Элективный курс для 9 класса.

Занятие № 1.  

I. Трудности при переводе с английского языка на русский.

Многозначность слов в английском языке.

Great – огромный, великий, сильный, преклонный, крупный, пра -  .

a) Newton was a great thinker and scientist. b) Many Indians live to a great age. c) During our Black Sea voyage there was a great storm. d) Russia is the greatest country in the world.

 a) London is one of the great business centers in the world. b) Lomonosov was a great scientist and discover. c) Every September American sciences watch great tornadoes in the south of the country. d) Siberia covers a great territory.

a) We can’t swim. There are great waves on the sea. b) Pushkin is a great Russian poet and novelist. c) My granddad lived to a great age. d) Ekaterinburg is a great industrial city.

a) The Great fire burnt London in the 17th century. b) The great Russian river Volga brings its water into the Caspian Sea. c) Washington is a great administrative centre and the capital of the USA. d) She was a great grand daughter of a famous artist.

Найдите с помощью словаря переводы следующих слов и составьте с ними фразы: heavy, thick, thin, keen.

Многозначность слов в русском языке.

Подберите одно значение для выделенных слов:

   A thin magazine, a delicate taste, a keen hearing, a slim girl..

Различия в структуре английского и русского предложения.

У слов в английском предложении отсутствуют падежные окончания, поэтому предложение имеет твердый порядок слов: 1.подлежащее – 2.сказуемое – 3.дополнение – 4.обстоятельства. Место слов в предложении объясняет их функцию.  

    Порядок  слов в русском предложении основывается на ином принципе (падежные окончания, согласование, склонения, спряжения, ...)

A girl was standing at the theatre. - У ворот стояла девушка.

Расставьте слова в том порядке, как они должны следовать в английском предложении:

а) Весной в лесу начинают петь птицы. Летом нас часто навещают наши родственники.

б) Много ошибок сделали ученики в диктанте по английскому. Полезную информацию

   находят студенты в интернете.

в) Каждый год на юг едут тысячи россиян. Завтра в 12 часов придет врач.

г) Много опытов сделали студенты на уроках  химии. Защитить детей от жестокости

   может только закон.

Одинаковость в построении слов и их форм.

An old woman was sitting on the bench  looking at the moving lorries. – На лавочке сидела старуха, глядя на проезжающие машины.

Переведите, обращая внимание на одинаковую форму слова, определите часть речи и ее функцию:

 a)Learning by heart exercises our mind. b)She is learning English now. c)He sat at the table learning the results of the experiment. d)The learning poem girl was the best pupil in the class.

5. Трансформация слов из одной части речи в другую.

School teacher – (школа + учитель), sportsman – (спорт + человек), fireplace – (огонь + место), newspaper – (новости + бумага).

Составьте как можно больше слов: piano, key, game, phone, box, table, woman, computer, farm, time, player, post, ear, house, door.

 Вывод: ошибочным является стремление дать зеркальный перевод английского предложения.

Занятие № 2.

Как прочитать текст и полностью понять его?

I. 1. Прочитайте название текста и постарайтесь догадаться о его главной идеи.

    2. Прочитайте задание и сноски, они тоже могут помочь тебе понять содержание.

   3. Прочитайте текст бегло, пропуская незнакомые и трудные слова.

   4. Прочитайте текст второй раз, чтобы понять общую идею, старайтесь понять значение неизвестных

       слов из содержания или словообразования.

   5. Постарайтесь представить содержание текста в целом.

   6. Прочитайте текст в третий раз, обращая внимание на места, которые трудны для вас, решите,

       насколько они важны для полного понимания, и обратитесь за помощью к словарю.

Text.                                        Mark Twain  (1835 – 1910)

● Samuel Langhorne Clemens, a famous American novelist, whose nickname was Mark Twain, was born in the small town of Hannibal on the Mississippi River in 1835. He was the son of a lawyer, a bright, lively boy, the leader in all the boys’ games. Samuel had a lot of friends at school. And when he became a writer he described them in his stories.

     When he was eleven years old, his father died, leaving his family with nothing to live. So the boy had to leave school and look for a job. Samuel was apprenticed* to a printer, and for ten years he worked in the printshops of various cities. For some years he and his brother started a small newspaper. Samuel wrote short humorous stories for it.

● In 1856 at the age of twenty he found a job on a ship travelling up and down the Mississippi. Here oh a ship he found his nickname ‘Mark Twain’. It was taken from the call of the Mississippi pilots when they measured the depth of the river. While working on a ship Samuel witnessed the life of all kinds of people – rich and poor, farmers and business, slaves and slave owners. Thus Samuel saw America passing  before his eyes. He got to know a great deal about life and people around. But later he used to speak about this time as the happiest period of his life and described it in his books.

● The young man worked as a gold-miner in California for a year. There he began to write stories about camp life and sent them to papers under the name of Mark Twain. As a journalist Mark Twain went abroad in 1867, visited some European countries and revealed a more critical view on the USA. But critical articles about corruption, speculation didn’t bring him much money. And in 1870 Mark Twain returned to reminiscences of his childhood. In  the result the people especially children got to know the adventure world of the two lively boys, Tom Sawyer and Huckleberry Finn. These two books brought him fame. Then were the books “The Prince and the Pauper” and  “A Connecticut Yankees in King Arthur’s  Court”, loved by children all over the world.

 ● Travelling about the world helped Mark Twain to part with his illusions about America. The elements of social criticism increased in his books from one to another since 1867. First he described reactionary ideas of American *bourgeois democracy and the true nature of American society. Then the writer criticized the feudal forms of social injustice. His books contained satirical attacks on bourgeois civilization. Mark Twain’s realism played a great role in the development of realistic literature of other countries. In 1907 Oxford University gave Mark Twain an ‘Honorable Doctorate of Letters’*.

*to apprentice – отдать в ученье

*bourgeois - буржуазный

*‘Honorable Doctorate of Letters’ – Почетный доктор филологических наук

II. Answer the questions:

Where and when was the writer born?

What professions did he work as?

What did he witness during his life?

What books made him famous with children?

What is the way Mark Twain showed the life in his books?

III. Analyze the phrases in cursive.

IV. Make a literary translation.

Занятие 2. Домашнее задание.

III. Analyze the phrases in cursive.

IV. Make a literary translation.

     Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics. Even as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Занятие 2. Домашнее задание.

III. Analyze the phrases in cursive.

IV. Make a literary translation.

     Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics. Even as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Занятие 2. Домашнее задание.

III. Analyze the phrases in cursive.

IV. Make a literary translation.

     Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics. Even as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Занятие 2. Домашнее задание.

III. Analyze the phrases in cursive.

IV. Make a literary translation.

      Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics. Even as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Занятие 2. Домашнее задание.

III. Analyze the phrases in cursive.

IV. Make a literary translation.

      Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics. Even as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Занятие 2. Домашнее задание.

III. Analyze the phrases in cursive.

IV. Make a literary translation.  

      Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics. Even as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

                                                                               Занятие 3

Анализ домашнего задания

I.Analyze the phrases in cursive.

II. Make a literary translation.

     Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

III..Опрос вариантов литературного перевода, комментарии по лучшему переводу.

IV. Чистовой вариант  литературного перевода:

   Александр Белл родился 3 Марта 1847 года в Эдинбурге. Он унаследовал свой талант от отца, который был известным преподавателем красноречия и специалистом по фонетике. Изобретательность своего ума Белл продемонстрировал, когда был еще ребенком, но в 1870 году его здоровье ухудшилось, и его родственники стали опасаться возможности развития туберкулеза. Поэтому Александр Белл с отцом покинул родину и отправился и Канаду. Через два года он появился в Бостоне, где основал школу, в которой готовил учителей для больных глухотой, а также давал уроки риторики. Здесь же он начал эксперименты по созданию прибора, который, как он полагал, позволил глухотой ‘слышать’. Он занимался этим некоторое время, пока неожиданно не открыл истинные законы передачи звука на расстояние.

Тема занятия 3.

Пересказ-реферирование  рассказа.

Выделить основное содержание текста.

Разделить текст на смысловые абзацы.

Выделить основной смысл каждого абзаца.

Выделить слова и выражения, выражающие основной смысл.

Выделить основные грамматические структуры, передающие время и объект действия.

Редактировать смысловой каркас, выстроить логически развивающийся сюжет.    

       Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Пример (устная работа):

Текст о жизни и об открытии Александра Белла.

 Смысловые абзацы:  

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive,

but in 1870 Bell’s his mind was inventive. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech.

Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been

      doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Birth and childhood; Professional growing up; Experiments and inventions

Основные слова и выражения: on March 3, 1847 in Edinburgh, His genius, his mind was inventive.

                                                     health began to fai, left, went to, ....

5.    Past Simple: V2.

6.   Текст: Alexander Bell was born on March 3, 1847 in Britain. In his childhood he was an inventive boy. But in 1870 Bell’s health began to fail. So with his father he left his native country and went to Canada and then to the USA, Boston. There he set up a school for training teachers of the deaf and started experimenting on a machine. Bell accidentally came across the principles of telephony

      Домашняя работа: реферирование текста “Alexander Bell”

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Alexander Bell was born on March 3, 1847 in Edinburgh. His genius was inherited from his farther, who was a famous teacher of elocution and an expert on phonetics as a boy his mind was inventive, but in 1870 Bell’s health began to fail. There were fears of consumption. So with his father he left his native country and went to Canada. Two years later he was in Boston, where he set up a school for training teachers of the deaf, and he also gave instructions in the mechanics of speech. Here he started experimenting on a machine which he believed would make the deaf ‘hear’. He had been doing this for some time when he accidentally came across the clue for the correct principles of telephony.

Занятие 4. Практика. Пересказ – реферирование.

План работы с текстом.

I. Как  прочитать текст и понять его?

1.  Прочитайте название текста и постарайтесь догадаться о его главной идеи, запишите свои мысли.

2.Прочитайте задание и сноски, они тоже могут помочь тебе понять содержание, запишите свои догадки.

