МОУ «Заинская средняя общеобразовательная школа № 4»

Элективный курс по английскому языку

«Становление и развитие

американской литературы

до начала ХХ века»

Автор: Учитель I кв. категории Рябова И.И.

Пояснительная записка

Программа является пособием по литературоведению в аспекте межкультурной компетенции для учащихся 10-11 классов. Курс рассчитан на 37 часов(1 час в неделю).
Цели курса:

-- формирование у учащихся способности к иноязычному общению, позволяющей вступать в равноправный диалог с представителями других культур и традиций, участвовать в ситуациях межкультурной коммуникации;

-- развитие у учащихся достаточно высокого уровня коммуникативной компетенции, дающей им возможность, дающей им возможность, в соответствии с реальными потребностями и интересами, успешно осуществлять речевое общение в разнообразных социально детерминированных ситуациях общения с носителями языка, а также использовать язык как средство самообразования и саморазвития;

-- создать условия для формирования социокультурной компетенции в сфере литературоведения Америки, предполагающей знание социокультурной специфики страны изучаемого языка и умение строить своё речевое поведение в соответствии с этой спецификой;

-- способствовать развитию интеллектуальных умений анализировать полученную информацию, аргументировать свои умозаключения на основе полученных знаний.
Задачи курса:

-- расширение знаний учащихся по развитию литературы в США;

-- развитие навыков чтения текста: с пониманием основного содержания, с полным пониманием текста, с поиском конкретной информации;

-- развитие навыков диалогической речи, умений вести беседу по темам;

-- развитие навыков аудирования.
Виды учебной деятельности:

-- чтение и анализ текстов со страноведческим компонентом;

-- чтение отрывков из произведений американских писателей;

-- аудирование текстов с последующим обсуждением;

-- участие в дискуссиях;

-- инсценировка литературных произведений.

Учебно-тематический план

№	Тема	Лекции	Практи- ческие занятия	Проекты	Всего
I II III IV V	Становление национальной литературы в Америке: Первые переселенцы из Европы и их произведения. Английский язык в Америке. Эпоха просвещения: Б. Франклин. Т. Джефферсон. Революционная поэзия. Американская литература первой половины XIX века: Романтизм а). В. Ирвинг б). Ф. Купер в). Э. По г). Г. Лонгфелло 2. Литература аболиционизма: Г. Бичер Стоу Американская литература второй половины XIX века: Критический реализм Юмор Запада а). У. Уитман б). М. Твен 3. Американская литература 90-х и на рубеже веков а). С. Крейн б). Ф. Норрис Американская литература в начале XX века: О. Генри Д. Лондон	- - - 1 - - - 1 - - - - - 1 - - - - - 1 - -	4 2 2 3 1 1 1 9 2 2 2 2 1 7 1 1 3 1 1 6 3 3	- - - 1 - - - 1 - - - - - 1 - - - - - 1 - -	4 2 2 5 1 1 1 11 2 2 2 2 1 9 1 1 3 1 1 8 3 3

Литература:

1. 
   Сафонова В.В., Культуроведение в системе современного языкового образования. – «Иностр. языки в школе», 2002, №3
   
2. 
   Сафонова В.В., Книга для учителя к учебному пособию по английскому языку для 10-11 классов школ с углубленным изучением английского языка. – М.: Просвещение,1995
   
3. 
   Сысоев П.В., Язык и культура: в поисках нового направления в преподавании культуры страны изучаемого языка. – «Иностр. языки в школе», 2001, №4
   
4. 
   Сафонова В.В., Сысоев П.В., U.S. Culture and Society: Пособие по культуроведению США. – М.: Еврошкола, 2004
   
5. 
   Геккер М., Головенченко А., Колесников Б., Американская литература. Учебное пособие. – М.: Просвещение, 1988
   
6. 
   Береговая Н.В., США. -- М., 1997
   
7. 
   Боровик М.А., Книга для чтения. – М.: Просвещение, 1987
   
8. 
   Голицинский Ю.,The United States of America. – СПб, Изд. «КАРО», 1999
   
9. 
   Зубанова О.В.,Guide to English and American Literature. – Изд. «Менеджер», 2000
   
