美国文学史及选读教案.docx

1、美国文学史及选读教案闽 江 学 院 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IntroductionTeaching aid tool: a map of early AmericaTeaching aim: the students learn why and how to learn literature course, get the general idea of the colonial America and

2、 their literary forms.Key Points: a. learning aim;b. Learning method;c. Colonial American characteristics.I.Introduction of the course1.Why should we learn the course: a.One of the main reasons might be that literature offers a bountiful and extremely varied body of written material, which is “impor

3、tant in the sense that it says something about fundamental human issues and which is enduring rather than ephemeral. Its relevance moves with the passing of time, but seldom disappears completely the Shakespeare plays whose ending were rewritten to conform to late 17th century taste and which were l

4、ater staged to give maximum prominence to their romantic hero figures are now explored for their psychoanalytic import. In this way, though its meaning does not remain static, a literary work can transcend both time and culture to speak directly to a reader in another country or a different period o

5、f history.Literature is authentic material. By that we simply mean that most works of literature are not fashioned for the specific purpose of teaching a language. Recent course materials have quite rightly incorporated many authentic samples of language-for example, travel timetable, city plans, fo

6、rms, pamphlets, cartoons, advertisements, newspaper or magazine articles. Learners are thus exposed to language that is as genuine and undistorted as can be managed in the classroom context. In reading literary texts, students have also to cope with language intended for native speakers and thus we

7、gain additional familiarity with many different linguistic uses, forms and conventions of the written mode with irony, exposition, argument, narration and so on.b. Cultural enrichment:For many language learners, more indirect routes to understand a country must be adopted so that they gain an unders

8、tanding of the way of life of the country: radio programmers, films and videos, newspapers and last, literary works. It is true of course that the “world” of a novel, play, or short story is a created one, yet it offers a full and vivid context in which characters from many social backgrounds can be

9、 depicted. A reader can discover their thoughts, feelings, customs, and possessions: what they buy, believe in, fear, enjoy; how they speak and behave closed doors. Reading the literature of a historical period is one of the ways we have to help us imagine what life was like in that other foreign te

10、rritory. Literature is perhaps best seen as a complement to other materials used to increase the foreign learners insight into the country whose language is being learnt.c. language enrichment: we have said that reading literary works exposes the student to many function of the written language, but

11、 what about other linguistic advantages? Language enrichment is one benefit often sought through literature, while there is little a=doubt that extensive reading increases a learners receptive vocabulary and facilitates transfer to a more active form of knowledge, it is sometimes objected that liter

12、ature does not give learners the kind of vocabulary they really need. It may be “authentic” in the sense already mentioned, but the language of literary works is not typical of the language of daily life, nor is it like the language used in learners textbooks. We would not wish students to think tha

13、t Elizabeth Berret Brownnings “How Do I love Thee? Is the kind of utterance normally whispered into a lovers era nowadays! The objection to literature on the grounds of lexical appropracy has some validity, but it need not be an overriding one if teachers make a judicious choice of the text to be re

14、ad, considering it as a counterpoise and supplement to other materials.On the positive side, literature provides a rich context in which individual lexical or syntactical items are made more memorable. Reading a substantial and contextual zed body of text, students gain familiarity with many feature

15、s of the written language -the formation and function of relines, the variety of possible structures, the different ways of connecting ideas-which broaden and enrich their own writing skills. The extensive reading required in tackling a novel or long play develops the students ability to make infere

16、nces from linguistic clues, and to deduce meaning from context, both useful tools in reading other sorts of material as well. Literature helps extend the intermediate or advanced learners awareness of the range of language itself. Literary language is not always that of daily communication, as we have mentioned, but it is special in its way. It is heightened: sometimes elaborate, sometimes marvelously simply yet, someho