Theater in English is an opportunity to effectively and quickly learn the language, the so-called “living word”, in which plays and works of art are written and used as the basis for productions. Comparisons, hyperboles, metaphors and other numerous literary and linguistic devices allow you not just to learn, but to understand, to mentally realize the depth, structure and character of Shakespeare’s language. Theater studio in English is one of the most effective, successful and efficient methods of language schools. Children's English theaters show especially impressive results due to their special flexibility, receptivity of children's memory, logic and ability to learn languages.
Theater in English in Moscow is an immersion into the environment of modern and traditional London theater, into the world of drama and vivid images. For children, the main thing in learning is impression, and the world of theater gives the most vivid emotions. In an English theater studio, a child does not just watch a performance. He is a participant. Creator and doer. Understanding, feeling the meaning of a presentation, children learn to think in English, technically, intuitively selecting and using words and expressions correctly, without making mistakes typical of “non-native” speakers.
After a short time, those who attend theater in English demonstrate:
- A higher level of its mastery, manifested, among other things, in an increase in school performance in English;
- The ability to independently construct phrases, change, and correctly use words and expressions.
How are classes conducted?
The theater studio in English enrolls schoolchildren from the age of 10. Agreement is possible if the age has not reached 10 years. After passing the English proficiency test, the children, together with the teacher, stage a performance in English, communicating in it most of the time.
The script of a musical performance in English, based on the English fairy tale about Winnie the Pooh and his friends.
Winnie the Pooh.
Goals:
Develop and maintain interest in learning English;
Arouse positive emotions during rehearsals and performances in English;
Intensify the use in speech of the studied lexical and grammatical material on the topics: “Greetings”, “Getting to know each other”, “Animals”, “English commands”, “Birthday”, “Colors”, “Qualities and characteristics”;
Develop memory, attention, thinking.
Characters
(Characters)
Winnie-the-Pooh(Teddy Bear)
Piglet(Piglet)
Tiger(Tiger)
Rabbit(Rabbit)
Owl(Owl)
Donkey Eeyore(Eeyore)
Author. It’s the story about a nice and funny bear - Winnie-the-Pooh and his friends. Oh, listen! Somebody's coming. Yes, it's Winnie.
Winnie-the-Pooh. I'm Winnie Pooh, I'm Winnie Pooh a funny, brown bear. I can climb and I can dance and I can sing. I'm hungry. Oh honey. I like honey.
Author. And who's this? Yes, it’s Winnie’s friend Piglet.
Piglet. I'm a pig, I'm a pig. I'm a little, pink pig. I can sing and I can run and I’ve got a friend. Hello Winnie!
Winnie-the-Pooh. Hi Piglet. How are you?
Piglet. I'm tip-top. Thank you, and you?
Winnie-the-Pooh. I'm OK.
Piglet. What's this? Winnie-the-Pooh. It's honey. It’s a present for donkey Eeyore.
Piglet. Yes, it’s his birthday. And I've got a red balloon. Let's go to him!
Winnie-the-Pooh. Yes, let's. Author. And friends go to Eeyore. Suddenly, they meet Tiger.
Tiger. I’m big, big Tiger and I’m very strong. I can jump and climb and I say hello. Oh, hello friends.
Piglet. Hi Tiger. We go to Eyeore's birthday. Let's go with us.
Tiger. Ok. And I've got a ball. It's for Eeyore.
Author. And friends go further and meet an owl.
Owl. I'm an owl, I'm an owl. I can fly and I can cook. I like cakes. Oh, hello dear! Where are you?
All together. Hello, owl!
Tiger. We go to Eeyore. Let's go with us.
Owl. Yes and this cake is for Eeyore.
Author. And the friends go further and meet Rabbit.
Rabbit I'm a rabbit, I'm a rabbit. I can count and I can read. I'm a rabbit, I'm a rabbit. I’m a clever rabbit, bit. Hello, dear friends. I'm glad to see you!
