英美文学教案Word格式.doc

英美文学教案Word格式.doc

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lHomework.

3.Focuson

Beowulf

4.TimeAllocations:

lHistoricalBackground1periods

lOldEnglishLiteratueIntroduction:

halfperiod

lBeowulf:

2Period

5.Summary

6.Assignments

PreparingtoTeachThisLesson

TogainbackgroundknowledgeonthehistoryandcultureoftheBritishpeopleandtohelpstudentsunderstandBeowulfwithinthehistoricalcontextofthenovel'

seventsandthetimeofitswritingandpublication.Lesson1usesmapstointroducestudentstotheBritishislandsanditshistoryinthatperiod.

I.HistoricalBackground

1.TheGreatBritainconsistsof4islands.TheyareEngland,Scotland,Wales,andIreland.

2.In43A.D.,theRomansinvadedtheEngland,andmadesouthBritainaRomanprovince.

3.WhentheRomanEmpiredeclinedanditstroopsleftBritain,thetribesofAngles,SaxonsandJutesinvadedtheislandfromNorthernEuropearoundthefifthcentury.

4.ThethreetribesgraduallysettleddownandmergedintoawholepeoplecalledEnglish.

5.Theyspokealanguage,whichbelongtotheGermaniclanguagefamilyandwhichiscalledOldEnglishtoday.Theycultivatedalsoaspecificpoetictradition,theformalcharacterofwhichremainedsurprisinglyconstantuntiltheterminationoftheirrulebytheNorman-Frenchinvaderssixcenturieslater.

II.OldEnglishPoetry.

1.ThereligiousGroup:

①onbiblicalthemesorsaints’lives;

MixtureofChristianandpagan

②GenesisA/GenesisB/Exodus/TheDreamofRood/ThePhoenix

③Suchreligiouspoemssuggestthatthetruefunctionofart,thechurchanditspoetsbelieved,shouldbenotsimplytoreleasemen’sfeelingsbutalsototeachthemandtoenhancetheirdevotion.

2.TheSecularGroup

①OldEnglishpoetsproducedthenationalepicpoem,Beowulf.

②Anumberofmoreorlesslyricalpoemsofshorterlength;

③Mostofsecularpoemsarelaments,thelamentofanexile,ofmasterlessbard,ahungrysailoronthewintryseas,orawifepartedfromherhusband.

④TheharshclimateofNorthSeastronglyaffectedthetoneormoodofthepoets.Thelifeifsorrowful,andthespeakersarefatalistic,thoughatthesametimecourageousanddetermined.

3.Caedmon,the“FatherofEnglishSong”

①Caedmon,ashyandmiddle-agedcowherdinWhitby,wasthemanwho,havingreceivedthegiftofsongfromGod,firststartedtosingChristiansongsinEnglish.Itissaidthathesangthecreatingoftheworld,theoriginofman,andsuchasthedepartureofthechildrenofIsraeloutofEgypt,andtheirenteringintothelandofpromise.Thushewasregardedasthe“FatherofEnglishSong”

②ThisstoryCaedomwastoldbythehistorianandtheologianSaintBedetheVenerable.ButtherewerenobooksofCaedmon’sleftexceptafewlinesquotedbyBede.

4.Beowulf（Indetail）

①BeowulfisthefirstgreatEnglishliteraryworkandisregardedtodayasthenationalepicofAnglo-Saxons.

②However,theheroandthesettingofBeowulfhavenothingtodowithEngland,forthesorytookplaceinScandinaviaScandinavia:

AregionofnorthernEuropeconsistingofNorway,Sweden,andDenmark.Finland,Iceland,andtheFaeroeIslandsareoftenincludedintheregion.

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

whereexistedasocietythatwashighlycivilizedandrathernewlyChristian.

③Thepoemwasoriginallycomposedintheoralform,sungbythebardsattheendofthesixthcentury.Thepresentscriptwaswrittendowninthetenthcentury.

④Beginningandendingwiththefuneralofagreatking,andsetagainstabackgroundofimpendingdisaster,BeowulfdescribestheexploitsofaScandinavianhero,infightingagainstthemonsterGrendel,hisrevengefulmother,andafire-breathingdragon.

5.ArtisticFeaturesofOldEnglishPoetry

①OldEnglishpoetryiscomposedwithoutrhyme;

②Almostallthispoetryisstronglycharacterizedwithstructuralalliteration.

③Tosettheverseapartfromnormalspeechandmarkitoutasaspecialmodelofdiscourse,itmakesuseofvividpoeticdictionandparallelexpressionsforasingleidea,especiallythoseofKenning[n.比喻的复合辞]（compoundwords,）suchas,swan-roadorwhale-path,（sea）sea-wood,wave-floater（ship）,shield-bearer,battle-herospear-fighter（soldier）

III.OldEnglishProse

1.ProseinOldEnglishisrepresentedbyalargenumberofreligiousworks.TheimposingscholarshipofmonasteriesinnorthernEnglandinthelateseventhcenturyreacheditspeakintheLatinworkHistoriaEcclesiasticaGentisAnglorum（EcclesiasticalHistoryoftheEnglishPeople,731）byBede,adistinguished,highlyliteratechurchman.ItisthefirstEnglandhistorybook,writteninLatinandlatertranslatedintoEngland;

anditremainsanimportantsourceofknowledgeabouttheAnglo-Saxonperiod.

