Unit5POEMSUsingLanguageWriteapoemg選擇性必修三Unit5

Tworoadsdivergedinawood,andItooktheonelesstravelledby.Andthathasmadeallthedifference.——RobertFrost

林子里有兩條路，我——選擇了行人稀少的那一條它改變了我的一生。

——羅伯特·弗羅斯特Bytheendofthisperiod,youwillbeableto:readthreepoemsandassesssubjects,images,rhymingwordsandrhetoricaldevicesofpoems;analyseasampleshortessaytofurtherknowhowtounderstandapoem;learntowriteanessayaboutyourunderstandingofapoem.Lend-inPart1WarmingUpEnjoyasongReviewThecharacteristicsofpoetryeconomicaluseofwords;descriptiveandvividlanguage;integratedimagery;literarydevicessuchassimilesandmetaphors;arrangementofwordsandlines,rhymes,rhythm.Theessence(精髓)ofpoetryTheessenceofpoetrysubjectlengthoflines,title,choiceofwordstonerhymingwordsimages意象feelings&emotionsrhetoricaldevices《春曉》

春眠不覺(jué)曉處處聞啼鳥(niǎo)夜來(lái)風(fēng)雨聲花落知多少

--孟浩然Iawakelight-heartedthismorningofspring,Everywhereroundmethesingingofbirds,ButnowIrememberthenight,thestorm,AndIwonderhowmanyblossomswerebroken.Howtoanalazyapoem?

Howcanweappreciatethepoem?AppreciatethepoemTheRoadNotTakenbyRobertFrost.TheRoadNotTakenwrittenbyRobertFrostTworoadsdivergedinayellowwood,AndsorryIcouldnottravelbothAndbeonetraveler,longIstoodAndlookeddownoneasfarasIcouldTowhereitbentintheundergrowth.Thentooktheother,asjustasfair,Andhavingperhapsthebetterclaim,Becauseitwasgrassyandwantedwear;ThoughasforthatthepassingthereHadwornthemreallyaboutthesame.AndboththatmorningequallylayInleavesnostephadtroddenblack.Oh,Ikeptthefirstforanotherday!Yetknowinghowwayleadsontoway,IdoubtedifIshouldevercomeback.IshallbetellingthiswithasighSomewhereagesandageshence:Tworoadsdivergedinawood,andI--Itooktheonelesstraveledby,Andthathasmadeallthedifference.未選擇的路羅伯特·弗羅斯特黃色的樹(shù)林里分出兩條路，可惜我不能同時(shí)去涉足，我在那路口久久佇立，我向著一條路極目望去，直到它消失在叢林深處。但我選了另外一條路，它荒草萋萋，十分幽寂，顯得更誘人，更美麗；雖然在這條小路上，很少留下旅人的足跡。那天清晨落葉滿地，兩條路都未經(jīng)腳印污染。啊，留下一條路等改日再見(jiàn)！但我知道路徑延綿無(wú)盡頭，恐怕我難以再回返。也許多少年后在某個(gè)地方，我將輕聲嘆息將往事回顧：一片樹(shù)林里分出兩條路——而我選擇了人跡更少的一條，從此決定了我一生的道路。Whatdoesthepoemtellabout?Thewriterwasfacingtwodifferentroadsinlife.Thefirstpathwasacommonroutewhiletheotherwaslesstraveled.Hechosethesecondoneandwasreadytoshoulder（承擔(dān)）theresultofhischoice.Pre-readingPart2Doyouknowhowtounderstandapoem?Makealistofquestionsthatthereadersshouldconsiderwhilereadingpoems.Thefollowingpointsmayhelpyou.Tone:aqualityinwriter'svoiceorwritingshowinghis/herfeelingsorthinking.Rhetoricaldevices:repetition,figurativelanguage,simile,metaphor,…Howtoanalazyapoem?Alliteration頭韻:repetitionofasoundorletteratthestartofmultiplewordsinasentence.Consonance尾韻:repetitionofconsonantsoundsinproximity.Assonance諧音:repetitionofvowelordiphthongsoundsinoneormorewordsinproximity.Antithesis對(duì)偶:twooppositesusedforcontrastingeffect.Rhetoric/Rhetoricalquestion反問(wèn):askedtomakeapointratherthantoexpectananswer.Metaphor暗喻:comparingonethingtoanotherSimile明喻:comparingonethingtoanother,using“l(fā)ike”Refrain疊句:repeatingalineorverseattheendofaatanzaoratregularintervals.Anaphora首語(yǔ)重復(fù):repetitionofthefirstpartofthesentence.Poetryuseslotsofdifferentdevices.Herearesomecommonforms:EssencesofapoemsubjecttoneimagesrhymingwordsfeelingsrhetoricaldeviceswhowhenwhereslowfastbittertitlessaddelightedhappymetaphorsimilerepetitionHowtoappreciateapoemDiscussionHowtoappreciateaPoemIdentifythebeautyofform(title,author,line,etc.)Findthebeautyof

