译林版选择性必修1 Unit4语篇分析+阅读单（教师版）
译林版 选择性必修1 Unit4 Reading and Thinking 语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：How to read a poem 作者： 文章类型：说明文 主题/中心思想：文章通过分步骤指导读者如何从 “声音” 和 “意义” 两方面解读诗歌，通过倾听声音、探索意象、耐心解读以及超越逻辑理解等方式，帮助读者深入欣赏诗歌，领略其深层含义与独特魅力。
二、文本结构与内容分析 整体结构： 文章整体结构清晰，采用总分总的形式展开。开头提出诗歌阅读的核心理念，主体部分分点详细阐述阅读诗歌的具体方法，结尾进行总结升华，强调诗歌阅读的美妙体验与价值。 段落分布： 引言段：提出诗歌是 “音” 与 “意” 的融合，引出主题。 主体段： 第一部分：强调听觉感知（押韵、节奏）的重要性，以丁尼生的诗为例。 第二部分：倡导探索意象与场景，以安吉洛的《笼中鸟》为例。 第三部分：建议耐心反复阅读，以弗罗斯特的诗为例。 第四部分：强调欣赏诗歌不必完全理解，需超越逻辑。 结论段：总结诗歌的 “音” 与 “意” 对认知世界的意义，呼吁读者享受阅读旅程。 逻辑关系： 并列关系：四个方法独立并列，但共同服务于 “如何读诗” 的主题。 递进关系：从基础的听觉感知到深层的意象分析，再到反复阅读和超越逻辑，层层深入。 衔接与连贯： 连接词：使用 “First” “Second” “Third” “Finally” 明确步骤顺序。 指代：通过 “this combination” “these clues” 等回指前文内容。 重复：关键词如 “explore” “sound” “sense” 贯穿全文。 段落功能： 引言段：引发读者兴趣，提出核心问题。 主体段：每个段落聚焦一个方法，结合诗歌实例说明操作步骤。 结论段：升华主题，强调诗歌的审美价值与现实意义。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景： 文章引用西方经典诗歌（丁尼生、安吉洛、弗罗斯特），需读者对西方诗歌传统有基本了解。其次，隐含假设读者可能对诗歌解读存在畏难情绪，需通过具体方法降低理解门槛。 背景知识的运用： 文章通过引用西方经典诗歌和隐含文学分析框架，要求读者具备一定的西方文化背景和文学基础知识。若缺乏这些知识，可能导致对诗歌深层含义的误读或对分析步骤的困惑。然而，作者通过具体实例和普适性方法，部分缓解了背景差异带来的理解障碍，使其方法论仍具有广泛适用性。 写作意图： 文章帮助读者掌握有效的诗歌阅读方法，引导他们深入领略诗歌的魅力，培养读者对诗歌的欣赏能力与审美情趣，使读者能够超越表面文字，挖掘诗歌的深层内涵，从而在诗歌阅读中获得独特的审美体验与精神享受。
四、情感态度与价值取向分析 情感态度： 作者对诗歌充满热爱与敬意，认为诗歌具有独特的美感与深度，希望读者能用心去感受与理解。在阐述阅读方法时，语气平和、鼓励，耐心引导读者逐步深入，体现出对读者的关怀与期待。 价值取向： 文章传达了对文学、对诗歌艺术的尊重与推崇，强调通过正确的方法去欣赏文学作品的价值，鼓励人们在快节奏的生活中慢下来，用心感受诗歌带来的精神滋养，提升自身的文学素养与审美水平，具有一定的文化教育意义。
五、论点与文章有效性分析 论点清晰度与证据支持： 文章中心论点明确，即教会读者如何阅读诗歌。每个分论点——四种阅读方法，也都清晰具体，并通过引用经典诗歌片段作为例证，如阿尔弗雷德 丁尼生、玛雅 安吉罗、罗伯特 弗罗斯特的作品，这些例证典型且贴合论点，增强了文章的说服力。 文章有效性与局限性： 文章在指导诗歌阅读方面表现出较强的说服力，方法实用且易于操作，能为读者提供切实可行的帮助。不过，对于一些复杂诗歌或具有特殊结构与风格的诗歌流派，文中方法可能涵盖不够全面，存在一定局限性，需要读者进一步拓展与灵活运用。 文章与现实的联系： 文章与现实紧密相关，在快节奏社会中倡导慢阅读，呼应现代人对精神深度的需求。其次，强调 “超越逻辑” 的审美体验，与后现代语境下的碎片化认知形成对比。
六、逻辑关系与推理分析 显性逻辑关系： 文中显性逻辑关系丰富，如因果关系 “Because poetry is a combination of ‘sound’ and ‘sense’, so we need to...”、对比关系 “Poems that are easy to understand are often less interesting than those that constantly reveal deeper and previously unrecognized meanings.”、例证关系 “Read these lines to feel how they sound.” 等，使论述清晰明了。 隐性推理与假设： 文章隐含着 “只要运用正确的方法，读者就能更好地理解诗歌”“经典诗歌具有普遍的审美价值，值得深入解读” 等假设与推理，这些观点虽未直接明说，但贯穿于文章的论述过程中，引导读者按照作者指引的方法去探索诗歌世界。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点： 文章语言简洁明了，通俗易懂，避免使用晦涩难懂的学术词汇，适合广大普通读者阅读。同时，文中适当运用文学性词汇描述诗歌特点与阅读体验，如 “inner beauty”“everlasting beauty” 等，增添文章韵味。 句式与句型分析： 文章句式多样，长短句结合。既有简洁的陈述句阐述观点，如 “Poetry is a combination of ‘sound’ and ‘sense’”，又有较长的复合句深入剖析诗歌阅读方法，如 “As you slowly explore your surroundings, you will start to dig up clues that give you a greater understanding of the poem.”，使文章节奏富于变化，增强可读性。其次，通过设问句，如 “Who is talking Who is being talked to ” 引导读者主动思考。 文体特征： 文体正式且具有指导性，属于文学评论类说明文。结构严谨，逻辑清晰，旨在传授知识与技能，同时又带有一定的情感渲染，激发读者对诗歌阅读的兴趣。 修辞手法： 文章运用排比修辞，如 “First...Second...Third...Finally...” 构建主体框架，增强文章气势与条理性；引用诗歌片段，增强文章的文学性与说服力；还通过比喻等手法，将诗歌阅读比作探险之旅，生动形象地阐述阅读过程的挑战与收获；并且使用排比，如 “Sweet and low, sweet and low”（丁尼生诗句）增强音律感。
