英国文学说课稿
英国文学教案1
英国文学教案教学目的：1、使学生了解英国文学这门课的性质、学习方法、学习要求等；2、使学生知道什么是文学以及各种文学形式。
教学重点与难点：什么是文学以及各种文学形式的概念。
教学方法与手段：讲授与讨论相结合。
教授内容：General Introduction on LiteratureMainly, there are three kinds of literature: fiction, poetry, and drama.I. Fiction1)Definition: fiction created from the imagination, not presented as fact, thoughit may base on a true story or situation.2)Elements1.Plot: a sequence of interrelated actions and events.Five stages of plot: exposition, complication, crisis, falling action andresolution.2.Characters: the people in fictionTypes of characters: protagonist vs. antagonistFlat vs. round charactersDynamic vs. static characters3.Setting: place and objects in fictionTypes: natural, manufactured4.Point of view: the angle or perspective from which the author observesand tells the story.5.Theme: what the author is to say in his story.6.Style: the author’s particular way of telling his story.7.Tone: the author’s attitude toward his subject or audience.8.Symbolism: a key to extended meaning9.Allegory: the author’s attempt to reinforce his theme by making hischaracters represent some specific abstract ideas or qualities.II.Poetry1)Definition: classified as narrative or lyric.2)Elements1.ImageryAn image is a concrete representation of a sense impression, a feeling, oran idea.2.SymbolismA symbol is any object or action that means more than itself, any objector objection that represents something beyond itself.3.Sound: Rhyme, alliteration and assonanceIII.Drama1)Definition: a dialogue performed by actors on a stage before an audience.2)Elements1.Dialogue2.Staging3.Genres: comedy, tragedy and tragic-comedy.教学目的：1、使学生了解什么是英国文学。
Lecture-10-英国文学-教案
●It is a love poem, written in a, b, a, b, c, d, c, d.
(Pay attention to the contrast the author used in the description of the parting between “us” :)
教学目的与 要 求
Teaching Objectivesand Requirements
1 Help the students understand George Gordon Byron.
2. Help the students understand Shelley
3 Help the students understand clearly Shelley’sOde to the West Wind
4 Help the students have a good understanding of Keats’Ode to a Nightingale.
教学重、
难 点
Key Points and Difficult Points in Teaching
1Ode to the West Wind
2Ode to a Nightingale
Tቤተ መጻሕፍቲ ባይዱe description of “you”, .:
you vows—broken
you fame—light/unimportant to you
name—spoken by everyone=everyone knows you=a shame for me...
●In this poem, the poet, making use of the form of monologue, mediates upon the present and the past and expresses the feelings and emotions of a man who loses his love.
英国文学教案
Alliteration:The repetition of the beginning accented syllables near to each other with the same consonantal sound, as in many idiomatic phrases: “safe and sound”; “thick and thin”; “right as rain”. Alliteration is thus the opposite of rhyme, by which the similar sounds occur at the ends of the syllables.Foot:The metrical unit; in English, an accented syllable with accompanying light syllable or syllables. The significance of the poem:The poem affords us invaluable insight into the heroic ways of life of the Teutonic peoples, as well as into the best qualities of the newer culture they were building in England. It clearly mirrors their ideals___ valor, the love of glory, honor, and duty, the loyalty of the retainer, and the generosity of the lord. It also reflects the typical tone of their literature, with its emphasis on the darker emotions, its chief significance lies in the vivid portrayal of a great national hero, who is brave, courageous, selfless, and ever helpful to his people and his kinfolk.The features of the poem:a. Alliteration: This is the characteristic of all Old English verse. In Beowulf, each line is composed of two halves separated by a strong caesura or pause. Each half line contains two feet and each foot has a single predominant stress.b. The verse is unrhymed, the use of metaphors, and understatements.Examples of metaphors: “ring-giver” of the king, “hearth-companion”; “swan’s path” for the sea. Understatements: