英语诗歌分析鉴赏——Diamond Poem
十四行诗18英文赏析-莎士比亚[整理版]
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莎士比亚的第18首十四行诗的英文赏析我能否将你比作夏天？你比夏天更美丽温婉。
狂风将五月的蓓蕾凋残，夏日的勾留何其短暂。
休恋那丽日当空，转眼会云雾迷蒙。
休叹那百花飘零，催折于无常的天命。
唯有你永恒的夏日常新，你的美貌亦毫发无损。
死神也无缘将你幽禁，你在我永恒的诗中长存。
只要世间尚有人吟诵我的诗篇，这诗就将不朽，永葆你的芳颜。
这首诗的艺术特点首先是在于它有着双重主题：一是赞美诗人爱友的美貌，二是歌颂了诗歌艺术的不朽力量。
其次就是诗人在诗中运用了新颖的比喻，但又自然而生动。
Sonnet 18, often alternately titled Shall I compare thee to a summer's day?, is one of the best-known of 154 sonnets written by the English playwright and poet William Shakespeare. Part of the Fair Y outh sequence (which comprises sonnets 1-126 in the accepted numbering stemming from the first edition in 1609), it is the first of the cycle after the opening sequence now described as the Procreation sonnets. Most scholars now agree that the original subject of the poem, the beloved to whom the poet is writing, is a male, though the poem is commonly used to describe a woman.In the sonnet, the poet compares his beloved to the summer season, and argues that his beloved is better. The poet also states that his beloved will live on forever through the words of the poem. Scholars have found parallels within the poem to Ovid's Tristia and Amores, both of which have love themes. Sonnet 18 is written in the typical Shakespearean sonnet form, having 14 lines of iambic pentameter ending in a rhymed couplet. Detailed exegeses have revealed several double meanings within the poem, giving it a greater depth of interpretation.Sonnet 18 is a typical English or Shakespearean sonnet. It consists of three quatrains followed by a couplet, and has the characteristic rhyme scheme: abab cdcd efef gg. The poem carries the meaning of an Italian or Petrarchan Sonnet. Petrarchan sonnets typically discussed the love and beauty of a beloved, often an unattainable love, but not always.[5] It also contains a volta, or shift in the poem's subject matter, beginning with the third quatrain.A facsimile of the original printing of Sonnet 18.The poem starts with a line of adoration to the beloved—"Shall I compare thee to a summer's day?" The speaker then goes on to say that the beloved being described is both "more lovely and more temperate" than a summer's day. Thespeaker lists some things that are negative about summer. It is too short—"summer's lease hath all too short a date"—and sometimes the sun shines too hot—"Sometime too hot the eye of heaven shines." However, the beloved being described has beauty that will last forever, unlike the fleeting beauty of a summer's day. By putting his love's beauty into the form of poetry, the poet is preserving it forever by the power of his written words. "So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee." The hope is that the two lovers can live on, if not through children, then through the poems brought forth by their love which, unlike children, will not fadeA major feature of this poem - analogy. Begins with the first sentence, put "you" and "Summer" as a analogy, compare the second line of the initial determination: Are you more lovely than the summer, more gentle. The difference is due to produce its in-depth analysis of 3 to 14 lines. Specifically, the first line of 3.4.5.6.7.8 enumerated the "summer" all kinds of regrets, and 9.10.11.12.13.14 line tells the "you" all kinds of advantages compared to the natural draw a final conclusion: "Y ou" is far better than "Summer," "you" because in his poetry between the lines but also has a life, and time forever. Also noteworthy is the verse 13 and 14 are also, by analogy emphasized the "eternal nature."Throughout the poem, the poet freely to the "you" talk, it seems that "you" is a living person, to listen to his voice, understanding his thinking. So this poem can be said to be people in the application of techniques based on the written. The poem "Y ou" refers to an object, academia, there are two explanations, one view is that it refers to beauty, and the other that it refers to poetry to express the good things. Now most scholars prefer the latter.One of the best known of Shakespeare’s sonnets, Sonnet 18 is memorable for the skillful and varied presentation of subject matter, in which the poet’s feelings reach a level of rapture unseen in the previous sonnets. The poet here abandons his quest for the youth to have a child, and instead glories in the youth’s beauty.On the surface, the poem is simply a statement of praise about the beauty of the beloved; summer tends to unpleasant extremes of windiness and heat, but the beloved is always mild and temperate. Summer is incidentally personified as the "eye of heaven" with its "gold complexion"; the imagery throughout is simple and unaffected, with the "darling buds of May" giving way to the "eternal summer", which the speaker promises the beloved. The language, too, is comparatively unadorned for the sonnets; it is not heavy with alliteration or assonance, and nearly every line is its own self-contained clause--almost every line ends with some punctuation, which effects a pause.Initially, the poet poses a question―”Shall I compare thee to a summer’s day?”