L9fwy3NUQKwYNxhPlUU9pxwfg8zlh4TPZ/AhcdM8VzdMg_raw.srt

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Assalamualaikum. Hello back everyone. Thank you

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for submitting your homework most of you. If you

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didn't already submit your homework It's not good,

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but I'll give you a chance until tomorrow at 11 o

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'clock. If you don't find me in my office, you

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just slip it under the door. But I will deduct

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marks from you if you are late. Because if you

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submit on time, you get the full mark for

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submitting on time. So today, we have a review

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class. We'll see what questions you have. About

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the course. Should I start again?

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Okay.

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Should I start again from the beginning?

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Now I want to start again. Come on.

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There is no doubt.

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Thank you

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So Assalamu Alaikum again everyone. Thank you for

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submitting your first assignment for this course

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and I'm really looking forward to grading them.

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I'm sure you did a good job answering questions

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about Shakespeare. Today I'll take a chance to

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give you a review session. Let's take a break

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Let's not begin a new lesson because we're

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supposed to start with Marlow and Ben Johnson as

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other Renaissance Elizabethan dramatists and

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playwrights and poets also who were contemporary

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to Shakespeare. They lived at the time Shakespeare

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was also alive and writing. So today we'll do a

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review. Please feel free to ask any question you

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have, and I'll do my best to try to answer the

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question. Okay, yes, can you also, everyone if you

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want to ask question, please speak up. When two

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lines of verse rhyme, we call them couplets,

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right? Yeah. In the cystic and octave, when the

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eight, does the eight lines have to rhyme, so

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we're gonna call them cystic and octave? Okay, so

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when we spoke about the sonnet, remember the

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Italian sonnet? Yes. The sonnet was born in Italy,

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with a Y, not I. And we spoke about Dante in

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brief. We spoke also about the

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other name, the other Italian sonneteer, the

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father of the sonnet, Petrarch.

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Is it a difficult name? Is it difficult? So

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Petrarch, C-H Petrarch, exactly how you spell it.

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Now, Petrarch is said to be the most important

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Italian sonnetier. There are actually other names

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in Italy. But this is what we want to focus on,

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because of Petrarch, Henry Howard And Sir Thomas

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White, they loved the sonnet. And again, remember,

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we always talk about the influence of Europe, of

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Italy, France, mainly Italy and France. Actually,

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the Renaissance started in Italy well before it

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started in England. So England was still being

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influenced by Europe, especially by Italy. So the

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sonnet, the Italian sonnet, is generally two

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parts, remember? The form, the structure of the

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sonnet is eight lines and then six lines. Eight

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lines and six lines. The eight lines we called

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octave.

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And this is the Sestet.

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Sestet from six. An octave, you know Octopus

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because of the A. Now the Italian sonnet almost

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always rhymes as A B B A A B B A Now this, you're

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answering a question. This is in a way Four lines,

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remember the four lines, the quadrant? Your

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question is, does this count as a rhyme? Sorry, as

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a rhyming couplet? No. You know why? Because

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generally this stops here. Even does this count as

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a couplet? No, it's part of the octave or the

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group of the stanza or the quadrant. However, if

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in your exam or you find two lines somebody likes

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just these lines and you look at them in isolation

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you can call them a couplet it's okay you can if

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they are in isolation because you don't know the

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context you don't know but generally this is

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important generally here they don't give one idea

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that's the most important thing about the couplet

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remember It's like a paragraph, a prose paragraph.

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What is a paragraph? A group of related sentences

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about one topic, one idea. Now the couplet, two

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rhyming lines, two rhymes, two lines that rhyme,

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And they are about the same thing. Always remember

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Shakespeare's couplet at the end. So long as this,

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so long as men can breathe or eyes can see, so

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long lives this, and this gives life to thee. What

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happens in the first four lines here, the

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quatrain, is the author develops an idea. If you

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stop here, the idea is not complete. If you stop

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here, it's usually not complete. If you stop here,

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it's usually not complete. When you finish the

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first four lines, you have a part of an idea that

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could give you something. But it's not complete in

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the Italian Sunnit until you read the first eight

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lines. When you read the first eight lines, you

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realize, oh, OK. So it gives you an idea. The same

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with Shakespeare. When we spoke about Shakespeare,

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we said Shakespeare's structure is

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We have three quadrants, remember? Three, what's a

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quadrant? Four lines. From quarter, okay? And a

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couplet, plus a couplet.

