快乐阅读

When children are little, we make them read aloud before the teacher and other children, so that we can be sure they“know”all the words they are reading. This means that when they don't know a word, they are going to make a mistake, right in front of everyone. After having taught fifth-grade classes for four years, I decided to get them to read more often and more adventurously.

One day, soon after school had started, I said to them,“Now I'm going to say something about reading that you have probably never heard a teacher say before. I would like you to read a lot of books this year, but I want you to read them only for pleasure. I am not going to ask you questions to find out whether you understand the books or not. If you understand enough of a book to enjoy it and want to go on reading it, that's enough for me.Also,I'm not going to ask you what words mean.”

The children just sat, stunned and silent. Was this a teacher talking? One girl, who had just come to us from a school where she had had a very hard time,looked at me steadily for a long time after I had finished. Then, still looking at me, she said slowly and seriously,“Mr Holt,do you really mean that?”I said just as seriously,“I mean every word of it.”

During the spring she really astonished me. One day, she was reading at her desk.From a glimpse of the illustrations, I thought I knew what the book was. I said to myself,“It can't be.”Then I went to take a closer look. Sure enough, she was readingMoby Dick,in an edition with woodcuts. I said,“Don't you find parts of it rather heavy-going?”She answered,“Oh,sure,but I just skip over those parts and go on to the next good part.”

Find something, dive into it, take the good parts, skip the bad parts, get what you can out of it, and go on to something else. How different is our mean-spirited, picky insistence that every child get every last little scrap of“understanding”that can be dug out of a book!

Activity A Reading for understanding

Ⅰ. Text-centered chunks

a glimpse of 瞥见

take a closer look 仔细看看

skip over 略过；跳过

dive into 深入；投入；潜入

Ⅱ. Text-centered sentence

宾语从句

I am not going to ask you questions to find out whether you understand the books or not. 我不会问你问题来判断你是否理解这些书。

【点石成金】whether you understand the books or not 作find out 的宾语，意为“你是否理解这些书”。

【运用迁移】我们将会讨论下周是否举行运动会。

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Activity B Reading for writing

英语报社举办以“My favorite hobby”为主题的征文活动，你打算投稿。请根据以下要点写一篇短文。

1.介绍你最喜欢的兴趣爱好；

2.说说你喜欢它的理由。

注意：

1.词数80左右；

2.可以适当增加细节，以使行文连贯；

3.需要使用宾语从句；

4.注意段落内的逻辑关系。

My favorite hobby

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写作导引

本次的写作任务是写一篇介绍兴趣爱好的开放式文章，要求简单介绍自己的兴趣爱好及理由，并且需要使用宾语从句。这些写作要求和所给语篇的主题语境是紧密相关的。我们可以通过整合同主题阅读材料的内容和语言，梳理写作思路和积累素材。

一、语篇解码

（一）内容分析

What is the text mainly about?

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（二）结构梳理与内容分析

Fill in the blanks with a word or a phrase according to the text.

二、素材积累

本文是基于“快乐阅读”的主题开展阅读和写作，我们可以通过模仿、学习、运用阅读中的语言表达，如词块和句型，积累写作的语言素材。

（一）介绍兴趣爱好的核心表达

be crazy about 对……着迷

take an interest in 对……感兴趣

be fond of/be keen on 喜欢……；热衷于……

be fascinated by 对……着迷

I showed great interest in...when I was young.当我小的时候，我对……很感兴趣。

I was so crazy about...that I devoted all my spare time to doing... 我对……如此疯狂以至于我把我所有的业余时间都用来做……

（二）阐述理由的核心表达

enrich one's experiences and knowledge 丰富某人的经历和知识

broaden one's horizons 开阔某人的视野

be of great importance to 对……很重要

play an important part in our daily life 在我们生活中起重要作用

have a good influence on our study and life 对我们的学习和生活有好的影响

Good hobbies can not only...but also...好的爱好不仅可以……而且能够……

三、写作支架

本次任务是写一篇介绍兴趣爱好并阐述理由的开放式文章，根据任务的要求，语篇结构可定位为“介绍+理由/好处”。文章的框架如下：

My favorite hobby is...I showed great interest in...when I was young.(介绍)

As far as I'm concerned, ...is a meaningful hobby. For one thing, ... And for another thing,...(理由)

四、语篇过手

根据以上提供的主题、主题表达和语篇结构，写出文章的第一、二段。第一段介绍自己的兴趣爱好，第二段陈述自己的理由。总词数控制在80 左右。同时，学习运用前文阅读中出现的宾语从句。需要注意使用恰当的连词。