文学英语赏析课程作业评讲(3)
文学英语赏析讲座指导
Eveline 伊芙林She sat at the window watching the evening invade the avenue. Her head was leaned against the window curtains and in her nostrils was the odour of dusty cretonne. She was tired.Few people passed. The man out of the last house passed on his way home; she heard his footsteps clacking along the concrete pavement and afterwards crunching on the cinder path before the new red houses. One time there used to be a field there in which they used to play every evening with other people's children. Then a man from Belfast bought the field and built houses in it -- not like their little brown houses but bright brick houses with shining roofs. The children of the avenue used to play together in that field -- the Devines, the Waters, the Dunns, little Keogh the cripple, she and her brothers and sisters. Ernest, however, never played: he was too grown up. Her father used often to hunt them in out of the field with his blackthorn stick; but usually little Keogh used to keep nix and call out when he saw her father coming. Still they seemed to have been rather happy then. Her father was not so bad then; and besides, her mother was alive. That was a long time ago; she and her brothers and sisters were all grown up; her mother was dead. Tizzie Dunn was dead, too, and the Waters had gone back to England. Everything changes. Now she was going to go away like the others, to leave her home.Home! She looked round the room, reviewing all its familiar objects which she had dusted once a week for so many years, wondering where on earth all the dust came from. Perhaps she would never see again those familiar objects from which she had never dreamed of being divided. And yet during all those years she had never found out the name of the priest whose yellowing photograph hung on the wall above the broken harmonium beside the coloured print of the promises made to Blessed Margaret Mary Alacoque. He had been a她坐在窗前看着黄昏涌上大街。
高中英语课程《文学作品赏析》优质课公开课教案
高中英语课程《文学作品赏析》优质课公开课教案一、教学目标1. 通过本课的研究，学生将能够深入了解文学作品的内涵与艺术特点。
2. 培养学生的文学鉴赏能力，提高其阅读理解和表达能力。
3. 激发学生对文学的兴趣，培养其独立思考和创造力。
二、教学重点1. 能够准确理解文学作品的主题和情感表达。
2. 能够运用文学元素进行作品分析与评价。
3. 能够运用适当的语言表达对文学作品的理解和感受。
三、教学内容与安排1. 导入（5分钟）- 引入本课的主题，激发学生对文学作品的兴趣。
2. 正文（40分钟）- 第一部分：学生阅读一篇短篇小说，并提前准备问题，学生通过小组合作方式讨论并回答问题。
- 第二部分：教师讲解文学作品的主题和情感表达，并指导学生进行深入分析。
- 第三部分：学生展示自己对该文学作品的理解和评价，互相交流和借鉴。
3. 练与巩固（15分钟）- 学生完成一些练题，巩固对文学作品的理解和分析能力。
4. 结束（5分钟）- 引导学生进行总结，并激发学生对文学的进一步探索。
四、教学评价与反馈1. 教师通过观察学生的讨论和展示过程，评价学生对文学作品的理解和表达能力。
2. 学生根据教师提供的评价和反馈，反思自己的不足并进行改进。
五、教学资源1. 文学作品赏析教材。
2. 学生讨论和展示的材料准备。
3. 练题和评价反馈表。
六、教学拓展1. 鼓励学生参加文学作品的写作比赛或创意作品展示活动，培养学生的创造力与表达能力。
2. 组织学生参观文学展览或文学讲座，增加学生对文学的体验和了解。
以上就是本次高中英语课程《文学作品赏析》优质课公开课教案的内容和安排。
希望能够对您的教学工作有所帮助！。
《文学英语赏析》教学方案设计.ppt
学生状况分析
工作繁忙，学习时间相对较少。 面授课到课率较低，学生自主学习的
时间更是少。 本科学生的英语语言基础相比专科学
生要好。
课程的性质和教学目的
本课程是中央广播电视大学为开放教育本科学 生开设的一门统设必修课，是英语语言交际模块的 第8门课程。该课程覆盖了各种文学体裁的阅读和 学习，通过分析和鉴赏文学作品，培养学员学习英 语文学知识的兴趣，提高自身的文学修养和文化素 质，陶冶情操，增强学员的语言应用和表达能力。
3. 布置形成性考核第一次作业。
第五节 小说（一）
1. 结合辅导第四单元学习的IP课件，引导学生解 读长篇小说作品(节选) 的内容和分析语言的 运用
2. 评讲第一次形考作业，解答学生遇到的难题。 3. 组织BBS讨论，每个学习小组按批次进行。
第六节 小说（二）
1. 引导学生练习描写人物性格、心 理感受、情节梗概等。
教学内容设计—教学内容体系
第一节 课程介绍 第二节 文学语言 第三、四节 短篇故事 第五、六节 小说 第七、八节 诗歌 第九节 戏剧 第十节 复习
第一单元 第二单元 第三单元 第四单元 第六单元 第七单元 第八单元
第一节 课程介绍
1. 介绍该门课程的特点和教学设 计方案
2. 组织互助学习小组
第二节 文学语言
第十节 复习
1.《文学英语赏析》考核大纲
2. 挑选一些历年的试题，使学生熟 悉试题题型和试题难度
3. 讲解最后一次形考作业，并解答 学生的疑难问题。
Many Thanks!
