阅读英文原著涵养核心素养

湖南

《普通高中英语课程标准》（2017年版）提出英语学科核心素养主要包括语言能力、文化意识、思维品质和学习能力，而英文原著阅读为核心素养的培养提供了丰富的养料。本文以阅读英文小说《无人生还》为例，阐述如何运用六种阅读技巧来阅读英文原著，涵养核心素养，并发现在六种阅读策略的指导下读者能够充分体验阅读的乐趣、有效夯实基本功、提升核心素养。

英文原著阅读能够带来最直接、最震撼的语言体验，但是鉴于高中生读者往往苦于无从下手或者浅尝辄止，本文特此推荐And Then There Were None（《无人生还》）并辅以六种阅读策略。《无人生还》主要讲述的是十位不同身份的人共同被邀请进入士兵岛做客，在岛上相继发生连环凶杀案件，最后无一人生还。贯穿全书的疑问是：谁是凶手？动机是什么？凶手如何杀人？侦探小说最能激起读者的阅读兴趣，在光怪陆离的案件中锻炼学生的逻辑推理能力，同时在阅读中依托以下六种阅读技巧，通过先赏析后模仿的方式来夯实学生的英文语言基本功，在潜移默化中提升学生的核心素养。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.

（文章来源于网络）

技巧一、善用图示推理、归纳介词和动词的含义

要训练想象力需借助图示化工具，读者在大脑中构建词汇的基本图示，图示化的词义为基本义，其衍生义需整合语境的动态变化，形成具体的含义。

动词和介词通常相互搭配，非常适合用图示来表达动态的含义。例如第1章里的ran an interested eye through...一句中ran 和through非常传神，将眼神的跃动以及人物的神色描写得非常形象，through本义为空间的“穿过”，经过推理可译为“颇有兴趣地浏览”。第1章中的collapse本义为“倒塌”，onto表示动态界面的接触。通过动作加空间的移动可推知He collapsed through the doorway onto the platform为“老年人蹒跚地穿过过道，登上站台”。

图示化有利于词汇的归纳、总结与记忆，介词和动词的含义变化多端，但其根本的相似性可用简单的图示表示，在阅读过程中根据语境来演绎推理，阅读之后进行归纳总结。简洁实用的图示是锻炼思维品质的好工具。

技巧二、根据语境猜测一词多义

英语学习者阅读的一大障碍是对所掌握的词汇不能灵活运用。由于汉语和英语并非全然对应，学生应在阅读中培养英式思维以理解生词含义、熟词生义。例如第2章中的jut up对于高中生来说是未知词汇，但是结合前后文“在落日的余晖中，他们第一眼瞥见士兵岛向南边的海______”，可推知jut up为“突出”之意。第2章中的Narracott made the boat fast to a ring in the rock.此处 fast为熟词生义“系牢的”，ring也有生义，意为“岩石上的环状物”。

英式思维以形象化、具体化为特征，分析具体语境可以帮助学生确定词性、推测词义、印证推测。在一系列高强度的思维过程中，学生的想象力是调动旧知识、迁移新知识的桥梁。经过深度加工的词汇需牢牢地留在学习者的知识库中，为下一次的推测奠定基础。训练的次数越多，积累的词汇越多，学生的猜测速度和准确度都会提升，在此反复的过程中学生的学习能力和语言能力都会得到锻炼。

技巧三、琢磨动词的精细化及修饰语的多样化

英语描述中各种修饰语的采用也使人物形象跃然纸上。常见的有副词、介词短语、非谓语、独立主格等作为状语修饰核心动词。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皆能生动地表现出纷杂的动作形态。

动词的精细化体现了英式思维对于细节的关注，例如第3章中五官及肢体动作的描述有：sat, held, sunk,scratched, wandered, rested, shook, lighted up, moved, caught,fl ung, passed, uttered等。运用不重复的词汇表达迅速复杂的动作过程，体现了作者英语词汇方面的基本功及敏锐观察世界的能力。

五官及肢体动作反映了一个人的内心，内心世界的变化需要通过精细化的动词来表达，英文中动词的精细化恰巧体现了英式思维对于内心世界、对于物理世界的高度关注。动词的精细化对应着物理世界的变化多端，从新角度建构这个世界的全貌。而修饰语的多样化则体现了作者对图像的剪辑处理。介词短语、非谓语、独立主格结构和副词都修饰了主要动词，使得动作或者神态不至于单一，有主次、有层次。两者相结合犹如西方的油画，外显事物之肌理、内隐匠心之独运。

技巧四、留心独特的拟人修辞

力是在大量的阅读中造就的。大量的阅读可能会使水平低的学生无的放矢，语块就是这类学生最好的脚手架，搭建于已知和未知的世界中间。

例如，第11章中的came to herself with a start意为“突然惊醒”，第12章中根据法官总结“凶手就在我们当中”，可以得知is fraught with grave danger，意为“充满了巨大的危险”。高中学习阶段要求记忆的词组break out表示“爆发”，第14章中的The perspiration broke out on his forehead.可灵活理解为“他的前额蹦出豆大的汗水。”可见语块的整存整取有利于提高词汇记忆的效率，在阅读中不断丰富原来语块的含义，有益于学生对相似的语境进行模仿。

拟人能够使表达更加形象生动。将事或物放在主语的位置赋予其动作，这种表达非常新颖、令人印象深刻。虽然第5章中的Sleep would not come to him.的句义（他就是睡不着）不奇，但用睡眠作主语（使用无灵主语）却很出彩。无灵主语的使用，通常是用来形容客观造成的场景或心境。例如高中生所熟知的Years have witnessed great changes in the city.（这座城市发生了巨大的改变）和It escaped my mind.（我忘记了）等。 据此可推知第9章中的A spot of colour came into Emily Brent’s cheeks.表 达 的 是Emily怒不可遏之时的面部神情。

拟人修辞的运用需借助读者的认知、元认知、情感策略，将物体赋予生命，使表达也随之生机勃勃。

技巧五、以语块为最小单位记忆

短语及词汇的记忆是英语水平居中的学生的学习难点，学生不理解为什么要使用短语以及怎样使用短语。这些问题只有在体验中才能解决，单独的句子支撑或者是枯燥的背单词短语只能让学生会做题，而真正的阅读理解能

技巧六、体会地道谚语的魅力

英文中有很多谚语。谚语是历史和文化相互作用的结晶，理解并恰当运用谚语相当于汉语中的引经据典，是语言功底好的标志。

谚语为约定俗成的用法，例如在第3章、第15章和第16章中分别提到的Cat’s out of the bag（泄露的秘密），the lion’s den（危险的境地），turned the tables（反转局面）。在阅读中体会英语的原汁原味能够增强文化意识，在写作中便能恰如其分地运用。

依托英文原著，六种阅读技巧能够指导读者在阅读的过程中有据可依，在潜移默化中涵养读者的英语学科核心素养：借助鲜活的语境提升语言能力，例如提升词汇量、理解长难句、语法等；通过推理、归纳、分析等方式提升缜密的思维品质；在跨文化交际中学会如何赏析中西方文化，形成文化品格；在运用各种阅读技巧的过程中锻炼学生的学习能力。

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.

（摘自网络）