從新概念延展到英語(yǔ)四級(jí)閱讀：鏡像蒙太奇法

　　蒙太奇，montage的音譯，原為建筑學(xué)術(shù)語(yǔ)，意為構(gòu)成、裝配。

　　蒙太奇是電影創(chuàng)作的主要敘述手段和表現(xiàn)手段之一，即將一系列在不同地點(diǎn)，從不同距離和角度，以不同方法拍攝的鏡頭排列組合(即剪輯)起來(lái)，敘述情節(jié)，刻畫人物。憑借蒙太奇的作用，電影享有了時(shí)空上的極大自由，甚至可以構(gòu)成與實(shí)際生活中的時(shí)間空間并不一致的電影時(shí)間和電影空間。

　　了解了鏡像蒙太奇，您可能了解了現(xiàn)代電影的拍攝方式，懂得了現(xiàn)代電影刻畫人物的方法。我們?cè)谡軐W(xué)上學(xué)過(guò)，萬(wàn)事萬(wàn)物都是在矛盾中運(yùn)行，矛盾有它的特殊性，也有它的普遍性，我們把鏡像蒙太奇這一特殊性運(yùn)用到新概念文章的學(xué)習(xí)中也是未嘗不可。這一方法將幫助我們從根本上了解新概念文章的構(gòu)成，從而達(dá)到掌握新概念文章的內(nèi)在規(guī)律的學(xué)習(xí)效果，進(jìn)而在考試中破譯閱讀理解的難點(diǎn)!

　　新概念的文章基本遵循線性結(jié)構(gòu)，即：第一段話為文章的主題段，第二段或者第三段為細(xì)節(jié)描述段，或者是過(guò)程展開(kāi)段。這樣段落的構(gòu)成經(jīng)常為一副副畫面的展開(kāi)，每一幅畫面為一句話，經(jīng)過(guò)鏡像蒙太奇的方式把畫面進(jìn)行排列組合，從而達(dá)到敘述情節(jié)的目的。

　　下面以第一課為例：

　　A Puma at large (逃遁的美洲獅)

　　Pumas are large, cat-like animals which are found in America. When reports came into London Zoo that a wild puma had been spotted forty-five miles south of London, they were not taken seriously. However, as the evidence began to accumulate, experts from the Zoo felt obliged to investigate, for the descriptions given by people who claimed to have seen the puma were extraordinarily similar.

　　在這一段中作者其實(shí)告訴我們的是一件事情從不為人知到引起人們的注意，再到引起社會(huì)關(guān)注的一個(gè)過(guò)程，重點(diǎn)句式是“experts from the Zoo felt obliged to investigate”專家開(kāi)始關(guān)注。

　　那么第二段話講的就應(yīng)該是整個(gè)“investigation”過(guò)程，而要達(dá)到描述調(diào)查過(guò)程的目的，用到的就是“鏡像蒙太奇”這樣一種敘述方式，我們來(lái)分句看看。

　　第一副畫面是一個(gè)老婦人：“The hunt for the puma began in a small village where a woman picking blackberries saw 'a large cat' only five yards away from her.”

　　第二幅畫面是美洲獅的反應(yīng)以及專家的現(xiàn)身說(shuō)法：“It immediately ran away when she saw it, and experts confirmed that a puma will not attack a human being unless it is cornered.”

　　第三幅畫面是美洲獅的飄忽不定：“The search proved difficult, for the puma was often observed at one place in the morning and at another place twenty miles away in the evening.”

　　第四幅畫面是美洲獅對(duì)當(dāng)?shù)貛��?lái)的影響以及用事實(shí)進(jìn)行的證明：“Wherever it went, it left behind it a trail of dead deer and small animals like rabbits. Paw prints were seen in a number of places and puma fur was found clinging to bushes.”

　　第五幅畫面是見(jiàn)到美洲獅的人的描述：“Several people complained of "cat-like noises' at night and a businessman on a fishing trip saw the puma up a tree.”

　　第六幅畫面是專家得出的結(jié)論：“The experts were now fully convinced that the animal was a puma, but where had it come from? As no pumas had been reported missing from any zoo in the country, this one must have been in the possession of a private collector and somehow managed to escape.”

　　第七幅畫面是搜捕工作的艱難：“The hunt went on for several weeks, but the puma was not caught. It is disturbing to think that a dangerous wild animal is still at large in the quiet countryside.”

　　這樣七幅畫面通過(guò)鏡像蒙太奇法排列組合在一起描述了“investigation”過(guò)程和細(xì)節(jié)。在閱讀類似的文章的時(shí)候，我們要做的事情其實(shí)就很簡(jiǎn)單了，看懂主題段，略讀細(xì)節(jié)段(勾劃出每句的主語(yǔ)即可)，這樣可以幫助我們?cè)谧疃痰臅r(shí)間內(nèi)破譯考試中的閱讀理解部分!

　　下面以四級(jí)閱讀真題為例，運(yùn)用鏡像蒙太奇法快速選出正確答案。

　　通過(guò)觀察幾個(gè)關(guān)鍵詞“well-fed”“almost fully employed people”，我們得出結(jié)論： 這篇文章的主題是“1952年之后美國(guó)經(jīng)濟(jì)的繁榮”。

　　那么第二段應(yīng)該從細(xì)節(jié)初描述經(jīng)濟(jì)繁榮的表現(xiàn)，在這里有一個(gè)詞要特別注意“economic survey”就相當(dāng)于第一課中的“investigation”. 那么現(xiàn)在需要做的僅僅就是以句號(hào)為單位勾劃每句話的主語(yǔ)了。

　　The economy of the United states after 1952 was the economy of a well-fed, almost fully employed people. Despite occasional alarms, the country escaped any postwar depression and lived in a state of boom.

　　An economic survey of the year 1955, a typical year of the 1950’s, may be typical as illustrating the rapid economic growth of the decade. The national output was value at 10 percent above that of 1954 (1955 output was estimated at 392 billion dollars). The production of manufacturers was about 40 percent more than it had averaged in the years immediately following World War 2. The country’s business spent about 30billion dollars for new factories and machinery. National income available for spending was almost a third greater than it had been in 1950. Consumers spent about 256 billion dollars; that is about 700 million dollars a day ,or about twenty-five million dollars every hour , all round the clock. Sixty-five million people held jobs and only a little more than two million wanted jobs but could not find them. Only agriculture complained that it was not sharing in the room. To some observers this was an ominous echo of the mid-1920’s . As farmer’s share of their products declined , marketing costs rose. But there were , among the observers of the national economy, a few who were not as confident as the majority . Those few seemed to fear that the boom could not last and would eventually lead to the opposite-depression.