资料简介
Unit2 Poems本单元的中心话题是诗歌。阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。本单元的主要教学内容如下表所示：类别课程标准要求掌握的内容话题Differenttypesofpoems；reading，writingandlisteningtopoetry[来源:学科网][来源:学|科|网]词[来源:学科网ZXXK]汇transform[来源:学§科§网]v.转化；转换；改造；变换sorrown.悲伤；懊悔；悲痛[来源:Z#xx#k.Com]exchangen.&v．交换；交流；调换librariann.图书馆长；图书管理员sponsorv.&n.发起(人)；主办(者)；倡议(者)sectionn.部分；切下的块；节concreteadj.具体的diploman.毕业文凭；学位证书flexibleadj.灵活的；可弯曲的blankn.&adj.空白；空白的；茫然的appropriateadj.适当的；正当的compassn.指南针；罗盘eventuallyadv.最后；终于briden.新娘tickv.给……标记号bridegroomn.新郎conveyv.传达；运送championshipn.冠军称号teasev.取笑；招惹；戏弄darknessn.黑暗；漆黑rhymen.&v．韵；(使)押韵warmthn.暖和；温暖nurseryn.托儿所scholarshipn.奖学金；学问；学术成就diamondn.钻石；菱形pianistn.钢琴家；钢琴演奏者patternn.模式；式样；图案violinistn.小提琴演奏者cottagen.村舍；小屋loadn.负担；负荷物sparrown.麻雀contradictoryadj.引起矛盾的；好反驳的minimumn.最低限度；最少量；最小数saltyadj.含盐的；咸的translationn.翻译；译文endlessadj.无穷的；无止境的branchn.枝条；支流；部门foreveradv.永远词汇takeiteasy轻松；不紧张；从容bepopularwith很受欢迎runoutof用完translate...into...把……翻译成……bemadeupof由……构成stay/situp熬夜tryout测试；试验(sb./sth.)belikelytodosth.有可能……letout发出；放走lookforwardto盼望inparticular尤其；特别bychance/accident碰巧句1.Listpoemshaveaflexiblelinelengthandrepeatedphrases,型which_give_both_a_pattern_and_a_rhythm_to_the_poem.(theattributiveclause)2.Wewould_have_wonifJackhad_scoredthatgoal.(thesubjunctivemood)3.Anothersimpleformofpoemthatstudentscaneasilywriteisthecinquain，apoemmade_up_of_five_lines.(pastparticipleastheattributive)4.WhenIwasababy，mymotherused_toreadmenurseryrhymes.(usedtodosth.)5.With_so_many_different_forms_of_poetry_to_choose_from，studentsmayeventuallywanttowritepoemsoftheirown.(with＋object＋objectivecomplement)功能语法虚拟语气(SubjunctiveMood)(2)IfRobhadn'tinjuredhimself，wewouldhavewon.Ifshehadstudiedharder，shewouldhavegotthediploma.教学重点1.Getstudentstoknowaboutdifferenttypesofpoems，somepoeticdeviceslikerhythm，rhyme，repetition，soundpatternsandimagery.2．Havestudentslearnsomeusefulnewwordsandexpressionsaboutpoetryandletthemlearneffectivewaystomasterthem.3．Enablestudentstograspandusetheexpressionsofintentionandplans.4．Letstudentslearnthenewgrammaritem：thesubjunctivemood(2)．5．Developstudents'listening，speaking，readingandwritingability.教学难点1.Enablestudentstomastertheuseofthesubjunctivemood.2．Letstudentslearntocreatetheirownpoems.3．Developstudents'integrativeskills.课时安排Periodsneeded：6Period1 WarmingUp，Pre－reading，ReadingandComprehendingPeriod2 LanguageStudyPeriod3 Grammar—theSubjunctiveMood(2)Period4 ListeningandSpeakingPeriod5 ReadingandWritingPeriod6 SummingUp，LearningTipandAssessmentPeriod1 WarmingUp，Pre－reading，ReadingandComprehending教学内容分析 Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisthereadingpassagewiththenameofAFewSimpleFormsofEnglishPoemsshowingthestudentsafewkindsofsimpleEnglishpoems.WarmingUpgivesthreequestionsforstudentstodiscusssothattheycanrecallanypoemstheyhaveeverlearnedandthinkaboutdifferentreasonswhypeoplewritepoems.Pre－readingprovidesonequestionforstudentstothinkaboutandatableforstudentstofillinsoastohelp,studentsfocusonthetopicofthereadingpassageandleadthestudentstoskimthepoemsonthefollowingpagesandknowaboutthegeneralideaofthetext.ReadingmainlyexplainsthereasonswhypeoplewritepoetryandintroducesfivesimpleformsofEnglishpoems.Nurseryrhymesarethefirstpoemsthatchildrenwillhear.Thesepoemsmaynotmakeanysensebuttheyareeasytolearnandrecite.Itisagoodwayforchildrentolearnaboutlanguage.Listpoemsoftenlistthings，usuallyhavingmanylines.Theyhaverepetitioninthemandsometimestheyhavewordsthatrhyme.Cinquainsareallmadeupoffivelinesandhavethefixedstructure.HaikuisaJapaneseformofpoetrythatismadeupof17syllables.Itisalmostlikeaphotoorpaintingasitcreatesastrongimageusingveryfewwords.TangpoemsarefamouspoemsfromAncientChina.Theyhavestrongimageryandareoftenaboutthebringingtogetherofopposites.Comprehendingconsistsofthreegroupsofexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext.三维目标设计 Knowledgeandskills1．Toknowthemeaningsofthefollowingnewwordsandphrases：tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，takeiteasy(轻松；不紧张；从容)，runoutof(用完)，bemadeupof(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，inparticular(尤其；特别)2．TolearnaboutsomesimpleformsofEnglishpoems.3．Todevelopthestudents'readingabilitybyskimmingandscanningthepassage.4．Todevelopthestudents'speakingabilitybytalkingaboutsomefeaturesofsomesimpleformsofEnglishpoems.Processandmethods1．WhiledoingWarmingUptheteachercanaskthestudentstothinkbackandtrytorememberpoemsfromboththeirearlychildhoodandmorerecentyears.AskstudentstocompleteExercise1ingroups.Askthemwhattheynoticeaboutthesepoems，thengetstudentstoreciteanypoemsorpartsofpoemstheycanremembersoastoarousetheirinterestinstudyingthewholeunit.2．DuringPre－readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent－centeredandarousestudents'interestinEnglishpoetry.TheteachershouldalsoaskthestudentstoskimthetextsoastoletthemhaveageneralknowledgeofsomesimpleformsofEnglishpoems.3．WhiledoingReadingandComprehending，theteachermayfirsthavethestudentsclosetheirbooksandlistentothetextwiththeireyesclosed.Thisgivesthestudentstheopportunitytolistentothesoundsor“music”ofthepoemsbeforereadingtheminmoredetail.Thenaskthestudentstoreadthetextquicklytogetthegeneralideaofthepassage.Afterdetailedreadingofthepassage，studentsareencouragedtoanswersomequestionsanddiscussthefeaturesofeachkindofthepoems.4．Toconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtoretellthefivekindsofpoemsintheirownwordsattheendoftheclass.Emotion，attitudeandvalue1．Tocultivatestudents'appreciationofpoetryandtheabilityofunderstanding，enjoyingandwritingpoems.2．Todevelopstudents'senseofcooperativelearning.,教学重、难点 1．ToenablethestudentstolearnaboutsomesimpleformsofEnglishpoetryandtodeveloptheirreadingability.2．Toenablethestudentstowritetheirownpoems.Step1 Warmingup1．VocabularyinReadingMatchthewordsandphraseswiththeirpropermeanings.1．convey ( )A.samenessofsoundbetweenwordsorsyllables，esp.intheendoflines2．cottage( )B.astrongfeelingsuchaslove，fearoranger3．tease( )C.makefunofsomebodyinanunkindway4．rhyme( )D.aplacewhereyoungchildrenarecaredfor5．translate( )E.make(ideas，feelings，etc.)knowntoanotherperson6．endless( )F.useup7．nursery( )G.smallsimplehouse，esp.inthecountry8．emotion( )H.relax9．