高中英语诗歌教学四部曲

——以 Module 6 Unit 2 Poems Reading为例

【摘 要】在英语教学中加强英文诗歌的分析和鉴赏，对提高学生的语感和语言理解能力具有非常有效的作用。本文以一堂诗歌教学课为例，对高中英语诗歌教学模式进行了探究，总结出高中英语诗歌教学四部曲：体验音韵妙趣，感受诗歌之语言美；了解诗歌类型，感受诗歌之形式美；搭建创作平台，体验诗歌创作；赏析经典诗例，感受诗歌之意境美。

【关键词】 诗歌 语言 形式 创作 意境

一、引言

语言是文化的载体，语言本身就是文化的一个重要组成部分。现代英语教学中，教师应根据学生的年龄特点和认知能力，逐步扩展文化知识的内容和范围，把英语语言教学置于跨文化交际的环境之中，培养学生的跨文化意识，提高对英美文化的感悟力。诗歌是真实的语篇，是语言艺术的精华它不仅语言优美、韵律感强，而且文化内容十分丰富，是不可或缺的教学资源。选用合适的诗歌进行教学不仅可以培养学生的听、说、读、写能力，还可以激发学生对语言本身的兴趣和热爱,培养学生的世界意识，有利于形成跨文化交际能力。高中的英语文化意识普遍比较薄弱，他们很少接触英语文学作品，更别说是诗歌。

下面我以 Module 6 Unit 2 Poems Reading为例，谈谈我对高中英语诗歌教学模式的探究。 本课堂以英语诗歌作为载体，组织大量有效的教学活动。在鉴赏诗歌时，每种诗歌组织不同的活动，如：朗诵、找韵脚、找主题、翻译等，让学生在活动中了解了英语诗歌的特点。这种“在活动中学习”的探究模式下实现知识的意义建构，有利于激发学生的学习积极性。

二、高中英语诗歌教学模式探究

1.体验音韵妙趣，感受诗歌之语言美 （1）读出诗歌韵味

诗人北岛曾说：“诗歌不是拿来看的诗歌是拿来读的，不懂得这个道理， 不会读懂诗，也不会写好诗“作为一个阅读文本，诗歌以富有节奏的韵律给语言一份韵味。在英语诗歌课堂教学中可以组织学生齐声朗读诗歌，体验音韵妙趣。例如:

Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. 教师引导学生在富有节奏的朗读中感受、发现英语诗歌的基本特点：Rhyming words: star，are，high，sky; The type of rhyme is aabb; rhythm pattern。大声朗读能帮助学生获得体验，感受诗歌的节奏美、音韵美，也有利于学生体验作者的思想情感，理解诗歌的意境。 （2）感悟诗歌韵味

教师可设计一些押韵和节奏练习，让学生充分理解英语诗歌的押韵和节奏特点。 押韵练习

A clumsy young fellow named Tim, Was never taught how to_____（swim） He fell off a dock,(码头） And sunk like a_____（rock） And that was the end of him. 节奏练习

Tiger!/ Tiger!/ burning / bright, In the / forests / of the / night

诗歌是语言的艺术，高中生要完全理解和掌握英语诗歌的特点，并不现实。选择难度比较小的诵读和押韵练习能营造一种宽松的学习环境，刺激学生的感官，吸引学生的注意力，调动学生的情绪，使学生很快进入角色。 2. 了解诗歌类型，感受诗歌之形式美

学生分组朗读不同的诗歌类型，找出它们各自的特点，并进行分享。分享时，学生先朗读，再呈现特点。 Forms of poetry Characteristics Theme Nursery Rhymes List Poems Cinquain Haiku Tang Poems （1）赏析童谣, 让学生讲述童谣的特点，并给学生搭建平台，分享更多的童谣，从而深刻体会童谣的特点。 Nursery Rhyme

Language:Concrete but imaginative Rhythm:Strong rhythm;

A lot of repetition; Easy to learn and recite Theme: a father’s love for his child (2) 让学生讲述清单诗的特点。两首清单诗，各有所则重。赏析Poem B，找出the rhyming words。 赏析Poem C, 理解诗歌的主题。

the rhyming words: fire, squire; high, sky; lead, dead; race, lace; cat hat; too, true List Poems清单诗，是文学诗作的一种，不断重复短语和节奏，比较容易创作，是学生模仿写作的好对象。清单诗可长可短，可以重复一些短语，较为灵活。有些清单诗有韵脚，有些则没有。

