《英美文学选读》 教案全套 孔凡利 第1-7章 The Middle Ages - Representative Writers and Their Works

Chapter1TheMiddleAges

GeoffreyChaucer

Teachingaims

1)TogetthestudentstoknowsomethingaboutGeoffreyChaucer

2)Todevelopstudents’abilityofunderstandingthemainideaofTheCanterburyTales

3)Toenhancestudents’abilityofunderstandingthesignificanceofTheCanterburyTales

Importantanddifficultpoints

1)TogettoknowthegeneralideaofTheCanterburyTales

2)Togettoknowsomeliteraryterms

TeachingandlearningMethods

Openquestionsandanswersinclass

Classdiscussionandanalysis

Teachingmedia

Textbook,courseware,teachingplan,projectorandcomputer

TeachingProcedures

Step1Lead-in

(showthepictureofGeoffreyChaucerandhaveabrainstormaboutthefollowingquestions.)

1.HowmuchdoyouknowaboutGeoffreyChaucer?

2.Whatarehismajorworks?

Step2Presentation

1.Abouttheauthor

(WatchthevideoaboutGeoffreyChaucerandgraspthemajorpoints.Theteachermakesacomplementaccordingtothecourseware.)

GeoffreyChaucer,the“fatherofEnglishpoetry”andoneofthegreatestnarrativepoetsofEngland,wasborninLondonin1340.HeissaidtohavestudiedatOxfordandCambridge.Hediedin1400andwasburiedinWestminsterAbbey.

Chaucer’slanguageisthefirstgreatpoetwhowroteinLondondialect.HemadegreatcontributionstothedevelopmentofEnglishliterarylanguage.Hispoetry,basedonLondondialect,refinedandpurifiedtheEnglishlanguage,andintroducedFrenchandItalianformsofpoetry,whichenrichedtheexpressivenessofEnglishpoetryonthebasisoflayingthefoundationofEnglishliterarylanguage.

2.AboutTheCanterburyTales

(ShowsomepicturesorashortvideoaboutTheCanterburyTales.Getstudentstoexpresstheirideasaboutthepassagebeforetheteachergeneralizesit.)

TheCanterburyTalesisChaucer’smasterpieceandoneofthemonumentalworksinEnglishliterature.Thewholepoemisacollectionofstoriesstrungtogetherwithasimpleplan.ThepoetwasonajourneytoCanterburytomakeapilgrimage.AttheTabardInninLondonsuburbs,hemeetstwenty-ninepilgrims.Thepoetjoinedthecompany.Atthesuggestionofthehostoftheinn,theyagreetobeguilethejourneybystory-telling.Eachistotelltwostoriesgoingandtworeturning.Itshouldbeanimmenseworkof120stories.Only24werewrittenbeforethepoetpassedaway.

3.ComprehensiveunderstandingoftheexcerptofTheCanterburyTales

(Studentsreadthepassageandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

4.Socialsignificanceofthepoem

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

TheCanterburyTalesismorethanamerecollectionoftrue-to-lifepictures.ThemainartisticachievementofthiscollectionofstoriesliesinthatChaucerwritesinmeticulousdetail,theeloquentdescription,andacharacteristiccombinationofsatireandhumor.Thecollectionofstories,depictingimagesofcitizensfromdifferentsocialandprofessionalclasses,embodiestheoptimismcharacteristicoftheearlyhumanists.

5.Someliteraryterms

1)Heroiccouplet:Iambicpentameterlinesrhymedinpairs.WithAlexanderPopetheheroiccoupletbecamesoimportantandfixedaform—forvariouspurposes—thatitsinfluencedominatedEnglishversefordecades,untiltheromanticistsdispelledthetraditionintheirdemandforanewfreedom.Forexample,

Butnathelees,whilIhavetymeandspace,

ErthatIfertherinthistalepace,

Methynkethitacordaunttoresoun

Totelleyowalthecondicioun

Ofechofhem,soasitsemedme,

Andwhichetheyweren,andofwhatdegree,

Andeekinwhatarraythattheywereinne;

AndataknyghtthanwolIfirstbigynne.