understatement is a figure of speech that deliberately expresses an ides, etc to weakly. It is the opposite of hyperbole. Hyperbole is used to play up or maximize the importance of something. On the contrary, understatement is used to play down or minimize the importance of something. Understatement is usually employed in two ways: by using litotes, by using a negative statement instead of a positive statement.Examples: The face wasn’t a bad one. It had what they called charm. He is no fool. Examples for using such down-tones as “ a bit, scarcely, hardly, rather, pretty, almost, kind of , something of, sort of, etc.”Examples of this: My daughter got a passing grade for History. But her score could be better. In Beowulf, the example of this is “ not trouble-some ___ welcome.C. The mixture of pagan and Christian elements.On the one hand, plainly heathen and non-Christian elements survive: the observing of omens, cremation, blood-revenge, and the praise of worldly glory____ all woven into the poem.On the other hand, the assumption of god’s dominion over the world, of Devil’s agency among men, of existence of Heaven and Hell, Just because of this reason, the poem is known possessing a Christian coloring.。
《英国文学选读》教案
《英国文学选读》教案第一章：概述1.1 课程目标让学生了解英国文学的基本概况和发展历程。
培养学生对英国文学的兴趣和阅读能力。
1.2 教学内容英国文学的起源和发展阶段。
英国文学的重要作家和作品。
1.3 教学方法采用讲座、讨论和阅读相结合的方式进行教学。
引导学生阅读经典英国文学作品，提升阅读理解能力。
1.4 教学评估课堂讨论和提问。
阅读作业和读书笔记。
第二章：文艺复兴时期2.1 课程目标让学生了解文艺复兴时期英国文学的特点和代表作品。
培养学生对文艺复兴时期英国文学的欣赏和理解能力。
2.2 教学内容文艺复兴时期英国文学的形成背景。
莎士比亚（William Shakespeare）的作品选读。
2.3 教学方法分析莎士比亚的作品，探讨其文学价值和历史意义。
引导学生进行角色扮演和剧本创作，体验文艺复兴时期的戏剧魅力。
2.4 教学评估剧本表演和创作。
相关作品的阅读报告。
第三章：启蒙时期3.1 课程目标让学生了解启蒙时期英国文学的特点和代表作品。
培养学生对启蒙时期英国文学的欣赏和理解能力。
3.2 教学内容启蒙时期英国文学的形成背景。
丹尼尔·笛福（Daniel Defoe）和乔纳森·斯威夫特（Jonathan Swift）的作品选读。
3.3 教学方法分析笛福和斯威夫特的作品，探讨其对社会和个人思想的启示。
引导学生进行写作练习，探讨启蒙时期的价值观和道德观念。
3.4 教学评估写作练习和讨论。
阅读报告和读书笔记。
第四章：浪漫主义时期4.1 课程目标让学生了解浪漫主义时期英国文学的特点和代表作品。
培养学生对浪漫主义时期英国文学的欣赏和理解能力。
4.2 教学内容浪漫主义时期英国文学的形成背景。
威廉·华兹华斯（William Wordsworth）和乔治·戈登（Lord Byron）的作品选读。
4.3 教学方法分析华兹华斯和戈登的作品，探讨其对自然、人和情感的描绘。
引导学生进行诗歌创作和朗诵，体验浪漫主义时期的艺术表达。
巨人的花园说课稿
巨人的花园说课稿【示例范文仅供参考】---------------------------------------------------------------------- 主题:《巨人的花园》说课稿一、说教材《巨人的花园》是一本经典的儿童文学作品，由英国作家奥斯卡·王尔德创作。
本书讲述了巨人通过自己的转变，从一个自私的巨人逐渐变成了一位善良和慷慨的巨人，展现了友情、成长和人性之美。
本课将主要以故事的情节展开，通过阅读、讨论和角色扮演等多种形式，引导学生深入理解作品的主题和中心思想，并通过分析人物形象以及情节的转折，培养学生的情感态度和思维能力。
二、说教学目标1、知识目标：通过阅读《巨人的花园》，了解并理解故事背后的情感深度和中心思想。
2、能力目标：培养学生的阅读理解能力、观察力和分析思考能力，提高学生的想象力和创造力。
3、情感态度目标：通过故事中角色的转变以及主题的展示，培养学生的友情、责任和善良等价值观。
三、说教学重难点1、教学重点：通过故事背后的情感和思想展示，让学生理解友情、成长和人性之美，并能把握故事的情节和主线。
2、教学难点：引导学生理解并分析作家使用的象征和隐喻的手法，培养学生的批判性思维和文学观察力。
四、说教学过程1、导入(5分钟)引入故事背景，引发学生对于友情、成长和人性之美等主题的思考，激发学生的学习兴趣。
2、阅读与理解(15分钟)通过集体与个别的阅读，指导学生深入理解故事的情节和人物形象，并通过一些问题的引导，帮助学生分析和理解故事的中心思想。
3、分组讨论和角色扮演(20分钟)将学生分成小组，让他们讨论巨人的性格特点、行为转变以及作品传递的积极信息。
每个小组选出一名学生扮演巨人或其他关键角色，通过角色扮演的方式，生动展示故事中的情节和情感。
4、分析和思考(15分钟)引导学生分析作家使用的象征和隐喻的手法，解读故事中的寓意和象征意义，培养学生的批判性思维和文学观察力。
《英国文学选读》教案
《英国文学选读》教案第一章：概述1.1 课程介绍本课程旨在通过阅读和分析英国文学的经典作品，使学生了解英国文学的发展脉络，感受英国文学的魅力，提高英语阅读和鉴赏能力。
1.2 教学目标通过本章学习，学生将了解英国文学的基本概念、发展历程和主要流派，为后续章节的学习奠定基础。
1.3 教学内容1.3.1 英国文学的起源与发展1.3.2 英国文学的主要流派1.3.3 英国文学的重要时期1.4 教学方法采用讲授、讨论和阅读相结合的方式进行教学。
1.5 作业与评估第二章：文艺复兴时期2.1 时代背景2.2 莎士比亚2.2.1 生平简介2.2.2 代表作品2.2.3 作品分析：《哈姆雷特》2.3 斯宾塞2.3.2 代表作品2.3.3 作品分析：《仙后》2.4 作业与评估第三章：启蒙时期3.1 时代背景3.2 约翰·洛克的《人类理解论》3.2.1 生平简介3.2.2 代表作品3.2.3 作品分析：关于知识的来源和范围3.3 丹尼尔·笛福3.3.1 生平简介3.3.2 代表作品3.3.3 作品分析：《鲁滨逊漂流记》3.4 作业与评估第四章：浪漫主义时期4.1 时代背景4.2 威廉·华兹华斯4.2.1 生平简介4.2.2 代表作品4.2.3 作品分析：《抒情歌谣集》4.3 简·奥斯汀4.3.2 代表作品4.3.3 作品分析：《傲慢与偏见》4.4 作业与评估第五章：维多利亚时期5.1 时代背景5.2 查尔斯·狄更斯5.2.1 生平简介5.2.2 代表作品5.2.3 作品分析：《双城记》5.3 夏洛蒂·勃朗特5.3.1 生平简介5.3.2 代表作品5.3.3 作品分析：《简·爱》5.4 作业与评估第六章：现代主义时期6.1 时代背景6.2 詹姆斯·乔伊斯6.2.1 生平简介6.2.2 代表作品6.2.3 作品分析：《尤利西斯》6.3 弗吉尼亚·伍尔夫6.3.2 代表作品6.3.3 作品分析：《到灯塔去》6.4 作业与评估第七章：当代文学7.1 时代背景7.2 威廉·戈尔丁7.2.1 生平简介7.2.2 代表作品7.2.3 作品分析：《蝇王》7.3 伊恩·麦克尤恩7.3.1 生平简介7.3.2 代表作品7.3.3 作品分析：《儿童的行为》7.4 作业与评估第八章：英国戏剧8.1 概述8.2 威廉·莎士比亚8.2.1 生平简介8.2.2 代表作品8.2.3 作品分析：《哈姆雷特》8.3 约翰·奥斯汀8.3.2 代表作品8.3.3 作品分析：《的意思》8.4 作业与评估第九章：英国诗歌9.1 概述9.2 乔治·戈登·拜伦9.2.1 