《基礎(chǔ)英語閱讀》Book 3 Unit 3電子教案 (二)

UnitThree

I.Objectives

?TolistentoorreadsomerelatedmaterialsaboutWilliamShakespeare.

?TextIofthisunitisaformofnarration,whichisdesignedtohelpthestudentstogainsome

knowledgeofnarrativewritingsandtogetsomeinformationaboutWilliamShakespeare.The

majorgrammarpointinthistextistheuseofdoublenegation.Oncompletingthisunit,the

studentsareexpectedtogetsomeinformationaboutShakespeare,haveafirmgraspofthe

useofdoublenegation,andknowhowtousetheimportantphrasesandexpressionsinthe

textappropriately.

II.TeachingEmphases:

1.ThecomprehensionandappreciationofTextI;

2.Newwordsandexpressions:

legacy,estate,genius,baptize,inaflash,influential,sufficiently,conviction,apprentice,set

footontheroadto,presume,tempest,brilliant

III.TeachingMethods:presentation;questions;discussion

IV.TeachingTool:multi-medium.

V.CheckingMethods:examination;questions;discussion;homework

VI.TeachingProcedures:(7periods)

Lead-in

1.MovieClip

2.Quotes

1.MovieClip

Watchthemovieclipandanswerthefollowingquestions.

1.WherewasRomeo?Whydidhegothere?

RomeowasinthegardenofJuliet'shome.Heclimbedintothegardenbecausehewantedtomeet

Juliet.

2.WhatwouldhappentoRomeoifhewasfoundinthegarden?Why?

HewouldbekilledbecausehisandJuliet'sfamiliesareenemies.

Discussion:

Whatwillyoudoifyoufallinlovewiththeman/womenwhoseparentshappentobetheenemy

ofyourfamily?Thisisanopenquestion.

2.Quotes

Readthefollowingproverbsandtellyourclassmateswhichoneisyourfavorite.Stateyour

reasons.

Agreatpoemisafountainforeveroverflowingwiththewatersofwisdomanddelight.

-P.B.Shelley

Goodpaintingislikegoodcooking;itcanbetasted,butnotexplained.

—Mauricedevlaminck

Literatureisakindofintellectuallightwhich,likethelightofthesun,maysometimesenableus

toseewhatwedonotlike.

—SamuseJohnson

Thepoet'svoiceneednotmerelybetherecordofman,itcanbeoneoftheprops,thepillarsto

helphimendureandprevail.

—WilliamFaulkner

Atrulygreatbookshouldbereadinyouth,againinmaturityandoncemoreinoldage,asafine

buildingshouldbeseenbymorninglight,atnoonandbymoonlight.

—RobertsonDavies

Withoutlibrarieswhathavewe?Wehavenopastandnofuture.

—KayBradbury

Speechwasgiventomantoexpresshisthought.

—Moliere

Poetrycomesnearertovitaltruththanhistory.

一Plato

Apoetisamanwhoputsupaladdertoastarandclimbsitwhileplayingaviolin.

一E.deGoncourt

ListeningInandSpeakingOut

1.Notes

2.Listening

3.SpeakingPractice

1.Notes

1.TitusAndronicus——atragedybyWilliamShakespeare.ItisoftenseenasShakespeare^

attempttoemulatetheviolentandbloodyrevengeplaysofhiscontemporaries,whichwere

extremelypopularwithaudiencesthroughoutthesixteenthcentury.

2.epic—apoem,bookorfilmwhichislongandcontainsalotofaction,usuallydealingwitha

historicalsubject史詩

3.myth-anancientstoryorsetofstories,esp.explaininginaliterarywaytheearlyhistoryof

agroupofpeopleoraboutnaturaleventsorfacts神話

4.sublime-extremelygood,beautifulorenjoyable

5.Aristotle—ancientGreekphilosopherandscientist,oneofthegreatestintellectualfiguresof

Westernhistory.Hewastheauthorofaphilosophicalandscientificsystemthatbecamethe

frameworkforbothChristianScholasticismandmedievalIslamicphilosophy.