―and then reflects on it, remarking that the youth’s beauty far surpasses summer’s delights. The imagery is the very essence of simplic ity: “wind”and “buds.”In the fourth line, legal terminology―”summer’s lease”―is introduced in contrast to the commonplace images in the first three lines. Note also the poet’s use of extremes in the phrases “more lovely,”“all too short,”and “too hot”; these phrases emphasize the young man’s beauty.Although lines 9 through 12 are marked by a more expansive tone and deeper feeling, the poetreturns to the simplicity of the opening images. As one expects in Shakespeare’s sonnets, the proposition that the poet sets up in the first eight lines―that all nature is subject to imperfection―is now contrasted in these next four lines beginning with “But.”Although beauty naturally declines at some point―”And every fair from fair sometime declines”―the youth’s beauty will not; his unchanging appearance is atypical of nature’s steady progression. Even death is impotent against the youth’s beauty. Note the ambiguity in the phrase “eternal lines”: Are these “lines”the poet’s verses or the youth’s hoped-for children? Or are they simply wrinkles meant to represent the process of aging? Whatever the answer, the poet is jubilant in this sonnet because nothing threatens the young man’s beautiful appearance.Sonnet 18 is the first poem in the sonnets not to explicitly encourage the young man to have children. The "procreation" sequence of the first 17 sonnets ended with the speaker's realization that the young man might not need children to preserve his beauty; he could also live, the speaker writes at the end of Sonnet 17, "in my rhyme." Sonnet 18, then, is the first "rhyme"--the speaker's first attempt to preserve the young man's beauty for all time. An important theme of the sonnet (as it is an important theme throughout much of the sequence) is the power of the speaker's poem to defy time and last forever, carrying the beauty of the beloved down to future generations. The beloved's "eternal summer" shall not fade precisely because it is embodied in the sonnet: "So long as men can breathe or eyes can see," the speaker writes in the couplet, "So long lives this, and this gives life to thee."大多数莎学家认为，是作者赞美好友的超常之美的。
经典英文诗歌带翻译欣赏
经典英文诗歌带翻译欣赏英语诗歌以其独特的文体形式充分调动、发挥语言的各种潜能，使之具有特殊的感染力。
读来隽永，富有音韵美。
店铺整理了经典英文诗歌带翻译，欢迎阅读!经典英文诗歌带翻译篇一meditationrussell greeni saw the stars against the summer nightstill trembling as they trembled when the lightfirst fell upon them from the further world.i could not bend my proud humanityto kneel before the cold immensity,i,who had youth and love,i,who could know,——they,——flotsam on the ethereal ebb and flow,dead things unmoved by immaterial fireof hope and anguish and divine desire.they were not more omnipotent than i,they could not see and dream and change and die.i could not bow before infinity,the silent grandeur could not conquer me.默想罗素·格林我看见夏夜的星星，闪闪发亮，似乎遥远的空际，为他们送来第一缕灵光。
我不会抛弃人性的尊严，去膜拜那不尽的冰凉，我拥有爱和青春，还有求知的能量;而他们是毫无生气的残渣，漂浮于潮汐翻卷的波浪，缺少精神之火，哪有苦闷和神圣的期望。
他们不如我全知全能，他们不见、不变、无梦、没有死亡。
我不能对无穷无尽低头弯腰，我不会屈服于沉寂的堂皇。
杜鹃颂华兹华斯英文赏析
杜鹃颂华兹华斯英文赏析
杜鹃颂是英国浪漫主义诗人威廉·华兹华斯的一首长篇叙事诗，被广泛认为是他最具代表性的作品之一。
这首诗描绘了作者在湖区度过的一年的生活经历，以及对自然、人类和心灵的深入思考。
杜鹃颂以其独特的叙事方式和深刻的哲学思考而闻名。
诗中的故事发生在华兹华斯和他的姐姐多萝西（Dorothy）居住的湖区小屋附近的乡村。
通过描绘自然景观和日常生活的细节，诗人试图传达对自然美的讴歌，以及对人类与自然之间紧密联系的思考。
诗中的杜鹃鸟是一个象征，象征着自然界的和谐与平衡。
诗人通过对杜鹃鸟的描述，表达了他对自然的敬畏和赞美。
在诗中，杜鹃鸟的歌声唤醒了诗人对自己内心世界的思考，引发了他对时间、生命和人类存在的思考。
在诗中，华兹华斯还探讨了人类与自然之间的联系和互动。
他对农民生活和劳动的描写，以及对自然中的季节变化的观察，都体现了他对人类与自然之间相互依赖和相互影响的认识。
通过描绘人与自然的和谐关系，诗人试图传达人类应该与自然和谐相处的价值观。
此外，华兹华斯在杜鹃颂中也反思了人类的精神世界和内心的迷茫。
他试图通过对自然的思考和观察，找到对抗人类内心困境的方法。
诗
中的自然景观和杜鹃鸟的歌声被描绘成能够唤醒人们内心的力量和激发创造力的源泉。
总体而言，杜鹃颂是一首表达了华兹华斯对自然、人类和心灵的深刻思考的诗篇。
通过对自然景观和杜鹃鸟的描绘，诗人试图传达自然之美、人与自然之间的和谐关系以及人类内心世界的探索。
这首诗以其独特的叙事风格和哲学思考，成为了浪漫主义文学的经典之作。
解读十四诗集的第四首欣赏
解读十四诗集的第四首欣赏Unthrifty loveliness,why dost thou spend Upon thyself thy beauty's legacy?Nature's bequest gives nothing,but doth lend, And being frank,she lends to those are free. Then,beauteous niggard,why dost thou abuse The bounteous largess given thee to give? Profitless usurer,why dost thou useSo great a sum of sums yet canst not live? For having traffic with thyself alone,Thou of thyself thy sweet self dost deceive, Then how when nature calls thee to be gone: What acceptable audit canst thou leave?Thy unused beauty must be tombed with thee, Which used,lives th'executor to be.挥霍的浪子，为何你将美的遗产用在己身？上天是借而非予，其慷慨只对慷慨之人。
那么，你这美丽的吝啬鬼，为何滥用别人托你转交的厚赠？又似放贷而无获者，为何用尽了重币，而终不得长存？只因你在与自己交易，宛若在迷梦中自欺。
而一旦上天召回你的生命，这交易怎经得起审听？未曾展现的美将随葬荒茔，你留下的美才被子孙继承。
解读：这首诗的艺术特点首先在于它有双重主题：一是赞美爱友的美貌，二是歌颂诗歌艺术的不朽力量。
诗人开头把爱友比成英国一年最美的季节——夏季，从而唤起读者美好的想象。
九年级英语诗歌鉴赏单选题40题
九年级英语诗歌鉴赏单选题40题1. In the poem "Twinkle, Twinkle, Little Star", which line shows a regular rhythm?A. How I wonder what you are.B. Up above the world so high.C. Like a diamond in the sky.D. When the blazing sun is gone.答案：A。
本题主要考查诗歌的韵律。
选项 A 中“How I wonder what you are.”节奏规律，重音和轻音分布均匀。
选项B“Up above the world so high.”重音和轻音的分布不如选项A 规律。
选项C“Like a diamond in the sky.”在韵律上相对不太规则。
选项D“When the blazing sun is gone.”节奏也不如选项A 稳定。
2. Which of the following lines from the poem "The Road Not Taken" has a different rhythm?B. And sorry I could not travel bothC. And be one traveler, long I stoodD. And looked down one as far as I could答案：B。
选项A 节奏平稳，重音和轻音搭配合理。
选项C 和选项D 的节奏也较为一致。
而选项B“And sorry I could not travel both”在韵律上与其他选项有所不同，重音和轻音的分布不太均衡。
3. In the poem "Ode to the West Wind", which line has a stronger rhythm?A. Wild Spirit, which art moving everywhere;B. Destroyer and preserver; hear, O hear!D. Loose clouds like earth's decaying leaves are shed.答案：A。
人教版高考英语一轮总复习 选择性必修第三册 UNIT 5 POEMS
6. recite vt.背诵;吟诵;列举→ recitation n.背诵;逐一叙述 7.respectively adv.分别;各自;依次为→ respective adj.分别的;各自的 8. comprehension n.理解力;领悟力;理解练习→ comprehend vt.理 解 9.delicate adj.精美的;精致的;脆弱的→ delicately adv.精美地;精致地; 脆弱地 10. sympathetic adj.同情的;有同情心的;赞同的→ sympathy n.同 情;赞同 11. innocence n.天真;单纯;无罪→ innocent adj.天真无邪的;无辜 的;无恶意的
5.College is a comma of a sentence of life. 大学就是人生长句中的一个逗号。
6.I felt a lump in my throat,tears welling up in my eyes. 我觉得如鲠在喉,眼泪夺眶而出。
精美语段 We got out of the car and each took a child’s hand,and I followed Carolyn down the path.Then,we turned a corner of the path,and I looked up.Before me lay the most glorious sight as though someone had taken a great vat of colours and poured it down over the mountain.The flowers were planted in splendid patterns—ribbons of deep orange,white,lemon,yellow,and butter yellow.Each different-coloured variety was planted as a group so that it swirled and flowed as a river with its own unique colour.There were a huge sea of flowers.