ItiscalledheroicbecauseinEngland,especiallyinthe18thcentury,itwasmuchusedforheroic(epic)poems.

2)iamb:apoeticfootconsistingofanunaccentedsyllablefollowedbyanaccentedone.Forexample,

alone;Myheartislikeasingingbird

3)pentameter:alineofversecontainingfivefeet.

4)Meter:anyregularpatternofrhythmorpatternofstressedandunstressedsyllables.

5)Foot:aunitofmeter.

6)Rhyme:therepetitionofsoundsattheendsofwordsiscalledrhyme.Whenwordsrhymeattheendoflinesofpoetry,itiscalledendrhyme.

Step3Discussion

(Itisagoodchanceforstudentstoexpresstheiropinions.)

Whatisthegeneraltone?

Step4Summary

(Basedonagoodunderstandingofthepassage,itisnotdifficultforstudentstomakeasummary.)

Summarizesignificanceofthecollectionofstories.

Step5.Homework

Lookuptheunknownwordsinthereferencebooksandhaveagoodunderstandingofthecollectionofstories.

Step6Feedback

Chapter2TheRenaissance

Unit1WilliamShakespeare

Teachingaims

1)TogetthestudentstoknowsomethingaboutWilliamShakespeare

2)Todevelopstudents’abilityofunderstandingsomeofhisworks

3)Toenhancestudents’abilityofunderstandingthesignificanceofhisworks

Importantanddifficultpoints

1)Tounderstandtheexcerptoftheworks

2)Togettoknowthesignificanceofsomeofhisworks

TeachingandlearningMethods

Openquestionsandanswersinclass

Classdiscussionandanalysis

Teachingmedia

Textbook,courseware,teachingplan,projectorandcomputer

TeachingProcedures

Step1Lead-in

(showthepictureofShakespeareandhaveabrainstormaboutthefollowingquestions)

1.HowmuchdoyouknowaboutShakespeare?

2.Whatarehismajorworks?

Step2Presentation

1.Abouttheauthor

(WatchthevideoaboutShakespeareandgraspthemajorpoints.Theteachermakesacomplementaccordingtothecourseware.)

ShakespearewasborninStratford-upon-Avon,asmalltowntothenorthwestofLondon.Inhistwenties,ShakespearelefthometomakealivinginLondon,workingasanactorandasapartnerinatheatercompany.Inthelate1580s,hebegantowriteplays.Hewrote37plays,twolongpoemsandonehundredfifty-foursonnets.

Shakespeare’swritingcareermayberoughlydividedintofourstages:

Thefirstperiod:Shakespeare’speriodofapprenticeship.

Thesecondperiod:matureperiodof“greatcomedies”andhistoricalplays.

Thethirdperiod:theperiodof“greattragediesanddarkcomedies”.

Thefourthperiod:periodofromanticdrama.

Intheearlyyears,Shakespearewrotehisearlyhistoryplays.TheyareHenryVIinthreeparts,RichardIII,criticizingfeudallordsforinitiatingcivilwarandreflectingthepublic’sdesiretounifythecountryandstabilizethepoliticalsituation.

Thesecondperiodisaperiodofrapidgrowthanddevelopment.Inthisperiod,hiscomedies,amongwhichthewell-knownareAMidsummerNight’sDream,TheMerchantofVeniceandAsYouLikeIt,eulogizeloveandfriendship,affirmhumanwisdomandstrength,anddemonstratethevitalityofhumanism.

Thethirdperiodisaperiodofgloomanddepression.Inthisperiod,histragedies,amongwhichthewell-knownareHamlet,Othello,KingLearandMacbeth,depicttheintenseconflictandcontradictionbetweenpersonalidealandsocialreality.

Thefourthperiodisaperiodofrestoredserenity.SuchplaysasTheTempestwaswritteninthisperiod.

