高二英语下册教材培训

PAGE/NUMPAGES高二英语 下册 数学七年级下册拔高题下载二年级下册除法运算下载七年级下册数学试卷免费下载二年级下册语文生字表部编三年级下册语文教材分析 教材培训SEFCB2unit19ThemerchantofVenice说课稿教材分析本单元的中心话题是“莎士比亚与他的戏剧”；内容涉及“莎士比亚”、“威尼斯商人”、“亨利四世”、“哈姆雷特”、“罗密欧与朱丽叶”、“特洛伊罗斯与克瑞西达”等。语言知识和语言技能都是根据“莎士比亚与他的戏剧”这一中心话题设计的。Warmingup部分由两个练习组成。第一个练习要求学生说出 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 中对白出自莎士比亚的哪部戏剧，并解释他们的含义。要完成这个练习，学生首先得对莎士比亚的作品要有所了解，因为，要准确理解戏剧中的对白，学生就必须要了解故事情节及相关背景。第二个练习的目的是要帮助学生更多地了解莎士比亚的作品，尤其是他创作的戏剧。Listening部分由两个练习组成，听力内容是一段独白，向学生介绍了《威尼斯商人》的故事片段，该片段为阅读部分的故事提供了背景。第一个练习就故事的主要内容设置了四个问题，比如，故事发生的地点、借款与还款方式等。第二个练习用图 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 的形式，直观地考察学生对故事中五个主要人物的身份、表现以及他们之间的关系的理解。这两个练习主要训练学生把握文段细节的能力。Speaking部分要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。这是贯穿《威尼斯商人》始终的两条线索，对他们的讨论至今仍有着现实意义。对这两个问题的回答，直接或从侧面反映了人们的人生观、价值观以及人们对待生活的态度。因此，在教学和训练本单元有关“在交谈中强调细节”的日常用语的同时，教师还有责任给学生以正确的引导，帮助学生明辨是非，确立正确的人生价值取向，建立符合社会 规范 编程规范下载gsp规范下载钢格栅规范下载警徽规范下载建设厅规范下载 的道德体系，并做遵纪守法的公民。Reading部分是根据莎士比亚的戏剧《威尼斯商人》中的一个片段改编的。该故事情节生动、曲折，语言地道并带有莎翁时代的特色，内容富有深刻的教育意义。LanguageStudy部分由词汇和语法两部分组成。词汇部分要求学生用课文中出现的词汇或短语完成六个句子。这个练习一方面帮助学生巩固词汇和短语，另一方面也帮助学生加深对课文的理解。语法部分复习直接引语和间接引语的用法，设置了两个练习，这两个练习的内容都是《威尼斯商人》中的故事，对阅读课文是很好的补充。Integratingskills部分继续呈现Reading部分未讲完的故事。该剧的结局皆大欢喜，但令人回味无穷。写作部分要求学生根据所给的故事情节编写一部短剧，并把故事内容表演出来。Tips部分介绍了戏剧中展开矛盾的手法。戏剧中的人物往往分别代表着“正义”和“非正义”两方。得道者多助，失道者寡助。“正义”和“非正义”两方谁胜谁负的结局，就形成了戏剧的效果。Checkpoint部分举例复习直接引语和间接引语的用法。教学重点和难点重点：1、词汇：理解、内化、运用本单元中出现的一些重要 单词 英语单词 下载七年级上册英语单词表下载英语单词表下载深圳小学英语单词表 下载高中英语单词 下载 如：deny,mercy,accuse,bless,declare,count,therefore,worthy,punish,order和词组payback,havemercyon,goabout,asfarasIknow,tearup,atthemercyof,etc.2、功能：用本单元中“在交谈中强调细节”的日常交际用语来表达自己对“同情与报复”和“爱情与金钱”的看法。语法：复习直接引语和间接引语。难点：如何理清戏剧中的人物关系。如何分析戏剧中的人物性格。如何体会戏剧的语言。如何自己改编和表演戏剧。教学目标语言知识：词汇：（见教学重点）话题：TalkingaboutShakespeareandhisplays功能：在交谈中细述详情（Recountingdetailsintheconversation）CorrectmeifI’mwrong,but…Youshouldn’tforgetthat…Oneofthemostimportantfactsis…Youcould,forexample,…ThewayIwouldgoaboutis…AsfarasIknow,…Afterall,…Butinthisparticularcase…Whatshouldn’tbeforgottenis…4)语法：复习直接引语和间接引语。语言技能：听：捕捉特定信息、抓关键词，听懂一段介绍《威尼斯商人》的故事片段，理清人物关系，训练学生把握文段细节的能力。说：要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。读：通过阅读“TheMerchantofVenice”这部戏剧，训练学生找出文章的主题，理解故事的情节，预测故事情节发展和可能的结局的能力。写：通过本单元的各项语言输入，形成对戏剧的进一步了解，并能自己改编和表演戏剧。学习策略：通过任务型教学活动设计和活动型教学，训练和培养学生自主、合作、探究、创新的学习能力。利用图书馆和网络搜集资料并加工处理信息。用英语进行讨论、表演等交际活动。情感态度和文化意识：在完成任务的过程中培养团队协作、互助精神，体验学习英语的快乐。通过对莎士比亚作品的学习，体会戏剧的语言，感受戏剧的魅力。理解戏剧和现实生活的了解，提高英语语言的鉴赏能力和修养。通过口语部分的讨论，确立正确的人生价值观。教学策略引趣激趣策略。创造多种情景激发学习兴趣，其中包括戏剧表演、辩论等活动。循序渐进策略。