英语鉴赏
(完整版)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 features➢Prosody (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 lookYour eyes had once, and of their shadows deep;---W. B. YeatsD. 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。
高中英语《英语文学鉴赏》教案
高中英语《英语文学鉴赏》教案引言：本教案旨在帮助高中英语教师设计一堂关于英语文学鉴赏的课程。
通过本课程，学生将能够理解和欣赏英语文学的经典作品，并提高他们的阅读和分析能力。
本教案将提供详细的教学目标、教学内容和教学方法，以帮助教师成功实施这一课程。
第一部分：教学目标本课程的主要目标是：1. 培养学生对英语文学的兴趣和理解能力；2. 提高学生的阅读和分析技巧；3. 帮助学生理解文学作品背后的文化和历史背景；4. 培养学生的批判性思维和创造力。
第二部分：教学内容本课程将包括以下内容：1. 文学类型和流派的介绍：诗歌、小说、戏剧等。
2. 英语文学的历史发展和代表作品：莎士比亚、狄更斯等。
3. 阅读和分析文学作品的技巧：主题、人物、情节等方面的分析。
4. 文学作品的背景介绍：历史、文化和社会背景。
5. 学生参与讨论和批判性写作的机会。
第三部分：教学方法为了达到上述教学目标和涵盖教学内容，我们将使用以下教学方法：1. 小组讨论：鼓励学生在小组内分享自己的观点和理解，促进学生之间的互动和合作。
2. 视听材料：使用音频和视频材料，帮助学生更好地理解和欣赏文学作品。
3. 分析和解读：教师将引导学生分析和解读文学作品的关键要素，如主题、人物和情节。
4. 写作练习：学生将有机会进行批判性写作，例如评论和分析文学作品。
第四部分：教学评估学生的学习将通过以下方式进行评估：1. 小组讨论：学生在小组内积极参与讨论，并分享自己的观点和理解。
2. 个人写作任务：学生将进行批判性写作，表达自己对文学作品的见解和评价。
3. 课堂测试：进行文学作品的相关测试，评估学生对于文学作品的理解程度。
结尾：通过本课程，学生将培养对英语文学的兴趣和欣赏能力，并提高他们的阅读和分析技巧。
这将对他们的英语学习和人文素养的培养产生重要影响。
希望本教案能够帮助教师顺利进行英语文学鉴赏的教学工作。
祝教师和学生们取得丰硕的教学成果！。
英语诗歌鉴赏模板英文
英语诗歌鉴赏模板英文诗歌鉴赏模板（英文版）Title: [Title of the Poem]Poet: [Name of the Poet]Summary: [Brief overview of the poem's main ideas and themes]Form and Structure: [Description of the poem's rhyme, rhythm, meter, and stanza form]Language and Diction: [Analysis of the诗人使用的 language, diction, and imagery]Themes and Symbols: [Explanation of the poem's main themes and any symbols used]Conclusion: [Summary of your overall thoughts and feelings about the poem]Example Poem AnalysisTitle: "Daffodils"Poet: William WordsworthSummary: This poem celebrates the beauty of daffodils and the joy they bring to the poet.Form and Structure: The poem is written in iambic tetrameter, with a regular rhyme scheme of abab. It is divided into four stanzas.Language and Diction: Wordsworth uses simple language to describe the daffodils, focusing on their color, shape, and movement. His choice of words evokes a sense of childlike wonder and joy.Themes and Symbols: The main theme is the power of nature to bring joy to human life. The daffodils are a symbol of this theme, representing a connection between the natural world and human emotions.Conclusion: "Daffodils" is a beautiful poem that captures the joy and wonder of nature. It is a testament to Wordsworth's skill as a poet and his love of nature.。
英语翻译鉴赏
原文：有些事一转身就是一辈子。
译文：There are things once you turn away you turn a lifetime.点评：作为标题，要简明扼要，能够一下子逮住读者的目光。
用短句，用一些能够让读者感到熟悉、容易产生联想的短语，更能激发读者的阅读兴趣。
“Now or Never”是一首流行歌曲的名字，用在这里正适合。
建议译为：It’s now or never – Once you walk away, it is a life time!原文：有些人一直没机会见，等有机会见了，却又犹豫了，相见不如不见。