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Now the first four lines usually have one idea,

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one image, and then the second quadrant moves to

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another idea or image, and the third quadrant

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moves to the other idea. But the three quadrants

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have the same theme, the same problem, the same

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crisis. Like in Shall I Compare Thee to A Summer's

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Day, he spins almost 12 lines saying, no, life is

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not perfect. Every fair from fair sometime

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declines. Summer is beautiful, but sometimes there

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is rough winds, right? Summer is beautiful, but

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again, the winds do shake the darling buds of May.

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Summer is beautiful, but summer is sometimes what?

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Short and hot. Sometimes the clouds destroy the

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beauty of this. So he moves from one image to the

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other, like in Sonnet 73, I guess, where he speaks

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in the first quatrain, he speaks about the end of

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the year, autumn. What happens in autumn? Yellow

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leaves. Right? The end of the circle. In the

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second quadrant we've got the end of the day, the

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sunset. So the day is good. We start active,

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energetic. We have all hopes and dreams. We want

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to go to school, to attend classes, to meet

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friends, to go to the cafeteria, to eat pizza. At

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the end of the day, it's like everything comes to

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an end. Nothing lasts forever. And then in the

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third quarter, he speaks about the end of a fire.

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Fires, you know? Fire. But it ends up as ashes. So

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what is Shakespeare doing here? He's giving us

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three images. The three images about the

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inevitability of death. The passing of time. Time

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kills everything. In a way this is the crisis.

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This is the issue of time. But what does he do in

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the couplet? He gives hope. In a way he twists.

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There's something called a volta. The volta is a

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twist. Where like in Sonnet 18, again, he says

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something like, I can't remember that couplet,

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like similar to 18, he says that, but my poetry

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will live forever. My poetry doesn't die. My

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sonnet doesn't die. Reminding us of, again, how he

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believes in his poetry, giving us some kind of

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hope or closure or ending. So long as men can

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breathe, our eyes can see, so long lives this, and

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this gives life to thee. So the couplet has one

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idea. So again, going back to your question, can

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we call this here a couplet? No. Generally, no. If

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you find them alone, wandering around, you could

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say that, but when you read them, they're not

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going to give you a full idea, like the idea of,

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so long as men can breathe, our eyes can see, so

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long as this or this gives life to this. In other

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words, in your exam I'm not going to give you two

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lines from here and ask you whether this is a

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couplet I'll give you a full stanza either two

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lines if it's complete couplet or quatrain four

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lines or six or maybe eight lines but we usually

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because you're still beginning to learn English

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and English literature I usually only focus on two

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-line nouns okay

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Any other question about the sonnet? Does anyone

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want to ask questions about the sonnet, the rhyme

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scheme, the importance of the sonnet, Shakespeare

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and the sonnet?

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Please, do ask. Sorry? Not the sonnet? So, no more

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sonnet?

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Okay, I'll ask you a question here. In one stanza

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we studied in the other class today, there was,

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okay, don't look at the book, I'll just bring it

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myself. There was a line ending in drops and the

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other one ending in box, drops and the other one

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ending in box.

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Listen, these words don't rhyme. Do they rhyme? Is

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there rhyme here? This doesn't count, generally,

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unless the sounds before it have something similar

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to drop, like hops for example, hops, drops and

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hops. Okay, but drops and box, they don't rhyme.

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The rhyme is generally not the last sound, usually

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two, sometimes three. We need to look at this

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carefully. Another example, what do you think of

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this? A very famous poem by Marlow, we'll study

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later on. He says, he begins his poem saying,

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come, Live with me and be my love and

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Notice when you begin a line of verse, you begin

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with capital. That's the rules when you write

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poetry. The first word, you capitalize the first

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letter of the first word of each and every line.

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And this is how you distinguish sometimes verse

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from prose in Shakespeare. If it is capitalized,

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then it's poetry. If it's not, it's prose. But

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more important than this is the music. We've seen

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how Shiloh doesn't use poetry and has not a Jew

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eyes. And we will, sorry, we will all the

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pleasures.

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That's a very famous, that's a very famous poem

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here. Is it a couplet? No. Okay, we have love and

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Prove Not the same sound Okay we have O V E and

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also O V E If you know how to do transcription

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this is love and this is prove Probably

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next year What do you think of this? Is this a

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couplet? Do we have rhyme here? What do you think?

