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当今社会知识日新月异，科技突飞猛进，为了满足社会发展的需要以及学生的兴趣与爱好，为了能直接迅速地了解世界科技的最新动态，学生必须具备良好的阅读能力，而阅读能力的提高离不开对语言的深层理解与欣赏。所以笔者认为，作为英语教师，在阅读教学中，引导学生欣赏语言，是提高阅读能力和阅读兴趣的有效手段。
语言是人们用来表达思想交流信息的媒介。优美的语言是人类智慧的结晶。英语作为一种历史悠久的国际语言，其音韵节奏、词语用法及表达方式都具有很高的审美价值。在英语阅读教学中，适当渗入对语言艺术的欣赏，不但有助于学生对课文内容的理解和语言知识的学习，而且可以陶冶思想情操，提高人文素养。在阅读教学中引导学生欣赏语言美，可着重以下三方面的内容：
一、准确的用词
用词准确，就是根据交际的目的和语境，选用词义、语体和感情色彩与之相符的词汇。英语用词之准，首先体现在同义词、近义词的使用上。譬如：
例1 Only $1.8 to buy a present for Jim. Her Jim. Many happy hours had she spent , planning for something nice for him.Something fine and rare---something worthy of the honor of being owned by Jim. (SBⅢ,Unit 10)
这是 A Sacrifice for Love 中的一段文字,其中的nice,fine and rare 以及worthy of the honor 等,无不表达女主对丈夫的一片爱心。
例2 Then Jeff pulled her up. He was standing ,holding onto a tree that grew against the wall. Flora’s head was above the water but she couldn’t stand up. She struggled and struggled, but could not get on her feet.(SB Ⅰ,Unit 4)
文中的stand, stand up和get on her feet都有”站”的概念,但语义各有侧重。standing 表示当时的状态,stand up 强调的是动作,而get on her feet 准确地呼应了前文中的“struggle”,表示要站起来不容易.作者在这里斟词酌句,真是独具匠心。
另外,语体不同,用词也有别,只要比较以下一段书面语体和一段对话的用词遣句,我们就可以领略一斑。
例3 The Moonstone is the most splendid gift to Rachel at her birthday party. All the guests are astonished by its size and rare beauty.But from the moment Rachel fastens it to her dress, things start going wrong. Is it coincidence or is it the Moonstone’s bad luck that causes the tension and the strange things that happen during the rest of the evening? (SBⅢ,Unit 13)
例4 J: I’m sorry, Mathilde. Did you have a hard time?
M: yes,very hard. Years of hard work, very little food, only a small cold room to live in and never, never a moment’s rest.
前者是The Moonstone 中的一段文字，属于书面文体，用词典雅严谨，语气庄重。最后一个疑问式强调句型——Is it …or is it …that…？为读者设置悬念，引人入胜。后者是The Necklace 中的对话，用词通俗简洁，常用省略句式。四个并列的名词词组，把玛蒂尔德十年的艰苦生活表达得淋漓尽致。两者相对比，我们很自然地体味到两种不同语体的风格差异。
运用好具体词汇，是使语言准确得体又一途径。
例5 In the years between 1405 and 1433, seven large treasure fleets sailed westwards on voyages of trade and exploration. Under the command of Zheng He, the fleets set sail from the South China sea across the Indian Ocean to the mouth of the Read Sea, and then traveled further south, discovering the eastern coast of Africa.
这里就使用了具体词汇。所谓具体词汇是相对于一般词汇而言的。如“sail”是表示“航行”的一般词汇，而上文中的划线词是用来表示不同航行方式和过程的具体词汇。使用具体词汇可以避免表达上的平泛含混，能把人物、场景描写得更加准确生动，给人留下深刻的印象。
二、生动的描写
现行的高中教材内容丰富，选材广泛，有不少思想性和艺术性很强的佳作。无论是写人叙事还是议论抒情，其语言形象生动，能引起读者感情上的共鸣，使读者得到美的享受和满足。
例6 B: I’m warming my hands, Mr scrooge. It’t so cold in here.
E: Am I paying you 15 shillings a week for warning your hands?…
B: eh… tomorrow it’s Christmas.
E: So what? You’ll want all day off tomorrow, I suppose?…and it’s not fair. I have to pay you a whole day’s wages for no work at all.
言为心声，读者从这里不难看出老板Scrooge待人苟刻，嗜财如命，是个典型的吝啬鬼，他认为圣诞节只是人们为了寻欢作乐找出的借口，对他来说，挣钱的日子又少了一天。真是令人厌恶之至。与此同时，更多的是读者给Bob的深切同情。
例7 The Cattle became tired and weak.The animals dragged their legs, too weak to pull their burden and their tongues hung out in desperate need of water.
…I was so weak and tired thatI got onto my knees and started moving across the sands on all fours…
They could hardly believe what they saw:people who looked like walking skeletons.
