美国文学史及选读教案Word格式文档下载.docx

美国文学史及选读教案Word格式文档下载.docx

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教案

课程名称:

主要英语国家文学史及文学作品选读2

课程代码:

31020022

授课专业班级：

英语本科,英语师范,英语专升本

********

系别：

外语系

2010年3月2日

Introduction

Teachingaidtool:

amapofearlyAmerica

Teachingaim:

thestudentslearnwhyandhowtolearnliteraturecourse,getthegeneralideaofthecolonialAmericaandtheirliteraryforms.

KeyPoints:

a.learningaim;

b.Learningmethod;

c.ColonialAmericancharacteristics.

I.Introductionofthecourse

1.Whyshouldwelearnthecourse:

a.Oneofthemainreasonsmightbethatliteratureoffersabountifulandextremelyvariedbodyofwrittenmaterial,whichis“importantinthesensethatitsayssomethingaboutfundamentalhumanissuesandwhichisenduringratherthanephemeral.Itsrelevancemoveswiththepassingoftime,butseldomdisappearscompletelytheShakespeareplayswhoseendingwererewrittentoconformtolate17thcenturytasteandwhichwerelaterstagedtogivemaximumprominencetotheirromanticherofiguresarenowexploredfortheirpsychoanalyticimport.Inthisway,thoughitsmeaningdoesnotremainstatic,aliteraryworkcantranscendbothtimeandculturetospeakdirectlytoareaderinanothercountryoradifferentperiodofhistory.

Literatureisauthenticmaterial.Bythatwesimplymeanthatmostworksofliteraturearenotfashionedforthespecificpurposeofteachingalanguage.Recentcoursematerialshavequiterightlyincorporatedmanyauthenticsamplesoflanguage---forexample,traveltimetable,cityplans,forms,pamphlets,cartoons,advertisements,newspaperormagazinearticles.Learnersarethusexposedtolanguagethatisasgenuineandundistortedascanbemanagedintheclassroomcontext.Inreadingliterarytexts,studentshavealsotocopewithlanguageintendedfornativespeakersandthuswegainadditionalfamiliaritywithmanydifferentlinguisticuses,formsandconventionsofthewrittenmodewithirony,exposition,argument,narrationandsoon.

b.Culturalenrichment:

Formanylanguagelearners,moreindirectroutestounderstandacountrymustbeadoptedsothattheygainanunderstandingofthewayoflifeofthecountry:

radioprogrammers,filmsandvideos,newspapersandlast,literaryworks.Itistrueofcoursethatthe“world”ofanovel,play,orshortstoryisacreatedone,yetitoffersafullandvividcontextinwhichcharactersfrommanysocialbackgroundscanbedepicted.Areadercandiscovertheirthoughts,feelings,customs,andpossessions:

whattheybuy,believein,fear,enjoy;

howtheyspeakandbehavecloseddoors.Readingtheliteratureofahistoricalperiodisoneofthewayswehavetohelpusimaginewhatlifewaslikeinthatotherforeignterritory.Literatureisperhapsbestseenasacomplementtoothermaterialsusedtoincreasetheforeignlearner’sinsightintothecountrywhoselanguageisbeinglearnt.

c.languageenrichment:

wehavesaidthatreadingliteraryworksexposesthestudenttomanyfunctionofthewrittenlanguage,butwhataboutotherlinguisticadvantages?

Languageenrichmentisonebenefitoftensoughtthroughliterature,whilethereislittlea=doubtthatextensivereadingincreasesalearner’sreceptivevocabularyandfacilitatestransfertoamoreactiveformofknowledge,itissometimesobjectedthatliteraturedoesnotgivelearnersthekindofvocabularytheyreallyneed.Itmaybe“authentic”inthesensealreadymentioned,butthelanguageofliteraryworksisnottypicalofthelanguageofdailylife,norisitlikethelanguageusedinlearners’textbooks.WewouldnotwishstudentstothinkthatElizabethBerretBrownning’s“HowDoIloveThee?

Isthekindofutterancenormallywhisperedintoalover’seranowadays!

Theobjectiontoliteratureonthegroundsoflexicalappropracyhassomevalidity,butitneednotbeanoverridingoneifteachersmakeajudiciouschoiceofthetexttoberead,consideringitasacounterpoiseandsupplementtoothermaterials.

Onthepositiveside,literatureprovidesarichcontextinwhichindividuallexicalorsyntacticalitemsaremademorememorable.Readingasubstantialandcontextualzedbodyoftext,studentsgainfamiliaritywithmanyfeaturesofthewrittenlanguage---theformationandfunctionofrelines,thevarietyofpossiblestructures,thedifferentwaysofconnectingideas---whichbroadenandenrichtheirownwritingskills.Theextensivereadingrequiredintacklinganovelorlongplaydevelopsthestudent’sabilitytomakeinferencesfromlinguisticclues,andtodeducemeaningfromcontext,bothusefultoolsinreadingothersortsofmaterialaswell.Literaturehelpsextendtheintermediateoradvancedlearner’sawarenessoftherangeoflanguageitself.Literarylanguageisnotalwaysthatofdailycommunication,aswehavementioned,butitisspecialinitsway.Itisheightened:

sometimeselaborate,sometimesmarvelouslysimplyyet,someho