黑布林閱讀名著-The Wind in the Willows柳林風聲 學案及閱讀練習（含答案）

1、姓名： 輔導內容：名著閱讀柳林風聲 【知識梳理】The Wind in the Willows（柳林風聲）（Kenneth Grahame 肯尼斯·格雷厄姆）【作者簡介】：肯尼思·格雷厄姆，英國作家，生于英國蘇格蘭的愛丁堡。格雷厄姆的童年很不幸，五歲喪母，隨后喪父，幾兄弟都由親戚收養(yǎng)。中學畢業(yè)后，他沒有錢 繼續(xù)讀大學，二十歲進英格蘭銀行工作，直到1908年，因在銀行里被一瘋漢用槍擊傷而退休。他喜歡自然和文學，業(yè)余研究動物和寫作，很早就是一位很有名氣的作家。在他的獨生兒子六歲時，他為兒子編講故事，兒子聽得入了迷，暑假也不肯到外地去，他只好答應用寫信的方式把故事繼續(xù)寫給他看。1

2、907年，他寫給兒子的一疊信成為柳林風聲的基礎。柳林風聲是美國總統(tǒng)老羅斯福先生愛不釋手的文學名著，曾連讀三遍。柳林風聲也是關于家園最美麗的英文經典，是英文世界里最偉大的兒童文學作品，是一個世紀來改變人們思維和生活方式的作品，同時也是最能代表20世紀的百本書之一?！竟适虑楣?jié)簡介】：柳林風聲作品中的主人公分別是身穿人類服裝并且能說會道的鼴鼠、河鼠、狗獾和蛤蟆。全書由12章組成。第一章“河流”始于萬物勃生的春季：鼴鼠在春日情懷的感召下奮力爬出黑暗的地下居所，置身于充滿勃勃生機的河岸地帶。很快，鼴鼠與居住在河岸洞穴中的河鼠一見如故，成為了朋友。第二章“大路”的背景轉換為夏日，河鼠和鼴鼠前往蛤蟆府邸。蛤

3、蟆此時迷上了駕著大馬車在大路上漫游，他讓來客坐上自己的大馬車，一同出游。在路上，他們乘坐的馬車被一輛飛馳而來的嶄新的大汽車撞翻到路旁的溝里，誰知蛤蟆不怒反喜，原來他又迷上了這“璞璞璞”高速奔馳的汽車。第三章“野森林”、第四章“獾先生”和第五章“溫馨的舊居”是連成一氣進行講述的。鼴鼠在一個飄雪的冬日下午獨自進人野森林，結果在林中迷了路。河鼠找到了已筋疲力盡的鼴鼠，兩個不速之客碰巧闖進了獾先生的居所，受到了熱情款待。第六章“蛤蟆先生”的背景已轉換為初夏，獾先生同河鼠和鼴鼠一起前往蛤蟆府邸，將準備乘汽車外出兜風的蛤蟆禁閉起來。不久蛤蟆施計逃離，開始了新的歷險。蛤蟆偷開了一輛停在客店院子里的新車，結果

4、被判長達20年的監(jiān)禁。第七章“黎明前的排簫聲”講述的是河鼠和鼴鼠如何尋找水獺已失蹤多日的兒子“小胖子”。第八章“蛤蟆歷險記”講述了蛤蟆如何在老牢頭好心腸女兒的幫助下通過掉包計逃出監(jiān)獄。第九章“向往遠游”講述的是河鼠被一只來自君士坦丁堡的海老鼠的遠游經歷所深深吸引，心向往之。第十章“蛤蟆二次歷險”和第十一章“眼淚像夏日的風暴一樣流淌”講述了蛤蟆回到河岸地區(qū)后發(fā)生的事情。蛤蟆的豪華府邸已被大批黃鼠狼和貂鼠強占，在獾先生的主持下，他們擬訂了用計謀奪回蛤蟆府的行動計劃。第十二章“尤利西斯歸來”講述了整個奇襲行動的過程以及4位朋友奪回蛤蟆府邸后重振家園及舉行慶祝宴會的情形。在經歷了這一切之后，蛤蟆變得成

