Advanced Reading 1 IntroWord格式文档下载.docx
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Advanced Reading 1 IntroWord格式文档下载.docx
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3.目标(目的地)定位→
4.二者间方位及距离确定→
5.确定行动路线→
6.确定行动方式
作为“出发点”的几个基本认识:
1.英语已经成了我国社会教育的重要组成部分,并应该(也一定会)成为核心有机成分;
其定位是“双语”教育模式中的“外向语”(OutwardLanguage)
2.教育的特点在于通过知识的输入和能力的培养帮助受教育者为现实和未来生活作好准备;
知识和能力一般(习惯上)分为专业和素质;
能力是通过知识实现的,能力是以知识的总量和使用水平为判断尺度的。
3.语言自身构不成与生活有直接关联的知识和能力体系;
而是要通过文化与综合社会生活知识和能力体系得到实现的;
换言之,单纯为了学习英语而学习英语,不仅效率低,而且质量差。
4.在目前和未来的一段时间内,阅读一直是我国英语学习者通过英语获取知识和使用英语的主要途径和手段。
5.综上所述,英语的阅读水平在很大程度上体现着作为个体的我国英语学习者(LearnersofEnglishasindividuals)的水平,也在一定程度上决定着他(她)的成功与否以及未来生活的质量(Qualityoflife)。
I.Basicquestions(concepts)
CanwereadinEnglish?
CanwereadwellinEnglish?
CanwereadreallywellasanadvancedlearnerofEnglish?
OrwhattheadvancedreadinginEnglishislike?
“高级”之所在:
主、客观的有机、高度统一。
客观(内容)体现:
多样性,系统性,功能化
主观(意识)体现:
目的性,依托背景,全面、自觉、灵活,实现“归位”
II.Criteriaforassessment:
1.Withorwithoutapurpose(delight,ornament,abilityorexamination;
tosolveaproblem,tokilltime,toentertainyourself,tolearnsomethingforthefutureorforknowledge’ssake…)
2.Comprehension,digestionandintegrationlevel(s)(fivelevelsaccordingtoJackSuttonandAlanYourman:
literal,inductive,deductive,critical,andintegrallevels.关于“知识‘复原’”)
3.Basicunderstandingof“whattoread”:
知识性+思想性+艺术性
4.knowledge(知识性):
facts+data
spatial+temporal
reticulated+linear
*知识性的“三维序列”特征与英语学习“费时低效”的内在个人原因)
5.idea(思想性)
dottedvs.linear
truthvs.bias
future-orientedvs.past-oriented
universalvs.local+technical+disciplinary…
academicvs.propagating
6.arts(艺术性)
1)Basicunderstandingofmethodor“howtoread”
(1)CommonEnglishreaders’ways:
a.Pre-classroommode=Toseeiftherearenewwords→lookthemup(?
)+towaitfortheteachertodotherest;
b.Test-preparingmode=Toseeiftherearenewwords→tolookthemup+toseeiftherearequestionsthereafter→toanswerthemaccordinglyandcheckthekeytofindoutwhereandwhytheerrorsoccurandrestcontentwiththat.
(2)Thedesirableway:
a.Againstabackground(瞻前=makeuseofrelevantknownknowledge+顾后=forthepurposeofintegration)
b.Ina(the)trainedway:
Withasearchingandselectiveeye+ataproperspeed
c.Withprofessionalarms:
语体学(主要有:
口头语vs.书面语,正式语vs.非正式语,通用语vs.方言、行话、俚语,成人语言vs.儿童语言,男性语言vs.女性语言,古典语言vs.当代语言等)
文体学(主要有:
法律,宗教,科技,文学,商业,新闻,政论等)
风格学(主要依据:
词汇种类Kindofdiction,句子的长度Lengthofsentences,句子的种类Kindsofsentences,句式类型Varietyofsentencepatterns,句子的节奏Sentenceeuphony,句子之间的连贯方式Meansofarticulatingsentences,辞格的使用Useoffiguresofspeech,段落的类型与衔接Paragraphing,篇章的起承转合方式Opening,developingandclosingdevices)
修辞学(“意”类:
明喻、暗喻、夸张、委婉等;
“形”类:
排比、重复、头韵
d.From“conscious”to“intuitive”(不可能都会,也不可能每次都用;
但必须尽可能多地“会”,要循“意识→训练→熟练→习惯→自然”的规律)
III.个人见解:
五步(方面)
1)文章内容
2)文章“静态”(语体、文体)
3)作者态度
4)文章基调
5)作者“动态”(风格、招式)
Featureandfunctionoftextbooksandclassroomlearning
刘勰之“八体”:
一曰典雅,镕式经诰,放轨儒门者也;
二曰远奥,馥采典文,经理玄宗者也;
三曰精约,he字省句,剖析毫厘者也;
四曰显附,辞直义畅,切理厌心者也;
五曰繁缛,博喻酿采,炜烨枝派者也;
六曰壮丽,高论宏裁,卓烁异采者也;
七曰新奇,摈古竞今,危侧趣诡者也;
八曰轻靡,浮文弱植,缥缈附俗者也。
雅与奇反,奥与显殊,繁与约异,壮与轻乖。
皎然之“十九体”:
高、逸、贞、忠、节、志、气、情、思、德、诫、闲、达、悲、怨、意、力、静、远。
司徒空之“二十四品”:
雄浑、冲淡、纤秾、沉着、高古、典雅、洗炼、劲健、绮丽、自然、含蓄、豪放、精神、缜密、疏野、清奇、委曲、实境、悲慨、形容、超诣、飘逸、旷达、流动。
曾国藩:
雄直劲丽,茹远洁适
ConciseStyle.DiffuseStyle.NervousStyleeebleStyle.VehementStyle.PlainStyle.NeatStyle.
