Hydrogen Atom Spectrum and the Lamb Shift in Noncommutative QED
M.Chaichian,1,*M.M.Sheikh-Jabbari,2,?and A.Tureanu1,?
1High Energy Physics Division,Department of Physics,University of Helsinki,Helsinki,Finland
and Helsinki Institute of Physics,P.O.Box64,FIN-00014Helsinki,Finland
2The Abdus Salam International Center for Theoretical Physics,Strada Costiera11,Trieste,Italy
(Received25October2000)
We have calculated the energy levels of the hydrogen atom as well as the Lamb shift within the
noncommutative quantum electrodynamics theory.The results show deviations from the usual QED both
on the classical and the quantum levels.On both levels,the deviations depend on the parameter of space/
space noncommutativity.
DOI:10.1103/PhysRevLett.86.2716PACS numbers:11.25.Sq,04.50.+h,12.20.Ds I.Introduction.—Recently,remotivated by string theory
arguments,noncommutative spaces(Moyal plane)have
been studied extensively.The noncommutative space can
be realized by the coordinate operators satisfying
??x m,?x n??i u mn,(1.1)
where?x are the coordinate operators and u mn is the non-
commutativity parameter and is of dimension of?length?2;
for a review on the string theory side,see[1].The
action for?eld theories on noncommutative spaces is then
obtained using the Weyl-Moyal correspondence[2–4],
according to which,in order to?nd the noncommutative
action,the usual product of?elds should be replaced by
the star product
?f?g??x??exp μi
2
u mn≠x
m
≠y
n
?
f?x?g?y?j x?y,(1.2)
where f and g are two arbitrary in?nitely differentiable
functions on R311.Performing explicit loop calculations,
for u0i?0cases(noncommutative space),it has been shown that noncommutative f4theory up to two loops
[3,5]and noncommutative QED up to one loop[4,6,7]are
renormalizable.For noncommutative space-time?u0i?
0?it has been shown that the theory is not unitary and
hence,as a?eld theory,it is not appealing[8].
Apart from the?eld theory interests which are more
academic,we are more interested in some possible
phenomenological consequences of noncommutativity in
space.Some of those results,all from the?eld theory
point of view,have been addressed in[4,9–11].How-
ever,perhaps a better starting point is to study quantum
mechanics(QM)on such noncommutative spaces.To
develop the noncommutative QM formulation we need to
introduce a Hamiltonian which governs the time evolution
of the system.We should also specify the phase space
and,of course,the Hilbert space on which these operators
act.As for the phase space,inferred from the string theory
[12,13],we choose
??x i,?x j??i u ij,
??x i,?p j??iˉh d ij,??p i,?p j??0.(1.3)
The Hilbert space can consistently be taken to be exactly
the same as the Hilbert space of the corresponding com-
mutative system.This assumption for the Hilbert space is
directly induced from the nonrelativistic limit of the related
noncommutative?eld theory,and one can really argue that
it satis?es all the needed properties of a physical Hilbert
space.The only nontrivial part of such a formulation is
to give the Hamiltonian.Once we have done it,the dy-
namical equation for the state j c?is the usual Schr?dinger
equation,i.e.,H j c??iˉh≠≠t j c?.
In this Letter we focus on the hydrogen atom and,using
the nonrelativistic limit of noncommutative QED results,
we propose the Hamiltonian describing the noncommuta-
tive hydrogen atom.Given the Hamiltonian and assum-
ing that the noncommutativity parameter?u ij?is small,we
study the spectrum of hydrogen atom.We show that be-
cause of noncommutativity,even at?eld theory tree level,
we have some corrections to the Lamb shift(2P1?2!
2S1?2transition).Since the noncommutativity in space
violates rotational symmetry,our Lamb shift corrections
have a preferred direction,and hence we call them“polar-
ized Lamb shift.”We also consider further corrections to
Lamb shift originating from the loop contributions in non-
commutative QED.In this way we will?nd some upper
bound for u.In addition,we study the Stark and Zeeman
effects for the noncommutative hydrogen atom.
II.Formulation of the noncommutative Hamiltonian.—
To start with,we propose the following Hamiltonian
for the noncommutative hydrogen atom.Of course,we
shall verify our proposal by a noncommutative QED
calculation:
H?
?p?p
2m
1V??x?,(2.1)
where the Coulomb potential in terms of the noncommu-
tative coordinates?x is
V?r??2
Ze2
p
?x?x
,(2.2)
with?p and?x satisfying(1.3).
Now,we note that there is a new coordinate system,
27160031-9007?01?86(13)?2716(4)$15.00?2001The American Physical Society
x i??x i1
1
2ˉh
u ij?p j,p i??p i,(2.3)
where the new variables satisfy the usual canonical com-mutation relations:
?x i,x j??0,
?x i,p j??iˉh d ij,
?p i,p j??0.(2.4) So,if in the Hamiltonian we change the variables?x i,?p i to x i,p i,the Coulomb potential becomes
V?r??2
Ze2
q
?x i2u ij p j?2ˉh??x i2u ik p k?2ˉh?
?2Ze 2
r 2Ze2
x i u ij p j
2ˉhr3
1O?u2?
?2Ze 2
r 2Ze2
?L??u
4ˉhr3
1O?u2?,(2.5)
where u i?e ijk u jk,?L??r3?p.
As??r3?p???u?2?r???u3?p?,it follows that the Coulomb potential can also be written as
V?r??2Ze2
r
2
e
4ˉh
??u3?p??
μ
2
Ze?r
r3
?
1O?u2?.
(2.6)
The other higher order terms,besides being higher powers in u,which in its own turn is very small,are also higher powers in momenta.
Our proposal for the Hamiltonian can be justi?ed from ?eld theory calculations.The electron-photon vertex func-tion at tree level in noncommutative QED is[4]
G m?e?i?2ˉh2?p3p0g m?e2?i?2ˉh2?p?q g m,(2.7) where p and p0are the incoming and outgoing electron momenta,respectively,q m is the photon momentum,p02 p?q,and
p3p0?p i u ij p0j,?q i?u ji q j. Expanding the exponential in powers of u and keeping only the?rst two terms,it appears that the second term will give rise to an electric dipole moment[14],which couples to an external electric?eld E as2??P???E where
?P i??21
2ˉh e?p i?