artisticconception(color,image,etc.)Appreciatethebeautyoflanguage(rhyme,rhetoricaldevices,etc.)Feelthethemeofpoem(content,feelingandemotions,etc.)While-readingPart31.Subject:_________2.Images:_____________________3.Tone:______________________________4.Rhymingwords:_________________________________________________________5.Rhetoricaldevices:_________6.Yourfeelingsandemotions:_________________________________________________________________________________________________thewindkite;person:thekid“I”childlike;vividknows/goes;can/ran;kite/night;blew/too;goes/knowsrepetitionIfeellikeIamthechildwhoiscuriousaboutthewindandtryingtofindoutwherethewindgoescreatively.ReadandanalyzeLet’senjoyapoem:WINDONTHEHILLReadaloudWINDONTHEHILLNoonecantellme,Nobodyknows,Wherethewindcomesfrom,Wherethewindgoes.It'sflyingfromsomewhereAsfastasitcan,Icouldn'tkeepupwithit,NotifIran.ButifIstoppedholdingThestringofmykite,1山上的風(fēng)沒(méi)有人能夠告訴我，也沒(méi)有人會(huì)知道，風(fēng)從哪里來(lái)，又將去往哪里。它從一個(gè)地方吹來(lái)，盡它所能，飛快地吹來(lái)，我不能趕上它，即使我奔跑。但如果我停下來(lái)。不再緊握我手中的風(fēng)箏線，

ItwouldblowwiththewindForadayandanight.AndthenwhenIfoundit,Whereveritblew,IshouldknowthatthewindHadbeengoingtheretoo.SothenIcouldtellthemWherethewindgoes...ButwherethewindcomesfromNobodyknows.2A.A.Milne它將被風(fēng)吹跑，一天一夜。后來(lái)當(dāng)我發(fā)現(xiàn)它，它吹向任何地方，我會(huì)知道風(fēng)，也曾經(jīng)去過(guò)那里。所以當(dāng)我能告訴他們，風(fēng)去了哪里...但是風(fēng)從哪里來(lái)，沒(méi)有人知道。WindOnTheHill

ByA.A.MilneNoonecantellme,Nobodyknows,Wherethewindcomesfrom,Wherethewindgoes.It'sflyingfromsomewhereAsfastasitcan,Icouldn'tkeepupwithit,NotifIran.ButifIstoppedholdingThestringofmykite,ItwouldblowwiththewindForadayandanight.AndthenwhenIfoundit,Whereveritblew,IshouldknowthatthewindHadbeengoingtheretoo.

SothenIcouldtellthemWherethewindgoes…ButwherethewindcomesfromNobodyknows.

A.A.Milne[n??z][g??z][k?n][r?n][ka?t][na?t][blu?][tu?][g??z][n??z]Subject：Images：RhymingwordsRhetoricaldevices：windkite;personrepetition;alliterationinterlacedrhyming

隔行押韻Step2While-readingWindOnTheHill

ByA.A.MilneNoonecantellme,Nobodyknows,Wherethewindcomesfrom,Wherethewindgoes.It'sflyingfromsomewhereAsfastasitcan,Icouldn'tkeepupwithit,NotifIran.ButifIstoppedholdingThestringofmykite,ItwouldblowwiththewindForadayandanight.

AndthenwhenIfoundit,Whereveritblew,IshouldknowthatthewindHadbeengoingtheretoo.

