МОУ «Гимназия №4»

1. ??????????? ??????? ? ????????? ?????????? ?????????? �????????????? ??????????�

2. ?????????????? ?????????? ??? ???? ?? ???? ?????????????? ???????? ?? ?????? ??????????? ????? ? ?????????? ??????. ??? ??????? ???????, ??? ??????? ??????? ????? ???????, ? ??????? ?????? ?????. ??? ???? ???????? ?????? ????? ?????? ??????. ?????????????? ??????????, ??? ????? ????? ???????????, ??????, ???????? ?????? ??? ????????. ??? ?? ???????????? ????? ?????????????? ??????????? ?????????? � ??? ????? ????????????, ??????????????? ??????? ????? ? ????????, ??????? ??????? ??????? ??? ??????????? ? ????? ???????, ?????? ?????, ????? ?????????. ??? ????? ?????????, ? ??????? ??????? ? ??????? ????????? ???? ??????????? ??????????, ????????.

3. ??? ??????? ???????? ???? ??????????? ???????????? ?????????? � ??????????????? ???? � �??????????? ?????? ?????? ???????????�. ? ??????? ???????? ?????? ????????? ???? ????????, ???? ??????. ? 1984 ???? ??? ??????? ???? ???????? ????????????? ??????????? ???????. ? ????????? ???? ???????? ?????????? ???? ?????, ???????, ????, ???????????? ???????. ? ????? ????? ???? ???? ?????? ????? ?????????? ? ????????? ? ???????? ??????????? ??????????? ??????? ???????? ? ???????? ???????. ???????? ????? ??????? ?????????? ? ????????? ???????? ??????????:

4. ???????? ? ????? ???????????? - ??? ???????? ???????????????, ????????? ????????????? ? ????????????? ???????????, ????????? ????????? ?????????? ??????????? ?? ???? ????? ? ?????????? ???; ?????? ??????? ???????? ????????????? ??????????? ?? ???? ????? ???????????? ????????????: ? ????????? ???????????? ? ???????????? ???????, ??????????????? ??????????, ??????? ? ?.?. ???? ?????? ? ???, ????? ?????? ????? ??????????? ? ???????? ??? ???????????.

5. ??? ??????? ???? ??????????: ????????? ? ???????, ??? ? ??????? ????;  ?? ??????? ????????? ?????? ??? ??????????? ?????, ? ??????????????? �?????????????� ?????? ?????????, ?????????? ???????????? ? ??????????, ? ???????????????? ??????? ?????????? ?????;  ????????? ??????, ????????, ???????????? ????????? ? ??????, ???????? ???????. ??????????? ?????? ???????? ? ???????? ????????.

6. ????? ??? ????????. ??? ?? ???????????? ???????, ? ???, ??? ?? ????????? ??????? ???????. ? ?????? 90-? ????? ?????? ??????????? ????? - ?????????????? ???????????? ??????????????? ?????????? ???????????? ??? ?????????? ? ???????? ??????????? ????????? ???????????

7. ???????? ?????? ??????????? ?????????? ?????????? ?? ?????- ?????????? ? ???? ????????? ??????: ?????? ??????? ????????? ??????????, ??????????????????, ???????????? ? ???????; ? ???????? ??????? ?????? ?????????? ? ???????? ???????, ?????????? ? ??? ??????? ? ????????? ???????? (????); ?? ???????? ?????? ? ??????, ?????? ????? ??????? ? ?????? ??????;  ?????? ?? ????????? ?????? ?????? ?? ???????????? ???????; ?????? ?????????? ?? ?????? ?????? ??????, ???? ???????????? ??????????? ? ??? ? ????????;  ????????? ??????????? ?????????? ?????? ????????? (?? ?????????? ??????? ? ??????, ?? ??????, ?? ??????), ?? ????? ????????????, ???????????? ????? ???? ??????????? ????????? ?????????? ?????????, ?? ?????????, ?????????????.

