我們從藏書中獲得了什么

王蓉

Step 1? ?感知·閱讀導(dǎo)航

[話題導(dǎo)入]

Marie Kondo（近藤麻理惠） 是日本的“整理達人”，代表作有《怦然心動的人生整理魔法》。2019年起，她在美國Netflix上推出自己的真人秀節(jié)目。在節(jié)目中，這位以獨特整理方法聞名的日本整理大師說如果一個東西能夠在你觸碰的一瞬間帶給你愉快的感覺，那這件東西就是值得保留的，反之則可以丟棄。這樣的建議是否也適用于書籍？看看本文對麻理惠做法的評價，如果是你，你會因為沒有怦然心動的感覺，而丟棄你的藏書嗎？

全文約740詞，建議用時13分鐘。

[閱讀目標(biāo)]

1. 梳理文章結(jié)構(gòu)，識別作者的觀點、態(tài)度并給出理由。

2. 對語篇進行宏觀和微觀分析，把握語篇邏輯。

3. 辯證地看待作者的觀點，形成自己獨立的觀點。

4. 以讀促寫，讀寫結(jié)合，思考在當(dāng)下保護書籍和讀書的意義。

[難詞探意]

1. territory /?ter?tri/ n. 領(lǐng)土;領(lǐng)域

2. invalid /?n?v?l?d/ adj. 無充分事實的;站不住腳的

3. episode /?ep?s??d/ n. （電視連續(xù)劇或無線電廣播劇的）一集

4. narrative /?n?r?t?v/ n. 故事

5. diversion /da??v???n/ n. 轉(zhuǎn)移;偏離

The latest TV series by charming， tidy?up expert Marie Kondo has landed on Netflix. While we are all in love with the energetic folk featured in her show， last week I accidentally entered the territory of disagreeing with Kondos philosophy—in a tweet that went viral. For a while Id pay attention to Kondos “KonMari Method” for habits such as folding T?shirts. She is entirely misguided when she says we should get rid of books that dont give us “joy”.

“Do NOT listen to Marie Kondo or KonMari in relation to books. Fill your apartment and world with them. I dont give a shit if you throw out your knickers and Tupperware but the woman is so badly misguided about BOOKS. Every human needs an extensive library instead of clean， boring shelves，” I tweeted.

The present figures among the 25，000?plus tweets replying to mine are as follows： 65% agree with me， 20% disagree and 3% think we are fighting over a football team; the rest insist I am joyless. But be assured that this joyless person will not follow Kondos advice to essentially hold my books and see if they inspire joy.

In one video， Kondo helps a woman remove her books by “waking them up”. Surely the way to wake up any book is to open it up and read it aloud， but not to tap it with fairy finger motions—but this is the nonsense territory we are in. Once the books are split into“keep and get?gone” piles， Kondo and the woman thank the books for serving their purpose.

This is deeply problematic when applied to books. The definition of joy for the many people yelling at me on Twitter is： “A feeling of great pleasure and happiness or a thing that causes joy， success or satisfaction.” This is a ridiculous suggestion for books. Literature does not exist only to inspire feelings of happiness or to comfort us with its pleasure; art should also challenge us.

A. illustrate Kondos philosophy

B. introduce the benefits of books

C. discuss whether or not to get rid of books

D. argue against the practice of getting rid of books

Ⅱ. Reading for the structure

Ⅲ. Reading for understanding

1. Whats Kondos philosophy？

__________________

2. Whats the authors attitude towards Kondos philosophy？ What words indicate the authors attitude？

_____________________________________ 3. Whats the authors opinion about dealing with books？

__________________? ? ? ? ? ? ?4. How does Kondo help a woman remove her books in Para. 4？

____________________________________

5. What does the author think of Kondos practice？ Why does the author think so？

__________________? ? ? ?6. Whats Kondos advice to viewers about books in Para. 8？

____________________________________________________________________________________________________________

7. What does the author think of Kondos advice about books？ Why does the author think so？

_________________________________________________________________________________________________

8. How does the author argue for her opinion？

_________________________________________________________________________________________________? 9. Whats the authors conclusion？

_________________________________________________________________________________________________________________________________________________

Ⅳ. Reading for critical thinking

1. What do you think of the authors writing？

____________________________________________________

2. Whose side do you take？ Kondos or the authors？? Why？

____________________________________________________

【點石成金】問題鏈?zhǔn)且贿B串由文本知識轉(zhuǎn)化而成的，層次鮮明、具有系統(tǒng)性、相對獨立而又相互關(guān)聯(lián)的教學(xué)問題。圍繞議論文的體裁、語篇結(jié)構(gòu)和文本主題設(shè)置的問題鏈能夠引導(dǎo)學(xué)生提取文本信息，轉(zhuǎn)述文本內(nèi)容，并發(fā)展自己的批判性思維。通過回答understanding部分的問題，學(xué)生能夠掌握這篇議論文的論點、論據(jù)、論證過程，推測作者的情感態(tài)度;通過回答critical thinking部分的問題，學(xué)生能學(xué)會辯證地看待文本內(nèi)容和作者的情感態(tài)度，形成自己獨立的觀點，并給出合理的理由。

Step 3 運用·讀寫整合

1. Supposing Marie Kondo wants to help you remove your books， what would you say to her？

________________________________________________________________________________________________

2. Nowadays， there are a growing number of people who dont like reading books. Can you analyze the reasons behind it and give suggestions accordingly？

