美国文学史及选读教案

1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,英语专升本授课教师：吴文南系别：外语系2010年3月2日2IntroductionTeachingaidtool:amapofearlyAmericaTeachingaim:thestudentslearnwhyandhowtolearnliteraturecourse,getthegeneralideaofthecolonialAmericaandtheirliteraryforms.KeyPoints:a.learningaim;b.Learningmethod;c.ColonialAmericancharacteristics.I.Introductionofthecourse1.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:wehavesaidthatreadingliteraryworksexposesthestudent3tomanyfunctionofthewrittenlanguage,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,somehow,absolutely“right”.2.Whatshouldwelearn?HistoryandAnthologyofAmericanliterature3.SomeLiteraryworks:SelectedReadinginAmericanLiterature扬岂深SelectedReadinginAmericanLiterature陶洁SelectedReadinginAmericanLiterature常耀信ContemporaryAmericanLiteraturewithCollateralReadings秦小孟HighLightsofAmericanLiterature钱青AnAnthologyof20thCenturyAmericanFiction万培德ASurveyofAmericanLiterature常耀信20世纪美国文学导论李公昭二十世纪美国文学导读张立新4PartITheLiteratureofColonialAmericaI.TeachingTime:2teachinghours.II.TeachingAim:throughintroduction,thestudentsshouldgetanideaaboutthehistoryanddevelopmentofAmericannationandhowdidtheAmericanliteraturecameintobeingandwhatisthecharacteristicofitsearlyliterature.III.Teachingmethod:Teacher’sPresentation.IV.TeachingTool:multi-medium.V.Keypoints:thecharacteristicsofearlyliterature.IntroductionI.ThenativeAmericansandtheirculture:BeforebeingexploredbyEuropeanad