英语诗歌鉴赏知识
英语诗歌赏析技巧
英语诗歌赏析技巧
1.理解诗歌的主题和目的：诗歌是一种表达情感和思想的艺术形式，因此理解诗歌的主题和目的非常重要。
诗歌的主题可以是爱情、自然、社会等等，而目的则可能是表达感情、抒发思想、探索生命等等。
2. 注意诗歌的韵律和节奏：诗歌通常具有一定的韵律和节奏，
这样可以让诗歌更加优美和易于记忆。
因此，理解诗歌的韵律和节奏可以更好地欣赏和理解诗歌。
3. 关注诗歌的象征意义和隐喻：诗歌中常常使用象征和隐喻的
手法，通过把某个事物比喻成另外一个事物来表达作者的感情和思想。
因此，注意诗歌中的象征意义和隐喻对于理解诗歌的深层含义非常重要。
4. 分析诗歌的语言和修辞手法：诗歌的语言和修辞手法是表达
情感和思想的重要手段。
因此，分析诗歌的语言和修辞手法可以更好地理解诗歌的意义和作者的意图。
5. 了解诗歌的历史和文化背景：诗歌是文化的产物，了解诗歌
的历史和文化背景可以更好地理解诗歌的意义和价值。
因此，对于诗歌的赏析来说，了解诗歌的历史和文化背景也非常重要。
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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 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 registers. Deviation of cultural subjects.。
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. This poem is mainly about _____.A.loveB.natureC.friendshipD.history答案：B。
这首诗主要描写了大自然的美丽景色，如山川、河流、花草等。
选项A“love”通常指爱情主题；选项C“friendship”是友谊主题；选项D“history”是历史主题。
这首诗中没有涉及爱情、友谊和历史相关内容，所以答案是B。
2. The theme of the poem is _____.A.hopeB.sadnessC.joyD.anger答案：A。
这首诗通过描述困境中的坚持和对未来的期待，表达了希望的主题。
选项B“sadness”是悲伤主题；选项C“joy”是快乐主题；选项D“anger”是愤怒主题。
诗中没有悲伤、快乐和愤怒的情绪表达，所以答案是A。
3. What is the main topic of the poem?A.warB.peaceC.familyD.adventure答案：B。
诗中强调了和平的重要性以及对和平的向往。
选项A“war”是战争主题；选项C“family”是家庭主题；选项D“adventure”是冒险主题。
这首诗没有涉及战争、家庭和冒险内容，所以答案是B。
4. The poem focuses on _____.A.lossB.gainC.dreamsD.reality答案：C。
这首诗讲述了人们追逐梦想的过程和意义。
选项A“loss”是失去主题；选项B“gain”是获得主题；选项D“reality”是现实主题。
诗中未涉及失去、获得和现实相关内容，所以答案是C。
5. What is the central theme of the poem?A.memoryB.forgivenessC.courageD.beauty答案：D。
诗中用优美的语言描绘了自然和生活中的美丽。
选项A“memory”是记忆主题；选项B“forgiveness”是原谅主题；选项C“courage”是勇气主题。
《英语诗歌鉴赏》课件
通过讽刺和嘲笑的手法传递对社会、人物或事 件的批评和讽刺的诗歌形式。
叙事诗
以叙述的方式展现故事情节和事件发展的诗歌 形式。
爱情诗
表达对爱情的思索、赞美、哀怨或幸福的诗歌 形式。
英语诗歌的表现形式
押韵
使用相似或相同的音 韵进行诗句的排列和 组织。
韵律
诗句的音节、音调和 节奏的规律和变化。
格律
诗句的词数、音节和 句子结构的规定和要 求。
结束语
通过对英语诗歌的鉴赏，我们可以领略诗歌的美丽和独特之处，增进对文学艺术的欣赏和理解。
《贝加尔湖畔》
以美丽的自然景色、富有诗意 的词句，描绘了贝加尔湖的迷 人之处。
英语诗歌鉴赏的方法
1 诗歌背景与写作背景分析
了解诗人的生平背景和创作背景，帮助理解 诗歌的意义和主题。
2 诗歌结构分析
分析诗歌的押韵、韵律和格律，把握诗歌的 整体结构。
3 诗歌主题分析
揭示诗歌的核心思想和情感，理解诗歌的深 层含义。
4 诗歌形式分析
分析诗歌的意象和修辞手法，体味诗歌的艺 术表现。
如何赏析英语诗歌
1
