阿爾封斯·都德（Alphonse Daudet，1840－1897），19世紀法國**現實主義小說家，被譽為“法國的狄*斯”。他有著自己獨特的寫作風格，特別是短篇小說，《*後一課》《柏林之圍》等作品都已成為世界文學寶庫中的瑰寶。
《都德短篇小說精選——*後一課（名著雙語讀物中文導讀+英文原版）》精選了都德的短篇小說29篇，采用中文導讀英文版的形式出版。在中文導讀中，盡力使其貼近原作的精髓，也盡可能保留原作的故事主線。讀者在閱讀英文故事之前，可以先閱讀中文導讀，這樣有利於了解故事背景，從而加快閱讀速度。該經典著作的引進對加強當代中國讀者，特別是青少年讀者的人文修養是**有幫助的。

《都德短篇小說精選——最後一課（名著雙語讀 物中文導讀+英文原版）》精選了法國著名作家阿爾 封斯·都德的短篇小說29篇，其中包括《最後一課》 《小間諜》《教皇的騾子》《海關水手》《兩家旅店 》和《柏林之圍》等世界短篇小說的經典名篇。它們 曾被翻譯成各種文字，並常被選為中、小學生的語文 教材，影響了一代又一代世界各地的讀者。 無論作為語言學習的課本，還是作為文學讀本， 這些經典名篇對當代中國的讀者都將產生積極的影響 。為了使讀者能夠了解故事概況，進而提高英文閱讀 速度和閱讀水平，在每篇的開始部分增加了中文導讀 。

1.*後一課
The Last Class
2.柏林之圍
The Siege of Berlin
3.小間諜
The Child Spy
4.一局臺球
The Game of Billiards
5.安居
First Impressions
6.驛車
The Coach From Beaucaire
7.高尼勒師傅的秘密
Master-Miller Cornille’s Secret
8.塞甘先生的*後一隻羊
Monsieur Seguin’s Last Kid Goat
9.星星
The Stars
10.阿萊城的姑娘
The Arlesienne
11.教皇的騾子
The Pope’s Mule
12.燈塔
The Lighthouse On The Sanguinaires
13.“塞米朗特”號的沉沒
The Wreck of The Sémillante
14.海關水手
The Customs'Men
15.菊菊鄉的神甫
The Cucugnanian Priest
16.一對年老夫妻
The Old Folks
17.太子之死
Death of The Dauphin
18.縣長下鄉
The Sub-Prefect Takes A Day Off
19.畢克休的公文包
Bixiou’s Wallet
20.金腦人的故事
The Man With The Golden Brain
21.詩人米斯塔爾
The Poet, Frederic Mistral
22.三遍彌撒
The Three Low Masses
23.橘子
The Oranges
24.兩家旅店
The Two Inns
25.米利亞納遊記
At Milianah
26.蝗蟲
The Locusts
27.戈謝神父的藥酒
Father Gaucher’s Elixir
28.在卡馬爾克
In The Camargue
29.思念
Nostalgia For The Barracks And Paris

1.*後一課 The Last Class 當遲到的法國小學生弗朗茨探頭探腦地朝著 教室裡望時，他心中的忐忑因為眼前不同尋常的場 景而煙消雲散了。教室裡坐滿了村子裡的大人，他 們小心翼翼地捧著破舊的課本，表情是那麼的嚴肅 認真，老師哈默爾先生穿上了節日裡纔會穿的禮 服，似乎有什麼不尋常的事情要發生了。哈默爾先 生並沒有像以往那樣訓斥小弗朗茨，他衝著這個調 皮的小男孩溫和地笑了笑，因為這也許是這個懵懂 無知的孩子*後一節法語課了。由於普法戰爭中法 國戰敗，阿爾薩斯與洛林被割讓給了普魯士，明天 所有的小學就不再允許教授法文了。小弗朗茨從來沒 有這麼用心地聽過法 文課，他覺得那些平時絞盡腦汁也想不明白的語法， 現在卻如此地簡單易 懂。他想起了自己浪費了的光陰，想起明天他就要和 這如歌聲般動聽的法 語永別了，他那顆幼小的心中浮上了一層痛苦與悲哀 。哈默爾先生在黑板 上一遍遍地書寫著“法蘭西，阿爾薩斯”，似乎要將 這份深深的愛國情懷 鐫刻在每一個人的心上。下課鈴打響了，這歡快的鈴 聲在哈默爾先生聽來 如同喪鐘一般，他無語凝噎，他的嗓子隻能發出低沉 的嗚咽，他轉身寫下 了“法蘭西萬歲”幾個大字，這是他心中，也是全體 阿爾薩斯人心中*堅 定的誓言。
I was very late for school that moming, and I was terribly afraid of being scolded, especially as Monsieur Hamel had told us that he should examine us on participles, and I did not know the first thing about them. For a moment I thought of staying away from school and wandering about the fields. It was such a warm, lovely day. I could hear the blackbirds whistling on the edge of the wood, and in the Rippert field, behind the sawmill, the Prussians going through their drill. All that was much more tempting to me than the rules concerning participles; but I had the strength to resist, and I ran as fast as I could to school. As I passed the mayor's office, I saw that there were people gathered about the little board on which notices were posted. For two years all our bad news had come from that board--battles lost, conscriptions, orders from headquarters; and I thought without stopping: "What can it be now?" Then, as I ran across the square, Wachter the blacksmith, who stood there with his apprentice, reading the placard, called out to me: "Don't hurry so, my boy; you'll get to your school soon enough!" I thought that he was making fun of me, and I ran into Monsieur Hamel's little yard all out of breath. Usually, at the beginning of school, there was a great uproar which could be heard in the street, desks opening and closing, lessons repeated aloud in unison, with our ears stuffed in order to learn quicker, and the teacher's stout ruler beating on the desk: "A little more quiet!" I counted on all this noise to reach my bench unnoticed; but as it happened, that day everything was quiet, like a Sunday morning. Through the open window I saw my comrades already in their places, and Monsieur Hamel walking back and forth with the terrible iron ruler under his arm. I had to open the door and enter, in the midst of that perfect silence. You can imagine whether I blushed and whether I was afraid! P1-3