CLASSMATES TEACHER'S GUIDE
CONTENTS The Performers / Educational Plays PLOT The plays of William Shakespeare are brought to life by a group of drama students while they wait for their teacher. Through these stories they reflect upon love, betrayal, ambition, loyalty and death, which will lead them and the audience to realise how surprisingly relevant these topics are to their own ordinary lives. 1.
VOCABULARY NOUNS ADJECTIVES VERBS anger apparitions blood bounty bride/bridegroom ceremony classmates conflict courage dagger destiny dowry drama grave guilt hope intention kingdom kinsman longing marriage messenger poison prophecy rage rival scum Theatre: actor/actress, audition, comedy, debut, tragedy, costume, director, miming, monologue, musical theatre, play, playwright, prompter, props (properties), protagonist, rehearsal, role, script, stage, wardrobe assistant. thirst thriller trouble vial wisdom witness ambitious annoyed ashamed boring disrespectful dreadful filthy harsh heart-breaking prosperous repulsive ridiculous romantic starlit tender tragic typical unfair unknown weak weird wise banish beg belong betray cause chat cut it out dare deceive dislike duel flatter gather hate host injure lack part shelter shine spill summon take place vanish 2.
STRUCTURES & EXPRESSIONS In the meantime Fall in love at first sight Fall for sb You d better (go) Swear by (the moon) Hail to you! Farewell! One reaps what one sows FUNCTIONS GRAMMAR Agreeing or disagreeing Expressing one s opinions Expressing wishes and desires Giving orders Making suggestions Presenting hypotheses Reporting what someone has said Talking about the past, the present and the future Present Simple Present Continuous Present Perfect Simple Past Simple Past Perfect Future Perfect Conditional Clauses III Reported speech Will /Going to (future) All the world's a stage, and all the men and women merely players. W. Shakespeare MORAL VALUES REINFORCED THROUGHOUT THE STORY This educational play focuses on the importance of values such as justice, honesty, and truth. CLASSMATES Level 0 Level 1 Level 2 Level 3 The play is suitable for students whose level of English is equivalent to B2 and C1 on the Common European Framework of Reference for Languages and for those who will sit for the following International Exams: Anglia Exams Intermediate Advanced INTERNATIONAL EXAMS Cambridge Assessment English First (FCE) Advanced (CAE) Trinity College London Advanced 3.
ACTIVITIES GUIDE LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3 PRE-PERFORMANCE ACTIVITIES ACTIVITY A ACTIVITY B Discuss & Write Objective: Expressing one s opinion. Procedure: Students discuss how the topics are expressed in movies, books and songs and write an example in the space provided. Read & Match Objective: General knowledge. Procedure: Students match the plots of some of Shakespeare's plays with their correct titles and pictures. Read & Choose Objective: General knowledge/ Using vocabulary. Procedure: Students read the definitions and circle the correct answer. Read & Discuss Objective: Expressing one s opinions. Procedure: Students read the advice for strengthening friendships and put them in order of importance. This activity can be carried out in pairs, groups or as a class activity. Read & Hypothesise Objective: Reading comprehension/ Providing hypotheses to justify specific events/creative writing. Procedure: Students read the article about William Shakespeare and then, choose one of the facts and provide their hypothesis for it. Read & Complete Objective: General knowledge/ Providing personal information connected to the topic of the play. Procedure: Students read the information and complete the activities with their own opinion. Read & Discuss Objective: Discussing/ Expressing one s opinion. Procedure: Students read the quotes about the theatre and discuss and justify their opinions with the rest of the class. Read & Complete Objective: General knowledge/ Reading comprehension Procedure: Students read the article about the art of storytelling and complete it with the correct phrases from the list. 4.
LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3 POST-PERFORMANCE ACTIVITIES ACTIVITY C ACTIVITY D Read & Answer Objective: General comprehension. Procedure: Students decide if the sentences are true or false according to the play. Listen & Complete Objective: Listening comprehension. Procedure: Students listen to the dialogue between Romeo and Juliet and write a suitable ending for each sentence. Read & Answer Objective: General comprehension. Procedure: Students answer the comprehension questions about the play. Listen & Complete Objective: Listening comprehension. Procedure: Students listen to the dialogue between Juliet and Friar Laurence and complete it with the missing phrases. Read & Match Objective: General comprehension. Procedure: Students match the phrases in column A and B to create true sentences about the love story (Romeo & Juliet) William told to his friends. Listen & Correct Objective: Listening comprehension. Procedure: Students listen to the dialogue between two ambitious characters (Macbeth and his wife) from one of the stories Peter told to his friends, and find and correct 11 mistakes in the transcript. Read & Rearrange Objective: General knowledge/ Reading comprehension. Procedure: Students read the jumbled plots of Romeo and Juliet and King Lear and rearrange them (in order) in the correct column. Listen & Answer Objective: Listening comprehension. Procedure: Students listen to the dialogue between two characters from the story Peter told to his friends in Classmates, and decide if the sentences are True or False. 5.
LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3 POST-PERFORMANCE ACTIVITIES ACTIVITY E ACTIVITY F ACTIVITY G Read & Match Objective: Identifying vocabulary. Procedure: Students match each word in the left-hand column with the correct definition in the right-hand column. Listen & Rewrite Objective: Listening comprehension. Procedure: Students Listen to the dialogue between Romeo and Tybalt and rewrite the sentences so that they remain true to the play. Choose & Write Objective: Creative writing. Procedure: Students choose one of the scenes and write a dialogue between the characters as if the situation took place nowadays. They could even write WhatsApp dialogues or e-mails. Read & Complete Objective: Using Vocabulary. Procedure: Students read the clues and complete the crossword puzzle. Rearrange & Listen Objective: Listening comprehension. Procedure: Students read and rearrange the words of the song My Kingdom. Then, they listen to the song to check if they guessed the lyrics correctly. See Songs Read & Explain Objective: General knowledge/ Creative writing. Procedure: Students choose one quote by Shakespeare and explain it in their own words. Define & Complete Objective: Using Vocabulary: adjectives. Procedure: In pairs, students provide and ask for definitions to complete the crossword puzzle. They should NOT provide the answers, only definitions for each adjective. Listen & Complete Objective: Listening comprehension. Procedure: Students listen to the Final Song and fill in the blanks with the correct words. Plan & Act out Objective: Acting. Procedure: In groups, students plan and act out a scene called 'The Drama class' following the guidelines provided. Read & Choose Objective: Using Vocabulary. Procedure: Students read each definition and decide which answer best fits each gap. Listen & Choose Objective: Listening comprehension. Procedure: Students listen to the dialogue between a father and a cruel daughter and choose the correct answer a, b or c. Choose & Write Objective: Creative writing. Procedure: Students choose one headline and write a suitable article for it. (140/190 words). 6.
COMMUNICATIVE ACTIVITIES (CA) 9 1/ DRAMA & VISUAL ARTS: TABLEAUX VIVANTS 10 (LIVING PICTURES) OBJECTIVES To create living pictures of some scenes from plays. To use photography to capture the living pictures performed by students MATERIAL Appropriate props and costumes Camera or cell phone to take pictures 1/ PROCEDURE (GROUP WORK) Explain the meaning and origin of the Tableaux vivants. A 'tableau vivant' is a representation of a scene, painting, sculpture, etc, by a person or group posed silent and motionless; a 'living picture'. 2/ Each group decides on which scene of the play Classmates will inspire their tableau vivant. 3/ Each participant can be assigned a specific role within his/her group, such as director, actor/actress, wardrobe assistant, lighting technician, and photographer. 4/ Students can either choose a scene from this list or create new ones: / Friends are gathered around William who is telling the first story. / Romeo meets Juliet at the party. / Juliet is at her balcony and Romeo hears her from the garden. / Romeo fights against Juliet s cousin Tybalt, on the street. Tybalt dies. / Friar Laurence marries Romeo and Juliet secretly in his cell. / Romeo finds Juliet, assumes she s dead, and kills himself. / Macbeth and his wife plan to kill King Duncan. / King Lear decides to divide his kingdom between his daughters. / King Lear thinks Cordelia does not love him and banishes her from his kingdom. / Goneril behaves cruelly to her father and he decides to leave in anger. 5/ Using suitable props and costumes, students create their tableaux vivants and take photos of them. 6/ Once finished, the photos can be printed and exhibited in the classroom on in the school hall. CREATIVE WRITING: Below each photo, a brief summary of the scene can be written. Students could also write about what happened BEFORE the photo was taken, or what WILL HAPPEN next. 7.