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No it's not a couplet because the sound is

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different The sounds are different. We have love,

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like dove, cut, hot, but, and this is prove. What

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do you think? Does anybody have something?

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If you look at the words, if you look at the

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words, they look similar. They look similar. O V

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E, O V E. The V sound is the same, but the one

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before. So if you look at it from a distance, if

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you don't know the words, how they are pronounced,

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you think they rhyme. But in reality, they don't

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perfectly rhyme. They partially rhyme. We call

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this, it has different names. It's called

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imperfect rhyme. Or sometimes it's called I rhyme.

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You know I rhyme? Because you look at it, they

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sound like they would be rhyming but they don't

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rhyme perfectly. So what is this? It's still a

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couplet. This is a couplet because it has one

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idea. Come live with me and be my love and we will

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all the pleasures prove. Is there a rhyme here?

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Yes, but the rhyme is imperfect. Imperfect is

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still a rhyme. Now, imperfect rhyme is still a

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rhyme. They rhyme, but they don't rhyme 100%. They

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rhyme like what, 60, 50%? Now, there is a

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justification for here. Sometimes, the poet uses

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imperfect rhyme to tell us there's something wrong

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here. Okay, so look at this. This is a poem, a man

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inviting his beloved to love him and live with

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him. Why? How is he trying to convince her? He's

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telling her, we will all the pleasures prove. We

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have all the pleasures in the world. In reality,

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no one has all the pleasures in the world. Nobody

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owns all the pleasures in the world. He's

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exaggerating.

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In reality, he's not telling the truth. And this

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sound here, Prove, is telling us that he's lying.

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Because he's trying to depict life to the woman as

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a perfect, you know, perfect life. But even the

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rhyme doesn't rhyme perfectly. That's the trick

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here. So the rhyme, the imperfect rhyme here tells

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us something about the idea. So there is

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imperfection in the poem and the imperfection is

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reflected in the imperfect rhyme. But what is the

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poet saying? He's saying, life is perfect. I own

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everything. All is fine. I own everything. We can

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have all the pleasures in the world. And the sound

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of the poem tells us he's lying, because the rhyme

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scheme is imperfect. It reflects something

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imperfect in the meaning, in the idea. Or simply,

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some people would say, but this is a very unpoetic

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answer, maybe during the time of Shakespeare or

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Marlowe, maybe these words Could have the same

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rhyme. Could have rhymed in the past, like three,

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four hundred years ago, maybe they rhymed. I don't

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know how. Which is better to say love and problem

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or love and prove?

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Yeah, in my opinion, I think it's harsh to destroy

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00:18:27,810 --> 00:18:32,600
love saying prove. Maybe you can play with it. But

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I don't know how they pronounce it. Maybe we can

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check this later on. So what's the point here?

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Sometimes this is not rhyme because the S here

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doesn't make rhyme. You need to check the letter,

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the sound before. Here we check the sound before

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and they don't perfectly rhyme. We call it

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imperfect rhyme or I rhyme. Is this important in

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the poem? Yes, because it reveals something about

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the poem, the meaning itself. The poet is saying,

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wait a minute. There is music and fun, but here we

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don't have perfect music. We don't have perfect

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music because something is wrong. What's wrong

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here? A poet lying to his woman. And the title of

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the poem here is The Shepherds. The shepherd, the

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speaker, the character, the man saying, come live

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with me and be my love, is a shepherd. And a

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shepherd is generally a poor man who takes care of

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sheep. If you are a shepherd, it's impossible for

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you to have all the pleasures in life, et cetera.

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OK? No more questions about the sonnet? Please do

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ask if you have any. The sonnet, go. So I didn't

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00:19:54,910 --> 00:19:58,670
get it clearly, but is a rhyme scheme focused more

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00:19:58,670 --> 00:20:01,710
on the letters rather than the sound? The sound,

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00:20:01,810 --> 00:20:04,770
of course. No, the sound. When it comes to the

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rhyme, we care about the sound, not the letter.

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But verbs and verbs like, clearer than love and

283
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bruise? This one? No. Yeah, no. Sometimes yes,

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like why, why, why wouldn't this rhyme? Like

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because more important, this is an additional

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letter, like it just comes and goes. Drop and

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book?