3. Прочитайте текст бегло, пропуская незнакомые и трудные слова, опять запишите, что еще поняли.

4. Прочитайте текст второй раз, чтобы понять общую идею, старайтесь понять значение неизвестных

     слов из содержания или словообразования. Сделайте пометки в уже написанных предложениях.

5. Постарайтесь представить содержание текста в целом, прочитайте, что у вас есть.

6. Прочитайте текст в третий раз, обращая внимание на места, которые трудны для вас, решите,

       насколько они важны для полного понимания, и обратитесь за помощью к словарю, сделайте дополнения к вашему рассказу.

II. Как сделать литературный перевод?

Выпишите все значения английских слов, которые даны в словаре, чтобы потом выбрать нужное (для перевода с английского).

Выпишите все значения русских слов, если они даны в словаре, чтобы потом выбрать нужное (для коррекции русского перевода).

Определи порядок слов в предложении и грамматическую структуру (Active – Passive), чтобы правильно определить действующий субъект.

Трансформируй содержание предложения, используя разные языковые приемы (придаточные предложения, причастные, деепричастные обороты, ...),  чтобы выразить мысль лексически правильно.

III. Как сделать реферирование текста?

Выделить основное содержание текста.

Разделить текст на смысловые абзацы.

Выделить основной смысл каждого абзаца.

Выделить слова и выражения, выражающие основной смысл.

Выделить основные грамматические структуры, передающие время и объект действия.

Редактировать смысловой каркас, выстроить логически развивающийся сюжет.  

Тексты для творческой работы в группах (1.Работа со словами; 2.Пересказ текста по-русски; 3.Литературный перевод; 4.Реферирование по-английски):

  I.     A certain gentleman thought too much about his health. He used to take a lot of medicine, and very often sent for the doctor even when it was not necessary.

       One morning the nervous gentleman cut himself slightly while he was shaving. He immediately phoned for the doctor asking for help. The doctor was tired after a busy night. Nevertheless he came at once and examine the cut. He got very angry when he saw that it was only a very slight cut. He didn’t even put anything on it. And made for the door seeing there was nothing for a doctor to do.

       “Tell me, please”, said the gentleman in great horror,  “can’t you do anything for me?”

      “Yes, I think I can”, said the doctor, “but I have to go home first and get some plaster”.

      “Oh, Lord”, cried the gentleman in despair, “I hope there is no danger!”

      “Yes, there is, indeed”, answered the doctor, “The cut may heal before I come back”.

II.   Dill left us early in September to return to Meridian. We saw him off on the five o’clock bus and felt miserable without him until it occurred to me that I would be starting to school in a week. I never looked forward more to anything in my life. Hours of winter time found me in the tree house, looking over at the schoolyard, spying on multitudes of children throughout wriggling circles of blind man’s buff, secretly sharing their misfortunes and minor victories.

        Jem condescended to take me to school the first day, a job usually done by one of the parents. When we slowed to a walk at the edge of the schoolyard, Jem was careful to explain to me that during school hours I was not to bother him. I was to stick with the first grade and he would stick with the fifth. In short, I was to leave him alone.

    “You mean we can’t play any more?” I asked.

    “We’ll do like we always do at home”, he said, “but you’ll see, school’s different”.

III.   Miss Caroline Fisher, our teacher, was not more than twenty-one. She looked and smelled like a peppermint drop. Miss Caroline printed her name on the blackboard and said, “This says I am Miss Caroline Fisher. I am from North Alabama, from Winston Country”.

      She began the day by reading us a story about cats. The cats had long conversation with one another, they wore cunning little clothed and lived an a warm house beneath a kitchen stove. By the time Mrs. Cat called the drugstore for an order of chocolate malted mice the class was wriggling like a bucketful of  Catawba worms. Miss Caroline seemed unaware that the ragged, deminshirted and floursack-skirted first grade, most of whom had chopped cotton and fed hogs from the time they were able to walk, were immune to imaginative literature. Miss Caroline came to the end of the story and said, “Oh, my kids, wasn’t that nice?”

     Then she went to the blackboard and printed the alphabet in enormous square capitals, turned to the class and asked, “Does anybody know what these are?” Everybody did, but she chose me. As I read the alphabet a faint line appeared between her eyebrows, and after making me read most of My First Reader, she discovered that I was literate and looked at me with more than faint distaste. Miss Caroline told me to tell my father not to teach me anymore, it would interfere with my reading.

IV.   When it was about lunch time Miss Caroline wanted to make sure that every child either went home or had brought his lunch to school. She walked up and down the rows peering and poking into lunch containers. She stopped at Walter Cunningham’s desk and asked, “Where is yours?”. Walter’s face told everybody that he had hookworms. His absence of shoes told us how he got them. People caught hookworms going barefooted in barnyards and hog wallows. If Walter had owned any shoes he would have worn them the first day at school. But he had on a clean shirt and neatly mended overalls.

     “Did you forget your lunch?” asked Miss Caroline Twice. Walter mumbled quietly, “Yes, madam”. Then she went to her desk, opened her purse and began offering him money to buy lunch. The boy only shook his head and said, “No, madam, thank you”. Impatience crept into Miss Caroline’s voice, “Here, Walter, come, get it”. Walter shook his head again. We all understood that he didn’t forget breakfast, he didn’t have any. The Cunninghams were very poor and never took anything they couldn’t pay back.

      Jean Louise tried to be helpful and explained what the matter was. But Miss Caroline became so indignant that she punished the girl by making her stand in the corner.

     When the class left the classroom for lunch, and Louise was the last to leave, Miss Caroline fell into her chair and put her head in her hands. Louise didn’t feel sorry for her. She was too little to sympathize.

   I.     A certain gentleman thought too much about his health. He used to take a lot of medicine? And very often sent for the doctor even when it was not necessary.

       One morning the nervous gentleman cut himself slightly while he was shaving/ he immediately phoned for the doctor asking for help/ the doctor was tired after a busy night. Nevertheless he came at once and examine the cut. He got very angry when he saw that it was only a very slight cut. He didn’t even put anything on it? And made for the door seeing there was nothing for a doctor to do.

       “Tell me, please”, said the gentleman in great horror,  “can’t you do anything for me?”

      “Yes, I think I can”, said the doctor, “but I have to go home first and get some plaster”.

      “Oh, Lord”, cried the gentleman in despair, “I hope there is no danger!”

      “Yes, there is, indeed”, answered the doctor, “The cut may heal before I come back”.

II.   Dill left us early in September, to return to Meridian. We saw him off on the five o’clock bus and felt miserable without him until it occurred to me that I would be starting to school in a week. I never looked forward more to anything in my life. Hours of winter time found me in the tree house, looking over at the schoolyard, spying on multitudes of children throughout wriggling circles of blind man’s buff, secretly sharing their misfortunes and minor victories.

        Jem condescended to take me to school the first day, a job usually done by one of the parents. When we slowed to a walk at the edge of the schoolyard, Jem was careful to explain to me that during school hours I was not to bother him. I was to stick with the first grade and he would stick with the fifth. In short, I was to leave him alone.

    “You mean we can’t play any more?” I asked.

    “We’ll do like we always do at home”, he said, “but you’ll see, school’s different”.

III.   Miss Caroline Fisher, our teacher, was not more than twenty-one. She looked and smelled like a peppermint drop. Miss Caroline printed her name on the blackboard and said, “This says I am Miss Caroline Fisher. I am from North Alabama, from Winston Country”.

      She began the day by reading us a story about cats. The cats had long conversation with one another, they wore cunning little clothed and lived an a warm house beneath a kitchen stove. By the time Mrs. cat called the drugstore for an order of chocolate malted mice the class was wriggling like a bucketful of  Catawba worms. Miss Caroline seemed unaware that the ragged, deminshirted and floursack-skirted first grade, most of whom had chopped cotton and fed hogs from the time they were able to walk, were immune to imaginative literature. Miss Caroline came to the end of the story and said, “Oh, my kids, wasn’t that nice?”

     Then she went to the blackboard and printed the alphabet in enormous square capitals, turned to the class and asked, “Does anybody know what these are?” Everybody did, but she chose me. As I read the alphabet a faint line appeared between her eyebrows, and after making me read most of My First Reader, she discovered that I was literate and looked at me with more than faint distaste. Miss Caroline told me to tell my father not to teach me anymore, it would interfere with my reading.

IV.   When it was about lunch time Miss Caroline wanted to make sure that every child either went home or had brought his lunch to school. She walked up and down the rows peering and poking into lunch containers. She stopped at Walter Cunningham’s desk and asked, “Where is yours?”. Walter’s face told everybody that he had hookworms. His absence of shoes told us how he got them. People caught hookworms going barefooted in barnyards and hog wallows. If Walter had owned any shoes he would have worn them the first day at school. But he had on a clean shirt and neatly mended overalls.

     “Did you forget your lunch?” asked Miss Caroline Twice. Walter mumbled quietly, “Yes, madam”. Then she went to her desk, opened her purse and began offering him money to buy lunch. The boy only shook his head and said, “No, madam, thank you”. Impatience crept into Miss Caroline’s voice, “Here, Walter, come, get it”. Walter shook his head again. We all understood that he didn’t forget breakfast, he didn’t have any. The Cunninghams were very poor and never took anything they couldn’t pay back.

      Jean Louise tried to be helpful and explained what the matter was. But Miss Caroline became so indignant that she punished the girl by making her stand in the corner.

     When the class left the classroom for lunch, and Louise was the last to leave, Miss Caroline fell into her chair and put her head in her hands. Louise didn’t feel sorry for her. She was too little to sympathize.

  I.     A certain gentleman thought too much about his health. He used to take a lot of medicine? And very often sent for the doctor even when it was not necessary.

       One morning the nervous gentleman cut himself slightly while he was shaving/ he immediately phoned for the doctor asking for help/ the doctor was tired after a busy night. Nevertheless he came at once and examine the cut. He got very angry when he saw that it was only a very slight cut. He didn’t even put anything on it? And made for the door seeing there was nothing for a doctor to do.