生平简介9.2.2 代表作品9.2.3 作品分析：《曼弗雷德》9.3 阿尔弗雷德·丁尼生9.3.1 生平简介9.3.2 代表作品9.3.3 作品分析：《悼念》9.4 作业与评估第十章：英国小说10.1 概述10.2 简·奥斯汀10.2.1 生平简介10.2.2 代表作品10.2.3 作品分析：《傲慢与偏见》10.3 查尔斯·狄更斯10.3.2 代表作品10.3.3 作品分析：《双城记》10.4 作业与评估第十一章：英国散文11.1 概述11.2 弗朗西斯·培根11.2.1 生平简介11.2.2 代表作品11.2.3 作品分析：《论读书》11.3 约瑟夫·艾迪生11.3.1 生平简介11.3.2 代表作品11.3.3 作品分析：《闲散人的散步》11.4 作业与评估第十二章：英国童话与儿童文学12.1 概述12.2 简·奥斯汀12.2.1 生平简介12.2.2 代表作品12.2.3 作品分析：《爱丽丝漫游奇境记》12.3 路易斯·卡罗尔12.3.2 代表作品12.3.3 作品分析：《彼得潘》12.4 作业与评估第十三章：英国女性文学13.1 概述13.2 简·奥斯汀13.2.1 生平简介13.2.2 代表作品13.2.3 作品分析：《傲慢与偏见》13.3 勃朗特姐妹13.3.1 生平简介13.3.2 代表作品13.3.3 作品分析：《呼啸山庄》13.4 作业与评估第十四章：英国文学与历史的关系14.1 概述14.2 威廉·莎士比亚14.2.1 生平简介14.2.2 代表作品14.2.3 作品分析：《理查二世》14.3 托马斯·哈代14.3.2 代表作品14.3.3 作品分析：《德伯家的苔丝》14.4 作业与评估第十五章：英国文学与文化的交融15.1 概述15.2 乔治·奥威尔15.2.1 生平简介15.2.2 代表作品15.2.3 作品分析：《1984》15.3 阿兰·德波顿15.3.1 生平简介15.3.2 代表作品15.3.3 作品分析：《爱情的艺术》15.4 作业与评估重点和难点解析本文主要介绍了《英国文学选读》课程的教案，内容涵盖了文艺复兴时期、启蒙时期、浪漫主义时期、维多利亚时期、现代主义时期、当代文学、英国戏剧、英国诗歌、英国小说、英国散文、英国童话与儿童文学、英国女性文学、英国文学与历史的关系以及英国文学与文化的交融等十五个章节。
英国文学 教案
英国文学教案教案标题：探索英国文学的魅力教案目标：1. 了解英国文学的历史和发展，培养学生对英国文学的兴趣和欣赏能力。
2. 探索英国文学作品中的主题、情感和文化内涵，提高学生的文学素养和批判性思维能力。
3. 培养学生的阅读和写作能力，通过分析和讨论文学作品，提升学生的语言运用能力。
教案步骤：引入：1. 利用图片、视频或音频等多媒体资源，引起学生对英国文学的兴趣。
例如，播放一段莎士比亚的戏剧表演或展示英国文学名著的封面。
主体：2. 介绍英国文学的历史和发展。
通过讲解英国文学的不同时期和代表作品，让学生了解英国文学的演变和特点。
可以使用时间线、图表等可视化工具，帮助学生更好地理解和记忆。
3. 选取代表性的英国文学作品进行分析和讨论。
根据学生的学习阶段和英语水平，选择适合的文学作品。
例如，初中阶段可以选择简短的诗歌或短篇小说，高中阶段可以选择莎士比亚的戏剧或狄更斯的长篇小说。
4. 阅读和理解文学作品。
引导学生通过阅读和讨论来理解文学作品的主题、情感和文化内涵。
可以组织小组讨论或角色扮演活动，激发学生的思维和表达能力。
5. 提高学生的写作能力。
根据学生的学习阶段，设计不同类型的写作任务，如书评、读后感或创作短篇故事。
通过写作活动，培养学生的语言表达和思维逻辑能力。
总结：6. 总结英国文学的重要性和魅力。
通过回顾学生的学习成果和经验，强调英国文学对世界文化的影响和贡献。
可以邀请学生分享自己的感悟和体会，进一步激发学生对英国文学的兴趣。
评估：7. 设计评估任务，检查学生对英国文学的理解和掌握程度。
可以包括选择题、填空题或写作任务等形式，确保学生对教学内容的掌握和运用能力。
延伸活动：8. 提供延伸阅读和探究的机会。
推荐学生阅读更多的英国文学作品或了解更多英国文学的相关知识。
可以组织文学俱乐部、写作比赛等活动，激发学生对英国文学的深入探索和研究。
教案资源：- 英国文学作品的选段或摘录- 多媒体资源，如图片、视频或音频- 时间线、图表等可视化工具- 学生练习册或工作纸- 评估任务的题目和答案教案评估：- 学生参与度和表现- 学生对英国文学的理解和掌握程度- 学生的写作能力和语言运用能力- 评估任务的完成情况和质量教案指导：- 针对不同年级和学习阶段的学生，适当调整教学内容和难度。
大学英国文学教案
课程名称：大学英国文学授课对象：大学本科二年级学生授课课时：2课时教学目标：1. 理解莎士比亚四大悲剧的基本情节和主题。
2. 掌握莎士比亚悲剧作品的艺术特色和写作技巧。
3. 培养学生对英国文学作品的鉴赏能力和批判性思维。
教学内容：一、导入1. 简要介绍莎士比亚的生平及其在英国文学史上的地位。
2. 提出本节课的学习重点：莎士比亚的四大悲剧。
二、课程正文1. 四大悲剧概述- 悲剧的起源和特点- 莎士比亚四大悲剧的代表作：《哈姆雷特》、《奥赛罗》、《李尔王》、《麦克白》2. 《哈姆雷特》- 故事梗概：丹麦王子哈姆雷特为父报仇，最终却因误杀而亡。
- 主题分析：复仇、人性、命运、疯狂- 艺术特色：心理描写、对比手法、象征意义3. 《奥赛罗》- 故事梗概：摩尔人将军奥赛罗被阴谋陷害，误杀心爱的妻子。
- 主题分析：嫉妒、爱情、权力、种族- 艺术特色：人物性格刻画、内心独白、象征意义4. 《李尔王》- 故事梗概：年迈的李尔王将国土分给女儿，却引发悲剧。
- 主题分析：权力、人性、疯狂、道德- 艺术特色：人物性格刻画、对比手法、象征意义5. 《麦克白》- 故事梗概：苏格兰将军麦克白为权力而疯狂，最终走向毁灭。
- 主题分析：权力、人性、疯狂、道德- 艺术特色：人物性格刻画、内心独白、象征意义三、课堂讨论1. 比较四大悲剧的主题和艺术特色。
2. 分析莎士比亚悲剧作品对后世的影响。
四、总结与作业1. 总结本节课的主要内容。
2. 布置作业：阅读《哈姆雷特》、《奥赛罗》、《李尔王》、《麦克白》中的任意一部，撰写一篇不少于800字的读书笔记。
教学方法和手段：1. 讲授法：教师讲解莎士比亚四大悲剧的基本情节、主题和艺术特色。
2. 讨论法：引导学生积极参与课堂讨论，分享自己的观点和见解。
3. 作业法：布置课后作业，巩固所学知识。
教学评价：1. 课堂表现：关注学生在课堂上的发言、讨论和提问情况。
2. 作业完成情况：检查学生课后作业的完成质量和创意性。
《致云雀》说课稿
《致云雀》说课稿尊敬的各位评委老师：大家好！今天我说课的题目是《致云雀》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教法与学法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《致云雀》是英国诗人珀西·比希·雪莱的经典诗作。
这首诗以云雀为象征，表达了诗人对自由、美好和理想的追求。
诗歌语言优美，情感真挚，具有很高的艺术价值。
在教材中，这首诗的出现有助于培养学生的诗歌鉴赏能力，提升学生的文学素养，让学生感受诗歌的魅力，体会诗人的情感世界。
二、学情分析授课对象是高二年级的学生，他们已经具备了一定的诗歌阅读基础和文学鉴赏能力。
但对于雪莱的诗歌风格和创作背景可能了解不多，在理解诗歌的深层含义和艺术特色方面可能存在一定的困难。
三、教学目标基于以上的教材和学情分析，我制定了以下的教学目标：1、知识与技能目标让学生了解雪莱的生平及创作风格。
掌握诗歌中的象征手法和意象的运用。
2、过程与方法目标通过反复诵读，培养学生的语感和诗歌鉴赏能力。
引导学生分析诗歌的结构和语言特点，提高学生的文学分析能力。
3、情感态度与价值观目标感受诗人对自由、美好的向往，激发学生追求理想的热情。
培养学生积极向上的人生态度和对真善美的追求。
四、教学重难点1、教学重点理解诗歌中云雀的象征意义。
分析诗歌的语言特色和艺术手法。
2、教学难点领悟诗歌所表达的深层情感和思想内涵。
培养学生对诗歌的独立鉴赏能力。
五、教法与学法为了实现教学目标，突破重难点，我将采用以下教法和学法：1、教法诵读法：通过反复诵读，让学生感受诗歌的韵律和节奏之美，进而理解诗歌的内涵。
问题引导法：设置问题，引导学生思考和探究，培养学生的思维能力。
讲解法：对诗歌中的重点和难点进行适当的讲解，帮助学生理解。
2、学法自主学习法：学生自主预习，了解诗歌的背景和作者的相关信息。
合作学习法：小组合作讨论问题，交流观点，共同提高。
探究学习法：引导学生深入探究诗歌的主题和艺术特色，培养创新思维。
英国文学 教案 Introduction
●Thus literature offers bothpleasureandillumination. It enriches our lives and increases our capacities for understanding and comprehension. Finding meaning in our world and expressing it and sharing it with others is the most human activity of our existence.
