《英语诗歌欣赏》属于大学英语选修课系列教材,由“诗歌要素”、“诗歌种类”、“诗歌主题”和“更多诗歌欣赏”四部分组成。此外,《英语诗歌欣赏》的两个附录“术语表”和“诗人小传”对教与学也十分有帮助。《英语诗歌欣赏》涉及54位英语诗人,包括90首英语诗歌,主要收录19世纪和20世纪的作品,这些作品都是有代表性的短篇名作,划入相关学习单元,便于课堂教学和课外自学。考虑到英语**地域的广阔性、文化的多样性和诗歌成就的丰富性,在**选择了英国和美国的诗人和诗作之后,《英语诗歌欣赏》适当增加了爱尔兰、新西兰、加拿大和圣卢西亚的诗人和诗作。
《英语诗歌欣赏》特色鲜明,易于教学,又系统专业,虽为大学英语学生选修科设计,也适合英语专业学生。

The Windhover
To Christ Our Lord
By Gerard Manley Hopkins(1844-1889)I caught this morning morning's minion,kingdom of daylight's dauphin,dapple-dawn-drawn Falcon,in his riding
Of the rolling level underneath him steady air,and striding High there.how he rung upon the rein。of a wimpling。wing In his ecstasy!then off,off forth on swing, As a skate's heel sweeps smooth on a bow—bend:the hurl and gliding
Rebuffed the big wind.My heart in hiding Stirred for a bird,the achieve of,the mastery of the thing! Brute beauty and valour and act,oh,air,pride,plume,here
Buckle!AND the fire that breaks from thee then.a billion Times told lovelier,more dangerous,O my chevalier4 1
No wonder of it:sh6er p16d makes plough down sillion's hine,and blue—bleak embers,ah my dear,
Fall,gall themselves,and gash gold—vermillion.
注释
霍普金斯生前是一位耶稣会的传教士,死后诗名扶摇直上。他的诗在意境、格律和词藻上都有创新,其内容则表现自然界万物的个性以及诗人对大自然的感怀,宗教色彩浓厚。他采用一种“弹跳韵律”(sprung rhythm),竭力仿效“日常语言的自然节奏”,喜好用头韵、内韵、略语、复喻,并生造新词,风格清新活泼。“The Windhover”描绘风鹰,发表于1918年,当时诗人已去世二十年。诗人热切地赞美风鹰的粗犷的姿态、勇猛的力量和姣好的身形,想到了造物主的力量和**,因而亲切而激情地呼唤基督为“我的骑士”。1.minion:宠臣。 我国的大学英语教学起步于20世纪80年代,经过20多年的发展,大学英语在教学水平、课程设置、教学方法、教学环境、师资队伍等各个方面都有了长足的进步和发展。但随着我国加入WTO和国民经济的快速发展,大学英语教学暴露出与时代要求不相称的一面。为适应现代社会对人才培养的实际需求,推动和指导大学英语教学改革,教育部于2003年颁布了《大学英语课程教学要求(试行)》(以下简称《要求》),并于2007年结合对人才能力培养的新要求再次做了修订和调整,作为全国各高校组织非英语专业本科生英语教学的主要依据。
《要求》将大学阶段的英语教学分为一般要求、较高要求和更高要求三个层次,强调要贯彻分类指���、因材施教的原则,使英语教学朝着个性化的方向发展,要“将综合英语类、语言技能类、语言应用类、语言文化类和专业英语类等必修课程和选修课程有机结合,形成一个完整的大学英语课程体系,以确保不同层次的学生在英语应用能力方面得到充分的训练和提高”。这样,大力发展大学英语选修课就成了大学英语教学改革的重要课题。
大学英语选修课的开设不仅是《大学英语课程教学要求(试行)》精神的体现,也是《教育部财政部关于实施高等学校本科教学质量与教学改革工程的意见》(以下简称《意见》)的内在要求。《意见》将“学生的实践能力和创新精神显著增强”作为教学改革的重要目标之一,而大学英语教学要在这方面有所作为的话,必须注重培养学生的跨文化交际能力、文化素养和在全球化、信息化的背景下获取知识的能力,这显然是传统的大学英语教学和课程设置所不能胜任的。
近年来,全国许多高校纷纷进行了开设大学英语选修课的尝试,并取得了可喜的成绩。但是,由于指导思想不明晰、教师知识结构单一和配套改革滞后等原因,在大学英语选修课的开设中出现了“因人设庙”,开课随意性强,开课种类单一,各门课程难易不均,课程测试不规范,学生对各门课程的兴趣差异过大等问题。大学英语选修课的开设迫切需要某种程度的规范与引导,需要更为科学地设置选修课程,确实达到《要求》和《意见》中提出的目标。

Part One Elements of Poetry
Unit One Meter and Rhythm
The Pasture
Annabel Lee
A Psalm of Life
We Real Cool

Unit Two Stanza and Rhyme
The Night Has a Thousand Eyes
I Died for Beauty
Ars Poetiea
The Windhover

Unit Three Speaker and Tone
Still I Rise
A Far Cry from Africa
The Song of Wandering Aengus
Ah, Are You Digging on My Grave?

