山東師范大學(xué)英國文學(xué)

第1講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part1Anglo-SaxonPeriod課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiteratureObjectives/aimsAnglo-Saxonliterature—oneofthetwotributariesofEnglishliteratureIntroductionoftheperiodIntroductionofOldEnglishpoetryIntroductionandbriefstudyoftheoldestsurvivingepicinBritishliterature:BeowulfKeyconceptsPagan/ChristianliteratureTheVenerableBede(673-735)AlfredtheGreat(849-899):FeaturesofOldEnglishPoetryBasicliterarytermsProcedureI.Backgroundinformation1.HistoricalbackgroundofAnglo-SaxonperiodOriginoftheAnglo-SaxonsII.Twodivisionsofliterature:paganandChristian1.MajorworksoftheperiodEcclesiasticalHistoryoftheEnglishPeopleAnglo-SaxonChronicleBeowulfIII.ImportantfigurestorememberTheVenerableBede(673-735)AlfredtheGreat(849-899)Caedmon(diedin680)Cynewulf(9thCentury)IV.IntroductionandabriefstudyofBeowulf1.Genre,2.style,3.structure,4.language5.Plot6.setting7.Majorthemes8.Characteristicsoftraditionalepic9.FeaturesofOldEnglishPoetry10.Readtheselectedpartoftheepictopointoutthefeaturesofalliterativeverse11.ImportanceoftheepicinEnglishliteratureV.BasicliterarytermstodeepentheunderstandingofOldEnglishepic1.alliteration2.kenning3.caesura4.scopHomeworkReadtheselectedpartfromBeowulfDiscussthepoeticfeatureofOldEnglishpoetryAssessmentAfterthisclass,thestudentshavegotgeneralknowledgeabouttheAnglo-Saxonliterature,sothattheywillbewellpreparedforthestudyofthenextpart.第2講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part2Anglo-Normanperiod課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiteratureObjectives/aimsAnglo-Normanliterature--thesecondtributaryofEnglishliteratureDivisionsofliteratureofthetimeArthurianlegendsKeyconceptsBattleofHastingsGeoffrey’sHistoryMetricalRomancesMiddleEnglishAlliterativeVerseProceduresI.BackgroundinformationofAnglo-Normanperiod1.NormanConquestanditseffects1)bringingofRomancivilization2)growthofnationality3)newlanguageandliterature2.Co-existenceofthreelanguages1)NativeEnglish2)NormanFrench3)LatinII.Prevailingliteraturegenres1.Geoffrey’sHistory2.Frenchwriters’works3.RimingChronicles4.MetricalRomancesIII.IntroductionofArthurianromancesDefinitionandfeaturesofromanceChiefArthurianromancesandcharactersIV.ReadingandinterpretationofSirGawainandtheGreenKnightsPlotSettingLanguageMetricalformPoeticstructureAlliterativeverseanditsfeaturesReadingoftheselectedpartofSirGawainandtheGreenKnightsAskthestudentstofindoutwherealliterationoccursLinebylineinterpretationforabetterunderstandingofthepoemandthefeaturesofalliterativeverse.V.AnoverallsummaryofthetwoperiodstopreparethestudentsfortherealbeginningofEnglishliteratureandthefirstimportantfigureinEnglishliteraryhistoryHomeworkGetacopyofArthurianlegendsforaquickreading.TelltheirstoriestotheclassnexttimeDiscussthethemesintheselegendsPreviewthenextchapterAssessmentAfterthisclass,thestudentshavegotgeneralknowledgeabouttheAnglo-Normanliterature.ThefirsttwopartsenablestudentstounderstandthebeginningofEnglishliteratureandtohaveansmoothaccesstothenextpart第3講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part3GeoffreyChaucer課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiteratureObjectives/aimsImportanceofChaucerinEnglishliteratureIntroductionofChaucerandhisworksStudyofChaucer’smasterpieceTheCanterburyTalesApproachestothestudyofpoetryKeyconceptsTheCanterburyTalesDecameronMiddleEnglishPopularballadProceduresI.AnintroductiontothehistoricalandculturalbackgroundofChaucer’stimeInfluencefromFrenchliteratureInfluencefromItalianliteratureII.Chaucer’sliterarycareerandworks1.Frenchinfluence:TheBookoftheDuchessTheRomanceoftheRose(RomandelaRose)2.ItalianinfluenceTheHouseofFameTheParliamentofFowlsTroilusandCriseydeTheLegendofGoodWomen3.MatureperiodTheCanterburyTalesIII.IntroductionofTheCanterburyTales1.Plot2.Setting3.Language4.Poeticstyle:heroiccouplet5.Structure:framestory6.IntroductionofcharactersIV.ALinebylineinterpretationoftheselectedpartGatheringofpilgrimsattheinnIntroductionofcharacters,eachinhis/herownstylePresentingpanoramicviewofthesocialrealityofthedayVividcharacterizationtopraiseman’senergy,intellectandloveandtoexposethevicesofthesocietyandofhumannatureGeneralcommentsonthethematicconcernsandstylisticfeaturesoftheTalesV.SignificanceoftheworkandChaucerThefirstbookofpoetrywrittenintheEnglishlanguageOneofthefewworksoftheEnglishMiddleAgestohaveacontinuoushistoryofpublication.Chaucer:ThefirstimportantrealisticwriterFatherofEnglishpoetryVI.LiteraryTermsframe-story/heroiccouplet/endrhymeRefertothetexttostrengthentheunderstandingVI.PopularballadOriginanddivisionofballadsDefinitionofballadanditsstylisticfeaturesLinebylineinterpretationoftwoballadsGetUpandBartheDoorSirPatrickSpensCommentsagainonthefeaturesofballadanditssignificanceinEnglishliteratureHomeworkReadthewholeGeneralPrologueanddrawawordpictureofeachcharacterPrepareforanoralpresentationaboutonestoryorcharacterfromtheTalesandtelltheclasswhyyouchoosethatone.AssessmentThestudyofthisparthelpsthestudentstolearnthefirstimportantfigureinEnglishliterature,andthefirstbookofpoetrywrittenintheEnglishlanguage.AlsofromTheCanterburyTalesthestudentsgetprofoundknowledgeofEnglishsociety,thefeaturesofEnglishlanguagesothattheyarebetterpreparedforthecomingchapters.