       “Tell me, please”, said the gentleman in great horror,  “can’t you do anything for me?”

      “Yes, I think I can”, said the doctor, “but I have to go home first and get some plaster”.

      “Oh, Lord”, cried the gentleman in despair, “I hope there is no danger!”

      “Yes, there is, indeed”, answered the doctor, “The cut may heal before I come back”.

II.   Dill left us early in September, to return to Meridian. We saw him off on the five o’clock bus and felt miserable without him until it occurred to me that I would be starting to school in a week. I never looked forward more to anything in my life. Hours of winter time found me in the tree house, looking over at the schoolyard, spying on multitudes of children throughout wriggling circles of blind man’s buff, secretly sharing their misfortunes and minor victories.

        Jem condescended to take me to school the first day, a job usually done by one of the parents. When we slowed to a walk at the edge of the schoolyard, Jem was careful to explain to me that during school hours I was not to bother him. I was to stick with the first grade and he would stick with the fifth. In short, I was to leave him alone.

    “You mean we can’t play any more?” I asked.

    “We’ll do like we always do at home”, he said, “but you’ll see, school’s different”.

III.   Miss Caroline Fisher, our teacher, was not more than twenty-one. She looked and smelled like a peppermint drop. Miss Caroline printed her name on the blackboard and said, “This says I am Miss Caroline Fisher. I am from North Alabama, from Winston Country”.

      She began the day by reading us a story about cats. The cats had long conversation with one another, they wore cunning little clothed and lived an a warm house beneath a kitchen stove. By the time Mrs. cat called the drugstore for an order of chocolate malted mice the class was wriggling like a bucketful of  Catawba worms. Miss Caroline seemed unaware that the ragged, deminshirted and floursack-skirted first grade, most of whom had chopped cotton and fed hogs from the time they were able to walk, were immune to imaginative literature. Miss Caroline came to the end of the story and said, “Oh, my kids, wasn’t that nice?”

     Then she went to the blackboard and printed the alphabet in enormous square capitals, turned to the class and asked, “Does anybody know what these are?” Everybody did, but she chose me. As I read the alphabet a faint line appeared between her eyebrows, and after making me read most of My First Reader, she discovered that I was literate and looked at me with more than faint distaste. Miss Caroline told me to tell my father not to teach me anymore, it would interfere with my reading.

IV.   When it was about lunch time Miss Caroline wanted to make sure that every child either went home or had brought his lunch to school. She walked up and down the rows peering and poking into lunch containers. She stopped at Walter Cunningham’s desk and asked, “Where is yours?”. Walter’s face told everybody that he had hookworms. His absence of shoes told us how he got them. People caught hookworms going barefooted in barnyards and hog wallows. If Walter had owned any shoes he would have worn them the first day at school. But he had on a clean shirt and neatly mended overalls.

     “Did you forget your lunch?” asked Miss Caroline Twice. Walter mumbled quietly, “Yes, madam”. Then she went to her desk, opened her purse and began offering him money to buy lunch. The boy only shook his head and said, “No, madam, thank you”. Impatience crept into Miss Caroline’s voice, “Here, Walter, come, get it”. Walter shook his head again. We all understood that he didn’t forget breakfast, he didn’t have any. The Cunninghams were very poor and never took anything they couldn’t pay back.

      Jean Louise tried to be helpful and explained what the matter was. But Miss Caroline became so indignant that she punished the girl by making her stand in the corner.

     When the class left the classroom for lunch, and Louise was the last to leave, Miss Caroline fell into her chair and put her head in her hands. Louise didn’t feel sorry for her. She was too little to sympathize.

Занятие 5. Стихотворный перевод.

I.  Английская поэзия в переводах С. Маршака, К. Чуковского(зачитать): “Дом, который построил Джек”, “Старушка и коробейник”

II. Варианты переводов: 

1. Порядок работы:

1.   Прочитайте стихотворкние и выделите его основную идею (лирика, бытовая тема, подвиг, прибаутка..)

2.  Прочитайте стихотворение второй раз, чтобы понять, кто действующие лица, как они связаны между собой, где происходит событие.

3.  Прочитайте текст в третий раз, обращая внимание на места, которые трудны для вас, обратитесь за помощью к словарю.

4.   Обратите внимание на трудные фразы, возможно, они важны для полного понимания.

Прочитайте текст в четвертый раз, определите жанр стихотворения (шутка, сказание, плач, песня, призыв, колыбельная,...).

Постарайтесь представить картину полностью и начинайте сочинять (ваше стихотворение может немного не совпадоть с оригиналом, но должно передовать его настроение).

2. Стихи для самостоятельной работы:

3. Стихи для самостоятельной работы дома:

4.  Перевод для сравнения:

3. Стихи для самостоятельной работы дома:

3. Стихи для самостоятельной работы дома:

3. Стихи для самостоятельной работы дома:

3. Стихи для самостоятельной работы дома:

3. Стихи для самостоятельной работы дома:

3. Стихи для самостоятельной работы дома:

  Дом, который построил Джек

                              Robert Burns

Вот дом,

Который построил Джек.

А это пшеница,

Которая в темном чулане хранится

В доме,

Который построил Джек.

А это веселая птица-синица,

Которая ловко ворует пшеницу,

которая в темном чулане хранится

в доме,

Который построил Джек.

Вот кот,

Который пугает и ловит синицу,

Которая ловко ворует пшеницу,

которая в темном чулане хранится

В доме,

Который построил Джек.

Вот пес без хвоста

Который за шиворот треплет кота,

Который пугает и ловит синицу,

Которая ловко ворует пшеницу,

которая в темном чулане хранится

В доме,

Который построил Джек.

А это корова безрогая,

Лягнувшая старого пса без хвоста.

Который за шиворот треплет кота,

Который пугает и ловит синицу,

Которая ловко ворует пшеницу,

которая в темном чулане хранится

В доме,

Который построил Джек.

А это старушка, седая и строгая.

Которая доит корову безрогую,

Лягнувшую старого пса без хвоста,

Который за шиворот треплет кота,

Который пугает и ловит синицу,

Которая ловко ворует пшеницу,

которая в темном чулане хранится

В доме,

Который построил Джек.

А это ленивый и толстый пастух,

Который бранится с коровницей строгою,

Которая доит корову безрогую,

Лягнувшую старого пса без хвоста,

Который за шиворот треплет кота,

Который пугает и ловит синицу,

Которая ловко ворует пшеницу,

которая в темном чулане хранится

В доме,

Который построил Джек.

Вот два петуха,

Которые будят того пастуха,

Который бранится с коровницей строгою,

Которая доит корову безрогую,

Лягнувшую старого пса без хвоста,

Который за шиворот треплет кота,

Который пугает и ловит синицу,

Которая ловко ворует пшеницу,

которая в темном чулане хранится

В доме,

Который построил Джек.

                                   С. Маршак

Занятие 6. Английские песни в русских переводах.

I. Опрос вариантов перевода английских стихов учащимися (домашнее сочинение):

II. Перевод этих стихов  С. Маршаком:

III. Английские песни в русских переводах.

1.   Послушайте и прочитайте песню, выделите его основную идею и жанр (шутка, сказание, плач, призыв, колыбельная, частушка, лирика, бытовая тема, гимн, марш, юмор, ...)

2.   Прочитайте текст в третий раз, обращая внимание на места, которые трудны для вас, обратитесь за помощью к словарю.

4.   Обратите внимание на трудные фразы, возможные поэтические приемы и перестановки, они важны для полного понимания.

5.   Постарайтесь представить то, что не вместилось в строки, и начинайте сочинять (ваш песня может немного не  совпадать с оригиналом, но должна передовать ее настроение).

Сочиняя песню, напевайте слова, чтобы они совпадали с нотами.

IV. Сравнительный анализ:

1. “Those Evening Bells” (Thomas Moor) – “Вечерний звон” (И. Козлов)

Those evenings bells? Those evenings bells

      How many a tale their music tells.

      Of youth and home and that sweet time

      When last I heard their soothing chime.

Those joyous hours are passed away;

    And many a heart that then was gay,

                   Within the tomb now darkly dwells,

                   And hears no more those evening bells.

And so it will be when I am gone:

      That tuneful peal will still ring on,

      While other bards will walk these dells,

      And sing your praise, sweet evening bells.

“Green Fields” – ‘Страна детства’    (поет Э. Пьеха и  

Once there were green fields kissed by the sun,

Once there were valleys where rivers used to run,

        Once there was a blue sky with white clouds above,

        Once they were parts of an ever lasting love,

         We were the lovers who strolled through the fields.

Green fields are gone now patched  by the sun.

                        Gone from the valleys where rivers used to run,

        Gone with the cold wind that swept into my heart

        Gone with the lovers who let their dreams depart.

                Where are the green fields that we used to roam.

V. Песня для творческой работы дома:

                     “Jingle Bells”

.Dashing through the snow, in a one-horse sleigh?

     O’er the fields we go, laughing all the way.

     Bells on Bobtail ring, making spirit bright,

     What fun it is to rode and sing a sleighing song tonight!

Chorus: Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

               Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

Вечерний звон, вечерний звон!  

       Как много дум наводит он,

      О юных днях в краю родном,

       Где я любил, где отчий дом.

       И как я, с ним навек простясь,

      Там слушал звон в последний раз.

Уже не зреть мне светлых дней

                    Весны обманчивой моей!

                    И сколько нет теперь в живых

                    Тогда веселых, молодых!

                    И крепок их могильный сон,

                    Не слышен им вечерний звон.

Лежать и мне в земле сырой!

       Напев унывный надо мной

       В долине ветер разнесет;

       Другой певец по ней пройдет,

       И уж не я, а будет он

       В раздумье петь вечерний звон.

С. Пьеха)

I’ll never know what made you run away.

How can keep searching when dark clouds high the day?

