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William Shakespeare is a great English poet and dramatist who has written approximately 38 plays. In the early stage of his play composition, the rule of British queen Elizabeth was its peak and Shakespeare’s humanism thoughts gradually formed at this period. Consequently, the major themes of his works at that time was based on love, marriage, equality of men and women, and friendship, expressing Shakespeare’s optimism and his humanism ideal life. The leading characters of the plays are chiefly young people who possess humanism thought. They usually obtain a happy ending after struggling with feudalism. Even for Romeo and Juliet, a tragedy, the ideological content is approaching to the comedy of that period, which denies asceticism and advocates pursuit of happiness and love as the innate human feelings. In this project, A Midsummer Night’s Dream and Romeo and Juliet undergo a comparative analysis for their similarities in subject and their differences in tone. The play A Midsummer Night’s Dream is regarded to be written during the winter of 1594 and 1595. The play starts in the Theseus’ court, Hermia’s father asks for the penalty of law on Hermia because she falls in love with Lysander and flouts his will to marry Demetrius. Hermia and Lysander later plan to elope to the house of Lysander’s aunt but Hermia’s friend, Helena, tells their plan to Demetrius. When they four enter into the forest, Lysander and Demetrius both transfer their love to Helena under the effect of the juice of a magical flower, which also cause a quarrel between the four young people. Meanwhile, Oberon uses magical juice on his wife, Titania, for punishing her disobedience. Then Titania falls in love with Bottom, whose head is mockingly transformed in... ... middle of paper ... ...logical approaches to teaching literature, Maley (1989) mentioned the critical literary approach, stylistic approach, while Carter and Long (1991) introduced Language-based model, literature as content or culture model, literature as personal growth or enrichment model. For Amer (2003), she gave two approaches to teaching L1 narrative texts in ESL/ EFL literature: the story grammar approach and reader response approach. She also claimed the ways to implement RPA in literature classes consisting, for instance, response journal,role-play, drama, letter-writing and rewriting narratives from another character’s point of view. Bowen and Marks (1994) recommends some ideas for extensive reading of literature, such as to hand over a group progress report and select a short novel which has been made into a film or TV series with which the language learners are familiar.

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