译文：There are people whom you never have chance to see, yet when chance comes, you hesitate reckoning that seeing is not better than not seeing.点评：这里用meet 比用see 更贴切，让你犹豫的不是看见他，而是与他相会。
建议译为：There are people you would have never thought to meet, and yet, when the opportunity arrives, you hesitate and would rather not to.原文：有些事一直没机会做，等有机会了，却不想再做了。
译文：There are things which you never have no chance to do, yet when chance comes, you do not want to do any more.点评：“一直没机会做”是一层的否定意思，never have no chance 用两个否定，意思错误；去掉which的定语从句，更为精简；chance多指偶然的机会，含有侥幸的意味在内；opportunity 多指特殊的机会，含有期待的意味，在此处用opportunity较为妥当；you do not want 后面的宾语应为opportunity，为want “the opportunity”,因此，改want to do为want it；no more比not any more更为简约、否定更为强烈；yet做“但是，却”的意思时为连词，用and yet。
英语著作鉴赏课教案
英语著作鉴赏课教案教案名称：英语著作鉴赏课教学目标：1. 学生能够理解英语文学著作的基本要素，包括主题、情节、人物形象等。
2. 学生能够通过阅读和讨论，理解和探索英语文学著作的深层含义和文化背景。
3. 学生能够运用鉴赏方法和技巧，分析和评价英语文学著作的质量和价值。
教学重点：1. 培养学生的文学鉴赏能力和阅读理解能力。
2. 启发学生对英语文学作品的独立思考和个人观点的表达能力。
教学难点：1. 帮助学生理解和分析英语著作的深层含义和文化背景。
2. 引导学生运用合适的方法和技巧进行英语文学著作的鉴赏。
教学准备：1. 英语文学著作的选本，例如《傲慢与偏见》、《了不起的盖茨比》等。
2. 多媒体设备，如投影仪或电视。
3. 讨论和小组活动的资料和工具。
4. 鉴赏方法和技巧的教材和参考资料。
教学过程：引入活动：1. 通过提问或引用相关名言，激发学生对英语文学著作的兴趣和热情。
知识讲解：1. 解释英语文学著作的基本要素，包括主题、情节、人物形象等。
2. 分析和讲解英语文学著作的深层含义和文化背景。
3. 介绍英语文学著作的鉴赏方法和技巧，如细读、批评性阅读、文本分析等。
实践活动：1. 分发选定的英语文学著作，组织学生进行阅读。
2. 分成小组，让学生讨论和分享他们的理解和感受。
3. 引导学生从主题、情节、人物形象等方面，分析和解读文学著作。
4. 在小组内进行鉴赏活动，比较不同学生的观点和解读。
总结评价：1. 整合学生的讨论和观点，进行总结和概括。
2. 提供具体的评价标准和建议，帮助学生进一步优化他们的鉴赏能力。
3. 鼓励学生自主阅读和鉴赏更多的英语文学著作，不断提高自己的鉴赏水平。
拓展活动：1. 组织学生进行写作或口头报告，分享他们对英语著作的鉴赏和评价。
2. 邀请文学专家或作家进行讲座或交流，拓宽学生的视野和了解。
教学反思：1. 对学生的阅读和鉴赏能力进行及时的评估和反馈。
2. 分析教学过程和方法，提出改进和调整的建议。
英语著作鉴赏教案
英语著作鉴赏教案教案标题：英语著作鉴赏教案教案目标：1. 通过阅读和鉴赏英语著作，提高学生对英语文学作品的理解和欣赏能力。
2. 培养学生的阅读和分析能力，培养学生的批判性思维和文学鉴赏能力。
3. 帮助学生了解和欣赏不同文化背景下的英语文学作品，拓宽学生的视野。
教学内容：1. 选择适合学生年龄和英语水平的经典英语著作，如《傲慢与偏见》、《哈利·波特》系列、《1984》等。
2. 引导学生通过阅读和分析英语著作，了解故事情节、人物形象、主题等方面的内容。
3. 帮助学生学习和运用英语文学作品中的词汇、语法和表达方式，提高学生的语言运用能力。
教学步骤：第一步：导入 (5分钟)1. 创造一个引人入胜的氛围，介绍英语著作的重要性和魅力。
2. 引发学生对英语著作的兴趣，例如通过展示书籍封面、播放相关电影片段等方式。
第二步：阅读和分析 (25分钟)1. 学生阅读指定的英语著作的选定章节或故事片段。
2. 学生分组讨论并回答相关问题，例如主要人物特点、故事情节发展、作者意图等。
3. 教师引导学生分析英语著作的语言特点、文学手法和主题等。
第三步：词汇和语法学习 (15分钟)1. 教师选择英语著作中的关键词汇和语法点进行讲解和练习。
2. 学生通过填空、翻译等方式巩固词汇和语法的运用。
第四步：文学鉴赏和讨论 (20分钟)1. 学生分享对英语著作的个人理解和感受。
2. 学生讨论英语著作中的主题、象征意义、文化背景等方面的内容。
3. 教师引导学生进行批判性思考和分析，提出问题引发学生思考。
第五步：拓展学习 (10分钟)1. 学生自主阅读其他相关英语著作，并进行书评或读后感的撰写。
2. 学生可以选择进行小组演讲或展示，分享自己的阅读体验和理解。
教学评估：1. 学生参与课堂讨论和活动的积极性和质量。
2. 学生书面作业的完成情况，包括对英语著作的理解和分析。
3. 学生展示的演讲或展示的内容和表达能力。
教学资源：1. 选定的英语著作书籍或电子版。
高一英语艺术鉴赏标准细化单选题50题(带答案)
高一英语艺术鉴赏标准细化单选题50题(带答案)1.Which of the following is a form of visual art?A.MusicB.DanceC.PaintingD.Literature答案：C。
解析：绘画是一种视觉艺术形式。
音乐是听觉艺术，舞蹈是表演艺术，文学是语言艺术。
