《文学阅读与欣赏》期末复习提要
一．《文学阅读与欣赏》教学目的及内容
（一）概 述
文学是语言的艺术运用。文学有深刻的文化和美学价值，对于陶冶心情，提高个人素质修养有不可替代的意义。通过阅读与欣赏英语文学作品，可以提高英语的理解水平和表达能力，这正是设置本课程的宗旨所在。需要特别指出的是本课程的重点不是讲述文学,而是帮助学员熟悉和认识优秀作品的特点,培养他们阅读文学作品的技巧，提高对文学作品的鉴赏力。
（二）通过学习本课程，学员应能够做到以下几点：
1．有信心和兴趣阅读文学作品;
2．通过文学阅读和欣赏提高自己的英语理解水平和表达能力;
3．熟悉在风格、体裁、主题、文化背景、以及中心思想方面不同的多种文学品;
4．能够使用阅读文学作品的一些常用技巧（即主题思想分析、情节分析、人物刻画分析和形象语言分析）进行独立学习。
（三）课程设计
本课程共8个单元，每单元由4-5个“学习活动”(activity)组成。每个学习活动含有4－5个“学习任务”(task)。单元设计时间为一个学习周，周学时为10－12小时。学完本课程共需8周。
二．
考试说明
试题的结构以及时间的分配。第一 阅读 简答题 110分钟； 我们先看阅读部分， 阅读部分由三个小部分组成。 要求分析诗歌、小说、戏剧等各文学体裁的作品：诗歌，小说，戏剧。 测试题的形式为简答题， 包括对所阅读内容的理解和分析。第2部分是命题作文， 测试题形式为改写，将所读的内容换一个叙述角度进行改写。时间是40分钟。作文的长度为200词左右。
复习的重点：
复习的重点是理解、分析文学作品， 对同学们来说是对课本中所选的作品或选段有切实的理解。因为对课本中所选作品的理解为我们提供了理解其他任何作品的方法和角度， 提供了分析的工具-语言表达。具体到每个单元的复习重点，我们平时学习的重点就是考试的重点。而我们平时学习的重点是什么？ 当然就是每一个单元排在单元最前面的单元学习目标。我们来举例：在每个单元的学习目标描述中， 我们都可见到这样的词， By the
end of this unit, you"ll be able to do something, eg: Recognize \
understand \ learn \ 如何理解这几个词呢？be
aware of ，understand
，recognize
什么内容表示这些目标属于理解性的目标， 能够意识到某些概念的含义， 了解这些知识就是达到了目标；而learn什么什么指的是要学会什么，引出的是技能性的目标， 是应该学会的， 能够运用的。而相对于文学作品的阅读与欣赏而言， 什么叫学会呢？ 还是前面说过的：能够用恰当的语言表达出来自己的见解， 这才叫学会。
诗歌复习重点
下面我们具体谈一谈复习诗歌时应当考虑到的几个方面。rhythm,
rhyme, image, figures of speech, tone 等入手，到后来总结出theme。一般说来，对于诗歌的阅读，应该从其
rhythm, rhyme, image, figures of speech, tone 等入手，到后来总结出theme。但有一点不能忽略， 读诗需要用你的心去读，体察作者的心情， 是欢快的还是忧伤的， 是激动还是愤慨， 是批评还是赞美等等； 需要用你的耳朵去读，去感受诗歌的乐律、节奏，用你的眼睛去读，去感受诗里的诗情画意。
小说复习重点
在阅读、分析小说时，往往需要分析characterization(人物塑造)、
conflict(矛盾冲突)、plot(情节发展), point
of view(叙事角度)，and 语气和主题。我们具体来看人物塑造。从基础知识的角度上讲， 大家应该熟悉人物塑造的几种主要方法，并应知道如何识别具体作品中使用的是什么样的人物塑造手法。书中第三章对此有很直观的例证和解释，大家可以借鉴。
那么懂得这样的塑造方法对你阅读理解作品有什么直接作用吗？ 大家知道在学习人物塑造方法的时候我们学过其中有一章是We
thus read her mind. 从这一章中， 我们了解到，作家常常通过人物的内心活动来刻画人物的性格。当你意识到这一点，了解到这一点之后，读作品时，你会对作者的意图非常敏感。
分析小说， 自然要谈Conflict
和plot。首先要知道conflict
是故事情节发展的原动力，从矛盾的出现、发展，到矛盾的冲突直至解决，正对应了小说plot发展的开端、发展、高潮、结尾。所以找准矛盾冲突的两方面，也就找到了情节分析的突破口。情节的发展也与我们读者情绪的体验相对应。最直观的判断是，我们情绪最为紧张的一刻，悬念最突出的一刻就是情节发展的高潮，其前面是elaboration,
后面则是resolution。具体到测试形式， 考题中不会直接问你：What is
the plot of the short story， 而是通过一些有关小说细节的问题问题， 来测试你小说情节的把握。
