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随着改革开放的不断深化和我国社会经济的快速发展,英语学习从无到有,从中学又进入小学课堂,小学生学习英语已经成为中国小学生学习的必备内容。下文是我为大家搜集整理的关于小学英语获奖论文参考范文的内容，欢迎大家阅读参考!
浅谈促进小学英语教学中朗读水平的提高的对策
听说读写是英语学习中四项基本的能力，既然是一种语言，学习以后贵在交流和运用，在学习的时候注重的就应该是读和说。小学英语，学生刚刚接触，只有加强朗读，才能形成语感，使得单词和句型不自觉地就能从嘴里“溜”出去，这样就形成了最基本的英语语言系统。英语朗读能力的提高是逐步的，课堂是朗读训练的主要阵地，课堂也是学生朗读能力提高的有利环境，甚至课后也是英语朗读能力提高的黄金时段，这要看英语老师怎样来合理利用。
一 朗读示范，提高标准程度
小学英语的内容比较少，因而英语课时也不多，老师要抓住课堂的分分秒秒进行内容的讲解、朗读的训练，在有限的时间内获得最大的效益。要给学生最正宗的英语朗读训练，让学生明确朗读中的正误，提高朗读的标准程度。读准，才能读顺。
朗读示范，这是每一位英语老师的重要工作，每一节课英语老师都应不厌其烦地一遍遍领读，纠正学生发音的错误。英语毕竟不是母语，在读和说的时候都是“鹦鹉学舌式”，所以出现这样或者那样的问题也不足为怪。“拖音”和“减音”是比较常见的现象。尤其是齐读的时候，“拖音”的现象最严重，而且是一个语调下来，没有节奏感和重音，这样的朗读就没有感情色彩，当然就不美。老师要做好示范朗读，让学生很清晰地听明白每一个单词的发音，每一个句子的重音落在哪个单词上，然后再让学生模仿朗读。
学生对本课的单词和句子能够读得比较顺了，再播放录音。现在用得比较多的是多媒体，结合动画，调动起学生各种感官，眼动、口动、脑动，学生的朗读效果就会不断加强。
如小学英语5A Unit 3 At a Music lesson 学习了很多单词，lesson，sing，song，dance，play等，领读单词后，开始练习句型和对话。Boys and girls，Can you sing some English songs? 其中的“songs”语调要升。老师要让学生注意跟读(Look at me and listen to me，please.)。重点是语调和重音，如Can you sing the song“We can sing and dance”? /I can sing “Ten Little Indians”，what can you sing? 之后，再通过多媒体动画演示，配上比较标准的英语朗读，学生听后跟读。然后模仿录音自由读，一节课下来，大多数的学生都能熟读成诵，朗读训练的效果当然很好。
所以，英语老师的朗读示范是帮助学生读准音调的最好方法，很多的课文录音也可以帮助学生正音，但是英语掌握程度不是很高的学生很难适应录音中的语速，老师的范读可以根据学生的需要适当调整速度，以便学生更加清晰地明白其音调和重音。
二 技巧指导，诱发感悟能力
朗读技巧很多，如语音、语调、节奏、重音、语速的把握等，都是朗读的时候需要特别注意的。小学英语比较重视口语交际，只有先会读，才能流利地说。如果单词都是一个一个地分开读，听者就会听不懂。还有一种现象是，学生根本不会断句，因为语音把握不好，一些非重读的音节被拉长，一些意思紧密的词语被拆开，所以读起来就没有节奏感。如Boys and girls，we have a new friend today.句子中的a是应该弱化的词，学生却重读了。在朗读的时候，需要老师加强指导，以提高学生朗读的准确性。
语音语调的训练，老师可以通过指导学生去探究一些符合拼读规则的单词，让学生首先具有自主发音和拼读的基本技能。积累一定量的单词以后，学生就会发现读音和拼读之间的规律，从而领悟字母发音的规律性。老师在指导字母发音的规律时，渗透语调的运用，这样学生就可以把握单词语音语调的朗读和运用。
节奏和语速是英语朗读训练比较重要的方面。节奏感最有效的训练是教材每个单元的“Chant”，学生通过诵读、练唱，可以非常明显地提高英语朗读的节奏性。老师不仅仅要利用好教材中的“Chant”，还应该自己编制儿歌来训练，同时还可以增强课堂的趣味性。
老师在指导朗读的时候，要注意指导学生结合想象，尽可能想象语言交流的环境。学生凭借想象可以走进文章中所描述的那个具体形象的世界，不断融入语言环境中，就可以不自觉地准确把握语气、语调。
三 组织活动，培养朗读兴趣
每天的课外活动时间，英语老师都会组织小组进入“英语角”进行朗读训练。形式可以多种多样，如儿歌朗读、小组比赛、角色配音等。小组活动时可以根据课文内容进行同步训练，也可以选取与课文内容相关的课外语段进行朗读训练。小学生的词汇量还不是很大，多是依据课本进行训练。英语老师在课外活动的时候，选取所教的几个班级中程度相当的小组进行朗读比赛。因为是不同班级派出代表，学生的班级荣誉感都很强，所以无论是轮到哪个小组，学生的重视程度都特别高。只要能够提高学生的重视程度，朗读训练才会有更好的效果。
如5A Unit 2 A new house，学生都很喜欢读，学习这个单元的一周内，每天下午的课外活动，我都会抽出不同程度的学生进行朗读比赛。不同班级还可以融合在一起，分出男女生比赛朗读，在朗读的时候，还增进了兄弟班级之间的友谊。每个单元学习完以后还会举行朗读竞赛，评出朗读明星，在学习园地里贴上一颗星。每个月评一次“月冠军”，每个学期还要评出“学期冠军”。这种训练评价的方式可以激发学生的朗读热情。 有趣的活动是学生最喜欢的学习方式，尤其是带有竞赛性的活动，更能激发学生的斗志，点燃学生的热情。老师在举行活动的时候，要激发学生的荣誉感，让学生能够主动去读。如果学生能够带着欲望去读，对英语单词和句型的识记速度就快，效果就好。朗读水平的提高并非朝夕之功，需要学生长期坚持训练。所以，活动的形式要常换常新，让学生对活动保持新鲜感。
四 拓展训练，形成基本语感
课堂是朗读训练的主要场所，课间也有老师组织安排，那么课后回家呢?节假日和周末是学生朗读训练最充足的时间，如果老师不能安排好，做不好“遥控指挥”，经过一个周末回来，学生会读的单词不认识了，会读的课文也会变得生疏了。所以，学生周末在家，老师不能仅仅布置书面作业，还应该让学生多读、多练，甚至还要鼓励学生阅读英语报纸上短小精悍的小文章。老师可以帮助学生精选与课文内容相关的文章，还可以拓宽学生的知识面。多读、多练即可形成语感，在语音、语调、节奏、语速上就可以很好地把握。
周末节假日，只能靠家长监督。老师应该利用家长会与全体家长沟通交流，让家长在周末更上心，协助老师监督学生在家里的朗读情况。单词、句型的朗读要求是几遍，家长要监督好，并且“签字证明”。周一老师检查的时候，很明显就能发现学生在家里读的效果。如果发现有不到位的情况，可以和家长交流了解。这样，家校形成合力，可以有效促进学生朗读能力的提高。当然，老师的要求不能是泛泛的要求，让家长无所适从。如果是朗读课文还是比较好操作的，因为学生都有课本，家长有依据。如果是课外阅读语段，则要老师帮助挑选，最好是统一打印下发，方便家长配合监督。如5A Unit 6 Doing housework 学习完后，让学生周末回家读课文单词3遍，效果不错。类文朗读 The first time cooking，学生经过在家里的训练都能拿出来进行朗读比赛。
拓展训练的要求难度大一些，尤其是课外时间，较之课堂教学效果要差一些。有的家长并没有能力辅导学生的朗读训练，但可以“听”。只要学生在读，大声读，就是有效果的。没有训练的材料，就可以让学生读英语教材，把英语课本上所有的句型、对话、文章都读熟，也是一种语感的培养。
朗读是语言习得中比较重要的方面，老师要运用多种方式引导学生进行朗读的训练，增强学生“读”的兴趣。每学习一篇新的课文，学生都能朗朗上口，在熟读的基础上达到成诵的程度。就像有的老师说的：“学生每天千遍百遍地读，一些句子不假思考就跑到嘴里来了。”这就形成了基本的语感。达到这个程度，英语朗读教学就不再是问题了。
>>>下页带来更多的小学英语获奖论文参考范文
有很多的同学在写英语作文的时候，也会写一些经典的议论文，我整理了相关范文，希望会对大家有所帮助！
英语作文范文带中文翻译
Many years ago, the movie about the youth became very popular, every year, we can see many hot movies about the protagonist’s passed youth. People like to recall their passed youth, which makes such movies sell good. But I find the common things about these movies, all the protagonists’ youth are about fighting, love and other negative things. I understand the directors’ intention, they want to tell people youth is not perfect and having pities. Of course movie is exaggerating, the real youth is about studying, at least, most people have worked so hard to get into their ideal colleges. What the movies describe make up some people’s youth, for which they don’t have the chance to experience. We should not be misled by these movies, for the teenagers, their job is to study, so that they can have a bright future.
【翻译】很多年以前，关于青春的电影很受欢迎，此后每年，我们都可以看到很多热门电影是关于主人公逝去的青春。人们喜欢回忆他们逝去的青春，这才是让这类电影好卖的原因。但是我发现了这些电影的共同点，那就是所有的主人公的青春都是关于大家，恋爱和其他消极的东西。我明白导演们的意图，他们想要告诉人们青春是不完美的，存在遗憾。当然电影是夸张化的，真正的青春是关于学习，至少，大部分人是如此努力的学习，为了进入理想的大学。电影所刻画的弥补了一些人的青春，对于他们没有机会去体验这些东西。我们不应该被电影误导，对于青少年来说，他们的工作是学习，这样他们才能有一个美好的未来。
高中英语作文范文80词
I like English. I think I can share my English learning method with you. First of all, develop interest on English. My way to make it is to watch movies from abroad. At first, I will watch the movie with subtitle. Then I will remove the subtitle, only English left. Gradually, show great interest in English. Secondly, recite vocabularies. Vocabulary is the necessary foundation to start learn English. This time you have to force yourself to remember words. Thirdly, understand basic grammar thoroughly. It is hard for me to understand the meaning of a sentence if I don’t know the basic grammar. Last but not least is to speak more. The basic purpose to learn a language is to communicate. So talk in English as much as you can. And don’t worry about losing face, because everyone makes mistakes. Those are my methods.
我喜欢英语。我觉得我可以和你分享一下我的英语学习方法。首先，培养对英语的兴趣。我的方法是看国外电影。一开始，我会留着字幕一起看。之后我就会不看字幕，只留英文。渐渐地，我对英语表现出极大的兴趣。其次，背诵词汇。词汇是学习英语的必要根基。这一点你只能强迫自己去背了。第三，完全理解基本语法。如果我不懂基本语法，我会很难理解一整个句子的意思。最后但并非最不重要的是要多说。学习语言的基本目的就是进行沟通。因此，尽可能多的用英语交谈。不要担心丢脸，因为每个人都会犯错误的。这些就是我的方法。
英语作文100词左右带翻译——珍惜时间
Chinese Spring Festival celebrating the end of winter and the warmth of spring. It began in the last day of the lunar year, end in the 15th day of lunar New Year, also is the Lantern Festival. During the Spring Festival, people use red lantern and Spring Festival couplets decorate a house, put on all kinds of colored clothes, often
An English proverb says that time is money. I consider it (this) wrong. Why? Because we all know that we can earn money be work but can not in any way get back time (in anyway). For this reason, we may (can) say that time is more valuable than money.
Many people do not know the value of time. It (this) is indeed a great pity. We must bear (keep) in mind that wasting time is equal to wasting your life.