◆As Robert Frost says,literatureis a performance in words. It is the work of men who are specially sensitive to the language of their time and who use the skill of language to make their vision of life.
●Literature helps us to better understand the nature of the real. Readers find meanings in the wok or read for a sense of what an aspect of life means to the writer, but they also take delight in the way that the work has been constructed, take delight in theperformancein words.
《英国文学选读》教案
《英国文学选读》教案一、教学目标1. 让学生了解英国文学的发展历程和重要作家及其作品。
2. 通过阅读和分析英国文学作品，提高学生的文学鉴赏能力和批判性思维能力。
3. 增进学生对英国文化和社会的了解，培养跨文化交际能力。
二、教学内容1. 英国文学的起源和发展历程2. 重要作家及其代表作3. 英国文学的主要流派和特点4. 文学作品的批判性分析方法5. 英国文化和社会背景知识三、教学方法1. 讲授法：讲解英国文学的发展历程、重要作家及其作品，介绍文学流派和特点。
2. 阅读法：学生自主阅读文学作品，提高文学鉴赏能力。
3. 讨论法：分组讨论文学作品，培养学生的批判性思维能力。
四、教学评估1. 课堂参与度：评估学生在讨论和提问中的表现，考察学生的积极性和主动性。
2. 阅读笔记：检查学生的阅读笔记，评估学生的文学鉴赏能力和批判性思维能力。
3. 文学评论：评估学生的文学评论写作能力，考察学生对英国文学的理解和分析能力。
五、教学安排1. 第一周：讲解英国文学的起源和发展历程，介绍重要作家及其代表作。
2. 第二周：学习英国文学的主要流派和特点，阅读经典文学作品。
3. 第三周：运用批判性分析方法，深入探讨文学作品的主题和意义。
4. 第四周：了解英国文化和社会背景知识，分析文学作品与时代背景的关系。
六、教学资源1. 教材：《英国文学选读》教材，提供全面的文学作品和背景知识。
2. 参考书目：提供相关的参考书目，供学生进一步阅读和拓展知识。
3. 网络资源：利用互联网查找相关的英国文学资源，如文学评论、作家生平介绍等。
4. 视听资料：播放相关的文学作品的朗读或电影改编，增强学生的直观感受。
七、教学活动1. 文学作品阅读：学生自主阅读教材中的文学作品，了解作品的情节和主题。
2. 课堂讨论：分组进行讨论，分享对文学作品的理解和感受，提出问题和建议。
3. 文学分析：运用批判性思维方法，深入分析作品的语言、形象、情节等方面。
5. 文学演讲：学生选择一部喜欢的文学作品，进行演讲，分享对该作品的理解和欣赏。
RomeoandJuliet英国文学说课讲解
Main Characters
Juliet
The daughter of Capulet and Lady Capulet. A beautiful thirteen-yearold girl, Juliet begins the play as a naïve child who has thought little about love and marriage, but she grows up quickly upon falling in love with Romeo, the son of her family’s great enemy. Because she is a girl in an aristocratic family, she has none of the freedom Romeo has to roam around the city, climb over walls in the middle of the night, or get into swordfights. Nevertheless, she shows amazing courage in trusting her entire life and future to Romeo, even refusing to believe the worst reports about him after he gets involved in a fight with her cousin. Juliet’s closest friend and confidant is her nurse, though she’s willing to shut the Nurse out of her life the moment the Nurse turns against Romeo.
英国文学教案
英国文学教案教案标题：探索英国文学的精华教学目标：1. 介绍英国文学的历史和发展，培养学生对英国文学的兴趣和理解。
2. 培养学生的阅读和分析能力，提高他们的文学素养。
3. 帮助学生发展批判性思维和创造性表达能力。
教学内容：1. 英国文学的历史概述：从中世纪到现代，介绍英国文学的不同时期和代表作品。
2. 重要的英国文学作家和作品：包括莎士比亚、狄更斯、奥斯汀等。
3. 文学风格和主题：探讨英国文学的不同风格和主题，如浪漫主义、现实主义等。
4. 文学分析技巧：引导学生学习如何分析文学作品的结构、语言运用和主题表达。
5. 文学创作实践：鼓励学生进行文学创作，如写作短篇小说、诗歌或戏剧。
教学步骤：1. 导入：通过展示英国文学名著的封面或摘录，引起学生对英国文学的兴趣，并提出本节课的主题和目标。
2. 知识讲解：简要介绍英国文学的历史概述，重点强调不同时期和作家的代表作品。
3. 小组讨论：将学生分成小组，让他们选择一个英国文学时期或作家进行深入研究，并分享他们的发现。
4. 文学分析活动：选择一篇经典的英国文学作品，引导学生分析作品的结构、语言运用和主题表达。
5. 创作实践：鼓励学生选择一个他们喜欢的英国文学作品的场景或角色，写作一个短篇小说、诗歌或戏剧。
6. 学生展示：学生展示他们的文学分析和创作成果，并进行同伴评价和讨论。
7. 总结：回顾本节课的学习内容和目标，鼓励学生继续探索和阅读英国文学作品。
教学资源：1. 英国文学作品选集和教材2. PowerPoint演示或投影仪3. 小组讨论指导问题4. 文学分析工具和模板5. 创作指导材料和范例评估方式：1. 学生的小组讨论和分享活动，评估他们对英国文学时期和作家的了解程度。
2. 文学分析活动中，评估学生对文学作品结构、语言运用和主题的分析能力。
3. 创作实践中，评估学生的创造性表达和对英国文学风格的理解。
4. 同伴评价和讨论，评估学生对他人作品的理解和批判性思维能力。
《英国文学史》教学设计
《英国文学史》教学设计一．课程基本描述课程中文名称：英国文学史课程英文名称：History of English Literature总学时：36 讲课：34 复习：2授课对象：英语专业三年级学生开课单位：外语系英语专业教研室课程要求：必修课课程类别：专业知识课开课时间：第五学期先修课：基础英语、阅读、写作、英美概况等二．教学目标本课程为英语专业高年级阶段的专业知识课，是必修课。
通过本课程的学习，学生将了解英国文学史的发展过程及不同文学流派的主要特征，掌握基本文学常识和文学批评知识及方法，阅读、分析、理解、欣赏英语文学原著，撰写文学评论文章，结合所学知识和自身经历用英语进行文学创作，因而，学生的语言基本功和人文素质将会得到提高，对西方文学及文化的了解进一步加深。
三．授课对象分析本课程的授课对象为英语专业三年级的学生，他们已经完成了英语专业基础阶段的学习，具有较扎实的英语听说读写基本功及有关英国的历史文化背景知识，在泛读等课程的学习过程中，作为课外作业也读过一些英文简易读物，因此具备学习英国文学史的基本条件，本课程将把他们对英国文学零星的认识系统化、条理化，系统地介绍英国文学发展史及文学流派特点。
学生将阅读难度更大的英文原著，还要完成从基本技能训练到专业知识学习的转变，提高分析能力、思辨能力和创作性写作能力。
由于本课程与社会、历史、哲学、美学密切相关，所以学生应该在人生观、审美价值等方面多作思考，对他们的价值取向将起到重要作用。
由于当前就业的一些压力，学生往往觉得本门课程的实用性不强，所以，对学生进行的问卷调查表明，一些学生对此门课的兴趣不浓，学习动机不强烈，但他们未能意识到该课程在提高分析能力、审美能力、创造能力和提高修养方面所起的作用，因此，本课程所要解决的一个主要问题就是如何激发学生的学习动机，通过本课的学习获得成就感。
其次，英语专业三年级的学生的英语水平已逐渐拉开，在教学中要深入浅出，抓住知识性、思想性、审美性的纲领，既要照顾大多数学生的需求，又要考虑学生的个体差异。
《英国文学》教案
教案课程名称：英国文学授课班级：授课教师：院系：外国语学院2010年2月28日Table of ContentsIntroduction .................................................................................................................... Lecture 1 William Shakespeare .................................................................................... Lecture 2 John Milton ................................................................................................... Lecture 3 Daniel Defoe ................................................................................................... Lecture 4William Wordsworth .................................................................................... Lecture 5Jane Austen .................................................................................................... Lecture 6George Gordon, Lord Byron ....................................................................... Lecture 7Charles Dickens............................................................................................. Lecture 8 James Joyce ................................................................................................... Lecture 9 Thomas Stearns Eliot .................................................................................... Lecture 10 Conclusion ......................................................................................................................IntroductionLiterature in the widest sense is just about anything written. But in the more specialized sense, it is the art that uses language as a medium. Literature contains fiction and non-fiction. Under fiction there are four genres: novels, short stories, plays, and poems. Fiction is referred to as creative or figurative expression of life. Non-fiction is called a literal expression of life or discursive writing. Non-fiction is essay, which has traditionally been classified into 4 categories: description, narration, exposition and argumentation.Robert Frost says literature is a performance in words. It is the work of men who are specially sensitive to the language of their time and who use the skill of language to make their vision of life.Literature helps us to better understand the nature of the real. And it also makes us readers take delight in the way that the work has been constructed, take delight in the performance in words. Literature offers both pleasure and illumination. It enriches our lives and increases our capacities for understanding and comprehension.For the first-level readers, literature is read for emotional satisfaction, for excitement as well as for entertainment. For The second-level readers, literature is read for its didactic function. Advanced readers of literature have a distinctive concern over matters beyond didacticism. They look for “how it is said”. In other words, sophisticated readers do not allow themselves to be passively manipulated by either moving plots or fascinating characters. Instead, they have an awareness of how authors manipulate readers, of what the mode of narration is, of whom the speaker is and what the