英语经典美文大全

英语经典美文大全（精选8篇）

篇1：英语经典美文大全

经典美文——经典英语、趣味英语欣赏。

标题：布什：我眼中的美国[名人名言]

President Bush delivers his preference for US-style values at Tsinghua University, but emphasizes Washington's hope for better relations with Beijing.President Bush, perhaps taking a leaf from<注1> his wife's gift for teaching, delivered a primer<注2> on the America he knows to Chinese university students, telling them that “in a free society, diversity is not disorder.Debate is not strife, and dissent is not revolution.”

Speaking before an audience of 240 Tsinghua University students in the school's main auditorium,<注3> the president said, “Life in America shows that liberty, paired with<注4> law, is not to be feared....A free society trusts its citizens to seek greatness in themselves and their country.”

At the end of his remarks, the president fielded<注5> questions for 20 minutes with the young audience, clearly enjoying the exchange.When one young woman asked why he wouldn't like his daughters, Jenna and Barbara, to come to China and attend this historic university, Bush told them: “I'm afraid they don't listen to me anymore, if you know what I mean.” He said the Chinese youngsters certainly have an amazing country and he thought his daughters should visit it.The president told the students he was speaking on the 30th anniversary of President Richard Nixon's trip to China that changed the two countries' relationship.Nixon's visit was a trip designed to “end decades of estrangement and confront centuries of suspicion.”<注6> During the years since, “America and China have exchanged many handshakes of friendship and commerce.”“In fact, Americans feel a special responsibility for the poor and the weak.Our government spends billions of dollars to provide health care and food and housing for those who cannot help themselves...Many of our citizens contribute their own money and time to help those in need.”

Bush said his “country certainly has its share of problems and faults.Like most nations, we're on a long journey toward achieving our own ideals of equality and justice.Yet there is a reason our nation shines as a beacon<注7> of hope and opportunity, a reason many throughout the world dream of coming to America.”We are a free nation, where men and women have the opportunity to achieve their dreams.No matter your background or circumstance of birth, in America you can get a good education, start a business, raise a family, worship freely and help elect the leaders of your community and country.You can support the policies of our government, or you are free to openly disagree with them.Those who fear freedom sometimes argue it could lead to chaos, but it does not, because freedom means more than every man for himself.“

Bush told the students: ”We are a nation of laws.Our courts are honest and independent.The president can't tell the courts how to rule and neither can any other member of the executive or legislative branch.<注8> Under our law, everyone stands equal.No one is above the law, and no one is beneath it.“All political power in America is limited and temporary, and only given by a free vote of the people.<注9> We have a Constitution, now two centuries old, which limits and balances the powers of the three branches of our government: judicial, legislative and executive.”

篇2：英语经典美文大全

There are many apple trees in a garden. They’re good friends. One day an old tree is ill. There are many pests in the tree. Leaves of the tree turn yellow. The old tree feels very sad and unwell. Another tree sends for a doctor for him. At first, they send for a pigeon, but she has no idea about it. Then they send for an oriole, and she can’t treat the old tree well. Then they send for a woodpecker. She is a good doctor. She pecks a hole in the tree and eats lots of pests. At last the old tree becomes better and better. Leaves turn green and green.

篇3：英语经典美文大全

关键词：高中英语,阅读教学,经典美文,阅读能力

美文欣赏是高中英语阅读教学的重要内容。经典的英语美文具有典型性强、篇幅精短、题材广泛、语言知识丰富等特征。教师灵活地发掘、精选、渗透一些有典型代表的英语美文来开展阅读教学和赏析活动, 并积极构建学生喜闻乐见的阅读课堂, 能让学生在体验经典美文的精致与典雅中获得学习兴趣、拓展阅读思维、提升阅读能力, 能在领略跨文化氛围中开阔知识视野, 促进个性和素质的发展。