takeiteasy( )I.expresssth.inadifferentlanguage10．runoutof( )J.withoutendSuggestedanswers：1.E 2.G 3.C 4.A 5.I 6.J 7.D 8.B 9.H 10.F2．WarmingupbyaskingstudentstocompleteExercise1ingroups.Getthestudentstorecitethelittlepoemsandsongstheycanremember.Askthemwhattheynoticeaboutthesepoems.Forexample，perhapstheyhaveastrongbeat，ortheyrhyme，ortheyplaywithwordsandsounds，orperhapssomeofthemarefunnybecausetheymakenosense.3．WarmingupbydoingExercise2withstudents.Thengetthemintogroupsasthismightprompttheirmemories.Getthestudentstoreciteanypoemsorpartsofpoemstheycanremember.(Ifthestudentscan'treciteanypoemsorpartsofpoems，prepareacoupleofpoemsthattheywouldknow，inChineseorEnglish.)4．Tellstudentsthattherearemanyreasonswhypeoplewritepoetry.GivetheexamplesinExercise3.Askstudentsthereasonstheythinkthepoetswrotethepoemstheyhavejustrecited.Writetheirsuggestionsontheblackboard.Step2 Pre－reading1．Matchthefollowinginformation.DuFu TangDynastyFanZhongyanSongDynastyMengHaoranModernGuoMoruoModernXuZhimoTangDynastyByronAmericaShellyEnglandWhitmanEnglandTagoreIndiaSuggestedanswers：DuFu：TangDynasty；FanZhongyan：SongDynasty；MengHaoran：TangDynasty；GuoMoruo：Modern；XuZhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India,2．AskstudentstodoExercise1ingroups.Getthemtotelltheclasstheirfavouritepoemsandthereasons.Thismightbesomethingtheyfindhardtoarticulateasthepoemmightjustgivethemaspecialfeelingthat'shardtotalkabout.Ortheymightsaythingslike：Itmakesmefeelsad.Ilikethesoundsinit.Ilikeitslanguage，it'sfunny，andmymotherusedtoreciteittome...3．ThepurposeofExercise2istopracticeanimportantreadingskill：scanningatext，thatis，lookingthroughatextquicklytofindspecificinformation.Suggestedanswers：WhichpoemABCDEFGHdescribesaperson？√tellsastory？√describesanaspectofaseason？√√√isaboutsport？√isaboutthingsthatdon'tmakesense？√isrecitedtoababy？√describesariverscene？√hasrhymingwordsattheendoflines？√√repeatswordsorphrases？√√√Step3 Readingandcomprehending1．Fast－reading：Readthereadingpassagequickly，trytogetitsgeneralideaandanswerthefollowingquestions.(1)Whatisthemainideaofthereadingpassage?________________________________________________________________________(2)Howmanykindsofpoemsdoesthereadingpassagetalkabout?Andwhichofthefollowingisnotmentioned?A．Nurseryrhymes. B．Tangpoems. C．Haiku. D．Adverbpoems. E．Listpoems. F．Cinquain.Suggestedanswers：(1)AbriefintroductionofafewsimpleformsofEnglishpoems.(2)Five.Disnotmentioned.2．Detailed－reading：Readthetextthoroughlyanddothefollowingexercises.(Youmaydosomesearchingreadingwhennecessary.)(1)Giveoutthenamesoftheformsofpoemsaccordingtothedescriptions.①______arethefirstpoemsthatchildrenwillhear.Theyareoftensung.Childrenlovetomoveanddancetothembecausetheyhavestrongregularrhythms.Theyenjoytherhymesandthewaytheyplaywithsounds.②______ismadeupoffivelinesandhasthefollowingstructure：Line1：anounthatnamesthesubjectofthepoemLine2：twoadjectivesthatdescribethesubjectLine3：threeverbsendingwith－ingthatdescribethesubject'sactionsLine4：fourwordsthatgivethewriter'sopinionsorfeelingsaboutthesubjectLine5：awordthatgivesanothernameforthesubject③______isacenturies－oldformofJapanesepoetry.Itismadeupof17syllablesandhasthefollowingstructure：Line1：5syllablesLine2：7syllablesLine3：5syllables,④______arealistofthings.Theycanhaveasmanylinesasthewriterlikes.Sometimestheyhaverepetitioninthemandsometimestheyhavewordsthatrhyme.Whenalistpoemhasrhymingwords，italsohasaregularrhythm.