高中英語(yǔ)牛津譯林版（2020）選擇性必修第一冊(cè)課件Unit4ExploringpoetryReading

牛津譯林版高中英語(yǔ)選擇性必修一課件

Unit4Exploringpoetry

Reading

Howtoreadapoem制作者：桂東一中李宇平◆?內(nèi)容分析

【W(wǎng)hat】本板塊的語(yǔ)篇是一篇演講稿，主題是“如何讀詩(shī)”。演講者開(kāi)宗明義，首先指出“詩(shī)歌是音韻和意象的結(jié)合體”；然后結(jié)合實(shí)例依次提出以下四條讀詩(shī)的建議：通過(guò)讀和聽(tīng)，感受詩(shī)歌的音韻美；通過(guò)看和想，體會(huì)詩(shī)歌的意象美；領(lǐng)悟詩(shī)歌意蘊(yùn)莫急躁；欣賞詩(shī)歌之美勿求全。最后，演講者期望聽(tīng)眾能享受讀詩(shī)的樂(lè)趣。

【W(wǎng)hy】本板塊以演講的形式介紹了賞讀英文詩(shī)歌的方法，旨在引導(dǎo)學(xué)生從音韻和意象兩方面欣賞英文詩(shī)歌，領(lǐng)略詩(shī)歌的主題意義和語(yǔ)言之美，鼓勵(lì)學(xué)生學(xué)會(huì)從詩(shī)歌這一文學(xué)形式中汲取營(yíng)養(yǎng)，提高文學(xué)素養(yǎng)。

【How】這篇演講稿具有結(jié)構(gòu)清晰、行文流暢、邏輯嚴(yán)密的特點(diǎn)。全文共分六段，首段以“詩(shī)歌是音韻和意象的結(jié)合體”開(kāi)篇，最后一段以探討“詩(shī)歌這一音韻和意象結(jié)合體的作用”結(jié)尾，做到了首尾呼應(yīng)；中間四段每段各提一條建議，行文中使用了First、Second、Third、Finally標(biāo)明順序，使讀者能夠迅速找到主題句并獲取段落大意。作者在使用主題句簡(jiǎn)明扼要地提出建議后，還結(jié)合具體例子加以說(shuō)明。除此之外，這篇演講稿在行文中使用了疑問(wèn)句、情態(tài)動(dòng)詞、復(fù)合形容詞、非謂語(yǔ)動(dòng)詞等，使內(nèi)容更加生動(dòng)活潑，這有助于激發(fā)聽(tīng)眾的興趣，烘托演講的氣氛，增強(qiáng)建議的說(shuō)服力?！?教學(xué)目標(biāo)

Bytheendofthissection,wewillbeableto:1.talkaboutthemainideaofthislecturetranscript;2.interpretthefourtipsonhowtoreadapoem;3.appreciateapoemfollowingthefourtips;4.analysethewritingtechniquesofthislecturetranscript.◆?教學(xué)過(guò)程（一）學(xué)習(xí)理解A.Understandingthetext1.Peoplewiththeimpressionthatpoetryisdifficulttounderstandoftenhesitateaboutreadingpoetry.Thelecturetranscriptbelowexplainshowtobetterunderstandandappreciatepoems.Beforeyoureadthelecturetranscript,thinkaboutthefollowingquestions:P44?Whydopeoplereadpoems?Poemscreatevividpicturesandtellstoriesbyusinglanguagecreatively.Readersenjoythechallengeoftryingtounderstandthepoet’sintentioninwritingapoem.Apoemisawindow(了解信息的渠道；窗口)intothepoet’sideasandfeelingsaboutissueshappeningduringthetimewhenitwaswritten.Readerscanlookatthepoem’sformandliterarydevices(手段；策略；方法；技巧)toseewhatthepoetsaw.Byreadingitaloud,theycanfeeltherhythmsandrhymesofthepoemaswellasthepoet’semotions.?Whataspectsofapoemdoyoupayattentiontowhenyoureadit?Ipayattentiontoapoem’sform,itsrhythmandrhyme,aswellasthewordsusedbythepoet.Thepurposeofthepoemisoftenshownbyitsform.Forexample,poetsuseextremelylongformsfornarratingstories.Apoem’srhythmandrhymehelpmeunderstandthepoet’sfeelingsthroughsound.Wordchoiceandliterarydevicesenablemetounderstandthemeaningofthepoembetter.2.Readthelecturetranscript.Poetryisacombinationof“sound”and“sense”.Morethananyothertypeofliterature,itusuallyimpliesadeepermeaningbeyondthewordsonthepage.So,howtorevealthishiddendimension?詩(shī)歌是“音”與“意”的融合。與其他任何文學(xué)類型相比，詩(shī)歌通常隱含著超越字面的更深層含義。那么，如何揭示隱藏的這個(gè)方面呢？morethan+名詞(名詞從句或起名詞作用的動(dòng)詞不定式)，一般可以譯作“不只”“不僅僅”、超過(guò)”、“遠(yuǎn)不止”、“不同于”等。例如：Peaceismuchmorethantheabsenceofwar.和平不僅僅是意味著沒(méi)有戰(zhàn)爭(zhēng)。Mathematics,muchmorethantechnology,hasalifeofitsownindependentofscience.數(shù)學(xué)與技術(shù)不同，它本身有一段不依賴科學(xué)的歷史。First,followyourears.Whileyoumayask“Whatdoesitmean?”asyoubeginreadingapoem,itisbettertoask“Howdoesitsound?”Evenifitstruemeaningappearstobebeyondyourgrasp,youcanalwayssaysomethingabouthowthepoemsoundswhenyoureaditaloud.