第4講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part4Renaissance課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiteratureObjectives/aimsIntroductionofthehistoricalbackgroundOriginandscopeofRenaissanceCharacteristicsofRenaissanceHumanismIntroductionofliteraryfiguresoftheperiodKeyconceptsTheRenaissanceHumanismTheUniversityWitsReformationSpenserianStanzaProceduresI.Historicalbackgroundofthetime1.Socialchangesoccuredineveryfield2.Artsandsciencedevelopedfast3.Religiousmovement:ReformationII.TheRenaissance1.Definition2.GeneralcharacteristicsofRenaissanceRediscoveryofClassicalLiteratureandArtCuriosityandObjectivityIndividualism3.HumanismIII.Englishliteratureofthetime:anoverview1.Divisionofthetimeinto3periods1)Lastyearsofthe15thcenturytothe1sthalfofthe16thcentury2)Secondhalfofthe16thcentury,esp.,lasttwodecades3)Firstquatreofthe17roductionofliteraryfigures1)InproseThomasMoreJohnLylyThomasDeloneyThomasNasheChristopherMarloweFrancisBacon2)Inpoetry:ThomasWyattHenryHowardPhilipSidneyEdmundSpencerBenJohnsonJohnDonne3)IndramaDavidLindsayJohnHeywoodWilliamShakespeareIV.FurtherdiscussionofsomeofthefiguresandtheirworksThomasMoreandhisUtopiaThomasWyatt:thefirsttointroducethesonnetintoEnglishliteratureEdmundSpencerandhisTheFaerieQueene,fromwhichcametheSpenserianStanzaJohnLylyandhisEuphuesMemberoftheUniversityWitsChristopherMarlowe:thegreatestdramatistbeforeShakespeareBenJohnsonandhiscomediesHomeworkWhodotheUniversityWitsrefertoandhowimportantarethey?ReadthetextcarefullytohaveacleartimelineofeventsPreviewthepartaboutShakespeareAssessmentThestudyofthisparthelpsthestudentstogetprofoundknowledgeofrenaissanceinEngland,itssocialbackgroundandliterarycharacteristics,themajorliteraryfiguresoftheperiodproceedingWilliamShakespeare.第5講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part4Renaissance課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiterature《英國戲劇選讀》Objectives/aimsIntroductionofShakespeareIntroductionofShakespeare’scompleteworksIntensivestudyofShakespeare’splayHamletSoliloquy:definitionanduseKeyconceptsTheatreComedyTragedyHistoricalplayTragic-comedySoliloquyProcedureI.IntroductionofShakespeare’slifeasdramatist,poet,andactorII.Shakespeare’scareerandacompletelistofhis37playsand154sonnets1.Firstperiod:chieflyhistoricalplaysandcomedies2.Secondperiod:4greattragediesandothers Hamlet,PrinceofDenmark Othello,theMooreofVenice KingLear TheTragedyofMacbeth3.Lastperiod:tragic-comediesandothers4.SonnetsIII.AnintensivestudyofHamlet1.Introductionoftheplay1)story2)characters3)settingofplaceandoftime2.MajorthemesRevengeRelationshipsDeceptionMadnessHesitation3.AnalysisofHamlet’scharacterwithreferencetotheplotNobleandintelligentBraveanddaringMelancholyandlonelyIntrospectiveandsensitiveThoughtfulandcontemplativeIndecisiveandself-doubtingRashandimpulsive4.Readingofthefamoussoliloquystartingwith“Tobe,ornottobe:〞Askthestudentstoreadthepartandgivetheirunderstandingofsoliloquy.Explainwhatasoliloquyis.AskthestudentswhatisrevealedaboutHamlet’scharacterinthesoliloquy.Introduceanewterm:blankverse5.FurtherdiscussionofthelanguagefeaturesofShakespeareandthecharmsoftheplayHomeworkReadActVSceneIIinthetextbookforafurtherclassroomdiscussionWhatissoliloquy?WhattraitinHamletthattouchesyoumost?GiveexamplestoproveShakespeareasthemasterofEnglishlanguagePreviewTheMerchantofVeniceAssessmentThestudyofthisparthelpsthestudentstohaveaclearlineofeventsofthetimetoknowthebackgroundofShakespeare’swritingcareer,andtheinterpretationofHamletintroducethestudentstothewayaliteraryworkisappreciatedandstudied.第6講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part4Renaissance課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiterature《英國戲劇選讀》Objectives/aimsDetailedstudyofShakespeare’sTheMerchantofVeniceCharacteranalysisRootsofAnti-SemitismSomeelementsofdramaKeyconceptsTheMerchantofVeniceCross-dressingProceduresI.BackgroundinformationofTheMerchantofVeniceTimeofitspublicationanditspopularityII.Pre-discussionofTheMerchantofVeniceAskstudentstotellthestoryoftheplay.Givestudentsthecharacterlist.Shylock-