⑤WhentranslatedintoEnglish，______haveafreeform(thatis，withoutaregularrhythm)anddonotrhyme.Theyhavestrongimageryandareoftenaboutthebringingtogetherofopposites.(2)FindthestrongrhythmandrhymeinPoemA.e．g.Inthefirsttwolines，thereareword_&_mockingbird.Sointhefollowinglines，thereare______；______；______；______.(3)What'sthedifferencebetweenPoemsBandCthoughtheyarebothlistpoems?________________________________________________________________________(4)Whichofthepoemsinthereadingpassagecangiveyouaclearpictureinyourmind?________________________________________________________________________(5)Canyoufindoutthe17syllablesinPoemF?e．g.“A”has1syllable，“fallen”has2syllables，while“blossom”has2syllables.________________________________________________________________________.(6)CanyougiveapropertitletoPoemHeitherinEnglishorChinese?________________________________________________________________________Suggestedanswers:(1)①Nurseryrhymes ②Thecinquain ③Haiku ④Listpoems ⑤Tangpoems(2)sing&ring；brass&looking－glass；broke&billy－goat；away&today(3)PoemBrepeatsphrasesandrhymes，whilePoemCdoesnot.(4)MostprobablyPoemsD，F，GandH.(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)(6)望夫石/ALoyalWifeStep4 LanguagestudyDealwithlanguageproblemsifany(wordsorsentencesstudentsmightnotunderstand)tohelpthestudentstohaveabetterunderstandingofthetext.Step5 Listening，readingaloudandunderliningAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.Collocations：makesense，give...astrongimpression，onfire，takeiteasy，runoutof，makeupof，betranslatedinto，daybyday，inparticular.Step6 StructureanalyzingAfterreading，askstudentstodiscussthetextstructure.Keysforreference：ThispassageisanintroductionofsomeofthesimpleformsofEnglishpoems.Thefirstparagraphintroducesthetopicandthethemeofthetext，explainingthepurposeofpoetrywriting，thatis，togivereadersastrongimpressionortoconveycertainemotions.Fromthesecondparagraph，thetextanalysesthedifferentkindsofpoemsandgivesexamplesforreference.Thelastparagraphencouragesstudentstohaveatryandwritepoemsoftheirown.Step7 Retelling,Askstudentstotalkaboutthedifferentkindsofpoemsintheirownwords.Givethemsomekeywordsandexpressionsontheblackboard.Thenletthemtrytoretellthepassage.Step8 Homework1．Learntheusefulnewwordsandexpressionsinthisperiodbyheart.2．Trytofindsomeselectionsofpoemsandappreciatetheirbeautyandeventuallytrytowritesomepoemsofyourown.Step9 Reflectionafterteaching________________________________________________________________________________________________________________________________________________Reading：AFewSimpleFormsofEnglishPoems李东玲，海南省儋州市民族中学，本教案获2008年度“教科杯”海南省中小学教师教学论文和教学设计大赛二等奖教学课题 Unit2 PoemsAFewSimpleFormsOfEnglishPoems(Reading)教学设计理论依据 《基础教育课程改革纲要(试行)》对于课程实施和教学过程有明确的要求：倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。