beyondone’sgrasp“無(wú)法理解”。如：Hehasagoodgraspofvariouspaintingstyles.他對(duì)各種繪畫(huà)風(fēng)格都了如指掌。Thisessayisbeyondthegraspofanaveragehighschoolstudent.這篇散文是一般中學(xué)生不能理解的。Doyoudetectarhythm?Arethereanyrepeatedwords,rhymesorotherspecialeffects?Allofthesearegoodqualitiestonotice,andtheymayleadyoutoabetterunderstandingofthepoemintheend.Readtheselinestofeelhowtheysound.朗讀下面這幾句詩(shī)，感受它們的音律。Sweetandlow,sweetandlow,Windofthewesternsea,Low,low,breatheandblow,Windofthewesternsea!Overtherollingwatersgo,Comefromthedyingmoon,andblow,Blowhimagaintome;Whilemylittleone,whilemyprettyone,sleeps.(From“SweetandLow”byAlfredTennyson)輕輕地，柔和地；輕輕地，柔和地，西邊的海風(fēng)，吹過(guò)，拂過(guò)，輕輕，輕輕，西邊的海風(fēng)！來(lái)自月色朦朧，拂過(guò)波濤洶涌，請(qǐng)將他再吹向我；當(dāng)我的小寶貝，小可愛(ài)，已入夢(mèng)。（摘自阿爾弗雷德?·?丁尼生《輕輕地，柔和地》）Second,approachthepoemasifyouwereanexplorerinanunfamiliarlandscape.Asksomebasicquestionsaboutthepoem.Whoistalking?Whoisbeingtalkedto?Whatisbeingdescribed?Isthereasenseofplace?Arethereotherpeopleorobjectsthere?Asyouexplorethepoem,youwillbegintoseeimagesinyourmind.Whatarethoseimages,andwhathappenswhentheyareputtogether?Thiscombinationisoftencomplexorevencontradictory.Asyouslowlyexploreyoursurroundings,youwillstarttodigupcluesthatgiveyouagreaterunderstandingofthepoem.Readtheselines,payattentiontotheimageofthecagedbirdandtrytofindoutwhatitmeans.putsth?together組裝；組織；匯集toputtogetheramodelplane/anessay/ameal組裝飛機(jī)模型；構(gòu)思文章；準(zhǔn)備飯菜Ithinkwecanputtogetheraverystrongcaseforthedefence.我想我們能夠?yàn)檗q方整理出十分有力的論據(jù)。puttogether（用于與一組人或事物作比較）合計(jì)，總和，合起來(lái)Yourdepartmentspentmorelastyearthanalltheothersputtogether.去年，你們部門(mén)的開(kāi)支比其他所有部門(mén)合起來(lái)都多。puttwoandtwotogether根據(jù)所見(jiàn)所聞推斷He’sinclinedtoputtwoandtwotogetherandmakefive.他愛(ài)捕風(fēng)捉影，聽(tīng)風(fēng)就是雨。Thecagedbirdsingswithafearful(恐懼的;害怕的)trillofthingsunknownbutlongedforstillandhistuneisheardonthedistanthillforthecagedbirdsingsoffreedom.(From“CagedBird”byMayaAngelou)籠中之鳥(niǎo)，撕心裂肺，啼囀啾啾所唱是未知之物，卻依然渴求歌聲傳到了遠(yuǎn)處的山丘因?yàn)榛\中的鳥(niǎo)兒在歌唱自由。（摘自瑪雅?·?安吉洛《籠中鳥(niǎo)》）Third,ifyouarestillstrugglingtointerpretthemeaningofapoemevenwithmuchpainstakingeffort,justhavesomepatience.Youcannotreallyunderstandapoemthatyouhaveonlyreadonce.Sometimesreadingapoemcanbealifelongjob.如果你下了很大的功夫可還是糾結(jié)于理解一首詩(shī)的意思，那就耐心一點(diǎn)吧。你不可能真正理解只讀過(guò)一遍的詩(shī)。有時(shí)，讀懂一首詩(shī)可能是一輩子的事。Soifyoudonotgetit,setthepoemasideandcomebacktoitlater.Asanexplorer,youwillnotreachyourgoalimmediately—youneedtogoonajourneytoaremoteandunknowndestination.Thismayseemdifficultatfirst,butwhenyoufinallymakeyourgreatdiscovery,youreffortswillberewarded.get理解；明白Idon'tgetyou.我搞不懂你的意思。Shedidn'tgetthejoke.她不明白那笑話的含義。Idon'tgetit─whywouldshedoathinglikethat?我不明白——她怎么會(huì)干那種事？Igetthemessage─youdon'twantmetocome.我明白這意思——你是不希望我來(lái)。comebacktosth[無(wú)被動(dòng)態(tài)]回到（主題、想法等）上來(lái)Let'scomebacktothepointatissue.咱們還是回到問(wèn)題的焦點(diǎn)吧。Itallcomesbacktoaquestionofmoney.一切又回到錢(qián)的問(wèn)題上來(lái)了。Poemsthatareeasytounderstandareoftenlessinterestingthanthosethatconstantlyrevealdeeperandpreviouslyunrecognized(未被意識(shí)到的；被忽略的；不受重視的)meanings.Readtheselinesandtrytofindoutwhattheymean.WhosewoodstheseareIthinkIknow.Hishouseisinthevillagethough;HewillnotseemestoppinghereTowatchhiswoodsfillupwithsnow.(From“StoppingbyWoodsonaSnowyEvening”byRobertFrost)我想我知道這片林子的主人，盡管他住在山村。他不會(huì)見(jiàn)我駐足于此，凝視著他積滿白雪的樹(shù)林。（摘自羅伯特?·?弗羅斯特《雪夜林邊小駐》）

