英美文学教案.doc
- 文档编号:1960857
- 上传时间:2023-05-02
- 格式:DOC
- 页数:51
- 大小:463KB
英美文学教案.doc
《英美文学教案.doc》由会员分享,可在线阅读,更多相关《英美文学教案.doc(51页珍藏版)》请在冰点文库上搜索。
BritishLiterature
ChapterOneTheAnglo-SaxonPeriod(449-1066)
1.TheTeachingObjectives:
lBecomefamiliarwithsomeBritishliteratureandliterarytraditions
lBecomefamiliarwithelementsofBritishculture
lSeehowhistoricaleventsarerepresentedinfiction
lBeabletodifferentiatebetweenhistoricalaccountsandfictionalizedaccountsofhistory
lUnderstandnarrativeperspectiveasculturally-positioned
2.TheTeachingApproaches
lIntroducethehistoryoftheancientBritain
lTellthemsomethingaboutthestoriesofBible.
lDescribebrieflytheliteratureatthattime
lLetthestudentsreadtheoldEnglishPoetryBeowulf.
lWewilldiscusssomequestionsaboutBeowulf.
lHomework.
3.Focuson
Beowulf
4.TimeAllocations:
lHistoricalBackground1periods
lOldEnglishLiteratueIntroduction:
halfperiod
lBeowulf:
2Period
5.Summary
6.Assignments
PreparingtoTeachThisLesson
TogainbackgroundknowledgeonthehistoryandcultureoftheBritishpeopleandtohelpstudentsunderstandBeowulfwithinthehistoricalcontextofthenovel'seventsandthetimeofitswritingandpublication.Lesson1usesmapstointroducestudentstotheBritishislandsanditshistoryinthatperiod.
I.HistoricalBackground
1.TheGreatBritainconsistsof4islands.TheyareEngland,Scotland,Wales,andIreland.
2.In43A.D.,theRomansinvadedtheEngland,andmadesouthBritainaRomanprovince.
3.WhentheRomanEmpiredeclinedanditstroopsleftBritain,thetribesofAngles,SaxonsandJutesinvadedtheislandfromNorthernEuropearoundthefifthcentury.
4.ThethreetribesgraduallysettleddownandmergedintoawholepeoplecalledEnglish.
5.Theyspokealanguage,whichbelongtotheGermaniclanguagefamilyandwhichiscalledOldEnglishtoday.Theycultivatedalsoaspecificpoetictradition,theformalcharacterofwhichremainedsurprisinglyconstantuntiltheterminationoftheirrulebytheNorman-Frenchinvaderssixcenturieslater.
II.OldEnglishPoetry.
1.ThereligiousGroup:
①onbiblicalthemesorsaints’lives;MixtureofChristianandpagan
②GenesisA/GenesisB/Exodus/TheDreamofRood/ThePhoenix
③Suchreligiouspoemssuggestthatthetruefunctionofart,thechurchanditspoetsbelieved,shouldbenotsimplytoreleasemen’sfeelingsbutalsototeachthemandtoenhancetheirdevotion.
2.TheSecularGroup
①OldEnglishpoetsproducedthenationalepicpoem,Beowulf.
②Anumberofmoreorlesslyricalpoemsofshorterlength;
③Mostofsecularpoemsarelaments,thelamentofanexile,ofmasterlessbard,ahungrysailoronthewintryseas,orawifepartedfromherhusband.
④TheharshclimateofNorthSeastronglyaffectedthetoneormoodofthepoets.Thelifeifsorrowful,andthespeakersarefatalistic,thoughatthesametimecourageousanddetermined.
3.Caedmon,the“FatherofEnglishSong”
①Caedmon,ashyandmiddle-agedcowherdinWhitby,wasthemanwho,havingreceivedthegiftofsongfromGod,firststartedtosingChristiansongsinEnglish.Itissaidthathesangthecreatingoftheworld,theoriginofman,andsuchasthedepartureofthechildrenofIsraeloutofEgypt,andtheirenteringintothelandofpromise.Thushewasregardedasthe“FatherofEnglishSong”
②ThisstoryCaedomwastoldbythehistorianandtheologianSaintBedetheVenerable.ButtherewerenobooksofCaedmon’sleftexceptafewlinesquotedbyBede.
4.Beowulf(Indetail)
①BeowulfisthefirstgreatEnglishliteraryworkandisregardedtodayasthenationalepicofAnglo-Saxons.
②However,theheroandthesettingofBeowulfhavenothingtodowithEngland,forthesorytookplaceinScandinaviaScandinavia:
AregionofnorthernEuropeconsistingofNorway,Sweden,andDenmark.Finland,Iceland,andtheFaeroeIslandsareoftenincludedintheregion.
斯堪的纳维亚北欧一地区,包括挪威、瑞典和丹麦,通常芬兰、冰岛和法罗群岛也包括在这一地区内
whereexistedasocietythatwashighlycivilizedandrathernewlyChristian.
③Thepoemwasoriginallycomposedintheoralform,sungbythebardsattheendofthesixthcentury.Thepresentscriptwaswrittendowninthetenthcentury.
④Beginningandendingwiththefuneralofagreatking,andsetagainstabackgroundofimpendingdisaster,BeowulfdescribestheexploitsofaScandinavianhero,infightingagainstthemonsterGrendel,hisrevengefulmother,andafire-breathingdragon.
5.ArtisticFeaturesofOldEnglishPoetry
①OldEnglishpoetryiscomposedwithoutrhyme;
②Almostallthispoetryisstronglycharacterizedwithstructuralalliteration.