All together. Hi Rabbit.
Owl. We are glad to see you too. Let's go with us to Eeyore.
Rabbit OK. And I have got a candle. Let's go.
Author. At this time near the lake… Donkey Eeyore is sad. No, friends. No presents.
Eeyore. I'm poor donkey Eeyore. (2 times) I can’t dance and I can’t smile. I'm poor donkey Eeyore. Oh, poor me. And who's there?
All together..) Happy Birthday Eeyore.
Eeyore. Oh, thank you dear friends. I’m very glad to see you!
Rabbit How old are you?
Eeyore. I'm 3.
All together. It's for you.
Eeyore. For me? A red balloon, honey, a ball and a cake. Fantastic! Thank you very much!
Friends stand in a circle and sing a song for the donkey.
A song Happy Birthday.
Author. It's great when you have many friends!
SCENARIO FOR THE PRODUCTION OF THE TALE “Little Red Riding Hood” (Little Red Riding Hood)
Purpose of the production: to instill in students an interest in dramatizing fairy tales in English;familiarize yourself with regional studies material;
activate the skills of dialogic and monologue speech.
Tasks:
1. Develop skills and understanding of speech, teach students to pronounce and understand the text:
work on memorizing text material.
2. Develop listening skills and understanding of information through various tasks.
3. Cultivate interest in the English language, increase motivation to study it.
Participants: 4th grade students.
SLIDE 1
Student: A-English will be useful in life.
N-On vacation..how to explain?
G-Clap your eyes and stand.
L-Just smile and blink?
Pupil: And-and pretend. that you understand.
Y
S-You stand and read the signs.
K-Explained with some kind of gesture.
And-And you think.talked?
Y
Student: I-Language English learn!!
W-Getting to know ENGLISH—deepen it!!
Y-
K-As a basis, you consider it!!!
Student: Everyone loves fairy tales. Do you like fairy tales?
Student: And fairy tales in English?
SLIDE 2
Pupil: Love fairy tales as much as we love them. Fairy tale Little Red Riding Hood. Characters: Little Red Riding Hood, Mom, Wolf, Grandmother, Hunter.
SLIDE 3 audio tale sounds
Scene 1
LRRH: Hello. My name is Little Red Riding Hood.
Mother: Little Red Riding Hood! Where are you?
LRRH: I am here, mummy!
Mother: Today is your grandmother’s birthday. Take a cake, apples, a jar of honey to her!
LRRH: Ok, mummy!
Mother: Don’t speak to anyone on the way. Don't stop in the wood.
LRRH: All right, Mother! Goodbye!
Mother: Goodbye, darling!
SLIDE 4
(Mom leaves. Little Red Riding Hood walks through the forest to her grandmother to the music)
LRRH: How nice it is in the wood! There are many flowers here!
SLIDE 5
(Wolf meets Little Red Riding Hood) (tada-da-da sound)
Wolf: I am big and grey. I live in the wood; I want to eat Little Red Riding Hood.
Wolf: Hello Little girl.
LRRH: Hello Mister Wolf!
Wolf: How are you? Where are you going?
LRRH: Fine, thank you! I am going to my grandma. It’s her birthday today.
Wolf: Where does your granny live?
LRRH: She lives in the little house in the wood.
Wolf: Well! Goodbye!
LRRH: Goodbye Mister Wolf!
(audio tale SLIDE 6 sounds)
SLIDE 7
(Little Red Riding Hood leaves, and the wolf runs to her grandmother and knocks on her door)
(grandmother cleans the house and sings a song), (knock on the door)
Granny: Who is there?
Wolf: It's me, Little Red Riding Hood!
Granny: Come in, dear!
SLIDE 8
(The wolf attacks Grandmother and she flees)
Little Red Riding Hood knocks on the door and the wolf dresses up as Granny)
SLIDE 9
(Little Red Riding Hood approaches the house and knocks on the door)
LRRH: Knock, knock, knock!