List poems have a flexible line length and repeated phrases. Some rhyme while others do not. Poem B

I saw a fish-pond all on fire, I saw a house bow to a squire, I saw a person twelve-feet high， I saw a cottage in the sky， I saw a balloon made of lead， I saw a coffin drop down dead， I saw two sparrows run a race， I saw two horses making lace，

I saw a girl just like a cat， I saw a kitten wear a hat， I saw a man who saw these too， And said though strange they all were true. Poem C

Our first football match We would have won…

if Jack had just scored that goal, if we’d had just a few more minutes, if we had trained harder, if Ben had passed the ball to Joe, if we’d had thousands of fans screaming, if I hadn’t taken my eye off the ball,

if we hadn’t stayed up so late the night before, if we hadn’t taken it easy, if we hadn’t run out of energy, We would have won… if we’ve been better!

The speaker conveys his ___________(regret) for not winning the match. ( 3 ) Cinquain五行诗是指每段由五个诗行组成的诗歌。赏析Poem D, 分析Cinquain的特点。

Brother ---one word (topic) Beautiful, athletic ---two adjs

Teasing, shouting, laughing ---three verbs with –ing Friend and enemy too four words Mine ---one word

Summer 夏日 Sleepy, salty 困乏，咸涩 Drying, drooping, dreading 干涸，枯萎，恐怖

Week in, week out 周而复始 Endless 永无止境

头韵alliteration是英语语音修辞手段之一，它蕴含了语言的音乐美和整齐美，使得语言声情交融、音义一体，具有很强的表现力和感染力。头韵是加强行内节奏感的一种手段，是节奏式辅助因素。这也是英语追求形式美，音韵美的一个重要表现。赏析Poem E, 引导学生发现此首诗的特点，从而向学生介绍头韵。 Love’s Labor’s lost 《爱的徒劳》 Pride and Prejudice 《傲慢与偏见》 Sense and Sensibility 《理智与情感》

（4）俳句的篇幅短小且格式规整给人一种精致的美感，每个句子仿佛近似，仔细品味每个句子的内容却包括万象。

学生赏析Poem F, Poem G，总结俳句的特点。

Haiku is a ________ (Japanese)form of poetry that is made up of _____( 17)syllables. It is easy to write and can give a _______ ( clear ) picture and create a special feeling using the minimum of words.

What does the poet want to describe A fallen blossom is coming back to the branch.

look, a butterfly! (by Moritake) （5 ）Tang Poems

通过翻译练习，让学生理解诗歌的内涵，感悟英汉诗歌的异同。 Where she awaits her husband, On and on the river flows Never looking back, Transformed into stone.

Day by day upon the mountain top, wind and rain revolve. Should the journey return, this stone would utter speech.

(by Wang Jian)

Which of the following words can convey the woman’s feelings

A. loneliness B. joy C. love D. trust E. anger F. hate G. sorrow Translate Poem H into Chinese. 望夫石 王 健 望夫处，江悠悠, 化为石，不回头。 山头日日风复雨， 行人归来石应语。

3．搭建创作平台，体验诗歌创作。

学生通过了解几种常见诗歌类型的特点、鉴赏不同类型的诗歌后，学生形成了自己的认识。诗歌创作的平台有利于学生展现自己的独到见解，激发学生对英语诗歌的热爱。学生在这种学习过程中处于积极主动的主体地位，从而可以充分发挥学生的学习主动性和创造性，使学生自主地获取知识。最后的诗歌分享活动中，学生极易产生成就感，这些对学生的可续发展产生重要的影响。 以下是学生课堂创作的部分诗歌：

Children naughty,cute

sucking, sleeping, smiling crawlhere, crawlthere Happiness Classmates pure,kind

learning, quarrelling,laughing come in, come out Forever Morning

Little little baby, smile smile please, Would you like to eat some please, If you don’t like the smell of it, Brother will make you some tasty meat,

Birds are singing outside for us, Why not go for a travel by bus, Or we can fly together to Mars, Now the sun is hanging over your head, And it’s the time to get out of bed.