9. ????? ?????????? ??????????. 1. ????????. ?????? ??????? ? ??????????, ???????????? ?????????? ???????????? ????????, ??????????????? ??????? ?? ????. ???? ????????? � ????????? ??????? ?????????? ? ??????? ???????. ???????????, �???????????� ??????? ??????? ?????????? ??????????? ??? ????????? ? ???????????? ?? ??? ??????????.  2. ???????? ??????????? ???????? (????????????? ? ?????????????) ?????????????? ??? ????????? ??????????????.  3. ????????????. ???????????? ?????????? ???????? ???? ??????????, ?????????? ?????????????? ???????????, ???????????? ??????.  4. ????????????? ????????? ? ????????????? ???????????? (????? ?????????????).  5. ????? ?????????? ? ?? ?????????.  6. ???????? ?????? ????????, ??????, ????????.  7. ????????????.  8. ????? ?????????. 

10. ???????? Module 1. William Shakespeare A. What two questions would you ask W. Shakespeare if you had an opportunity to talk to him? Write your ideas. B. Look at the picture of a mediaeval London. Look! Listen! Smell! Image! What are your associations? Describe your impressions. Discuss your ideas with the partner. Module 2. Hamlet. Look at 3 pictures: the engraving by Albrecht Durer �Melancholia�; the painting by Salvador Dali � Laurence Olivier as Richard III� the painting by Hans Holbein � Henry VIII� Which picture is the most powerful from your point of view to illustrate the play? Explain why you think so.

11. Module 3. English History with Shakespeare�s eyes. An ideal king. What are your associations when you hear this notion? Introduce your own notions. Write some sentences to support your ideas. Module 4 The Wreath of Sonnets. Listen to one of the Shakespeare�s sonnets. What piece of music associates with it from your point of view? Justify your choice. Write key words and expressions which help you form the image of the heroine. Module 5. Shakespeare and Music. A. You are listening to a piece of music by Chaikovsky or Mendelson. What feelings and emotions does this music arise in your heart? Share your emotions with the partner. B. Read Sonnet 128 � Sonnet to a lady playing the virginal�. Try to translate it into Russian.

12. ???????? ??????????? ???????? Module 1. William Shakespeare. A. Why do you think Shakespeare�s plays and sonnets are so popular today? What attracts the readers, the actors, the producers in Shakespeare�s creative work? If you were a producer what play would you choose to stage? Justify your choice. If you were a composer what sonnet would you choose to compose a piece of music? Explain your choice. B. What are your associations when you hear the words � The Elizabethan Period �? Here are pictures related to the period of Queen Elizabeth I reign. Study the pictures. Prepare a short talk on the topics: Social and political life. Cultural life. Theatre. outstanding people of the period. � The University Wits�.

13. Module 2 . Hamlet. A. Caught between the desire to act and the desire to refuse all action in a world that appears increasingly absurd, Hamlet soliloquizes on the possibilities before him. Many explanations of Hamlet the man have been offered by the scientists. Read the list of explanations and defend the one position that most closely parallels your view of Hamlet. Support your position with references to the play. 1. Hamlet is a tragic hero. 2. Hamlet is a universal man. (Everyman) 3. Hamlet is a perfectionist, who once he discovers the world is not what he thought it to be, responsibility for the wholesale correction of the corrupted currents in it. 4. Hamlet is a sensitive plant, too tender for the world. 5. Hamlet is a victim of moral inferiority and mental superiority. 6. Hamlet is a victim of idealism. 7. Hamlet is a philosopher whose will is paralyzed and whose mind is debating with itself. B. Is the tragedy of Hamlet relevant today? Prove your opinion by giving specific reasons

14. Module 3. Shakespeare�s Histories. Compare the characters of the kings in Shakespeare�s Histories. What was Shakespeare�s ideal of an ideal king? Discuss the problem with your partners. Read and analyze Richard�s soliloquies. Module 4. . Shakespeare�s Sonnets. A. Compare Petrakh�s and Shakespeare�s sonnets and their heroines � Laura � The Fair Lady� and �The Dark Lady�. Illustrate one of the sonnets. B. What composers wrote music to the Shakespeare�s sonnets? Investigate the problem. What is your favourite piece of music written on Shakespeare�s plays? Share your ideas with the partner. Module 5. Shakespeare and Music. Write a composition on the subject: �Reading Shakespeare, listening to Mozart�. Shakespeare�s Language Give some examples of words made up by Shakespeare. Give some examples of Shakespeare�s metaphors and explain their meaning. �Catch phrases�. What do you understand by this notion? What �Catch phrases� by W. Shakespeare are most popular nowadays?