SothenIcouldtellthemWherethewindgoes…ButwherethewindcomesfromNobodyknows.1.Translatethepoem山上的風(fēng)

A.A.米爾恩沒(méi)有人能夠告訴我，也沒(méi)有人會(huì)知道：風(fēng)來(lái)自哪里，又將去往哪里。它從一個(gè)地方來(lái)，盡他所能，飛快吹來(lái)，我跟不上風(fēng)的步伐，即使跑也來(lái)不及。但如果我停下來(lái)不再緊握我手中的風(fēng)箏線，它將隨風(fēng)飄去，一天一夜后來(lái)當(dāng)我發(fā)現(xiàn)它，它吹向任何地方，我會(huì)知道風(fēng)，也曾經(jīng)去過(guò)那里。所以我能告訴他們，風(fēng)去了哪里…但是風(fēng)從哪里來(lái)，沒(méi)有人知道。Completethetable.WindontheHillSubjectImagesRhymingwordsRhetoricaldevices(修辭手法)windkite,personknows/goescan/rankite/nightblew/toogoes/knowsrepetition,alliterationunderstandingofthepoemWindisfreeandcan'tbetracedReadaloudDREAM

Holdfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,ForwhendreamsgoLifeisabarrenfieldFrozenwithsnow.

夢(mèng)想緊緊握住夢(mèng)想因?yàn)閴?mèng)想一旦消逝生活就像小鳥(niǎo)斷了翅膀再也不能展翅飛翔。緊緊握住夢(mèng)想因?yàn)閴?mèng)想若是消喪生活就像冬天的田野那樣荒涼冰封大地白雪茫茫。DREAMHoldfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,Forwhendreamsgo

LifeisabarrenfieldFrozenwithsnow.

LangstonHughes[dai][flai][g??][sn??]SubjectimagesRhymingwordsRhetoricaldevicesdream

broken-wingedbird;field;snowrepetition重復(fù)metaphor暗喻DREAMHoldfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,Forwhendreamsgo

LifeisabarrenfieldFrozenwithsnow.

byLangstonHughes夢(mèng)想緊緊抓住夢(mèng)想，夢(mèng)想若是消亡，生命就像鳥(niǎo)兒折了翅膀，再也不能飛翔。緊緊抓住夢(mèng)想，夢(mèng)想若是消喪，生命就像貧瘠的荒野，雪覆冰封，萬(wàn)物不再生長(zhǎng)。蘭斯頓·休斯[dai][flai][g??][sn??]Underlinetherhymingwordsandtranslatethepoem.DREAMHoldfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,Forwhendreamsgo

LifeisabarrenfieldFrozenwithsnow.

byLangstonHughes[dai][flai][g??][sn??]1.Subject2.images3.Rhymingwords:4.Rhetoricaldevices:

dream:

bird；field；snow:

repetitionmetaphorEnjoyapoem:DREAMDREAMHoldfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,Forwhendreamsgo

LifeisabarrenfieldFrozenwithsnow.

byLangstonHughes夢(mèng)想緊緊抓住夢(mèng)想，夢(mèng)想若是消亡，生命就像折翼的鳥(niǎo)兒，再也不能飛翔。緊緊抓住夢(mèng)想，夢(mèng)想若是消失，生命就像貧瘠的荒野，雪覆冰封，萬(wàn)物不再生長(zhǎng)。蘭斯頓·休斯Underlinetherhymingwords[dai][flai][g??][sn??]TranslatethepoemLearnhowtowriteashortessayaboutapoem

DREAMHoldfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,ForwhendreamsgoLifeisabarrenfieldFrozenwithsnow.——LangstonHughesSubjectImagesRhymingwordsRhythmandsoundsFeelingsandemotionsRhetoricaldevicesdreamsbroken-wingedbird,barrenfieldfrozenwithsnowdie/fly;go/snowwordssoundniceandpleasingtoreadpassionate,hopeful,coldrepetition,metaphorSubjectImagesRhymingwordsRhetoricaldevicesdreamsbroken-wingedbird,barrenfield,frozenwithsnowdie/fly;go/snowrepetition,metaphorDREAMHoldfasttodreams,ForifdreamsdieLifeisabroken-wingedbirdThatcannotfly.Holdfasttodreams,Forwhendreamsgo

LifeisabarrenfieldFrozenwithsnow.

byLangstonHughesUnderstandingofthepoemtheimportanceofhavingdreams

配偶如果愛(ài)情好似香艷的玫瑰，而我好似它的葉片青翠，我們的生命將在一起生長(zhǎng)無(wú)論天氣陰暗，或者晴朗，處在開(kāi)花的原野，或者花徑，感受綠色的歡樂(lè)，或者灰色的苦悶；如果愛(ài)情好似香艷的玫瑰，而我好似它的葉片青翠。ReadaloudAMATCHIflovewerewhattheroseis,AndIweretheleaf,OurliveswouldgrowtogetherInsadorsingingweather,Brownfieldsorflowerfulcloses,Greenpleasureorgreygrief;Iflovewerewhattheroseis,AndIwereliketheleaf.

