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1、1BritishLiteratureChapterOneTheAngloSaxonPeriod（4491066）1.TheTeachingObjectives:?BecomefamiliarwithsomeBritishliteratureliterarytraditions?BecomefamiliarwithelementsofBritishculture?Seehowhisticaleventsarerepresentedinfi
2、ction?Beabletodifferentiatebetweenhisticalaccountsfictionalizedaccountsofhisty?Understnarrativeperspectiveasculturallypositioned2.TheTeachingApproaches?IntroducethehistyoftheancientBritain?Tellthemsomethingaboutthestieso
3、fBible.?Describebrieflytheliteratureatthattime?LetthestudentsreadtheoldEnglishPoetryBeowulf.?WewilldiscusssomequestionsaboutBeowulf.?Homewk.3.FocusonBeowulf4.TimeAllocations:?HisticalBackground1periods?OldEnglishLiteratu
4、eIntroduction:halfperiod?Beowulf:2Period5.Summary6.AssignmentsPreparingtoTeachThisLessonTogainbackgroundknowledgeonthehistycultureoftheBritishpeopletohelpstudentsunderstBeowulfwithinthehisticalcontextofthenovelseventsthe
5、timeofitswritingpublication.Lesson1usesmapstointroducestudentstotheBritishislsitshistyinthatperiod.I.HisticalBackground1.TheGreatBritainconsistsof4isls.TheyareEnglScotlWalesIrel.2.In43A.D.theRomansinvadedtheEnglmadesouth
6、BritainaRomanprovince.3.WhentheRomanEmpiredeclineditstroopsleftBritainthetribesofAnglesSaxonsJutesinvadedtheislfromNthernEuropearoundthefifthcentury.4.ThethreetribesgraduallysettleddownmergedintoawholepeoplecalledEnglish
7、.5.TheyspokealanguagewhichbelongtotheGermaniclanguagefamilywhichiscalledOld3ofvividpoeticdictionparallelexpressionsfasingleideaespeciallythoseofKenning[n.比喻的復合辭]（compoundwds）suchasswanroadwhalepath（sea）seawoodwavefloater
8、（ship）shieldbearerbattleherospearfighter（soldier）III.OldEnglishProse1.ProseinOldEnglishisrepresentedbyalargenumberofreligiouswks.TheimposingscholarshipofmonasteriesinnthernEnglinthelateseventhcenturyreacheditspeakintheLa
9、tinwkHistiaEcclesiasticaGentisAnglum（EcclesiasticalHistyoftheEnglishPeople731）byBedeadistinguishedhighlyliteratechurchman.ItisthefirstEnglhistybookwritteninLatinlatertranslatedintoEnglitremainsanimptantsourceofknowledgea
10、bouttheAngloSaxonperiod.2.AlfredtheGreatIV.edReadingsPreparationStep1.Attheendofthisarticleyoullfindanexcerptfromtheimmtalepicpoem“Beowulf“.Readitaloudtoyourclass(hamitupasmuchasmightbeappropriate).Step2.Havestudentsnoti
11、cethatexceptfafewhintstheauthdoesnotprovideaphysicaldeionofthemonsterGrendel.Thisomissionisthekeytheteachercanturntounlockstudentsinterestinthepoem.Step3.Printthename“Grendel“ontheboardoverheadproject.Askstudentswhatthey
12、thinkthemonsterwouldlooksoundlikeifitwerealive.Askfdeiveattributessuchasbodyshape(humanreptilianbearlikeetc)colsizeskintextureattackroar.Clusterresponsesaroundthename.Step4.Whenseveralideashavebeenelicitedaskstudentstowr
13、iteadeionofGrendelfromtheinfmationgiven.Studentschooseabodyshapeadddetailstofittheshapetheyvechosenarrangethedetailsinanywaytheywish.Allowtenminutesfdrafting.Step5.Askstudentstoreadtheirdraftsaloud.Pointoutsimilaritiesdi
14、fferencesinstudentsperceptionsofmonstrousness.Step6.DiscussComparison：①AskstudentstocompareoldEnglishpoetry（especiallyepic）withChineseoldpoetry.②CompareBeowulfwithsomeChineseheroesinancienttimesillustratetheirsimilaritie
15、sdifferences.③ComparethecultureofDragoninChinathewesternwld.④DiscussthecultureofAngloSaxonperiod.DiscussionQuestions1.WhatwasGrendelthinkingwhilehewasonhiswaytoHeot2.ExactlywhatbodypartsfirstmadecontactbetweenBeowulfGren
16、del3.Whycouldn’tBeowulf’sfollowershurtGrendelthoughtheytriedhardtohackstabhim4.HowdidBeowulfmtallyWoundGrendel5.WhatwasplacedoverthedoundertheeavesoftheroofofHeot6.Theoutsidertheoutcasttheotherdrawthereader’ssympathyfina
17、tion.HowdoesGrendeltypifytheoutsiderIsheasympatheticacter7.WhyistheagedheroBeowulfnotafraidoffightingthedragon8.WhydoesWiglafaloneremainwithBeowulfasthedragonapproaches9.WhatpartdoesWiglafplayinslayingthedragon10.WhatdoB
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