注重诗感受诗歌所描
绘的图像。
3
实践训练
4
多读多写，不断提升对诗歌的欣赏能力。
学习诗歌常用词汇
加深对诗歌用语的理解，提高对诗歌意 境的感知。
不要过分信奉解释者
尊重自己的感受，避免被固定的解释束 缚。
《英语诗歌鉴赏》PPT课 件
这个PPT课件详细介绍了英语诗歌的鉴赏技巧和方法，探讨了不同类型和表现 形式的英语诗歌，并给出了经典的诗歌赏析案例。
什么是诗歌鉴赏？
诗歌鉴赏是一种通过理解和欣赏英语诗歌的形式、内容、主题和意义，来提高对诗歌作品的理解和赏析能力的 活动。
英文诗歌鉴赏
英文诗歌鉴赏
英文诗歌鉴赏是一种欣赏和理解英语诗歌的过程，它需要对诗歌的语言、形式、主题、意象和韵律等方面进行深入的分析和理解。
以下是一些英文诗歌鉴赏的步骤和技巧：
1. 阅读诗歌：首先，你需要仔细阅读诗歌，注意诗歌的语言和表达方式。
阅读时要关注诗歌的节奏、重音和韵律，以及它的意象、比喻和象征等修辞手法。
2. 理解主题：理解诗歌的主题和情感是鉴赏英文诗歌的关键。
你需要理解诗人所表达的情感和思想，以及诗人对人生、社会和自然的看法。
3. 分析形式：英文诗歌通常采用一定的形式和结构，如十四行诗、五行诗、自由诗等。
分析诗歌的形式可以帮助你更好地理解诗歌的内容和表达方式。
4. 寻找意象：意象是诗歌中用来表达情感和思想的形象和比喻。
在鉴赏英文诗歌时，你可以寻找诗人所使用的意象，并理解它们所表达的意义和情感。
5. 感受韵律：韵律是诗歌的音乐性，它是由语言的节奏、重音和韵脚所构成的。
在鉴赏英文诗歌时，你需要感受诗歌的韵律，并理解它对诗歌意义和情感的影响。
6. 深入思考：最后，你需要深入思考诗歌的主题、意象、韵律等方面，以及它们所表达的意义和情感。
同时，你也可以将诗歌与自己的生活经验联系起来，从而更好地理解和欣赏英文诗歌。
总之，英文诗歌鉴赏需要一定的技巧和经验，但只要你多读、多思考，就能够提高自己的鉴赏能力，更好地欣赏和理解英文诗歌的美妙之处。
英语诗歌鉴赏
1.Stopping by Woods on a Snowy Evening《雪夜林边小驻》/《雪夜林边驻足》by Robert FrostI think I know whose woods these are woodsWhose woods these are I think I know.象征着大自然想来我认识这座森林，His house is in the village though; village象征着人类社会林主的庄宅就在邻村；He will not see me stopping here,这里，我们不妨把未露面的他不会看到我停留于此（他：The owner of the woods）树林主人及其房屋村落看作是诗To watch his woods fill up with snow. 人精心设计的一个象征，其含义凝视他的林子雪花纷飞。
是现实世界和人群。
而诗歌中的旅行者显然独自一人伫立于代表大自然的树林和代表现实世界的村落之间，思索自己的选择和方向。
My little horse must think it queer，To stop without a farmhouse near，Between the woods and frozen lake，（奇怪的原因）The darkest evening of the year.（使读者看到大雪纷飞的同时，更感觉到一阵刺骨的寒我那马儿一定以我为怪，冷）在这一年中最黑之夜，湖面冰封，近无人家，林雪覆盖，停伫在此是何原因？He gives his harness bells a shake My horse：Personification 拟人马儿轻摇铃具，似乎在问：诗人借助马儿的铃声在这洁白寂静的世界中加入To ask if there is some mistake. 了声响，马儿似乎以铃声来责怪主人的奇怪选择。
主人你停在这里，是否有错？The only other s ound’s the sweep, Alliteration头韵。
关于英语诗歌带翻译鉴赏
【导语】英⽂诗歌在⼤学英语与⽂化教学中有着潜移默化的作⽤。
在教学中,听诗、读诗、译诗、评诗、写诗等⽅式有利于培养学⽣的⽂学素养,激发学⽣的学习兴趣,提⾼学⽣综合运⽤英语的语⾔能⼒。
下⾯是由带来的关于英语诗歌带翻译鉴赏，欢迎阅读!【篇⼀】关于英语诗歌带翻译鉴赏 Remember 记住我 Christina Georgina Rossetti 克⾥斯蒂娜·吉奥尔吉娜·罗塞蒂 Remember me when I am gone away, Gone far away into the silent land; 愿君常忆我，逝矣从兹别; 相见及黄泉，渺渺⾳尘绝。