2. 给学生放《音乐之声》的电影片 段，要求学生利用学到的知识， 写一篇作品赏析报告。
第七节 诗歌（一）
1. 播放CD盘上部分诗歌的诗歌朗诵
最新国家开放大学电大《文学英语赏析》网络核心课形考网考作业及答案
最新国家开放大学电大《文学英语赏析》网络核心课形考网考作业及答案100%通过考试说明：2019年春期电大把该课程纳入到“国开平台”进行考核，它共有七次形考任务。
针对该门课程，本人汇总了该科所有的题，形成一个完整的标准题库，并且以后会不断更新，对考生的复习、作业和考试起着非常重要的作用，会给您节省大量的时间。
做考题时，利用本文档中的查找工具（CTRL+F），把考题中的关键字输到查找工具的查找内容框内，就可迅速查找到该题答案。
本文库还有其他网核及教学考一体化答案，敬请查看。
形成性考核占课程综合成绩的30%，终结性考试占课程综合成绩的70%。
形考任务1（在线自测）题目1_____ is an example of metaphor.选择一项：B. “ Her tongue is a sharp knife.”题目2_____ contains an example of simile.选择一项：D. “Her eyes twinkled like stars.”题目3_____ is an example of personification.选择一项：C. “Soon night will steal hours from the day.”题目4_______ contains an example of assonance.选择一项：C. “The best for less.”题目5_____ is an example of parallelism.选择一项：A. “Least said, soonest mended.”题目6_____ contains two examples of metaphor.选择一项：A. “The N egro lives on a lonely island of poverty in the midst of a vast ocean of materialprosperity.题目7_____ contains an example of simile.选择一项：D. “ Her tongue is like a sharp knife.”题目8_______ contains an example of assonance.选择一项：A. “United we stand, divided we fall.”题目9_____ contains an example of parallelism.选择一项：D. “United we stand, divided we fall.”题目10_____ is an example of personification.选择一项：D. “The houses are cold, closed and unfriendly.”题目11The proverb “Lies have short legs” is a n example of personification.选择一项：对题目12“Suspicions amongst thoughts are like bats amongst birds.” is an example of simile. 选择一项：对题目13“The runner peaked before the end of the race.” is an example of personification.选择一项：错题目14The statement “He was my North, my South, my East and West” is a good example of assonancebecause it contains the repeated “m” .选择一项：错题目15“The life of Negro is still sadly crippled by the manacles of segregation.” contains examples of metaphor.选择一项：对题目16“D on’t stand there like a tin of milk.” is an example of assonance.选择一项：错题目17“Her story is one of struggle, success and sadness.” is an example of alliteration.选择一项：对题目18“The flowers nodded in the breeze.” is an example of personification.选择一项：对题目19“Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice” contains examples of irony.选择一项：错题目20“Haste makes waste.” contains examples of alliteration and assonance.选择一项：错形考任务2（在线实时小组讨论）本次形成性考核的任务为在线小组实时专题讨论,讨论围绕2篇短篇小说（一篇课外，一篇课内）进行，讨论后以小组为单位提交报告。
文学英语赏析课程作业评讲(4)
《文学英语赏析》课程作业评讲（4）中央电大题目：1. Reading English literature is a necessary activity for English majors like you. Do you agree or disagree with the statement? Why or why not?2. The following quotations are all from the coursebook. Do you agree or disagree with them? Why or why not? Choose one of the quotations to comment on.a. Freedom and power bring responsibility.b. Studies pass into and influence manners.c. They (meaning suspicions) dispose kings to tyranny, husbands to jealousy, wise men to irresolution and melancholy.d. The tongue… is like a sharp knife: it kills without drawing blood.e. To keep your marriage brimming/with love in the loving cup, /whenever you’re wrong, admit it;/whenever you’re right, shut up!f. Words and eggs must be handles with care. /Once broken they are impossible/things to repair.g. A poor life this, if, full of care, /We have no time to sand and stare.知识点1. 对于文学阅读以及赏析的重要性的认识。
英语学习文学作品赏析讲座课件
文学作品赏析讲座课件通过作品找意境，让文学欣赏课升华至文化课，让我们的学生成为自己的主人。
How to Appreciate PoetryComponents of A Poem :1. content2. theme3. rhythm (meter and foot)4. rhyme5. types of verse/poetic style6. image3. Rhythm (meter and foot)一.节奏与格律Rhythm节奏：轻重声音的有规则排列就是节奏.Metre格律：诗的节奏的具体模式抑扬格：v /iambic iambus扬抑格：/ v trochaic - \.\trochee抑抑扬格：v v / anapaestic :「二；丨丄anapaest扬抑抑格：/ v v dactylic ；二dactyl 扬扬格：//Spondaic foot, spondee(扬抑格-长短格)We ' II lea l a poem|by Keats. V / V / V /2. Life is but an empty dream. / v / v / v /3.1 am mon arch of all I sur vey. v v / v v / v v /4. under the blossom that hangs on the bough./ vv / vv / vv/一首诗的格律由其大多数诗行的格律所决定的。
二.Foot音步：英诗的节奏单位是音步是诗行中按一定规律出现的轻音节和重音节的不同组合而成的韵律的最小单位。
轻重音节是形成英语特有的抑扬顿挫声韵节律的决定性因素。
Types:monometer 一音步dimeter 二音步丨trimeter 三音步丨tetrameter 四音步l.^■匕「.."..pentameter 五音步丨匕.whexameter 六音步‘丨■” ；heptameter 七音步L 匕二；octameter 八音步I ■匕「Pquatrain 「；二1：四行节诗，韵律一般为：abab, abba.三•格律与音步1. 抑扬格: v / iambus; iambic foot即轻重格或短长格，一轻读音节后跟一个重读音节构成抑扬格。