人教版新高考英语一轮复习Poems 诗歌
考点浅析
语篇再现
【仿写】(1)我每天早上早起锻炼, 因为早晨的空气呼吸起来感觉很好。 I get up early to exercise every morning, since the morning air is good to breathe. (2)如果你用心, 英语是很好学的。 English is easy to learn if you put your heart into it.
考点浅析
语篇再现
语篇再现
Passage 1
There are various reasons 1. why people compose poetry. Some
poems tell a story 2. or
describe a certain image in the reader’s
mind. Others try to convey certain feelings such as joy and sorrow. The
合; 相当于; 通信
9.variation n.变化; 变体; 变奏曲→ vary v.变化; 改变
→ variety n.变化; 多样化→ various adj.各种各样的
→ variable adj.易变的; 可变的
10.racial adj.种族的; 人种的→ race
n.种族; 人种
词汇认知
to write 1. but very interesting to read. Poetry uses colours, feelings, experiences, and images 2. to paint (paint) a picture in your mind.
英文诗歌的审美特征分析——以英格兰民歌《我的心在高原上》为例
课例研究新教师教学数学是解决物理问题的重要工具，借助数学方法可使一些复杂的物理问题显示出明显的物理规律性，能达到打通关卡、长驱直入地解决问题的目的。
中学物理《考试大纲》中要求学生形成应用数学方法解决物理问题的能力，对这一能力的考查在历年高考试题中层出不穷，本文以一道运动学试题为切入点，浅谈数学方法在解决物理问题中的妙用。
题干：甲、乙两地相距S ，一辆汽车（可视为质点），由甲地从静止出发，沿平直公路驶向乙地，汽车先以加速度a 1作匀加速直线运动，最后以加速度大小为a 2作匀减速直线运动，中间可能有一段匀速直线运动的过程，也可能没有，汽车到达乙地恰好停下，那么要使汽车从甲地到达乙地所用的时间最短，汽车应该做怎样的运动？最短时间为多长？解法一：将汽车运动过程的v-t 图像描绘出来，结合题意进行深入分析发现：由于甲、乙两地距离恒为S ，所以汽车运动的v-t 图像面积一定。
由于汽车作匀加速直线运动和作匀减速直线运动的加速度大小恒定，要使汽车到达乙地历时最短，则其运动的v-t 图像形状则应从梯形逐渐演变成三角形，如图所示，设汽车做匀加速直线运动和做匀减速直线运动的时间分别为t 1、t 2，运动的最大速度为v m ，则由图（2）可得：a 1t 1=a 2t 2=v m①②由①得：③联立②③求得：故汽车应先作匀加速直线运动，后作匀减速直线运动，只有这样行驶完全程用时才是最短的。
解法二：假设汽车行驶完全程历时t ，中间以速度v 匀速直线运动一段时间，则：④（矩形的面积减去两个阴影三角形面积即为梯形的面积S ）④式变形得：根据数学重要不等式：当且仅当即时，汽车行驶完全程的时间t 取最小为故汽车应先作匀加速直线运动，后作匀减速直线运动，只有这样行驶完全程用时才是最短的。
解法三：假设汽车行驶完全程历时t ，中间以速度v 作匀速直线运动一段时间，则：⑤⑤式变形得：⑥求导得：令 即：则，此时t 关于v 的函数取得最小值；将代入⑥式得：故汽车应先作匀加速直线运动，后作匀减速直线运动，只有这样行驶完全程用时才是最短的。
module6-unit2-a-few-forms-of-english--poems解读
Your red palms push the clear waves with a swing.
A. 咏鹅〔骆宾王〕 B. 回乡偶书〔贺知章〕 C. 静夜思〔李白〕
Warming up & Leading in
While-reading
Task3：Reading for the forms of English poems
NHuorswemryanrhy ydmiffeersent forms of poems are Limsetnptiooenmedsin the passage? CWinhqaut aairne they? Haiku Tang poems
Warming up & Leading in
Task1: Read the following three poems and find a suitable title for each. Honk, honk, honk,
With upward neck you to the sky loudly sing.
look, a butterfly! Line3: _5_ syllables (音节)
Snow having melted, The whole village is brimful
of happy children.
