A Rose for Emily 课件

Fiction(小说) novel, story

books and stories about imaginative people and events

Fiction: invention, imagination

Fictional, fictitious(invented, not real)

1.Plot: What happened?

2.------the arrangement of events that make up a story

------a sequence of incidents that bear significant causal relationship to each other.

Exposition (background inf, character introduction)

Complication (intensification, rising actions)

Crisis (moment of great tension), crisis (turning point)

resolution(denouement)

Why attracted or delighted by plot?

(intriguing, intense mystery stories; detective stories)

----The writer controls our emotional responses by plot, varying the tempo, preparing us reversals and surprises.

----The events are ordered with a view to both the overall meaning and the responses of the readers

3.Character: What happened to them?

----imaginary people

While reading, we identify with them; we judge them

1)major and minor character (role )

hero, heroine; protagonist, antagonist

2)dynamic and static character (development, change)

3)3) Flat character and round character

(content of character)

扁平人物: one-dimesional; who represents a single characteristic, trait or idea; type character; sometimes distorted to create humor, as caricatures单一，突出，鲜明，某一性格特征始终如一，稳定性极强。单质，单向，单义，漫画式的夸张，某种性格的抽象化，对生活的超越和深层把握，具有典型意义。

圆形人物：multi-dimesional; who embodies a number of qualities and traits; complex characteres of considerable intellectual and emotional depth who have the capacity to graow and change.

丰满，复杂，立体感强，有稳定的性格轴心，又有不同的性格侧面，性格层次。稳定而不凝固，流动

感强，呈现多姿、多采、多面的立体形象。阿Q，王熙凤，安娜卡列尼娜, Hamlet CHARACTERIZATION:

----Narrative summary without judgment.

----Narrative description with implied or explicit judgment.

----Details of dress, physical appearance.

----Action, what they do.

----Speech, what they say.

----Consciousness, what they think and feel

4.Setting：When（time）；Where（place, location）

---They provide backdrop for action, both make and keep the character real, enhance our understanding of character and embody theme.

Setting helps the reader visualize the action of the work and thus adds credibility and an air of authenticity to the characters.

---It reveals historical and cultural context.

A Rose For Emily；Balzac; 贾平凹

写实环境:现实主义, 详实展示世态人情,时尚风俗和时代社会的真实面貌.

假托环境: 比较符合生活的逻辑, 但又不确指,假托一个时代,地点. 比确指环境具有更深广的概括力, 是整个时代社会的缩影.

虚幻环境:超现实主义. 超出生活的形貌, 逻辑, 但在更高层次上映现深广的社会历史内容. 对现时生活形而上的概括

5.Point of View : Narrative Voice (叙述视角, 叙述声音)

Who is narrating the story?

叙事者全知: 非聚焦third person, omniscient

叙事者不受时空限制(神的叙事观点), 上下几千年, 纵横几万里, 洞晓所有人的举动、言行、心理；

适合写错综复杂的关系,时间悠长的渊源, 波澜壮阔的场面

Little space for the reader.

叙事者参与: 内聚焦first person “I”，真切，感染力

叙事者观察: 外聚焦third person, limited omniscient 客观观察，描写容貌、表情、动作、语言、环境，不写内心世界，不作主观解释、评论。真切可信，强烈，悬念，留有空间回味

Much space for the reader.

6.Symbolism: A key to extended meaning

Something that stands for something else by reason of relationship, association, convention, or accidental resemblance…a visible sign of something invisible.

Universal (cultural)symbols

Contexual (private) symbols

7.Irony: A key to extended meaning

a disparity between what is said and what is meant and between what is presented and what finally turns out to be.

verbal irony: what is said is the opposite of what is meant.

Situational irony: an incongruity between appearance and reality, between expectation and fulfillment, or between what is and what would seem appropriate.

Dramatic irony: the reader to know more than a character in the story knows.

8.Theme: Meaning and Message in Fiction

For open interpretation: Multi-level; Multi-dimension

A Rose for Emily

William Faulkner

Pre-reading Questions

1. What kind of story do you think this is?

2. What kind of girl do you think Emily is?

3. Can you guess who presents a rose for her?

Reading the story: A Rose for Emily

I. The death of Emily; the position and image of her and her family; her tax in the town

1. What can you conclude from the opening paragraph?

2. What is the setting of the story?

3.What can you conclude from the description about her house and her case concerning tax?

4.How do you understand the sentence “Alive, Miss Emily had been a tradition, a duty, and a care”?

5.What is your impression of Emily?

6.irony and humor in the end.

Encroach===to take the place of sth

Obliterated===ereased

August===grand (names)

Coquettish==showing off

Perpetual==lasting for ever

II. The smell problem; her life until her father’s death and her situation after.

1.Can you guess where the smell is from?