benefit of the choice is. For them, Literature can be read as rhetoric and philology. Readers at this level are also aware of artistic weakness. They even read texts closely as texts and do not move into the general context of human experience or history.The aim in teaching literature is to encourage a confrontation with actual works of art and to demonstrate how literature is a particular organization of language. Literature is always inward pointing. There is no way of knowing a work of literature unless we go to other parts of the work.Literature has its own specific laws, structures, and devices. To understand works of literature is like appreciating a bridge. It is important to know its elements, to know how the component parts are put together to make the whole. Being familiarity with technical vocabulary does not guarantee that one will understand and enjoy fiction. There is no substitute for careful reading, thinking about one’s response, and rereading the text, looking for evidence that supports the initial responses or that will lead to richer or different ones. To sum up, one must be inside and outside of the work.This course aims at introducing the background of English literature, and the famous writers and works in English literature, focusing on the style of the writers and the characteristics of their works. Selected Readings in English and American Literature by Wu Xianglin is our course book. When studying this course, students are required to prepare a notebook and take notes of the important information givenby the teacher. Besides, students are required to read some selected readings and discuss some questions given by the teacher. Furthermore, students are required to read two novels given by the teacher and hand in two papers, each of which no less than 1000 words.Grade of this course includes the grade of daily performance (20%) ,the grade of mid-term examination (30%) and the grade of final examination(50%). The grade of daily performance will be given according to the following items: in-class behavior (60%), including previewing, taking notes, question-answering and presentation; homework; attendance (40%).Lecture 1William ShakespeareⅠTeaching ContentThe general introduction of English Literature and Renaissance; The introduction of the writer and his worksⅡTime Allotment4 periodsⅢTeaching Objectives and Requirements1 Help the students know about the history and characteristics of literature in thisPeriod.2 Help the students know about William Shakespeare and his works.ⅣKey Points and Difficult Points in Teaching1 Renaissance2 Appreciation of Shakespeare’s worksⅤTeaching Methods and MeansLecture; Discussion; PresentationⅥTeaching Process1.Warming-up questions:1)How much do you know about English literature?2)Why do we learn literature?—A good way to improve thelanguage-learning itself; a good way to broaden the sphere of knowledge;to provoke deep-thinking and to provide different ways to look at life andthe world; to enhance one’s understanding of history, politics, culture andthe miniature of the society; to enrich one’s life and improve one’s quality;to improve one’s insight into human character…3)Words used to describe literature: artistic, beautiful, emotional,expressive, imitating, imaginative, informative, instructive, pleasing,passionate, reflective, valuable2.Main plot /General clue of English literature:English literature began with the Anglo-Saxon settlement in England. The study of English literature usually begins with the Anglo-Saxon epic poem Beowulf. The Anglo-Saxons first brought to England the Germanic language and culture. After the Norman Conquest in 1066, the Normans bought to England a fresh wave of Mediterranean civilization, which includes Greek culture, Roman law, and the Christian religion. It is the cultural influences of these two conqueststhat provide the source for the rise and growth of English literature. The English at that time was called Old English, which is quite hard to recognize today.Geoffrey Chaucer, father of English literature, is a great representative of the Mediaeval Age. He’s the first person to use English to write stories.By the time of Queen Elizabeth I’s reign (1558-1603), English was basically as it is today. In the works of Shakespeare and later in the King James version of the Bible, English reached its peak of purity and beauty. In all the centuries since, the English language has undergone gradual changes. Shakespeare lives in this age but he belongs to all ages. He is the greatest playwright and poet. His masterful plays have dominated English-speaking stages ever since they were written. They have been translated into every major language. Among all his 38 plays, the well-known four greatest tragedies are: Hamlet, Othello, King Lear, and Macbeth.The 17th century witnesses the Great Revolution in England. In this period, John Milton finished writing his masterpieces Paradise Lost, Paradise regained, and Samson Agonistes after he became blind.The 18th century English literature is marked by a rather large shift from the mood and tone of the 17th century. In this period, Jonathan Swift was one of the greatest figures. His Gulliver’s Travels not only satirized the political circle but also entertained many children with his fantastic stories. Daniel Defoe, father of English novels, was also worth mentioning. Robinson Crusoe is the most famous tale of shipwreck and solitary survival in all literature.Roughly the first third of the 19th century makes up English literature’s romantic period. Writers of romantic literature are more concerned with imagination and emotion than with the power of reason, which marked the 18th century. Wordsworth and Coleridge published their Lyrical Ballads in 1798, which was called romantic poetry’s Declaration of Independence. Together with Robert Southey, they were called “Lake Poets” since all of them lived in the lake district and admired nature very much. Byron, keats and Shelly are all well-known figures in this period. Jane Austen was the only famous woman novelist, with her graceful novels, like Sense and Sensibility, Pride and Prejudice, and Emma.The romantic period shades gradually into the Victorian age, which takes its name from Queen Victoria. She came to the throne in 1837 and reigned until 1901. Historical and philosophical writing continued to flourish along with poetry and fiction. At the same time, satire and protest against evils in society became strong elements. Among the famous novelists of the time were the critical realists like Charles Dickens, William Makepeace Thackeray, and Bronte sisters. In Charles Dickens’ novels, he combines a rare comic gift and a power to reduce the readers to tears. Thomas Hardy lived well into the 20th century, but did his major work as a novelist in the 19th century, as a poet he belongs to the 20th.20th century is the most difficult to summarize. It has witnessed wars andrevolutions. And the postwar economic dislocation and spiritual disillusion produced a profound impact upon the British people, who came to see the prevalent wretchedness in capitalism. Britain suffered heavy losses in the war: thousands of people were killed; the economy was ruined; and almost all its former colonies were lost. The sun-never-set Empire finally collapsed. 