如任务的安排从简到难，语言操练从机械性操练到交际性操练。资源开发策略。互联网为英语教学提供了广阔的空间和丰富的资源，拓宽了学生英语学习的渠道。任务型活动策略。任务型语言教学的倡导者认为，学习者可以通过完成各种任务发展交际的能力。任务设计我们首先给整个单元设计了一个主题任务——戏剧节。同时采用任务型教学“P—T—P”立体型自主学习模式（Pre-task---Task-cycle---Post-task）,安排了一些单元教学前和单元教学后的活动任务。Pre-unitactivity:Task1莎士比亚及其作品简介活动内容：从图书馆和因特网上搜集有关莎士比亚的生平、作品、作品简介、经典佳句、名作海报、电影、flash等资料。个人活动：搜集“莎士比亚与他的戏剧”的有关资料。小组活动：将小组成员的成果汇总、讨论、整理成文或整理简单课件。3）班级活动：每小组各派一名“reporter”将本组的成果向全班做演示。Goal:使学生对莎士比亚这位十六世纪文艺复兴时代的文学巨匠和他的巨作有更感性的认识。为本单元的学习打下良好的基础。(二)Task-cycle(见各课时教学设计)(三)Post-unittaskTask1为theMerchantofVenice配音活动内容：在学生熟悉课文内容的情况下，让学生来为这部戏剧配音。个人活动：认真揣摩角色心理，模仿VIDEO中对话的发音和语气。小组活动：各小组组长按照小组成员的特点分派角色，熟悉剧本。班级活动：小组配音，其他同学和老师给各组评分。Goal:使学生对课文有更好的理解，更能体会人物的心理，了解人物性格，感受莎士比亚的戏剧语言的魅力。Task2写人物或作品评论活动内容：学生挑选莎士比亚的一部作品或是作品中的一个角色，发表自己的感受和理解。Goal:使学生进一步熟悉莎士比亚的作品。提高学生的写作能力，加强学生语言实践能力。Task3戏剧表演活动内容：学生挑选课文片段或是改编writing部分进行表演个人活动：背诵台词，体会角色的个性和心理，通过语言与动作表现人物的个性特征。小组活动：把全班分成4个小组，分别担任导演、道具、旁白、Shylock、Antonio、Bassanio、Portia、Duke等角色。由导演负责全局的指挥和排练工作。班级活动：各小组同台演出，由老师和各组导演组成评委会，给各组评分。学校活动：这个活动如果有条件的话可以发展到全级段甚至全校性的一个课本剧表演比赛。比如说在我们学校这个比赛已经是一个一年一度的传统项目了，学生对此有这极高的热情。Goal:真正体现任务型教学“在用中学，在学中用”的原则。全面提高学生的综合素质。教学资源针对本单元话题我们向学生提供以下网站以供参考。HYPERLINK"bbb://aaathemonlogueshopaaa/shakespearesample.html"bbb://aaathemonlogueshopaaa/shakespearesample.htmlHYPERLINK"bbb://aaaabsoluteshakespeareaaa/plays/plays.htm"bbb://aaaabsoluteshakespeareaaa/plays/plays.htmHYPERLINK"bbb://the-tech.mit.edu/shakespeare/"bbb://the-tech.mit.edu/shakespeare/HYPERLINK"bbb://aaashakespeareaaa"bbb://aaashakespeareaaaHYPERLINK"bbb://shakespeare-1aaa/"bbb://shakespeare-1aaa/HYPERLINK"bbb://aaauclan.ac.uk/online/shakespeare.htm"bbb://aaauclan.ac.uk/online/shakespeare.htmHYPERLINK"bbb://mingzhu66.db66aaa/spell/zz/s/7.asp"bbb://mingzhu66.db66aaa/spell/zz/s/7.aspHYPERLINK"bbb://mail.sjsmit.edu.tw/~lhw/Shakespeare001.htm"bbb://mail.sjsmit.edu.tw/~lhw/Shakespeare001.htmHYPERLINK"bbb://aaahongenaaa/edu/shfz/ywxz/sn013101.htm"bbb://aaahongenaaa/edu/shfz/ywxz/sn013101.htmHYPERLINK"bbb://aaarudemechanicalsaaa/"bbb://aaarudemechanicalsaaa/课时安排和教学程序根据本单元教材的内容、学生学习英语的特点和规律，我把本单元划分为5课时：Period1:Warmingup&ListeningPeriod2-3:Reading&Integratingskills&SpeakingPeriod4:Languagestudy&WritingPeriod5:PerformingTheFirstPeriodWarmingupGoals:1.EncouragethestudentstotalkaboutShakespeareandhisplays.2.Learnsomequotationsandknowtheirmeanings.3.Improvethestudents’listeningability.Step1Leadin1.GameAccordingtomysuggestions,canyouguesswhoheis?HeisanEnglishman.Heisapoetanddramatist.Duringhislife,hewrote37plays,154sonnetetc.HisworksrepresentedtheliteratureachievementsofEnglishRenaissance(文艺复兴).TheMerchantofVeniceisoneofhisworld-famousworks.