精简英国文学教案Week11

第一篇：精简英国文学教案Week11

Week11 目的：理解批评现实主义以及迪更斯(mirror)1． Realism, a mode of writing that gives the impression of recording or reflecting faithfully an actual way of life.It is not a direct or simple reproduction of reality(a slice of life)but a system of conventions producing a lifelike illusion of some real world outside the text.The earliest Realist work began to appear in the 18th century, in a reaction to the excesses of Romanticism and Neoclassicism.2． WHAT IS THE STRENGTH AND WEEKNESS OF ENGLISH CRITICAL REALISM？ 3．

Three periods of Charles Dickens’ literary career.(英国文学简史)4.Features of Dickens’ novels

A.Dickens’novels offer a most complete and realistic picture of the English bourgeois of his age.B.Dickens is a petty bourgeois intellectual.He could not overstep the limits of his class.He believed in the moral self-perfection of the wicked propertied classes.He failed to see the necessity of a bitter struggle of the oppressed against their oppressors.C.Almost all his novels have a happy ending.D.His novels tell much of the experiences of his childhood.F.Dickens is a great humorist.His novels are full of humor and laughter.5．Key Facts of Oliver Twist full title · Oliver Twist: The Parish Boy’s Progress

genre · Children’s story;detective story;novel of social protest narrator · Anonymous narrator point of view · The narrator is third person omniscient, and assumes the points of view of various characters in turn.The narrator’s tone is not objective;it is sympathetic to the protagonists and far less so to the novel’s other characters.When dealing with hypocritical or morally objectionable characters, the narrative voice is often ironic or sarcastic.tone · Sentimental, sometimes ironic, hyperbolic, crusading setting(time)· 1830s setting(place)· London and environs;an unnamed smaller English city;the English countryside protagonist · Oliver Twist major conflict · Although Oliver is fundamentally righteous, the social environment in which he is raised encourages thievery and prostitution.Oliver struggles to find his identity and rise above the abject conditions of the lower class.rising action · Oliver is taken care of by a gang of London thieves, but refuses to participate in their thievery.An upper-class family takes him in, but the thieves and a mysterious character, Monks, continue to pursue him.climax · Nancy is murdered for disclosing Monks’s plans to Oliver’s guardians.Mr.Brownlow gets the full story of Oliver’s origins from Monks.falling action · Fagin is executed and Sikes dies;Oliver and his new family live out their days in happiness.themes · The failures of charity;the folly of individualism;purity in a corrupt city;the countryside idealized motifs · Disguised or mistaken identities;hidden family relationships;surrogate families;Oliver’s face foreshadowing · The truth about Oliver’s parentage is foreshadowed by the portrait in Mr.Brownlow’s house, by the locket that Old Sally has stolen, and by Monks’s pursuit of Oliver.Why did you kill Nancy off? I thought she was a very strong character who was a great asset to the book's moral.(Virginia, aged 11-16 from St Mary's Academy)Nancy is the most complex case, because although she is a prostitute, a member of Fagin抯 gang, and Sikes抯 mistress, she also has virtuous sentiments, which prompt her to defend Oliver and to betray Fagin.But her good qualities also underpin her loyalty to Sikes, and that loyalty is the direct cause of her tragic fate at his hands.According to the novel抯 logic, it is miraculous that Oliver抯 goodness survives in such an environment, whereas it is virtually inevitable that goodness such as Nancy抯 is destroyed.6.Analysis of Major Characters Oliver Twist As the child hero of a melodramatic novel of social protest, Oliver Twist is meant to appeal more to our sentiments than to our literary sensibilities.On many levels, Oliver is not a believable character, because although he is raised in corrupt surroundings, his purity and virtue are absolute.Throughout the novel, Dickens uses Oliver’s character to challenge the Victorian idea that paupers and criminals are already evil at birth, arguing instead that a corrupt environment is the source of vice.At the same time, Oliver’s incorruptibility undermines some of Dickens’s assertions.Oliver is shocked and horrified when he sees the Artful Dodger and Charley Bates pick a stranger’s pocket and again when he is forced to participate in a burglary.Oliver’s moral scruples about the sanctity of property seem inborn in him, just as Dickens’s opponents thought that corruption is inborn in poor people.Furthermore, other pauper children use rough Cockney slang, but Oliver, oddly enough, speaks in proper King’s English.His grammatical fastidiousness is also inexplicable, as Oliver presumably is not well-educated.Even when he is abused and manipulated, Oliver does not become angry or indignant.When Sikes and Crackit force him to assist in a robbery, Oliver merely begs to be allowed to “run away and die in the fields.” Oliver does not present a complex picture of a person torn between good and evil—instead, he is goodness incarnate.Even if we might feel that Dickens’s social criticism would have been more effective if he had focused on a more complex poor character, like the Artful Dodger or Nancy, the audience for whom Dickens was writing might not have been receptive to such a portrayal.Dickens’s Victorian middle-class readers were likely to hold opinions on the poor that were only a little less extreme than those expressed by Mr.Bumble, the beadle who treats paupers with great cruelty.In fact, Oliver Twist was criticized for portraying thieves and prostitutes at all.Given the strict morals of Dickens’s audience, it may have seemed necessary for him to make Oliver a saintlike figure.Because Oliver appealed to Victorian readers’ sentiments, his story may have stood a better chance of effectively challenging their prejudices.