2.Make guess about the character of the father

3.Explain how Emily reacts to her father?s death.

4.Explain the town?s attitude to Emily?s situation after her father?s death

Alderman === members of town council

Torso== statue idol

III. Emily’s love affair; the townspeople’s reaction; Emily bought the poison.

1.How does she look when she gets over the loss of her father?

2.What is your impression of Homer Barron?

3.Explain how Emily reacts to the town?s gossip.

4.Why does she buy the rat poison, the arsenic?

H.B___ a big, dark, ready man

Sociable, easy-going, vigorous, romantic

An interesting person to be with

Yankee: vulgar, uneducated

He liked men. Not a marrying person.

Emily needs to “persuade” him to get married.

IV. Emily’s love affair; the townspeople’s reaction; her two female cousins visiting; the disappearance of Homer Barron; Emily’s reclusive life till death.

1.What do you know about Homer Barron?

2.What do you know about Emily and her preparation for marriage despite of the town?s frowning and her relations

interfere?

3.What happened to Emily “since we last saw Homer Barron”?

4.Why do you think Emily gave the china-painting lessons?

5.What is your impression of the Negro?

Protestants The May Flower and the pilgrims

The puritans

Roman Catholic Church

V. Emily’s funeral; the inside of her long closed room above stairs.

1.What are the whereabouts of the Negro?

2.How do you interpret the old men?s behavior in the funeral?

3.What can you conclude from the decoration of the inside of the room, esp. things relating to the word “rose”?

4.From the indentation of a head in the second pillow, What do you know about Emily?

5.The story does not tell us the inner world of Emily, but can you infer something about it?

Backgrounds

I. About the Deep South (the Old South):

1. The Deep South refers to the southern states before the Civil War, which was a land of fertility, wealth and prosperity (with warm and humid climate), and the economy of which was based on the (tobacco, rice and cotton) plantation with the hard work of black slaves. Lot of distinguished noble families preserved the European heritage, and lived graceful and luxurious upper-class life, owning large cotton farms where numerous slaves toiling.

See Gone with the Wind: Overture

There was a land of Cavaliers and Cotton Fields called the Old South…

Here in this pretty world Gallantry took its last bow…

Here was the last ever to be seen of knights and their ladies Fair, of Masters and of Slave…

Look for it only in books, for it is no more than a dream remembered.

A civilization gone with the wind…

2. the economy of the south: plantation (wealth and prosperity)

Deep-rooted slavery: strong racism; tense racial conflicts

The tradition of Chivalry/ Gallantry/ Cavaliers

Distinguished noble families: noblesse oblige

education; art and music; honor and dignity

Keen interest in the old myths of the south: romantic, unrealistic

Patriarchy society: the image of rigid, severe fathers

Puritan ethics: hardworking, thrifty, abstinent(禁欲的), etc.

Strict ethics for women: chastity

3. However, the Civil War destroyed the South not only economically, but spiritually. For a long time the chaotic situation lasted, with

a lot of people indulging in the reminiscent memory of the past, being unable to adjust to the new situation, clinging desperately to the old traditions, which leads to ever greater traumatic tragedies. Many works reflect its prevailing problems like pessimism, disillusionment, racial hatred, violence, alienation, conservatism, and moral decline, etc.

II. About the author

William Faulkner (1897-1962)is a renowned giant Deep South writer, and is acclaimed throughout the world as one of the twentieth century?s greatest writers as well. He got the Nobel Prize in 1950.

Deeply rooted in the South, Faulkner wrote about his hometown and people with a mixture of https://www.wendangku.net/doc/9c10511820.html,ing many experimental modern techniques, he depicts a realistic picture of the decaying South and shows great concern to the problems, (though he is like the majority of the southerners, reminiscent, always holding fast to the idyllic dreams), transcending the picture of the South into the truthful reflection of modern western world.

Besides his unique artistic techniques, namely, multiple points of view, multiple narration, stream-of-consciousness, etc, he is acclaimed for his “Yoknapatawpha”series—most of his 18 novels and three short story collections are set in imaginary “Yoknapatawpha”county and “Jefferson”town, which are based on his own home state and town (Mississippi and Oxford). Many characters, people from noble families whose history could be traced back to the pre-Civil-War period, even the pre-colonial period,

repeatedly appear in different novels and stories, their life reflecting the decaying of the South and some other problems that modern western world are facing.

The Sound and the Fury (1929)

Go Down, Moses (1942)

As I Lay Dying

Light in August

Detailed Analysis: A Rose for Emily

An aging spinster Emily Grierson, whose death and funeral drew the attention of the entire town. The unnamed narrator (identified as “the town”)in a seemingly haphazard manner relates key moments in Emily?s life, including the death of her father and a brief fling wit h a Yankee road paver. Beyond the literal level of Emily?s narrative, the story is sometimes regarded as symbolic of the chan ges in the South during the representative period.

