英语小说阅读与赏析

『壹』 英语小说带翻译名著阅读

可以去看看译林出版社的

『贰』 阅读全文，用英语写出赏析100字到150字，写得好加分

After reading this article, I realized that the protection of animals is our ty and obligation. We should not over-hunting. It is people and animals live in harmony, our world will more and more beautiful, life will get better and better.
Article of the flying carpet of small and medium-sized girl, that does not exist in life, but also show that the part of people's expectations in our lives. We love animals, we want to live with them, we hope that as natural to our imagination.
In fact, as long as everyone has such a heart, we will do. Animals like us humans, not hurt us. Let us work together, we can do.

『叁』 如何提高英语阅读能力分析能力写作能力

英语中的阅读是读者利用自己的语言知识和背景知识，对读物所进行的一种积极的思维过程。培养并提高学生的所说读写能力是中学英语教学的主线；使学生掌握良好的阅读方法，提高学生的阅读理解能力是当前中学教师对学生素质教育的一大课题。笔者结合多年来的英语课堂教学实践，就如何提高学生的阅读理解能力作如下分析：

一、要求学生了解阅读理解的过程。阅读是对书面信息进行认识构建的心理语言过程，了解这一过程对提高阅读效率起着决定性的作用，此过程至少可分为三大层次：

1、字面理解层(Literal comprehension Level)：这一层是指读者仅仅理解文章的字面意义，辨认和回想文章大意、细节、事件发生的顺序、人物特征和因果关系等。

2、推论理解层(inferential comprehension)：这是读者根据文章的结构，从字里行间推测词义、文章大意、事件发生顺序、细节和人物特征的过程。

3、评论理解层(evaluative comprehension level)：这是读者凭借自己的阅读经验和语言能力、分析、评价文章的优劣的过程。如评估信息的确切性，事件发生的可能性以及证明事实的可信性等。

上述阅读理解的三大层次有助于我们认识它们在阅读过程中相互间的关系和作用。字面理解层主要依靠语法能力或语言能力完成；推论理解层主要依靠阅读技巧和语言能力来完成；而评价理解层则是读者与作者的观点融合的过程。

二、向学生介绍提高阅读理解能力的方法：

1、不断扩大词汇量。语言的学习是语言知识积累的过程。要求学生进行词汇的积累，能为今后的再学习奠定基础。扩大词汇量的具体方法有：①利用构词法猜测生词意义。常见的词缀有com-,im-,un-,dis-等前缀及-or, --ist,-tion等后缀；同时，也可利用转化法及合成法。这是扩大词汇量，提高阅读理解能力的好方法。②利用语境，分析句子结构的关系，结合常识来推测词的意义，如同位语关系、反义关系、因果关系等，对文章句子理解的基础上猜测词义，加强阅读理解的能力。③运用归纳法，即把同一类词归纳在一起，如把有关货币与金融的词汇、文艺与体育的词汇归纳在一起记忆。

2、巩固掌握所学语法知识。语法是语言的组织规律，是关于词形变化和组词成句的规则。熟练掌握和运用语法知识，如时态、语态、语气，从句等，这些都有助于提高我们的阅读理解能力。

3、拓宽知识面，增加背景知识。我们要充分理解阅读材料，准确把事因、动机、细节、写作意图和态度等运用常识及背景知识去理解文章所传递的信息，运用读者头脑里的知识去消化、吸收文章内容。如果对文章所涉及的历史、文化、政治、经济、宗教、风土人情等知识缺乏了解，就不能真正读懂文章的内涵，从而导致理解困难，背景知识的题材多样，内容广泛，涉及的背景知识包括天文地理、风土人情、政治历史、文化教育、科学技术、交通环境、人物传略等。这些知识要求学生在日常的学习英语过程中，要善于积累，不断地了解各国的情况，拓宽语言学习的知识面，增加自身的背景知识。

4、熟练掌握阅读技巧。

①摒弃那种先看文章后看问题再看文章的作法，采用先读问题后看文章。两者比较，后者不仅少看一遍文章，节约了时间，而且后者这种有目的，阅读效率更高。

②采用由下而上的阅读方法(the bottom -upapproach to reading)。读者通过从小的单位着手，如：单词、词组、句子、段落，先理解他们的意思。再将它们连接成文章，而后理解整篇文章的意思。