教师在教学过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习。教材分析 本课是新课标高中英语选修6第二单元中的阅读课，是一篇介绍诗歌基础知识的文章。文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、不同特色的诗歌。旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基础常识的基础上，进行简单的诗歌创作。学情分析 本节课的教学对象是高二学生，他们很了解中文诗歌的种类、风格、特色，对英文诗歌的学习充满了浓厚的兴趣，想知道：中英文诗歌是否一样？同时他们也有着丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力，已掌握相关的认知策略，如分析、想象、推理、归类、总结、记忆等。大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，但他们好胜心强，渴望在班集体里得到他人的承认。个别学生基础较好，能主动配合老师，具有独立、爱表现的特点。因此，只有设计使他们感兴趣的活动，因材施教，才能让全班同学投入到课堂活动中来。教学目标三维目标：1．知识目标Makethestudentsmasterthefollowingwords，phrasesandsentencepatterns.★Importantwords：,poem，poetry，recite，aspect，convey，rhyme，rhythm，nursery，diamond，cottage，balloon，sparrow，tease，salty，endless，branch，translation，transform★Importantphrases：takeiteasy，runoutof，makeupof★Importantsentencepatterns：...theydelightsmallchildrenbecause...Wewouldhavewon...ifJackhadscoredthatgoal.2．能力目标★TolearnthemaindevelopingstepsofthehistoryofEnglishpoetry.★Tolearnthecharacteristicsofdifferentformsofpoems.★Toimprovestudents'readingability.★Topracticewritingsimplepoems.教学目标3.情感态度目标利用多媒体手段营造积极、和谐的教学气氛，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高他们的素质，扩大他们的国际视野，提高阅读能力，强化文化意识，激发他们热爱我国瑰丽的诗歌文化宝库的爱国热情。教学重点：★Mastertheimportantnewwords，phrasesandsentencepatterns.★Collectthereasonswhythepoetswritepoems.★ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.教学难点：★Findoutthecharacteristicsofeachkindofpoems.★Practicewritingsimplepoems.教学策略★培养学生搜集与处理信息的能力(“有意义接受学习”教学法)★培养学生获取新知识的能力(探究式教学法)★培养学生分析和解决问题的能力(问题式学习教学法、任务型教学法)★培养学生交流与合作的能力(合作学习教学法)教学用具★多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。★黑板：展示本课的重点单词、短语、句型。教学过程设计 教学步骤活动内容设计意图Task1WarmingUp(4minutes)★Talkaboutpoetsandpoemsthestudentslearnedbefore.★Letsomestudentslistthereasonswhypeoplewritepoemsontheblackboard.运用“有意义接受学习”教学法：提示学生先回忆原有知识，获得成就感，增强自信心，并总结出写诗意图，激发学生积极思考，领悟本课教学目标。为学习英文诗歌作好铺垫，阐明新旧知识的各种关系，促进新知识的理解。Task2Presentation(5minutes)★Listentothetapeaboutthereadingpassage.★Afterlistening，tickthecorrectbox(es)运用探究式教学法：,ofeachquestionintheforminPre－reading.该任务鼓励学生主动参与、主动探究、主动思考，概括出每首诗歌的主题大意。Task3Practice(15minutes)★AccordingtotheChinesemeaning，fillinthecorrectformoftheword.e．g.Themusiciswrittenina______(节奏)ofthreebeatstoabar.★AskthestudentstoanswerthequestionsinExercise2andExercise3inComprehendingaccordingtothetext.★Findouttheinformationtocompletethefollowingform.FormsofpoemsCharacteristics运用问题式学习教学法、任务型教学法：学生带着问题再一次详细阅读并理解全文，解决问题，完成任务，做好语言输入储备工作。该任务提高了学生的探究能力，充分发挥学生的自主性。此过程中，还能体现师生、生生之间互相交流、互相探讨的合作学习精神。Task4GroupWork(15minutes)★HoldanEnglishpoemwritingcompetition：Fourstudentsworkasagroup.Practicewritingsimplepoems.Thenshowtheirpoemstoothers.运用合作学习教学法：以竞赛为前提，唤起学生的好胜激情。小组成员各抒己见，培养学生交流与合作能力。把学生所学知识发散、扩展、升华并输出，学以致用，学生又获得成就感。Homework(1minute)★Practicewritingmorepoems.★AskthestudentstocollectatleastfiveEnglishpoemswithdifferentforms.YoucansearchtheInternetifyouwanttoknowmoreaboutEnglishpoems.运用任务型教学法：课外作业，课堂小组活动延伸到课外，学生仍然可以互相合作完成该写作任务。该环节是本课所有教学环节的延续。