Wolf: Who is there?
LRRH: It's me, Little Red Riding Hood.
Wolf: Come in darling! I am glad to see you!
(Little Red Riding Hood comes closer)
LRRH: Happy birthday, granny! Many happy returns to you!
Wolf: Thank you, darling!
SLIDE 10
(Happy birthday music plays, Little Red Riding Hood examines the wolf. Little Red Riding Hood looks closely and says in surprise)
LRRH: Oh! What big eyes you have, granny!
Wolf: The better to see you, my dear!
LRRH: What big ears you have, granny!
Wolf: The better to hear you, my dear!
LRRH: What sharp teeth you have, granny!
Wolf: The better to eat you up, my dear!
(The wolf attacks Little Red Riding Hood)
LRRH: Help! Help!
SLIDE 11
(The hunter enters to the song and arrests the Wolf)
SLIDE 12
Granny: Oh, thank you very much!
Hunter: It’s nothing!
LRRH: Thank you!
Grandmother to the audience: That’s the end of the story.
SLIDE 13
Student: English is an international language,
It is desirable for everyone to know him.
We will learn to speak freely,
To visit different countries.
SCENARIO FOR THE PRODUCTION OF THE TALE “Cinderella” (“Cinderella”)
Target: ensuring the aesthetic and intellectual development of students.Tasks:
1) improving the grammatical structure of a student’s monologue and dialogic speech, effective communication and verbal expressiveness.
2) creating positive motivation and the need for practical use of the English language.
3) development of students’ creative potential and their ability to work in a team.
4) development of students’ memory, thinking, attention, imagination.
5) development in schoolchildren of a sense of rhythm, tempo, and sense of space.
Decor:
- scenery on stage
- presentation on a projector in the background of the stage;
- musical accompaniment (excerpts of works);
- costumes.
CINDERELLA
-Cinderella
Characters:
Cinderella- Cinderella
Father
Stepmother
Stepsister1- stepsister 1
Stepsister2- stepsister 2
Fairy - fairy
Prince
King
Queen
Two guards Scene 1.
An image of the room is projected onto the screen.
The music of A. A. Burenin’s lyrical dance sounds. Cinderella sweeps the floor. Father enters.
Cinderella (runs up to her father): Good morning, Daddy! I love you!
Father (pats Cinderella on the head): Good morning, dear! How are you?
Cinderella (smiles): Fine, Daddy, fine. And you?
The music of the folk song “Barynya” sounds. The stepmother enters with her daughters.
Stepmother (raising her head arrogantly): We’ll go to the ball today. You, Basil, go away! Cinderella, clean this mess and I want a party dress.
An image of Cinderella working is projected onto the screen.
Stepsister1 (preening in front of the mirror): And I want a dress.
Stepsister2: (stomps his foot): And I want a nice dress.
Stepmother (throws things on the floor): Cinderella, clean this mess! You can't go to the ball until you do this all (gives her a long list of household chores).
Stepsister1 (giggling): No, you can’t go to the ball….
Stepsister2: …. until you do this all!
The music of the folk song “Barynya” sounds. The stepmother and daughters leave.
Cinderella (reads out loud): Clean the house, wash the blouse, make food... Oh, it’s not good (cries).
Music by Vladimir Dashkevich from the film “Winter Cherry” is playing.
Scene 2.
An image of a fairy is projected onto the screen.
Cinderella is crying. A fairy appears.
Fairy: Why are you crying, dear, why? Please don't cry!
Cinderella (crying): I can’t go to the ball, because my dress is very old.
Fairy: I can help you. Look at me! Close your eyes. One-two-three!
(waves the magic wand) Sounds are made to demonstrate the effect of magic.
Cinderella spins around and takes off her old apron. The fairy dances and brings shoes to Cinderella and she puts them on.
