人教版 高二Unit 4 A garden of poems
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SEFC Book II Unit 4 A garden of poems
一、教学内容分析
本单元的中心话题是“英国诗歌”，具体涉及英文诗歌的种类、英国诗人、英文诗歌
的发展史等。语言技能和语言知识几乎都是围绕介绍“英文诗歌”这一中心话题设计展开的。
“热身”（Warming up）部分设计了五个问题让学生交流对英文诗歌的了解，并就个人对诗歌的喜好进行讨论。目的是呈现本单元的中心话题帮助学生在大脑中形成一个有关“诗歌”的信息包，并引入与中心话题相关的部分词汇和句型。
“听力”(Listening) 部分是一段图书管理员和一名想借阅诗歌书籍的学生之间的对话。要求学生在听的基础上完成有关对话大意和细节的选择和问题，并说明有关诗歌集不同的分类方法。这一设计一方面用于训练学生通过听觉获取信息的能力（泛听和精听的技能）；另一方面也有助于开拓学生的视野、提高学生对诗歌集分类方法的了解程度，以达到帮助他们如何开始选择诗歌的阅读。该部分的设计同时也为下一步的语言输出“口语”做准备。
“口语”(Speaking) 部分提供了介绍诗歌的时期、风格种类、诗人和诗歌表达的各种情感以及表达观点和喜好的常用词语，要求学生以分组讨论活动形式按照例子以及提供的句型和要求进行关于诗歌的讨论。这一设计既更进一步地促进了学生对有关诗歌知识的学习，又训练了学生在陈述观点的过程中运用有关表达个人意图的用语的能力。
“读前”（Pre-reading）部分首先要求学生谈谈中国的诗人和中国诗歌以及对诗歌的总体了解，然后要求学生推测文章中将会涉及到哪些方面，并在详细阅读课文之后评估自己的预期猜测是否准确。这有利于训练学生的逻辑思维，同时也为下一步的“阅读”做好准备。
“阅读”（Reading）部分是一篇介绍性的文字，主要介绍英文诗歌各个发展阶段的不同特点以及有代表性的诗人，并通过和我国历史上的著名诗人的比较，帮助学生消除对英文诗歌的陌生感，引导他们对该主题的入门，使之理解国外诗歌的特点，以提高他们对诗歌的鉴赏能力。
“读后”（Post-reading）部分设计了六个问题。题一考查对文章内容的理解、题二考查对代词的掌握、题三考查对文章脉络的了解、题四至题六较之前三题更为开放，要求学生在深入理解课文的基础上，就“诗歌”这一话题表达自己的观点。
“语言学习”（Language study）分词汇和语法两部分。词汇部分提供了两个习题，题一考查学生对阅读文章中出现的部分单词的掌握，而题二则为和本单元中心话题相关的诗歌押韵词概念的理解和运用。语法项目延续本册教材的第二、三两个单元的内容――继续介绍过去分词在句子中的功能。本单元为过去分词作状语的练习，教材通过分类、句型改写等练习巩固对过去分词作状语的认识和掌握。
“综合技能”（Integrating skills）在阅读一篇表达了个人对诗和歌曲强烈的喜爱之情的文章的基础上要求学生学习欣赏两首诗（歌词），并要求写出对英语诗歌的评论。这一设计有利于激发学生的想象力，锻炼其文学鉴赏能力和写作能力。
“学习建议”（Tips）部分提供了选择诗歌阅读以及收集诗歌的方法。
“复习要点”（Checkpoint）部分要求学生就本单元的语法重点和词汇自主归纳，以使学生能更系统地认识本单元的语言知识。
二、教学重点和难点
（一） 重点
1、词汇：重点单词如poem, poet, intention, recite, mad, pattern, sort, fantasy, loneliness, sadness, glory, absence, atmosphere, introduction, translate, translation, extraordinary, idiom, recommend, contribute等。短语如put…together, play with, call up, stand out, light up, come into being, send for, contribute to, remind sb. of 等。
2、语法：过去分词作状语
3、功能：表达意图的句型
(二) 难点
1、如何使用并区分过去分词在句子中作定语、表语、宾补以及状语
2、如何理解并能初步欣赏英文诗歌
3、如何进行英文诗歌评论的写作
三、教学目标
（一）语言知识
1、话题：English poetry
2、功能：Expressing intention（见教材P27Speaking部分的表格）
3、词汇：（见教学重点）
4、语法：The Past Participle used as Adverbial
（二）语言技能
1、听：听懂一段图书管理员和一名想借阅诗歌书籍的学生之间的对话。要求学生在听的时候能抓住和话题相关的关键词并概括大意，提高“泛听”技能；在此基础上吸收并处理相应的细节信息，形成“精听”技能。
2、说：要求学生用表达意图的句型进行关于诗歌的讨论。
3、读：通过篇章English Poetry的阅读、理清文章的脉络，继续训练各种阅读微技能。
4、写：通过本单元的各项语言输入、形成对英文诗歌的基本概念，并能书写简单的诗歌评论。
（三）情感态度和文化意识
1、通过比较国内外不同时期不同风格的著名诗歌和诗人，接受并认识英文诗歌的美
2、理解诗歌和历史、现实生活的联系，提高英语语言的鉴赏能力和修养
四、教材处理
本单元的话题“英文诗歌”对于高中学生而言，较为抽象。依据新课程标准、结合本单元的话题特点，教师在处理教材的任务设置时应运用建构主义“脚手架教学”的方法，而在调动学生积极参与任务时则应遵照多元智能理论。
教材的“读前”提到了中国诗人和中国诗歌、“综合技能”部分的阅读文章的内容则联系诗歌和歌曲。根据认知的一般规律，话题的导入应由中国的诗歌诗人――英文歌曲――英文诗歌诗人。根据教材内容、结构特点和教学时间，本单元拟用7个课时完成。具体分配如下：
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、教学设计
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.)
