Дидактические материалы для организации, подготовки и проведения внеклассного мероприятия по английскому языку.

Дидактические материалы для организации, подготовки и проведения внеклассного мероприятия по английскому языку.

Конкурс английской поэзии «I wonder» - муниципальный этап

Сценарный план внеклассного мероприятия «Фестиваль английской поэзии I WONDER…»

            Цели мероприятия:

1.                  Развитие коммуникативной компетентности обучающихся в совокупности всех ее составляющих: языковой, речевой, социокультурной, компенсаторной.

2.                  Совершенствование лингвострановедческих знаний по предмету: знакомство обучающихся с лучшими образцами английской и американской поэзии.

3.                  Повышение творческой активности обучающихся, выявление и поддержка одаренных школьников.

4.                  Повышение мотивации к изучению английского языка.

            Задачи мероприятия:

I.                   Подготовительный этап.

1.                  Разработать формат проведения фестиваля, критерии оценки выступлений.

2.                  Разработать сценарий открытия мероприятия, мультимедийное сопровождение к нему.

3.                  Изучить поэтические произведения, соответствующие тематике фестиваля. проанализировать их с точки зрения лексики, грамматики и фонетики.

4.                  Организовать выбор поэтических произведений для прочтения обучающимися.

5.                  Разработать мультимедийное сопровождение к поэтическим произведениям.

6.                  Приготовить выступления обучающихся с элементами драматизации.

II.                Этап реализации мероприятия.

1.                  Провести фестиваль.

2.                  Организовать работу жюри.

III.            Аналитический этап: провести анализ мероприятия.

            Технологии: проектная, информационно-коммуникационная, технология интегративного обучения (английский язык - литература), технология театральной педагогики.

            Принципы: принцип деятельности, принцип психологической комфортности, принцип творчества.

            Оборудование: компьютер, ММ проектор, колонки.

            Информационные источники:

1.                  Д.Байрон: www.online-literature.com/byron

2.                  Банк стоковых фотографий: http://www.shutterstock.com/ru/ 

3.                  В.Блейк: http://www.poemhunter.com/william-blake/

4.                  Поэтические произведения: http://www.poemhunter.com/poem/daffodils/

5.                  Р.Киплинг: http://www.kipling.org.uk/poems_if.htm

6.                  Тумблина О.В. Лекции по английской литературе V-XX веков, СПб.: Каро, 2003г.

7.                  Стихи английских поэтов: http://www.poets.org/viewmedia.php/prmMID/16116

Ход работы

I.                   Подготовительный этап

1.                  Разработка формата проведения фестиваля, критериев оценки выступлений

            Данное внеклассное мероприятие является общешкольным, проводится для учащихся 5-7 классов. В каждой параллели до 6 участников (по 2 из каждого классного коллектива).

                        Тема фестиваля: «I WONDER…»

            Фестиваль проводится в 2 этапа:

1 этап – на уровне классного коллектива,

2 этап – на уровне образовательной организации.

            Итоги конкурса подводятся членами жюри по окончанию фестиваля сначала по каждому классу, затем по каждой параллели.

            Жюри 1 этапа - обучающиеся старшей школы, приглашенные родители.

            Жюри 2 этапа - педагоги образовательной организации, заместитель директора по учебно-воспитательной части, заместитель директора по воспитательной части.

            Требования к выступлению - поэтическое выступление с элементами драматизации (в сопровождении музыки, мультимедийной презентации или без) продолжительностью не более 1 минуты.

            Критерии оценки выступлений (выдаются каждому члену жюри): см. Приложение 2.2.

            Таблица для заполнения членом жюри (выдается каждому члену жюри): см. Приложение 2.3.

            Все участники фестиваля получают «Сертификаты участников».

            Распределение призовых мест: дипломанты конкурса – ученики, набравшие самое большое количество баллов: Дипломы I, II, III степени.

            Номинации:

1)                 «Ораторское мастерство»

2)                 «Актерское мастерство»

3)                 «Оригинальное воплощение»

            Жюри оставляет за собой право создавать дополнительные номинации.