word
sing brass broke
away
ring
billy-goat
mockingbird
looking-glass
today
Characteristics of nursery rhymes
九年级英语英文诗歌韵律与节奏分析单选题40题
九年级英语英文诗歌韵律与节奏分析单选题40题1. In the poem "Twinkle, Twinkle, Little Star", which of the following lines shows a regular rhythm?A. How I wonder what you are.B. Up above the world so high.C. Like a diamond in the sky.D. All the night through.答案：C。
本题主要考查对诗歌韵律的理解。
A 选项的节奏较为随意；B 选项的节奏也不是特别规律；D 选项相对来说也没有特别明显的规律节奏；而C 选项“Like a diamond in the sky”的节奏非常规整，符合诗歌韵律的特点。
2. In the poem "The Raven", what is the main characteristic of the rhythm?A. Fast-paced.B. Slow-paced.C. Irregular.D. Repetitive.答案：D。
这首诗的节奏主要特点是重复性。
A 选项快节奏并不准确；B 选项慢节奏也不符合；C 选项不规则与实际不符；而D 选项重复性准确地描述了该诗的节奏特点。
3. Which of the following poems has a strong sense of rhythm?A. "Ode to a Nightingale".B. "Onomatopoeia".C. "The Road Not Taken".D. "Hiawatha".答案：D。
A 选项《夜莺颂》虽然优美但节奏并非特别强烈；B 选项《《拟声词》主要是关于声音的；C 选项《《未选择的路》节奏相对一般；而D 选项《海华沙之歌》有着很强的节奏感。
英语诗歌鉴赏及名词解释(英文版)
The Basic Elements of Appreciating English Poetry1.What is poetry?Poetry is the expression of Impassioned feeling in language.―Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquility.‖―Poetry, in a general sense, may be defined to be the expression of the imagination.‖Poetry is the rhythmical creation of beauty.Poetry is the image of man and nature.―诗言志，歌咏言。
‖ ---《虞书》―诗言志之所以也。
在心为志，发言为诗。
情动于中而行于言，言之不足，则嗟叹之；嗟叹之不足，故咏歌之；咏歌之不足，不知手之舞之，足之蹈之也。
情发于声；声成文，谓之音。
‖---《诗·大序》―诗是由诗人对外界所引起的感觉，注入了思想与情感，而凝结了形象，终于被表现出来的一种‗完成‘的艺术。
‖ ---艾青：《诗论》2.The Sound System of English Poetrya. The prosodic featuresProsody (韵律)---the study of the rhythm, pause, tempo, stress and pitch features of a language.Chinese poetry is syllable-timed, English poetry is stress-timed.Stress: The prosody of English poetry is realized by stress. One stressed syllable always comes together with one or more unstressed syllables.eg. Tiger, /tiger, /burning /brightIn the /forest /of the/ night,What im/mortal /hand or /eyeCould frame thy/ fearful /symme/try? ---W. BlakeLength: it can produce some rhetorical and artistic effect.eg. The curfew tolls the knell of parting day,The lowing herd wind slowly o‘er the lea,The Ploughman homeward plods his weary way,And leaves the world to darkness and to me.---Thomas GrayLong vowels and diphthongs make the poem slow, emotional and solemn; short vowels quick, passionate, tense and exciting.Pause: it serves for the rhythm and musicality of poetry.b. Meter or measure (格律)poem---stanza/strophe---line/verse---foot---arsis + thesis;Meter or measure refers to the formation way of stressed andunstressed syllables.Four common meters:a) Iambus; the iambic foot (抑扬格)eg. She walks/ in beau/ty, like/ the nightOf cloud /less climes/ and star/ry skies;And all/ that‘s best /of dark/ and brightMeet in /her as /pect and /her eyes. ---Byronb) Trochee; the trochaic foot（扬抑格）eg. Never /seek to/ tell thy/ love,Love that/ never/ told can/ be. ---Blake c) Dactyl; the dactylic foot （扬抑抑格）eg. Cannon to/ right of them,Cannon to/ left of them.Cannon in/ front of them,V olley‘d and/ thunder‘d. ---Tennysond) Anapaest; the anapestic foot（抑抑扬格）eg. Break,/ break, /break,On thy cold /grey stones,/ O sea!And I would /that my tongue/ could utterThe thought/ that arise /in me. ---Tennysonc) Other metersAmphibrach, the amphibrachic foot (抑扬抑格)；Spondee, the spondaic foot(扬扬格)；Pyrrhic, the pyrrhic foot (抑抑格)；d) Actalectic foot (完整音步) and Cactalectic foot（不完整音步）eg. Rich the / treasure,Sweet the / pleasure. (actalectic foot)Tiger,/ tiger, /burning /bright,In the/ forest/ of the/ night. (cactalectic foot )e) Types of footmonometer(一音步)dimeter（二音步）trimeter（三音步）tetrameter（四音步）pentameter（五音步）hexameter（六音步）heptameter（七音步）octameter（八音步）We have iambic monometer, trochaic tetrameter, iambicpentameter, anapaestic trimeter, etc., when the number offoot and meter are taken together in a poem.C. RhymeWhen two or more words or phrases contain an identicalor similar vowel sound, usually stressed, and theconsonant sounds that follow the vowel sound areidentical and preceded by different consonants, a rhymeoccurs.It can roughly be divided into two types:internal rhyme and end rhymeInternal rhymea) alliteration: the repetition of initial identical consonant sounds or any vowel sounds in successive or closely associated syllables, esp. stressed syllables.eg. The fair breeze blew, the white foam flew,The furrow followed free.---ColeridgeI slip, I slide, I gloom, I glance,Among my skinning swallows.---Tennyson Whereat with blade, with bloody blameful blade,He bravely broached his boiling bloody breast.---Shakespeare ―Consonant cluster‖ (辅音连缀)―internal or hidden alliteration‖ (暗头韵) as in―Here in the long unlovely street‖ (Tennyson)The Scian & the Teian muse,The hero‘s harp, the love‘s lute,Have found the fame your shores refuse.---Byron b) Assonance (腹韵/元音叠韵/半谐音)：the repetition of similar or identical vowel sounds in a line ending with different consonant sounds.eg. Do not go gentle into that nightOld age should burn and rave at close of day.Rage, rage against the dying of the light.Though wise men at their end know dark is right,Because their words have forked no lightning theyDo not go gentle into that night.c) Consonance (假韵): the repetition of the ending consonant sounds with different preceding vowels of two or more words in a line.eg. At once a voice arose amongThe bleak twigs overheadIn a full-hearted evensongOf joy illimited.---HardyEnd rhyme: lines in a poem end in similar or identicalstressed syllables.a) Perfect rhymePerfect rhyme (in two or more words) occurs in the following three conditions:identical stressed vowel sounds (lie--high, stay--play);the same consonants after the identical stressed vowels (park--lark, fate-- late);different consonants preceding the stressed vowels (first– burst);follow—swallow (perfect rhyme)b) imperfect/ half rhyme: the stressed vowels in two or more words are the same, but the consonant sounds after and preceding are different.eg. fern—bird, faze—late, like—rightc) Masculine and feminine rhymeeg. Sometimes when I‘m lonely,Don‘t know why,Keep thinking I won‘t be lonelyBy and by.