第二篇：精简英国文学教案Week9

Week9 目的：了解雪莱的生平和代表作

Percy Bysshe Shelley was born in 1792, into a wealthy Sussex family which eventually attained minor noble rank--the poet's grandfather, a wealthy businessman, received a baronetcy in 1806.Timothy Shelley, the poet's father, was a member of Parliament and a country gentleman.The young Shelley entered Eton, a prestigious school for boys, at the age of twelve.While he was there, he discovered the works of a philosopher named William Godwin, which he consumed passionately and in which he became a fervent believer;the young man wholeheartedly embraced the ideals of liberty and equality espoused by the French Revolution, and devoted his considerable passion and persuasive power to convincing others of the rightness of his beliefs.Entering Oxford in 1810, Shelley was expelled the following spring for his part in authoring a pamphlet entitled The Necessity of Atheism--atheism being an outrageous idea in religiously conservative nineteenth-century England.At the age of nineteen, Shelley eloped with Harriet Westbrook, the sixteen-year-old daughter of a tavern keeper, whom he married despite his inherent dislike for the tavern.Not long after, he made the personal acquaintance of William Godwin in London, and promptly fell in love with Godwin's daughter Mary Wollstonecraft, whom he was eventually able to marry, and who is now remembered primarily as the author of Frankenstein.In 1816, the Shelleys traveled to Switzerland to meet Lord Byron, the most famous, celebrated, and controversial poet of the era;the two men became close friends.After a time, they formed a circle of English expatriates in Pisa, traveling throughout Italy;during this time Shelley wrote most of his finest lyric poetry, including the immortal “Ode to the West Wind” and “To a Skylark.” In 1822, Shelley drowned while sailing in a storm off the Italian coast.He was not yet thirty years old.Shelley died when he was twenty-nine, Byron when he was thirty-six, and Keats when he was only twenty-six years old.To an extent, the intensity of feeling emphasized by Romanticism meant that the movement was always associated with youth, and because Byron, Keats, and Shelley died young(and never had the opportunity to sink into conservatism and complacency as Wordsworth did), they have attained iconic status as the representative tragic Romantic artists.Shelley's life and his poetry certainly support such an understanding, but it is important not to indulge in stereotypes to the extent that they obscure a poet's individual character.Shelley's joy, his magnanimity, his faith in humanity, and his optimism are unique among the Romantics;his expression of those feelings makes him one of the early nineteenth century's most significant writers in English.1．“Ozymandias” Summary

The speaker recalls having met a traveler “from an antique land,” who told him a story about the ruins of a statue in the desert of his native country.Two vast legs of stone stand without a body, and near them a massive, crumbling stone head lies “half sunk” in the sand.The traveler told the speaker that the frown and “sneer of cold command” on the statue's face indicate that the sculptor understood well the passions of the statue's subject, a man who sneered with contempt for those weaker than himself, yet fed his people because of something in his heart(“The hand that mocked them and the heart that fed”).On the pedestal of the statue appear the words: “My name is Ozymandias, king of kings: / Look on my works, ye Mighty, and despair!” But around the decaying ruin of the statue, nothing remains, only the “lone and level sands,” which stretch out around it, far away.Form : It is a sonnet, a fourteen-line poem metered in iambic pentameter.The rhyme scheme is ABABACDCEDEFEF.Commentary This sonnet from 1817 is probably Shelley's most famous and most anthologized poem.Essentially it is devoted to a single metaphor: the shattered, ruined statue in the desert wasteland, with its arrogant, passionate face and monomaniacal inscription(“Look on my works, ye Mighty, and despair!”).The once-great king's proud boast has been ironically disproved;Ozymandias's works have crumbled and disappeared, his civilization is gone, all has been turned to dust by the impersonal, indiscriminate, destructive power of history.The ruined statue is now merely a monument to one man's hubris, and a powerful statement about the insignificance of human beings to the passage of time.Ozymandias is first and foremost a metaphor for the ephemeral nature of political power, and in that sense the poem is Shelley's most outstanding political sonnet.But Ozymandias symbolizes not only political power--the statue can be a metaphor for the pride and hubris of all of humanity, in any of its manifestations.It is significant that all that remains of Ozymandias is a work of art and a group of words;as Shakespeare does in the sonnets, Shelley demonstrates that art and language long outlast the other legacies of power.2．Ode to the west wind Summary

The speaker invokes the “wild West Wind” of autumn, which scatters the dead leaves and spreads seeds so that they may be nurtured by the spring, and asks that the wind, a “destroyer and preserver,” hear him.The speaker calls the wind the “dirge / Of the dying year,” and describes how it stirs up violent storms, and again implores it to hear him.The speaker says that the wind stirs the Mediterranean from “his summer dreams,” and cleaves the Atlantic into choppy chasms, making the “sapless foliage” of the ocean tremble, and asks for a third time that it hear him.The speaker says that if he were a dead leaf that the wind could bear, or a cloud it could carry, or a wave it could push, or even if he were, as a boy, “the comrade” of the wind's “wandering over heaven,” then he would never have needed to pray to the wind and invoke its powers.He pleads with the wind to lift him “as a wave, a leaf, a cloud!”--for though he is like the wind at heart, untamable and proud--he is now chained and bowed with the weight of his hours upon the earth.The speaker asks the wind to “make me thy lyre,” to be his own Spirit, and to drive his thoughts across the universe, “like withered leaves, to quicken a new birth.” He asks the wind, by the incantation of this verse, to scatter his words among mankind, to be the “trumpet of a prophecy.” Speaking both in regard to the season and in regard to the effect upon mankind that he hopes his words to have, the speaker asks: “If winter comes, can spring be far behind?”