When you can no more hold me by the hand, Nor I half turn to go, yet turning stay. 昔来常欢会，执⼿深情结; 临去⼜回⾝，千⾔意犹切。
Remember me when no more day by day You tell me of our future that you plann'd: 絮絮话家常，⽩⾸长相契; 此景伤难再，吾⽣忽易辙。
Only remember me; you understand It will be late to counsel then or pray. 祝告两⽆益，⼨⼼已如铁; 惟期常忆我，从兹成永诀。
Yet if you should forget me for a while And afterwards remember, do not grieve: 君如暂忘我，回思勿⾃嗔; 我愿君愉乐，不愿君苦⾟。
For if the darkness and corruption leave A vestige of the thoughts that once I had, 我⽣⽆邪思，皎洁断纤尘; 留君⼼上影，忍令失君真。
高中英语知识点归纳诗歌与文学的欣赏与鉴赏
高中英语知识点归纳诗歌与文学的欣赏与鉴赏高中英语知识点归纳：诗歌与文学的欣赏与鉴赏诗歌与文学是高中英语学习中重要的内容之一，它们不仅仅是为了拓宽学生的文学素养，更是为了培养学生的语言表达能力和审美品味。
在这篇文章中，我们将对高中英语知识点进行归纳，探讨诗歌与文学的欣赏与鉴赏。
一、诗歌的基本要素诗歌是一种具有高度艺术性的文学形式，它包含了许多基本要素。
1. 韵律：诗歌是通过韵律来构建其独特的节奏和音乐感。
韵律可以通过诗句中的音节数和音节强度来表达。
2. 押韵：押韵是诗歌中重要的修辞手法，通过使诗句中的末尾音节相同或相似来营造出韵律感。
3. 格律：格律是指诗歌按照一定的音、律、字、句等要求构成的规则。
不同种类的诗歌有不同的格律。
二、常见的诗歌体裁诗歌有许多不同的体裁，每个体裁都有其特定的结构和意义。
1. 抒情诗：抒情诗是表达诗人个人感情和思想的诗歌形式。
抒情诗大多以第一人称来叙述感受和体验。
2. 叙事诗：叙事诗是通过叙述故事来表达情感的诗歌。
叙事诗通常由一系列事件或人物来组成，具有连续性和故事性。
3. 讽喻诗：讽喻诗含有隐喻意义，它通过形象的表达和比喻来探讨社会问题和人生哲理。
三、文学的欣赏与鉴赏文学的欣赏与鉴赏是培养学生审美情趣和文学素养的重要途径。
1. 阅读策略：在欣赏文学作品时，学生可以运用一些阅读策略，如预测、总结、推理等，帮助他们更好地理解文学作品。
2. 文学风格：文学作品通常具有独特的风格，如浪漫主义、现实主义等。
学生需要通过阅读和分析作品，了解并欣赏不同的文学风格。
3. 文学元素：文学作品中融入了丰富的文学元素，如修辞手法、象征、意象等。
学生需要通过观察和分析这些元素，领悟作品的深层意义。
4. 作家与作品：学生应该了解作家的背景和写作动机，探索作家的情感和观点，以更好地理解和鉴赏作品。
五、培养文学鉴赏能力的方法要培养学生的文学鉴赏能力，教师可以采取以下方法：1. 组织文学讲座和研讨会，引导学生深入探讨文学作品背后的思想和主题。
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英语诗歌鉴赏知识英语诗歌鉴赏知识英诗浩瀚，篇幅长短不一，长至成集，短至仅句。
为使英语学习者了解英诗，特拟此文，从实用角度阐述英诗的欣赏：诗的格律、诗的押韵、诗的体式、诗的评判。
诗以高度凝结的语言表达着人们的喜怒哀乐，用其特有的节奏与方式影响着人们的精神世界。
诗讲究联想，运用象征、比喻、拟人等各种修辞手法，形成了独特的语言艺术。
（有关修辞手法可参考相关书籍）。
一、诗的格律“格律是指可以用脚打拍子的节奏”，是每个音步轻重音节排列的格式，也是朗读时轻重音的依据。
而音步是由重读音节和非重读音节构成的诗的分析单位。
重读音节为扬（重），在音节上用“－”或“ˊ”标示，非重读音节为抑（轻），在音节上用“︶”标示，音步之间可用“／”隔开。
以下是五种常见格式：1．抑扬格（轻重格）Iambus：是最常见的一种格式，每个音步由一个非重读音节加一个重读音节构成。
As fair / art thou / my bon/nie lass,So deep / in luve / am I :And I / will luve / thee still,/ my dear,Till a` / the seas / gang dry:Robert Burns(1759-1796): My Luve Is like a Red, Red Rose注；art=are luve=love bonnie=beautiful a`=all ga ng=go上例中为四音步与三音步交叉，可标示为：︶－／︶－／︶－／（︶－）2．扬抑格（重轻格）Trochee：每个音步由一个重读音节加一个非重读音节构成。