6.purgatory—anextremelyunpleasantexperiencewhichcausessuffering

7.halo-aringoflightaroundtheheadofaholypersoninareligiousdrawingorpainting

8.Renaissance—literally“rebirth,“theperiodinEuropeancivilizationimmediatelyfollowing

theMiddleAgesandconventionallyheldtohavebeencharacterizedbyasurgeofinterestin

Classicallearningandvalues

9.engulf-surroundandcovercompletely

10.J.W.Goethe一JohannWolfgangvonGoethe(1749—1832),wasaGermanwriter,pictorial

artist,biologist,andtheoreticalphysicist.Heisconsideredthesupremegeniusofmodern

Germanliterature.

11.overweening—(fml,disapproving)verygreat,orshowingtoomuchconfidenceinoneself

2.Listening

Listentotherecordingandanswerthefollowingquestions.

1.WhendidShakespearebegintowritetragedies?

Hebegantowritetragediesfromthebeginningofhiscareer.

2.WhenwereShakespeare'smostadmiredtragediescreated?

Theywerewritteninaseven-yearperiodbetween1601and1608.

3.CanyounameShakespeare^fourmajortragedies?

Yes,Shakespeare'sfourmajortragediesareHamlet,Othello,KingLearandMacbeth.

4.WhatmakesShakespeareagiantindrama?

WhatmakesShakespeareagiantindramaisnothowheinheritedfromtheGreektragedybuthow

hefurtherdevelopedit.

5.WhoaretheheroesofShakespeare^tragedy?

Theyarethemenwithhighsocialstatus,kings,princesandgenerals.

3?SpeakingPractice

Giveanoralpresentationonthesummaryofthemainpointsofthelisteningpassage.

Foryourreference

Thekeypoints:

-Shakespeareandhiswritingoftragedies

-influencetoShakespeare'swriting

-whatmakesShakespeareagreatgiantindrama

-differencebetweenGreektragedyandShakespeare^tragedy

Discussandcommentontheeffectivenessofeachother'soralpresentation.

Workinpairsandtaketurnstoaskandgiveanswersaboutthefollowingtopics:

a.Doyouknowanythingabouttheoriginoftragedyanditsdevelopment?

b.WhatisyourunderstandingofthemaindifferencebetweenGreektragedyandShakespeare's

tragedy?

c.CanyounameandintroducetoyourclassmatesoneortwoplaysofShakespearewhichyoulike

best?

Text

1.TextI

(1)Pre-ReadingQuestions

(2)GeneralReading

(3)Background

(4)Text

(5)CommentsontheText

(6)Exercises

2.TextII

(1)Text

(2)Comprehension

TextI

1.Pre-ReadingQuestions

Thinkaboutthefollowingquestionsbeforeyoureadthetext.

1.HowisShakespearerelatedtoStratford?IsStratfordtheplacewherehewrotemostofhis

plays?

ShakespearewasborninStratford-upon-Avon.

2.IsthetextaboutShakespeare^lifeandcareer?Ifso,whatdoyouexpecttobetold?

Yes,butnothingseemstobecertainaboutthedramatist\lifeandcareer.

3.IsthetextaboutShakespeare\personality?Ifso,whatkindofpersondoyouexpect

Shakespearetohavebeen?

4.IsthetextaboutShakespeare\works?Ifso,whichofShakespeare^playswouldyouliketo

seecommentedonandanalyzed?Thisisanopenquestion.

2.GeneralReading

Gooverthetextrapidlyandpickoutthewordsorthesentenceineachparagraphwhich

bestsumsupthemainideaoftheparagraph.

Para.1—thelastsentence

Para.2-thefirstsentence

Para.3—thefirstsentence

Para.4-travelledabroad

Para.5—thelastsentence

Para.6—thefirstsentence

Para.7—Nothingremainsofthewriter'sownhandwritingbuthissignature.