2.                  Разработка сценария открытия мероприятия, мультимедийного сопровождения к нему

            Сценарий открытия фестиваля - см. Приложение 2.4.

            Мультимедийное приложение - см. Приложение 2.5.

            Во время открытия используются 2 выступления обучающихся (чтение поэтического произведения с элементами драматизации в сопровождении мультимедийной презентации и отрывка музыкального произведения).

3.                   Изучение биографии поэтов, их произведений, соответствующих тематике фестиваля, анализ стихов с точки зрения лексики, грамматики и фонетики

            Биографии английских и американских поэтов - см. Приложение 2.8.

            Поэтические произведения - см. Приложение 2.9.

4.                  Организация выбора поэтических произведений для прочтения обучающимися

Поэтические произведения, выбранные школьниками для драматизации - см. Приложение 2.10.

5.                  Разработка мультимедийного сопровождения к поэтическим произведениям

            Примеры мультимедийных приложений к выступлению обучающихся - см. Приложение 2.11.

6.                  Подготовка выступлений обучающихся с элементами драматизации

II.                Этап реализации мероприятия

1.                  Проведение фестиваля

            Фестиваль проводится в определенное администрацией школы время на уровне классов (групп), затем на уровне образовательной организации.

2.                  Организация работы жюри

            Работа жюри строится на основе разработанных выше критериев. Лучшие выступления выбираются на основе суммы баллов, поставленных каждым членом жюри.

III.             Анализ мероприятия

            Учителем-организатором мероприятия подсчитываются баллы, подписываются сертификаты участников и дипломы лауреатов фестиваля. Проводится награждение.

Творческая группа учителей и учеников составляют отчет о проведении мероприятия и пишут вариант отзыва для публикации на информационном портале образовательной организации.

Отчет о проведенном мероприятии на муниципальном уровне

см. авторский блог педагога: http://askorzunina.blogspot.ru/p/blog-page_7.html

см. сайт лицея: http://liceychepetsk.ru/2012/05/08/итоги-городского-конкурса-художеств  

Snowflakes / By Linda A. Copp Snowflakes spill from heaven's hand  Lovely and chaste like smooth white sand.  A veil of wonder laced in light  Falling gently on a winter's night. Graceful beauty raining down  Giving magic to the lifeless ground.  Each snowflake like a falling star  Smiling beauty that is spun afar.  Snowflakes spill from heaven's hand  Lovely and chaste like smooth white sand.  Till earth is dressed in a robe of white  Unspoken poem the hush of night.	I wonder / by Jeannie Kirby I wonder why the grass is green, And why the wind is never seen? Who taught the birds to build a nest, And told the trees to take a rest? O, when the moon is not quite round, Where can the missing bit be found? Who lights the stars, when they blow out, And makes the lightning flash about? Who paints the rainbow in the sky, And hangs the fluffy clouds so high? Why wonder is, can you suppose? And where wonders from, who knows?
The Wonder Kid / by Père Robèrt  I know it's tough to be a dad, Especially when the kid is bad. My father wonders, “What she did?” And why I’m not a wonder kid. A wonder kid? She’s always good. A wonder kid does what she should. A wonder kid is never bad. A wonder kid makes daddies glad. She doesn't shout, she doesn't fight, She goes to bed on time each night. She makes her bed, she eats her peas, She always says, "yes, sir" and "please." "Have you heard of such a kid?" I asked my dad, who never did. And then to his a lot surprise Decided I apologize: "I'm sorry for the thing I did. I wish I were a wonder kid. I wish that I could make you glad. I love you so, my wonder Dad." "I love you too, I'm really glad To know you think I'm a wonder dad, I wouldn't change you, not a bit - Because you are a wonder kid."	What a wonderful world! / by George Weiss George Weiss George WeissGeorge Weiss I see trees of green Red roses too I see them bloom For me and you And I think to myself What a wonderful world I see skies of blue And clouds of white The bright blessed day The dark sacred night And I think to myself What a wonderful world The colours of the rainbow So pretty in the sky Are also on the faces Of people going by. They'll learn much more Than I'll ever know And I think to myself What a wonderful world! Yes, I think to myself What a wonderful world!!!
Mommy  by Gail M. Russellburg Mommy I love you  More than you see  You have always been there  When I needed you to be  I know I don't show  How great my love is  But I need you to know  All the love or you I have to give  I wish there was more  For you I could do  But all I can say  Is how much I love you  It is deeper than the oceans  Higher than the sun  I could shout it forever  And still not be done Your smile is a keepsake  I keep close to my heart  That I open up and treasure  When we are apart

Snowflakes / By Linda A. Copp

Snowflakes spill from heaven's hand

 Lovely and chaste like smooth white sand.

