人教版电子书_小说欣赏入门

经全国中小学教材审定委员会 2006年初审通过 普通高中课程标准实验教科书 英语 选修(欣赏类) 小说欣赏入门 Basic Elements of stories 人民教育出版社课程教材研究所 英语课程教材研究开发中心编著 麦格劳-希尔教育集团 人八“社

普通高中课程标准实验教科书 英语 选修(欣赏类) 小说欣赏入门 Basic Elements of Stories 人民教育出版社课程教材研究所 英语课程教材研究开发中心编著 麦格劳一希尔教育集团 人去展社

All Rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means. electronic or mechanical including photocopying, recording taping, or any information and retrieval system without the written permission of the publisher. Copyright o 200 by McGraw-Hill Education This authorized adapted edition is jointly published by McGrawHill Education and People' s Education Press 本书改编版由人民教育出版社和麦格劳一希尔教育集团合作出版。未经出版者预先书面许可,不得用任 何方式复制或抄袭本书的任何内容。 Copynight o 2(6 by McGraw-Hill Education and Peoples Education Press 普通高中课程标准实验教科书 英语选修(欣赏类) 小说欣赏入门 人民教育出版社课程教材研究所 英语课程教材研究开发中心编著 麦格劳·希尔教育集团 人么击,“汹丝出版发行 网址http://www,pepcom.cn 印刷厂印装全国新华书店经销 毫米1/16印张:725字数 2006年7月第1版2010年6月第次印刷 sBN978-7-107-19856-4 +12906(课) 定价:8.80元 著作权所有·请勿擅用本书制作各类出版物·违者必究 如发现印,装质量问题,影响阅读,请与本社出版科联系调换。 (联系地址:北京市海淀区中关村南大街17号院1号楼邮编:10081)

美方主编: Burton Goodman 中方主编:龚亚夫 编者:马碧英陶明天张慧娟王璟 责任编辑:陶明天 刘道义、周詼审阅了全部书稿, Dodie brooks和 Scott wallace审阋了部分书稿,在此 一并表示感谢

前言 《普通高中课程标准实验教科书荚语选修(欣赏类)小说欣赏入门》是由课程教材研究 所英语课程教材研究开发中心和麦格劳一希尔教育集团联合开发的。本书按照《普通高中英 语课程标准(实验)》的精神,结合我国高中生的现有水平和实际需要而编写,具有以下优点 以深入浅出的方式,系统地介绍基本的文学要素( Literary elements)。 我们不但介绍了小说的四大要素:人物( character)、情节(plot)、环境( setting)和主 题( ( theme),而且进一步介绍了与人物有关的要素(如: character traits,. characterization, static character和 dynamic character等).与情节有关的要素(如: beginning, rising action, climax falling action, resolution, surprising ending和 conflict等),以及叙述者( narrator)和叙述角度 ( point of view)等要素。这些文学要素,是开启小说欣赏大门的钥匙,是“小说欣赏入门 必备”。 我们在介绍这些文学要素的时候,不仅给出了它们的定义和概念,而且还设计了相应的 活动和任务,引导学生运用这些工具去理解、欣赏和评价作品。 二、结合作品,向学生介绍了一些阅读小说的技巧( Reading strategies)。 要真正地利用文学要素去深入理解作品,还需要一些具体的阅读技巧。为此,我们结合 作品,介绍了一些阅读技巧。这些技巧不是生硬地灌输给学生的,而是渗透在脚注、读后练 习和活动中的。 关于脚注说明如下:如果我们要对某段文字加脚注,以引导学生思考,我们首先把这段 文字变成红色或蓝色并标上序号(两种颜色交错仅仅是为了区别不同文段),然后在脚注中 提出思考题。在实际使用中,学生最好按照脚注的提示边读边思考,但也可以跳过脚注,直 接阅读小说原文 三、把文学和学生的现实生活紧密相连。 为了让作品贴近学生的生活,我们在读前提示和读后活动中,设置了很多把作品和读者 的切身生活和感受联系起来的问题和活动,引导学生思考文学与自身、文学与人生的关系。 这样做的目的是:不仅要让学生读到一篇故事、学到一些术语、掌握一些技巧,更要让学生 接受艺术和思想的熏陶,提高其人文素养。 四、在单元编排上注意循序渐进和滚动复现。 全书共有六个单元,1—3单元是基础篇、4—6单元是提高篇。在基础篇,每个单元的 作品都被分成两个小节,在第一节之后设置了相关的练习和活动:在第二节之前,用简洁的 语言对第一小节进行总结,引导学生预测下一节故事的发展,带着阅读期待进入第二节的阅 读,在第二节之后先设置针对第二节的练习和活动,再设置对整个作品进行理解、欣赏和评

