英国美国诗歌欣赏(教案)
英美诗歌专题教案设计模板
课时:2课时年级:八年级教材:《英美诗歌选读》教学目标:1. 知识与能力:(1)了解英美诗歌的历史背景、特点及风格。
(2)学会欣赏和分析英美诗歌,提高审美鉴赏能力。
(3)掌握英美诗歌的阅读方法,提高阅读速度和理解能力。
2. 过程与方法:(1)通过自主学习、小组讨论、教师讲解等方式,提高学生的合作学习能力。
(2)通过诗歌朗诵、仿写等活动,培养学生的语言表达能力和创造力。
3. 情感、态度与价值观:(1)培养学生对英美诗歌的兴趣,激发学生的文学素养。
(2)培养学生热爱生活、关注世界的情感态度。
教学重难点:1. 教学重点:英美诗歌的历史背景、特点及风格,诗歌的阅读方法。
2. 教学难点:诗歌的鉴赏和分析,学生的合作学习能力。
教学工具:多媒体、诗歌选读教材、诗歌朗诵设备。
教学过程:第一课时一、导入1. 教师简要介绍英美诗歌的历史背景,激发学生的兴趣。
2. 学生分享自己了解的英美诗歌,引入课题。
二、自主学习1. 学生阅读教材中的英美诗歌,了解诗歌的基本内容。
2. 教师布置阅读任务,要求学生做好笔记。
三、小组讨论1. 学生以小组为单位,讨论诗歌的特点、风格及表现手法。
2. 小组代表分享讨论成果,教师点评。
四、诗歌鉴赏1. 教师讲解一首英美诗歌,引导学生分析诗歌的意境、情感及修辞手法。
2. 学生模仿教师,鉴赏其他诗歌。
五、诗歌朗诵1. 学生自愿朗诵自己喜欢的英美诗歌,分享感受。
2. 教师点评,给予鼓励。
六、总结1. 教师总结本节课所学内容,强调重点。
2. 学生分享学习心得。
第二课时一、复习导入1. 教师提问:上节课我们学习了哪些内容?2. 学生回答,复习上节课所学知识。
二、诗歌仿写1. 教师布置仿写任务,要求学生以英美诗歌为蓝本,创作一首诗歌。
2. 学生完成仿写,教师点评。
三、课堂展示1. 学生展示自己的仿写作品,分享创作心得。
2. 教师点评,给予鼓励。
四、拓展阅读1. 教师推荐一些英美诗歌,鼓励学生课后阅读。
2. 学生分享阅读心得。
人教版语文九年级上《外国诗两首》精品教案共3篇
人教版语文九年级上《外国诗两首》精品教案共3篇人教版语文九年级上《外国诗两首》精品教案1人教版语文九年级上《外国诗两首》精品教案一、教材分析《外国诗两首》选自人教版九年级上册第六单元,共有两篇诗歌,分别是英国诗人羅伯特·彭斯的《向未知的海洋》和美国诗人迪伦·托马斯的《没有完美的微笑》。
《向未知的海洋》以充满激情的语言展现了英国人向未知探索的冒险精神,赞美了孕育荣光的大海和人类敢于挑战命运的勇气。
《没有完美的微笑》则是一篇抒发迷茫和无奈情感的诗歌,通过一个女子的微笑,表达了作者对于无奈的人生和坚定的信仰的认识。
二、教学目标知识与技能:1. 学生能够掌握《向未知的海洋》和《没有完美的微笑》的基本意思和情感。
2. 学生能够分析《向未知的海洋》和《没有完美的微笑》的诗歌语言、修辞手法和文学特点。
3. 学生能够写作文,并结合所学的课文加深理解。
情感态度:1. 引导学生了解诗歌是传递人类情感的艺术,使学生在欣赏诗歌的过程中感受人类情感的深刻表达。
2. 培养学生对于生活的感悟和情感世界的探索,使学生对于生命和存在方式的思考更加深入。
三、教学方法本课采用情景演示法、情感表达法、合作探究法等多种教学方法,其中情景演示法为主,使学生在感性认识和理性认识之间不断转化,从而更好地理解和表达课文中的情感和意义。
四、教学过程设计第一步:导入1. 教师播放图片,让学生根据图片猜想课文内容。
2. 引导学生简单谈论海洋的特点。
第二步:前置知识引入1. 引导学生快速阅读《向未知的海洋》。
2. 分析例句:“像有生命的波浪翻卷,/汹涌着,含着欢喜。
”3. 提问:为什么会有“欢喜”?第三步:精讲课文1. 教师依次讲解《向未知的海洋》和《没有完美的微笑》的内容和结构,阐述作者想表达的思想和情感。
2. 分析诗歌语言和修辞手法,如对比、借喻等。
3. 带领学生朗读,感受情感表达。
第四步:合作探究1. 举办小组讨论,让学生结合课文内容和自己的生活经历谈论“无畏勇气”和“人生信仰”。
外国诗歌欣赏教案小学
外国诗歌欣赏教案小学教案标题:外国诗歌欣赏教案(小学)教案目标:1. 通过欣赏外国诗歌,培养学生对不同文化的兴趣和理解。
2. 提高学生的阅读理解能力和语言表达能力。
3. 培养学生对诗歌的欣赏和创作能力。
教学重点:1. 学习外国诗歌的基本特点和形式。
2. 培养学生对外国诗歌的欣赏能力。
3. 提高学生的语言表达和创作能力。
教学准备:1. 外国诗歌选集(包括不同国家和时期的诗歌)。
2. 多媒体设备和投影仪。
3. 学生练习本和铅笔。
教学过程:引入(5分钟):1. 利用多媒体设备展示一首外国诗歌的视频或音频片段,引起学生的兴趣。
2. 引导学生谈论他们对诗歌的感受和理解。
欣赏与分析(15分钟):1. 展示一首外国诗歌的全文,并逐行朗读给学生听。
2. 解释诗歌中的生词和难点,确保学生理解诗歌的基本意思。
3. 引导学生分析诗歌的韵律、节奏、押韵等特点。
4. 提出问题,引导学生深入思考诗歌的主题和情感表达。
语言表达(20分钟):1. 将学生分成小组,每组选择一首外国诗歌进行朗读和表演。
2. 指导学生在小组内讨论并整理他们对诗歌的理解和感受。
3. 每个小组派代表向全班展示他们的表演和解读,并鼓励其他学生提出问题和意见。
创作与分享(15分钟):1. 要求学生以所学的外国诗歌为灵感,创作一首自己的诗歌。
2. 学生可以选择自由创作或模仿外国诗歌的形式和风格。
3. 鼓励学生在小组内分享和讨论他们的诗歌,并选择一两首优秀的作品进行全班分享。
总结与反思(5分钟):1. 引导学生回顾本节课所学的内容,总结外国诗歌的特点和形式。
2. 鼓励学生分享他们对本节课的收获和感想。
3. 提供反馈和建议,帮助学生进一步提高他们的诗歌欣赏和创作能力。
拓展活动:1. 鼓励学生自主阅读更多的外国诗歌,并写下自己的感受和理解。
2. 组织学生参加诗歌朗诵比赛或创作比赛,展示他们的才华和创造力。
教学评估:1. 观察学生在欣赏和分析诗歌时的参与程度和理解能力。
中学英美诗歌教案模板范文
一、教学目标1. 知识与技能:通过学习英美诗歌,了解诗歌的基本形式和特点,提高学生的阅读理解能力和鉴赏能力。
2. 过程与方法:引导学生通过自主学习、合作探究、课堂讨论等方式,深入理解诗歌内容,感受诗歌的美。
3. 情感态度与价值观:培养学生对英美诗歌的兴趣,激发学生对文学艺术的热爱,提高审美情趣。
二、教学重点与难点1. 教学重点:诗歌的基本形式、特点及鉴赏方法。
2. 教学难点:诗歌内涵的挖掘,情感表达的理解。
三、教学过程1. 导入新课(1)教师简要介绍英美诗歌的背景和特点,激发学生学习兴趣。
(2)播放一段英美诗歌朗诵,让学生初步感受诗歌的魅力。
2. 诗歌学习(1)教师讲解诗歌的基本形式和特点,如韵律、节奏、意象等。
(2)学生自主学习,了解诗歌的作者、背景等信息。
(3)教师引导学生分析诗歌的结构、意象、修辞手法等。
(4)小组合作探究,讨论诗歌的内涵和情感表达。
3. 诗歌鉴赏(1)教师选取一首诗歌,引导学生进行鉴赏。
(2)学生分享自己的鉴赏心得,教师点评。
(3)学生朗诵诗歌,感受诗歌的韵律和节奏。
4. 总结与拓展(1)教师总结本节课所学内容,强调诗歌鉴赏的方法。
(2)布置课后作业,要求学生自主阅读一首英美诗歌,并撰写鉴赏文章。
四、教学评价1. 课堂参与度:观察学生在课堂上的发言、讨论情况,评价其学习积极性。
2. 鉴赏能力:通过学生的诗歌鉴赏文章,评价其对诗歌内涵和情感表达的理解程度。
3. 课后作业完成情况:检查学生的课后作业,了解其对英美诗歌的学习效果。
五、教学反思1. 教师应注重激发学生的学习兴趣,引导学生主动参与课堂活动。
2. 诗歌鉴赏过程中,要注重培养学生的审美情趣,提高学生的文学素养。
3. 教师应关注学生的个体差异,针对不同学生的学习情况,给予适当的指导和帮助。
4. 教学过程中,要注重引导学生运用多种方法进行诗歌鉴赏,提高学生的综合能力。
《外国诗二首》教案(精选
《外国诗二首》教案(精选一、教学内容本节课选自《外国诗二首》章节,详细内容包括两首经典的外国诗篇:英国诗人罗伯特·弗罗斯特的《路不拾遗》和美国诗人沃尔特·惠特曼的《哦,白昼》。
通过对这两首诗的深入讲解,让学生了解和感受外国诗歌的魅力。
二、教学目标1. 理解并掌握两首外国诗的基本内容、韵律特点及表现手法。
2. 提高学生的英语文学素养,培养他们对诗歌的鉴赏能力和审美情趣。
3. 激发学生学习英语的兴趣,提高他们的跨文化交际能力。
三、教学难点与重点教学难点:理解并分析两首诗的韵律特点及表现手法。
教学重点:掌握两首诗的基本内容,培养学生的文学素养和审美情趣。
四、教具与学具准备教具:多媒体教学设备、PPT课件、黑板、粉笔。
学具:课本、笔记本、字典。
五、教学过程1. 导入:通过展示两首诗的图片,引发学生对诗歌的思考,激发学习兴趣。
2. 新课内容展示:讲解两首诗的基本内容、作者背景及创作背景。
3. 诗歌朗读:带领学生朗读两首诗,感受诗歌的韵律美。
4. 例题讲解:分析两首诗的韵律特点及表现手法,以《路不拾遗》为例,讲解如何鉴赏诗歌。
5. 随堂练习:让学生尝试分析《哦,白昼》的韵律特点及表现手法。
6. 小组讨论:分组讨论两首诗的寓意和审美价值。
六、板书设计1. 黑板左侧:诗歌、作者及创作背景。
2. 黑板右侧:两首诗的韵律特点、表现手法及鉴赏要点。
七、作业设计1. 作业题目:分析《路不拾遗》和《哦,白昼》的异同点。
答案:相同点:两首诗都具有鲜明的韵律特点,表现手法独特。
不同点:《路不拾遗》以叙事为主,寓意深刻;《哦,白昼》以抒情为主,表达了对生活的热爱。
2. 拓展延伸:请学生课后查找其他外国诗歌,尝试进行鉴赏。
八、课后反思及拓展延伸本节课通过讲解两首外国诗,让学生了解了外国诗歌的魅力,提高了他们的文学素养。
在课后反思中,教师应关注学生对诗歌鉴赏方法的掌握情况,适时调整教学方法,提高教学质量。
同时,鼓励学生在课后拓展延伸,阅读更多外国诗歌,培养他们的审美情趣。
英美诗歌专题教案模板范文
课时:2课时年级:高中教学目标:1. 让学生了解英美诗歌的历史背景、代表人物和主要风格。
2. 培养学生欣赏英美诗歌的能力,提高学生的审美素养。
3. 引导学生通过英美诗歌,了解西方文化,拓展国际视野。
教学重难点:1. 重点:掌握英美诗歌的基本特点和鉴赏方法。
2. 难点:理解英美诗歌中的文化内涵和情感表达。
教学准备:1. 教师准备:多媒体课件、英美诗歌选集、相关背景资料。
2. 学生准备:预习英美诗歌,了解作者生平及作品背景。
教学过程:第一课时一、导入1. 播放一段英美诗歌朗诵视频,激发学生的学习兴趣。
2. 引导学生思考:什么是英美诗歌?它与我国诗歌有何异同?二、讲授新课1. 介绍英美诗歌的历史背景、代表人物和主要风格。
2. 分析英美诗歌的特点,如:形式多样、情感丰富、注重意象等。
3. 阐述英美诗歌的鉴赏方法,如:关注诗歌的节奏、韵律、意象等。
三、课堂练习1. 学生朗读一首英美诗歌,感受诗歌的韵律美。
2. 学生分析诗歌中的意象,探讨诗歌的主题。
四、课堂小结1. 总结本节课所学内容,强调英美诗歌的特点和鉴赏方法。
2. 鼓励学生在课后继续阅读英美诗歌,提高自己的审美素养。
第二课时一、复习导入1. 回顾上节课所学内容,提问学生关于英美诗歌的知识。
2. 引导学生思考:如何将英美诗歌中的文化内涵与我们的日常生活相结合?二、讲授新课1. 介绍英美诗歌中的文化内涵,如:对自然、人生、爱情等主题的探讨。
2. 分析英美诗歌中的情感表达,如:浪漫主义、现实主义等。
三、课堂练习1. 学生分组讨论,分析一首英美诗歌中的文化内涵和情感表达。
2. 学生代表分享自己的观点,全班进行点评。
四、课堂小结1. 总结本节课所学内容,强调英美诗歌中的文化内涵和情感表达。
2. 鼓励学生在课后阅读更多英美诗歌,了解西方文化,拓宽国际视野。
教学评价:1. 课堂参与度:观察学生在课堂上的发言、提问和讨论情况。
2. 作业完成情况:检查学生的课后作业,了解学生对英美诗歌的理解程度。
大学英美诗歌教案范文
课程名称:英美诗歌鉴赏授课对象:大学本科生授课时间:2课时教学目标:1. 引导学生理解英美诗歌的基本形式和特点。
2. 培养学生对英美诗歌的鉴赏能力,提高文学素养。
3. 激发学生对英美诗歌的兴趣,拓展国际视野。
教学内容:1. 英美诗歌概述2. 诗歌鉴赏技巧3. 诗歌作品分析教学重难点:1. 诗歌鉴赏技巧的掌握2. 对诗歌作品的深入理解教学过程:第一课时一、导入1. 通过多媒体展示英美诗歌的经典图片和名言,激发学生对英美诗歌的兴趣。
2. 介绍英美诗歌的历史背景和特点,引导学生初步了解英美诗歌。
二、英美诗歌概述1. 讲解英美诗歌的基本形式,如抒情诗、叙事诗、史诗等。
2. 分析英美诗歌的特点,如语言风格、主题思想、艺术手法等。
三、诗歌鉴赏技巧1. 讲解如何分析诗歌的意象、象征、节奏、韵律等。
2. 通过实例分析,让学生掌握诗歌鉴赏的基本方法。
四、诗歌作品分析1. 选择一首英美诗歌作品,如莎士比亚的《十四行诗》、华兹华斯的《序曲》等。
2. 引导学生分析诗歌的意象、象征、节奏、韵律等,体会诗歌的意境和情感。
第二课时一、复习导入1. 回顾上节课所学内容,检查学生对英美诗歌的基本形式和特点的掌握情况。
2. 鼓励学生分享自己对诗歌的鉴赏心得。