一、在英语阅读教学中利用经典美文的意义

(一) 有利于提升学生阅读技能, 培养培养阅读能力

学生的英语阅读活动过程, 也是他们的思维、理解、语言运用等能力的形成和发展过程。教师要精心设计和选取阅读素材来引导学生开展有效阅读, 培养学生阅读能力。“他山之石, 可以攻玉”, 教师要巧妙利用经典英语美文, 结合其时新精短、富于趣味性、文化意味浓厚的特色, 发挥美文范例的引学作用, 指引学生在体验、赏析、理解美文的过程中养成乐于阅读、善于阅读、自主阅读的习惯。

(二) 有利于扩展学生英语语言知识, 丰富文化意识

英语阅读也是学生体验和感悟英语国家文化的过程。在阅读教学中, 教师要有意识地、适当地选取一些有价值的美文读物, 节选其中有代表性的美文引导学生诵读, 让学生感悟英语语言之美, 丰富学生英语知识, 陶冶学生审美情操。教师也可以把英语国家或非英语国家的传统习俗、风土人情、生活习惯、价值认同、历史传统、地理环境、文学艺术等知识要素引入阅读活动中, 让他们领略异域文化的多样性, 增长见识, 拓展视野。

(三) 有利于培养学生人文素养

经典英语美文有着鲜明的人文性特征, 具有清新的语言风格、健康活泼的阅读内容, 能很好地启迪学生心灵, 激起学生情感的共鸣。笔者曾在必修一模块教学中, 每周定期挑选一篇题材各异的美文来培养学生阅读能力。如节选美国盲聋女作家海伦·凯勒的THREE DAYS TO SEE, 通过指导学生阅读优美短文, 让他们在思考、理解一个伟大女性对生命意义的独特描述中感悟到深刻的人生观和价值观。在阅读教学中, 笔者积极联系学生的生活实际和认知水平, 大胆舍取、精心选取一些英语美文来引导他们参与阅读和欣赏, 把人文情感的培育融入到英语阅读教学中, 既促进学生阅读能力的提升, 又在潜移默化中促进他们良好的人文情感和素养的形成, 使他们初步形成对中外文化异同的鉴别力, 激起他们对中华文化的理解和认同, 树立文化自觉和文化自信。

二、善用美文, 优化指导阅读策略

教师利用英语美文对学生阅读策略的指导, 主要是引导他们结合阅读的要求和目标来灵活调控阅读活动、把握阅读素材, 同时运用科学的阅读技巧和方法培养他们良好的阅读习惯, 并在美文阅读中获取有益信息资源, 培养和增强其独立阅读的能力。如笔者结合海伦·凯勒的THREE DAYS TO SEE开展美文阅读活动时, 主要从以下几个环节来优化学生的阅读:

环节一:利用背景, 激活经验和知识。在学生阅读活动之前, 教师预先指定一两位学生收集海伦·凯勒的生平简介和主要作品, 在班上介绍给同学。通过相关背景的铺垫, 再联系学生已有的知识和经验, 能激起学生参与阅读活动的积极性。

环节二:理解文章信息, 注重阅读技巧。英语美文阅读过程应是学生与素材之间相互作用的过程, 更是学生与文章作者之间语言和思想的交流互动过程。所以, 阅读的首要前提是要理解文章的基本信息, 并灵活应用多种阅读方法来实现阅读效果。在THREE DAYS TO SEE一文的阅读中, 教师要让学生领会文章呈现出的字面信息, 初步判断文体类别 (Identifying Types of Text) , 通过快速浏览文章中的标题 (Title) 、主题句 (Topic Sentence) 、关键词 (Key Words) 、首句和首尾段落、插图信息等来整体把握文章信息, 并在预测 (Prediction) 文章内容的同时灵活地借助限时快读 (Skimming) 抓住文章大意提取信息;借助略读 (Skimming) 浏览全文把握中心思想;在查读 (Scanning) 中关注细节;在寻读 (Scanning) 中找寻有价值的信息;在细读 (Close Reading) 中深化理解文章信息。当然, 这些阅读技巧只能结合文章实际有选择地利用, 不必面面俱到。

