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适用对象: 高一尖子生,高二中等生、高三学生;想参加大学四、六级等级考试的同学。
效果说明: 依据本人近十年的实验数据,严格按照要求熟读100篇英语无障碍阅读成绩可提高约5分,200篇约10分,300篇约15分,400篇约20-25分,500篇约25-30分。从教30多年的老九老师悄悄地告诉您:高中/大学英语无障碍阅读是迅速扩大英语词汇量提升英语阅读水平十分十分十分有效的手段,我个人近几年年年教毕业班,屡试屡验!
使用方法(以家长/教师为例): ①先要求孩子做好阅读笔记(让孩子借助“全文汉语翻译”及“疑似生词加注”摘录整理在学习过程中遇到的难句和生词)。换言之,孩子除了记在笔记上的难句和生词,阅读材料中的其它句子和单词都应该能完全理解。②检查孩子对记在笔记上的难句的理解和生词的记忆(没有条件的只抽查生词,尤其是绿色斜体部分的单词,注意只要求孩子根据英语写汉语)。
编辑声明:高中/大学无障碍阅读系列材料来自市面或网络上公开的全国各地高考原文、名地名校模考佳文、《英语周报》、大学各类等级考试中(低、中难度)原文。所有文章均由张九明本人参照《网易有道词典》编译而成。翻译时采用“英式汉化”翻译(虽然从汉语的角度看这样的翻译很不规范)便于学员您对原文的快速理解。
忽视学生情感去测试他们对阅读不能丰富他们的思想,谈文学课的魅力
1 Franz Kafka wrote that “A book must be the ax(斧子) for the frozensea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
卡夫卡说过:“书籍应该是劈开我们心中冰封海洋(内心世界)的一把斧头”。我曾经和七年级的学生们分享过这句话,这句话很好理解似乎不需要做什么解释。
frozen冰冻的/冰封的a,require需要/要求v,explanation解释n
2 We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughestboy, a star basketball player, wepta little, and so did I.
我们刚刚读完约翰·斯坦贝克写的小说“老鼠和人”。当我们在课堂上一起大声朗读小说结尾的那一段时时,我那个最坚强的男孩(一个篮球明星)也有点抽泣起来,当时我也哭了。
tough(最高级toughest)坚强的/坚忍不拔的a,weep(wept, wept)哭泣/流泪v
“Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
“你哭了吗?”一个女孩问我。她从椅子上站起来,凑过来看我。“是的,”我告诉她,“好玩的是,即使是读了好多遍,我还是忍不住要哭。”
3 But they understood. When George shoots Lennie, the tragedyis that we realize it was always going to happen.
孩子们能理解小说中的故事情节。当故事中的人物乔治用枪射中伦尼时,我们就意识到书后面的悲剧注定会发生。
tragedy悲剧n
In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisonedparents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violentneighborhoods.
在纽约一所公立中学十四年的教学生涯中,我遇到了来自不同家庭背景的学生:他们的父母要么坐过牢,要么有虐待行为,要么不负责任。有的孩子只能自己照顾自己,有的无家可归,有的生活在经常有暴力事件发生的社区里。
imprisoned被囚禁的/被封印的a,abusive辱骂的/虐待的a,irresponsible不负责任的a,violent暴力的a,neighborhood街区/附近n
They understand, more than I ever will, the novel’s terrible logic — the giving way of dreams to fate (命运).
他们比我更能够去理解文学作品中可怕的故事情节发展逻辑:梦想往往屈从于命运。
logic逻辑n,fate 命运n
4 For the last seven years, I have worked as a reading enrichmentteacher, reading classic works of literature with small groups of students from grades six to eight.
连续七年我担充实阅读老师,与六年级到八年级的学生一起阅读经典文学作品。
enrichment充实/丰富n,classic works of literature 经典文学作品
I originallyproposedthis idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school — one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting.