1. Plot

a. Emily lived to the age of 30, and her father died.

b. Emily was sick for long, later she was in love

c. the town frowned on her affair, the minister going to see her; the female cousins visiting; Emily ordered jewelry, preparing for

marriage. Homer Barron going away and coming; Emily bought the rat poison.

d. the smell from Emily?s house (from the rotten body); Emily?s hair turning gray, her door closed; from 40 to 50, giving china-painting

lessons.

e. Since when she was about 60, the tax problem had remained unresolved.

f. Emily died at 74.

What happened?

(The story in chronological order)

a-b-c-d-e-f

How is the story told?

(The plot with inverted and disturbed time order: it forces the reader to shift the attention from what happens to why and how it happens. Full of suspense and shocks, it leaves much for the readers to explore)

f-e-d-a-b-c

I: Emily, such a grotesque, old recluse, seems to be privileged in the town. Why?

II: Why are the aldermen deals with the smell in such circumspect manner? Why is there such strong smell?

III. Emily bought the poison, but she didn?t kill herself. What was used for?

IV. Homer Barron was never seen since. Do you know his whereabouts?

Flashback and foreshadowing are two often used literary devices that utilize time in order to produce a desired effect. Flashbacks (retrospect) are used to present action that occurs before the beginning of a story; through this a writer can bring in the past whenever it is most relevant to the present. Foreshadowing creates expectation for action that has not yet happened; it prepares the reader for what is yet to happen by presenting some details which hint at the direction the story will take. It is a device conducive to suspense. Faulkner uses both devices in ……A Rose for Emily??to strike the reader with the following feelings: grotesque, mysterious, shocking, tragic, sympathetic, etc.

The plot of the story evolves around many conflicts:

the conflicts between Miss Emily and her father

the conflict between Miss Emily and the town, the established codes of conduct

the conflict between Miss Emily and Homer Barron,

the conflict between the South and the North

the conflict between the past and the present.

2. Character:

a. major / minor character (roles )

b. dynamic / static character (changes)

c. Flat character / rounded character (contents)

Emily

Father(static): Possessive and domineering, patriarchic

What are in his mind?

When he was alive, he “robbed” Emily and “thwarted” her woman?s life so many times, driving away many young men from Emily. “We thought of them as a tableau, Miss Emily a slender figure in white in the background…the two of them by the back-flung door.”When he was dead, he still shadowed her life. The portrait above

(Murderer of Emily)

Homer Barron (static): Yankee

A big, dark and ready man; easy-going, romantic

What void (缺失) in Emily?s life is filled by Homer.

symbol of life, vigor, freedom and change

but on the other hand,

he is unreliable (not a marrying man)

homosexual

People regard him low (the Yankee, a day laborer), which shows the conflicts between the North and the South.

The negro-Tobe (static):

Loyal to master, devoted, hardworking

Having no subjectivity

He is speechless, but he surely knows a lot of things.

He disappears after the master of the house dies. Why?

Emily (dynamic)

Both physical and spiritual changes:

Miss Emily a slender figure in white

(She must be beautiful and graceful, well educated and well behaved, which attracts lots of young man.)

When we saw her again, her hair was cut short, making her look like a girl…

(Despite the thwarting effect of the father, she still holds nice hopes for life, and is very determined to pursue her own happiness.)

But the town is so strong in their way, disapproving her uniting with Homer Barron, needing her be its tradition, which is exactly her duty and also her care (pain).

Miss Emily had been a scapegoat, a sacrifice for the town?s rigid ideas, tradition and so-called noblesse oblige

Homer Barron fills her life with hope, vigor and romance, which make her strong when faced great pressure from society and family. But the fact that Homer is unstable and unmarrying, a last straw to Emily, leads her final breakdown. She became a grotesque recluse, a distorted lover, and a merciless murderer. Her image in the end:

she entered--a small, fat woman in black….

She looked bloated, like a body long submerged in motionless water, and of that pallid hue.

Who killed Homer?

Who killed Emily?

Townspeople (static): nosy, gossipy

Miss Emily had been a tradition, a duty, and a care?

a small old rural town (Jefferson) in the South

with some history (the past)

Conservative: reminiscent for what is gone

(noblesse oblige, “Poor Emily”)

in the process of modernization (the future);

Materialized; prevalent slavery

Woman biased; having suffocating rules for women

The great aunt

Two female cousins

Miss Emily had been a scapegoat?

