A Brief Analysis of english teaching in senior high school
Abstract: Classroom teaching is the main way for students to learn English. But in senior high school, a lots of probelms still exsit in the English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing will be further discussed. Key words: reading writing techniques
Introduction: Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students. Teachers who hold this assumption view students as plants waiting passively to be fed and watered. But I think the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings. The basic principle will be used in the teaching of reading and writing.
How to teach reading
I. Why teach reading
There are many reasons why getting students to read English texts is an important part of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
Reading texts provide good models for English writing, provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.
The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experiences in their short lives.
II. What kind of reading should students do?
When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, while being like English, are nevertheless written or adapted especially for their level. Anyway, the materials to be read should be interesting and meaningful. Teachers should become better acquainted with books written specially for teenagers and dealing with their problems.
III. What are the principles behind the teaching of reading?
i) Permit Students To Read
No one has learned to swim by practicing the skills of backstrokes, flutter kicks or treading water while staying on the edge of the swimming pool. Yet, in the teaching of reading teachers often do just that. Rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message.
ii) Encourage students to respond to the content of a reading text, not just to the language
Of course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is much more important. Teachers should help students understand that the main reason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the meaning is not in the teacher, but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedly, “Does this make sense to me?” Students should be encouraged to reject and to be intolerant of reading materials that do not make sense.
iii) Encourage students to guess or predict
Readers’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. Therefore, their guesses are more often than not appropriate to the materials. Students have to realize that risk taking in reading is appropriate; that using context to decide what words mean is a proficient reading strategy and that they have the language sense to make appropriate guesses which can fit both the grammatical and semantic sense of what they are reading.
iv) Match the task to the topic
Once a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasks—the right kind of questions and useful puzzles, etc. Asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. Working in groups, the English teacher and students take turns asking each other questions following the reading. The teacher may ask, “ What is the significance of the character’s age?” These questions require inferences based on details from the reading text.
The League secretary and monitor ___ asked to make a speech at Here is a pen, a few envelops and some paper for you.
3 谓语动词与前面的主语一致
当主语后面跟有with, together with, like, except, but, no less than, as well as 等词引起的短语时,谓语动词与前面的主语一致.
The teacher together with some students is visiting the factory.
He as well as I wants to go boating.
4 谓语需用单数
1) 代词each和由every, some, no, any等构成的复合代词作主语,或主语中含有each, every, 谓语需用单数.
Each of us has a tape-recorder.
There is something wrong with my watch.
2) 当主语是一本书或一条格言时,谓语动词常用单数.
The Arabian Night is a book known to lovers of English.
<一千零一夜>是英语爱好者熟悉的一本好书.
3) 表示金钱,时间.距离.价格或度量衡的复合名词作主语时,通常把这些名词看作一个整体,谓语一般用单数.(用复数也可,意思不变.)
Three weeks was allowed for making the necessary preparations.
Ten yuan is enough.
5 指代意义决定谓语的单复数
1) 在代词what, which, who, none, some, any, more, most, all等词的单复数由其指代的词的单复数决定.
All is right. (一切顺利.)
All are present. (所有人都到齐了.)
2) 集体名词作主语时,谓语的数要根据主语的意思来决定.如family, audience, crew, crowd, class, company, committee等词后用复数形式时,意为这个集体中的各个成员,用单数时表示该个集体.
His family isn't very large. 他家不是一个大家庭.
His family are music lovers. 他的家人都是音乐爱好者.
但集合名词people, police, cattle, poultry(家禽).militia(民兵).vermin等在任何情况下都用复数形式.
Are there any police around
3)有些名词,如variety, number, population, proportion, majority 等有时看作单数,有时看作复数.
A number of +名词复数+复数动词.
The number of +名词复数+单数动词.
A number of books have lent out.
The majority of the students like English.
6 与后接名词或代词保持一致
1) 用half of, part of, most of, a portion of 等词引起主语时,动词通常与of后面的名词,代词保持一致.
Most of his money is spent on books.
Most of the students are taking an active part in sports.
2) 在一些短语,如 many a 或 more than one 所修饰的词作主语时,谓语动词多用单数形式.但由more than… of 作主语时,动词应与其后的名词或代词保持一致.
Many a person has read the novel. 许多人都读过这本书.
More than 60 percent of the students are from the city.百分之六十多的学生都来自这个城市.
主谓一致中的"表里不一"现象
和主语必须在人称和数上保持一致,最基本的原则是:单数主语用单数动词,复数主语用复数动词.但在实际使用当中情况比较复杂,现在学生常犯的主谓一致错误归纳整理如下
1,"more than one +名词"作主语时,谓语动词常用单数.例如:
More than one teacher gets the flowers. 不止一个教师得到了花.
2, "many a +名词"作主语时,从意义上看是复数,但谓语动词常用单数.例如:
Many a student has been sent to plant trees. 很多学生被派去植树.
3,"half of, the rest of, most of, all of及百分数或分数+of 等后接名词"作主语时,谓语动词形式根据of后的名词而定.例如:
Three fourths of the surface of the earth is covered with water.地球表面四分之三为水所覆盖.
4,all指人时,动词用复数;all指物时,动词用单数.例如:
"All are present and all is going well." 所有人全部到场了,一切进展顺利
5,what引导的主语从句,谓语动词可视表语而定:表语是单数名词时,动词用单数,相反,则用复数.例如:
What they want to get are a number of good books.他们想得到的是大量的好书.
6,and连接的两个单数名词前若用each,every,no修饰,该名词短语作主语时,谓语动词用单数形式.例如:
No book and no pen is found in the schoolbag.书包里没有书和钢笔.
7,当主语后面有as well as, with, along with, together with, but, like, rather than, except等引导的短语时,谓语动词要与最前面的主语保持一致.例如:
My father as well as his workmates has been to Beijing. 我父亲和他的同事曾去过北京.
8,each作主语的同位语时, 谓语动词由主语来决定,与each无关.例如:
They each have a bike. 他们每人有一辆自行车.