        I only know there is nothing here for me,

        Nothing in this wide world left for me to see.

But I’ll keep on waiting till you return.

I’ll keep on waiting until the day you learn:

You can’t be happy while your heart’s on the roam.

You can’t be happy until you bring it home,

Home to the green fields and me once again.

A day or two ago, I thought I’d take a ride.           

      And soon Miss Fannie Bright was sitting by my side.

      The horse was lean and lank, misfortune was his lot.

      He got into a snowdrift bank – and we? We got upset!

So now the moon is bright, enjoy it while you’re young.

   Invite your friends tonight to sing this sleighing song.

   Just get a bob-tailed nag and give him extra feed.

   Then hitch him to an open sleigh – and crack!

                                                        You’ll take the lead!

           Город детства

Где-то есть город тихий, как сон,

Пылью тягучей по грудь занесен.

Где-то есть город, в котором тепло,

Наше далекое детство там прошло.

Ночью из дома я выхожу.

В кассе вокзала билет попрошу.

“Может впервые за тысячу лет

Дайте до детства плацкартный билет”.

Тихо кассирша ответит: “Билетов нет”.

Ну что, дружище, как ей возразить?

Дорогу в детство где еще спросить?

А может, просто только иногда

Лишь в памяти своей приходим мы туда?

В городе этом сказки живут,

Шалые ветры с собою зовут.

Там нас порою сводили с ума

Сосны до неба, до солнца дома.

Там по сугробам неслышно шла зима.

Дальняя песня в нашей судьбе,

Ласковый город, спасибо тебе!

Мы не приедем, напрасно не жди, -

Есть на планете другие пути.

Мы повзрослели. Поверь нам и прости.

Мы повзрослели. Поверь и прости!  

IV. Песня для творческой работы дома:

                     “Jingle Bells”

1.Dashing through the snow, in a one-horse sleigh?

  O’er the fields we go, laughing all the way.

  Bells on Bobtail ring, making spirit bright,

What fun it is to rode and sing a sleighing song tonight!

Chorus: Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

               Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

IV. Песня для творческой работы дома:

                     “Jingle Bells”

1.Dashing through the snow, in a one-horse sleigh?

  O’er the fields we go, laughing all the way.

  Bells on Bobtail ring, making spirit bright,

What fun it is to rode and sing a sleighing song tonight!

Chorus: Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

               Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

IV. Песня для творческой работы дома:

                     “Jingle Bells”

1.Dashing through the snow, in a one-horse sleigh?

  O’er the fields we go, laughing all the way.

  Bells on Bobtail ring, making spirit bright,

What fun it is to rode and sing a sleighing song tonight!

Chorus: Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

               Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

IV. Песня для творческой работы дома:

                     “Jingle Bells”

1.Dashing through the snow, in a one-horse sleigh?

  O’er the fields we go, laughing all the way.

  Bells on Bobtail ring, making spirit bright,

What fun it is to rode and sing a sleighing song tonight!

Chorus: Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

               Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

IV. Песня для творческой работы дома:

                     “Jingle Bells”

1.Dashing through the snow, in a one-horse sleigh?

  O’er the fields we go, laughing all the way.

  Bells on Bobtail ring, making spirit bright,

What fun it is to rode and sing a sleighing song tonight!

Chorus: Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

               Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

IV. Песня для творческой работы дома:

                     “Jingle Bells”

1.Dashing through the snow, in a one-horse sleigh?

  O’er the fields we go, laughing all the way.

  Bells on Bobtail ring, making spirit bright,

What fun it is to rode and sing a sleighing song tonight!

Chorus: Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

               Jingle bells, jingle bells, jingle all the way.

              Oh! What fun it is to ride in a one-horse open sleigh!

2. A day or two ago, I thought I’d take a ride.           

   And soon Miss Fannie Bright was sitting by my side.

   The horse was lean and lank, misfortune was his lot.

   He got into a snowdrift bank – and we? We got upset!

3.So now the moon is bright, enjoy it while you’re young.

   Invite your friends tonight to sing this sleighing song.

   Just get a bob-tailed nag and give him extra feed.

   Then hitch him to an open sleigh – and crack!

                                                        You’ll take the lead!

2. A day or two ago, I thought I’d take a ride.           

   And soon Miss Fannie Bright was sitting by my side.

   The horse was lean and lank, misfortune was his lot.

   He got into a snowdrift bank – and we? We got upset!

3.So now the moon is bright, enjoy it while you’re young.

   Invite your friends tonight to sing this sleighing song.

   Just get a bob-tailed nag and give him extra feed.

   Then hitch him to an open sleigh – and crack!

                                                        You’ll take the lead!

2. A day or two ago, I thought I’d take a ride.           

   And soon Miss Fannie Bright was sitting by my side.

   The horse was lean and lank, misfortune was his lot.

   He got into a snowdrift bank – and we? We got upset!

3.So now the moon is bright, enjoy it while you’re young.

   Invite your friends tonight to sing this sleighing song.

   Just get a bob-tailed nag and give him extra feed.

   Then hitch him to an open sleigh – and crack!

                                                        You’ll take the lead!

2. A day or two ago, I thought I’d take a ride.           

   And soon Miss Fannie Bright was sitting by my side.

   The horse was lean and lank, misfortune was his lot.

   He got into a snowdrift bank – and we? We got upset!

3.So now the moon is bright, enjoy it while you’re young.

   Invite your friends tonight to sing this sleighing song.

   Just get a bob-tailed nag and give him extra feed.

   Then hitch him to an open sleigh – and crack!

                                                        You’ll take the lead!

2. A day or two ago, I thought I’d take a ride.           

   And soon Miss Fannie Bright was sitting by my side.

   The horse was lean and lank, misfortune was his lot.

   He got into a snowdrift bank – and we? We got upset!

3.So now the moon is bright, enjoy it while you’re young.

   Invite your friends tonight to sing this sleighing song.

   Just get a bob-tailed nag and give him extra feed.

   Then hitch him to an open sleigh – and crack!

                                                        You’ll take the lead!

2. A day or two ago, I thought I’d take a ride.           

   And soon Miss Fannie Bright was sitting by my side.

   The horse was lean and lank, misfortune was his lot.

   He got into a snowdrift bank – and we? We got upset!

3.So now the moon is bright, enjoy it while you’re young.

   Invite your friends tonight to sing this sleighing song.

   Just get a bob-tailed nag and give him extra feed.

   Then hitch him to an open sleigh – and crack!

                                                        You’ll take the lead!                                                    

Занятие 7. Классика английской поэзии. (В. Шекспир, Р. Киплинг)

I.  Опрос вариантов перевода английской песни  ‘Jingle Bells’ учащимися (домашнее сочинение).

II. 1. Знакомство с поэзией В. Шекспира (монолог Гамлета) и переводом Б. Пастернака (сравнительный анализ и выразительное чтение):

To be or not to be? That is the question:

Whether ‘tis noble 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 consummation

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

To sleep: perchance to dream 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;

.... ... ...

Быть или не быть, вот в чем вопрос.

                                           Достойно ль

Души терпеть удары и щелчки

Обидчицы судьбы иль лучше встретить

С оружием море бед и положить

Конец волнениям? Умереть. Забыться.

И все. И знать, что этот сон – предел

Сердечных мук и тысячи лешений,

Присущих телу. Это ли не цель

Желанная? Скончаться. Сном забыться.

Уснуть. И видеть сны? Вот и ответ.

Какие сны в том смертном сне приснятся,

Когда покров земного чувства снят?

Вот объясненье. Вот что удлиняет

Несчастьям нашим жизнь на столько лет.

2. Знакомство со стихотворением “IF ....” Р. Киплинга и вариантами переводов (выразительное чтение):                                                  Заповедь

If you can keep you head when all about you

      Are losing theirs and blaming it on you,

If you can trust yourself when all men doubt you.

      But make allowance for their doubting too;

If you can wait and not be tired by waiting,

      Or being lied about, don’t deal in lies.

Or being hated, don’t give way to hating,

     And yet don’t look too good, nor talk too wise:

If you can dream – and not make dreams your master,

If you can think – and not make thoughts your aim,

If you can meet with Triumph and Disaster

And treat those two impostors just the same;

If you can bear to hear the truth you’ve spoken

Twisted by knaves to make a trap for fools.

Or watch the thing you gave your life to, broken.

And stood and built them up with worn-out tools:

If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,

And lose, and start again at your beginnings

And never breathe a word about your loss;

If you can force your heart and nerve and sinew

To serve your turn long after they are gone,

And so sold when there is nothing in you

Except the will which says to them: “Hold on!”

If you can talk with crowds and keep your virtue,

Or walk with kings – nor lose the common touch,

If neither foes nor loving friends can hurt you,

If all men count with you, but none too much;

If you can fill the unforgiving minute

With sixty seconds’ worth of distance run.

Yours is the Earth and everything that’s in it,

And – which is more – you’ll be a Man, my son.

Владей собой среди толпы смятенной,

Тебя клянущей за смятенье всех,

Верь сам в себя наперекор вселенной

И маловерным отпусти их грех;

Пусть час не пробил, жди, не уставая,

Пусть лгут лжецы, не нисходи до них;

Умей прщать и не кажись, прощая,

Великодушней и мудрей других.

Умей мечтать, не став рабом мечтанья,

И мыслить, мысль не обожествив;

Равно встречай успех и поруганье,

Не забывая, что их голос лжив;

Останься тих, когда твое же слово

Калечит плут, чтоб уловлять глупцов

Когда вся жизнь разрушена, и снова

Ты должен все воссоздавать с основ.

Умей поставить, в радостной надежде,

На карту все, что накопил с трудом,

Все проиграть и нищим стать, как прежде,

И никогда не пожалеть о том,

Умей принудить сердце, нервы, тело

Тебе спужить, когда в твоей груди

Уже давно все пусто, все сгорело
И только Воля говорит: “Иди!”