《雪夜林邊小駐》是美國(guó)現(xiàn)代詩(shī)人羅伯特·弗羅斯特（1874—1963）一首深受廣大讀者喜愛(ài)的不朽之作。弗羅斯特是美國(guó)20世紀(jì)最負(fù)盛名的詩(shī)人之一，他善于運(yùn)用象征主義表現(xiàn)手法，用看似平淡的小事來(lái)表達(dá)深刻的哲理，巧妙地表達(dá)詩(shī)歌的主題思想?！堆┮沽诌呅●v》中，一位步履沉重的趕路人牽著馬走到一片幽深可愛(ài)的林邊休息，并陶醉其中，雖然依依不舍，但不得不離開(kāi)，繼續(xù)他的行程。這首詩(shī)向我們展示了人在理想和現(xiàn)實(shí)之間的困惑和矛盾心理，表達(dá)了詩(shī)人對(duì)人生和社會(huì)的思考。Finally,rememberthatyoudonothavetofullyunderstandapoemtoappreciateit.Youmightneedtoabandonlogicalthinkingtodiscoveritstrueinnerbeauty.Aslongasthejourneyofpoetryreadingmakesyoufeelsomethingorletsyouperceiveanotherlevelofmeaning,itwillhavebeenworthyoureffort.Poetry’scombinationof“sound”and“sense”makesyouseetheworldinanewwayandallowsyoutogobeyondnormalrealityfortheeverlastingbeauty.Enjoyyourjourneyintheworldofpoetry!gobeyondsth超過(guò)（或超出）某事,=exceed[?k?si?d]Thisyear'ssalesfiguresgobeyondallourexpectations.今年的銷(xiāo)售額大大超過(guò)我們的預(yù)期。3(A1).Thelecturetranscriptgivesfourtipsonhowtounderstandapoemfromtwoaspects.Readthelecturetranscriptagainandcompletethechartbelow.P46SoundSenseHowdoesitsound?anexplorerinanunfamiliarlandscapepatientfullyunderstandapoemtoappreciateit4(A2).Readthelecturetranscriptagaincarefullyandanswerthefollowingquestions.P461)Howispoetrydifferentfromothertypesofliterature?Morethanothertypesofliterature,itusuallyimpliesadeepermeaningbeyondthewordsonthepage.2)Whataspectsshouldyoupayspecialattentiontowhenyoureadapoemaloud?Theaspectsofrhythm,repeatedwords,rhymesandotherspecialeffects.3)Whatarethebasicquestionsyoushouldasktounderstandapoem?Whoistalking?Whoisbeingtalkedto?Whatisbeingdescribed?Isthereasenseofplace?Arethereotherpeopleorobjectsthere?4)Whatdoesthelecturerthinkofpoemsthatareeasytounderstand?Theyareoftenlessinterestingthanthosethatconstantlyrevealdeeperandpreviouslyunrecognizedmeanings.5.Readaloudthelinesfrom“SweetandLow”andusethetipinparagraph2toanalyseitssoundcharacteristics.Firstly,thewords“Windofthewesternsea”arerepeated.Secondly,thereareseveralrhymingwords:“l(fā)ow”rhymingwith“blow”and“go”,“sea”rhymingwith“me”.6.Readparagraph3andanswertwoquestionsrelatedtothepoem“CagedBird”accordingtothetipmentionedinthisparagraph.(1)Whatisbeingdescribed?Thepoetistalkingaboutasingingbirdwhichiskeptinacage.(2)Whatimagescomeintoyourmindwhenyouarereadingit?WhenIreadit,Icanseeinmymindtheimageofabirdinacage,whichisdesperately

