新高级阅读前（双语）48（1207）

PASSAGE FORTY-EIGHT

The power of Reading

1.In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods.

2.They understand, more than I ever will, the novel’s terrible logic-the giving way of dreams to fate.

3.For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight.

4.I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting.

5.The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates.

6.I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.’s.

7.Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth.

8.The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”

9.I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies read as raps, but both made sense; the interpretations were playful, but serious.

10.Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that“all these people hate each other, and they’re all white.”

11.His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

12.Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch but for text complexity.

13.Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts.

14.We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

第四十八篇

阅读的力量

1.在我在纽约市公立中学教书的14年里，我教过很多孩子，他们被父母监禁，被父母虐待，父母不负责任;自己当父母的孩子;无家可归的孩子;在暴力社区长大的孩子。

2.他们比我更能理解小说中可怕的逻辑，让梦想屈服于命运。

3.在过去的七年里，我一直担任阅读强化教师，为六年级到八年级的学生朗读经典文学作品。

4.我最初向我的校长提出这个想法是在得知我以前的一个优秀学生从一所精英高中转到一所竞争不那么激烈的高中后。这所高中经常吸引曼哈顿上层阶级有文学头脑的孩子。

5.作为移民的女儿，她的父亲在监狱里，她可能对她的新同学感到不舒服。

6.我认为额外的“文化资本”可以帮助像她这样的学生在高中更好地发展，在那里，他们不可避免地会遇到，也许是第一次，来自摆满书架的家庭，父母获得博士学位的学生。

7.除了《人鼠之间》，我的小组还阅读了《声音》、《红马驹》、《蝇王》、《罗密欧与朱丽叶》和《麦克白》。

8.学生们并不总是从预期的角度来阅读。关于《红马驹》，一名学生说:“这是关于一个男人，关于男子气概。”

9.我以前从来没有看到过刀疤脸和麦克白之间的相似之处，也没有听过麦克白夫人的独白被当作说唱来读，但两者都有道理;这些解释很有趣，但也很严肃。

10.有个男孩在接触了斯坦贝克的作品后，继续读《愤怒的葡萄》，他反复告诉我，“所有这些人都互相憎恨，而且都是白人。”

11.他的历史观在扩大，他对自己国家的认识在加深。年复一年，以前的学生来拜访我，告诉我他们在大学的第一年因为这些课程而感到如何准备好了。

12.然而，年复一年，我们正在增加实践测试的数量。我们试图教学生阅读越来越复杂的文本，不是为了情感冲击，而是为了文本的复杂性。

13.然而，我们不能通过测试忽视学生内心的文本来丰富他们的思想。

14.我们在教导他们，文字不会让人惊讶，而是会让人困惑。我们可能会成功地提高考试成绩，但我们无法教会他们，阅读可以改变他们，这属于他们。