下例中为四音步扬抑格（少一个轻音节），可标示为：－︶／－︶／－︶／－Tyger!/ Tyger!/ burning / brightIn the / forests / of the / nightWilliam Blake: The Tyger3．抑抑扬格（轻轻重格）Anapaestic foot: 每个音步由两个非重读音节加一个重读音节构成。
如：三音步抑抑扬格︶︶－／︶︶－／︶︶－Like a child / from the womb,Like a ghost / from the tomb,I arise / and unbuild / it again.4．扬抑抑格（重轻轻格）Dactylic foot: 每个音步由一个重读音节加两个非重读音节构成。
如：两音步扬抑抑格－︶︶／－︶︶ˊTouch her not / ˊscornfully,ˊThink of her / ˊmournfully.-- Thomas Hood5．抑扬抑格（轻重轻格）Amphibrach：每个音步由一个非重读音节加一个重读音节再加一个非重读音节构成。
如：三音步抑扬抑格︶－︶／︶－︶／︶－︶下例中最后一个音步为抑扬格。
O ˊhush thee / my ˊbabie / thy ˊsire was / a knight.在同一首诗中常会出现不同的格律，格律解析对朗读诗歌有一定参考价值。
现代诗中常不遵守规范的格律。
二、诗的押韵押韵是指通过重复元音或辅音以达到一定音韵效果的诗歌写作手法。
1．尾韵：最常见，最重要的押韵方式。
1）联韵：aabb型。
I shot an arrow into the air,It fell to earth, I knew not where;For, so swiftly it flew, the sightCould not follow it in its flight.Henry Wadsworth Longfellow: The Arrow and the Song2）交叉韵：abab型。
Sunset and evening star,And one clear call for me!And may there be no moaning of the bar,When I put out to sea,Alfred Tennyson(1809-1892): Crossing the Bar3）同韵：有的诗押韵，一韵到底，大多是在同一节诗中共用一个韵脚。
如下例就共用／i:p／为韵脚。
The woods are lovely, dark and deep,But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.Robert Frost (1874-1963): Stopping by Woods on a Snowy Evening2．头韵：是指一行（节）诗中几个词开头的辅音相同，形成押韵。
下例中运用／f／、／b／与／s／头韵生动写出了船在海上轻快航行的景象。
The fair breeze blew, the white foam flew,The furrow followed free,We were the first that ever burstInto that silent sea.T.S. Coleridge: Rime of the Acient Mariner3．内韵（同元音）：指词与词之间原因的重复形成的内部押韵。
下面一节诗中／i／及／iη／重复照应，呈现出一派欢乐祥和的气氛。
Spring, the sweet spring, is the year’s pleasant king;Then blooms each thing, then maids dance in a ring,Cold dath not sting, the pretty birds do sing:Cuckoo,jug-jug,pu-we,to-witta-woo!Thomas Nashe(1567-1601): Spring, the Sweet Spring三、诗的体式有的诗分成几节（stanza），每节由若干诗行组成（每行诗均以大写字母开头）；有的诗则不分节。
目前我们常见的诗体有：1．十四行诗 (Sonnet)，源于中世纪民间抒情短诗，十三、十四世纪流行于意大利，意大利彼特拉克（Petrarch）为代表人物，每行十一个音节，全诗一节八行，加一节六行，韵脚用abba, abba, cdcdcd (cdecde)。