文中语言浅显流畅,多用短句,读起来让人身临其境,充分体现了这些走向西部的移民那种艰苦卓绝,顽强拼搏的精神,正是这种精神帮助他们摆脱困境,胜利到达目的地。
三、得体的表达
如果说语言是一串珍珠,那么词汇就是一颗颗珠子,表达方式则是串连珠子的纽带。得体的表达方式,能使句子结构严谨,行文连贯通畅。欣赏语言美,就必然要领略其表达方式的艺术魅力。
在高中英语教材中,得体的表达主要来自两个方面:
1 运用恰当的语法方式
例8 Mathilde, oh, yes. Sorry, I didn’t recognize you. Where have you been all these days?
Mathilde, I hope you weren’t ill, you don’t look very well.
故友重逢,惊喜交集,同时,还为朋友的健康而担心。几种动词时态的交替使用,将人物的复杂感情表达得活灵活现。
又如SBⅠ, Unit 20.We’ve already Met,Haven’t We?一文中的两句子:
例9 There was a woman who was the boss of the office in which I wanted to work.There was a man with whom I would have to work together and finally the manager of the company----the driver of the yellow car.
本段巧用一个同位语,两个”there be”句型,三个定语从句,使句子结果紧凑而不呆板,把人物的身份交代得一清二楚。
例10 If you want to try to set a record, you should first contact the Guinness Book of World Records. The editor will decide if your idea is suitable and then send you rules and the form you need to apply for the record. Afterwards, if all goes well, a Guinness official will come to inspectYour attempt.
First, then和afterwards把事情的全部过程分为三步,contact, send, inspect 作为对应的动词，使行文脉络清晰，前后连贯呼应。只要教师提醒学生注意，其实教材中有不少类似的表叙手法。
2 运用各种修辞手法，以提高语言的感染力
1> 比喻
例11 Australia is as old as time.(SBⅢ，Unit 3)
例12 Mercy falls like the gentle rain from the sky upon the earth.(SBⅡ，Unit 19).
2> 重复
例13 She stood by the window and looked out at a grey cat walking along a grey fence in a grey backyard.
3> 夸张
例14 I love you more than my life, more than my wife and all the world (SBⅡ, Unit 19)
4> 拟人
例15 A long fence runs for hundreds of kilometers across Australia. (SBⅢ，Unit 3)
5> 排比
例16 I have a dream that one day on the red hills of Georgia the sons of former slave owners will be able to sit down together at a table of brotherhood.…I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.(SBⅡ，Unit 14, Listening text)
任何成功的教学活动，无不体现一个“美”字。教材中大多数的passages 都是佳作，几乎处处都有“美语”存在，我们要能够挖掘它们，欣赏它们。作为一名高中英语教师，我们更有必要关注阅读教学中的语言欣赏。只有这样，学生的阅读能力、阅读兴趣以及人文素养才有望进一步提高。
（作者单位：412400湖南省株洲市茶陵职专）
语言是人们用来表达思想交流信息的媒介。优美的语言是人类智慧的结晶。英语作为一种历史悠久的国际语言，其音韵节奏、词语用法及表达方式都具有很高的审美价值。在英语阅读教学中，适当渗入对语言艺术的欣赏，不但有助于学生对课文内容的理解和语言知识的学习，而且可以陶冶思想情操，提高人文素养。在阅读教学中引导学生欣赏语言美，可着重以下三方面的内容：
一、准确的用词
用词准确，就是根据交际的目的和语境，选用词义、语体和感情色彩与之相符的词汇。英语用词之准，首先体现在同义词、近义词的使用上。譬如：
例1 Only $1.8 to buy a present for Jim. Her Jim. Many happy hours had she spent , planning for something nice for him.Something fine and rare---something worthy of the honor of being owned by Jim. (SBⅢ,Unit 10)
这是 A Sacrifice for Love 中的一段文字,其中的nice,fine and rare 以及worthy of the honor 等,无不表达女主对丈夫的一片爱心。
例2 Then Jeff pulled her up. He was standing ,holding onto a tree that grew against the wall. Flora’s head was above the water but she couldn’t stand up. She struggled and struggled, but could not get on her feet.(SB Ⅰ,Unit 4)
文中的stand, stand up和get on her feet都有”站”的概念,但语义各有侧重。standing 表示当时的状态,stand up 强调的是动作,而get on her feet 准确地呼应了前文中的“struggle”,表示要站起来不容易.作者在这里斟词酌句,真是独具匠心。
另外,语体不同,用词也有别,只要比较以下一段书面语体和一段对话的用词遣句,我们就可以领略一斑。
例3 The Moonstone is the most splendid gift to Rachel at her birthday party. All the guests are astonished by its size and rare beauty.But from the moment Rachel fastens it to her dress, things start going wrong. Is it coincidence or is it the Moonstone’s bad luck that causes the tension and the strange things that happen during the rest of the evening? (SBⅢ,Unit 13)
例4 J: I’m sorry, Mathilde. Did you have a hard time?
M: yes,very hard. Years of hard work, very little food, only a small cold room to live in and never, never a moment’s rest.