---------HeisWilliamShakespeare.Step2Warmingup1BrainstormTalkaboutShakespeare.WilliamShakespeareEncouragethestudentstopresentasmanywordsaspossibleaboutShakespeareandhisplays.ReportBeforetheclass,studentsareaskedtoworkingroupstosearchsomeinformationaboutShakespeareandhisplaysfromthelibraryandInternet.It’stimeforthemtoshowtheirresultsinclass.Afterthestudents’report,teachercangivethemsomeadditionalinformation.Match(Showfourpostersofshakespeare’splays)Matchthemeaningwiththequotationsandtheplays.e.g.Meaning:Thatisaquestionwhethertoliveinthisworldortodie,thatis,totakeactionortodonothing.Quotation:“Tobeornottobe:thatisthequestion.”Play:Hamlet4．MorequotationsAllthequotationsaboveareusedinEnglishalmostasiftheywereproverbs.ToEnglishspeakerstheyhaveaclearmeaning.ThereareagreatnumberofpopularsayingtakenfromShakespeare.Doyouknowtheirmeanings?QuotationPlayMeaningEveryinchakingKingLearArealking.BreathelifeintoastoneAll’sWellThatEndsWellAverygoodmedicine.Forgoodness’sakeHenry=8\*ROMANVIII“OhPlease”or“ForGod’Alltheworld’sstageAsYouLikeItLifeshouldnotbetakentooseriouslyAdishfitforthegodsJuliusCaesarVerygoodfoodGoodriddanceTroilusandCressidaItisgoodtogetridof(you).ItsmellstoheavenHamletSththatisverybadorcorrupt.MysaladdaysAnthonyandCleopatraWhenIwasyoung.What’sdoneisdoneMacbethThereisnochangingthepast,soforgetaboutit.ApoundoffleshTheMerchantofVeniceAharshdemandorterriblepunishment.Step3ListeningHaveyouwatchedTheMerchantofVenice?Hereisanintroductiontotheplay,whichisthemostoutstandingromanticcomedy.Itwilltellushowthestorytakesplaceandhelpsuslearnaboutthemaincharactersinit.1.ListentothetapeandfinishEx.1.2.ListentothetapeagainandfinishEx.2.Step4Post-listening1.Retelltheintroduction.2.Discussion:a.CanPortiasaveAntonio?b.HowwillPortiadotosaveAntonio?Homework1.ChooseoneofShakespeare'splaystoread.2.Retellthelisteningpart.3.PreviewtheplayTheMerchantofVenice.Period2-3Reading&Integratingskills&speakingGoals:1.Learnandmastersomeimportantexpressions.2.Improvethestudents'readingability.3.Analysethecharacteristicofthecharactersintheplay.4.Improvethestudents'speakingability.Step1Pre-reading1.Reviewtherelationshipbetweenthecharacters.ShylockAntoniohatepunishhelpPortiaBassaniolove2.Retellthelisteningpart.