1
2ˉh
e u ij p j.(2.8)
This electric dipole moment,as we will see,changes the usual Lamb shift.Actually one can go further and prove that the potential(2.5),for all orders in u,is expected from the noncommutative QED starting from(2.7).This can be done noting that f?x i1e i??e e i?≠?≠x i?f?x?.
Our proposal for the noncommutative hydrogen atom Hamiltonian can be generalized to other systems,i.e.,tak-ing the usual Hamiltonian but now being a function of noncommutative coordinates[like(2.1)].However,our discussion based on noncommutative QED is applicable only when we deal with the“electromagnetic”interaction. In other words,at?eld theory tree level and in the non-relativistic limit,the noncommutativity of space is probed through the electric dipole moment of particles,whether fermions or bosons.
In our formulation for noncommutative quantum me-chanics,one can still use the usual de?nition for the proba-bility density,j c j2.However,one should be aware that there is no coordinate basis in this case.In our approach, since the noncommutativity parameter,if it is nonzero, should be very small compared to the length scales of the system,one can always treat the noncommutative effects as some perturbations of the commutative counterpart and hence,up to?rst order in u,we can use the usual wave functions and probabilities.
III.“Classical”spectrum for hydrogen atom in NC theory.—Using the usual perturbation theory,the leading corrections to the energy levels due to noncommutativity, i.e.,?rst order perturbation and in?eld theory tree level, are
D E H2atom
NC
?2?nl0jj0z j Ze
2
4ˉh
?L??u
r3
j nljj z?.(3.1) We note that the above expression is very similar to that of the spin-orbit coupling,where u l2
e
is now replacing the spin,?Sˉh,with l e being the electron Compton wave length. If we put u3?u and the rest of the u components to zero(which can be done by a rotation or a rede?nition of coordinates),then?L??u?L z u and,taking into account the fact that
?ljj z j L z j l0jj0z??j zˉh
μ
17
1
2l11
?
d ll0d j
z
j0z
,
j?l6
1
2
,
the energy level shift given by(3.1)becomes[15]
D E H2atom
NC
?2m e c
2
4
?Z a?4u
l2e
j z
μ
17
1
2l11
?
3f n,l d ll0d j
z
j0
z
(3.2) for j?l612and f n,l?1?n3l?l112??l11?.
It is worth noting that in order to?nd?1r3?,one should integrate over the wave functions from r?0;on the other hand,the approximation we are working in(dropping the terms higher order in u)is not valid for r&
p
u.However, since the wave function for l?0is zero at r?0,the result(3.2)still holds at this level.
The case of our interest,the2P1?2!2S1?2transition (Lamb shift),differs from the usual commutative case in which the shift depends only on the l quantum number and all the corrections are due to the?eld theory loop effects.The Lamb shift for the noncommutative hydrogen atom,besides the usual loop effects,depends on the j z
2717
quantum number (only for the 2P 1?2level,as the levels with l ?0are not affected)and is there,even in the ?eld theory tree level.Hence we call it polarized Lamb shift .More precisely,there is a new transition channel which is
opened because of noncommutativity:2P 21?21?2!2P 1?2
1?2,
with the notation nl j z
j for the energy levels.The usual Lamb shift,2P 1?2!2S 1?2,is now split into two parts,
2P 1?2
1?2!2S 1?2and 2P 21?21?2!2S 1?2,which means that the noncommutativity effects increase the widths and split the Lamb shift line by a factor proportional to u .
IV .One loop corrections.—In the usual commutative theory,the Lamb shift is believed to come from loop cor-rections to QED.In the usual case,both vertex corrections,in particular,the g 22factor in the spin-orbit coupling,and the corrections to photon propagator [16]are respon-sible for the Lamb shift.
A.Noncommutative one loop vertex corrections:Ac-cording to noncommutative QED one loop results,the elec-tric and magnetic dipole moments of the electron,as a Dirac particle,are [4]
??m ??2e 2mc μg ?S 1ag E 3p ˉh ?u l 2e ?,g ?21a p
,??P ??2e 4ˉh ??u 3?p ?μ113ag E p ?
.(4.1)Hence,the noncommutative one loop correction to the po-tential (2.5),originating from vertex corrections up to the
?rst order in u ,is
V 1Loop
NC vertex ?2Ze 24p g E a μ
3223??L ??u ˉhr 3.(4.2)
B.Noncommutative one loop photon propagator correc-tions:The photon propagator at one loop in the noncom-mutative QED,for small q ,?q is given by [6]P mn ?q ??e
2
16p 2?103
?g mn q 22q m q n ?3∑ln ?q 2?q 2?1
2
25q 2
m 2
∏132?q m ?q
n ?q 42
43q 2?q 2
?q m ?q n ?
,(4.3)where the term proportional to 2
25q 2
m 2is the fermionic loop contribution which,because of the cancellation in phase factors coming from noncommutativity,is the same as the usual QED result.From (4.3),by taking only the part of the propagator corresponding to timelike photons and reintroducing ˉh ,c factors,in the units where the Coulomb
potential is 2Ze 2
r ,we obtain
V 1Loop prop.?r ??2Ze 2a
103ˉh Z d 3q 12e 2i ?q ??r ?ˉ
h 3∑ln μ?q
2?q 2ˉh 4?
1225?q 2m 2
∏.(4.4)The second term in the integral yields the usual d 3?r ?-type
correction to the Coulomb potential.To work out the inte-gral in the ?rst term which is u dependent,let us assume that only u 12?u is nonzero.If we denote the integral by
I ?r ,u ?,then dI d u ?12p r u and thus I ?u ,r ??12p r ln ?uL 2
?,where L is a cutoff.This can be understood noting that,because of IR/UV mixing [4,6],the Fourier transformation
and also (4.3)are valid for 1
Lu &q &L .Putting all these results together,we have
V 1Loop prop.?r ?
