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 瞥見

take a closer look 仔細(xì)看看

skip over 略過；跳過

dive into 深入；投入；潛入

Ⅱ. Text-centered sentence

賓語從句

I am not going to ask you questions to find out whether you understand the books or not. 我不會問你問題來判斷你是否理解這些書。

【點石成金】whether you understand the books or not 作find out 的賓語，意為“你是否理解這些書”。

【運用遷移】我們將會討論下周是否舉行運動會。

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Activity B Reading for writing

英語報社舉辦以“My favorite hobby”為主題的征文活動，你打算投稿。請根據(jù)以下要點寫一篇短文。

1.介紹你最喜歡的興趣愛好；

2.說說你喜歡它的理由。

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.需要使用賓語從句；

4.注意段落內(nèi)的邏輯關(guān)系。

My favorite hobby

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寫作導(dǎo)引

本次的寫作任務(wù)是寫一篇介紹興趣愛好的開放式文章，要求簡單介紹自己的興趣愛好及理由，并且需要使用賓語從句。這些寫作要求和所給語篇的主題語境是緊密相關(guān)的。我們可以通過整合同主題閱讀材料的內(nèi)容和語言，梳理寫作思路和積累素材。

一、語篇解碼

（一）內(nèi)容分析

What is the text mainly about?

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（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

本文是基于“快樂閱讀”的主題開展閱讀和寫作，我們可以通過模仿、學(xué)習(xí)、運用閱讀中的語言表達(dá)，如詞塊和句型，積累寫作的語言素材。

（一）介紹興趣愛好的核心表達(dá)

be crazy about 對……著迷

take an interest in 對……感興趣

be fond of/be keen on 喜歡……；熱衷于……

be fascinated by 對……著迷

I showed great interest in...when I was young.當(dāng)我小的時候，我對……很感興趣。

I was so crazy about...that I devoted all my spare time to doing... 我對……如此瘋狂以至于我把我所有的業(yè)余時間都用來做……

（二）闡述理由的核心表達(dá)

enrich one's experiences and knowledge 豐富某人的經(jīng)歷和知識

broaden one's horizons 開闊某人的視野

be of great importance to 對……很重要

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

have a good influence on our study and life 對我們的學(xué)習(xí)和生活有好的影響

Good hobbies can not only...but also...好的愛好不僅可以……而且能夠……

三、寫作支架

本次任務(wù)是寫一篇介紹興趣愛好并闡述理由的開放式文章，根據(jù)任務(wù)的要求，語篇結(jié)構(gòu)可定位為“介紹+理由/好處”。文章的框架如下：

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

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

四、語篇過手

根據(jù)以上提供的主題、主題表達(dá)和語篇結(jié)構(gòu)，寫出文章的第一、二段。第一段介紹自己的興趣愛好，第二段陳述自己的理由?？傇~數(shù)控制在80 左右。同時，學(xué)習(xí)運用前文閱讀中出現(xiàn)的賓語從句。需要注意使用恰當(dāng)?shù)倪B詞。