一、教學(xué)內(nèi)容分析
本單元的中心話題是“英國詩歌”，具體涉及英文詩歌的種類、英國詩人、英文詩歌
的發(fā)展史等。語言技能和語言知識幾乎都是圍繞介紹“英文詩歌”這一中心話題設(shè)計展開的。
“熱身”（Warming up）部分設(shè)計了五個問題讓學(xué)生交流對英文詩歌的了解，并就個人對詩歌的喜好進(jìn)行討論。目的是呈現(xiàn)本單元的中心話題幫助學(xué)生在大腦中形成一個有關(guān)“詩歌”的信息包，并引入與中心話題相關(guān)的部分詞匯和句型。
“聽力”(Listening) 部分是一段圖書管理員和一名想借閱詩歌書籍的學(xué)生之間的對話。要求學(xué)生在聽的基礎(chǔ)上完成有關(guān)對話大意和細(xì)節(jié)的選擇和問題，并說明有關(guān)詩歌集不同的分類方法。這一設(shè)計一方面用于訓(xùn)練學(xué)生通過聽覺獲取信息的能力（泛聽和精聽的技能）；另一方面也有助于開拓學(xué)生的視野、提高學(xué)生對詩歌集分類方法的了解程度，以達(dá)到幫助他們?nèi)绾伍_始選擇詩歌的閱讀。該部分的設(shè)計同時也為下一步的語言輸出“口語”做準(zhǔn)備。
“口語”(Speaking) 部分提供了介紹詩歌的時期、風(fēng)格種類、詩人和詩歌表達(dá)的各種情感以及表達(dá)觀點和喜好的常用詞語，要求學(xué)生以分組討論活動形式按照例子以及提供的句型和要求進(jìn)行關(guān)于詩歌的討論。這一設(shè)計既更進(jìn)一步地促進(jìn)了學(xué)生對有關(guān)詩歌知識的學(xué)習(xí)，又訓(xùn)練了學(xué)生在陳述觀點的過程中運(yùn)用有關(guān)表達(dá)個人意圖的用語的能力。
“讀前”（Pre-reading）部分首先要求學(xué)生談?wù)勚袊脑娙撕椭袊姼枰约皩υ姼璧目傮w了解，然后要求學(xué)生推測文章中將會涉及到哪些方面，并在詳細(xì)閱讀課文之后評估自己的預(yù)期猜測是否準(zhǔn)確。這有利于訓(xùn)練學(xué)生的邏輯思維，同時也為下一步的“閱讀”做好準(zhǔn)備。
“閱讀”（Reading）部分是一篇介紹性的文字，主要介紹英文詩歌各個發(fā)展階段的不同特點以及有代表性的詩人，并通過和我國歷史上的著名詩人的比較，幫助學(xué)生消除對英文詩歌的陌生感，引導(dǎo)他們對該主題的入門，使之理解國外詩歌的特點，以提高他們對詩歌的鑒賞能力。
“讀后”（Post-reading）部分設(shè)計了六個問題。題一考查對文章內(nèi)容的理解、題二考查對代詞的掌握、題三考查對文章脈絡(luò)的了解、題四至題六較之前三題更為開放，要求學(xué)生在深入理解課文的基礎(chǔ)上，就“詩歌”這一話題表達(dá)自己的觀點。
“語言學(xué)習(xí)”（Language study）分詞匯和語法兩部分。詞匯部分提供了兩個習(xí)題，題一考查學(xué)生對閱讀文章中出現(xiàn)的部分單詞的掌握，而題二則為和本單元中心話題相關(guān)的詩歌押韻詞概念的理解和運(yùn)用。語法項目延續(xù)本冊教材的第二、三兩個單元的內(nèi)容――繼續(xù)介紹過去分詞在句子中的功能。本單元為過去分詞作狀語的練習(xí)，教材通過分類、句型改寫等練習(xí)鞏固對過去分詞作狀語的認(rèn)識和掌握。
“綜合技能”（Integrating skills）在閱讀一篇表達(dá)了個人對詩和歌曲強(qiáng)烈的喜愛之情的文章的基礎(chǔ)上要求學(xué)生學(xué)習(xí)欣賞兩首詩（歌詞），并要求寫出對英語詩歌的評論。這一設(shè)計有利于激發(fā)學(xué)生的想象力，鍛煉其文學(xué)鑒賞能力和寫作能力。
“學(xué)習(xí)建議”（Tips）部分提供了選擇詩歌閱讀以及收集詩歌的方法。
“復(fù)習(xí)要點”（Checkpoint）部分要求學(xué)生就本單元的語法重點和詞匯自主歸納，以使學(xué)生能更系統(tǒng)地認(rèn)識本單元的語言知識。
二、教學(xué)重點和難點
（一） 重點
1、詞匯：重點單詞如poem, poet, intention, recite, mad, pattern, sort, fantasy, loneliness, sadness, glory, absence, atmosphere, introduction, translate, translation, extraordinary, idiom, recommend, contribute等。短語如put…together, play with, call up, stand out, light up, come into being, send for, contribute to, remind sb. of 等。