 A veil of wonder laced in light

 Falling gently on a winter's night.

Graceful beauty raining down

 Giving magic to the lifeless ground.

 Each snowflake like a falling star

 Smiling beauty that is spun afar.

 Snowflakes spill from heaven's hand

 Lovely and chaste like smooth white sand.

 Till earth is dressed in a robe of white

 Unspoken poem the hush of night.

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  Snowflakes
  By Linda A. Copp
  

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  Thank you
  

Критерии оценивания выступления:

1)                 Фонетическое оформление речи (максимум 3 балла)

3 балла     В речи нет фонетических ошибок.

1-2 балла Речь в целом понятна, участник допускает отдельные фонетические ошибки.

0 баллов  Понимание затруднено из-за большого количества фонетических ошибок.

2)                 Грамматическое оформление речи (максимум 3 балла)

3 балла  Нет грамматических ошибок, речь богата грамматическими конструкциями.

1-2 балла Присутствуют грамм. ошибки, не затрудняющие понимания или используются однообразные грамматические конструкции.

0 баллов Присутствуют грамматические ошибки, затрудняющие понимание.

3)                 Лексическое оформление речи (максимум 3 балла)

3 балла Словарный запас богат, разнообразен и адекватен поставленной задаче. Используемая лексика сложна и расширяет вокабуляр ученика за пределы программы.

1-2 балла Словарный запас в основном соответствует поставленной задаче, используемая лексика соответствует требованиям к уровню освоения учащимися английскому языку на данном этапе обучения.

0 баллов Используемая лексика не соответствует требованиям к уровню освоения учащимися английскому языку на данном этапе обучения, она легка и однообразна.

4)                 Актёрское мастерство (максимум 3 балла)

3 балла Участник использует соответствующее жестикулирование, мимику, передвижение по сцене, располагает к себе зрителей. Присутствует оригинальность постановки.

1-2 балла Участник соответствующее или несоответствующее жестикулирование, мимику, передвижение по сцене, располагает или не располагает к себе зрителей. Присутствует оригинальность постановки.

0 баллов Участник не использует жестикулирование, мимику, передвижение по сцене, не располагает к себе зрителей. Отсутствует оригинальность постановки.

5)                 Воплощение замысла (максимум 3 балла)

3 балла Участник раскрывает свой образ, воплощает взаимосвязь костюм-тематика выступления. Присутствует эстетика выступления.

1-2 балла Участник раскрывает или не раскрывает свой образ, воплощает или не воплощает взаимосвязь костюм-тематика выступления. Присутствует эстетика выступления.

0 баллов Участник не раскрывает свой образ, не воплощает взаимосвязь костюм-тематика выступления. Отсутствует эстетика выступления.

	ФИ участника, класс	Фонетика max  3 балла	Грамматика max  3 балла	Лексика max  3 балла	Актёрское мастерство max  3 балла	Воплощение замысла max  3 балла
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Член жюри:__________________________

Подпись:____________________________

Сценарий открытия фестиваля.

Звучит музыка. На сцену выходит Ученик 1, читает стихотворение “I wonder” под сопровождение музыки и мультимедийной презентации (см. Приложение 4)

На сцену выходит Ученик 2.

Речь ведущих сопровождается мультимедийной презентацией (см. Приложение 5).

Ученик 2:

Dear Friends! Nice to meet you!

We have got a fine festival today. It’s a festival of English poetry. We hope you know many English poems which you’ve learnt at your English lessons. But today you have a chance to recite and dramatize your favourite poems.