9,动词不定式,动词-ing形式短语作主语时,谓语动词常用单数.例如:
Going out for a walk after supper is a good habit.晚饭后出去散步是一个好习惯.
10,the following作主语时,谓语动词的数与后面名词的数保持一致.例如:
The following are good examples下面是一些好例子.
11,以-ics结尾的学科名词,如politics,physics,mathematics等作主语时,谓语动词用单数.以-s结尾的名词news, works, plastics等同属此类.例如:
Politics is now taught in all schools. 现在各学校都开设政治课.
当以-ics结尾的学科名词表示"学科"以外的意义时，用作复数，如：mathematics（运算能力）politics(政治观点)economics（经济意义）等
12,有些用来表示由两个对应部分组成一体的名词复数(trousers, glasses,shoes.shorts.scissors.scales等)作主语时,前面若有"一条","一副","一把"之类的单位词,动词用单数;若没有单位词或单位词是复数,则谓语动词用复数.例如:
The shoes are all right. 这些鞋子都很合适.
还有一些以-s结尾的名词通常用复数：arms（武器）.clothes.contents.minites（记录）.remains（遗体）.thanks等
13,"one and a half +名词"作主语时,谓语动词要用单数.例如:
One and a half apples is left on the table. 桌子上有一个半苹果.
14,"One or two more +复数名词"作主语时,谓语动词用复数.例如:
One or two persons are sent there to help them do the work. 要派一两个人到那儿去给他们帮忙.
15,"one of+复数名词+ 定语从句"结构中,定语从句的谓语动词要用复数;而在"the only one of +复数名词+定语从句"的结构中,定语从句的谓语动词要用单数.例如:
He is one of the students who get there on time.他是准时到达那里的学生之一.
16,表示时间,距离,金钱等的复数名词作主语表达一个整体概念时,谓语动词常用单数,但若强调数量,谓语动词可用复数.例如:
One million dollars is a lot of money. 一百万美元是一大笔钱.
四、以-s结尾的名词作主语的主谓一致问题
英语可数名词的规则复数形式是在词尾加-s或-es，但是有一些以-s结尾的名词并不是可数名词。它们用法多样，造成了实际使用上的困难，以下详述了以-s结尾的名词作主语的主谓一致问题。
（一）以-s结尾的疾病名称作主语的主谓一致问题
（二）以-s结尾的游戏名称作主语的主谓一致问题
（三）以-s结尾的地理名称作主语的主谓一致问题
（四）以-ics结尾的学科名称作主语的主谓一致问题
（五）其它以-s结尾的名词的主谓一致问题
（一）以-s结尾的疾病名称作主语的主谓一致问题
以-s结尾的疾病名称作主语的主谓一致问题,如：arthritis,bronchitis,diabetes,mumps,phlebitis,rickets,这类以-s结尾的疾病名称作主语时，谓语动词通常用作单数。
例如：
Arthritis causes great pain in the joints of the patient.
（二）以-s结尾的游戏名称作主语的主谓一致问题
以-s结尾的游戏名称作主语时，谓语动词通常用作单数。
例如：
Darts is basically a easy game.
但当Darts，Marbles等的意义为游戏器具而非游戏名称时，谓语动词通常用作复数。 例如：
Three darts are thrown at each turn.
All nine skittles were brought down by the good throw.
（三）以-s结尾的地理名称作主语的主谓一致问题
某些以-s结尾的地理名称，如果是国名，如the United States，the Netherlands等，因其是单一政治实体，所以谓语动词用作单数。 例如：
The United States was hit by the Great Depression in 1930s'.
In early January 1996 the Netherlands was hit by its worst storm since 1976.
但如果是群岛、山脉、海峡、瀑布等地理名称作主语，谓语动词用作复数。例如：
The West Indies are commonly divided into two parts.
（四）以-ics结尾的学科名称作主语的主谓一致问题
某些以-ics结尾的学科名称作主语时，如physics,mathematics,mechanics, optics, acoustics, politics statistics, economics, linguistics, athletics等, 谓语动词通常用作单数。 例如：
The third world economics is promising.
Athletics is a required course for students of all grades.
但如果这类名词表示学科以外的其它含义，可作复数用。 例如：
Athletics have been greatly encouraged at this college.
（五）其它以-s结尾的名词的主谓一致问题
A.以-s结尾的由两部分组成的物体名称作主语
英语中有一些通常以-s结尾的由两部分组成的物体名词，如glasses, pincers,pliers,scissors, shorts,suspenders,trouse等
集合名词的主谓一致
集合名词作主语时,主谓一致关系是一个较为复杂的问题.对此类问题我们可以从"数"的角度分为四类.
1)单数—复数型.凡是有复数词尾变化形式的集合名词都属于此类.如:a class—classes; a family—families; a government—governments; an army—armies; a people—peoples; a group—groups; a crowd—crowds; a crew—crews等.这类集合名词强调的是整体性,即当作一个整体或多个整体来看待.属于这类集合名词的单数作主语时,谓语动词用单数;复数形式作主语时,谓语动词用复数.
【例如】
A big crowd often gathers on the square every morning.
The government has decided to pass the bill.
There are huge crowds in the streets on Sunday.
There are many English-speaking peoples in the world.
但应注意,这类集合名词的单数形式有时表示复数概念,所以这些集合名词的单数形式也可归为"单复同形型"中.
2)单数型.这类集合名词表示的是人或事物的整体,即把这类人或事物的全部包括在内,所以只有单数形式.如作主语,谓语动词常用单数.这类名词常见的有:humanity, mankind, proletariat等.
【例如】The proletariat is the greatest class in the history of mankind. In the fields of production and scientific experiment, mankind makes constant progress.
3)复数型.这类集合名词在形式和内容上是相互矛盾的,就是说它们只有单数形式,但表达的都是复数概念.它强调的是集体中的个体性.这类名词有:police, cattle, faculty, flock, machinery, vermin, personnel等.它们作主语时,谓语动词要用复数.
【例如】The police have caught the murder.
Our personnel are very highly trained.
The vermin are very dangerous.