八、写作手法分析 写作技巧与表达方式： 文章采用问题解决式写作技巧，先提出 “如何阅读诗歌” 这一问题，再分点详细解答，条理清晰。表达方式上，叙述与议论相结合，通过叙述具体的阅读步骤与方法，辅以议论阐明其重要性与有效性，使文章更具说服力。同时，运用细节描写，如对引用诗歌片段的分析，让读者更直观地感受诗歌阅读技巧的运用。
九、个人理解与批判性思维 个人理解与反思： 文章认同 “反复阅读” 的重要性，但认为 “放弃逻辑思维” 可能过于绝对，逻辑分析与感性体验可互补。同时，强化了诗歌作为 “审美对象” 的定位，可能忽略其社会批判功能（如安吉洛的《笼中鸟》隐含种族议题）。 批判性思维与反思： 文章存在潜在偏见，以西方诗歌为中心，可能弱化非西方诗歌的解读方法。其次，其论证存在漏洞，未解释 “放弃逻辑思维” 的具体操作路径，可能导致读者困惑。可加入跨文化诗歌案例（如日本俳句），探讨解读方法的普适性。
课文语言表达梳理 一、诗歌分析策略类相关表达 follow your ears 原文例句："First, follow your ears." 用法：作为祈使句，引导读者通过倾听韵律理解诗歌。 替换表达：pay attention to the rhythm / listen for musical patterns dig up clues 原文例句："As you slowly explore your surroundings, you will start to dig up clues that give you a greater understanding of the poem." 用法：比喻性动词短语，指通过分析诗歌细节发现隐含意义。 替换表达：uncover hidden meanings / find subtle hints abandon logical thinking 原文例句："You might need to abandon logical thinking to discover its true inner beauty." 用法：强调超越理性思维，感知诗歌的感性层面。 替换表达：set aside rational analysis / let go of literal interpretation
二、文学术语与抽象概念相关表达 combination of "sound" and "sense" 原文例句："Poetry's combination of 'sound' and 'sense' makes you see the world in a new way." 用法：总结诗歌的核心特征，说明音义结合的重要性。 替换表达：harmony of rhythm and meaning / balance between form and content hidden dimension 原文例句："So, how to reveal this hidden dimension " 用法：指诗歌字面意义之外的深层含义。 替换表达：unseen layer / underlying significance complex or contradictory combination 原文例句："This combination is often complex or even contradictory." 用法：描述诗歌意象或主题的复杂性。 替换表达：intertwined elements / conflicting ideas
三、诗歌元素描述相关表达 repeated words 原文例句："Do you detect a rhythm Are there any repeated words..." 用法：列举诗歌中的修辞手法。 替换表达：recurring phrases / word repetitions the caged bird 原文例句："Read these lines, pay attention to the image of the caged bird and try to find out what it means." 用法：作为隐喻，象征被束缚的自由。 替换表达：the imprisoned songbird / the confined creature distant hill 原文例句："and his tune is heard on the distant hill" 用法：营造遥不可及的空间感，增强孤独氛围。 替换表达：remote mountain / far-off slope
隐喻与哲理表达相关表达 go beyond normal reality 原文例句："allows you to go beyond normal reality for the everlasting beauty." 用法：强调诗歌超越现实的审美价值。 替换表达：transcend daily existence / escape ordinary life worth your effort 原文例句："it will have been worth your effort." 用法：总结诗歌阅读的价值，鼓励坚持探索。 替换表达：rewarding / deserving of dedication journey in the world of poetry 原文例句："Enjoy your journey in the world of poetry!" 用法：比喻性表达，将诗歌阅读比作探索之旅。 替换表达：adventure through verses / exploration of poetic landscapes
文章结构梳理 Article Analysis: How to read a poem
1. Main Idea The essay advocates for a holistic approach to poetry reading that integrates "sound" (formal elements like rhythm and rhyme) and "sense" (deeper meanings) through four sequential strategies. It emphasizes that poetry transcends literal interpretation, inviting readers to engage in a lifelong exploration of its hidden dimensions and enduring aesthetic value.