________________________________________________________________________________________________

【點石成金】此環(huán)節(jié)基于文本創(chuàng)設(shè)情境，引導(dǎo)學(xué)生學(xué)以致用。第一個讀寫活動與文本緊密相連，保持輸入和輸出的一致性。通過文本解讀環(huán)節(jié)的問題鏈，教師給學(xué)生的輸入搭建了腳手架，學(xué)生在此環(huán)節(jié)可以抓取原文關(guān)鍵詞，轉(zhuǎn)換語言表達，重新構(gòu)建文本。第二個讀寫活動則進行了話題的拓展，發(fā)展學(xué)生的分析問題、解決問題的能力。

[Step 4 提升·素養(yǎng)建構(gòu)]

Ⅰ. 語篇分析

語篇分析包括宏觀分析與微觀分析。宏觀分析是指分析語篇的體裁結(jié)構(gòu)及其表現(xiàn)特征。微觀分析主要是分析語篇的銜接。就宏觀分析而言，英語中存在著許多語篇模式，常見的模式只有幾種，如問題—解決模式（Problem?Solution pattern）、 概括—具體模式（General?Particular pattern）、主張—反主張模式（Claim?Counterclaim pattern）。就微觀分析而言，銜接包括語法銜接和詞匯銜接。語法銜接通過關(guān)聯(lián)詞、替換詞、省略詞、連詞等將句子銜接起來;而詞匯銜接則將原詞、近義詞、反義詞、上下義詞的復(fù)現(xiàn)作為銜接方式。

1. Whats the structure pattern of the passage？

2. What logic connective does the author use in this article？

________________________________________________________________________________________________? ? ? 3. What does the underlined word “this” in Para. 4 and Para. 5 refer to？ Whats the function of “this”？

________________________________________________________________________________________________? ?4. What lexical coherence（詞匯銜接） is used in the article？

________________________________________________________________________________________________

【點石成金】此環(huán)節(jié)旨在引導(dǎo)學(xué)生關(guān)注議論文的語篇特征?；谡Z篇的宏觀和微觀分析，學(xué)生能更好地分析文本、理解文本，把握同類型文體的邏輯。議論文有立論文和駁論文兩種。立論文是以論據(jù)從正面論證作者的觀點;駁論文則是用證據(jù)駁倒反方觀點或論據(jù)，從而證明作者觀點的正確性。本文屬于駁論文，也就是主張—反主張語篇模式。

Ⅱ. 視野拓展

《論讀書》是《培根隨筆》中一篇重要的文章?！墩撟x書》因其簡潔的語言、優(yōu)美的文筆、透徹的說理、深刻的警句，在世界文學(xué)史上占據(jù)了非常重要的地位，以下是這篇文章的節(jié)選：

Of Studies（excerpt）

Francis Bacon

王佐良（譯）

Studies serve for delight， for ornament， and for ability. Their chief use for delight is in privateness and retiring; for ornament， is in discourse; and for ability， is in the judgment and disposition of business.

讀書足以怡情，足以傅彩，足以長才。其怡情也，最見于獨處幽居之時;其傅彩也，最見于高談闊論之中;其長才也，最見于處世判事之際。

Crafty men contemn studies， simple men admire them， and wise men use them; for they teach not their own use; but that is a wisdom without them， and above them， won by observation.

有一技之長者鄙讀書，無知者羨讀書，唯明智之士用讀書，然書并不以用處告人，用書之智不在書中，而在書外，全憑觀察得之。

Reading maketh a full man; conference a ready man; and writing an exact man. And therefore， if a man write little， he had need have a great memory; if he confer little， he had need have a present wit; and if he read little， he had need have much cunning， to seem to know that he doth not.

讀書使人充實，討論使人機智，寫作使人嚴(yán)謹(jǐn)。因此不常寫作者須記憶力特強，不常討論者須天生聰穎，不常讀書者須欺世有術(shù)，方能無知而顯有知。

Histories make men wise; poets， witty; the mathematics， subtle; natural philosophy， deep; moral， grave; logic and rhetoric，able to contend. Abeunt studia in mores. （Studies go to make up a mans character.）

讀史使人明智，讀詩使人靈秀，數(shù)學(xué)使人周密，科學(xué)使人深刻，倫理學(xué)使人莊重，邏輯修辭之學(xué)使人善辯;凡有所學(xué)，皆成性格。

主題感知·素養(yǎng)解讀

肢體語言又稱身體語言，是指身體的各種動作。它能代替語言達到表情達意的溝通目的。肢體語言具有感染力，合適的肢體語言可以幫助溝通。肢體語言透露你的身份、地位、情緒、教育背景、生活習(xí)慣，與個人的生活背景和個性息息相關(guān)。

在多樣的肢體語言中，中西方的肢體語言有共性，又有特性。這些肢體語言在交際中得以傳播、沿用和融合。在跨文化交際的大背景下，正確使用肢體語言是迫切的事情，同時也是基本的事情。在運用中，我們要做到“入鄉(xiāng)隨俗”，了解其他國家的文化習(xí)俗，拉近雙方的距離，消除地域限制的隔閡。我們也要善于通過解讀對方的肢體語言來揣摩和判斷對方的意圖。

主題實踐·視角拓展