AMATCHIflovewerewhattheroseis,AndIwereliketheleaf,OurliveswouldgrowtogetherInsadorsingingweather,Blownfieldsorflowerfulcloses,Greenpleasureorgraygrief;Iflovewerewhattheroseis,AndIwereliketheleaf.A.C.Swinburne[?z][li?f][?wee?][t??ɡee?]

[kl??siz][gri?f][?z][li?f]SubjectimagesRhymingwordsRhetoricaldevicesloverose;leaf;fieldssimile,repetition,metaphorSubject:images:Rhymingwords:Rhetoricaldevices:loverose;leaf;fields;closessimile,repetition;metaphor

Iflovewerewhattheroseis,AndIwereliketheleaf,OurliveswouldgrowtogetherInsadorsingingweather,Blownfieldsorflowerfulcloses,Greenpleasureorgraygrief;Iflovewerewhattheroseis,AndIwereliketheleaf.

A.C.Swinburne[li?f][gri?f][t??ɡee?]

[?wee?][?z][kl??siz][?z][li?f]AMatchAMATCHIflovewerewhattheroseis,AndIweretheleaf,OurliveswouldgrowtogetherInsadorsingingweather,Brownfieldsorflowerfulcloses,Greenpleasureorgreygrief;Iflovewerewhattheroseis,AndIwereliketheleaf.

Subject:images:Rhymingwords:Rhetoricaldevices:loverose;leaf;weather;fields;closestogether,weather;leaf,griefmetaphor,simile,repetition

配偶如果愛(ài)情好似火紅的玫瑰，而我好似它的葉片青翠，我們的生命將在一起生長(zhǎng)無(wú)論天氣陰暗，或者晴朗，處在開(kāi)花的原野，或者花徑，感受綠色的歡樂(lè)，或者灰色的苦悶；如果愛(ài)情好似火紅的玫瑰，而我好似它的葉片青翠。

Iflovewerewhattheroseis,AndIwereliketheleaf,OurliveswouldgrowtogetherInsadorsingingweather,Blownfieldsorflowerfulcloses,Greenpleasureorgraygrief;Iflovewerewhattheroseis,AndIwereliketheleaf.

A.C.Swinburne[li?f][gri?f][t??ɡee?][?wee?][?z][kl??siz][?z][li?f]AMatch

配偶如果愛(ài)情好似香艷的玫瑰，而我好似它的葉片青翠，我們的生命將在一起生長(zhǎng)無(wú)論天氣陰暗，或者晴朗，處在開(kāi)花的原野，或者花徑，感受綠色的歡樂(lè)，或者灰色的苦悶；如果愛(ài)情好似香艷的玫瑰，而我好似它的葉片青翠。B.Readthepoemsonpage56andthencompletethetable.WindontheHillDreamAMatchSubjectImagesRhymingwordsRhetoricaldeviceswindkite,persondreambroken-wingedbird,barrenfieldfrozenwithsnowloverose,leaf,fieldsknows/goescan/rankite/nightblew/toogoes/knowsdie/flygo/snowtogether/weathercloses/isgrief/leafrepetitionalliteration(押頭韻)repetitionmetaphorrepetitionmetaphor,simileReadthepoemsonpage56andthencompletethetable.WindontheHillDreamAMatchSubjectImagesRhymingwordsRhetoricaldeviceswindkite,persondreambroken-wingedbird,barrenfieldfrozenwithsnowloverose,leaf,fieldsknows/goescan/rankite/nightblew/toogoes/knowsdie/flygo/snowtogether/weathercloses/isgrief/leafrepetitionalliterationrepetitionmetaphorrepetitionmetaphor,simileHowtoappreciate(鑒賞)Englishpoetrypoeticform詩(shī)歌形式poeticimagery詩(shī)歌意象poeticmeaning詩(shī)歌意義poeticlanguage詩(shī)歌語(yǔ)言After-reading:BriefSummary