Cinderella (looks in amazement at her new beautiful dress): I can’t believe this dress is mine! Thank you, fairy, you are so kind.
Fairy (threatening Cinderella with his finger): But at twelve o’clock you must be here... or your dress will disappear.
Cinderella (joyfully): Oh, yes, it’s clear.
Cinderella “gets into” the carriage.
An image of a carriage heading to the palace is projected onto the screen. The bells are sounding.
Scene 3.
Music sounds - Waltz by G. Sviridov. The ball begins, the king, queen, prince, and guests come out.
An image of a hall in the palace is projected onto the screen.
Queen (addresses guests): The ball is on. Let's dance and play.
King (addresses guests): Let’s have a lot of fun today!
Solemn orchestral sounds sound. Cinderella appears in a ball gown. Everyone looks at her with admiration.
Queen (addresses the king): Look at that girl!
King (admiringly): She’s so nice and slim!
An image of the prince and Cinderella is projected onto the screen.
Prince (approaches Cinderella): Hello! Let's dance! You are my dream!
Music sounds - Waltz N2 in B minor by Chopin. The Prince and Cinderella are dancing. The clock strikes 12.
Cinderella (scared): It’s twelve o’clock and I must run. Bye-bye. I had a lot of fun (Runs away, losing one shoe)!
The music of Georges Diran Garvarenza “Eternal Love” is played. The prince picks up his shoe, sighs and sadly leaves the stage. All other guests of the ball also leave the stage.
An image of a palace staircase and a shoe lost on it is projected onto the screen.
Scene 4.
Morning. Music by Elena Golubo from the film “Three Nuts for Cinderella” is played. An image of the room is projected onto the screen. The prince appears on the stage with his guards. The stepmother and daughters come out yawning and stretching. Cinderella sets breakfast on the table. Dad comes out with a newspaper.
Prince (addresses stepmother and daughter): We know you were at the ball. Try on this shoe.
Stepsister 1 tries to put on the shoe.
Stepsister 1 (irritated): Oh, it’s very small!!!
Stepsister 2 tries to put it on too.
Stepsister2: Oh, it’s too small!!! (pushes his eyebrows and gets angry)
Prince (notices Cinderella): But who is that girl? Come here, please! Try on this shoe, pretty miss!
Stepmother (shakes her head indignantly): But she didn’t go to the ball!!!
Father (to the prince): Give her the shoe! Her foot is small.
An image of the prince kneeling in front of Cinderella is projected onto the screen. Cinderella puts on a slipper, and the fairy brings her a second one.
Prince (gets down on one knee in front of Cinderella): I’m happy that I’ve found you! I love you, and I’d like to marry you.
Cinderella (joyfully): Oh, yes, my Prince, I love you too.
Mendelssohn's waltz sounds.
Cinderella takes off her old apron. She's wearing a beautiful dress.
An image of a happy Cinderella in a wedding dress and a prince are projected onto the screen.
The music of M. Dunaevsky “Wind of Change” is playing. All the fairy tale characters come out to bow. The presenter introduces each participant in the performance to the audience.
School theater in English as a means of creating a playful foreign language environment in elementary school.
In our school, learning English begins in first grade. When my students were in first grade, I staged small plays with them in English, using a lot of chants and songs.
In fourth grade we staged the play The Snow Queen.
They are now finishing 5th grade. After reading the fairy tale “Snow White and the Seven Dwarfs,” the guys decided to stage a play based on it.
What competencies does theater develop? First of all, this communicative competence, which includes knowledge and use of the English language, improving children's knowledge, enriching their vocabulary, developing their memory and fluency.
The program is designed taking into account the age characteristics of children, the desire to express themselves in creative activities, which increases the motivation for learning a foreign language, as well as our experience in that it allows the transfer of educational knowledge to practice, in situations in which verbal free communication is organized.
Goals and objectives
Learning Objectives:
1. Development and improvement of students’ communicative competence.
2. Expansion of the content basis of learning due to students mastering a certain amount of lexical and grammatical knowledge.