10. 
    Копыл Е.Г., Книга для чтения. – М.: Просвещение, 1980
    
11. 
    Миньяр-Белоручева А.П., The United States of America. – М.: 1996
    
12. 
    Костина Е., About the United States of America. – «Московский лицей», 1996
    

Уроки по теме «Американская литература в начале ХХ века»:

О. Генри (3ч.)
Обучающие задачи:

- ознакомление с биографией писателя О.Генри и его основными произведениями;

- продолжение формирования умений: аудирование, перевод, высказывание в форме монолога и диалога с употреблением заданных лексических единиц и грамматических структур;

- развитие общеучебных умений: планирование ответа, работа с текстом

Развивающие задачи:

- развитие речи учащихся в работе над словом, словосочетанием, предложением при выполнении заданий;

- обогащение и усложнение словарного запаса учащихся;

- усиление коммуникативных свойств речи при выполнении коммуникативных упражнений (монолог, диалог, полилог);

- развитие мышления, памяти, воображения посредством проведения аналогий, сопоставлений, сравнений;

- развитие эмоциональной сферы учащихся

Воспитательные задачи:

- воспитание нравственности, чувства любви к искусству, к языку (родному и иностранному) на лучших образцах мировой литературы;

- воспитание культуры общения в коллективной деятельности

Lesson 1
I. Beginning of the lesson.

Today we shall speak about one of the most published authors: O. Henry. His works have been translated into nearly every language. He has been called “the American Maupassant” and is ranked among the world’s outstanding short-story writers.

What O. Henry’s stories do you know?

What stories have you read?

II.Listening practice: Life of O. Henry

1.Before listening pay attention to the following words:

drugstore

likable chap

inefficiently

to be accused

embezzle

trial

2.Listen to the following text and then you will answer the questions.

O. Henry’s real name was William Sydney Porter. He was born in North Carolina in 1862, during the Civil War. He was the son of a doctor. His mother died when he was three. His aunt had a private school and encouraged him to read. The boy read a lot. He was also fond of drawing. He left school at fifteen and became a clerk in his uncle’s drugstore where he worked for five years. Porter was a likable chap, keenly interested in people and in everything that went on around him. He never lost his dream to become a writer. Above all he was interested in history, and the biographies of great men, and liked to read novels. At nineteen he went to Texas where he tried various professions. After that he became a clerk in a small provincial bank in Austin. But the bank was run very inefficiently and when a sum of money was found missing, Porter was accused of having embezzled it, and left the bank. He went to a neighbouring town, Houston, then to New Orleans. Then news reached him that his wife, who had made a romantic runaway marriage with him when she was only seventeen, was seriously ill. He immediately returned to Austin, although he knew that he risked arrest by doing so, and devoted himself to his dying wife for the remaining six months of her life. His trial took place in 1898 and he was sentenced to imprisonment. While in prison he made the acquaintance of types of people that he later used as characters in his stories. He used the pen-name of O. Henry – from the name of the captain of the prison guard, Orrin Henry. When he was released from prison in 1902, he went to New-York where he lived and wrote short stories. He was the author of about three hundred short stories. His only novel is “Cabbages and Kings”.

3.Checking understanding:

a)What professions and jobs did O. Henry have before he became a writer?

b)How did O. Henry’s travels influence his writings?

c)When did O. Henry begin writing stories?

d)How many stories did he write?

III.Henry’s social viewpoint and aesthetics.

1.Read the text:

O. Henry’s comments on society had considerable force. In his preface to the book “The Four Million” he wrote: “Not very long ago someone invented the assertion that there were only ‘Four Hundred’ people in New-York City who were really worth noticing. But a wiser man has arisen – the census taker – and his larger estimate of human interest has been preferred in making out the field of these little stories of the Four Million.” The American critic Lloyd Morris, speaking of O. Henry’s penetration of the American scene, said: “He turned away from the prosperous levels of society, so popular at the time as a subject for fiction. He ignored the four hundred to deal with the four million. This choice was more the result of his previous misfortunes than of any interest in social reform… His stories mainly turned on the fortunes of humble folk, shop-girls and clerks and mechanics; a group that, on the whole, had been anonymous and inarticulate in American life, and absent from American fiction. They formed the group that a later generation was to describe as ‘the little people’, and that politicians would aggregate as ‘the forgotten man’ and ‘common man’.