Form Each of the 5 parts of “Ode to the West Wind” contains five stanzas--four three-line stanzas and a two-line couplet, all metered in iambic pentameter.The rhyme scheme in each part follows a pattern known as terza rima, the three-line rhyme scheme employed by Dante in his Divine Comedy.Thus each of the 5 parts of “Ode to the West Wind” follows this scheme: ABA BCB CDC DED EE.Commentary Shelley invokes the wind magically, describing its power and its role as both “destroyer and preserver,” and asks the wind to sweep him out of his torpor “as a wave, a leaf, a cloud!” In the fifth section, the poet then takes a remarkable turn, transforming the wind into a metaphor for his own art, the expressive capacity that drives “dead thoughts” like “withered leaves” over the universe, to “quicken a new birth”--that is, to quicken the coming of the spring.Here the spring season is a metaphor for a “spring” of human consciousness, imagination, liberty, or morality--all the things Shelley hoped his art could help to bring about in the human mind.Shelley asks the wind to be his spirit, and in the same movement he makes it his metaphorical spirit, his poetic faculty, which will play him like a musical instrument, the way the wind strums the leaves of the trees.The thematic implication is significant: whereas the older generation of Romantic poets viewed nature as a source of truth and authentic experience, the younger generation largely viewed nature as a source of beauty and aesthetic experience.In this poem, Shelley explicitly links nature with art by finding powerful natural metaphors with which to express his ideas about the power, import, quality, and ultimate effect of aesthetic expression.Assignments: How does Shelley's treatment of nature differ from that of the earlier Romantic poets? What connections does he make between nature and art, and how does he illustrate those connections?

Whereas older Romantic poets looked at nature as a realm of communion with pure existence and with a truth preceding human experience, the later Romantics looked at nature primarily as a realm of overwhelming beauty and aesthetic pleasure.While Wordsworth and Coleridge often write about nature in itself, Shelley tends to invoke nature as a sort of supreme metaphor for beauty, creativity, and expression.This means that most of Shelley's poems about art rely on metaphors of nature as their means of expression: the West Wind in “Ode to the West Wind” becomes a symbol of the poetic faculty spreading Shelley's words like leaves among mankind, and the skylark in “To a Skylark” becomes a symbol of the purest, most joyful, and most inspired creative impulse.The skylark is not a bird, it is a “poet hidden.”

第三篇：精简英国文学教案Week12

Week12 目的：了解勃朗特三姐妹及《呼啸山庄》的叙述手法和主题情节等

Procedures

1.After students have read Wuthering Heights, review its plot and major characters with the class.You may choose to ask students to summarize each chapter.Write the names of characters on the board as they are introduced.When each chapter has been summarized, ask the class to brainstorm words and phrases that describe the characters.2.Divide the class into two groups and assign each one a theme(see step #3).Explain that each group must answer questions about their theme.Then each group will have one class period to prepare a unit on their theme and another class period to teach it to the class.3.Give each group the questions below:

Theme: The Role of Social Class

o Describe the social class of the Earnshaws, the Lintons, and Heathcliff.Which are of a higher social class? Why is this significant?

o How does social class motivate Catherine's actions? How does she try to change her class?

o How does Heathcliff's social class influence the way he is treated and his own actions? How does Heathcliff's class change?

o What is the role of class in the novel? How do tensions in the book result from class struggles?

o What role do the servants Nelly, Joseph, and Zillah play in the novel? Theme: The Significance of Setting

o Describe the setting of the Yorkshire moors.o Describe the houses Wuthering Heights and Thrushcross Grange.Include descriptions of architecture and the surrounding landscape.o How do the houses reflect their inhabitants?

o Do the houses symbolize their inhabitants? Give examples.o How do the settings influence the novel's characters?

4.Have student groups develop a unit based on their theme.Each should begin with an overview of the theme;answers to the questions above should suffice.Each unit will also include a creative or visual presentation, such as posters or drawings, a reenactment of a scene, or a presentation of modern parallels.The groups should prepare questions that will encourage the class to participate in a discussion.5.Have each group teach their theme-based unit.1.quiz.1.Who is the author of the novel? a.错误！未找到引用源。Margaret Mitchell b.错误！未找到引用源。Emily Bronte c.错误！未找到引用源。Charlotte Bronte d.错误！未找到引用源。Agatha Christie

2.When was the first edition published? a.错误！未找到引用源。1847 b.错误！未找到引用源。1947 c.错误！未找到引用源。1897 d.错误！未找到引用源。1997

3.The novel is a:

a.错误！未找到引用源。Murder Mystery

b.错误！未找到引用源。Romantic Historical Fiction c.错误！未找到引用源。Gothic Realistic Fiction d.错误！未找到引用源。Detective Fiction

4.What are the basic themes found in the novel? a.错误！未找到引用源。Kindness towards orphans

b.错误！未找到引用源。Destructiveness of love that never alters c.错误！未找到引用源。Romantic entanglements d.错误！未找到引用源。Uncertainty of social classes 5.Who are the protagonists of the story? a.错误！未找到引用源。Heathcliff b.错误！未找到引用源。Edgar Linton c.错误！未找到引用源。Catherine d.错误！未找到引用源。Nelly Dean

6.The novel begins with the words:

a.错误！未找到引用源。“Mr.Lockwood, your new tenant, sir.” b.错误！未找到引用源。“Mr.Heathcliff!I said.”

c.错误！未找到引用源。“I have just returned from a visit to my landlord...” d.错误！未找到引用源。“This is certainly a beautiful country!”