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No way. Drop them. Book, book, book. No way. Even

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if we say for example, even if we say drop, it's

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00:20:52,540 --> 00:20:56,220
not drop, it's drop, drop, drop, drop. It still

291
00:20:56,220 --> 00:21:00,760
doesn't rhyme, never rhymes. Drop and box, no way,

292
00:21:00,820 --> 00:21:06,600
there's no rhyme here. But with the S, does it

293
00:21:06,600 --> 00:21:10,250
rhyme? No, I don't think it rhymes here. But if

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you insist, it's okay, it's not a big deal. Yes?

295
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If there was a text and you asked us to write

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rhymes, and there was drops and box, shall we

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write drop A and box B? Yeah. But if you don't,

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because you're still beginners, it's not the end

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00:21:28,490 --> 00:21:31,510
of the world. The same with love and hope? No, but

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00:21:31,510 --> 00:21:35,170
this one, there is rhyme here. There is rhyme

301
00:21:35,170 --> 00:21:38,340
here. But it's imperfect. This is clearer than

302
00:21:38,340 --> 00:21:44,080
this in many ways. Good question. So because this

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00:21:44,080 --> 00:21:46,840
is not year four, you're not about to graduate,

304
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you're still starting your life learning English,

305
00:21:49,280 --> 00:21:51,800
English poetry, and you're not native speakers. So

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sometimes there's a lot of flexibility. Yes. Go

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on, next. I want to ask something. Are the

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questions about history, for example, who invaded

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England, are they included in the exam? Listen,

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this is a course about... The literature itself or

311
00:22:13,820 --> 00:22:17,020
the situation? Yeah, we're not studying history,

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we're studying literature. This is an introduction

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to English literature course for beginners. And I

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said at the beginning, we're going to examine the

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literary texts in their historical context. We're

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going to study how history, historical events

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influenced literature, and how literature

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influenced life, changed life in a way or another.

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But the focus, 80% of our focus is on the

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literature. okay some events in history are very

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00:22:50,530 --> 00:22:52,890
important like the printing press you should know

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00:22:52,890 --> 00:22:55,750
this this is a historical this is a scientific

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invention it's a historical event did it influence

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literature yes of course because you know mass

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production mass like people had more and more

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copies it took two years to make one copy of the

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bible but now One year, 200 copies. For example,

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the French invasion, the Normans, when they came

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to England, they influenced the language in the

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00:23:27,500 --> 00:23:31,900
literature. So the focus is on the literature, but

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it is important to know the major historical

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events. For example, Britain was invaded by many

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people from Europe, Anglo, Saxons, Jews. That's

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not included. You should know this. Are you going

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to put a question in the exam? Maybe, but the

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question here is in the literary context, in the

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sense that, remember, when we spoke about Old

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English, we said At that time, we didn't have a

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clear idea of what England is. Even the literature

340
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was not pure English in the sense we have now or

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even the sense Shakespeare composed. Because

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people still came from different countries across

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Europe and they were using different languages. So

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did this, you know the invasions, did this

345
00:24:23,880 --> 00:24:26,420
influence the culture, the language, the

346
00:24:26,420 --> 00:24:29,080
literature? Yes, and that's the focus. So at that

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time we said England was trying to shape its

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identity. In the Middle Ages, Middle English,

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later on, like three, four, five hundred years

350
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later, we started speaking about English

351
00:24:41,780 --> 00:24:43,780
literature, pure English literature when we spoke

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about Chaucer. We said in Chaucer, there's always

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this insistence on being different. He began his

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00:24:49,880 --> 00:24:52,860
life, by the way, by imitating some Italian and

355
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French authors. But later on, he developed his own

356
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style. He focused on the Englishness of the

357
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literature. Because when you have your own

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country, you want to have your own culture and

359
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literature. You want to be different. You want to

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create your identity. Remember we spoke about the

361
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English identity when we mentioned Skelton, Philip

362
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Sparrow, vengeance I ask and cry. We said John

363
00:25:19,610 --> 00:25:22,510
Skilton was an important poet at that time because

364
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in a way he was helping shape the English

365
00:25:26,270 --> 00:25:29,270
identity. And in his poetry, we can find poetry

366
00:25:29,270 --> 00:25:31,330
that is different from the poetry of Europe,

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mainly Italy and France. In his poetry, there's a

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00:25:36,710 --> 00:25:39,550
strong sense of the English identity. What is the

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English identity? What it means to be English?

370
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What makes you different from Italians and French?

