Go to the oak tree pavilion
I/if/love you-
Never liked/climbed/liked trees,
Borrow your high branches/show off yourself;
I/if/love you-
Never be infatuated with birds,
For dark/repetitive monotony/songs;
Not just like fountains,
All the year round/bring cool/comfort;
This is not only a dangerous peak,
Increase/your height, foil/your dignity.
Uniform/sunny.
Even number/spring rain.
No, these are not enough!
I/must be you/nearby/a plant/kapok,
As the image of the tree/standing with you/.
Root, attachment/underground;
Leaves, touching in the clouds.
Every time a gust of wind blows,
We/everyone exchange/greet each other,
But/no one,
Understand/our/words.
You/have your copper branches/iron stems,
Like a knife, like a sword, like a halberd;
I/have my red flowers,
Like/heavy/sigh,
Like/hero/torch again.
We/share cold waves, storms and lightning;
We/* * * enjoy the mist, flowing haze and rainbow.
As if/forever apart,
However/for life.
This is/greatness/love,
Loyalty/Right here:
Love-not only love your strong body,
I love you too/the position you stand for, the land you step on/.
Pauses, rhymes and branches in modern poetry;
Old-style poetry has rhyme, rhyme and duality, so we naturally feel the musicality of poetry easily. However, many students misunderstand that there is no requirement for modern and contemporary poetry and foreign poetry, and some students have a vague understanding of poetic style. In order to let students know more about poetry, I think it is necessary to introduce students to the basic trend of world poetry development-from metrical poetry to free verse. Many foreign poems before the 20th century were mainly metrical poems, such as those of Shelley, Byron and Pushkin. On this basis, students should also know the common sense of pause, rhyme and line breaking, so as to better read and understand poetry. To read a poem well, we should not only grasp the thoughts and feelings of the whole poem, but also handle the internal pause of the poem and grasp the emotional rhythm of the poem. Such as "The Cricket", the sentence pattern is neat and symmetrical, and the rhythm is clear. When reading, you will feel the beautiful rhythm that meets the needs of ideological content. This is because the author Liu Shahe made a rhythmic pause and organized the poem in semantic units. Good poetry translation will also pay attention to the differences between languages and try to translate metrical forms.
The most commonly used method is "taking rice instead of walking" (that is, taking semantics as a unit, replacing the "step" of foreign metrical poems with the pause of natural rhythm).
For example, in To Chaadayev, each line of the original poem is divided into three steps, and the translator Ge Baoquan regards it as three pauses in each line, which strengthens the rhythm of poetry translation: it can't fool us for long.
It also disappeared like a dream/fog.
We/endure/expect torture
Waiting for that/sacred/free time
Now we are not dead/dedicated to honor/.
By reading aloud, we can find that the effect of pausing in a sentence according to semantic rhythm is better than that according to word rhythm, with smooth charm and natural flow of emotions.
As for rhyme, we should understand the influence of different rhymes on the content on the basis of overall reading. In fact, many students can appreciate the aesthetic effects of different rhymes: for example, the word "I" in To Oak is long, delicate and crisp, which effectively expresses the feelings of women in love; For example, the rhyme "Ang" of the words "I, Yang, Mang" in To Chaadayev is sonorous, long and deep, expressing the desire for freedom and the expectation for the future. These rhymes can serve thoughts and feelings well. Some students think that in a poem, there is no requirement on how to deal with branches. This is a misunderstanding. Poems should conform to the content and rhythm.
Take a sentence from The Wild Goose River-My Nanny as an example:
She smiled and went to the square with a basket on her back.
Sun those soybeans and wheat.
The branch here conforms to the internal pause of each line (three times per line) and the emotional rhythm (if two lines are arranged in a line, it will be too awkward to read and affect the reading effect). In this way, students not only gain reading skills by strengthening poetry reading, but also experience the emotional rhythm of poetry, which lays the foundation for analyzing content and understanding skills.
References:
Baidu Encyclopedia _ Poetry Recitation