3?Background

1.WilliamShakespeare

WilliamShakespeare(26April,1564(baptised)—23April,1616)wasanEnglishpoetand

playwright,widelyregardedasthegreatestwriterintheEnglishlanguageandtheworld's

pre-eminentdramatist.HeisoftencalledEngland9snationalpoetandthe“BardofAvon”.His

survivingworks,includingsomecollaborations,consistofabout38plays,154sonnets,twolong

narrativepoems,andseveralotherpoems.Hisplayshavebeentranslatedintoeverymajorliving

languageandareperformedmoreoftenthanthoseofanyotherplaywright.

2.Stratford-upon-Avon

ItisamarkettownandcivilparishinsouthWarwickshire,England.ItliesontheRiverAvon,22

miles(35km)southeastofBirminghamand8miles(13km)southwestofWarwick.Itisthe

largestandmostpopuloustownoftheDistrictofStratford-on-Avon,whichusestheterm“on”to

indicatethatitcoversamuchlargerareathanthetownitself.Thetownisapopulartourist

destinationowingtoitsstatusasbirthplaceoftheplaywrightandpoetWilliamShakespeare.

3.ElizabethanEnglish

ElizabethanEnglishreferstotheEnglishusedduringthereignofQueenElizabethI(1558——1603).

ItbelongstoEarlyModernEnglish(sometimesabbreviatedtoEModE),thestageoftheEnglish

languageusedfromthebeginningoftheTudorperioduntiltheEnglishInterregnumand

Restoration,orfromthetransitionfromMiddleEnglishinthelate15thcenturytothetransitionto

ModernEnglishduringthemidtolate17thcentury.

4.grammarschool

Agrammarschoolisoneofseveraldifferenttypesofschoolinthehistoryofeducationinthe

UnitedKingdomandsomeotherEnglish-speakingcountries,originallyaschoolteachingclassical

languagesbutmorerecentlyanacademically-orientedsecondaryschool.

TheoriginalpurposeofmediaevalgrammarschoolswastheteachingofLatin.Overtimethe

curriculumwasbroadened,firsttoincludeAncientGreek,andlaterEnglishandotherEuropean

languages,naturalsciences,mathematics,history,geography,andothersubjects.Inthelate

Victorianeragrammarschoolswerereorganizedtoprovidesecondaryeducationthroughout

EnglandandWales;Scotlandhaddevelopedadifferentsystem.Grammarschoolsofthesetypes

werealsoestablishedinBritishterritoriesoverseas,wheretheyhaveevolvedindifferentways.

5.RichardIll

RichardIIIisahistoryplaybyWilliamShakespeare,believedtohavebeenwrittenin

approximately1591.ItdepictstheMachiavellianrisetopowerandsubsequentshortreignof

RichardIIIofEngland.

6.TheTamingoftheShrew

TheTamingoftheShrewisacomedybyWilliamShakespeare,believedtohavebeenwritten

between1590and1591.ThemainplotdepictsthecourtshipofPetruchio,agentlemanofVerona,

andKatherina,theheadstrong,obdurateshrew.Initially,Katherinaisanunwillingparticipantin

therelationship,butPetruchiotempersherwithvariouspsychologicaltorments—the“taming”

—untilshebecomesacompliantandobedientbride.

4.TextIAManfromStratford—WilliamShakespeare

Wordsandphrases:

(1)legacy:n.moneyorpropertythatsomeonereceivesfromsomeoneelseafterhisorherdeath

e.g.Thetwobrotherssplitoninheritingthelegacyoftheirparents.

Thepoormanreceivedasmalllegacyfromhisauntwhomhehadnevermetbefore.

(2)amountto:figures,sums,etc.equalatotalwhenaddedtogether

e.g.Hisdebtsamounttofivethousanddollars.

Thetotalsalesofthecompanyamountedto3milliondollarslastyear.

