Book review of Charlie and the Chocolate Factory

来源 :校园英语·月末 | 被引量 : 0次 | 上传用户:goodcat13579
下载到本地 , 更方便阅读
声明 : 本文档内容版权归属内容提供方 , 如果您对本文有版权争议 , 可与客服联系进行内容授权或下架
论文部分内容阅读
  【Abstract】Children’s literature, which includes stories, books, magazines, and poems, is especially vivid for children. This book review is about Charlie and the Chocolate Factory, a popular Children’s literature written by Roald Dahl. In the book review, I will briefly introduce information about the author and this novel. The book review also includes another three main parts: what happened in the whole story, which parts impressed me most in the book and the author’s writing skills of the book. Each part is to be given in detail. Examples are also contained to show why I think the book is readable, interesting and attractive.
  【Key words】children’s literature; choice of words; plot; suspense
  【作者簡介】Liu Zhiyu, Soochow University School of Foreign Language.
  This book review is about a famous children’s book: Charlie and the Chocolate Factory. The book was written by a well-known British author Roald Dahl. It is made up of five main parts, which are the information about the author, the background information, what happened in the story, what impressed me most in the book and the writing skills of the book. The following is a detailed explanation of each part.
  The author, Roald Dahl, was a British novelist, short story writer, poet, screenwriter, and fighter pilot. He was born in Wales in 1916 and served in the Royal Air Force during the Second World War. After the War, he began writing novels for both children and adults. His books have sold more than 250 million copies worldwide, and Dahl was regarded as “one of the greatest storytellers for children of the 20th century”.He received many awards such as the 1983 World Fantasy Award for Life Achievement, and the British Book Awards’ Children’s Author of the Year in 1990. His works were adapted for films, such as Charlie and the Chocolate Factory, Matilda, The BFG, etc.
  The book, Charlie and the Chocolate Factory, first published in the USA in 1964, was inspired by Dahl’s feelings of chocolates produced by companies during his schooldays. A large chocolate shop was located near his school and would often send test packages to the schoolchildren in exchange for their opinions on the new products. Because of spies sent by its business competitors, the company became highly protective of their chocolate-making processes. It was a combination of this secrecy, the elaborate products and gigantic machines in the factory that inspired Dahl to write the story.
  Now that the title of the book is Charlie and the Chocolate Factory, the story happened in a fantastic factory owned by Mr. Willy Wonka, a talented chocolate maker. Our main character, Charlie Bucket, a little chocolate-lover who was born in a poor family, together with his dearest Grandpa Joe, had the chance to visit Mr. Wonka’s chocolate factory. The other four lucky visitors were the gluttonous Augustus Gloop, the spoiled and petulant Veruca Salt, the gum-addicted Violet Beauregarde, and the TV-obsessed Mike Teavee and their parents. In the factory, they saw the secret workers: the Oompa-Loompas, which was brought to their country from Loompaland by Mr. Wonka. The machines in the factory were amazing, and Charlie admired Mr. Wonka for his great imagination. During their trip in the factory, the four naughty children failed to refuse the temptation, so they were punished in different ways. Augustus Gloop went up an enormous glass pipe and got suck up in the pipe for he was deaf to Mr. Wonka’s warning. The ambitious gum-chewing girl Violet Beauregarde grabbed the semi-finished chewing gum before Mr. Wonka and her mother could stop her, as a result, she was turning blue and blowing up like a balloon. Born in a rich family, Veruca Salt took the fact that she could always take what she wanted for granted, so she insisted on owning one of Mr. Wonka’s trained squirrel. After being refused by Mr. Wonka, she decided to get one by herself. However, Veruca was judged as a “bad nut” by the squirrels and was thrown down into the rubbish chute. Her parents were also punished in this way because they spoiled Veruca and held the view that money could deal with anything. Mike Teavee, the television-addicted boy, rushed into the amazing television set in the Television-Chocolate Room and claimed to be the first person sent by television. He finally came out unhurt and still in one piece, but he was shrunk. Since Charlie was the only child left, Mr. Wonka was glad to give his extraordinary factory to Charlie, and the factory was Charlie’s chocolate factory. That’s the plot of the whole story.   Before reading the book, I had thought that children’s books are somewhat na?ve, and I didn’t pay much attention to it when my teacher recommended it to me. However, when I immersed myself in reading it, I found the book was quite interesting and readable. In the following part of this book review, I would like to share the excerpt of this book which impressed me most.