371
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Number one, your language, right? Number two, your

372
00:25:56,010 --> 00:25:58,910
literature, your poetry, the stories, the

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narratives, the customs, the habits. So they were

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00:26:02,110 --> 00:26:04,910
focusing on the things that make them different.

375
00:26:06,570 --> 00:26:09,070
So these invasions are important because English

376
00:26:09,070 --> 00:26:11,930
as a language is actually originally from

377
00:26:11,930 --> 00:26:16,930
different languages. There are Latin roots, German

378
00:26:16,930 --> 00:26:19,750
roots, French words, many French words, even Arab

379
00:26:19,750 --> 00:26:22,850
words. English is naturally a very flexible

380
00:26:22,850 --> 00:26:28,030
language. It borrows from all the languages. So

381
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the invasions are important to understand because

382
00:26:30,690 --> 00:26:33,770
this is how England became England. It became

383
00:26:33,770 --> 00:26:37,640
diversity. There is now a strong movement in

384
00:26:37,640 --> 00:26:41,220
England and in the United States that is described

385
00:26:41,220 --> 00:26:45,360
as white supremacy where people say England is for

386
00:26:45,360 --> 00:26:48,540
the white, only the white people and America is

387
00:26:48,540 --> 00:26:51,940
for the white people. This is really silly because

388
00:26:52,590 --> 00:26:55,410
Racism. Because of racism, yeah. But also because

389
00:26:55,410 --> 00:26:58,410
England and America, now they started on diversity

390
00:26:58,410 --> 00:27:01,010
in a sense. People from across Europe came there.

391
00:27:01,170 --> 00:27:04,070
People from across Europe went to America. And

392
00:27:04,070 --> 00:27:08,090
there was this reconstructuring of they found a

393
00:27:08,090 --> 00:27:12,550
body of 10,000 years ago in England. And when they

394
00:27:12,550 --> 00:27:15,750
did experiments and tests, they realized that one,

395
00:27:16,230 --> 00:27:21,540
he's a black man. in England. He was there 10,000

396
00:27:21,540 --> 00:27:24,780
years ago. And he's considered, I guess, the

397
00:27:24,780 --> 00:27:28,980
father of 20% of the English people now. So

398
00:27:28,980 --> 00:27:33,400
there's the idea of pure race is a lie. It's not

399
00:27:33,400 --> 00:27:35,880
true. It's a fabrication. People have always

400
00:27:35,880 --> 00:27:40,840
coexisted together. Why is this man black man in

401
00:27:40,840 --> 00:27:43,440
England? Because people crossed borders searching

402
00:27:43,440 --> 00:27:46,460
for safety, for food, coexisted in a way or

403
00:27:46,460 --> 00:27:51,150
another. Please. Some of the names are really hard

404
00:27:51,150 --> 00:27:53,690
to spell. If you misspell something. No worries

405
00:27:53,690 --> 00:27:57,050
about spelling. But like Machiavelli, for example.

406
00:27:58,750 --> 00:28:01,970
OK. Not easy to spell, but try to train it to get

407
00:28:01,970 --> 00:28:05,030
as close as possible. Don't give me, for example,

408
00:28:05,070 --> 00:28:06,830
don't spell spaghetti.

409
00:28:09,110 --> 00:28:12,210
Machiavelli is Machiavelli. What difficult names.

410
00:28:12,530 --> 00:28:15,130
But again, most importantly, I don't want you to

411
00:28:15,130 --> 00:28:16,090
misspell Shakespeare.

412
00:28:19,130 --> 00:28:22,870
I feel sad that's shakes you know shake shakes

413
00:28:22,870 --> 00:28:27,830
shaking shake before use yes she shakes the i

414
00:28:27,830 --> 00:28:31,510
don't know the juice before use it's a shake and

415
00:28:31,510 --> 00:28:35,470
then or shake spear i don't know how you would do

416
00:28:35,470 --> 00:28:40,150
this either shake or shakes and then or spear

417
00:28:40,150 --> 00:28:42,990
because spear is another word but this e is extra

418
00:28:44,620 --> 00:28:47,200
Did I tell you that Shakespeare spelled his name,

419
00:28:47,460 --> 00:28:53,160
signed his name in 17 different ways? None of

420
00:28:53,160 --> 00:28:59,240
them, ironically, none of them is this one. And

421
00:28:59,240 --> 00:29:02,340
this is how crazy life is. So you spell your name

422
00:29:02,340 --> 00:29:05,120
17 different ways, hoping that people would pick

423
00:29:05,120 --> 00:29:07,900
one of them. Because remember, spelling, there was

424
00:29:07,900 --> 00:29:14,170
no standard for spelling. There were no rules for

425
00:29:14,170 --> 00:29:17,630
spelling. People would spell different ways. Only

426
00:29:17,630 --> 00:29:20,370
in the 18th century, people started to have rules.

