航海類大學英語實踐教學教程 課件 第二章 英文詩歌賞析與朗誦

航海類大學英語實踐教程第二章英文詩歌賞析與朗誦CONTENTS010203第三節(jié)英文詩歌學習實踐第二節(jié)英文詩歌朗誦技巧第一節(jié)英文詩歌特征第一節(jié)英文詩歌特征結構格式：詩節(jié)和詩行（Linesandstanzas)結構格式：押韻（Rhyme）按照發(fā)音分類：元音韻Assonance輔音韻Consonance結構格式：押韻（Rhyme）以押韻位置分類頭韻、行間韻和尾韻Alliteration,InternalRhymeandEndRhymeRoyranintheragingrain.Islippedslylyintotheslow,slipperysled.Herbrownbraidbrushedthebridgeofherbrow.結構格式：押韻（Rhyme）以押韻位置分類尾韻EndRhymeABAB/ABCB/ABBA/AABB結構格式：節(jié)奏和格律（RhythmandMeter）詩行由若干音步(foot)組成，音步則是由一定數目的重讀(stressed)音節(jié)和非重讀(unstressed)音節(jié)按照一定的規(guī)則排列而成的。音步的排列方式則構成英詩的格律(Meter)Mymotherateanappleandmyfatherateapear.節(jié)奏：myMOTH-erATEanAP-pleANDmyFATH-erATEaPEAR.弱/重/弱/重/弱/重/弱/重/弱/重/弱/重/弱/重每個弱/重單元就是一個音部（foot）,共有七個音部結構格式：節(jié)奏和格律（RhythmandMeter）抑揚格(Iambus;theIambicFoot)一個非重讀音節(jié)加上一個重讀音節(jié)-/-/-/-/TodayIhadarottenday.-/-/-/-/AsIwascominginfromplay,-/-/-/-/Iaccidentallystubbedmytoes-/-/-/-/andtrippedandfellandwhackedmynose.結構格式：節(jié)奏和格律（RhythmandMeter）2.揚抑格(Iambus;theIambicFoot)一個重讀音節(jié)加上一個非重讀音節(jié)/-/-/-/Gerbil,gerbil,ontherun/-/-/-/inyourwheel,thatlookslikefun./-/-/-/Youmustbeinawesomeshape./-/-/-/Areyoutryingtoescape?修辭手法：明喻（Simile）

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

HopeIstheThingwithFeathers

ByEmilyDickinson“Hope”isthethingwithfeathersThatperchesinthesoulAndsingsthetunewithoutthewordsAndneverstopsatallAndsweetestintheGaleisheardAndsoremustbethestorm—ThatcouldabashthelittleBirdThatkeptsomanywarm—修辭手法：其他擬人（personification）夸張(Hyperbole)矛盾修辭（Oxymoron）擬聲（Onomatopoeia）詩歌意象（ImageryinEnglishPoetry）SweetPotatoPieByJamesTaylorTenderlikeanightinJune,Sweeterthanahoneymoon,Brighterthanasilverspoon,Justascrazyasaloon.Softerthanalullaby,Deeperthanthemidnightsky,Soulfulasababy’scry,Mysweetpotatopie.意向包括視覺意象(visualimage)、聽覺意象(auditoryimage)、嗅覺意象(olfactoryimage)、味覺意象(gustatoryimage)、觸覺意象(kinaestheticimage)詩歌形式：無韻詩Tobe,ornottobe—thatisthequestionWhether‘tisnoblerinthemindtosufferTheslingsandarrowsofoutrageousfortuneOrtotakearmsagainstaseaoftroubles無韻詩/素體詩（UnrhymedVerse/BlankVerse），史詩和詩劇中無韻詩這種形式比較多詩歌形式：押韻詩押韻詩（RhymedVerse）大多數押韻詩的行數不等，詩節(jié)所含行數的多少是決定詩的形式的標準之一。常見的押韻詩歌有：英雄雙行詩（HeroicCouplets）四行體詩（Quatrain）八行體詩（OttavaRima）斯賓塞體/九行詩（SpenserianStanza）十四行詩（Sonnet)詩歌形式：押韻詩-----十四行詩（sonnet)詩歌形式：自由詩（FreeVerse）詩歌不遵循嚴格的押韻或韻律，在一首詩中還可以使用不同類型的詩節(jié)。自由詩體常用于歌頌愛情、渲染悲情、歌唱自然、自由、解放、抗爭等題材。BeginningMyStudies--ByWaltWhitmanBEGINNINGmystudies,thefirststeppleas'dmesomuch,Themerefact,consciousness--theseforms--thepowerofmotion,Theleastinsectoranimal--thesenses--eyesight--love;Thefirststep,Isay,aw'dmeandpleas'dmesomuch,Ihavehardlygone,andhardlywish'dtogo,anyfarther,Butstopandloiterallthetime,tosingitinextaticsongs.第二節(jié)英文詩歌朗誦技巧英詩賞析意向（Imagery）：詩歌通過具體的意象來傳達抽象的情感和思想，激發(fā)讀者的想象力。韻律（Rhythm）：詩歌的韻律通過音步和格律的組合，決定了詩歌的節(jié)奏和朗誦的節(jié)拍。押韻（Rhyme）：押韻帶來詩歌的音樂性，使詩句之間產生和諧的聲音聯系。修辭（Rhetoric）：使用隱喻、比喻、擬人等修辭手法增強詩歌的表達效果和藝術感染力。情感（Emotion）：通過語言傳遞詩人的內心情感和態(tài)度，增強詩歌的感染力。結構（Structure）：詩歌的結構包括詩行、詩節(jié)、音部等，幫助讀者理解詩歌的節(jié)奏和情緒變化。形式（Form）：不同的詩歌形式如十四行詩、自由體詩等，影響詩歌的表達方式和整體效果。詩歌朗誦表演技巧選擇詩理解詩模仿背誦延遲符肢體形象儀表端正、臺風自然眼神專注、放松自信聲音音量發(fā)音準確、語速自然聲音洪亮、抑揚頓挫詩文理解理解透徹、身份貼合情感貼切、表達充分表演要點第三節(jié)詩歌賞析與朗誦實踐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頭韻Assonance元音韻Consonance輔音韻Onomatopoeia擬聲

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