③采用由上而下的方法(the top -downapproachto reading)此方法先是读者利用他对文章主题及题型的知识，对文章中所将包含的内容进行推测，然后通过自己的阅读对所猜测的内容进行校对。

当今读者将②③两种方法结合来理解课文的内容，而且这种方法已越来越受到人们的欢迎，我们今后不妨也可一试。

④采用浏览阅读方式，即读者很快浏览标题、付标题，从而对文章的大意有所了解，并且找出文章中一些重要的信息。而并非仔细地阅读，眼睛通常从文章的一头迅速地移到另一头，了解文章的大意中心，并且决定哪些是重要的，哪些是次要的，这种阅读方式使读者无需浪费太多的时间，从而查找出有用的内容，尽快地了解到文章的大意。

⑤采用扫描型阅读方式。即快速地阅读文章查找自己所需信息，如在电话簿中查一号码，在字典中查找某一单词的意思等，采用此方法的关键是读者必需知道自己要找什么，而不需逐词逐句地进行阅读。这种方法适用 于读者在复习文章、研究文章、写论文、列表格、查地图时。

⑥采用细读方式(read in detail)。这种方式要求读者仔细地、深入地对文章中的字、词句进行分析、研究。不仅要求读者了解字面意思，而且要求读者把握文章细节，了解到文章所隐含的意思。

⑦采用评读方式(critical reading)。即读者对所读文章进行评论，提出自己的观点见解。这就要求读者充分使用句法的逻辑的文章的文化背景知识，对文章作深入细致的研究，从而更好地陈述自己的观点见解。

三、纠正学生不良的阅读习惯及阅读方法。具体表现在：

1、慢读许多学生误认为读得越慢，理解程度越高。然而，心理学与心理语言学研究表明，阅读速度与理解率之间并无多少联系。而且实验表明，阅读速度快的人把握文章大意优于阅读速度慢的人。这时，教师要指导学生改变这种观念。要迫使学生自己经常进行限时阅读，在教师的指导下提高学生的阅读速度。

2、指读

这是在阅读过程中常见的一种现象。学生为了使自己集中注意力，常用手指、笔、尺等工具指着单词逐个地读。这种习惯不仅减慢了阅读速度，而且把学生的注意力集中到了书页的字行上，使学生读完了一篇文章还不知文章的主题内容是什么。学生在阅读时应把注意力集中在作者要阐明的思想内容上，而非每个字的位置上。为了纠正这种不良习惯，教师要指导学生在平时的阅读中，不断提醒自己，克制自己，不要使用那类工具。通过长时间的训练，这种习惯会改掉的。

3、声读

声读是部分学生在阅读时读出声来的一种不良习惯。其主要弊端是使学生的阅读速度受到了说话速度的约束。而实践证明，读者正常的默读速度是他们说话速度的两倍。养成这种不良习惯的主要原因是由于缺乏系统的默读训练或对文章的单词陌生的缘故。要克服这种不良习惯，教师要经常观察学生的嘴唇、舌头、喉头和声带的振动，多做快速阅读训练。

4、心读

这是一种最难以觉察的出声阅读形式。心读时，人体的部位如唇、舌、声带没有活动。但在学生内心深处自己却清晰地发出并听着每个单词的音。这种读法使文字首先转化为声音记号进入大脑，然后再转化为文字思维，等于绕了一个弯，延缓了阅读速度。克服心读的有效方法就是有意识地让学生将阅读速度加快到超过最快的讲话速度，使学生没有时间去念每个单词的音。

5、眼睛的运动

在阅读过程中，有些学生每读一个单词，眼睛就会停顿一下，而阅读速度的快慢并不于眼睛运转的速度，而决定于眼睛停留时捕捉信息的多少，即视幅越大，阅读速度越快，实验证明：人在阅读时最大幅度可一次识别20--29个字母，一般人可识别4个词左右。克服这一坏习惯，可以推荐以一个意群为视幅，这样可以提高阅读速度，也有助于对文章、句子的理解，提高阅读的效率。