20th century has marked the end of the British Empire. With the development of science and technology, various ideas and theories have been printed or passed on, through newspapers, radio and TV. Karl Marx and Friedrich Engels put forward the theory of scientific socialism; Darwin’s theory of evolution caused many people to lose their religious faith; the social Darwinism, under the cover of “survival of the fittest”, strongly advocated colonialism and jingoism; Freud’s analytical psychology drastically altered people’s conception of human nature;Friedrich Nietzsche went further against rationalism by advocating the doctrines of power and superman and by completely rejecting the Christian morality. All in all, modernism rose out of skepticism and disillusion of capitalism. New ideas in writing were mixed with the old, to follow the changing times. The major themes of the modernist literature are the distorted, alienated and ill relationships between man and nature, man and society, man and man, and man and himself.All kinds of literary trends of modernism appeared: symbolism, expressionism, surrealism, futurism, Dadaism, imagism, and stream of consciousness, Theater of the Absurd, black humor. Many outstanding men of letters emerged, James Joyce,wrence, Virginia Woolf,E.M.Forster, T.S.Eliot, to name a few.3. Elizabethan Age●The Elizabethan period began with the ascension of Queen Elizabeth I in 1558 andits afterglow shone well beyond the 16th century.●The Elizabethan age was one in which Renaissance transformed Chaucer’sMedieval England into Shakespeare’s modern one. Elizabethan age is one of the few greatest in the history of the world. Genius was unrestrained, and imagination ran wild. Everyone was out for a new form, and the thirst for the unique was unquenchable. Emotion received its most ample and adequate expression in the literary works of the period.●It was also an age in which people felt little or no restraint in their behavior. All thethree major departments of literature＿poetry, drama, and prose＿bloomed, and countless authors vied in offering their very best in a tremendous outburst of creative power.●All in all, the age furnished a fertile soil, as it were, on which a plethora of freshflowers and plants grew to survive.4. Renaissance●Renaissance refers to the period between the 14th and mid-17th centuries. It makesa transition from the medieval to the modern world.●Renaissance started in Italy with the flowering of painting, sculpture and literature,and then spread to the rest of Europe. The term Renaissance means rebirth or revival.●The Renaissance period was marked by a reawakening of interest in learning, inthe individual and in the world of nature. The revival of learning led scholars back to the culture of Greece and Rome. The rebirth of interest in the individual gave rise to a new appreciation of beauty, to a desire for self-expression in varied activities and to the creation of art. The renewal of curiosity about the nature word ultimately drew men to discover new lands and new scientific truths. The essence of renaissance is humanism.●In this period, the European humanist thinkers and scholars made attempts toabolish old feudalist ideas in medieval Europe, to introduce new ideas of the rising bourgeoisie, and to carry out religious reformation. It had the most far-reaching influence and paved the way for Religious Reformation and the Bourgeois Revolution.5. William Shakespeare5.1 Shakespeare’s life●Shakespeare was born in April 1564, on April 23, in Stratford-upon-Avon,Warwickshire.●He was a very talented person and studied in a local grammar school for six years.He learned not only writing and reading, but also Latin and Greek.●According to the legend, he had poached upon the lands of a certain Sir ThomasLucy, a rich landlord and country magistrate and was caught by Lu cy’s keepers and severely punished. Shakespeare avenged himself by composing a satirical ballad; very soon it became so popular throughout the countryside that wherever Sir Thomas Lucy appeared he was met with the strains of the ballads. Sir Thomas was enraged and redoubled his persecution to such a degree that Shakespeare was compelled to leave Stratford and seek refuge in London.●While at home he often went to watch the traveling companies’ plays such asmiracle plays in the neighboring town of Coventry.●In 1582 he married a farmer’s daughter Anne Hathaway, who was eight years hiselder. He arrived in London in 1586 or 1587. From then on he began his career asa playwright. Shakespeare died on his birthday, April 23, 1616, and was buried inHoly Trinity Church, Stratford.5.2 Shakespeare’s literary careerAs the greatest English dramatist and poet, Shakespeare left us a great wealth of37 plays, including 14 comedies, 12 tragedies, and 11 historical plays, 154 sonnets,as well as two long poems.5.2.1 Shakespeare as a playwright●Four periods of Shakespeare’s creation of playsDuring the twenty-two years of his literary career, he produced 37 plays, 154 sonnets and two long poems. Shakespeare’s literary career may be divided into four major phrases which represent respectively his early, mature, flourishing, and late periods.The first period (1590-1594)It is the period of his apprenticeship in play-writing. His work in this period relies notso much on character as on fine or witty speech and situation and bears the mark of youth, but of youth with astonishing versatility and wonderful talent. The comedies are chiefly concerned with the affairs of youth and full of romantic sentiment. In historical plays, the dramatist tried to handle political themes and give historical lessons. Besides, Shakespeare’s early plays show an extraordinary facility in expression and a felicity in the choice of phrases and epithets. And blank verse developed by him into a happy vehicle to express all kinds of thought and emotion freely.1)historical play:1590，Henry VI, part 2《亨利六世，中》1590，Henry VI, part 3《亨利六世，下》1591，Henry VI, part 1《亨利六世，上》1592，Richard III 《查理三世》2）comedy:1592，The Comedy of Errors《错误的喜剧》1593，Taming of the Shrew 《驯悍记》1594，Two Gentlemen of Verona《维洛那二绅士》1594，Love's Labour’s Lost《爱的徒劳》3)tragedy:1593，Titus Andronicus《泰特斯·安德洛尼克斯》1594，Romeo and Juliet《罗密欧与朱丽叶》4)narrative poems:1593，Venus and Adonis 《维纳斯与安东尼斯》1594，The Rape of Lucrece《鲁克丽丝受辱记》The second period (1595-1600)It is a period of “great comedies” and mature historical plays. The dramatist made an advance in every way and the general spirit is optimism. In the historical plays of this period, different phrases of English life are shown before us. There is a great lift in