The works of O. Henry reflect a specific period in American literature – the turn of the century.

O. Henry occupies an intermediate position between the critical tendency in literature and that of the ‘genteel tradition’ in the neo-romantic trend. His credo was: art should be true, democratic, it should address contemporary life and should embrace all aspects of life.

The years between 1905 - 1910 were the most productive in the writer’s creative work. They were marked by his criticism of the social system. Elements of parody and irony were introduced as well as the surprise finale.

O. Henry was an outstanding humorist. He worked out and enriched all the various types of the short story: the anecdote, the monologue, the dialogue, the grotesque, satirical and paradoxical; the adventure story, the psychological story, the parody; poems in prose, tales and sketches. Everything that O. Henry experienced and witnessed after he grew aware of life around him filtered into his stories, but he was most famous for his stories of city life. O. Henry wrote about 150 stories with a New York background.

His book of short stories “The Four Million” reflects O. Henry’s absorbing interest in the ordinary man and woman of New York City, as opposed to the wealthy. He found grief, adventure and romance at every street corner. O. Henry was particularly interested in people who were suffering under a strain or delusion.

His most famous stories are: “Cabbages and Kings”, “The Four Million”, “Heart of the West”, “The Trimmed Lamp”, “The Voice of the City”, “The Gentle Grafter”, “Roads of Destiny”, “Options”, “Strictly Business”, “Whirligigs”, “The Gift of the Magi”, “A Service of Love”, “The Last Leaf”.

2.Answer the questions:

a)How do you understand the phrases “Four Hundred” and “Four Million”?

b)Why are O. Henry’s stories of city life considered his best?

c)What were O. Henry’s ideas on art and literature?
IV.Home work:

Read the story “The Two Gifts” (adapted from “The Gift of the Magi”) by O. Henry.

Lesson 2
I. Beginning of the lesson.

Today we shall work over O. Henry’s story “The Gift of the Magi”. Your home task was to read this story. I’m sure that you liked it.

II.Before reading the story, let’s review some words.

1.First look at the blackboard. There are two columns on the blackboard. Match the words in the Column A with the phrase in the Column B that describes them.

Column A Column B

1.proud A.vision of something ideal

2.beautiful B.to give for money

3.eve C.feeling satisfaction and pleasure

4.poor D.a small clock worn on the wrist or carried in a pocket

5.sell E.having beauty pleasing to the eye, ear or mind

6.dream F.having little money

7.watch G.the day or evening just before the holiday

2.What is the Russian for husband (wife, length, knees, treasure, overcoat, comb)?
III.Look through the text and say what is the English for:

верхний этаж, они очень гордились, много работать, канун Нового года, купить подарок, она вошла в магазин, счастливый сон, искать подарок, она распустила волосы, сбежала вниз по ступенькам на улицу, она побледнела, в его глазах было выражение, которое она не могла понять.

IV.What is missing?

1.They lived in … in a small room on the top floor of a high building.

2.They worked very hard, but there never was any … in the house.

3.Della had only $ 1.87 to buy a … for Jim.

4.Jim had got his gold watch from his …

5.He … a package from his overcoat pocket and put it on the table.

V.Answer the questions:

1.Did you enjoy the story?

2.Is the story interesting?

3.What is the title of the story?

4.Name the main characters of the story.

5.How old was Jim?

6. How old was Della?

7.Were they poor? Prove it.

8.What treasure did Jim own?

9. What treasure did Della own?

10.It was the eve of New Year’s Day, isn’t it?

11.How did Della get money?

12.How much money did Della get?

13.What did she buy?

14.How did Jim spend his money?

15.What did he buy?