文学英语赏析课程考核说明
“文学英语赏析”是国家开放大学本科英语专业(教育方向)的必修课程之一。
本课程的目的是通过培养学生阅读英语文学作品的兴趣来提高英语的理解水平和表达能力。
课程的重点是使学生了解一些文学的基本知识，掌握阅读和分析不同形式文学作品的基本技巧，从而提高学生的英语基本功以及欣赏英语文学原著的能力。
一、考核对象国家开放大学本科英语专业（教育方向）学生。
二、启用时间2017年春季学期。
三、考核方式本课程的考核采取形成性考核和课程终结考试相结合的方式。
课程总成绩按百分制计算，形成性考核占50%，课程终结考试占50%。
1.形成性考核：本考核是对学生学习过程的综合评价，满分为100分，在网络课程的学习过程中完成。
2.课程终结考试：形式为闭卷，笔答，满分为100分，由国家开放大学统一命题，在同一时间全国统考。
试卷为主客观题混合型，客观题占总分的30%，主观题占总分的70%。
考试时间总共为90分钟。
3.考核方式相关信息以国家开放大学当学期发布的考试安排文件为准。
四、命题依据本课程终结考试的命题依据是国家开放大学英语专业(教育方向)教学计划、课程教学大纲以及《文学英语赏析》教材中的内容。
五、评价目标要求学生能够了解文学基础知识，能够运用所学的知识理解、分析文学作品，并能够用英语进行书面表达。
六、命题原则1根据教材所涵盖的有关知识内容以及与教材难度相当的书面语言材料命题，涉及教材内容不少于50%。
七、试题结构及时间安排1.形成性考核形成性考核是对学生学习过程的综合评价，满分为100分。
考核由7次作业类形考任务和综合表现两部分组成，最终成绩为各个部分累加而成。
作业类任务包括4次在线自测、1次实时在线小组讨论和两次作品朗诵。
考核评价方式为教师评阅和机助评分相结合：在线自测为客观题,由学生网上自主完成,系统自动评分;实时在线小组讨论以小组形式完成，由教师评分；作品朗诵由教师评分。
综合表现是对学生学习过程的综合评价,主要依据学习任务(活动)的完成情况、参与讨论、发言情况（包括课堂和网络）、后台个人学习记录等情况综合评定。
文学英语赏析问题及答案
文学英语赏析样题及答案 开放教育本科英语专业“文学阅读与欣赏”（《文学英语赏析》）样题Information for the examinees:This examination consists of 3 parts. They are:Part I: Literary Fundamentals (30 points)Part II: Reading Comprehension (50 points)Part III: Writing (20 points)The total marks for this examination are 100 points. Time allowed for completing this examination is 90 minutes.There will be no extra time to transfer answers to the Answer Sheet; therefore, you should write ALL your answers on the Answer Sheet as you do each task.[30 points]Part I Literary Fundamentals Section 1. Match the writers with their works (10 points).Works1. The Pearl 2. Lord of the Flies 3. The Dumb Waiter 4. An Inspector Calls The Old Man and The Sea 5. WritersA. John Steinbeck B. Robert Frost C. Harold Pinter E. Ernest HemingwayF. JB Priestley G.. Arthur Miller H. William Golding(10 points).Section 2. Decide whether the following statements are True (T ) or False (F)The Crucible in 1950s. The play is aimed to exposing the hypocrisy of the 6. Arthur Miller wrote his play property-owning class of the United States.Macbeth is one of Shakespeare‟s tragedies. 7. 8. What has been termed confessional poetry in widely associated with American poets such as Anne Sexton and Sylvia Plath. 9. “I have a dream” is a famous speech made by President Lincoln during the American Civil War., is based on the story of Jane Eyre.Wide Sargasso Sea, is based on the story of 10 . W ideSection 3. Choose the correct answers to complete the following sentences (10 points).11. Usually ______ works by starting a story at a point in the recent past, then switching the action back to an earlier time, farther back in the past. At the end it will then usually bring us back to the same time zone we started from. A. climaxB. point of viewC. flashbackD. setting12. A stanza is a grouping of the verse lines in a poem. There are various stanzas containing two, three, four, five, six, seven, eight lines, etc. A _____is a pair of rhymed lines that are equal in length. A. couplet B. balladC. sonnetPart II Reading Comprehension [50 points](A Christmas Carol)Questions (10 points)?16. Why wouldn‟t children like to ask Scrooge the time17. What is the reaction of the blind men‟s dogs when they encountered Scrooge?Text 2“Stop all the clocks, cut off the telephone”…He was my North, my South, my East and West,My working week and my Sunday rest,My noon, my midnight, my talk, my song;I thought that love would last for ever: I was wrong.The stars are not wanted now: put out every one;Pack up the moon and dismantle the sun;Pour away the ocean and sweep up the wood.For nothing now can ever come to any good.Questions (10 points)18. What does the poet mean by the line “He was my North, my South, my East and West，/My working week and my Sunday rest, / My moon, my midnight, my talk, my song”?19. Identify the key verbs the poet uses to call for things to be got rid of. Text 3 Lady Bracknell:… What is your income?Jack: Between seven and eight thousand a year.Lady Bracknell (m akes): In land, or in investments?makes a note in her