英美诗歌欣赏（教案）(精品).doc

课程：英美诗歌欣赏教材：英美诗歌教程A Course of English and American Poetry开课院系：外国语学院 任课教师：李正栓教授开课学期： 学分： 周学时：2 总学时：36课程性质：学士学位专业课 适用专业：非英语专业选修本课程的教学目的：本课程旨在通过英美诗歌的具体文本阅读，让选课的学生比较系统地了解并掌握英美诗歌的发展，了解英诗在各个历史时期的形式、风格、技巧和与之相关的时代背景、文学思潮等，掌握诗歌分析和欣赏的基本方法教学内容及基本要求：比较系统和全面地介绍英美诗歌的发展历史，分析各个时期英美诗歌的经典佳作，阐述这些诗作的格式、韵律、风格和诗歌创作理论重点将放在具体诗歌的分析上通过比较详尽的分析，让学生掌握英诗的特点，提高他们欣赏英语的能力以及分析水平，熟悉英国诗歌的创作理论本课程将涉及32位诗人的65首诗歌除了认真研读这些诗歌以外，学生们应扩大自己的阅读范围，广泛地阅读相关的翻译和赏析材料以及其它优秀的英美诗作，提高自身对英美诗歌的理解和欣赏水平考核方式及要求：随堂讨论与期末考试相结合English PoetrySession OnePart One Edmund SpenserI. Background InformationThe Renaissance in England: Renaissance is the ‘rebirth’ of literature, art and learning that progressively transformed European culture from the mid-14th century in Italy to the mid-17th century in England, strongly influenced by the rediscovery of classical Greek and Latin literature, and accelerated by the development of printing. The Renaissance is commonly held to mark the close of the Middle Ages and the beginning of the modern Western world. In literary terms, the Renaissance may be seen as a new tradition running from Petrarch and Boccaccio in Italy to Jonson and Milton in England, embracing the work of Sidney, Spenser, and Shakespeare; it is marked by a new self-confidence in vernacular literatures, a flourishing of lyric poetry, and a revival of such classical forms as epic and pastoral literature.Humanism became the key note of the English Renaissance. The Humanists emphasized the capability of the human mind and the achievements of human culture, in contrast to the medieval emphasis on God and contempt for the things of this world.English poetry in the Renaissance period has one of its highlights. It achieved original beauty and exuberance, especially in the Age of Elizabeth. Elizabethan poetry is notable for its variety, its freshness, its freshness, its youthfulness, and its romantic ardor. A group of excellent poets appeared (including Edmund Spenser, Christopher Marlowe, William Shakespeare, Ben Jonson in this book), and a large number of noble poetic works were produced. In the Age of Elizabeth, writing poetry became a fashion.Edmund Spenser (1552-1599), the greatest nondramatic poet of the English Renaissance, is regarded as “the poet’s poet” because of his great influence on later poets. Spenser was born and educated in London. Then Spenser studied at Cambridge, where he read the classics and Italian poets and wrote poems. The Shepheards Calendar was Spenser’s first major work, a series of pastoral poems arranged according to the months of the year. His masterpiece The Faerie Queene, the great romantic epic, was published in 1590, consisting of six books. One of his major work Amoretti, the sonnet sequence in 1595, together with Shakespeare’s sonnets and Sidney’s Astrophel and Stella were regarded as the most famous sonnet sequences of the Elizabethan Age. Spenser’s contribution to English literature lies not only in what he wrote, but also in how he wrote it. He created new poetic forms. The 9-line stanza form, called Spenserian stanza, rhymed abab bcbc c is one of his inventions. The first eight are iambic pentameter lines, and the last line is an iambic hexameter line. The sonnet form he invented, called Spenserian sonnet, which comprises three quatrains and a final couplet as others’, contains such an intricate pattern of interlocking rhymes as abab bcbc cdcd ee. He tried his hand on different forms and meters. He has great influence on later poets.II. Selected poemsSonnet 34A. Pre-reading questions for classroom discussionIdentify the three images in the poem. What’s their function? What does the author compare his love to? B. Teaching Points except the notes in the bookThis poem is written in Spenserian sonnet, that is, three quatrains plus a couplet of iambic pentameter rhyming abab bcbc cdcd ee.Archaic words: lyke-like, wyde-wide, doth-does, whenas-when, guyde-guide, doe-do, cloudes-clouds, darknesse-darkness, storme-storm, lyfe-life, looke-look, cleare-clear, comfortlesse-confortless, pensivenesse-pensiveness. Theme: This poem shows the author’s deep love for his beloved and the importance of his beloved to him.Analogy: The poet compared his love journey to the journey of a ship by using three images: ocean, ship and bright star.B. Questions for study and discussion. What’s the rhyme scheme of this poem? Compare with the rhyme scheme of other sonneteers.Sonnet 75A. Teaching Points except the notes in the book1. This poem is also written in Spenserian sonnet. 2. Archaic words: agayne-again, tyde-tide, pray-prey, paynes-pains, vayne-vain, sayd-said, doest-does, vaine-vain, mortall-mortal, my selve-myself, lyke-like, bee-be, whenas-whereas, lykew。