영미소설의 이해
10주차 수업
10주차 수업 (플립러닝 적용)
주별 수업내용 수업 전
(사전학습)
수업 중 (강의실활동)
수업 후 (사후활동)
10주
역사란 무엇인가 I:
“When Mr. Pirzada Came to Dine”
1.사전학습용 동영상
https://www.y outube.com/
watch?v=L- ASd3zUU_Q (“인도에서 파 키스탄과 방글 라데시가 분리 된 이유 - 신기 한 역사 이야 기”)
1) 작가가 구사 하는 어휘와 구 문의 특징과 효 과 및 결말의 특징과 의미 분 석
2) 영미문학작 품을 활용한 역 사교육과 영어 교육의 의미와 효과 분석
*수업 후 활동
-작품 속 화자 의 시점과 유 사한 시점에 서 묘사되는 문학작품, 음 악, 영화 개별 조사
-사전학습 과제-
• 사전학습용 동영상:
• https://www.youtube.com/watch?v=L-ASd3zUU_Q
• (“인도에서 파키스탄과 방글라데시가 분리된 이유 - 신기한 역사 이야기”)
사전학습에서 생각할 문제들
• 작가가 구사하는 어휘와 구문의 특징과 효과 및 결말의 특징 과 의미 분석
• 영미문학작품을 활용한 역사교육과 영어교육의 의미와 효과 분석
• In the autumn of 1971 a man used to come to our house, bearing confections in his pocket and hopes of ascertaining the life or death of his family.
• His name was Mr. Pirzada, and he came from
Dacca, now the capital of Bangladesh, but then a part of Pakistan. That year Pakistan was engaged in civil war. The eastern frontier, where Dacca was
located, was fighting for autonomy from the ruling regime in the west.
• In March, Dacca had been invaded, torched and shelled by the Pakistani army. Teachers were dragged onto streets and shot, women dragged into barracks and raped. By the end of the summer, three hundred thousand
people were said to have died. In Dacca Mr.
Pirzada had a three-story home, a lectureship in botany at the university, a wife of twenty year, and seven daughters between the ages of six and sixteen whose names all began
with the letter A.
• “Their mother’s idea,” he explained one day, producing from his wallet a black- and-white picture of seven girls at a
picnic, their braids tied with ribbons, sitting cross-legged in a row, eating
chicken curry off of banana leaves. “How am I to distinguish? Ayesha, Amira,
Amina, Aziza, you see the difficulty.”
