Thе ministry of highеr аnd sесondаry sресiаl еduсаtion of thе rерubliс of uzbеkistаn sаmаrkаnd stаtе institutе of forеign lаnguаgеs

THЕ MINISTRY OF HIGHЕR АND SЕСONDАRY SРЕСIАL
ЕDUСАTION OF THЕ RЕРUBLIС OF UZBЕKISTАN
SАMАRKАND STАTЕ INSTITUTЕ
OF FORЕIGN LАNGUАGЕS
ЕGLISH FАСULTY II



СOURSЕ WORK
THЕMЕ: ROMEO AND JULIET
Sсiеntifiс suреrvisor: Ibragimova F.
Studеnt: Xudazarov J.
Grouр: 2107

Sаmаrkаnd - 2023

CONTENTS:

CONTENTS: 2
INTRODUCTION 4
William Shakespeare was born on April 23, 1564 in the small town of Stretford-upon-Avon. The writer's mother belonged to an impoverished noble family, and his father came from peasants. In addition to the eldest son William, the family had three more sons and four daughters. 4
Shakespeare studied at Stretford Grammar School, where education was emphatically humanitarian in nature. It is believed that due to financial difficulties in the family, William, as the eldest son, was the first to leave school and help his father. 4
William Shakespeare had the opportunity in his native city to attend touring performances of London theaters. In the troupe of James Burbage, where Shakespeare later worked for more than twenty years, there were very talented actors. First of all, here it is necessary to note the outstanding tragedian Richard Burbage, who played the roles of Burbage, who played the roles of Hamlet, Othello, King Lear, and the wonderful comedian William Kemp, the best performer of the role of Falstaff. They had a significant impact on the fate of Shakespeare, to some extent predetermined his great role - the role of a playwright "of the people." [1,6] 4
William Shakespeare died on April 23, 1616 at the age of 52. 4
In the work of the great playwright, several periods are traditionally distinguished: early tragedies, in which faith in justice and hope for happiness are still heard, a transitional period and a gloomy period of late tragedies. 4
The tragic attitude of Shakespeare was formed gradually. The turning point in his mentality, which was marked with all distinctness in "Julius Caesar" and "Hamlet", was brewing in the 90s. We are convinced of this by the tragic motifs that sometimes sound in merry comedies. The new moods were even more clearly marked in Romeo and Juliet and The Merchant of Venice. Life is in full swing, good people defeat the forces of evil, but in both plays inhumanity is not at all as unarmed as in the comedies Much Ado About Nothing and Twelfth Night, or Whatever. It threatens, it takes revenge, it is rooted in life. 4
"Romeo and Juliet" marks the beginning of a new, Shakespearean stage in the development of English and world literature. The historical significance of the play about Romeo and Juliet lies primarily in the fact that social problems have now become the basis of the tragedy. Even before Shakespeare, elements of the social characterization of characters were characteristic of the best works of English drama; One cannot but agree, for example, with A. Parfenov, who asserts that "the realism of Marlowe's later plays... is distinguished by the individual and social concretization of images." However, only in "Romeo and Juliet" did social problems become a factor determining the pathos of the tragedy. 5
The purpose of the course work: development of Romeo and Juliet scientific-methodical recommendations. 5
The object of the course work: the process of introduction to the role of distance learning in the study of history 5
Coursework rredmet: Romeo and Juliet introduction skills 5
Practical importance of course work. The ideas, approaches, and results of the course work, which ensure the effectiveness of the course work, will be effectively used in preparing lectures, creating manuals, as well as methodical recommendations, popularizing work experiences. 5
The structural structure and volume of the course work: the work consists of an introduction, 2 chapters, 4 sections, general conclusions and recommendations, a list of used literature. 5
CHAPTER II. TRUTH AND FICTION IN THE PLAY "ROMEO AND JULIET" 6
1.1. Plot history 6
1.2. Characters and descriptions 8
CHAPTER I CONCLUSION 11
CHAPTER 2. THE CONCEPT OF THE WORLD AND MAN IN SHAKESPEARE'S TRAGEDY "ROMEO AND JULIET" 13
2.1 Features of creating the plot-compositional structure of the play "Romeo and Juliet" 13
2.2 Reflection of the ideas of the world and man in the tragedy "Romeo and Juliet" 22
2.3 Features of the concept of the world and man in the 14th century in a comparative aspect with modernity 25
CHAPTER II CONCLUSION 32
CONCLUSION 34
LIST OF USED LITERATURE 36