?2
Ze 22p r 10a
3ln ?uL 2?2Ze 24a 15l 2e
d 3?r ?.(4.5)
The ?rst term,being proportional to 1
r ,can be under-stood as the normalization of charge at the one loop level [6];however,to ?nd the physical value of a (noncom-mutative QED coupling),one should study the Thomson limit of Compton scattering [17]for the noncommutative case [18].Summing up all the one loop contributions to the Lamb shift due to noncommutativity,(4.2)and (4.5),we get
D E 1Loop
NC
?2
1
2p m e c 2?Z a ?23∑5a 3ln ?uL 2?1n 22?Z a ?22u l 2e
3g E a μ322
3?j z ?171
2l 11?n 3l ?l 112
??l 11?∏.
(4.6)
One can use the data on the Lamb shift to impose some bounds on the value of the noncommutativity parameter,u .Of course,to do it,we need to consider only the classical (tree level)results,(3.2).Comparing these results,the contribution of (3.2)should be of the order of 10261027smaller than the usual one loop result,and hence
u l 2e
&1027
a or
u &?104GeV ?22.
This bound is indeed not a strong one,and one would need
some more precise experiments or data.Among other processes,the e 1e 2scattering data can provide a better bound on u [18].
V .Noncommutative Stark and Zeeman effects.—Stark effect:The potential energy of the atomic electron in an external electric ?eld oriented along the z axis is given,at tree level,by
V Stark ?eEz 1
e 4ˉ
h ??u 3?p ???E (5.1)
(neglecting the motion of the proton).
The change in the hydrogen atom energy level due to noncommutativity [the second term in (5.1)]is
D E NC Stark ??nl 0jj 0z j
e 4ˉ
h ??u 3?p
???E j nljj z ?.(5.2)
2718
Taking into account the fact that p i?m iˉh?x i,H0?,where H0is the unperturbed Hamiltonian,so that H0j nljj z??E n j nljj z?,the correction to the energy levels becomes
D E NC Stark~??u3?E?i?nl0jj0z j?x i,H0?j nljj z??0,(5.3)
meaning that,at tree level,the contribution to the Stark effect due to noncommutativity is zero.We also note that, adding the one loop corrections to electric dipole moment (4.1),the above result will not be changed.
Zeeman effect:The new parts which are added to the usual potential energy of the atom in a magnetic?eld,due to noncommutativity,are
V NC Zeeman?
e
2m e c
ag E m2e
3pˉh
μ
12f
m p
m e
?
?u??B,(5.4)
where f is a form factor of the order of unity,as the proton is not pointlike.As a result,the noncommutative contribu-tion to the Zeeman effect in the?rst order of perturbation theory is
D E NC Zeeman?
1
6p cˉh
e ag E m e
μ
12f
m p
m e
?
?u??B.(5.5)
VI.Conclusion.—We have presented the results on the classical Coulomb potential within the formulated non-commutative quantum mechanics for the hydrogen atom and have obtained the corrections to the Lamb shift using the noncommutative QED.If there exists any noncommu-tativity of space-time in nature,as it seems to emerge from different theories and arguments,its implications should appear in physical systems such as the one treated in this Letter.A detailed analysis of the results obtained here, together with the treatment of other fundamental and pre-cisely measured physical processes,will be given in a fur-ther communication[18].
We are grateful to A.Demichev,D.Demir,P.Preˇs najder, and especially to C.Montonen for many useful discus-sions and comments.This work was partially supported by the Academy of Finland,under Project No.163394.
A.T.thanks the World Laboratory,Lausanne,for?nancial support.The work of M.M.Sh.-J.was partly supported by the EC Contract No.ERBFMRX-CT
96-0090.
*Email address:Masud.Chaichian@helsinki.?
?Email address:jabbari@ictp.trieste.it
?On leave of absence from the Department of Theoretical Physics,“Al.I.Cuza”University of Iasi,Romania.
Email address:atureanu@pcu.helsinki.?
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M.Chaichian,A.Demichev,P.Preˇs najder,and A.Tureanu, hep-th/0007156.
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[18]Work in preparation.
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高中语文的诗词鉴赏知识点汇总 诗歌创作的目的是抒情，而诗人的思想感情往往是借助诗中的形象委婉含蓄地表现出来的。因此，鉴赏古诗词，首先必须把握古诗词的形象。所谓形象就是主观情意和外在物象融合的结晶，是浸润着作者浓郁主观情感的意象。它包括人物形象、景物形象、事物形象三种。 一、掌握鉴赏人物形象的方法和审答规范 1．鉴赏方法：因形悟神 诗歌中的人物形象既指诗中塑造的人物形象(如《寻诗两绝句》中的陈居士)，也指诗人形象“我”，一般指的就是抒情主人公(诗人自己)。每首诗必有抒情主人公形象，但不一定有诗中人物形象。诗中的人物形象只是抒情主人公表达情意的途径之一。 古诗的人物形象往往以片段的形式表现出来，因此理解分析人物形象时要特别抓住诗中描写人物的语言、神态、动作、心理、肖像及所处的环境等片段文字，因形悟神(人物形象特点)。另外，要关注诗人所处的背景及诗人对其的情感态度等。 古诗中常见的人物形象有：①不慕权贵、傲岸不羁的形象，②心忧天下、忧国忧民的形象，③寄情山水、归隐田园的形象，④怀才不遇、壮志难酬的形象，⑤友人送别、思念故乡的形象。 2．审题答题规范：两审两答