2.What kind of art involves three-dimensional forms?A.PaintingB.SculptureC.PoetryD.Music答案：B。
解析：雕塑是三维形式的艺术。
绘画是二维的，诗歌是语言艺术，音乐是听觉艺术。
3.Which art form is mainly created through sound?A.SculptureB.PaintingC.MusicD.Drama答案：C。
解析：音乐主要通过声音来创作。
雕塑是三维造型艺术，绘画是视觉艺术，戏剧是综合艺术。
4.Which is NOT a two-dimensional art form?A.PaintingB.DrawingC.SculptureD.Printmaking答案：C。
解析：雕塑是三维艺术形式，绘画、素描和版画都是二维艺术形式。
5.What art form uses words to create images and emotions?A.LiteratureB.MusicC.PaintingD.Sculpture答案：A。
解析：文学用文字创造图像和情感。
音乐通过声音，绘画是视觉，雕塑是三维造型。
6.Which art form can be performed live?A.PaintingB.SculptureC.MusicD.Photography答案：C。
解析：音乐可以现场表演。
绘画、雕塑和摄影通常是静态展示。
7.Which of the following is a traditional art form that involves carvingor molding materials?A.Digital artB.SculptureC.Video artD.Installation art答案：B。
英文鉴赏的英语作文
英文鉴赏的英语作文Title: The Art of English Literature Appreciation。
English literature appreciation is not merely about understanding the words on a page; it's about delving deep into the essence of language, culture, and human experience. It's a journey that traverses through the rich tapestry of literary works, exploring themes, dissecting characters,and uncovering the layers of meaning embedded within the text. In this essay, we'll delve into the intricacies of English literature appreciation, exploring its significance, methods, and the profound insights it offers.Firstly, let's address the significance of English literature appreciation. Literature serves as a mirror reflecting the myriad facets of society, culture, and the human condition. Through the lens of literature, we gain insights into different epochs, ideologies, and perspectives. Whether it's Shakespeare's exploration of power and ambition in "Macbeth" or Jane Austen's socialcommentary in "Pride and Prejudice," literature provides a window into the past while offering timeless truths that resonate with readers across generations.To appreciate English literature effectively, one must employ a multifaceted approach. It begins with a fundamental understanding of language and literary devices. From similes and metaphors to symbolism and allegory, each device adds depth and nuance to the text. Moreover, understanding the historical and cultural context in which a work was written is paramount. For instance, understanding the socio-political landscape of Victorian England enhances our appreciation of Dickens' social critiques in "Oliver Twist" and "Great Expectations."Beyond linguistic and contextual analysis, English literature appreciation involves engaging with the text on an emotional and intellectual level. It entails empathizing with characters, discerning their motivations, and tracing their character