2.AlfredtheGreat

IV.SelectedReadings

Preparation

Step1.Attheendofthisarticleyou'

llfindanexcerptfromtheimmortalepicpoem,"

Beowulf"

.Readitaloudtoyourclass（hamitup<

过火地表演>

asmuchasmightbeappropriate）.

Step2.Havestudentsnoticethat,exceptforafewhints,theauthordoesnotprovideaphysicaldescriptionofthemonster,Grendel.Thisomissionisthekeytheteachercanturntounlockstudents'

interestinthepoem.

Step3.Printthename"

Grendel"

ontheboardoroverheadprojector.Askstudentswhattheythinkthemonsterwouldlookandsoundlikeifitwerealive.Askfordescriptiveattributessuchasbodyshape（human,reptilian,bearlike,etc）,color,size,skintexture,andattackroar.Clusterresponsesaroundthename.

Step4.Whenseveralideashavebeenelicited,askstudentstowriteadescriptionofGrendelfromtheinformationgiven.Studentschooseabodyshape,selectandadddetailstofittheshapethey'

vechosen,andarrangethedetailsinanywaytheywish.Allowtenminutesfordrafting.

Step5.Askstudentstoreadtheirdraftsaloud.Pointoutsimilaritiesanddifferencesinstudents'

perceptionsofmonstrousness.

Step6.DiscussandComparison：

①AskstudentstocompareoldEnglishpoetry（especiallyepic）withChineseoldpoetry.

②CompareBeowulfwithsomeChineseheroesinancienttimes,illustratetheirsimilaritiesanddifferences.

③ComparethecultureofDragoninChinaandthewesternworld.

④DiscussthecultureofAnglo-Saxonperiod.

DiscussionQuestions

1.WhatwasGrendelthinkingwhilehewasonhiswaytoHeorot?

2.ExactlywhatbodypartsfirstmadecontactbetweenBeowulfandGrendel?

3.Whycouldn’tBeowulf’sfollowershurtGrendelthoughtheytriedhardtohackandstabhim?

4.HowdidBeowulfmortallyWoundGrendel?

5.Whatwasplacedoverthedoor,undertheeavesoftheroofofHeorot?

6.Theoutsider,theoutcastandtheotherdrawthereader’ssympathyandfascination.HowdoesGrendeltypifytheoutsider?

Isheasympatheticcharacter?

7.WhyistheagedheroBeowulfnotafraidoffightingthedragon?

8.WhydoesWiglafaloneremainwithBeowulfasthedragonapproaches?

9.WhatpartdoesWiglafplayinslayingthedragon?

10.WhatdoBeowulf’swillingnesstoprotecttheDanesfromGrendelandthefactthatheisnotafraidtofightthefire-breathingdragontellusaboutthevaluesoftheAnglo-Saxons?

11.WhywouldthecircumstancesofBeowulf’sdeathbeconsideredanhonorableandfittingendforaherooftheera?

12.DiscussthreecharacteristicfeaturesofOldEnglishpoetry.

13.SomecommentsonBeowulf

AlliterationinBeowulf

Example:

"

Outfromthemarsh,fromthefootofmistyHillsandbogs,bearingGod'

shatred,Grendelcame,…."

Source:

Beowulflines233–235,page40

Soundsrepeated:

from/footmarsh/mistybogs/bearingHills/hatredGod'

s/Grendel

Strongesteffect:

Mood

Beowulf’sFightwithGrendel.doc

V.Summary

TechniquesandThemes

Techniques:

alliteration;

kenning;

boasting;

litotes（understatements）;

interlacing（digression）story;

epic

Themes:

thetransienceandthepotentiality--orinevitability--ofsuddenattack,suddenchange,swifteathisomnipresentin 

Beowulf.Thereislittlehopetoescape--thestrongsenseofdoom.

Feud:

thetragicwaste--thesystemofrevengerepeatedinthepoem 

feudpeacefeud…

WarssettledbyBeowulfpeachkeptBeowulf'

sdeathfeudgoingonagainthecontest/eternalconflictbetweendarkandlight,goodandevil

Fate:

"

fateoftensavestheundoomedmanwhenhiscourageisgood."

Godoftensavesthemanwhenhis 

courageisgood."

Fate:

God'

swillandone'

sowncouragetogether（p.40）CourageisthequalitythatcanperhapsinfluenceFate.

ButBeowulfhimselfischieflyconcernednotwithtribalfeudsbutwithfatalevilthatthreatenstothesecurityofthelands.Becausetheevilmonstersareoutsidethenormalorderofthings,theyrequireoftheirconquerorsomethinggreaterthannormalwarfarerequires.UnlikeBeowulf,theoldHrothgarlacksthisqualitythatlaterimpelstheoldBeowulftofightthedragon.HrothgarisnotthekindofmantodevelophishumanpotentialtothefullestextentthatFatewouldpermit:

thatisBeowulf'

srole.

Boasting:

awarrior'

stradition--awayofforcingoneselftoachieveahigherlevel,tofindthe