Exploration of High School English Poetry Teachingfrom the Perspective of English Activities英語活動(dòng)觀下的高中英語詩歌教學(xué)初探

何芳

【摘要】 《普通高中英語課程標(biāo)準(zhǔn)（2017年版，2020年修訂）》提出了指向?qū)W科核心素養(yǎng)的英語學(xué)習(xí)活動(dòng)觀，明確活動(dòng)是英語學(xué)習(xí)的基本形式。本文將結(jié)合教學(xué)實(shí)例，探索如何在核心素養(yǎng)理念下結(jié)合學(xué)生的實(shí)際情況設(shè)計(jì)英語活動(dòng)，探索英語詩歌在提升學(xué)生學(xué)習(xí)興趣，發(fā)展學(xué)科核心素養(yǎng)方面的作用。

【關(guān)鍵詞】 英語學(xué)習(xí)活動(dòng)觀??核心素養(yǎng)??英語詩歌

［Abstract］ The “English Curriculum Standards for Ordinary High Schools (2017 Edition, 2020 Revision)” proposes the activity-based view of English learning that focuses on the core competences of the subject, clarifying that activities are the basic form of English learning. This article will combine teaching examples to explore how to design English activities based on the concept of core literacy and students reality, and explore the role of English poetry in enhancing students learning interest and developing subject core literacy.

［Key Words］ Activity-based view of English learning? ? ? core literacy? ? ? English poetry

The “English Curriculum Standards for Ordinary High Schools (2017 Edition, 2020 Revision)” proposes the activity-based view of English learning aimed at the core competences of the subject, clarifying that activities are the basic form of English learning and the main way for learners to learn and try to use language to understand and express themselves, develop diverse thinking, cultivate cultural awareness, and develop learning abilities. Teachers should re-examine the rationality and effectiveness of classroom teaching design from the perspective of English learning activity perspective, integrate course content, optimize teaching methods, and design situational, layered, and effective English learning activities for students.

In years of teaching practice, the writer has found that English poetry plays an important role in cultivating students perception and understanding of English as a language, enhancing their interest in learning, and developing core competences in the subject. Therefore, the writer conducted some preliminary explorations on the teaching of English poetry in classroom teaching.

1. Perceiving Beauty of the Language in English Poetry Recitation

The unique rhythmicity and abundant emotional connotations of poetry appeal to students more easily during the learning process. If teachers consciously design activities in their teaching to guide students to recite, appreciate, and even write English poetry, it will greatly enhance students interest in learning, and enable them to experience the unique beauty of English as a language.

In teaching practice, based on the characteristics of the students being taught, the writer arranged the activity of English poetry recitation around the fifth week of the first semester of high school.

Firstly, the writer chose a classic English poem: A Red, Red Rose. This poem was written by the great Scottish poet Robert Burns according to Scottish folk songs. It is simple, direct and full of emotion.

The writer first explained the background? of this poem to the students and asked them to close their eyes and carefully listen to the audio of the original recitation. Subsequently, several versions of Chinese translations were provided to students, guiding them to discuss which of the translated versions reflects the emotions of the original work best, and to appreciate the poem from aspects such as background, language, rhythm, and artistic conception.

In subsequent teaching, the writer? gradually guided students to recite classic English poems such as I Wondered Lonely as a Cloud, Ive Saved the Summer, She Walks in Beauty and Sonnets. The writer introduced the knowledge of English poetry in terms of rhythm, rhyme, style and judgement to the students, and organized English poetry recitation competitions with everyone in participation, as well as activities such as translating Chinese poetry into English and translating English poetry into Chinese. During these learning activities, students further enhance their aesthetic taste and humanistic literacy, thus greatly stimulating their interest in learning English.

2. Combining Poetry Teaching with Textbooks

There are four poems in Module 3 of English textbook 6 for senior high school students published by the Foreign Language Teaching and Research Press: When You Are Old, Lies About Love, Roses, and Auld Lang Syne.

In order to help students understand the artistic conception of poetry better, the writer chose the Auld Lang Syne. First, the writer played Waterloo Bridge for the students. In the movie, the story of Myra and Roy in the context of the war was breathtaking. Watching the hero and heroine gradually faded away from behind in the thick fog, the beautiful melody was deeply imprinted on the students minds. Then, the students were divided into groups to discuss why the? poem was chosen for the movie. Each student had their own understanding and could express his/her thoughts and emotions.

Similarly, the poem When You Are Old is also widely known, and the Chinese version of the song is also very popular. Therefore, when learning this section, students singing and chanting always light up every corner of the classroom.

3. Practicing Beauty of the Language in English Poetry Creation

When students experience and feelings of poetry are elevated to a certain extent, poetry creation exercises can be organized. In practice, students prefer free verse poetry, which allows them to focus more on emotional expression. Perhaps their language may not be very standardized, but the original teaching aim is to let students experience the process of language acquisition. After students created their poems, the writer asked students to recite their poems on the stage, so that students can gain more from it and enjoy the beauty of English poetry.

4. Conclusion

Poetry is the essence of all knowledge. With its highly condensed language and appropriate images, it uses figurative, symbolic and other rhetorical devices to give readers the aesthetic feeling of music and profound ideological connotation. There is a strong projection relationship between the attributes of English poetry and the core competences of the subject. Teachers should provide well-planned activities in teaching, tap into the resources inside and outside the textbook, guide students to appreciate the beauty of the language, form, and meaning in English poetry, which is greatly beneficial for improving students ability to learn and understand. Teachers should also pay attention to the teaching, as not all teaching activities can achieve immediate results. However, as long as they can help students feel the beauty of language, generate emotional resonance, and enhance their learning interest, the teaching activities are good.

[Bibliography]

[1]Jiang Cimei. Exploration of High School English Poetry Teaching Based on the Core Competence of the English Subject [J]. English Teaching and Research in Primary and Secondary Schools, 2018.

[2]Chen Xiaoyun. Exploration of Developing Students? Aesthetic Taste in English Poetry Teaching [J]. English Teaching and Research in Primary and Secondary Schools, 2019.

[3]Ministry of Education. English Curriculum Standards for Ordinary High Schools (2017 Edition, 2020 Revision) [M]. Beijing: Peoples Education Press, 2020.

[4]Sohu.com. Core Literacy Development for Chinese Students, 2016.