Ученик 1:

You know that English poetry has got a very long history and it is famous for great names of British and American authors.

Ученик 2:

Everybody knows William Blake, William Wordsworth, Henry Longfellow, Robert Burns, Rudyard Kipling , Robert Frost and many others.

Ученик 1:

But, of course, the symbol of English literature is William Shakespeare. His plays and sonnets are well-known all over the world. They were translated into many European and Asian languages.

Ученик 2:

We should be proud we have got a possibility to read their masterpieces in the originals. We appreciate the opportunity to touch the WONDER of English poetry today!

На сцену выходит Ученик 3, читает стихотворение в сопровождении музыки и мультимедийной презентации (см. Приложение 6).

Ученик 1:

And now we will listen to the best students from our schools who will read some English poems by heart. The topic of the festival is “Wonders of the World”.       

Ученик 2:

So, let us open the festival of English poetry in the Lyceum!

ПРОХОДИТ КОНКУРС (по жребию)

Ученик 1:

Our festival is coming to the end. We hope you’ve taken great pleasure in poems and in the festival.  Let the poetry leave only fine feelings in your hearts.

Ученик 2:

Thanks to all participants. Good-luck. Good-bye.                                                                                                                                     

• 1 слайд

  Poetic Festival
  “I Wonder…”
  