“两审”指审题时要审清两点：①分清是诗中人物形象还是诗人自己的形象，②是要求分析还是概括。 “两答”指答题两步骤：①什么形象(中心词应是“形象”)；②分析形象的基本特征(结合诗歌内容分析)和形象的意义(联系情感、主旨分析)。 二、掌握鉴赏景物形象(含意境)的方法和审答规范 1．鉴赏方法：融情造境 (1)景物形象 景物形象是指诗歌中描绘的自然景物和人文景物。可以是情中之景，有单个景物形象，有由多个景物形象(意象)组合成的意境。 诗歌传统意象比较固定，如杨柳代表惜别，月亮代表思乡怀人等。但在具体诗歌中有变数。 鉴赏景物形象，一要注意景物描写的方式，如动静、色彩，来把握景物特点和诗人的感情；二要抓住意象来分析意境，探知诗人的感情。 (2)意境 意境：意，作者的情感；境，诗中所描绘的图景。意境指诗歌通过意象所表现出来的情调和境界。意境和意象的关系，简单地说，是境生于象而超乎象。意象是诗歌艺术的基本单位，而意境则是指全篇作品所营造的整体艺术境界；意象是形成意境的材料，而意境则是意象叠加、组合之后的升华。
鉴赏古诗的形象 【教学目标】 1?了解什么是诗歌的形象。 2.学会鉴赏诗中形象，掌握一定的鉴赏答题方法。 第一课时 【前课准备】 1.结合《考试说明》，对古诗鉴赏部分有大致的了解，包括题型设置（常考题型）、命题大致趋势等。 2?预习《核按钮》“真题展示”及“考点梳理”部分。 【学习目标】 1.近距离触摸高考，了解古诗鉴赏的常考点、命题形式及命题方向。2?掌握人物形象分析类题的基本答 题方法。 【课堂对话】 对话考点阐释 1.《考试说明》： 鉴赏评价D 考查材料以唐宋诗词为主，也可选择其他时代、其他体裁的作品。 鉴赏文学作品的形象、语言和表达技巧 把握作品内容，注意传统文化底蕴和表现方法，从历史发展的角度，全面理解，深刻领悟。 2.什么是诗歌的形象 诗歌的最大特征是抒情性和形象性。诗歌有直接和间接抒情两种方式。间接抒情通过诗歌中的人事物景抒情，而这些便是诗歌的形象。所以说诗歌形象是情感的载体。那么准确的把握形象，分析形象是理解诗歌主题思想的关键，也就成了鉴赏诗歌一把钥匙。 形象也叫艺术形象。诗歌作品的形象指的是诗歌作品创造出来的生动具体的、寄寓作者的生活理想和思想感情的艺术形象。它包括以下三种： （1）人物形象。①诗中塑造的人物形象；②诗中的诗人形象“我”，一般指的就是抒情主人公，即诗人自己。有别于小说中的“我”（非作者本人）。 （2）景象。抒情诗，往往是借助客观景象（山川草木等）表现出来的主观感情形象，也就是含有“意”的形象，即“意象”。 （3）物象。诗人借助具有某种特定内涵的事物（花鸟虫鱼）来表明自己的心迹或某种情感。如咏物诗。 3.命题规律： 《核按钮》P117,“考点梳理”开头部分“我们可发现一些规律：第一，第二，第三，第四”。 对话二一一题说特色 （一）真题回眸 1.（2009 ?江苏）阅读下面这首宋词，然后回答问题。
英美文学选读-阶段测评3 成绩：87.5分 一、Multiple Choice 共40 题 题号: 1 本题分数:2.5 分 https://www.doczj.com/doc/ef5448283.html,wrence’s novels( )are generally regarded as his masterpieces. A、The Rainbow，Women in Love B、The Rainbow，Sons and Lovers C、Sons and Lovers，Lady Chatterley’s Lover D、Women in Love，Lady Chatterley’s Lover （P370.para2）劳伦斯的成名作是《儿子和情人》，而其代表作是《虹》和《恋爱中的女人》 标准答案：A 考生答案：A 本题得分：2.5 分 题号: 2 本题分数:2.5 分 T.S.Eliot’s poem( )is heavily indebted to James Joyce in terms of the stream - of -consciousness technique,also a prelude to The Waste Land. A、―Prufrock‖ B、―Gerontion‖ C、The Hollow Men D、Lyrical Ballads （P358.para3）―Gerontion‖是一部用戏剧式独白写成的诗歌，是《荒原》的前奏曲，也采用了意识流派的文风。 标准答案：B 考生答案：B
本题得分：2.5 分 题号: 3 本题分数:2.5 分 https://www.doczj.com/doc/ef5448283.html,wrence’s autobiographical novel is( ). A、The Rainbow B、Women in Love C、Sons and Lovers D、Lady Chatterley’s Lover （P369.para1）劳伦斯的作品大多都是从心理上去探求让人的本能的，同时也反映人性中最内在的东西。其作品《儿子和情人》真实地反映了自己在童年时期的家庭状况，被视为其半自传体小说。 标准答案：C 考生答案：C 本题得分：2.5 分 题号: 4 本题分数:2.5 分 The typical representatives of G.B.Shaw’ s early plays are( ). A、Man and Superman，The Apple Cart B、Widowers’ House，Mrs. Warren’ s Profession C、Candida，Mrs. Warren’ s Profession D、The Apple Cart，Widowers’ House （P321-322）。萧伯纳的第一步剧作是Widowers’ House，写于1892年；第二部剧作是Mrs. Warren’ s Profession，写于1893年。 标准答案：B 考生答案：B 本题得分：2.5 分 题号: 5 本题分数:2.5 分 It was only after the publication of( )that https://www.doczj.com/doc/ef5448283.html,wrence was recognized as a prominent novelist.
I.Multiple Choice 1.To commerate the death of his young wife, __________wrote the poem Annabel Lee. a. D.H. Lawrence b. John Milton c. Philip Phreneau d. Edgar Allan Poe 2. In Leisure, ____________ thinks that it is a poor life if “we have no time to stand and stare” a. John Keats b. William Henry Davies c. Alexander Pope d. John Donne 3.. In Amy Lowell’s Falling Snow, the poet says that “When the temple bell rings again/ they will be covered and gone”. “They” here refers to ______ a. the wooden clogs b. footprints c. the pilgrims d. none of the above 4. The “busy archer”in Philip Sydney’s To the Moon refers to____ a. the poet himself b. Cupid c. a comrade-in-arms of the poet d. none of the above 5. “Act____act in the glorious present”is perphaps the most soul-stirring line in _________’s poem A Psalm of Life. a. Henry Wadsworth Longfellow b. Percy Bissy Shelly c. Walt Whitman d. Carl Sandburg 6. In Song of the Rain, _________ paints a rosy picture of happy family life where the poet is “Safe in the House with my boyhood love/ And our children are asleep in the attic above”. a. Kenneth Mackenzie b. Carl Sandburg c. Hugh MacCrae d. Jerard Manley Hopkins 7. “Day brought back my night”is a well-praised phrase from __________’s On His Deceased Wife. a. Edgar Allan Poe b. Robert Frost c. John Milton d. Philip Sydney 8. In James Shirley’s poem Death the Leveller, the word “leveller” means a. something that reduces everything to nothing b. something that brings equality to all c. something that levels the ground d. none of the abov e. 9. What does “Fire” in Robert Frost’s poem Fire and Ice symbolize? a. war b. anger c. love d. desire 10. In John Keat’s poem The Terror of Death, the phrase “unreflecting love” means a. love without calculation b. love without preparation c. love never thought of d. love involving many considerations II.Blank Filling 1.One word is too often ________, For me to ________ it One feeling is too ______distained, For ______ to distain it .