前八行提问，后六行回答。
后来，怀亚特（Thomas Wyatt,1503-1542）将十四行诗引人英国，五音步抑扬格，全诗三个四行一个二行,前三节提问，后二句结论。
斯宾塞（EdmundSpenser,1552-1599）用韵脚abab, bcbc,cdcd,ee。
莎士比亚（WilliamShakespeare,1564-1616）用韵脚abab,cdcd,dfdf,gg，称英国式或莎士比亚式。
举例见本文第四部分。
2．打油诗（Limericks）：通常是小笑话甚至是胡诌，一般没有标题也无作者姓名，含有幽默讽刺性，常运用双关，内韵等手法。
每首诗五个诗行，押韵为aabba，格律以抑扬格和抑抑扬格为主。
1) There was a young lady of NiggerWho smiled as she rode on a tiger;They returned from the rideWith the lady inside,And the smile on the face of the tiger.2) A tutor who taught on the fluteTried to teach two tooters to toot,“Is it harder to toot, orSaid the two to the tutor,To tutor two tooters to toot?”3．无韵体（Blank Verse）：五音步抑扬格，不押韵诗体。
Across the watery bale , and shout again,Responsive to his call, -- with quivering peals,And long halloos, and screams, and echoes loud.Redoubled and redoubled:concourse wildOf jocund din!…William Wordsworth: There Was a Boy4．自由诗（Free Verse）:现代诗中常见的体式，长短不同的诗行存在于同一首诗中，不讲究押韵与格律，只注重诗歌所表达的意象和传递的情感。
美国诗人Walt Whitman的<<草叶集>>（Leaves of Grass）中，就采用此格式。
例子见第四部分。
四、诗的评判对一首诗，个人的感受会有不同。
节奏流畅，语言精炼，联想新颖的诗可算是好诗。
堆砌词藻，一味抒发感情而无实际内容的诗，只能是下乘的诗。
二十世纪英美诗歌大量采用自由诗体，接近口语，可谓大胆创新，大概也是诗歌发展的大势所趋吧。
以下通过三首诗的分析看诗的评判。
1．That Time of YearThat time of year thou may’st in me beholdWhen yellow leaves,or none,or few, do hangUpon those boughs which shake against the cold,Bare ruined choirs where late the sweet birds sang,In me thou see’st the twilight of such dayAs after sunset fadeth in the west,When by and by black night doth take away,Death’s second self, that seals up all in rest.In me thou see’st the glowing of such fire,That on the ashes of his youth doth lie.As the deathbed whereon it must expire,Consumed with that which it was nourished by.This you perceivest, which makes thy love more strong,To love that well which thou must leave ere long.Notes:may’st:may behold:see late:no long ago thou:you see’st:seefadeth:fades doth:does seals up all at rest:彻底埋葬thy:your perceivest: perceive ere long: before long此诗是莎士比亚（William Shakespeare, 1564-1616）的一首十四行诗。