高中英語詩歌教學(xué)四部曲

1、高中英語詩歌教學(xué)四部曲 以 Module 6 Unit 2 Poems Reading為例 【摘 要】在英語教學(xué)中加強(qiáng)英文詩歌的分析和鑒賞，對(duì)提高學(xué)生的語感和語言理解能力具有非常有效的作用。本文以一堂詩歌教學(xué)課為例，對(duì)高中英語詩歌教學(xué)模式進(jìn)行了探究，總結(jié)出高中英語詩歌教學(xué)四部曲：體驗(yàn)音韻妙趣，感受詩歌之語言美；了解詩歌類型，感受詩歌之形式美；搭建創(chuàng)作平臺(tái)，體驗(yàn)詩歌創(chuàng)作；賞析經(jīng)典詩例，感受詩歌之意境美。【關(guān)鍵詞】 詩歌 語言 形式 創(chuàng)作 意境 一、引言語言是文化的載體，語言本身就是文化的一個(gè)重要組成部分。現(xiàn)代英語教學(xué)中，教師應(yīng)根據(jù)學(xué)生的年齡特點(diǎn)和認(rèn)知能力，逐步擴(kuò)展文化知識(shí)的內(nèi)容和范圍，把英語語言

2、教學(xué)置于跨文化交際的環(huán)境之中，培養(yǎng)學(xué)生的跨文化意識(shí)，提高對(duì)英美文化的感悟力。詩歌是真實(shí)的語篇，是語言藝術(shù)的精華它不僅語言優(yōu)美、韻律感強(qiáng)，而且文化內(nèi)容十分豐富，是不可或缺的教學(xué)資源。選用合適的詩歌進(jìn)行教學(xué)不僅可以培養(yǎng)學(xué)生的聽、說、讀、寫能力，還可以激發(fā)學(xué)生對(duì)語言本身的興趣和熱愛,培養(yǎng)學(xué)生的世界意識(shí)，有利于形成跨文化交際能力。高中的英語文化意識(shí)普遍比較薄弱，他們很少接觸英語文學(xué)作品，更別說是詩歌。 下面我以 Module 6 Unit 2 Poems Reading為例，談?wù)勎覍?duì)高中英語詩歌教學(xué)模式的探究。 本課堂以英語詩歌作為載體，組織大量有效的教學(xué)活動(dòng)。在鑒賞詩歌時(shí)，每種詩歌組織不同的活動(dòng)，如

3、：朗誦、找韻腳、找主題、翻譯等，讓學(xué)生在活動(dòng)中了解了英語詩歌的特點(diǎn)。這種“在活動(dòng)中學(xué)習(xí)”的探究模式下實(shí)現(xiàn)知識(shí)的意義建構(gòu)，有利于激發(fā)學(xué)生的學(xué)習(xí)積極性。二、高中英語詩歌教學(xué)模式探究1.體驗(yàn)音韻妙趣，感受詩歌之語言美（1）讀出詩歌韻味詩人北島曾說：“詩歌不是拿來看的詩歌是拿來讀的，不懂得這個(gè)道理，不會(huì)讀懂詩，也不會(huì)寫好詩“作為一個(gè)閱讀文本，詩歌以富有節(jié)奏的韻律給語言一份韻味。在英語詩歌課堂教學(xué)中可以組織學(xué)生齊聲朗讀詩歌，體驗(yàn)音韻妙趣。例如:Twinkle, twinkle, little star,How I wonder what you are.Up above the world so hig

4、h,Like a diamond in the sky.教師引導(dǎo)學(xué)生在富有節(jié)奏的朗讀中感受、發(fā)現(xiàn)英語詩歌的基本特點(diǎn)：Rhyming words: star，are，high，sky; The type of rhyme is aabb; rhythm pattern。大聲朗讀能幫助學(xué)生獲得體驗(yàn)，感受詩歌的節(jié)奏美、音韻美，也有利于學(xué)生體驗(yàn)作者的思想情感，理解詩歌的意境。（2）感悟詩歌韻味教師可設(shè)計(jì)一些押韻和節(jié)奏練習(xí)，讓學(xué)生充分理解英語詩歌的押韻和節(jié)奏特點(diǎn)。押韻練習(xí)A clumsy young fellow named Tim,Was never taught how to_（swim）He fe