A sacrifice for their rigid ideas, tradition and so-called noblesse oblige

Co-murderer of Emily

But sometimes, they show contradictory attitudes.

That was when people had begun to feel really sorry for her.

When her father died, it got about that the house was all that was left to her; and in a way, people were glad. At last they could pity Miss Emily. Being left alone, and a pauper, she had become humanized. Now she too would know the old thrill and the old despair of a penny more or less.

We were really glad. We were glad because the two female cousins were even more Grierson than Miss Emily had ever been.

(By that time it was a cabal, and we were all Miss Emily's allies to help circumvent the cousins.)

The men did not want to interfere, but at last the ladies forced the Baptist minister--Miss Emily's people were Episcopal-- to call upon her.

At first we were glad that Miss Emily would have an interest, because the ladies all said, "Of course a Grierson would not think seriously of a Northerner, a day laborer." But there were still others, older people, who said that even grief could not cause a real lady to forget noblesse oblige- -

For a long while we just stood there, looking down at the profound and fleshless grin.

Co-murderer of Emily

3. The Narrator

“We”- one of the townspeople:

first person (direct, easy to influence the reader?s views)

He reveals a lot about the town?s mind. He has mixed feelings.

Sometimes he is exactly the town?s speaker, but sometimes he is different from the rest of the town, which shows the author?s criticism to the town.

limited omniscient (leaving inner of Emily unknown, making it a enchanting mystery for the reader to explore)

What is the speaker?s tone and emotion?

What do you know about the inner world of Emily?

4. The symbols in the story

Emily as a symbol

The symbol of the rose—love

The symbol of the house

—decadence nature of the Southern tradition

The symbol of the small town—the decaying South

The symbol of Homer Barron—the North

Comprehension Questions:

https://www.wendangku.net/doc/9c10511820.html,ment on how the plot of the story is structured.

2.Analyze the character of Emily. What do you think causes her tragic life?

3.Who is narrating the story? How is the point of view important?

4.How do you interpret the title?

(The meaning of the title is ambiguous, capable of various interpretations. A rose is a traditional symbol of love and a pledge of faithfulness. From the story we can see Miss Emily was denied love. So, in this sense, the title has an ironic meaning. A rose for somebody can also mean a kind of memorial, an offering, in memory of somebody. It shows the author?s sympathy and deep respect. Does Faulkner?s Emily remind you of another famous EMILY? What are similar? )

小说鉴赏方法

小说鉴赏方法: 小说的鉴赏必须要注意三点:(1)要了解小说所反映的社会背景,作者写作、 发表时的社会背景及作者的写作意图,在此基础上,领会小说所揭示的主题思想; (2)要认真分析人物形象,通过对有关描写方法的研究,剖析人物形象,理 解典型环境中的典型性格,从而深入领会小说的思想与艺术; (3)要研究小说的故事情节、线索、结构就是怎样为塑造形象、表达主题服 务 的。 第一、分析典型人物 分析人物可从以下几个方面入手 ①注意人物外貌特征的描写。如祥林嫂的外貌。 ②注意人物语言的个性化。如鲁四老爷的个性化语言,就反映出她伪善、冷酷、自私的性格特征。 ③注意人物的行动描写。如药里刽子手康大叔卖人血馒头的一系列动作,就刻画出她凶残、贪婪的丑恶形象。 ④注意人物的心理描写。如项链中对玛蒂尔德大段心理描写,就揭示了她小资产阶级的虚荣心。 ⑤刻画人物形象的方法。 第二、分析故事情节。

情节就是叙事性文学作品中所描写的事件及其发展变化的过程,它由一系列具 有矛盾冲突的具体事件组成。 分析故事情节可从以下几个方面入手: ①理清结构。小说的情节大体由开端、发展、高潮、结局几部分构成,可以据此划分层次。 ②寻找线索。线索就是情节发展中的脉胳,有时还就是矛盾冲突的焦点。通过寻找线索,有利于掌握情节,有时也有利于抓住小说的矛盾冲突,便于把握主题。 ③抓住场面。情节由场面组成。有的小说情节复杂,有的小说情节不连贯, 在这种情况下,抓住场面分析就可以不受情节、结构的限制,直接掌握作品的中心事件与主要矛盾。 第三、分析典型环境。 ①典型环境就是指文学作品中形成人物性格并驱使人物行动的生活场所,就 是一 定历史时代、社会现实及其发展趋势的具体体现。 ②典型环境就是指文艺作品中典型人物所生活的形成其性格并驱使其行动 的 特定环境。 典型环境主要就是社会环境,也包括自然环境。 分析典型环境从以下方面入手:

a rose for Emily 分析

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英语选修六课文翻译Unit5 The power of nature An exciting job的课文原文和翻译