AJewishmoneylenderinVenice.Portia

-

AwealthyandintelligentheiressfromBelmont.Antonio-

ThemerchantwhoseloveforhisfriendBassaniopromptshimtosignShylock’scontractandalmostlosehislife.Bassanio

-

AgentlemanofVenice,andakinsmananddearfriendtoAntonio.Graziano-

AfriendofBassanio’swhoaccompanieshimtoBelmontJessica

-

AlthoughsheisShylock’sdaughterAbriefdiscussionamongstudentsofthemajorcharacters,esp.Shylock.Askstudentstheirpersonalunderstandingsofthecharacters.II.AcarefulreadingofActIVSceneI,1.Asummaryisgivenaboutthecontextsofthetrialscene.2.Linebylineinterpretationtomakethemeaningclear.3.AppreciationofShakespeare’slanguage1)Famousquotationsa.Whatifmyhousebetroubledwitharat,

AndIbepleasedtogivetenthousandducats

Tohaveitbaned?What,areyouansweredyet?...b.Youhaveamongyoumanyapurchasedslave

Which,likeyourassesandyourdogsandmules,

Youuseinabjectandinslavishparts

Becauseyouboughtthem.ShallIsaytoyou

’Letthembefree,marrythemtoyourheirs.

Whysweattheyunderburdens?...c.Thequalityofmercyisnotstrained.

