Unit4ExploringpoetryExtendedreading,Project,Assessment&FurtherstudyVocabulary1.representativeberepresentativeofsb./sth.代表某人/某物representvt.代表；成為……實例；象征；描繪；正式提出（意見、抗議等）represent...as...把……描繪成……representationn.代表；表現(xiàn)，描述；陳述練習(xí)：Thepaintingisnot___________ofhisworkoftheperiod.representative2.castbecastdown(bysth.)（因某事）沮喪，不愉快castaside拋棄，丟棄becastaway（船遇難后幸存者）流落某處castsb.as…選……扮演……anall-starcast全明星陣容練習(xí)：The______mustallbeonsetby7inthemorning.

cast3.oweoweittooneselftodosth.（認為）自己應(yīng)該做某事owesb.sth.欠某人某物owesb.forsth.因某事欠某人錢ownsb.(sth.)forsth.因某事欠某人（某物）oweittosb.todosth.（認為）應(yīng)該為某人做某事owesth.to...把某事歸因于/歸功于……owesb.sth.把某事歸因于/歸功于某人oweitalltosb.把一切歸因于/歸功于某人練習(xí)：￡100isstill__________ontheloan.owe4.debtoweadebtofgratitudetosb.欠某人的情beindebt負債（強調(diào)狀態(tài)）beoutofdebt不負債（強調(diào)狀態(tài)）go/get/run/fallintodebt陷入債務(wù)之中（強調(diào)動作）getoutofdebt擺脫債務(wù)，不負債（強調(diào)動作）payoffone'sdebts還清某人的債務(wù)（強調(diào)動作）練習(xí)：Talktosomeonewithexperienceaboutbudgetsorconsolidating_________.debt5.blameblamesth.onsb./sth.把某事歸咎于某人/某事blame…for(doing)sth.因（做）某事責(zé)備……betoblamefor(doing)sth.因（做）某事應(yīng)受責(zé)備；對（做）某事負有責(zé)任（不定式用主動形式表示被動意義）take/beartheblameforsth.承擔(dān)某事的責(zé)任lay/puttheblame(forsth.)on...把（某事的）責(zé)任歸咎于……練習(xí)：Ididnot_________himforfeelingputout.blameReadingTHINKINGHeisanancientChinesepoet.HelivedintheTangDynasty.Heisoneofthefamousromanticpoets.OneofhisbestfriendsisDuFu.Sowhoishe?HeisLibaiReadthetextGetthemainideaofeachparagraph.Part1(Para.1):IntroductiontoLiBai'sromanticstyle.Part2(Paras.2-4):TheshapingofLiBai'sromanticstyle.Part3(Para.5):AnalysisofLiBai'sromantic.Part4(Para.6):ThesignificanceofliBaiandhispoems.ReadParagraphs2-4toanalysethestructureandfillinthemindmapPersonalexperiences:Reading·familiarizedhimselfwithclassicalChineseculture·acquiredthewisdomofpreviousgenerationsTravelling·nourishedhisloveofnature·inspiredtowritenumerouspoemsHistoricalbackgroundThesocialandhistoricalcontext·allowedhimthelibertytodevelopafreeandunconstrainedpersonality·hadahugeimpactonhispoeticproduction）1.WhatarethefeaturesofLiBai'sromanticstylepoems?2.HowdidLiBaishowhisimaginationinhispoetry?3.What'sthebiggestdifferencebetweenLiBaiandotherlandscapepoets?1.TherearevariousfeaturesofLiBai'sromanticstyle,suchastherichimagination,freeexpressionofstrongfeelings,plusthewideuseofexaggeration,metaphorandotherartistictechniques.2.LiBaishowshisimaginationthroughthemoonandstars,thenaturallandscapesandthefiguresinlegends.3.LiBaibreathesvitalityintothelifelessobjectshedescribes,whichishisfreeexpressionofstrongfeelings.Drivenbyaburningdesireforadventureandtravel,LiBailefthomeandstartedtotravelaroundinhisearlytwenties.在強烈的探險欲和游歷歌的驅(qū)使下，他二十幾歲使離家同游。AnalyseSentences"過去分詞(短語)作狀語"過去分詞(短語)作狀語時,一般用來表示原因、時間、條件、伴隨、讓步等,其所表示的動作和句子的主語在邏輯上是被動關(guān)系。Thefilmstargotoffthetrain,surroundedbyherfans那位電影明星下了火車，被她的粉絲團團圍住。注意：現(xiàn)在分詞(短語)作狀語時，其所表示的動作和句子語在理輯上是主動關(guān)系。過去分調(diào)(短語)和現(xiàn)在分詞(短語)作狀語時，前面可以連詞when,while,if,unless,though,although等。Whenaskedwhathadhappened,hefeltextremelyfrightened.當(dāng)被問發(fā)生了什么事情時，他感到很害怕。AnalyseSentencesWriteasummaryoftheessayonLiBai'slifeandpoetry.LiBaistartedwritingpoetryfromayoungage.Hewrotemanypoemsinspiredbywhathereadandwhathesawwhenhewastravelling,whichhelpedhimgainareputationasaromanticpoet.GrowingupduringthemostgloriousperiodoftheTangDynastyalsoimpactedLiBai'spoemsgreatly.Mostofhispoetryisoftheromanticstyle,featuringrichimagination,freeexpressionofstrongfeelingsandwideuseofartistictechniqueslikeexaggerationandmetaphor.Li'sworksinfluencedgenerationsofpoets.TodaytheycontinuetoinspirenewgenerationsofpoetsinChinaandabroadandarestillenjoyedbymanyreaders.DiscussandanalysethispoembyLiBaitofindoutmoreabouthisromanticstyle.THINKINGDiscussandanalysethispoembyLiBaitofindoutmoreabouthisromanticstyle.THINKINGThispoemdisplaysLiBai'swell-knownromanticstyle.ThefirstlinemakesmeseeanimageofLiBaileavingamountaintoptowninhisboatonabeautifulmorning.ThesecondlineandthefourthlinesuggestthatthepoetmovedawayfromWhiteEmperorTownandinthedirectionofthecanyonsandthathecoveredmanymilesaday.Intheselines,LiBai'suseofexaggerationreflectshisromanticstyleclearly.ThethirdlineusesvividimagerythatassiststhereadertounderstandthesoundLiBaiheardfromthecountlessmonkeysfoundalongtheYangtzeRiver.Furthermore,alongwiththefourthline,itgives