《英美文學選讀》第七章 Representative Writers and Their Works 10-11單元教案

Chapter7RepresentativeWritersandTheirWorks

Unit10RobertHayden

Teachingaims

1)TogetthestudentstoknowsomethingaboutRobertHayden

2)Todevelopstudents’abilityofunderstandingthegeneralideaofThoseWinterSundays

3)Toenhancestudents’abilityofunderstandingthemainideaoftheThoseWinterSundays

Importantanddifficultpoints

1)TounderstandthegeneralideaofThoseWinterSundays

2)TogettoknowthemainideaofThoseWinterSundays

TeachingandlearningMethods

Openquestionsandanswersinclass

Classdiscussionandanalysis

Teachingmedia

Textbook,courseware,teachingplan,projectorandcomputer

TeachingProcedures

Step1Lead-in

(showthepictureofRobertHaydenandhaveabrainstormaboutthefollowingquestions.)

1.HowmuchdoyouknowaboutRobertHayden?

2.Whatarehismajorworks?

Step2Presentation

1.Abouttheauthor

(WatchthevideoaboutRobertHaydenandgraspthemajorpoints.Theteachermakesacomplementaccordingtothecourseware.)

RobertHaydenisthefirstblackPoetLaureateintheLibraryofCongress.BorninasluminDetroit,hewasafosterchildshortlyafterhisbirth.AtWayneStateUniversity,heobtainedabachelor’sdegree,andparticipatedintheFederalWritersProjectinDetroitin1936and1938.Heobtainedamaster’sdegreeattheUniversityofMichigan,whichhadaprofoundinfluenceonhispoetry.Aftergraduation,hetaughtatFiskUniversityfor23years.In1969,hereturnedtotheUniversityofMichigantoteachuntilhisdeath.

Manyofhispoemsreflectthefeelingsofblackpeople.Haydenisgoodatusingthedetailedtechniquesofpoetry,andpromotesthesymbolicmeaningofpoetrythroughcompression,euphemism,juxtapositionandmontage.

2.AboutThoseWinterSundays

(ShowsomepicturesorashortvideoaboutThoseWinterSundays.Getstudentstoexpresstheirideasaboutthepoembeforetheteachergeneralizesit.)

ThoseWinterSundayswaspublishedinABalladofRemembrancein1962.Through“my”slowunderstandingofpaternallove,thepoemrevealed“my”complexpsychologyofbeingungratefulwhen“I”wasachild.

3.ComprehensiveunderstandingofThoseWinterSundays

(Studentsreadthepoemandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

4.ThemainideaofThoseWinterSundays

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

Paternalloveisunpretentious,evenwithabitofbitterness,whichissevereandnotunderstood.However,itreallyexistsandwarmsthefamily.

Step3Discussion

(Itisagoodchanceforstudentstoexpresstheiropinions.)

1.Whatkindofstorydoesthispoemtell?

2.Howhasthenarrator’sfeelingsforhisfatherchanged?

3.Canyouunderstand"offices"inthelastsentence?

Step4Summary

(Basedonagoodunderstandingofthepoem,itisnotdifficultforstudentstomakeasummary.)

Summarizethemainideaofthepoem.

Step5.Homework

SearchformoreworksbyRobertHaydentoreadandappreciate.

Step6Feedback

Unit11RobertBly

Teachingaims

1)TogetthestudentstoknowsomethingaboutRobertBly

2)Todevelopstudents’abilityofunderstandingTheBuriedTrain

3)Toenhancestudents’abilityofunderstandingthemainideaofTheBuriedTrain

Importantanddifficultpoints

1)TounderstandTheBuriedTrain

2)TogettoknowthemainideaofTheBuriedTrain

TeachingandlearningMethods

Openquestionsandanswersinclass

Classdiscussionandanalysis

Teachingmedia

Textbook,courseware,teachingplan,projectorandcomputer

TeachingProcedures

Step1Lead-in

(showthepictureofRobertBlyandhaveabrainstormaboutthefollowingquestions)

1.HowmuchdoyouknowaboutRobertBly?

2.Whatarehismajorworks?

Step2Presentation

1.Abouttheauthor

(WatchthevideoaboutRobertBlyandgraspthemajorpoints.Theteachermakesacomplementaccordingtothecourseware.)

RobertBlywasborninMinnesota.In1944,hejoinedthenavyandspenttwoyearsthere.HestudiedatSt.OlafCollegeforoneyear,thenmovedtoHarvard,wherehejoinedthefamouswriters’groupatthattime.

Blyisanactiveanti-waractivist.In1966,heco-foundedtheAmericanWriters’Anti-VietnamWarOrganizationandledmanyanti-VietnamWaractivities.

Blynotonlywritespoetry,butalsostudiespeople’spsychology,especiallymen’spsychology.CriticspointoutthatBlyis"thecatalystthatswepttheAmericanculturalinnovationmovement".

RobertBlyisarepresentativepoetofthedeepimagemovementinAmericanpoetry.Hethinksthat"thedifferencebetweenimageandpictureisthatimageisthenaturalexpressionofimagination,whichcannotcomefromtherealworld,norcanitreturntotherealworld".

2.AboutTheBuriedTrain

(ShowsomepicturesorashortvideoaboutTheBuriedTrain.Getstudentstoexpresstheirideasaboutthepoembeforetheteachergeneralizesit.)

TheBuriedTraincomesfromTheManintheBlackCoatTurns.

Thepoetdescribesanaccidentscenefromtheimaginarybystandersandwitnesses.

3.ComprehensiveunderstandingofTheBuriedTrain

(Studentsreadthepoemandtrytounderstanditindetail.Ifnecessary,theteachergivessomeguidanceaccordingtothecourseware.)

4.ThemainideaofTheBuriedTrain

(Studentsexpresstheiropinionsbeforetheteachermakesacomplement.)

"Theburiedtrain"isthedeepimage,justlikeawastelandofmodernpeople’smind.Thehumanheartswellswithself,turningablindeyetosimilardisastersandturningadeafeartothem,justlikeaburiedtrain.

Thepoemreflectsthenarrator’sstand-byandthelonelinessandhelplessnessofthevictims,highlighting