arcs. It also involves grappling with the central themes and conflicts presented in the work. Whether it's the existential ponderings in Camus' "The Stranger" orthe quest for identity in Baldwin's "Go Tell It on the Mountain," literature prompts introspection and fosters empathy by allowing readers to inhabit different perspectives.Moreover, English literature appreciation extends beyond the confines of the written word. It encompasses the study of literary movements, genres, and the evolution of literary forms over time. From the Romantic poets' celebration of nature and individualism to the Modernists' experimentation with form and style, each movement reflects the zeitgeist of its era and leaves an indelible mark on literary history.In addition to traditional print literature, the advent of digital technology has expanded the avenues for literary appreciation. From e-books and audiobooks to online forums and virtual book clubs, technology has democratized access to literature and facilitated global discussions about literary works. Furthermore, digital platforms provide opportunities for interactive engagement with literature, such as multimedia adaptations and immersive storytellingexperiences.English literature appreciation also fosters critical thinking and analytical skills. By interrogating the text, discerning underlying themes, and evaluating the author's craft, readers hone their ability to think critically and articulate their interpretations coherently. Moreover, literature fosters empathy and cross-cultural understanding by exposing readers to diverse perspectives and experiences.In conclusion, English literature appreciation is a multifaceted endeavor that enriches our understanding of language, culture, and humanity. By engaging with literary works on various levels – linguistic, contextual, emotional, and intellectual – readers glean profound insights into the human experience. As we navigate the vast landscape of English literature, we not only unravel the mysteries of the past but also illuminate the path forward with the timeless wisdom contained within its pages.。
英语诗歌鉴赏与分析课件
英语诗歌鉴赏与分析课件课件介绍：本课件主要介绍英语诗歌鉴赏与分析的基本知识和技巧。
通过学习这门课程，学生将能够深入了解英语诗歌的各个方面，包括诗歌的结构、韵律、意象、修辞手法等，并能够运用这些知识分析和欣赏英语诗歌。
通过此课程的学习，学生将提高文学素养和英语语言能力，同时也能够培养审美能力和批判思维。
一、课程简介1.1 课程背景和目的英语诗歌鉴赏与分析课程旨在引导学生深入理解和欣赏英语诗歌，培养学生对诗歌的审美能力，并提升学生的英语语言表达能力。
1.2 课程内容本课程将涵盖以下主题：- 英语诗歌的起源和发展- 诗歌的基本结构和韵律- 诗歌的意象和象征- 修辞手法在诗歌中的运用- 不同流派和时期的英语诗歌鉴赏- 诗歌分析和批评的方法与技巧二、英语诗歌的起源和发展2.1 英语诗歌的历史概述英语诗歌可以追溯到古代的盎格鲁-撒克逊时期，传统上以史诗和押韵诗为主要形式。
在中世纪和文艺复兴时期，受到拉丁诗歌和欧洲大陆诗歌的影响，英语诗歌逐渐发展出独特的风格和形式。
2.2 现代英语诗歌的流派现代英语诗歌有许多不同的流派，包括浪漫主义、象征主义、现代主义等。
每个流派都有其独特的特点和表达方式。
三、诗歌的基本结构和韵律3.1 诗句和诗行诗歌通常由一系列诗句组成，诗句则由一个或多个词或短语构成。