2. Paragraph Summaries and Functions Introduction Summary: Introduces poetry’s duality of "sound" and "sense," framing the essay as a guide to uncovering hidden meanings. Function: Sets the theoretical foundation and poses the central question: How to reveal poetry’s "hidden dimension" First Strategy: Follow Your Ears Summary: Advocates prioritizing rhythm, repetition, and rhyme to access meaning. Function: Provides a practical entry point for readers, emphasizing sensory engagement before intellectual analysis. Second Strategy: Explorer’s Mindset Summary: Encourages analyzing poems as landscapes, dissecting imagery and relationships. Function: Shifts focus to thematic exploration, teaching readers to decode symbols and narrative elements. Third Strategy: Patience and Persistence Summary: Argues that deep understanding requires repeated readings and time. Function: Addresses common reader frustration and reframes difficulty as a virtue, emphasizing lifelong learning. Fourth Strategy: Appreciate Without Full Comprehension Summary: Celebrates emotional resonance and aesthetic experience over rigid interpretation. Function: Concludes the essay by elevating poetry’s transcendent power, aligning with its "sound-sense" duality.
3. Key Details from Each Paragraph Introduction Core Idea: Poetry is a fusion of form ("sound") and meaning ("sense"). Critical Phrase: "hidden dimension" (refers to layers beyond literal text). Purpose: Establish the essay’s pedagogical intent: teach readers to analyze poetry systematically. First Strategy: Follow Your Ears Techniques Highlighted: Rhythm, repetition, rhyme. Example: Tennyson’s Sweet and Low uses "sweet and low" repetition to mimic a lullaby’s rhythm. Teaching Tool: Encourage students to clap or chant to identify rhythm. Second Strategy: Explorer’s Mindset Analytical Questions: Who is speaking What imagery exists Metaphor: "Explorer" symbolizes curiosity and discovery. Example: Maya Angelou’s Caged Bird uses "caged bird" as a metaphor for oppression. Teaching Tip: Use graphic organizers to map characters, settings, and symbols. Third Strategy: Patience and Persistence Philosophical Contrast: Poems requiring effort VS easily understood poems. Example: Frost’s Stopping by Woods invites interpretation of snow as both beauty and isolation. Key Phrase: "lifelong job" (implies continuous learning). Fourth Strategy: Appreciate Without Full Comprehension Aesthetic Goal: Value emotions ("feel something") over logical conclusions. Thematic Conclusion: Poetry transcends reality through "everlasting beauty." Teaching Activity: Ask students to write reflections on a poem’s emotional impact.