Educational goals:
1. Creation of positive motivation, cognitive activity and the need for practical use of language in various fields of activity.
2. Developing a sense of responsibility for the result, learning to work in a group together;
3. Using elements of competition to increase students’ motivation in speaking;
4. learn to work in a group, listening to each other;
5. make children want to do something good for a classmate;
6. Learn to listen to the speaker
Developmental goals:
Development of students' creative potential through participation in the production and performance of theatrical performances.
learn to present your work publicly.
Educational goal:
Expansion of key competencies:
Multifunctionality (allows you to solve various problems in everyday social life)
Significant intellectual development (abstract thinking, determining one’s own position, self-assessment of critical thinking, etc.)
Tasks:
Students must:
Improve in competent and expressive reading of texts (roles);
Improve the ability to communicate in a foreign language and listen;
Learn to express your opinion on a particular problem;
Learn to perform creative tasks of various nature;
Develop the ability to work in a team.
Educational and educational objectives:
To develop the creative abilities of children, their desire to fantasize and realize what they want in reality.
To promote the development of theatrical creativity, artistic and individual abilities of children.
Teach children to skillfully use speech techniques of storytelling: intonation, logical stress, expressiveness, pauses, voice strength.
Stages of work:
Preparatory stage:
Reading a fairy tale
Script writing
Organization of children in groups:
a) artists
b) decorative artists
c) costume designers
2. Main stage:
Rehearsals
Preparing the costumes
Selection of musical accompaniment.
3. Final stage:
Performance for students in grades 4-6.
Play
Creative Group:
1. 5th grade students of GBOU school 457
2. Yastrebova O.N. – English teacher, GBOU school 457
Snow White and the Seven Dwarfs
(After Brothers Grimm)
Characters:
Narrator Once upon a time there lived a Queen. One day a little daughter was born to her. She was named Snow White. The princess had skin as white as snow, lips as red as a rose, and hair as black as ebony.
Soon the good Queen died. The King married again. The new Queen was very beautiful, but cruel and selfish. She spent a lot of time looking in her Magic Mirror.
Scene 1.
Setting: A room in the palace,
Queen:
Magic Mirror in my hand,
Magic Mirror :
Narrator :
The Queen was very pleased to hear that. She knew that the Magic Mirror always spoke only the truth.
But Snow White grew up and she became very pretty. So one day...
Queen :
Magic Mirror in my hand,
Who's the fairest in the land?
Magic Mirror :
You, who hold me in your hand,
Narrator:
The Queen became very angry when she heard the Magic Mirror’s words. She turned green and yellow with envy. She sent for one of her huntsmen who lived near the forest.
Queen (to the huntsman):
Let me never see this girl. Take her to the forest, kill her and bring me her heart.
Huntsman:
Yes, Your Majesty!
Queen :
Here’s a bag of gold for your work. (throws it to him)
Scene 2.
Setting: In the forest.
Narrator :
The Huntsman took little Snow White deep in the forest. Then he took out his knife. He was ready to kill the poor girl.
Snow White:
Oh, dear Huntsman, leave me alive! Don't kill me! I’ll run far in the forest and never come home again! I promise!
Huntsman:
Well, run away then, poor child I will not hurt you. (To himself) I cannot do such an awful thing. I will trick the wicked Queen. I'll give her the heart of some wild animal that I will kill.
Narrator:
And he did this. He left poor Snow White all alone in the dark forest. She was so frightened and did not know what to do and where to go. She ran and ran and became very tired. Suddenly she saw a little house in front of her.
Scene 3.
Setting: In the little house.
Snow White:
I'll go inside it. (She pushes the door and opens it)
Oh, how small it looks! And how neat, clean and tidy it is! And how many different little things are here! One, two, three, four, five, six, seven beds, seven little beds, seven plates, cups, knives and forks on the table. I'm so hungry and thirsty. (She sits at the table, eats a bit of bread and some porridge out of each plate, and drinks some milk out of each cup.)