Останься прост, беседуя с царями

Останься честен, говоря с толпой;

Будь прям и тверд с врагами и друзьями,

Пусть все в свой час считаются с тобой;

Наполни смыслом каждое мгновенье,

Часов и дней неумолимый бег, -

Тогда весь мир ты примешь во владенье,

Тогда, мой сын, ты будешь Человек!
                            Н.Лодзинский

        Если

О, если ты покоен, не растерян,

Когда теряют головы вокруг,

И если ты себе остался верен,

Когда в тебя не верит лучший друг,

И если ждать умеешь без волненья,

И станешь ложью отвечать на ложь,

Не будешь злобен, став для всех мишенью,

Но и святым себя не назовешь,

И если ты своей владеешь страстью,

А не тобою властвует она,

И будешь тверд в удаче и в несчастье,

Которым, в сущности, цена одна,

И если ты готов к тому, что слово

Твое в ловушку превращает плут,

И потерпув крушенье, может снова –

Без прежних сил – возобновить свой труд,

И если ты способен все, что стало

Тебе привычным, выложить на стол,

Все проиграть и вновь начать сначала,

Не пожалев того, что приобрел,

И если можешь сердце, нервы, жилы

Так завести, чтобы вперед нестись,

Когда с годами изменяют силы

И только воля говорит: “Держись!”

И если можешь быть в толпе собою,

При короле с народом связь хранить

И, уважая мнение любое,

Главы перед молвою не клонить,

И если будешь мерить растоянье

Секундами, пускаясь в дальний бег, -

Земля – твое, мой мальчик, достоянье!

И более того, ты – Человек!

                              Б. Козлов

Занятие 8. Реферирование текста с диалогической речью.

Порядок работы:

Определить между кем состоялся диалог.

Определить предмет разговора.

Разделить на абзацы и определить смысл каждого (просьба, извинение, мнение, предложение, прощание, ...)

Найти ключевые слова и выражения, которые несут основную смысловую нагрузку в каждом абзаце.

Соединить слова и выражения, используя грамматические и лексические структуры из своего  вакабуляра.

“The Adventure of Tom Sawyer”

Сцена 1. (Aunt Polly, Tom)

Aunt Polly:  Tom! Tom! Where is that boy? Tom! Where are you?

Tom (appearing): Here I am.

Aunt Polly: Oh, you have been in that closet. What were you doing there?

Tom: Nothing.

Aunt Polly: Nothing? Look at your face. Look at your hands. What’s that?

Tom: I don’t know, Aunt.

Aunt Polly: Well, but I know. It is jam. Didn’t I tell you  so many times not to touch the jam? Hand me that switch.

Tom: Oh, look behind you, Aunty. (running away)

Aunt Polly: What a naughty boy! But I can’t punish him. He is my sister’s sun.

Сцена 2. (Tom is sitting on the bench, drawing. Becky is sitting next to him)

Becky: What are you drawing?

Tom: A house.

Becky: let me see. I like it . It is nice. Draw a man.

Tom: I’ll try. Do you like it?

Becky: It’s very, very handsome. Now draw me coming along.

Tom: Look. Do you recognize yourself?

Becky: It’s very, very nice. I wish I could draw.

Tom: It’s easy. I can teach you. What’s your name?

Becky: Becky Thatcher. What’s yours? Oh, I know, you are Thomas Sawyer.

Tom: Yes, but my Aunt call me Tom. And you call me Tom. Will you?

Becky: Yes. Tom, let me see what you have written.

Tom: Nothing.

Becky: Tom, please.

Tom: You’ll tell everybody.

Becky: No, I won’t ever tell anybody. Let me see.

Tom: (reads) I love you.

Becky: Oh, you’re a bad thing. (running away)

Сцена 3. (Aunt Polly, Tom, Ben, Billy)

Aunt Polly: Here you are, naughty boy! Go and whitewash the fence.

Tom: Oh, Auntie, I can’t. I’ll do it tomorrow.

Aunt Polly: Whitewash the fence, I say. And don’t try to escape.

 (Tom begins to whitewash the fence)

Ben: Hello, Tom. What are you doing here? The weather is very hot. Let’s go to the river.

Tom: I am whitewashing the fence.

Ben: Do you want to do it?

Tom: Oh, you can’t even imagine how it’s interesting.

Ben: Do let me. I’ll give you my apple.

Tom: All right. But not for long. (takes the apple)

Billy: Hello! What are you doing here?

Ben: We are whitewashing the fence.

Billy: I’m laughing and falling. You are whitewashing the fence in such hot weather!. The river is the only place for such day.

Ben: You can’t imagine how interesting it is!

Billy: Let me do some whitewashing. I’ll give you my knife.

Ben: No, I won’t.

Tom: Stop that! Billy, you can whitewash a little.

Aunt Polly (coming up): Oh, it’s all done. Tom, you are a good boy. You can work when you want to. Now you may go and play.  

Tom: Hurrah! Let’s run to the river.

Сцена 4. (Tom, Huckleberry)

Huck: Hello, Tom!

Tom: Hello, Huck! What have you got in your hand?

Huck: A dead cat.

Tom: What is it good for?

Huck: You can cure warts with it.

Tom: Is that so? And how do you do it?

Huck: You take a dead cat and go to the graveyard at midnight. When it is midnight a devil or maybe two will come. You must throw your cat  after them and say: “Devil, follow corpse! Cat, follow devil! Warts, follow cat!” And you won’t have warts.

Tom: Did you ever try it, Huck?

Huck: I didn’t. But old Mother Hopkins told me. So I want to try this midnight.

Tom: Let me go with you.

Huck: Of course, if you are not afraid. I’ll meow you on my way to the graveyard.

Tom: All right. Oh, I’m late for school. Good-bye1  

III. Образец реферирования диалога (найти выделенные выражения в диалоге):

Сцена 1. (Aunt Polly, Tom.)

   The characters of the dialogue are Tom and  his aunt Polly. Aunt Polly is looking for Tom. She can’t find him anywhere. At last Tom appears with jam on his face and hands. He has been in the closet. Aunt Polly wants to punish him. But Tom is a naughty boy. He plays a joke with Aunt Polly, who asks him to hand her a switch, and runs away. Of course, aunt Polly can’t punish Tom because she loves her nephew.  

Сцена 3. (Aunt Polly, Tom, Ben, Billy)

   The characters of  the text are Tom, his two friends, Ben and Billy, and his aunt Polly. The day is very hot, and the river is the only good place for such day. Aunt Polly wants Tom to whitewash the fence. His two friends, Ben and Billy can’t even imagine how Tom can whitewash the fence in such hot weather and begin laughing. But Tom is a bright boy and says that whitewashing the fence is an interesting thing. Ben and Billy would like to do some whitewashing too. For this they give him an apple and a knife. Aunt Polly is pleased very much when she sees that the work is all done well. Tom is glad too because such boring work is finished and the friends may play and run to the river.

  Занятие 9. Подготовка реферата.

Темы:

Трудности при переводе с английского языка на русский.

1. Многозначность слов в английском языке.

Многозначность слов в русском языке.

Различия в структуре английского и русского предложения.

Одинаковость в построении слов и их форм.

Трансформация слов из одной части речи в другую.

Как прочитать текст и полностью понять его?

1.  Жизнь и творчество британского писателя. (Марк Твен и его книга “Приключение Тома Сойера))

2.  Главная идея текста.

3.  Незнакомые и трудные слова, словообразования.

4. Более подробное содержание текста (комментарии к некоторым местам).

5. Литературный перевод.

III.  Пересказ-реферирование  рассказа.

Выделить основное содержание текста.

Разделить текст на смысловые абзацы.

Выделить основной смысл каждого абзаца.

Выделить слова и выражения, выражающие основной смысл.

Выделить основные грамматические структуры, передающие время и объект действия.

Редактировать смысловой каркас, выстроить логически развивающийся сюжет.

IV.  Английская поэзия в переводах.

 1. Основная идея (лирика, бытовая тема, подвиг, поучение..) и жанр (шутка, сказание, плач, песня, призыв, колыбельная,...).

2.  Действующие лица или объект описания.

3.  Незнакомые слова и трудные фразы.

4. Стихотворное изложение  и выразительное чтение наизусть.

V. Английские песни в русских переводах.

1. Основная идея и жанр (шутка, сказание, плач, призыв, колыбельная, частушка, лирика, бытовая тема, гимн, марш, юмор, ...)

2.   Незнакомые слова и возможные трансформации и замены.  

Стихотворное изложение  и исполнение песни.

VI.  Классика английской поэзии.  

Жизнь и творчество британских поэтов.

Образцы переводов английской поэзии на русский язык.

Выразительное чтение наизусть.

VII. Реферирование текста с диалогической речью.

Участники диалога и тема разговора.

Фоновая окраска (спор, просьба, отчет, представление, повествование, ...)

Незнакомые слова и трудные  выражения.

Литературный перевод.

Инсценирование диалога.

Трудности при переводе с английского языка на русский.

1. Многозначность слов в английском языке.

Многозначность слов в русском языке.

Различия в структуре английского и русского предложения.

Одинаковость в построении слов и их форм.

Трансформация слов из одной части речи в другую.

Text.                                        Mark Twain  (1835 – 1910)

● Samuel Langhorne Clemens, a famous American novelist, whose nickname was Mark Twain, was born in the small town of Hannibal on the Mississippi River in 1835. He was the son of a lawyer, a bright, lively boy, the leader in all the boys’ games. Samuel had a lot of friends at school. And when he became a writer he described them in his stories.

     When he was eleven years old, his father died, leaving his family with nothing to live. So the boy had to leave school and look for a job. Samuel was apprenticed* to a printer, and for ten years he worked in the printshops of various cities. For some years he and his brother started a small newspaper. Samuel wrote short humorous stories for it.

● In 1856 at the age of twenty he found a job on a ship travelling up and down the Mississippi. Here oh a ship he found his nickname ‘Mark Twain’. It was taken from the call of the Mississippi pilots when they measured the depth of the river. While working on a ship Samuel witnessed the life of all kinds of people – rich and poor, farmers and business, slaves and slave owners. Thus Samuel saw America passing  before his eyes. He got to know a great deal about life and people around. But later he used to speak about this time as the happiest period of his life and described it in his books.