---Hughes The comrade of thy wanderings over Heaven,As then, when to outstrip thy skiey speedScarce seem‘d a vision; I would ne‘er have striven…---Shelley Rhyme scheme (韵式)a) Running rhyme scheme (连续韵)two neighbouring lines rhymed in aa bb cc dd:eg. Tiger, tiger, burning brightIn the forests of the night,What immortal hand or eyeCould frame thy fearful symmetry?In what distant deeps or skiesBurnt the fire of thine eyes?On what wings dare he aspire?What the hand dare seize the fire?b) Alternating rhyme scheme (交叉韵)rhymed every other line in a b a b c d c d:eg. Shall I compare thee to a summer‘s day?Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And summer‘s lease hath all too short a date:---Shakespearec) enclosing rhyme scheme (首尾韵)In a quatrain, the first and the last rhymed, and the second and the third rhymed in a b b a:eg. When you are old and gray and full of sleep,And nodding by the fire, take down this book,And slowly read, and dream of the soft lookY our eyes had once, and of their shadows deep;---W. B. Y eatsD. Form of poetry ( stanzaic form)a) couplet: a stanza of two lines with similar end rhymes:eg. A little learning is a dangerous thing;Drink deep, or taste not the Pierian Spring.b) heroic couplet: a rhyming couplet of iambic pentameter:eg. O could I flow like thee, and make thy streamMy great example, as it is my theme:---DenhamThen share thy pain, allow that sad relief;Ah, more than share it, give me all thy grief.---Popec) Triplet / tercet: a unit or group of three lines, usu. rhymedeg. He clasps the crags with crooked hands;Close to the sun in lonely lands,Ringed with the azure world, he stands.The wrinkled sea beneath him crawls:He watches from his mountains walls,And like a thunderbolt he falls.---Tennyson d) quatrain: a stanza of four lines rhymed or unrhymed.eg. O my luve is like a red, red rose,That‘s newly sprung in June;O my luve is like the melodieThat‘s sweetly play‘d in tune.As fair art thou, my bonie lass,So deep in luve am I;And I will luve thee still, my dear,Till a‘ the seas gang dry.---Burnse) Sonnet: a fixed verse form of Italian origin consisting of14 lines that are characteristically in iambic pentameter:The Petrarchan / Italian sonnet (Francesco Petrarch):two parts: octave, asking question, presenting a problem,or expressing an emotional tension rhyming abba abba;while the sestet, solving the problem rhyming cde cde,cde cde, or cd cd cd.Shakespearean / English sonnet:arranged usually into three quatrains and a couplet,rhyming abab cdcd efef gg. The first quatrain introducesa subject, the second expands, and once more in the third,and concludes in the couplet.Spenserian sonnet: three quatrains and a couplet rhymingabab bcbc cdcd ee;Miltonic sonnet: simply an ltalian sonnet that eliminates thepause between the octave and sestet.f) Blank verse: the unrhymed iambic pentametereg. To be, or not to be: that is the question:Whether ‘tis nobler in the mind to sufferThe slings and arrows of outrageous fortune,Or to take arms against a sea of troubles,And by opposing end them? To die: to sleep;---Shakespeareg) Free verse: poetry that is based on irregular rhythmiccadence of the recurrence, with variations, of phrases,images and syntactical patterns rather than theconventional use of meter.eg. DaysWhat are days for?Days are where we live.They come, they wake usTime and time over.They are to be happy inWhere can we live but days?Ah, solving that questionBring the priest and doctorIn their long coatsRunning over the fields.---Philip Larkin3.The semantic system of English poetrya. The meaning of poetryPoetry is ―the one permissible way of saying one thingand meaning another‖. (Frost)The meaning of a poem usually consists of three levels,that is, the literal (the lowest), the sensory (the medium)and the emotional (the highest).b. Image---the soul of the meaning in poetrya) Definition: ―language that evokes a physical sensationproduced by one or more of the five senses--- sight,hearing, taste, to uch and smell.‖ (Kirszner and Mandell)A literal and concrete representation of a sensoryexperience or of an object that can be known by one ormore of the senses.b) Types of imagesIn terms of senses：visual image (视觉意象)auditory image（听觉意象）olfactory image（嗅觉意象）tactile image （触觉意象）gustatory image （味觉意象）kinaesthetic image （动觉意象）eg. Spring, the sweet spring, is the year‘s pleasant king,Then blooms each thing, then maids dance in a ring,Cold doth not sting, the pretty birds do sing:Cuckoo, jug-jug, pu-we, to-witta-woo!---Thomas Nashe In terms of the relation between the image and the object:Literal (字面意象) and figurative image （修辞意象）The former refers to the one that involves no necessarychange or extension in the obvious meaning of the words;or the one in which the words call up a sensoryrepresentation of the literal object or sensation.The latter is the one that involves a turn on the literalmeaning of the words.eg. Let us walk in the white snowIn a soundless space;With footsteps quiet and slow,At a tranquil pace,Under veils of white lace.---Elinor WylieIn terms of the readers: fixed and free image（稳定意象和自由意象）By fixed or tied image, it is the one so employed that itsmeaning and associational value is the same ornearly the same for all readers.By free image, it is the one not so fixed by the context thatits possible meanings or associational values are limited, itis therefore, capable of having various meanings or valuesfor various people.eg. SnakeI saw a young snake glideOut of the mottled shadeAnd hang limp on a stone:A thin mouth, and a tongueStayed, in the still air.It turned; it drew away;Its shadow bent in half;It quickened and was gone.I felt my slow blood warm.I longed to be that thing,The pure, sensuous form.And I may be, some time. ---Theodore Roethkec) The function of image:to stimulate readers‘ senses;to activate readers‘ sensory and emotional experience;to involve the readers in the creation of poetry with personal and emotional experience; to strike a responsive chord in the hearts of readers;eg. FogThe fog comeson little cat feet.It sits lookingover harbor and cityon silent haunchesand then moves on.