叙事角度复习重点
对叙事角度的考核是通过后面的written
work（usually
rewriting，即改写）来实现的
关于叙述角度我们学了像omniscient
narratorlimited omniscient narratorobjective narrator等等。omniscient
narrator（通常用第三人称叙述）是能走进所有人物内心的,
所以可以对任何一个人物的内心活动加以描写和评述，而 一个limited
omniscient narrator（通常也用第三人称叙述）只能走进某一个人物的内心,
对于故事中所有别的人物的描写都只能通过这个人物的视觉来进行，整个故事中不应该直接描写别的人物的内心活动。
objective narrator（也用第三人称叙述）只起到一个观察者的作用,
不能走进任何一个人物的内心，所以只能叙述人物的言行举止，而不能有人物内心活动的描写，也不能对人物作一些主观的评价。I-agent与limited
omniscient narrator 在叙述的内容上是非常相似的，只不过I-agent
是用第一人称进行叙述，I作为一个主要人物在故事中出现，对所有其他人物的描写都必须通过I的视觉来进行。I-witness也是用第一人称来讲故事，但这个作为narrator的I也只是一个观察者，主要任务是对故事中主要人物的言行举止进行观察与叙述，自然也走不进任何其他人物的内心了。所以在从一种叙述角度改写成另一种叙事角度时，一定要对在新的叙述角度下的原来的人物心理描写和评诉有合情合理、恰倒好处的增减。同时，不同的叙事者对同一事物关注的焦点可能有些不一样，这也是改写过程中需要注意的增减的地方。另一方面，不同的叙事者讲述同一事物时其谴词造句也应该有适当的变化，应该符合该叙事者的身份和处境。
戏剧复习重点
不要忽略这几个要素。setting,
character, conflict, language, and theme。 戏剧的setting一般在对话前会有一些介绍，这些介绍对故事发生的时间地点、气氛等有很重要的作用，所以阅读时不可轻视。
另一方面，戏剧主要是通过人物的对话来展现人物形象和性格， 社会背景，矛盾冲突等，所以阅读时必须特别留心人物的语言细节、语气手势等。语言细节指的是讲话者所说的话有什么明显的特征，是否符合他的身份等等， 再具体一点， 本该用肯定句偏偏用否定句， 就是语言的特点； 本该陈述事实， 偏偏用OVERSTATEMENT，
UNDERSTATEMENT，也是特点， 私下聊天还选用正式的词汇、长长的句子结构， 该说话的时候却不说话， 保持沉默这些都需要注意， 这些都是作家有意的安排。要有对人物语言的敏感性， 这样才能切实把握人物语言的内容与特点，分析其他要素自然也不是难事了。
（四）八个单元的内容与学习目标：
第一单元： ...ne’er so well expressed.
1、 内 容：
文学英语简介。阐明文学英语与非文学英语的异同;阐述不同文学体裁（诗歌、小说、戏剧和散文）之间的异同;介绍作者文本和读者文本这两个概念;帮助读者树立阅读文学作品的信心。
2、 学习目标：
对文学英语与非文学英语之间的异同以及各种文学体裁之间的异同有初步的认识。
第二单元：The heart of the matter
1、 内 容：
文学作品的主题。通过阅读文学作品来训练抓住中心思想的阅读技能;鼓励学员在阅读过程中抓住中心思想,而不是试图弄懂每一词语或每一细节;帮助学员就他们熟悉的作品写出主题概要;介绍意象和人物象征意义这些概念。
2、 学习目标：
复习基本的阅读技巧---抓住中心思想;找出故事的主题;
学会阅读一篇完整的短篇故事。
第三单元： A man for all seasons
1、 内 容：
人物刻画技巧。比较文学作品中对人物描写的不同之处;比较刻画不同人物的方法 。
2、 学习目标：
在阅读和理解原著的基础上,模仿原著的手法练习写人物素描。
第四单元： Where the place？
1、 内 容:
场景分析。介绍场景这个概念;比较戏剧和故事中场景的不同含义;介绍场景在提供历史、地理和文化信息方面所起的作用;为学习下一章--语气和氛围,作准备。
2、学习目标：
抓住文学作品的时间、地点和文化背景，认识场景对于理解和欣赏原著的重要性。
第五单元： A grief ago
1、 内 容：
作品的语气和氛围。介绍语气和氛围的文学含义;帮助学员描述故事的氛围； 鼓励学员表达他们对作品的感受。
2、 学习目标：
识别故事的氛围；把握不同的观点和作者的意图。
第六单元： A sea of troubles
1、 内 容：
矛盾冲突。通过作品向学员展示文学作品中的不同类型的矛盾冲突；帮助学员分析其在小说中的表现。
2、 学习目标：
识别故事中的矛盾冲突。
第七单元： And then?