● The young man worked as a gold-miner in California for a year. There he began to write stories about camp life and sent them to papers under the name of Mark Twain. As a journalist Mark Twain went abroad in 1867, visited some European countries and revealed a more critical view on the USA. But critical articles about corruption, speculation didn’t bring him much money. And in 1870 Mark Twain returned to reminiscences of his childhood. In  the result the people especially children got to know the adventure world of the two lively boys, Tom Sawyer and Huckleberry Finn. These two books brought him fame. Then were the books “The Prince and the Pauper” and  “A Connecticut Yankees in King Arthur’s  Court”, loved by children all over the world.

 ● Travelling about the world helped Mark Twain to part with his illusions about America. The elements of social criticism increased in his books from one to another since 1867. First he described reactionary ideas of American *bourgeois democracy and the true nature of American society. Then the writer criticized the feudal forms of social injustice. His books contained satirical attacks on bourgeois civilization. Mark Twain’s realism played a great role in the development of realistic literature of other countries. In 1907 Oxford University gave Mark Twain an ‘Honorable Doctorate of Letters’*.

Задание:

      Выписать выделенные слова, дать все варианты перевода, подтвердить свои выбор перевода предложениями из текста. Дать литературный перевод предложений.

Как прочитать текст и полностью понять его?

1.  Главная идея текста.

2..  Незнакомые и трудные слова, словообразования.

3. Более подробное содержание текста (комментарии к некоторым местам).

Литературный перевод.

Text.                                        Mark Twain  (1835 – 1910)

● Samuel Langhorne Clemens, a famous American novelist, whose nickname was Mark Twain, was born in the small town of Hannibal on the Mississippi River in 1835. He was the son of a lawyer, a bright, lively boy, the leader in all the boys’ games. Samuel had a lot of friends at school. And when he became a writer he described them in his stories.

     When he was eleven years old, his father died, leaving his family with nothing to live. So the boy had to leave school and look for a job. Samuel was apprenticed* to a printer, and for ten years he worked in the printshops of various cities. For some years he and his brother started a small newspaper. Samuel wrote short humorous stories for it.

● In 1856 at the age of twenty he found a job on a ship travelling up and down the Mississippi. Here oh a ship he found his nickname ‘Mark Twain’. It was taken from the call of the Mississippi pilots when they measured the depth of the river. While working on a ship Samuel witnessed the life of all kinds of people – rich and poor, farmers and business, slaves and slave owners. Thus Samuel saw America passing  before his eyes. He got to know a great deal about life and people around. But later he used to speak about this time as the happiest period of his life and described it in his books.

● The young man worked as a gold-miner in California for a year. There he began to write stories about camp life and sent them to papers under the name of Mark Twain. As a journalist Mark Twain went abroad in 1867, visited some European countries and revealed a more critical view on the USA. But critical articles about corruption, speculation didn’t bring him much money. And in 1870 Mark Twain returned to reminiscences of his childhood. In  the result the people especially children got to know the adventure world of the two lively boys, Tom Sawyer and Huckleberry Finn. These two books brought him fame. Then were the books “The Prince and the Pauper” and  “A Connecticut Yankees in King Arthur’s  Court”, loved by children all over the world.

 ● Travelling about the world helped Mark Twain to part with his illusions about America. The elements of social criticism increased in his books from one to another since 1867. First he described reactionary ideas of American *bourgeois democracy and the true nature of American society. Then the writer criticized the feudal forms of social injustice. His books contained satirical attacks on bourgeois civilization. Mark Twain’s realism played a great role in the development of realistic literature of other countries. In 1907 Oxford University gave Mark Twain an ‘Honorable Doctorate of Letters’*.

Задание:

    Дать заголовок каждому абзацу и литературный перевод всего текста 

III.   Пересказ-реферирование  рассказа.

Выделить основное содержание текста.

Разделить текст на смысловые абзацы.

Выделить основной смысл каждого абзаца.

Выделить слова и выражения, выражающие основной смысл.

Выделить основные грамматические структуры, передающие время и объект действия.

Редактировать смысловой каркас, выстроить логически развивающийся сюжет.

Text.                                        Mark Twain  (1835 – 1910)

● Samuel Langhorne Clemens, a famous American novelist, whose nickname was Mark Twain, was born in the small town of Hannibal on the Mississippi River in 1835. He was the son of a lawyer, a bright, lively boy, the leader in all the boys’ games. Samuel had a lot of friends at school. And when he became a writer he described them in his stories.

     When he was eleven years old, his father died, leaving his family with nothing to live. So the boy had to leave school and look for a job. Samuel was apprenticed* to a printer, and for ten years he worked in the printshops of various cities. For some years he and his brother started a small newspaper. Samuel wrote short humorous stories for it.

● In 1856 at the age of twenty he found a job on a ship travelling up and down the Mississippi. Here oh a ship he found his nickname ‘Mark Twain’. It was taken from the call of the Mississippi pilots when they measured the depth of the river. While working on a ship Samuel witnessed the life of all kinds of people – rich and poor, farmers and business, slaves and slave owners. Thus Samuel saw America passing  before his eyes. He got to know a great deal about life and people around. But later he used to speak about this time as the happiest period of his life and described it in his books.

● The young man worked as a gold-miner in California for a year. There he began to write stories about camp life and sent them to papers under the name of Mark Twain. As a journalist Mark Twain went abroad in 1867, visited some European countries and revealed a more critical view on the USA. But critical articles about corruption, speculation didn’t bring him much money. And in 1870 Mark Twain returned to reminiscences of his childhood. In  the result the people especially children got to know the adventure world of the two lively boys, Tom Sawyer and Huckleberry Finn. These two books brought him fame. Then were the books “The Prince and the Pauper” and  “A Connecticut Yankees in King Arthur’s  Court”, loved by children all over the world.

 ● Travelling about the world helped Mark Twain to part with his illusions about America. The elements of social criticism increased in his books from one to another since 1867. First he described reactionary ideas of American *bourgeois democracy and the true nature of American society. Then the writer criticized the feudal forms of social injustice. His books contained satirical attacks on bourgeois civilization. Mark Twain’s realism played a great role in the development of realistic literature of other countries. In 1907 Oxford University gave Mark Twain an ‘Honorable Doctorate of Letters’*.

Задание:

1. Выделить слова и выражения, выражающие основной смысл (курсивом).

2. Выделить основные грамматические структуры, передающие время и объект действия (курсивом).

Пересказ - реферирование текста.

IV (a). Реферирование текста с диалогической речью.

Порядок работы:

Выписать незнакомые слова и трудные  выражения, дать перевод.

Сделать литературный перевод диалога.

Реферировать диалог.

Инсценировать диалог.

“The Adventure of Tom Sawyer”

Сцена 1. (Aunt Polly, Tom)

Aunt Polly:  Tom! Tom! Where is that boy? Tom! Where are you?

Tom (appearing): Here I am.

Aunt Polly: Oh, you have been in that closet. What were you doing there?

Tom: Nothing.

Aunt Polly: Nothing? Look at your face. Look at your hands. What’s that?

Tom: I don’t know, Aunt.

Aunt Polly: Well, but I know. It is jam. Didn’t I tell you  so many times not to touch the jam? Hand me that switch.

Tom: Oh, look behind you, Aunty. (running away)

Aunt Polly: What a naughty boy! But I can’t punish him. He is my sister’s sun.

Задание:

Сделать литературный перевод диалога.

Пересказ - реферирование диалога.

Инсценировать диалог.

IV (б) Реферирование текста с диалогической речью.

Порядок работы:

Выписать незнакомые слова и трудные  выражения, дать перевод.

Сделать литературный перевод диалога.

3.  Реферировать диалог.

Инсценировать диалог.

Сцена 2. (Tom is sitting on the bench, drawing. Becky is sitting next to him)

Becky: What are you drawing?

Tom: A house.

Becky: let me see. I like it . It is nice. Draw a man.

Tom: I’ll try. Do you like it?

Becky: It’s very, very handsome. Now draw me coming along.

Tom: Look. Do you recognize yourself?

Becky: It’s very, very nice. I wish I could draw.

Tom: It’s easy. I can teach you. What’s your name?

Becky: Becky Thatcher. What’s yours? Oh, I know, you are Thomas Sawyer.

Tom: Yes, but my Aunt call me Tom. And you call me Tom. Will you?

Becky: Yes. Tom, let me see what you have written.

Tom: Nothing.

Becky: Tom, please.

Tom: You’ll tell everybody.

Becky: No, I won’t ever tell anybody. Let me see.

Tom: (reads) I love you.

Becky: Oh, you’re a bad thing. (running away)

Задание:

Сделать литературный перевод диалога.

Реферировать диалог.

Инсценировать диалог.

IV (в). Реферирование текста с диалогической речью.

Порядок работы:

Выписать незнакомые слова и трудные  выражения, дать перевод.

Сделать литературный перевод диалога.

Реферировать диалог.

Инсценировать диалог.

 Сцена 3. (Aunt Polly, Tom, Ben, Billy)

Aunt Polly: Here you are, naughty boy! Go and whitewash the fence.

Tom: Oh, Auntie, I can’t. I’ll do it tomorrow.

Aunt Polly: Whitewash the fence, I say. And don’t try to escape.

 (Tom begins to whitewash the fence)

Ben: Hello, Tom. What are you doing here? The weather is very hot. Let’s go to the river.

Tom: I am whitewashing the fence.

Ben: Do you want to do it?

Tom: Oh, you can’t even imagine how it’s interesting.

Ben: Do let me. I’ll give you my apple.

Tom: All right. But not for long. (takes the apple)

Billy: Hello! What are you doing here?

Ben: We are whitewashing the fence.

Billy: I’m laughing and falling. You are whitewashing the fence in such hot weather!. The river is the only place for such day.