(when\where\cause)Step2reading1.SkimmingSkimthewholeplayandchoosethebestanswers.1)Inwritingstyle,thistextisa_________.A.dramaB.storyC.fableD.fiction2)Thetextmainlytalkabout_________.A.Antonio'scharities(善行)andShylock'scruelty.B.Portia'sclevernessandAntonio'scharities.C.Shylock'scrueltyandPortia'scleverness.D.thethreecolorfulcharactersofAntonio,PortiaandShylock.2.ScanningReadtheplaycarefullyandanswerthequestions.1)WhatwasAntonioaccusedof?2)WhydidShylockrefusetohavemercyonAntonio?3)WhatdidtheDukemeanbysaying“Don'tbesobitter."?4)WhatdidtheDuke'swords“Howcanyouhopeformercyyourselfwhenyoushownone?"mean?5)WhodidtheDukeatthecountsupport?6)WhatwasPortia'sopinionofmercy?(Mercybringsgood.Mercyfallslikethegentlerainfromtheskyupontheearth.Itistwiceblessed.Itblessedthosewhogiveit,andthosewhoreceiveit.Itisthehighestofthehighest.Weshouldlearntoshowmercyonothers.)Askthestudentstoreaditaloudandtranslateit.7)Whatarethetwomeaningsof“Iwillpayhimbackwithallmyheart."?8)WhatdidtheVenicelawsayifanyonetriestokillormurderanycitizenofVenice?9)WhatwasShylockaccusedof?10)Whatwastheresultofthetrial?Step3Post-readingTask1.PlotunderstandingFinishthechartaccordingtheplotoftheplay.(Groupwork)Thecomponentsofplot(情节的构成部分)DescriptionBackground(背景)有关故事人物、时间和地点方面的信息Problem(问题)人物之间、个人内部存在的正反两种力量的较量Risingaction(发展)引发故事达到高潮的事件Climax(高潮)故事中人物直接面对矛盾Outcome(结局)行动逐渐停止，冲突结束Task2.Analysethecharacteristicsofthecharactersandfindoutsomesentencesintheplaytosupportyouridea.(Groupwork)Antonio:alwaysreadytohelpothers,kind-hearted,wasdevotedtohisfriends,upright,daretopointouttheothers’wrongdeedsSentences:1.It’suselesstryingtoagreewithShylock.2.GiveShylockwhathewants.3.Don’tbesadformeShylock:cruel,greedy,selfish,cold-blooded,hateAntonioSentences:1.Antonioismyenemy,andIhatehim.2.Iwouldstilltakemypoundofflesh.3.Givememypoundofflesh.4.Idesiremypoundofflesh.5.WhymustIhavemercyonhim?Bassanio:Withasimplemind,withaclearsenseofrightandwrong,devotedtohisfriendSentences:1.IoffertentimesthemoneythatAntoniohasborrowed.2.PleasechangethelawalittlesothatwemaysaveAntonioPortia:clever,calm,fullofmercy,well-educatedSentences1.Mercyfallslikethegentlerainfromthesky.Itblessesthosewhogiveitandthosewhoreceiveit.2.Buthehasnotpromisedtogiveyouanyofhisblood.3.Youmustcutonepoundofflesh,nomore,noless.4.Andnotonedropofbloodmustfall.Task3Discussion(Groupwork)1)SupposeyouareShylock,whenyoulearnAntoniocan’tpaybackthemoney,whatwillyoudo?2)SupposeyouareBassanio,whenyoulearnAntoniocan’tpaybackthemoneyandhehastogiveapoundoffleshtoShylock,whatwillyoudo?3)SupposeyouareAntonio,willyouborrowmoneyforBassaniofromShylock?Whyandwhynot?Step4SpeakingLiterature,whetherwearetalkingaboutnovels,playsorpoems,isbasedonthemes,thatformthebasisofthestoryandtheactionsofthecharacters.InmostofShakespeare’splays,wecandistinguishseveralthemes.ThemesthatcanbedistinguishedinTheMerchantofVenicearemercyversusrevengeandloveversusmoney.Workingroupsoffour.Findexamplesforeachsituationinmodernlifeanddiscusswhetheritisrightorwrong.Homework1.Readtheplayandretellit.2.FinishPost-readingonP69.3.Prepareforacting.Period4Languagestudy&writingGoals:1Reviewsomeusefulwordslearntintheunit.2.Reviewthedirectandindirectspeech.3.Dosomepracticetoconsolidatethedirectandindirectspeech.4.Improvethestudents’writingability.Step1Revision1.RetelltheplayTheMerchantofVeniceaccordingtothepicturesandphrases.Step2Wordstudy1.FillintheblanksusingthephrasesPaybackasfarasafterallintheeyesofhavemercyonTearupofferupgodownonone’sknee1)He_____me_____the100dollarsheowedme.2)Wewill_________allofthetreatyratherthanacceptthisclause.3)Itisnotsurprisingthatyouhavegotstomachache._________,youhaveeatentoomuch.4)Thecruelsoldiers____________theirprisoners.5)Hewalked_________thefootofthemountain.6)Thefriendlystaff_______arealtasteofSouthwestAmerica.7)He__________tolookforhiscontactlens.8)Youmaythinkitisajoketodriveawayanotherperson’scar,but__________thelawitistheft.Step3Grammar1.RevisionPutthesesentencesintoIndirectSpeech.1.“Ihaveleftmypeninyourroom,”hesaid.2.“Didyouseeherlastnight?”hesaid.3.Shesaid,“Wherecantheyfindataxi?”4.Theteachersaid,“Givemesomechalk.”5.“Don’twasteyourtime,”Isaidtohim.2.SummarySummarizethechangeswiththewholeclass.DirectSpeechIndirectSpeechPronounsthisthesethatthoseAdverbialsnowtonighttodaythismorningyesterdaylastnightthedaybeforeyesterdaythreedaysagotomorrownextweekyesterdaymorningyesterdayafternoonthedayaftertomorrowherethenthatnightthatdaythatmorningthedaybeforethenightbeforetwodaysbeforethreedaysbeforethenext/followingdaythenext/followingweekthemorningbeforetheafternoonbeforeintwodays’stimetwodaysafterthereVerbscomebringcanmaymustshallwillgotakecouldmightmust/hadtoshouldwouldTenseskeepbe(am/is/are)keepinghavekepthadkeptwillkeepkeptwas(were)keepinghadkepthadkeptwouldkeep3PracticeFinishtheexercisesonP70.Step3Writing1.Readthestory.2.Readthetipsongettingthemainpointofaplay.3.Writeashortplaybasedonthisstory.Step4AssessmentAssesstheirpartner’swritings.Doestheplayhaveatitlethatcapturestheattentionoftheaudience?Isthenumberofcharactersappropriate?Istheplotpresentedintheplaygripping?Isthestoryinterestingtowatch?Arethewriters’ideasoriginal?Istheproposedresolutionsurprising?Doestheaudiencehavethefeelingthattheplayisbothromanticandtragic?Homework1.Writeaplay.2.Actouttheplay.Period5Performing(略)补充资料HYPERLINK"bbb://shakespeare-1aaa/life-of-shakespeare/"ShakespeareBiography(莎士比亚生平)TheEnglishdramatistandpoetWilliamShakespearewastheauthorofthemostwidelyadmiredandinfluentialbodyofliteraturebyanyindividualinthehistoryofWesterncivilization.Hisworkcomprises36plays,154sonnets,and2narrativepoems.KnowledgeofShakespeareisderivedfromtwosources:hisworksandthoseremainsoflegalandchurchrecordsandcontemporaryallusionsthroughwhichscholarscantracetheexternalfactsofhislife.　　ShakespearewasbaptizedinHolyTrinityChurch,Stratford-upon-Avon,Warwickshire,onApr.26,1564.Heisburiedinthesamechurch,whereamemorialrecordshisdeathonApr.23,1616.In1623hiscolleaguesJohnHemingeandHenryCondellcreatedanothermemorialbypublishingMr.WilliamShakespeare’sComedies,Histories,andTragedies,thecollectionofhisplaysnowknownastheFirstFolio.　　Hismother,Mary,wasthedaughterofRobertArdenofWilmcote,nearStratford..Hisfather,John,wasagloverandleathermerchantwhoseincreasingfinancialsuccesswasmarkedbyhisappointmenttoaseriesofmunicipalpostsduringthefirst10yearsofWilliam'slife.Inthemid-1570s,JohnShakespeare'sfortunesdeclined,andhenolongertookavisiblepartinStratfordaffairs.ThefamilyfortuneslostbyJohnwouldlaterberepairedbyhisson.　　ShakespeareprobablyattendedStratford'sexcellentfreegrammarschool,althoughnorecordofthefactexists.OnNov.28,1582,churchauthoritiesgavepermissionforhimtomarryAnneHathawayoftheneighboringvillageofShottery.Hewas18yearsold,andshewas26;probablyshewaspregnant.OnMay26,1583,theirdaughterSusannawasbaptizedinHolyTrinity.Twins,namedHamnetandJudith,werebaptizedonFeb.2,1585.　　Norecordshavebeenfoundfortheyearsbetweenthetwins'baptismand1592.Inthatyearadisappointedauthor,RobertGreene,referredcrypticallytoShakespeareinhisGroatsworthofWitBoughtWithaMillionofRepentance;hewarnedhisfellowwritersabout"anupstartcrow,beautifiedwithourfeathers,thatwithhisTiger'sheartwrappedinaplayer'shide,supposesheisaswellabletobombastoutablankverseasthebestofyou:andbeinganabsoluteJohannesfactotum,isinhisownconceittheonlyShake-sceneinacountry."Thusasearlyas1592,ShakespearewassufficientlywellknowntoberecognizedbythepunonhisnameandtheparodyofalinefromhisHenryVI,Part3:"Otiger'sheartwrappedinawoman'shide."Greene'sistheonlyhostileallusiontoShakespearethatexists;itsmotivecanbeguessedfromhisdescriptionofShakespeareasJohannesfactotum--"Jack-of-all-trades."　　