7.Who was Lockwood's housekeeper? a.错误！未找到引用源。Cathy Simmons b.错误！未找到引用源。Catherine c.错误！未找到引用源。Nelly Furtado d.错误！未找到引用源。Nelly Dean

8.What was the name of Heathcliff's manor? a.错误！未找到引用源。Bothering Heights b.错误！未找到引用源。Thrushcross Grange c.错误！未找到引用源。Wuthering Lows d.错误！未找到引用源。Wuthering Heights

9.Who raises Hareton during his early years? a.错误！未找到引用源。Heathcliff b.错误！未找到引用源。Edgar c.错误！未找到引用源。Catherine d.错误！未找到引用源。Nelly

10.Who forces Heathcliff to work as a servant in his home? a.错误！未找到引用源。Joseph b.错误！未找到引用源。Hindley c.错误！未找到引用源。Hareton d.错误！未找到引用源。Catherine

11.Why does Heathcliff marry Isabella?

a.错误！未找到引用源。To inherit Thrushcross Grange b.错误！未找到引用源。To spite Catherine c.错误！未找到引用源。Because he loves her d.错误！未找到引用源。To spite Edgar

12.How does Catherine die?

a.错误！未找到引用源。Commited suicide

b.错误！未找到引用源。She was killed in a car accident c.错误！未找到引用源。During childbirth

d.错误！未找到引用源。Contracted a terminal illness

13.The novel concludes with:

a.错误！未找到引用源。Death of Heathcliff

b.错误！未找到引用源。Lockwood visiting Heathcliff's grave c.错误！未找到引用源。Catherine and Hareton's marriage d.错误！未找到引用源。None of the above

14.Wuthering Heights is the only novel written by its author.a.错误！未找到引用源。True b.错误！未找到引用源。False

15.What was inscribed over the entrance of Wuthering Heights? a.错误！未找到引用源。Welcome

b.错误！未找到引用源。Hareton Earnshaw 1500 c.错误！未找到引用源。Heathcliff 1600

d.错误！未找到引用源。Heathcliff and Catherine 1.Bronte sisters:

Emily in 1818 and Anne in 1820.The lives of the Bronte sisters has been the subject of public interest.Charlotte was born in 1816, Charlotte who lived the longest was seen as the most talented of the sisters.Her mother died in 1821 leaving her six children in the care of their aunt.Charlotte's two elder sisters died only four years later.At the rectory, Charlotte would have little to do but read and write and occasionally walk on the moors(旷野).The loneliness experienced by Charlotte was clearly sharp.So it is less shocking that in her early teens she wrote at least 23 complete “novels”(they were of little or no real value).She attended Roe Head school between 1831 and 1832, and then taught at the same school later in the decade.From 1839 to 1842 she worked as a governess(家庭教师).Meanwhile, Emily attended Roe Head in 1835 but returned to the rectory due to homesickness.Like her elder sister she became a governess.She seems to have been the most introspective(内省的)of the sisters, having very few friends.Nevertheless, she was a tough woman, controlling a fierce dog with her bare hands.Anne, the youngest sister also attended Roe Head school in 1837.She also became a governess, actually for some time longer than her elder sisters.Anne found material for Agnes Grey(《艾格尼丝格雷》)(1847)in the spoilt children of her employers.By 1847, the three sisters had each written a novel.Emily produced Wuthering Heights(《呼啸山庄》), Anne Agnes Grey.Both were criticized by the press, Emily's novel especially for its supposedly morbid(病态的)outlook and inappropriate subjects.Nevertheless, history and particularly the great success of the novels have vindicated(澄清)them.Charlotte wrote Jane Eyre at this time and it was immediately successful.In 1848, Emily died in December with Anne following less than a year later.Charlotte continued to write and produced Shirley(《雪莉》)(1849).Her final novel Villette(《维莱特》)appeared in 1853.Her marriage in 1854 to A.B.Nicholls was followed only months later by her death from tuberculosis.True(T)or False(F)?

1． Charlotte Bronte is remembered as the author of Wuthering Heights.()2． The three Bronte sisters went to the same school and two of them worked as governesses.()3． The three Bronte sisters weren't accepted at first in their times.()Keys: 1—3 F F T 2.Character Analyses Heathcliff

To everyone but Catherine and Hareton, Heathcliff seems to be an inhuman monster—or even incarnate evil.From a literary perspective, he is more the embodiment of the Byronic hero(attributed to the writer George Gordon, Lord Byron), a man of stormy emotions who shuns humanity because he himself has been ostracized;a rebellious hero who functions as a law unto himself.Heathcliff is both despicable and pitiable.His one sole passion is Catherine, yet his commitment to his notion of a higher love does not seem to include forgiveness.Readers need to determine if his revenge is focused on his lost position at Wuthering Heights, his loss of Catherine to Edgar, or if it his assertion of dignity as a human being.The difficulty most readers have relating to and understanding Heathcliff is the fact that he hates as deeply as he loves;therefore, he is despised as much as he is pitied.Except for Satan in Milton’s Paradise Lost, the tempestuous and revengeful Heathcliff has no equal in English literature.His intense love for Catherine, his relentless revenge on his enemy, and his frantic restlessness after Catherine’s death mark him a unique figure.In Heathcliff’s conflict with Hindley and the Lintons.Emily Bronte portrays the conflict between the privileged and the underdog, between the master and the hired hand.Plot