Ben: You can’t imagine how interesting it is!

Billy: Let me do some whitewashing. I’ll give you my knife.

Ben: No, I won’t.

Tom: Stop that! Billy, you can whitewash a little.

Aunt Polly (coming up): Oh, it’s all done. Tom, you are a good boy. You can work when you want to. Now you may go and play.  

Tom: Hurrah! Let’s run to the river.

Задание:

Сделать литературный перевод диалога.

Реферировать диалог.

Инсценировать диалог.

IV (г). Реферирование текста с диалогической речью.

Порядок работы:

Выписать незнакомые слова и трудные  выражения, дать перевод.

Сделать литературный перевод диалога.

Реферировать диалог.

Инсценировать диалог.

Сцена 4. (Tom, Huckleberry)

Huck: Hello, Tom!

Tom: Hello, Huck! What have you got in your hand?

Huck: A dead cat.

Tom: What is it good for?

Huck: You can cure warts with it.

Tom: Is that so? And how do you do it?

Huck: You take a dead cat and go to the graveyard at midnight. When it is midnight a devil or maybe two will come. You must throw your cat  after them and say: “Devil, follow corpse! Cat, follow devil! Warts, follow cat!” And you won’t have warts.

Tom: Did you ever try it, Huck?

Huck: I didn’t. But old Mother Hopkins told me. So I want to try this midnight.

Tom: Let me go with you.

Huck: Of course, if you are not afraid. I’ll meow you on my way to the graveyard.

Tom: All right. Oh, I’m late for school. Good-bye1  

Задание:

Сделать литературный перевод диалога.

Реферировать диалог.

Инсценировать диалог.

V (а). Детская английская поэзия в переводах С. Маршака.

 Порядок работы:

1. Основная идея (лирика, бытовая тема, подвиг, поучение..) и жанр (шутка, сказание, плач, песня, призыв, колыбельная,...).

2.  Действующие лица или объект описания.

3.  Незнакомые слова и трудные фразы.

4. Стихотворное изложение  и выразительное чтение наизусть.

Стихи для самостоятельной работы дома:

Задание:

Письменный рассказ о творчестве С. Маршака (русский и английский).

Выразительное чтение по-русски и по-английски.

VI ( б). Детская английская поэзия в переводах

С. Маршака.

Порядок работы:

1. Основная идея (лирика, бытовая тема, подвиг, поучение..) и жанр (шутка, сказание, плач, песня, призыв, колыбельная,...).

2.  Действующие лица или объект описания.

3.  Незнакомые слова и трудные фразы.

4. Стихотворное изложение  и выразительное чтение наизусть.

Перевод для сравнения:

Задание:

Письменный рассказ о творчестве С. Маршака (русский и английский).

Выразительное чтение по-русски и по-английски.

Инсценирование стихотворения.

VII. Английские песни в русских переводах.

1.   Послушайте и прочитайте песню, выделите его основную идею и жанр (шутка, сказание, плач, призыв, колыбельная, частушка, лирика, бытовая тема, гимн, марш, юмор, ...)

2.   Прочитайте текст в третий раз, обращая внимание на места, которые трудны для вас, обратитесь за помощью к словарю.

4.   Обратите внимание на трудные фразы, возможные поэтические приемы и перестановки, они важны для полного понимания.

5.   Постарайтесь представить то, что не вместилось в строки, и начинайте сочинять (ваш песня может немного не  совпадать с оригиналом, но должна передовать ее настроение).

Сочиняя песню, напевайте слова, чтобы они совпадали с нотами.

“Green Fields” – ‘Страна детства’    (поет Э. Пьеха и  Стас Пьеха)

1.Once there were green fields kissed by the sun,

Once there were valleys where rivers used to run,

Once there was a blue sky with white clouds above,

Once they were parts of an ever lasting love,

We were the lovers who strolled through the fields.

2.Green fields are gone now patched  by the sun.

Gone from the valleys where rivers used to run,

Gone with the cold wind that swept into my heart,

Gone with the lovers who let their dreams depart.

Where are the green fields that we used to roam.

I’ll never know what made you run away.

How can keep searching when dark clouds

                                                             high the day?

I only know there is nothing here for me,

Nothing in this wide world left for me to see.

3.But I’ll keep on waiting till you return.

I’ll keep on waiting until the day you learn:

You can’t be happy while your heart’s on the roam.

You can’t be happy until you bring it home,

Home to the green fields and me once again.

     Город детства

Где-то есть город тихий, как сон,

Пылью тягучей по грудь занесен.

Где-то есть город, в котором тепло,

Наше далекое детство там прошло.

Ночью из дома я выхожу.

В кассе вокзала билет попрошу.

“Может впервые за тысячу лет

Дайте до детства плацкартный билет”.

Тихо кассирша ответит: “Билетов нет”.

Ну что, дружище, как ей возразить?

Дорогу в детство, где еще спросить?

А может, просто только иногда

Лишь в памяти своей приходим мы туда?

В городе этом сказки живут,

Шалые ветры с собою зовут.

Там нас порою сводили с ума

Сосны до неба, до солнца дома.

Там по сугробам неслышно шла зима.

Дальняя песня в нашей судьбе,

Ласковый город, спасибо тебе!

Мы не приедем, напрасно не жди, -

Есть на планете другие пути.

Мы повзрослели. Поверь нам и прости.

Мы повзрослели. Поверь и прости!  

Задание:

Письменный рассказ об истории песни (русский и английский).

Исполнение песни по-русски и по-английски.

VIII (а). Классика английской поэзии. (В. Шекспир)

  1. Знакомство с поэзией В. Шекспира (монолог Гамлета) и переводом Б. Пастернака (сравнительный анализ и выразительное чтение).

  Акт 2. Сцена 1.  ‘To Be or Not to Be?’

To be or not to be? That is the question:

Whether ‘tis noble 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 consummation

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

To sleep: perchance to dream 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;

.... ... ...

Быть или не быть, вот в чем вопрос.

                                           Достойно ль

Души терпеть удары и щелчки

Обидчицы судьбы иль лучше встретить

С оружием море бед и положить

Конец волнениям? Умереть. Забыться.

И все. И знать, что этот сон – предел

Сердечных мук и тысячи лешений,

Присущих телу. Это ли не цель

Желанная? Скончаться. Сном забыться.

Уснуть. И видеть сны? Вот и ответ.

Какие сны в том смертном сне приснятся,

Когда покров земного чувства снят?

Вот объясненье. Вот что удлиняет

Несчастьям нашим жизнь на столько лет.

... ... ...

Задание:

Письменный рассказ о жизни и творчестве В. Шекспира (русский и английский).

Выразительное чтение по-русски и по-английски (весь монолог).

VIII (б). Классика английской поэзии. (Р. Киплинг)

Знакомство с поэзией В. Шекспира (монолог Гамлета) и переводом Лодзинского (сравнительный анализ и выразительное чтение).

“If ...”  (Заповедь)

If you can keep you head when all about you

      Are losing theirs and blaming it on you,

If you can trust yourself when all men doubt you.

      But make allowance for their doubting too;

If you can wait and not be tired by waiting,

      Or being lied about, don’t deal in lies.

Or being hated, don’t give way to hating,

     And yet don’t look too good, nor talk too wise:

If you can dream – and not make dreams your master,

If you can think – and not make thoughts your aim,

If you can meet with Triumph and Disaster

And treat those two impostors just the same;

If you can bear to hear the truth you’ve spoken

Twisted by knaves to make a trap for fools.

Or watch the thing you gave your life to, broken.

And stood and built them up with worn-out tools:

If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,

And lose, and start again at your beginnings

And never breathe a word about your loss;

If you can force your heart and nerve and sinew

To serve your turn long after they are gone,

And so sold when there is nothing in you

Except the will which says to them: “Hold on!”

If you can talk with crowds and keep your virtue,

Or walk with kings – nor lose the common touch,

If neither foes nor loving friends can hurt you,

If all men count with you, but none too much;

If you can fill the unforgiving minute

With sixty seconds’ worth of distance run.

Yours is the Earth and everything that’s in it,

And – which is more – you’ll be a Man, my son.

Владей собой среди толпы смятенной,

Тебя клянущей за смятенье всех,

Верь сам в себя наперекор вселенной

И маловерным отпусти их грех;

Пусть час не пробил, жди, не уставая,

Пусть лгут лжецы, не нисходи до них;

Умей прщать и не кажись, прощая,

Великодушней и мудрей других.

Умей мечтать, не став рабом мечтанья,

И мыслить, мысль не обожествив;

Равно встречай успех и поруганье,

Не забывая, что их голос лжив;

Останься тих, когда твое же слово

Калечит плут, чтоб уловлять глупцов

Когда вся жизнь разрушена, и снова

Ты должен все воссоздавать с основ.

Умей поставить, в радостной надежде,

На карту все, что накопил с трудом,

Все проиграть и нищим стать, как прежде,

И никогда не пожалеть о том,

Умей принудить сердце, нервы, тело

Тебе спужить, когда в твоей груди

Уже давно все пусто, все сгорело
И только Воля говорит: “Иди!”

Останься прост, беседуя с царями

Останься честен, говоря с толпой;

Будь прям и тверд с врагами и друзьями,

Пусть все в свой час считаются с тобой;

Наполни смыслом каждое мгновенье,

Часов и дней неумолимый бег, -

Тогда весь мир ты примешь во владенье,

Тогда, мой сын, ты будешь Человек!
                            Н.Лодзинский

Задание:

Письменный рассказ о жизни и творчестве Р. Киплинга (русский и английский).

Выразительное чтение по-русски и по-английски (часть монолога).

“Green Fields” – ‘Страна детства’    (поет Э. Пьеха и  Стас Пьеха)

1.Once there were green fields kissed by the sun,

Once there were valleys where rivers used to run,

Once there was a blue sky with white clouds above,

Once they were parts of an ever lasting love,

We were the lovers who strolled through the fields.