16. ??????????? ?????????? ????? ???? ??? ???????? ????????? ? ??????????? ????????, ??? ? ???????? ??????????? ???????? ?? ?????? ???????? ??????. 

20. ????????? ?????????. ? ?????? ???? ?????????? ????? ???? ?????????? ????????????????, ???????????? ? ????? ??????? ?????? ???????? ????????? (?????, ????, ?????, ????-?????). ?????? ?????? ??? ???? ??????????????? ??? ?????????? ????-?????. ??? ????? ????????? ? ????? ?????????????????? (????????? ?? ??? ????? ?????? ??????????, ???? ? ??? ??? ?????????????). ???????? ?????????? ???????? ??????? ? ???, ??? ??????????? ????? ?????????????? ????? ???????? ? ???????????? ??? ?????????????? ??????? ??????????, ?????????? ??????? ????????? ????????, ???? ?????????? ? ???????????? ??????????? ?? ?????????? ???????????? ????????????? ?????. ??? ???? ??????? ???????? ????? ????????????? ?? ?????????????-?????????????? ?? ??????????????-??????????????.

21. What�s in a Module? Module Opening page introduces topic and motivates students. Module Objectives tell students what they are going to do. Warm-up Activities get students thinking about the topic. Language Focus page presents Shakespeare�s language in comparison with modern usage. Historical Background page gives a mine focus on a historical and cultural aspect of the topic. Skill Focus page prepares students for reading and listening. Visualizing Shakespeare�s Characters page helps students understand main character and their roles in the play. Discussion: Themes, Characters, page directs students to think and talk about what has been said or written. Variety of Activities page gets students thinking about the play and creating their own options. Quote Shakespeare page are famous quotation related to the topic. Measuring Success page helps students with self-assessment.

22. Shakespeare Hamlet English History with Shakespeare�s eyes The wreath of Sonnets Shakespeare and Music

23. Module opening page Objectives Shakespeare facts Historical background Quoting Shakespeare Write an essay

24. William Shakespeare.(1564 � 1616)

25. Objectives In this module you will: read Shakespeare�s facts; talk about Elizabeth period; read and discuss Shakespeare�s quotations; learn more about Shakespeare�s creative work; write an essay �My Shakespeare�.

26. Shakespeare facts. Nobody knows Shakespeare�s true birthday. Shakespeare invented the word �assassination�. There are only two authenic portraits of William today: the widely used engraving of William Shakespeare by Martin Droeshout first published on the title page of the 1623 First Folio and the monument of the great playwright in Stratford�s Holy Trinity Crunch in Stratford. Shakespeare and wife had eight children, including daughter Susanna, twins Hamnet, Judith, and Edmund. Susanna received most of his fortune when he died in 1616, age 52. Hamnet died at the age of 11, Judith at 77. Susanna dies in 1649, age 66. There were two Shakespeare families living in Stratford when William was born; the other family did not become famous. Shakespeare, one of literature�s greatest figures, never studied at university. Of the 154 sonnets or poems, the first 26 were written to an aristocratic young man who did not want marry. Sonnets 127-152 talk about a dark woman.

27. Shakespeare facts.

28. He was no one- illiterate good for nothing, A poacher from Stratford terrorizing woodmen And merry friend in company of Falstaff. Who else was he? Comedian or king, And old gray which with exorcism of spoiling, A Venice woman, Roman conspirator, Or all of those were an unfinished role?

