《英美文学教案》word版

1、 British LiteratureChapter One The Anglo-Saxon Period （449-1066）1. The Teaching Objectives:Become familiar with some British literature and literary traditionsBecome familiar with elements of British cultureSee how historical events are represented in fictionBe able to differentiate between historic

2、al accounts and fictionalized accounts of historyUnderstand narrative perspective as culturally-positioned The Teaching ApproachesIntroduce the history of the ancient Britain Tell them something about the stories of Bible. Describe briefly the literature at that time Let the students read the old En

3、glish Poetry Beowulf. We will discuss some questions about Beowulf.Homework. Focus on Beowulf4. Time Allocations:Historical Background 1 periodsOld English Literatue Introduction : half period Beowulf: 2 Period5. Summary 6. Assignments Preparing to Teach This LessonTo gain background knowledge on th

4、e history and culture of the British people and to help students understand Beowulf within the historical context of the novels events and the time of its writing and publication. Lesson 1 uses maps to introduce students to the British islands and its history in that period. I. Historical Background

5、The Great Britain consists of 4 islands. They are England, Scotland, Wales, and Ireland.In 43 A.D., the Romans invaded the England, and made south Britain a Roman province.When the Roman Empire declined and its troops left Britain, the tribes of Angles, Saxons and Jutes invaded the island from North

6、ern Europe around the fifth century. The three tribes gradually settled down and merged into a whole people called English. They spoke a language, which belong to the Germanic language family and which is called Old English today. They cultivated also a specific poetic tradition, the formal characte

7、r of which remained surprisingly constant until the termination of their rule by the Norman-French invaders six centuries later.II. Old English Poetry.The religious Group:on biblical themes or saints lives; Mixture of Christian and paganGenesis A / Genesis B /Exodus /The Dream of Rood / The PhoenixS

8、uch religious poems suggest that the true function of art, the church and its poets believed, should be not simply to release mens feelings but also to teach them and to enhance their devotion.The Secular GroupOld English poets produced the national epic poem, Beowulf.A number of more or less lyrica

9、l poems of shorter length;Most of secular poems are laments, the lament of an exile, of masterless bard, a hungry sailor on the wintry seas, or a wife parted from her husband. The harsh climate of North Sea strongly affected the tone or mood of the poets. The life if sorrowful, and the speakers are

10、fatalistic, though at the same time courageous and determined.Caedmon, the “Father of English Song”Caedmon, a shy and middle-aged cowherd in Whitby, was the man who, having received the gift of song from God, first started to sing Christian songs in English. It is said that he sang the creating of t

11、he world, the origin of man, and such as the departure of the children of Israel out of Egypt, and their entering into the land of promise. Thus he was regarded as the “Father of English Song”This story Caedom was told by the historian and theologian Saint Bede the Venerable. But there were no books

12、 of Caedmons left except a few lines quoted by Bede.Beowulf（In detail） Beowulf is the first great English literary work and is regarded today as the national epic of Anglo- Saxons. However, the hero and the setting of Beowulf have nothing to do with England, for the sory took place in Scandinavia Sc

13、andinavia: A region of northern Europe consisting of Norway, Sweden, and Denmark. Finland, Iceland, and the Faeroe Islands are often included in the region. 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 where existed a society that was highly civilized and rather newly Christian. The poem was origina

14、lly composed in the oral form, sung by the bards at the end of the sixth century. The present script was written down in the tenth century.Beginning and ending with the funeral of a great king, and set against a background of impending disaster, Beowulf describes the exploits of a Scandinavian hero,

15、 in fighting against the monster Grendel, his revengeful mother, and a fire-breathing dragon.Artistic Features of Old English PoetryOld English poetry is composed without rhyme;Almost all this poetry is strongly characterized with structural alliteration.To set the verse apart from normal speech and