环节三:分析、归纳和评价。其一, 理解了文章信息之后, 教师要指引学生分析这篇文章的篇章结构 (Analyzing Text Structure) , 有效揭示段落大意, 把握文章的起始、发展和结局, 明确作者的态度和用意 (Attitudes And Meaning) , 更进一层理解文中作者所表达的思想大意;其二, 应引导学生立足文章整体, 归纳文中一些凸显的关键信息的动词用法, 突出中心人物的角色描述和个性特征以及文中反映出的社会和自然问题, 或是文中某些有典型性的句式和结构等, 从中获得一定体会和启示;其三, 要引导学生做必要的评价, 即要求学生能表达出自己的学习心得体会, 不能止于浅层的字面理解, 而应在积极学习、善于评价中深化理解、内化能力。

三、巧用美文, 丰富英语语言知识

具备一定的英语语言知识是学生开展阅读的基本条件。在指导学生阅读英语美文的过程中, 首先, 教师可以巧妙地利用捕捉特色词汇、结合语法知识等形式来扩充学生英语词汇量, 并帮助其掌握一些常用的词组和短语, 理解阅读素材中的语言结构和现象等。如在THREE DAYS TO SEE中有这样的一段:“Sometimes I have thought it would be an excellent rule to live each day as if we should die tomorrow…We should live each day with a gentleness, a vigor, and a keenness of appreciation which are often lost when time stretches before us in the constant panorama of more days and months and years to come.”文段中“of more days and months and years to come”的语言描述很有特色, 但是学生在理解上会存在着偏差。这时教师应指出文段中的特色词汇, “days to come”是一个英语习惯用法, 表示“将来”的意思。学生明确了这个词汇的用法, 从而理解了“of more days and months and years to come”意为“即将到来的更多天、更多月、更多年”。作者用这样的表述主要是衬托出一种漫长的感觉。经典美文的优美之处正是在于它遣词造句的地道贴切、文意的深刻和用词的简约得体, 能为学生奠定一定的英语语言基础, 丰富学生语言运用技能, 在细微处品味出生活的真滋味。其次, 教师在美文阅读活动中应注重以特色词汇为突破口, 联系词汇的一词多性或一词多义的丰富特点、多样用法, 以较好地提高学生的语言运用能力。最后, 教师还应联系具体阅读情况, 有针对性地选择某些主要的词汇、句子结构、习惯用法来适当点拨学生, 注重引导学生从文章整体上把握词汇和句子的含义, 如利用词块 (Lexical Chunks) 进行阅读和学习就不失为一个好方法。

四、活用美文, 提升学生英语语篇能力

学生阅读中语篇能力的培养应是更高层次的能力要求。教师在指导学生参与美文阅读时, 还应灵活结合不同题材的文章, 立足整体, 关注文章的谋篇布局, 如通过语篇结构和修辞特色的分析和归纳识别有效语言符号;通过把握文章标题和关键章节的主题句猜测语篇的主要内容, 抓住中心要旨, 辨识文章段落主旨的发展脉络, 理解文章所表达的主要信息, 领会作者的写作意图和主要观点, 实现与作者以及相应的文化背景知识之间的互动交流, 从而实现学生语篇能力的培养。如在A FOREVER FRIEND, WHAT IS LOVE, BE GRATEFUL TO LIFE等经典短文阅读教学中, 笔者积极结合学生阅读过程来有意识地促进他们英语语篇能力的提高。特别在BE GRATEFUL TO LIFE的阅读指导中, 首先简单介绍了该文中主人公President Roosevelt以及相关社会文化的背景知识, 为学生更好地理解短文的文化信息和内涵做好准备;其次, 注重文中的某些词、句、段等语篇组织信息的把握, 帮助学生认识它们在衔接语篇中的重要关联作用, 推断生词新义, 提高学生阅读速度和理解能力, 使其更好地理解和把握文章的中心内容;最后, 还注重结合具体语境、背景知识、修辞文法特色等来指导学生关注语篇的连贯性技巧, 深化其对语篇思想性的认识和理解。