七年级上册英语课文翻译 P4 My name’s Daming and I’m in Class One. I’m from China and I’m Chinese. I’m from Beijing. Beijing is a big city. Lingling’s in my clas s. She’s my friend. My name’s Lingling. I’m not from England and I’m not English. I’m Chinese. I’m in Class One. Daming is my friend. We’re twelve years old. He’s from Beijing and he’s in my class. We’re good friends. My name’s Wang Hui and I’m Chinese. I’m from Shanghai. I’m thirt een years old. I’m in Class One with Daming and Lingling. They ar e my friends. 我的名字叫大明，和我在一班。我来自中国，和我是中国人。我来自北京。北京是个大城市。玲玲在我的班。她是我的朋友。我的名字叫玲玲。我不是来自英国，和我也不是英国人。我是中国人。我在一班。大明是我的朋友。我们12岁了。他来自北京，和他在我的班。我们是好朋友。 我的名字叫王辉，和我是中国人。我不是来自北京。我来自上海。我13岁了。我在一班和大明、玲玲。他们是我的朋友。
P8 Miss Li: Please welcome Betty and Tony to our school. They are fro m Beijing International School. This is Betty. Betty: Hello. My name’s Betty. I’m from America. I’m 13 years old and I’m a student. I can play football and I can play basketball. I can speak English but I can’t speak Chinese. This is Tony. He’s my friend. Tony: Hello. My name’s Tony. I’m 11 years old. I’m from England and I can speak English. I can play football and table tennis, and I can ride a bike. Lingling: Can you swim? Tony: No, I can’t. And I can’t speak Chinese! 李小姐：请欢迎贝蒂和托尼来我们学校。他们来自北京国际学校。这是贝蒂。贝蒂：你好。我的名字叫贝蒂。我来自美国。我十三岁，和我是一个学生。我能踢足球，和我能打篮球。我能说英语但是我不能说汉语。这是托尼。他是我的朋友 托尼：你好。我的名字叫托尼。我十一岁了。我来自英国，和我能说英语。我能踢足球和打乒乓球，和我能骑一辆车。 玲玲：你能游泳吗？ 托尼：不，我不能。而且我不能说汉语。
高一语文诗歌鉴赏专项练习 1、阅读下面这首唐诗，然后回答问题。 军城早秋严武注 昨夜秋风入汉关，朔云边月满西山。更催飞将追骄虏，莫遣沙场匹马还。 注严武（726-765）：字季鹰，华阴（今属陕西）人。曾任成都尹、剑南节度使，广德二年（764）秋率兵西征，击败吐蕃军队七万多人。 （1）诗的前两句描绘了什么样的景象？有什么寓意？ （2）诗的后两句表现了作者什么样的情怀？请简要分析。 2、阅读下面这首词，回答问题。 小重山·端午 [元]舒颉 碧艾香蒲处处忙。谁家儿共女，庆端阳。细缠五色臂丝①长。空惆怅，谁复吊沅湘②。往事莫论量。千年忠义气，日星光。《离骚》读罢总堪伤。无人解，树转午阴凉。 [注]①五色臂丝：荆楚风俗，端午节以五彩丝系臂。②沅湘：沅水和湘水。湘水支流中有泪罗江。 （1）．从全词看，“空惆怅”和“无人解”分别表达了作者怎样的思想感情?(4分) （2）．这首词最突出的表现手法是什么?请分别结合上阙和下阙作简要分析。(4分) 3、阅读下面这首宋词，然后回答问题。 满江红·登黄鹤楼有感岳飞 遥望中原，荒烟外，许多城郭。想当年，花遮柳护，凤楼龙阁。万岁山前珠翠绕，蓬壶殿里笙歌作。[注]到而今，铁骑满郊畿，风尘恶。兵安在？膏锋锷。民安在？填沟壑。叹江山如故，千村寥落。何日请缨提锐旅，一鞭直渡清河洛。却归来，再续汉阳游，骑黄鹤。 【注】万岁山、蓬壶殿：指宋徽宗时构筑的土山苑囿、亭台宫殿。 ⑴这首词中的对比是由哪两个句子领起的？“万岁山前珠翠绕”一句中用了哪种修辞手法？( ⑵词中写了哪些“风尘恶”的景象？(4分) ⑶词的开头写作者登黄鹤楼遥望中原，结尾说“再续汉阳游，骑黄鹤”，反映出作者的思想感情有何变化？(4分) 4、阅读下面这首唐诗，然后回答问题。 登金陵凤凰台李白 凤凰台上凤凰游，凤去台空江自流。吴宫花草埋幽径，晋代衣冠成古丘。 三山半落青天外，一水中分白鹭洲。总谓浮云能蔽日，长安不见使人愁。 【注】①一水：亦作“二水”。 (1)分别概括这首诗颔联和颈联的内容，并说说其中寄寓了诗人什么样的感慨。（4分） (2)“总谓浮云能蔽日”一句用了何种修辞手法？尾联表达了诗人什么样的思想感情？（4分）
诗歌中人物形象分类 1、忧国忧民、心系社稷的形象如杜甫《春望》中“国破山河在，城春草木深”描写一片萧条的景象，而诗人感时落泪，展现了其忧国忧民、心怀社稷的形象。 2、历经磨难、坚持追求的形象如屈原《离骚》中：“亦余心之所善兮，虽九死其犹未悔，虽体解吾犹未变！”再现了一位不愿同流合污，不低头，不屈服，执著地追求真理的形象。 3、胸怀宽广、豪放洒脱的形象如苏轼《定风波》中“莫听穿林打叶声，何妨吟啸且徐行。竹杖芒鞋轻胜马，谁怕！一蓑烟雨任平生。”让我们看到了词人在风雨中拄着竹杖，穿着芒鞋，吟啸徐行豪放洒脱的形象。 4、转战沙场、舍身保国的形象如王昌龄《出塞》：“但使龙城飞将在，不教胡马渡阴山。”我们仿佛看到一位亘古如新、千载不变的雄伟战士，战争的艰辛与磨难不能改变他保家卫国的雄心壮志。 5、寂寞愁苦、身世飘零的形象如李清照《声声慢》中，我们看到一个无忧无虑的贵妇人一变而为流落无依、形影相吊、漂泊江南的形象。国恨家愁，像铅一样压在她的心头，在她身上融合了亡国之痛、孀居之悲。沦落之苦。 6、孤傲高洁、坚持操守的形象如李白：“安能摧眉折腰事权贵，使我不得开心颜”表现了他淡于富贵、傲视权贵的思想，也反映了他傲岸不羁、豪放自负的性格。 7、寄情山水、归隐田园的隐者形象如陶渊明：“采菊东篱下，悠然见南山”展现的是悠游自在的隐居生活，表现出诗人对官场的厌恶，对田园的喜爱；如王维。《山居秋暝》通过对晚秋时节空山新雨景象的描写，表达了对山水风光的喜爱。 8、怀才不遇、壮志难酬的形象如陆游《书愤》：“塞上长城空自许，镜中衰鬓已先斑。”大志落空，奋斗落空，而揽镜自照，却是年华不再，衰鬓先斑！一位悲怆、郁愤的不遇之士形象栩栩如生。如陈子昂。《登幽州台歌》写前不见圣贤之君，后不见贤明之主，想起天地茫茫悠悠无限，不觉悲伤的流下眼泪。塑造了一个空怀报国为民之心却不得施展的怀才不遇的知识分子形象。 9、慷慨愤世、矢志报国的形象陆游和辛弃疾的许多诗歌都反映出他们忠心报国，而不被重用的情感，形象鲜明。