閱讀英文原著涵養(yǎng)核心素養(yǎng)

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《普通高中英語課程標準》（2017年版）提出英語學科核心素養(yǎng)主要包括語言能力、文化意識、思維品質和學習能力，而英文原著閱讀為核心素養(yǎng)的培養(yǎng)提供了豐富的養(yǎng)料。本文以閱讀英文小說《無人生還》為例，闡述如何運用六種閱讀技巧來閱讀英文原著，涵養(yǎng)核心素養(yǎng)，并發(fā)現(xiàn)在六種閱讀策略的指導下讀者能夠充分體驗閱讀的樂趣、有效夯實基本功、提升核心素養(yǎng)。

英文原著閱讀能夠帶來最直接、最震撼的語言體驗，但是鑒于高中生讀者往往苦于無從下手或者淺嘗輒止，本文特此推薦And Then There Were None（《無人生還》）并輔以六種閱讀策略?！稛o人生還》主要講述的是十位不同身份的人共同被邀請進入士兵島做客，在島上相繼發(fā)生連環(huán)兇殺案件，最后無一人生還。貫穿全書的疑問是：誰是兇手？動機是什么？兇手如何殺人？偵探小說最能激起讀者的閱讀興趣，在光怪陸離的案件中鍛煉學生的邏輯推理能力，同時在閱讀中依托以下六種閱讀技巧，通過先賞析后模仿的方式來夯實學生的英文語言基本功，在潛移默化中提升學生的核心素養(yǎng)。名著原文如下：

Chapter 1

In the corner of a first-class smoking carriage, Mr.Justice Wargrave, lately retired from the bench, puffed at a cigar and ran an interested eye through the political news in the Times.

Chapter 1

“Watch and pray,”he said.“Watch and pray.The day of judgment is at hand.” He collapsed through the doorway onto the platform.From a recumbent position he looked up at Mr.Blore and said with immense dignity:“I’m talking to you,young man.The day of judgment is very close at hand.”

Chapter 2

Illuminated by the setting sun, they had their first glimpse of Indian Island jutting up out of the sea to the south.

Chapter 2

The boat grated against the rocks.Fred Narracott jumped out and he and Lombard helped the others to alight.Narracott made the boat fast to a ring in the rock.Then he led the way up steps cut in the rock.

Chapter 2

Mrs.Rogers said:“I’m a good cook and Rogers is handy about the house.I didn’t know, of course, that there was to be such a large party.”...Mrs.Rogers turned to go.Her feet moved noiselessly over the floor.She drifted from the room like a shadow.

Chapter 2

As the gong sounded, Philip Lombard came out of his room and walked to the head of the stairs.He moved like a panther,smoothly and noiselessly.There was something of the panther about him altogether.A beast of prey-pleasant to the eye.

Chapter 3

Only Mr.Justice Wargrave and Miss Brent seemed comparatively unmoved.Emliy Brent sat upright, her head held high.In both cheeks was a spot of hard colour.The judge sat in his habitual pose, his head sunk down into his neck.With one hand he gently scratched his ear.Only his eyes were active, darting round and round the room, puzzled, alert with intelligence.

Chapter 3

Like the judge, Lombard’s eyes wandered slowly round the room.They rested a minute on the open window, then he shook his head decisively.Suddenly his eyes lighted up.He moved forward swiftly to where a door near the fireplace led into an adjoining room.With a swift gesture, he caught the handle and flung the door open.He passed through and immediately uttered an exclamation of satisfaction.

Chapter 3

Mr.Justice Wargrave turned his attention to Mr.Blore....He said:“...Amongst the names recited was that of William Henry Blore.But as far as we know there is no one named Blore amongst us.The name of Davis was not mentioned.What have you to say about that, Mr.Davis?” Blore said sulkily:“Cat_’s out of the bag, it seems.I suppose I’d better admit that my name isn’t Davis.”

Chapter 5

General Macarthur tossed from side to side.Sleep would not come to him.

Chapter 9

Miss Brent was knitting.Vera Claythorne was standing by the window looking out at the hissing rain.Blore was sitting squarely in a chair, his hands on his knees.Lombard was walking restlessly up and down.At the far end of the room Mr.Justice Wargrave was sitting in a grandfather chair.His eyes were half closed.

Chapter 9

A spot of colour came into Emily Brent_’s cheeks.She stopped knitting.She said:“This is outrageous!”