五、精用美文, 培养英语语言能力

教师要培养学生语言能力就应精心地选择有代表性的美文, 指引学生在感受美文、体验阅读活动中善于理解并捕获美文中蕴含着的有价值的文化信息, 有效辨识其中的思想主旨或社会观念, 增强学生愉悦、积极、健康的情感体验, 培养其领悟和发展语言的能力。笔者曾经借助马丁·路德·金的I HAVE A DREAM为阅读素材, 引导学生一起体验演讲稿中那种振奋人心的氛围。在演讲词中, 金利用了丰富的修辞手段来增强其演讲的气势。如大量使用了单音节词, 体现出其铿锵有力、简洁明了的语言风格;演讲词中夸张地利用了多个排比句, 如“I have a dream that one day……”“I have a dream today!”“Let freedom ring from……”排比表达句式结构工整, 节奏明快, 气势宏大;金还用了各种对比表达, 如“We can not walk alone……We can not turn back”, “But not only that”。这些如诗一般的语言极大地衬托出金演讲时的悲壮气氛。学生在阅读中深深感受到经典美文中洋溢出的修辞之美和语言表现的极致张力, 在细心品味中活跃阅读思维, 提高了英语语言能力。

总之, 教师要努力结合阅读教学实际, 巧引经典美文, 善于从阅读策略、语言知识、语篇能力和语言能力等方面强化对学生英语阅读的指导, 以有效促进学生英语阅读能力和水平的提升。阅读是过程, 欣赏是本质。学生在美文阅读中体味着英语文化, 在美文欣赏中获取能力和素质的成长, 阅读和欣赏无不洋溢着学生爱英语、爱学习的热情。

参考文献

[1]傅雪花.美的历程——别开生面的英语美文欣赏课[J].中学生英语, 2013 (4) .

篇4：英语经典美文大全

[关键词]书面表达；观察；经典美文

英语中的经典美文能让学生易学，乐学，且能规范言语，好比在一个模板可自由涂出美丽的图画。有了这块“砖头”，就会有源源不断的“美玉”。许多人曾有过这样的体会：有范文借鉴,从模仿入手,心领神会,久而久之,就能信手拈来。叶圣陶先生曾说，生活如泉水，文章犹如溪水，泉源丰盛而不枯竭，溪水自然会流个不歇。

一、 把握话题，佳作引路

任何一种能力都是从小培养的，英语书面表达也不例外，它是掌握英语综合运用能力的重要内容之一。不是缺少美，而是缺少发现。教师应该将学生带进经典，走进美文，让学生亲自去体验、观察、认识，从而获取写作灵感和素材。如写四季的文章，完全可以挑出每个季节描写的经典美文让学生先观察后动笔。

学生无“路”时,教师要适时地用范文去“引路”。着力培养学生的观察力。只有多观察，学生写作时才能有话可说，有感可发。指导学生多观察，抓住经典美文特点,是英语书面表达形成的重点和难点。要注意引导学生通过品味,理解“例文”的“例”,把品读和品评有机地结合起来,加深对语言文字的理解,并领悟写景、状物的一般规律。 在用范文时,教师首先必须明确自己要从例文中让学生掌握怎样的方法,然后精心准备“范文”,并充分利用范文,引导学生深入剖析,发掘范文背后潜藏着的写作“秘诀”,让学生在自主探究中悟出一般规律和方法。这样能为学生作文实践打下坚实的基础

不仅要用眼睛看，用耳朵听，必要时还要用鼻子闻，用舌头尝，或者用手触摸，用脚踩，这样才能对观察有深刻的认识。一幅幅美丽的风景才会在学生的笔尖呈现，一个个精彩的片段才会在学生笔下流淌。

