American Literature

Topics: Literature, American literature, Thomas Paine Pages: 129 (50799 words) Published: February 27, 2013
American Literature

Teacher’s Book

Teaching Plan

1) Description of the Course
American Literature is a course for the students of fourth years of learning English as their major. Through the introduction of the history and development of literature, and learning the selected sections of literary works, the students can get a thorough understanding of American literature as a whole outline and grasp the method of how to enjoy the literary works. Thus they can learn some knowledge about understanding literature. As the youngest literature in the world, American literature developed very quickly. Many writers won Nobel Prize for literature. Through learning the course, the students can get to know the different genres of literary forms and the formal language used by the writers. 2) Ways of teaching

a. Introduction to the students about the history of the country and development of literature; b. Introduction to the students about the authors and their writing background. \; c. Analyze the selected texts;

d. Discuss the texts together;
e. Writing practice.

Chapter one: Introduction

Teaching aid tool: a map of early America

Teaching aim: the students learn why and how to learn literature course, get the general idea of the colonial America and their literary forms. Key Points: a. learning aim;
b.Learning method;
c.Colonial American characteristics.
I. Introduction of the course
1. Why should we learn the course:
a.One of the main reasons might be that literature offers a bountiful and extremely varied body of written material, which is “important in the sense that it says something about fundamental human issues and which is enduring rather than ephemeral. Its relevance moves with the passing of time, but seldom disappears completely the Shakespeare plays whose ending were rewritten to conform to late 17th century taste and which were later staged to give maximum prominence to their romantic hero figures are now explored for their psychoanalytic import. In this way, though its meaning does not remain static, a literary work can transcend both time and culture to speak directly to a reader in another country or a different period of history. Literature is authentic material. By that we simply mean that most works of literature are not fashioned for the specific purpose of teaching a language. Recent course materials have quite rightly incorporated many authentic samples of language---for example, travel timetable, city plans, forms, pamphlets, cartoons, advertisements, newspaper or magazine articles. Learners are thus exposed to language that is as genuine and undistorted as can be managed in the classroom context. In reading literary texts, students have also to cope with language intended for native speakers and thus we gain additional familiarity with many different linguistic uses, forms and conventions of the written mode with irony, exposition, argument, narration and so on. b.Cultural enrichment:

For many language learners, more indirect routes to understand a country must be adopted so that they gain an understanding of the way of life of the country: radio programmers, films and videos, newspapers and last, literary works. It is true of course that the “world” of a novel, play, or short story is a created one, yet it offers a full and vivid context in which characters from many social backgrounds can be depicted. A reader can discover their thoughts, feelings, customs, and possessions: what they buy, believe in, fear, enjoy; how they speak and behave closed doors. Reading the literature of a historical period is one of the ways we have to help us imagine what life was like in that other foreign territory. Literature is perhaps best seen as a complement to other materials used to increase the foreign learner’s insight into the country whose language is being learnt. c.language enrichment: we have said that reading literary works exposes the student...
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