Reading Comprehension Worksheet（教师版）
XBook 1 Unit4 Reading and Thinking: How to read a poem
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
What is the main topic of this article
The history of poetry.
How to analyze the structure of a poem.
Strategies for reading and understanding poetry.
Famous poets and their works.
Answer: C.Strategies for reading and understanding poetry.
目的：考查学生对文章整体主题的把握能力，确保学生能够从宏观上理解文章的核心内容。
阅读技能目标：
快速识别文章的主题和主要内容。
能将信息进行整合并形成简洁的总结。
According to the article, what should readers focus on besides the meaning of a poem
Answer: Besides the meaning of a poem, readers should focus on the sound of the words.
What does the lecturer think of poems that are easy to understand
Answer: They are often less interesting than those that constantly reveal deeper and previously unrecognized meanings.
What are the basic questions you should ask to understand a poem
Answer: Who is talking Who is being talked to What is being described Is there a sense of place Are there other people or objects there
目的：考查学生对文章细节信息的提取能力。
阅读技能目标：
训练学生准确获取关键信息和细节信息的能力。
能将信息进行整合并形成简洁的总结。
Match the strategies mentioned in the article with their descriptions.
First strategy Appreciate the poem without fully understanding it Second strategy Focus on the sound elements of the poem Third strategy Have patience and revisit the poem Fourth strategy Explore the poem like an unfamiliar landscape
Answer: First strategy：Focus on the sound elements of the poem，Second strategy：Explore the poem like an unfamiliar landscape，Third strategy：Have patience and revisit the poem，Fourth strategy：Appreciate the poem without fully understanding it
目的： 考查学生对文章中诗歌阅读策略的理解和记忆。
阅读技能目标：
信息匹配和细节理解能力。
组织和整合信息。
How does the author organize the strategies for reading a poem in this article
The author organizes the strategies from________ to_________ .
Answer: The author organizes the strategies from sound to sense.
Read the lecture transcript and complete the chart below.
Answer: 1) Sound 2)Sense 3)How does it sound 4)an explorer in an unfamiliar landscape 5)patient 6)fully understand a poem to appreciate it
目的：考查学生对文章中提到的诗歌阅读策略的理解和记忆。不仅考查了学生对细节的把握，还考查了他们对整体结构的理解。
阅读技能目标：
培养学生识别语篇结构及文体特征的能力。
逻辑思维和组织信息的能力，总结和归纳所学的知识。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
What might be the author's purpose in suggesting readers ask "How does it sound " before "What does it mean "
Answer: The author's purpose is to highlight the auditory elements that may lead to deeper understanding.
How would you evaluate the author's view that "Poems that are easy to understand are often less interesting than those that constantly reveal deeper and previously unrecognized meanings."
Answer: I agree with the author's view because poems that reveal deeper meanings over time encourage repeated readings and deeper engagement with the text, enhancing appreciation and understanding.
目的： 该问题考查学生根据文章细节进行合理推理及对作者观点进行评价的能力。
阅读技能目标：
提升学生的批判性思维能力。
能够对不同观点进行比较和反思，形成自己的见解。
Match the characteristics of poetry with the corresponding description.
1.Combination of sound and sense
2.Usually implies deeper meanings
3.Focuses on narrative structure
4.Primarily informative
Characteristic Description
Poetry's unique blend that sets it apart
Beyond the surface words in poetry
Common in novels and short stories
Typical of academic texts
Answer: 1-Poetry's unique blend that sets it apart, 2-Beyond the surface words in poetry
Common in novels and short stories，4-Typical of academic texts
Compare the strategy of focusing on sound elements with exploring the poem like an unfamiliar landscape. What are the similarities and differences
Answer: Similarities: Both strategies help readers engage with the poem on a deeper level. Differences: Focusing on sound elements emphasizes auditory experience, while exploring like an unfamiliar landscape focuses on visual and imaginative engagement.
目的：考查学生对诗歌不同阅读策略以及诗歌特征的比较分析能力。
阅读技能目标：
培养学生综合分析和比较不同阅读方法的能力。
深入理解诗歌的不同特征及阅读策略。
A. What rhetorical devices are used in the lines "The caged bird sings with a fearful trill of things unknown but longed for still"
The rhetorical devices used are __________ and___________.