【翻译】英国有句谚语说，时间就是金钱。我认为这是不对的。为什么？因为我们大家都知道我们能够用工作赚钱，但无论如何却无法把时间争取回来。基于此种理由，我们可以说时间比钱钱更宝贵。
许多人不知爱惜时光。这确实是可惜的。我们必须记住浪费时间等于浪费生命。
《呼啸山庄》人物关系结构 Title：Catherine's dilemma between love and marriage in Wuthering Heights——The Psychoanalysis of love triangle relationship with Freud’s theory of personalityAbstract：Wuthering Heights tells a story of superhuman love and revenge enacted on the English moors. In this thesis, an attempt is made to analyze the love triangle relationship which leads to Catherine's dilemma between love and marriage in Wuthering Heights by virtue of Freud’s theory of words：Wuthering Heights Freud’s theory of personality love triangle relationshipIn Catherine's heart she knows what is right, but chooses what is wrong. It is her wrong decision that pushes her into the inextricable []dilemma between her love and marriage; it is her wrong choice that plunges the two families into chaos. In the mind, she is truly out of her to Sigmund Freud(1856—1939), the structure of the mind or personality consists three portions: the id, the ego, and the superego.“The id, which is the reservoir of biological impulses, constitutes the entire personality of the infant at birth. Its principle of operation, to guard the person from painful tension, is termed the pleasure principle. Inevitable frustrations of the id, together with what the child learns from his encounters with external reality, generate the ego, which is essentially a mechanism to minimize frustrations of the biological drives in the long run. It operates according to the reality principle … []The superego comprises the conscience, a partly conscious system of introjected moral inhibitions, and the ego-ideal, the source of the individual's standards for his own behavior. Like external reality, from which it derives, the superego often presents obstacles to the satisfaction of biological drives.”“In the mentally healthy person, these three systems form a unified and harmonious organization. Conversely, when the three systems of personality are at odds with one another the person is said to be maladjusted.” Here Catherine's tragic psychological process may be well illustrated by Freudian psychoanalysis.“I cannot express it; but surely you and everybody have a notion that there is, or should be, an existence of yours beyond you. What were the use of my creation, if I were entirely contained here？” Catherine's strange words reflect that the intelligent Emily Bronte had been earlier pondering over a same question in her work. What on earth is“the existence of Catherine's beyond Catherine”？Here we may believe that Heathcliff stands for Catherine's instinctual nature and the strongest desire—her “id” in the depths of her soul; Edgar, her ideal “superego”, represents another part of her personality: the well-bred gracefulness and the superiority of a wealthy family; and she, herself is the “ego” tortured by the friction between the two in the disharmonious the light of Freud's theory of personality, “the superego is the representation in the personality of the traditional values and ideals of society as they are handed down from parents to children.” Catherine's choice of Edgar as her husband is to satisfy her ideal “superego” to get wealth and high social position, which are the symbol of her class, on the basis of the education by her family and reality from her early childhood. She is a Miss of a noble family with a long history of about three hundred years. Only the marriage well-matched in social and economic status could be a satisfaction for all: her family, the society and even her practical self. “It would degrade me to many Heathcliff now ... if Heathcliff and I married, we should be beggars？” This is her actual worry for her future. Catherine yields to the pressure from her brother, and alike, in truth, she is yielding to the moral rules of society, without the approval and identification of which, she could not live a better life or even exist in it at , Catherine underestimates what her other more intrinsic self would have effect on her. The most remarkable claim by Catherine herself may be the best convincing evidence to distinguish the different roles of Heathcliff and Edgar—her “id” and her “superego”:“My great miseries in this world have been Heathcliff's miseries, and I watched and felt each from the beginning: my great thought in living is himself. If all else perished, and he remained, I should still continue to be; and if all else perished, and he was annihilated, the universe would turn to a mighty stranger: I should not seem a part of it. My love for Linton is like foliage in the woods: time will change it. I'm well aware, as winter changes the trees. My love for Heathcliff resembles the eternal rocks beneath: a source of little visible delight, but necessary. Nelly, I'm Heathcliff! He's always, always in my mind: not as a pleasure and more than I am always a pleasure to me, but as my own being. So don't talk of our separation again: it is impracticable.”It was a happy thought to make her love the kind, wealthy, weak, elegant Edgar, yet in submission to her superego to oppose against her id, she would fall into a loss of the self. Since the id is the most primitive basis of personality, and the ego is formed out of the id, Catherine's life depends wholly on Heathcliff， as the whole connotation and truth of her life in the cosmic world, for its existence and further more for the significance of her existence. Heathcliff is the most necessary part of her being. She marries Edgar, but Heathcliff still clutches her soul in his passionate embrace. Although she is a bit ashamed of her early playmate, she loves him with a passionate abandonment that sets culture, education, the world at defiance. Catherine's wrong choice for marriage violates her inner desires. The choice is a victory for self-indulgence—a sacrifice of primary to secondary things. And she pays for one hand, Catherine doesn't find the heavenly happiness she was longing for. Though as a girl “full of ambition”and “to be the greatest woman of the neighborhood” would be her pride, the enviable marriage could only flatter her vanity for a second. After her marriage, the comfortable and peaceful life in the Grange was just a monotonous and lifeless confinement of her soul. She feels chocked by the artificial and unnatural conditions in the closed Thrushcross Grange— a world in which the mind has hardened and become unalterable.“If I were in heaven, Nelly, I should be extremely miserable. ” Catherine eventually knows that the Lintons' heaven is not her ideal heaven. She and Heathcliff really possess their common heaven. Just as Catherine says,“Whatever our souls are made of, his and mine are the same; and Linton's is as different as a moonbeam from lightning, or frost from fire.”Catherine doesn't want to live in the Lintons' heaven; on the other hand, she has lost her own paradise that she ever had with Heathcliff on the bare hard moor in their childhood. The deepest bent of her nature announces her destiny—a wanderer between the two worlds. When she is alive, she occupies a position midway between the two. She belongs in a sense to both and is constantly drawn first in Heathcliff's direction, then in Edgar's, and then in Heathcliff's again and at last she loses herself completely. Her childish illusion to use her husband's money to aid Heatllcliff to rise out of her brother's power has vanished in thin air. And her constant struggle to reconcile two irreconcilable ways of life is in vain too, which only caused more disorder in the two worlds and in herself as Freudian principles, should the ego continually fail in its task of satisfying the demands of the id, these three factors together—the painful repression of the id's instinctual desires, the guilt conscience of revolt against the superego's wishes, and the frustration of failure in finding outlets in the external world- would contribute to ever-increasing anxiety. The anxiety piles up and finally overwhelms the person. When this happens, the person is said to leave hallucinatory wish-fulfillment, then a nervous radical breakdown, and in the end may finish the person off. Catherine is destroyed into psychic fragmentation by the friction between the two. At the height of her Edgan-Heathcliff torment, Catherine lies delirious on the floor at the Grange. She dreams that she is back in her own old bed at Wuthering Heights “enclosed in the oak-paneled bed at home, and my heart ached with some great grief…my misery arose from the separation that Hindley had ordered between me and Heathcliff.”Still dreaming, she tries to push back the panels of the oak bed, only to find herself touching the table and the carpet at the Grange:“My late anguish was swallowed in a paroxysm of despair. I cannot say why I was so wildly wretched ... and my all in all, as Heathcliff was at that time, and been converted at a stroke into Mrs. Linton...the wife of a stranger: an exile, and outcast.” She attempts to forget the lengthy days of years of life without her soul even in her temporary derangement.