2、語法：過去分詞作狀語
3、功能：表達(dá)意圖的句型
(二) 難點
1、如何使用并區(qū)分過去分詞在句子中作定語、表語、賓補(bǔ)以及狀語
2、如何理解并能初步欣賞英文詩歌
3、如何進(jìn)行英文詩歌評論的寫作
三、教學(xué)目標(biāo)
（一）語言知識
1、話題：English poetry
2、功能：Expressing intention（見教材P27Speaking部分的表格）
3、詞匯：（見教學(xué)重點）
4、語法：The Past Participle used as Adverbial
（二）語言技能
1、聽：聽懂一段圖書管理員和一名想借閱詩歌書籍的學(xué)生之間的對話。要求學(xué)生在聽的時候能抓住和話題相關(guān)的關(guān)鍵詞并概括大意，提高“泛聽”技能；在此基礎(chǔ)上吸收并處理相應(yīng)的細(xì)節(jié)信息，形成“精聽”技能。
2、說：要求學(xué)生用表達(dá)意圖的句型進(jìn)行關(guān)于詩歌的討論。
3、讀：通過篇章English Poetry的閱讀、理清文章的脈絡(luò)，繼續(xù)訓(xùn)練各種閱讀微技能。
4、寫：通過本單元的各項語言輸入、形成對英文詩歌的基本概念，并能書寫簡單的詩歌評論。
（三）情感態(tài)度和文化意識
1、通過比較國內(nèi)外不同時期不同風(fēng)格的著名詩歌和詩人，接受并認(rèn)識英文詩歌的美
2、理解詩歌和歷史、現(xiàn)實生活的聯(lián)系，提高英語語言的鑒賞能力和修養(yǎng)
四、教材處理
本單元的話題“英文詩歌”對于高中學(xué)生而言，較為抽象。依據(jù)新課程標(biāo)準(zhǔn)、結(jié)合本單元的話題特點，教師在處理教材的任務(wù)設(shè)置時應(yīng)運(yùn)用建構(gòu)主義“腳手架教學(xué)”的方法，而在調(diào)動學(xué)生積極參與任務(wù)時則應(yīng)遵照多元智能理論。
教材的“讀前”提到了中國詩人和中國詩歌、“綜合技能”部分的閱讀文章的內(nèi)容則聯(lián)系詩歌和歌曲。根據(jù)認(rèn)知的一般規(guī)律，話題的導(dǎo)入應(yīng)由中國的詩歌詩人――英文歌曲――英文詩歌詩人。根據(jù)教材內(nèi)容、結(jié)構(gòu)特點和教學(xué)時間，本單元擬用7個課時完成。具體分配如下：
Period 1: Warming up(P25)& Reading passage “ Songs and Poems” from Integrating skills(P31)
Period 2: Listening & Speaking
Period 3-4: Reading
Period 5: Language study
Period 6: Integrating skills(Writing)
Period 7: English Poem Festival
五、教學(xué)設(shè)計
Period 1 Warming up
Step 1: Lead in
1. Remind the students famous Chinese poems and Chinese poets. Get them to name some famous Chinese poets and recite some famous poems.
2. Do you like poems? Which Chinese poet/ poem do you like best? Why?(romantic, form of poems, special patterns of rhythm and rhyme, use surprising images, absence of rhyme, nature poem, style and atmosphere)
3. What words will you need to talk about poets and poetry?
4. Do you know any English poet/ poem? Can you recite any?
5. What about English songs? Do you often sing English songs? (Get some individuals to sing part of their favourite English songs and make them realize that different songs express different feelings.)