29. Historical background The most brilliant period English literature ever knew was in the second half of the 16th and the beginning of the 17th century; it is usually but in accurately called the Elizabethan age after Queen Elizabeth, who reigned from 1558 to 1603, but it must be remembered, that many authors of that time, including Shakespeare, wrote their greatest works after her death. England had become a great world power, the peak of the country's development was reached in 1588, when the Spanish Armada, an enormous fleet sent by King Philip II to conquer England, was defeated. England had established wide commercial contacts with all non-Catholic nations, including, Russia (the ships that routed the Armada were built of timber bought in Russia), and rich trading companies had been organized.The English people were now a great nation, and the English language, enriched and to a certain extent already standardized, was now, except for the spelling, not unlike Modern English.

31. QUOTING SHAKESPEARE  If you cannot understand my argument, and declare �It�s Greek to me�, you a quoting Shakespeare; if you claim to be more sinned against than sinning, you are quoting Shakespeare; if you recall your salad days, you are quoting Shakespeare; if you act more in sorrow than in anger, if you wish is father to be thought, if your lost property has vanished into thin air, you are quoting Shakespeare; if you have ever refused to budge an inch or suffered from green-eyed jealousy, if you have played fast and loose, if you have been tongue-tied, a tower of strength, hoodwinked or in a pickle, if you have knitted your brows, made a virtue of necessity, insisted on fair play, slept not one wink, stood on ceremony, danced attendance (on your lord and master), laughed yourself into stitches, had short shrift, cold comfort or too much of a good thing, if you have seen better days or lived in a fool�s paradise � why, be that as it may, the more fool you, for it is a foregone conclusion that you are (as good luck would have it) quoting Shakespeare; if you think it is high time and that that is a long and short of it, if you believe that the game is up and that truth will out even if it involves your own flesh and blood, if you lie low till the crack of doom because you suspect foul play, if you have your teeth set on edge (at one fell swoop) without rhyme or reason, then � to give the devil his due � if the truth were known (for surely a tongue in your head) you are quoting Shakespeare; even if you bid me good riddance and send me packing, if you wish I were dead as a door-nail, if you think I am an eyesore, a laughing stock, the devil incarnate, a stony-hearted villain, bloody-minded or a blinking idiot, then - by Jove! O Lord! Tut, tut! For goodness� sake! What the dickens! But me no buts � it is all one to me, for you are quoting Shakespeare.

32. Write an essay �My Shakespeare� Shakespeare's impact on everyday English speech.

33. Module opening page Objectives Hamlet�s soliloquy Prince of Denmark and characters in tragedy Shakespeare�s language Historical background Write an essay

34. Hamlet

35. Objectives In this module you will: read Hamlet�s soliloquy; talk about the plot, subplots and characters of tragedy; learn the Shakespeare�s language; learn more about historical background; write an essay �Hamlet is a universal man� ; do a project �Hamlet�s inner conflict�.

37. 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 respects That makes calamity of so long life. For who would bear the whips and scorns of time, The oppressor's wrong,

38. THE PRINCE OF DENMARK Since Shakespeare�s time, literary critics have expressed various ideas about the character of Hamlet. Below are several brief summaries of critical opinions concerning the Prince of Denmark. Select one statement and defend this view. Support your opinions by citing specific events and statements from the play. 1 Hamlet is an idealist who repelled by the evils which surround him; consequently, he is incapable of taking action and withdraws into the world of his own mind. 2 Hamlet�s perception of reality is much more acute than that of the other characters. He is able to see through the superficialities of the Danish court to the underlying corruptness. 3 In his relations with the other characters, Hamlet reveals himself as an unfeeling cynic whose acute perception of the reality of evil drives him to destroy the court and its people. 4 Hamlet�s feigned madness serves no useful purpose; rather, it arouses the suspicions of the king and other members of the court. Hamlet�s feigned madness is not due solely to necessity; rather, he has a natural inclination for pretense and dissimulation.