二、 激发奇思，开启心路

感知积累典范多换角度去仿写，培养兴趣。兴趣是最好的老师。这些都说作文也需要培养兴趣，兴趣是学生开启作文大门的钥匙。培养学生写作的兴趣，是学生写好作文的前提。教师在作文教学时，要用多种方式培养写作的兴趣。

英语教师要多搜集一些适合学生欣赏并且学生喜欢欣赏的文章。品读过程中要读出“味”来，并适当地进行讲解说明，特别是一些优美的句子和段落要反复读，让学生有身临其境之感，达到陶冶情操的效果。教师还可以现场临摹佳文给学生品读。“言传不如身教。”中学生天生具备的向师性，他们会被逐渐“同化”，这种效应正是兴趣之源。

三、及时激励，适时表扬

英语教师要积极培养学生对写作的自信心。培养写作的信心主要是让学生体会到成功的喜悦，其中写激励性的批语、发表学生习作等做法是学生获得成就感的最好方法。好的批语不仅能提高学生的语言表达能力，而且能成为连接师生情感的桥梁和纽带，对提高学生的写作能力起催化作用。批改上，英语教师的批语要杜绝传统的判断式语句，代之以商榷的问句，把教师和学生摆在平等对话的位置上，从而创设一种民主的气氛。要多一些鼓励性的语言，由衷地为学生文中的优点喝彩，哪怕只是一个生动的词语、一个形象的句子，或一个用得恰到好处的标点符号。这样才会使师生在作文交流中沟通，从而提高学生的写作信心。

应激励学生展示自己，让学生的习作或者在班级学习园地上展览，或者推荐到报刊上发表，让学生在不断自我展示中，获得写作的动力，充满写好作文的信心。

四、坚持模仿，真情融汇

大多数人不理解写作是一门艺术，就像做其他任何事一样，总得经过一番学艺。要使学生真正提高写作水平，教师必须鼓励学生勤练笔。因此，只有在整个教学过程中不失时机地让学生勤练笔，才能真正达到写好作文的目的。在学生作文稿拟好以后，可安排时间让学生读自己的文章，边读边感受，边查边改。一是感受情感强弱、停顿长短，查标点符号使用是否正确；二是感受语句是否含混别扭，是否明白通顺；三是感受语言表达是否与内容贴切，查用词是否恰当；四是感受内容是否杂乱，教师要适时发现，适当地给予欣赏和鼓励。

总之，英语教师要帮学生积累经典美文，增加他们阅读量，拓宽他们的知识面。同时，努力培养学生书面表达的创作兴趣，提高学生写作的信心。鼓励学生勤练笔，努力提高学生的写作能力，使学生 “有话要说”“我要写”，快乐体验更新颖。加强经典美文的积累，更进一步、扎实有效地进行书面表达的实践，并对所积累的经典英语美文进行总结，为以后的写作提供“活水源头”。

责任编辑 余 华

篇5：英语经典美文

One day, it’s sunny and warm. Some birds are singing in the trees. The wind blows, and the trees are talking. “What do you want to be when you grow up?’’ asks Tim. “I’m not sure. I think I want to be a chair or a desk.” answers Alan, “Maybe I want to be

a toy box or a baseball bat. I like children.”“What do you want to be when you grow up?” asks Alan. “Me?” says Tim, “I just want to be a tree. I want to be

篇6：四级英语经典美文

在纽约地铁中心总站，咨询处上方的时钟指向了5点54分。年轻高大的陆军中尉抬起黝黑的脸庞，眯着眼睛看上面的时间，一颗心激动得怦怦直跳，6分钟后，他就要见到那个女人了——在过去的13个月里一直占据着他心灵某个特殊位置的女人。虽然他们素未谋面，但她的信却一直是他的精神支柱。

Lieutenant Blandford remembered one day in particular, during the worst of the fighting, when his plane had been caught in the midst of a pack of enemy’s planes. In one of his letters he had confessed to her that he often felt fear, and only a few days before this battle he had received her answer: “Of course you fear…all brave men do. Next time you doubt yourself, I want you to hear my voice reciting to you: ‘yeah, though I walked through the Valley of the Shadow of Death, I will hear no evil: for thou art with me.’…” He had remembered, and it had renewed his strength.