如《示儿》、《十一月四日风雨大作》、《破阵子》。10、送别友人、思念故乡的形象如李白的《赠汪伦》、王维的《九月九日忆山东兄弟》 11、反对征伐、同情疾苦的形象杜甫的《石壕吏》、《兵车行》则是体察人民痛苦，反对战争的情感。 12、重情重义、儿女情长的形象如杜牧《赠别》：“多情却似总无情，唯觉尊前笑不成。”将有情人别离时独特的表情生动地表现了出来，诗中两位依依惜别的多情人形象缠绵深挚，别有一番风神韵致。13、辛苦劳作、纯朴善良的形象如白居易《卖炭翁》：“满面尘灰烟火色，两鬓苍苍十指黑。”活画出一个年迈而善良的卖炭翁的肖像，劳动之艰辛也得到了形象的表现，这样一个最下层的劳动者多么生动、感人，令人扼腕悲叹。 诗歌表达的思想感情： 常用词语：迷恋、忧愁、惆怅、寂寞、伤感、孤独、烦闷、恬淡、闲适、欢乐、仰慕、激愤、坚守节操、忧国忧民、蔑视权贵、怀才不遇、壮志难酬、归隐田园、惜春悲秋、羁旅愁思、思乡念亲（友）、忆友怀旧、别恨离愁、相知相思、儿女情长、坚贞爱情、怀古伤今、借古讽今、愤世嫉俗、登高览胜、寄情山水、热爱自然等。 鉴赏诗歌中的人物形象 一、常见命题方式： ①这首诗歌刻画了一个什么样的形象？ ②这首诗歌中的某物象表达了诗人怎样的感情？ 二、答题模式 1、概括形象的总体特点 用两个四字词语或四个两字词语概括人物形象的特征。 （本诗描写了一个…………的……人物形象。） 2、结合诗句分析其特征 结合具体诗句，描写诗歌（加上想像的翻译）；有手法点出手法。 诗歌中哪些具体词句，具体表现了人物的哪些特征。 3、形象意义 作者的感情，理想，追求等。 表达了诗人……情感
Part One：English Poetry 1.William Shakespeare Sonnet 18 ?Why does the poet compare `thee` to a summer?s day? And who could `thee` be? Because summer?s day and thee both represent beauty . thee could be beauty, love. ?What picture have you got of English summer, and could you explain why? Warm, beautiful, sunshine. Because summer is the best season of a year ,the most beautiful season. It is like our May. ?How does the poet answer the question he puts forth in the first line? Thee is more beautiful than summer. ?What makes the poet think that “thou” can be more fair than summer and immortal? Because humanism is more eternal than summer and immortal. ?What figures of speech are used in this poem? Simile, metaphor, personification, oxymoron and so on . ?What is the theme of the poem? Love conquers all, Beauty lives on. 2. Thomas Nashe Spring ?Read the poem carefully, pay attention to those image- bearing words, and see how many images the poet created in the poem and what sense impressions you can get from those images. There is “Blooms each thing, maids dance in a ring, the pretty birds do sing, the palm and may make country houses gay, Lambs frisk' and play, the shepherds pipe all day, And we hear aye birds tune this merry lay, The fields breathe sweet, the daisies kiss our feet, Young lovers meet, old wives a-sunning sit, In every street these tunes bur ears do greet!” The “Young lovers meet, old wives a-sunning sit，”impressions me most because of the harmony of the people?s relationship. ?Can you point out and explain the sound and their musical effect in the poem? In the Poem, each section has four lines, each line has ten syllables ( five tone step ) . In order to give the reader a spring breeze , streams , flowers , winding , Song Xin texture of sound and light flavor, Naixi greater uses English word S , z , f , V , R , L , and θconsonants means. In Naixi's poem, the use of phonological is also very harmonious, very smooth , very mellow. Section I of the poetry has Three pairs [ ing ] , section II of the poem has three pairs [ ei ] and the third quarter has three pairs [ i : ]. 3.John Donne A Valediction: Forbidding Mourning ?What is a “valediction” any way? Is the speaker in the poem about to die? Why does the speaker forbid mourning? No, it is about the lover s?separation. As the poem metaphors, the poet believed he and his wife?s love is sacred, he didn?t hope they cry when separation comes, let their love be stained by the ordinary and mundane.
