艾米丽的玫瑰.docx
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艾米丽的玫瑰.docx
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艾米丽的玫瑰
LessonPlan8
Lesson8
ARoseforEmily
TimeAllocation
16hs
AimsoftheUnit
1.Masterthebackgroundinformation
2.Comprehendthethemeofthetext
Important&DifficultPoints
1.Burgaragesandcottonginshadencroachedandobliteratedeventheaugustnamesofthatneighborhood.
2.NotthatMissEmilywouldhaveacceptedcharity.
3.“Justasifaman---anyman---couldkeepakitchenproperly,”theladiessaid.
4.Itwasanotherlinkbetweenthegross,teemingworldandthehighandmightyGreisens.
5.Thenextdayhereceivedtwomorecomplaints,onefromamanwhocameindifficultdeprecation.
TeachingMethodsandAids
1.Interactiveteaching
2.Groupwork
3.Reading&discussing
TeachingContents
1.Warm–upQuestions
2.CultureBackground
3.Informationabouttheauthor
4.Detailstudyofthetext
a.Structureofthetext
b.Difficultysentenceandparagraphs
Assignment
Reflection
1.QThemeaningofthetitle:
whatdoesarosesymbolize?
Arosesymbolizingloveandapledgeoffaithfulness.
Aroseforsomebodycanalsomeanakindofmemorial,anoffering,inmemoryofsomebody.
Abizarrestoryoflove,death,honor,pride,changeandloss.
Emilywasdeniedlove;thetitlehasanironicmeaning.
2.WilliamFaulkner
WilliamFaulkner’slife:
themostimportantfactisthathewasbornandbredintheAmericanSouthandlivedtherealmostallhislife.
Abouttheauthor
3.HisMainWritings
•Hismajornovels:
•TheSoundandtheFury(1929)
•AsILayDying(1930)
•Sanctuary(1931)
•LightinAugust(1932)
•Absalom,Absalom!
(1936)
•TheHamlet(1940)
•Hisbooksofshortstories:
•TheseThirteen(1931)
•Godown,Moses(1942)
•TheCollectedStoriesofWilliamFanlkner(1950)
•
ARoseforEmily
Writingtechniques
Faulknerisamongthegreatestexperimentalistsofthe20thcenturynovel.
Hiseffectiveuseofthestreamofconsciousness,multiplepointsofview,symbolismandimaginary,
placehimamongtherankofthegreatestmodernwritersalongwithJamesJoyceandVirginiaWoolf.
In1949FaulknerreceivedtheNobelPrizeforliterature.
•TheirthemeisthedecayoftheoldSouth,asrepresentedbytheSartorisandCompsonfamilies,
•andtheemergenceofruthlessandbrashnewcomers,theSnopeses.
•
•Themeandtechnique-thedistortionoftimethroughtheuseoftheinnermonologuearefusedparticularlysuccessfullyinTheSoundandtheFury(1929),thedownfalloftheCompsonfamilyseenthroughthemindsofseveralcharacters.WilliamFaulknerdiedonJuly6,1962.
•
ARoseforEmily
Yet,thethemeofthestoryisuniversal,transcendingtheboundariesoftimeandspace.Likemanyotherworksofgreatliterature,thisshortstorytellsaboutlove,death,honor,pride,change,andloss.
•In"ARoseforEmily"wecanseehowtheauthortellsagoodstoryskillfully,howhecreatesanatmosphereneededforthestorytelling,howhekeepsthesuspenseandunfoldstheconflictbitbybitandhowhedigsdeepintothesocialworldofhischaracter.Thisstoryisarichandmodern20thcenturyliterarytext.
•ThosewhoarenotsofamiliarwithmodernAmericanliteraturemaythereforeencountersomeobstaclesinreadingthisstory:
vaguereferences,ambiguities,symbolism,imagery,experimentalpointofview,jumbledtimesequences,avoidanceofcleartransitions,withholdingofvitalinformation,etc.
•Byexploitingthose"tricks“FaulknerhopestoinviteusreaderstoparticipateintheprocessofseekingthetruthsoftheinnerlifeofthetownspeopleastheycopewithMissEmily.Oncewedo,wewillsurelyenjoyreadingthestory.It'slikeworkingatapuzzle:
whenwestarttofigureitout,itwillbecomemoreandmoreinteresting.
•The1949NobelPrizepresentationspeechcallsFaulknerthe"unrivalledmasterofalllivingBritishandAmericannovelists“.Heisregardedasa"deeppsychologist".Theshortstory"ARoseforEmily"livesuptothathighpraise.
ARoseforEmily
•Cacirca.1855:
MissEmilyisborntotherichestfamilyofslave-ownersintown.
•1861-1865:
theAmericanCivilWar,ConfederatetroopsfromherecommandedbyCol.Sartoris.
•1870:
Mr.Grierson,MissEmily'sFather,hasthefamilyhousebuiltinGothicrevivalstyle
•ca.1886:
Mr.Griersondies;MissEmily'sinheritanceisonlythehouse;sheisover30.
•ca.1887:
HomerBarron,Northernconstructionforeman,arrives;heandMissEmilystartcourting.
•ca.1888:
HomerBarronisseennomore;thesmellinthehouseis
•noticed.
•1894:
YoungColoneldies.
•ca.1919:
YoungColoneldies.
•ca.1927-1928:
ThetaxdelegationvisitsMissEmily.
•ca.1929-1930:
MissEmilydiesattheageof74.
ARoseforEmily
•Whotellsthestory?
•Thatisnotaveryimportantquestionfor18thcenturyfictionoreven19thcenturyfictionbecausestorieswrittenthenareusuallytoldbyapersonwhoknowseverythingatanymoment.Itiscalledtheomniscient(all-knowing)narrator.