5、熟起來，河岸地區(qū)也恢復了往日的生機和秩序?！救宋锝榻B】：鼴鼠在象征意義上，鼴鼠可看做一個成人期待視野中的乖孩子，謹慎本分，心地善良，但需要通過進入社會結識良師益友，學習和掌握必要的社會習俗和規(guī)則，掌握生存和享受生活的必要知識，從而健康地成長起來。 河鼠至于河鼠，他可以被看作是生活中不可多得的思想和人格都相對成熟的益友，對人真誠友好，善解人意，樂于助人。他一方面非常務實，精明能干，具有豐富的生活常識及為人處世的道理，無論是水上的營生（游泳、劃船、熟知季節(jié)變化等）還是一應家務操持（烹制美食，家常膳食，居家度日等）無所不能，在象征意義上具有家庭中母親的角色因素；另一方面，他又是一個有詩人氣

6、質的人或者說就是一個詩人，時常寫些詩句抒發(fā)所思所感（這在某種程度上折射了作者本人的影子）。當然，這個具備理想人格的河鼠也有精神迷茫，靈魂出竅的時候。在一個季節(jié)轉換，遷徙性動物紛紛離別河岸地區(qū)的時節(jié)，河鼠遇見一個來自海外的海老鼠。在聽了海外來客講述的遠游經歷和迷人的海外風光之后，河鼠黯然神傷，失魂落魄，陷入了短暫的精神危機之中。好友鼴鼠及時地阻止了河鼠夢游般的離家出走。 3 蛤蟆從象征意義看，蛤蟆代表著一種頑童（壞小子）的人格形象。他追求刺激，追求新奇，追求生命樂趣的徹底張揚，具體表現為“喜新厭舊”式的追新求異。在人格特征方面，蛤蟆不僅像西游記中的豬八戒，“小智若愚”，自負好

7、勝，喜歡吹牛；而且還有些像水滸傳中的花和尚魯智深，是性情中人，率直純真。作為頑童，蛤蟆具有強烈的自我中心特征，而且虛榮心和好勝心非常突出，喜歡聽贊揚話，渴望成為眾人矚目的中心（是“英俊、成功、人見人愛的蛤蟆”）。用心理分析話語來說，這個“壞小子”蛤蟆代表著原發(fā)的“伊底”能量，既有旺盛的創(chuàng)造力，更具有強烈的破壞性。而在廣泛的意義上，蛤蟆代表著一切不愿循規(guī)蹈矩的淘氣兒童的心理傾向和深層愿望，包括建設性的積極因素和破壞性的消極因素。一方面蛤蟆實現了追求“不斷變化的地平線”的理想，另一方面蛤蟆由于隨心所欲而頻頻逾規(guī)，不僅在人類社會遭受重罰，經歷磨難，還被動物世界的不良之徒（黃鼠狼、貂鼠等）奪走了碩大的

8、家產。所以蛤蟆的人格傾向必須得到整合，在強化積極因素的同時，消除消極因素，由此去爭取盡可能美好的理想目標的實現。 狗獾狗獾則象征著“超自我”的人格傾向。他是河岸地區(qū)的權威人物，同時又是超然在上的神秘人物。在四個動物主人公當中，狗獾的輩分是最高的，因為他是蛤蟆已故父親的生前至交，說他是幾個動物的父輩毫不為過。他是嚴厲的，又是慈祥的。事實上，他的不可或缺的作用每每在關鍵時刻體現出來：在鼴鼠和河鼠被困于大雪紛飛的野森林中的危急時刻；在蛤蟆陷入無法自拔的瘋狂行動而必須及時對他采取“挽救”措施的重要時刻；在奪回被黃鼠狼們霸占的蛤蟆府邸的驚險時刻等等，概莫能外?！旧~導讀】：單詞詞性意思單詞詞性

9、意思molen.鼴鼠stupida.笨的bravea.勇敢的willown.柳樹ratn.大（家）鼠mapn.地圖badgern.獾gipsyn.流浪漢toadn.蟾蜍caravann.篷車boastfula.自夸的cagen.鳥籠behaviourn.行為舉止cupboardn.柜櫥digv.挖，掘beepv.嘟嘟聲fieldn.田，地frighteneda.恐懼的rollsv. 滾動crashn.撞擊聲furn.毛brokena.損壞了的on the opposite of在的對面idiotn.笨蛋whiskersn.須boringa.無趣的fantastica.極好的strangea.陌

10、生的ottern.水獺sharpa.鋒利的oarn.漿panicv.恐慌savev.拯救gunn.槍pathn.小路set off啟程dressing gown便袍passagen.通道preparev.準備 accidentn.事故terriblea.可怕的speeding fine超速罰款millionairen.百萬富翁gogglesn.護目鏡lockv.鎖drawern.抽屜sheetn.被單judgen法官guiltya有罪的stealv偷prisonn監(jiān)獄celln單人牢房handsomea英俊的escapev.逃脫缺詞填空（1）The Wind in the Willows wa

11、s published in 1908, at the b_ of the 20th century. It is the story of four animals who are friends, and their adventures in the woods and on the river. The animals - all male - have clear human characteristics. Mole is often scared but he is brave about t_ new things. Rat is strong and confident an

12、d a good friend to all. Badger is almost like a f_. He wants to protect and t_ all the other animals. Toad is like a little child. He is boastful and silly. The story begins in s_. Mole is cleaning his little house underground. He doesn't like cleaning so he leaves his house and walks a long w_.