二、诗歌作品分析1. 选择另一首英美诗歌作品,如济慈的《夜莺颂》、雪莱的《西风颂》等。
2. 引导学生分析诗歌的意象、象征、节奏、韵律等,体会诗歌的意境和情感。
三、课堂讨论1. 引导学生就诗歌作品展开讨论,分享自己的观点和感受。
2. 鼓励学生运用所学技巧对诗歌进行深入分析。
四、总结1. 总结本节课所学内容,强调诗歌鉴赏的重要性。
2. 布置课后作业,要求学生选取一首英美诗歌作品,进行鉴赏和分析。
教学评价:1. 课堂参与度:观察学生在课堂上的发言和互动情况。
2. 作业完成情况:检查学生课后作业的质量。
3. 诗歌鉴赏能力:通过课堂讨论和作业,评估学生对诗歌的鉴赏能力。
教学反思:1. 不断优化教学内容和教学方法,提高教学效果。
中学英美诗歌教案模板范文
教学目标:1. 理解诗歌的主题思想,体会诗人对自然的热爱和对生命的赞美。
2. 学习诗歌的修辞手法,提高学生的文学鉴赏能力。
3. 培养学生独立思考和合作学习的能力。
教学重点:1. 理解诗歌的主题思想。
2. 学习诗歌的修辞手法。
教学难点:1. 深入理解诗歌的象征意义。
2. 跨越时代背景,感受诗歌的时代精神。
教学准备:1. 教师准备:诗歌原文、诗歌背景资料、PPT课件。
2. 学生准备:预习诗歌,了解诗歌背景。
教学过程:一、导入1. 教师简要介绍诗歌的作者济慈及其生平事迹。
2. 学生朗读诗歌,感受诗歌的韵律美。
二、诗歌分析1. 教师引导学生分析诗歌的主题思想,让学生分享自己的理解。
2. 教师引导学生分析诗歌的修辞手法,如拟人、排比、比喻等。
3. 教师引导学生分析诗歌的象征意义,如夜莺象征美好、爱情、生命等。
三、讨论与分享1. 学生分组讨论诗歌中的重点句子,分享自己的理解。
2. 各小组推荐代表发言,全班进行交流。
四、拓展延伸1. 教师布置作业:以诗歌为灵感,创作一首小诗。
2. 学生自由发挥,创作诗歌。
五、总结与反思1. 教师总结本节课的学习内容,强调诗歌的主题思想和修辞手法。
2. 学生反思自己在学习过程中的收获和不足。
教学评价:1. 学生对诗歌的主题思想和修辞手法的理解程度。
2. 学生在讨论与分享环节的表现。
3. 学生创作诗歌的创意和表现。
教学反思:1. 教师反思本节课的教学效果,总结教学经验。
2. 学生反思自己在学习过程中的表现,找出不足,制定改进措施。
教学时间:1课时备注:本教案可根据实际情况进行调整和修改。
英美诗歌元素教案
英美诗歌元素教案教案标题:探索英美诗歌元素教案目标:1. 了解并理解英美诗歌的基本元素,包括韵律、押韵、节奏、意象和主题。
2. 培养学生对英美诗歌的欣赏能力,提高他们的诗歌写作技巧。
3. 培养学生的批判性思维和文学分析能力。
教学时长:3个课时教学步骤:第一课时:1. 导入(5分钟):- 向学生介绍英美诗歌的重要性,并引发学生对诗歌的兴趣。
- 提问学生是否熟悉英美诗歌,他们最喜欢的英美诗人是谁。
2. 介绍英美诗歌元素(15分钟):- 解释韵律、押韵、节奏、意象和主题的定义和作用。
- 向学生展示一些经典的英美诗歌,并让他们分析其中的元素。
3. 分组活动(20分钟):- 将学生分成小组,让每个小组选择一首英美诗歌,并分析其中的元素。
- 每个小组向全班展示他们选择的诗歌,并解释其元素。
4. 总结(10分钟):- 回顾课堂讨论的内容,强调英美诗歌元素的重要性。
第二课时:1. 复习(5分钟):- 让学生回顾上一节课学习的英美诗歌元素。
2. 解析经典诗歌(20分钟):- 选择一首经典的英美诗歌,与学生一起分析其韵律、押韵、节奏、意象和主题。
- 引导学生思考诗歌作者在运用这些元素时的意图和目的。
3. 创作诗歌(25分钟):- 让学生尝试创作一首英美风格的诗歌,要求他们运用所学的元素。
- 学生可以选择自己感兴趣的主题,并在诗歌中表达出来。
4. 分享和讨论(10分钟):- 学生互相分享他们创作的诗歌,并进行互动和讨论。
- 引导学生分析彼此的诗歌中运用的元素,并提供反馈和建议。
第三课时:1. 复习(5分钟):- 让学生回顾上一节课的创作和讨论。
2. 文学分析(20分钟):- 选择一首英美诗歌,与学生一起进行文学分析。
- 引导学生分析诗歌的结构、语言运用和主题,并讨论其意义和影响。
3. 扩展阅读(15分钟):- 提供学生一些英美诗歌的阅读材料,让他们选择一首感兴趣的诗歌进行阅读。
- 学生需要写下对诗歌的个人理解和感受,并分析其中的元素。
《外国诗两首》教案2
《外国诗两首》优秀教案一、教学目标1. 让学生感受外国诗歌的魅力,培养对文学作品的鉴赏能力。
2. 通过学习两首外国诗歌,了解不同文化背景下的诗歌特点。
3. 提高学生英语诗歌阅读和理解能力。
二、教学内容1. 诗歌一:《静夜》(美国诗人:玛雅·安吉洛)2. 诗歌二:《再别康桥》(英国诗人:徐志摩)三、教学重点与难点1. 重点:理解两首诗歌的主题思想和情感表达。
2. 难点:掌握诗歌中的象征、隐喻等修辞手法。
四、教学方法1. 讲授法:讲解诗歌的背景、作者及诗歌的基本内容。
2. 互动讨论法:引导学生探讨诗歌中的意象、情感和修辞手法。
3. 案例分析法:分析两首诗歌的异同点,提高学生的鉴赏能力。
五、教学过程1. 课前准备:让学生预习两首诗歌,了解诗歌的背景和作者。
2. 第一课时:介绍诗歌的背景、作者及基本内容,讲解诗歌的主题思想。
3. 第二课时:分析诗歌中的象征、隐喻等修辞手法,引导学生进行互动讨论。
4. 第三课时:对比两首诗歌的异同点,提高学生的鉴赏能力。
六、教学评价1. 课堂参与度:观察学生在课堂讨论中的积极性,以及对诗歌内容的理解程度。
3. 考试成绩:通过期末考试或期中考试,测试学生对《外国诗两首》的总体理解和掌握。
七、教学资源1. 教材:选用合适的教材,提供两首诗歌的原文和译文。
2. 参考资料:提供关于作者背景、诗歌分析的参考书籍和网络资源。
3. 多媒体设备:使用投影仪、音响等设备,播放诗歌的朗读音频,增强学生的阅读体验。
八、教学进度1. 第一周:介绍诗歌的背景、作者及基本内容。
2. 第二周:分析诗歌中的象征、隐喻等修辞手法。
3. 第三周:对比两首诗歌的异同点,提高学生的鉴赏能力。
5. 第五周:进行课堂讨论和总结,进行教学评价。
九、教学拓展1. 组织诗歌朗诵活动:鼓励学生朗诵两首诗歌,提高他们的表达能力和对诗歌的热爱。
2. 开展诗歌创作比赛:鼓励学生创作自己的诗歌,培养他们的创造力和文学素养。
英美诗歌教案设计方案模板
一、教学目标1. 让学生了解英美诗歌的基本特点和风格。
2. 培养学生对英美诗歌的兴趣和鉴赏能力。
3. 培养学生的语言表达能力和文学素养。
二、教学内容1. 英美诗歌的历史背景和流派。
2. 英美诗歌的常见形式和修辞手法。
3. 典型英美诗歌作品分析。
三、教学过程1. 导入(1)简要介绍英美诗歌的历史背景和流派。
(2)激发学生对英美诗歌的兴趣。
2. 讲授(1)讲解英美诗歌的基本特点和风格。
(2)分析英美诗歌的常见形式和修辞手法。
(3)结合实例,让学生了解英美诗歌的写作技巧。
3. 案例分析(1)选取典型英美诗歌作品,如莎士比亚的《十四行诗》、雪莱的《西风颂》等。
(2)引导学生分析诗歌的背景、主题、意象、修辞手法等。
(3)鼓励学生发表自己的观点和感受。
4. 诗歌创作(1)让学生根据所学知识,尝试创作一首英美风格的诗歌。
(2)鼓励学生运用所学修辞手法,表达自己的情感和思想。
5. 总结(1)回顾本节课所学内容,强调英美诗歌的特点和鉴赏方法。
(2)布置课后作业,让学生阅读更多英美诗歌作品,提高自己的文学素养。
四、教学评价1. 课堂参与度:观察学生在课堂上的表现,如提问、回答问题、小组讨论等。
2. 诗歌鉴赏能力:通过案例分析、诗歌创作等环节,评估学生对英美诗歌的鉴赏能力。
3. 语言表达能力:观察学生在诗歌创作过程中的语言运用和表达能力。
五、教学反思1. 课后总结教学效果,分析教学过程中的优点和不足。
2. 根据学生的反馈,调整教学内容和方法,提高教学质量。
以下为具体教案示例:教案示例:莎士比亚的《十四行诗》教学一、教学目标1. 让学生了解莎士比亚的生平和创作背景。
2. 培养学生对《十四行诗》的鉴赏能力。
3. 通过学习《十四行诗》,提高学生的语言表达能力和文学素养。
二、教学内容1. 莎士比亚的生平和创作背景。
2. 《十四行诗》的特点和风格。
3. 《十四行诗》的鉴赏方法。
三、教学过程1. 导入(1)简要介绍莎士比亚的生平和创作背景。
《英美诗歌选读》课程教案首页
《英美诗歌选读》课程教案首页一、课程概述《英美诗歌选读》课程旨在通过对中国英美诗歌的深入学习,使学生能够熟悉英美诗歌的基本形式、技巧和风格,提高他们的文学鉴赏能力,增强他们的跨文化交际意识。
二、教学目标通过本课程的学习,学生将能够:1. 掌握英美诗歌的基本形式,如抒情诗、叙事诗、戏剧诗等;2. 分析英美诗歌的修辞技巧,如拟人、比喻、排比等;3. 理解英美诗歌的主题和风格,并能够进行文学鉴赏;4. 提高英语阅读能力和文学素养;5. 增强跨文化交流意识,培养国际视野。
三、教学内容本课程将选取英美诗歌的经典作品进行阅读和分析,包括英国文艺复兴时期、启蒙时期、维多利亚时期以及美国现代诗歌等。
主要内容包括:1. 英美诗歌的基本形式和特点;2. 英美诗歌的修辞技巧和表达方式;3. 英美诗歌的主题和风格分析;4. 英美诗歌的文学鉴赏方法和技巧;5. 英美诗歌在跨文化交流中的作用和意义。
四、教学方法本课程采用讲授、阅读、讨论和写作相结合的教学方法,以促进学生对英美诗歌的理解和鉴赏能力的提高。
具体方法包括:1. 讲授:对英美诗歌的基本形式、修辞技巧和主题风格进行系统的讲解;2. 阅读:学生将阅读和分析经典英美诗歌,提高他们的文学鉴赏能力;3. 讨论:学生将就诗歌的形式、主题和风格进行分组讨论,促进彼此的交流和思考;五、评价方式本课程的评价方式包括课堂参与、作业完成和期末考试三个部分,以全面评估学生在课程中的学习成果。
具体评价方式包括:1. 课堂参与:学生的课堂发言和讨论表现将作为评价的一部分;2. 作业完成:学生的作业、读后感、评论和短文将作为评价的一部分;3. 期末考试:期末考试将全面测试学生对课程内容的掌握程度。
六、教学资源1. 教材:《英美诗歌选读》教材,用于系统地介绍和分析英美诗歌;2. 辅助阅读材料:相关的英美诗歌集、评论文章和参考书籍;3. 多媒体教学设备:用于展示诗歌原文、播放诗歌朗诵和相关的视频资料;4. 网络资源:用于查找和了解诗人的生平和创作背景。
《英美诗歌选读》课程教案首页
《英美诗歌选读》课程教案首页一、课程概述课程名称:英美诗歌选读课程类型:专业选修课学分:2学分学时:32学时授课对象:英语专业二年级学生二、课程目标通过本课程的学习,使学生了解英美诗歌的基本特点、形式和技巧,提高学生对英美诗歌的鉴赏能力和批评能力,丰富学生的英美文化知识,激发学生对英美文学的兴趣和热情。
三、教学内容英美诗歌的基本概念、术语和分类英美诗歌的形式和技巧(如押韵、节奏、象征、隐喻等)英美诗歌的历史发展概述重点诗人及其代表作品四、教学方法讲授与讨论相结合:教师对相关知识点进行讲解,学生就诗歌作品进行分析和讨论。
案例分析:通过分析具体诗歌作品,使学生掌握英美诗歌的形式和技巧。
小组合作:学生分组进行诗歌鉴赏和批评,培养学生的团队协作能力。
五、课程安排第一周:英美诗歌的基本概念和术语第二周:英美诗歌的形式和技巧(押韵、节奏)第三周:英美诗歌的形式和技巧(象征、隐喻)第四周:英美诗歌的历史发展概述第五周:重点诗人及其代表作品(莎士比亚、雪莱等)六、教学评估1. 平时成绩:包括课堂参与、讨论、作业等,占总成绩的30%。
2. 诗歌鉴赏报告:学生选择一首英美诗歌进行深入分析,占总成绩的20%。
3. 期末考试:包括选择题、简答题和作文,占总成绩的50%。
七、课程资源1. 教材:《英美诗歌选读》,张伯伦著。
2. 辅助教材:《英美诗歌鉴赏辞典》,王守仁著。
3. 网络资源:英美诗歌相关网站、论坛、博客等。
八、课程要求1. 学生需按时完成作业,积极参与课堂讨论。
2. 学生需阅读教材和辅助教材,了解英美诗歌的基本知识和作品。
3. 学生需充分利用网络资源,拓宽自己的视野。
本课程旨在帮助学生了解英美诗歌的基本特点、形式和技巧,提高学生对英美诗歌的鉴赏能力和批评能力。
通过本课程的学习,学生不仅能够丰富自己的英美文化知识,还能够激发对英美文学的兴趣和热情。
希望学生能够将所学知识运用到实际生活和未来工作中,不断提高自己的综合素质。
英美诗歌专题教案模板范文
一、教学目标:1. 了解英美诗歌的发展历程及特点,培养学生对英美诗歌的兴趣。
2. 学会欣赏和分析英美诗歌的艺术手法,提高学生的审美能力。
3. 培养学生独立思考和表达的能力,学会在小组合作中共同探讨诗歌。
二、教学内容:1. 英美诗歌的发展历程2. 英美诗歌的特点3. 英美诗歌的艺术手法4. 典型英美诗歌赏析三、教学课时:4课时四、教学过程:第一课时一、导入1. 教师简要介绍英美诗歌的发展历程,引导学生了解英美诗歌的基本概念。
2. 学生分享自己对英美诗歌的了解和兴趣。
二、讲授新课1. 英美诗歌的发展历程:从古至今,英美诗歌经历了不同的时期,如古希腊诗歌、英国浪漫主义诗歌、美国现代诗歌等。
2. 英美诗歌的特点:注重抒情、寓意深刻、形式多样、语言优美。
三、课堂讨论1. 学生分组讨论英美诗歌的特点,并分享自己的观点。
2. 教师总结讨论结果,强调英美诗歌的艺术价值。