About the Novel Character Map

About the Novel Genealogy

4.Critical Essays Class Structure

In the Victorian Era, social class was not solely dependent upon the amount of money a person had;rather, the source of income, birth, and family connections played a major role in determining one’s position in society.And, significantly, most people accepted their place in the hierarchy.In addition to money, manners, speech, clothing, education, and values revealed a person’s class.The three main classes were the elite class, the middle class, and the working class.Further divisions existed within these three class distinctions.The characters in Wuthering Heights demonstrate the nature of this class-structured society.The Lintons were the most elite family in the novel, and Thrushcross Grange was a superior property to Wuthering Heights, yet they were not members of the uppercrust of society;rather, they were the professional middle class.Although Wuthering Heights was a farmhouse, the Earnshaws were not members of the working class because they were landowners who had servants.Their station in society was below the Lintons but not significantly below.Nelly, a servant of the Earnshaws, represents the lower middle class—those who worked non-manual labor.Servants were superior to manual laborers, which explains the problems created by Heathcliff.Heathcliff is an orphan;therefore, his station is below everyone else in Wuthering Heights.It was unheard of to raise someone from the working class as a member of the middle-to-upper middle class.Even Nelly, who was raised with the Earnshaw children, understood her place below her childhood friends.When Mr.Earnshaw elevates the status of Heathcliff, eventually favoring him to his own son, this goes against societal norms.This combination of elevation and usurpation is why Hindley returns Heathcliff to his previous low station after the death of Mr.Earnshaw, and that is why Heathcliff relishes in the fact that Hindley’s son Hareton is reduced to the level of a common, uneducated laborer.And social class must be the reason Catherine marries Edgar;she is attracted to the social comforts he can supply her.No other plausible explanation exists.Catherine naively thinks she can marry Edgar and then use her position and his money to assist Heathcliff, but that would never happen.When Heathcliff returns, having money is not enough for Edgar to consider him a part of acceptable society.Heathcliff uses his role as the outcast to encourage Isabella’s infatuation.The feelings that both Catherine and Isabella have for Heathcliff, the common laborer, cause them to lose favor with their brothers.Hindley and Edgar cannot accept the choices their sisters make and therefore, withdraw their love.When a woman betrays her class, she is betraying her family and her class—both unacceptable actions.5.The Narrative Structure

Although Lockwood and Nelly serve as the obvious narrators, others are interspersed throughout the novel—Heathcliff, Isabella, Cathy, even Zillah—who narrate a chapter or two, providing insight into both character and plot development.Catherine does not speak directly to the readers(except in quoted dialogue), but through her diary, she narrates important aspects of the childhood she and Heathcliff shared on the moors and the treatment they received at the hands of Joseph and Hindley.All of the voices weave together to provide a choral narrative.Initially, they speak to Lockwood, answering his inquiries, but they speak to readers, also, providing multiple views of the tangled lives of the inhabitants of Thrushcross Grange and Wuthering Heights.Brontë appears to present objective observers, in an attempt to allow the story to speak for itself.Objective observations by outsiders would presumably not be tainted by having a direct involvement;unfortunately, a closer examination of these two seemingly objective narrators reveals their bias.For example, Lockwood’s narrative enables readers to begin the story when most of the action is already completed.Although the main story is being told in flashback, having Lockwood interact with Heathcliff and the others at Wuthering Heights immediately displaces his objectivity.What he records in his diary is not just what he is being told by Nelly but his memories and interpretation of Nelly’s tale.Likewise, Nelly’s narrative directly involves the reader and engages them in the action.While reporting the past, she is able to foreshadow future events, which builds suspense, thereby engaging readers even more.But her involvement is problematic because she is hypocritical in her actions: sometimes choosing Edgar over Heathcliff(and vice versa), and at times working with Cathy while at other times betraying Cathy’s confidence.Nonetheless, she is quite an engaging storyteller, so readers readily forgive her shortcomings.Ultimately, both Lockwood and Nelly are merely facilitators, enabling readers to enter the world of Wuthering Heights.All readers know more than any one narrator, and therefore are empowered as they read.

第四篇：unit 2 my week 教案

Unit 2 my week

一、单元整体分析

本单元学习的主题是与同学谈论星期和课程及周末活动。主题情景图通过关于星期和日常活动的相关问题并能正确回答引导学生与同学谈论星期和课程及周末活动，A、B部分“Let’s learn”，“Let’s talk”中的词汇和句子是本单元要学习的部分核心词汇和句型。

二、单元教学目标 1.知识与能力

（1）能听、说、读、写四会单词及四会句型。

（2）能听懂、会说Part A、B 中Let’s talk与Let’s learn中的对话，并能在实际生活中得以运用。

（3）能够掌握字母ee,ea的发音规则，即ee,ea在单词词尾发/i:/。

（4）会唱歌曲B.let’s sing 中的歌曲“Days of the week”。能读懂“Story time”部分的趣味故事。2.过程与方法（1）、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。（2）、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练和练习。（3）、将直观教具和电教手段，多媒体课件相结合，培养学生良好的朗读习惯，打下良好的语音语调基础。3.情感、态度价值观

（1）激发学生学习英语的兴趣，帮助学生树立学好英语的信心，逐步培养学生自主学习、合作学习的能力和欲望。

（2）培养学生热爱学习、珍惜时间的良好品质, 教育学生要根据课程表合理安排日常活动。

三、教学重难点 1.教学重点

(1)掌握A、B部分“Let’s learn”，“Let’s talk”中的词汇和句子。(2)了解字母ee,ea的发音规律，并能够熟练读出例词。2.教学难点

(1)掌握描述week的词汇和句型。(2)帮助学生树立学好英语的信心，培养学生自主学习、合作学习的意识和能力。

四、教学方法

任务型教学法、合作探究法、情景教学法。

五、教学时间

本单元共分四个课时来教学。

第一课时：A.Let’s learn let’s play

第二课时：A.Let’s talk.Let’s spell

第三课时：B.Let’s learn B.group work B.Let’s talk 第四课时：B.Read and write B.Let’s check C.Story time

第一课时

教学目标 知识与能力

(1).能听、说、读、写单词“Monday”，“Tuesday”，“Wednesday”，“Thursday”，“Friday”，“Saturday”，“Sunday”和“weekend”。

(2).能在创设的实际情景中灵活运用句型“What do you have on „?”，“I have „ ”。

(3).能听懂、会唱歌曲“Days of the week”。过程与方法

（1）热身/复习-呈现新课-练习-总结-作业。

（2）培养学生手、耳、眼、脑各个部分的综合运用协调能力。培养学生能够将所学知识运用到生活实际等情境中去。培养学生小组合作学习的能力。（3）任务型教学法、合作探究法、情景教学法。情感、态度、价值观