“Most strangely, the whole last seven years of my life grew a blank! I did not recall that they had been at all.” Her mental and physical decay rapidly leads to the body's mortal end. She dies and seems to have none into perfect even after her death, she is still a wandering ghost. In Chapter 3, Lockwood, the lodger in Catherine's oak-paneled bed at Wuthering Heights dreams about the little wailing ghost:“The intense horror of nightmare came over me: I tried to draw back my arm, but the hand clung to it, and a most melancholy voice sobbed, ‘Let me in-Let me in’.‘ Who are you?’…‘Catherine Linton’, it replied, shiveringly…‘I'm come home: I'd lost my way on the moor!’…Terror made me cruel; and finding it useless to attempt shaking the creature off, I pulled its wrist on to the broken pane, and rubbed it to and fro till then blood ran down and soaked the bedclothes: still it wailed, ‘Let me in!’…it is twenty years, twenty years. I've been a waif for twenty years!”Catherine aspires to be back in her heaven even being a spirit. But leer self-deceptive decision has made her fall from her and Heathcliff's heaven full of demonic love and her never docile or submissive nature has drawn her out of her and Edgar's heaven filled with civilized emptiness in the meantime. She pushes herself into her tragedy, the endless dilemma between her love and marriage, which won't end up with her ： Emily，Wuthering Heights，Beijing：Foreign Language Teaching and Research Press，London：Oxford University Press Sigmund，Interpretation of Dreams，Beijing：Foreign Language Teaching and Research Press Trysh，Heathcliff and Cathy，the Dysfunctional Couple，The Chronicle of Higher Education，Washington， Rebecca，Diaries and Displacement in Wuthering Heights，Studies in the Novel，Denton，2000 里面有你需要的英语论文，我载老一篇，不合适切看下嘛，呵呵！！！
《老人与海》中桑提亚哥主体形象分析一、内在力量桑提亚哥是位以打鱼为生的古巴老渔夫，他历经风霜饱受艰难，岁月的流失在他身上留下了深刻的痕迹。他已连续84天没钓到一条鱼了，前几十天有一小孩陪着他出海，由于他的失败和背运，那个小孩被父母逼着跟另外的渔船钓鱼。如今老头孤独无援，厄运缠身。但他老而不衰，苍老的容貌与他充满活力的内心形成了鲜明的对比。海明威在描写桑提亚哥这一人物时，通过描述他的体貌和眼神，体现出了老人外表的苍老与内在的力量：The old man was thin and gaunt,with deep wrinkles in the back of his neck. The brown blotches of the benevolent skin cancer the sun brings from its reflection on the tropic sea were on his cheeks. The blotches ran well down the sides of his face and his hands had the deep – creased scars from handling heavy fish on the cords. But none of the scars were fresh. They were as old as erosions in a fishless about him was old except his eye and they were the same color as the sea and were cheerful and undefeated.除了老头那双充满活力的眼睛，海明威还通过小孩曼诺林的眼睛让读者看到桑提亚哥身体上其它有力的部分，从而使读者期待而不幻想，把注意力集中到桑提亚哥身上，他有力的肩膀，壮实的头颈无一不显示出他所蕴含的力量： They were strange shoulders,still powerful although very old,and the neck was still strong too and the creases did not show so much when the old man was asleep and his head fallen forward. 也正是这种老而不衰的体力构成了桑提亚哥支撑自信的基本力量之一。作为一个经常处于与大自然力量相抗争状态的渔夫，他知已至深，十分清楚自身的优势和胜算；对于他要面对的大鱼，他亦知彼至深，懂得如何运用技巧和耐力赢得一场公平的战斗。他对自己的能力不抱幻想，也不狂妄地自我吹嘘。只是等待机会证实自己的能力，所以，他对曼诺林的称赞反应并不十分强烈，只是淡淡的一句 “Thank you. You make me happy. I hope no fish will come along so great that he will prove us wrong.” 显示出一个知已知彼的钓鱼高手在临战前的冷静和镇定，话说得虽少，却字字千钓，自有一股震人心魄的力量。 桑提亚哥的行动正如他的言语一样，简洁而精确，没有多余的动作。他的每个动作似乎经过精确计算，决不多浪费一点精力。如他脱衣睡觉的动作，轻捷而实用，读起来让人如身临其境： He rolled his trousers up to make a pillow,putting the newspaper inside them. He rolled himself in the blanket and slept on the other old newspapers that covered the springs of the bed. 他简朴，贫困而不寒酸，谦卑而不低贱，动作之中自有一股尊严，令人敬仰。海明威在这一人物身上寄托了他对人性的深刻理解和信念。无论环境多么困苦艰难险恶，无论一个人的地位高低，保持人的尊严是最重要的。这种尊严不会由于财富的多寡，运气的大小而增减，它是真正美好的人性必不可少的一部分，Young指出这种认识境界也是海明威本人所能达到的高度，也是他这一作品最成功之处。 “The knowledge that a simple man is capable of the decency, dignity, and even heroism that Santiago possesses and that his battle can been seen in heroic terms is itself perhaps the greatest victory that Hemingway won.” 二、硬汉本色如果说桑提亚哥在其行动中显示了尊严，在遭到失败后还继续保持不败的精神则显示了他的硬汉本色，他与小孩曼诺林的友谊则显示了他性格中温暖的一面。他的忠诚和激情通过他的行动表达出来，如他独自一人在海上的时候多次提到小孩曼诺林，使人感觉到他对友谊和帮助的渴求。 但桑提亚哥这一人物的性格并非不存在任何缺陷，如他允许自己和曼诺林不断重复那段关于子虚乌有的米饭和鱼网的对话，暴露了他性格中非理智的一面： “What do you have to eat?” the boy asked. “A pot of yellow rice with fish. Do you want some?” “No. I will eat at home. Do you want me to make the fire?”“No. I will make it later on. Or I may eat the rice cold.” “May I take the castnet?”“Of course.”“硬汉子”桑提亚哥在与马林鱼和鲨鱼的冲突中把自己的体能发挥到了极限。但在小说的结尾处，我们听到桑提亚哥和Manolin在谈论下次出海打鱼的计划： “Now we fish together again.” “No. I am not lucky. I am not luck any more.” “The hell with luck,” the boy said “ I’ll bring the luck with me.” ...... “We must get a good killing lance and always have it on board. You can make the blade from a spring leaf from an old ford. We can grind it in Guanabacoa. It should be sharp and not tempered so it will break. My knife broke.”桑提亚哥并没有被打败。此次捕鱼的失败只给他留下了疲劳和更多的经验或诀窍。同时，曼诺林的存在使他的失败又被赋予了一层新的意义。他发现他可以从自己失败的地方找到可以教导曼诺林的教训，现身说法，使这次失败在曼诺林身上产生更深远的价值，桑提亚哥的“硬汉”精神会在曼诺林身上得到延续和弘扬。正如Baker所言： “The winner takes nothing but the sense of having fought the fight to the limits of his strength，of having shown what a man can do when it is necessary like many of the rest of us，he is undefeated only because he has gone on trying.” 三、海明威主角模式卓绝的特质与阔远宁静的心理素质在桑提亚哥这一主体形象身上，不仅凝聚了海明威主角模式卓绝的特质，如压力下的冷静和优雅风度以及产生这种优雅感的自我控制力，还显示出了一种更加阔远宁静的心理素质。桑提亚哥对失败的反应已不再像其主角模式那样愤世嫉俗，他平静而坚定地接受了自己的命运，内心的信念并未因此而丧失。作为一个渔夫，连续数月捕不到鱼这种挫折对他来说既不是第一次，也不是最后一次。这一点从曼诺林口中说出，也说明了曼诺林对老人桑提亚哥的信心基础。在曼诺林的眼中，桑提亚哥是经受过考验的。对读者来说； The man who never encounters death,who never faces any danger at all, this man has not yet been tested; we don’t know whether he will withstand the pressures,whether he will prove to be a true Hemingway man.对桑提亚哥来说，更富有意义的是他已不止一次经受住了考验，他无论在道德上还是在勇气上都属于胜利者。 “He fights with dignity,against great odds,and though he loses the marlin,he survives and wins and moral victory for himself by daring the sea and the great fish. The fullest expression of his courage and his strength are tested-- and are triumphant.”另外，桑提亚哥作为胜者的意义不仅仅在于他在压力下所显示的巨大勇气和凛然的尊严，还在于他强大的意志力与其衰老的肉体强烈的反差对比，他体能上的弱势由于其娴熟的技巧得到部分弥补，但他作为一个个体在与生存环境的抗争中更富有深刻的寓意。桑提亚哥所显示的勇气和意志力于全人类无疑具有深刻的意义。四、结语作为文学作品中一个虚构的人物，桑提亚哥是“浑圆”的人物，他的内心和态度经历了变化，性格得到了进一步的发展。他意识到在向自己的极限的挑战中，他所能取得的成功由于其它对抗力量的制约而不能圆满，当他发现自己一直寻找或猎取的大鱼被毫无意义地吞食时，他意识到不仅伤害了对手，也伤害了自己。而在这以前，他还一直以为自己在一场公平的竞争中赢得了胜利，遭遇鲨鱼之后他才发现自己为这一胜利付出的代价多么惨痛。在他出海前，他满怀信心，认为凭借一已之力就可以捕到大鱼，但在与大鱼正面对抗时，他才意识到人与人之间的帮助是珍贵而必需的，这种帮助的意义还不仅仅在于体力上的帮忙，更重要的是给他以精神上的支撑。
在Word里面有template的，theses就是了。
英美文学,是指英国的文学和美国的文学代表作品,长期以来,英美文学在世界文学史上占有重要的意义,也给现代文学的发展指引和引导了重要的方向。下面是我为大家整理的英美文学论文，供大家参考。
我国自1953年开始在高校英语专业学生中开设英美文学课到现在已有近60年的历史，英美文学课作为英语专业学生的高年级主干课程，在整个课程体系中占有重要地位。2000年 教育 部颁发的《高等学校英语专业教学大纲》规定：文学课程的目的在于培养学生阅读、欣赏、理解英语文学原著的能力、掌握文学批评的基本知识和方法，通过阅读和分析英美文学作品，促进学生语言基本功和人文素质的提高，增强学生对西方文学及 文化 的了解。由此可见，文学课教学在提高学生的语言功底，全面提升大学生人文素质方面起着重要的作用。然而，英美文学课对于学生的“内在”气质培养是需要花费一定时间的，需要学生在课上积极参与，课下静心研读经典并吸收其中的人文知识财富。然而，随着商品经济的触角不断深入到社会的每个角落及其网络文化的迅速崛起，高校学生越来越重视诸如 英语口语 、 商务英语 、 旅游英语 等实用性课程及其网络上的快餐文化，社会导向使得学生越来越不屑于花时间潜下心来认真研读经典的文学作品。笔者曾在我省六所理工科院校做过一项调查，结果显示，能在课余时间阅读文学经典作品的学生只占被调查学生总数的8%，而62%的学生将诸如 演讲技巧 、交际能力、创业秘诀之类的书放在了课余阅读的首位。在这种背景之下，文学课教学也遇到了诸多困难，甚至一些高校为了迎合社会上的这种趋势竟压缩英美文学课时，使得英美文学课呈现出被边缘化了的趋势。不少著名语言学者感慨：现在的语言专业学生的口语表达能力很好，但内在修养素质欠佳，对所学语言国家的思想观念、价值取向、风俗文化知之甚少，学生几乎成为了一个个语言与翻译的机器。为了有效激发学生对英美文学课的兴趣，充分发挥英美文学的教学及其育人作用，不少学者对高校英美文学的教学现状做出过富有成效的调查，本文结合前期的英美文学教学调查 报告 成果，提出了多元、复合式的英美文学教学方法不仅能够有效提高课堂教学质量，激发学生对英美文学课的热爱，而且能够提高学生的整体素质和思辨能力，并进一步探讨了复合式英美文学教学方法的意义及与传统“四段论”的教学方式作出了比较。
一、“四段论”的英美文学教学方式
南京师范大学英美文学学者程爱民教授曾对目前我国英美文学课的教学方法做出过一项调查，调查显示：绝大多数英美文学课教师仍然沿用较为传统的教学模式，即只注重教师的讲解，对学生参与的要求不高。在讲一个作家或一部作品时，先从时代背景、作家生平讲起，接着是作品的思想内容、艺术特点。这种“时代背景”“作家生平”“作品的思想内容”“艺术特点”式的四段论程序化教学方法基本是“以本为纲”，即以课本为主要教学素材，教师在课堂上主要根据英美文学史的发展过程，按照教学计划安排教学进度;教学方法基本上是按照英美文学史的发展过程，将英国文学史和美国文学史划分为几个主要阶段，上课时教师首先介绍某一历史阶段的文学时代背景、总体文学特征，然后逐个介绍、讲解作家的生平、创作经历和主要文学作品。并对课本中作家代表作的摘选部分进行讲解。在课堂上，教师也会对学生提问，但是提问次数不多，主要是教师在讲台上讲解、学生在座位上听讲。这种“填鸭式”而非“启发式”的教学方式极易使课堂气氛变得较为沉闷，所造成的结果就是老师一个人在讲台上唱独角戏，而讲台下的学生却不能真正融入到老师的讲解当中。用这种方式进行英美文学教学，很难对学生形成较大的影响。这种单一的“四段论”程序化教学有其形成的背景。在多媒体教学尚未在中国大学大面积铺开的时刻，英美文学教学也依赖传统的教室黑板教学，英美文学教师很难依赖教学硬件设备给学生提供大量的相关信息。而鉴于英美文学课时较短，无法抽出太多的时间来进行课上的讨论，所以这种“填鸭式”的教学方式在所难免。
二、多元复合式的英美文学教学方法
北京大学博士生导师李赋宁说：英美文学课属于人文科学门类，它的目标是培养学习者的人文精神，提高其文化修养和素质，树立社会责任感，造就德才兼备的外语人才。从本质上看，文学作品是作者对人生和社会的体验、感受和思考的记录，读者对文学作品的理解只有靠融入性的交流——将个人经历融入到作者的世界中与作者进行交流时才能实现。因此，文学课教师应该多启发和引导学生，唤起学生的心理感受和参与热情，而不仅仅是用透彻的讲解来主宰课堂并且替代学生的思考。鉴于英美文学教学在 英语学习 中的重要作用，在教学过程中，教师应当用英美文学名著中随处可见的人文思想、智慧和魅力去吸引学生，充分发挥英美文学教学固有的优势和内在的潜力，激活文学课的效力，运用各种灵活多样的教学手法来实现其教学目的。基于以上分析，笔者认为应当将以下元素融入到实际的英美文学教学中去，以实现一种多元复合式的英美文学教学。
(一)构建“互动式”的英美文学教学模式
从上述分析中不难看出，传统“四段论”英美文学教学模式的缺点就是缺少创造性和交互活动，整个教学过程是单向的，仅是由教师指向学生，师生之间很难形成有效互动，所以将“交互式”的教学模式引入英美文学课堂教学中势在必行。交互式教学法最早是在1982年由美国教育学家Palincsar提出的一种富有创意的教学理论和策略。与传统的以教师为中心的教学法不同的是，交互式教学法始终将学生放在学习的中心位置上，让学生参与教学活动的全过程，真正成为教学活动的主体。同时，交互式教学方法还强调将教师放在教学的主导位置上，实现教师与学生、学生与学生、学生与教材之间的双向良性交流与互动。简言之，交互式教学法就是以师生、生生互动为桥梁，摒弃教师“一言堂”所带来的填鸭式教学，使英美文学教学中的教师、学生、教材和媒体几大要素之间形成立体的信息交流和传递。由于课堂教学是以传递知识信息为主，所以使用交互教学法时，切不可为了课堂的活跃而忽略了教学目标。交互式教学法用于英美文学课堂教学中时要遵循以下原则：一是以教学重难点为中心原则。英美文学课作为专业主干课程包含了许多学生理解不了的重点和难点，在教学中要引导学生以教学重点为轴，以解答难点为线，师生、生生合作互动探究教学中的疑难问题，寻求有效的解决途径。教师的作用主要是始终把握课堂沿着既定设计进行，避免因为互动而忽略文学教学中重点和难点的处理。二是构建开放课堂原则。开放式课堂是可持续发展的课堂，教师通过富有策略的引导和兴趣、情感的激发，使学生学习知识成为自身需求的表现，通过组织小组合作探究，体验性学习，个性化学习等学习模式，使学生在融入性的氛围中主动学习，这对学生体验文学名著中作者的世界观和价值观有着重要的意义，可以有效解决学生和作者之间融入性交流不足的问题。三是实践性原则。在教学实践活动中，通过课堂教学实践，设置与教学内容相符合的英语情景，让学生在欣赏与分析英文原著的过程中提高听、说、读、写等基本技能。采用交互式英美文学教学方法能极大发挥学生在学习过程中的主观能动性，引导他们得出自己的结论。一千个人读《哈姆雷特》就会有一千个哈姆雷特，每一部文学作品都是开放性的，学生们不喜欢教师将自己的意志和理解强加在自己头上，他们更喜欢通过阅读得出自己的理解和观点。比如在学习福克纳的短篇小说《致艾米丽的玫瑰花》时，笔者采用如下方式来实践交互式教学法。首先，让学生在课下来准备作家福克纳的相关资料，课上予以展示。教师根据学生准备的相关资料，进一步深入挖掘学生一般不能洞察到的福克纳作品的主题：对罪恶的惩罚总会以某种形式在后代人身上得以呈现。然后教师给出有关情节，人物和主题的几道思考题，让学生带着问题来阅读整篇小说。最后，让学生各抒己见，发表对小说的看法，主要是围绕着为什么艾米丽小姐要杀死自己的情人，及其为什么作者将题目命名为《致艾米丽的玫瑰花》，而全文并无玫瑰意象的出现。最后教师根据学生的发言进一步 总结 该篇小说怎样扣住福克纳小说的一贯主题。在这个师生、生生互动的过程中，学生对小说的理解比教师单独讲解要深刻得多。通过学生主观能动性的发挥，枯燥的文学课堂将变得丰富多彩，学生对文学课的兴趣也将变的愈加浓厚。