(3)literary:a.relatingtoliterature

e.g.Heisconsideredtobeoneofthetwentiethcentury'sliterarygiants.

Literarytheoryinastrictsenseisthesystematicstudyofthenatureofliteratureandof

themethodsforanalyzingliterature.

(4)awe:n.afeelingofgreatrespectandlikingforsomeoneorsomething

e.g.HefeltwondermingledwithaweattheGreatWall.

Todaymostpeoplestilltendtoholdscientistsinawe.

(5)amazing:a.verygood,especiallyinanunexpectedway;surprisinglygreat

e.g.He'sanamazingplayertowatch.

Itwasamazingthattheboywasabletosolvetheproblemsoquickly.

(6)supposition:n.somethingthatonethinksistrue,eventhoughitisnotcertainandcannotbe

proved

e.g.Hisversionofeventsispuresupposition.

Wemustn'tcondemnhimonmeresuppositions.

(7)vague:a.unclearbecausesomeonedoesnotgiveenoughdetailedinformationordoesnotsay

exactlywhattheymean

e.g.Hewastoldnottobevagueonmattersofprinciple.

Thegovernorgaveonlyavagueoutlineofhistaxplan.

(8)thriving:a.verysuccessful,verylivelyandprofitable

e.g.Athrivingcommunityishighlyconnected,collaborative,caringandcompassionate,and

responsivetotheneedsofitsmembers.

Theinvestigationpaintsapictureofadepravedyetthrivingenterprise.

(9)reputation:n.theopinionthatpeoplehaveaboutsomeoneorsomethingbecauseofwhathas

happenedinthepast

e.g.ItisimpossibletocalculateShakespeare\reputationinhisownlifetimeandshortly

after.

Yourreputationmayverywellbeyourorganization'smostimportantasset.

(10)gaze:v.lookatsomeoneorsomethingforalongtime,givingitallyourattention,often

withoutrealizingyouaredoingso

e.g.Yougazeintomyeyes,andIknowthefeelingsaretrue.

Withalltheambientlightandthepollutionofmoderncities,delightfulmomentswhen

youcanlieandgazeatstarsarerare.

(11)plot:v.makeaschematicortechnicaldrawingofthatshowshowthingsworkorhowtheyare

constructed

e.g.Acomputerisusedtoplotthemovementsofeveryoneinthebuilding.

Heproposedtoplotagraphtoshowtheincreaseinsalesfiguresofthecompany.

(12)clue:n.evidencethathelpstosolveaproblem,somethingthathelpstofindtheanswertoa

problemormystery

e.g.Theresearchrevealsthatthehaironyourheadmaygiveacluetoyourhealth.

HisnewdeclarationairedonTVgavelittlecluetohisintentions.

(13)confirm:ushowthatsomethingisdefinitelytrue,especiallybyprovidingmoreproof;say

thatsomethingisdefinitelytrue

e.g.Thedoctorneedstodomoreteststoconfirmhisdiagnosis.

Fmjustcallingtoconfirmyourappointmenttomorrowat3:00p.m.

(14)conviction:n.[uncountable]thefeelingofbeingsureaboutsomethingandhavingnodoubts

e.g.Itwasareasonableexplanation,buthisvoicelackedconviction.

Heisinthefullconvictionthathewillbepromoted.

(15)inaflash:withoutanydelay

e.g.Asmilehappensinaflash,butitsmemorycanlastalifetime.

Inaflashherememberedeverythingandaplanbegantoforminhismind.

(16)trace:v.findsomeoneorsomethingthathasdisappearedbysearchingforthemcarefully

e.g.Themotherhadnevergivenupherhopeoftracinghermissingdaughterbeforeshe

finallyfoundher.

Policearetryingtotraceayoungwomanwhowasseenneartheaccident.

(17)sufficiently:ad.toadegreewhichisasmuchasneededforaparticularpuipose

e.g.Thefunctionofthestomachistodigestfoodsufficientlytoenableittopassintothe

intestine.