（1）激发学生的学习热情，鼓励学生就班级的课程表和同学进行交流。培养学生自主学习、合作学习的意思和能力，帮助学生树立学好英语的自信心。

（2）培养学生积极运用所学的语言进行表达和交流，注意观察生活及运用所学英语知识，鼓励学生自主、合作、探究的学习行为。

教学重点：四会单词；理解句子并会用“What do we have on Fridays?-I have a PE class.? ”“Do you often......?--No,I don’t”进行场景对话。教学难点：能够听懂，会说重点句型;weekend。教学准备：多媒体课件 教学步骤

Step 1.课前热身（Warm-up）

1.放两遍歌曲“Days of the week”(P70)的录音。播放第一遍录音时，学生跟着录音小声唱歌曲；播放第二遍录音时，全班学生跟着录音一起大声唱歌曲，活跃课堂气氛。

2.教师询问时间，引导学生回答：“It’s......o’clock now.”教师补充It’s time for English class.”帮助学生复习课程的英语表达。Step 2.新课呈现（Presentation）Let's learn（1）学习Monday-Sunday新词汇；

（2）引导学生看Let's learn部分的课程表，教师扮演robot,学生扮演Wu Yifan,实时提问：

T:What do you have on Mondays? Ss:I have Chinese,English,maths an music.(教师替换问句中的星期名词，针对课程表提问，反复练习句型。)（3）学生两人一组进行对话练习，巩固知识。(4)weekend词汇学习

Let’s play(1)教师请一位学生站起来与自己示范对话，如：

T : You have English, Chinese, art and music.Ss: Is it Wednesday?

T: No.Ss: Is it Friday?

T: Yes.(2)学生同桌合作，仿照上面的示例编写类似的对话，练习并展示。(3)教师请几对学生上讲台表演对话。Step 3巩固（Consolidaion）

看谁反应快

1教师用手势表示1—7中任何一个数字，学生快速说出相应的星期，如教师用手势表示“1”，学生快速说出“Monday”。2学生用所学句型替换关键词进行对话练习。S1：What do we have on Mondays? Ss:We have......Step 4 总结（Summary）

师生一起总结本节课学习的词汇和句型。Step 5作业（Homework）1.听录音，跟读本部分内容。

2.将本节课学习的新单词在四线三格内抄写六遍。3.制作本班英文班课程表。

Step 5板书设计（blackboard design）Unit two My week

Monday Tuesday Wednesday Thursday Friday Saturday Sunday → weekend

-What do you have on Mondays?What do you have on „?-I have „ / We have „

Step 6 教学反思(teaching reflection)

第三课时

教学目标 知识与能力

（1）理解let’s talk部分的对话并能朗读其中的重点句型；（2）能听、说、认读短语wash my clothes, watch TV, do homework, read books, play football.能够在真实语境中正确运用以上五个词组描述周末活动。过程与方法

（1）培养学生手、耳、眼、脑各个部分的综合运用协调能力。（2）培养学生能够将所学知识运用到生活实际等情境中去。（3）培养学生小组合作学习的能力。情感态度价值观

（1）引导学生进行发现式学习，观察，感知，体验相结合的学习方法。

（2）培养学生积极运用所学的语言进行表达和交流，注意观察生活及运用所学英语知识，鼓励学生自主、合作、探究的学习行为。教学重点:能够正确听，说，朗读What do you have on Wednesdays--I have Chinese, English，math and music.Is it Monday?.--Yes./No.教学难点:能够运用所学句型进行真实场景对话。教学准备：多媒体课件 教学步骤

Step 1.热身（Warm－up）

(1)学生复习巩固有关星期的新单词和课程名称。(2)日常口语练习；

Step 2.呈现新课（Presentation）Let’s learn 1.播放Amy 和Chen Jie 对话录音，询问学生，Chen Jie周末经常做什么？出示词卡，教学短语wash my clothes.板书句型：

Do you often wash your clothes on the weekend?(提问，引导学生回答)Yes,I do./No,I don’t.（教师板书）

2.教师提问What do you do on the weekend?学生自由谈论周末活动。

3.当学生讲到与本节课要学的短语相同的周末活动时，教师出示词卡教学短语，然后依次将短语wash my clothes，watch TV, do homework, read books, play football.带入句型Do you often......on the weekend?中对不同的学生提问，反复练习重点句型。

4.播放录音，学生跟读。

5.学生小组活动，将短语带入重点句型问答练习。Group work 1.教师设置问题：What does Wu Yifan/Chen Jie/Oliver do on the weekend?学生带着问题看书找答案。

2.教师对学生提问：What do you do on the weekend? 3.学生小组内“开火车”问答，第一个学生提问。What do you often do on the weekend?第二个学生回答完接着问下一个，以此类推。Let’s talk(1)教师针对对话设计相关问题，引导学生思考。(3)听录音，模仿朗读，理解对话内容。

(4)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。Step 3 巩固（Consolidation）

“滚雪球游戏”

教师对学生提问：What do you often do on the weekend?第一名学生回答：I often do my homework.第二名学生重复第一名学生的回答后再加上新的词组，如I often do my homework and read books.第三名学生在前面的基础上再加上一个新词组，依此类推。

Step 4 总结（Summary）

师生一起总结本节课学习的词汇和句型。Step 5 作业（Homework）1.听录音，跟读本部分内容。

2.将本节课学习的新单词在四线三格内抄写4遍。3.制作本班英文班课程表。

Step 6板书设计(blackboard design)

Unit two My week Part B let’s learn Group work let’s talk-Do you often wash your clothes on the weekend?