characterization(人物创造)and sources the dramatist employed in this period are many and diversified. As a whole, this period is Shakespeare’s sweet and joyful time, in which he succeeds in portraying a magnificent panorama of the manifold pursuits of people in real life.1) Six Comedies:1595，A Midsummer Night's Dream《仲夏夜之梦》1596，The Merchant of Venice《威尼斯商人》1598，The Merry Wives of Windsor《温莎的风流娘儿们》1598，Much Ado About Nothing《无事生非》1599，As You Like It《皆大欢喜》1600，Twelfth Night《第十二夜》2) Five historical plays:1595，Richard II《查理二世》1596King John《约翰王》1597，Henry IV, part 1《亨利四世，上》1597，Henry IV, part 2 《亨利四世，下》1598，Henry V《亨利五世》3) A Roman tragedy:1599，Julius Caesar《裘力斯·凯撒》Some SonnetsThe third period (1601-1607)It is a period of “great tragedies” and “dark comedies”. In the plays of this period, the tragic note is aggravated. The sunshine and laughter of the second period has turned into clouds and storms. Even the comedies written in this period are known as “dark”because they give somber pictures of the world. The cause of such a change should be sought from Shakespeare’s change of moods as influenced by the social upheavals at the turn of the century. There were plots and rising against Elizabeth. In 1604, the Earl of Southampton, Shakespeare’s patron, was arrested by James I.1) Five tragedies:1601，Hamlet《哈姆莱特》1604，Othello《奥赛罗》1605，King Lear《李尔王》1605，Macbeth《麦克白》1607，Timon of Athens《雅典的泰门》2) Three comedies:1602，Troilus and Cressida《特洛勒斯与克里西达》1603，All's Well That Ends Well《终成眷属》1604，Measure for Measure《一报还一报》3) Two Roman tragedies:1606，Antony and Cleopatra《安东尼与克丽奥佩特拉》1607，Coriolanus《克利奥兰纳斯》The fourth period (1608-1612)It is the period of romantic drama. With this period we turn from the storm, the gloom, and the whirlwind of the third period to “a great peacefulness of light”, and a harmony of earth and heaven.1) Four romantic comedies:1608，Pericles, Prince of Tyre《泰尔亲王配力克里斯》1609，Cymbeline《辛伯林》1610，Winter's Tale 《冬天的故事》1611，The Tempest《暴风雨》2) A historical play:1612，Henry VIII《亨利八世》●Chief achievements and characteristics of Shakespeare’s dramaShakespeare’s success as a great playwright c hiefly rest on the following five aspects: 1) The progressive significance of his themes; 2) His successful character portrayal; 3) His master-hand in constructing plays; 4) The ingenuity of his poetry;5) His mastery of English language.◆Shakespeare’s t hemesNo other writer in English history has dealt with such a variety of themes as William Shakespeare. Through his plays, he touched almost every aspects ofhuman life, of human pleasures and human tragedies. Shakespeare paints in his dramas a faithful panorama of the decline of old feudal nobility and the rise of the Tudor monarchy, which represented the interests of the English bourgeoisie. Moreover, he is perhaps the perfect expression of Renaissance humanism. He distilled into his drama the humanistic spirit of the Renaissance, and his drama becomes an expression, a monument of the English Renaissance.◆Shakespeare’s character portrayalIn his 37 dramas, Shakespeare created a large group of lifelike characters who live and struggle, suffer and rejoice—representing all the complexities and implications of real life. His keen insight into the workings of human spirit enabled him to pierce to the very core of his characters and made his men and women unforgettable creatures of flesh and blood. Though his characters are often clothed in foreign dresses, the thoughts and feelings of the characters belong to the age of Shakespeare. He wrote about his own people and for his own people.◆Shakespeare’s play constructionShakespeare is a master-hand for every form of drama—comedy, tragedy, and historical plays. Moreover, his tragedies may have comic elements, and his comedies include sardonic commentaries on human frailty. He is skillful at recreations that under his pen every old story puts on a new look, shines with a new beauty of its own, and becomes a dramatic art with a new significance.The plots of Shakespeare’s plays are well-arranged according to the requirement of the theme and content. The action is developed freely, without being hindered by the rules of the classical unities (action, place and time).◆Shakespeare’s PoetryIn his creation of dramas, he succeeded in combing the two sides of his talent—Shakespeare the poet and Shakespeare the dramatist—into one and produced the most remarkable poetic dramas in England or perhaps in the whole world. The lines in his plays are not mere decorations but all have their own values. They serve as a vehicle of utterance to all the possible sentiments of his characters. Shakespeare not only produced wonderful poetry in different forms, like songs, sonnets, rhymed couplets, and especially dramatic blank verse, he was also a master of prose of various styles, both effective and powerful.◆Shakespeare’s LanguageShakespeare’s command of vocabulary was the largest among the Elizabethan dramatists. He used more than 16000 different words and enriched the English language with his own coinage. Under his hand, words glow with life, which vitalize the printed pages with beauty, melody, humor, pathos, tenderness, force, or whatever effect he choose to produce. He uses the English language the greatest freedom and ease, so that all the speeches fit all the characters that use them.(For information, see Chang Yaoxin, 54-56)●Major comments on some of Shakespeare’s works◆The Merchant of V enice▼A double plot: (1) the story between Bassanio and Portia: (2) the storybetween Antonio and Shylock▼The theme: on eulogy of the triumph of justice and love over insatiablegreed and brutality.▼The image of Portia: Portia is a woman of the Renaissance-beautiful,prudent, cultured, courteous, resourceful, decisive, independent and capableof rising to an emergency. She is one of Shakespeare’s ideal women.5.2.2 Shakespeare as a poet●A sonnet is a poem consisting of 14 lines with rhyme arranged according todefinite scheme. It was introduced by Thomas Wyatt into England●Shakespearean sonnet: the English sonnet, having 14 lines with tree quatrains andone couplet that make an effective and unifying climax to the whole. It has a consistent rhyme scheme of abab cdcd efef gg.Section 1 Poetry英语诗歌导读(Introduction to the English Poetry)与用充分多的词句充分地表达内容的散文（prose，即非韵文体）不同，诗歌是语言文学中难度最大的部分，也是最凝练、最精华和最优美的部分，用最少的或限定数量的词句表达尽可能多的内容。
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叶芝名诗《当你老了》
• 原文：When you are old 原文： • When you are old and grey and full of sleep, • And nodding by the fire, take down this book, • And slowly read, and dream of the soft look • Your eyes had once, and of their shadows deep; • How many loved your moments of glad grace, • And loved your beauty with love false or true, • But one man loved the pilgrim Soul in you, • And loved the sorrows of your changing face; • And bending down beside the glowing bars, • Murmur, a little sadly, how Love fled • And paced upon the mountains overhead • And hid his face amid a crowd of stars.