Hisincomeisnotsufficientlygreattosupporthiswholefamily.

(18)influential:a.havingalotofinfluenceandthereforechangingthewaypeoplethinkand

behave

e.g.Allthesefactsareinfluentialinreachingadecisionbythegovernment.

Mostofusaremuchmoreinfluentialthanweknow.

(19)makeanameforoneself:achievedistinction,becomeprominentorwellknown

e.g.HehasbecomethefirstAfricanfootballertomakeanameforhimselfinEurope.

Perhapsthebestwaytomakeanameforourselvesinthemusicindustryistogeta

musicdegree.

(20)marvellous:a.extremelygood,enjoyable,impressive,etc.

e.g.Let'sallgivethemabighandfortheirmarvellouscreations.

Itwouldbereallymarvelloustoseeheragain.

(21)verse:n.[uncountable]wordsarrangedintheformofpoetry;[countable]asetoflinesthat

formsonepartofasong,poem,orabook

e.g.Latinverseremainedcompletelyincomprehensibletome.

TheseBibleversesaboutloveareforValentine'sDay,aweddingceremony,aromantic

occasion,orjustforsharingwithabelovedfriend.

(22)amassof:alargeamountorquantityofsomething

e.g.Wecanevolvethetruthfromamassofconfusedevidence.

Settingtowork,Iburiedmyselfunderamassofpapers.

(23)eversince:(duration)continuouslysinceaspecifiedtimeorevent,fromthentillnow

e.g.Hestartedsmokinglastyearandhasbeencoughingeversince.

Apparentlytheyhavenotstoppedcryingeversincetheearthquakehappened

(24)detailed:CLcontainingorincludingalotofinformationordetails

e.g.Hetoldusthatadetailedlistoftheirpublicationswasavailableonrequest.

Theteacherprovidedherstudentswithadetailedanalysisofthelearningsituation.

(25)apparently:ad.fromappearancesalone

e.g.Thegentlemanwasapparentlymuchsurprisedatthenews.

Mymomhadaskedmetolakeoutthetrash,butapparentlysomeonehadalreadydone

itformewhenIgotthere.

(26)inspire:v.encouragesomeonebymakingthemfeelconfidentandeagertodosomething

e.g.Agoodplayservestoeducateandinspirethepeople.

Weshouldassociatewiththepeoplewhocaninspireus.

(27)attempt:n.anactoftryingtodosomething,especiallysomethingdifficult

e.g.Shepassedherdrivingtestatthefirstattempt.

Theattemptwasmadewithoutresult.

(28)astonishing:a.sosurprisingthatitisdifficulttobelieve

e.g.Itwasastonishingtoeveryonethatthecourthadmadesuchadecision.

Shetoldmealotofastonishingstoriesonourwayhome.

(29)abuddleof:agroupofthingssuchaspapers,clothes,orsticksthatarefastenedortied

together

e.g.Hesoldabundleofoldmagazinestothesecond-handbookstore.

Dadfoundabundleofspellingmistakesinmycomposition.

Notes

1.MasterWilliamShakespeare

MasterinShakespeare'stimewasarespectfulformofaddress,roughlyequivalenttothe

modernwordMister,andwasgenerallyusedforprofessionalmenandsubstantialcitizens.

2.acomfortablyoffman

amanwhohasenoughmoneytoliveincomfort.Otherexpressionsformedwithoffare:well

際(rich),badly破(poor).

e.g.

Lotsofpeopleinthiscommunityarequitewelloff.

Owingtoillness,Tomisnowworseoffthanbefore.

Itisalsopossibletousethecomparativeformoftheadjective.

e.g.

bebetteroff—beinbettercircumstances

beworseoff—beinworsecircumstances

Butwell-to-do,whichisequalto“richandwealthy",meansthepossessionofmorethan

enoughmoneyorproperty.

3.ThereisnocountrywhereShakespeare^workisnotreadwithsomethingverylikeawe

becausethereissomethingfascinatingaboutamanwhoseworkwassomuchbetterthan

thatofanyoneelse.