AN EXCITING JOB I have the greatest job in the world. I travel to unusual places and work alongside people from all over the world. Sometimes working outdoors, sometimes in an office, sometimes using scientific equipment and sometimes meeting local people and tourists, I am never bored. Although my job is occasionally dangerous, I don't mind because danger excites me and makes me feel alive. However, the most important thing about my job is that I help protect ordinary people from one of the most powerful forces on earth - the volcano. I was appointed as a volcanologist working for the Hawaiian V olcano Observatory (HVO) twenty years ago. My job is collecting information for a database about Mount Kilauea, which is one of the most active volcanoes in Hawaii. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. Our work has saved many lives because people in the path of the lava can be warned to leave their houses. Unfortunately, we cannot move their homes out of the way, and many houses have been covered with lava or burned to the ground. When boiling rock erupts from a volcano and crashes back to earth, it causes less damage than you might imagine. This is because no one lives near the top of Mount Kilauea, where the rocks fall. The lava that flows slowly like a wave down the mountain causes far more damage because it

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高考复习小说鉴赏有妙招课堂实录完美版

高考复习小说鉴赏有妙招课堂实录完美版 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

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ARoseforEmily英文分析及简评

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小说鉴赏方法

小说鉴赏方法： 小说的鉴赏必须要注意三点：（1)要了解小说所反映的社会背景，作者写作、 发表时的社会背景及作者的写作意图，在此基础上，领会小说所揭示的主题思想； （2)要认真分析人物形象，通过对有关描写方法的研究，剖析人物形象，理解典型环境中的典型性格，从而深入领会小说的思想和艺术； （3)要研究小说的故事情节、线索、结构是怎样为塑造形象、表达主题服务的。 第一、分析典型人物 分析人物可从以下几个方面入手 ①注意人物外貌特征的描写。如祥林嫂的外貌。 ②注意人物语言的个性化。如鲁四老爷的个性化语言，就反映出他伪善、冷酷、自私的性格特征。 ③注意人物的行动描写。如药里刽子手康大叔卖人血馒头的一系列动作，就刻画出他凶残、贪婪的丑恶形象。 ④注意人物的心理描写。如项链中对玛蒂尔德大段心理描写，就揭示了她小资产阶级的虚荣心。 ⑤刻画人物形象的方法。 第二、分析故事情节。

情节是叙事性文学作品中所描写的事件及其发展变化的过程，它由一系列具 有矛盾冲突的具体事件组成。 分析故事情节可从以下几个方面入手： ①理清结构。小说的情节大体由开端、发展、高潮、结局几部分构成，可以据此划分层次。 ②寻找线索。线索是情节发展中的脉胳，有时还是矛盾冲突的焦点。通过寻找线索，有利于掌握情节，有时也有利于抓住小说的矛盾冲突，便于把握主题。 ③抓住场面。情节由场面组成。有的小说情节复杂，有的小说情节不连贯， 在这种情况下，抓住场面分析就可以不受情节、结构的限制，直接掌握作品的中心事件和主要矛盾。 第三、分析典型环境。 ①典型环境是指文学作品中形成人物性格并驱使人物行动的生活场所，是一 定历史时代、社会现实及其发展趋势的具体体现。 ②典型环境是指文艺作品中典型人物所生活的形成其性格并驱使其行动的 特定环境。 典型环境主要是社会环境，也包括自然环境。 分析典型环境从以下方面入手： 第四、分析小说的社会作用 小说的社会作用分为认识作用、教育作用、美感作用。

白居易讽喻诗中以植物为题诗

白居易讽喻诗中以植物为题诗 摘要：白居易曾将自己的诗歌分为讽喻、闲适、感伤和杂律四类。在 他的一百七十三首讽喻诗中，有一些是以植物为题材的诗歌。它们或 借植物来讽喻社会现状；或借植物喻古讽今；较多的则是以植物比喻 一类人。这些诗就艺术成就而言不算是上乘佳作，但它们给我们刻画 了当时形形色色的人物形象，是当时社会环境的一个缩影。 关键词：白居易讽喻诗植物 一、概述 白居易曾将自己的诗分成讽喻、闲适、感伤和杂律四大类。他给自己 的讽喻诗所下的概念，见于《与元九书》中：“自拾遗来，凡所适所感，关于美刺兴比者；又自武德讫元和，因事立题，题为新乐府者， 共一百五十首，谓之讽喻诗。”中国论文联盟编辑。 在白居易的一百七十三首讽喻诗中，有一部分是以植物为题目的。这 一类诗一共有二十三首。它们分别是：《云居寺孤桐》、《京兆府新 栽莲》、《白牡丹》、《紫藤》、《杏园中枣树》、《文柏床》、 《庐山桂》、《湓浦竹》、《东林寺白莲》、《答<桐花>》、《和<松树>》、《有木诗八首》、《涧底松》、《牡丹芳》、《隋堤柳》、 《草茫茫》。其中，《草茫茫》虽以植物为题，但只是以“草茫茫” 起兴，并非以之为题材。所以，在白居易的讽喻诗中，以植物为题材 的诗共有二十二首。在这二十二首诗中，以树为题材的有《云居寺孤桐》、《杏园中枣树》、《文柏床》、《庐山桂》、《湓浦竹》、 《和<松树>》、《有木诗八首》、《涧底松》、《隋堤柳》等十六首。剩下的六首则是以花藤为题。 二、分类 这二十二首诗，可以分为两类：一类以植物来讽喻一种社会现状；另 一类则是以植物来比喻一类人。

