張嵐

It seems that there is never a more important time or a greater need to develop our empathy—the ability not only to feel but also understand different points of view， the need to recognise social injustice， and most importantly the drive to effect change. Reading plays a vital role in reaching this goal.

Reading makes a kind person. When I was at primary school， one of my favourite stories was Oscar Wilde？蒺s The Nightingale and the Rose. My most frequent request is for the story with the nightingale. A young student wants a red rose to show his love. But there is no red rose in his garden. A nightingale determines to find a red rose for him， but when it becomes clear that there is no red rose to be found， she pays the ultimate sacrifice by dyeing a white rose bush red with her blood. When the student presents it to the girl， she tosses it to one side with disdain（輕蔑）. I wept and wept for that nightingale. Yet still I kept requesting the story. And even now I vividly recall the hurt. “I will never treat anyone like that！” I cried to my dad.

Reading promotes positive values. Written by top children？蒺s authors including Jamila Gavin， Jo Cotterill， Jim Eldridge， Kaye Umansky and John Dougherty， TreeTops Reflect is a collection of stories written with heart. The series features emotionally compelling stories that connect us to significant issues in our lives and therefore promote positive values such as kindness， care， respect and intergenerational understanding.

Reading makes us reflect upon our growing pains. Some of the stories deal with everyday issues. In Geeks Can？蒺t Dance by Jo Cotterill and Stage Fright by Jane Lawes， the main characters learn about the struggle to maintain friendships as children transition from the upper primary years to secondary school， a time of change and transformation where many children switch friendship groups and some friends get left behind. It？蒺s a difficult time when emotions are fragile.

Lessons learnt from reading are powerful and lasting. Reading is the ideal vehicle to nurture empathy because it invites readers to step into the shoes of the characters in the stories to see and feel the world from an alternative perspective.

Activity A Reading for understanding

Ⅰ. Text？鄄centered chunks

determine to do 決定做……

present sth to sb 把某物呈獻(xiàn)給某人

a collection of ……的作品集

connect...to 把……與……聯(lián)結(jié)起來(lái)

deal with 論述;處理;與……打交道

transition from...to 從……到……的過(guò)渡

leave...behind 把……拋在后面;使落下

learn from 向……學(xué)習(xí)

invite sb to do 邀請(qǐng)某人做……

from an alternative perspective 從另一個(gè)角度來(lái)看

Ⅱ. Text？鄄centered sentences

一、it充當(dāng)形式主語(yǔ)

It seems that there is never a more important time or a greater need to develop our empathy—the ability not only to feel but also understand different points of view， the need to recognise social injustice， and most importantly the drive to effect change. 似乎沒(méi)有比現(xiàn)在更重要的時(shí)刻或更大的需要來(lái)發(fā)展我們的同理心——不僅要有感受的能力，還要有理解不同觀點(diǎn)的能力，要能認(rèn)識(shí)社會(huì)不公，最重要的是要有推動(dòng)變革的動(dòng)力。

【點(diǎn)石成金】It seems that...意為“似乎……”，it充當(dāng)形式主語(yǔ)，真正的主語(yǔ)是that引導(dǎo)的從句。句中使用了not only...but also...的句式，意為“不但……而且……”。

【運(yùn)用遷移】因?yàn)橛心敲炊嗝篮玫幕貞?，所以我的高中時(shí)光對(duì)我來(lái)說(shuō)似乎總是最好的時(shí)光。

二、where引導(dǎo)定語(yǔ)從句

In Geeks Can？蒺t Dance by Jo Cotterill and Stage Fright by Jane Lawes， the main characters learn about the struggle to maintain friendships as children transition from the upper primary years to secondary school， a time of transformation where many children switch friendship groups and some friends get left behind. 在喬·科特里爾的《極客不能跳舞》和簡(jiǎn)·勞斯的《怯場(chǎng)》中，主要人物了解到孩子們從小學(xué)高年級(jí)過(guò)渡到中學(xué)時(shí)，為了維持友誼所做的努力，這是一個(gè)轉(zhuǎn)變的時(shí)期，許多孩子改變了友誼團(tuán)體，一些朋友被拋在了后面。

【點(diǎn)石成金】本句中，where引導(dǎo)的是一個(gè)定語(yǔ)從句，先行詞為表示模糊化地點(diǎn)的名詞transformation，類似的名詞還有situation、scene、stage等。to maintain friendships為動(dòng)詞不定式作后置定語(yǔ)，修飾名詞the struggle;as引導(dǎo)的是一個(gè)時(shí)間狀語(yǔ)從句。

【運(yùn)用遷移】目前，我們面臨著必須做出決定的困境。

Activity B Reading for writing

請(qǐng)根據(jù)以下提示，并結(jié)合具體事例，用英語(yǔ)寫一篇短文。

Reading promotes positive values. Reading is the noblest gift for everyone.

注意：

1. 詞數(shù)80左右;

2. 可以適當(dāng)增加細(xì)節(jié)，以使行文連貫;

3. 至少需要使用兩個(gè)本文中解析過(guò)的句式。

寫作導(dǎo)引

本次寫作屬于半開放性作文的寫作。從寫作內(nèi)容上來(lái)看，題目并未給出寫作要點(diǎn)，只要求學(xué)生根據(jù)提示寫一篇80詞左右的短文。寫作前，我們通過(guò)定位提示句中的關(guān)鍵詞reading、promotes positive values、the noblest gift可知，本次寫作的主題應(yīng)為閱讀對(duì)形成個(gè)人優(yōu)良品行的積極影響。因此，我們可以從文章中尋找相關(guān)的信息和語(yǔ)言素材。

一、語(yǔ)篇解碼

（一）主題歸納

What is the text mainly about？

（二）結(jié)構(gòu)梳理與內(nèi)容分析

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

二、素材積累

develop one s empathy 培養(yǎng)某人的同理心

understand different points of view 理解不同的觀點(diǎn)

the drive to do 做……的動(dòng)力

pay the ultimate sacrifice 付出最后的犧牲

promote positive values 促成積極的價(jià)值觀

reflect upon 考慮

nurture empathy 培養(yǎng)同理心

intergenerational understanding 代際理解

switch friendship groups 改變友誼團(tuán)體

三、寫作支架

本次的寫作任務(wù)是寫一篇議論文。文章的整體框架為“引論（提出觀點(diǎn)）—本論（分析問(wèn)題）—結(jié)論（總結(jié)全文，重申論點(diǎn)）”。文章的基本框架如下：

主題句（點(diǎn)題，闡明文章論點(diǎn)）—過(guò)渡句（概述閱讀帶給自己的積極影響）—細(xì)節(jié)句一（簡(jiǎn)述閱讀帶給自己的積極影響表現(xiàn)一）—細(xì)節(jié)句二（簡(jiǎn)述閱讀帶給自己的積極影響表現(xiàn)二）—拓展句（概述閱讀帶給自己的其他積極影響）—結(jié)論句（重申論點(diǎn)，闡明自己對(duì)閱讀的態(tài)度）。

四、語(yǔ)篇過(guò)手

1. 分析提示句，確定寫作主題。

2. 快覽原文，從原文中尋找論據(jù)和論點(diǎn)。

3. 細(xì)心審題，確定文章的體裁（議論文）、人稱（第一人稱）、時(shí)態(tài)（以現(xiàn)在時(shí)為主）、語(yǔ)言風(fēng)格（簡(jiǎn)明、準(zhǔn)確、平實(shí)）。