1、 内 容：
情节的结构和发展。介绍情节结构的四要素:开端、发展、高潮、和结束;阐明在情节发展中冲突的重要性;鼓励学生讨论情节对主题的作用。
2、学习目标：
理解情节发展线索;分析情节的结构，能写出故事情节的小结。
第八单元 ： The unspeakable truth
1、 内 容：
人物的心理活动与情感。阐明文学作品表现思想和情感转折的方法。
2、 学习目标：
抓住人物在情感或思想上的深刻变化。
（五）学习方法
本教材与其他课程教材一样为自学教材，学员要做大量的练习，练习后配有反馈。 通过做练习，将内容的学习和学习方法的训练熔为一体。
下面是几个有代表性的作品分析：
Unit 1, Activity
8
A City on the Stage
Class procedure
1. Read and appreciate the opening scene from
a play by Bernard Shaw
2. Discuss and answer questions about Bernard
Show’s play
3. Apprehend drama and its basic elements
Questions
1. What is the first paragraph about?
The first paragraph
describes the place, time, characters, and their actions as well. It offers us
the setting of this scene of the play.
2. When does the story happen?
The story happens at
about 11 p.m. on a rainy summer night.
3. Where does the story happen?
It happens in the
portico of St Paul’s church in London.
4. Who are the main
characters?
They are a mother, a
daughter, and a boy named Freddy.
5. What are they
doing?
The mother and the
daughter are standing in the portico for shelter, anxiously expecting that
Freddy can call a cab for them.
6. What do the
phrases in capital letters to the left of the text refer to[ e.g. THE MOTHER]?
They refer to the
characters in the play.
7. What is the function of the phrases in the
square brackets?
They provide readers
with staging information which
include characters’ gestures,
movements, positions, and emotional expressions, as well as some necessary
visual details,such as lighting and sound effects..
8. Can you rewrite it into a short story?
9. What is going to happen next?
10. Who do you think is the main character of
the play?
About drama
1. How many types of drama are there in
literature?
There are three
types:tragedy, comedy, and tragicomedy.
2. What is the
difference between drama and the other literary genres?
The major difference
is that drama is a staged art, it is written to be performed by actors and
actresses before audiences.
3.What are the basic elements that constitute
drama?
The elements include
plot, character, dialogue, staging, and theme. Plot is the structure of a
play’s action, the arrangement of all the incidents in a play. Plot is
traditionally made up of four parts: exposition, rising action, climax, ending.
Characters are the vital center of a play, which bring play to life. Their
human dimension is specifically displayed with the help of the performers.
Characters is fully developing through their dialogue. Dialogue in plays has
three major functions: to advance the plot, to establish setting(the time and
place of the action), and to reveal character. Among all the previous
functions, the last is the most important. Staging refers to the spectacle a play
presents in performance, its visual details. This includes such things as the
positions of actors on stage, their nonverbal gestures and movements, the
scenic background, the props(道具） and costumes（服装）,
lighting, and sound effects. It is usually described through narrative as well
as descriptive way.
Theme is the play’s
meaning or significance we derive from plot, character, dialogue and staging.
Unit
3, Activity 4
Luck, or Lust?
Focus :
How to identify characters in The Lottery Ticket
procedure:
Read the short story The Lottery Ticket
Discuss
Questions
1. What did his wife want Ivan to read in the
newspaper?
His wife want Ivan to look and see the list of
drawings in the newspaper.
2. What did Ivan find in the newspaper?
Ivan found that the series of their lottery ticket is
just the same as that in the newspaper.
3. What was Ivan’s first reaction to his discovery?
He was absolutely stunned by the fact, and could hardly believe his own eyes. He
dropped the paper in a hurry so that he could experience the sense of
excitement and intoxication.
4. What was his wife’s first reaction to his
discovery?
She was too excited to hold the folded tablecloth in
her hand any longer, and her face turned pale immediately. She was pleased to
be tormented by the hope of possible fortune too.
5. Have they won the lottery yet?
No, not yet. Because they had not checked the number
of the ticket yet.
6. What did Ivan imagine her wife’s relations as if
they had heard about the lottery money?
He imagined them as wretched and detestable people,
who would crawl about, beg and flatter Ivan with their hypocritical smiles.
While if they were refused, they would curse and backbite them ruthlessly.
7. What did Ivan imagine his own relations as if they
had heard about the lottery money?
Ivan imagined his own relatives as disgusting and
hateful reptiles.