bookJack: In investments, chiefly.of one during one‟s lifetime, and the duties Lady Bracknell: That is satisfactory. What between the duties expected exacted from one after one‟s death, land has ceased to be either a profit or a pleasure. It gives one position, and prevents one from keeping it up. That‟s all that can be said about land.Jack: I have a country house with some land, of course, attached to it, about fifteen hundred acres, I believe; but I don‟t depend on that for my real income. In fact, as far as I can make out, the poachers are the only people who make anything out of it.Lady Bracknell: A country house! How many bedrooms? Well, that point can be cleared up afterwards. You have a town house, I hope? A girl with a simple, unspoiled nature, like Gwendolen, could hardly be expected to reside in the country.Of course, I can get it Jack: Well, I own a house in Belgrave Square, but it is let by the year to Lady Bloxham. back whenever I like, at six months‟ notice.I don‟t know her.Lady Bracknell: L ady Bloxham? Lady Bloxham? I don‟t know her.She is a lady considerably advanced in years.Jack: Oh, she goes about very little. What number in Belgrave Lady Bracknell: Ah, nowadays that is no guarantee of respectability of character. Square?Jack: 149.): The unfashionable side….I thought there was something. However, that could shaking her head): The unfashionable side….I thought there was something. However, that could Lady Bracknell (s hakingeasily be altered.Jack: Do you mean the fashion, or the side?Both, if necessary, I presume.sternly) : B oth, if necessary, I presume.Lady Bracknell (s ternly(The Importance of Being Earnest)Questions (10 points) answer with a 20. What are Lady Bracknell‟s main criteria for choosing a husband for her daughter? Support yourquotation from the text.21. Which does Lady Bracknell prefer, investment or land? Support your answer with a quotation from the text.Text 4Please note: This reading task will be relevant to the writing task in Part III.Mystery of the White GardeniaBy Marsha AronsEvery year on my birthday, from the time I turned 12, a white gardenia was delivered to my house in Bethesda, Md. No card or note came with it. Calls to the florist were always in vain -- it was a cash purchase. After a while I stopped trying to discover the sender‟s identity and just delighted in the beauty and heady perfume of that one magical, perfect flower nestled in soft pick tissue paper.Some of the happiest moments were spent But I never stopped imagining who the anonymous giver might be. daydreaming about someone wonderful and exciting but too shy or eccentric to make known his or her identity.My mother contributed to these imaginings. She‟d ask me if there was someone for whom I had done a special t be showing appreciation. Perhaps the neighbor I‟d helped when she was unloading a car full kindness who migh t be showing appreciation. Perhaps the neighbor I‟d helped when she was unloading a car full of groceries. Or maybe it was the old man across the street whose mail I retrieved during the winter so he wouldn't have to venture down his icy steps. As a teen-ager, though, I had more fun speculating that it might be a boy I had a crush on or one who had noticed me even though I didn't know him.When I was 17, a boy broke my heart. The night he called for the last time, I cried myself to sleep. When I awoke in the morning, there was a message scribbled on my mirror in red lipstick: Heartily know, when half-gods go, the gods arrive. I thought about that quotation by Emerson for a long time, and until my heart healed, I left it where my mother had written it. When I finally went to get the glass cleaner, my mother knew everything was all right again.I don‟t remember ever slamming my door in anger at her and shouting, “you just don‟t understand!” because she did understand.One month before my high-school graduation, my father died of a heart attack. My feelings ranged from grief to abandonment, fear and overwhelming anger that my dad was missing some of the most important events in my life. I