第二课时一、导入1. 回顾上节课的内容,引导学生关注英美诗歌的艺术手法。
2. 学生分享自己对英美诗歌艺术手法的了解。
二、讲授新课1. 英美诗歌的艺术手法:比喻、象征、对比、夸张、排比等。
2. 通过具体诗歌案例,分析诗歌中的艺术手法。
三、课堂讨论1. 学生分组讨论诗歌中的艺术手法,并分享自己的观点。
2. 教师总结讨论结果,强调艺术手法在诗歌创作中的重要性。
第三课时一、导入1. 回顾上节课的内容,引导学生关注典型英美诗歌赏析。
2. 学生分享自己对典型英美诗歌的了解。
二、讲授新课1. 赏析典型英美诗歌,如莎士比亚的《十四行诗》、雪莱的《西风颂》、惠特曼的《草叶集》等。
2. 分析诗歌的主题思想、艺术手法和语言特色。
三、课堂讨论1. 学生分组讨论诗歌赏析,并分享自己的观点。
2. 教师总结讨论结果,强调诗歌赏析的重要性。
第四课时一、导入1. 回顾前三节课的内容,引导学生关注英美诗歌的学习心得。
2. 学生分享自己对英美诗歌的学习心得。
二、课堂总结1. 教师总结本节课的重点内容,强调英美诗歌的艺术价值。
大学英美诗歌教案
课程名称:英美诗歌鉴赏课时安排:2课时教学目标:1. 理解英美诗歌的基本特点,包括形式、内容和风格。
2. 学会分析诗歌的结构、意象和象征意义。
3. 培养学生对英美诗歌的兴趣,提高文学鉴赏能力。
4. 增强学生的跨文化沟通能力,拓宽国际视野。
教学重点:1. 英美诗歌的基本特点。
2. 诗歌分析的方法。
3. 典型英美诗歌作品的鉴赏。
教学难点:1. 诗歌象征意义的理解。
2. 跨文化背景下的诗歌鉴赏。
教学准备:1. 教师准备:英美诗歌教材、多媒体课件、相关背景资料。
2. 学生准备:预习诗歌作品,了解作者背景。
教学过程:第一课时一、导入1. 介绍英美诗歌的历史背景和发展脉络。
2. 引导学生关注英美诗歌在文学史上的地位和影响。
二、基本知识讲解1. 介绍英美诗歌的基本形式:抒情诗、叙事诗、哲理诗等。
2. 讲解诗歌的结构:韵律、节奏、押韵等。
3. 分析诗歌的内容:主题、情感、意象等。
三、案例分析1. 选择一首典型英美诗歌作品,如莎士比亚的《十四行诗》。
2. 分析诗歌的结构、意象和象征意义。
3. 引导学生讨论诗歌的审美价值和艺术特色。
四、课堂讨论1. 让学生分享自己对英美诗歌的理解和感受。
2. 引导学生探讨英美诗歌与我国诗歌的异同。
第二课时一、复习与巩固1. 回顾英美诗歌的基本特点。
2. 复习诗歌分析的方法。
二、拓展阅读1. 选择一首英美诗歌作品,如华兹华斯的《序曲》。
2. 分析诗歌的结构、意象和象征意义。
3. 引导学生思考诗歌的时代背景和文化内涵。
三、课堂讨论1. 让学生分享自己对拓展阅读诗歌的理解和感受。
2. 引导学生探讨英美诗歌在现代社会中的价值。
四、总结与反思1. 总结英美诗歌的基本特点和分析方法。
2. 引导学生反思英美诗歌对我国诗歌创作的影响。
教学评价:1. 课堂参与度:评价学生在课堂讨论中的表现。
2. 诗歌鉴赏能力:评价学生对诗歌作品的分析和鉴赏能力。
3. 作业完成情况:评价学生对拓展阅读的完成情况。
教学延伸:1. 组织学生参加英美诗歌朗诵比赛,提高学生的口语表达能力。
英美作品鉴赏教案设计模板
教学目标:1. 让学生了解英美文学的发展历程,认识不同时期的代表作品。
2. 培养学生阅读英美文学作品的能力,提高审美鉴赏水平。
3. 培养学生跨文化交际意识,拓宽国际视野。
教学重点:1. 英美文学发展历程及代表作品。
2. 阅读英美文学作品的方法与技巧。
3. 跨文化交际意识。
教学难点:1. 如何引导学生深入理解英美文学作品。
2. 如何提高学生的跨文化交际能力。
教学过程:一、导入1. 教师简要介绍英美文学的发展历程,引导学生关注不同时期的代表作品。
2. 学生分享自己感兴趣的英美文学作品。
二、新课讲授1. 介绍英美文学的发展历程,重点讲解几个重要时期的代表作品。
2. 分析英美文学作品的题材、主题、人物、情节等要素,引导学生深入理解作品内涵。
3. 讲解阅读英美文学作品的方法与技巧,如:关注作品背景、理解人物性格、把握情节发展等。
三、案例分析1. 教师选取一部英美文学作品,进行详细分析,让学生了解作品的艺术特色和表现手法。
2. 学生分组讨论,选取另一部英美文学作品进行分析,并分享讨论成果。
四、课堂互动1. 教师提问,引导学生就英美文学作品展开讨论,如:作品的主题思想、人物形象、艺术特色等。
2. 学生自由发言,分享自己的阅读感受和观点。
五、总结与拓展1. 教师总结本节课的主要内容,强调英美文学作品的重要性。
2. 学生回顾本节课所学,提出自己的疑问和困惑。
3. 教师布置课后作业,要求学生阅读一部英美文学作品,并撰写读书笔记。
教学评价:1. 课堂表现:关注学生在课堂上的发言、讨论、分享等环节,评价其参与度和积极性。
2. 作业完成情况:检查学生的读书笔记,了解其对英美文学作品的阅读理解和鉴赏能力。
3. 跨文化交际能力:观察学生在课堂互动环节的表现,评价其跨文化交际意识和能力。
教学反思:1. 教师应关注学生的阅读兴趣,选取具有代表性的英美文学作品进行讲解。
2. 在教学中,要注重培养学生的阅读方法和技巧,提高其审美鉴赏水平。
英美诗歌欣赏
英美诗歌欣赏“英美诗歌欣赏”课程教学大纲课程编号:16课程名称:英美诗歌欣赏课程类别:选修学分: 2 总学时:32一、教学对象《英美诗歌欣赏》是针对大学英语非英语专业三、四年级学生开设的文化素质课选修课程。
二、教学目的和要求1)该课程的开设一方面是为了让非英语专业学生对英美诗歌发展的历史轨迹、英美诗歌的形式及其语言特点、英美重要诗人及其作品的风格(包括语言、艺术创作手法、主题)等有一定的了解,对诗歌中所反映的各种异域文化有所了解,另一方面是为了提高非英语专业学生的整体诗歌鉴赏水平和综合文化素养。
2)该课程要求非英语专业学生对中国诗歌有一定的鉴赏水平。
三、教学内容1.A General Introduction to English Poetry1) General Differences between Poetry and Other Forms of Literature2) General knowledge about English Poetry:A. Rhythm; Meter/Foot; Rhyme and Rhyme Scheme; StanzaB. ImageryC. Figures of SpeechD. Types of Poetry3) General Functions of English PoetryA. Social Functions: Confucius’ Poetics“xing(兴)”, “guan(观)”, “qun(群)” and“yuan(怨)”B. Individualistic Functions4) English Poetry Appreciation Methods—A Combination of the Following MethodsA. Author-centeredB. Reader-centeredC. The Text-centered2.Geoffrey Chaucer1) A Brief Introduction to Chaucer and the Social Background he lived in2) Appreciation of The Canterbury Tales: The Prologue3.William Shakespeare1)A Brief Introduction to the English Renaissance2)A Brief Introduction to Shakespeare and his Masterpieces3)Appreciation of Sonnets 18, 29 and 654)Appreciation of Monologues from his famous plays: Macbeth and Hamlet 4.William Wordsworth1)A Brief Introduction to English Romanticism2)A Brief introduction to William Wordsworth and his poetics3)Appreciation of Lines Composed Upon the Westminster Bridge and TheSolitary Reaper5.George Gordon Byron1) A Brief introduction to George Gordon Byron2) Appreciation of “Isles of Greece! Isles of Greece!” from Don Juan and Song for the Luddites6.Percy Bysshe Shelley1)A Brief Introduction to Percy Bysshe Shelley2)Appreciation of On Liberty, To a Skylark, Ode to the West Wind by PercyBysshe Shelley7.John Keats1)A Brief Introduction to John Keats2)Appreciation of On First Looking into Chapman’s Homer by John Keats 8.Robert Browning1) A Brief Introduction to Robert Browning and his “Dramatic Monologue”2) Appreciation of My Last Duchess by Robert Browning9.Walt Whitman1)A Brief Introduction to Walt Whitman2)Appreciation of O, Captain, My Captain by Walt Whitman10.Ezra Pound and e. e. cummings1) A Brief Introduction to Ezra Pound and his Imagism2) Appreciation of In a Station of the Metro by Ezra Pound3) A Brief Introduction to e. e. cummings4) Appreciation of Buffalo Bill’s Defunct by e. e. cummings11.Robert Frost1)A Brief Introduction to Robert Frost2)Appreciation of Stopping by Woods on a Snowy Evening and Mending Wall byR. Frost12.Langston Hughes1)A Brief Introduction to Langston Hughes2)Appreciation of As I Grew Older by Langston Hughes13.Emily Dickinsonen1)A Brief Introduction to Emily Dickinson2)Appreciation of Because I Could Not Stop for Death, I Heard a FlyBuzz—When I Died, and A Narrow Fellow in the Grass by Emily Dickinson 14.T. S. Eliot1)A Brief Introduction to T. S. Eliot and Modernism2)Appreciation of The Love Song of J. Alfred Prufrock by T. S.Eliot四、教学时数分配开课一学期,每周两学时。
