英美诗歌选读第二讲

《英美诗歌选读》课程教案第二讲首页备注：教学进程一栏可根据教学内容的多少自定页数。

第二讲英美诗歌的韵步数第一节单韵步行单韵步诗行（monometer）是由一个韵步构成的诗行。

例如斯科若的《希腊古瓮颂总结》，就是由单韵步诗行写成的诗：Gods chaseRound vase.What say?What play?Don’t know.Nice, though. 1(Desmond Skirrow: Ode on a Grecian Urn Summarized)完全由单韵步诗行构成的诗很稀有，单韵步诗行往往出现在多韵步诗行中间，如下面两个诗节中的第七、八诗行：Go and catch a falling star,Get with child a mandrake root,Tell me where all past years are,Or who cleft the Devil’s foot,Teach me to hear mermaids’ singing,Or to keep off envy’s stinging,And findWhat windServes to advance an honest mind. 2（John Donne: Song）第二节双韵步行双韵步诗行（dimeter）是由两个韵步构成的一行诗。

例如：Razors | pain you;Rivers | are damp;1神在追/ 绕花瓶。

/ 说什么？/ 弹什么？/ 不知晓，虽很美。

2去捉一颗陨落的星辰，/ 使曼德拉草根怀胎，/ 告诉我，过去的岁月何处寻，/ 或者谁劈开魔鬼蹄，/ 教我听美人鱼唱歌，/ 或躲避嫉妒的刺蜇，/ 弄清/ 何风/ 有助于提升诚实心灵。

（傅浩译）Acids | stain you;And drugs | cause cramp.Guns aren’t | lawful;Nooses | give;Gas smells | awful;You might | as well | live. 3(Dorothy Parker: Résumé)除了最后一行，其他诗行都是双韵步，而第六诗行的第二个韵步省略了非重读音节。

备注：教学进程一栏可根据教学内容的多少自定页数。

备注：教学进程一栏可根据教学内容的多少自定页数。

第一讲英美诗歌的韵步第一节韵步的定义与种类韵步（foot，也被称为音步），是由音节(syllable)组成的，因此，首先要了解什么是音节。

音节由音素（phone）构成，它是语音中最小的不可再分解的单位，是字母组合后的读音标记。

音素靠听觉辨认，字母靠视觉辨认，音素属于读音系统，字母属于拼写系统。

例如，scansion [′skæn∫зn]由8个字母拼写而成，只有7个音素。

英语音素分为元音（vowel）和辅音(c onsonant)，共有48个。

音节是英语的发音单位，由一个元音或者由一个元音同一个或若干个辅音构成。

音节可分为单音节、双音节、多音节三类。

单音节：you，day，me，big，make，bar等。

双音节：begin，open，foolish，summer，mountain等。

多音节：w onderful，revolution，satisfactory等。

辅音也可构成音节，如people，rhythm中的ple和thm都属于一个音节。

每个英语单词都有一个重读音节，其重读音节是固定的。

如husband，共两个音节，第一个音节重读；express有两个音节，第二个音节重读；beautiful有三个音节，第一个音节重读；religion有三个音节，第二个音节重读；subterranean有四个音节，第三个音节重读。

在短语或句子中，冠词和介词一般不重读。

如在in the morning，on a desk中，in、the、on、a都不重读。

弄清楚什么是音节，就可以理解什么是韵步了。

韵步是一个或两个重读音节和一个或两个非重读音节的排列组合。

其类型如下：韵步类型表第二节韵步类型举例一、抑扬格抑扬格是一个非重读音节和一个重读音节的排列组合。

英语诗歌以抑扬格韵步为主，如莎士比亚十四行诗《我可以把你比作夏天吗？》最后两行的韵步划分如下（每个韵步由竖杠“|”隔开，“_”代表非重读音节，“/”代表重读音节）：_ /. _ / _ / _ / _ /So long |as men |can breathe |or eyes |can see,_ / _ / _ / _ / _ /So long |lives this |and this |gives life |to thee. 1(William Shakespeare: Shall I Compare Thee to a Summer’ Day)每个韵步都是两个音节，且每个韵步都是一个非重读音节加一个重读音节构成。