HaveatasteHowtotasteEnglishpoetrypoeticformpoeticimagerypoeticmeaningpoeticlanguageHowtoappreciateapoem

title,author,line,etc.differentimages.rhyme,rhetoricaldevices,etc.subject,tone,feelings,emotions,etc.IdentifyFindAppreciateFeelpoeticlanguagepoeticimagerypoeticmeaningpoeticformThepoemDreambyLangstonHughesisveryshortwithonly8lines.WhenIreadthepoemaloudIcanhearthattheendsofthesecondandfourthsentencesrhyme—“die”and“fly”.Thelastwordfromthesixthandeighthsentencesalsorhyme—“go”and“snow”.Theserhymingwordssoundniceandmakethepoempleasingtoread.While-readingsubjectrhymingwordsWhenIclosemyeyes,Icanseedifferentimagesfromthepoem.Forexample,Icanseetwohandsbeingheld.Icanseeabirdflyinginthesky.IcanseeafieldandIcanimaginewhatitlookslikewithlotsofsnow.IstarttofeelcoldwhenIreadtheselines!feelingsandemotionsimagesIlearntanewphrase,“holdfast”,whichmeanstoholdontosomething.“Barren”isalsoanewwordtome,whichmeansempty.Ithinkthepoetisgivingusadvice.Hewantsustokeepdreaming,becauselifeismuchbetterwhenwedreamandhavesomethingtolookforwardto.ThemeaningofthepoemRhetoricaldevice:metaphorPoeticlanguagebasicinformationauthor,length,rhyme,tone,etc.images/impression&feelingsNewvocabularyinspiration&encouragementvBeginningBodyEndingAbriefintroductionAdetailedintroductiontotheunderstandingofthepoemAgeneralevaluation,especiallythesignificanceandinfluenceofthepoemReadtheexampleinactivity3andanswerthequestions.P57Howdoestheauthoranalysethepoem?Fromwhichaspects?ThepoemDreambyLangstonHughesisveryshortwithonly8lines.WhenIreadthepomealoudIcanhearthattheendsofthesecondandfourthsentencesrhyme“die”and“fly”.Thelastwordfromthesixthandeighthsentencesalsorhyme“go”and“snow”.Theserhymingwordssoundniceandmakethepoempleasingtoread.WhenIclosemyeyes,Icanseedifferentimagesfromthepoem.Forexample,Icanseetwohandsbeingheld.Icanseeabirdflyinginthesky.IcanseeafieldandIcanimaginewhatitlookslikewithlotsofsnow.IstarttofeelcoldwhenIreadtheselines!Ilearntanewphrase,“holdfast”,whichmeanstoholdontosomething.“Barren”isalsoanewwordtome,whichmeansempty.Ithinkthepoetisgivingusadvice.Hewantsustokeepdreaming,becauselifeismuchbetterwhenwedreamandhavesomethingtolookforwardto.poeticformpoeticlanguage（ryhmingwords）poeticimagery：（有很強(qiáng)的畫(huà)面感）poeticlanguage（newwords）poeticmeaningHaveatasteLearnhowtowriteashortessayaboutapoemBeginningBodyEndingAbriefintroductionAdetailedintroductiontotheunderstandingofthepoemAgeneralevaluation,especiallythesignificanceandinfluenceofthepoemLearnhowtowriteashortessayaboutapoembasicinformationauthor,length,rhyme,tone,etc.images/impression&feelingsNewvocabularyinspiration&encouragementTheonlydistancebetweenyouandwritingpoetryisaction!