Unit Four Figurative Language
A Birthday
All the World' s a Stage
A Narrow Fellow in the Grass
Cynara

Unit Five Image and Symbol
Cavalry Crossing a Ford
In a Station of the Metro
Anecdote of the Jar
The Second Coming

Part Two Types of Poetry
Unit Six Ballad
A Red, Red Rose
The Last Rose of Summer
Boots of Spanish Leather
Ballad of Birmingham

Unit Seven Ode
Ode to the West Wind

Unit Eight Sonnet
Shall I Compare Thee to a Summer's Day?
How Do I Love Thee?
America
Why Brownlee Left

Unit Nine Free Verse
I Hear America Singing
Chicago
The Red Wheelbarrow
The Negro Speaks of Rivers

Unit Ten Shaped Verse
40--Love
The Window
Swan and Shadow

Part Three Themes of Poetry
Unit Eleven Friendship
When, in Disgrace with Fortune and Men's Eyes
The Arrow and the Song
Break, Break, Break
In Memory of Eva Gore-Booth and Con Markiewicz

Unit Twelve Love
Love' s Philosophy
The Soul Selects Her Own Society
When You Are Old
Permanently

Unit Thirteen Life
Dreams
The Road Not Taken
Sea-Fever
Success Is Counted Sweetest

Unit Fourteen Nature
Spring
I Wandered Lonely as a Cloud
On the Grasshopper and Cricket
The Lake Isle of Innisfree

Unit Fifteen Death
Because I Could Not Stop for Death
When I Am Dead, My Dearest
Requiem
Mid-Term Break

Unit Sixteen Patriotism
My Heart's in the Highlands
I Travelled among Unknown Men
My Grave
The Gift Outright

Part Four Enjoying More English Poems
George Herbert ( 1593-1633 )
The Altar

William Wordsworth ( 1770-1850 )
The Solitary Reaper
Thomas Moore (1779-1852)
The Harp That Once Through Tara' s Halls

Percy Bysshe Shelley (1792-1822)
Ozymandias

Walt Whitman (181%1892)
1 Saw in Louisiana a Live-Oak Growing
A Sight in Camp in the Daybreak Gray and Dim

Emily Dickinson (1830-1886)
My Life Closed Twice Before Its Close
If I Can Stop One Heart from Breaking

Thomas Hardy (1840-1928)
In Time of "The Breaking of Nations"

Katharine Tynan ( 1
Not Lovers Then
Any Woman

William Butler Yeats ( 1865-1939 )
The Stolen Child
The Mask

Robert Frost ( 1874-1963 )
Stopping by Woods on a Snowy Evening
Birches

Thomas Stearns Eliot ( 1888-1965 )
The Love Song of J. Alfred Prufrock
E. E. Cummings (1894-1962)
Love Is More Thicker Than Forget
Wystan Hugh Auden (1907-1973)
In Memory of W. B. Yeats
R. S. Thomas (1913-2000)
Welsh Landscape
Robert Lowell (1917-1977)
Skunk Hour
Donald Justice (b. 1925)
Ode to a Dressmaker's Dummy
James K. Baxter (1926-1972)
New Zealand
Ted HughesBZ ( 1930-1998 )
Hawk Roosting
Derek Walcott (b. 1930)
Winding Up
Adrian Henri (1932-2000)
Tonight at Noon
Margaret Atwood ( b. 1939)
You Fit into Me
Seamus Heaney ( b. 1939)
Bogland
From the Republic of Conscience
Eavan Boland ( b. 1944)
Mother Ireland
Appendix I Glossary
Appendix II Biographical Sketches
……

以教育部《大学英语课程教学要求》为指导,吸纳各高校选修课开设的成功经验。
教材体系科学系统,四个大类体现大学英语学生的选修取向。坚持“实用、够用”原则,教材编写符合选修课课时要求和学生实际水平。
注重知识与技能语言与文化的结合,有利于培养学生的批判性思维能力和跨文化交际能力。
具有前瞻性。考虑了学生英语水平的逐渐提高对英语教学更高层次、更多样化的需求。