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1、21ThePleasureofTeachingEnglishPoetryLukeP.M.Chan&LiuHsiao-FangFooyinUniversityofTechnologyABSTRCTStudentsinFooyindonotshowmuchinstudyingEnglishpoetry.IftheyhaveachancetoselectbetweenEnglishPoetryandsomeothercourses,mostofthemwouldratherlikesomeothercourses,instead
2、ofEnglishPoetry.Hence,howtocreateabetteratmosphereoflearninganddevelopthepleasureoflearningintheclassroomisthemostconcernedintheteachingofpoetry.ArethereanywaysforteacherstouseintheprocessofteachingEnglishpoetry?Insolvingthisproblem,thewriterofthispaperpresentsthe
3、followingthreeways:(1)UsingEnglishsongs,(2)AccesstoNetwork,and(3)ClassroomActivities.Songsareconsideredasaveryusefulsupplementarytoolinraisingstudents’interestinlearning.Therefore,itisagoodwaytoteachEnglishPoetrybyusingEnglishsongs.Therearesomanyresourcesandmateri
4、alsrelatedtoEnglishPoetry,whichcanbefoundinavarietyofwebsites.Withthehelpofthesewebsites,teachersofEnglishPoetrycanenhancetheirteachingcapabilitiesandqualitiesandincreasestudents’interestinstudyingpoetry.Asfortheclassroomactivities,students’participationishighlyem
5、phasized.TheclassroomactivitiesincludeGames,Paraphrasing,Recitation,Dictation,GroupDiscussionandanamepoem.Poetrycanfunctionasamediabetweenthepoetandthereader;itcanalsofunctionasamediabetweentheteacherandstudents.IfteachersofEnglishpoetrycanfindagoodwaytoincreasest
6、udents’interestinlearningpoetry,bothteachersandstudentswilllikethis“magicmedia”.Ifteacherscanemployactivewaystoteachstudents,studentswillfindlearningEnglishpoetryenjoyable.Andteacherswillfindthatteachingpoetryisnolongeraburden.Keywords:Rhythm,TraditionalFolkSong,N
7、etwork,Paraphrasing21IntroductionReadingpoetrygivesuspleasure,asLaurencePerrinesaidinSoundandSense,“Peoplehavereaditorlistenedtoitorreciteditbecausetheylikedit,becauseitgavethemenjoyment.”LaurencePerrine,SoundandSense:AnIntroductiontoPoetry(NewYork:HarcourtBraceJo
8、vanovich,Inc.,1973),p.3.Poetrygivesreaderspleasureintwoways:audioandvisualpleasure.Inthesenseofaudiopleasure,readingapoemisreallypleasurable,forapoemint