价的活动。这样有效地降低了难度,给学生一个适应的过程,以免学生一下子接触大篇幅的 作品,难以从整体上把握作品 经过基础篇的学习,小说的四大要素已经基本介绍完毕,学生的阅读能力也得到了一定 的锻炼,所以,提高篇的作品就不再分成小节,而是一气呵成、整体呈现,让学生进入真正 的小说欣赏阶段。 同时,每个单元在介绍新的文学要素的时候,也不断地滚动、复现前面已经介绍过的文 学要素,并引导学生用已经学过的文学知识来分析新的作品,不断地巩固和强化学生所学知 识。 根据《普通高中英语课程标准(实验)》的精神,本门选修课共开设9周(36学时)。本 书设计了6个单元。我们建议基础篇(1-3单元)的每个单元用两周时间来学习,学到提 高篇(4-6单元)的时候,学生的文学知识和欣赏能力应该有一定的提高,可以每周学习 个单元。当然,教师也可以根据实际情况灵活安排。 本书编委会主任刘道义,副主任魏国栋、龚亚夫

HOw TO READ STORIES To fully understand a story, you should read it actively To read actively, you can use the following strategies: Identifying Literary Elements Be actively involved in the story by asking questions about literary elements. Where does this story take place? How many characters are there in the story? What words would you use to describe their characteristics? How do the plot, characters, and setting work together to convey the theme? Comparing and contrasting To compare things, you look at what they have in common. To contrast things, you look at their differences Comparing and contrasting different characters or things can help you understand them bette Predicting As you read, make predictions about what will happen next. Writers usually try to create a world that resembles real life when writing a story. Therefore, bring your own experience to the story and make predictions about what the characters will do and what will happen next based on your own knowledge and experience of life. Identifying Foreshadowing Foreshadowing is the use of hints suggesting events to come. The hints may be comments made by the narrator, experiences or feelings of the characters, or even events in the plot. As you read a stor try to identify statements that seem to foreshadow events to come. For example, what do you think these statements will lead to later in the story? What actions and statements make you curious? Making Inferences Many times you should try to make inferences, or use information given to figure out something not statedAs you read on, ask yourself: what can I infer, or conclude, from these sentences? Summarizing Stop occasionally and summarize what you have read What ideas or actions seem important? What points are being made? How does one event relate to another? Try to see how all the pieces of the story fit together

Drawing conclusions Sometimes you must think beyond the words on the page to get the full meaning of the authors intention. You may draw conclusions by using the information provided to arrive at a decision or judgment Responding Finally, think about what the story means. What does it mean to you? What more would you like to know? How would you have acted in their place? How has this story added to your understanding of people and society? Have you enjoyed it? Why? We have given you some guiding questions in the footnotes, as examples of how to be actively involved while reading stories. We must make it clear that all these questions are merely examples You should not confine yourself to these questions. On the contrary, you should actively raise your own questions while reading Now, let us enter the world of stories actively and enjoy it

CONTENTS Stories lIterary Elements Recycling Unit 1 .Character: Major Minor The Open Window Characters (Pages 2-17 Character Traits Plot: Beginning. Rising Action Climax, Falling Action Resolution Surprise Ending nit 2 Characterization: Surprise Ending The Necklace Direct Indirect Character (Pages 18-37) Characterization Character Traits Dynamic & Static Characters Motivation Narrator Point of view: Third-person Point of View Unit 3 Setting Direct Indirect The Comeback Third-person Characterization (Pages 38-53) Limited Point of view Plot: Beginning. Theme: Stated Implied Rising Action Themes Climax, Falling Action Resolution Point of view

Stories Literary Elements Recycling Unit 4 Mood Plot: Beginning The Stolen Letter · Suspense Rising Action, Climax ( Pages 54-71) First-person Point of View Falling Action& Resolution Sett Motivation Direct &Indire Characterization Character traits Unit 5 Flat& Round Characters.Setting The Lady or the Tiger?.Dilemma Direct& Indirect (Pages 72-87) Conflict: External Characterization Internal Conflicts Plot: Beginning Rising Action, Climax Falling Action Re Point of View Suspense Unit 6 Natural Setting Setting Keesh Cultural Setting suspense ( Pages88-103) Third-person Omniscient.Dynamic&Static Characters Point of view Plot: Beginning Rising Action, Climax Falling Action Resolution Theme Narrator Point of View A Glossary of Literary Terms(Pages 104-105 Answer Key(Pages 106-107)