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A Course of British and American Poetry: A SurveyLecture one introductionThe earliest English poems appeared in the Anglo-Saxon period which experienced a Bookless Age. English literature was almost exclusively a verse literature in oral form. The oldest specimens now existent are found in the Exeter Book containing the following poems: Widsith, Doer‟s Lament, The Wanderer and The Sea-Farer, The Battle of Maldon. By far the most significant poem of the Anglo-Saxon Age, however, is Beowulf, which is the oldest poem and the surviving epic in the English language. It is the representative work of Pagan poetry. The poem descended from generation to generation in oral form, sung by bards at the end of the sixth century. The present manuscript was written down in the 10th century or at the end of the 9th century.The characteristics of Anglo-Saxon poetry are the abundant use of metaphor, understatement and alliterative meter. At the same time a number of Christian poets appeared. The most well-known were Caedmon and Cynewulf. They chiefly took their subject matter from the Bible, but their writing styles were almost the same as Anglo-Saxon poetry.The Norman Conquest in 1066 brought forward a literary revolution. Thanks to the French influence, the language and literary taste experienced an enormous change.A new literary form named “romance” became prevailing. Romance dealt mainly with perilous adventures about courageous knights‟ devotion to the king and church. Sir Gawain and the Green Knight is the most charming and enduring example.The first harvest in English literature was, in the 14th century, in which several remarkable poets lived, such as Geoffrey Chaucer, William Langland, John Gower and John Wycliff. Among them, Chaucer towered above all and became the representative of this century. He has won the tide of the Father of English poetry.The 15th century was an age full of wars, which greatly affected the development of literature. There were no great names in poetry but a group of Chaucerians. So the 15th century in English literature is traditionally described as the barren age. Y et in this barren age, ballads became popular, for example, Lord Randal, Glasgerion and Robin Hood.English poetry in the 16th century achieved an age of prosperity. Under the reign of Queen Elizabeth poetry writing became a fashion. There appeared a group of excellent poets, such as Sir Thomas Wyatt, Henry Howard, Sir Philip Sidney, Edmund Spenser, Christopher Marlowe and William Shakespeare. Wyatt introduced into England the Italian sonnet, a fourteen-line poem with a rhyme scheme abba, abba, cddc, ee. It was Henry Howard who created the English form of sonnet with the rhyme scheme abab, cdcd, efef gg. This scheme was later so skillfully and American Poetry used by Shakespeare that it is usually called the Shakespearean sonnet. Wyatt and Howard are generally regarded as the founders of the golden age. Sir Philip Sidney‟s best known book was his pastoral romance, Arcadia. His sonnets, altogetherone hundred and twenty poems, were imitative of Italian ones, but they possessed a charm distinctly of their own. Edmund Spenser‟s chief works include The Faerie Queen, The Shepherd’s Calendar, and The Amoretti. In his The Faerie Queen, Spenser planned twelve books, each speaking of twelve virtues, with a different hero distinguished for one of the private virtues. But it was a pity that only six books and two cantos of the seventh were completed. In writing this great allegorical poem, Spenser created a new poetic form known as the Spenserian stanza, consisting of nine lines rhyming ababhchcc. This form was widely imitated by later poets, especially by the romantic poets of the 19th century. The best imitator of the Spenserian stanza is John Keats. Christopher Marlowe‟s entire reputation rests on his plays such as Tamburlain, The Jew of Malta and Doctor Faustus. Marlowe is considered to be the greatest of the pioneers in English drama. He is the first poet to make blank verse the principal instrument of English drama. The last one, Shakespeare, is undoubtedly the greatest. Besides his 37 plays, he also wrote two long poems and 154 sonnets. His sonnets figure among the greatest in the language.The death of Elizabeth in 1603 brought the Tudor dynasty to an end and the throne was passed to the Stuarts. On the basis of different political and religious beliefs, people of this period were separated into two vasdy different groups: the Cavaliers and the Puritans. In the field of poetry, two schools of poets appeared: the Cavaliers and Metaphysical poets. The noteworthy names of Cavaliers were Robert Herrick, Sir John Suckling, Richard Lovelace and Thomas Carew. The Cavaliers were royalistic against the British Revolution. They found their happiest poetic expression in gay little sparkling lyrics. The chief representatives of metaphysical poets, on the other hard, were John Donne, George Herbert, Andrew Marvel, Henry V aughan, Richard Crashaw, Abraham Cowley. The term “metaphysical” was applied by Dr. Samuel Johnson to describe Donne and his followers. Their common features are: arresting and original images and conceits, wit, ingenuity, good use of colloquial speech, considerable flexibility of rhythm and meter, complex themes, a liking for paradox and dialectical argument, a direct manner, a caustic humor, a keenly felt awareness of mortality, and a distinguished capacity for elliptical thought and tersely compact expression. Their manner was directly opposed to the grace and romanticism of the Elizabethans. They shed profound influence on the course of English poetry in the 20th century.The distinguished example of Puritan poets is John Milton. He wrote one of the greatest odes, Ode on the Morning of Christ’s Nativity, a famous elegy Lycidas, a number of unforgettable sonnets, the tragedy Samson Agonistes and his masterpiece Paradise Lost. Milton‟s religious ideas influenced his political and literary careers. During the revolution he became a fighter by using his pen. The chief poet of the Restoration Period was John Dryden, who won his fame as a dramatist, satirist, and writer of odes and