布兰福德中尉记得那天，战斗艰苦的时刻，他的飞机被敌机重重包围。他曾在一封信里对她坦言，他常会感到畏惧。就在战斗打响的前几天，他收到了她的回信：“你当然会畏惧……勇士们都会那样，下次你在不自信时，我希望你能听到我为你朗诵的声音：‘啊，是的，尽管我要走过死亡之谷，但我将勇往直前，因为你与我同在。’”他记得，正是那封信使他重新振作。

Now he was going to hear her real voice. Four minutes to six.

此时，他就要听到她真实的声音了，还有4分钟就6点了。

A girl passed close to him, and Lieutenant Blandford started. She was wearing a flower, but it was not the little red rose they had agreed upon. Besides, this girl was only about 18, and Hollis Meynell had told him she was 30. “What of it?” he had answered. “I’m 32.” He was 29.

一个女孩走近他，布兰福德中尉一惊。她戴着一朵花，但不是他们约好的那种红玫瑰。这个女孩只有18岁左右，而霍丽丝.梅内尔告诉过他，她已30岁。“有什么关系呢?”他还回信说，“我32岁”，其实他只有29岁

His mind went back to that book he had read in the training camp. Of Human Bondage it was; and throughout the book were notes in a woman’s handwriting. He had never believed that a woman could see into a man’s heart so tenderly, so understandingly. Her name was on the book plate: Hollis Meynell. He had got hold a New York City telephone book and found her address. He had written; she had answered. Next day he had been shipped out, but they had gone on writing.

他又想到了在训练营时看过的一本书——《人性的枷锁》，书里有一个女人的批注。他难以相信，一个女人竟能如此透彻地读懂男人的心，书签上有她的名字：霍丽丝.梅内尔。于是他找来一本纽约市电话簿，查到了地址，给她写信，并收到了回信。因为执行任务，第二天他就坐船离开了，但他们仍保持通信。

For 13 months she had faithfully replied. When his letters did not arrive, she wrote anyway, and now he believed that he loved her and that she loved him.

13个月里，她始终诚挚地给他回信，通常是他的信还未到，她的信就来了。因此，他深信，他们彼此深爱着。

But she had refused all his pleas to send him her photograph. She had explained:” If you’re feeling for me has any reality, what I look like won’t matter. Suppose I’m beautiful. I’d always been haunted by the feeling that you had been taking a chance on just that, and that kind of love would disgust me. Suppose I’m plain ( and you must admit that this is more likely), then I’d always fear that you were only going on writing because you were lonely and had no one else. No, don’t ask for my picture. When you come to New York, you shall see me and then you shall make your decision.”

然而，她拒绝送他照片，并解释说：“如果你是真心对我，我的外表并不重要。如果我长得很漂亮，我会认为，你是爱我的外表，那样会另我很反感。如果我长相平凡(你必须承认这个更有可能)，就会担心，你和我通信，是因为内心孤独，无人倾诉。别向我要照片。你来纽约时就可以看到我了，可以在那时做出某些决定。”

One minute to six…he put hard on a cigarette. Then Lieutenant Blandford’s heart leaped.

还有1分钟就6点了……布兰福德猛抽了一口烟，心跳更加快了。

A young woman was coming towards him. Her figure was long and slim; her blond hair lay back in curls over her delicate ears. Her eyes were as blue as flowers, her lips and chin had a gentle firmness. In her pale-green suit, she was like springtime come alive.

一位年轻的女士向他走来，她身材苗条，金黄的卷发拢在小巧的耳后，双唇红润，下巴精致，眼睛深蓝动人。她穿着淡绿色的西装，浑身散发着青春的活力。

He started toward her, forgetting to notice that she was wearing no rose, and as he moved, a small, provocative smile curved her lips.