Ⅰ.FamouspoetryinEnglishReadingpoetrybringspeoplefromdifferentplacesanddifferenttimestogether.Morethananyotherformofliterature，poetryplayswithsounds，wordsandgrammar.Thatmakespoetrydifficulttowrite，butveryinterestingtoread.Poetryalsocallsupallthecolors，feelings，experiencesandcuriousimagesofadreamworld.Thoughithasashorthistory，thereisalotofgoodEnglishpoetryaround.TheseventeenthcenturywasagreattimeforEnglishpoetry.Shakespeareismostfamousforhisplays.Hissonnets，however，belongtothebestEnglishpoetry.InthenextgenerationoftheEnglishpoetswemeetJohnDonne.ChinesereadersadmirehisworksbecauseofhisuseofsurprisingimagesthatremindsthemoftheworksofpoetssuchasSuDongpo.Beforetheendofthecentury，therewasanotherfamouswriter，JohnMilton.Oncepublished，hisworksbecamefamousfortheabsencerhymeattheendofeachline.IntheeighteenthcenturyitwasAlexanderPopewhowrotethefinestpoetryinEngland.Thenextperiodthatproducedagreatnumberoffinepoetswasthenineteenthcentury.GreatlylovedinChinaaretheEnglishRomanticpoets.JohnKeatsdiedataveryyoungagein1821，whileWilliamWordsworth，whospentmuchofhistimeinhisEnglishLakeDistrict，livedtotheageofthe80anddiedin1850.ThenaturepoemsbyWilliamWordsworth，GeorgeGordonByron'sIslesofGreeceandthesonnetsandlongpoemsbyJohnKeats,havelongbeenfavorites.ThestyleintheirpoemshasoftenledtocomparisonswithpoetssuchasDuFuandLiBai.Finally，modernpoetshavetheirspecialattractionbecausetheystandclosesttousbothinthelanguageandimagestheyuse.AmongthemwefindtheAmericanpoetRobertFrost.MoreandmorepeopleareinterestedtoreadmodernpoetryinEnglish.Translationcanbegood，butbeingabletoreadEnglishgivesyoumuchchoice.Besides，nomatterhowwellapoetistranslated，somethingofthespiritoftheoriginalworkislost.ReadingpoetryinEnglishalsoopensthedoortofindingnewwaysofexpressingyourselfinChinese.Ⅱ.Whatisfreeverse?Freeverseisamodernformofpoetrywhichdoesnotfollowanyspecificrhymeormetricalscheme，althoughitdoesnotcompletelyabandonthebasicpoeticpreceptsofheightenedlanguageandsongs.FreeversepoetryissaidtohavebeenpopularizedbysuchnotablepoetsasWaltWhitmanandEmilyDickinsonduringthelate19thcentury，althoughearlierpoetslikethemysticWilliamBlakewerebeginningtopullawayfromtherestrictionsoftheformalpoetryoftheirday.Whitman'ssignaturecollection，LeavesofGrass，isalmostentirelycomposedoffreeversepoetry.Dickinson，however，stillwrotemuchofherpoetryaccordingtothemetricsandrhymeofafavoredhymncomposer.ThefreeversestyleofpoetrysoonbecamepopularwithrebelliousyoungpoetssuchastheFrenchmanArturRimbaud(阿图尔·兰波)，whowrotemanyofhisbestfreeversepoemsbeforetheageof18.Otherpoetsembracedfreeversepoetryasawaytoexpressrawemotionsorunbridledpassionnotgenerallyfoundintheformalpoetryoftheirtime.WhitmanhimselfreferredtothisartisticawakeningasthegreatYAWP，acallforallartiststobreakfreeofsocialconventionsandlivelifetoitsfullest.Freeversepoetrycontinuedtoevolvethroughoutthe20thcentury，beginningwithpoetssuchasCarlSandburg(卡尔·桑博格)andRobertFrost(罗伯特·弗罗斯特)，bothofwhomwereequallycomfortablewithformalandfreeversepoetry.PerhapsthemostadmiredfreeversepoetwastheexpatriateEzraPound，whobecameamentortomanyofthe20thcentury'smostfamousauthorsandpoets.
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