['desp?r?tl?]singingforfreedom.7.Readparagraphs4and5andanswerthefollowingquestions.(1)Whatshouldyoudowhenyouhavedifficultyinunderstandingapoem?Whenwehavedifficultyinunderstandingapoem,weshouldsetitasideandcomebacktoitlater.Withourinsightintolifebecomingdeeper,wemayonedayfinditnotsohardtounderstandatall.(2)Accordingtothelecturer,whatismoreimportantinappreciatingapoem?Poetryreadingcanmakeusfeelsomethingorletusperceiveanotherlevelofmeaning,whichismoreimportantandworthoureffort.（二）應(yīng)用實(shí)踐1.Havestudentsanswerquestion1ofA3onpage46.Chooseoneofthepoemsinthelecturetranscriptandthinkaboutthesoundandsenseofthepoem.Howdoesitmakeyoufeel?ThepoembyMayaAngeloudescribestheimageofacagedbirdwantingtobefree.Thelinesareshortandsimple,whichmakesthemessagemoredirectandpowerful.Theshortlinescouldalsoimplythesenseofbeinginasmallcagewithverylittlespacetoflyaroundin.Thisdoesnotstopthebirdfromsingingthough,andbyrepeatingthesoundofsomewords:“trill”,“still”and“hill”Icanimaginethesoundthatthebirdmakesasitsingsitslonelysong.“CagedBird”remindsmeofthepossibilitieswehaveinlife,andthatweshouldlookpast(忽視,拋開(kāi)）ourcurrentlimitations.