Itdroppethasthegentlerainfromheaven

Upontheplacebeneath...2)Symbols3)RhetoricaldevicesHomeworkReadtherestpartofthesceneReconsiderthecharactersandseeifthere’sanychangeinyourunderstandingAssessmentThestudyofthisparthelpsthestudentstohaveathoroughunderstandingoftheplayandimprovetheirabilityforfurtherliteraryresearch.第7講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part4Renaissance課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiterature《英國戲劇選讀》Objectives/aims

Themesoftheplay

Waystoappreciatetheplay

SignificantlanguageofShakespeareKeyconcepts

TheMerchantofVenice

Anti-Semitism

DramaticeffectsProcedureI.

ReadtherestpartoftheplaywithdetailedinterpretationofthelanguageII.

Furtherdiscussionoftheplay1.

AquotationofShylockisgivenasatipforthediscussion:“IamaJew.Ifyouprickus,dowenotbleed?Ifyoutickleus,dowenotlaugh?Ifyoupoisonus,dowenotdie?Andifyouwrongus,shallwenotrevenge?〞2.

IntroducethetermAnti-Semitismanditsreligious,economical,ethnicandpoliticalreasonsbyquotingsomefactsandstatisticsfromhistory.3.

Discussthemajorthemesoftheplay

Love

friendship

mercy

greed4.

Referbacktothetextandaskthestudentstothinkagainaboutthemajorcharacters.Groupdiscussionisagoodoption.5.

Thethemeswillbedealtwithagain,thistimewithafreshunderstandingfromthestudentsThesequestionswillbehelpfulinthemeantime:a)

WhatisBassanio’sloveforPortiabasedon?b)

IsPortiawhopleadsShylocktoshowmercymerciful?c)

IfShylockisamiser,whydoeshedemandapoundoffleshratherthansixtimesormoreofhismoney?d)

IsShylocktobereadasabloodthirstybogeyman,aclownishJewishstereotype,oratragicfigure?e)

IsitaChristianvirtuetoforceaJewtoconvertintoChristianity?6.

Studentswillbeencouragedtoargueoverthepoint.Meanwhile,they’llberemindedthattheyshouldnevergotoeitheroftheextremesindoingresearch.Scientificresearchisbasedonfacts.II.

DiscussionofShakespeare’slanguagesandhisartisticfeatures1.

Citemorequotationsthatstudentsarefamiliarwithbutneverknowwheretheyarefrom,like:Allthatglistersisnotgold.–TheMerchantofVeniceLoveisblind.--TheMerchantofVeniceFrailty,thynameiswoman.--Hamlet2.MotifsandsymbolsVI.Iftimesallows,scenesfromthemoviewillbeshowntothestudents.Homework

WriteashortessayontheTheMerchantofVenice.

TalkabouttraditionalandmoderninterpretationsofShylock.

TrytofindmorefamousquotationsofShakespearetoaddtotheteacher’slist.