6. Is there any connection between English songs and English poems?
Step 2: Reading
SBP31, Reading passage “ Songs and Poems”.
I. While reading:
1. According to the writer, when do we sing?
2. How do we feel about a good song?
3. What does the writer think of good songs?
4. Who gave the writer some advice on how to enjoy poetry?
5. What was the advice?
6. How did the writer learn to enjoy the poem?
II. Post-reading
1. Do songs and poems have something in common? If yes, what are they?(a.the image in the passage: They are like bright and warm colours in the middle of grey and shades.b. Both of them show feelings, rhythms, rhymes and the sounds of the words.)
2. How can we learn to enjoy the poems?( We should start with small poems.)
Step 3: Limericks
SBP25, read and enjoy the two limericks.
1. What is a limerick?
2. Do you find any sounds that sound the same?(Corfu, Peru, through, trains, aeroplanes.)
3. Is there a pattern in the poem? What’s the pattern of these two limericks? (aabba)
Step 4: Extension
Limerick is a type of English poems. There are many types of English types. What other types of English poems do you know? Who are the typical poets? (Mention some of the poets in SBP26 Speaking to see how much the students have already known about it.)
Homework:1. Surf the Internet to find the introduction to some famous English poets like Keats and Wordsworth (P26 Speaking).
2. Learn to sing the song “Right Here Waiting” or one English song as they like. ( Tell them they will be asked to sing in the following periods while studying this unit.)
Period 2 Listening & Speaking
Step 1: Warming up
1. Greetings
2. Get the students to exchange the information they have got about famous poets with their partners first. Get some individuals to report to the class.
3. Get one or two individuals to sing their favourite English song.
Step 2 Listening
SBP25, Listening.
1. After the first listening, do Exercise 1. ( Read the instructions and make sure they know all the words listed and remind them of the librarian’s words from the tape.)
2. After the second listening, finish the following multiple choice.
Listen to the tape and choose the correct answer.
1. What is the dialogue about? ( )
A. A student is asking the librarian for advice on how he can choose poems to read.
B. A student is asking his teacher about how to choose poems to read.
C. A boy is asking his mother about how to choose poems to read.
2. What kind of book is A Garden of Poems? ( )
A. A collection of poems. B. a book of a garden. C. Poems about a garden.
3. How should you read a book such as 1001 Songs and Poems in English? We should_________. ( )
A. read all the poems carefully
B. just look at the title, the topic or the first or last lines
C. only read those which you like
4. Which topic for poetry does the student like? ( )
A. nature B. animals C. paintings
5. Decide whether the following statements are true or false.
a. A Garden of Poems and 1001 Songs and Poems in English are sorted by names. ( )
b. English Poems of the Early Seventeenth Century is sorted by period of time. ( )
c. Poetry between the World Wars and the Earth is Painted Green are sorted by topic.
Suggested answers: 1-4 AACA 5. TTF
Step 3:Speaking
I.Pre-speaking
1. When did Du Fu/ Li Bai/ George Gordon Byron live?
2. What’s the topic of his/her poems?
3. What special feelings does his/her poem show?
4. Are you interested in his/her poems?
5. Which one do you want to read?
6. Listen to the example dialogue and tell what the speaker’s favorite poem is and why.
7. Collect the useful expressions used to talk about intention from the class.
II. While-speaking
Get them to talk about their tastes and preferences of poems and poets, using the expressions in the box of P27.
Homework: 1. Write a short passage based on Listening and Speaking in the class to show their
tastes of poems or tell how much you have known about English poetry so far.
2. Choose a short poem from the library or the Internet and recite it, preparing to act it out in the following periods while studying this unit.
Period 3-4 Reading
Step 1: Warming up
1. Greetings.
2. Get some individuals to sing a song or recite a poem they have chosen.
3. Invite some individuals to talk about their tastes of poems.
Step 2: Pre-reading
SB P27, focus on Task 3. Get them to accomplish in pairs.
Step 3: Reading
1. Read for the main idea.
1) Summarize the main idea of each paragraph.