8. What did Ivan imagine his wife as if they had
won the lottery money?
He imagined his wife as a disgusting and hateful person too. He thought that his wife
must be miserly and closefisted, who would give him a little sum of the fortune
while lock all the rest. Therefore he looked at his wife with hatred.
9. What did his wife think of him at that moment?
She considered him as the first one who would come and
take away her winnings. She hated him too.
10. What makes Ivan decide to check the number now?
In order to annoy and spite his wife he glanced at the
newspaper quickly and eagerly.
11. What was their first reaction as soon as their
illusion was dispelled by the cruel fact?
Hatred and hope disappeared immediately. Both of them
were depressed, disappointed and ill-humored. They began to be dissatisfied
with the present life style and even cursed their comfortable living
conditions.
12. Would you make a comment on Ivan?
Ivan was a common and ordinary middle-class man who
was quite satisfied with his present well-off living state. But the illusive
lottery money revealed his unconscious and hidden thoughts and betrayed his
evil and distorted soul. He despised all the relations, and cursed them as
disgusting Reptiles; he hated his miserly wife, for fear that she might deprive
him of the money. It was obvious that his only dream was to be the owner of the
sum of money for which he could sacrifice everything, love, home, wife, and
relatives.
13. Would you make a comment on Ivan’s wife?
She was an ordinary middle-class housewife. She was
almost the same kind of person as her husband: who could be quite satisfied
with well-off life style, but if fortune was offered she would be pleased to
desert anyone no matter how valuable he or she had once been to
her.
Unit 4, Activity 1
Where the place?
•
Focus:
•
to be aware of the functions of settings in different
genres, and make sure their different qualities
•
Procedure:
•
Derive scenarios from the follow poems:
•
1. Adlestrop
•
2. An Irish Airman Foresees his Death
•
3. Ozymandias
Questions
•
1. What is setting?
•
The overall setting of a narrative or dramatic work is
the general locale (现场， 背景）,historical
time,and social circumstances in which its actions occurs.
•
2. What are the functions of setting?
•
(1) Setting helps to establish the truth of the story,
to persuade the reader of the validity of the tale.
•
(2) Setting generates the atmosphere of the work.
•
(3) Setting sometimes symbolizes the emotional state
of the characters.
•
(4) Setting helps establish universal truth through
incarnation and particularity.
•
(5) Setting helps understand the story more easily.
•
Questions about “Adlestrop”
•
1. Who wrote this poem?
•
An English poet Edward Thomas wrote this poem.
•
2. When was it written?
•
It was written during the First World War.
•
3. What was Adlestrop?
•
Adlestrop was a railway station.
•
4. What is your impression of Adlestrop?
•
(1) It is quiet and desolate, with no one in sight but the name of the
station, Adlestrop. It is spacious, where you could view the silent and
fruitless dry land and high cloudlet sky.
•
(2) It is melancholy, where we could only hear the sad and isolated
blackbird singing, while all the melody of the birds from our hometowns could
only be heard illusively and indistinctly.
•
5. What was the setting of the poem?
•
It was in the afternoon of late June during the First World War. In a
desolate railway station, there came an express-train unexpectedly.
•
6. What are the functions of the typical setting in this poem?
•
The poet chooses “June” as the typical locale to indicate his anxiety,
worry and longing. June is the token of the hot-summer, when all the plants are
dry and withered, all the birds are out of sight owing to the hot weather,
all people are either faint or
feverish resulting from the abnormal heat of the sun. The world is in danger,
for it is in want of “water” to extinguish the feverish “fire” of the war. The
world is in despair, for it lacks the familiar sign of life, that is, happy and
peaceful voices of human beings, and the harmonious melody of birds from our
hometowns.
•
7. What is the theme of the poem?
•
The poet depicted the sickly war time indirectly. He described the abnormal
quietness and stillness of a small railway station, the withered and fruitless
grassland around, and the desolate sky with one blackbird singing only. He
longed for the songs of the birds from his hometown, he longed for peace and
harmony.
•
Derive a scenario
from the poem.(p150-151)
•
Please rewrite
the poem in the form of an
essay.(referent answer, p153)
•
An Irish Airman
Foresees his Death
•
Questions:
•
1. Who was the poet?
•
W.B. Yeats
•
2. What is the poem about?
•
It directly declared the poet’s hatred to war.
•
3. How did “I” understand the war?
•
“I” believed the war is meaningless, for we fight against those we do
not hate, and protect those we do not love, it could not bring any happiness
for our country and our people, but a lonely impulse of delight for a few. The
war is disgusting because it could only bring us death and destruction.
•
4. What is the dominant emotions of this poem?
•
It is full of hatred, anguish and despair, while the poem by Thomas is
sad but hopeful.