lyrics. He contributed to English literature his greatest drama All for Love, a political satire Absalom and Achitophel, two religious poems Religio Laid and The Hind and the Panther, and a magnificent Pindaric ode Song for St. Cecelia’s Day. Nowadays modern writers show their great interest in the study of the Restoration and Metaphysical poets. Dryden in particular has received the applauseand cheer of many intellectuals.The 18th century in England is known as the Age of Enlightenment or the Age of Reason. The Enlightenment Movement was an expression of the struggle of the bourgeoisie against feudalism. It was a progressive intellectual movement and also a furtherance of the Renaissance of the 15th and 16th centuries. It exerted an immense influence upon English social life and literature. The purpose of the movement was to enlighten the whole world with modern philosophical and artistic ideas. The enlighteners fought against class inequality, stagnation, prejudices and other remains of feudalism. They celebrated rationality, equality and science. The major representatives were Alexander Pope, Joseph Addison, Richard Steele, Samuel Johnson, Oliver Goldsmith and so on. Artistically this period was characterized by the so-called neoclassicism, a revival of classical standards of order, balance, and harmony in literature. John Dryden and Alexander Pope were major exponents of the neoclassical school. Toward the middle of the century, a new literary trend of sentimentalism appeared. This trend was closely knitted with the radical social and ideological changes in England of that age. It indulged in emotion and sentiment, which were used as a sort of relief from the grief toward the world‟s unfairness wrongs from and mild protest against social injustice. The first notable poem in this tendency is James Thomson‟s The Seasons. Another is Thomas Grey‟s Elegy Written in a Country Churchyard which has been thought of as one of the greatest meditative lyrics. The century drew its curtain down with Robert Burns, a lyrical poet and William Blake, a mystical poet. Burns wrote the majority of his poems in his Lowland Scottish dialect. In spite of the limitation of his lyric range, his expression of the simple singing line was greatly varied. Blake, with his Songs of Innocence and Songs of Experience, is regarded as the forerunner of Romanticism.Poetry in the 19th century experienced a significant phase in its development in Britain. William Wordsworth, together with Samuel Taylor Coleridge, in 1798, published an epoch-making volume, Lyrical Ballads, which marks the break from the neoclassicism of the 18th century and the beginning of the romantic revival in England. Wordsworth wished to intensify everyday experience. The three men, Wordsworth, Coleridge and Robert Southey were known as Lake Poets, as they spent much of their time in the Lake District of northern England. George Gordon Lord Byron‟s fame rests mainly on two long poems: Childe Harolds Pilgrimage and Don Juan. He also wrote many short beautiful lyrics such as She Walks in Beauty and When We Two Parted. Percy Bysshe Shelley‟s writing is the most passionate and intense of all the Romantic poets. His greatest lyrics include Song to the Men of England, Ode to the West Wind and To a Skylark. John Keats, influenced by the poets of the English Renaissance period, endeavored to create a beautiful world of imagination as opposed to the sordid reality of his day. His immortal odes are To Autumn, Ode on Melancholy, Ode to a Nightingale and Ode on a Grecian Urn. Robert Browning is entitled “the Shakespeare of the 19th century”. He was interested in stylistic experimentation, using rough colloquial diction and word order, surprising and even grotesque rhymes, and harsh rhythms and metrical patterns. His Men and Women, a collection, displays his perfect use of a poetic form: the dramaticmonologue. Elizabeth Barrett Browning, Robert Browning‟s wife, is the first woman poet who has occupied an everlasting place in English literature due to her sequence of love poems entitled Sonnets from the Portuguese.In the Victorian Age even when the novel became the dominant literary form, there appeared many important poets such as Robert Browning, Alfred Tennyson, Algernon Charles Swinburne and Gerard Manley Hopkins. Victorian poetry has a close connection with Romantic poetry. Tennyson is a follower of John Keats, Swinburne of Percy Bysshe Shelley, Matthew Arnold of William Wordsworth. The Victorian poets endeavored to search for appropriate modes and experimented in a variety of ways. In versification, they experimented with new or unusual metrical patterns. In line with their metrical experiments were those in the art of narrative poetry. Among them appeared dramatic monologue, most effectively used by Tennyson and Browning. In subject matter, they dealt with some frequently recurring subjects, including a preoccupation with man‟s relationship to God, an acute awareness of time, the timeless equilibrium of lovers, the poignant experience of isolation and hostility of partners in a shattered marriage. Tennyson was the top poet to present the Victorian spirit. His works include the sentimental romance Maud, the epic Idylls of the King, the famous elegy In Memoriam. Swinburne‟s poetry threatened the Victorian sense of decency, so he became celebrated for his revolutionary utterances. His Poems and Ballads was considered a masterpiece of erotic literature. He showed his ingenuity in metrics and phonetics. He outwitted others by creating a new form, the roundel. Arnold was as much a critic and essayist as a poet, although his poetic output was comparatively