Answer: The rhetorical devices used are metaphor and alliteration.
Explain the rhetorical effect of comparing reading a poem to being an explorer in an unfamiliar landscape.
Answer: This metaphor encourages readers to approach poetry with a sense of adventure and discovery, much like an explorer navigating unknown territory. It suggests that reading poetry involves actively engaging with the text, discovering new meanings, and interpreting unfamiliar imagery, just as an explorer would investigate a new landscape.
目的： 考查学生对修辞手段的识别和理解能力，引导学生关注语言的表达效果和深层含义。阅读技能目标：
提升学生对修辞手段和语言特点的分析能力。
增强语篇解读深度，使学生能够更好地理解文学作品中的语言艺术。
Why doesn't the lecturer quote a poem as an example to support the fourth tip
Answer: By giving the fourth tip, the lecturer emphasizes that the importance of reading poems lies in what the poem can make us feel or perceive. Unlike the previous three tips, this tip is not focusing on the ways to understand a poem, but on what attitude and expectations we should have when reading a poem. As a result, it is unnecessary to give an example of a poem to support this tip since it is not related to the understanding of the content or meaning of a poem.
目的： 考查学生对文章内容的深入理解以及对作者写作意图的分析能力。
阅读技能目标：
培养学生对文本细节的敏感度和对作者意图的洞察力。
提升他们在阅读过程中进行逻辑推理和批判性思考的能力
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
A. Choose a short poem and apply two of the strategies mentioned in the article to analyze it. Write a brief analysis.
Answer: I chose the poem "The Red Wheelbarrow" by William Carlos Williams. Applying the strategy of focusing on sound elements, I noticed the repetition of "so much depends upon" creates a rhythmic emphasis on the significance of the wheelbarrow. Using the strategy of exploring the poem like an unfamiliar landscape, I visualized the wheelbarrow and the white chickens, evoking a sense of rural simplicity and tranquility.
B. Read aloud the lines from“Sweet and Low” and use the tip in paragraph 2 to analyse its sound characteristics.
Answer:Firstly, the words “Wind of the western sea” are repeated. Secondly, there are several rhyming words: “low" rhyming with “blow” and “go”,“sea" rhyming with “me".
目的： 该问题考查学生将阅读诗歌的策略应用于实际分析的能力。
阅读技能目标：
培养学生实际应用诗歌阅读策略的能力。
深入理解并对比不同诗歌阅读策略。
Compare and contrast the reading strategies mentioned in this article with those commonly used in your native language poetry reading.
Answer: In my native language poetry reading, we often focus on the historical background and the poet's biography first, while this article emphasizes starting with the sound of the poem. Both approaches have their merits, but they lead to different ways of understanding and appreciating poetry.
目标：考查学生跨文化的诗歌阅读能力。
阅读技能目标：发展学生的跨文化阅读能力，能够对不同文化背景下的诗歌阅读策略进行比较和分析。
IV. Critical Thinking and Application（批判性思维与实践运用）
Apart from the four tips given by the lecturer, what other tips can you give on how to read a poem
Answer: From my point of view, to understand a poem better, we should also know more about the poet and the background in which the poem was created-the theme of a poem usually has a close relationship with the background in which the poet wrote it.
目的：考查学生对诗歌阅读策略的拓展性思考，鼓励他们结合自己的阅读经验提出新的方法。
阅读技能目标：
培养学生独立思考和创新思维能力
拓宽学生的阅读策略储备，提升对诗歌的综合欣赏能力。
The lecturer says that one does not need to fully understand a poem to appreciate it. Do you agree Support your opinion with your own experience of reading poetry.
Answer: I agree with the lecturer's view. From my own experience, I've found that I can appreciate a poem's beauty and emotional resonance even without grasping all its nuances. For example, when I first read "The Waste Land" by T.S. Eliot, I didn't understand all the allusions and complex imagery, but I was deeply affected by its atmospheric quality and emotional tone. The fragmented structure and varied voices created a sense of modernist alienation that I could feel intuitively. Similarly, when reading ancient Chinese poetry in translation, I might not fully grasp the historical context or subtle wordplay, yet I can still appreciate the vivid imagery and emotional depth. This initial appreciation often motivates me to revisit the poem and gradually uncover more layers of meaning.