2.Readthelecturetranscriptagainanddiscussthefollowingquestions.(1)Whatarethefunctionsofthethreepoemsquotedinthistranscript?Thefirstexample(linesfrom“SweetandLow”byAlfredTennyson)soundsgreatwithstrongrhythmanditiswritteninrhyme.Thelecturerusesittosupportthetipof“followyourears”.Thesecondexample(linesfrom“CagedBird”byMayaAngelou)includesseveralimages.Byusingit,thelecturersuggestspayingattentiontoimagesinpoemswhenreadingapoem.Thethirdexample(linesfrom“StoppingbyWoodsonaSnowyEvening”byRobertFrost)isnoteasytounderstand,whichissuitableasanexampletosupportthetipof“bepatientwhenhavingtroubleinunderstandingapoem”.(2)Whydoesn’tthelecturerquoteapoemasanexampletosupportthefourthtip?Bygivingthefourthtip,thelectureremphasizesthattheimportanceofreadingpoemsliesinwhatthepoemcanmakeusfeelorperceive.Unlikethepreviousthreetips,thistipisnotfocusingonthewaystounderstandapoem,butonwhatattitudeandexpectationsweshouldhavewhenreadingapoem.Asaresult,itisunnecessarytogiveanexampleofapoemtosupportthistipsinceitisnotrelatedtotheunderstandingofthecontentormeaningofapoem.3.Readthelastparagraphagainanddiscussinpairsthefollowingquestion.Isthelastparagraphagoodending?Whyorwhynot?Thelastparagraphisagoodending.Atthebeginningofthelecture,thespeakerpointsoutthatpoetryisacombinationof“sound”and“sense”.Thelastparagraphechoes[?ek?uz](重復(fù);附和)thebeginningbymentioningitagain,whichmakesthelecturemorecoherent[k???h??r?nt](一致的;連貫的,合乎邏輯的；有條理的；清楚易懂的).4.Retellthefourtipsonhowtoreadapoemwithourtextbooksclosed.Whendoingthis,wecanusethefollowingexpressions.first,grasp,detect,rhymes...second,approach,complex,contradictory,digupclues...third,interpret,patience,setaside,remote,rewarded,constantly...finally,appreciate,logical,innerbeauty,perceive...FourtipsonhowtoreadapoemFirst,followyourears.Ifthetruemeaningisbeyondyourgrasp,payattentiontothesoundofit.Forexample,readthepoemaloudtodetecttherhythmorrhymes.Second,approachthepoemasifyouwereanexplorerinanunfamiliarlandscape.Asksomebasicquestionsaboutthepoem.Sometimes,severalimagesarecombined.Thiscombinationisoftencomplexorevencontradictory.Asyouslowlyexploreyoursurroundings,youwillstarttodigupcluesthatgiveyouagreaterunderstandingofthepoem.Third,ifyoufindithardtointerpretthemeaningofapoematthemoment,justhavesomepatience.Youcansetitasideandcomebacktoitlater.Sometimesreadingapoemcanbealifelongjob.Finally,youdonothavetofullyunderstandapoemtoappreciateit.Youmightneedtoabandonlogicalthinkingtodiscoveritstrueinnerbeauty.Readingpoetrywillsurelybeenjoyableandletyouperceiveanotherlevelofmeaning.5.Discussthefollowingquestioningroupsandsharetheiropinionswitheachother.Apartfromthefourtipsgivenbythelecturer,whatothertipscanyougiveonhowtoreadapoem?Frommypointofview,tounderstandapoembetter,weshouldalsoknowmoreaboutthepoetandthebackgroundinwhichthepoemwascreated—thethemeofapoemusuallyhasacloserelationshipwiththebackgroundinwhichthepoetwroteit.6.FinishB1onpage47andthenanswertwoquestions.B.BuildingyourlanguageB1.Thepassagebelowisaboutastudent’sexperienceofreadingpoetry.Completethepassagewiththecorrectformsofthewordsandphrasesintheboxbelow.complexconstantlycontradictorydigupinterpretremoterewardsetasideIlovereadingpoetryandItryto(1)

________sometimeeachdaytoreadpoems.Poetrycantakemeto(2)

_______mountaintopscoveredwithmist;itcanalsotakemeinsidesomeoneelse’smind.Poetrycandescribethingsthataretoo(3)

________toexpressinanyotherway;itcanalsodisplaythehiddenbeautyofsimpleandordinarythings.setasideremotecomplexIlikepoemsthatare(4)