WilliamShakespeare,oneofthemostremarkableplaywrightsandpoets,gavethefullestexpressiontohumanistideals.Hehasasignificantpositioninworldliterature.Hehasbeengiventhehighestpraisesbyvariousscholarsandcriticsintheworld.HiscontemporarypoetanddramatistBenJonsondedicatedapoeminpraiseofhim:“Shakespearewasnotofanage,butforalltime!”ThissentenceissurelythebestsummaryofShakespeare’simmortalart.

2.Hamlet

1)AboutHamlet

(ShowsomepicturesorashortvideoaboutHamlet.Getstudentstoexpresstheirideasabouttheplaybeforetheteachergeneralizesit.)

HamletisthesummitofShakespeare’sart,whichistheprofoundestexpressionofShakespeare’shumanismandhiscriticismofcontemporarylife.

ThekingofDenmarkisrecentlydead,andhisbrotherClaudiushasassumedthethroneandmarriedhiswidowGertrude.YoungHamletlearnsfromtheghostofhisfatherthatClaudiusmurderedhim,andiscommandedtoavengethemurder.Hamletpretendedtobemadatfirst.Ophelia,hislover,hasgonemadwithgrieffromHamlet’srejectionofherandherfather’sdeath,andisfounddrowned.HerbrotherLaertesintendstoavengehissister’sdeath.Inascuffle,anexchangeofweaponsresultsinthedeathsofbothHamletandLaertes,notbeforeGertrudehasdrunkapoisonedcupintendedforherson,andthedyingHamlethassucceededinkillingClaudius.

2)ComprehensiveunderstandingoftheexcerptofHamlet

(Studentsreadtheexcerptandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

3)SocialsignificanceofHamlet

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

SoliloquyisthebestpartinHamlet,completelydelineatingthetragichero’sheartcourse.Itreflectspeople’sthoughtsonthegood,evil,justice,corruption,beautyanduglinessofsociallife.

3.TheMerchantofVenice

1)AboutTheMerchantofVenice

(ShowsomepicturesorashortvideoaboutTheMerchantofVenice.Getstudentstoexpresstheirideasabouttheplaybeforetheteachergeneralizesit.)

Bassaniorunoutofhispropertyinashorttime.InordertomarryPortia,agirlfromarichfamily,BassanioturnedtohisfriendAntonioforhelp.AntonioisalsoawealthyVenetianmerchantbuthedoesn’thavemuchcashbecausehisshipsandgoodsarebusyatsea.Helplessly,AntonioborrowedmoneyfromShylock.ShylockagreestolendmoneytoAntoniowithoutinterestbutifAntoniocan’treturnthemoneyinthreemonths,ShylockcantakeapoundofAntonio’sflesh.Antoniosignsthecontract.Unluckily,Antonio’sshipsarereportedlostatsea.ShylocksuedAntonio.Incourt,ShylockurgedAntoniostronglythathemustcutonepoundoffleshfromhisownbody.ThejudgeshadnocluestodowithShylock.Intheend,anewjudgedisguisedbyPortiacametodealwiththematter,skillfullysavingAntonio’slife.Finally,everyonegetswhathewantsexceptpoorShylock.

2)ComprehensiveunderstandingoftheexcerptofTheMerchantofVenice

(Studentsreadtheexcerptandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.

3)SocialsignificanceofTheMerchantofVenice

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

TheMerchantofVenicenotonlyeulogizesthepoweroffriendship,loyaltyandlove,butalsocreatesabraveandwittyfemaleimage.ShakespeareridiculesanddenouncesthegreedofShylock.HealsoexpressesfullsympathyforShylock,aJewwhoistreatedunfairlybecauseofracialdiscrimination.ThiskindofsympathyisalsotheembodimentofShakespeare’shumanisticspirit.

4.Sonnet

Sonnetisa14-linepoem,predominantlyiniambicpentameter.Therhymeisusuallyaccordingtooneofthetwoschemes.Shakespeareansonnetisusuallyarrangedinto3quatrainsandacouplet,rhymingababcdcdefefgg.Thecoupletisusuallytheconclusion.

1)ComprehensiveunderstandingofSonnet18andSonnet19

(Studentsreadthepoemsandtrytounderstandthemindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.