4)单复同形型.这类集合名词的单数形式既可表示单数也可表示复数.作主语时,用单数动词或复数动词均可,有时意义区别不大.
【例如】The school teaching staff are (is) excellent.
The public is (are) requested not to litter in the park.
The teaching profession claim(s) to be badly paid.
这类集合名词常见的有:class, family, team, crew, board, herd, committee, party, jury, enemy, audience等.
根据说话人的心理意向若把这个集合名词所代表的人或事物看作一个整体,就认为是单数,用单数动词;若把它所代表的人或事物看作若干个个体的话,就认为其为复数,用复数动词.
试比较:The football team is playing well.
那个足球队打得非常漂亮.
The football team are shavings bath and are then coming back here for tea. 足球队员们正在洗澡,然后来这里吃茶点.
The family is a very happy one.那个家庭是一个非常幸福的家庭.
That family are very pleased about the news of William's success. 全家人对威廉的成功都感到很高兴.
主谓一致( Subject-Verb Concord )
主谓一致的问题看上去似乎很简单,其实使用起来却不是那么容易,有时候甚至很复杂.
这是因为在不同情况下,处理这一问题所依据的原则各不相同.就其在现代语法中的基本原则而言,通常有三个不同角度的着眼点:1,语法一致 2,意义一致 3,就近原则.
主谓一致的原则是指,主语和谓语从语法形式上取得一致:主语是单数形式,谓语也采取单数形式;主语是复数形式,谓语亦采取复数形式.例如:
A grammar book helps you learn something about the rules of a language.
(主语是单数形式,谓语也采取单数形式)
语法书帮助你学习语言的某些规则.
Grammar books help you learn something about the rules of a language.
(主语是复数形式,谓语也采取复数形式)
语法书帮助你学习语言的某些规则.
主语和谓语从语法形式上取得一致的问题远不只上述的那么简单,有许多方面的情况需要去具体地对待:
#不定式,动名词,以及从句作主语时应看作单数,谓语动词用单数.例如:
Reading often means learning .读书常意味是学习.
To read English aloud every morning does you a lot of good.每天早晨朗读英语有许多好处.
What he said has been recorded .他说的话已被录音了.
## 不定代词one, every, each, everybody, everyone, one of, no one, nothing, nobody, someone, somebody, either, neither, many a 等作主语或是修饰主语时应看作单数,谓语动词用单数.例如:
Neither of my sisters likes sports .我的妹妹中没人喜欢运动.
Many a student takes a walk on campus after dinner.许多学生晚饭后常在校园里散步.
Every boy and girl shows great interest in extra-curriculum activities .每个男孩和女孩对课外活动都表现出很大的兴趣.
### 表示国家,机构,事件,作品等名称的专有名词作主语时应看作单数,谓语动词用单数.例如:
One Thousand And One Nights tells people lots of mysterious bits of folklore .
《一千零一夜》给人们讲了许多神秘的民间传说.
The United States is leading the world in science and technology .
美国常在世界科技方面领先.
The United Nations play an important role in the international affairs .
联合国在国际事务中起着重要作用.
#### a portion, a series of, a kind of, the number of等与名词构成名词短语作主语时应看作单数,谓语动词用单数.例如:
A series of high technology products has been laid out in the exhibition. 一系列高科技产品已在展览上展出.
The number of printing mistakes in some recent books often surprises people even to death.
近来一些书籍里印刷错误的数量让人吃惊得要命.
A substantial portion of the reports is missing .这些报告都没有提及实质问题.
A kind of rose in the garden smells very pleasant.这座花园里有一种玫瑰香气怡人.
##### 由some, several, both, few, many, a number of 等词修饰主语,或是由它们自身作主语时应看作复数,谓语动词用复数.另外,由and连接两个主语时,谓语一般用复数.例如:
On the seashore, some people are playing volleyball and some are lying in the sun. 海边,有些人在打排球,有些人躺着晒太阳.
Both of us are fond of watching football games .我们俩都喜欢看足球赛.
A number of will-be graduates are voluntarily going to work in the West of China. 许多即将毕业的学生打算自愿去中国西部工作.
###### 有些短语,如:a lot of, most of, any of, half of , three fifths of, eighty percent of, some of, none of, the rest of , all of等后接不可数名词,或是单数形式的名词作主语时应看作单数,谓语动词用单数;但如果后接可数名词的复数形式作主语时应看作复数,谓语动词用复数.例如:
A lot of money in the shop was stolen yesterday when the electricity was suddenly cut off. 昨天突然断电时,那家商店丢失了许多钱.
A lot of books about Investment Fund have been published recently.
最近出版了许多关于投资基金的书籍.
意义一致( Notional Concord )
这一原则是指,从意义着眼来解决主谓一致问题.有时主语形式上为单数,但意义上却是复数,那么谓语依意义也用复数形式;而有时主语形式上为复数,但意义上却是单数,那么谓语依意义亦用单数形式.
1) 当主语后面接由as well as, as much as, accompanied by, including, in addition to, more than,no less than, rather than, together with等引导的词组时,其谓语动词的形式要依主语的单复数而定.在这样的句子里,这些词所引导的词组不影响主语自身的单,复数形式,它们在句子里其实是状语.也就是说,我们完全可以将这些词组搬到句首或是放到句末去.从表面上我们也可以看出,它们与主语之间有","隔开.例如:
Petroleum, along with fuel gas, has recently risen in price.
最近石油和燃料煤气的价格上涨了.
The teacher, with all his students, is going to have a picnic this weekend.老师打算这个周末与学生们一起去野炊.
The students, together with their teacher , are going to have a picnic this weekend.学生们打算这个周末与他们的老师一起去野炊.
The warehouse, with all its stockings, was burned last night.
昨晚,那个仓库连同其所有的货物一起被烧毁了.
我们完全可以将上面句子中的那些词组都分别搬到句首或是放到句末去,因为它们在句子里是状语:
Petroleum has recently risen in price, along with fuel gas.
Along with fuel gas, petroleum has recently risen in price.
The students are going to have a picnic this weekend together with their teacher.