Para.1: Why we read poetry
Para.2: Chinese poets and poetry
Para.3: Early English poets
Para.4: The 19th century English poets
Para.5: Modern English poets
Para.6: The introduction of English poetry into China
Para.7: Why more people are interested in English poetry
2) Choose the main idea of the passage. ( A )
A. Poetry is a good bridge to connect the East with the West.
B. Different periods of English poems.
C. Modern poems of English.
D. Differences between Chinese and English poetry.
2. Read for the detailed information. ( SB P28 Post-reading Task 1-2.)
Step 4: Listening
Listen to the tape with these tasks:
1. Post-reading Task 3. (SB P29.)
2. Choose the best answer after listening.
1) From the passage, we got the idea(s):______________.
A. poetry belongs to all human beings
B. poetry plays with sounds, words and grammar
C. poetry often follows special patterns of rhythm and rhyme
D. all of the above
2) From the passage, we can infer that _____________.
A. we’d better read poems in English
B. translated poems can’t express exact meaning of original poems
C. there is no advantage of reading English poetry in Chinese translation
D. Chinese translation poems are as good as English poems
Step 5: Comparison
Compare a famous Chinese poem by Chao Zhi with its English version. ( SB P29 Post-reading Task 4.)
七步詩
曹植
煮豆燃豆箕，
豆在釜中泣；
“本是同根生，
相煎何太急？”
They were boiling beans on a beanstalk fire,
Came a plaintive voice from the pot,
“ Oh, why since we sprang from the self-same root,
Should you kill me with anger hot?”
【Conclusion: By using different language, a poem loses a lot of its charm ( beauty ) and spirit. The rhythm and rhyme, the figures of speech, etc. are different from the original work.】
Step 6: Reflective thinking
1. SB P29 Post-reading 5-6.
2. Where does poetry come from? What roles does it play in our life?
3. What characteristics are English poetry? What about Chinese poetry?
Homework: 1. Surf the Internet and read some introduction of your favourite poet(s) and one of their best poems.
2. Read the passage again and pick out 10 words that you like best or you think they are the most useful in the passage and learn them by heart.
3. Workbook Listening. (SB P102)
Period 5 Language study
Step 1: Warming up
1. Greetings.
2. Get some individuals to sing a song or recite a poem they have chosen.
Step 2: Word study
I. Word study Part 1.
1. Lead-in: What words have you picked out from the passage? ( Collect their choices and put those that are related to Word study Part 1 on the blackboard. )
2. Individual work: Fill in the blank with words.
3. Class work: Those who have finished the task can check the answers together, telling each other why they choose the words, or what helps them decide the answer.
II. Word study Part 2.
1. Lead-in: Words or lines of poetry end with the same sound, including a vowel, are what we call rhyme. Can you give us some words that rhyme?
2. Pair work: One reads the words from the first box, the other gives the word which rhymes.
3. Class work: Read the words pair by pair according to the rhyme.
Step 3: Grammar
1. Lead-in questions: We know there are many words that rhyme in the poem. Do all the poems rhyme? (No. ) Who are the most famous poet(s) for the absence of rhyme ? If a poem is translated into another language, is it still the same poem?
2. Study the following two sentences on the blackboard based on the lead-in questions by asking the students to put them into Chinese and say them another way .
1) Once published, his work became famous for the absence of rhyme at the end of each line.
2) No matter how well translated, something of the spirit of the original work is lost.
【Conclusion】The past participle is used as adverbial in the sentence. It can be changed into the adverbial clause, which has the same meaning.
3. Practice: Part 1-3. (Hold a competition to make the practice interesting among four groups.-Which group can manage the tasks in the least time with the fewest mistakes?)
Homework: 1. Workbook P104-105 Grammar.
2. Can you summarize the usage of the past participle after finishing Unit 2-4?
3. Write a short passage with 10 words that you have chosen, preparing to tell your story next lesson.
Period 6 Integrating skills
Step 1: Warming up
1. Greetings
2. Some individuals tell their stories loudly to the whole class.
3. Get some individuals to sing a song or recite a poem they have chosen.
Step 2: Preparation for writing
I. Read the poem Silent in the house and discuss the following questions in groups.
1. What is the poem about?
2. What images do you see in your mind?
3. What feelings does the poem give to you?
4. What do you think of the poem? (Do you like it? Why? )
Silent in the house
By Emily Bronte
Come, the wind may never again
Blow as now it blows for us;
And the stars may never again
shine as now they shine;
Long before October returns,
Seas of blood will have parted us;
And you must crush the love in your heart,
and I the love in mine.