  What impressed me most is Mr. Wonka’s attitude towards the five children. First, he gave each of them a warm welcome, which seemed a little over-excited. When Augustus went up the pipe, he seemed to be indifferent. Perhaps it was because he knew the factory well and were sure that there was no danger waiting for Augustus. Besides, he was a businessman, so he cared much about his profit and products first. During the visit, he was impatient when he was disturbed by Veruca or Mike. Mr. Wonka always issued orders to his visitors, such as “Stand back!” and “Press on!”. When Mrs. Salt asked him to go lower, he said “Impossible!” It is hard to imagine that these were what a host said. They were all his guests anyhow! However, his attitude towards Charlie was quite different from that towards the other four kids. He was kind to Charlie. He was also willing to answer Charlie’s questions. Charlie was the only child who was clever and could think in tune with Mr. Wonka, and his question was always on the point, so he deserved to be treated in a gentle way. It was Mr. Wonka’s characteristic that made him act differently. Because he was considered as a genius, he always felt smug about himself. He had a strong personality and couldn’t bear to be offended, so he got annoyed when Veruca was rude to him. He was also an egoist because he was isolated himself in this factory for a long time so that he cared less about others’ feelings.
  After reading the whole book, there is still a question that troubles me. In the end, Charlie became the new owner of the factory because the other children failed to pass Mr. Wonka’s test, but what if Charlie himself was not a kind boy? If Charlie himself was as naughty as Mike, or as rude as Veruca, how could Mr. Wonka give his factory to him only because he was the only one left? From my perspective, the author’s purpose of writing the story was to tell children that only those who behaved well deserved a better future. That was why Charlie Bucket was a kind, brave, honest and modest boy. It is pleasant to see that the author gave us a happy ending.   Since Roald Dahl was a good storyteller, his stories are all attractive attributed to his fantastic way of writing. The main reason is that he likes to set up suspense. Suspense is a state of mental uncertainty, anxiety, of being undecided, or of being doubtful. At the end of almost every chapter, he set up suspense to stimulate the readers’ interest. For example, at the end of Chapter 19, when Mr. Wonka said that he would like to show them something that he was terrifically proud of, he said, “Do be careful! Don’t knock everything over! Stand back!” What was the great invention was still unknown, and readers could only find the answer in the next chapter.
  He also used a lot of exclamation marks to affect our feelings. The characters were excited and we may feel excited unconsciously. In Chapter 12, when Charlie got a Golden Ticket and hurriedly went home, he shouted, “Mother! Look! I’ve got it! The last Golden Ticket! It’s mine!” To be honest, after reading these words, I was happy for Charlie from the bottom of my heart. The Oompa-Loompas’ songs about the four naughty children are thought-provoking. Take Augustus Gloop as an example, the Oompa-Loompas compared Augustus to “the great big greedy nincompoop”, “this beast”, “this pig”. It seems that the songs express the author’s own opinions. He scorned and laughed at the naughty children by letting the Oompa-Loompas sang the songs. Last but not least, his words were quite interesting and vivid, which made this book become “Top 100 books for children”. After Violet was blowing up like a balloon, Mr. Wonka just said that he could send Violet to the Juicing Room to squeeze the juice out of her immediately. How could a girl be squeezed? That’s quite unusual and funny.
  To sum up, Charlie and the chocolate factory is worth reading. The plot is dramatic, and the characters are vivid. It has almost 20 editions and has been translated into many languages. It is a book targeted not only on children, but also on adults. As the saying goes, “There are a thousand Hamlets in a thousand people’s eyes”. I believe you can have your own feeling after reading this book.
  References:
  [1]Roald Dahl:https://en.wikipedia.org/wiki/Roald_Dahl[OL].
  [2]Roald Dahl:https://en.wikipedia.org/wiki/Roald_Dahl[OL].
  [3]Charlie and the Chocolate Factory:https://en.wikipedia.org/wiki/Charlie_and_the_Chocolate_Factory[OL].
  [4]Webster’s Seventh New Collegiate Dictionary[J].Springfield:G.
