江蘇南菁高級中學 王 蓉

Step 1 感知·閱讀導航

話 題 導 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

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，思考在當下保護書籍和讀書的意義。

難詞探意

1. territory /?ter?tri/ n. 領土；領域

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

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 Kondo's philosophy—in a tweet that went viral. For a while I'd pay attention to Kondo's “KonMari Method” for habits such as folding T-shirts. She廣播劇的）一集

4. narrative /?n?r?t?v/ n. 故事

5. diversion /da??vз?∫n/ n. 轉(zhuǎn)移；偏離is entirely misguided when she says we should get rid of books that don't give us “joy”.

“Do NOT listen to Marie Kondo or KonMari in relation to books. Fill your apartment and world with them. I don't 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%a gree 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 Kondo's 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 getgone” 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.

We live in a goal-obsessed time. Everything undertaken has to have a purpose, outcome or a destination, or it's invalid. But art doesn't care about your Apple Watch, your fitness goals, active lifestyle or career. Art will be around far longer than Kondo's books remain in print. Art exists on its own terms and untidy timeline.

As for removing one's unread books—while that may be essential for reducing fire and tripping hazards, it is certainly not a satisfying engagement with the possibilities of literature (Unless they are about self-help or golf, in which case, toss them.). Success is, eventually, actually reading your unread books, or at least holding on to them long enough so that they have the chance to satisfy, dissatisfy or trouble you. Unread books are imagined reading futures, not an indication of failure.

In one episode of her Netflix series, Kondo helps two male writers tidy up their very tidy home. When it comes to the books, the advice is frustrating. “Books are a reflection of our thoughts and values,” Kondo says to the viewer.“Will these books be beneficial to your life moving forward?”

More often than not, books reflect someone else's thoughts and values. Most of us don't share the values of Adolf Hitler, but we may own many books about the Second World War.The question of whether my books will be beneficial to my life moving forward requires an a bility I do not possess. Our book collections record the narrative of expansion, diversion,terror and yet-to-be-discovered possibilities of our reading life. This is why, on entering your living space, people immediately migrate to examine your bookshelves, rather than search in your sock drawers.

I read in a variety of ways and never mind donating or sharing books. But I can't imagine what a blank collection of physical books I'd be left with is if they had to inspire joy. When I look at my shelves, I marvel at how random books have ended up beside each other. Some are on my shelf on the strength of just one line or a paragraph. Some are gifts; others I found were deserted in the street. But every purchase of a book is a gesture of faith in the writer who wrote it. Writers are nothing without readers.Rather than follow Kondo's rules, I'd like to suggest another: it should be a must that all living spaces come with built-in bookshelves.

Step 2 理解·文本解讀

Ⅰ. Reading for the main idea

1. What's the type of the writing of the article?

2. The passage is mainly intended to__________ .

A. illustrate Kondo's 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. What's Kondo's philosophy?

2. What's the author's attitude towards Kondo's philosophy? What words indicate the author's attitude?

3. What's the author's 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 Kondo's practice? Why does the author think so?

6. What's Kondo's advice to viewers about books in Para. 8?

7. What does the author think of Kondo's advice about books? Why does the author think so?

8. How does the author argue for her opinion?

9. What's the author's conclusion?

Ⅳ. Reading for critical thinking

1. What do you think of the author's writing?

2. Whose side do you take? Kondo's or the author's? Why?

【點石成金】問題鏈是一連串由文本知識轉(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)的教學問題。 圍繞議論文的體裁、語篇結(jié)構(gòu)和文本主題設置的問題鏈能夠引導學生提取文本信息，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，學生能學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 don't 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)設情境，引導學生學以致用。 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，教師給學生的輸入搭建了腳手架，學生在此環(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、上下義詞的復現(xiàn)作為銜接方式。

1. What's 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?What's 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)旨在引導學生關(guān)注議論文的語篇特征。 基于語篇的宏觀和微觀分析，學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。 《論讀書》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，寫作使人嚴謹。 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 man's character.)

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