As well as the suitcase, the missing things have been found and returned to the owner.
The missing things have been found and returned to the owner, as well as the suitcase.
2) 表示时间,金钱,距离,体积,重量,面积,数字等词语作主语时,其意义若是指总量应看作单数,谓语动词用单数;但如果其意义是指"有多少数量"则应该看作是复数,那么谓语动词也应该用复数.例如:
Four weeks are often approximately regarded as one month.
人们常大约地将四个星期看成一个月.
Twenty years stands for a long period in one's life.
二十年在人的一生里意味着一个很长的时期.
Eighty dollars are enough for a student to spend on food for one week.八十块钱给一个学生吃一个月的伙食是足够的了.
3) 形容词前加定冠词即"the + 形容词"作主语时,其意义若是指个人或是抽象概念应看作单数,谓语动词用单数;但如果其意义是指一类人则应该看作是复数,那么谓语动词也应该用复数.例如:
The young, on the one hand, often think of the old conservative. On the other hand, the old always consider the young inexperience.
一方面,青年人常认为老年人保守;另一方面,老年人总是认为青年人没有经验.
In many stories, the good are well rewarded and the bad are doomed to unfortunate. 在许多故事里,好人总是有好报;坏人注定要倒霉.
4)当and连接两个并列主语在意义上指同一人,同一物,同一事或者同一概念时,应看作单数,谓语动词用单数.另外,当and 连接两个形容词去修饰一个单数形式的主语时,其实是指两种不同的事物,主语则应该看作是复数, 那么谓语动词也应该用复数.例如:War and peace is a constant theme in history. 战争与和平是一个历史上的永恒的主题.
Chinese and Japanese silk are of good quality.
中国丝绸和日本丝绸质量都很好.
Different people respectively welcome White and black coffee.
加奶的咖啡与清咖啡都分别受到不同人们的喜爱.
5) 集体名词作主语时,谓语动词的数取决于主语的意义:主语表示整体时视为单数,谓语动词用单数;主语表示集体中的个体成员时视为复数,谓语动词用复数.这类集体名词常见的有:army, audience, cattle, class, club, committee, crowd, family, government, group, majority, minority, part, people, police, public, staff, team等等,其中cattle,people,police一般看成复数形式.例如:
The family are all fond of football. 那一家人都喜欢足球.
The family is the tiniest cell of the society. 家庭是社会的最小的细胞.
The public has every reason to be cautious of professional deception.
人民大众完全有理由谨防职业骗局.
The public now come to know the whole story.
人们现在越来越清楚那是怎么回事了.
就近原则( Principle of Proximity )
这一原则是指,谓语动词的人称和数常常与最近作主语的词语保持一致.常出现在这类句子中的连词有:or, either… or …, neither… nor … ,not only… but also …等.例如:
Either I or they are responsible for the result of the matter.
不是我,就是他们要对那件事的结局负责任.
Neither the unkind words nor the unfriendly attitude has caused me any distress.既不是那些不友好的话,也不是那不友好的态度让我沮丧.
Not only he but also all his family are keen on concerts.
不仅仅是他,而且是他全家人都很热衷于音乐会.
Neither his family nor he knows anything about it.
他全家人和他都不知道那件事.
英语中,主语的单复数形式决定着谓语动词的单复数形式. 主谓一致必须遵循以下三条
原则:语法一致原则,意义一致原则,就近一致原则.根据这三条原则,现从以下几个
方面进行总结:
一, 并列结构作主语时的主谓一致
1.由and 连接的两个单数名词作主语时,谓语动词一般根据语法一致的原则用复数.
如:
A young man and a girl want to go there.
一个青年男子和一个姑娘想去那里.
但如果在意义上指同一个人,同一件事或同一个概念时,谓语动词要用单数形式.如:
A needle and thread was found on the floor.
在地板上找到了针线(穿了线的针).
2. 当each ...and each..., every...and every...,
no...and no..., many a...and many a
...结构作主语时,谓语动词用单数形式.如:
①No man and no animal is to be found on the moon.
在月球上没发现人和动物.
②Many a doctor and many a nurse is busy with their
work.
许多医生和护士都忙于他们的工作.
3.一个单数名词同时被两个不同的形容词修饰,表示两个不同的概念时,谓语动词一
般用复数.如:
Ancient and modern history are the subjects we
are studying.
古代史和现代史是我们目前学习的课程.
但如果表示的是同一概念时应用单数.如:
The last and most difficult lesson is lesson14.
14课是最后一课也是最难的一课.
4. 由not only... but also ... , either...or ... ,
neither... nor... , ... or...连接的并列主语,谓语动词通常依就近
一致原则决定.如:
Either the players or the coach is responsible
for the defeat.
不是运动员就是教练应该对这次比赛的失利负责.