6、回视

这是学生在阅读过程中，对已经阅读过的内容不放心，而倒过去复视的现象。每人都有复视的可能，但应指导学生减少回视的次数。实践证明，回视的次数越多，阅读的速度越慢。减少回视，一要向学生提供程度不同的阅读材料，使他们觉得难度适中，树立读懂的信心。二要使学生不断地自我提醒，克服这一坏习惯。

7、心译

心译就是学生在阅读文章时，用非英语思维模式理解阅读材料，即英语→母语→英语，也就是说学生在阅读时先将英语译成母语，然后再经过母语去理解所读内容。在这一过程中，无形中多了一个心译过程，这是学生在掌握母语后再去学外语时常犯的一个毛病。马克思也曾说过在忘掉自己的母语，再去学外语，这是学好外语的一个重要方法。要矫正这种毛病，就要让学生认识到它的害处，认识到阅读英语时用英语思维模式（英语→英语）理解所阅读内容的重要性，并在平时阅读中自觉去克服方可奏效。

8、过多地依赖工具书

在阅读过程中，学生遇到不懂的单词或短语就频繁地使用工具书，这样做不但影响了阅读速度，而且因为查字典，使文章意思零乱，不利于理解其中信息，增加了阅读障碍，降低阅读效率。克服这一习惯的方法是让学生学会猜测，掌握猜词的技巧，利用上下文意思、构词法、同义、反义、定义、解释等技巧得到词的意思。

综上所述，英语阅读内容是英语学习的一个重要方面，了解正确的阅读策略，掌握正确的阅读方法，克服不良的阅读习惯，都有助于提高阅读理解的能力，提高阅读效率。

祝你能够成功！

『肆』 谁动了我的奶酪英语阅读赏析

全球第一畅销书《谁动了我的奶酪》虚构了四个角色：嗅嗅、匆匆、哼哼和唧唧。嗅嗅能够及时嗅出变化；匆匆行动迅速；哼哼害怕变化，拒绝变化；唧唧能够及时调整自己去适应变化。聪明的读者，你更像谁？

ONCE, long ago in a land far away, there lived four little characters who ran through a maze1 looking for cheese to nourish2 them and make them happy.

Two were mice, named "Sniff 3" and "Scurry4" and two were littlepeople-beings5 who were as small as mice but who looked and acted a lot like people today. Their names were "Hem6" and "Haw7."

Due to their small size, it would be easy not to notice what the four of them were doing. But if you looked closely enough, you could discover the most amazing things!

Every day the mice and the little people spent time in the maze looking for their own special cheese. The mice, Sniff and Scurry, possessing8 only simple rodent9 brains, but good instincts10, searched for the hard nibbling11 cheese they liked, as mice often do.

The two littlepeople, Hem and Haw, used their brains, filled with many beliefs and emotions12, to search for a very different kind of Cheese—with a capital 13 C—which they believed would make them feel happy and successful.

As different as the mice and littlepeople were, they shared something in common: every morning, they each put on their jogging14 suits and running shoes, left their little homes, and raced out into the maze looking for their favorite cheese.

The maze was a labyrinth15 of corridors16 and chambers17, some containing delicious cheese. But there were also dark corners and blind alleys18 leading nowhere. It was an easy place for anyone to get lost.

However, for those who found their way, the maze held secrets that let them enjoy a better life.

The mice, Sniff and Scurry, used the simple, but inefficient19, trial-and-error20 method of finding cheese. They ran down one corridor and if it proved empty, they turned and ran down another.

Sniff would smell out the general direction of the cheese, using his great nose, and Scurry would race ahead. They got lost, as you might expect, went off 21 in the wrong direction and often bumped 22 into walls.

However, the two littlepeople, Hem and Haw, used a different method that relied on23 their ability to think and learn from their past experiences, although, they would sometimes get confused24 by their beliefs and emotions.

Eventually25 in their own way, they all discovered what they were looking for —they each found their own kind of cheese one day at the end of one of the corridors in Cheese Station C.

Every morning after that, the mice and the littlepeople dressed in their running gear26 and headed27 over to Cheese Station C. It wasn't long before they each established their own routine.

Sniff and Scurry continued to wake early every day and race through the maze, always following the same route.

When they arrived at their destination, the mice took off their running shoes, tied them together and hung them around their necks—so they could get to them quickly whenever they needed them again. Then they enjoyed the cheese.