___________:itisexcitingwhenthepoetstartswithoneparticularimage,andthenaddssomethingthatseemstobeoutofplace(不得體；不適當(dāng))—itisthelineswhichstickout(醒目；顯眼；引人注目)thatmakeapoeminteresting.contradictorystickout醒目；顯眼；引人注目,=standoutTheywrotethenoticeinbigredletterssothatitwouldstickout.他們用紅色大字寫(xiě)出通知，這樣會(huì)顯眼一些。stickoutforsth(informal)堅(jiān)持要求；不得到…不罷休Theyarestickingoutforahigherpayrise.他們堅(jiān)持要求更大幅度地提高工資。(5)

__________poetrycanbedifficult,butwhatIloveaboutpoetryisthatitmakesmewonder—sometimesitislikeariddlethatIwanttosolve,oraquestionthatIwanttoanswer.WhenIstartreadinganewpoem,Imaysaytomyself,“Thisisconfusing—Idon’tlikeit.”InterpretingHowever,manyofmyfavouritepoemsaretheonesIdidnotlikeatfirst.Withpoetry,IknowIhavetobepatient:Iwillnotbe(6)

_________immediately,butwhenIfinallyunderstandapoem,itwillstaywithmeforalongtime.Also,whenIreadpoetryregularly,I(7)

__________discovernewthings—eveninpoemsthatIhavereadmanytimesbefore.rewardedconstantlyReadingpoetryisliketryingtofindand(8)

______atreasure:Icanuseapoemasatreasuremapthatwilleventuallyguidemetoexcitingnewdiscoveries.Nowanswerthefollowingtwoquestions.digup(1)Whatdoestheauthormeanby“contradictorypoems”?Insomepoems,thepoetstartswithoneparticularimage,andthenaddssomethingthatseemsnottobeinthecorrectplace.Theselines,whichstickout,makethepoemsinteresting.(2)Interpretingpoetrycanbedifficult.Whydoestheauthorstillenjoyit?Becauseitmakestheauthorwonder—sometimesitislikeariddletosolve,oraquestiontoanswer.7.FinishB2.P47B2.Thelecturetranscriptusessomecompoundadjectives.Notethefollowingwordsandthinkofmorecompoundadjectivesformedinsimilarways.Thenfillinthetablewithasmanycompoundadjectivesasyoucan.Tip:FormingcompoundadjectivesCompoundadjectivesareformedwithtwoormorewords.Someofthemarewrittentogetherasonewordandsomearejoinedbyoneormorehyphens.Youcanlookthemupinthedictionaryfortherightforms.noun+verb-ingpainstakingnoun+verb-edsnow-coverednoun+adjectivelifelongadverb+verb-ingeverlastingheartbreaking令人心碎的,time-consuming,eye-catching引人注目的;顯著的;handmade,tongue-tied張口結(jié)舌的sun-dried曬干的world-famous,homesick,duty-free免關(guān)稅的fast-flowing水流湍急的,bestselling,far-reaching影響深遠(yuǎn)的；廣泛的（三）遷移創(chuàng)新1.Readthetipof“Readingatextcritically”onpage46andfinishquestion2ofA3.

Tip:ReadingatextcriticallyReadingcriticallymeanshavingadialogueinyourheadwiththeauthor,relatingthetexttoyourownreasoning(推想；推理；理性的觀點(diǎn)；論證)andexperiences,andformingyourownideasaboutthetext.Askyourselfquestionsaboutwhattheauthorsaysandthinkforyourself.Soonenough,youwillbuildup[(使)積聚；(使)逐漸增加]aprettygoodsenseofwhatneedsmoreresearchandformyourownopinion.Thelecturersaysthatonedoesnotneedtofullyunderstandapoemtoappreciateit.Doyouagree?Supportyouropinionwithyourownexperienceofreadingpoetry.Yes,Iagree.Thereareotheraspectsofpoetrythatcanbeappreciatedbesidesthepoet’smessage.Irecallreading“Sonnet[?s?n?t](十四行詩(shī))18”byWilliamShakespeare.Thelanguagewasquitedifficulttounderstand,butbecauseofthesoundaspects,Iappreciateditseasyflowingrhythmandrhymes.Itwasverypleasanttoread—likeasong.Ihopetounderstanditsfullmessageoneday.2.Readthefollowingpoemandshareourunderstandingofit.Whenanalysingthepoem,youcanfollowthetipsgiveninthelecturetranscript.TheNobl