其他文献
【摘要】体验式课堂教学更突出学生的主体地位,使学生能够在参与课堂互动的过程中提高英语学科能力、学会与他人合作并能够在实践中应用和创新。在核心素养的倡导下,体验式课堂教学的重要性更突显出来,需要小学英语教师创新教学方法“以生为本”,提高英语课堂的趣味性和有效性。本文从核心素养的培养出发,分析了小学英语体验式课堂的应用策略。  【关键词】核心素养;小学英语;体验式课堂;实践策略  【作者简介】侯爱芳,
【摘要】在高等教育中,大学英语是一门非常重要的学科,在经济全球化不断深入的今天,培养大学生英语语言能力成为提高大学生综合素质的关键所在。当然,在多方面因素的影響下,高校英语教学依然存在一些问题,鉴于此,我们有必要结合这些问题展开探析,并围绕高校英语教学模式的改进与优化提出策略,以此推动高校英语教学的发展。  【关键词】高校英语;能动式教学;建构  【作者简介】魏琼,大同煤炭职业技术学院。  引言 
【摘要】但当今社会中,有部分年轻人存在着崇洋媚外的思想,对自己国家的文化认同感不够。对此,英语教师要高度重视对学生进行文化自信的培养,在课堂中渗透中国传统文化教育,可以从中西方价值观的比较、中国建国以来取得的巨大成就、中西方的风俗差异、中西方的历史名人和中西方的教育制度等不同的维度来进行正面引导。通过课堂上的文化渗透,来增强学生的文化自信。  【关键词】文化自信;英语教学;途径  【作者简介】毛云
【Abstract】The wide use of English has diversified teaching contexts. The role of English as an international language (EIL) challenges traditional English language teaching pedagogies. The study aims
【摘要】全面推进高校课程思政,将思想政治教育渗透到每一门课程,实现全员、全程、全方位“三全育人”,是新时代赋予我国高等教育的使命。大学英语作为覆盖全体学生的必修课程,加强中华优秀传统文化的融入,能有效拓展中华优秀传统文化的传承与传播渠道、凸显大学英语教学人文性功能、深入落实立德树人根本任务,实现大学英语课程育人功能。  【关键词】思政;中华优秀传统文化;大学英语课程  【作者简介】幸郁芊,长沙师范
【摘要】多元读写能力包括语言读写能力、社会交际能力和技术读写能力,全面涵盖了对新世纪人才标准的要求。在教学上则提出了四个方面的要求,实景实践、明确指导、批评性框定和转化实践。教学目标与要求的变化需要教师转化为多模态教学的设计者、选择者和评价者。  【关键词】多元读写能力;多模态;教师角色  【作者简介】王惠灵(1975-),女,山东菏泽人,济南大学讲师,硕士研究生,研究方向:应用语言学,二语习得;
【摘要】阅读是学生开拓视野、获取资源的重要途径,同时也是学生提升自我、发展自我的重要方法。基于核心素养理念,探究在小学英语阅读教学中培养学生的语言能力、学习能力、思维品质和文化品格是英语学科教育价值的体现,有助于促进小学生素质的全面发展。  【关键词】核心素养;阅读教学;语言能力;学习能力;思维品质;文化品格  【作者简介】郭燕玲,漳州市华安县华丰良村中心小学。  【基金项目】“福建省教育科学‘十
【摘要】当前社会已经进入信息化时代,信息技术不断发展变化,并应用于各行各业。信息化教学手段应用于学科教育,不但打破了传统教学模式的束缚,更为教育的发展带来了新的活力与契机。在高职院校的英语教学中,利用信息化教学能够充分调动学生的英语学习积极性,使学生的英语学习不再受传统教学方式的束缚,全面提升学生的英语学习能力,为高职院校学生的未来发展打下良好的基础。  【关键词】信息化;高职英语;教学;课堂设计
【摘要】本文通过对目前小学英语教学阶段的现状进行全面的反思,认为目前小学阶段仍旧是传统的灌输式的教学方式,即教师一味讲解,学生被动接收知识,学生的学习积极性和学习潜力没有深入挖掘。本文在研究小学英语教学现状的基础之上,认为英语教学中的故事教学法可以很好的解决这一问题。本文将故事教学法分成三大阶段,即读前、读中、读后,结合每一个阶段的目标和任务,细致分析如何将故事教学法在寓教于乐的情境中融入英语教学
【摘要】农村英语教育教学一直以来就是一项重中之重的工作,提高农村学生学习英语的主动性和积极性,激发他们的主体意识,培养他们良好的英语语言学习习惯,是每一个农村英语老师刻不容缓的职责。  【关键词】课堂教学;师生关系;第二课堂活动  【作者简介】罗春华,福建省漳州市诏安县怀恩中学。  一、引言  我从事过农村英语教学十多年。一直以来,农村初中英语的教学质量一直处在低谷,针对农村中学的语言学习环境的局