GracefulStyle.FloridStyle.SimpleStyle.AffectedStyle.
1
Themanwhoreadswellisthemanwhothinkswell,whohasabackgroundforopinionsandatouchstoneforjudgment(成功人生的基础和起点。
开宗明义,直接点题).HemaybeaLincolnwhoderiveswisdomfromafewbooksoraRooseveltwhorangesfromIcelandicsagastoPenrod.(无论“精”“泛”,开卷有益;
拒绝附加条件或前提“Letmenottothemarriageoftrueminds/Admitimpediments.Loveisnotlove…”)Butreadingmakeshimafullman,andoutofhisfullness/hedrawsthatexampleandprecept/whichstandhim/ingoodstead/whenconfronted/withproblems/whichbesetachaoticuniverse.(学以致用,重在解惑。
观点表述之“叙”已然完成)//Merereading,ofcourse,isnothing.Itisbuttheveneerofeducation.(种疫苗,免被误解或曲解)Butwisereadingisahelptoaction.(再次强调)Americanversatilityistoofrequentlydilettantism.Reinforcedbyknowledge,however,itbecomesmotivepower.(行文有所指,非泛泛而论)“Learning”,asJamesL.Mursellsays,“cashestheblankcheckofnativeversatility.”Andlearningisaprocessnottobeconcludedwithformalteachingofschooldaysortobeenrichedonlybytheactiveexperienceoflateryears,buttobebroadenedanddeepenedbypersistentandjudiciousreading.“ThetrueUniversityofthesedaysisacollectionofbooks,”saidCarlyle.(引经据典,进一步加强自己观点的力度)Ifthatisnotthewholeofthetruth,thereisenoughofitforeveryyoungpersontohugtohisbosom.(西式“谦虚”,完美收场)
观点明确,结构完整、简洁;
论点深邃不深奥,笔法多样不花哨,表述新奇不卖弄。
“意”“形”融合,相得益彰。
2
Studiesservefordelight,forornament,andforability.(读书之目的)Theirchiefusefordelight,isinprivatenessandretiring;
forornament,isindiscourse;
andforability,isinthejudgmentanddispositionofbusiness.(各种目的的具体用途)Forexpertmencanexecute,andperhapsjudgeofparticulars,onebyone;
butthegeneralcounsels,andtheplotsandmarshallingofaffairs,comebestfromthosethatarelearned.(读书之人所不能)Tospendtoomuchtimeinstudiesissloth(Mentallaziness);
tousethemtoomuchforornament,isaffectation;
tomakejudgmentwhollybytheirrules,isthehumorofascholar.(读书人之诫,试比较“学而不思则罔,思而不学则殆”)Theyperfectnature,andareperfectedbyexperience:
fornaturalabilitiesarelikenaturalplants,thatneedpruningbystudy;
andstudiesthemselvesdogiveforthdirectionstoomuchatlarge,excepttheybeboundedinbyexperience.(“学”与“行”之关系与“度”)Craftymencondemnstudies,simplemenadmirethem,andwisemenusethem;
fortheyteachnottheirownuse;
butthatisawisdomwithoutthem,andabovethem,wonbyobservation.(人们对于读书的不同态度)Readnottocontradictandconfute;
nortobelieveandtakeforgranted;
nortofindtalkanddiscourse;
buttoweighandconsider.(读书的意义所在)Somebooksaretobetasted,otherstobeswallowed,andsomefewtobechewedanddigested;
thatis,somebooksaretobereadonlyinparts;
otherstoberead,butnotcuriously;
andsomefewtobereadwholly,andwithdiligenceandattention.Somebooksalsomaybereadbydeputy,andextractsmadeofthembyothers;
butthatwouldbeonlyinthelessimportantarguments,andthemeanersortofbooks;
elsedistilledbooksarelikecommondistilledwaters,flashythings.(因内容不同,读书的方法亦不同)Readingmakethafullman;
conferenceareadyman;
andwritinganexactman.Andtherefore,ifamanwritelittle,hehadneedhaveagreatmemory;