became completely uninterested in my upcoming graduation, the senior class play and the prom. But my mother, in the midst of her own grief, would not hear of my skipping any of those things.The day before my father died, my mother and I had gone shopping for a prom dress. We found a spectacular one, swiss in red, white and blue, it made me feel like Scarlet O‟Hara, but it was the with yards and yards of doted wrong size. When my father died I forgot about the dress. -- in the right size -- draped majestically over the My mother didn‟t. The day before the prom, I found that dress -- beautifully, artistically, living room sofa. It wasn‟t just delivered, still in the box. It was presented to me lovingly. I didn‟t care if I had a new dress or no. But my mother did.She wanted her children to feel loved and lovable, creative and imaginative, imbued with a sense that there was magic in the world and beauty even in the face of adversity. In truth, my mother wanted her children to see themselves much like the gardenia -- lovely, strong, and perfect -- with an aura of magic and perhaps a bit of mystery. Part III Writing [20 Points]Part I Literary Fundamentals [30 points] Part II Reading Comprehension [50 points]23. The father died of heart attack close to her graduation from high school. She felt sad, disappointed that her father would not experience the important events in her life. to encourage kindness in her daughter: to send flowers 24．a. The mother‟s wisdom: She thought of a wise way secretly; or she wisely scribbled a quotation from Emerson on her daughter‟s mirror instead of directly talking her teenage daughter into accepting the loss of her boyfriend. b. Her strength in the face of adversities: she stood strong when her husband died.25. The gardenia is the essential symbol in the story, helping to bring about the theme of the story: mother‟s love. The gardenia symbolizes the qualities that the mother hoped for her daughter, qualities such as magical (aura of magic, a bit of mystery), loving, strong, perfect , etc. (Points should be given when ideas are similar or stand to reason.)Part III Writing [20 Points]。
[英语学习]文学作品赏析讲座课件
![[英语学习]文学作品赏析讲座课件](https://img.taocdn.com/s3/m/1bbca0d808a1284ac850438f.png)
文学作品赏析讲座课件通过作品找意境，让文学欣赏课升华至文化课，让我们的学生成为自己的主人。
How to Appreciate Poetry♦Components of A Poem :1. content2. theme3. rhythm (meter and foot)4. rhyme5. types of verse/poetic style6. image3. Rhythm (meter and foot)一. 节奏与格律♦Rhythm 节奏: 轻重声音的有规则排列就是节奏.♦Metre 格律: 诗的节奏的具体模式抑扬格: v ↗iambic iambus扬抑格：↗v trochaic /κιιεκ5υ[ρτ/ trochee抑抑扬格：v v ↗anapaestic /κιτσιπ5[νA/ anapaest扬抑抑格：↗v v dactylic /κιλιτ5κAδ/ dactyl扬扬格：↗↗Spondaic foot, spondee(扬抑格=长短格)1. We’ll learn︱a poem︱by Keats. V ↗/ V ↗/ V ↗2. Life is/ but an/ empty/ dream. ↗v /↗v /↗v /↗3. I am mon/arch of all/ I sur5vey. v v ↗/ v v ↗/ v v ↗/4. under the/ blossom that/ hangs on the/ bough.↗v v /↗v v /↗v v /↗一首诗的格律由其大多数诗行的格律所决定的。
二. Foot 音步: 英诗的节奏单位是音步是诗行中按一定规律出现的轻音节和重音节的不同组合而成的韵律的最小单位。
轻重音节是形成英语特有的抑扬顿挫声韵节律的决定性因素。
Types:monometer 一音步/[τιμPν5Pμ/dimeter 二音步/[τιμιδ5/trimeter 三音步/[τιμιρτ5/tetrameter 四音步/[τιμAρτ5ετ/pentameter 五音步/[τιμAτ5νεπ/hexameter 六音步/[τιμAσ5κεη/heptameter 七音步/[τιμAτ5πεη/octameter 八音步/[τιμAτ5κP/quatrain /νιερτPωκ5/四行节诗，韵律一般为：abab, abba.三．格律与音步1. 抑扬格: v ↗iambus; iambic foot即轻重格或短长格，一轻读音节后跟一个重读音节构成抑扬格。
文学英语赏析” 辅导
第二单元面授重点
1. Session 1，2，3 1， 2. Key devices: simile, metaphor, repetition personification (+ alliteration and assonance in Unit 1) 3. Unit 8, section 1
24
利用录音教材 全部诗歌内容 短篇小说片段 长篇小说片段 戏剧片段 演讲和小品文
25
利用文字辅教材
难点注释（Notes） 难点注释（Notes）：要求学生自主学习 单元自测（Self-Assessment） 单元自测（Self-Assessment）：监督完成
26
利用网络视频资源 助学IP课件（ 助学IP课件（8讲） 课件 主要作家简介、 重要作品分析、 主要作家简介 、 重要作品分析 、 文学基础知识讲解， 文学基础知识讲解 ， 学习重点归 专门针对学习吃力学生） 纳。（专门针对学习吃力学生）
27
利用网络文本资源 • • • • 网上文本材料 助考文本材料 对照阅读材料 扩展阅读材料
28
课程形成性考核 第一部分 学习记录（20分） 学习记录（20分 第二部分 作业 （60分） 60分 第三部分 综合表现（20分） 综合表现（20分
29
课程形成性考核改革 1. 加大形考比例 2. 利用网考平台 3. 改革考核内容
3. The Sniper 5. Yours
Leaves
7
第三单元教学建议 重要作品（面授辅导） 重要作品（面授辅导） 11. Hills Like White Elephants 11. 12. The Man Who Talked to Trees 12. 13. Eveline 13. 14. The Thief 14. 15. Paper Pills 15.