16、 mark it out as a special model of discourse, it makes use of vivid poetic diction and parallel expressions for a single idea, especially those of Kenning n.比喻的复合辞 （compound words, ）such as, swan-road or whale-path, （sea）sea -wood, wave-floater（ship）, shield-bearer, battle-hero spear-fighter（soldier

17、）III. Old English Prose Prose in Old English is represented by a large number of religious works. The imposing scholarship of monasteries in northern England in the late seventh century reached its peak in the Latin work Historia Ecclesiastica Gentis Anglorum （Ecclesiastical History of the English P

18、eople, 731）by Bede, a distinguished, highly literate churchman. It is the first England history book, written in Latin and later translated into England; and it remains an important source of knowledge about the Anglo-Saxon period. Alfred the GreatIV. Selected Readings PreparationStep 1. At the end

19、of this article youll find an excerpt from the immortal epic poem, Beowulf. Read it aloud to your class (ham it upas much as might be appropriate). Step 2. Have students notice that, except for a few hints, the author does not provide a physical description of the monster, Grendel. This omission is

20、the key the teacher can turn to unlock students interest in the poem. Step 3. Print the name Grendel on the board or overhead projector. Ask students what they think the monster would look and sound like if it were alive. Ask for descriptive attributes such as body shape (human, reptilian, bearlike,

21、 etc), color, size, skin texture, and attack roar. Cluster responses around the name. Step 4. When several ideas have been elicited, ask students to write a description of Grendel from the information given. Students choose a body shape, select and add details to fit the shape theyve chosen, and arr

22、ange the details in any way they wish. Allow ten minutes for drafting. Step 5. Ask students to read their drafts aloud. Point out similarities and differences in students perceptions of monstrousness. Step 6. Discuss and Comparison： Ask students to compare old English poetry（especially epic） with Ch

23、inese old poetry. Compare Beowulf with some Chinese heroes in ancient times, illustrate their similarities and differences.Compare the culture of Dragon in China and the western world.Discuss the culture of Anglo-Saxon period. Discussion QuestionsWhat was Grendel thinking while he was on his way to

24、Heorot?Exactly what body parts first made contact between Beowulf and Grendel?Why couldnt Beowulfs followers hurt Grendel though they tried hard to hack and stab him?How did Beowulf mortally Wound Grendel?What was placed over the door, under the eaves of the roof of Heorot?The outsider, the outcast

25、and the other draw the readers sympathy and fascination. How does Grendel typify the outsider? Is he a sympathetic character?Why is the aged hero Beowulf not afraid of fighting the dragon?Why does Wiglaf alone remain with Beowulf as the dragon approaches?What part does Wiglaf play in slaying the dra

26、gon?What do Beowulfs willingness to protect the Danes from Grendel and the fact that he is not afraid to fight the fire-breathing dragon tell us about the values of the Anglo-Saxons?Why would the circumstances of Beowulfs death be considered an honorable and fitting end for a hero of the era?Discuss

27、 three characteristic features of Old English poetry.Some comments on BeowulfAlliteration in BeowulfExample:Out from the marsh, from the foot of misty Hills and bogs, bearing Gods hatred, Grendel came,.Source: Beowulf lines 233235, page 40 Sounds repeated:from / foot marsh / misty bogs / bearing Hil

28、ls / hatred Gods / Grendel Strongest effect: MoodBeowulfs Fight with Grendel.docV. SummaryTechniques and Themes Techniques: alliteration; kenning; boasting; litotes (understatements); interlacing (digression) story; epicThemes: the transience and the potentiality-or inevitability-of sudden attack, s

29、udden change, swift eath is omnipresent in Beowulf. There is little hope to escape-the strong sense of doom.Feud: the tragic waste-the system of revenge repeated in the poem feud peace feud Wars settled by Beowulf peach kept Beowulfs death feud going on again the contest /eternal conflict between da

30、rk and light, good and evilFate: fate often saves the undoomed man when his courage is good. God often saves the man when his courage is good. Fate: Gods will and ones own courage together (p. 40) Courage is the quality that can perhaps influence Fate. But Beowulf himself is chiefly concerned not wi