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  William Blake
  

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  William Wordsworth
  

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  Henry Longfellow
  

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  Robert Burns
  

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  Rudyard Kipling
  

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  Robert Frost
  

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  William Shakespeare
  

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  Thank You…
  

Henry Wadsworth Longfellow (February 27, 1807 – March 24, 1882) was an American poet and educator. He was also the first American to translate Dante Alighieri's The Divine Comedy and was one of the five Fireside Poets. Longfellow was born in Portland, Maine, then part of Massachusetts, and studied at Bowdoin College. After spending time in Europe he became a professor at Bowdoin and, later, at Harvard College. His first major poetry collections were Voices of the Night (1839) and Ballads and Other Poems (1841). Longfellow retired from teaching in 1854 to focus on his writing. His first wife Mary Potter died in 1835 after a miscarriage. His second wife Frances Appleton died in 1861 after sustaining burns when her dress caught fire. After her death, Longfellow had difficulty writing poetry for a time and focused on his translation. He died in 1882. Longfellow wrote predominantly lyric poems, known for their musicality and often presenting stories of mythology and legend. He became the most popular American poet of his day and also had success overseas. He has been criticized, however, for imitating European styles and writing specifically for the masses.
Lord George Gordon Byron (1788-1824) was as famous in his lifetime for his personality cult as for his poetry. He created the concept of the 'Byronic hero' - a defiant, melancholy young man, brooding on some mysterious, unforgivable event in his past. Byron's influence on European poetry, music, novel, opera, and painting has been immense, although the poet was widely condemned on moral grounds by his contemporaries. George Gordon, Lord Byron, was the son of Captain John Byron, and Catherine Gordon. He was born with a club-foot and became extreme sensitivity about his lameness. Byron spent his early childhood years in poor surroundings in Aberdeen, where he was educated until he was ten. After he inherited the title and property of his great-uncle in 1798, he went on to Dulwich, Harrow, and Cambridge, where he piled up debts and aroused alarm with bisexual love affairs. Staying at Newstead in 1802, he probably first met his half-sister, Augusta Leigh with whom he was later suspected of having an incestuous relationship.
William Blake (1757 -1827) William Blake was born in London on November 28, 1757, to James and Catherine Blake. Two of his six siblings died in infancy. From early childhood, Blake spoke of having visions—at four he saw God "put his head to the window"; around age nine, while walking around the countryside, he saw a tree filled with angels. Although his parents tried to discourage him from "lying," they did observe that he was different from his peers and did not force him to attend conventional school. He learned to read and write at home. At age ten, Blake expressed a wish to become a painter, so his parents sent him to drawing school. Two years later, Blake began writing poetry. Blake believed that his poetry could be read and understood by common people, but he was determined not to sacrifice his vision in order to become popular. When he turned fourteen, he apprenticed with an engraver because art school proved too costly. One of Blake's assignments as apprentice was to sketch the tombs at Westminster Abbey, exposing him to a variety of Gothic styles from which he would draw inspiration throughout his career. After his seven-year term ended, he studied briefly at the Royal Academy. In 1782, he married an illiterate woman named Catherine Boucher. Blake taught her to read and to write, and also instructed her in draftsmanship. Later, she helped him print the illuminated poetry for which he is remembered today; the couple had no children. In 1784 he set up a printshop with a friend and former fellow apprentice, James Parker, but this venture failed. For the remainder of his life, Blake made a meager living as an engraver and illustrator for books and magazines. He also began training his younger brother Robert in drawing, painting, and engraving. Robert fell ill. As Robert died, Blake saw his brother's spirit rise up through the ceiling, "clapping its hands for joy." He believed that Robert's spirit continued to visit him and later claimed that in a dream Robert taught him the printing method that he used in Songs of Innocence and other "illuminated" works. Blake's final years, spent in great poverty. In 1818 he met John Linnell, a young artist who helped him financially and also helped to create new interest in his work. It was Linnell who commissioned him to design illustrations for Dante's Divine Comedy, the cycle of drawings that Blake worked on until his death in 1827.
Rudyard Kipling was born in Bombay on December 30th 1865, son of John Lockwood Kipling, an artist and teacher of architectural sculpture, and his wife Alice. Young Rudyard's earliest years in Bombay were blissfully happy, full of exotic sights and sounds. But at the age of five he was sent back to England to stay with a foster family, where he was desperately unhappy. When he was twelve he went to the United Services College, where the Headmaster, Cormell Price, a friend of his father and uncles, fostered his literary ability. In 1882, aged sixteen, he started working for the Civil and Military Gazette. In his spare time he wrote many remarkable poems and stories which were published alongside his reporting. When these were collected and published as books, they formed the basis of his early fame. After the death of an American friend and literary collaborator, Wolcott Balestier, he married his sister Carrie in 1892. After a world trip, he returned with Carrie to her family home in the USA, with the aim of settling down there. It was in Brattleboro, deep in New England, that he wrote Captains Courageous and The Jungle Books, and where their first two children, Josephine and Elsie, were born. A quarrel with Rudyard's brother-in-law drove the Kiplings back to England in 1896 where their son John was born. Life was content and fulfilling until, tragically, Josephine died while the family were on a visit to the United States in early 1899. Life was never the same again after Josephine's death. Kipling's reputation grew from phenomenal early critical success to international celebrity, then faded for a time as his conservative views were held by some to be old-fashioned. The balance is now being restored. More and more people are coming to appreciate his mastery of poetry and prose. His autobiography Something of Myself, written in 1935, the last year of his life was published posthumously.