little. Sohrab and Rustum, his best-known poem, is written in a delicate blank verse with Homeric style. But as a matter of fact his Dover Beach attains far greater height. Many of his best poems convey a melancholy, pessimistic sense of the dilemmas of modern life and tend to focus on the moral aspect of life.The early 20th century saw a technical revolution which is known as Imagism. In the years leading up to WWI, the imagist movement set the stage for a poetic revolution and reevaluation of metaphysical poetry. Thomas Stern Eliot extended the scope of Imagism by bringing the English metaphysicals and the French Symbolists to the rescue, introduced into modern English and American poetry the kind of irony achieved by shifting suddenly from the formal to the colloquial or by oblique allusions to objects or ideas that contrasted sharply with those carried by the surface meaning of the poem. So the 1920s is regarded as the age of Eliot. Gerard Manley Hopkins combined absolute precision of the individual image with a complex ordering of images and a new kind of metrical patterning. William Butler Y eats worked out his own notions of symbolism, developed a rich symbolic and metaphysical poetry with its own curiously haunting cadences and imagery. His poetry reflected the varying developments of his age and maintained an unmistakably individual accent. Both Thomas Hardy and Alfred Edward Housman inherited English poetic traditions and shared the similarity in having a pessimistic vision to human life. Wystan Hugh Auden often combined deliberate irreverence with verbal craftsmanship. His poetry is noted for its vitality, variety, and originality. Robert Graves and EdwinMuir are the two important 20th-century poets who stood somewhat apart from the main map of English poetry in the first half of the century. Both of them show that there were strengths in the English poetic tradition untapped by Thomas Sterns Eliot and his followers. They were much concerned with time and the human response to time, and both had a deep sense of history. New forces kept coming in during the sixties and seventies. English poetry today is more diverse than before. Since the end of the 1950‟s a new element of both rhetoric and myth has been coming into English poetry. The recent famous poets are Ted Hughes, Tony Harrison, Dylan Thomas and Seamus Heaney.In American literature the Puritans who had settled in New England were the first poets of the American colonies. When they came to America they maintained their cultural allegiances to Britain. Most Puritan poets saw the purpose of poetry as careful Christian examination of their life. So the Puritan‟s religious subject and imitation of English literary traditions were the two essential characteristics of early American literature. Anne Bradstreet, the first American poet, published a volume of poetry. Her famous The Tenth Muse Lately Sprung Up in America contained a muted declaration of independence from the past and a challenge to authority.Colonial poets of the 18th century still followed the example of British poets such as Alexander Pope. Ebenezer Cook and Richard Lewis wrote accomplished satirical poems based on British pastoral models. The development of poetry in the American colonies mirrors the development of the colonies themselves. Revolutionary-era poets felt an urgency to produce a serious national poetry that would celebrate the country‟s new democratic ideals. They did not both er with the question whether a new nation required new forms of poetry, but were content to use traditional forms to write about new subjects in order to create the first truly American poetry. Many of Philip Freneau‟s poems focused on America‟s future gre atness and other subjects including the beauties of the natural world. His lyric poems such as The Wild Honey Suckle and On a Honey Bee can be seen as the first expressions in American poetry of a deep spiritual engagement with nature. Phillis Wheatley wro te in 18th-century literary forms. But her highly structured and elegant poetry nonetheless expressed her frustration at enslavement and desire to reach a heaven where her color and social position would no longer keep her from singing in her full glory.In the 19th century American poetry assumed real literary value for the first time. The most remarkable poet born in America was William Cullen Bryant who gained public recognition for his Tbanatopsis. Influenced by British Romantic poets, especially by William Wordsworth and Percy Bysshe Shelley, Bryant wrote about his personal experiences in nature and society, therefore, nature became the major theme of his poems. Edgar Allan Poe created noble poetry with felicity and won a reputation both in America and abroad. Toward the middle of the century there appeared a group of poets named the New England Group, which consisted of John Greenleaf Whittier, Oliver Wendell Holmes, James Russell Lowell, Henry Wadsworth Longfellow, and Ralph Waldo Emerson. Whittier became best known for Snow-Bound, a long nostalgic look at his Massachusetts Quaker boyhood. Whittier was sensitive to findthe beauty of the commonplace, to comprehend the profound meaning of freedom and democracy. Holmes followed the tradition of neoclassicism in his poetic creation, although he lived in the Romantic Period. His poetry was characterized by his light verse with witty, arresting charm. Lowell was best remembered for his volumes of poems such as A Year’s Life, Under the Willows and The Cathedral, in which he demonstrated his striking characteristics of simplicity, wit and urban good nature. Longfellow was the most distinguished poet in his story-telling