Texts and contexts in Shakespeare Shakespeare’s characters, stories and themes ________________, and still are, a source of meaning and significance for every generation. Their relevance lies in the virtually endless opportunities for reinterpretation and local application of familiar human relationships and passions. The plays are populated with fathers, mothers, sons, daughters, wives, husbands, brothers, and sisters.
Students of all ages can recognize and identify with such relationships. Similarly, they can explore other relationships of lovers, friends and enemies, masters and servants. ‘A distinction has to be drawn, first of all between difficulty of language, and difficulty of thought. Simple language can express a complex thought: “to be or not to be, that is the question”. Conversely, complex language can express a simple thought’. (Crystal and Crystal, 2004, p.11) ‘Shakespeare was clearly fascinated by language. He was acutely conscious of its use, power and limitations; every play displays this awareness. Language is action and Shakespeare’s characters reveal themselves through it. (….) the language of the plays is energetic, vivid, and sensuous. Its difficulties are enabling difficulties. [Readers] gain a sense of achievement and satisfaction as they respond to its challenges.’ (Gibson, 1998, pp.5–6)
According to Crystal & Crystal, (2004):
− 10% of Shakespeare’s grammar is likely to cause a comprehension problem
− 95% of Shakespeare’s vocabulary are words we know and use every day
− only 5% of all different words in all Shakespeare’s plays will give you a hard time
References Crystal, D., and Crystal, B., 2004. Shakespeare’s Words: A Glossary and Language Companion. London: Penguin. Gibson,
R., 1998. Teaching Shakespeare: A Handbook for Teachers. Cambridge: Cambridge University Press. - http://www.onestopenglish.com/eap-shakespeare-introducing-shakespeare-lesson-plan/555019.article
Choose the alternative that correctly completes the gap in the text.