目的： 该问题考查学生对诗歌欣赏本质的理解，以及他们是否能够认识到诗歌阅读的多维性。
阅读技能目标：
培养学生的批判性思维能力和对诗歌的感悟能力。
培养他们对诗歌的持久兴趣和深入理解的能力。
Is the last paragraph a good ending Why or why not
Answer: The last paragraph is a good ending. At the beginning of the lecture, the speaker points out that poetry is a combination of “sound” and “sense". The last paragraph echoes the beginning by mentioning it again, which makes the lecture more coherent.
目的： 考查学生对文章结尾段落的理解和评价能力，引导他们分析结尾段落如何与前文呼应并强化主题。
阅读技能目标：
培养学生对文本结构的分析能力, 以及对文学作品中情感和哲学层面的理解能力。
更好地理解如何有效地总结和升华文章主题。
V. 词块积累及应用
请使用所学词汇和表达复述阅读诗歌的四个技巧。
诗歌分析策略类相关表达
1.follow your ears
原文例句："First, follow your ears."
用法：作为祈使句，引导读者通过倾听韵律理解诗歌。
替换表达：pay attention to the rhythm / listen for musical patterns
2.dig up clues
原文例句："As you slowly explore your surroundings, you will start to dig up clues that give you a greater understanding of the poem."
用法：比喻性动词短语，指通过分析诗歌细节发现隐含意义。
替换表达：uncover hidden meanings / find subtle hints
3.abandon logical thinking
原文例句："You might need to abandon logical thinking to discover its true inner beauty."
用法：强调超越理性思维，感知诗歌的感性层面。
替换表达：set aside rational analysis / let go of literal interpretation
文学术语与抽象概念相关表达
4.combination of "sound" and "sense"
原文例句："Poetry's combination of 'sound' and 'sense' makes you see the world in a new way."
用法：总结诗歌的核心特征，说明音义结合的重要性。
替换表达：harmony of rhythm and meaning / balance between form and content
5.hidden dimension
原文例句："So, how to reveal this hidden dimension "
用法：指诗歌字面意义之外的深层含义。
替换表达：unseen layer / underlying significance
6.complex or contradictory combination
原文例句："This combination is often complex or even contradictory."
用法：描述诗歌意象或主题的复杂性。
替换表达：intertwined elements / conflicting ideas
诗歌元素描述相关表达
7.repeated words
原文例句："Do you detect a rhythm Are there any repeated words..."
用法：列举诗歌中的修辞手法。
替换表达：recurring phrases / word repetitions
8.the caged bird
原文例句："Read these lines, pay attention to the image of the caged bird and try to find out what it means."
用法：作为隐喻，象征被束缚的自由。
替换表达：the imprisoned songbird / the confined creature
9.distant hill
原文例句："and his tune is heard on the distant hill"
用法：营造遥不可及的空间感，增强孤独氛围。
替换表达：remote mountain / far-off slope
隐喻与哲理表达相关表达
10.go beyond normal reality
原文例句："allows you to go beyond normal reality for the everlasting beauty."
用法：强调诗歌超越现实的审美价值。
替换表达：transcend daily existence / escape ordinary life
11.worth your effort
原文例句："it will have been worth your effort."
用法：总结诗歌阅读的价值，鼓励坚持探索。
替换表达：rewarding / deserving of dedication
12.journey in the world of poetry
原文例句："Enjoy your journey in the world of poetry!"
用法：比喻性表达，将诗歌阅读比作探索之旅。
替换表达：adventure through verses / exploration of poetic landscapes
目的：考查学生对文章中提到的四个诗歌阅读技巧的理解和记忆，同时用自己的语言和指定的词汇来复述和整合信息的能力。帮助学生形成语义网络，内化语言。
阅读技能目标：
培养学生综合运用所学知识的能力。包括信息提取、整合和复述能力。
强化他们对诗歌阅读策略的掌握和灵活运用语言的能力。
2. 迁移应用：
请运用文中提供的术语，说明如何将阅读诗歌的四种策略应用到你读过的某首具体诗歌中。
Answer：When reading "The Road Not Taken" by Robert Frost, I would first grasp the sound elements by reading it aloud and noting the rhythm and rhyme scheme. Then, I would approach it as an unfamiliar landscape by visualizing the forest and the diverging roads, exploring the imagery and emotions conveyed. If I initially struggled to interpret certain parts, I would set it aside and revisit it later with patience. Finally, I would appreciate the poem's beauty and depth without feeling the need to fully understand every metaphor and symbolic element.