Hamlet is the first work of literature to look squarely at the stupidity, falsity and sham of everyday life, without laughing and without easy answers. In a world where things are not as they seem, Hamlet…s genuineness, thoughtfulness, and sincerity make him special. Hamlet is no saint. But unlike most of the other characters (and most people today), Hamlet chooses not to compromise with evil. Dying, Hamlet reaffirms the tragic dignity of a basically decent person in a bad world Hamlet is the first work of literature to show an ordinary person looking at the futility and wrongs in life, asking the toughest questions and coming up with honest semi-answers like most people do today. Unlike so much of popular culture today, "Hamlet" leaves us with the message that life is indeed worth living, even by imperfect people in an imperfect world. 犹豫scholars have debated for centuries about Hamlet's hesitation in killing his uncle. Some see it as a plot device to prolong the action, and others see it as the result of pressure exerted by the complex philosophical and ethical issues that surround cold-blooded murder, calculated revenge and thwarted desire. More recently, psychoanalytic critics have examined Hamlet's unconscious desires (Freud concludes that Hamlet has an "Oedipal desire for his mother and the subsequent guilt [is] preventing him from murdering the man [Claudius] who has done what he unconsciously wanted to do". Robinson Crusoe is a grand hero in westerners? eyes. He survived in the deserted island and lived a meaningful life. He almost has everything needed for becoming a successful man, such as his excellent creativity, great working capacity, courage, and persistence in overcoming obstacles. But he has shortcomings, too. Sometimes he was irresolute; he was not confident; he was fetishistic, although his belief had done him much good. He serves somehow as a lighthouse for the ambitious people. It?s also instructive for average people. Robinson was the representative of the bourgeois of the 18th C. It was the time when bourgeois grew stronger and stronger. The author Defoe paid a tribute to bourgeois by creating such a rational, powerful, clever, and successful man. 【Themes of Robinson Crusoe】 1. The ambivalence of mastery In short, while Crusoe seems praiseworthy in mastering his fate by overcoming his obstacles, and controlling his environment, the praiseworthiness of his mastery over his fellow human Friday is more doubtful. Defoe explores the link between the two in his depiction of the colonial mind. 2. The necessity of Repentance Crusoe?s experiences constitute not simply an adventure story in which thrilling things happen, but also a moral tale illustrating the right and wrong ways to live one?s life. Crusoe?s story instruct s others in God?s wisdom, and one vital part of this wisdom is the importance of repenting one?s sins. 3. The Importance of Self-Awareness Crusoe?s arrival on the island does not make him revert to a brute existence and he remains conscious of himself at all times. His island existence actually deepens his self-awareness as he withdraws from the external society and turns inward. The idea that the individual must keep a careful reckoning of the state of his own soul is a key point in the Presbyterian doctrine that the aothor took seriously all his life. ·Jane Eyre Charlotte Bronte The protagonist and title character, orphaned as a baby. She is a plain-featured, small and reserved but talented, sympathetic, hard-working, honest and passionate girl. Skilled at studying, drawing, and teaching, she works as a governess at Thornfield Hall and falls in love with her wealthy employer, Edward Rochester. But her strong sense of conscience does not permit her to become his mistress, and she does not return to him until his insane wife is dead and she herself has come into an inheritance. 