonight!

O: It is too late...

D: But while I say one prayer!

O: Lord, Lord, Lord!

6. Развитие умений изучающего чтения (работа с текстом)

Shakespeare: Of course, now you are ready to answer my questions I gave you at the beginning of the lesson. Please, read the texts and after five minutes we’ll have a quiz.

(Учащиеся читают текст и готовят ответы на вопросы)

I. Unprepared Reading

The Man of Stratford

England's greatest poet  was born in 1564 in Stratford-upon-Avon in that part of he country which is very typical of England: green meadows , age-old trees, green hedges between fields, old beautiful houses, white and black farm cottages. William's father, John Shakespeare was born in a village  three miles north of Stratford. He was the son of a farmer. About 1550 he moved  to Stratford. He vas a glove-maker . He married ' Mary Arden in 1556 and at that time they were living in a comfortable house in Henley Street, William's birthplace. You can see the modest  room where he was born with the dark furniture and small windows. Their cottage and the furniture are reconstruction  but so good, that you forget things aren't really  old. William Shakespeare moved to London soon after his marriage. Soon he joined  the company of actors  and was acting  in his own plays . At that time he wrote Romeo and Juliet, Ju­lius Caesar  and Much Ado  about Nothing. He wrote 37 plays in 23 years. W. Shakespeare died  in 1616. You can see the place where he rests in the church not far from the house where he was born. Now people from every country of the world come to Stratford. They visit the house in Hen­ley Street, the grammar school where William first learned to read and to write and the Shakespeare Memorial Theatre near the Avon River.

Questions:

1) Where and when was William Shakespeare born?
2) What is that place like?
3) What do we know about his parents?
4) Shakespeare was born in a house in Hen­ley Street, wasn't he?
5) What did Shakespeare do in London?
6) What places of interest can tourists see in Stratford?
7) How many plays did he write?
8) Can you name any of his comedies?
9) Can you name any of his tragedies?
10) How many children did he have?

7. Завершающий этап. Подведение итогов.

Teacher: Thank you for your wonderful work. It was so unusual for me to stand aside and watch you in the role of teachers and students, writers and actors… You are very talented and creative children. I am very proud of you and sure that you will become really confident and inquiring people. Without doubt everyone today gets excellent marks. But we are not going to say good bye to Shakespeare. Your home task is to read the text “Romeo and Juliette” and answer the questions after the text. At our next lesson we’ll make a film about a pair of tragic lovers today. Think of the plot, please. Our lesson is over. Good bye. See you tomorrow.

Reading (текст для домашнего задания)

ROMEO AND JULIET

The Capulets and the Montagues lived in Verona. The two families hated each other. One day the Capulets had a dance. Romeo, a young Montague, went to the dance wearing a mask, but he was recognized. It was there that he first saw Juliet, Capulet's daughter. It was love at first sight. After the party, Romeo went to hide in the bushes under Juliet's window. Juliet came out onto her balcony. She, like Romeo, had fallen in love with her father's greatest enemy. Romeo heard her talking to herself about her love for him, and he came out of the bushes. He stood under the balcony and asked her to marry him. Juliet was afraid and begged him to leave, but first she agreed to marry Romeo the next day. Romeo and Juliet were married secretly by a priest called Friar Laurence. Juliet's cousin Tybaltwanted to fight Romeo. Romeo refused because he had just married Juliet. Later, however, Tybalt killed Romeo's best friend so Romeo fought and killed Tybalt. Romeo had to leave Verona because he had killed Tybalt. While he was away, Juliet's father decided she had to marry another man in three days' time. Juliet did not know what to do. She went to see Friar Laurence and together they made a plan. Juliet would pretend to kill herself. Laurence would then take her 'body' to a safe place and Romeo would join her. Romeo did not know about the plan and he was so upset when he received the news that Juliet was dead that he bought some poison and rushed to Juliet's tomb. There he drank the poison. When Juliet woke up, Romeo was already dead. Juliet took Romeo's knife and pressed it into her heart.
When they realized what had happened the fathers were very sad and ashamed. As a result of the tragedy the two families became friends forever.

Answer the questions:

1. Why did Romeo hide under Juliet's window after the party?

2. Why did Juliet agree to marry Romeo?

3. Why did Romeo refuse to fight Tybalt at first?

4. Why did Romeo fight Tybalt?

5. Why did Romeo leave Verona?

6. Why did Romeo buy some poison?

7. Why did Romeo kill himself?

8. Why did Juliet kill herself?

9. Why did the Capulets and Montagues become friends?

You are going to make a film about a pair of tragic lovers today. Decide the answers to the questions.

1. Who are the families? What are their names?

2. What do they do?

3. Where do the young couple meet?

4. What is the problem that leads to the tragedy?

5.  What is the tragedy?

6. How does the story end?

Write a short summary of your story.

Список литературы:

1. Интернет ресурсы

2. Уильям Шекспир. Сонеты. М., «Эксмо», 2003.

3. Rob Nolasco.WOW! (Window on the World) Student’s book 3, Oxford University Press,1995.

4. William Shakespeare. Tragedies. Антология КАРО, Санкт-Петербург, 2005.

5. Художественный фильм «Влюбленный Шекспир» (на англ. языке), производство США и Великобритании, 1998.

6. Художественный фильм «Ромео и Джульетта», США, 1996.