II. While collecting their answers to the above questions, write down the useful expressions that can be used to write a poem review on the blackboard. These will be something like the following: The poem is short./ The language it used is simple./It sounds as if…/ It is not easy to understand…/ remind me of …/ a very good image to give us the feeling that…/ Although the poem is short, it is very moving. / I like the poem because …
III. Conclusions:
1. the outline of a poem review( SBP32 Part 2.)
2. some useful expressions that can be used to write a poem review ( See the above.)
Step 3: Writing
1. Get them to discuss in pairs how to write a poem review on Silent in the house.
2. Start writing the poem review individually.
3. Show the sample writing and read it through with the class if necessary.
Sample writing:
About Silent in the house, by Emily Bronte
The poem called Silent in the house by Emily Bronte is very short and the language it used is very simple. The first four lines of the poem are an invitation to go out together and enjoy time spent together. It sounds as if it may be the last time together in the evening, enjoying the mild weather and looking at the stars. Within a year, long before it is October again, the two lovers in the poem will be parted forever. It is not easy to understand what it means that seas of blood will part them, but I think one of them will get married to someone else. Because of that, they must both stop loving each other, and each must destroy the love in their hearts.
The idea that they will be separated by “ seas of blood” reminds me of Richard Marx’s song in which the lovers are “oceans apart”. The sea is a very good image to give you the feeling that two lovers cannot reach each other. To use the word “ crush” instead of “destroy” is a good choice, because crush gives you the feeling that the love in their hearts can be broken by pushing it away.
Although the poem is short, it is very moving. It is a very beautiful way to express the sadness when two lovers must part because they cannot stay together. I like the poem because it is very quiet. It seems as if the poem wants to be like a beautiful memory.
Homework: 1.Write a review on the poem they have chosen to recite.
2. Choose a program that has something to do with this unit, rehearse it in pairs, groups or individually, and prepare to act it on in the English Poem Festival.
Period 7: English Poem Festival（英語詩歌節(jié)活動方案）
一．活動時間：學(xué)完本單元后
二．活動目的：
1．使學(xué)生能在學(xué)習(xí)本單元有關(guān)詩歌的篇章之后，更進(jìn)一步熟悉詩歌這個文學(xué)體裁并提高他們詩歌鑒賞的興趣和能力
2．使學(xué)生能在學(xué)習(xí)本單元有關(guān)詩歌、歌曲以及詩評的描述方式的基礎(chǔ)上，充分展現(xiàn)自我才能，以激發(fā)其對英語學(xué)習(xí)更大的興趣
三．活動形式：分階段準(zhǔn)備、集中表演
1．個人、小組活動：完成本單元每個課時學(xué)習(xí)之后與“英語詩歌節(jié)”有關(guān)的任務(wù)
2．小組活動（每小組3―4人）：本單元第二課時起的“熱身”部分，匯總前一課時個人、小組完成的有關(guān)任務(wù)
3．大組活動（全班分為4―5組）：本單元學(xué)習(xí)的第六課時（課間或課后），匯總各小組的所有節(jié)目，并通過民主討論、同伴互評的方式，確定1―2個最佳節(jié)目參加班級的英語詩歌節(jié)
4．班級活動：本單元學(xué)習(xí)之后，各大組推選的優(yōu)秀節(jié)目匯演
四：節(jié)目形式（個人、雙人、集體均可）：
1．英語歌曲演唱或評論
2．英語詩人或詩歌作品介紹
3．英語詩歌朗誦
五．評價方式：同伴互評為主、教師短評為輔（評價方案由本單元學(xué)習(xí)過程中，在教師建議、學(xué)生討論的基礎(chǔ)上形成）
六．補(bǔ)充材料
(一) 閱讀
Part I Read and enjoy yourself.
(A) Poetry
Poetry has magic, especially when it comes from the heart.
Poetry can touch us, move us, delight us, enlighten us, make us laugh, make us cry, and both
Soften and enrich our deepest memories. Poems are the ties that bind one stranger to another, often in friendship, sometimes in love, always in understanding.
There are many different kinds of poems. Poems may have rhyme, but they don’t have to. Poetry is divided into three types: lyrics（抒情詩）, narrative（敘事詩）, and dramatic（戲劇詩）.
Lyric poetry is the most common kind. It imitates most short poems. Lyric may be set to music and song. Odes（頌歌）, elegies（挽歌）and sonnets（十四行詩） are longer lyric poems. The ode is very structured. It may be written to praise a person or to celebrate an important event. Elegies have to do with death. Sonnets are fourteen line poems with a special rhyme pattern. Often they are love poems.