(1)Thisisanexampleofdoublenegation.

e.g.NoonewhowastreatedbyDr.Wangwasnotmovedbyhisconscientiouswork.

(2)amanwhoseworkwassomuchbetterthanthatofanyoneelse

amanwhoseworkwasbyfarthebestamonghiscontemporaries

4....almosteverydetailofhispersonallifeissuppositionratherthanfact.

"RatherIhan"herehasthemeaningof"insteadof5.

e.g.Youngpeopleshouldbeanassettosocietyratherthanamenaceoracurse.

ItwassuchalowdoorwaythatIhadtobendmyheadtogointotheroomratherthan

walkintotheroomupright.

5.Romantimes

RomanoccupationofBritainbeganinthefirstcenturyafterJuliusCaesar'sinvasionofBritain

in55B.C.,anditcontinueduntiltheearlyfifthcentury.

6.eventhoughmanyofthemwouldhavethegreatestofdifficultyinunderstanding

Shakespeare'sElizabethanEnglish.

ShakespearelivedduringthereignofQueenElizabethI(1558—1603).TheEnglish

languageusedinthatperiodiscalledElizabethanEnglish,whichisclassifiedasearlymodem

Englishandwhichisdifferentfrompresent-dayEnglishinmanyrespects,suchaspronunciation,

spelling,grammarandvocabulary.Thatiswhymanyofthetouristswouldhavedifficultyin

understandingit.

7.itiswellworththejourney

itis,toaconsiderableextent,worththejourney

8.theregisteroftheParishChurch

TheParishChurchwasthechurchintheparishwhereShakespearewasborn.Aparish(教區(qū))

isanareainthecareofapriestandservedbyonemainchurch.Everycaseofbaptism,marriage,

anddeathofthemembersofaparishisrecordedintheparishregister.

9.themostlikelyone

theonewhichisalmostcertain

10.theyoungShakespeare...talkedoneofthemanagersintogivinghimajob

theyoungShakespearepersuadedoneofthemanagers(bytalkingtohim)togivehimajob

e.g.TheytalkedJohnintotakingpartinthespeechcontest.

Theoppositeoftalkintoistalkoutof.

e.g.Judytalkedherhusbandoutofinvestingtheirmoneyinstocksandshares.

11.Whateverelsehadhappenedduringthelostyears,playsthatfollowed,suchasRichard

IIIandTheTamingoftheShrew,wereproofthatthegreatestliterarycareerofalltime

hadbegun.

(1)thelostyears

fromtheyear1585totheyear1592

(2)thegreatestliterarycareerofalltimehadbegun

Shakespearebeganhisgreatwritingcareer,whichwasunprecedentedinhumanhistory.

12.atcourt

atQueenElizabethI'scourt.Notethataruler'scourtis宮廷or朝廷，andacourtoflawis

法庭.

13.wdarklady”

themysteriouspersontowhomShakespeareaddressedhissonnets

14.but

except

e.g.Mr.Smithleftnothingtohischildrenbuthismanuscripts.

NoneofmyclassmatescametotheAlumniMeetingbutBob.

5.CommentsontheText

Thistextisanotherformofnarration.Afterthefirstparagraph,itisorganizedintheusual

chronologicalorder.ThewriterclassifiesWilliamShakespeare'slifeintochronological

periods,thedivisionofwhichisbasedonatimeorder.

Onewaytobeginanarrativeistousetheflashbacktechnique,forexample,afilmmay

startwiththemaincharacterdyingonabattlefieldandthenrelatesfor110minuteshowhe

changedfromanordinaryyoungmanintoastaunchrevolutionary.Thistechniqueistoacertain

extentusedinthetext,whichbeginswiththesigningofthewillandthenturnsbacktothe

beginning,themiddle,andtheend.

Moreover,thewriterusesthekeyword—signature—inthebeginningparagraphandends

thefinalparagraphwiththesamewordsignalling“theend”.Thistechniqueiscalledthe“cyclic

return99.