2)SocialsignificanceofSonnet18andSonnet19

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

Shakespearewrote154sonnets,whosethemesmostlylamentlife,praisefriendshipanddeclarelove.Thereisalsosomecriticismofthesocialphenomenonofthetime.

Step3Discussion

(Itisagoodchanceforstudentstoexpresstheiropinions.)

1.WhatisthemainideaofShakespeare’sworks?

2.Whatistherelationbetweenhisworksandthebackground?

Step4Summary

(Basedonagoodunderstandingoftheworks,itisnotdifficultforstudentstomakeasummary.)

SummarizethecharacteristicsofShakespeare’sworks.

Step5.Homework

Byreferringtorelevantbooksorwebsites,searchformoreinformationaboutbriefreviewsofShakespeare’splays.

Step6Feedback

Unit2FrancisBacon

Teachingaims

1)TogetthestudentstoknowsomethingaboutFrancisBacon

2)Todevelopstudents’abilityofunderstandingEssays

3)Toenhancestudents’abilityofunderstandingthesignificanceofhisworks

Importantanddifficultpoints

1)Tounderstandtheexcerpt

2)TogettoknowthewritingstyleofFrancisBacon

TeachingandlearningMethods

Openquestionsandanswersinclass

Classdiscussionandanalysis

Teachingmedia

Textbook,courseware,teachingplan,projectorandcomputer

TeachingProcedures

Step1Lead-in

(showthepictureofFrancisBaconandhaveabrainstormaboutthefollowingquestions.)

1.HowmuchdoyouknowaboutFrancisBacon?

2.Whatarehismajorworks?

Step2Presentation

1.Abouttheauthor

(WatchthevideoaboutFrancisBaconandgraspthemajorpoints.Theteachermakesacomplementaccordingtothecourseware.)

FrancisBacon,aphilosopher,scientistandessayist,isthefounderofmodernscienceinEngland.MarxcalledhimthefatherofEnglishmaterialismandmodernexperimentalscience.

2.AboutEssays

(ShowsomepicturesorashortvideoaboutEssays.GetstudentstoexpresstheirideasaboutEssaysbeforetheteachergeneralizesit.)

FrancisBacondevotedhislaterlifewhollytoliteratureandscholarship.HisEssaysisthefirstexampleofthegenreinEnglishliterature,recognizedasanimportantlandmarkinthedevelopmentofEnglishprose.Firstpublishedin1597,itcontained10shortessays.Latermorewereaddeduntilfinally58essayswereincluded.Bacon’sessaysarefamousfortheirbrevity,compactness,andrichphilosophy.

3.OfLove

1)AboutOfLove

OfLoveisanexcerptfromBacon’sEssays.

2)ComprehensiveunderstandingofOfLove

(Studentsreadthepassageandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

3)SocialsignificanceofOfLove

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

Baconbelievedthatmoderationandself-controlarenecessaryinenjoyingloveandinthepursuitoflove.Otherwisepeoplewilllosethemselvesandcannotdevotetothenoblerandmoreseriouscause.Thispointofviewisconsistentwithhispositionandmentalityastheemergingbourgeoisie.

4.OfStudies

1)AboutOfStudies

(ShowsomepicturesorashortvideoaboutOfStudies.Getstudentstoexpresstheirideasaboutthepoembeforetheteachergeneralizesit.)

OfStudiesisoneofthemostwidelyknownessays.Itdealswiththepurposeandfunctionofreadingindetail,analyzesthedifferentattitudestowardsreadingandintroducesvariousmethodsofreading.Hiswritingissuccinctandhisreasoningisaccurate.

2)ComprehensiveunderstandingofOfStudies

(Studentsreadthepassageandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

3)SocialsignificanceofOfStudies

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

Asaworldlywiseandpracticalstatesman,Baconemphasizedthatmethodsofreadingshouldbeappropriate,andmechanicalreadingisunwise.

Step3Discussion

(Itisagoodchanceforstudentstoexpresstheiropinions.)

1.WhatistheproperattitudetowardsloveaccordingtoBacon?