INSTAGRAM: The photos could also be uploaded to an Instagram account (specially created for this activity) and a comment and set of related hashtags added. ALTERNATIVE TABLEAUX VIVANTS : Students could do research on visual artists who painted scenes of Shakespeare s plays and create their own living pictures based on those famous artworks. (Visit https://publicdomainreview.org/collections/shakespeare-in-art/ for this activity). 2/ DRAMA & VOCABULARY: DICTIONARY GAME 10 OBJECTIVES To act out the meaning of theatre-related words MATERIAL One copy of CA2 PROCEDURE (CLASSWORK) 1/ Students receive either a word or a definition from CA2. 2/ They go around the class miming the word or definition on their slips of paper, so as to find the matching pair. They should not speak unless they think they ve found the corresponding match. 3/ A timer could be used. 4/ The first ones to find their matching pair are the winners. 3/ DRAMA & VOCABULARY: IMPROVISATIONS 10 OBJECTIVES To improvise a theatre-related situation 8.
MATERIAL One copy of CA3 every four groups of students. Necessary props and costumes PROCEDURE (GROUP WORK) 1/ Each group of students receive one vocabulary set from CA3. 2/ They have a few minutes to agree on a situation to improvise, which should be based on the words from their vocabulary set. 3/ Remind them of the basic structure of a scene: introduction or presentation of the conflict, middle or development of the conflict, and the ending or resolution of the conflict. 4/ They could use props and costumes if necessary. 5/ They improvise the scenes based on their vocabulary set. 9.
COMMUNICATIVE ACTIVITIES (printable material) CA 2 Drama & Vocabulary: Dictionary game ACTOR/ACTRESS A male or female person who performs a role in a play, work of theatre, or movie. COMEDY A theatrical work that is intentionally humorous. COSTUME Clothing worn by an actor on stage during a performance. DIRECTOR The person who decides how a play, film or televison programme will appear on stage or screen, and who tells the actors and technical staff what to do. MIMING Using movements and gestures in order to express something or tell a story without using speech. MONOLOGUE MUSICAL THEATRE PLAYWRIGHT PROPS (PROPERTIES) SCRIPT STAGE TRAGEDY Speech delivered at length by one actor A type of entertainment containing music, songs, and, usually, dance. The writer of a theatre work. Items carried on stage by an actor; small items on the set used by the actors. The written text of a play. The area where actors or other entertainers perform. A theatrical work that is generally sad and serious, and often ends with the death of the main character/s. 10.
CA 3 Drama & Vocabulary: Improvisations 9 VOCABULARY SET A Audition - inexperienced actor/actress - strict director - important theatre play VOCABULARY SET B Rehearsal- costumes- nervous actors-wardrobe assistant feels sick VOCABULARY SET C Debut- protagonist forgets lines- prompter solves situation- audience VOCABULARY SET D Two famous theatre stars- competitionrole- protagonist- 11.