13、 He sees the river for the first time. He meets Rat, a water rat, and his other animal friends, Badger and Toad. Rat teaches Mole about the river and about boats and then their adventures begin. The main part of the story centres a_ Toad and his mad ideas and behaviour. His adventures are both excit

14、ing and comic but they also get him into trouble. But his friends Badger, Rat and Mole help save him in the end. The i_ of friendship is one of the main themes of the story. At f_ when the book came out it was not very popular. Then in 1929, it was dramatised by A. A. Milne, the author of another fa

15、mous children's book, Winnie-the-Pooh. He c_ it Toad of Toad Hall. The character of Toad is now one of the most famous in English literature. beginning trying father teach spring way around importance first called缺詞填空（2）Kenneth Grahame was born in 1859 in Edinburgh, Scotland. His mother d_ when

16、he was five. His father sent Kenneth, his sister and two brothers to England, to live with their grandmother. They lived in a big old house in Cookham, Berkshire, near woods and the river Thames. Their uncle, David Ingles, taught them about the river and about boats. Many people t_ this is where Ken

17、neth Grahame got his i_ for The Wind in the Willows. Kenneth Grahame went to St Edward's School in Oxford. He was a very g_ student, and wanted to go to university. But his family was p_, so he started work at the Bank of England instead. H did very well there. When he was 39, he got an i_ job a

18、s secretary of the Bank of England. By this time he had been married with a young son, Alastair. Kenneth Grahame and his family moved back to Cookham. At n_ Kenneth told Alastair stories about the woods, the river and its animals. He started w_ these stories and later they became The Wind in the Wil

19、lows. The book came out in 1908 and Kenneth left his job at the bank. But s_, Alastair Grahame was often ill. He died when he was only 20. After his son's death, Kenneth Grahame did not write a_ book. He died in 1932. died think ideas good poor important night writing sadly another缺詞填空（3）（參考書本P2

20、 ）There's always a lot to do in a river. Would you like to m_1_ some of my friends? ”“Oh, yes. I'd really like that,” Mole said. “Good. Let's go to my b_2_ and get my picnic basket. We'll have a nice picnic b_3_ the river. ”Rat and Mole j_4_ on the boat. Rat got his picnic basket. Th

21、ey traveled and returned to land. On land, Mole felt the g_5_ beneath him move. “Oh! What's h_6_?” he cried.“ Dont w_7_ about it,” a voice said, and Badger came out of the ground. He was quite old and often had a bad temper. “And please try not to s_8_ on my front door. ”“I'm so sorry, Mr. B

22、adger,” Mole said. At this m_9_, Rat returned with the picnic basket. Badger went to the river bank to h_10_ Rat with it. meet boat by jumped ground happening worry sit moment help完形填空Mole was feeling very pleased and excited about his adventure. After a while, he said, “Please, Rat, let me1the boat

23、 now!” But the Rat only2his head and smiled. “Not yet, my young friend. Wait until you have some lessons. It's not as3as it looks.” The Mole was quiet for a few minutes， but the desire（渴望，欲望） to row the boat was very4and he began to feel a little jealous of Rat. He said to himself 5 _ he could r

24、ow just as well as his friend. 6 _ , before Rat had time to stop him, Mole jumped up and grabbed the oars（槳，櫓）. “Mole, you silly animals!” cried the Rat. "You'll fall into the water!” But the Mole was not listening. He tried to push the oars into the water, 7 he slipped and fell over backwa

25、rds into the boat. The little boat suddenly turned over and the two animals 8into the water. How cold the water was! And how dark! Mole could not swim. He9to keep his head above water, but he began to sink. He felt terrified! Suddenly he10a paw grab him by the neck and the next thing he knew his head was above the water. Rat was an excellent swimmer, of course. He was laughing as he helped Mole to the river's shore. Mole was too shocked, wet, cold and ashamed to say 11 for a moment. Rat found the boat, the basket and his