2.Whateffectcanreadinghaveonpeopleaccordingtothepassage?

Step4Summary

(Basedonagoodunderstandingofthetwopassages,itisnothardforstudentstomakeasummary.)

SummarizethesignificanceofBacon’sworks.

Step5.Homework

Byreferringtorelevantbooksorwebsites,searchformoreinformationaboutBaconandhisworks.

Step6Feedback

Chapter3TheNeoclassicism

Unit1DanielDefoe

Teachingaims

1)TogetthestudentstoknowsomethingaboutDanielDefoe

2)Todevelopstudents’abilityofunderstandingthegeneralideaofRobinsonCrusoe

3)Toenhancestudents’abilityofunderstandingthesignificanceofRobinsonCrusoe

Importantanddifficultpoints

1)Tounderstandtheexcerpt

2)TogettoknowthesignificanceofRobinsonCrusoe

TeachingandlearningMethods

Openquestionsandanswersinclass

Classdiscussionandanalysis

Teachingmedia

Textbook,courseware,teachingplan,projectorandcomputer

TeachingProcedures

Step1Lead-in

(showthepictureofDanielDefoeandhaveabrainstormaboutthefollowingquestions.)

1.HowmuchdoyouknowaboutDanielDefoe?

2.Whatarehismajorworks?

Step2Presentation

1.Abouttheauthor

(WatchthevideoaboutDanielDefoeandgraspthemajorpoints.Theteachermakesacomplementaccordingtothecourseware.)

DanielDefoeisconsideredoneofthegreatestfictionwritersof18th-centuryEngland.Hehadagiftfororganizingcarefulandexactdetailsinsuchavividwaythathisstoriescouldbebothcredibleandfascinating.Hissentencesaresometimesshort,crispandplain,andsometimeslongandrambling,whichleaveonthereaderanimpressionofcasualnarration.Hislanguageissmooth,easy,colloquialandmostlyvernacular.

RobinsonCrusoeearnedhimthetitleoffatherofEnglishfiction.Heisanoriginalgenius,thefounderoftheBritishnewspaperindustryandanimportantrealisticnovelist.

2.AboutRobinsonCrusoe

(ShowsomepicturesorashortvideoaboutRobinsonCrusoe.Getstudentstoexpresstheirideasaboutthenovelbeforetheteachergeneralizesit.)

RobinsonCrusoeiswell-knownthroughouttheworld.

IttellsofhowRobinsonCrusoe,anEnglishmariner,havingshipwreckedonanisland,managedtostruggleforlivefor28yearsthereandrescuedablackman,whomhenamedFriday,fromthecannibals.FinallytheyarepickedupbyanEnglishshipandreturntoEngland.

3.ComprehensiveunderstandingoftheexcerptofRobinsonCrusoe

(Studentsreadtheexcerptandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

4.SocialsignificanceofRobinsonCrusoe

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

Robinsonlongsforadventureandrefusestoliveamediocrelife.Althoughheencountersmanydifficulties,withgreatperseveranceandindomitabledetermination,Robinsonmanagestocreatelifeconditionforhimself.Heisveryoptimistic,fulloffightingspirit,andembodiesthespiritofself-struggle.

RobinsonCrusoeisanodetothestrivingspiritofcapitalism.

Step3Discussion

(Itisagoodchanceforstudentstoexpresstheiropinions.)

1.WhatdifficultiesdoesRobinsonencounter?Howdoesheovercomethedifficulties?

2.WhatdoesRobinsondotoFridayafterhesaveshim?WhatistheimplicationofFriday’sending?

Step4Summary

(Basedonagoodunderstandingofthepassage,itisnotdifficultforstudentstomakeasummary.)

SummarizethesignificanceofRobinsonCrusoe.

Step5.Homework

Byreferringtorelevantbooksorwebsites,searchformoreinformationaboutRobinsonCrusoe.