ANSWER KEY LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3 ACTIVITY A Discuss & Write Read & Choose 1. B 2. C 3. A 4. C 5. A 6. B 7. C 8. B Read & Hypothesise Read & Discuss ACTIVITY B Read & Match 1. C Read & Discuss Read & Complete 2. A 3. B Read & Complete 1d it is intrinsically human 2h feature of our language 3f As far as we know, 4g than emotional empathy 5a with the fictional characters 6b keeping in mind what s interesting 7c relies on the bridge 8e blend with words ACTIVITY C Read & Answer 1. 2. 3. 4. 5. 6. 7. 8. False. They meet for Drama class. False. They love telling stories. True False. He s told them stories before. True. False. The ambitious characters end up very badly. True. True. Read & Answer (Suggested answers) 1. They meet for drama class. 2. They sometimes tell stories. 3. They tell 3 stories. The 1st conflict is the love between two young lovers whose parents are enemies. The 2nd conflict involves an ambitious woman who convinces her husband to kill the king so that he can replace him. And the 3rd story is about an insincere daughter who flatters her father to obtain benefit from him. 4. The three stories are tragedies. (+Personal opinion) 5. No, they don t. Susan doesn t enjoy the romantic story and Anne doesn t like the story about a murder. 6. (+Personal opinion) Read & Match 1. F 2. I 3. E 4. H 5. J 6. C 7. A 8. G 9. B 10. D Read & Rearrange Romeo and Juliet 1. C 2. G 3. A 4. J 5. F 6. M 7. P 8. 0 9. K 10. D Romeo Montague and Juliet Capulet meet at a banquet and immediately fall in love, in spite of their families rivalry. Romeo sees Juliet on her balcony, they reveal their mutual love and decide to marry. The next day they meet at the cell of Friar Laurence, where they celebrate a secret marriage. Juliet s cousin Tybalt picks a fight with Romeo, who finally kills him. The Prince banishes Romeo from Verona and Lord and Lady Capulet order Juliet to marry a nobleman called Paris. Juliet asks Friar Laurence for help, and he gives her a sleeping potion to fake her death. In the meantime the Friar sends a message to Romeo to tell him what is happening. Romeo doesn t receive the message and learns instead of Juliet s death. He returns to Verona, finds Juliet, apparently dead, takes poison and dies. Juliet awakes and, finding Romeo dead beside her, kills herself with a dagger. King Lear 1. E 2. H 3. I 4. B 5. L 6. N 7. Q Lear, King of Britain, declares his intention to abdicate and divide his kingdom between his three daughters, Goneril, Regan, and Cordelia, according to their love for him. Goneril and Regan flatter their father extravagantly, but Cordelia remains silent and Lear disowns her. Later on, both Goneril and Regan quarrel with their father over his large retinue. Enraged by the treatment of his daughters, Lear walks out into a raging storm accompanied by his Fool. His grief and guilt over his behaviour towards Cordelia drive him mad. Cordelia is reunited with her father. After being defeated by Goneril and Regan s armies, Cordelia and Lear are imprisoned and he dies of grief.
LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3 ACTIVITY D ACTIVITY E Listen Complete (Suggested answers) 1. Juliet wonders why she has fallen in love with her worst enemy. 2. Romeo compares Juliet with a bright angel / messenger from heaven. 3. Juliet asks him to deny his father and refuse his name. 4. Romeo hates his name because it is an enemy to her. 5. If Juliet s relatives see Romeo, they will murder him. 6. When Romeo swears his love to her by the moon, Juliet asks him not to swear by the moon that is always changing. 7. If Romeo intends to marry he should send word with her messenger. 8. Juliet s messenger should meet him at nine. Listen & Complete 1. E 2. H 3. J 4. A 5. G 6. D 7. B 8. I 9. F 10. C Listen & Correct 1. version/ Vision 2. horses/ sources 3. expire/ desire 4. banished/ astonished 5. veiled/ Hailed 6. headed/ greeted 7. hereby/ hereafter 8. moon/ soon 9. hear/fear 10. late/great 11. back/lack Listen & Answer 1. False. He intends to give the lands away to younger people (his daughters). 2. True 3. False. It will be assigned to the one who loves him most. 4. True. 5. False. She loves him more than words can say. 6. True. 7. False. Her lands don t include coasts and mountains but forests, rivers and meadows. 8. True. 9. True. 10. True. 11. False. Not only does he refuse to give her any land, but also to no longer consider her his daughter. Read & Match Read & Complete Define & Complete Read & Choose 1. b 2. e 3. h 4. g 5. f 6. c 7. a 8. d Across 1. apparitions 2. slays 3. poison 4. drama 5. ambitious 6. benefit Down 1. ridiculous 2. pretend 3. banished 4. wedding 5. swear 6. murders Across 1. Tragic 2. Boring 3. Disrespectful 4. Repulsive 5. Unfair Down 6. Ridiculous 7. Annoyed 8. Tender 9. Ambitious 10. Weak 1. B 2. A 3. C 4. B 5. A 6. C 7. A 8. C 13.