《文学英语赏析》教学辅导
《文学英语赏析》教学辅导一、教学目的说明本课程的教学目的是培养学生阅读、理解、欣赏文学原著的能力。
通过对文学作品的研读及文学基础知识的学习，提高学生英语的理解水平和表达能力，增强学生对英语文学及西方文化的了解，培养学生阅读和赏析文学作品的兴趣，提高学生的人文素质。
二、教学对象本课程的教学对象是中央广播电视大学开放教育本科英语专业学生。
三、教学内容及教学要求该课程是英语语言交际模块的第8门课程，共54学时，3学分，开设一学期。
课程学习内容、学习要求见下表。
序号内容学时教学要求第一单元引言介绍课程教学目的、目标及要求；通过阅读语言难度较低的文学作品, 帮助学生树立阅读文学作品的信心；通过分析成语、报刊标题、广告中所运用的修辞手法, 使学生认识文学与日常生活的密切联系。
3 A．Literary FundamentalsExamples of proverbs, aphorisms,newspaper headlines, advertisementsB. Reading list1. A Test of Friendship2. The Fairly Intelligent Fly3. The Paring Knife第二单元文学英语简介围绕常用修辞格的介绍及词语选择与效果的分析学习文学英语的特点。
介绍明喻、暗喻、拟人、重复、平行结构（排比）、反语、一语双关等修辞格；引导学生体会作家运用语言的技巧和表现手法；培养学生细致观察语言的能力和谴辞造句的能力。
6 Literary FundamentalsMetaphor, simile, personification,alliteration,assonance, repetition, parallelism, irony,pun第三短篇小说9 A. Literary Fundamentals单元介绍必要的基础知识，包括短篇小说的要素（故事情节、背景、人物刻画、视角、时间架构、对话）；通过对所选短篇小说故事情节、人物性格、语言特点的分析引导学生细读作品的结构；通过引导学生写读书笔记、片段分析、读后感想及抄录选文中的佳句好词提高学生的语言修养。
英语课程中的诗歌鉴赏与分析
英语课程中的诗歌鉴赏与分析诗歌在英语课程中扮演着重要的角色，它不仅是学习英语语言的一种形式，更是培养学生审美能力和文学素养的有力工具。
诗歌的鉴赏和分析是学生掌握英语诗歌艺术的关键环节，下面将从鉴赏的重要性、常见的鉴赏技巧以及分析的要点等方面进行论述。
一、鉴赏的重要性诗歌鉴赏是学生进一步理解和欣赏诗歌作品的重要手段。
通过鉴赏，我们可以深入体验诗歌表达的情感和意义，感受到诗歌的美妙之处。
同时，鉴赏也有助于提高学生的语言能力和表达能力，丰富他们的词汇量和语法知识。
鉴赏诗歌还能培养学生的审美情趣和文学素养。
通过对各种风格和题材的诗歌作品进行鉴赏，学生能够培养对美的敏感度，提高对文学作品的欣赏能力。
此外，鉴赏还可以加深学生对文化和历史的理解，拓宽视野，提高综合素质。
二、鉴赏的技巧1. 阅读和理解在进行诗歌鉴赏之前，首先要对诗歌进行仔细的阅读和理解。
读者应该注意诗歌的基本要素，如韵律、格律、押韵等，同时也要关注诗歌所表达的情感和意义。
通过仔细阅读，读者能够感受到诗歌中独特的魅力和艺术形式。
2. 注重音韵和节奏音韵和节奏是诗歌的重要特征，也是鉴赏时需要特别关注的方面。
读者应该注意诗歌中的押韵技巧和句子的节奏感，体会到音韵和节奏对于诗歌表达和意境的重要性。
通过对此进行鉴赏，读者可以更好地吸收和理解诗歌的美学价值。
3. 分析诗歌结构和意义分析诗歌的结构和意义是鉴赏的核心内容。
读者可以通过分析诗歌所采用的修辞手法、意象和比喻等语言元素，揭示出诗歌所表达的主题和情感。
同时也要注意与作者的文化背景和时代环境相结合，全面理解诗歌的意义和内涵。
三、分析的要点1. 诗歌的主题和情感诗歌的主题和情感是进行分析的重点。
读者需要深入思考诗歌中所探讨的问题和传达的情感，并找出诗歌中的关键词和重复出现的意象，从而理解作者想要表达的主题和情感。
2. 诗歌的修辞手法和意象修辞手法和意象是诗歌中常见的表达方式，也是分析时需要注意的要点。
读者要注意分析诗歌中使用的隐喻、拟人和比喻等修辞手法，以及所运用的各种意象，揭示出诗歌中的象征和隐含的含义。
英美文学欣赏最新版教学课件英国文学Unit 3 English Poets
（注解：第五节描写久别重逢的喜悦，老朋友握手相聚，举 杯高歌，对往日的共同回忆消除了世事的沧桑和彼此境遇变 化带来的隔膜，有的只是对过去时光的无限怀想和对友谊的 无比珍重。）
英美文学欣赏（第四版）
And surely ye’ll be your pint-stowp, And surely I’ll be mine, And we’ll take a cup o’ kindness yet, For auld lang syne!
This is one of the most popular poems all over the world. What are the reasons for the popularity of the poem?
