航海类大学英语实践教学教程 课件 第二章 英文诗歌赏析与朗诵

航海类大学英语实践教程第二章英文诗歌赏析与朗诵CONTENTS010203第三节英文诗歌学习实践第二节英文诗歌朗诵技巧第一节英文诗歌特征第一节英文诗歌特征结构格式：诗节和诗行（Linesandstanzas)结构格式：押韵（Rhyme）按照发音分类：元音韵Assonance辅音韵Consonance结构格式：押韵（Rhyme）以押韵位置分类头韵、行间韵和尾韵Alliteration,InternalRhymeandEndRhymeRoyranintheragingrain.Islippedslylyintotheslow,slipperysled.Herbrownbraidbrushedthebridgeofherbrow.结构格式：押韵（Rhyme）以押韵位置分类尾韵EndRhymeABAB/ABCB/ABBA/AABB结构格式：节奏和格律（RhythmandMeter）诗行由若干音步(foot)组成，音步则是由一定数目的重读(stressed)音节和非重读(unstressed)音节按照一定的规则排列而成的。音步的排列方式则构成英诗的格律(Meter)Mymotherateanappleandmyfatherateapear.节奏：myMOTH-erATEanAP-pleANDmyFATH-erATEaPEAR.弱/重/弱/重/弱/重/弱/重/弱/重/弱/重/弱/重每个弱/重单元就是一个音部（foot）,共有七个音部结构格式：节奏和格律（RhythmandMeter）抑扬格(Iambus;theIambicFoot)一个非重读音节加上一个重读音节-/-/-/-/TodayIhadarottenday.-/-/-/-/AsIwascominginfromplay,-/-/-/-/Iaccidentallystubbedmytoes-/-/-/-/andtrippedandfellandwhackedmynose.结构格式：节奏和格律（RhythmandMeter）2.扬抑格(Iambus;theIambicFoot)一个重读音节加上一个非重读音节/-/-/-/Gerbil,gerbil,ontherun/-/-/-/inyourwheel,thatlookslikefun./-/-/-/Youmustbeinawesomeshape./-/-/-/Areyoutryingtoescape?修辞手法：明喻（Simile）

ARed,RedRoseByRobertBurnsOmyLuveislikeared,redroseThat’snewlysprunginJune;OmyLuveislikethemelodyThat’ssweetlyplayedintune.修辞手法：暗喻（Metaphor）

HopeIstheThingwithFeathers

ByEmilyDickinson“Hope”isthethingwithfeathersThatperchesinthesoulAndsingsthetunewithoutthewordsAndneverstopsatallAndsweetestintheGaleisheardAndsoremustbethestorm—ThatcouldabashthelittleBirdThatkeptsomanywarm—修辞手法：其他拟人（personification）夸张(Hyperbole)矛盾修辞（Oxymoron）拟声（Onomatopoeia）诗歌意象（ImageryinEnglishPoetry）SweetPotatoPieByJamesTaylorTenderlikeanightinJune,Sweeterthanahoneymoon,Brighterthanasilverspoon,Justascrazyasaloon.Softerthanalullaby,Deeperthanthemidnightsky,Soulfulasababy’scry,Mysweetpotatopie.意向包括视觉意象(visualimage)、听觉意象(auditoryimage)、嗅觉意象(olfactoryimage)、味觉意象(gustatoryimage)、触觉意象(kinaestheticimage)诗歌形式：无韵诗Tobe,ornottobe—thatisthequestionWhether‘tisnoblerinthemindtosufferTheslingsandarrowsofoutrageousfortuneOrtotakearmsagainstaseaoftroubles无韵诗/素体诗（UnrhymedVerse/BlankVerse），史诗和诗剧中无韵诗这种形式比较多诗歌形式：押韵诗押韵诗（RhymedVerse）大多数押韵诗的行数不等，诗节所含行数的多少是决定诗的形式的标准之一。常见的押韵诗歌有：英雄双行诗（HeroicCouplets）四行体诗（Quatrain）八行体诗（OttavaRima）斯宾塞体/九行诗（SpenserianStanza）十四行诗（Sonnet)诗歌形式：押韵诗-----十四行诗（sonnet)诗歌形式：自由诗（FreeVerse）诗歌不遵循严格的押韵或韵律，在一首诗中还可以使用不同类型的诗节。自由诗体常用于歌颂爱情、渲染悲情、歌唱自然、自由、解放、抗争等题材。BeginningMyStudies--ByWaltWhitmanBEGINNINGmystudies,thefirststeppleas'dmesomuch,Themerefact,consciousness--theseforms--thepowerofmotion,Theleastinsectoranimal--thesenses--eyesight--love;Thefirststep,Isay,aw'dmeandpleas'dmesomuch,Ihavehardlygone,andhardlywish'dtogo,anyfarther,Butstopandloiterallthetime,tosingitinextaticsongs.第二节英文诗歌朗诵技巧英诗赏析意向（Imagery）：诗歌通过具体的意象来传达抽象的情感和思想，激发读者的想象力。韵律（Rhythm）：诗歌的韵律通过音步和格律的组合，决定了诗歌的节奏和朗诵的节拍。押韵（Rhyme）：押韵带来诗歌的音乐性，使诗句之间产生和谐的声音联系。修辞（Rhetoric）：使用隐喻、比喻、拟人等修辞手法增强诗歌的表达效果和艺术感染力。情感（Emotion）：通过语言传递诗人的内心情感和态度，增强诗歌的感染力。结构（Structure）：诗歌的结构包括诗行、诗节、音部等，帮助读者理解诗歌的节奏和情绪变化。形式（Form）：不同的诗歌形式如十四行诗、自由体诗等，影响诗歌的表达方式和整体效果。诗歌朗诵表演技巧选择诗理解诗模仿背诵延迟符肢体形象仪表端正、台风自然眼神专注、放松自信声音音量发音准确、语速自然声音洪亮、抑扬顿挫诗文理解理解透彻、身份贴合情感贴切、表达充分表演要点第三节诗歌赏析与朗诵实践Task1:PairworkStructureReadthepoem,ThePoet’sLament.Inyourownwords,describethestructureofpoem.Isthispoemfixedverseorfreeverse?Givereasonsforyouranswer.Activity1Analyzingtheimportantelementsofpoetry--Structure,RhythmandRhyme