427
00:29:20,510 --> 00:29:23,850
Do this, don't do that, drop this, changes. So

428
00:29:23,850 --> 00:29:26,790
this is Shakespeare. You usually forget either

429
00:29:26,790 --> 00:29:32,570
this E or this E. So Shakespeare. Shakespeare.

430
00:29:33,510 --> 00:29:39,170
He's dumb. Maybe he's going to feel sad if you do

431
00:29:39,170 --> 00:29:43,410
that. This, we want to really appreciate

432
00:29:43,410 --> 00:29:46,590
Shakespeare for what he does. What other names do

433
00:29:46,590 --> 00:29:52,730
you find difficult? Bewolf? No, no, no. In The

434
00:29:52,730 --> 00:29:57,270
Chaucer, there is an Italian writings of

435
00:29:57,270 --> 00:30:02,430
Bastastione. Listen, if it is something I skipped,

436
00:30:02,490 --> 00:30:08,410
you just skip it. If I skip names of authors,

437
00:30:08,530 --> 00:30:11,550
names of texts, you just skip them. But other than

438
00:30:11,550 --> 00:30:14,630
this, the background, the talk, the brief

439
00:30:14,630 --> 00:30:16,650
description about the age, about the writer, about

440
00:30:16,650 --> 00:30:19,470
the texts, please go through them. And I want you

441
00:30:19,470 --> 00:30:21,430
to read what is in the book because this is how

442
00:30:21,430 --> 00:30:24,550
you improve your writing and your English.

443
00:30:27,170 --> 00:30:30,010
The name, the authors, the texts we study, we

444
00:30:30,010 --> 00:30:34,550
examine, we mention in this class. If I skip

445
00:30:34,550 --> 00:30:37,410
something, any name, any text, you just skip it.

446
00:30:38,240 --> 00:30:43,500
Please. Are we going to be asked to summarize what

447
00:30:43,500 --> 00:30:47,120
they place on Shakespeare? Generally, no. You

448
00:30:47,120 --> 00:30:50,380
won't. But maybe, for example, one of your

449
00:30:50,380 --> 00:30:53,760
questions is going to ask you to contextualize.

450
00:30:57,460 --> 00:31:00,060
Anyway, I shouldn't be speaking about this now

451
00:31:00,060 --> 00:31:03,240
because we'll talk about this when we approach the

452
00:31:03,240 --> 00:31:08,240
exams. You know, context. to contextualize a text.

453
00:31:09,560 --> 00:31:12,560
So I'll ask you for example to bring you five

454
00:31:12,560 --> 00:31:18,060
extracts from poems or texts we studied and I ask

455
00:31:18,060 --> 00:31:21,520
you to contextualize three or four of them. I

456
00:31:21,520 --> 00:31:24,740
usually give you more choices so more flexibility.

457
00:31:26,260 --> 00:31:29,380
Okay question number one is to be or not to be

458
00:31:29,380 --> 00:31:33,720
that is the question. So number one you put it in

459
00:31:33,720 --> 00:31:40,160
its context you tell me This is by Hamlet from

460
00:31:40,160 --> 00:31:47,740
Hamlet by Shakespeare Hamlet is a tragedy of a

461
00:31:47,740 --> 00:31:53,520
young prince who wanted to take revenge because

462
00:31:53,520 --> 00:31:59,920
his uncle killed his father Most importantly,

463
00:32:00,100 --> 00:32:02,840
focus on the text I give you. However, because

464
00:32:02,840 --> 00:32:06,660
Hamlet is a modern man, a university student, he's

465
00:32:06,660 --> 00:32:10,980
in conflict. To kill or not to kill? To be or not

466
00:32:10,980 --> 00:32:14,660
to be? To die or not to die? And this is Hamlet's

