第四部分以李贺、李白为例，通过形象思维激发学生的想象力，启发他们的思路。

Taken Li He and Li Po as examples, Part four attempts to inspire students and fire their imagination through thinking in images.

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我想象这不是第一天，也不是最后一天这个形象模糊的小男孩独自站在这片田野里，看着他的家人劳作。

I imagine this was neither the first nor last day when this fuzzy little boy stood in this field by himself, watching his family work.

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然而，最近的调查表明，不识字的人的形象比最初的想象要更复杂。

Recent surveys, however, have indicated the portrait of the non-reader is more complicated than first thought.

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He's asking us to imagine God, or perhaps this is God's creative spirit, as some sort of feminine being laying the universal egg and brooding over it until it bursts forth with new life. This is a risk.

他想让我们把上帝，或者说上帝的创造精神，想象成一个产下宇宙之卵并孵伏其上,直到新生命破壳而出的女性形象，这很冒险。

耶鲁公开课 - 弥尔顿课程节选

But also, there is this sense of imagination, and you get that in the dreaming waters; you get that in the sense of travel or the image of the road that you can see in the green and red vegetables stretching away in their rows to the bright horizon.

但其中也有想象，从“如梦如幻的河水“你可以感受到;,从旅行的感觉或路的形象可以看到,从“一排排红的绿的蔬菜,在阳光下延伸得又直又长直到闪耀的地平线上“,可以看到。

耶鲁公开课 - 1945年后的美国小说课程节选