In the beginning Hem and Haw also raced toward Cheese Station C every morning to enjoy the tasty new morsels28 that awaited them.

But after a while, a different routine set in29 for the littlepeople.

Hem and Haw awoke each day a little later, dressed a little slower, and walked to Cheese Station C. After all, they knew where the Cheese was now and how to get there.

They had no idea where the Cheese came from, or who put it there. They just assumed 30 it would be there.

As soon as Hem and Haw arrived at Cheese Station C each morning, they settled in31 and made themselves at home. They hung up32their jogging suits, put away33 their running shoes and put on their slippers34. They were becoming very comfortable now that they had found the Cheese.

"This is great," Hem said. "There's enough Cheese here to last us forever." The littlepeople felt happy and successful, and thought they were now secure.

It wasn't long before Hem and Haw regarded the Cheese they found at Cheese Station C as their cheese. It was such a large store of Cheese that they eventually moved their homes to be closer to it, and built a social life around it.

To make themselves feel more at home, Hem and Haw decorated35 the walls with sayings and even drew pictures of Cheese around them which made them smile. One read:

Having Cheese Makes You Happy.

Sometimes Hem and Haw would take their friends by to see their pile of Cheese at Cheese Station C, and point to it with pride, saying, "Pretty nice Cheese, huh?" Sometimes they shared it with their friends and sometimes they didn't.

"We deserve this Cheese," Hem said. "We certainly had to work long and hard enough to find it." He picked up a nice fresh piece and ate it.

Afterwards, Hem fell asleep, as he often did.

Every night the littlepeople would waddle36 home, full of Cheese, and every morning they would confidently return for more.

This went on for quite some time.

After a while Hem's and Haw's confidence grew into arrogance37. Soon they became so comfortable they didn't even notice what was happening.

As time went on, Sniff and Scurry continued their routine. They arrived early each morning and sniffed and scratched 38 and scurried 39 around Cheese Station C, inspecting40 the area to see if there had been any changes from the day before. Then they would sit down to nibble on the cheese.

从前，在一个遥远的地方，住着四个小家伙。为了填饱肚子和享受生活，他们终日穿行在一座迷宫里，寻找“奶酪”。

其中有两只小老鼠，一个叫“嗅嗅”，另一个叫“匆匆”。还有两个和老鼠一般大小的小矮人，模样和行为看上去像今天的人类。他俩一个叫“哼哼”，另一个叫“唧唧”。

由于他们个头太小，他们干什么自然不容易引起旁人注意。但如果凑近仔细看，你会发现非常令人称奇的事情！

每天两只小老鼠和两个小矮人在迷宫里打发时间，寻找适合自己的特别奶酪。嗅嗅、匆匆和其他啮齿类动物一样头脑简单，但直觉良好。和别的老鼠一样，他们寻找的是那种适合啃咬的硬奶酪。

两个小矮人，哼哼和唧唧，则靠脑袋行事，拥有各种信念和情感。他们要找的是一种不同寻常的奶酪——带有大写字母“C”的奶酪。他们相信，这样的奶酪会给他们带来快乐和成功。