诗句的组合形成诗行，诗行的长度可以不同。
3.2 韵律和韵脚韵律是诗歌中音韵的组织方式，通过单词的音素和重音来实现。
韵脚是指位于诗行末尾的音节的重音模式，常见的韵脚有押韵、近韵和眼韵等。
四、诗歌的意象和象征4.1 意象的定义意象是指通过诗歌中的具体形象来传达思想、感情和主题的方式。
意象可以是视觉、听觉、嗅觉、味觉和触觉等感官的形象。
4.2 象征的运用象征是指用一个具体事物来代表另一个更深层次的意义。
诗歌中常常使用象征来传递抽象的思想和情感。
五、修辞手法在诗歌中的运用5.1 比喻比喻是一种修辞手法，通过将两个不同的事物进行类比，来传递一种意义和形象。
英语诗歌鉴赏范文
英语诗歌鉴赏范文In the realm of English poetry, there lies a treasuretrove of emotions and experiences, encapsulated in versesthat speak to the soul.The rhythmic cadence of a sonnet, with its structured beauty, can evoke the deepest of passions, as seen in Shakespeare's "Shall I compare thee to a summer's day?" where the poet's love is as eternal as the seasons.Haiku, with its brevity, captures the essence of a moment, a fleeting glimpse of nature's beauty, as in Matsuo Bashō's "An old silent pond... A frog jumps into the pond— splash! Silence again."Elegies, with their solemn tones, offer a poignant reflection on loss and the passage of time, such as in Thomas Gray's "Elegy Written in a Country Churchyard," where thepoet contemplates the quiet dignity of the forgotten dead.Narrative poems, like Samuel Taylor Coleridge's "The Rime of the Ancient Mariner," weave intricate tales that transport us to distant lands, filled with adventure and moral lessons.The raw power of free verse, as seen in Walt Whitman's "Song of Myself," breaks the traditional bounds of form, allowing for an unbridled expression of the self, acelebration of individuality.The subtle wit and social commentary of satirical poems, like Alexander Pope's "The Rape of the Lock," use humor to critique the follies of society, all while maintaining a delicate balance of rhyme and reason.Lyric poetry, with its introspective nature, allows the poet to express personal emotions, as in Elizabeth Barrett Browning's "How Do I Love Thee?" where love is explored in its myriad forms and depths.In the end, the appreciation of English poetry is a journey through time and emotion, a dialogue between the poet's heart and the reader's soul, a testament to the enduring power of the written word.。
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电影最后的高潮经常是主人公和反面 角色或者反面力量之间的正面冲突。主人 公不一定永远都是英雄，反面角色也不一 定总是坏蛋。主人公和反面角色这两个词 分别指的是行动的发起者和反对者。发起 行动的角色有可能是一个坏蛋(阻碍行动 的角色也可能是英雄)。当主人公是坏蛋 时，我们称之为非英雄主角。《精神病患 者》里面的诺曼· 贝茨就是一个非英雄主 角：虽然他是一个变态杀人狂，但他确实 是电影中发起主要行动的人。
《指环王》The Lord of the Rings 片中的老魔法师甘道夫是一个类 似的人物。甘道夫指引佛罗多毁灭了 邪恶的‚力量之戒‛，在这个过程中 英雄遭遇了自己的黑暗面——他也希 望去拥有控制一切生灵的绝对权力。 坎诺比和甘道夫这两个导师角色都代 表了英雄的‚高尚自我‛——期望战 胜生理和心理上的挑战和阻碍，以寻 求自我发展、实现更加充实、更加成 熟的 自我。
注： Medea美狄亚，希腊神话中科尔克斯国王 之女，以巫术著称，因丈夫不忠而杀死儿 女以报复。 Clytemnestra克吕泰莫斯特拉，古希腊神 话中阿加门农王的妻子，阴谋杀死了丈夫。
主要角色main characters