前者是The Moonstone 中的一段文字，属于书面文体，用词典雅严谨，语气庄重。最后一个疑问式强调句型——Is it …or is it …that…？为读者设置悬念，引人入胜。后者是The Necklace 中的对话，用词通俗简洁，常用省略句式。四个并列的名词词组，把玛蒂尔德十年的艰苦生活表达得淋漓尽致。两者相对比，我们很自然地体味到两种不同语体的风格差异。
运用好具体词汇，是使语言准确得体又一途径。
例5 In the years between 1405 and 1433, seven large treasure fleets sailed westwards on voyages of trade and exploration. Under the command of Zheng He, the fleets set sail from the South China sea across the Indian Ocean to the mouth of the Read Sea, and then traveled further south, discovering the eastern coast of Africa.
这里就使用了具体词汇。所谓具体词汇是相对于一般词汇而言的。如“sail”是表示“航行”的一般词汇，而上文中的划线词是用来表示不同航行方式和过程的具体词汇。使用具体词汇可以避免表达上的平泛含混，能把人物、场景描写得更加准确生动，给人留下深刻的印象。
二、生动的描写
现行的高中教材内容丰富，选材广泛，有不少思想性和艺术性很强的佳作。无论是写人叙事还是议论抒情，其语言形象生动，能引起读者感情上的共鸣，使读者得到美的享受和满足。
例6 B: I’m warming my hands, Mr scrooge. It’t so cold in here.
E: Am I paying you 15 shillings a week for warning your hands?…
B: eh… tomorrow it’s Christmas.
E: So what? You’ll want all day off tomorrow, I suppose?…and it’s not fair. I have to pay you a whole day’s wages for no work at all.
言为心声，读者从这里不难看出老板Scrooge待人苟刻，嗜财如命，是个典型的吝啬鬼，他认为圣诞节只是人们为了寻欢作乐找出的借口，对他来说，挣钱的日子又少了一天。真是令人厌恶之至。与此同时，更多的是读者给Bob的深切同情。
例7 The Cattle became tired and weak.The animals dragged their legs, too weak to pull their burden and their tongues hung out in desperate need of water.
…I was so weak and tired thatI got onto my knees and started moving across the sands on all fours…
They could hardly believe what they saw:people who looked like walking skeletons.
文中语言浅显流畅,多用短句,读起来让人身临其境,充分体现了这些走向西部的移民那种艰苦卓绝,顽强拼搏的精神,正是这种精神帮助他们摆脱困境,胜利到达目的地。
三、得体的表达
如果说语言是一串珍珠,那么词汇就是一颗颗珠子,表达方式则是串连珠子的纽带。得体的表达方式,能使句子结构严谨,行文连贯通畅。欣赏语言美,就必然要领略其表达方式的艺术魅力。
在高中英语教材中,得体的表达主要来自两个方面:
1 运用恰当的语法方式
例8 Mathilde, oh, yes. Sorry, I didn’t recognize you. Where have you been all these days?
Mathilde, I hope you weren’t ill, you don’t look very well.
故友重逢,惊喜交集,同时,还为朋友的健康而担心。几种动词时态的交替使用,将人物的复杂感情表达得活灵活现。
又如SBⅠ, Unit 20.We’ve already Met,Haven’t We?一文中的两句子:
例9 There was a woman who was the boss of the office in which I wanted to work.There was a man with whom I would have to work together and finally the manager of the company----the driver of the yellow car.
本段巧用一个同位语,两个”there be”句型,三个定语从句,使句子结果紧凑而不呆板,把人物的身份交代得一清二楚。
例10 If you want to try to set a record, you should first contact the Guinness Book of World Records. The editor will decide if your idea is suitable and then send you rules and the form you need to apply for the record. Afterwards, if all goes well, a Guinness official will come to inspectYour attempt.
First, then和afterwards把事情的全部过程分为三步,contact, send, inspect 作为对应的动词，使行文脉络清晰，前后连贯呼应。只要教师提醒学生注意，其实教材中有不少类似的表叙手法。
2 运用各种修辞手法，以提高语言的感染力
1> 比喻
例11 Australia is as old as time.(SBⅢ，Unit 3)
例12 Mercy falls like the gentle rain from the sky upon the earth.(SBⅡ，Unit 19).
2> 重复
例13 She stood by the window and looked out at a grey cat walking along a grey fence in a grey backyard.
3> 夸张
例14 I love you more than my life, more than my wife and all the world (SBⅡ, Unit 19)
4> 拟人
例15 A long fence runs for hundreds of kilometers across Australia. (SBⅢ，Unit 3)
5> 排比
例16 I have a dream that one day on the red hills of Georgia the sons of former slave owners will be able to sit down together at a table of brotherhood.…I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.(SBⅡ，Unit 14, Listening text)
任何成功的教学活动，无不体现一个“美”字。教材中大多数的passages 都是佳作，几乎处处都有“美语”存在，我们要能够挖掘它们，欣赏它们。作为一名高中英语教师，我们更有必要关注阅读教学中的语言欣赏。只有这样，学生的阅读能力、阅读兴趣以及人文素养才有望进一步提高。
（作者单位：412400湖南省株洲市茶陵职专）