5
俄国学者拉基米尔·普罗普 叙事结构中的七种“行动范畴”
动画片大师沃尔特·迪斯尼制作了《欢笑卡通》、《红帽小骑士》、《爱丽丝梦游仙境》、《幸运兔子奥斯华》、米老鼠系列片、《三只小猪》、《木偶奇遇》、《白雪公主》、《花与树》等近百部卡通片,那些可爱、滑稽、幽默、风趣的米老鼠、唐老鸭等可爱的小精灵，给全世界的儿童带来了无限欢乐。到了20世纪末随着《狮子王》的全球热播，动画片已不仅仅是儿童的挚爱，成年人也为动画片中讲述的奇异故事所着迷。《海底总动员》甚至成为当季的票房亚军，《狮子王》、《玩具总动员》、《怪物史瑞克》系列、《冰河世纪》、《超人特工队》……等等这些动画片都获得了如潮的好评，再和计算机技术结合之后，影像更加逼真、自如的动画片俨然成为电影产业中的一个大类。
什么是动画片？英语称为cartoon（卡通），含义是活动漫画，是一图画表现人物形象、戏剧情节和作者构思的影片。它是美术电影中最基本的形式，它采用“逐格摄影”（又称定格摄影）的方法，将一系列相互之间只有细微变化的而动作连续的画面拍摄在胶片上，（电视动画片则摄录在磁带上），然后以一秒24个的速度放映出来，能够获得形象自如的艺术效果。①上述定义表明了构成了动画片的三大要素：叙事性、造型性和电影性。这里叙事性是最重要也最主要的要素，只有讲述了完整且新奇的故事，才能吸引受众的注意力。法国电影理论家、当代电影理论的奠基人克里斯蒂安·麦茨一个不无晦涩的表述，但相当准确的说明了叙事之于电影的重要意义：“并非由于电影是一种语言，它才讲述了如此美妙的故事；而是由于它讲述了如此美妙的故事，它才使自己成为一种语言。”所以电影“语言”是为了叙事的需要而创造出来的。而动画片的叙事性结构是由“行动范畴”（弗拉基米尔·普罗普语）来体现的。
本文欲分析的动画片如下：《玩具总动员》、《怪物史瑞克》系列、《冰河世纪》、《超人特工队》。这几部动画片都是极其重视电影语言的力作，叙事性、故事性极强，观众在100多分钟内思绪是紧紧跟随电影中人物的命运发展的。电影中的角色设计都很有特色，基本契合了俄国学者弗拉基米尔·普罗普提出的“七种行动范畴”（即角色特性）。②
1、坏人 2、施惠者 3、帮手 4、公主，或要找和保护的人和物
5、派遣者或发出者 6、英雄或受害者 7、假英雄
普罗普所谓的角色/行动范畴，并不完全等于故事中的人物，而是在故事中的不同段落、情节发展的不同时刻所具有的功能。故事中的一个人物可以在故事发展的不同段落、不同时刻中扮演不同的角色、置身于不同的“行动范畴”；同样，同一角色或“行动范畴”也可以由不同的人物来扮演，不同人物在同一情节段落中扮演同一角色，置身于同一“行动范畴”。诸如《冰河世纪》中老虎安哥在影片的前一部分，是凶狠的“坏人”，为了抢夺孩子（即公主，或要找和保护的人和物）而居心叵测的跟随在猛犸象曼迪身边；而在经过“火山熔岩爆发”这一情节段，当冰柱被火山浆熔化，安哥即将落入悬崖，猛犸象不顾一切地救下了他，令安哥心生感激之情；在影片的最后，安哥背叛了它的组织（欲蚕食猛犸象和抢夺孩子的虎群），挺身而出拦下了致命的一击，帮助猛犸象、树獭希德和孩子逃离危险，并最终得以将孩子送还给了他的父亲。在这一情节段中，老虎安哥从原本传统意义上的“坏人”成长为“英雄”，也契合了人类对“正义必定战胜邪恶”这一原始社会理想的寄托。
虽然“英雄”是影片中的绝对主角，但不能忽略“派遣者”和“施惠者”对“英雄”的影响，更不能忽略“假英雄”对“英雄”的衬托和显现。派遣者或发出者，一般是指故事中的某种带有权威的形象，通常是年长者或者是政治领袖。在经典故事中常常是由这一人物对英雄发出行动的指令。但在现在电影的叙述中，派遣者不再是一个必要的角色，主人公常常为了自己的目的、利益、或为了拯救自己、或是 心灵意志的觉醒而行动。《怪物史瑞克》（一）中的“国王”可算是派遣者，他命令史瑞克救出被火龙围困的公主，然后才能换回史瑞克原先居住的沼泽地。而在《怪物史瑞克》（二）中，派遣者的角色似乎是空缺的，史瑞克所做的一切为的是争取他和公主在一起生活的机会。又如在《超人特工队中》，超人鲍勃不是像在007系列中的邦德那样是听命于国家行政机关部门的，他甚至被国家行政机关部门要求隐姓埋名的过普通人的生活。超人鲍勃和他的超人妻子、超人孩子所谓的“拯救人类”的一切行动，最初的行动动机救助被坏人围困的家人，超人鲍勃被抓之后，超人妻子、超人的儿女们先后成长起来成为“英雄”。
同样需要说明的还有施惠者的角色。顾名思义，所谓施惠者尽管同样为主人公完成任务或实现其目标提供了帮助，但不同于一般意义上的帮手，施惠者在叙事的特殊时刻为主人公提供了某种特殊的帮助，诸如武侠小说中，主人公遇到了“山中高人”，因此而获得了某种特殊的法力、法器或武功。施惠者，也可能是某种人生导师式的角色，在他的指点下，主人公战胜了自身的弱点（内在的对手）而走向成功。如在《怪物史瑞克》（一）中扮演“坏人”角色的火龙，因为迷恋上了驴子，性情大变；在（二）中成为了史瑞克与邪恶的巫婆斗争中反败为胜的关键力量，扮演了“施惠者”的角色。
“帮手”这一角色或行动范畴，在普罗普的理论中没有给与太多的关注，但是在近期这几部动画片中可以发现，“帮手”这一行动范畴占据了极其重要的位置，可以说是“英雄”性格的补充和承托。“帮手”从严格意义上讲是属于“小人物”，但是真实的、可触可感的性格特点使他们成为观众印象最深刻的角色。例如《怪物史瑞克》和《冰河世纪》中的驴子和树獭，都是微小的，他们的性格中混杂着点胆怯、懦弱、狐假虎威，但不掩盖他们真诚、富有爱心的一面，《怪物史瑞克》中，史瑞克自卑得几乎放弃了他对公主的爱，是驴子执着的言语激起了他的勇气，勇敢地去追求真爱（true love）。《冰河世纪》中的猛犸象原先冷酷、特立独行、对人类遗失的小孩缺少温情，在树獭的坚持下只能妥协，而随后他性格中隐藏的善良、仁慈、温柔被激发出来，拼尽全力保护孩子
Walt Disney animated film produced by the master "cartoon laugh," "Red Hat small knight," "Alice in Wonderland," "lucky rabbit Oswald," Mickey Mouse series, "Three Little Pigs," " Puppet Adventure, "" Snow White "," Flowers and Trees "and other cartoons nearly the Department, those cute, funny, humor, humorous Mickey Mouse and Donald Duck and other beloved Pac-Man, to bring the children of the world unlimited joy. To the end of the 20th century with the "Lion King" of the global hit, animated not only the love of children, adults as well as animation in the singular about the fascinating story. "Finding Nemo" or even as a runner-up at the box office season, "The Lion King," "Toy Story," "Shrek" series, "Ice Age", "Incredibles" ... ... and so these have been animated the critical acclaim, and then combined and computer technology, more realistic images, free animated movie industry has become one of the major categories.
