英語(yǔ)閱讀能力是英語(yǔ)學(xué)習(xí)者語(yǔ)言水平的體現(xiàn)。閱讀對(duì)于學(xué)習(xí)者具有重要的作用，不僅能培養(yǎng)學(xué)生英語(yǔ)語(yǔ)感，還能促進(jìn)詞匯積累，提高寫作水平。對(duì)培養(yǎng)學(xué)習(xí)者的英語(yǔ)綜合能力大有幫助，同時(shí)也是學(xué)好英語(yǔ)的主要手段和有效途徑。今后 給大家安排了每天500字的小說(shuō)閱讀，期待大家加入，一起讀英文原創(chuàng)小說(shuō)。

每天500字閱讀（朗讀更棒），每個(gè)月就是1萬(wàn)5千字，每年的閱讀量就可以達(dá)到高達(dá)18萬(wàn)， 這是一個(gè)很了不起的閱讀量 。同時(shí)，我們把詞匯提取出來(lái)，真實(shí)語(yǔ)境，更有利于習(xí)得詞匯，一起讀起來(lái)。

In the quiet poetry corner of the city library, there was an old, faded copy of The Collected Poems of R.S. Hart.

No barcode. Just a card sleeve and a history of names long erased by time.

Emilia stumbled upon it by accident.
She opened it, expecting dust and disuse—
but instead, foundhandwritten notes in the margins.

Not summaries.
Not explanations.
Just... responses.

To the poems.
To the world.

“This line feels like winter mornings in a city I’ve never been to.” “I wonder if anyone else paused here.”

She read the poems, then the margins.
Then the margins again.

The handwriting was careful, slanted,
like someone who took their time with their thoughts.

The next day, she borrowed the book.

And on page 73, next to the line
“I write in silence for the sake of being heard,”
she wrote:

“I heard you.” —E

A week later, she returned the book.

Three days after that, she checked it out again.

This time, next to her note, someone had written:

“Then I’ll keep writing.” —J

And so it began.

A dialogue of underlined verses, scribbled initials, and quiet revelations,
hidden in themargins of borrowed pages.

Seasons changed.
So did the poems.
But the notes kept coming.

One spring day, a slip of paper fell out:

“The book will be retired soon. Meet me in the poetry section, Sunday at noon? I’ll be by the window. Reading Hart.”

Emilia came.
Not sure if it was the right thing.

But by the window, sunlight catching dust in the air,
sat a boy with the exact slant in his handwriting—
reading the same page.

He looked up.
Smiled.

And for the first time,
they read a poem together, out loud.

Multiple Choice Questions

1. How did Emilia first discover the person behind the notes?
   A. By seeing their name on the library card
   B. By reading handwritten responses in the poetry book
   C. Through a librarian’s introduction
   D. By following someone in the library

2. How did they communicate with each other?
   A. Through sticky notes left on the shelves
   B. By borrowing the same book and writing notes in the margins
   C. By sending emails through the library system
   D. By recording voice memos hidden in the book

3. How did J suggest they meet?
   A. By leaving a message on a library poster
   B. By reserving a reading room
   C. By writing a note on a slip of paper inside the book
   D. By mailing a letter to Emilia

1. B

2. B

3. C

English Phrase

中文翻譯

poetry corner

詩(shī)歌角落

card sleeve

借書卡套

margins

頁(yè)邊，邊緣

handwritten notes

手寫筆記

slanted handwriting

傾斜的字跡

borrowed pages

借閱的書頁(yè)

scribbled initials

草寫的首字母簽名

revelations

心聲，真情流露

retired book

即將下架的圖書

sunlight catching dust

陽(yáng)光照見(jiàn)塵粒（唯美意象）

中文全文翻譯詩(shī)頁(yè)邊緣的你

城市圖書館的詩(shī)歌角落里，
有一本褪色的舊書——《R.S.哈特詩(shī)集》。

沒(méi)有條碼，
只有一張借書卡套，
和早已被時(shí)間抹去的姓名記錄。

艾米莉亞偶然翻到了它。

她原以為只會(huì)看到灰塵和荒廢——
卻意外發(fā)現(xiàn)，書頁(yè)邊緣有一行行手寫的筆記。

不是總結(jié)。
不是講解。
而是回應(yīng)。

回應(yīng)詩(shī)。
回應(yīng)世界。

“這一行像是寫給某個(gè)我未曾去過(guò)的冬日城市。” “不知道有沒(méi)有人，也在這里停下過(guò)。”

她讀了詩(shī)，
又讀了那些筆跡。

然后再讀一遍。

筆跡工整，略微傾斜，
像是個(gè)寫字時(shí)很用心的人。

第二天，她借出了那本書。

在第73頁(yè)，詩(shī)句旁邊寫著：
“我在沉默中寫詩(shī)，是為了被聽見(jiàn)。”

她留下一句：

“我聽見(jiàn)了。” ——E

一周后，她歸還了書。

三天后，她又借出。

這一次，旁邊多了一行字：

“那我會(huì)繼續(xù)寫下去。” ——J

他們的交流就這樣開始了。

透過(guò)劃線的詩(shī)句、手寫的縮寫、
還有借書之間的默契，
他們?cè)?strong>書頁(yè)的邊緣對(duì)話。

季節(jié)變了，
詩(shī)也換了，
但筆記始終在。

某個(gè)春日，一張紙條從書里滑落：

“這本書快要下架了。 星期天中午，在詩(shī)歌區(qū)窗邊見(jiàn)好嗎？ 我會(huì)在那里看哈特的詩(shī)。”

艾米莉亞猶豫著來(lái)了。
她不知道是否是對(duì)的決定。

但窗邊，陽(yáng)光中浮動(dòng)著微塵，
一個(gè)男孩坐在那里，
寫字的傾斜度一模一樣，
正在看著那一頁(yè)詩(shī)。

他抬頭，
微笑。

那一刻，

他們終于一起，把詩(shī)讀了出來(lái)。

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