Thepoemhasafixedstructure.Ithasfiveverseswithfourlinesineachverse.Thispoemisanexampleoffixedverse.Thisisbecausethelinesandversesofthepoemfollowaregularpatternwhichismaintainedthroughoutthepoem.Activity1Analyzingtheimportantelementsofpoetry--Structure,RhythmandRhyme3.Clapoutthenumberofsyllablesineachlineofthepoem.Recordtheseinthetablebelow.

Verse1Verse2Verse3Verse4Verse5Line1

Line2

Line3

Line4

Verse1Verse2Verse3Verse4Verse5Line19101198Line299898Line31210101011Line4810998Task1:Pairwork4.Inyourownwords,describetherhymingpatternofthepoem.5.Makealistofadditionalwordsthatcouldhavebeenusedtorhymewiththesewordsfromthepoem.a)time:_____________________________________________________b)frustration:_______________________________________________c)word:____________________________________________________d)way:________________________________________________________________Activity1Analyzingtheimportantelementsofpoetry--Structure,RhythmandRhyme

Thepoemhasaregularrhymingpattern.Ineachverse,theendwordsofthesecondlineandthefourthlinerhyme.PairWorkReadthepoem,TheThunderstorm.Listencarefullytothewordsandthesoundstheymake.Afterreading,lookforthefollowingsounddevicesinthepoem.Activity2Analyzingtheimportantelementsofpoetry-SoundDevicesAlliteration头韵Assonance元音韵Consonance辅音韵Onomatopoeia拟声

wildwindsrelentlesslyrumbleskystartshigh,skyelectricitypierceswind,stillweather,togethersnoring,roaringnight,lightdropping,stoppingmoanrumblesnoringroaringbellowIndividualWorkReadthepoem,OneRotation.Listencarefullytothewordsandtheimagestheycreate.Afterreading,lookforthefollowingexamplesoffigurativelanguageinthepoem.Activity3Analyzingtheimportantelementsofpoetry-FigurativeLanguageSimileMetaphorPersonification

IndividualWorkReadthepoem,OneRotation.Listencarefullytothewordsandtheimagestheycreate.Afterreading,lookforthefollowingexamplesoffigurativelanguageinthepoem.Activity3Analyzingtheimportantelementsofpoetry-FigurativeLanguageSimileMetaphorPersonificationlikeawarmingcampfirelikeablossomingflowerlikepaintonacanvaslikeawinterblanketabeaconofhopeajigsawpuzzleofnatureabrilliantkaleidoscopeablackenedcurtaindancesacrosstheskystretchesacrosstheskycreepsacrosstheskyfallsacrosstheskyIndividualWorkTheShakespeareansonnetiscomprisedofthreequatrainsoffourlineseach,followedbyacoupletoftwolines.Thecoupletusuallystatesaconclusionorevenareversaloftheideaspresentedinthethreequatrains.Typicallythethemeofthepoemisstatedinthecouplet.Sometimesthereisashift(avolta)inthethirdquatrain.Therhymeschemeisabab,cdcd,efef,gg..Activity4ComposingaShakespeareansonnetSonnetXVIII(18)ShallIcomparetheetoasummer’sday?Thouartmorelovelyandmoretemperate:RoughwindsdoshakethedarlingbudsofMay,Andsummer’sleasehathalltooshortadate:Sometimetoohottheeyeofheavenshines,Andoftenishisgoldcomplexiondimmed,Andeveryfairfromfairsometimedeclines,Bychance,ornature’schangingcourseuntrimmed:Butthyeternalsummershallnotfade,Norlosepossessionofthatfairthouow’st,Norshalldeathbragthouwander’stinhisshade,Whenineternallinestotimethougrow’st,Solongasmencanbreathe,oreyescansee,Solonglivesthis,andthisgiveslifetothee.Activity4ComposingaShakespeareansonnetIndividualWorkComposeaShakespeareansonnetActivity4ComposingaShakespeareansonnet1a2b3a4b5c6d7c8d9e10f11e12f13g14gChooseapoemfromthepoetrylist,memorizethepoemandrecitethepoemintheclassroom.Activity5Recitingandperformingapoem(individualorgroupwork)TipsforChoosingaPoem•Lookforshorterpoems,whichcanbebrowsedbyselectingthe25linesorfewer.•Chooseapoemthatyouconnectwith.Youdon’thavetototallyunderstandit,butitshouldpleaseyouorintrigueyouinsomeway.•Considerchoosingapoemthatrhymes,becausethatcan