（一）以植物讽喻社会现状 以植物来讽喻社会现状的有两首——《牡丹芳》和《隋堤柳》。《牡 丹芳》从诗的开头到“浓姿贵彩信奇绝，杂卉乱花无比方。石竹金钱 何细碎，芙蓉芍药苦寻常”都是描写牡丹的国色天香；正因为如此，“遂使王公与卿士，游花冠盖日相望”；而这种现象，“三代以还文 胜质，人心重华不重实。重华直至牡丹芳，其来有渐非今日。”作者 所讽刺的，正是这种“重华不重实”的社会现状，他期望的是“少回 卿士爱花心，同似吾君忧稼穑”。民以食为天，农业是一个国家的根本，但是当时的上层社会却偏爱牡丹这种名贵花卉，且互相攀比；对 于农作物却毫不关心。诗中虽然有“元和天子忧农桑，恤下动天天降祥。去岁嘉禾生九穗，田中寂寞无人至。今年瑞麦分两岐，君心独喜 无人知”，但若不是皇室也对牡丹情有独钟，怎会有如此的社会影响。作者如此说，也只是为了能委婉地提出谏言，不要触了皇帝的逆鳞罢了。 《隋堤柳》和《牡丹芳》有所不同，与其说它是讽刺社会现状，不如 说是借古讽今。诗的最末句“后王何以鉴前王？请看隋堤亡国树”也 说明了这首诗的写作目的是借隋炀帝荒淫误国的旧事来告诫当朝皇帝 不要重蹈覆辙。试想，若是当时的皇帝在这方面做得很好，作者又何 必写下这首讽喻诗。所以说，它也从侧面反映了当时的社会状况，可 以与《牡丹芳》放在一类。 （二）以植物喻人 以植物来比喻人的则有二十首。根据这些植物所比喻的人的特征：贤者、小人和介于二者之间才干较为平庸的人，这些诗又可以分为三部分。 1.以植物喻贤者 以植物比喻贤者的诗有十一首：《云居寺孤桐》、《京兆府新栽莲》、《白牡丹》、《杏园中枣树》、《文柏床》、《庐山桂》、《湓浦竹》、《东林寺白莲》、《答<桐花>》、《和<松树>》、《涧底松》。

鉴赏小说的基本的方法

鉴赏小说的基本的方法 (一) 小说的基本常识 1、小说是通过人物、情节和环境的具体描写来反映现实生活的一种文学体裁。人物、情节、环境是小说的三要素。 2、小说刻画人物形象的方法包括：语言描写、肖像描写、行动描写、心理描写和细节描写。 3、小说中的环境包括自然环境和社会环境。 4、小说的叙述方式包括顺叙、倒叙、插叙等。 (二)小说的特点 1、完整的故事情节 2、鲜明的人物形象 3、典型的环境 4、深刻的主题 5、精巧的构思 (三)高考命题要点 1.把握故事情节 2.揣摩人物形象 3.注意环境描写 4.概括主题内容 5.品味语言特色 6.分析写作技巧 一、小说情节的把握 把握好故事情节，是读懂小说的关键，是欣赏小说艺术特点的基础，也是整体感知文章的起点。命题者在为小说命题时，也必定以此为出发点，先从整体上设置理解文章内容的试题。 （一）高考中有关小说情节的命题指向 1、用一句话或简明的语句概括故事情节，或文中共写了哪几件事，请依次加以概括； 2、对某一情节的特点和作用进行分析； 3、对情节的高潮部分或结尾部分作用的理解； 4、小说在叙述故事情节过程中顺叙、倒叙、插叙等方法的使用； 5、哪一个情节最吸引你； 6、情节的合理性探究。 （二）小说中情节的作用 1、交代人物活动的环境； 2、设置悬念，引起读者阅读的兴趣； 3、为后面的情节发展作铺垫或埋下伏笔； 4、照应前文； 5、线索或推动情节发展； 6、刻画人物性格； 7、表现主旨或深化主题。 （三）情节安排的方式及作用 1、就全文来说有一波三折式。作用是引人入胜，扣人心弦，增强故事的戏剧性、可读性。 2、就开头结尾来说有首尾呼应式。作用是使结构紧密、完整。 3、就开头来说有倒叙式（把结局放到开头来写），如《祝福》，先写祥林嫂的死，然后再写祥林嫂是怎样一步步被封建礼教逼向死亡之地的。起到制造悬念的作用。 4、就结尾来说有戛然而止，留下空白式。此外，还有出人意料式、悲剧、喜剧式等。 5、贯穿情节的线索。可作线索的小说因素有：事、物、人、情、时间、空间，如《药》中的“人血馒头”、《故乡》中的“我”等。 （四）分析小说情节的入手方式： 1、抓住场面； 2、寻找线索； 3、理清小说的结构。 （五）分析小说情节时的注意事项 1、情节的发展变化是矛盾冲突发展的体现，分析小说的情节时必须抓住主要的矛盾冲突。 2、分析情节不是鉴赏小说的目的，而是手段，是为理解人物性格、把握小说主题服务的。所以，在分析情节的过程中，要随时注意体会它对人物性格的形成及对揭示小说主题的作用。 （六）情节安排的顺序及作用