Step6Feedback

Unit2JonathanSwift

Teachingaims

1)TogetthestudentstoknowsomethingaboutJonathanSwift

2)Todevelopstudents’abilityofunderstandingGulliver’sTravels

3)Toenhancestudents’abilityofunderstandingthesignificanceofGulliver’sTravels

Importantanddifficultpoints

1)Tounderstandtheselections

2)TogettoknowthewritingstyleofJonathanSwift

TeachingandlearningMethods

Openquestionsandanswersinclass

Classdiscussionandanalysis

Teachingmedia

Textbook,courseware,teachingplan,projectorandcomputer

TeachingProcedures

Step1Lead-in

(showthepictureofJonathanSwiftandhaveabrainstormaboutthefollowingquestions.)

1.HowmuchdoyouknowaboutJonathanSwift?

2.Whatarehismajorworks?

Step2Presentation

1.Abouttheauthor

(WatchthevideoaboutJonathanSwiftandgraspthemajorpoints.Theteachermakesacomplementaccordingtothecourseware.)

JonathanSwiftisamastersatirist.Hissatireisusuallymarkedbyanoutwardgravityandanapparentearnestnesswhichrendershissatireallthemorepowerful.HisAModestProposalisgenerallytakenasaperfectmodel.BysuggestingthatpoorIrishparentsselltheirinfantstotherichinEnglandasfood,SwiftismakingthemostdevastatingprotestagainsttheinhumanexploitationandoppressionoftheIrishpeoplebytheEnglishrulingclass.Theapparenteagerness,sincerityanddetachmentoftheauthoraddsforcetothebitterironyandbitingsarcasm.

2.AboutGulliver’sTravels

(ShowsomepicturesorashortvideoaboutGulliver’sTravels.Getstudentstoexpresstheirideasaboutthenovelbeforetheteachergeneralizesit.)

Gulliver’sTravelsishisbestwork,asocialandpoliticalprosesatire,intheformofabookoftravels.TheplotcomprisestheextraordinaryadventuresofDoctorLemuelGulliver,descriptionsoffantasticlandsvisitedbyhim,theirsocialsystems,waysandcustomsoftheirinhabitants.

Gulliver’sTravelsconsistsoffourvoyagesbyLemuelGulliver,lateranEnglishship’scaptain,toLilliput(alandofPygmies),Brobdingnag(alandofgiants),theflyingislandofLaputa,andfinallytothelandoftheHouyhnhnms.

Ontheveryfirstvoyage,asaresultofshipwreck,hewascastintoLilliput.Lilliputiansareonlyabout15centimeterstall,buttheyareconceited,ambitious,hookedandvicious.ItisasatireonPoliticalpartiesandreligioninBritain.

Onthesecondvoyage,Gulliveriscapturedbygiants.TheBrobdingnagiansaregood-naturedcreatures.ButthekingofBrobdingnagtreatsBritainandEuropeasananthillwhenGullivertellshimaboutEuropeanaffairs.Itisabitingsatireoncontemporarypolitics.

Gulliversetsoutonhisthirdvoyage,ascaptainofaship.Hefindsthatthewisementhereknewnothingwhentheylefttheirdesignatedareas.Thescientistsareengagedinthestudyfosomeabsurdproblems,forexample,extractingsunbeamsoutofcucumbers.Itcriticizestheuglysideofscientists,philosophers,historiansandeconomistsofthetime.

Infourmonths’time,Gullivercomestoastrangeland,whichisinhabitedbytheHouyhnhnms—horses,endowedwithhumanintelligenceandavirtuemuchsuperiortothatofmen.TherestofthepopulationofthatcountryismadeupofYahoos,whoaremalicious,spiteful,envious,uncleanandgreedy.Theauthorusesthiscontrasttomercilesslyexposetheuglinessofhumanbeings.

3.ComprehensiveunderstandingofGulliver’sTravels

(Studentsreadtheexcerptandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

4.SocialsignificanceofGulliver’sTravels

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

Allinall,Gulliver’sTravelsisanimmediatesuccessbothasatravelbookandasapowerfulsatire.ItcriticizesandsatirizestheEnglishandEuropeanlifeofthattimeinallaspects—socially,politically,religiously,philosophically,scientificallyandmorally.Itssocialsignificanceisgreatanditsexplorationintohumannatureisprofound.