39. DISCUSSION: THEMES, CHARACTERS IN �HAMLET� One of the principal themes in Hamlet is corruption in all its aspects: political, physical (including the deterioration of dead bodies), mental, moral, and spiritual corruption. Discuss each of these aspects of corruption. For example attitudes of the gravediggers, Hamlet and Horatio toward physical corruption or the poison poured in King Hamlet�s ear by Claudius and the corrupting changes this worked on his body. Another major theme of the play is loyalty and betrayal. Discuss these opposing traits with specific examples of each. In the classical view, tragedy should arouse feelings of pity and fear in its audience. Do you think this is true of Hamlet? Explain. Hamlet has six soliloquies in the play. Explain how each shows Hamlet�s reaction to what is occurring in the play and how they also reveal his various � sometimes conflicting � character traits. People have said that the role of Hamlet is the greatest role in all theatre. Considering Hamlet�s character and actions, discuss why you agree or disagree with statement. Consider the following: Hamlet�s betrayals and his reaction, his �madness�, as well as the skills other than acting required for the role and scenes you believe to be greatest. One critic has said that Hamlet�s problem is not �to be, or not to be� but rather �to do, or not to do�. Do you agree or disagree? Use specific examples from the play to support your position. Select any one of the following questions and speak about the character.

40. DISCUSSION: THEMES, CHARACTERS IN �HAMLET�

41. Shakespeare�s Language The English of Shakespeare's time has greatly changed since then. Here are some words and grammar forms frequently used by Shakespeare and grown obsolete in Modern English. 1) The pronoun for the 2nd person had forms for the singular and plural: sing - thou, thee (I know thee) pl - ye, you The possessive pronouns for the 2nd person singular and plural were: thy, thine your, yours 2) Some verbs, when conjugated in the Present, took the (e)st-inflexion for the 2nd per�son singular: thou speakest (you speak) thou knowest (you know) thou host (you have) thou doest or dost (you do) thou shouldst (you should) Some auxiliary verbs took the f -inflexion for the 2nd person: thou art (you are) if thou Overt (if you were) thou shalt (you shall) thou wilt (you will)

42. Shakespeare�s Language The English of Shakespeare's time has greatly changed since then. Here are some words and grammar forms frequently used by Shakespeare and grown obsolete in Modern English. 1) The pronoun for the 2nd person had forms for the singular and plural: The possessive pronouns for the 2nd person singular and plural were:

43. Shakespeare�s Language

44. Shakespeare�s Language

45. Shakespeare�s Language

46. Historical Background The Renaissance, or the Revival of Learning, which is another English term for it, was the period when Euro�pean culture was at its height, a period unsurpassed by any other before or after it. The coming of this great and glorious epoch, which lasted from the 14th century till the 17th, was caused by complex economic and social conditions. At that time the feudal system was being shattered by the bour�geoisie, which was getting stronger and stronger. The old social order didn't answer the demands of the new class that was rapidly gaining strength. The boundaries of different duchies and counties hindered the development of trade. It was more profitable for merchants to be united under a single ruler. In opposition to feudal discord, absolute monarchy, came into being, and feudal domains, once almost independent, cam under one-man power. This led to the forming of nations in the true sense of the word, and, as a natural consequence, to the creation of national languages. The first stage in the appearance of the bourgeoisie on the historical arena is called the period of the pri�mary accumulation of capital. What were the means by which this accumulation was effected? 1) Loans, for which stock exchanges and banking-houses were organized; 2) The expansion of markets by traveling to distant lands and seizing colonies; 3) Driving the peasantry off their land, as a result of which the necessary workmen for the new manufacturing houses were provided and raw materials produced.

47. Write an essay �Hamlet is a universal man�

48. Module opening page Objectives War of Roses Shakespeare's histories Henry�s and Richard�s soliloquies. Characters of the Kings  in Shakespeare�s Histories. Write an essay

49. English History with Shakespeare�s eyes

50. Objectives In this module you will: read and talk about War of Roses; read and analyse Henry�s and Richard�s soliloquies ; compare the characters of the kings in Shakespeare�s histories; write an essay �Shakespeare�s Ideal King� and do a project