尽管小老鼠和小矮人目标不同，但他们有一个共同点: 每天早上，他们各自穿上运动服和跑鞋，离开他们的小房子，跑进迷宫寻找他们各自钟爱的奶酪。

迷宫中有许多走廊和房间，其中一些藏有美味奶酪，但也有一些黑暗的角落和死胡同，任何人走进去都容易迷路。

然而，对找到出路的人来说，迷宫还有一些秘密，能使他们享受更美好的生活。

小老鼠嗅嗅和匆匆，总是运用简单低效的办法反复尝试寻找奶酪。他们跑进一条走廊，如果发现空空如也，就掉头拐进另一条走廊搜寻。

嗅嗅可以用他了不起的鼻子嗅出奶酪的大致方向，匆匆则跑在前面开路。不出所料，他们经常迷路走错方向，常常撞到墙上。

而两个小矮人，哼哼和唧唧，则依靠他们的思维能力，用不同的方法， 从过去的经验中学习。但有时也会被信念和感情弄糊涂。

最后，终于有一天，在某条走廊尽头的奶酪C站，他们凭借自己的方式找到了他们想要的东西。

从那以后，这四个家伙每天早上穿上跑步的行头，直奔奶酪C站。不久，他们建立了一条各自的常规线路。

嗅嗅和匆匆仍旧每天起得很早，总是沿着相同的路线跑进迷宫。

老鼠们到达目的地后，脱下跑鞋，将两只鞋系在一起，挂在脖子上——以便需要时随时取下。然后，他们开始尽情享用奶酪。

起初，哼哼和唧唧也是每天一大早赶到奶酪C站，享用等在那里的美味佳肴。

然而不久，小矮人们改变了他们的常规。

哼哼和唧唧每天起得晚了，穿戴也慢了，然后漫步走到奶酪C站。毕竟，他们知道了奶酪站的位置，也知道通向奶酪站的线路。

他们不知道奶酪从何而来，又是谁把它们放在了那里。他们想当然地认为，奶酪始终会放在那里。

每天早晨，哼哼和唧唧一到奶酪C站，就像回到了自己家，舒适地安顿下来。他们脱下运动衣把它们挂起来，放好鞋子，换上拖鞋。既然找到了奶酪，他们感觉惬意极了。

“太好了！”哼哼说：“这里有这么多奶酪，足够我们享用一辈子。”小矮人充满了幸福感和成功感，觉得从此可以无忧无虑了。

不久，哼哼和唧唧认定奶酪C站发现的奶酪就是属于他们的。这里的奶酪库存非常丰富，以致他们决定把家搬到更靠近奶酪C站的地方，并在周围一带展开社交活动。

为了让自己感觉更舒适，哼哼和唧唧把墙壁装饰了一通，在墙上写了一些格言，并画满了奶酪图案。这些图画和格言令他们喜形于色。有一句话是这样的：

拥有奶酪就拥有幸福。

有时，他们会带朋友来参观奶酪C站成堆的奶酪，自豪地指着这些奶酪说：“多么美妙可口的奶酪呀，不是吗？”有时，他们与朋友们一起分享这些奶酪，有时则单独享用。

“我们有资格拥有这些奶酪。”哼哼说，“为了找到它们，我们当然得付出长期的努力。”他拿起一块鲜美的奶酪放进嘴里。

然后，像平常一样，哼哼用完奶酪便睡着了。

每天晚上，饱餐一顿后，小矮人们就摇摇摆摆走回家，第二天早上又信心十足走进奶酪站，享用更多的奶酪。

这种情况持续了相当长一段时间。

后来，哼哼和唧唧的自信开始变成狂妄。不久，生活的安逸使他们丝毫没有察觉到正在发生的变化。

随着时间的推移，嗅嗅和匆匆继续着他们一成不变的生活。每天一早他们赶到奶酪C站，四处闻一闻、抓一抓，查看和前一天有什么不一样。然后他们才会坐下来咀嚼奶酪。
From: http://www.hxen.com/englisharticle/yingyuyue/2007-12-01/19533.html

『伍』 英文赏析

这是初学英语的人必然会遇到的境况，没有人可以例外，因为每个人的母语已经在自己的头脑里与客观事物形成了对等的关系，这种关系也是人的审美判断的主要基础，所以很难在一段时间内将其转换为另一种对等关系。时间长了，这种关系逐渐形成以后，就会自然而然地出现和母语一样的意境思维，就会在外语中看到美感了。方法就是多读多看多写多联想，没有捷径可走。祝你早日成功！

补充：即使不是初学，但是因为上述原因，还是会和母语有一定差距。理解和赏析应该不是一个层面上的问题。理解只是懂，而欣赏才是更深层次的理解和融会贯通。我建议看一些古典的原著比较好。小说散文诗歌都可以。英汉对照当然也可以，但是如果你不是初学，建议还是不要看对照的。否则很难提高。希望对你有帮助。

『陆』 英文小说阅读

【前言】不求得分 只求帮忙
【回答】
一、这是个很好的学英语的方法！既然是看小说，就是泛读，没必要记住每个陌生单词。只有反复出现六七次的，你可以查查记到本子上。这种方法也不用管语法，主要是快速阅读，培养语感。否则为了查单词、扣语法而耽误了大量时间，影响整体理解。
二、另外，学英语还可以听歌曲、看电影、写日记（都是英文哦）。效果很好！例如，把你小说中遇到的一些重点词用到日记中，或者写一下你的读后感，一箭双雕。
三、总之，做一些既能提高水平，你又喜欢的事情，形成良性循环，这叫一箭双雕，而你的英语水平就会如虎添翼。

希望有帮助，Good luck!