你和寫(xiě)詩(shī)之間的距離，差的就是行動(dòng)！WritingPart3Brainstorm:howtowriteapoetryappreciationStep1:decideonapoemStep2:StructuretheessayIntroduction:thegeneralinformation(subject,rhythmandsounds)Body:(images,feelingsandemotions,rhetoricaldevices)

Conclusion:(thetheme)Step3:polishthelanguage確定時(shí)態(tài)人稱(chēng)一般現(xiàn)在時(shí)為主，第一人稱(chēng)布局文章架構(gòu)首段：這首詩(shī)歌的基本介紹中段：這首詩(shī)歌流行的原因尾段：我的感受列出核心要點(diǎn)這首詩(shī)歌主要講述什么？這首詩(shī)歌想要表達(dá)的寓意？Howtowriteanessayaboutapoem?Chooseoneofthepoemsandwriteashortessayaboutit.How

to

writeashortessayaboutapoem?如何寫(xiě)詩(shī)歌賞析類(lèi)文章寫(xiě)法一：通過(guò)對(duì)全詩(shī)的整體分析，表達(dá)自己的觀點(diǎn)寫(xiě)法二：就詩(shī)歌最突出的方面進(jìn)行分析，表達(dá)自己的見(jiàn)解。寫(xiě)法一一篇較完整的詩(shī)歌賞析類(lèi)文章包含如下內(nèi)容：1.作者簡(jiǎn)介2.作品寫(xiě)作背景簡(jiǎn)介3.作品意向分析（詩(shī)句的解釋或翻譯，詩(shī)句所表達(dá)的情感、思想和意境）4.作品的藝術(shù)手法分析（通常結(jié)合在作品意向分析之中）5.作品藝術(shù)特點(diǎn)的綜合評(píng)價(jià)（常帶有總結(jié)的意味）寫(xiě)作步驟一般是“三段式”，具體為：第一段：簡(jiǎn)要介紹詩(shī)歌的作者及內(nèi)容。第二段：介紹詩(shī)歌所表達(dá)的內(nèi)容及主題。第三段：詩(shī)歌的寫(xiě)作意圖及現(xiàn)實(shí)意義，啟迪與感想。開(kāi)頭常用句式——介紹詩(shī)歌及作者Hereisapoementitled“...”by...,whichenjoysgreatpopularityamongreaders.結(jié)尾常用句式1.Thepoetwantsusto.........,because...2.Readingthepoem,Ifeeldeeply+adj

I’lltrymybestto3.Readingthepoem,Ithinkthepoetisgivingus

advice寫(xiě)法二采用這種寫(xiě)法時(shí)，作者只需要抓住其中一個(gè)方面，如意境、語(yǔ)言表達(dá)、某一手法等。對(duì)于其他方面則可不提及，因而采用這種寫(xiě)法的文章篇幅一般較短小。假定你是李華，你的英國(guó)好友Lucy非常喜歡英文詩(shī)，并在郵件中詢問(wèn)你最喜歡哪首英文詩(shī)。請(qǐng)你給她回封郵件，內(nèi)容包括：1.詩(shī)的名稱(chēng)和作者；2.詩(shī)的內(nèi)容。注意：1.寫(xiě)作詞數(shù)應(yīng)為80左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。DearLucy,________________________________________________________________________________________________________________Yours,LiHuaMakenotesofyourideas.確定寫(xiě)作體裁主題體裁回復(fù)郵件主題喜歡的英文詩(shī)確定時(shí)態(tài)和人稱(chēng)以一般現(xiàn)在時(shí)為主以第一人稱(chēng)為主明確寫(xiě)作要點(diǎn)給Lucy回郵件→說(shuō)出自己喜歡的英文詩(shī)以及喜歡的原因(英文詩(shī)簡(jiǎn)單易懂,傳遞情感)→希望Lucy也喜歡這首詩(shī)。分段第一段寫(xiě)信告訴Lucy自己喜歡的英文詩(shī)；第二段寫(xiě)詩(shī)的名字、特點(diǎn)等;第三段希望Lucy也喜歡這首詩(shī)。SampleDearLucy,KnowingthatyouarefondofEnglishpoems,I'mwritingtosharemyfavouriteonewithyou.AmongthemanyEnglishpoemsIhaveread,DreambyanAmericanfamouspoetismyfavourite.Thepoemiseasytounderstandandreciteandhasendrhymes.Itismadeupofonlyeightlinesandthesentencesareshort.Inaddition,itslanguageisnotcomplicated.However,thepoemconveysanimportantmessage.Itremindsustofollowourdreams.Evenifwemeetwithadversities,weshouldn'tabandonourdream.EverytimeIreadit,myheartisfullofhope.I'msureyouwillloveitafterreadingit.現(xiàn)在分詞短語(yǔ)knowing...作狀語(yǔ)喜歡sth.beeasytodosth.某事容易做由組成另外,此外evenif引導(dǎo)讓步狀語(yǔ)從句Howtowriteanessay回顧變式句式介紹詩(shī)歌作品ThepoemXXbyXXis...with...lines.Hereisapoementitled“...”by...,whichenjoysgreatpopularityamongreaders.表達(dá)詩(shī)歌讀后感...soundniceandmakethepoem...Readingthe...,Ifeeldeeply...Readingthe,Ithinkthepoetis...表達(dá)詩(shī)歌意義Ithinkthepoetis...He