请写一篇短文，讲述你读某首诗歌的经历，并运用文中至少五个术语来描述你所采用的策略。
Answer：In my journey of reading "The Waste Land" by T.S. Eliot, I initially focused on grasping the sound elements by reading it aloud and detecting the fragmented rhythm and rhyme. This helped me connect with the poem's emotional undercurrent despite its complexity. I then approached it as an unfamiliar landscape, exploring the vivid yet disjointed imagery of post-war Europe. The poem's difficulty led me to set it aside multiple times, only to revisit it with renewed patience and perspective. Each return rewarded me with new insights into its themes of disillusionment and fragmentation. Finally, I learned to appreciate the poem without fully understanding all its allusions and historical references, perceiving its artistic value in the interplay of sound and sense.
目的 ：考查学生对文章中阅读策略及其表达的综合运用能力，引导他们将所学词汇应用于实际阅读分析中。
阅读技能目标 ：培养学生在写作中准确运用目标词块的能力，使他们能够灵活运用目标词块进行思考和表达，增强对诗歌的深入理解和欣赏能力。译林版Reading Comprehension Worksheet（学生版）
XBook 1 Unit4 Reading and Thinking: How to read a poem
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
What is the main topic of this article
The history of poetry.
How to analyze the structure of a poem.
Strategies for reading and understanding poetry.
Famous poets and their works.
According to the article, what should readers focus on besides the meaning of a poem
What does the lecturer think of poems that are easy to understand
What are the basic questions you should ask to understand a poem
Match the strategies mentioned in the article with their descriptions.
First strategy Appreciate the poem without fully understanding it Second strategy Focus on the sound elements of the poem Third strategy Have patience and revisit the poem Fourth strategy Explore the poem like an unfamiliar landscape
How does the author organize the strategies for reading a poem in this article
The author organizes the strategies from________ to_________ .
Read the lecture transcript and complete the chart below.
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
What might be the author's purpose in suggesting readers ask "How does it sound " before "What does it mean "
How would you evaluate the author's view that "Poems that are easy to understand are often less interesting than those that constantly reveal deeper and previously unrecognized meanings."
Match the characteristics of poetry with the corresponding description.
1.Combination of sound and sense
2.Usually implies deeper meanings
3.Focuses on narrative structure
4.Primarily informative
Characteristic Description
Poetry's unique blend that sets it apart
Beyond the surface words in poetry
Common in novels and short stories
Typical of academic texts
Compare the strategy of focusing on sound elements with exploring the poem like an unfamiliar landscape. What are the similarities and differences
A. What rhetorical devices are used in the lines "The caged bird sings with a fearful trill of things unknown but longed for still"
The rhetorical devices used are __________ and___________.
Explain the rhetorical effect of comparing reading a poem to being an explorer in an unfamiliar landscape.
Why doesn't the lecturer quote a poem as an example to support the fourth tip
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
A. Choose a short poem and apply two of the strategies mentioned in the article to analyze it. Write a brief analysis.
B. Read aloud the lines from“Sweet and Low” and use the tip in paragraph 2 to analyse its sound characteristics.
Compare and contrast the reading strategies mentioned in this article with those commonly used in your native language poetry reading.
IV. Critical Thinking and Application（批判性思维与实践运用）
Apart from the four tips given by the lecturer, what other tips can you give on how to read a poem
The lecturer says that one does not need to fully understand a poem to appreciate it. Do you agree Support your opinion with your own experience of reading poetry.
Is the last paragraph a good ending Why or why not
V. 词块积累及应用
请使用所学词汇和表达复述阅读诗歌的四个技巧。
诗歌分析策略类相关表达
文学术语与抽象概念相关表达
诗歌元素描述相关表达
隐喻与哲理表达相关表达
2. 迁移应用：
请运用文中提供的术语，说明如何将阅读诗歌的四种策略应用到你读过的某首具体诗歌中。
请写一篇短文，讲述你读某首诗歌的经历，并运用文中至少五个术语来描述你所采用的策略。
