[创造更适合我们班级孩子的“学讲”英语课]李涛涛 ]，自从徐州市推进 学讲计划 以来，一直在努力探索 学讲 之路，在这个过程中，经历了很多困难和挫折，但也意外收获了许多。学讲 课堂重视的是学生自己真实的学习的发生，所以学...+阅读
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He emerged, all of a sudden, in 1957: the most explosive new poetic talent of the English post-war era. Poetry specialised, at that moment, in the wry chronicling of the everyday. The poetry of Yorkshire-born Ted Hughes, first published in a book called “The Hawk in the Rain” when he was 27, was unlike anything written by his immediate predecessors. Driven by an almost Jacobean rhetoric, it had a visionary fervour. Its most eye-catching characteristic was Hughes’s ability to get beneath the skins of animals: foxes, otters, pigs. These animals were the real thing all right, but they were also armorial devices—symbols of the countryside and lifeblood of the earth in which they were rooted. It ge his work a raw, primal stink.
It was not only England that thought so either. Hughes’s book was also published in America, where it won the Galbraith prize, a major literary award. But then, in 1963, Sylvia Plath, a young American poet whom he had first met at Cambridge University in 1956, and who became his wife in the summer of that year, mitted suicide. Hughes was vilified for long after that, especially by feminists in America. In 1998, the year he died, Hughes broke his own self-imposed public silence about their relationship in a book of loose-wee poems called “Birthday Letters”.In this new and exhilarating collection of real letters, Hughes returns to the issue of his first wife’s death, which he calls his “big and unmanageable event”. He felt his talent muffled by the perpetual eesdropping upon his every move. Not until he decided to publish his own account of their relationship did the burden begin to lighten.
The analysis is raw, pained and ruthlessly self-aware. For all the moral torment, the writing itself has the same rush and vigour that possessed Hughes’s early poetry. Some books of letters serve as a personalised historical chronicle. Poets’ letters are seldom like that, and Hughes’s are no exception. His are about a life of literary engagement: almost all of them include some musing on the state or the nature of writing, both Hughes’s own or other people’s. The trajectory of Hughes’s literary career had him moving from obscurity to fame, and then, in the eyes of many, to life-long notoriety. These letters are filled with his wrestling with the consequences of being the part-private, part-public creature that he became, desperate to devote himself to his writing, and yet subject to endless invasions of his privacy.
Hughes is an absorbing and intricate mentator upon his own poetry, even when he is standing back from it and good-humouredly condemning himself for “its fantasticalia, its pretticisms and its infinite verballifications”. He also believed, from first to last, that poetry had a special place in the education of children. “What kids need”, he wrote in a 1988 letter to the secretary of state for education in the Conservative government, “is a headfull [sic] of songs that are not songs but blocks of refined and achieved and exemplary language.” When that happens, children he “the guardian angel installed behind the tongue”. Lucky readers, big or small.
1．The poetry of Hughes’s forerunners is characteristic of ______
[A] its natural, crude flor.
[B] its distorted depiction of people’s daily life.
[C] its perating sight.
[D] its fantastical enthusiasm.
2.The word “vilified” (Line 3, Paragraph 2)most probably means _____
[A] tortured
[B] harassed
[C] scolded
[D] tormented
3．According to the third paragraph, Hughes’s collection of letters are _____
[A] personal recollection of his life.
[B] personalised historical chronicle of his literary engagement.
[C] reflections of his struggle with his devotion and the reality.
[D] his meditation on the literary world.
4. From the letters, we may find the cause of Hughes’s internal struggle is _____
[A] his devotion to the literary world.
[B] that he is a part-private, part-public creature.
[C] that he is constrained by the fear of his privacy being invaded.
[D] his fame and notoriety.
5. By “lucky readers” in the last sentence, the author means_____
[A] children who read poetry.
[B] children who he a headfull of songs.
[C] children who own blocks of refined and achieved and exemplary language.
[D] children who he the guardian angel installed behind the tongue
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