467
00:32:14,660 --> 00:32:21,000
tragic flaw. You know tragedy, tragic? His

468
00:32:21,000 --> 00:32:25,890
weakness is hesitation. Sloth, hesitation. You

469
00:32:25,890 --> 00:32:29,450
know hesitation? To be or not to be. To kill or

470
00:32:29,450 --> 00:32:32,070
not to kill. Play or not to play. Exactly. He

471
00:32:32,070 --> 00:32:34,710
hesitates. That's it. This is called

472
00:32:34,710 --> 00:32:38,910
contextualization. But although he is a

473
00:32:38,910 --> 00:32:44,110
philosopher, nevertheless, he has a little gold in

474
00:32:44,110 --> 00:32:49,330
his coffer. This is from The Canterbury Tales by

475
00:32:49,330 --> 00:32:53,690
Chaucer. This couplet, this rhyming couplet,

476
00:32:53,850 --> 00:32:59,060
right? Okay, it has irony, but probably before

477
00:32:59,060 --> 00:33:02,440
this, give me the context. It tells the story of a

478
00:33:02,440 --> 00:33:07,380
philosopher who instead of collecting knowledge,

479
00:33:07,800 --> 00:33:12,700
is collecting money. There is irony here because

480
00:33:12,700 --> 00:33:16,760
Chaucer is making fun of the new habits of the

481
00:33:16,760 --> 00:33:21,380
society. Short paragraphs like these, okay? Clear?

482
00:33:24,080 --> 00:33:26,040
Focus on the line. What do we have in the line?

483
00:33:26,400 --> 00:33:28,300
When you tell me this is a couplet, you save

484
00:33:28,300 --> 00:33:30,160
yourself a lot of time. Instead of saying the

485
00:33:30,160 --> 00:33:32,240
rhyme and there is a rhyme in one topic, you say a

486
00:33:32,240 --> 00:33:33,520
couplet. Oh, excellent.

487
00:33:38,620 --> 00:33:44,120
Okay, again, this extract is taken from Canterbury

488
00:33:44,120 --> 00:33:49,420
Tales by Chaucer. That's number one. In this

489
00:33:49,420 --> 00:33:52,840
extract, in this couplet, Chaucer is criticizing

490
00:33:52,840 --> 00:33:57,140
the new habits of the society. Here, we have a

491
00:33:57,140 --> 00:33:59,780
philosopher who is interested more in collecting

492
00:33:59,780 --> 00:34:06,060
money than in knowledge. There is irony in a

493
00:34:06,060 --> 00:34:10,280
little gold, because a little gold is still a lot

494
00:34:10,280 --> 00:34:10,720
of money.

495
00:34:13,460 --> 00:34:17,700
Something like this. This is called

496
00:34:17,700 --> 00:34:21,300
contextualization. You don't have to memorize the

497
00:34:21,300 --> 00:34:24,640
lines, but if you do, it will really be fun for

498
00:34:24,640 --> 00:34:28,620
you. I will not ask you to recite something or

499
00:34:28,620 --> 00:34:31,760
write a complete line or something. But when you

500
00:34:31,760 --> 00:34:34,920
memorize lines, does anyone memorize anything? No.

501
00:34:35,180 --> 00:34:38,320
Other than have not a Jewite or something? You

502
00:34:38,320 --> 00:34:41,560
should, it's really fun. For God's sake, or shall

503
00:34:41,560 --> 00:34:43,980
I compare thee to summer's day? You feel like, oh

504
00:34:43,980 --> 00:34:46,540
my God, I know more English than anyone else. You

505
00:34:46,540 --> 00:34:49,840
feel proud of yourself. You feel confident. So

506
00:34:49,840 --> 00:34:53,140
long as men can, and listen, very easy. Seriously,

507
00:34:53,320 --> 00:34:56,480
one of the students was like, the boy was telling

508
00:34:56,480 --> 00:34:58,800
me the other day that Shakespeare is difficult. I

509
00:34:58,800 --> 00:35:01,700
hate Shakespeare. I said, this is a misconception.