他开始向她走去，根本没注意她是否戴着玫瑰花，他走近，看到她的嘴角浮起动人的微笑。

“Going my way, soldier?” she murmured. He made one step closer to her. Then he saw Hollis Meynell.

“问路吗，军人?”她轻轻地说。他又走近一步，接着，他看到了霍丽丝.梅内尔

She was standing almost directly behind the girl, a woman well past 40, her graying hair tucked under a worn hat. She was more than plump; her thick ankled feet were thrust into low-heeled shoes.

霍丽丝?梅内尔就站在这姑娘身后，一个40多岁的女人，灰白的头发塞在破旧的帽子下面，很胖，厚实的双脚穿着低跟鞋。

But she wore a red rose on her rumpled coat. The girl in the green suit was walking quickly. Blandford felt as though he were being split into two, so keen was his desire to follow the girl, yet so deep was his longing for the woman whose spirit had truly companioned and upheld his own; and there she stood. He could see her pale, plump face was gentle and sensible; her grey eyes had a warm twinkle.

可是她那皱巴巴的外衣上别着一朵红玫瑰。绿衣女孩匆匆离去。布兰福德心碎了，他多想跟着那女孩啊，然而他又真切地渴望见这个女人，是她的精神一直陪伴他，激励他。她就站在那里，苍白丰满的面庞，温柔而理性，灰色的眼睛里闪着温和的光芒。

Lieutenant Blandford did not hesitate. His fingers gripped the worn copy of Human Bondage which was to identify him to her. This would not be love, but it would be something precious, a friendship that he had been and must ever be grateful…

布兰福德没有犹豫，他紧抓着那本破旧的《人性的枷锁》，它是向她证明身份的依据。尽管这不会是爱情，但是一种珍贵的东西，是他曾经拥有并要感激的友情……

He squared his shoulders, saluted, and held the book out toward the woman, although even well while he spoke he fell the bitterness of disappointment. “I’m John Blandford, and you---you are Miss Meynell. May---may I take you to dinner?”

尽管因深深的失望而感到痛苦，布兰福德仍摆正双肩，敬了个礼，然后把书递给那个女人：“我是约翰?布兰福德，您——您是梅内尔女士吧，我可以——可以请您吃饭吗?”

The woman smiled. “I don’t know what this is all about, son,” she answered. “That young lady in the green suit, she begged me to wear this rose on my coat. And she said that if you ask me to go out with you, I should tell you that she’s waiting for you in that restraint across the street. She said it was some kind of test.”

篇7：英语经典美文

Tony is seven years old. He is an honest and polite boy. One day, it was Sunday. Tony, his sister and his mother stayed at home. He was watching TV and his sister was reading books. His mother was washing clothes. Just then, his father came back with a bag

of pears. Tony likes pears very much and he wanted

to eat one. His mother gave him four and said, “Let’s sharethem.” “Whichpeardo youwant, Tony?” asked his mother. “The biggest one, mum.” “What?” said his mother, “You should be polite and want the smallest one.” “Should I tell a lie just to be polite, mum?”

篇8：利用经典美文提升语文素养

一、帮孩子选择好经典美文

《新课标》明确指出:“学生课外阅读总量不少于260万字,每学年读两三部名著。”在人教版语文教材附录部分还附了推荐阅读书目以及名著导读,语文教育界也已意识到了“名著阅读”的重要性。而由于各种各样因素的限制,中学生的阅读基本上是自发的阅读,具有随意性和盲目性,缺乏教师的适当引导,学生的阅读书籍鱼龙混杂,像一些通俗小说和流行小说,如果长期沉迷于不健康的书籍,既不利于学生语文素养的提升,又可能对学生的成长带来不良影响,他们的身心将受到难以弥补的伤害,因此,帮孩子选择合适的读物是当务之急。