16. Did Jim and Della love each other?
VI.Who said the following?

1.”I sold the watch to get money to buy your combs.”

2.”If you open that package, you will understand.”

3.”Isn’t it a beautiful chain?”

4.”It grows very fast.”

VII.Act out a dialogue between Della and Jim.
VIII.Home work:

Read the story “The Ransom of Red Chief” by O. Henry.

Lesson 3
I. Beginning of the lesson.

Today we shall work over O. Henry’s story “The Ransom of Red Chief”. Your home task was to read this story. I’m sure that you liked it.

II.Say whether the statement is true or false. Correct the false one.

1.The idea of kidnapping came to Bill first.

2.Bill and Sam hoped to make fortune by kidnapping.

3.Jonny felt happy at the cave.

4.The boy called Sam Red Chief.

5.Bill had a good time playing Indian with Jonny.

6.The first night in the cave with the boy was terrible.

7.In the letter Bill and Sam demanded two thousand dollars for the boy’s return.

8.The farther’s messenger brought the answer to the cave.

9.The boy cost the kidnappers two hundred dollars.

10.Sam and Bill ran to the North.
III.Complete the sentences.

1.The two desperate men took the boy to the cave, and then one of them ___ .

2.After the boy’s attempt to take Bill’s scalp and his promise to burn Sam in the fire, both of them ___.

3.After Sam had shaken the boy until his freckles rattled the boy ___ .

4.As soon as the two desperate men wrote a letter to the boy’s father, Sam ___ .

5.When Sam returned from the post office ___ .

6.When Bill turned round and saw the boy he ___ .

7.Soon after Sam had come up to the tree and climbed it up he saw ___ .

8.When Sam read the note to Bill ___ .

9.The two desperate men brought Jonny to his house, knocked at the front door, and ___ .

10.They left the boy in his father’s hands and ___ .
IV.Fill in the gaps with the word combinations from the box below. Use each only once in the right form.

make a speech

make peace

make plans

fall asleep

shake hands

play war

hunt bears

give a smile

1.It took time before Bill was able ___ the boy ___ and ___ with him.

2.Bill wanted to be kind to the boy and promised ___ with him.

3.The two desperate men began ___ how to get the ransom for the boy.

4.Sam had to be very hard on Red Chief to make him ___ with Bill and ___ .

5.It was terrible night and neither of them could ___ .

6.Jonny did not want to go home before Sam and Bill had promised ___ with him the next morning.
V.Fill in with, to or of.

1.The two men were so tired ___ their little friend that they were ready to agree ___ any of Mr. Dorset’s proposals.

2.Sam agreed ___ Bill that they should demand less ransom for Red Chief.

3.It was very difficult for Jim to be kind ___ that freckled wild cat.

4.Sam tried to be as polite as he could ___ the boy when he talked ___ him.

5.They both agreed ___ the idea ___ kidnapping.

6.Bill had to be rude ___ the little devil for all he had done ___ BILL.

7.Kidnapping seemed ___ both ___ them the best way to get a lot ___ money.

8.He was a boy ___ ten, ___ a face full ___ freckles.

9.Bill was sitting at the entrance ___ the cave all covered ___ scratches.

10.When at last Sam fell asleep, he had an awful dream that he was tied ___ a tree by a pirate ___ red hair.
VI.Say why:

1.The two man decided to kidnap a child.

2.They selected Jonny.

3.Red Chief liked to stay in the cave.

4.Bill was getting more and more nervous.

5.Jonny’s father wrote that the men were asking too much for his son.

6.Sam could hardly catch up with Bill.
VII.What do you think?

1.What do you think of Sam and Bill’s background? Do you think their way of making their living was illegal (legal)? What tells you about this?

2.What do you fell about Jonny? Is there anything that you like about him? Is he as bad as that?

What tells you about this?

3.Does Jonny remind you of your own childhood in this or that way? What are similarities and differences?

4.What kind of a man do you think Jonny will make?

5.Would you like to have a son like Jonny? Why? Why not? If you had a son like Jonny, what would you do?

6.What do you think makes Jonny behave like that? What makes him be impolite to the people?