31、th tribal feuds but with fatal evil that threatens to the security of the lands. Because the evil monsters are outside the normal order of things, they require of their conqueror something greater than normal warfare requires. Unlike Beowulf, the old Hrothgar lacks this quality that later impels the

32、 old Beowulf to fight the dragon. Hrothgar is not the kind of man to develop his human potential to the fullest extent that Fate would permit: that is Beowulfs role.Boasting: a warriors tradition-a way of forcing oneself to achieve a higher level, to find the best. When one boasts, he is choosing th

33、e heroic way of life. Ones boast becomes a vow; the hero has put himself in a position from which he cannot withdraw.Treasure :Beowulf gives the gift received from Hrothgar to Hygelac, his king (p.55)-a gesture of good will, a gesture of generosity. These gifts are proof of Beowulfs value/worth as a

34、 warrior. p.40 Understatement(to say less than might be said; a typical way of speaking in old English) He had no need to be ashamed before fighting men of those rich gifts. (p. 40) There was no need for the Hetware to exult in the foot-battle when they bore their shields against him: few came again

35、 from that warrior to seek their homes. (Most of them died) Stories of Sigmund and Heremod told by a scop (bard) seem to be material outside the epic-digression(sth. not to the point)-stories of earlier heros-but actually not. Interlacing (weaving things together VI. HomeworkEssay TopicsRead the who

36、le poem and try to find out examples of the Christain elements and the pagan ones in Beowulf. Which influence is stronger in Beowulf, the pagan or the Christian?Much of Beowulf is devoted to articlulating and illustrating the Germanic heroic code. Read the whodl poem and discuss what the heroic code

37、 values and why it is so important to a warrior society.Read the whole poem and describe Beowulfs character. How do you compare him with Hroghgar the Danish king? How do you contrast the young and old Beowulf?What are the qualities that make a hero? Cite the qualities in Beowulfs personality that yo

38、u think are truly heroic.Study Questions: What qualities should a king possess? What significance does treasure have to these kings and warriors? In Beowulfs last speeches, he will again touch on the importance of treasure. Why is treasure important? What special meaning does a hall like Heorot have

39、 to them? Following a feast or a happy event, the poet always foretells a disaster or a war and vice versa. What do you think about the purpose of this arrangement? Give at least two example of each synecdoche, metonymy, and litotes from the text. Point out at least three kennings in the text. Descr

40、ibe how you see the relationships between the warriors and their lord in Beowulf. Give some examples of the Christian elements in Beowulf. Give some examples of the pagan (non-Christian) elements in Beowulf. Which influence is stronger in Beowulf, the pagan or the Christian? Describe Beowulfs charac

41、ter. How do you compare him with Hrothgar as the king? How do you contrast the young and old Beowulf? Does Beowulfs funeral remind you of anything at the beginning of the poem? What has been your experience in reading Beowulf? Chapter Two The Medieval Period （1066 ca. 1485）1. The Teaching Objectives

42、:Become familiar with the history and society and British literature in this periodBecome familiar with the Ballads.Get to know Jeoffery Chaucer including his life and his works. Understand and appreciate The Canterbury Tales. 2. The Teaching Approaches:Introduce the history of the Medieval period.

43、. Describe briefly the literature at that time Let the students read the some parts of The Canterbury Tales. We will discuss some questions about The Canterbury Tales. .Homework. 3. Focus The Canterbury Tales4. Time Allocations:Historical Background 1 periodsIntroduce Jeoffery Chaucer: half period T

44、he Canterbury Tales : 2 Period5. Summary 6. AssignmentsPart I Historical BackgroundThe Norman ConquestThe consequence of the conquest1。Politically, a feudalist system was established in England;2。Religiously, the Rome-backed Catholic Church had a much stronger control over the country;3On language,