What is animation? English as the cartoon (cartoon), is the meaning of the activities of comic books, is a picture of the performance of characters, dramatic plot and author of the idea of the film. It is a basic art form of movies, it used "photography-by-cell" (also known as photo frame) method, among a series of minor changes only for the screen and the action taken in the film, the (TV animation while recording on tape), and then to a second screening of 24 out of the speed, ease access to the image of the artistic effect. ① above definition constitutes a cartoon shows three major elements: narrative, style and the film of. This narrative is the most important factor is also the most important, only about a complete story and novel, in order to attract the attention of the audience. French film theorist, the founder of contemporary film theory a non-Christian Metz obscure expressions, but fairly accurate description of the narrative of the importance of the film: "not because the film is a language, it is only about such a wonderful story; but because it's so wonderful about the story, it was to become a language. "So the film" language "is to the needs of narrative created. The animation of the narrative structure is the "action areas" (Vladimir Propp's words) to be embodied.
For the analysis of this paper animation as follows: "Toy Story," "Shrek" series, "Ice Age", "Incredibles." These cartoons will be shown in the film are attached great importance to the language of work, narrative, strong narrative, the audience in more than 100 minutes in mind is to follow closely the fate of the characters in the film development. The role of the film is very distinctive design, the basic fit of the Russian scholar Vladimir Propp's "seven areas of action" (that is, the role of characteristics). ②
1, bad guys 2, 3 charity, to help 4, princess, or are looking for and protection of human and material
5, or send the issue of 6, 7, heroes or victims, false heroes
Propp so-called role / action areas, the story is not entirely equivalent to the figures, but in different paragraphs of the story, plot development at all times have different functions. The story of a character in the story of the development of different sections, different times to play different roles, exposure to different types of "action areas"; the same, the same role or "action areas" can also come from different plays, different people paragraphs in the same circumstances to play the same role that exposure to the same "scope of action." Such as "Ice Age" in Luanda, the tiger of the first part in the film is brutal, "bad guys", in order to snatch the child (that is, the princess, or are looking for and protection of human and material) and the following is very much ill-around in the mammoth Mandi ; and after "the outbreak of lava," the circumstances above, when the ice was melting volcanic pulp, Angola will soon fall into the cliffs, desperate to save the mammoth under him, so that Angola grateful hearts; in the film the end of its betrayal of Angola Organization (For eroded mammoth and tiger to snatch the child's group), to come forward to stop the fatal blow to help the mammoth, Sid the tree Rex and children to flee the danger, and ultimately to return the child to his father. Paragraph in this case, the tiger was the traditional sense of Luanda from the "bad guys" grow into "heroes", but also fit the man's "justice must prevail over evil," the ideal of the primitive society sustenance.
While "Hero" is the absolute protagonist of the film, but you can not ignore the "send" and "charity" in the "heroes" of the impact, but also can not ignore the "false heroes" of the "heroes" and show the background. Or send the issue of persons, generally refers to a story with the image of authority, usually the elderly or political leaders. In the classic story by the characters are often issued on the action hero's instructions. However, in the narrative of the film now, to send no longer is a necessary role, the main character is often for their own purposes, interests, or to save themselves, or the awakening of the soul and the will to action. "Shrek" (a) the "king" who can be dispatched, he ordered the siege of Shrek rescued by fire dragon princess, and then to live in exchange for the original Shrek swamp. In the "Shrek" (b), the dispatch of the role seems to be vacant, and Shrek has done for him and the Princess for the opportunity to live together. Another example is in the "Incredibles" and Bob is not like Superman in the 007 in the Bond series as it is taking orders from the state administrative organs department, he was the state administrative organs or departments have been requested anonymity in the lives of ordinary people. Superman Superman Bob and his wife, children superman so-called "save humanity" all actions, the initial motivation of action relief was besieged by bad family, Bob was arrested after Superman, Superman wives, sons and daughters of Superman grew up has become a "Hero."
There should be explained the same patronizing role. As the name suggests, the so-called charity though the same task for the hero to achieve its objectives or provide help, but different from the general sense of the help the charity in the narrative to provide a special moment for the hero of some kind of special help, such as martial arts novels , the main character encountered "an expert mountain", there was some sort of special power, or instruments used in martial arts. Charity, and it may be a mentor-like role in life, in his guidance, the main character to overcome the weaknesses of their own (internal opponents) and to success. As in "Shrek" (a) play a "bad guy" role of the Fire Dragon, as obsessed with a donkey, temperament changes; in (b) become the Shrek and the struggle against the evil witch of the key forces behind played a "charity" in the role.