班扬 John Bunyan A. 作品风格 a. Bunyan's style was modeled after that of the English Bible. b. He used concrete and living language and vivid details. c. He made it possible for the reader of the least education to share the pleasure of reading his novel. B. 代表作 a. The Pilgrim's Progress is the most successful religious allegory in the English language b. Its predominant metaphor- life as a journey- is simple and familiar. 蒲柏 Alexander Pope A. 现实批评观 a. He upheld the existing social system as an ideal one, but he was not entirely blind to the rapid moral, political and cultural deterioration. b. He published The Rape of the Lock and use the mock epic form to retell the cutting of the lock, to ridicule the trivial incident and to satirize the foolish, meaningless life of the lords and ladies in the aristocratic bourgeois society of the eighteenth century England. B. ⽂学观He strongly advocated neoclassicism. C. 代表作品 An Essay on Criticism, The Rape of the Lock, The Dunciad,An Essay on Man. The translations of Homer's Iliad and Odyssey. The edition of Shakespeare's plays. 笛福 Daniel Defoe A. 主要作品 a. The first novel: Robinson Crusoe. b. four other novels: Captain Singleton, Moll Flanders, Colonel Jack and Roxana. c. The pseudo-factual account of Great Plague: A Journal the Plague Year. B. 代表作 a. Robinson Crusoe, an adventure story very much in the spirit of the time, is universally considered his masterpiece. b. Robinson is here a real her a typical eighteenth-century English middle-class man. c. He is the very prototype of the empire builder, the pioneer colonist. In describing Robinson's life on the island, Defoe glorifies human labor and the Puritan fortitude. 斯威夫特 Jonathan Swift A. 创作: a. The works to establish his name: A Tale of a Tub and The Battle of the Books established his name as a satirist. b. The Drapier's letters He published, under the pseudonym of Drapier, a series of letters. Even today Swift is still respected as a national hero in Ireland. c. The greatest satiric work: He wrote and published his greatest satiric work, Gulliver's Travels. B. 代表作 a. Gulliver's Travels, Jonathan's best fictional work. The book contains four parts: His experience in Lilliput, Alone in Brobdingnag, Visit to the Flying Island and Account of his discoveries in the Houyhnhnm land. In structure, the four parts make an organic whole. b. Gulliver gives an account of some aspects of Lilliputian life and obviously alludes to the similar ridiculous practices or tricks of the English government. 费尔丁 Henry Fielding A. 戏剧创作 The best known are The coffee-House Politician, The Tragedy of Tragedies, Pasquin, and The Historical Register for the Year1736. B. ⼩说创作 a. The History of the Adventures of Joseph Andrews and of his friend Mr. Abraham Adams, the book quickly turns into a great novel of the open road, a "comic epic in prose". b. The History of Jonathan Wild the Great, points out the Great Man is no better than a great gangster. c. The History of Tom Jones, a Foundling and The History of Amelia. The former is a masterpiece on the subject of human nature and the latter the story of the unfortunate life of an idealized woman.。

英美诗歌选读课程教学大纲20 年月日A4打印/ 可编辑“英美诗歌选读”课程教学大纲教研室主任：王莉执笔人：曹英慧一、课程基本信息开课单位：外国语学院课程名称：英美诗歌选读课程编号：04188043英文名称：Selected Readings of British and American Poetry课程类型：专业方向限选课总学时：36 理论学时：实验学时：学分：2开设专业：英语专业先修课程：英国文学史及选读（04102613）二、课程任务目标（一）课程任务《英美诗歌赏析》是一门英语专业文学方向限选课程。

对于英语专业学生来说，诗歌作为英语语言学习的重要组成部分，是英语知识结构的一个不可或缺的部分。

诗歌所包含的语言特征、修辞手段和细腻的感情都是英语语言丰富表现能力的集中体现。

另外，诗歌也是增进英语语言能力的重要途径。

诗歌的字里行间都充满了意义，弦外之音、话外之语，它对语言的超常使用将使人们对英语的多种表现手法更加敏感，对英语的特殊表达习惯更加熟悉。

总之，学习诗歌是英语专业学生提高英语水平、提高人文素养以及丰富自己的语言和思想的重要手段。

本课程按照诗歌主题为脉络，介绍诗歌基本知识，梳理英美诗歌的不同流派及其风格，使学生掌握相关韵律法则，引导学生品味诗歌之美，挖掘诗歌内涵，感受诗人寄托在诗中的思想和情愫，进而能够独立进行诗歌阅读、欣赏甚至诗歌翻译及创作。

（二）课程目标具体来说，本课程的教学应达到以下目的和要求：1. 基本诗歌阅读能力：使学生初步了解英、美诗歌的特点、常见修辞手法，英语诗歌的基本要素、相关知识；2. 初步鉴赏能力：能读懂难度适中的英文诗歌，理解字面意思，并能指出主题、韵律形式等，帮助学生进一步感受诗歌中的象征、意象等，挖掘诗歌内涵，领会诗歌的奥妙。