LEVEL 0 LEVEL 1 LEVEL 2 LEVEL 3 ACTIVITY F Listen & Rewrite (Suggested answers) 1. Tybalt has found out that Romeo tried to seduce his cousin at a party. 2. Tybalt is determined to spill Romeo s blood on the ground. 3. Romeo should stop speaking and defend himself. 4. Tybalt asks Romeo to draw his sword. 5. Romeo protests he s never injured Tybalt. 6. Romeo does not want to duel with Tybalt. 7. Tybalt is eager to draw his sword/ fight/ kill Romeo. 8. Tybalt threatens to kill Romeo like a dog. Rearrange & Listen See Songs Listen & Complete 1. stage 2. role 3. betrayed 4. lives 5. script 6. turn 7. relies 8. perform 9. actors 10. care Listen & Choose 1. B 2. C 3. A 4. B 5. A 6. C 7. B 8. C Choose & Write Read & Explain Plan & Act out Choose & Write ACTIVITY G 14.
TAPESCRIPTS TAPESCRIPT 01 Level 0 D. LISTEN & COMPLETE Romeo sees Juliet on her balcony. They reveal their mutual love. JULIET: My only love from my only hate! Too early seen unknown, and known too late. Why must I fall in love with my worst enemy, ay me! ROMEO: Speak again, bright angel! For you are as glorious to this night over my head as is a messenger of heaven. JULIET: Deny your father and refuse your name; or, if you will not, swear your love, and I'll no longer be a Capulet. Only your name is my enemy, because you are yourself, whether a Montague or not. ROMEO: Call me My love and I'll be newly baptized. JULIET: Who are you? ROMEO: I hate my name, because it is an enemy to you. JULIET: Aren t you a Montague? ROMEO: Neither, if either you dislike. JULIET: If they see you, they will murder you. ROMEO: I find more danger in your eyes, than in twenty swords. JULIET: Do you love me? I hope so, because I cannot hide the love I feel for you. ROMEO: I swear by this blessed moon. JULIET: Oh, don t swear by the moon, that is always changing, it might mean that your love is always changing as well. ROMEO: What shall I swear by? JULIET: Do not swear at all; or, if you want, swear by yourself, which is all that I love, and I'll believe you. ROMEO: I swear by myself. I love you. JULIET: If your purpose is marriage, send me word tomorrow by a messenger that I'll send to you. Tell me where and what time you want the ceremony; and I ll follow you around the world. ROMEO: My only love! JULIET: At what time tomorrow shall I send the messenger? ROMEO: At the hour of nine. JULIET: Goodnight, my love. ROMEO: Sleep well, love, goodnight. 15.
TAPESCRIPT 02 Level 0 F. LISTEN & REWRITE Juliet s cousin Tybalt meets Romeo. TYBALT: May I have a word with you? ROMEO: Noble Tybalt, I hear you. TYBALT: I found out that you tried to seduce my cousin Juliet at the Capulet s party. ROMEO: No ill intentions hide behind my actions. TYBALT: Repulsive Montague, you are not even near the class of a Capulet lady. ROMEO: You judge me too quickly. TYBALT: Quickly will I see your blood spill on the ground. ROMEO: My blood is closer to you than you can imagine. TYBALT: Stop speaking and defend yourself. ROMEO: The love I bear for you makes me tell you only one thing: I am not an enemy, so go in peace. TYBALT: The love I bear for you makes me tell you only one thing: You are a villain. Draw! ROMEO: Tybalt, the reason that I have to love you excuses the rage to such a greeting: villain am I none: Therefore farewell; I see you know me not. TYBALT: Boy, this shall not excuse the injuries that you have done to me; therefore turn and draw. ROMEO: I protest. I never injured you, but I love you better than you can imagine, so until you know the reason for my love, good Capulet, which name I tender as dearly as my own, be satisfied. TYBALT: I will not be satisfied. Draw! ROMEO: No Tybalt, I shall not fight you. TYBALT: You are a coward. ROMEO: I choose to love you as a brother. TYBALT: You insult the Capulet name. Now, draw! ROMEO: Do not force me to duel with you, Tybalt. I wish you no harm. TYBALT: Harm has come upon you for your cowardice. You will be slain like a dog. ROMEO: I beg you, go in peace. TYBALT: I shall not go until your life has ended. Montague scum! ROMEO: O, I am fortune's fool! 16.