2.Green fields are gone now patched  by the sun.

Gone from the valleys where rivers used to run,

Gone with the cold wind that swept into my heart,

Gone with the lovers who let their dreams depart.

Where are the green fields that we used to roam.

I’ll never know what made you run away.

How can keep searching when dark clouds

                                                             high the day?

I only know there is nothing here for me,

Nothing in this wide world left for me to see.

3.But I’ll keep on waiting till you return.

I’ll keep on waiting until the day you learn:

You can’t be happy while your heart’s on the roam.

You can’t be happy until you bring it home,

Home to the green fields and me once again.

     Город детства

Где-то есть город тихий, как сон,

Пылью тягучей по грудь занесен.

Где-то есть город, в котором тепло,

Наше далекое детство там прошло.

Ночью из дома я выхожу.

В кассе вокзала билет попрошу.

“Может впервые за тысячу лет

Дайте до детства плацкартный билет”.

Тихо кассирша ответит: “Билетов нет”.

Ну что, дружище, как ей возразить?

Дорогу в детство, где еще спросить?

А может, просто только иногда

Лишь в памяти своей приходим мы туда?

В городе этом сказки живут,

Шалые ветры с собою зовут.

Там нас порою сводили с ума

Сосны до неба, до солнца дома.

Там по сугробам неслышно шла зима.

Дальняя песня в нашей судьбе,

Ласковый город, спасибо тебе!

Мы не приедем, напрасно не жди, -

Есть на планете другие пути.

Мы повзрослели. Поверь нам и прости.

Мы повзрослели. Поверь и прости

“Green Fields” – ‘Страна детства’    (поет Э. Пьеха и  Стас Пьеха)

1.Once there were green fields kissed by the sun,

Once there were valleys where rivers used to run,

Once there was a blue sky with white clouds above,

Once they were parts of an ever lasting love,

We were the lovers who strolled through the fields.

2.Green fields are gone now patched  by the sun.

Gone from the valleys where rivers used to run,

Gone with the cold wind that swept into my heart,

Gone with the lovers who let their dreams depart.

Where are the green fields that we used to roam.

I’ll never know what made you run away.

How can keep searching when dark clouds

                                                             high the day?

I only know there is nothing here for me,

Nothing in this wide world left for me to see.

3.But I’ll keep on waiting till you return.

I’ll keep on waiting until the day you learn:

You can’t be happy while your heart’s on the roam.

You can’t be happy until you bring it home,

Home to the green fields and me once again.

     Город детства

Где-то есть город тихий, как сон,

Пылью тягучей по грудь занесен.

Где-то есть город, в котором тепло,

Наше далекое детство там прошло.

Ночью из дома я выхожу.

В кассе вокзала билет попрошу.

“Может впервые за тысячу лет

Дайте до детства плацкартный билет”.

Тихо кассирша ответит: “Билетов нет”.

Ну что, дружище, как ей возразить?

Дорогу в детство, где еще спросить?

А может, просто только иногда

Лишь в памяти своей приходим мы туда?

В городе этом сказки живут,

Шалые ветры с собою зовут.

Там нас порою сводили с ума

Сосны до неба, до солнца дома.

Там по сугробам неслышно шла зима.

Дальняя песня в нашей судьбе,

Ласковый город, спасибо тебе!

Мы не приедем, напрасно не жди, -

Есть на планете другие пути.

Мы повзрослели. Поверь нам и прости.

Мы повзрослели. Поверь и прости

Акт 2. Сцена 1.  ‘To Be or Not to Be?’

To be or not to be? That is the question:

Whether ‘tis noble 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 consummation

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

To sleep: perchance to dream 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;

.... ... ...

Быть или не быть, вот в чем вопрос.

                                           Достойно ль

Души терпеть удары и щелчки

Обидчицы судьбы иль лучше встретить

С оружием море бед и положить

Конец волнениям? Умереть. Забыться.

И все. И знать, что этот сон – предел

Сердечных мук и тысячи лешений,

Присущих телу. Это ли не цель

Желанная? Скончаться. Сном забыться.

Уснуть. И видеть сны? Вот и ответ.

Какие сны в том смертном сне приснятся,

Когда покров земного чувства снят?

Вот объясненье. Вот что удлиняет

Несчастьям нашим жизнь на столько лет.

... ... ...

Акт 2. Сцена 1.  ‘To Be or Not to Be?’

To be or not to be? That is the question:

Whether ‘tis noble 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 consummation

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

To sleep: perchance to dream 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;

.... ... ...

Быть или не быть, вот в чем вопрос.

                                           Достойно ль

Души терпеть удары и щелчки

Обидчицы судьбы иль лучше встретить

С оружием море бед и положить

Конец волнениям? Умереть. Забыться.

И все. И знать, что этот сон – предел

Сердечных мук и тысячи лешений,

Присущих телу. Это ли не цель

Желанная? Скончаться. Сном забыться.

Уснуть. И видеть сны? Вот и ответ.

Какие сны в том смертном сне приснятся,

Когда покров земного чувства снят?

Вот объясненье. Вот что удлиняет

Несчастьям нашим жизнь на столько лет.

... ... ...

Сцена 3. (Aunt Polly, Tom, Ben, Billy)

Aunt Polly: Here you are, naughty boy! Go and whitewash the fence.

Tom: Oh, Auntie, I can’t. I’ll do it tomorrow.

Aunt Polly: Whitewash the fence, I say. And don’t try to escape.

 (Tom begins to whitewash the fence)

Ben: Hello, Tom. What are you doing here? The weather is very hot. Let’s go to the river.

Tom: I am whitewashing the fence.

Ben: Do you want to do it?

Tom: Oh, you can’t even imagine how it’s interesting.

Ben: Do let me. I’ll give you my apple.

Tom: All right. But not for long. (takes the apple)

Billy: Hello! What are you doing here?

Ben: We are whitewashing the fence.

Billy: I’m laughing and falling. You are whitewashing the fence in such hot weather!. The river is the only place for such day.

Ben: You can’t imagine how interesting it is!

Billy: Let me do some whitewashing. I’ll give you my knife.

Ben: No, I won’t.

Tom: Stop that! Billy, you can whitewash a little.

Aunt Polly (coming up): Oh, it’s all done. Tom, you are a good boy. You can work when you want to. Now you may go and play.  

Tom: Hurrah! Let’s run to the river.

Сцена 3. (Aunt Polly, Tom, Ben, Billy)

Aunt Polly: Here you are, naughty boy! Go and whitewash the fence.

Tom: Oh, Auntie, I can’t. I’ll do it tomorrow.

Aunt Polly: Whitewash the fence, I say. And don’t try to escape.

 (Tom begins to whitewash the fence)

Ben: Hello, Tom. What are you doing here? The weather is very hot. Let’s go to the river.

Tom: I am whitewashing the fence.

Ben: Do you want to do it?

Tom: Oh, you can’t even imagine how it’s interesting.

Ben: Do let me. I’ll give you my apple.

Tom: All right. But not for long. (takes the apple)

Billy: Hello! What are you doing here?

Ben: We are whitewashing the fence.

Billy: I’m laughing and falling. You are whitewashing the fence in such hot weather!. The river is the only place for such day.

Ben: You can’t imagine how interesting it is!

Billy: Let me do some whitewashing. I’ll give you my knife.

Ben: No, I won’t.

Tom: Stop that! Billy, you can whitewash a little.

Aunt Polly (coming up): Oh, it’s all done. Tom, you are a good boy. You can work when you want to. Now you may go and play.  

Tom: Hurrah! Let’s run to the river.

Сцена 3. (Aunt Polly, Tom, Ben, Billy)

Aunt Polly: Here you are, naughty boy! Go and whitewash the fence.

Tom: Oh, Auntie, I can’t. I’ll do it tomorrow.

Aunt Polly: Whitewash the fence, I say. And don’t try to escape.

 (Tom begins to whitewash the fence)

Ben: Hello, Tom. What are you doing here? The weather is very hot. Let’s go to the river.

Tom: I am whitewashing the fence.

Ben: Do you want to do it?

Tom: Oh, you can’t even imagine how it’s interesting.

Ben: Do let me. I’ll give you my apple.

Tom: All right. But not for long. (takes the apple)

Billy: Hello! What are you doing here?

Ben: We are whitewashing the fence.

Billy: I’m laughing and falling. You are whitewashing the fence in such hot weather!. The river is the only place for such day.

Ben: You can’t imagine how interesting it is!

Billy: Let me do some whitewashing. I’ll give you my knife.

Ben: No, I won’t.

Tom: Stop that! Billy, you can whitewash a little.

Aunt Polly (coming up): Oh, it’s all done. Tom, you are a good boy. You can work when you want to. Now you may go and play.  

Tom: Hurrah! Let’s run to the river.

Сцена 3. (Aunt Polly, Tom, Ben, Billy)

Aunt Polly: Here you are, naughty boy! Go and whitewash the fence.

Tom: Oh, Auntie, I can’t. I’ll do it tomorrow.

Aunt Polly: Whitewash the fence, I say. And don’t try to escape.

 (Tom begins to whitewash the fence)

Ben: Hello, Tom. What are you doing here? The weather is very hot. Let’s go to the river.

Tom: I am whitewashing the fence.

Ben: Do you want to do it?

Tom: Oh, you can’t even imagine how it’s interesting.

Ben: Do let me. I’ll give you my apple.

Tom: All right. But not for long. (takes the apple)

Billy: Hello! What are you doing here?

Ben: We are whitewashing the fence.

Billy: I’m laughing and falling. You are whitewashing the fence in such hot weather!. The river is the only place for such day.

Ben: You can’t imagine how interesting it is!

Billy: Let me do some whitewashing. I’ll give you my knife.

Ben: No, I won’t.

Tom: Stop that! Billy, you can whitewash a little.

Aunt Polly (coming up): Oh, it’s all done. Tom, you are a good boy. You can work when you want to. Now you may go and play.  

Tom: Hurrah! Let’s run to the river.