白居易题遗爱寺前溪松赏析翻译

题遗爱寺前溪松 唐代 偃亚长松树，侵临小石溪。静将流水对，高共远峰齐。 翠盖烟笼密，花幢雪压低。与僧清影坐，借鹤稳枝栖。 笔写形难似，琴偷韵易迷。暑天风槭槭，晴夜露凄凄。 独契依为舍，闲行绕作蹊。栋梁君莫采，留著伴幽栖。 这是一首关于：的诗 翻译 赏析 个人作品 主题 题材集中是白居易讽喻诗的艺术特色之一。他一般只选择最典型的一件事，突出一个主题，“一吟悲一事”，主题非常明确。为使主题更明确传达给读者，或诗题下加小序点明主题，或“卒章显其志”突出主题。其次，白诗的艺术特色还表现在刻画人物上，他能抓住人物的特征，用白描方法勾勒出鲜明生动的人物形象。但白诗的诗意并不浅显，他常以浅白之句寄托讽喻之意，取得怵目惊心的艺术效果。《轻肥》一诗描写了内臣、大夫、将军们赴会的气概和席上酒食的丰盛，结句却写道：“是岁江南旱，衢州人食人”，这是一幅多么惨烈的情景。

闲适诗和讽喻诗是白居易特别看重的两类诗作，二者都具有尚实、尚俗、务尽的特点，但在内容和情调上却很不相同。讽喻诗志在“兼济”，与社会政治紧相关联，多写得意激气烈；闲适诗则意在“独善”，“知足保和，吟玩性情” ，从而 表现出淡泊平和、闲逸悠然的情调。 白居易的闲适诗在后代有很大影响，其浅切平易的语言风格、淡泊悠闲的意绪情调，都曾屡屡为人称道，但相比之下，这些诗中所表现的那种退避政治、知足保和的“闲适”思想，以及归趋佛老、效法陶渊明的生活态度，因与后世文人的心理较为吻合，所以影响更为深远。如白居易有“相争两蜗角，所得一牛毛”、“蜗 牛角上争何事，石火光中寄此身”的诗句，而“后之使蜗角事悉稽之”。即以宋人所取名号论，“醉翁、迂叟、东坡之名，皆出于白乐天诗云”。宋人周必大指出：“本朝苏文忠公不轻许可，独敬爱乐天，屡形诗篇。盖其文章皆主辞达，而忠厚好施，刚直尽言，与人有情，于物无着，大略相似。谪居黄州，始号东坡，其原必起于乐天忠州之作也。”凡此种种，都展示出白居易及其诗的影响轨迹。 诗歌理论 白居易的思想，综合儒、佛、道三家，以儒家思想为主导。孟子说的“达则兼济天下，穷则独善其身”是他终生遵循的信条。其“兼济”之志，以儒家仁政为主，也包括黄老之说、管萧之术和申韩之法；其“独善”之心，则吸取了老庄的知足、齐物、逍遥观念和佛家的“解脱”思想。二者大致以白氏被贬江州司马为界。白居易不仅留下近三千首诗，还提出一整套诗歌理论。他把诗比作果树，提出“根情、苗言、华声、实义”的观点，他认为“情”是诗歌的根本条件，“感人心者莫先乎情”，而情感的产生又是有感于事而系于时政。因此，诗歌创作不能离开现实，必须取材于现实生活中的各种事件，反映一个时代的社会政治状况。他继承了《诗经》以来的比兴美刺传统，重视诗歌的现实内容和社会作用。强调诗歌揭露、批评政治弊端的功能。他在诗歌表现方法上提出一系列原则。《与元九书》中他提出了著名的“文章合为时而著，歌诗合为事而作”的现实主义创作原则。