【Themes of Jane Eyre】 1. Gender relations A particularly important theme in the novel is patriarchalism and Jane…s efforts to assert her own identity within male-dominated society. Among the three of the main male characters,
M1U1 李老师:您好,我的名字叫李芳。、我就是您们的老师您们就是我的学生。、我就是中国人。我来自武汉。您叫什么名字？ 玲玲:我的名字叫王玲玲 李老师:、见到您很高兴。玲玲,您来自哪里？ 玲玲:我来自北京。我就是中国人。 李老师:您多大了？ 玲玲:我十三岁。 李老师:好的。您好,您那？ 大明:您好,李老师。我的名字就是李大明我也来自北京。我十二岁。 李老师:谢谢。您好,您来自美国不？ 托尼:不,我不就是。我来自英格兰。我的名字叫托尼?史密斯。 李老师:见到您很高兴。托尼。嗨,您也就是英国人不？ 贝蒂:不,我不就是。我就是美国人。我的名字叫贝蒂?金。 玲玲:托尼与贝蒂就是我们的朋友。 李老师:好的。欢迎来到七年级四班。 M1U2 大家好。我叫李大明,我的英文名字叫戴维。我12岁,我来自北京。北京就是中国的首都。这就是玲玲,她的英文名字叫露西。她就是我的朋友。她也来自北京。 您们好。我叫王玲玲,我13岁。很高兴见到您。王辉就是我的朋友,但她不在我们班。她的英文名字叫亨利。她来自上海。上海就是个很大的城市。 您们好,我的名字叫托尼?史密斯。我来自剑桥。她在英国就是个小城市。托尼就是我的 名字,史密斯就是我的姓。我13岁。很高兴见到您们所有的人。 M2U1 玲玲:这就是您的家庭不？ 托尼:就是的,它就是。 玲玲:好大的一个家庭啊！这就是您的妹妹不？ 托尼:就是的,这就是她。她叫琳达。 玲玲:这些人就是您的祖父母与外祖父母不？ 托尼:就是的,她们就是。我妈妈的父母在左边,我爸爸的父母在右边。 玲玲:我明白了。这就是谁？ 托尼:那就是我爸爸。 玲玲:这就是您的妈妈不？ 托尼:就是的。在她旁边的妇女就是我爸爸的姐姐,我的姑姑利兹。
龙源期刊网 https://www.doczj.com/doc/ef5448283.html, 如何赏析诗歌中的意象和形象 作者：贲永昌冯德芳 来源：《教育实践与研究·中学课程版》2018年第02期 摘要：诗歌是以诗中的形象来反映世界的，精确的说，就是以意象来表达诗人内心世界的。对诗歌的形象和意象的鉴赏，是近几年高考中常见的题型，鉴于此，正确引导学生理解和把握诗歌的意象和形象，是诗歌鉴赏的关键所在。 关键词：意象；意境；联想；想象 中图分类号：G633.3 文献标识码：A 文章编号：1009-010X（2018）05-0013-03 前苏联教育学家苏霍姆林斯基主张：“教育就是要培养全面发展的、和谐的个性”。即教育要强调德育、智育、体育、美育和劳动教育，五者不可偏废。可见，教学中育人以美，是教师的任务之一。语文学科教材本身就具有得天独厚的美育条件，而语文学科中的诗歌教学又是语文老师对学生进行美育的最好途径。在语文教学中，诗歌教学是语文教学的重要组成部分，又是进行美育的有效途径之一，因为诗歌较其他文体更为短小精悍，集中凝炼，易于诵记；同时又适于抒情言志，艺术感染力强。所以，诗歌教学在潜移默化地培养学生的赏析能力、形象思维的能力和思想情操方面都具有不同其他文体的独特作用。因此，如何设计好诗歌教学成为广大语文教师经常研讨的一个重要课题。 诗歌教学，是一门很能使学生产生兴趣的课，因为它能唤起学生丰富的想象、引起强烈的共鸣，通过优美的意境，使学生得到深刻的思想启迪和艺术感染力、受到真善美的教育。教师通过对诗歌绘声绘色的朗读、细腻的剖析、启发式的讨论，不仅能收到良好的课堂教学效果，同时还能将艺术的种子播入学生的心田，在学生未来的人生长河中开出绚丽多彩的花朵，结出丰硕的果实。诗歌教学手段多种多样，笔者主要从以下两方面入手： 一、引导学生通过分析意象，进入诗歌意境，把握作者的思想感情 在诗歌里，诗人为了营建某种意境和感情，会极力铺叙一些意象，以达到完美的意境并抒发强烈的情感。因此，诗歌教学只有通过意象分析，引导学生体会诗歌的意境，从而体会诗人的思想感情。因为意境是诗的焦点、是诗人精神境界和艺术境界的凝结升华。诗人通过描绘眼前的景物，流露出自己的思想感情。 那么，如何分析诗歌的意境？笔者认为：首先对意象有清晰而深刻的认识。何为“意象”？意象，“意”是欣赏者的情意、神态；“象”即形象、物象。意象就是审美主体眼中的形象或心中的物象，是主体和客体的统一、是有形和无形的统一。它是诗歌理论中一个重要的概念，诗歌的意象很多，常见的有：1.送别类意象，如：杨柳、长亭、酒等，抒写了诗人对友人或爱人的
浅谈英语系下英美文学对比与分析 英国文学与美国文学是当今社会影响范围最为深广的两类文学，对于英美文学的研究屡见不鲜。英美两国的文化具有一定的差异性，但是美国曾经是英国的殖民地，文化之间又有一定的共通性。英国文学历史悠久，文学体系完备，文学发展依照历史的发展而逐渐变化，文艺复兴时期的莎士比亚是英国文学与文化的象征，十七世纪的革命诗人弥尔顿，十八世纪启蒙主义思想引导下的各个散文作家，十九世纪的浪漫主义与现实主义的思潮影响下的诗人与剧作家，二十世纪现代主义思潮影响下的艾略特、乔伊斯……而美国文学与本土文化息息相关，体现着多元化与复杂性。在殖民时期，美国作家的作品受到英国文学的深刻影响，例如泰勒的诗得益于约翰?多恩和乔治?赫伯特的影响。在独立革命时期，美国文学逐渐形成了具有特色的民族文学，在浪漫主义思潮影响下的超验主义，极具本土特色的废奴小说。在南北战争时期，美国的现实主义文学逐渐开始发展，马克?吐温的乡土文学，詹姆斯的心理分析小说，以及黑人小说。在两战期间，现代主义思潮影响了以海明威为代表的“迷惘的一代”。二战后期，后现代主义思潮影响下的“垮掉的一代”，“黑色幽默”。英美文学的对比与分析范围比较广泛，本篇将以三大文学思潮：浪漫主义、现实主义、现代主义在英美的发展来进行对比。 一、浪漫主义思潮时期
浪漫主义是在现实生活的基础之上，以热情奔放的语言，绚丽多彩的想象，直白夸张的表现形式，抒发对理想世界的追求。浪漫主义思潮比较注重个人情感的表达与抒发，具有浓烈的主观色彩。一是英美文学都是以诗歌为奠基石，但所占的立场不同。浪漫主义文学分为积极与消极，英国浪漫主义代表作家“湖畔诗人”就是消极派的代表，他们对资本主义的工业与文明十分的排斥，大力歌颂宗法制的自然与社会生活。《抒情歌谣集》是华兹华斯与柯勒律治共同出版的，是英国浪漫主义文学的奠基之作，他们的理论与实践结束了英文古典诗歌的统治。美国浪漫主义文学是以惠特曼的《草叶集》为开端的，开创了美国民族诗歌的新时代，作者是站在激进的民主主义立场上进行歌颂的。二是美国的浪漫主义文学师承英国，但却富有美国色彩。美国作家受到英国作家的影响，同样喜欢抒发个人的情感，以及喜欢描绘异国的风光。但是在美国文学中突出表现的“西部开拓”却是一个极具特色的素材。在库伯《皮袜子的故事里》美国本土的自然风光与景物成为了人物品格的象征，形成了美国文学离开尘世，心向自然的传统。三是英国浪漫主义作品以诗歌为主，而美国的作品更加丰富独特。英国文学中第二代作家与“湖畔诗人”消极态度相反，主张争取民主与自由，雪莱的《西风颂》、济慈的《夜莺颂》。英文文学中也有具有代表性的历史小说、哥特小说。美国文学中有喜剧性寓言体小说、歌德式的惊险故事，边疆历险故事，社会现实小说。超验主义也是美国文学的一大特色。．