45、three language co-existed in England. French became the official language used by the king and the Norman lords; Latin became the principal tongue of church affairs and was used by the clergymen and scholars in universities; old English was spoken only by the common English people.4。Socially, Black

46、Death: 1347, 25,000,000 people died in the plague or pestilenceBoccacio: Ate lunch with their friend and dinner with their ancestors in paradise.The origin of rat flea: Transmission: bubonic, pneumonic, septicemic, （through directly, or airborne saliva from infected person）The church: One of the gro

47、ups that suffered the most was the Christian church. It lost prestige, spiritual authority, and leadership over the people. How? The church promised cures, treatment, and an explanation for the plague. They said it was Gods will, but the reason for this awful punishment was unknown. People wanted an

48、swers, but the priests and bishops didnt have any. The clergy abandoned their Christian duties and fled. People prayed to God and begged for forgiveness. After the plague, ended angry and frustrated villagers started to revolt against the church. The survivors were also enraged at doctors, who didnt

49、 cure patients, but said they could. Changes in economy The economy was probably hit the hardest of all the aspects of Europe. The biggest problem was that valuable artisan skills disappeared when large numbers of the working class died. Therefore, those who had skills became even more valuable than

50、 the rich people. The society structure began to change giving formally poor laborers more say. The peasants and artisans demanded higher wages. Serfs seeking liberation from tilling their lords land were told by decree and statue to return to their masters duties. The poor people saw so much death

51、they wanted to enjoy life. Serfs began to leave their land and not engage in the planting of crops. Unattended crops and stray animals died of starvation because of the lack of care. Several domesticated animals began to roam the forest. Farming communities became rare. The lack of sufficient law en

52、forcement personnel promoted lawlessness. People called Bechini pillaged homes, murdering and raping people. They dressed in red robes with red masks and only their eyes showed. The horror of the Black Death had taken on a new victim, the economy. Effect on Music and ArtPeoples attitudes towards mus

53、ic and art changed as they began to see the depression surrounding them. The horrific nature of the Black Death was reflected in the realistic depictions of human suffering and carnage as well as the symbolic use of the skeleton.Before the Black Death, music was happy and frequently heard. During th

54、e Black Death music was played very grimly or never played at all. The only exceptions were people who decided that since they were going to die anyway, they might as well spend the rest of their life in happiness. The somber change in art and music demonstrated the grim reality of the world around

55、them. Peasants revolt : 1381, The Peasants Revolt of 1381 is one of the most dramatic events of English history. What began as a local revolt in Essex quickly spread across much of the south east of England, while some of the peasants took their grievances direct to the young King, Richard II, in Lo

56、ndon. The revolt began in Essex when locals in Brentwood reacted to an over-zealous poll-tax collector. From Brentwood, resistance to tax collectors spread to neighbouring villages, while across counties such as Kent, Suffolk, Hertfordshire and Norfolk, armed bands of villagers and townsmen also ros

57、e up and attacked manors and religious houses. The conquest opened up literature of France, Italy and other European countries a fresh wave of Mediterranean civilization came into England.Part II The medieval English Literature.A brief Survey: This period covers about four centuries. In the early pa

58、rt of the period, i.e. from 1066 up to the mid 14th century, there is not much to say about literature in English. It is almost a barren period in literary creation. But in the second half of the 14th century, English literature starts to flourish with the appearance of writers like Geoffrey Chaucer

59、, William Langland, John Gower, and others.In comparison with Old English literature, Middle English literature deals with a wider range of subjects, is uttered by more voices and is presented in a greater diversity of styles, tones and genres. Popular folk literature also occupies an important plac

60、e in this period. Part III. Geoffrey Chaucer :His lifeHis Experience His works Part IV “The Canterbury Tales”Dante: “Divina Commedia”神曲Boccaccio: “Decameron”十日谈Beginneth here the book called Decameron, , wherein are contained one hundred novels told in ten days by seven ladies and three young men英国文