『柒』 英语小说阅读题

American cities are similar to other cities around the world. In every country, cities reflect the values of the culture. Cities contain the very best aspects of a society: opportunities for ecation, employment, and entertainment. They also contain the very worst parts of a society: violent crime, racial conflict, and poverty. American cities are changing, just as American society is changing.
After World War II, city residents became wealthier, more prosperous. They had more children. They needed more space. They moved out of their apartments in the city to buy their own homes. They bought houses in the suburbs, areas near a city where people live. These are areas without many offices or factories. During the 1950s the American 'dream' was to have a house in the suburb.
Now things are changing. The children of the people who left the cities in 1950s are now alts. They, unlike their parents, want to live in the cities. Many young professionals, doctors, lawyers, and executives, are moving back into the city. Many are single; others are married, but often without children. They prefer the city to the suburb because their jobs are there ; they are afraid of the fuel shortage; or they just enjoy the excitement and opportunities which the city offers. A new class is moving into the city---a wealthier, more mobile class.
Only a few years ago, people thought that the older American cities were dying. Some city residents now see a bright, new future. Others see only problems and conflicts. One thing is sure: Many dying cities are alive again.

窗体顶部
1. Paragraph 1 __B ___.
A. explains why American cities are changing
B. is a description of cities
C. shows that American cities have many problems
D. says: American cities contain the very best aspects of a society
2. In paragraph 3, the author gives ___B __ reasons why people want to live in cities.
A. two
B. three
C. four
D. five
3. According to the article, cities are __A___ .
A. sick
B. alive again
C. living
D. dying
4. The movement of people to the city can explain __B___.
A. social changes
B. violent crime
C. racial conflict
D. the best aspects of a society

A lot of English people have therr names;a first name,amiddle name and a family name.Their family name comes last.For example,my full name is Billalan Green,Greenis my faily name.My first name is Bill,and my middle name is Alan.people don't use their middle names very much.
In China,the first name is the faily name,and the last name is the given name.翻译并判断对错
1 All English people have three names. 错
2 People use their middle name all the time. 错
3 In England,their family name comes last. 对
4 In China the first name is the given name. 错
5 Bill is family name. 错

『捌』 阅读英语小说有什么技巧吗

对英语阅读技能和技巧的分类有所不同，但基本上可分为四种。
第一种是精读(intensive reading skill)；第二种是泛读(extensive reading skill)；
第三种是略读(skimming reading skill)；第四种是掠读(scanning reading skill)；
给你一个网站www njcanilx com，一家叫做环亚西文的英语培训网站，网站上有许多不错的范文，建议楼主去看看。

『玖』 英语短篇小说赏析的内容简介

每章含两篇小说，每篇选文均有作者简介、语言和文化知识上的中文解释和思考题。书末的附录一是“小说评析写作要点”，对如何写作评析小说的论文做了简要讲解，并列出了系列相关问题启发学生写作时思考。附录二是分析著名作家詹姆斯·乔伊斯的小说《阿拉比》的范文5篇，它们分别剖析了该小说的背景和氛围、象征、神话与原型、视点和人物。附录三是“小说评析常见术语”，对所列的每一条术语做了简要解释。本书旨在帮助学生通过学习这些短篇小说，提高阅读理解能力、赏析文学作品的能力和写作水平，增进学生对于英语国家的社会文化知识和风土人情的了解，提高人文素养。本教材可供开设大学英语选修课使用，亦可作为自学英语的读本。

『拾』 如何阅读英语小说

最佳答案
英语语法为何使你
感到太繁杂太困惑,
答题时常常犹豫难决,
造句时折腾出错误一大堆?

因为你是在
零敲碎打,钻迷宫式的学语法,
只见小的"树木",不见大的"森林"----
只见一大堆非常繁杂琐碎的细节,
看不见能举一反三使学习快3倍的
宏观规律和纵横向联系,

你应做到多读,多练,多听,多谢,多看......