UnlikeGreene,Shakespearewasanactor("player")aswellasawriter,andhewasassociatedwithagroupofotheractorsthatincludedtheday'sleadingcomedian,WillKempe,andaleadingtragedian,RichardBurbage.Theywereknown,aftertheirnominalpatron,astheCHAMBERLAIN'SMENand(after1603)astheKing'sMen.By1592,Shakespearewasactingexclusivelyforthiscompany;heheldsharesinthecompany'sprofits;hewaspartofaconsortiumthatin1599builtandowneditshometheater,theGLOBETHEATRE;andhewrotehisplaysexclusivelyforthiscompany,attherateofabouttwoperyear.　　In1593-94aplagueepidemicforcedtheclosingoftheLondontheaters.InthoseyearsShakespearepublishedtwonarrativepoems,VenusandAdonisandTheRapeofLucerne.Thecircumstancessurroundinganothernondramaticwork,theSONNETSOFSHAKESPEARE,arelessclear.Scholarsarenotcertainhowlongbeforetheirunauthorizedpublication(1609)theywerewritten,whethertheywereallwritteninthesameperiod,orwhethertheorderinwhichtheyappearedwasofShakespeare'sdesign.BecausethesonnetsaretheonlyworksinwhichShakespearemayplausiblybethoughttowritefromafranklyautobiographicalimpulse,theyhaveexercisedafascinationbeyondeventheirextraordinaryvalueaspoetry.IdentityandAuthorship(莎士比亚作品)WilliamShakespeare(baptisedApril26,1564,died(O.S.)April23,1616)isconsideredbymanytohavebeenthegreatestwritertheEnglishlanguagehaseverknown.AsaplaywrighthewrotenotonlysomeofthemostpowerfulHYPERLINK"bbb://shakespeare-1aaa/tragedies/"tragedies,butalsomanyofthefunniestHYPERLINK"bbb://shakespeare-1aaa/comedies/"comediesevertoappearonanEnglishstage.Healsowrote154HYPERLINK"bbb://shakespeare-1aaa/poetry-sonnets/"sonnetsandseveralmajorHYPERLINK"bbb://shakespeare-1aaa/poetry-sonnets/"poems,someofwhichareconsideredtobethemostbrilliantpiecesofEnglishliteratureeverwritten,becauseofShakespeare'sabilitytorisebeyondthenarrativeanddescribetheinnermostandthemostprofoundaspectsofhumannature.Heisbelievedtohavewrittenmostofhisworksbetween1585-1610,althoughtheexactdatesandchronologyoftheplaysattributedtohimarenotaccuratelyknown.HYPERLINK"bbb://shakespeare-1aaa/tragedies/"ShakespeareantragediesRomeoandJulietMacbethKingLearHamletOthelloTitusAndronicusJuliusCaesarAntonyandCleopatraCoriolanusTroilusandCressidaTimonofAthensHYPERLINK"bbb://shakespeare-1aaa/comedies/"ShakespeareancomediesTheComedyofErrorsAll'sWellThatEndsWellAsYouLikeItAMidsummerNight'sDreamMuchAdoAboutNothingMeasureforMeasureTheTempestTamingoftheShrewTwelfthNightorWhatYouWillTheMerchantofVeniceTheMerryWivesofWindsorLove'sLabour'sLostTheTwoGentlemenofVeronaPericlesPrinceofTyreCymbelineTheWinter'sTaleHYPERLINK"bbb://shakespeare-1aaa/histories/"ShakespeareanhistoriesRichardIIIRichardIIHenryVI,part1HenryVI,part2HenryVI,part3HenryVHenryIV,part1HenryIV,part2HenryVIIIKingJohnSummary:RomeoandJuliet   WhentheoldfeudbetweentheVeronafamiliesofMontagueandCapuletbreaksoutinstreetbrawling,PrinceEscalusthreatenswithdeathanyfurtherperpetuatorsofthequarrel.Remeo,aMontague,isinlovewithRosalinebutforgetsherwhenhedaringlyattendsaCapuletmaskedballandseesJuliet,aCapulet. Beneathherwindowhehearsherproclaimherloveforhim,andtheyagreetomarry. TheyaresecretlywedthenextafternoonbyFriarLaurence.   