英美文学欣赏（第四版）
作品欣赏
A Red, Red Rose
这是彭斯根据苏格兰民谣创作的爱情 诗中最有名的一首。
呵，我的爱人象支甜甜的曲子， 奏得合拍又和谐。
（注解：诗人在第一节以两个比喻 形容心上人的美丽可人 ，“红红的 玫瑰”象征心上人的美貌和青春， “甜甜的乐曲”意指心上人的性情 和谐而完美。）
英美文学欣赏（第四版）
As fair art thou, my bonie lass, So deep in luve am I;
罗伯特 · 彭斯（ Robert Burns, 1759— 1796）是苏格兰最伟大的民族诗人。他出身 于贫苦的农民家庭，只上过两年半学。但他 喜欢读书，常在父亲的辅导下学习，自幼培 养了对大自然和诗歌的热爱。彭斯在田间劳 作之余创作了大量诗作。27 岁时，他出版第 一部诗集《苏格兰方言诗集》（Poems, Chiefly inthe Scottish Dialect, 1786）， 受到社 会各阶层的普遍欢迎。次年应邀到爱丁堡访 问，出入名门，并到北部高原旅行。
范文赏析(2017全国iii卷)英语
范文赏析(2017全国iii卷)英语In the realm of language and literature, the appreciation of exemplary essays is a critical exercise that fosters a deeper understanding of the nuances and subtleties of written expression. The essay from the 2017 National Examination Paper III stands as a testament to the power of language and the art of persuasive writing. It exemplifies how a well-crafted argument, supported by robust evidence and articulated through eloquent language, can captivate and persuade readers.The essay begins by setting the context, introducing the topic with a clear and engaging opening statement. It then proceeds to outline the central argument, presenting a thesis that is both thought-provoking and assertive. The body of the essay is structured in a manner that systematically develops the argument, with each paragraph building upon the previous one to create a cohesive and compelling narrative.One of the most striking features of the essay is its use of language. The author employs a rich vocabulary that adds depth and clarity to the discussion. Metaphors and analogies are used judiciously, enhancing the reader's understanding of complex concepts without overwhelming them with florid prose. The language is precise, avoiding ambiguity and ensuring that each sentence conveys its intended meaning with efficiency and grace.The essay also demonstrates a keen awareness of its audience. It anticipates potential counterarguments and addresses them with respect and logic, thereby strengthening the overall persuasiveness of the piece. The tone remains consistent throughout, maintaining a balance between formality and accessibility, which allows the essay to resonate with a broad readership.In terms of evidence, the essay is exemplary. It draws upon a range of sources, including empirical data, expert opinions, and historical examples, to substantiate its claims. The evidence is integrated seamlessly into the text, with citations and references handled with meticulous attention to detail. This rigorous approach to evidence not onlybolsters the essay's credibility but also demonstrates the author's commitment to intellectual integrity.The conclusion of the essay is as impactful as its introduction. It reiterates the main points in a manner that reinforces the argument without being repetitive. The final sentences leave the reader with a lasting impression, often invoking a call to action or a poignant reflection on the topic at hand.In analyzing this essay, it becomes evident that the strength of any written work lies in its ability to communicate ideas effectively. The 2017 National Examination Paper III essay achieves this through its clear structure, eloquent language, and persuasive argumentation. It serves as a model for aspiring writers and a reminder of the enduring power of the written word.In crafting such essays, writers must pay close attention to the elements that contribute to the overall quality of the document. These include the clarity of the thesis statement, the organization of ideas, the selection and presentation of evidence, the use of language, and the effectiveness of the conclusion. By focusing on these aspects, writers can produce documents that not only meet the criteria of excellence but also leave a meaningful impact on their readers.As we continue to explore and appreciate exemplary essays, we are reminded of the importance of critical thinking and the value of articulate expression. The essay from the 2017 National Examination Paper III is a shining example of how written language can inform, persuade, and inspire, and it will undoubtedly continue to be studied and admired for years to come. 。