Oh, I'm so sleepy! (She tries to sleep in each of the beds. Finally she finds the most comfortable and falls asleep at once.)
Narrator:
Soon it became quite dark. The owners of the little house came back. They were seven little dwarfs. They worked hard every day in the mountains. They entered the room and understood that someone had been in their house, for the things were in disorder.
The First Dwarf:
Who has been sitting on my chair?
The Second Dwarf:
Who has been eating off my plate?
The Third Dwarf:
Who has been eating my porridge?
The Fourth Dwarf:
And who has been eating my bread?
The Fifth Dwarf :
Who has been using my fork?
The Sixth Dwarf:
Who has been cutting with my knife?
The Seventh Dwarf:
And who has been drinking out of my cup?
The First Dwarf :
Who has been lying on my bed?
Someone has been lying on my bed.
(The Seventh Dwarf sees Snow White sleeping in his bed. He calls his brothers to come up and look.)
All the rest Dwarfs (together):
What a beautiful girl she is!
(Snow White awakes. She is quite frightened when she sees the seven little men. But soon she understands that they are friendly.)
The Dwarfs:
Don't be afraid! We won't hurt you. Believe us! We are your friends!
The First Dwarf:
Dear girl, what is your name? Why have you come to our house?
Snow White :
I'm a princess. My name is Snow White. My mother died when I was a child. And my stepmother wanted to kill me. I can't go home. May I stay with you, dear friends?
The Second Dwarf:
Certainly, you may. And we'll take care of yours. You'll become our sister.
The Third Dwarf:
If you stay with us will you look after us? Will you cook, make the beds, wash and keep everything neat and clean while we are working?
Snow White:
With great pleasure!
Narrator:
And the Snow White stayed with the seven little dwarfs and kept their house tidy. Every morning the dwarfs went into the mountains. In the evening they came back home. Snow White had the house clean and the supper ready. But for the whole day she was left alone. The dwarfs are worried about the girl. So when they went away they warned her about her stepmother.
One of the Dwarfs:
Dear girl, you must be on your guard against your stepmother.
She will soon learn that you live here. Take care and don’t let anyone come into the house.
Scene 4.
Queen:
Magic Mirror in my hand,
Who's the fairest in the land?
Magic Mirror:
You, who hold me in your hand,
You were the fairest in the land;
But, today, I'll tell you true
Snow White is more fair than you!
Among the forest, darkly green,
She lives with dwarfs - the hills between.
Narrator:
The Queen was astonished. But she knew that Magic Mirror always spoke the truth. So she understood that the Huntsman had deceived her and the Snow White was still alive.
She made a poisoned apple, the dressed up as on old peasant woman and hurried to the house where The Snow White lived.
Scene 5.
Setting: In the forest.
(The Queen finds the house and knocks the door)
Snow White:
Queen:
I want to give you an apple, dear girl.
Snow White:
Oh, sorry, old lady I can’t open the door.
Queen:
Why? Are you afraid of me? Look, the apple is so ripe and tasty! I'll cut the apple into two halves. You'll eat the red part and I'll eat the white.
Narrator:
Only the red part was poisoned. Snow White stretched out her hand and took the poisoned half of the apple.
(Snow White takes a bite of the apple and falls down as if dead on the floor)
Queen:
White as snow, red as blood!
The dwarfs will never wake you up!
Scene 6.
Setting: A room in the palace.
(The Queen comes back and wants to talk to the Magic Mirror)
Queen:
Magic Mirror in my hand,
Who's the fairest in the land?
Magic Mirror:
You, who hold me in your hand,
You are the fairest in the land.
Scene 7.
Setting: In the little house in the forest.
(The seven Dwarfs come back .They see Snow White lying on the floor)
The First Dwarf:
The wicked stepmother has found her. Our dear girl is dead.