---Carl Sandbergeg. Fire and iceSome say the world will end in fire,Some say in ice.From what I‘ve tasted of desireI hold with those who favor fire.But if it had to perish twice,I think I know enough of hateTo say that for destruction iceIs also greatAnd would suffice. ---R. FrostC. The means of expressing meaninga) Phonetic devicesonomatopoeiaA widow birdeg. A widow bird was mourning for her loveUpon a wintry bough;The frozen wind crept on above,The freezing stream belowThere was no leaf upon the forest bare,No flower upon the ground,And little motion in the airExcept the mill-wheel‘s sound. P. B. Shelley Puneg.The little black thing among the snowCrying ―‘weep, ‘weep‖ in notes of woe!b) figures of speechA. comparison: metaphor; simile (tenor 本体, vehicle 喻体)B. conceitC. personificationD. metonymy (换喻)E. apostropheF. synaesthesia （―通感‖或―联觉‖）G. symbolismH. hyperboleI. Allusion （典故）c) Deviation (变异)：the digression from the normal way ofexpressionsLexical deviation (self-made words)Grammatical deviation (slang, vernacular)Deviation of registersDeviation of cultural subjects。
新人教高中英语选择性必修三Unit5Poems单元分析
UNIT 5 POEMS单元分析单元内容分析本单元围绕“诗歌”这一主题展开，主要让学生熟悉几种简单的英文诗歌形式，学习和阅读一些经典的英文诗歌，了解一些中外著名诗人的作品、成就及其影响。
通过阅读并了解几种简单的诗歌形式，让学生掌握诗歌的基本特征与语言特点。
学习诗歌一方面能提高学生的文学素养，让他们学会欣赏诗歌，体会诗歌特有的意象、节奏、韵律之美；另一方面能让学生学会解读诗中人们表达的思想情感，感悟自然之美、生命之美、生活之美。
以下为教材各部分教学内容简要分析及教学活动实施建议：1．单元开篇页引用了美国诗人罗伯特·弗罗斯特的诗作《未选择的路》（The Road Not Taken）中的最后几句：“一片树林里分出两条路，而我选了人迹更少的一条，从此决定了我一生的道路。
”这是一首著名的哲理抒情诗，诗人借用了林中岔道这一意象，来阐释如何抉择人生道路。
本单元的主题图直观地展示了朝着不同方向延伸的两条分岔路，恰如其分地呼应了诗句中的情景描写。
呈现这样的画面和诗句，既为了让学生更好地理解诗句的内容，又为了启发他们思考自己的人生选择和未来的道路。
另外，教材练习册的Expanding Your World部分提供了完整的诗作，可供学生诵读和记忆。
2．Reading and Thinking：该板块的活动主题是“欣赏不同形式的英文诗歌”（Appreciate different forms of English poems）。
这一板块主要让学生了解几种简单的英文诗歌形式，学习具有代表性的相关诗作，掌握这几种诗歌形式的基本特点，体会诗歌的魅力，感悟诗人表达的思想感情，从而学会欣赏英文诗歌。
文本分析：该阅读文本是一篇说明文，语篇结构是典型的“总分总”模式。
文章第一段简要概括了诗歌这种文学体裁的价值、意义及特点，点明该语篇的核心内容是介绍几种简单的诗歌形式。
文章的第二至第五段则分别描述了童谣、清单诗、五行诗、俳句的特点，同时文段旁列举了相关诗作供学生学习和诵读。
高中英语新人教版选择性必修第三册Unit 5 Poems逐词英语释义(共68个)
高中英语选必三Unit5逐词英语释义1.drama: 戏剧，剧本a genre of literature or performance that involves conflict and emotion, often performed on stage2.sorrow: 悲伤，忧愁a feeling of deep distress or sadness3.imagery: 意象，形象visually descriptive or figurative language used in literature to create mental images4.literary: 文学的，书面的relating to literature or books, especially those considered to have value or merit5.rhyme: 押韵the correspondence of sounds between words or the endings of words, especially when used in poetry6.rhythm: 节奏，韵律a strong, regular pattern of movement or sound, often found in poetry or music7.nursery: 托儿所，保育院/ a room or area where young children are cared for, often in a school or home setting8.nursery rhyme: 儿歌，童谣a traditional poem or song for young children, often with a simple and repetitive structure9.folk: 民间的，民俗的relating to the traditional customs, beliefs, and stories of a community or culture10.mockingbird: 擬仿鸟a type of bird known for its ability to imitate the sounds of other birds and noises in its environment11.diamond: 钻石a precious stone consisting of a clear and colorless crystalline form of pure carbon12.brass: 黄铜，铜器a yellow alloy of copper and zinc, or a group of wind and percussion instruments made from this alloy13.billy goat: 公山羊/ a male goat, typically characterized by its horns and beard14.bull: 公牛a large male bovine animal, often used in agriculture for breeding or as livestock15.recite: 背诵，朗读repeat aloud or declaim (a poem or passage) from memory before an audience16.bee: 蜜蜂an insect that is known for its role in pollination and the production of honey17.dewdrop: 露珠a small drop of water that forms on surfaces overnight when atmospheric moisture condenses18.dawn: 黎明，破晓the first appearance of light in the sky before sunrise, the beginning of a new day19.clover: 三叶草a small, low-growing plant with three-lobed leaves, often considered a symbol of good luck20.butterfly: 蝴蝶a winged insect with colorful wings that undergoes metamorphosis, often seen as a symbol of transformation and beautywn: 草坪an area of mown grass in a yard or garden, typically used for recreational purposes22.amateur: 业余的，外行的a person who engages in a pursuit, especially a sport or artistic activity, for pleasure rather than for financial gain23.cinquain: 五行诗a five-line poem that follows a specific syllable pattern (2, 4, 6, 8, 2) and often has a specific theme or structure24.be made up of: 由...组成consist of, be composed of25.mood: 心情，情绪a temporary state of mind or feeling26.tease: 取笑，戏弄make fun of or provoke someone in a playful or unkind way27.haiku: 俳句a traditional form of Japanese poetry consisting of three lines with a syllable pattern of 5, 7, and 528.syllable: 音节a unit of pronunciation that typically consists of a vowel sound and one or more consonant sounds29.format: 格式，版式the arrangement, layout, or structure of something, such as a document, book, or file30.respectively: 分别地，各自地in the order given, separately or individually31.respective: 各自的，分别的belonging or relating separately to each of two or more people or things mentioned32.blossom: 开花，绽放/ produce flowers, especially in a beautiful or attractive way33.delicate: 精巧的，细致的easily broken or damaged, requiring careful handling or sensitive treatment34.await: 等待，期盼wait for or expect something to happen35.revolve: 旋转，围绕/ move in a circular orbit around a central point or axis36.utter: 说，发出speak or express (a sound or words) audiblyprehension: 理解，领悟the ability to understand something, grasp the meaning or significance of information38.shelf: 架子，搁板a flat, horizontal board attached to a wall, frame, or other structure for the purpose of holding objects39.core: 核心，中心the central or most important part of something40.cherry: 樱桃a small, round fruit with a bright red or black skin and a hard stone inside41.cherry blossom: 樱花the flower of any of several trees of the genus Prunus, especially the Japanese cherry tree42.blank: 空白的，空着的/ empty or not filled in, without any marks or writing43.verse: 诗歌，韵文a single line of poetry or