5.The Victorian Period
Jane Austen
批判现实主义
• 批判现实主义特指十九世纪在欧洲形成的一种文艺思潮和 批判现实主义特指十九世纪在欧洲形成的一种文艺思潮和 欧洲形成的一种文艺思潮 创作方法，批判现实主义文学是在继承以往文学中的现实 创作方法，批判现实主义文学是在继承以往文学中的现实 主义传统的基础上形成的 代表作家有法国的司汤达 传统的基础上形成的。 司汤达、 主义传统的基础上形成的。代表作家有法国的司汤达、巴 尔扎克，英国的狄更斯 俄国的托尔斯泰 狄更斯， 托尔斯泰等 尔扎克，英国的狄更斯，俄国的托尔斯泰等；代表作品有 红与黑》 人间喜剧》 艰难时世》 复活》 《红与黑》、《人间喜剧》、《艰难时世》、《复活》等。 • 基本特征 • 十九世纪的批判现实主义文学， 十九世纪的批判现实主义文学，是资产阶级文学史上 灿烂的一页，也是世界文艺宝库中一份十分重要的遗产。 灿烂的一页，也是世界文艺宝库中一份十分重要的遗产。 批判现实主义是属于资产阶级范畴的文学， 批判现实主义是属于资产阶级范畴的文学，它的思想武器 是以人性论为基础的人道主义， 是以人性论为基础的人道主义，它的社会政治主张主要是 改良主义， 改良主义，它的创作理论的哲学依据基本上是唯物论的反 映论。 映论。
莎士比亚故居
追寻莎士比亚
哈姆雷特o-Classical Period （1660-1785）
John Milton
约翰·弥尔顿（John Milton,1608～1674）英 国诗人、政论家，民主斗 士。弥尔顿是清教徒文学 的代表，他的一生都在为 资产阶级民主运动而奋斗， 代表作《失乐园》是和 《荷马史诗》、《神曲》 并称为西方三大诗歌。 编辑本段人物大事记
Samuel Beckett
批判现实主义
• • • • • • • • • 作家作品
作家名代表作： 作家名代表作： 司汤达《红与黑》《法尼娜·法尼尼》 巴尔扎克《人间喜剧》《欧也妮·葛朗台》 狄更斯《双城记》《大卫·科波菲尔》 莫泊桑《漂亮朋友》《羊脂球》《项链》 普希金《叶甫盖尼·奥涅金》《上尉的女儿》 果戈理《死魂灵》《外套》《钦差大臣》 托尔斯泰《战争与和平》《安娜·卡列尼娜》《复活》 契诃夫《第六病宝》《套中人》 《变色龙》 • 欧·亨利《麦琪的礼物》 《警察和赞美诗》
Willeam Gerald Golding
Samuel Beckett
• 塞缪尔·贝克特（Samuel Beckett，1906年 4月13日－1989年11月10日），20世纪爱 尔兰、法国作家，创作的领域包括戏剧、 小说和诗歌，尤以戏剧成就最高。他是荒 诞派戏剧的重要代表人物。1969年，他因 “以一种新的小说与戏剧的形式，以崇高 的艺术表现人类的苦恼”而获得诺贝尔文 学奖。
简·奥斯汀
简·奥斯汀
Becoming Jane
成为简
成为简
6.The Modern Period
William butler yeats
William butler yeats
简介
• Butler威廉·巴特勒·叶芝（William Yeats）（1865～1939），亦译“叶慈”、 “耶茨”，爱尔兰诗人、剧作家，著名的 神秘主义者，是“爱尔兰文艺复兴运动” 的领袖，也是艾比剧院（Abbey Theatre） 的创建者之一，被诗人艾略特誉为"当代最 伟大的诗人"。叶芝对戏剧也有浓厚的兴趣， 先后写过26部剧本。
7.The Postmodern Period
Willeam Gerald Golding And Samuel Beckett
Willeam Gerald Golding
• 威廉·戈尔丁（Willeam Gerald Golding）是 一位英国小说家，诗人，1983年诺贝尔文 学奖得主。他的小说富含寓意，广泛地融 入了古典文学，神话，基督教文化以及象 征主义。其作品的主题一般是与黑暗邪恶 有关，但他的小说中也表达一种昏暗的乐 观主义。他的第一本小说《蝇王》（1954 年）突出了他一直不停探讨的主题：人类 天生的野蛮与文明的理性的斗争。这部小 说也奠定了他的世界声誉。
失乐园
John Milton
4.The Romantic Period （1758-1830）
William Wordsworth
William Wordsworth
• To the world you may be one person,but to one person you may be one world. • I love you not because of who you are,but because of who I am when I am with you. ---Byron • If Winter comes, can Spring be far behind? -------Shelley
Beowulf
Beowulf
2.The Renaissance(15001660)
Shakespeare
莎士比亚名言
• To be or not to be.That is a question. 生存还是毁灭， 这是一个值得考虑的问题。 • A light heart lives long . 豁 达者长寿。 • Don’t gild the lily. 不要给 百合花镀金/画蛇添足 • Words can not express true love,loyalty behavior is the best explanation。 真正的 爱情是不能用言语表达的，行 为才是忠心的最好说明 • Uneasy lies the head that wears a crown. 位高心不 宁 • words,words,only words,no matter from the heart. 空 话，空话，只有空话，没有一 点真心 • Love is a woman with the ears,and if the men will love,but love is to use your eyes。 女人是用耳朵恋爱 的，而男人如果会产生爱情的 话，却是用眼睛来恋爱
叶芝名诗《当你老了》
• 当你年老时 傅浩译 • 当你年老，鬓斑，睡意昏沉， • 在炉旁打盹时，取下这本书， • 慢慢诵读，梦忆从前你双眸 • 神色柔和，眼波中倒影深深； • 多少人爱你风韵妩媚的时光， • 爱你的美丽出自假意或真情， • 但唯有一人爱你灵魂的至诚， • 爱你渐衰的脸上愁苦的风霜； • 弯下身子，在炽红的壁炉边， • 在头顶上的群山巅漫步闲游， • 把他的面孔隐没在繁星中间。
1.The Old English Period and Middle English Period (450-1500) Epic——Beowulf
基本信息 贝奥武夫》 《贝奥武夫》（Beowulf） 根据发音， ） 根据发音， 我们译为：贝奥武夫。其实，它有两种意思： 我们译为：贝奥武夫。其实，它有两种意思： 第一， 第一，Beo，是北欧单词的简写，因此，可 ，是北欧单词的简写，因此， 翻译为：北欧之狼。第二， 翻译为：北欧之狼。第二，Beo，是“熊” ， 的发音简写，寓意： 的发音简写，寓意：像熊一样强壮以及像狼 一样勇猛的男人。 贝奥武夫》 一样勇猛的男人。《贝奥武夫》它体现的是 英雄叙事长诗，完成于公元九世纪。 英雄叙事长诗，完成于公元九世纪。 全诗 长3183行，以斯堪的纳维亚（Scandinavia） 行 以斯堪的纳维亚（ ） 的英雄贝奥武夫（ 的英雄贝奥武夫（Beowulf）的英勇事迹构 ） 成主要内容。 成主要内容。