5、ll off a dock,(碼頭）And sunk like a_（rock）And that was the end of him.節(jié)奏練習(xí)Tiger!/ Tiger!/ burning / bright, In the / forests / of the / night詩歌是語言的藝術(shù)，高中生要完全理解和掌握英語詩歌的特點(diǎn)，并不現(xiàn)實(shí)。選擇難度比較小的誦讀和押韻練習(xí)能營造一種寬松的學(xué)習(xí)環(huán)境，刺激學(xué)生的感官，吸引學(xué)生的注意力，調(diào)動(dòng)學(xué)生的情緒，使學(xué)生很快進(jìn)入角色。2. 了解詩歌類型，感受詩歌之形式美學(xué)生分組朗讀不同的詩歌類型，找出它們各自的特點(diǎn)，并進(jìn)行分享。分享時(shí)，學(xué)生先朗讀，再呈現(xiàn)特點(diǎn)。F

6、orms of poetryCharacteristicsThemeNursery RhymesList PoemsCinquainHaikuTang Poems（1）賞析童謠, 讓學(xué)生講述童謠的特點(diǎn)，并給學(xué)生搭建平臺(tái)，分享更多的童謠，從而深刻體會(huì)童謠的特點(diǎn)。Nursery RhymeLanguage: Concrete but imaginativeRhythm: Strong rhythm; A lot of repetition; Easy to learn and reciteTheme: a fathers love for his child (2) 讓學(xué)生講述清單詩的特點(diǎn)。兩首清

7、單詩，各有所則重。賞析Poem B，找出the rhyming words。 賞析Poem C, 理解詩歌的主題。the rhyming words: fire, squire; high, sky; lead, dead; race, lace; cat hat; too, trueList Poems清單詩，是文學(xué)詩作的一種，不斷重復(fù)短語和節(jié)奏，比較容易創(chuàng)作，是學(xué)生模仿寫作的好對(duì)象。清單詩可長可短，可以重復(fù)一些短語，較為靈活。有些清單詩有韻腳，有些則沒有。List poems have a flexible line length and repeated phrases. Some rh

8、yme while others do not.Poem BI saw a fish-pond all on fire, I saw a house bow to a squire, I saw a person twelve-feet high， I saw a cottage in the sky， I saw a balloon made of lead， I saw a coffin drop down dead， I saw two sparrows run a race， I saw two horses making lace， I saw a girl just like a

9、cat， I saw a kitten wear a hat， I saw a man who saw these too， And said though strange they all were true.Poem COur first football matchWe would have won if Jack had just scored that goal, if wed had just a few more minutes, if we had trained harder, if Ben had passed the ball to Joe, if wed had tho

10、usands of fans screaming, if I hadnt taken my eye off the ball, if we hadnt stayed up so late the night before, if we hadnt taken it easy, if we hadnt run out of energy, We would have won if weve been better!The speaker conveys his _(regret) for not winning the match. ( 3 ) Cinquain五行詩是指每段由五個(gè)詩行組成的詩歌

11、。賞析Poem D, 分析Cinquain的特點(diǎn)。Brother -one word (topic)Beautiful, athletic -two adjs Teasing, shouting, laughing -three verbs with ing Friend and enemy too four words Mine -one wordSummer 夏日 Sleepy, salty 困乏，咸澀Drying, drooping, dreading 干涸，枯萎，恐怖 Week in, week out 周而復(fù)始 Endless 永無止境頭韻alliteration是英語語音修辭手段之

12、一，它蘊(yùn)含了語言的音樂美和整齊美，使得語言聲情交融、音義一體，具有很強(qiáng)的表現(xiàn)力和感染力。頭韻是加強(qiáng)行內(nèi)節(jié)奏感的一種手段，是節(jié)奏式輔助因素。這也是英語追求形式美，音韻美的一個(gè)重要表現(xiàn)。賞析Poem E, 引導(dǎo)學(xué)生發(fā)現(xiàn)此首詩的特點(diǎn)，從而向?qū)W生介紹頭韻。Loves Labors lost 愛的徒勞Pride and Prejudice 傲慢與偏見Sense and Sensibility 理智與情感（4）俳句的篇幅短小且格式規(guī)整給人一種精致的美感，每個(gè)句子仿佛近似，仔細(xì)品味每個(gè)句子的內(nèi)容卻包括萬象。學(xué)生賞析Poem F, Poem G，總結(jié)俳句的特點(diǎn)。Haiku is a _ (Japanese)f

13、orm of poetry that is made up of _( 17)syllables. It is easy to write and can give a _ ( clear ) picture and create a special feeling using the minimum of words.What does the poet want to describe? A fallen blossom is coming back to the branch. look, a butterfly! (by Moritake)（5 ）Tang Poems通過翻譯練習(xí)，讓學(xué)

14、生理解詩歌的內(nèi)涵，感悟英漢詩歌的異同。Where she awaits her husband,On and on the river flowsNever looking back,Transformed into stone.Day by day upon the mountain top, wind and rain revolve.Should the journey return, this stone would utter speech. (by Wang Jian)Which of the following words can convey the womans feelin