"Helper" areas of the role or actions, in Propp's theory does not give too much attention, but in the near future these can be found in the Department of Animation, "helper," the scope of this action to occupy an important position, can be said to be "heroes" of the supplement and support the character. "Helper" from the strict sense is a "little", but real, tactile sense of character can turn them into the audience was most impressed by the role. Such as "Shrek" and "Ice Age" and the donkey tree Rex, are small, their mix of character points timid, cowardly, but does not hide them in good faith, caring side, " Shrek, "the inferiority Shrek almost abandoned his love of the princess is dedicated donkey speech stirred up his courage, courage to pursue love (true love). "Ice Age" of the mammoth in the original cool, independent of the lack of human warmth missing children, in the tree can only be the insistence of Rex compromise, and then hide his good character, kind, gentle and was inspired by, doing its best to protect children
任何一种能力的培养和学习都是需要兴趣来支撑的。学习英语听说可以使英语不再枯燥无味，不再只是冷冰冰的单词和语法，而是一种生活的方式，一种快乐的实践。提高听说能力的最好方法就是把自己完全浸入英语的语言环境，在这里首推多看英文原版电影和电视剧。
美国好莱坞电影风靡全球，英文原声电影在我国随处可见，但大多数英语学习者对观看原声电影在英语学习中的策略及作用，存在诸多的疑虑。他们认为，看英语电影是“不务正业”的学习活动。通过观看原版电影，学习者可以更好地了解语言中的文化现象以及语言与文化之间的依存关系。比如，“Friends”以及“DesperateHousewives”等系列电影，备受许多成功英语学习者青睐。在观看过程中，我们不仅要注意学习鲜活的日常生活用语，学习“用英语说话”，而且要注意了解英语文化中特有的“喜怒哀乐”。这样，看电影并不只是一个简单的娱乐和消遣的过程，也是一个丰富英语语言文化知识、提高综合运用英语能力
那么我们都知道要想学好英语，应该先从听说入手。
英语听力基础差的学生，要注意选择自己喜欢的听力活动。比如，坚持看英语电影，就是提高听力的有效途径，因为电影图像中的视觉支持，使听力理解变得更为容易。在具备了基本听音能力之后，可以坚持听英语广播和英语讲座。这里，值得提醒的是，有效的听音过程包括复杂的学习活动。学习者除了注意模仿语音和语调之外，还应该学习和记忆听音材料中出现的新的语言知识，并注意区分正式口语、日常口语以及书面语的不同表达法。
由于电影都有完整的故事情节、优美动听的主题音乐，极具震撼力，与学生获取信息的渠道吻合，，因此合适的影片能给人带来美的享受，激发我们学习英语的兴趣。
语言就是环境的产物，所以大家在学习口语，特别是在练听力的时候，要不断地给自己映照出这种环境来。
看电影对学习英语最有帮助，世博外语的张峰校长表示，一定要看英文原版电影，不要看字幕，一直听下去，当你可以分清一句很长又被说的很快句子的单词个数的时候，就证明你的英文水平提高了
因为国内英语环境的缺乏造成国内英语学习者的口语学习困难,观看英文原版电影其实也是学英语的好途径.文章以风靡美国的情景喜剧《老友记》(Friends)为例,分别阐释了原版电影中的语音、句子与词汇、内容与题材以及文化和思维在英语口语学习中的提高作用。
然而，我们平常对于打招呼的话，习惯性的只有：How are you? How do you do? 两句，到底老外在现实生活里面是怎么说话的呢？看看美国电视剧收视神话《老友记》，里面6个年轻人天天和不同的人打招呼，整整10年了，都没有什么重复的话出现。里面大量的时髦日常用语，是大家学习美国口语挖掘不尽的宝藏。一句How you doing?换不同的语音语调，意思也马上随之改头换面。这样学习英语的过程将不再是suffering， 而是有所收获感到高兴的过程。
原版电英语句的随意性，不完整是它的主要特征。在英语学习过程中，我国的英语学习者接触的绝大部分是书面语体。而在英语影视剧中，口头体的语言材料是最重要的特征，具体表现为口语中流行的惯用表达方式、俚语以及相关的跨文化因素。
而在影视中，角色众多，根据剧情的要求，每个角色都有自身特有的语音、语调和语速，再加上连读、弱读等，这些与我们学习的英语听力材料相差甚远，故造成了难以看（听）懂英语原版影视的情况。
因此，看原版英语影视剧是练习英语听说的最好途径，影视剧通过声音与图像共同组成了完整的信息，将视觉刺激和听觉刺激有效地结合在一起，这是其它学习手段所不能达到的，同时还可以调动学习英语的兴趣，做到寓学于乐。
那么电影的作用在于：
1. 电影为语言的运用提供了更真实的情景，使用者更能领悟语言的意境。
近年来随着社会的不断发展,人们的文化生活丰富多彩。 人们对于文化的需求不断的上升。电影事业发展迅速，成为文化阵地的领头羊。往往一部电影的发行和放映，就引起一股社会的潮流和时尚。尤其是一些大片已经与人们的生活息息相关。一部大片的发行，人们争先恐后的观看。生怕走在时代的后面。中学生尤其如此。 大片无论从他的投资和制作都堪称为典范。其中的故事性强，情节曲折，语言考究并具有时代特色。除次之外，还有经过改编的经典文学巨著的影片，其包含的文化和历史可为文化的珠宝，永发光芒。从而使人们走进时间隧道，去遨游的最好去处。人们可以从中不断的汲取精神的营养。