a composition in metrical form44.civilian: 平民，民用的a person not in the armed services or the police force, relating to non-military or non-official matters45.prose: 散文written or spoken language in its ordinary form, without metrical structure46.sympathetic: 同情的，支持的showing or feeling understanding or compassion for someone's suffering or difficulties47.sympathy: 同情，同感/ feelings of pity and sorrow for someone else's misfortune48.version: 版本，译本/ a particular form or variant of something, a translation ofa work from one language to another49.innocence: 无辜，清白the state of being free from sin, guilt, or moral wrongdoing, lack of experience or knowledge50.innocent: 无辜的，天真的not guilty of a crime, wrongdoing, or offense, lacking knowledge or awareness51.era: 时代，纪元a period of time marked by distinctive character, events, or developments52.correspondence: 通信，信件communication by exchanging letters with someone, agreement or similarity between things53.correspond: 符合，一致have a close similarity or match, communicate by exchanging letters54.sow: 播种，散布plant (seed) by scattering it on or in the earth, cause (a seed or idea) to develop or grow55.seed: 种子the unit of reproduction of a flowering plant, capable of developing into another such plant56.dominant: 占优势的，主导的exercising control or influence over others, most important or prominent57.sonnet: 十四行诗a poem of fourteen lines using formal rhyme schemes, especially one in iambic pentameter58.deadline: 截止日期，最后期限the latest time or date by which something should be completed59.contest: 竞赛，比赛/ a competition between individuals or groups, often for a prize or recognition60.polish: 擦亮，抛光make smooth and shiny by rubbing, improve or refine in quality or style61.string: 绳，线a thin piece of cord or thread, typically used to tie, fasten, or hang things62.wherever: 无论在哪里，无论何处in or to whatever place or situation63.barren: 贫瘠的，不毛的/ unable to produce offspring or fruit, unproductive orlacking in qualities that make it desirable or interesting64.grief: 悲伤，悲痛deep sorrow, especially that caused by someone's deathplicated: 复杂的，难懂的consisting of many interconnecting parts or elements, intricate or difficult to understand66.variation: 变化，变种a change or difference in condition, amount, or level, a different or distinct form of something67.racial: 种族的，人种的/ relating to or associated with a particular race or ethnic group68.prejudice: 偏见，歧视preconceived opinion that is not based on reason or actual experience, unfair treatment based on such opinions。
英文诗歌赏析·下（转载）
英文诗歌赏析·下（转载）英文诗歌赏析·下(转载)发表于 2006-10-19 14:13:00 类别：你想学的I shot |an ar|row in|to the air,It fell |to earth, | I knew |not where;For, so| swiftly| it flew, |the sightCould not| follow |it in |its flight.I breathed |a song| into| the air,It fell| to earth, |I knew| not where;For who| has sight |so keen |and strong,That it |can fol|low the |flight of song?Long, long| after|wards, in| an oak,I found| the ar|row, still| unbroke;And the |song, from| begin|ning to end,I found| again| in the |heart of |a friend.14 The Village Blacksmith（1）Under a spreading chestnut treeThe village smithy stands;The smith, a mighty man is he,With larger and sinewy hands;And the muscles of his brawny armsAre strong as iron bands.（2）His hair is crisp, and black, and long,His face is like the tan;His brow is wet with honest sweat,He earns whate’er he can,And looks the whole world in the face,For he owes not any man.（3）Week in, week out, from morn till night,You can hear his bellows blow;You can hear him swing his heavy sledge, With measured beat and slow,Like a sexton ringing the village bell,When the evening sun is low.（4）And children coming home from school Look in at the open door;They love to see the flaming forge,And hear the bellows roar,And catch the burning sparks that flyLike chaff from a threshing floor.（5）He goes on Sunday to the church,And sits among his boys;He hears the parson pray and preach,He hears his daughter’s voice,Singing in the village choir,And it makes his heart rejoice.（6）It sounds to him like her mother's voice, Singing in Paradise!He needs must think of her once more,How in the grave she lies;And with his hard, rough hand he wipesA tear out of his eyes.（7）T oiling,— rejoicing, — sorrowing, Onward through life he goes;Each morning sees some task begin,Each evening sees it close;Something attempted, something done,Has earned a night’s repose.（8）Thanks, thanks to thee, my worthy friend,For the lesson thou hast taught!Thus at the flaming forge of lifeOur fortunes must be wrought;Thus on its sounding anvil shapedEach burning deed and thought!注释:（1）spreading chestnut tree：枝叶茂盛的栗子树village smithy：乡村铁匠铺。
四年级英文诗歌鉴赏英语阅读理解20题
四年级英文诗歌鉴赏英语阅读理解20题1<背景文章>"Twinkle, Twinkle, Little Star" is a very famous and beloved English children's poem. This poem is mainly about a little star in the sky. The star is described as twinkling brightly in the night sky, just like a diamond.The poem has a very beautiful rhyme. For example, "Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky." The rhyme makes the poem easy to remember and recite for children. In terms of vocabulary, it uses simple words that are suitable for fourth - graders to learn, such as "twinkle", "star", "diamond", "sky" and "wonder". These words are not only easy to understand but also can expand children's vocabulary. Moreover, the theme of the poem can arouse children's curiosity about the sky and the stars, and stimulate their imagination.1. What is the poem "Twinkle, Twinkle, Little Star" mainly about?A. A big diamond.B. A little star.C. The night sky.D. A child's dream.答案：B。
《英美诗歌鉴赏课件》Ezra_Pound
• 1935 Make It New, essays
• 1936 Chinese written character as a medium for poetry, by Ernest Fenollosa, edited and with a foreword and notes by Ezra Pound
• Ezra married the artist Dorothy Shakespear in 1914.
• In 1920, he moves to Paris and got acquainted with Gertrude stein and her circle of friends,then settled in Italy in 1924.
the University of Pennsቤተ መጻሕፍቲ ባይዱlvania
•
Hamilton College
• In 1908 he moved to Europe, living first in Venice but eventually settling in London.