-Yes, I do./No, I don’t.第四课时

教学目标 知识与能力

（1）能够在图片的辅助下读懂吴一凡和机器人的对话，完成判断信息正误的活动，能够根据提供的信息模仿对话，补全新的对话。（2）能独立完成let’s check任务，并理解story time。过程与方法

（1）培养学生手、耳、眼、脑各个部分的综合运用协调能力。（2）培养学生能够将所学知识运用到生活实际等情境中去。（3）培养学生小组合作学习的能力。情感态度价值观

（1）引导学生进行发现式学习，观察，感知，体验相结合的学习方法。

（2）培养学生积极运用所学的语言进行表达和交流，注意观察生活及运用所学英语知识，鼓励学生自主、合作、探究的学习行为。教学重点: 能够读懂对话，完成判断信息正误的活动。教学难点:能够运用所学句型进行真实场景对话。教学准备：多媒体课件 教学步骤

Step 1.热身（Warm－up）

(1)学生复习巩固有关星期的新单词和活动的词组。(2)日常口语练习； Step 2.呈现新课（Presentation）Read and write 1.What does Wu Yifan have on Fridays? What does Wu Yifan do on the weekend? Do you know? 播放录音，要求学生带着问题听录音，并画出相关答句。2.教师利用B Let’s learn挂图呈现一周课程安排表，分别在Chinese, math, English, art, music等课程下做标记，引导学生注意课程出现的频率，并联系often和sometimes所表示的频率差别。

3.引导学生用often和sometimes分别谈谈自己的周末活动。4.教师提问：Do you like sports?学生回答后，教师继续问：Does Wu Yifan like sports?吴一凡不喜欢运动，机器人建议他做运动。

You should play sports every day.Here is a new schedule for you.(板书should schedule，带学生认读。)5.完成活动Tick or cross。

6.let’s check 7.Story time

Step 3 总结（Summary）

师生一起总结本节课学习的内容。Step 5 作业（Homework）

1.抄写B.Let’s learn部分的单词。

2.两人一组练习模仿例句练习对话。Step 6板书设计(blackboard design)

Unit two My week Part B Read and write Should schedule Step 7 教学反思(teaching reflection)

第五篇：英国文学练习题

英国文学选读练习

1.English Romanticism is generally said to have begun with_____in 1798.A.the publication of Lyrical BalladsB.the death of Sir Scott

C.the birth of William WordsworthD the passage of the first Reform Bill in the Parliament

2.The Romantic Period is first of all an age of_____.A.NovelB.poetryC.dramaD.prose

3.Romanticism does not emphasize_____.A.the special qualities of each individual’s mindB.the inner world of the human spirit

C.IndividualityD.the features that men have in common

4._____ is not a Romantic poet.A.William BlakeB.Sir ScottC.P.B.ShelleyD.Lord Byron

5._____ is a Romantic novelist but is impressed with neo-classic strains.A.Walter ScottB.Mary ShelleyC.Jane AustenD.Ann Radcliff

6._____ is not characteristic of William Blake’s writing.A.plain and direct languageB.compression of meaningC.supernatural qualityD.symbolism

7.Wordsworth published Lyrical Ballads in 1789 with _____.A.ByronB.ColeridgeC.ShelleyD.Keats

8.Wordsworth thinks that _____ is the only subject of literary interest.A.the life of rising bourgeoisieB.aristocratic lifeC.the life of the royal familyD.common life

9.Don Juan is the masterpiece of_____.A.Lord Byron’sB.P.B.Shelley’sC.John Keats’sD.Samuel Coleridge’s

10._____ is not a novel written by Jane Austen.A.Jane EyreB.Sense and SensibilityC.Pride and PrejudiceD.Emma

II.Decide whether the following statements are true or false and write your answers in the brackets.(T)1.The Romantic period is also a great age of prose.(T)2.Romantics also tend to be nationalistic, defending their own literary heritage against the advocates of classical rules.(F)3.Coleridge has been rewarded as Poet Laureate.(F)4.Keats is one of the “Lake Poets.”

(F)5.Jane Austen is a typical Romantic writer.III.Name the author of each of the following literary work.1.“The Rime of the Ancient Mariner”-----Coleridge

2.Songs of Innocence-----Blake

3“Ode to a Nightingale”-----Keats

4.“A Song: Men of England”-----Shelley

5.The Prelude-----Wordsworth

IV.Define the literary terms listed below

1.Romanticism: Romanticism is a movement that flourished in literature, philosophy, music and art in western culture during most of the nineteenth century, beginning as a revolt against classicism.There have been many varieties of Romanticism in many different times and places.The leading features of Romantic movements are Wordsworth, Shelley, etc.2.Ode:Ode is a complex and often lengthy lyric poem, written in a dignified formal style on some lofty or serious subject.Odes are often written for a special occasion, to honour a person or a season or to commemorate an event.V.For each of the quotations listed below please give the name of the author and the title of the literary work from which it is taken and then briefly interpret it.1….Be through my lips to unawakened Earth.The trumpet of a prophecy!O, Wind,If winter comes, can Spring be far behind?

2.For oft, when on my couch I lie

In vacant or in pensive mood,They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,And dances with the daffodils.V.1.It is taken from Shelley’s Ode to the West Wind.In this poem, Shelley eulogizes the powerful west wind and expresses his eagerness to enjoy the boundless freedom from the reality.In these last lines, the poet shows his optimistic spirit for the future.2.It is taken from Wordsworth’s “I Wandered Lonely as a Cloud.” The poet thinks that it is a bliss to recollect the beauty of nature in his mind while he is in solitude.He expresses his strong affecting for nature in the poem.1.The Renaissance is actually a movement stimulated by a series of historical events, which one of the following is not such an event?