(二)利用计算机网络环境辅助英美文学教学
从学习论的角度出发，建构主义学习理论是基于计算机网络的英美文学教学模式重要理论来源。建构主义提供了一种与传统的客观主义不同的学习理论。这种学习理论认为：认识并不是主体对于客体被动、简单和肤浅意义上的反映，而是一个不断深化、主动和从深层意义上进行建构的过程，即所有知识意义都是通过内在表征过程主动建构出来的。同时，学习环境在知识建构的过程中起着重要的作用，建构主义学习理论强调为主体建构提供良好的外部条件。这些思想都在基于计算机网络的英美文学教学实践中有所体现。首先，计算机网络的图像、声音、视频能够调动起学生的视觉、听觉等各个器官，充分激发和挖掘了学生的直觉思维和参与意识。一幅图片当中所容纳的信息内容可以和上百甚至上千个文字想比较，而一部电影视频中所包含的内容就更多，学生们只需要两个小时的时间就可以了解完一整部小说中的所有内容。其次，信息媒体的一大特征就是它的可延伸性和可交互性，学生可以通过网络进行超文本链接，搜索到很多与所学英美文学内容相关的信息，进一步加深理解。另外学生在进行选择、提取信息及其发布信息的过程中能够得到评估和反馈，这使得学生主动参与到学习过程中去发现、归纳文学中的内在规则，这种参与认知能够积极调动学生的潜能，培养学生的自主学习策略。目前，英美文学课的课时有限，不允许教师包罗万象的将教学内容呈现在课堂上，但是通过计算机网络等多媒体技术，教师可以将英美文学课堂有效延伸，以缓解目前英美文学教学内容庞杂而课时有限的矛盾，同时，学生的自主学习、自我管理能力也能得以有效培养。
(三)构建立体化的教学内容
多元复合式的英美文学教学方法也必将带来教学内容上的一场革命。目前，许多学校的英美文学课采用“文学史”+“选段”模式，教师除了在课上依据“四段论”来讲述文学史实外，还会增加一些文学选读来作为一种补充，除此之外，基本没有其他内容。美国哈佛大学心理学教授霍华德•加德纳认为：如果能对同时期的文学及艺术发展有相互对照的了解，就会对该时期的文化精神从整体上掌握;如果能掌握不同时期的精神与不同艺术所呈现的符码，便能进入作品形成的思辨过程，对人文精神的了解会更宽广，就会不再拘于文字的层面。从这个意义上讲，在文学教学中引入跨领域的内容对于拓展学生的思维和提高学生的人文精神有着重要的意义。所以，在英美文学课上，教师若能根据教学内容，不拘泥于纯文学的领域，而将社会、艺术、文化等相关学科的知识、内容与文学的相关内容结合起来，就能引起学生更多的学习意愿，激发学生的潜能。例如，阅读美国殖民地时期的文学作品，就必须了解宗教领域内的清教主义;如果不了解教义中的“原罪说”，就很难理解霍桑的小说《红字》的主题;不了解西方的非理性主义哲学，就不会对西方文学作品如荒诞派文学等产生深入的理解;不了解弗洛伊德的“恋母情结”就很难深入理解劳伦斯的《儿子与情人》。另外，为了构建立体化的教学内容，一定要注意将文学与历史及其哲学结合起来。按当今的学科分类，文学和史学，共同构成了人文学科的主体，而哲学则是超乎一切学科之上的通学，故又有文史哲三位一体之说。虽然文史哲各有其特质，简言之，哲学最为关注生与死，史学最当记述哀与荣，文学最宜抒发爱与恨，但三者又同根同源，因此，在学习文学作品时，完全可以将相关的历史与哲学常识联系起来，利用同学们对历史和哲学已有的基础知识激发学生对文学的学习兴趣。
三、多元复合式英美文学教学方法的意义
通过对英美文学课的学习，实际上是使学生获得对世界和人生的感悟与体验，培养学生对任何生命主体的亲近和敬畏。它不仅是一门科学，更是一种对世界的态度。通过教师使用多元复合式的教学方法，可以给学生提供广阔的自由发展空间，充分发挥学生的主动性、积极性和创造性。学生通过积极参与英美文学课的教学，养成积极思考与表达的习惯，通过积极阅读英美文学作品原著，理解英美文学与文化，提高文学批评鉴赏能力和英语水平，学生的分析能力和思辨能力在这个过程中也就得到了相应的提高。
学习英美文学除了可以提高学生的语言能力和认知水平外，更重要的是可以培养学生健康高尚的道德观和审美观，提高学生的人文素质，因为文学作品具有不可替代的感染力和教化作用，通过学习和分析作品中的真善美和假丑恶，引导学生形成正确的的世界、人生和价值观，培养他们认识问题、解决问题的能力从而有助于大学生陶冶情操、开拓心智、提升他们的思想境界。从这个意思上说，多元复合式的英美文学教学方式的确为高校的人文素质教育提供了一个重要的平台，对于培养大学生的综合素质起到了关键的作用。
由于受到当前社会上“功利主义”和“实用主义”思想的影响，许多英语专业的学生对文学课程的设置怀有排斥态度，认为文学课程毫无实用价值，对自己将来找工作并无帮助，因而否定文学课程的意义。的确，文学教育自身的特点决定了它不可能在短时间内起到立竿见影的效果，它是一种长期的潜移默化式的滋养。正如虞建华教授所言：“文学是一门‘致知’的学科。真正有价值的文学作品，通过语言的艺术反馈 经验 ，提供认识社会和人本身的观察窗口，它的影响力不是直接的，而是深远的;不是物质层面的，而是精神的;不是可以明显感知的，而是潜移默化、无所不在的”。学校如果过分强调英语学习的实用性就会导致学生思想贫乏，心灵闭锁，缺乏 想象力 和创造力，学生的综合素质必然滑坡。
一、文学教育及其重要意义
文学教育不同于语言教育，但又跟语言教育互为依托。语言教育的目的是培养学生的语言应用能力，具有很强的工具性特征。英美文学教育是在英语语言能力的基础之上，培养学生的文学鉴赏能力、文学品味与健全的人格。文学具有抚慰心灵、陶冶情操、塑造伟大人格、开拓人类精神空间的内在价值。文学教育为学生提供有“意义”和有“韵味”的语言输入，使学生耳濡目染于优美的英美文学语篇，从而帮助学生塑造独特个性，培养文化宽容精神，提高鉴赏能力、思维能力、想象能力和创新能力。中国科学院院士杨叔子认为，“人文文化具有重要的基础地位，关系到民族的存亡，关系到国家的强弱，关系到社会的进退，关系到人格的高低，关系到涵养的深浅，关系到思维的智弱，关系到事业的成败。”我们对学生进行人文素质教育就是要将人类的优秀文化成果通过知识传授、环境熏陶，使之内化为学生的人格、气质、修养，成为人的相对稳定的内在品格。在文化与文明的传承过程中，文学起到了功不可没的作用。文学涉猎广泛的题材，在表达悟识、 反思 生活方面的价值是任何其他方面的学习难以取代的。就个人的长远发展和民族的长远利益来说，文学教育虽然费时、费力，不容易见成效，却是一项意义深远的旨在提高民族整体素质的人文工程。
二、英美文学教学改革途径
现在的英美文学课程课时偏少，教学内容不够丰富系统，教学方法单一，要想通过文学教育更好地培养学生的素质，就必须探索英美文学教学改革的途径。
1、调整授课学时
随着现代教育技术的发展，传统上依靠教师在课堂上带领学生操练的语言技能课如听力、口语和阅读等课程，现在可以借助计算机和 网络技术 减少课时，采取教师课堂指导、督促、检查和学生自我操练相结合的教学方法，这样就为文学教学腾出了教学时间。可以将文学类课程提前到大学二年级，并贯穿整个大学后三年，这样学生的人文素养和英语基本功一定能有较大的提高。
2、增加“文学批评理论”教学
当前英语专业学生的课程设置中，很少出现“文学批评理论”的身影，这不得不说是一种遗憾。文学文本所涉及的话题是复杂的、深入的、丰富多彩的，并没有什么一成不变的答案。文学教学不是要去寻找各种权威的或正确的解释，而是要为学生提供一个阅读和思考的场所，教师应该鼓励学生学会个性化的阅读和培养一种独立思考的能力。在这个过程中，文学教学应该对学生的智慧产生影响，而文学批评理论的学习可以发挥很大的作用。20世纪各种新的文学批评理论不断涌现，我们看到了马克思主义批评、读者反映批评、结构主义、结构主义、后殖民主义等。这些文学批评理论颠覆了传统的文学“经典”教学内容和模式。文学理论可以使我们以完全不同的方式去阅读经典作品，并使我们认识到经典作家要比我们过去对他们的认识复杂得多。
3、改革教学模式
以教师为中心的传统教学模式注重专业知识的单向传授，学生的积极性、主动性和动手能力不强。课堂教学应将教师的讲授与指导、课前小组准备与课堂专题讨论结合起来，有效地实现师生之间的互动。教师通过布置开放性的研究任务，让学生带着问题，以协作学习的方式完成自主探究学习。学生对图书馆和网络资源进行查阅检索，对所得资料进行分析比较、选择取舍、加工处理，这是一个努力探索、积极进行意义建构的过程。教师是意义建构的帮助者，即帮助学生学会独立思考和独立解决问题的能力。教师也可利用多媒体设施与影视资源，增加学生的学习兴趣，或号召学生运用想象力，根据名著改编作品并进行舞台表演。
4、改革评价模式
传统的学生评价模式主要是考察学生掌握的知识量，能力评价环节较薄弱。我们应注重考核学生的综合素质，注重过程性评价。在评价过程中，评价主体应该是多元的，包括教师、同伴和学生本人;考核方式应该是多样的，包括试卷测试、课外学习、课堂汇报、小组答辩、PPT制作，课程论文写作等。
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《呼啸山庄》人物关系结构 Title：Catherine's dilemma between love and marriage in Wuthering Heights——The Psychoanalysis of love triangle relationship with Freud’s theory of personalityAbstract：Wuthering Heights tells a story of superhuman love and revenge enacted on the English moors. In this thesis, an attempt is made to analyze the love triangle relationship which leads to Catherine's dilemma between love and marriage in Wuthering Heights by virtue of Freud’s theory of words：Wuthering Heights Freud’s theory of personality love triangle relationshipIn Catherine's heart she knows what is right, but chooses what is wrong. It is her wrong decision that pushes her into the inextricable []dilemma between her love and marriage; it is her wrong choice that plunges the two families into chaos. In the mind, she is truly out of her to Sigmund Freud(1856—1939), the structure of the mind or personality consists three portions: the id, the ego, and the superego.“The id, which is the reservoir of biological impulses, constitutes the entire personality of the infant at birth. Its principle of operation, to guard the person from painful tension, is termed the pleasure principle. Inevitable frustrations of the id, together with what the child learns from his encounters with external reality, generate the ego, which is essentially a mechanism to minimize frustrations of the biological drives in the long run. It operates according to the reality principle … []The superego comprises the conscience, a partly conscious system of introjected moral inhibitions, and the ego-ideal, the source of the individual's standards for his own behavior. Like external reality, from which it derives, the superego often presents obstacles to the satisfaction of biological drives.”“In the mentally healthy person, these three systems form a unified and harmonious organization. Conversely, when the three systems of personality are at odds with one another the person is said to be maladjusted.” Here Catherine's tragic psychological process may be well illustrated by Freudian psychoanalysis.“I cannot express it; but surely you and everybody have a notion that there is, or should be, an existence of yours beyond you. What were the use of my creation, if I were entirely contained here？” Catherine's strange words reflect that the intelligent Emily Bronte had been earlier pondering over a same question in her work. What on earth is“the existence of Catherine's beyond Catherine”？Here we may believe that Heathcliff stands for Catherine's instinctual nature and the strongest desire—her “id” in the depths of her soul; Edgar, her ideal “superego”, represents another part of her personality: the well-bred gracefulness and the superiority of a wealthy family; and she, herself is the “ego” tortured by the friction between the two in the disharmonious the light of Freud's theory of personality, “the superego is the representation in the personality of the traditional values and ideals of society as they are handed down from parents to children.” Catherine's choice of Edgar as her husband is to satisfy her ideal “superego” to get wealth and high social position, which are the symbol of her class, on the basis of the education by her family and reality from her early childhood. She is a Miss of a noble family with a long history of about three hundred years. Only the marriage well-matched in social and economic status could be a satisfaction for all: her family, the society and even her practical self. “It would degrade me to many Heathcliff now ... if Heathcliff and I married, we should be beggars？” This is her actual worry for her future. Catherine yields to the pressure from her brother, and alike, in truth, she is yielding to the moral rules of society, without the approval and identification of which, she could not live a better life or even exist in it at , Catherine underestimates what her other more intrinsic self would have effect on her. The most remarkable claim by Catherine herself may be the best convincing evidence to distinguish the different roles of Heathcliff and Edgar—her “id” and her “superego”:“My great miseries in this world have been Heathcliff's miseries, and I watched and felt each from the beginning: my great thought in living is himself. If all else perished, and he remained, I should still continue to be; and if all else perished, and he was annihilated, the universe would turn to a mighty stranger: I should not seem a part of it. My love for Linton is like foliage in the woods: time will change it. I'm well aware, as winter changes the trees. My love for Heathcliff resembles the eternal rocks beneath: a source of little visible delight, but necessary. Nelly, I'm Heathcliff! He's always, always in my mind: not as a pleasure and more than I am always a pleasure to me, but as my own being. So don't talk of our separation again: it is impracticable.”It was a happy thought to make her love the kind, wealthy, weak, elegant Edgar, yet in submission to her superego to oppose against her id, she would fall into a loss of the self. Since the id is the most primitive basis of personality, and the ego is formed out of the id, Catherine's life depends wholly on Heathcliff， as the whole connotation and truth of her life in the cosmic world, for its existence and further more for the significance of her existence. Heathcliff is the most necessary part of her being. She marries Edgar, but Heathcliff still clutches her soul in his passionate embrace. Although she is a bit ashamed of her early playmate, she loves him with a passionate abandonment that sets culture, education, the world at defiance. Catherine's wrong choice for marriage violates her inner desires. The choice is a victory for self-indulgence—a sacrifice of primary to secondary things. And she pays for one hand, Catherine doesn't find the heavenly happiness she was longing for. Though as a girl “full of ambition”and “to be the greatest woman of the neighborhood” would be her pride, the enviable marriage could only flatter her vanity for a second. After her marriage, the comfortable and peaceful life in the Grange was just a monotonous and lifeless confinement of her soul. She feels chocked by the artificial and unnatural conditions in the closed Thrushcross Grange— a world in which the mind has hardened and become unalterable.“If I were in heaven, Nelly, I should be extremely miserable. ” Catherine eventually knows that the Lintons' heaven is not her ideal heaven. She and Heathcliff really possess their common heaven. Just as Catherine says,“Whatever our souls are made of, his and mine are the same; and Linton's is as different as a moonbeam from lightning, or frost from fire.”Catherine doesn't want to live in the Lintons' heaven; on the other hand, she has lost her own paradise that she ever had with Heathcliff on the bare hard moor in their childhood. The deepest bent of her nature announces her destiny—a wanderer between the two worlds. When she is alive, she occupies a position midway between the two. She belongs in a sense to both and is constantly drawn first in Heathcliff's direction, then in Edgar's, and then in Heathcliff's again and at last she loses herself completely. Her childish illusion to use her husband's money to aid Heatllcliff to rise out of her brother's power has vanished in thin air. And her constant struggle to reconcile two irreconcilable ways of life is in vain too, which only caused more disorder in the two worlds and in herself as Freudian principles, should the ego continually fail in its task of satisfying the demands of the id, these three factors together—the painful repression of the id's instinctual desires, the guilt conscience of revolt against the superego's wishes, and the frustration of failure in finding outlets in the external world- would contribute to ever-increasing anxiety. The anxiety piles up and finally overwhelms the person. When this happens, the person is said to leave hallucinatory wish-fulfillment, then a nervous radical breakdown, and in the end may finish the person off. Catherine is destroyed into psychic fragmentation by the friction between the two. At the height of her Edgan-Heathcliff torment, Catherine lies delirious on the floor at the Grange. She dreams that she is back in her own old bed at Wuthering Heights “enclosed in the oak-paneled bed at home, and my heart ached with some great grief…my misery arose from the separation that Hindley had ordered between me and Heathcliff.”Still dreaming, she tries to push back the panels of the oak bed, only to find herself touching the table and the carpet at the Grange:“My late anguish was swallowed in a paroxysm of despair. I cannot say why I was so wildly wretched ... and my all in all, as Heathcliff was at that time, and been converted at a stroke into Mrs. Linton...the wife of a stranger: an exile, and outcast.” She attempts to forget the lengthy days of years of life without her soul even in her temporary derangement.“Most strangely, the whole last seven years of my life grew a blank! I did not recall that they had been at all.” Her mental and physical decay rapidly leads to the body's mortal end. She dies and seems to have none into perfect even after her death, she is still a wandering ghost. In Chapter 3, Lockwood, the lodger in Catherine's oak-paneled bed at Wuthering Heights dreams about the little wailing ghost:“The intense horror of nightmare came over me: I tried to draw back my arm, but the hand clung to it, and a most melancholy voice sobbed, ‘Let me in-Let me in’.‘ Who are you?’…‘Catherine Linton’, it replied, shiveringly…‘I'm come home: I'd lost my way on the moor!’…Terror made me cruel; and finding it useless to attempt shaking the creature off, I pulled its wrist on to the broken pane, and rubbed it to and fro till then blood ran down and soaked the bedclothes: still it wailed, ‘Let me in!’…it is twenty years, twenty years. I've been a waif for twenty years!”Catherine aspires to be back in her heaven even being a spirit. But leer self-deceptive decision has made her fall from her and Heathcliff's heaven full of demonic love and her never docile or submissive nature has drawn her out of her and Edgar's heaven filled with civilized emptiness in the meantime. She pushes herself into her tragedy, the endless dilemma between her love and marriage, which won't end up with her ： Emily，Wuthering Heights，Beijing：Foreign Language Teaching and Research Press，London：Oxford University Press Sigmund，Interpretation of Dreams，Beijing：Foreign Language Teaching and Research Press Trysh，Heathcliff and Cathy，the Dysfunctional Couple，The Chronicle of Higher Education，Washington， Rebecca，Diaries and Displacement in Wuthering Heights，Studies in the Novel，Denton，2000 里面有你需要的英语论文，我载老一篇，不合适切看下嘛，呵呵！！！
月亮与六便士，追影子的人
《汤姆叔叔的小屋》、《看得见风景的房间》、《月亮与六便士》、《灿烂千阳》、《汤姆·索亚历险记》、爱丽丝·沃克作品《日用家当》、《秀拉》、《杀死一只知更鸟》、《雨中的猫》、《人鼠之间》、《绿山墙的安妮》、《董贝父子》、《白鲸》、《白牙》、《鸡蛋的胜利》、《理智与情感》、《雨中的猫》、《黑猫》、《黑暗的心》、《猫的摇篮》、《消失的地平线》、《柏油娃娃》、《达洛维夫人》、《最蓝的眼睛》、《七角楼》、《庭院中的女人》。
来自
英语毕业论文网
首先写论文最忌讳就是写名著了，不是抄袭也像抄袭，我上学时导师一见这样的，光题目都通不过。还是写一些少见的比较好，最好是一些不太出名的人物写的文章，因为最终导师要看的是你的写作水平，而不是原作者的名气。另外，我也建议写一些短篇小说，内容少，自己可以看一看，这样在最后答辩的时候就非常有优势，不至于对小说内容一知半解的，毕竟太长的全英小说也不是那么好读的~以上是我的个人经验之谈，希望可以帮助到你，还有问题可以加我扣扣~
英语议论文写作是英语专业学习者学习中很重要的一项技能，恰当运用评价资源能增强作者表达对事件的态度和立场，开启话题，可以感染和说服读者。以下是我为大家整理的关于英语议论文范文，给大家作为参考，欢迎阅读!
英语议论文范文篇1
My opinion on copying others' homework
It is konwn to us all that some students copy others' homework,their reasons are as below:first of all,the homework is too much and always difficult;the second,they are not intrested in the lessons;and the third,the aim of finishing their homework is to please the teacher.
In my opinion,copying others' homework is not good,because it's against the rules of the should be honest and work hard to get high we have difficulties,we can even ask the teacher or our classmates for their help.
英语议论文范文篇2
Now it is common that students copy homework from their classmates. I think it is a terrible thing . Because homework is their own task and the check for what they learn in class.
If they copy others' homework , the teachers won't get the fact so they can't help the students to improve. Besides ,if the students can't finish their homework, they can't get the chance to go over their lessons so they can't make progress. So don't copy others' homework.
英语议论文范文篇3
In the picture we can see that a man is fishing attentively by the him there is a scholar who is stealing the fish in the man’s is obvious that the drawer of the picture tries to reveal a serious problemin the academic circle of our country — plagiarism. In recent years academiccheats have become rampant. Quite a lot of graduate students and scholars“use” others’ ideas, articles and papers without acknowledging the sourceof information.
They copy them without the fear that they might be a long time we paid less attention to the problem of plagiarism, butnow we are increasingly aware of its negative effects. Plagiarists’misconduct simply mean “stealing” others’ intellectual and academicaccomplishments, which not only depreciates their own humanity but contaminatesthe climate of the academic circle. Academic falsification is like an epidemicdisease that spreads fast and will destroy the healthy development of academicstudies. What’s worse, these plagiarists have set a very disreputable exampleto the younger generation.
So what attitude should we hold towards it? From my point of view, weshould resolutely battle against this ill phenomenon. Education of moralityshould be strengthened among the scholars and students. Those who steal others’academic achievements should be given severe punishment whenever they arespotted. If necessary, we can resort to the law to protect the interest of theoriginal writer and inventor. We must recognize that fighting againstplagiarism requires our persistent efforts.