15、gsA. loneliness B. joy C. love D. trust E. anger F. hate G. sorrow Translate Poem H into Chinese.望夫石 王 健望夫處，江悠悠,化為石，不回頭。山頭日日風(fēng)復(fù)雨，行人歸來石應(yīng)語。3搭建創(chuàng)作平臺(tái)，體驗(yàn)詩歌創(chuàng)作。學(xué)生通過了解幾種常見詩歌類型的特點(diǎn)、鑒賞不同類型的詩歌后，學(xué)生形成了自己的認(rèn)識(shí)。詩歌創(chuàng)作的平臺(tái)有利于學(xué)生展現(xiàn)自己的獨(dú)到見解，激發(fā)學(xué)生對(duì)英語詩歌的熱愛。學(xué)生在這種學(xué)習(xí)過程中處于積極主動(dòng)的主體地位，從而可以充分發(fā)揮學(xué)生的學(xué)習(xí)主動(dòng)性和創(chuàng)造性，使學(xué)生自主地獲取知識(shí)。最后的詩歌分享活動(dòng)中，學(xué)生極易產(chǎn)生成就感

16、，這些對(duì)學(xué)生的可續(xù)發(fā)展產(chǎn)生重要的影響。 以下是學(xué)生課堂創(chuàng)作的部分詩歌：Children        naughty, cutesucking, sleeping, smilingcrawl here, crawl there           HappinessClassmates  pure,  kindlearning, quar

17、relling,  laughing   come in, come outForeverMorningLittle little baby, smile smile please,Would you like to eat some please,If you dont like the smell of it,Brother will make you some tasty meat,Birds are singing outside for us,Why not go for a travel by bus,Or we can fly t

18、ogether to Mars,Now the sun is hanging over your head,And its the time to get out of bed.學(xué)生在短時(shí)間內(nèi)創(chuàng)作這么好的詩歌真是令人想不到，這樣的聰明才智是從“書面表達(dá)”的中看不出來的! 學(xué)生在自我創(chuàng)作中獲得了成就感，增強(qiáng)了對(duì)英語學(xué)習(xí)的興趣和自信心。4賞析經(jīng)典詩例，感受詩歌之意境美意境，顧名思義，“意”就是情意，就是主觀的思想感情；“境”就是境界，就是立體感的藝術(shù)圖畫。在文學(xué)作品中，“意”不能赤裸裸地說出，需借物來表現(xiàn)；“境”不能是純客觀的物象，需由意所觸發(fā)。因此，所謂“意境”，可以說就是詩人強(qiáng)烈的感情和生動(dòng)的

19、客觀事物的交融。意象是詩人的感官接觸事物，經(jīng)過幻想、加工、創(chuàng)造，從生活真實(shí)到藝術(shù)真實(shí)的形象。引導(dǎo)學(xué)生賞析經(jīng)典詩例可以讓學(xué)生深刻感受詩歌之意境美。 A Red, Red Rose by Robert BurnsO my luve is like a red, red rose, That's newly sprung in June; O my luve is like the melodie, That's sweetly played in tune.As fair thou art, my bonie lass, So deep in luve am I; And I wi

20、ll luve thee still, my dear, Till a' the seas gang dry.Till a' the sea gang dry, my dear, And the rock melt wi' the sun; And I will luve thee still, my dear, While the sands o' life shall run. Questions:What is the theme of the poem?What is the rhyme scheme?What are the tow compariso

21、ns?Who did Burns want to say goodbye?Suggested answers:·Love ·abcb defe ghgh ijij·The poet compared the idea of love to a red rose and a song.·He wanted to say goodbye to a certain way of life may he wanted to say goodbye to a loved one.A Red Red Rose 紅紅的玫瑰是羅伯特·彭斯的一首抒情短詩，詩人在

22、詩中歌頌了戀人的美麗, 表達(dá)了詩人的熾熱感情和對(duì)愛情的堅(jiān)定決心。詩的開頭用了一個(gè)鮮活的比喻紅紅的玫瑰。一下子就將戀人的美麗寫得活靈活現(xiàn)，同時(shí)也寫出了詩人心中的感情。詩人將愛人比成六月玫瑰和琴上樂曲，在詩人的心中，戀人不僅有醉人的外表而且有著柔美靈動(dòng)的心靈，像一段樂曲，婉轉(zhuǎn)動(dòng)人地傾訴著美麗的心靈。The Road Not Taken by Robert FrostTwo roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down

23、one as far as I couldTo where it bent in the undergrowth;Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that the passing thereHad worn them really about the same,And both that morning equally layIn leaves no step had trodd

24、en black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I should ever come back.I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and II took the one less traveled by,And that has made all the difference.Questions:1. What problem did the poet meet with when he was walking?2. What did the writer do when he saw the two roads?3. Which road did he choose at last?4. The two roads in