Narrative poetry tells stories. The most important kinds of narrative poems are ballads and epics. Ballads tell stories about individuals. They are meant to be sung. The epic is probably the oldes form of poetry. Epics are long poems that tell about the heroic deeds of a character. “ The Odyssey” is one of the best known epics. Many cultures have epics about their histories and legends.
Dramatic poetry also tells stories, but the characters act out the tales. The dialogue is written in rhyme. Shakespeare is the most famous dramatic poet.
生詞集錦：
1、lyrics抒情詩 2、narrative敘事詩 3、dramatic戲劇詩
4、ode頌歌 5、elegy 挽歌 6、sonnet十四行詩
7、ballad民謠 8、epic史詩 9、individual個人，個體
(B) Shakespeare and his works
For any Englishman, there can never be any discussion as to who is the world’s greatest poet and dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare’s writings that have become part of the common possession of English-speaking people. Most of the time we probably don’t realize the source of the words we use, rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-known proverbs and quotations!
Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner ( or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort ( it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare’s day.
Shakespeare was born in 1564 in Stratford-on-Avon and died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.
However, what is important about Shakespeare’s life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare’s life to the small number we already possess and for an equally long time critics have been theorizing about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.
Fortunately this is not likely to happen. Shakespeare’s poetry and Shakespeare’s people ( Macbeth, Othello, Hamlet, Falstaff and the others ) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.
For more than 25 years Shakespeare had been associated with the best theatres of England. His first original play written in about 1590 was King Henry VI, parts two and three, the first part having been written earlier by another dramatist and only retouched by Shakespeare. During the twenty-two years of his literary work he produced 37 plays, two narrative poems and 154 sonnets.
His literary work may be divided into three major periods: the first period from 1590 to1600, the second period from 1601 to 1608, and the third from 1609 to 1612.
In the first period of his work Shakespeare wrote:
1590 The Second Part of King Henry VI
The Third Part of King Henry VI
1591 The First Part of King Henry VI
1592 The Life and Death of King Richard III
The Comedy of Errors
1593 Titus Andronicus
The Taming of the Shrew
1594 The Two Gentlemen of Verona
Love’s Labour’s Lost
Romeo and Juliet
1595 The Life and Death of Richard II
A Midsummer Night’s Dream
1596 The Life and Death of Richard II
The Merchant of Venice
1597 The First Part of King Henry IV
The Second Part of King Henry IV
1598 Much Ado About Nothing
The Merry Wives of Windsor
The Life of King Henry V
1599 The Life and Death of Julius Caesar
As You Like It
1600 Twelfth Night, or, What You Will
In the second period:
1601 Hamlet, Prince of Denmark
1602 Troilus and Cressida
All’s Well That Ends Well
1604 Measure for Measure
Othello, the Moore of Venice
1605 King Lear
The Tragedy of Macbeth
1606 Antony and Cleopatra
1607 The Tragedy of Coriolanus
Timon of Athens
1608 Pericles, Prince of Tyre
In the third period:
1609 Cymbeline, King of Britain
1610 The Winter’s Tale
1612 The Tempest
The Life of King Henry VIII
Shakespeare had also written poems. Venus and Adonis (1592 ), Lucrece (1592-1593 ), and Sonnets ( 1593-1598 ).
Part II Read and test yourself.
( C )
Shelley, England’s greatest lyric poet, came of a family of some importance and power. Shelley, the eldest son, accordingly grew up with the prospect of becoming a man of wealth and title. At Eton (伊頓公學(xué) ), he proved a good classical scholar, but was not very happy, for he was by nature revolutionary. He was known as “ mad Shelley”. He went to Oxford full of plans for changing the system of society –ideas partly picked up from the literature of the French Revolution. But he was dismissed because of his revolutionary idea. This to Shelley at 18 was a disaster, for he lost a valuable education at Oxford. In 1813 he printed and published privately an extraordinary poem, Queen Mab（《賣布女王》）, which expressed his protest against religion, his hatred of all forms of tyranny( 專政), and his belief in a new golden age. In 1816, he wrote Alastr（《阿拉斯特》） or the Spirit of Solitude（《孤獨的精神》）, the first long poem to show his true genius; next year he wrote a long imaginative poem on freedom and love, The Revolt of Islam（《伊斯蘭起義》）, which was inspired by the French Revolution and contains many fine passages of description.