TAPESCRIPT 03 Level 1 D. LISTEN & COMPLETE Friar Laurence advises Juliet to fake her death by drinking a special potion. FRIAR LAURENCE: Hold, then; go home, take this vial, being then in bed and this liquor drink. All your veins shall run cold, for no pulse shall you keep. No warmth, no breath, shall testify you live. The roses in your lips and cheeks shall fade to pale ashes, your eyes' windows fall like death, when he shuts up the day of life. Each part shall, stiff and cold, appear like death. And in this pretended death you shall continue two and forty hours and then awake as from a pleasant sleep. Now, when the bridegroom in the morning comes to rouse you from your bed, there you are, dead: After your funeral, in your best robes you shall be placed in the ancient vault where all the members of the Capulet s family lie. In the meantime, shall Romeo by my letters know our plan, and hurriedly shall he come: and he and I will watch your waking, and that very night shall Romeo be eternally yours. And this shall free you from this present shame; if no womanish fear, or anything at all decrease your valour in the acting it. JULIET: Give me, give me! LAURENCE: Take it and go, be strong and prosperous. I'll send a messenger speedily with my letters to Romeo. JULIET: Love, give me strength! Farewell, dear father! 17.
TAPESCRIPT 04 Level 2 D. LISTEN & CORRECT Macbeth tells his wife about some recent events. MACBETH: My love, your vision was true. Three apparitions met me in the day of success, and I ve heard from trustworthy sources that their science goes beyond this earth. When I burnt in desire to question them further, they vanished in the air. Astonished as I was, I heard the King s messengers coming, They hailed me Thane of Cawdor, title with which these weird witches had greeted me before, adding Hail to you, that shall be king hereafter! LADY MACBETH: You are Glamis and Cawdor, and soon you ll become king! But I fear your nature; it s too full of the milk of human kindness to catch the nearest way. You would like to be great, since you are ambitious, but you lack the instinct of the evil that has to follow. 18.
TAPESCRIPT 05 Level 3 D. LISTEN & ANSWER Lear meets his daughters to express his decision to divide his kingdom. KING LEAR: I will express my darker purpose. I have divided my kingdom, and it is my firm intent to shake all cares and business from my age; conferring them on younger strengths. Pause KING LEAR: Tell me, my daughters, now that my will is to get rid of everything, authority, interests of territory, and cares of state: Which of you loves me most? Let my largest bounty extend where natural affection deserves a better prize. Goneril, my eldest daughter, speak first. GONERIL: Sir, I love you more than words can say. Dearer than eyesight, space and liberty; beyond what can be valued rich or rare; no less than life with grace, health, beauty, and honour; as much as a child ever loved a father. Mine is a love that makes breath poor, and speech incompetent. I love you beyond everything that admits praise. CORDELIA (aside): What shall I say? Poor me! And yet not so, since I m sure my love is bigger than my words. KING LEAR: (to Goneril) Of all these bounds, even from this line to this, with shadowy forests, plenteous rivers and extensive meadows, I make you lady. What says my second daughter, my dearest Cordelia? My joy, although the last and youngest; what can you say to draw a half more opulent than your sister? Speak. Pause. CORDELIA: Nothing, my lord. KING LEAR: Nothing! CORDELIA: Nothing. KING LEAR: Nothing will come of nothing: speak again. CORDELIA: Unhappy that I am, I cannot push my heart into my mouth: I love your majesty according to my bond; nor more nor less. KING LEAR: How, how, Cordelia! Mend your speech a little, lest it may spoil your fortunes. CORDELIA: Good, my lord, you have begot me, bred me, loved me: I return those duties back as are proper, obey you, love you, and most honour you. KING LEAR: But goes your heart with this? CORDELIA: Ay, good my lord. KING LEAR: So young, and so untender? CORDELIA: So young, my lord, and true. KING LEAR: Let it be so! Let your truth be your dowry! For, by the sacred radiance of the sun, the mysteries of Hecate and the night, by all the influence of the stars according to which we exist and cease to be, here I disclaim all my paternal care, kinship and property of blood, and from now on I will consider you a stranger to me and my heart. 19.