510
00:35:01,940 --> 00:35:04,980
This is a prejudice. Did you study anything about

511
00:35:04,980 --> 00:35:06,400
Shakespeare? Did you read anything about

512
00:35:06,400 --> 00:35:09,280
Shakespeare? Not much. When you read his poetry,

513
00:35:09,440 --> 00:35:13,620
to be or not to be, that is the question. Yes,

514
00:35:13,820 --> 00:35:15,800
it's not this simplistic, but it's easy to

515
00:35:15,800 --> 00:35:18,480
understand. So long as men can breathe, our eyes

516
00:35:18,480 --> 00:35:20,520
can see. So long lives this, and this gives life

517
00:35:20,520 --> 00:35:22,120
to it. That's why I usually advise my students,

518
00:35:22,140 --> 00:35:24,020
when you learn things about poetry, Shakespeare,

519
00:35:24,280 --> 00:35:28,540
go, all of you use social media. Post this on your

520
00:35:28,540 --> 00:35:32,260
Facebook, on Twitter, on Instagram, Snapchat. Use

521
00:35:32,260 --> 00:35:36,640
them in your life. Today I want all of you to go

522
00:35:36,640 --> 00:35:39,580
home and when you have electricity, if you have

523
00:35:39,580 --> 00:35:44,060
electricity, you just type and every fare from

524
00:35:44,060 --> 00:35:46,660
fare sometime declines. One of the most beautiful

525
00:35:46,660 --> 00:35:51,370
lines ever. Start shifting your life, your

526
00:35:51,370 --> 00:35:53,710
Facebook, your social media, everything into

527
00:35:53,710 --> 00:35:57,590
English. I'm sure you're going to benefit a lot.

528
00:35:58,330 --> 00:36:01,050
So when people ask, what does this mean? Your aunt

529
00:36:01,050 --> 00:36:04,650
or your uncle will be like, wow, we're proud of

530
00:36:04,650 --> 00:36:09,470
you. When people ask you what it means, you just

531
00:36:09,470 --> 00:36:14,570
explain it to them. Translating or just

532
00:36:14,570 --> 00:36:20,530
explaining. Yes, more questions. More, please. I

533
00:36:20,530 --> 00:36:24,090
always knew that Shakespeare's style is three

534
00:36:24,090 --> 00:36:26,370
-verse. I never knew that his poems

535
00:36:30,220 --> 00:36:35,000
Shakespeare mainly wrote in verse. His sonnets are

536
00:36:35,000 --> 00:36:39,240
classical English verse. But his plays, because

537
00:36:39,240 --> 00:36:43,280
when you write a 5000 line play, you can't make

538
00:36:43,280 --> 00:36:46,720
them rhyme in any particular way. So generally

539
00:36:46,720 --> 00:36:51,330
this is called blank verse. What's blank verse?

540
00:36:52,050 --> 00:36:55,910
It's verse but doesn't rhyme. Generally in the

541
00:36:55,910 --> 00:36:58,370
play because it's very difficult to make the whole

542
00:36:58,370 --> 00:37:01,490
play rhyme A B A B or A B C A B C or something.

543
00:37:02,630 --> 00:37:06,630
And this is totally different from, totally

544
00:37:06,630 --> 00:37:11,130
different from free verse. Free verse is something

545
00:37:11,130 --> 00:37:14,990
that appeared probably 200 years ago. Free verse.

546
00:37:15,390 --> 00:37:18,510
Generally in blank verse, we have music, we have

547
00:37:18,510 --> 00:37:23,050
rhythm, but we don't have rhyme. We don't have

548
00:37:23,050 --> 00:37:28,970
rhyme. Free verse, generally no music and no

549
00:37:28,970 --> 00:37:33,610
rhyme. It's the poetry that most people write

550
00:37:33,610 --> 00:37:36,590
nowadays, 20th century, 21st century.

551
00:37:39,330 --> 00:37:42,310
In his plays, Shakespeare and Marlowe, they

552
00:37:42,310 --> 00:37:47,450
adopted blank verse. Because if they want to focus

553
00:37:47,450 --> 00:37:52,110
on the rhyme, it's going to be really very

554
00:37:52,110 --> 00:37:54,650
restricting in a sense. Last point, one minute,

555
00:37:54,790 --> 00:37:54,990
yes?

556
00:37:58,710 --> 00:38:02,690
Of course, yeah, of course many and that's why

557
00:38:02,690 --> 00:38:04,890
he's the father of English poetry or English

558
00:38:04,890 --> 00:38:07,850
literature We're only studying the Canterbury

559
00:38:07,850 --> 00:38:10,850
tales. I'll stop here. Thank you very much for

560
00:38:10,850 --> 00:38:14,230
these questions if you have more questions, feel

561
00:38:14,230 --> 00:38:15,670
free to ask Thank you