翻译
在画中我们可以看到一位男子正在专心地在湖边钓鱼，在他身后有一位学者模样的人正从钓鱼人的鱼桶中偷鱼。显然，作这幅画的人是想揭示我国学术界的一个严重的问题—— 剽窃。近年来学术欺诈盛行，有不少研究生、学者“利用”别人的想法、文章和论文而不注明信息来源。
他们抄袭他人作品，不怕被抓。对剽窃问题很长时间以来我们关注甚少，现在我们越来越多地意识到它的负面影响。剽窃行为其实就是“偷”他人的知识和学术成就。剽窃不仅贬低人格，而且污染学术风气，它会像传染病那样迅速蔓延，破坏学术研究的健康发展。更糟的是，这些剽窃者给年轻的一代树立了坏榜样。
随着对 英语 文化 学习的不断深入,随着英语重要地位的不断确立,英语语言学的研究工作也越来越深入。下文是我为大家整理的关于英语语言学论文 范文 参考的内容，欢迎大家阅读参考! 关于英语语言学论文范文参考篇1 浅探英语语言学中的幽默话语 幽默是指在人类交际的过程中，能够引人发笑的话语、动作和表情等，其内容丰富多彩，表现形式多种多样，比例幽默话语、幽默动作、幽默音乐等等。因为人们的交际活动多依赖于语言，所以幽默也多来源于话语当中。 一、英语语言学中的幽默话语 在繁忙的生活中，幽默是一剂强力润滑剂。幽默话语是借助于语言手段来表述幽默的。它是以语言为媒介，根据特定的情境下，以轻松诙谐的语调，机智、风趣、戏谑的话语风格，通过讽刺、夸张、映射、双关等手法，来表达话语者自己的思想和观点，并使受话者不知不觉地接受，达到“随风潜入夜，润物细无声”的效果和境界。幽默话语往往带有一些意味深长的色彩，对揭露生活中的丑恶或不公平现象，还可以起到发人深省的作用。而对于受话者来说，要把话语和当时具体的语境线索结合起来，利用自己既有的语言知识和社会认知，去发现说话者的言外之意和要表达的真实意图，才能真正的理解幽默，并从中获得愉悦。 例如，“Mr Zhou have a sharp tongue，look out，it doesn’t cut your throat.”这句话看起来是像是在说舌头，但是，我们把这句话放到语境中，就可以想到，这里的“a sharp tongue”并不是什么锋利的舌头，而是牙尖嘴利、毒舌的意思，是发话者幽默、含蓄、间接的表达方式。 二、幽默话语与合作原则 (一)合作原则 胡范畴认为，所谓幽默话语是语言的各要素通过变异和创造而出来的。而美国语言哲学家Grice则认为，幽默话语的作用是为了确保交际活动顺利进行。Grice认为，在人们运用语言进行交际时，交际的双方(发话者和受话者)还要遵守一些先决条件和原则，例如使用双方都能熟练运用的语言、交谈内容是双方都熟悉的话题，还有最重要的合作原则(cooperative principle，CP)。合作原则包括四个范畴，即数量准则、质量准则、关联准则和方式准则。在合作原则下，要求发话者和受话者者要端正态度，在谈话中做到“一唱一和”，避免造成“鸡同鸭讲”“话不投机半句多”的情况。 (二)合作原则与幽默话语的关系 如果说要遵循“数量准则、质量准则、关联准则和方式准则”的合作原则是一位西装革履、步态稳健的中年人，那么幽默话语就是一位穿着休闲时尚、语态随意轻松的新新人类。合作原则与幽默话语的结合，就是传统沉稳美与时尚活力没的结合，在这种结合中，传统的合作原则难免要接受新的挑战，甚至在一定程度上被打破。以下，本文以数量准则和质量准则为例，对合作原则与幽默话语进行举例分析。 (1)幽默话语与数量准则 合作原则之质量准则要求说话者和听话者之间交谈的内容要包含适当的信息量。但是在实际的语言环境中，我们常常需要打破这一数量原则，来起到幽默话语的喜剧效果。例如： Jack：I saw Mr Green having lunch with a woman the day before yesterday. Eason：Oh my god!Is she beautiful? Jack：Yes，she is not only beautiful，but also young. Eason：Dose Mrs Green know about it? Jack：Of was the young and beautiful woman. 在这段对话中，Eason理解的和Mr Green共进午餐的年轻貌美的女人应该是除了Mrs Green以外的其他女人，同时也不是Mr Green家里的其他女性亲戚。而Jack如果不想引起误会的话，应该直接说他前天看到Mr Green和Mrs Green共进午餐，但是为了引起Eason的好奇心，促使他进一步追问，就在第一句话中只说看到Mr Green与一位女性共进午餐，这虽然是违反了数量准则的，但也就此产生体现了幽默话语的有趣、逗乐原则。而Eason心理期待与实际情况之间的落差导致其认知的突然重构，给交谈双方带来乐趣，达到愉悦和反讽的效果。 (2)幽默话语与质量准则 合作原则之质量准则要求说话者不说自知是虚假的话，不说无稽之谈，但是在幽默话语中，说话者经常会采用诸如反语、夸张的休息手法。这样虽然会打破“质量准则”，但是带来的幽默效果也是非常显著的。在上世纪90年代即被引入中国并风靡十几年的美国NBC情景剧《老友记》中就存在很多这样的例子。例如： Phoebe：You do not want to wine the lottery? Rose：Uh surely I do，and I want to be the king of my own country. 通过思考并分析这段对话，我们得出Phoebe问Rose，你是否对有意买彩票，有没有兴趣去试一下自己的运气，通过片中的特点情景和人物关系，我们可以看出Rose对彩票不感兴趣，但是她没有直接了当的说“没兴趣”，而是采用了幽默话语说“想啊，我当然想，我还想当国家元首呢。”因为一个平民是几乎没有可能成为国家元首的，所以Rose的话语是违背了质量准则的。但是，这种“有意违背”和“夸大其词”正是这段对话的笑点所在。 三、幽默话语与指称语 指称语(indexicals)就是具有指称功能的语言结构形式，是日常生活中常见的语言现象。是发话人与受话人，在共同的知识环境、语言环境下，可以彼此理解的，映射出话语的，潜在的指称义和指称关系。当指称语所指示的信息不明确或者出现谬误，发话人的意思就是变得令人费解，幽默话语很可能就此产生。同时，指称语还受到人文背景、社会文化、交际距离、环境等多种因素的影响。指称语可以分为人称指称语、时间指称语、地点指称语等等，其中以人称指称语最为常见。我本文就以人称指称语为例，幽默话语和指称语之间的关系。 人称指称语可以分为第一人称、第二人称和第三人称，是对话参与者角色关系的客观体现。第一人称是发话人、第二人称是受话人、第三人称是话语谈及的对象。在话语中，如果这种规则被打破，就会出现人称指称语不相对应的现象，可能会起到幽默效果。例如： Jim was down the local pub with his mate Mark. Jim：Do you know，Mark，I never kissed my wife before we were about you?” Mark：I don’t know，What was her maiden name?” 这段对话是Jim与Mark之间的酒后之言。Jim的提问，真正的意思是“Have you ever kissed your wife before you were married?” 在指称语中，第二人称是针对受话人而言的，谈及的是隐私或伤痛，所以受话人Mark就采用了幽默话语来回避问题，轻描淡写地将这一问题带过去了，其机智幽默值得我们参照和学习。 四、关联理论与幽默话语 从关联理论的角度来看，受话者会故意曲解发话者的意图，到处与发话者截然相反的信息，产生意外的幽默效果。例如： Teacher：Tom，there were three peaches，ate one，how many would you have? Tom：Three，tow outside and one inside. Tom作为孩子，其对事物的思考方式不同于成人，因为无法认清老师出题的意图，而给出出人意料的答案，起到了幽默的效果。 结语： 从上述讨论中，我们可以看出，在不同语境中，人们会对对话意义、指称语、 语言意义等的理解产生偏差或者错位。幽默话语具有深层次的、含蓄的、深沉的、巧妙的作用，避免交际中的尴尬或难堪，增强语言表达的效果，可以起到愉悦交流、点缀生活的作用。 关于英语语言学论文范文参考篇2 浅谈从建构主义角度探析英语语言学教学 21 世纪 教育 的基点是终身学习，是不断提出问题、解决问题的学习，是敢于打破狭隘的专业界限面向真实复杂任务的学习。在英语课程学习过程中，学生普遍认为英语语言学这门课更加的枯燥，无味和吃力。英语语言学课程涉及面广、内容多、概念多、理论多，理论性和实践性都很强;同时英语语言学课时少，而语言学的发展引起的教学内容不断扩充，暴露出和教学时数有限之间日益严重的矛盾。因而继续沿用传统的教学理念和教学模式进行教学已经不能适应新形势下的教学过程，必须用一种更好的教学方式，使学生和老师尽快适应新形势的要求。 随着建构主义学习理论的出现，提出了建构主义的教学设计。建构主义强调情境、协作、会话和意义建构四大要素，倡导以“学”为中心的理念。将建构主义的教学理论引入到英语语言学教学过程中，进行了许多有益的尝试，取得了显著的效果。 1 建构主义的四大要素 在 学习 方法 上建构主义提倡的是教师指导下的以学生为主体的学习,在学习环境上要求是开放的、充满意义解释和建构性的,理想的学习环境主要有情境、协作、会话和意义建构四大要素构成。 “情境”：学习环境中的情境必须有利于学习者对所学内容的意义建构。这就意味着在建构主义学习环境下，要把为学生创设建构意义的情境问题看作是教学设计的主要内容之一。“在课堂教学中播放有助于理解教学内容的录像、录音、参与 社会实践 、向学生提供网络的丰富的学习资源等等，凡是有助于学习者理解掌握学习内容的情境，都属于情境创设的范畴。” “协作”：协作发生在学习过程的始终。协作在一定意义上是协商的意思。协商主要有自我协商和相互协商。 “会话”：会话是协作过程中的不可缺少环节。学习小组成员之间通过会话来商讨如何完成规定的学习任务达到意义建构的目标，怎样更多地获得教师或他人的指导和帮助等等，推进学习进程。在会话的过程中，每个学习者的思维成果(智慧)为整个学习群体所共享 ，因此会话是达到意义建构的重要手段之一。 “意义建构”：这是整个学习过程的最终目标。在学习过程中帮助学生建构意义就要帮助学生对当前学习的内容所反映事物的性质、规律以及该事物与其他事物之间的内在联系达到较深刻的理解。 2 建构主义环境下对英语语言学教学启示 强调以学为中心的设计 在建构主义学习环境下，师生的地位、作用与传统的教学发生了很大的变化。学生由知识的被动接受者转变为信息加工的主体、知识意义的主动建构者。教师也不再是知识的灌输者，而是教学环境的设计者、学生学习的组织者和指导者、知识的管理者，是学生的学术顾问。因此，教师要从前台退到幕后，从“演员”转变为“导演”。在建构主义的语言学教学中，学习环境中要充分发挥学生的主动性，教师要为学生创设尽可能真实的情境去应用他们所学的知识。具体来说,英语英语语言学课程教学应该激发教学主体的主动性和积极性,强调教学任务的适合性和针对性,注重教学环境的互动性和趣味性。 强调学习环境的设计 建构主义教学设计的重心便是学习环境的设计。这里的学习环境是一个支持和促进学习者自主探索、自主学习的场所。学习环境的设计应围绕支持学习者开展有意义的学习来创设支持条件。它主要包括基于问题的学习环境的设计、合作学习环境的设计、真实情境的设计等。建构主义学习环境的设计的宗旨是通过支持学习者的有意义学习，促进学习者的发展。 例如，在讲授语言的任意性时，不少学生对于语言中音和义之间没有必然的联系这一属性存在疑惑，原因是在语言中的确存在一些音和义有一定联系的语言现象，如拟声词，对于这种问题，教师可以在深入讲解之前，给学生布置一些任务，让他们课前收集英语中的拟声词，并让其与汉语中对应的拟声词相比较，然后以 报告 的形式在课上做出来，教师则在这一过程中起着引导、监督、组织的作用，在学生做完报告后，教师做出归纳 总结 。 教学任务的适合性和针对性 语言教学中任务的设置必须以学生的实际情况为前提,任务太困难或太容易都不利于学生主动建构知识。在选择英语语言学课程教学内容时，应适当减少课堂教学内容的广度和深度。所选课堂教学内容如下:语言、语言学、语音学、音系学、句法学、语义学、语用学、二语习得、语言与文化。明确学习任务,选择训练方式,使学生有足够的机会进行练习。教师应懂得如何控制自己的情绪,并通过积极的语言来激励学生。应及时地对正确回答问题,出色完成学习任务的学生进行表扬。如:Well done!Very good!Good job! Excel lent!这些词语看似简单,却能给学生以信心和动力。同时,对学生的缺点和不足要多指导,少批评少责备。 3 建构主义的教学评价 建构主义评价观具有几个方面的特征。首先，诊断性和 反思 性是建构主义学习评价的重要组成部分。这就意味着，学习者必须从事自我监控、自我测试、自我检查等活动，以诊断和判断他们在学习中所追求的是否是自己设置的目标。其次，建构主义评价观认为评价是评价者和被评价者“协商”进行的共同心理建构过程，评价受“多元主义”价值观所支配。因此，建构主义注重评价主体的多元化和评价方式的多样化。再次，建构主义认为，评价是学习者活动过程中的一个必然组成部分，而不是教学后的评价，它是一个持续性和实时性的镶嵌过程。因此，建构主义强调过程性评价，倡导“质性”的方法。所谓过程性评价是在某项教学活动的过程中，为使活动效果更好而不断进行的评价，它能及时了解阶段教学的结果和学生学习的进展情况、存在问题等，以便及时反馈，及时调整和改进教学工作。可见，建构主义评价观提倡以学为中心的理念，更加关注学生的发展。 4 结束语 建构主义教学观为课堂教学提供了新模式,为习惯于被动式接受的学生阐释了学习的新理念,从而为英语语言学课堂的教与学带来了新的启示和体验。在英语语言学课堂教学中教授学习策略,引导学生自主学习及改进 教学方法 。这些方面有助于学生建构知识,形成能力。 参考文献 [1]陈莉.社会建构主义与外语教学[J].外语论坛, 2003(1). [2]胡壮麟.对中国英语教育的若干思考[J].外语研究, 2002(3). [3]盛群力、__强.现代教学设计论[M].浙江教育出版社，2000
阅读是 学习英语 的基础，对于 英语学习 者来说培养自己的阅读能力十分重要，下面我为大家带来 英语阅读 短文摘抄，欢迎大家阅读!