七步诗
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（英语诗歌节活动方案）
一．活动时间：学完本单元后
二．活动目的：
1．使学生能在学习本单元有关诗歌的篇章之后，更进一步熟悉诗歌这个文学体裁并提高他们诗歌鉴赏的兴趣和能力
2．使学生能在学习本单元有关诗歌、歌曲以及诗评的描述方式的基础上，充分展现自我才能，以激发其对英语学习更大的兴趣
三．活动形式：分阶段准备、集中表演
1．个人、小组活动：完成本单元每个课时学习之后与“英语诗歌节”有关的任务
2．小组活动（每小组3―4人）：本单元第二课时起的“热身”部分，汇总前一课时个人、小组完成的有关任务
3．大组活动（全班分为4―5组）：本单元学习的第六课时（课间或课后），汇总各小组的所有节目，并通过民主讨论、同伴互评的方式，确定1―2个最佳节目参加班级的英语诗歌节
4．班级活动：本单元学习之后，各大组推选的优秀节目汇演
四：节目形式（个人、双人、集体均可）：
1．英语歌曲演唱或评论
2．英语诗人或诗歌作品介绍
3．英语诗歌朗诵
五．评价方式：同伴互评为主、教师短评为辅（评价方案由本单元学习过程中，在教师建议、学生讨论的基础上形成）
六．补充材料
(一) 阅读
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（抒情诗）, narrative（叙事诗）, and dramatic（戏剧诗）.
Lyric poetry is the most common kind. It imitates most short poems. Lyric may be set to music and song. Odes（颂歌）, elegies（挽歌）and sonnets（十四行诗） 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.
生词集锦：
1、lyrics抒情诗 2、narrative叙事诗 3、dramatic戏剧诗
4、ode颂歌 5、elegy 挽歌 6、sonnet十四行诗
7、ballad民谣 8、epic史诗 9、individual个人，个体
(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 (伊顿公学 ), 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（《卖布女王》）, which expressed his protest against religion, his hatred of all forms of tyranny( 专政), and his belief in a new golden age. In 1816, he wrote Alastr（《阿拉斯特》） or the Spirit of Solitude（《孤独的精神》）, 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（《伊斯兰起义》）, 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（《解放了的普罗米修斯》）, 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（《西风颂》） 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(费用).
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.
参考答案：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.
参考答案和简析：
1． C本诗没有提到作者的身份
2． D文中的“给我金银，给孩子生命，给我生活的力量，是我的面包，是我生命海洋的锚”等，足以判断作者是写给谁的。
3． B注意文中给予的比喻，并说“最重要的是，你是我的挚友”，由此判断朋友是作者最敬佩的。
（二）语法专项练习
I. 单项选择：
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.根据所给的汉语，用过去分词完成句子。
1. ____________________( 只要看一次), it can never be forgotten.
2. ___________________________(因为被认为是这个城市里面最好的工厂)，the factory was given a medal.
3. The visitor came in, __________________________(后面跟着一群年轻人).
4. The object on the table is a fan _______________________(由羽毛制成的).
5. Our monitor, ____________________(深为感动), 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）同步话题作文
请读下面一首小诗，然后按要求和提示写篇短文。
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.
【要求与提示】
1、 简述小诗内容(诗中一一个小孩的口吻表明：伊拉克处于战乱之中，战争给伊拉克人民带来极大的痛苦。)
2、 简单谈谈你内心的感受（小诗很感人，和平对于国家、人民是多么重要。）
3、 从欣赏的角度谈谈你对这首诗的看法（语言简明扼要，但含义丰富。他们心里充满着对胜利的希望。）
4、 可适当发挥想象。
5、 词数：100左右。
【参考词汇】battlefield, description, mean, simple,
【拟用短语】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
参考答案
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）文学常用相关词汇
文学literature 文学界 literatus/ republic of letters
艺术 art 诗歌 poetry/song/poem
诗集poetry anthology 诗节 strope
诗句 line/ verse 诗篇 psalm/ psalmbook
诗人 poet 诗坛 Parnassas
诗意 poetry 诗韵 rhyme
诗选 anthology 十四行诗 sonnet
散文 essay/prose 散文学proser
文集corpus 文豪 eminent writer
押韵 rhyme/ jingle 抒情 express one’s emotion
古典的classic/ classical 现代的 modern/ present-day
原创作者authorship 译本 version

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