Byusingthetwotechniques,thewritertriestoinformthereaderaboutthelifeof

Shakespeareinthemosteffectivewaypossible.

Thetoneofthistextcanbedescribedas“expressive”.

Examplesofspecificwordsthatareusedtoachievethetone:

1.Themostinterestingpartofthewill...

2.Thereissomethingfascinatingaboutaman...

3....thathavebeenwrittenaboutthisamazingwriter.

4....hadmadeathrivingbusinessoutofitsmostfamouscitizen...

5.Exactlywhathappened...duringthosesevenyearshaspuzzledscholars...

6....wereproofthatthegreatestliterarycareerofalltime...

7....morethanthirtyplaysaswellasmarvellousverse...

8.WhatwasthesourceofShakespeare\amazinglydetailedknowledge...

9....itseemsastonishingthatnothingremains...

Examplesofsentencepatternsthatareusedtoachievethetone:

1.ThereisnocountrywhereShakespeare^work,isnotreadwithsomethingverylikeawe

becausethereissomethingfascinatingaboutamanwhoseworkwassomuchbetterthanthatof

anyoneelse.

2.Nobodyevenknowstheexactdateofhisbirth...Norcanitbeprovedthathewenttothe

excellentlocalgrammarschool...

3.Itcanneverbeproved,butitseems...

Examplesofsentencesusingsuperlativestoachievethetone:

1....outofitsmostfamouscitizen...

2....wouldhavethegreatestofdifficulty...

3....butofalltheprobabilitiesthemostlikelyoneisthathetravelledabroad...

4.wereproofthatthegreatestliterarycareerofailtime...

Theabovewordsinitalicsandemphaticsentencepatternsarelikelytoarousethefeelingsof

readers.Theyarealsousedtodevelopthecentralidea—itisastonishingthatnothingremains

ofthegreatestandthemostfamousandthebusiestwriter'sownhandwritingbuthissignature.

Furthermore,thisnarrativehasnoplotintheusualsenseofthewordbutappropriate

temporalreferencepointsareusedtoenablethereaderstotracetheflowofevents.

Examplesofthetemporalreferencepointsthatareusedinthetext:

1....WilliamShakespearewasbaptisedthereonApril26th,1564.

2.AttheageofJ8,hemarried...

3.Thenin1585,thisyoungmaniedman...

4.ExactlywhathappenedtoWilliamShakespeareduringthosesevenyearshaspuzzled...

5....hecannextbetracedin1592inLondon...

6.Duringhisfifteenyearsasaworkingman...

7.AfterhisdeathonApril23rd,1616,Shakespeare...

6.Exercises

Explainthefollowinginyourownwords.

1....theincomefromtheestateprobablyamountedtoabout￡200ayear...

...inallprobability(mostlikely),themoneyhemadefromhisestatereachedabout￡200a

year...

2.ThereisnocountrywhereShakespeare'sworkisnotreadwithsomethingverylikeawe

becausethereissomethingfascinatingaboutaman...

PeopleallovertheworldreadShakespeare'sworkwithafeelingofprofoundrespectand

wondermentbecausethereissomethingdeeplyattractiveaboutaperson...

3....almosteverydetailofhispersonallifeissuppositionratherthanfact.

...whatwecansayaboutalmosteverythingtodowithhispersonallifeisbasednotsomuchon

factsasonguesswork.

4....buthisactivities,likethoseofnearlyeveryplaywrightofhisday,aresovaguethathecould

havebeenborninRomantimes.

...wearesouncertainabouthisactivitiesthatwemightaswellsaythathewasbornwhenthe

RomansoccupiedBritainalongtimeago.

5....hadmadeathrivingbusinessoutofitsmostfamouscitizenforalongtime.

...becauseofitsmostfamouscitizen,Stratford-upon-Avonhasmadealotofmoneyforalong

time.

6....hehassucha