In 1858, a French engineer, Aime Thome de Gamond, arrived in England with a plan for a twenty-one-mile tunnel under the English Channel. He said that it would be possible to build a platform in the centre of the Channel. This platform would serve as a port and a railway station. The tunnel would be well-ventilated if tall chimneys were built above sea level. In 1860, a better plan was put forward by an Englishman, William Low. He suggested that a double railway-tunnel should be built. This would solve the problem of ventilation, for if a train entered this tunnel, it would draw in fresh air behind it. Forty-two years later a tunnel was actually begun. If, at the time, the British had not feared invasion, it would have been completed. The world had to wait almost another 100 years for the Channel Tunnel. It was officially opened on March 7,1994, finally connecting Britain to the European continent.
1858，法国工程师，托梅二十一公里，计划到了英国一个长21英里隧道的英语频道。他说，这将有可能建立一个平台的中心通道。这个平台将用作码头和火车站。隧道通风良好如果高大的烟囱状海拔。1860，提出了一个更好的计划由一个英国人，威廉低。他提议建一条双轨隧道。这将解决通风问题，因为如果一列火车开进隧道，它就把新鲜空气的背后。四十二年后，隧道真的开始。如果，当时，英国不害怕入侵的话，它会被完成。世界不得不再等将近100年的英吉利海峡隧道。这是3月71994正式开通，将英国与欧洲大陆的。
Jeremy Hampden has a large circle of friends and if very popular at parties. Everybody admires him for his great sense of humour -- everybody, that is, except his six-year-old daughter, Jenny. Recently, one of Jeremy's closest friends asked him to make a speech at a wedding reception. This is the sort of thing that Jeremy loves. He prepared the speech carefully and went to the wedding with Jenny. he had included a large number of funny stories in the speech and, of course, it was a great success. As soon as he had finished, Jenny told him she wanted to go home. Jeremy was a little disappointed by this but he did as his daughter asked. On the way home, he asked Jenny if she had enjoyed the speech. To his surprise, she said she hadn't. Jeremy asked her why this was so and she told him that she did not like to see so many people laughing at him!
杰瑞米汉普登有一大群朋友如果很受欢迎的人。人人都钦佩他那绝妙的幽默感--人人，就是说，除他6岁的女儿珍妮。最近，杰瑞米的一个最亲密的朋友请他在一个婚礼上祝词。这是杰瑞米所喜欢的那种事。他认真准备了讲稿，带着珍妮去婚礼。他包含了很多有趣的 故事 ，并在讲话，当然，这是一个巨大的成功。他刚一讲完，珍妮就告诉他说她想回家。杰瑞米因此感到有点扫兴，但他还是按照女儿的要求做了。在回家的路上，他问珍妮是否喜欢演讲。使他吃惊的是，她说她不喜欢。杰瑞米问她为什么不，她告诉他，她不愿意看到那么多的人嘲笑他!
Firemen had been fighting the forest for nearly three weeks before they could get it under control. A short time before, great trees had covered the countryside for miles around. Now, smoke still rose up from the warm ground over the desolate hills. Winter was coming on and the hills threatened the surrounding villages with destruction, for heavy rain would not only wash away the soil but would cause serious floods as well. When the fire had at last been put out, the forest authorities ordered several tons of a special type of grass-seed which would grow quickly. The seed was sprayed over the ground in huge quantities by aeroplanes. The planes had been planting seed for nearly a month when it began to rain. By then, however, in many places the grass had already taken root. In place of the great trees which had been growing there for centuries patches of green had begun to appear in the blackened soil.
消防队员与森林大火搏斗了近三个星期才把火势控制。不久之前，高大的树木覆盖着方圆数英里的土地。现在，仍然升腾着烟雾，弥漫在荒凉的山丘上温暖地面。冬季即将来临，山丘对周围的村庄具有毁灭性的威胁，因为大雨不仅会冲走土壤，而且还会引起严重的水灾，以及。在大火最后被扑灭后，森林管理当局订购了好几吨特殊类型的草籽生长迅速。这种草籽大量地飞机。飞机撒播近一个月，当它开始下雨。当时，然而，很多地方的草已经生了根。在地方的大树已经生长了许多世纪的补丁绿色开始出现在这片烧焦的土地。
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英语阅读小短文五篇
英语阅读：AnEmptyBox
Once upon a time, a man punished his 5-year-old daughter for using up the family's only roll of expensive gold wrapping paper. Money was tight, and he became even more upset when on Christmas Eve, he saw that the child had pasted the gold paper so as to decorate a shoebox to put under the Christmas tree.
Nevertheless, the next morning the little girl, filled with excitement, brought the gift box to her father and said, "This is for you, Daddy!"
As he opened the box, the father was embarrassed by his earlier overreaction.
But when he opened it, he found it was empty and again his anger flared. "Don't you know, young lady, " he said harshly, "when you give someone a present there's supposed to be something inside the package!"
The little girl looked up at him with tears rolling from her eyes and said: "Daddy, it's not empty. I blew kisses into it until it was all full."
The father was crushed. He fell on his knees and put his arms around his precious little girl. He begged her to forgive him for his unnecessary anger.
An accident took the life of the child only a short time later. It is told that the father kept that little gold box by his bed for all the years of his life. Whenever he was discouraged or faced difficult problems he would open the box, take out an imaginary kiss, and remember the love of this beautiful child who had put it there.
In a very real sense, each of us as human beings have been given an invisible golden box filled with unconditional love and kisses from our children, family, friends and God.
There is no more precious possession anyone could hold.
英语阅读：HappinessEquateswithFun?
I live in Hollywood. You may think people in such a glamorous, fun-filled place are happier than others. If so, you have some mistaken ideas about the nature of happiness.
Many intelligent people still equate happiness with fun. The truth is that fun and happiness have little or nothing in common. Fun is what we experience during an act. Happiness is what we experience after an act. It is a deeper, more abiding emotion.
Going to an amusement park or ball game, watching a movie or television, are fun activities that help us relax, temporarily forget our problems and maybe even laugh. But they do not bring happiness, because their positive effects end when the fun ends.
I have often thought that if Hollywood stars have a role to play, it is to teach us that happiness has nothing to do with fun. These rich, beautiful inpiduals have constant access to glamorous parties, fancy cars, expensive homes, everything that spells "happiness".
But in memoir after memoir, celebrities reveal the unhappiness hidden beneath all their fun: depression, alcoholism, drug addiction, broken marriages, troubled children, profound loneliness.
The way people cling to the belief that a fun-filled, pain-free life equates happiness actually diminishes their chances of ever attaining real happiness. If fun and pleasure are equated with happiness, then pain must be equated with unhappiness. But, in fact, the opposite is true: More times than not, things that lead to happiness involve some pain.
As a result, many people avoid the very endeavors that are the source of true happiness. They fear the pain inevitably brought by such things as marriage, raising children, professional achievement, religious commitment, civic or charitable work, and self-improvement.
英语阅读：TodayisaGift
Two men, both seriously ill, occupied the same hospital room. One man was allowed to sit up in his bed for an hour each afternoon to help drain the fluid from his lungs. His bed was next to the room‘s only window. The other man had to spend all his time flat on his back. The men talked for hours on end.
They spoke of their wives and families, their homes, their jobs, their involvement in the military service, where they had been on vacation. And every afternoon when the man in the bed by the window could sit up, he would pass the time by describing to his roommate all the things he could see outside the window. The man in the other bed began to live for those one-hour periods where his world would be broadened and enlivened by all the activity and color of the world outside.
The window overlooked a park with a lovely lake. Ducks and swans played on the water while children sailed their model boats. Young lovers walked arm in arm amidst flowers of every color of the rainbow. Grand old trees graced the landscape, and a fine view of the city skyline could be seen in the distance. As the man by the window described all this in exquisite detail, the man on the other side of the room would close his eyes and imagine the picturesque scene.
One warm afternoon the man by the window described a parade passing by. Although the other man couldn‘t hear the band - he could see it in his mind‘s eye as the gentleman by the window portrayed it with descriptive words.
Days and weeks passed. One morning, the day nurse arrived to bring water for their baths only to find the lifeless body of the man by the window, who had died peacefully in his sleep. She was saddened and called the hospital attendants to take the body away.
As soon as it seemed appropriate, the other man asked if he could be moved next to the window. The nurse was happy to make the switch, and after making sure he was comfortable, she left him alone. Slowly and painfully, he propped himself up on one elbow to take his first look at the world outside. Finally, he would have the joy of seeing it for himself. He strained to slowly turn to look out the window beside the bed. It faced a blank wall.
The man asked the nurse what could have compelled his deceased roommate who had described such wonderful things outside this window. The nurse responded that the man was blind and could not even see the wall. She said, "Perhaps he just wanted to encourage you."
英语阅读：IsPackingImportanttoYou?
A young man was getting ready to graduate from college. For many months he had admired a beautiful sports car in a dealer's showroom, and knowing his father could well afford it, he told him that was all he wanted.
As Graduation Day approached, the young man awaited signs that his father had purchased the car. Finally, on the morning of his graduation, his father called him into his private study. His father told him how proud he was to have such a fine son, and told him how much he loved him. He handed his son a beautiful wrapped gift box. Curious, but somewhat disappointed, the young man opened the box and found a lovely, leather-bound Bible, with the young man's name embossed in gold.
Angrily, he raised his voice to his father and said, "With all your money you give me a Bible?" He then stormed out of the house, leaving the Bible.
Many years passed and the young man was very successful in business. He had a beautiful home and a wonderful family, but realizing his father was very old, he thought perhaps he should go to see him. He had not seen him since that graduation day. Before he could make the arrangements, he received a telegram telling him his father had passed away, and willed all of his possessions to his son. He needed to come home immediately and take care of things.
When he arrived at his father's house, sudden sadness and regret filled his heart. He began to search through his father's important papers and saw the still new Bible, just as he had left it years ago.
With tears, he opened the Bible and began to turn the pages. As he was reading, a car key dropped from the back of the Bible. It had a tag with the dealer's name, the same dealer who had the sports car he had desired. On the tag was the date of his graduation, and the words… "PAID IN FULL".
How many times do we miss blessings because they are not packaged as we expected? I trust you enjoyed this. Do not spoil what you have by desiring what you have not; but remember that what you now have was once among the things you only hoped for. Sometimes we don't realize the good fortune we have or we could have because we expect "the packaging" to be different. What may appear as bad fortune may in fact be the door that is just waiting to be opened.