学生在短时间内创作这么好的诗歌真是令人想不到，这样的聪明才智是从“书面表达”的中看不出来的! 学生在自我创作中获得了成就感，增强了对英语学习的兴趣和自信心。

4．赏析经典诗例，感受诗歌之意境美

意境，顾名思义，“意”就是情意，就是主观的思想感情；“境”就是境界，就是立体感的艺术图画。在文学作品中，“意”不能赤裸裸地说出，需借物来表现；“境”不能是纯客观的物象，需由意所触发。因此，所谓“意境”，可以说就是诗人强烈的感情和生动的客观事物的交融。意象是诗人的感官接触事物，经过幻想、加工、创造，从生活真实到艺术真实的形象。引导学生赏析经典诗例可以让学生深刻感受诗歌之意境美。 A Red, Red Rose

by Robert Burns O my luve is like a red, red rose, That's newly sprung in June; O my luve is like the melodie, That's sweetly played in tune. As fair thou art, my bonie lass, So deep in luve am I;

And I will luve thee still, my dear, Till a' the seas gang dry.

Till a' the sea gang dry, my dear, And the rock melt wi' the sun; And I will luve thee still, my dear, While the sands o' life shall run.

Questions: What is the theme of the poem What is the rhyme scheme What are the tow comparisons Who did Burns want to say goodbye Suggested answers: ·Love ·abcb defe ghgh ijij ·The poet compared the idea of love to a red rose and a song. ·He wanted to say goodbye to a certain way of life may he wanted to say goodbye to a loved one.

A Red Red Rose 《红红的玫瑰》是罗伯特·彭斯

的一首抒情短诗，诗人在诗中歌颂了恋人的美丽, 表达了诗人的炽热感情和对爱情的坚定决心。诗的开头用了一个鲜活的比喻——红红的玫瑰。一下子就将恋人的美丽写得活灵活现，同时也写出了诗人心中的感情。诗人将爱人比成六月玫瑰和琴上乐曲，在诗人的心中，恋人不仅有醉人的外表．而且有着柔美灵动的心灵，像一段乐曲，婉转动人地倾诉着美丽的心灵。

The Road Not Taken by Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. Questions: 《未选择的路》是美国着名诗人罗 1. What problem did the poet meet with when he was walking 2. What did the writer do when he saw the two roads 《未选择的路》是美国诗人罗伯特.弗罗斯特的着名诗篇。他写诗最大的特3. Which road did he choose at last 色就是善于运用眼前看似平淡无奇的事物，去表达一个深刻的哲理。这首诗的语4. The two roads in this poem probably referred to______. Suggested answers: 言质朴自然，但在构思上却非常巧妙。我们不难看出，诗歌中所描写的岔路就是·He didn’t know which way to choose. 人生岔路的象征。它说明，在人生的旅途中，我们时常必须要在两条道路、两种·He thought for a long time. ·The one fewer people took. 思想或两种行动中做出选择，不同的选择将决定不同的人生方向。面对选择时，·Roads leading to an unknown world. 我们往往会变得犹豫不决，反复权衡，拿不定主意。最后，我们终究会选择其中的一条路。 三、结论与启示

学习英文诗歌是学好英语、欣赏语言美、培养语感的一个有效途径，诗歌教学更能体现师生之间、生生之间、人本之间的互动，促成有效课堂的形成。苏霍姆林斯基说过：“当学生体验到一种亲自参与掌握知识的情感，乃是唤起青少年特有的对知识的兴趣的重要条件”。新课程改革的理念充分体现了以学生发展为本，突出了学习的主体地位。教学的艺术不在于传授本领而在于激励、唤醒、鼓舞。在英语教学活动中如何充分调动学生学习的主动性和积极性，引导学生参与课堂活动，唱响高中英语诗歌教学四部曲是我今后要努力的方向。 参考文献

1．《英语课程标准》(实验)，人民教育出版社, 20**

2．蒋建华 “例析有效开展初中英语诗歌教学的切入点”,《中小学英语教学与 研究》20**第11期

3．凌霄燕 “着眼学生语言能力的提高，注重英语文化意识的培养”《中小学英语

教学与研究》20**第4期

4．章坚中 《外语教育》，浙江教育出版社，1997