In 1818, he went to settle in Italy. There Shelley gave up his dream of reforming the world by direct political action and decided that he could reach his goal most by passing on his own inspiration to others through his poetry. In this belief he composed his Prometheus Unbound（《解放了的普羅米修斯》）, a poem to be enjoyed for its incomparable music, its colour and story, as well as because it contains Shelley’s noblest ideas. At this time Shelley wrote his finest lyrics- The Cloud（《云》）, The Skylark（《致云雀》）, The Ode to the West Wind（《西風(fēng)頌》） and others.
In the summer of 1822 Shelley with his friend sailed in his yacht to greet Leigh Hunt; but on the return voyage, Shelley’s yacht was overturned in a sudden storm and he and his friend were drowned. Shelley was 30 when he died.
( ) 1. Which of the following may be the reason why he was dismissed by Oxford University?
A. He was very interested in electricity, chemistry and astronomy at Oxford.
B. He came from a poor family and couldn’t afford the educational fees(費用).
C. He was strongly against religion.
D. He fell in love with a girl at college.
( ) 2. Which of the following is the right order of events in Shelley’s life?
a. He wrote Alastr. b. He printed and published privately the poem, Queen Mab.
c. He was drowned d. He went to live in Italy. e. Shelley went to Oxford.
A. bedac B. ebadc C. abcde D. eabcd
( ) Which of the following is considered to be Shelley’s best lyrics?
A. The Spirit of Solitude. B. The Revolt of Islam.
C. The Rights of Women. D. The Skylark.
參考答案：CBD
( D)
Growing
By Brooke Muller
I’m leaving mow to slay the foe-
Fight he battles, high and low.
I’m leaving, Mother, hear me go!
Please wish me luck today.
I’ve grown my wings, I want to fly,
Seize my victories where they lie.
I’m going, Mom, but please don’t cry-
I want to see and touch and hear,
Though there are dangers, there are fears.
I’ll smile my smile and dry my tears-
Please let me speak my say.
I’m off to find my world, my dreams,
Carve my niche, sew my seams.
Remember, as I sail my streams-
I’ll love you, all the way.
You placed gold on my finger.
You brought love like I’ve never known.
You gave life to our children.
And to me a reason to go on.
You’re my bread when I’m hungry.
You’re my shelter from the trouble winds.
You’re my anchor in life’s ocean.
But, most of all, you’re my best friend.
When I need hope and inspiration.
You’re always strong when I’m tired and weak.
I could search this whole world over,
You’ll still be everything that I need.
( ) 1. The author of this poem is ________.
A. a strong man B. a naughty child C. uncertain D. a young lady
( ) 2. The person who is sung the praise of in the poem must be ________.
A. a beautiful wife B. a rich businessman C. a brave sailor D. a good husband
( ) 3. Which of the following does the author admire most in the poem?
A. Bread. B. Friend. C. Shelter. D. Anchor.
參考答案和簡析：
1． C本詩沒有提到作者的身份
2． D文中的“給我金銀，給孩子生命，給我生活的力量，是我的面包，是我生命海洋的錨”等，足以判斷作者是寫給誰的。
3． B注意文中給予的比喻，并說“最重要的是，你是我的摯友”，由此判斷朋友是作者最敬佩的。
（二）語法專項練習(xí)
I. 單項選擇：
1．__________ with the size of the whole earth, the highest mountain doesn’t seem high at all.
A. When compared B. To compare C. While comparing D. It compared
2. Mr Smith, __________ of the _________ speech, started to read a novel. (2003 北京)
A. tired, boring B. tiring, bored C. tired, bored D. tiring, boring
3. Unless _________ to speak, you should remain silent at the conference. (2003上海春季)
A．invited B. inviting C. being invited D. having invited
4. Friendship is like money: easier made than ___________. (2003上海春季)
A．kept B. to be kept C. keeping D. being kept
5. __________ time, he’ll make a first-class tennis player. (2003 北京)
A. Having given B. To give C. Giving D. Given
6. The research is so designed that once _________ nothing can be done to change it.( NMET 2002)
A. begins B. having began C. beginning D. begun
7. The visitor expressed his satisfaction, _________ that he had enjoyed his stay here.
A. having added B. to add C. adding D. added
8. __________ his telephone number, she had some difficulty getting in touch with Bill.