Chapter 11

Emily came to herself with a start.That girl was looking at her very strangely.She said in a brisk voice:“Everything’s ready, isn’t it? We’ll take the breakfast in.”

Chapter 12

“There are five of us there in this room.One of us is a murderer.The position is fraught with grave danger.Everything must be done in order to safeguard the four of us who are innocent.”

Chapter 14

The perspiration broke out on his forehead.Who was it,moving secretly and silently along the corridors? Some one who was up to no good, he’d bet that!

Chapter 15

Philip said:“You’re the one who wants to go into the lion’s den.I’ll come with you if you like?”“No, you won’t,”said Blore.“You’ll stay here.” Philip laughed.“So you’re still afraid of me? Why, I could shoot you both this very minute if I liked.”

Chapter 16

Fear-what a strange thing fear was...Well, it was over now.She had conquered—had triumphed over the most deadly peril.By her own quick-wittedness and adroitness she had turned the tables on her would-be destroyer.

（文章來源于網(wǎng)絡）

技巧一、善用圖示推理、歸納介詞和動詞的含義

要訓練想象力需借助圖示化工具，讀者在大腦中構建詞匯的基本圖示，圖示化的詞義為基本義，其衍生義需整合語境的動態(tài)變化，形成具體的含義。

動詞和介詞通常相互搭配，非常適合用圖示來表達動態(tài)的含義。例如第1章里的ran an interested eye through...一句中ran 和through非常傳神，將眼神的躍動以及人物的神色描寫得非常形象，through本義為空間的“穿過”，經過推理可譯為“頗有興趣地瀏覽”。第1章中的collapse本義為“倒塌”，onto表示動態(tài)界面的接觸。通過動作加空間的移動可推知He collapsed through the doorway onto the platform為“老年人蹣跚地穿過過道，登上站臺”。

圖示化有利于詞匯的歸納、總結與記憶，介詞和動詞的含義變化多端，但其根本的相似性可用簡單的圖示表示，在閱讀過程中根據(jù)語境來演繹推理，閱讀之后進行歸納總結。簡潔實用的圖示是鍛煉思維品質的好工具。

技巧二、根據(jù)語境猜測一詞多義

英語學習者閱讀的一大障礙是對所掌握的詞匯不能靈活運用。由于漢語和英語并非全然對應，學生應在閱讀中培養(yǎng)英式思維以理解生詞含義、熟詞生義。例如第2章中的jut up對于高中生來說是未知詞匯，但是結合前后文“在落日的余暉中，他們第一眼瞥見士兵島向南邊的海______”，可推知jut up為“突出”之意。第2章中的Narracott made the boat fast to a ring in the rock.此處 fast為熟詞生義“系牢的”，ring也有生義，意為“巖石上的環(huán)狀物”。

英式思維以形象化、具體化為特征，分析具體語境可以幫助學生確定詞性、推測詞義、印證推測。在一系列高強度的思維過程中，學生的想象力是調動舊知識、遷移新知識的橋梁。經過深度加工的詞匯需牢牢地留在學習者的知識庫中，為下一次的推測奠定基礎。訓練的次數(shù)越多，積累的詞匯越多，學生的猜測速度和準確度都會提升，在此反復的過程中學生的學習能力和語言能力都會得到鍛煉。

技巧三、琢磨動詞的精細化及修飾語的多樣化

英語描述中各種修飾語的采用也使人物形象躍然紙上。常見的有副詞、介詞短語、非謂語、獨立主格等作為狀語修飾核心動詞。第2章中的moved noiselessly，like a shadow，smoothly and noiselessly，第3章中的darting round and round the room以及第9章中的squarely, his hands on his knees皆能生動地表現(xiàn)出紛雜的動作形態(tài)。

動詞的精細化體現(xiàn)了英式思維對于細節(jié)的關注，例如第3章中五官及肢體動作的描述有：sat, held, sunk,scratched, wandered, rested, shook, lighted up, moved, caught,fl ung, passed, uttered等。運用不重復的詞匯表達迅速復雜的動作過程，體現(xiàn)了作者英語詞匯方面的基本功及敏銳觀察世界的能力。