主要角色是电影中最重要的角色，也是 最吸引观众的角色。通常主要角色也同时是 ‚主人公‛，其行动引起的连锁反应推动整 个情节向前发展。然而，有时候主人公却不 是主要角色。以Citizen Kane为例，电影的 主要角色——也就是最重要的角色是凯恩自 己。但是，凯恩已经死了，无法作为主人公 推动情节的发展。在这种情况下，主人公由 记者来担当。记者对凯恩展开调查，挖掘他 那些 不可告人的秘密。
《泰坦尼克》中还有一个女性影子 角色：‚罗丝的母亲，鲁思· 德威特· 布 凯特尔是另一个影子。她代表了女性 的黑暗面，她是压抑的、让人窒息的 母亲，是美狄亚和克吕泰莫斯特拉那 种乖戾、阴险的王后。‛这两个例子 中，影子原型都代表着主人公内在的 黑暗，代表着人性的黑暗，也代表着 我们观众内在的黑暗。
电影角色可能会随着电影的推进而 成长、发展，但是，因为这种成长不能 靠语言来描述，所以只能通过行动来表 现。 电影表演有着自己的特点，电影演 员必须适应这种表演形式的要求，要能 适应不同距离、多种角度的拍摄。好莱 坞的表演有着两种完全不同的发展方向 (方法表演Method acting和‚明星‛表 演Star performance)，这两种方向都是 电影史上非常重要的部分，也深深地影 响着今天的电影。
English Movies Appreciation
Chapter 3
英语电影赏析
Character and Performance
角色与表演 Character and Performance
角色塑造characterization和表演是任何电 影作品中必不可少的两个部分：没有角色， 就没有叙述(因为叙述依赖于角色的行动)， 而没有表演，角色也就无法呈现给观众。 电影中的角色塑造有时会小说化(小说中的 人物常常是有深度的、复杂的)，但是有时 电影角色也有可能仅仅是为了完成某种叙 述‚功能‛，或者仅仅是某种神话‚原 型‛。
Morpheus
Gladiator «角斗士»
Maximus
Commodus
Juba/ Proximo
Lucilla
导师和影子 The Mentor &The Shadow
The Mentor导师的形象:“智慧的老者‛—在
两部极为成功的电影里最突出：《星球大战》 和《指环王》。Star Wars片中的导师是前绝 地武士，智慧的老人欧比· 万· 坎诺比，他训 练英雄卢克· 斯凯沃克尔成为一名绝地武士。 他给卢克讲解了：‚原力‛(宇宙中万物蕴 含的力量)及其‚黑暗面‛；他引导卢克运 用自己的感情，而不是理性，来驾驭这种力 量。在关键时刻，欧比为了大义牺牲了自我， 给 英雄上了最后的一课(英雄在关键的 时刻也必须甘冒生命危险)。
反面角色 the opposition character
反面角色(也称‚反面主角‛)是阻碍主 人公达成目的的角色。反面主角制造种种碍， 阻挡主人公的前进。反面主角虽然通常是一 些单个的人，但是他们常常代表了一个庞大 的体系，主人公必须和这个体系抗争。有时， 反面角色不是一个人，而是‚反面的力量‛， 如：凶残的动物《大白鲨》、自然灾害《后 天》、腐败的机构《谍影重重》、自我毁灭 的种族歧视《美国X档案》或无药可 救的社会经济制度《光猪六壮士》。
主人公的动机和目标为故事提供了推 动力，当这个目标实现的时候，故事也就 完结了。在整个叙述中，观众的注意力都 会集中在主人公身上。因此，观众也倾向 于从主人公的角度来看故事的情节，因此 这个角色的视角就是整部电影的主要‚视 点‛。此外，观众也最有可能在感情上认 同这个角色：分享他的梦想、理解他的问 题、同情他的困境，当他成功的时候和他 一起欢喜，当他失败的时候和他一起悲伤。 主人公参与整个叙述，因此大多数时间都 会出现在银幕上。
The Shadow 影子
影子通常是故事中的反面角色或者坏蛋。 要研究电影如何运用影子角色，克里斯多 夫· 沃格勒对强档片《泰坦尼克》Titanic的 分析就是一个很好的例子。‚卡尔(罗丝的 未婚夫)代表了他所属的阶级的自大和固执， 也代表了男性在婚姻中的黑暗面。他是一个 极端的例子，代表了压抑和独裁，而杰克则 是另一个极端，代表自由和爱。卡尔和泰坦 尼克狂妄的一面取得认同，深深相信泰坦尼 克是不可能沉没的，因为这艘船是和他一样 的贵族阶级制造的，是‘绅士们’的船。‛
角色功能和角色设置 Character functions & Cast Design 电影中的角色可以划分为三种基本 的功能(或三类): 主要角色main characters 、 次要角色secondary characters 、 小角色minor characters， 这三种角色都有自己的作用。
次要角色secondary characters
• 次要角色是和主人公相联系，并且在叙 述发展上有重要影响的角色。次要角色 可以按功能分成三种： • 反面角色the opposition character • 镜像角色the mirror character • 浪漫角色the romance character
也称‚爱情趣味‛ 是与主人公存在(或产 生)浪漫关系的角色。浪漫角色有可能是主要 情节结束时主人公获得的奖励(适用于爱情片) 也有可能浪漫角色和主人公之间的关系是次 要情节的主要内容(适用于科幻、黑帮等其他 类型的电影)。不管是哪一种情况，爱情角色 要么支持主人公，要么阻碍他，在帮助他的 同时又给他制造困难。从这个角度来看，浪 漫角色既有支持r character
也叫‚支持者‛ 是主角最亲密的 盟友，也是最支持他的人。镜像角色在 逆境中给主人公以帮助，通常是因为他 们有着共同的想法和态度。镜像角色的 一个重要功能就是经常和主人公进行对 话，帮助主人公认清自己的目标，也帮 助观众了解主人公的性格和处境。
浪漫角色 the romance character
Film
Star Wars Braveheart «勇敢的心» The Matrix
Protagonist
Antagonist
Mirror
Hans Solo Hamish
Romance
Princess Leia Murron/ Princess Isabelle Trinity
Darth Vader Luke Skywalker William Wallace Neo King Edward I Agent Smith