51. War of Roses The death of Chaucer was a great blow to English poetry. It took two centuries to produce a poet equal to him. The Hundred Years' War ended, but another �misfortune befell the country: a feudal war broke out be�tween the descendants of Ed�ward III. This is what led to it. When the Magna Charta was signed, the barons had been united with the Saxon freemen and the bourgeoisie of the big towns, and they had participated in the government. But during the Hundred. Years War some lot of the bar�ons ,who were professional soldiers, built castles with high -walls and kept private armies of thousands of men. These big barons devoted themselves to family politics rather than to nation�al politics. (They hoped to increase their own land pos�sessions by going on with the war in France.) Realizing the danger these big barons represented to, the Crown, Edward III tried to marry off. his sons to their daughters, the great heiresses of these Houses. New titles were added to the names of the great barons: the words "duke", "marquis and �viscount� came into use. Henry IV, of the House of Lancaster, came to the throne as king of the big barons. He had a red rose in his coat of arms. His party was opposed by the House of York (the White Rose) who were supported by the lesser barons and some merchants of the towns.

52. Shakespeare's histories, or chronicle plays, are more closely related to his tragedies than to the comedies. This was the genre in which he started his career as a playwright, and beginning with his first works, he gives us a vast dramatic cycle in which he deals with, themes in the historical process, the laws of historical development, and the nature of power. In his first historical tetralogy, which includes the three parts of "Henry VI� and "Richard III", Shakespeare shows the evils of feudalism. In these plays, which show the Wars of the Roses, the predatory nature of the feudal overlord is made very clear. The plays are a series of battles and conspiracies, of alliances formed and broken; they are full of treachery, brutality and suffering. Among the warring lords there arises a figure which is, probably, the most sinister one in all Shakespeare's plays. This is Richard, son to tote Duke of York, who later becomes King Richard III. Shakespeare's histories

53. How many thousand of my poorest subjects Are at this hour asleep! - O sleep, O gentle sleep, Nature's soft nurse, how have I frighted thee, That thou no more wilt weigh my eyelids down, And steep my senses in' forgetfulness? Why rather, sleep, liest thou in smoky cribs, Upon uneasy pallets, stretching thee, And hush'd with buzzing night-flies to thy ? slumber, Than in the perfum'd chambers of the great, Under high canopies s of costly state, And lull'd with sounds of sweetest melody? O thou dull god, why liest thou with the vile In loathsome beds, and leav'st the kingly couch, A watch-case or a common 'larum bell?

54. Henry�s and Richard�s soliloquies. �Can honour set to leg? No: or take away the grief of a wound? No. Honour hath no skill in surgery, then no. What is honour? A word. What is in that word honour? What is that honour? Air. A trim reckoning! - Who hath it? he that died o' Wednesday. Doth he feel it? no. Doth he hear it? no. Is it insensible, then? yea, to the dead. But will it not live with the living? no. Why? detraction will not suffer it: therefore I'll none of it. Honour is a mere scutcheon: ... ("Henry IV", Pact' I, V, 1)

55. Henry�s and Richard�s soliloquies.

56. Characters of the Kings in Shakespeare�s Histories. Coward, glutton, drunkard, Falstaff is cynical to the last degree; but he possesses a marvellous sense of humour and does not hesitate to aim his irony at himself as well; and this good-natured sense of humour gives him a peculiar charm. When Shakespeare began analysing the nature of power and politics, the situation in England was such that the necessity of political stability, guaranteed by an undisputed monarchy, was apparent, and such a point of view was upheld by the theory of the Divine Right of Kings. By this theory, royal power is granted by God Himself, and anyone revolting against the lawful king is in a state of moral sin. Consciously or unconsciously, in his chronicle plays Shakespeare undermined this theory to a great extent. In such histories as �Richard II� and �Richard III� he proves convincingly that the dethronement and even the killing of an unworthy or a villainous king is a righteous and justifiable act.

57. Characters of the Kings in Shakespeare�s Histories.

58. Write an essay �Shakespeare�s Ideal King� Do a project

59. Module opening page Objectives Shakespeare sonnets The principles of womanhood in the sonnets of Petrarch and Shakespeare Read some sonnets Write an essay

60. The Wreath of Sonnets

61. Objectives In this module you will: talk about sonnet as a poetic genre; compare Petrakh�s and Shakespeare�s sonnet�s ; read and discuss some sonnets and its heroes; listen to a sonnet; write a sonnet; and do a project.