英语阅读：TheBabyEagle
Once upon a time there was a baby eagle living in a nest perched on a cliff overlooking a beautiful valley with waterfalls and streams, trees and lots of little animals, scurrying about enjoying their lives.
The baby eagle liked the nest. It was the only world he had ever known. It was warm and comfortable, had a great view, and even better, he had all the food and love and attention that a great mother eagle could provide. Many times each day the mother would swoop down from the sky and land in the nest and feed the baby eagle delicious morsels of food. She was like a god to him, he had no idea where she came from or how she worked her magic.
The baby eagle was hungry all the time, but the mother eagle would always come just in time with the food and love and attention he craved. The baby eagle grew strong. His vision grew very sharp. He felt good all the time.
Until one day, the mother stopped coming to the nest.
The baby eagle was hungry. "I'm sure to die," said the baby eagle, all the time.
"Very soon, death is coming," he cried, with tears streaming down his face. Over and over. But there was no one there to hear him.
Then one day the mother eagle appeared at the top of the mountain cliff, with a big bowl of delicious food and she looked down at her baby. The baby looked up at the mother and cried "Why did you abandon me? I'm going to die any minute. How could you do this to me?"
The mother said, "Here is some very tasty and nourishing food, all you have to do is come get it."
"Come get it!" said the baby, with much anger. "How?"
The mother flew away.
The baby cried and cried and cried.
A few days later, "I'm going to end it all," he said. "I give up. It is time for me to die."
He didn't know his mother was nearby. She swooped down to the nest with his last meal.
"Eat this, it's your last meal," she said.
The baby cried, but he ate and whined and whined about what a bad mother she was.
"You're a terrible mother," he said. Then she pushed him out of the nest.
He fell.
Head first.
Picked up speed.
Faster and faster.
He screamed. "I'm dying I'm dying," he cried. He picked up more speed.
He looked up at his mother. "How could you do this to me?"
He looked down.
The ground rushed closer, faster and faster. He could visualize his own death so clearly, coming so soon, and cried and whined and complained. "This isn't fair!" he screamed.
Something strange happens.
The air caught behind his arms and they snapped away from his body, with a feeling unlike anything he had ever experienced. He looked down and saw the sky. He wasn't moving towards the ground anymore, his eyes were pointed up at the sun.
"Huh?" he said. "What is going on here!"
"You're flying," his mother said.
"This is fun!" laughed the baby eagle, as he soared and ped and swooped.
"Yes it is!" said the mother.
英语短文写作是大学英语教学的重要组成部分,也是衡量学生英语综合水平和应用能力的标准。下面是我带来的英语短篇 文章 ，欢迎阅读!
英语短篇文章1
11 Body Hacks that You Should Know About
Have you got any tiny itchy issues with your body sometimes but don’t know how to deal with them? Say how to kill the brain freeze or what to do when your limbs fall asleep? The following 11 body hacks will help you get the issues fixed.
1. To lessen the pain when you have an injection from the doctor, cough!
Studies have shown that the act of a sudden cough cause less pain to a person while having the injection.
2. Push your tongue against the roof of your mouth and press a finger between your eyebrows if you want to clear a stuffy nose or relieve the sinus pressure.
This causes the vomer bone to rock and your congestion will be loosened.
3. Lay on your left side if you want to sleep after having a big full meal.
The stomach is higher than the oesophagus when you sleep on your right; thus allowing food and stomach acid to go up to your throat.
4. If you have a toothache, rub some ice on the on the webbed area between your thumb and index finger.
By numbing your hand, your pain intensity will be reduced.
5. When you have a nosebleed, put some cotton on your upper gums behind the small dent below your nose and press on it.
By giving pressure on the gums, the supply of the blood to the nose can be blocked.
6. If your throat is a little itchy, scratch your ear.
By doing so, you stimulate the nerves in the ear and create a reflex in the throat which causes a muscle spasm that kills the itchy feeling.
7. Use your right ear to listen to the phone or hear people talk at a party.
Your right ear picks up words better while your left ear picks up sounds/music better.
8. If you start to feel dizzy and drunk, put your hand on something hard and stable.
Putting your hand on a stable subject help you feel more balance.
9. Putting your tongue flat against your mouth’s roof can prevent brain freeze.
This is because brain freeze happens when the nerves in your mouth’s roof get too cold.
10. If your hand falls asleep, move your neck and head.
The compressing nerves in your neck causes your hand to fall asleep, so move it side to side can relieve that.
11. If you feel nervous, try to blow your thumb.
Blowing cool wind to your thumb can slow down its pulse and calm you down eventually.
英语短篇文章2
15 Things You Might Have Misunderstood About Introverts
Introverts are a misunderstood bunch. Compared to extroverts, they think differently, act differently, and even look differently when they interact with people. But there are a lot of misconceptions about what it means to be “introverted.” Here are 15 of them:
Misconception #1: Introverts are shy.
Being “shy” and “introverted” are two completely different things. Introverts are not necessarily shy or afraid of people. They don’t just don’t prefer talking for the sake of talking.
Misconception #2: Introverts are unemotional.
Introverts may not show emotion with their facial expressions and gestures, but this doesn’t mean they’re not interested in what you’re saying. Introverts prefer to control their emotions around others and internalize them. Although someone who’s introverted may not appear engaged, this is usually not the case.
Misconception #3: Introverts don’t like working in groups.
Introverts often do their best work alone, so co-workers may misunderstand them and think they don’t want to partake in group work. While introverts do have a tendency to shut down in larger groups of people when they feel like their voice isn’t being heard, introverts excel in small group situations and enjoy working in these types of environments, as long as their opinion is valued.
Misconception #4: Introverts don’t like talking.
It’s not that introverts don’t like to talk, it’s that they prefer to listen before they talk. Introverts choose their words carefully and they think small talk is a waste of time. But, they’re more than willing to engage you in a deep conversation about topics they’re passionate about.
Misconception #5: Introverts are scared to look you in the eye.
In general, introverts may not make eye contact with you as much as extroverts. This is because they don’t feel the need to partake in social norms and rituals as much as extroverts, not because they’re “scared.”
Misconception #6: All introverts are poor public speakers.
Some introverts may not like speaking in large group settings; however, many introverts are naturally gifted speakers. And, introverts generally spend more time preparing for speeches and presentations rather than “flying by the seat of their pants.”
Misconception #7: Introverts just want to be left alone.
While it’s true that introverts prefer to “re-charge” with some quiet time reading or reflecting, they also crave human interaction and enjoy the company of others.
Misconception #8: Introverts over-analyze everything.
Introverts like to analyze situations and consider all possible scenarios before making decisions. Sometimes this can lead to “analysis paralysis,” but in general, it’s a positive trait that allows them to make tough decisions with a rational stream of thought.
Misconception #8: Introverts don’t like to go out in public.
False. Introverts may not be comfortable in crowded spaces, but they love experiencing new places, people, and things.
Misconception #9: Introverts are high strung.
The opposite is actually true. Introverts tend to be much more even-keeled and level than extroverts. They are able to objectively view all scenarios, even during times of stress.
Misconception #10: Introverts are underachievers.
Because we have such an affinity for the charismatic, personable, extroverted leader, some people assume that introverts are underachievers compared to extroverts. However, there are millions of successful introverted scientists, artists, physicians, writers, and philosophers. Achievement is not necessarily related to personality type.
Misconception #11: Introverts can “break out of their shell” and become extroverts.
Introversion is an inborn personality type that you can’t change. Many people falsely believe that introverts can (or want to) “unlearn” their quiet, passive tendencies.
Misconception #12: Introverts are rude.
Introverts get a bad rap because they don’t show emotion like extroverts do. This causes people to misunderstand them and mistake their stone-face demeanor for rudeness, which isn’t the case.
Misconception #13: Introverts are no fun.
Introverts are all about having a good time–they just prefer environments that are quieter and more low-key. They don’t mind going to parties, but they prefer to spend time socializing in their inner circle of friends.
Misconception #14: Introverts don’t make good leaders.
Introverts can be quiet but confident leaders. They are particularly effective at managing extroverts because they’re good listeners and don’t compete with them.
Misconception #15: Extroverts are happier than introverts.
Happiness has nothing to do with one’s personality type. There are happy and unhappy extroverts just like introverts. Personality type does not pre-dispose you to be unhappy.
Have you ever been misunderstood because of your personality type? If so, I’d love to hear from you below!
英语短篇文章3
Introverts are a misunderstood bunch. Compared to extroverts, they think differently, act differently, and even look differently when they interact with people. But there are a lot of misconceptions about what it means to be “introverted.” Here are 15 of them:
Misconception #1: Introverts are shy.
Being “shy” and “introverted” are two completely different things. Introverts are not necessarily shy or afraid of people. They don’t just don’t prefer talking for the sake of talking.
Misconception #2: Introverts are unemotional.
Introverts may not show emotion with their facial expressions and gestures, but this doesn’t mean they’re not interested in what you’re saying. Introverts prefer to control their emotions around others and internalize them. Although someone who’s introverted may not appear engaged, this is usually not the case.
Misconception #3: Introverts don’t like working in groups.
Introverts often do their best work alone, so co-workers may misunderstand them and think they don’t want to partake in group work. While introverts do have a tendency to shut down in larger groups of people when they feel like their voice isn’t being heard, introverts excel in small group situations and enjoy working in these types of environments, as long as their opinion is valued.
Misconception #4: Introverts don’t like talking.
It’s not that introverts don’t like to talk, it’s that they prefer to listen before they talk. Introverts choose their words carefully and they think small talk is a waste of time. But, they’re more than willing to engage you in a deep conversation about topics they’re passionate about.
Misconception #5: Introverts are scared to look you in the eye.
In general, introverts may not make eye contact with you as much as extroverts. This is because they don’t feel the need to partake in social norms and rituals as much as extroverts, not because they’re “scared.”
Misconception #6: All introverts are poor public speakers.
Some introverts may not like speaking in large group settings; however, many introverts are naturally gifted speakers. And, introverts generally spend more time preparing for speeches and presentations rather than “flying by the seat of their pants.”
Misconception #7: Introverts just want to be left alone.
While it’s true that introverts prefer to “re-charge” with some quiet time reading or reflecting, they also crave human interaction and enjoy the company of others.
Misconception #8: Introverts over-analyze everything.
Introverts like to analyze situations and consider all possible scenarios before making decisions. Sometimes this can lead to “analysis paralysis,” but in general, it’s a positive trait that allows them to make tough decisions with a rational stream of thought.
Misconception #8: Introverts don’t like to go out in public.
False. Introverts may not be comfortable in crowded spaces, but they love experiencing new places, people, and things.
Misconception #9: Introverts are high strung.
The opposite is actually true. Introverts tend to be much more even-keeled and level than extroverts. They are able to objectively view all scenarios, even during times of stress.
Misconception #10: Introverts are underachievers.
Because we have such an affinity for the charismatic, personable, extroverted leader, some people assume that introverts are underachievers compared to extroverts. However, there are millions of successful introverted scientists, artists, physicians, writers, and philosophers. Achievement is not necessarily related to personality type.
Misconception #11: Introverts can “break out of their shell” and become extroverts.
Introversion is an inborn personality type that you can’t change. Many people falsely believe that introverts can (or want to) “unlearn” their quiet, passive tendencies.
Misconception #12: Introverts are rude.
Introverts get a bad rap because they don’t show emotion like extroverts do. This causes people to misunderstand them and mistake their stone-face demeanor for rudeness, which isn’t the case.
Misconception #13: Introverts are no fun.
Introverts are all about having a good time–they just prefer environments that are quieter and more low-key. They don’t mind going to parties, but they prefer to spend time socializing in their inner circle of friends.
Misconception #14: Introverts don’t make good leaders.
Introverts can be quiet but confident leaders. They are particularly effective at managing extroverts because they’re good listeners and don’t compete with them.
Misconception #15: Extroverts are happier than introverts.
Happiness has nothing to do with one’s personality type. There are happy and unhappy extroverts just like introverts. Personality type does not pre-dispose you to be unhappy.
Have you ever been misunderstood because of your personality type? If so, I’d love to hear from you below!