A.The rediscovery of ancient Rome and Greek culture.B.England's domestic rest.C.New discovery in geography and astrology.D.The religious reformation and the economic expansion.2.Which of the following is regarded as the most successful religious allegory in the English language.A.The Pilgrim's ProgressB.Grace Abounding to the Chief of SinnersC.The Life and Death of Mr.BadmanD.The Holy War

3.It isalone who, for the first time in English literature, presented to us a comprehensive realistic picture of the English society of his time and created a whole gallery of vivid characters from all walks of life.A.Geoffrey Chaucer B.Martin Luther C.William Langland D.John Gower

4.All of the following four exceptare the most eminent dramatists in the Renaissance England.A.Francis Bacon B.Christopher Marlowe C.William Shakespeare D.Ben Jonson

5.It is generally regarded that Keats's most important and mature poems are in the form of.A.elegy B.ode C.epic D.sonnet

6.Daniel Defoe's novels mainly focus on.A.the struggle of the unfortunate for mere existenceB.the struggle of the shipwrecked persons for security

C.the struggle of the pirates for wealthD.the desire of the criminals for property

7.In Beowulf,fought against the monster Grendel and a five breathing dragon.A.the Anglo-Saxons B.Beowulf C.the Scandinavian D.the Winter Dragon

8.Francis Bacon is best known for hiswhich greatly influenced the development of this literary form.A.essays B.poems C.works D plays

9.Most of Thomas Hardy's novels are set in Wessex.A.a crude region in EnglandB.a fictional primitive regionC.a remote rural areaD.Hardy's hometown

10.We can perhaps describe the west wind in Shelley's poem “Ode to the West Wind” with all the following terms except.A.swift B.proud C.tamed D.wild

11.“Blindness”, “partiality”, “prejudice”, and “absurdity” in the novel “Pride and Prejudice” are most likely the characteristics of.A.Elizabeth B.Darcy C.Mr.Bennet D.Mrs.Bennet

12.The modern English novel came into being in.A.the middle of the 17th centuryB.the 17th centuryC.the late 18th centuryD.the middle of the 18th century

13.Who is not the major figure of modernist movement?

A.Eliot B.Joyce C.Charles Dickens D.Pound

14.Who is considered to be the best known English dramatist since Shakespeare?

A.Oscar Wilde B.John Galsworthy C.W.B.Yeats D.George Bernard Shaw

15.Of the following poets, which is not regarded as “Lake Poets”?

A.Samuel Taylor Coleridge B.Robert Southy C.William Words worth D.William Shakespeare

16.In the first part of Gulliver's Travels, Gulliver told his experience in.A.Lilliput B.Brobdingnag C.Houyhnhnm D.England

17.Which of the following cannot describe “Byronic hero”?

A.proud B.mysterious C.noble origin D progressive

18.In the history of literature, Romanticism is generally regarded as.A.the thought that designates a literary and philosophical theory which tends to see the individual as the very center of all life and all

experience.B.the thought that designates man as a social animal

C.the orientation that emphasizes those features which men have in common

D.the modes of thinking

19.The term “metaphysical poetry” is commonly used to name the work of the 17th century writers who wrote under the influence of.A.John Milton B.John Donne C.John Keats D.John Bunyan

20.“The Vanity Fair” is a well-known part in.A.The Pilgrim's Progress B.Grace Abounding to the Chief of Sinners

C.The Life and Death of Mr.Badman D.The Holy War

21.In Oliver Twist, Charles criticizes.A.money worshipping tendencyB.dehumanizing of workhouse systemC.hypocrisy of the upper societyD.distortion of human heart

22.Which of the following plays by Shakespeare is history play?

A.Otharo B.The Merry Wives of Windsor C.Henry IV D.King Lear

23.Who is regarded as a “worshipper of nature”.A.John Keats B.William Blake C.William Wordsworth D.Jane Austen

24.Which of the following writing is not the work by Charles Dickens?

A.A Tale of Two Cities B.Hard Times C.Oliver Twist D.Sons and Lovers

25.The 18th century England is known as thein the history.A.Romanticism B.Classicism C.Renaissance D.Enlightenment

26.Romance, which uses narrative verse or prose to tell stories of ___ adventures or other heroic deeds, is a popular literary form in the medieval period.A.ChristianB.knightlyC.GreekD.Primitive

27.The Romantic writers would focus on all the following issues EXCEPT the ___.A.individual feelingsB.idea of survival of the fittestC.strong imaginationD.return to nature

28.Generally , the Renaissance refers to the period between the 14th and mid-17th centuries, its essence is.A.scienceB.philosophyC.artsD.humanism

29.In the field of literature, the Enlightenment Movement brought about a revival of interest in the old classical works.This tendency is known as.A.ClassicismB.NeoclassicismC.RomanticismD.pre-Romanticism

30.Paradise Lost is actually a story taken from

A.the RenaissanceB.the Old TestamentC.Greek MythologyD.the New Testament

Complete each of the following statements with a proper word or a phrase according to the textbook.(20×1 points)

1.In “The Canterbury Tales”, Chaucer employed theheroic couplet with true ease and charm for the first time in the history of English literature.2.Christopher Marlowe is the most gifted of the “University Wits ”.3.The term “ metaphysical poetry” is commonly used to name the work of the 17th“If Winter comes, can Spring be far behind?”, which might appear rhetorical, but is more probably intended to indicate Shelley's own uncertainty.It is important to note that Shelley did not advocate the willing application of force and revolution.Clearly the poet hoped that radical social change, or a rebirth of personal inspiration, could be accomplished without violence.His comments in his notebook are useful to help us to read this final line: “the spring rebels not against winter but it succeeds it-the dawn rebels not against night but it disperses it.” The unanswered question in this poem is whether or not the same cyclical inevitability will apply to social and political change as it does to the changes within Nature.