ifheconferlittle,hehadneedhaveapresentwit:
andifhereadlittle,hehadneedhavemuchcunning,toseemtoknowthathedothnot.(读书的侧重点自当因人而异)Historiesmakemenwise;
poetswitty;
themathematicssubtle;
naturalphilosophydeep;
moralgrave;
logicandrhetoricabletocontend.Studiespassintothecharacter.Naythereisnostandorimpedimentinthewit,butmaybewroughtoutbyfitstudies:
likeasdiseaseofthebodymayhaveappropriateexercises.Bowlingisgoodforthestoneandreins;
shootingforthelungsandbreast;
gentlewalkingforthestomach;
ridingforthehead;
andthelike.Soifaman’switbewandering,lethimstudythemathematics;
forindemonstrations,ifhiswitbecalledawayneversolittle,hemustbeginagain.Ifhiswitbenotapttodistinguishorfinddifferences,lethimstudytheschoolmen;
fortheyarehairsplitters.Ifhebenotapttobeatovermatters,andtocalluponethingtoproveandillustrateanother,lethimstudythelawyers’cases.Soeverydefectofthemindmayhaveaspecialreceipt.(药有多种,书有多种;
施医因病势,读书因性情。
读书足以怡情,足以博彩,足以长才。
其怡情也,最见于独处幽居之时;
其傅彩也,最见于高谈阔论之中;
其长才也,最见于处世判事之际。
练达之士虽能分别处理细事或一一判别枝节,然纵观统筹、全局策划,则舍好学深思者莫属。
读书费时过多易惰,文采藻饰太盛则矫,全凭条文断事乃学究故态。
读书补天然之不足,经验又补读书之不足,盖天生才干犹如自然花草,读书然后知如何修剪移接;
而书中所示,如不以经验范之,则又大而无当。
狡黠者鄙读书,无知者羡读书,唯明智之士用读书,然书并不以用处告人,用书之智不在书中,而在书外,全凭观察得之。
读书时不可存心诘难作者,不可尽信书上所言,亦不可只为寻章摘句,而应推敲细思。
书有可浅尝者,有可吞食者,少数则须咀嚼消化。
换言之,有只须读其部分者,有只须大体涉猎者,少数则须全读,读时须全神贯注,孜孜不倦。
书亦可请人代读,取其所作摘要,但只限题材较次或价值不高者,否则书经提炼犹如水经蒸馏、淡而无味矣。
读书使人充实,讨论使人机智,笔记使人准确。
因此不常作笔记者须记忆特强,不常讨论者须天生聪颖,不常读书者须欺世有术,始能无知而显有知。
读史使人明智,读诗使人灵秀,数学使人周密,科学使人深刻,伦理学使人庄重,逻辑修辞之学使人善辩:
凡有所学,皆成性格。
人之才智但有滞碍,无不可读适当之书使之顺畅,一如身体百病,皆可借相宜之运动除之。
滚球利睾肾,射箭利胸肺,慢步利肠胃,骑术利头脑,诸如此类。
如智力不集中,可令读数学,盖演题须全神贯注,稍有分散即须重演;
如不能辨异,可令读经院哲学,盖是辈皆吹毛求疵之人;
如不善求同,不善以一物阐证另一物,可令读律师之案卷。
如此头脑中凡有缺陷,皆有特药可医。
[作者简介]FrancisBacon,(1561-1626),
Englishphilosopherandstatesman,oneofthepioneersofmodernscientificthought.
Bacon
was
born
on
January22,1561,atYorkHouse,intheStrand,London,andeducatedatTrinityCollege,UniversityofCambridge.ElectedtotheHouseofCommonsin1584,heserveduntil1614.HewrotelettersofsoundadvicetoElizabethI,queenofEngland,buthissuggestionswereneverimplemented,andhecompletelylostfavorwiththequeenin1593,whenheopposedabillforaroyalsubsidy.Heregainedtherespectofthecourt,however,withtheaccessionofJamesItotheEnglishthronein1603.BaconproposedschemesfortheunionofEnglandandScotlandandrecommendedmeasuresfordealingwithRomanCatholics.FortheseeffortshewasknightedonJuly23,1603,wasmadeacommissionerfortheunionofScotlandandEngland,andwasgivenapensionin1604.HisAdvancementofLearningwaspublishedandpresentedtothekingin1605.Twoyearslaterhewasappointedsolicitorgeneral.
In
the
last
session
ofthefirstParliamentheld(February1611)underJamesI,thedifferencesbetweenCrownandCommonsgrewcritical,andBacontooktheroleofmediator,despitehisdistrustofJames’schiefminister,RobertCecil,1stearlofSalisbury.OnSalis
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