/

Shewantsusto......is...inthe...,Iwilltrymybestto...寫(xiě)作步驟一般是“三段式”，具體為：第一段：簡(jiǎn)要介紹詩(shī)歌的作者及內(nèi)容。第二段：介紹詩(shī)歌所表達(dá)的內(nèi)容及主題。第三段：詩(shī)歌的寫(xiě)作意圖及現(xiàn)實(shí)意義，啟迪與感想。開(kāi)頭常用句式——介紹詩(shī)歌及作者Hereisapoementitled“...”by...,whichenjoysgreatpopularityamongreaders.結(jié)尾常用句式1.Thepoetwantsusto.........,because...2.Readingthepoem,Ifeeldeeply+adj

I’lltrymybestto3.Readingthepoem,Ithinkthepoetisgivingus

adviceWriting常用表達(dá)1．Hereisapoemtitled...by...2．ItispopularwithChinesereaders.3．Thispoemisaboutnatureandlife.4．Itiswrittenwithspecialwritingskills.5．Itrhymesattheendofeachline.6．Thelanguageofthepoemisdescriptiveandvivid.7．Wheneverwereadthispoem，somecharactersappearclearly.8．Onlybyreadingitrepeatedlycanwegraspthespiritofthispoem.9．ConsideredasoneofthegreatestpoetsoftheTangDynasty,...willundoubtedlyliveinpeople’sheartsforever.10．Inmyopinion,/AsfarasI’mconcerned,theyounggenerationtodayshouldunderstandandlearnfromthepoem.Writing請(qǐng)根據(jù)唐朝詩(shī)人李紳的《憫農(nóng)》，用英語(yǔ)寫(xiě)出這首詩(shī)的大意，并說(shuō)明詩(shī)中所蘊(yùn)含的作者的思想，以便向你的外國(guó)朋友解釋。

SympathyontheFarmersAtnoon,farmersareweeding，Downthefield,sweatisdropping.Whoknowsriceonadish，Everygrainisfullofmoiling（v.辛勤）?第一段：簡(jiǎn)要介紹詩(shī)歌的作者

及內(nèi)容。第二段：詳細(xì)論述詩(shī)歌的主題。第三段：?jiǎn)⒌吓c感想。4.作品的藝術(shù)手法分析（通常結(jié)合在作品意向分析之中）Writingtask

假設(shè)你是李華,你的英國(guó)筆友Peter對(duì)唐詩(shī)很感興趣，發(fā)來(lái)一首唐朝詩(shī)人李紳的名作《憫農(nóng)》(SympathyforFarmers)向你請(qǐng)教，請(qǐng)你用英語(yǔ)給他寫(xiě)一封回信，內(nèi)容包括：1.簡(jiǎn)要介紹詩(shī)歌以及詩(shī)中所蘊(yùn)含的作者的思想感情；