William Wordsworth (1770 – 1850) On April 7, 1770, William Wordsworth was born in Cockermouth, Cumbria, England. His mother died when he was eight – this experience shapes much of his later work. Wordsworth attended Hawkshead Grammar School, where his love of poetry was firmly established and, it is believed, he made his first attempts at verse. While he was at Hawkshead, Wordsworth's father died leaving him and his four siblings orphans. After Hawkshead, Wordsworth studied at St. John's College in Cambridge and before his final semester, he set out on a walking tour of Europe, an experience that influenced both his poetry and his political sensibilities. He married Mary Hutchinson, a childhood friend, and they had five children together. In 1812, while living in Grasmere, they grieved the loss of two of their children, Catherine and John, who both died that year. Equally important in the poetic life of Wordsworth was his 1795 meeting with the poet, Samuel Taylor Coleridge. It was with Coleridge that Wordsworth published the famous Lyrical Ballads in 1798. While the poems themselves are some of the most influential in Western literature, it is the preface to the second edition that remains one of the most important testaments to a poet's views on both his craft and his place in the world. In the preface Wordsworth writes on the need for "common speech" within poems and argues against the hierarchy of the period which valued epic poetry above the lyric. Wordsworth's most famous work, The Prelude (1850), is considered by many to be the crowning achievement of English romanticism. The poem, revised numerous times, chronicles the spiritual life of the poet and marks the birth of a new genre of poetry. Although Wordsworth worked on The Prelude throughout his life, the poem was published posthumously. Wordsworth spent his final years settled at Rydal Mount in England, travelling and continuing his outdoor excursions. Devastated by the death of his daughter Dora in 1847, Wordsworth seemingly lost his will to compose poems. William Wordsworth died at Rydal Mount on April 23, 1850, leaving his wife Mary to publish The Prelude three months later.
Thomas  Moore Thomas Moore was the son of a shoemaker, born in Dublin May 28, 1779. He was a poet, satirist, composer and musician of note. Moore had tremendous charm and was a gifted performer. His ten volume work Irish Melodies (1807-34) consisted of 130 poems set to music composed by Moore and Sir John Stevenson. Irish Melodies was so popular that Moore earned 500 pounds annually for more than 25 years for it's publication. He was paid 3,000 pounds – a record at that time – for his poem Lalla Rookh (1817). His reputation equaled that of Byron and Shelley. In 1795 Moore, a Catholic, was able to enter Trinity College. At Trinity Moore was introduced to Edward Bunting's collection of traditional Irish music. Bunting's General Collection of Ancient Irish Music (1796) was the beginning of a revival of Irish music. Most of Moore's first volume of Irish Melodies was based on Bunting's work. After graduating from Trinity, Moore studied law in London. His first book, Odes of Anacreon was a success and he was able to spend a year traveling to Bermuda, the West Indies and the United States. He returned to London in 1804 and lived there the rest of his life. Although a Catholic, Moore married a Protestant and had his children raised Protestant. Late is his life he suffered the loss of his five children and his life was further shadowed as he was condemned by many of his countrymen as a false patriot. Thomas Davis in 1844 criticized Moore for not being strong enough in his passion for Irish nationalism. Moore died on February 25, 1852. His work endured. Irish Melodies was translated into every European language, including Hungarian, Polish and Russian. More than a million copies of The Last Rose of Summer were sold in the United State alone. Thomas Moore's work popularized Irish music throughout the world.
Percy Bysshe Shelley (1792 – 1822) Percy Bysshe Shelley, the son of Sir Timothy Shelley, the M.P. for New Shoreham, was born at Field Place near Horsham, in 1792. Shelley was educated at Eton and Oxford University and he was assumed that when he was twenty-one he would inherit his father's seat in Parliament. As a young man he was taken to the House of Commons where he met Sir Francis Burdett, the Radical M.P. for Westminster. Shelley, who had developed a strong hatred of tyranny while at Eton, was impressed by Burdett, and in 1810 dedicated one of his first poems to him. Shelley eloped to Scotland with Harriet Westbrook, a sixteen year old daughter of a coffee-house keeper. This created a terrible scandal and Shelley's father never forgave him for what he had done. Shelley moved to Ireland where he made revolutionary speeches on religion and politics. He also wrote a political pamphlet A Declaration of Rights, on the subject of the French Revolution, but it was considered to be too radical for distribution in Britain. In 1814 Shelley fell in love and eloped with Mary, the sixteen-year-old daughter of William Godwin and Mary Wollstonecraft. For the next few years the couple travelled in Europe. In 1822 Shelley, moved to Italy with Leigh Hunt and Lord Byron where they published the journal The Liberal. By publishing it in Italy the three men remained free from prosecution by the British authorities. The first edition of The Liberal sold 4,000 copies. Soon after its publication, Percy Bysshe Shelley was lost at sea on 8th July, 1822