3. 书面表达能力：能就一般或专业性主题撰写简单诗歌评论，流利自如地表达个人观点，做到文章选题合理、结构清晰、内容丰富、逻辑性强。

4. 翻译能力：能翻译所学英语诗歌，译文力争信、达、雅，尽力传达出原文神韵。

我是怎样地爱你？让我逐一细算。

我爱你尽我的心灵所能及到的深邃、宽广、和高度——正像我探求玄冥中上帝的存在和深厚的神恩。

我爱你的程度，就像日光和烛焰下那每天不用说得的需要。

我不加思虑地爱你，就像男子们为正义而斗争；我纯洁地爱你，像他们在赞美前低头。

我爱你以我童年的信仰；我爱你以满怀热情，就像往日满腔的辛酸；我爱你，抵得上那似乎随着消失的圣者而消逝的爱慕。

我爱你以我终生的呼吸，微笑和泪珠——假使是上帝的意旨，那么，我死了我还要更加爱你！你的长夏永不会凋谢(page7)屠岸译文：能不能让我来把你比作夏日？你可是更加可爱，更加温婉；狂风会吹落五月里开的好花儿。

夏季租出的日子又未免太短暂：有时候苍天的巨眼照得太灼热，他那金彩的脸色也会被遮暗；每一种美呀，总会离开美而凋落，被时机或者自然的代谢所摧残。

但是你永久的夏天决不会凋枯，你永远不会失去你美的形相；死神夸不着你在他影子里踯躅，你将在不朽的诗中与时间同长；只要人类在呼吸，眼睛看得见，我这诗就活着，使你生命绵延。

春，甘美之春郭沫若译文：春，甘美之春，一年之中的尧舜，处处都有花树，都有女儿环舞，微寒但觉清和，佳禽争着唱歌，啁啁，啾啾，哥哥，割麦、插一禾！榆柳呀山楂，打扮着田舍人家，羊羔嬉游，牧笛儿整日价吹奏，百鸟总在和鸣，一片悠扬声韵，啁啁，啾啾，哥哥，割麦、插一禾！郊原荡漾香风，雏菊吻人脚踵，情侣作对成双，老妪坐晒阳光，走向任何通衢，都有歌声悦耳，啁啁，啾啾，哥哥，割麦、插一禾！春！甘美之春！孤独的割麦女(page23) 郭沫若译看，一个孤独的高原姑娘，在远远的田野间收割，一边割一边独自歌唱，请你站住．或者俏悄走过！她独自把麦子割了又捆，唱出无限悲凉的歌声，屏息听吧！深广的谷地已被歌声涨满而漫溢！还从未有过夜莺百啭，唱出过如此迷人的歌，在沙漠中的绿荫间抚慰过疲惫的旅客；还从未有过杜鹃迎春，声声啼得如此震动灵魂，在遥远的赫布利底群岛打破过大海的寂寥。

她唱什么，谁能告诉我？忧伤的音符不断流涌，是把遥远的不聿诉说？是把古代的战争吟咏？也许她的歌比较卑谦，只是唱今日平凡的悲欢，只是唱自然的哀伤苦痛——昨天经受过，明天又将重逢？姑娘唱什么，我猜不着，她的歌如流水永无尽头；只见她一边唱一边干活，弯腰挥镰，操劳不休……我凝神不动，听她歌唱，然后，当我登上了山岗，尽管歌声早已不能听到，它却仍在我心头缭绕。

自考《英美文学选读》（英）维多利亚时期（2）-25. 应用Selected ReadingAn Excerpt from Chapter III of Oliver TwistThe novel is famous for its vivid descriptions of the workhouse & life of the underworld in the 19th-century London. The author’s intimate knowledge of peop le of the lowest order & of the city itself apparently comes from his journalistic years. Here the novel also presents Oliver Twist as Dickens’s first child hero & Fagin the first grotesque figure.This section，Chapter III of the novel，is a detailed account of how he is punished for that “ impious & profane offence of asking for more” & how he is to be sold. At three pound ten，to Mr. Gamfield，the notorious chimneysweeper. Though we can afford a smile now & then，we feel more the pitiable state of the orphan boy & the cruelty & hypocrisy of the workhouse board.II. The Bronte Sisters1. 一般识记Their lives & literary CareerCharlotte Bronte (1816-1855)，Emily Bronte (1818-1848)，& their gifted sister Anne Bronte (1820-1849)，came from a large family of Irish origin. Their father was a clergyman at Haworth，Yorkshire. When they were young，the Bronte sisters were sent to a school for clergymen’s daughters. The oldest two died there due to the poor & unhealthy conditions. This experience inspired the later portrayal of Lowood School in the novel Jane Eyre (1847)。