Tybalt,aCapulet,tauntsRomeo,whorefusestofightagainsthiscousinbymarriage.DeemingRomeoacoward,hisfriendMercutiofightsTybaltandiskilled.TheenragedRomeoslaysTybaltandisbanishedfromVerona.    FriarLaurenceadvisesRomeotospendtheweddingnightwithJuliet,thenhastentoMantuaandawaithisfriends'appealagainsthisbanishment.CapuletbetrothsJuliettoParisandpersistsagainstJuliet'sprotests. Hermotherandhernursefailingher,JulietconsultsFriarLaurence.Hegivesheramagicpotionthatwillcounterfeitdeathforforty-twohoursandpromisestofetchRomeotoreleaseherfromtheburialvaultoftheCapulets.  FriarLaurence'smessengertoRomeoisdelayedbytheplague,andRomeolearnsthatJulietisdead.AthertombhekillsthemourningParisandfindstheapparentlydeadbodyofhisbride.Hedrinkspoisonanddiesbesideher.WhenJulietrevivesfromhertorporanddiscoversRomeo'sbody,shestabsherself.FriarLaurence,Romeo'sservant,andParis'pageexplainall,andMontagueandCapuletarereconciledoverthebodiesoftheirdeadoffspring.Summary:HenryIVContinuingRichardII,HenryIVisnowkingandisfightingarevoltledbytheWelshmanOwenGlendowerandthePercies.HenryIVwisheshecouldswitchsonswithHenryPercy,theEarlofNorthumberland,whosesonisHenryPercy(Hotspur),avaliantsoldier.ThethirdPercyisThomasPercy,theEarlofWorcesterandbrothertoNorthumberland.HenryIVismadatHenryVbecauseHenryVhangsoutwithJohn(Jack)Falstaff(whocallsHenryV,Hal)andPoins.Atthetavern,PoinsconvincesFalstaff,Bardolph,andPetotorobsometravelers.PoinsandHenryVplantothenrobFalstaffet.al.oftheloot.Backatthepalace,HenryIVdemandsthatHotspurturnovertheScottishprisonershehas.Asinsurance,HenryIVholdsHotspur'sbrother-in-lawMortimerashostage(Hotspur'swifeKateisMortimer'ssisterandMortimer'swifeisGlendower'sdaughter).Ironically,MortimerwasproclaimedheirtotheEnglishthronebyRichardII,thoughHenryIVbecameking.ThePerciesexplaintoHenryIVthattheyarerevoltingbecauseHenryIVhasplacedunreasonabledemandsonthem,evenaftertheyhelpedhim(asBolingbroke)becomeking.ReturningtoFalstaffet.al.,theyrobtheking'stransportthenPoinsandHalrobthemandFalstaffet.al.flee.Atthepub,Falstaffmakesupextravagantliesabouttherobbery.Halrebukeshim,provingFalstafffalse.Injest,thetwopretendtobeKingHenryIVandHalandHal(asHenryIV)tellsFalstaff(asHal)thatthemanFalstaffisathiefandHalpromisestoban