62. Shakespeare�s sonnets Shakespeare did not originate the sonnet form. The basic structure of the sonnet arose in medieval Italy. its. most prominent exponent being the Early Renais�sance poet Petrarch. The appearance of English son�nets, however, occurred when Shakespeare was an adolescent (around 1580). Both Edmund Spenser and Philip Sydney, among others, worked in this form a decade or so before Shakespeare took it up in the early 1590s, possibly seeking to exploit the ongoing popular�ity of the sonnet among literary patrons of the day. Sonnets 153 and 154 differ from the other 152 poems included in the first edition of the Sonnets in that they are clearly based on an epigram from ancient Greek poetry that was in all probability known to Shakespeare (and others) through Ovid's Metamorphoses. Apart from these two pieces, none of the sonnets has an identi�fiable literary (or historical) sources.

63. Shakespeare�s sonnets

64. �The principles of womanhood in the sonnets of Petrarch and Shakespeare�  ??????? ???? ?? ???????? ??????; ? ??? ??? ????? ???????? ???????; ???? ??? ????? ?????? ???????; ?? ??????? ????? ??????? ???????. ? ? ???? ??? ??????? ?? ?????; ???????? ??? ??????? ??????, ????? ????? ?? ???????? ????? ??????? ?? ?????? ?????. ??? ????? ??? ??????? ?????????? ????? ????? ? ?????? ??? ?????????? ???? ????? ????????? ????????. ? ??? ??? ??? ?? ????? ????, ??? ??? ???? ?? ??????? ??????? ?????????? ????????? ??????.

65. In the old age black was not counted fair, Or if were, it bore not beauty�s name. ?????????? ?? ???????? ?????? ????, ????? ?? ????? ??????? ??????.

67. In the old ages black was not counted fair; Or if it were, it bore not beauty�s name; But now is black beauty�s successive heir, And beauty slander�d with a bastard shame: For since each hand hath put on nature�s power, Fairing the fowl with art�s false borrow�d face, But is profaned, if not lives in disgrace. Therefore my mistress� brows are raven black, Her eyes suited, and they mourners seem At such who, not born fair, no beauty lack, Slandering creation with a false esteem: Yet so they mourn, becoming on their woe, That every tongue says beauty should look so.

68. Write a sonnet. Do a project.

69. Shakespeare Hamlet English History with Shakespeare�s eyes The wreath of Sonnets Shakespeare and Music

70. Shakespeare and music.

71. Objectives In this module you will: learn about background; read and discuss Shakespeare�s poetry; learn about the composers and their works on Shakespeare�s plays; write an essay �Shakespeare and music�; do a project.

72. 1. The Eternal Problems in Shakespeare's creative work. 2. The Golden Age of Music in Britain. 3. The comparison of Shakespeare with famous composers. a) Shakespeare and Mozart b) Shakespeare and Beethoven 4. Famous composers illustrating Shakespeare. a) �A Midsummer Night's Dream� b) �Othello� c) �Romeo and Juliet� d) �Hamlet� 5. The Eternity of Art.

74. Historical background Among the favorites of the queen were the celebrated traveler Sir Walter Raleigh who wrote poetry and history, and the Earl of Leicester, a powerful nobleman. Queen Elizabeth was very fond of amusements, and the Earl knew just in what way she liked to be entertained; so he arranged acting of all kinds, and dancing and music, and Elizabeth liked music with plenty of noise. The court also took pleasure in bull-baiting and bear-baiting, a cruel and cowardly sport. The tastes of the nobility were still very primitive.

77. Shakespeare�s merits are enormous. He created a new epoch in world literature. Even today we find ideas and problems dealt with in Shakespeare�s plays that were not considered before. These are social problems concerning the relations of man to man in human society. The interpretations of these problems we see in music. The harmony of music and literature makes us think about life, helps us to relax, to rest from noisy cities and everyday problems. This harmony is art itself. Art is the result of perfect harmony between thought and feeling.

79. Puzzle Catch phrases