我最初(七年前)向校长提出开设充实阅读课这个想法,是源于我的一个曾经很优秀的学生的转学经历。她在考取一所重点高中(精英高中,常能吸引许多曼哈顿上流社会那些具有文学头脑的孩子报考此校)后,却转到了一个竞争不那么激烈的学校中。
originally最初/起先adv,propose提议/建议v,former从前的/前者的a,transfer转学/转移v,selective严格筛选的a,literary-minded爱好文学的a,upper classes上等阶层n,competitive竞争的a,setting环境/背景n
The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates.
她是一个移民家庭的女儿,父亲在坐牢。(这样的境况)会让她感到和她的新同学一起相处会很不舒服。
immigrant 移民n
I thought additional“cultural capital”could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.’s.
我认为,额外的“文化资本”可以帮助像她这样的学生将来上高中后又更好地发展。因为在高中阶段,他们将不可避免地,或许是有生以来第一次,遇见那些来自书香门第(摆满书架)的家庭,父母都有博士学位的孩子。
additional额外的a,cultural capital文化资本/产n,unavoidably不可避免地adv,be lined with…成排地排列着…的,earn获得v,Ph. D 博士
5 Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expectedpoint of view.
除了《人鼠之间》,我和学生一起读了很多的文学作品《发声器》,《小红马驹》,《蝇王》,《罗密欧与朱丽叶》和《麦克佩斯》,学生们总是从不同的角度去看待文学作品中的人物(并不总是从老师预期的角度去阅读)。
expected意料之中的a
About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”
关于《小红马驹》,一个学生说,“这关乎男人,关乎男子气概。
manliness男子气概/刚毅n
I had never before seen the parallelsbetween Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (独白) read as raps (说唱), but both made sense; the interpretations were playful, but serious.
我以前从没有想过《疤面煞星》和《麦克佩斯》故事情节间有什么相似之处,也从有听过麦克佩斯夫人的独白可以用说唱的形式读出来,但是独白和说唱这两种演绎方式都有道理,(学生们)这样的诠释看上去在打趣,但很严肃。
parallel极其相似的人或事物n,make sense有意义/讲得通/有道理v,interpretation解释n,playful打趣的/闹着玩的a
Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedlyhow amazing it was that “all these people hate each other, and they’re all white.”
当我在课堂上介绍了斯坦贝克的作品后,有一个男孩就开始接着去读了《愤怒的葡萄》,他反复告诉我“所有这些人都互相憎恨,而且他们都是白人,这是多么令人惊奇。”
repeatedly不断重复地adv,amazing令人吃惊的a
His historicalview was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
现在这个男孩的历史观得到了拓展,他对自己国家的认识在加深。年复一年,我以前教过的学生来拜访我,告诉我,由于我教的这些课,他们比其他的大一同学在文学上都更胸有成竹。
historical历史的a,broaden扩大/变宽v,deepen加深v
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasinglycomplextexts, not for emotional punch (碰撞) but for text complexity.
然而,年复一年,(我们的阅读教学变味了)我们正在增加练习考试的数量。我们正试图教学生读日益复杂的文本。我们现在读文章的内容时,不是为了寻求情感上的碰撞,而是寻求文本的复杂性。
increasingly越来越多地/渐增地adv,complex复杂的a,emotional感情的/情感的a,complexity复杂/复杂性n
Yet, we cannot enrich the minds of our students by testing them on texts that ignoretheir hearts. We are teaching them that words do not amaze but confuse.
然而,忽视学生的情感去测试他们对文本的理解,并不能丰富他们的思想。我们现在教给学生的单词,没有让他们产生新奇感,而是在增加他们的困惑感。
enrich充实v,ignore忽略/忽视v,confuse使困惑/迷惑v
We may succeed in raisingtest scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
我们或许能成功地提高考试成绩,但我们无法让他们明白,阅读可以带来(思想和命运上的)变革,阅读应该是属于他们的(他们是阅读的主人)。
raise提高v,transformative革命性的/变革的/变化的/转化的a,belong to属于v
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