• Pound self-published A Lume Spento,
• 1926 Personae: The Collected Poems of Ezra Pound (New York)
• 1927 Exile, poems
• 1928 A Draft of the Cantos 17–27, poems
• 1928 Selected Poems, edited by T. S. Eliot (London)
Fenollosa, chosen and finished by Ezra Pound, with an introduction by William Butler Yeats. • 1916 "Noh", or, Accomplishment: a study of the classical stage of Japan, by Ernest Fenollosa and Ezra Pound. • 1916 "The Lake Isle", poem • 1916 Lustra, poems. • 1917 Twelve Dialogues of Fontenelle, translations
诗歌赏析讲座英语作文
诗歌赏析讲座英语作文Here is an essay on the topic of "A Lecture on Appreciating Poetry" with more than 1000 words, written in English without any additional title or punctuation marks in the main body.Poetry has long been considered one of the highest and most refined forms of artistic expression. It allows writers to convey deep emotions, explore complex ideas, and paint vivid images through the careful selection and arrangement of words. For centuries poets have captivated audiences with their ability to distill the human experience into compact yet powerful verses. However for those unfamiliar with the genre appreciating poetry can sometimes prove challenging. This lecture aims to provide an introduction to the art of poetry appreciation helping attendees develop the skills necessary to truly engage with and derive meaning from poetic worksOne of the key aspects of poetry appreciation is developing an understanding of poetic devices and techniques. Poets have a vast array of tools at their disposal from rhythm and meter to imagery and symbolism. Learning to identify and analyze these elements can greatly enhance one's enjoyment and understanding of a poem. Take for example the use of rhyme a common poetic device whereinwords at the end of lines share the same ending sound. This creates a sense of musicality and structure that can be very pleasing to the ear. Additionally rhyme can be used to draw attention to particular words or ideas emphasize connections between concepts or even inject humor or wit into a piece. Similarly the rhythmic patterns of a poem its meter can profoundly impact the tone and emotional resonance of the work. A poem with a fast paced driving rhythm may evoke a sense of excitement or urgency while a slower more lyrical meter can convey a feeling of tranquility or introspection. Poetic imagery the vivid descriptions that engage the senses is another crucial element. When a poet compares a summer day to a "red ripe strawberry" or describes the "glittering diamond stars" we are transported into the world of the poem able to see hear and even smell the images conjured. These sensory details bring the words to life and allow the reader to forge a more personal connection with the subject matter. Symbolism the use of objects or concepts to represent abstract ideas is another powerful poetic tool. The image of a bird in flight for instance is often used to symbolize freedom or the human soul. By learning to recognize and interpret these symbolic representations readers can uncover deeper layers of meaning within a poem. Mastering an understanding of such poetic devices is an essential step in developing one's ability to fully appreciate poetry.In addition to familiarizing oneself with poetic techniques it is alsoimportant for readers to approach poems with an open and receptive mindset. Poetry by its very nature is often multilayered and ambiguous leaving room for multiple interpretations. Rather than searching for a single correct meaning the best way to engage with a poem is to approach it with curiosity and a willingness to explore. Pay attention to your initial emotional responses to the work what feelings or images does it evoke? Consider how the poem's language and structure contribute to this response. Then dig deeper examine the poem's themes symbols and imagery looking for ways they intertwine and reveal deeper significance. Be prepared for your understanding of the poem to evolve and change as you ponder it from different angles. The joy of poetry lies in this process of discovery as readers uncover new layers of meaning with each subsequent reading.It is also worth noting that the full appreciation of poetry is often enhanced by an understanding of its historical and cultural context. Poems do not exist in a vacuum but are products of their time and place shaped by the beliefs values and lived experiences of their authors. Knowing something about the poet's life the era in which they wrote and the sociopolitical forces at play can shed light on the poem's themes and symbolic references. This contextual knowledge can open up new avenues of interpretation and allow readers to more fully engage with the work.Finally it is important to remember that there is no single "correct" way to interpret a poem. Poetry by its very nature is subjective and open to multiple valid interpretations. The most rewarding approach is to engage with poems actively and authentically drawing upon one's own experiences emotions and perspectives. Do not be afraid to form your own opinions and impressions of a work even if they differ from common interpretations or scholarly analyses. The beauty of poetry lies in its ability to mean something unique and personal to each individual reader.In conclusion appreciating poetry is a skill that can be developed through study and practice. By familiarizing oneself with poetic devices techniques and the importance of context readers can learn to engage more deeply and meaningfully with poetic works. However the true heart of poetry appreciation lies in approaching poems with curiosity an open mind and a willingness to explore multiple perspectives. In doing so readers can unlock the power of poetry to touch the soul inspire the imagination and illuminate the human experience in all its complexity. So read write and discuss poetry with passion and let it transport you to new realms of understanding and delight.。
深海的珍珠：英语诗歌译鉴99篇
深海的珍珠：英语诗歌译鉴99篇
深海珍珠，包蕴了众多景物，浓浓的情意也渐渐地传递着我们对寓意深长的诗
歌的热爱，但鉴赏之前有必要搞清诗歌的文体，精讲英语诗歌，译鉴99篇文章，
体会其中朴实而深刻的语言底蕴。
首先，要把握诗歌自身的韵律特点，晓得诗歌的行文要具备韵脚，节奏要有讲究，多数英文诗歌属于押韵诗，诗句的最后一个单词要与下一句的首字有对应对押的关系。
其次，要弄清楚诗歌的文体特征，认识到英文诗歌的句式柔和，它的多数格律
都是六言或七言，但诗歌的字量又施以量体所致，令读者轻松愉悦地敞开思考，形成有效的语言交流；一般来说，英文诗歌多有节奏感，大多为夸特完整的数字韵脚，以及啰嗦押韵等押韵形式，从而显现出押韵律和节奏感。
最后，可以仪式化地进行翻译，遵照翻译原则，衔接地生动传神，将其中的独
特之处完美地展现出来。
翻译时还应注重加强其表达的语言状态，保持英汉的结构的平衡，从而提升乐趣和阅读体验。
综上所述，欣赏英语诗歌译鉴99篇，需从文体、韵律、朗读语音，至翻译要
点等方面进行研究，有助于领略原作的精髓，实现真正的英语诗歌文化欣赏。
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skiing, skating, sipping hot chocolate
Christmas, candles, Beach, Midsummer
swimming, playing, eating ice cream
warm, bright
Summer
Night
dark, quiet
sleeping, snoring, dreaming
stars, moon, sun, clouds
working, playing, eating
light, busy
Day
Line 1: one noun
Line 2: two adjectives that describes the noun in line 1
Line 3: three –ing verbs connected to line 1
Line 4: four nouns – the first two associated with the noun in line 1; the other two with the noun in line 7 Line 5: three –ing verbs connected to line 7
Line 6: two adjectives that describes the noun in line 7
Line 7: one noun, the opposite to line 1
noun– you can put one or many in front of it
verb– something you do
adjective– describing words (colours, feelings, size Etc.)
opposite– words that mean totally different things (winter – summer, hand – foot, floor – roof)
skiing, skating, sipping hot chocolate
Christmas, candles, Beach, Midsummer
swimming, playing, eating ice cream
warm, bright
Summer
Night
dark, quiet
sleeping, snoring, dreaming
stars, moon, sun, clouds
working, playing, eating
light, busy
Day
Line 1: one noun
Line 2: two adjectives that describes the noun in line 1
Line 3: three –ing verbs connected to line 1
Line 4: four nouns – the first two associated with the noun in line 1; the other two with the noun in line 7 Line 5: three –ing verbs connected to line 7
Line 6: two adjectives that describes the noun in line 7
Line 7: one noun, the opposite to line 1
noun– you can put one or many in front of it
verb– something you do
adjective– describing words (colours, feelings, size Etc.)
opposite– words that mean totally different things (winter – summer, hand – foot, floor – roof)。