二、认识阅读的重要性,指导学生阅读方法

课外阅读过程是一个循序渐进的过程,难以在短时间内见效,再加上学生作业及考试等的压力,致使学生无暇阅读,也不愿阅读。一个人学生时期能不能养成读书的习惯和兴趣,将直接影响学生一生的走势和发展。在中学开展阅读经典活动是语文自身发展的必然要求。优秀的经典作品常是作家语言智慧的体现,阅读经典可以最大限度的提高中学生的语言能力。经典作品体现了作家鲜明的个性,阅读经典有助于培养良好的个性,可使学生获得巨大的人格力量。阅读经典,可以提高文学素养、丰富文化底蕴,有助于完善自我。

摆正了阅读在学生心目中的位置,明确了阅读的必要性和重要性之后,还要讲究阅读的方法。

1.精读略读结合法。略读全文有利于整体把握主要内容,感兴趣的内容要仔细阅读,精彩部分和主要内容要精读。切忌囫囵吞枣,也不能读死书。子曰:学而不思则罔,思而不学则殆,说的就是这个道理。所以在阅读时还应该边读边悟边做读书笔记,读书百遍,其义自见,读书的厚度就是作文的深度,这足以说明阅读的重要性。

2.批注式阅读法。阅读前,我就设立一个框架,让学生每次阅读都有目的,比如:学生读什么?从哪个角度读?批注写什么?怎么批注?这是作为一名教师在学生阅读前需要下的功夫,学生进行阅读后,我就鼓励学生自主自由地走进文本去寻找批注点进行阅读、理解,将精读细研的功夫用在刀刃上,对有争论之处进行质疑批注,对精彩之处进行推敲式批注。这样的话学生的批注就有了质量和效果。

三、丰富课堂教学内容,提高课堂教学效率

语文课外阅读活动是语文学习的重要组成部分,它对于开阔学生视野,发展学生智力并形成学习能力有着极为重要的意义。课堂教学和教科书固然重要,但无论从时间上还是在内容传授上,知识都是很有限的,它们的任务也只是起示范和引导作用,学生知识的获得、能力的提高很大程度上还来自大量的有效的课外阅读。

在语文教学中,教师不能只囿于教科书上的几篇文章,也不能只囿于课堂上的四十五分钟,而应把更多的时间交付给学生,为学生提供更多的空间去博览群书。所以,我在除了合理有效地使用课堂教学资源如教科书等外,还积极利用课外经典作品来提高学生的语文素养。

在授课时,我充分注意利用学校图书馆的书籍及学生自备的材料,使学生有充足的课程资源,鼓励学生交流阅读,真正实现资源共享。同时努力做到与时文接轨,课内与课外相连,教学课内经典作品时,至少补充相配对的时文与阅读课文,让学生互为补充,加深对学习内容的理解。

1.上好文学 欣赏课 ,如在学习《孤独之旅》 这篇课文时,为了让学生更深层次地欣赏这篇课文的恒久的魅力,我印发了冉兴的《孤独之旅中的三美》给学生,明净的语言、失意的意境、纯真的情感以及特有的民族特色和古典气息构成了本文的美学元素,让学生犹如置身于一个诗意的世界,回味无穷。

2.不拘泥于 课本 ,不拘泥于 教材、教参,围绕课本知识作必要的延伸和补充,补充学生感兴趣的话题:如教鲁迅的《故乡》时,便介绍学生阅读冯晓青的《鲁迅作品人物形象类析》,这样做拓宽了学生的视野,丰富了学生的课外知识,活跃了课堂气氛,调动了学生学习的积极性。

四、开展课外语文活动,提升学生语文素养

与课堂教学相联系的课外语文活动,是语文联系生活、联系社会的广阔天地,我利用一切可利用的条件,举办形式多样的阅读经典作品的活动,提高学生的语文素养。

1.在班上设立“读书角”,由同学们轮流管理,利用自习时间借阅,规定还书时间。此项活动不仅为学生提供了阅读条件,也提高了学生阅读效率,还锻炼了学生的协作、管理能力。

2.利用图书资源,组织学生集体借阅,提倡自由借阅,博览群书,养成阅读经典作品的好习惯。