五官及肢體動作反映了一個人的內心，內心世界的變化需要通過精細化的動詞來表達，英文中動詞的精細化恰巧體現(xiàn)了英式思維對于內心世界、對于物理世界的高度關注。動詞的精細化對應著物理世界的變化多端，從新角度建構這個世界的全貌。而修飾語的多樣化則體現(xiàn)了作者對圖像的剪輯處理。介詞短語、非謂語、獨立主格結構和副詞都修飾了主要動詞，使得動作或者神態(tài)不至于單一，有主次、有層次。兩者相結合猶如西方的油畫，外顯事物之肌理、內隱匠心之獨運。

技巧四、留心獨特的擬人修辭

力是在大量的閱讀中造就的。大量的閱讀可能會使水平低的學生無的放矢，語塊就是這類學生最好的腳手架，搭建于已知和未知的世界中間。

例如，第11章中的came to herself with a start意為“突然驚醒”，第12章中根據(jù)法官總結“兇手就在我們當中”，可以得知is fraught with grave danger，意為“充滿了巨大的危險”。高中學習階段要求記憶的詞組break out表示“爆發(fā)”，第14章中的The perspiration broke out on his forehead.可靈活理解為“他的前額蹦出豆大的汗水?！笨梢娬Z塊的整存整取有利于提高詞匯記憶的效率，在閱讀中不斷豐富原來語塊的含義，有益于學生對相似的語境進行模仿。

擬人能夠使表達更加形象生動。將事或物放在主語的位置賦予其動作，這種表達非常新穎、令人印象深刻。雖然第5章中的Sleep would not come to him.的句義（他就是睡不著）不奇，但用睡眠作主語（使用無靈主語）卻很出彩。無靈主語的使用，通常是用來形容客觀造成的場景或心境。例如高中生所熟知的Years have witnessed great changes in the city.（這座城市發(fā)生了巨大的改變）和It escaped my mind.（我忘記了）等。 據(jù)此可推知第9章中的A spot of colour came into Emily Brent’s cheeks.表 達 的 是Emily怒不可遏之時的面部神情。

擬人修辭的運用需借助讀者的認知、元認知、情感策略，將物體賦予生命，使表達也隨之生機勃勃。

技巧五、以語塊為最小單位記憶

短語及詞匯的記憶是英語水平居中的學生的學習難點，學生不理解為什么要使用短語以及怎樣使用短語。這些問題只有在體驗中才能解決，單獨的句子支撐或者是枯燥的背單詞短語只能讓學生會做題，而真正的閱讀理解能

技巧六、體會地道諺語的魅力

英文中有很多諺語。諺語是歷史和文化相互作用的結晶，理解并恰當運用諺語相當于漢語中的引經據(jù)典，是語言功底好的標志。

諺語為約定俗成的用法，例如在第3章、第15章和第16章中分別提到的Cat’s out of the bag（泄露的秘密），the lion’s den（危險的境地），turned the tables（反轉局面）。在閱讀中體會英語的原汁原味能夠增強文化意識，在寫作中便能恰如其分地運用。

依托英文原著，六種閱讀技巧能夠指導讀者在閱讀的過程中有據(jù)可依，在潛移默化中涵養(yǎng)讀者的英語學科核心素養(yǎng)：借助鮮活的語境提升語言能力，例如提升詞匯量、理解長難句、語法等；通過推理、歸納、分析等方式提升縝密的思維品質；在跨文化交際中學會如何賞析中西方文化，形成文化品格；在運用各種閱讀技巧的過程中鍛煉學生的學習能力。

And Then There Were None is a mystery novel by English writer Agatha Christie, her best-selling novel and described by her as the most difficult of her books to write.It was first published in the United Kingdom by the Collins Crime Club on 6 November 1939, as Ten Little Niggers, after the British blackface song, which serves as a major plot point.

On a hot 8 August in the late 1930s, eight people arrive on a small, isolated island off the Devon coast of England.Each has an invitation tailored to his or her personal circumstances, such as an offer of employment or an unexpected late summer holiday.They are met by Thomas and Ethel Rogers, the butler and cook-housekeeper, who state that their hosts, Mr Ulick Norman Owen and his wife Mrs Una Nancy Owen, whom they have not yet met in person,have not arrived, but left instructions, which strikes all the guests as odd.

The US edition was released in January 1940 with the title And Then There Were None.All successive American reprints and adaptations use that title, which is taken from the last five words of the song.

It is Christie’s best-selling novel, with more than 100 million copies sold; it is also the world’s best-selling mystery and one of the best-selling books of all time.Publications International lists the novel as the sixth best-selling title.

（摘自網(wǎng)絡）