HENRY WADSWORTH LONGFELLOW
The twilight The twilight is sad and cloudy, The wind blows wild and free, And like the wings of sea-birds Flash the white caps of the sea. But in the fisherman's cottage There shines a ruddier light, And a little face at the window Peers out into the night. Close, close it is pressed to the window, As if those childish eyes Were looking into the darkness, To see some form arise. And a woman's waving shadow Is passing to and fro, Now rising to the ceiling, Now bowing and bending low. What tale do the roaring ocean, And the night-wind, bleak and wild, As they beat at the crazy casement, Tell to that little child? And why do the roaring ocean, And the night-wind, wild and bleak, As they beat at the heart of the mother, Drive the color from her cheek?	Сумерки Печальный и пасмурный вечер, Стать бурей ветер готов... Мелькают, как крылья чаек,                   Белесые гребни валов. У моря в рыбачьей избушке                   Мерцает в окне огонек. И долго на берег смотрит                   Пытливый детский глазок. К стеклу лицо прижато, Как будто ребенка взгляд                   Хочет сквозь мглу увидеть                   Того, кто спешит назад. А женская тень, колеблясь,                   Блуждает, чего-то ждет...                   Взлетит к потолку на мгновенье                   И на пол вновь упадет. О чем шумящее море И дикий ночной ураган                   Рассказывают ребенку,                   Врезаясь в ночной туман? Зачем на бурное море, Где ходит под ветром волна,                   С тревогой женщина смотрит,                   Задумчива и бледна? Перевод Б. Томашевского
Lord George Gordon Byron
SHE WALKS IN BEAUTY She walks in beauty, like the night      Of cloudless climes and starry skies; And all that 's best of dark and bright      Meet in her aspect and her eyes: Thus mellow'd to that tender light      Which heaven to gaudy day denies. One shade the more, one ray the less,      Had half impair'd the nameless grace Which waves in every raven tress,      Or softly lightens o'er her face; Where thoughts serenely sweet express      How pure, how dear their dwelling-place. And on that cheek, and o'er that brow,      So soft, so calm, yet eloquent, The smiles that win, the tints that glow,      But tell of days in goodness spent, A mind at peace with all below,      A heart whose love is innocent!	Она идет во всей красе Она идет во всей красе — Светла, как ночь её страны. Вся глубь небес и звёзды все В её очах заключены. Как солнце в утренней росе, Но только мраком смягчены. Прибавить луч иль тень отнять — И будет уж совсем не та Волос агатовая прядь, Не те глаза, не те уста И лоб, где помыслов печать так безупречна, так чиста. А этот взгляд, и цвет ланит, И лёгкий смех, как всплеск морской, — Всё в ней о мире говорит. Она в душе хранит покой. И если счастье подарит, То самой щедрою рукой. Перевод С.Я. Маршака
WILLIAM BLAKE
THE DIVINE IMAGE To Mercy, Pity, Peace, and Love  All pray in their distress;  And to these virtues of delight  Return their thankfulness.  For Mercy, Pity, Peace, and Love  Is God, our Father dear,  And Mercy, Pity, Peace, and Love  Is man, His child and care.  For Mercy has a human heart,  Pity a human face,  And Love, the human form divine,  And Peace, the human dress.  Then every man, of every clime,  That prays in his distress,  Prays to the human form divine,  Love, Mercy, Pity, Peace.  And all must love the human form,  In heathen, Turk, or Jew;  Where Mercy, Love, and Pity dwell  There God is dwelling too.	СВЯТОЙ ОБРАЗ Добро, Терпимость, Мир, Любовь В несчастье мы зовем И сим достоинствам святым Возносим наш псалом. Добро, Терпимость, Мир, Любовь - Все это Бог Благой; Добро, Терпимость, Мир, Любовь - Все это мы с тобой! Ведь наше сердце у Добра, Терпимость льет наш свет. Святой наш образ у Любви - И Мир, как мы, одет. Мы - люди, жители земли, В несчастье все зовем Добро, Терпимость, Мир, Любовь Во образе людском! О если б образ наш святой Любой в любом берег! Где Мир, Терпимость и Любовь - Там, собственно, и Бог!
RUDYARD KIPLING