•Modernwritersofthe20thcenturyliketoexperimentwithdifferentnarrativevoices.
•In“ARoseforEmily”hechooses“we”,thepeopleofthetown,asthecollectivenarrator.Thefirstsentenceofthestorysays,"WhenMissEmilyGriersondied,ourwholetownwenttothefuneral..."Inthefollowingparts"we"frequentlyappearasthenarrator.
ARoseforEmily
Thetownspeoplearemainlyinterestedinkeepingtrackoftheeventsandsharingtheinformationwithpeoplecomingfromoutsidethetown.Yet,aspeoplelivinginasmalltownintheSouth,theyhavetheirownvaluesandattitudes.Onthewhole"we“shouldberegardedasareliablenarrator.However,"we"areunabletotellthestoryinastraightforwardandsystematicmanner.
Asnon-participantsofthemajorevents,thiscollectivenarratordoesnotknoweverything,andthusthenarrativepointofviewislimited.Forinstancenoneof"us"havebeeninsideMissEmily'shouseuntilherdeath.soinevitablytherearegapsinthenarrationthatareboundtocauseconfusiononthepartofthereaderorthelistenerofthestory.Thatleavesalotofroomforreaderparticipation.Asreaders,wehavetofillinthegapsandpiecethescatteredhitsofinformationtogetherbyourselves.Thisistheburdentheauthorplacesonusreaders,andatthesametime,itispartofthefunofreadingsuchastory.
Setting,timeandmajorcharacters
•Setting:
ThetownofJefferson----thecountyseatofYoknapatawpha
•Time:
nocleartimeclues,usingflashback.
•Majorcharacters:
Emily,herfatherandherloverHomer,thepeopleofthetown
•Minorcharacters:
ColonelSartoris,JudgeStevens
Keypointsofthetext
•1.Thetheme(themes)ofthestory(differentinterpretations)
•2.Theconflictsinthestory(Emilyandthecommunityoftown,Homer,herfather,theoldandthenew,thepastandthepresent,theSouthandNorth)
•3.FivedifferentimagesofEmilyreflectingherchangesinthestory
Keywordsofthetext
•I.Encroach,august,aneyesoreamongeyesores,father,edict,totheeffectthat,dispensation,plumpness,obesity
•II.Horseandfoot,temerity,diffident,deprecation,tableau,slenderandslim
•III.Imperviousness(impervious)
•IV.Thwart
•V.acrid,monogram,attitude,grimace,biding
“ARoseforEmily”
Thejumbledchronologyisstructuredlikea‘gossipstory.’EachsectionisdesignedforthereadertomakeajudgmentofEmily
SectionI
–PeopletalkabouthowEmilyhasn’tpaidhertaxes
–Shehasbeenshelteredherwholelifebyherdad
–ColonelSartoris(mayor)knewhewouldn’tgettaxesfromher(Southernpride)
–Hecreatesastorywhyshedoesn’tpay
–Shebelievesthestoryandbuysintoit
SectionII
–AstrangesmellemitsfromEmily’shouse
–Menhavetosneakaroundherhousetospreadlimetocoversmell
–Doessheseethem?
Issheall“together?
”
SectionIII
–ThefirstappearanceofHomerBarron
–Townspeoplereact-womengossiping
–Emilyisseenbuyingarsenic
•Faulknerforcesustomakeajudgmentatthispoint
•Shouldwefeelsorryforher?
Isshesenile?
Scandalous?
•DoesshebuythearsenicbeforeorafterHomer’svisit?
SectionIV
–Emily’scousinsarrivetoprepareherformarriage
–Emilybuysmen’sclothingandtoiletries
–ThisisthelasttimeanyoneseesHomer
•Anotherjudgmentisforceduponthereader
–Emilydies
SectionV
–Backtopresenttime
–Emilyisdead
–Thetownspeopleopenherbedroomdoorthathasbeenshutforover30years
–Theirdiscoverycreatesshuddersofhorroranddisgust
–Thefinaljudgment/responsefromthereaderislaidout
•ThefirstsectionopenswithadescriptionoftheGriersonhouseinJefferson.
•Thenarratormentionsthatovertheyears,MissEmilyGrierson'shomehasfallenintodisrepairandbecome"aneyesoreamongeyesores."
•ThefirstsentenceofthestorysetsthetoneofhowthecitizensofJeffersonfeltaboutEmily:
PartI
•Para.1:
whoistellingthestory?
•“We”aretellingstoriesaboutEmily,thepeopleofthetown,asthecollectivenarratorormulti-narrativevoices.
•Whydoestheauthorchoosethiscollectivenarrator?
Narrator
•18th19thcentury:
omniscient[ɔm'niʃənt]
•apersonwhoknowseverythingatanymoment
•20thcentury;differentnarrativevoices
•埃米莉.格里尔森小姐去世时,全镇的人都去送葬了.男人们去是出于一种尊敬,因为一个纪念碑到下了.女人们则是出于好奇,想看看埃米莉小姐的房子里面到底是什么样子的,因为除了一个作花匠兼厨师的老男仆之外,起码有10年没别人踏进过她家的大门了.
•WhatisthefunctionofParagraph2?
Thisparagraphprovidesdetailsaboutthesettingofthestory—theplacebeingtheSoutherntownofJeffersonandthetimebeingaftertheSouthlostintheAmericanCivilWar.FromthedescriptionsoftheappearanceofMissEmily’shousewelearnsomethingaboutherfamilyandhercharacter,andfromthevisiblechangesonthestreetsovertheyearswegettokno
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