八年级下册3a课文

八年级下学期全部长篇课文 Unit 1 3a P6 In ten years , I think I'll be a reporter . I'll live in Shanghai, because I went to Shanfhai last year and fell in love with it. I think it's really a beautiful city . As a reporter, I think I will meet lots of interesting people. I think I'll live in an apartment with my best friends, because I don' like living alone. I'll have pets. I can't have an pets now because my mother hates them, and our apartment is too small . So in ten yers I'll have mny different pets. I might even keep a pet parrot!I'll probably go skating and swimming every day. During the week I'll look smart, and probably will wear a suit. On the weekend , I'll be able to dress more casully. I think I'll go to Hong Kong vacation , and one day I might even visit Australia. P8 Do you think you will have your own robot In some science fiction movies, people in the future have their own robots. These robots are just like humans. They help with the housework and do most unpleasant jobs. Some scientists believe that there will be such robots in the future. However, they agree it may take hundreds of years. Scientist ae now trying to make robots look like people and do the same things as us. Janpanese companies have already made robts walk and dance. This kond of roots will also be fun to watch. But robot scientist James White disagrees. He thinks that it will be difficult fo a robot to do the same rhings as a person. For example, it's easy for a child to wake up and know where he or she is. Mr White thinks that robots won't be able to do this. But other scientists disagree. They think thast robots will be able t walk to people in 25 to 50tars. Robots scientists are not just trying to make robots look like people . For example, there are already robots working in factories . These robots look more like huge arms. They do simple jobs over and over again. People would not like to do such as jobs and would get bored. But robots will never bored. In the futhre, there will be more robots everwhere, and humans will have less work to do. New robots will have different shapes. Some will look like humans, and others might look like snakes. After an earthquake, a snake robot could help look for people under buildings. That may not seem possibe now, but computers, space rockets and even electric toothbrushes seemed

ARoseforEmily英文分析及简评

is divided into five secti ons. A Rose for Emily The first sect ion ope ns with a descripti on of the Griers on house in Jeffers on. The n arrator men ti ons that over the past 100 years, Miss Emily Griers on ' s home has fall into disrepair and become “ an eyesore among eyesores. ” The first sentence of the story sets the tone of how the citize ns of Jeffers on felt about Emily: “ When Miss Emily Griers on died, our whole town went to the funeral: the men through a sort of respectful affection for a fallen monument, the wome n mostly out of curiosity to see the in side of her house, which no one save an old man serva nt -a comb ined garde ner and cook - had see n in at least ten years. It is known around tow n that Emily Griers on has not had guests in her home for the past decade, except her black serva nt who runs errands for her to and from the market. When a new city council takes over, however, they begi n to tax her once aga in. She refuses to pay the taxes and appear before the sheriff, so the city authorities invite themselves into her house. When confron ted on her tax evasi on, Emily reminds them that she does n't have to pay taxes in Jeffers on and to speak to Colonel Sartoris, although he had died 10 years before. In section two, the narrator explains that the Griersons had always been a very proud Souther n family. Mr. Griers on, Emily ' s father, believes no man is suitable for his daughter and does n't allow her to date. Emily is largely depe nden t upon her father, and is left foun deri ng whe n he dies. After Mr. Griers on's death, Emily does not allow the authorities to remove his body for three days, claiming he is still alive. She breaks down and allows authorities to take the body away for a quick burial. Section three introduces Emily ' s beau, Homer Barron, a foreman fronthe north. Homer comes to Jeffers on with a crew of men to build sidewalks outside the Griers on home. After Emily and Homer are seen driving through town several times, Emily visits a druggist. There, she asks to purchase arse nic. The druggist asks what the arse nic is for since it was required of him to ask by law. Emily does not respond and coldly stares him down un til he looks away and gives her the arse nic. When Emily ope ns the package, underneath the skull and bones sign is written, "For Rats." Citize ns of Jeffers on believe that Miss Emily is going to commit suicide si nce Homer has not yet proposed in the beg inning of sect ion four. The tow nspeople con tact and in vite Emily's two cousins to comfort her. Shortly after their arrival, Homer leaves and then retur ns after the cous ins leave Jeffers on. After stay ing in Jeffers on for one ni ght, Homer is never seen again. After Homer ' s disappearance, Emily begins to age, gain weight, and is rarely see n outside of her home. Soon, Miss Emily passes away.