BLUE ROSES Roses red and roses white Plucked I for my love's delight. She would none of all my posies-- Bade me gather her blue roses. Half the world I wandered through, Seeking where such flowers grew. Half the world unto my quest Answered me with laugh and jest. Home I came at wintertide, But my silly love had died, Seeking with her latest breath Roses from the arms of Death. It may be beyond the grave She shall find what she would have. Mine was but an idle quest-- Roses white and red are best.	ГОЛУБЫЕ РОЗЫ Букет желанной я принёс Из белых роз, из красных роз. Напрасно. Не такие! Ей надо голубые! Ушёл я  из родимых мест, За розами - таков мой квест. Спрошу – никто не знает, Ведь синих не бывает! Ни с чем  к зиме вернулся я... И умерла любовь моя. У смерти, что есть силы, Цветов просила синих. На свете том есть видно всё, Куст голубой цветок несёт... А здесь искать напрасно Ни белых и ни красных
WILLIAM WORDSWORTH
DAFFODILS I wandered lonely as a cloud    That floats on high o'er vales and hills, When all at once I saw a crowd,    A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine    And twinkle on the Milky Way, They stretched in never-ending line    Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced, but they    Out-did the sparkling waves in glee: A Poet could not but be gay,    In such a jocund company: I gazed--and gazed--but little thought What wealth the show to me had brought: For oft, when on my couch I lie    In vacant or in pensive mood, They flash upon that inward eye    Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.	Нарциссы Как облако, парящее высоко, Я брел один среди равнин пустых. И вдруг увидел сразу много-много - Скопление нарциссов золотых. За озером, блаженствуя в тени, Качались с ветром ласковым они. Как звёзды, что не устают мерцать Вдоль млечного пути сплошной чредой. По берегу залива без конца Цветов тянулся пояс золотой. Там тысячи цветов, казалось мне, Головками качали в тишине. Как были волны в танце хороши! Но их в веселье превзошли цветы, Коснулась радость и моей души Средь этой небывалой красоты. Их видом был я так заворожён, Не ведая, как много значит он. Бывает, на диване я лежу, Расслабленно-задумчивый порой, В уединении счастье нахожу, Припомню хоровод тот золотой, И радостна опять душа моя, И вновь с нарциссами танцую я. перевод М. Тимошенко
TOMAS MOORE
THOSE EVENING BELLS Those evening bells, those evening 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 pass'd away! And many a heart, that then was gay Within the tomb now darkly dwells, And hears no more those evening bells! And so 'twill be when I am gone; That tuneful peal will still ring on, While other bards shall walk these dells, And sing your praise, sweet evening bells!	ВЕЧЕРНИЙ ЗВОН 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! перевод Ивана Козлова
PERCY SHELLY
Evening The sun is set; the swallows are asleep; The bats are flitting fast in the gray air; The slow soft toads out of damp corners creep, And evening's breath, wandering here and there Over the quivering surface of the stream, Wakes not one ripple from its silent dream. There are no dews on the dry grass tonight, Nor damp within the shadow of the trees; The wind is intermitting, dry and light; And in the inconstant motion of the breeze The dust and straws are driven up and down, And whirled about the pavement of the town. Within the surface of the fleeting river The wrinkled image of the city lay, Immovably unquiet, and for ever It trembles, but it never fades away; Go to the… You, being changed, will find it then as now. The chasm in which the sun has sunk, is shut By darkest barriers of enormous cloud, Like mountain over mountain huddled - but Growing and moving upwards in a crowd, And over it a space of watery blue, Which the keen evening star is shining through	Вечер День закатился. Ласточки уснули. Шныряют в серой мгле нетопыри. Гулять выходят жабы. В смутном гуле Слились все звуки. Тусклый свет зари Погас на кровлях. Тень легла ночная, И в летнем сне недвижна зыбь речная. Нет сырости и в поздний этот час, Трава суха, на листьях ни росинки. Сухой и легкий ветер всякий раз Вздымает пыль, соломинки, былинки, Закружится и стихнет, и одна По улицам блуждает тишина. Домов, церквей, оград изображенья В себе колышет и несет вода. В недвижном беспокойстве отраженья Дрожат, не исчезая никогда. Взгляни на эту зыбь, на эти стены: Ты стал другим, они же неизменны. И сизые над бездной облака, Где солнце, скрывшись, новой ждет Авроры, Они - как груда гор издалека, Но множатся и мчатся эти горы. А там, в пространстве, синем, как вода, Уже горит вечерняя звезда. перевод - В. В. Левика