电影中包含的语言及风俗习惯，以及历史事实是学生了解世界文化的窗口和主要手段。它可以最大程度的满足学生对于知识和文化的需求。电影中的人物特点，语言，行为举止的独特具有感染力。
然而，电影作为一种文化传播工具,提供了最好的语言情景,和最实用的语言.电影的对白配合上情景和人物的表情,不像我们课本上的文字那么枯燥,那么难以理解.如我们在观赏狮子王片段时,当辛巴和父亲一起在晨曦中眺望自己统治的辽阔疆域时,父亲讲到Look, Simba, everything the light touches is our kingdom…。那种唯美的画面和音乐不仅吸引了学生的注意力,也使学生很容易地理解了这句带有定语从句的复合句及他们所说的每一句话,更使他们充分感悟到了生命的价值和狮子王浓浓的父爱。而如果把这一段以书本的形式一字一句的交给学生是无法让他们体验到尊重生命的哲理的。我们还要花更多的时间使学生理解每一句话。这种学习语言的方式是机械的.常常是背了很多到用时还不能用的地道,也不能用的符合英语国家人的习惯。
就拿我国的国产影片来讲，近年来推出了不少脍炙人口，走向国际影坛的大片。电影《一个都不能少》“Not one less” ，《神话》， “The myth” 《英雄》 “Hero” 等电影都是用英语字幕，语言中渗透着浓厚的文化，但是从英语把他表现出来。而我们学生所运用的教材也有许多是汲取了电影的营养，使其丰满和具有时代气息。比如现行教材中许多材料都是围绕电影的话题来展开的。如高中第一册的第一单元 “GOOD FRIEND ” 中的阅读就是电影 “Cast away”就是例子。课文中以鲁宾逊的经历来引出话题，谈论如何认识到朋友的重要性及如何交朋友等。设想如果让学生欣赏该部影片，那么将更能吸引学生的学习兴趣。学生不但可以从中加深对于课文的理解，更能触发学生对于语言的认识和体验。
2． 电影作为一种视频文本所产生的吸引力是我们书本教材所无法比拟的。
这一点是勿庸质疑的。我们天天都在上课,每天都是一样的枯燥,如此学习的结果是可想而知的,厌倦听课,厌倦作业
看英文电影重要的是为我们提供了一种学习英语的方式，我想没有哪套课本能对让我们对学习英语产生诱惑力和影响力的，而电影却有。因为电影让英语“活”起来
其实，看外文电影学英语的方法在我国由来已久。在我国老一辈的旅美作家和学者中，大部分都有过看电影学英语的经历。如今，通过看电影学英语更成了成人英语教学的常用方法，像“新东方”等国内一些著名英语培训机构就专门开设了类似的培训课，通过观看经典电影来训练学员的英语口语能力。
看电影学英语，表面在看，原理在听，这种方法最大的好处就是可以锻炼听力。电影听力不像听磁带那样干巴巴的，观众可以通过故事发展的逻辑推理，感觉到台词的意思。另外，在词汇学习上，可以将词汇的用法做详尽的分析，挖掘词语的深层含义，对词汇有一个全方位的认识，而不仅仅停留在“就词论词”上。
另外，通过观看电影，观众可以更加了解西方文化，体会东西方价值观念的不同，将语言上升到真正意义上的交流，让英语真正“活”起来。
3电影中所使用的语言是纯正的，地道的，更是实用的。
众所周知，学习语言应通过对话进行。不同语言的会话结构差别不大，大部分可以从母语迁移过来。差别大的是参加和进行谈话的习俗，如怎样遵从本族语言国家人的说话方式和礼仪等。电影课可以形象直观的向学习者展示怎样通过会话实现语言的各种功能。使学习者不仅仅学到知识本身，更重要的是可以学到语言的使用背景，真正可以使用到正确的场合。
语音作为语言学习的一个重要组成，第二语言的语音系统既不是第一语言的，也不是目的语的。它与第二语言语法系统一样，是学习者自己的一套系统。影响语音习得的因素是多方面的，有的因素与学习者的母语无关，属于语言的普遍性；有的因素属于母语迁移；有的因素属于学习者的认识能力。学习者的困难不是新的语音或者母语中没有的语音，而是与母语相近的语音。如果不考虑目的语系统，只单纯根据本族语者的发音来纠正学生的发音，这样的教学方法有失全面。而通过原版的英文电影，可以有效补充靠中国英语老师来纠正发音的劣势。
电影中使用的语言都是最地道的，合乎英语国家人说话习惯的。学语言不光要学所谓的官方的正式的语言，还要充分理解贫民语言和文化，以及发展中的语言。而通过电影学生们不止能学习地道的英语，还能学习很多课本上见不到的俚语和俗语，了解不同民族的文化背景与习俗以及理解相同的句子在不同场合的意义。而电影正为我们的教材提供了这种条件和补充。因此，在英语教学中加入英文电影配音，使学生的英语学习兴趣，口头表达能力，语言认知能力都有了极大的提高。并通过对影视的了解和把握，可以从一个方面了解一个民族的文化，具备艺术素质，为学生理解现当代社会历史与其它门类的文化艺术，提供学习和探究的基础平台，是对现行外语教学方式有机的补充，为我们在国内也能习得流利地道的英语提供了一条捷径。
电影借助声音和图像，我们不仅易于理解真实的语言材料，而且能逐渐掌握英语为母语者说话的语言使用特点。日积月累，可帮助我们突破听力理解的大难关，同时对我们的口语也有促进作用。
然而，原版电影还有以下作用：
1、看英文原版电影有助于你将背下的句子用出去！因为当你发现电影里的人物脱口而出的竟是你能背下的句子时，那是很兴奋的！这也是在间接的卖弄你学的句子。要记住，卖弄一次比背十次的印象还要深！
2、英文原版电影是学发音的最好材料！我们平时练习发音都是一个单词一个单词的练，对着枯燥的口腔图纠正发音，似乎发音的练习如此的漫长而又枯燥！对初学者来说，有必要掌握基本的发音规则和规律，但是一旦你有了一定的词汇量和句子量后，就应该投入到实战中去，而英文的原版电影就是非常好的实战！
3、 看英文原版电影能激活你学的单词、句子和语法！因为孤立的背单词和语法是没有用的，必须把它用出去，而看英文原版电影则可以将你学的单词全部激活，变成你的口语单词，一个单词一旦变成你的口语单词以后，那这个单词已经达到最高境界了！
4、看英文电影是避免枯燥的最好的方式！天天苦行僧似的一个人在默默的背着单词和句子确实很辛苦，而且不见得成效有多大！但如果你去看英文电影，里面的情节会很快吸引你的注意力，在不经意的时候掌握了英语！
5、 看英文原版电影能让你学到最鲜活的词汇和表达！这是非常重要的，因为我们平常背的句子其实有很多都是已经过时的或者在口语中不常用的句子，但通过看英文原版电影我们可以学到很多最时髦、最鲜活的词汇和表达法，比如昨天我看老友记时学到了一个地道的表达法，叫Have you put your foot down?（你已经决定好了吗？）还好很多很多好的地道表达等着你去学习和吸收！
6、看英文电影给你提供了一个全英文环境！几乎所有学英语的中国人都在抱怨，我们学英语缺的是英语环境。其实不然，通过看英文电影你其实已经完全溶入在那个环境里了，你会想象你就在那个电影里面，扮演着某个角色，操着一口流利的英语在跟别人交谈，多么美妙，多么惬意！