faculty. His long poem The Song of Hiawatha was written in the nearest approach to a native epic that America as yet possessed. Ralph Waldo Emerson‟s poetry was more searching and intellectual than sensuous. His verse functioned as the transition from blank verse to free verse. These poets were united by a common search for a distinctive American voice to distinguish them from their British counterparts. The transcendentalism of Emerson and Henry David Thoreau was the distinctly American strain of English Romanticism. During the 19th century, black and white poets also wrote about the abolition of slavery and the emancipation of slaves.Bridging the gap between the New England Group and the contemporary poets towers the figure of Walt Whitman, the first working-class American poet. In 1855 Whitman published the first edition of Leaves of Grass which marked the birth of truly American poetry. In this collection Whitman developed a poetic style of originality, which was a major experiment in cadenced rather than metrical versification. Emily Dickinson is now regarded a chief poet, as great as Walt Whitman. She, the only important female poet in America in the 19th century, was fascinated with love, friendship, nature, life, immortality and death. Her poetry is distinguished not only by its intensity of emotion but by its idiosyncratic form — the frequent use of dash and capitalization, fragmentary and enigmatic metrical patterns. Herman Melville, though much better known as a novelist, wrote powerful poetry about the Civil War, collected in Battle-Pieces and Aspects of the War. He later wrote a long and mysterious poem, Clarel, about his search for faith, his struggle with doubt, and his anxiety about the decline of civilization.By 1900 the United States experienced multiple changes: westward expansion, waves of immigration, and increasing urbanization that combined to create a physically larger, more populous, and far more diverse country. American poetry in die opening decades of the century displayed far less unity. In the last decades of the 19th century, American literature had entered a period of regionalism. Dialect poetry written in exaggerated accents and colorful idioms became a sensation for a time and found its chief exponents in James Whitcomb Riley, Eugene Field, Paul Laurence Dunbar.The following period in the development of American poetry is generally considered as new era, dating from 1914. Edwin Arlington Robinson‟s Children of the Night and Collected Poems were full of brilliant condensations and sympathy for all phases of humanity, particularly with those lost dreamers whom the world appraises as mediocrities and failures. Robinson explored the lives of New Englanders in his fictional Tilbury Town through dramatic monologues. He employed the rhythm of everyday speech and reflected a Puritan sense of humankind‟s moral corruption. At ane qual rank with Robinson, Robert Frost further developed Robinson‟s New England voice in poetry that could be read both as regional and as some of the most accomplished modern poetry of the early 20th century. He revolutionized blank verse. Restrained, humo rous, and understated, Frost‟s poetry gives voice to modern psychological constructions of identity without ever losing its focus on the local and the specific. Carl Sandburg‟s writing was completely different from that of Robinson and Frost, who advocated reticence, whereas Sandburg was in favor of declamations. Sandburg saw the Middle West as the source of most of his materials and concerned himself with steel mills and slaughterhouses, city streets and farm houses, so he was called “the laureate of industrial America”.Ezra Pound and Thomas Sterns Eliot are the leading poets of early 20th century American literature. Meanwhile, many other poets also made important contributions. These included Gertrude Stein, Wallace Stevens, William Carlos Williams, Marianne Moore, Edward Estlin Cummings, Langston Hughes and Hart Crane. After WWII, a number of new poets and poetic movements emerged. The Confessional movement was just one of them. Robert Lowell, John Berryman, Sylvia Plath, Anne Sexton, and William De Witt Snodgrass were its major members, and the first two were its leading lights. Both Berryman and Lowell were closely acquainted with modernism. Their subject matter had not been openly discussed in American poetry in the previous time. Private experiences with and feelings about death, trauma, depression and relationships were addressed in their poetry. WWII saw the emergence of a new generation of poets, many of whom were influenced by Wallace Stevens, Richard Eberhart, Karl Shapiro and Randall Jarrell. Around the same time, the Black Mountain poets appeared under the leadership of Charles Olson and Robert Creeley. They were a group of mid-20th century American avant-garde or postmodern poets centered around Black Mountain College. The group included Charles Olson, Robert Creeley, Robert Duncan, Edward Dorn, Paul Blackburn, and Jonathan Williams. They based their approach to poetry on Olson‟s essay Projective Verse. Some of the Black Mountain poets are often considered to have contributed to the San Francisco Renaissance. The 1970s saw a revival of interest in surrealism, with the most prominent poets such as Russell Edson and Maxine Chernoff working in this field. In 1980s appeared a group of poets known as the New Formalists, including Molly Pacock, Dana Gioia and Marilyn Hacker. They wrote in traditional forms and declared that this return to rhyme and more fixed meter was the new avant-garde.What Is PoetryThere have been many attempts to define what poetry is. Plato says that “The poet is a light and winged and holy thing, and there is no invention in him until he has been inspired and is out of his senses, and then the mind is no longer in him.” Aristode defines that “poetry, therefore, is a more philosophical and higher thing than history, for poetry te nds to express the universe, history, the particular”. For Aristotle, poetry is a species of imitation or mimesis. Poetry uses different mediums, objects and modes in order to carry out an imitation. Sir Philip Sidney borrows and amends the theories of Plato, Aristotle, Horace and a few of his contemporary Italian critics.He writes that “Poesy therefore is an art of imitation, for as Aristode terms in his word …mimesis‟, that is to say, a representing, counterfeiting, or figuring forth.” but later he adds a Horation note, declaring poesy‟s chief end to be “to teach and delight”. Like Aristode, Sidney values poetry over history, law, and philosophy, but he takes Aristode‟s idea one step further by declaring that “poetry, above all the other arts and sciences, embodies truth.” Samuel Johnson insists that “the end of writing is to instruct; the end of poetry is to instruct by pleasing.” William Wordsworth defines “poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquility: the emotion is contemplated till, by a species of reaction, the tranquility gradually disappears, and an emotion, kindred to that which was the subject of contemplation, is gradually produced, and does itself actually exist in the mind. “Samuel Taylor Coleridge has his definition that “the proper and immediate object of Science is the acquirement or communication of truth; the proper and immediate object of poetry is the communication of pleasure ... I wish our clever young poets would remember my homely definitions of prose and poetry; that is, prose: words in their best order; poetry: the best words in the best order.” Percy Bysshe Shelley says poetry is “the record of the best and happiest moments of the best minds”. Emily Dickinson thinks poetry is that which “makes my body so cold no fire can warm me, and makes me feel as if the top of my head were taken off”. To Carl Sandburg, “Poetiy is the synthesis of hyacinths and biscuits ... a series of explanations of life, fading off into hor izons too swift for explanation”. Thomas Sterns Eliot considers that poetry is “not the assertion of truth, but the making of that truth more fully real to us”. Robert Frost holds that “a poem begins with a lump in the throat, a home-sickness or a love-sickness. It is a reaching-out toward expression; an effort to find fulfillment. A complete poem is one where the emotion has found its thought and the thought has found the words.” Louis Untermeyer gives, perhaps, the most eloquent definition: “Poetry is the power of defining the indefinable in terms of the unforgettable”. A. E. Housman observes that “I could no more define poetry than a terrier can define a rat,” while Dylan Thomas believed that “there is no such thing as poetry, only poems.” Here is Archibald Macleish‟s poem about poet ry: Ars PoeticaA poem should be palpable and muteAs a globed fruit,DumbAs old medallions to the thumb,Silent as the sleeve-worn stoneOf casement ledges where the moss has grown —A poem should be wordless As the flight of birds.A poem should be motionless in time As the moon climbs,Leaving, as the moon releasesTwig by twig the night-entangled trees,Leaving, as the moon behind the winter leaves, Memory by memory the mind —A poem should be motionless in time As the moon climbs.A poem should be equal toNot true.For all the history of griefAn empty doorway and a maple leaf.For loveThe leaning grasses and two lights above the sea —A poem should not meanBut be.It is clear that poetry is almost too complex to define. Every poet seems to have his or her own definition of poetry. Usually a poet is just describing his or her definition in his or her poems. It is difficult to have a single definition of poetry that fits all its varying structures, styles and subject material. A typical dictionary might define poetry as literary composition written in verse with meaning. This simple definition only characterizes poetry on the surface, but there is so much more to poetry than just words. One can hardly define what poetry is. However, one can make an attempt to describe its properties, function, and characteristics as clearly as possible. It is a method to express one‟s emotion and make his reader feel it by means of the best language. If one is dealing with similar ideas and perspectives, conventional forms of language may not be sufficient to express emphatically and efficiently. That is why poetry has evolved and taken so many different linguistic forms over the centuries. The definition of poetry can be discussed, debated, and analyzed, but it cannot be understood in concrete terms. In a world full of unknowns, secrets, and mysteries, poetry becomes a means of survival and coping. Through poetry, one can acquire knowledge how to do with the change, how to come to terms with joy and grief, and how to celebrate the wonder still to be found in the extraordinary energy of daily life. Due to this perspective by itself, poetry cannot be limited by definitions. It cannot be communicated or fathomed other than by the use of poetry itself.How to Read a PoemPoetry is written to be read aloud and heard. In the past, it was common for people to get together and read poetry to each other. A poem was not simply a piece of language that conveyed data; it was meant to be heard the way a song was meant to be sung. In order to read poetry well, one needs to know a little about prosody. A poem。