The Second Dwarf :
But her cheeks are so rosy!
The Third Dwarf:
And she looks as if she is not dead!
The Fourth Dwarf:
We cannot bury her.
Narrator:
And the Dwarfs began to make a glass case for Snow White. For a long, long time Snow White lay peaceful in the glass case looked as if she was asleep. The dwarfs took guard over the case in turn.
One day a King's son came riding by.
Prince: (addressing the Fifth Dwarf who was on guard on that day)
Who is this beautiful girl?
The Fifth Dwarf:
She is the daughter of our King. Her name is Snow White. Her stepmother killed her. And who are you, noble man?
Prince :
I’m the prince and my country is not far from here. May I have a look at the King's daughter?
The Fifth Dwarf:
Narrator:
The Prince looked at Snow White. She was so lovely. The Prince fell in love at once. He opened the glass case. Then he kissed the beautiful girl. The witch's spell was broken. Snow White came alive.
(All the rest Dwarfs appear on the stage)
All the Dwarfs (together):
How happy we are that you are alive, dear Snow White!
Prince:
I love Snow White and I want to take her to my palace.
The Dwarfs : We are happy to hear that! But promise that you will come back and see us often.
We'll miss you so much, Snow White.
Snow White:
I promise, I promise. I’ll never forget you, dear dwarfs!
- (French spectacle, from Latin spectaculum “spectacle”) a work of stage art; can be staged both on the theater stage and on the radio (radio play) and on television (television play). Contents 1 Theatrical ... ... Wikipedia
play- Cm … Synonym dictionary
PLAY- (French spectacle, from Latin spectaculum). In general, a spectacle, mainly theatrical, a play presented, a performance. Dictionary of foreign words included in the Russian language. Chudinov A.N., 1910. PERFORMANCE is a spectacle in general, in particular... ... Dictionary of foreign words of the Russian language
PLAY- PERFORMANCE, performance, husband. (from Latin spectaculum spectacle). Theatrical performance. Amateur performance (performed by amateurs). Children's performance (for children). The play ran for twenty performances. “Do you have a ticket for tomorrow’s performance?” Ushakov's Explanatory Dictionary
Play- a spectacle in general (ironically) about a scandal. Wed. Chatsky has lost control of himself and does not even notice that he himself is putting together a performance at the ball. Goncharov. Millions of torments. Wed. I not only heard, but almost witnessed this edifying performance... Michelson's Large Explanatory and Phraseological Dictionary (original spelling)
play- I, f. spectacle m., German Spectakul, Spektakel lat. spectaculum spectacle. 1. Theatrical performance. Initially about the performances of foreign theater troupes, from ser. 60s of the 18th century. about Russian spectacles. Rus. matches: disgrace,... ... Historical Dictionary of Gallicisms of the Russian Language
play- PERFORMANCE, spectacle, staging, presentation, play, obsolete. action, outdated acting... Dictionary-thesaurus of synonyms of Russian speech
PLAY- PERFORMANCE, me, husband. 1. Theatrical performance. Put with. Amateur s. (performed by amateurs). 2. transfer Funny, entertaining spectacle (colloquial). Played with. in the kitchen. Ozhegov's explanatory dictionary. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 … Ozhegov's Explanatory Dictionary
PLAY- male, French spectacle, esp. theatrical. The solar spectrum, light, a ray of sun, spread out by faceted glass into colored lights, onto a rainbow. Dahl's Explanatory Dictionary. IN AND. Dahl. 1863 1866 … Dahl's Explanatory Dictionary
Play- public screening of a live theatrical production... Source: MODEL LAW ON THEATER AND THEATRICAL ACTIVITY... Official terminology
play- see the performance perception play performances action is in progress performance action, subject liked the performance subject, emotions watch the performance perception stage the performance existence / creation make the performance existence ... Verbal compatibility of non-objective names
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