③Tosettheverseapartfromnormalspeechandmarkitoutasaspecialmodelofdiscourse,itmakesuseofvividpoeticdictionandparallelexpressionsforasingleidea,especiallythoseofKenning[n.比喻的复合辞](compoundwords,)suchas,swan-roadorwhale-path,(sea)sea-wood,wave-floater(ship),shield-bearer,battle-herospear-fighter(soldier)
III.OldEnglishProse
1.ProseinOldEnglishisrepresentedbyalargenumberofreligiousworks.TheimposingscholarshipofmonasteriesinnorthernEnglandinthelateseventhcenturyreacheditspeakintheLatinworkHistoriaEcclesiasticaGentisAnglorum(EcclesiasticalHistoryoftheEnglishPeople,731)byBede,adistinguished,highlyliteratechurchman.ItisthefirstEnglandhistorybook,writteninLatinandlatertranslatedintoEngland;anditremainsanimportantsourceofknowledgeabouttheAnglo-Saxonperiod.
2.AlfredtheGreat
IV.SelectedReadings
Preparation
Step1.Attheendofthisarticleyou'llfindanexcerptfromtheimmortalepicpoem,"Beowulf".Readitaloudtoyourclass(hamitup<过火地表演>asmuchasmightbeappropriate).
Step2.Havestudentsnoticethat,exceptforafewhints,theauthordoesnotprovideaphysicaldescriptionofthemonster,Grendel.Thisomissionisthekeytheteachercanturntounlockstudents'interestinthepoem.
Step3.Printthename"Grendel"ontheboardoroverheadprojector.Askstudentswhattheythinkthemonsterwouldlookandsoundlikeifitwerealive.Askfordescriptiveattributessuchasbodyshape(human,reptilian,bearlike,etc),color,size,skintexture,andattackroar.Clusterresponsesaroundthename.
Step4.Whenseveralideashavebeenelicited,askstudentstowriteadescriptionofGrendelfromtheinformationgiven.Studentschooseabodyshape,selectandadddetailstofittheshapethey'vechosen,andarrangethedetailsinanywaytheywish.Allowtenminutesfordrafting.
Step5.Askstudentstoreadtheirdraftsaloud.Pointoutsimilaritiesanddifferencesinstudents'perceptionsofmonstrousness.
Step6.DiscussandComparison:
①AskstudentstocompareoldEnglishpoetry(especiallyepic)withChineseoldpoetry.
②CompareBeowulfwithsomeChineseheroesinancienttimes,illustratetheirsimilaritiesanddifferences.
③ComparethecultureofDragoninChinaandthewesternworld.
④DiscussthecultureofAnglo-Saxonperiod.
DiscussionQuestions
1.WhatwasGrendelthinkingwhilehewasonhiswaytoHeorot?
2.ExactlywhatbodypartsfirstmadecontactbetweenBeowulfandGrendel?
3.Whycouldn’tBeowulf’sfollowershurtGrendelthoughtheytriedhardtohackandstabhim?
4.HowdidBeowulfmortallyWoundGrendel?
5.Whatwasplacedoverthedoor,undertheeavesoftheroofofHeorot?
6.Theoutsider,theoutcastandtheotherdrawthereader’ssympathyandfascination.HowdoesGrendeltypifytheoutsider?
Isheasympatheticcharacter?
7.WhyistheagedheroBeowulfnotafraidoffightingthedragon?
8.WhydoesWiglafaloneremainwithBeowulfasthedragonapproaches?
9.WhatpartdoesWiglafplayinslayingthedragon?
10.WhatdoBeowulf’swillingnesstoprotecttheDanesfromGrendelandthefactthatheisnotafraidtofightthefire-breathingdragontellusaboutthevaluesoftheAnglo-Saxons?
11.WhywouldthecircumstancesofBeowulf’sdeathbeconsideredanhonorableandfittingendforaherooftheera?
12.DiscussthreecharacteristicfeaturesofOldEnglishpoetry.
13.SomecommentsonBeowulf
AlliterationinBeowulf
Example:
"Outfromthemarsh,fromthefootofmistyHillsandbogs,bearingGod'shatred,Grendelcame,…."
Source:
Beowulflines233–235,page40
Soundsrepeated:
from/footmarsh/mistybogs/bearingHills/hatredGod's/Grendel
Strongesteffect:
Mood
Beowulf’sFightwithGrendel.doc
V.Summary
TechniquesandThemes
Techniques:
alliteration;kenning;boasting;litotes(understatements);interlacing(digression)story;epic
Themes:
thetransienceandthepotentiality--orinevitability--ofsuddenattack,suddenchange,swifteathisomnipresentin Beowulf.Thereislittlehopetoescape--thestrongsenseofdoom.
Feud:
thetragicwaste--thesystemofrevengerepeatedinthepoem feudpeacefeud…
WarssettledbyBeowulfpeachkeptBeowulf'sdeathfeudgoingonagainthecontest/eternalconflictbetweendarkandlight,goodandevil
Fate:
"fateoftensavestheundoomedmanwhenhiscourageisgood.""Godoftensavesthemanwhenhis courageisgood." Fate:
God'swillandone'sowncouragetogether(p.40)CourageisthequalitythatcanperhapsinfluenceFate.
ButBeowulfhimselfischieflyconcernednotwithtribalfeudsbutwithfatalevilthatthreatenstothesecurityofthelands.Becausetheevilmonstersareoutsidethenormalorderofthings,theyrequireoftheirconquerorsomethinggreaterthannormalwarfarerequires.UnlikeBeowulf,theoldHrothgarlacksthisqualitythatlaterimpelstheoldBeowulftofightthedragon.HrothgarisnotthekindofmantodevelophishumanpotentialtothefullestextentthatFatewouldpermit:
thatisBeowulf'srole.
Boasting:
awarrior'stradition--awayofforcingoneselftoachieveahigherlevel,tofindthe
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 美文 教案