Step3Discussion

(Itisagoodchanceforstudentstoexpresstheiropinions.)

DoyoufeeltheironyofJonathanSwiftinlightofthecontent?

Step4Summary

(Basedonagoodunderstandingofthepassage,itisnotdifficultforstudentstomakeasummary.)

SummarizethesignificanceofGulliver’sTravels.

Step5.Homework

SearchformoreworksbyJonathanSwifttoreadandappreciate.

Step6Feedback

Unit3SamuelRichardson

Teachingaims

1)TogetthestudentstoknowsomethingaboutSamuelRichardson

2)Todevelopstudents’abilityofunderstandingPamela

3)Toenhancestudents’abilityofunderstandingthesignificanceofPamela

Importantanddifficultpoints

1)Tounderstandtheexcerpt

2)TogettoknowthesignificanceofPamela

TeachingandlearningMethods

Openquestionsandanswersinclass

Classdiscussionandanalysis

Teachingmedia

Textbook,courseware,teachingplan,projectorandcomputer

TeachingProcedures

Step1Lead-in

(showthepictureofSamuelRichardsonandhaveabrainstormaboutthefollowingquestions)

1.HowmuchdoyouknowaboutSamuelRichardson?

2.Whatarehismajorworks?

Step2Presentation

1.Abouttheauthor

(WatchthevideoaboutSamuelRichardsonandgraspthemajorpoints.Theteachermakesacomplementaccordingtothecourseware.)

SamuelRichardson,afamousBritishnovelistinthe18thcentury,inheritedanddevelopedthemeritsoftheepistolarynovelbeforehim,thusmakingtheartsoftheepistolarynovelreachthetop.HissuccessfulworksareClarissaHarloweandPamela.

Richardsoncreativelyusesalargeamountofepistolarystyle,notonlytoshowthecharacters’behavior,butalsotodescribetheinnerworldofthecharacters,analyzetheirmotives,andexpresstheirfeelings.HispsychologicalportrayaloffemalecharactersanddramaticskillshaveestablishedhisoutstandingpositioninthehistoryofBritishfiction.

2.AboutPamela

(ShowsomepicturesorashortvideoaboutPamela.Getstudentstoexpresstheirideasaboutthenovelbeforetheteachergeneralizesit.)

Pamelaisanepistolarynovel,allmadeupofPamela’sdiaryandlettersbetweenPamelaandherparents.Inthefirstpart,Pamela,abeautifulgirl,isamaidinarichfamily.Afterthemistress’sdeath,hersonMr.B.pursuesthebeautifulmaidwithsweetwords.Inordertoavoidmoretroubles,sheleavesthehouseandgoesaway.MovedbyPamela’svirtue,Mr.B.determinestomarryher.ThesecondpartdescribesPamela’slifeaftermarriage,withhowshetriestobeartheburdenofaprofligatehusbandandhowshedoesallherbesttoreformhim.Finally,sheearnsrespectforhervirtue.

3.ComprehensiveunderstandingofPamela

(Readtheexcerptandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

4.SocialsignificanceofPamela

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

Pamelaputsstressonthemeticulousdescriptionofthecharacters’innerthoughtsandfeelings.Itisconsideredtohavepioneeredthepsychoanalyticandintrospectivenovels.

TheimplicationofPamelaliesinthatitsubvertshierarchicalrank.

Step3Discussion

(Itisagoodchanceforstudentstoexpresstheiropinions.)

1.WhatsocialrealitydoesPamela’spredicamentreveal?

2.WhatarethesimilaritiesanddifferencesbetweenPamelainRichardson’sworksandJaneEyreinBronte’sworks?

Step4Summary

(Basedonagoodunderstandingofthepassage,itisnotdifficultforstudentstomakeasummary.)

SummarizethesignificanceofPamela.

Step5.Homework

SearchformoreworksbySamuelRichardsontoreadandappreciate.

Step6Feedback

Chapter4TheRomanticP