A. Not knowing B. Knowing not C. Not having known D. Having not known
9. The computer center, ________ last year, is very popular among the students in this school.
A. open B. opening C. having opening D. opened
10. Prices of daily goods ______through a computer can be lower than store prices. (2002春季)
A. are bought B. bought C. been bought D. buying
11. –How do you deal with the disagreement between the company and the customers?
--The key _______ the problem is to meet the demand ______ by the customers.(2002 北京)
A. to solving, making B. to solving, made C. to solve, making D. to solve, made
12. Though ________ money, his parents managed to send him to university. ( 2002上海)
A. lacked B. lacking of C. lacking D. lacked in
13. _________ to sunlight for too much time will do harm to one’s skin. ( 2002上海)
A. Exposed B. Having exposed C. Being exposed D. After being exposed
14. After his journey from abroad, Richard Jones returned home, _________. (2004上海春季)
A. exhausting B. exhausted C. being exhausted D. having exhausted
II.根據(jù)所給的漢語，用過去分詞完成句子。
1. ____________________( 只要看一次), it can never be forgotten.
2. ___________________________(因為被認(rèn)為是這個城市里面最好的工廠)，the factory was given a medal.
3. The visitor came in, __________________________(后面跟著一群年輕人).
4. The object on the table is a fan _______________________(由羽毛制成的).
5. Our monitor, ____________________(深為感動), thanked him again and again.
答案：I. 1-5.AAAAD 6-10.DCADB 11-14.BCCB
II. 1. Once seen 2. Regarded as the best in the city
3. followed by a group of young fellows
4. made of feathers 5. deeply moved
（三）同步話題作文
請讀下面一首小詩，然后按要求和提示寫篇短文。
A Poem of an Iraqi Child
Dad, where did you go?
Mum and I needed you so.
I heard the terrible sound and smelled the smoke,
But what happened, I don’t know.
Dad, where did you go?
Mum and I missed you so.
Mum is tearing,
I am scaring from heart to soul.
But what had happened?
People say that I am too young to know.
Dad, come back,
Mum and I love you so.
She says you will be back.
With good news and hope.
【要求與提示】
1、 簡述小詩內(nèi)容(詩中一一個小孩的口吻表明：伊拉克處于戰(zhàn)亂之中，戰(zhàn)爭給伊拉克人民帶來極大的痛苦。)
2、 簡單談?wù)勀銉?nèi)心的感受（小詩很感人，和平對于國家、人民是多么重要。）
3、 從欣賞的角度談?wù)勀銓@首詩的看法（語言簡明扼要，但含義豐富。他們心里充滿著對勝利的希望。）
4、 可適當(dāng)發(fā)揮想象。
5、 詞數(shù)：100左右。
【參考詞匯】battlefield, description, mean, simple,
【擬用短語】at war, suffer from, long for, touch one’s heart, have the hope, belong to, look forward to, to the point
【可用句型】rather than, be separated, more than , although
參考答案
This is a poem written by an Iraqi child. We are shown, rather than told that Iraq is at war. The child’s father has gone to the battlefield for their freedom. Iraqi people are suffering a lot from the war. To a small child war seems meaningless, but Father means much to him and the family. They are longing for the peace. The poem touches my heart. It truly brings tears to my eyes. One obvious meaning of the description is that how much peace means to a country and its people.
Although the description is simple and to the point, the meaning of the poem is rich. They have to be separated at the moment, however, they still have the hope in their mind. They believe the victory will belong to them. And they are looking forward to the day.
（四）文學(xué)常用相關(guān)詞匯
文學(xué)literature 文學(xué)界 literatus/ republic of letters
藝術(shù) art 詩歌 poetry/song/poem
詩集poetry anthology 詩節(jié) strope
詩句 line/ verse 詩篇 psalm/ psalmbook
詩人 poet 詩壇 Parnassas
詩意 poetry 詩韻 rhyme
詩選 anthology 十四行詩 sonnet
散文 essay/prose 散文學(xué)proser
文集corpus 文豪 eminent writer
押韻 rhyme/ jingle 抒情 express one’s emotion
古典的classic/ classical 現(xiàn)代的 modern/ present-day
原創(chuàng)作者authorship 譯本 version