PreviewShakespeare’ssonnetsAssessmentThestudyofthisparthelpsthestudentstohaveathoroughunderstandingoftheplayandimprovetheirabilityforfurtherliteraryresearch.第8講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part4Renaissance課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiterature《英國詩選》Objectives/aimsClassificationofShakespeare'ssonnetsShakespeare'ssonnetsequenceShakespeareansonnetSonnets18,29and106KeyconceptsPetrarchanSonnet(Italiansonnet)TheEnglishSonnet(Shakespeareansonnet)SpenseriansonnetMetricalformProceduresI.IntroductionofShakespeare'ssonnets1.OriginofsonnetItalianpoetPetrarchSirThomasWyatt:thefirsttointroducesonnetformintoEnglishliterature2.ShakespeareansonnetTheformconsistsofthreequatrainsandacouplet.Thecoupletgenerallyintroducedanunexpectedsharpthematic"turn".Theusualrhymeschemewasabab,cdcd,efef,ggTheformisoftennamedafterShakespeare,notbecausehewasthefirsttowriteinthisformbutbecausehebecameitsmostfamouspractitioner.II.3groupsofShakespeare's154sonnets1.Sonnets1to126areaddressedtoorconcernayoungman.1.Sonnets127-152areaddressedtoorconcernadarklady.2.Sonnets153-154arefairlyfreeadaptationsoftwoclassicalGreekpoems.III.Appreciationofsonnets1.Sonnet181)Linebylineinterpretation2)Analysisofthesonneta.Comparisonofthebelovedtoasummer’sday.b.Praiseofthebelovedasbeingmildandtemperatec.Self-containedlinesd.Theme:powerofthespeaker'spoemtodefytimeandlastforever,carryingthebeautyofthebeloveddowntofuturegenerations.2.Sonnet291)Linebylineinterpretation2)Analysisofthesonneta.typicallyShakespeareaninformb.lamentofthespeaker’smisfortunesc.Memoriesoftheyoungmanrejuvenatehisspirits.3.Sonnet1081)Linebylineinterpretation2)Analysisofthesonneta.Surveyofhistoricaltimetocomparetheyouth’sbeautytothatdepictedinartcreatedlongago.b.Theyouth’sbeautyisbeyondtimeandwords.IV.OverallevaluationofShakespeare,hisworksandlanguage,andhisinfluenceonworldliteratureandpeople’slife.HomeworkReciteSonnet18TelltheoriginanddevelopmentofsonnetPreviewFrancisBaconAssessmentThestudyofthisparthelpsthestudentstohavebasicknowledgeofEnglishsonnets,itsbasicmetricalform,itsimageryandartisticcharms,sothattheywillhaveaneasieraccessoffurtherstudiesonpoetry.第9講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part4Renaissance課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiteratureObjectives/aimsFrancisBaconIntroductionofthegenre:essayFrancisBacon‘sessaysStylisticfeaturesofBacon’sessaysImportanceofhisessaysKeyconceptsFormalessayInformalessayInductivemethodProcedureI.IntroductionofFrancisBacon1.hislifeaslawyer,judge,statesmanandroductionofhisworks1)philosophicalworksTheAdvancementofLearning DeAugmentisScientiarumTheNovumOrganum2)literaryworksTheNewAtlantisEssays3)professionalworksMaximsoftheLawReadingontheStatuteofUse3.Inductivemethod:hisgreatestcontributiontoscienceandnaturalphilosophyII.Introductionofessay1.definitionofessay,formalandinformal2.originanddevelopmentFrenchscholarMontaigneisconsideredtheoriginatorofthegenrewhowroteEssaisin1589ThewordessaywassaidtobecoinedbyFrancisBacon3.Bacon’sessays:atotalof58essaysthatcoveravarietyoftopicsandwerethefirstworksinEnglishthatdescribedthemselvesasessaysIII.IntensivestudyofBacon’sessayOfStudies1.askstudentstoreadthefirstfewlinesoftheessayandtelltheirinitialimpressionofthelanguageandroduceBacon’s“l(fā)iterary〞style3.sentencebysentenceexplanationoftheessay4.summarizetheartisticfeaturesofBacon’sessaysCompactinstructureLogicalandcohesivePowerfulandpersuasiveWithmanyBiblicalallusionsElegantinstyle–Tripleseries–Parallelsentences–Antithesis–Metaphors–CadenceHomeworkReadtheotherselectedessayinthecoursebookOfTruthandtalkaboutitsstylePreviewPartVAssessmentThestudyofthisparthelpsthestudentstohavegeneralknowledgeofEnglishessays,andthespecialfeaturesofBacon’sessaysandhislanguagecharms.第10講授課時(shí)間任課教師·職稱李敏教授授課章節(jié)Part5The17thcentury課時(shí)安排2教學(xué)方法課堂講授〔結(jié)合多媒體課件〕參考書AShortHistoryofEnglishLiterature使用教材HistoryandAnthologyofEnglishLiterature《英國詩選》Objectives/aimsHistoricaloverviewofthe17thcenturyLiterarycharacteristicsoftheperiodThreegroupsoftheliteraryfiguresIntroductionofMetaphysicalpoetryKeyconceptsTheGloriousRevolutionTheRestorationMetaphysicalpoetryMetaphysicalconceitProceduresI.Introductionofhistoricalbackground:the17thcenturyisanageofconfusionandconflict.successionofkingsafterthedeathofElizabethIchangesofthecountryfrommonarchytocommonwealthandbacktomonarchytheGloriousRe