TAPESCRIPT 06 Level 3 F. LISTEN & CHOOSE Lear speaks with his eldest daughter. KING LEAR: Your name, fair gentlewoman? GONERIL: I beg you to understand my purposes correctly. As you are old and vulnerable, you must be wise. You keep here a hundred knights and squires, men so disordered, so corrupted and disrespectful that our court looks like a riotous inn. The shame itself claims for instant remedy. Reduce the number of your attendants, and keep those suited to your age. KING LEAR: Darkness and devils! Saddle my horses; call my train together: Degenerate bastard! I'll not trouble you. GONERIL: You strike my people; and your disordered attendants make servants of their betters. KING LEAR: Horrible vulture! You lie! My retinue are chosen men of singular qualities, who know their duties and support with extreme care the reputation of their name! Lear! Lear! (Striking his head) Beat at this gate that let your folly in and your dear judgement out! GONERIL: Stop it, sir! If your wish is to stay in my house, you ll do it with half of your retinue! Just fifty men! KING LEAR: Life and death! I am ashamed that you have power to shake my manhood! Let these burning tears that break from me, make you unworthy of them! Blasts and fogs upon you! Let the deep wounds of a father s curse pierce all your senses! GONERIL: Silence, father! KING LEAR: I gave you everything. GONERIL: And in good time you gave it! KING LEAR: I made you my guardian, my trustee, but I reserved the right to be followed by a hundred knights. What, must I come with fifty? Have you said so? GONERIL: Hear me, my lord. Why do you need fifty, twenty-five, or ten, in a house where the number of servants is twice yours? Why do you need even one? KING LEAR: See me here, you, gods, a poor old man, as full of grief as age, wretched in both. If it s you, gods, who stir this daughter s heart against her father, do not make me so foolish as to bear it patiently; fill me with anger and don t let women s weapons, water drops, stain my man s cheeks! You think I ll weep; no, I won t weep. Before, my heart will break into a thousand fragments! GONERIL: Go away from my house! 20.
SONGS WOMEN This is the story of a man And a woman. A brave and honest man, And a woman. At the very glorious moment of the life, Of this man. His destiny was her prophecy, To that man. Very soon you ll become king! she said To that man. She greatly enjoyed playing with the life, Of that man. This is the story of a man And a woman. A brave and honest man, And a woman. 21.
MY KINGDOM I had a nightmare, I had a vision. My entire kingdom was destroyed. I was alone in the middle of nothing. Emptiness was my only friend. I lost everything, I had nothing. I could not find my daughters. Only savage winds, powerful rain, Dark thunder, and silence, silence. I had a nightmare, I had a vision. My entire kingdom was destroyed. I was alone in the middle of nothing. Emptiness was my only friend. 22.
FINAL SONG Someone once said That all the world s a stage Where men and women Have a special role to play. Depressed or in love Hopeful or betrayed We ve all felt like that At some time in our lives. I couldn t agree more! We tend to follow a script: We enter and exit on time And respect our turn to speak. Someone once said That all the world s a stage Where men and women Have a special role to play. The difference, my friends, (My friends...) Relies on our free will. We can cry our hearts out Or perform a comedy. We are the actors in our story We can change our script. Would you care for a romance? Or a modern tragedy? Someone once said That all the world s a stage Where men and women Have a special role to play. 23.