高中英语课文教学中的文学赏析-教育文档
高中英语课文教学中的文学赏析《普通高中英语课程标准(实验)》指出:“高中英语课程应进一步明确英语学习的目的,发展自主学习和合作学习的能力;形成有效的学习策略;培养学生的综合语言运用能力。
而综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。
”为此,笔者尝试将一些文学鉴赏的方法渗透到日常教学中。
通过文学赏析,把课文内涵展开,使外语教学变得更加立体、丰富,更具文化性,激发学生对文章内容的兴趣,以及学习英语语言的热情,从而消除学生在学英语过程中的厌倦情绪和恐惧感;使学生通过英语学习丰富自己的知识,拓宽思路,开阔视野,并提高自身的语言修养和鉴赏能力,得到更高层次的享受。
当然,文学赏析是一个复杂的过程,包括的内容也很多,加之受到诸多客观因素的制约,我们不可能也没有必要对高中英语教材中的每一篇课文都进行文章的体裁、章法结构、写作背景知识、语言意境、文学形式的变化以及深层隐含的意义等文学手法的赏析,但只要教师有意识地将文学赏析运用到课堂教学中,从点滴讲起,持之以恒,就能收到可喜的效果。
一、解读标题,进入文本深处一个好标题,往往用最简洁、透彻的文字高度概括文章的主旨;常常也是课文的精华浓缩,对全文起着提纲挈领的作用。
同时,标题亦是文章的“路标”,沿“路标”寻思路,捷径自然通幽。
例如,NSEFC Book 1 Unit 1中的“Anne’s Best Friend”介绍的是Anne’s diary,却没有以此作为标题,而是紧扣该单元friendship这一话题采用了一个较为含蓄的题目,使人在阅读过程中出乎意料地发现Anne的好朋友并非某个人,而是她的日记,由此更能激发读者对故事情节的阅读兴趣,促使其迫切地去追索主人公所处的时代背景,并能切身感受主人公Anne在二战期间,为躲避纳粹的迫害,和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里,不能与外界接触,周围又没有可以推心置腹、与之深谈的朋友的艰难处境,同时也让我们体会到Anne乐观自信的人生态度以及纯洁美丽的心灵。
高中英语课程《文学作品赏析》优质课公开课教案
高中英语课程《文学作品赏析》优质课公开课教案一、教学目标1. 通过本节课的研究，学生将能够深入理解文学作品的内涵和艺术特点。
2. 培养学生的文学鉴赏能力，提升其文学素养和审美价值观。
3. 激发学生对文学创作的兴趣，培养他们的创造力和表达能力。
二、教学内容1. 引入：通过一个引人入胜的故事或诗歌引起学生的兴趣，激发他们对文学作品赏析的热情。
2. 文学作品赏析：选择一篇经典文学作品，进行深入的解读和分析。
3. 文学鉴赏技巧：介绍一些基本的文学鉴赏方法和技巧，如诗歌的韵律、修辞手法等。
4. 小组讨论：分成小组，让学生在小组内分享自己对文学作品的理解和感悟，并展开讨论。
5. 总结回顾：对本节课的主要内容进行总结回顾，强化学生对文学作品赏析的理解。
三、教学步骤1. 导入：通过一个有趣的故事或诗歌，引起学生对文学作品赏析的兴趣。
2. 文学作品赏析：选择一篇经典文学作品，进行详细的解读和分析，包括作者的背景、情感表达、主题等方面。
3. 文学鉴赏技巧：介绍一些基本的文学鉴赏方法和技巧，如对诗歌进行韵律分析、修辞手法的辨析等。
4. 小组讨论：将学生分成小组，让他们在小组内分享自己对文学作品的理解和感悟，并展开讨论。
5. 总结回顾：对本节课的主要内容进行总结回顾，强化学生对文学作品赏析的理解和记忆。
四、教学资源1. 教材：选取适合年级和学生水平的经典文学作品。
2. 多媒体设备：用于播放音频、视频等辅助教学材料。
五、教学评价1. 观察学生在课堂上的表现，包括参与讨论的积极性、对文学作品的理解程度等。
2. 收集学生的书面作业，评价他们对文学作品的深度分析和表达能力。
3. 学生的小组讨论成果和互动表现。
六、教学反思通过本节课的教学，学生对文学作品赏析方面的理解和能力得到了提升。
但在教学过程中，发现部分学生对某些文学鉴赏技巧仍存在困难，需要在后续的教学中加强。
同时，小组讨论的组织方式和引导需要更加有针对性和提升互动活跃度。
高中文学英语欣赏课教案
高中文学英语欣赏课教案
教案的目标要明确。
在设计教案时，教师需要根据学生的具体情况和学习需求，设定合理
的教学目标。
这些目标应当包括知识目标、能力目标和情感态度目标。
例如，通过学习某
篇文学作品，学生应能够掌握其中的关键词汇和句型，理解文本的深层含义，以及学会欣
赏文学作品的美。
教学内容的选择至关重要。
教师应根据教学目标挑选合适的文学作品，并对其进行深入分析。
在选择材料时，可以考虑作品的文体、主题、时代背景等因素，确保所选材料既能引
起学生的兴趣，又能与教学目标相匹配。
教学方法的运用是提高教学效果的关键。
在文学欣赏课上，教师可以采用多种教学方法，
如讲授法、讨论法、角色扮演等。
讲授法可以帮助学生快速获取知识点，而讨论法和角色
扮演则能更好地激发学生的参与度和创造力，让他们在实践中学习和应用所学知识。
教学过程的设计需要精心规划。
一般来说，一个完整的教学过程包括导入、新课呈现、练
习巩固和总结反馈四个阶段。
在导入阶段，教师可以通过提问、播放相关视频等方式激发
学生的兴趣；在新课呈现阶段，教师应详细讲解文学作品的内容和特点；在练习巩固阶段，学生可以通过小组讨论、个人写作等形式加深对文学知识的理解和记忆；在总结反馈阶段，教师应引导学生回顾课堂内容，并对学生的学习成果进行评价。
评价与反思是教案不可或缺的部分。
教师应在课后对教学过程进行反思，评估教学目标是
否达成，学生的反应如何，以及哪些地方需要改进。
同时，也可以通过作业、测试等形式
对学生的学习成果进行评价，确保他们真正掌握了所学知识。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
《文学英语赏析》课程作业评讲（3）
中央电大
题目：
Read the speeches and essays in Unit 5 and copy the corresponding parts of the following.
A. 这项重要法令的颁布，对于千百万灼烤于非争议残焰中的黑奴，犹如带来希望之光的硕大灯塔，恰似结束漫漫长夜禁锢的欢畅黎明。
B． 100年后，黑人依然悲惨地蹒跚于种族隔离和种族歧视的枷锁之下。
100年后，黑人依然生活在物质繁荣翰海的贫困孤岛上。
C．我梦想有一天，这个国家将会奋起，实现其立国信条的真谛：“我们认为这些真理不言而喻：人人生而平等。
”
D．我梦想有一天，在佐治亚州的红色山冈上，昔日奴隶的儿子能够同昔日奴隶主的儿子同席而坐，亲如手足。
E. 我梦想有一天，我的四个孩子将生活在一个不是以肤色的深浅，而是以品格的优劣作为评判标准的国家里。
知识点
对于英语文学作品经典语句的的理解和传译。
标准答案
A. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of captivity.
B. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.
C. I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident: that all men are created equal.’
D. I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood.
E. I have a dream that my four children will one day live in a nation where they
will not be judged by the color of their skin but by the content of their character.
分析说明
1. 记忆和背诵一些经典文学作品中的经典句子或段落，将有助于同学们加深对文学作品的理解，培养语感。
2. 注意英汉互译时并不是严格的一句对应一句的关系，有时候根据上下文需要，在翻译过程中需进行必要的拆分或合并，比如A句。