2.闡述你的個(gè)人感受。SympathyontheFarmersAtnoon,farmersareweeding,Downthefield,sweatisdropping.Whoknowsriceonadish,Everygrainisfullofmoiling?譯文：農(nóng)民在中午的時(shí)候在田地里除草，一滴滴的汗掉在了土地里。可又有誰(shuí)能知道這盤(pán)中飯菜的來(lái)歷，每一粒都是那么的辛苦。簡(jiǎn)析：這首詩(shī)是寫(xiě)勞動(dòng)的艱辛，農(nóng)民的勞動(dòng)果實(shí)來(lái)之不易。第一、二句“鋤禾日當(dāng)午，汗滴禾下土”描繪出在烈日當(dāng)空的正午，農(nóng)民仍然在田里勞動(dòng)，這兩句詩(shī)選擇特定的場(chǎng)景，形象生動(dòng)地寫(xiě)出勞動(dòng)的艱辛。有了這兩句具體的描寫(xiě)，就使得第三、四句“誰(shuí)知盤(pán)中餐，粒粒皆辛苦”的感嘆和告誡免于空洞抽象的說(shuō)教，而成為有血有肉、意蘊(yùn)深遠(yuǎn)的格言。這首詩(shī)沒(méi)有從具體人、事落筆，它所反映的不是個(gè)別人的遭遇，而是整個(gè)農(nóng)民的生活和命運(yùn)。詩(shī)人選擇比較典型的生活細(xì)節(jié)和人們熟知的事實(shí)，深刻揭露了不合理的社會(huì)制度。告訴人們應(yīng)該節(jié)約食物，不浪費(fèi)。審題寫(xiě)作要求是用英語(yǔ)解釋一首中國(guó)詩(shī)歌的含義，也就是改寫(xiě)詩(shī)歌。寫(xiě)作時(shí)應(yīng)注意下面幾點(diǎn)：1．確定文體：這是一篇記敘文。寫(xiě)作時(shí)注意記敘文的寫(xiě)作特點(diǎn)。2．主體時(shí)態(tài)：文章應(yīng)以一般現(xiàn)在時(shí)為主。3．主體人稱(chēng)：由于是解釋一首詩(shī)歌，所以人稱(chēng)應(yīng)該以第三人稱(chēng)為主。謀篇本文可以分為三個(gè)部分。第一部分：介紹詩(shī)歌的作者：李紳；時(shí)代：唐朝；地位：深受歡迎。第二部分：介紹詩(shī)歌所表達(dá)的內(nèi)容。第三部分：詩(shī)歌的寫(xiě)作意圖及現(xiàn)實(shí)意義。Hereisapoemtitled“SympathyontheFarmers”byLiShenwhoispopularwithChinesereaders.Itgoeslikethis:Hotasitisoutsideatthissummernoontime,thefarmersarestillweedinginthefields.Theyarewetalloverwiththeirsweatfrequentlyfallingintothesoil,wherethecropsgrow.Butwhoknowsexactlyallourfoods,thedeliciousdishesonourtable,comefromthehardworkofthefarmers?ThereasonwhyLiShenwrotethispoemistoremindpeopleoftheimportanceofthefarmers’hardwork.Ithinkitisofgreatsignificancethattheyounggenerationtodayshouldunderstandthepoemandtreasureeverygrain.While-writingHereisapoemtitled“SympathyontheFarmers”byLiShenwhoispopularwithChinesereaders.Itgoeslikethis:Hotasitisoutsideatthissummernoontime,thefarmersarestillweedinginthefields.Theyarewetalloverwiththeirsweatfrequentlyfallingintothesoil,wherethecropsgrow.Butwhoknowsexactlyallourfoods,thedeliciousdishesonourtable,comefromthehardworkofthefarmers?ThereasonwhyLiShenwrotethispoemistoremindpeopleoftheimportanceofthefarmers’hardwork.Ithinkit’sofgreatsignificancethattheyounggenerationtodayshouldunderstandthepoemandtreasureeverygrain.Sample4.作品的藝術(shù)手法分析（通常結(jié)合在作品意向分析之中）ReviseadraftDearPeter,I’mgladtoreceiveyourletter________youaskedmeaboutaTangpoem—SympathyforFarmers.Thepoem,________________(由4句組成),isquitepopularwithfolkliteraryreaders._________________________________(當(dāng)我大聲讀這首詩(shī)，我能聽(tīng)出)thelastwordfromthesecondandthefourthsentencesrhyme—“tu”and“ku”.__________________________________________________(這些韻律詞聽(tīng)起來(lái)不錯(cuò)，使這首詩(shī)讀起來(lái)朗朗上口).Thepoem____________________(呈現(xiàn)了一幅生動(dòng)的畫(huà)面)inwhich_____________________(我能看到不同的形象).__________(盡管熱)outsideatnooninsummer,thefarmersarestillworkinginthefields,wetalloverwiththeirsweatfallingintothesoil______thecropsgrow.However,whoknowsallthedeliciousdishesonourtablescomefromthehardworkoffarmers?_________(在我看來(lái)),______________________(這位詩(shī)人在給我們建議).Hewantsusto

appreciatethefarmers’hardworkandtreasureeverygrain.Meanwhile,_______________________________(去……對(duì)于我們也很重