HowTeachersMakeChildrenHateReading

ByJohnHolt目錄IBackgroundIILead-inIIIOverviewIVExploringtheTextVSummaryVICriticalReadingVIIExtendedLearningIBackgroundAbouttheauthorJohnHoltAnAmericancriticofpubliceducationwhobecameoneofthemostprominentadvocatesforhomeschoolinginthelate1970sandearly1980s.Hisfirstbook,HowChildrenFail(1964)wasproclaimedbycriticsandeducatorsforshowingclearlywhatchildrenreallydidinschoolandwhattheyreallythoughtandfelt.ToquoteEliotFremont-Smith’sreviewinTheNewYorkTimes,thebookis“possiblythemostpenetrating,andprobablythemosteloquent,bookoneducationtobepublishedinrecentyears.”/who-was-john-holtWhatmakesagoodreader?Canyouexplainyour

definitionof“good”readers?II.Lead-inquestionCommonqualitiesofagoodreaderAgoodreadercomprehendsthewriting,understandswhattheauthoristryingtosay,andabsorbsasmuchknowledgeaspossibletolearnandgrow.Andmostimportantly,agoodreaderissomeonewhokeepsreading!Someofthemostcommonqualitiesyouwillfindamonggoodreadersare:Reflectonthetext.Learnastheyread.Expandtheirvocabulary.Shapentheirbrain.Getthroughcomplicatedwriting.Putdifferentskillsinreading.Takenotes.Visualizethetext.Predictthenextpart.Relatetowhattheyread.Researchmore.II.Lead-inDiscussionWhatapproachesoractivitieshaveyourEnglishteacherusedinyourEnglishreadingclass?Commentontheeffectivenessofthosestrategies.Pleasediscussinpairsfor3minutesandthenwewillinviteafewpairstosharetheirideaswiththeclass.0102DiscussionIII.OverviewMainIdeaJustasthisboldtitlesuggests,Holtlaystheblameonteachersforthewidespreadhatredamongschoolchildrentowardsreading.Hebelievesthatcertainteachingmethodsarethecauseofchildren’sfearoffailureandhumiliationintheclassroom.Thearticlefollowsaproblem-solutionstructure.ItbeginsbypresentingtheproblemthroughHolt’sownteachingexperience,whichshowsthatteachersaremissingthepointofteachingreading.Then,itanalyzeswhyverybrightkidsfromhighlyliterateandevenliterarybackgroundsdislikereadingdeeply.Finally,itproposesstrategiesforteachersandparents,suchasteachersaskingstudentstoreadonlyforpleasure,andparentshelpingtheirkidstomeettheschool’sdemandsandprovidingmoreinterestingalternativesathome.OrganizationPatternAnalysisIII.ExploringtheTextAnalyzethesentences:"Theyusuallywerestartled.Fewclaimtohavelookedupevenasmanyasathousand.Howdidtheylearntherest?Theylearnthemjustastheylearnedtotalk—bymeetingwordsoverandoveragain,indifferentcontexts,untiletheysawtheyfitted."Identifywhatthebold-facedpronounsrefertorespectivelyPart1:Paragraphs1-5DetailedExplanationWalkstudentsthroughHolt'sexperience.WhenHoltwasteachingEnglish,heusedtogivestudentsvocabularydrills,quizzesandcomprehensionquestions.Thepurposewasforstudentstounderstandthetextsthoroughly.Laterherealizedallhismethodswerefoolish.Hereflectedonhowhehimselfgottobeagoodreader.IV.ExploringtheTextPart2:

Paragraphs6-9DetailedExplanationThispartexplores

whyschoolkidsdeeplydislikereading.Itturnsoutthatteachersmakebooksandreadingaconstantsourceofpossiblefailureandpublichumiliation.

SentenceAnalysisAnalyzethesentence:"MarkTwainoncesaidthatacatthatsatonahotstovelidwouldneversitoneoneagain—butitwouldneversitonacoldoneeither.”ByquotingMarkTwain,thissentencefigurativelydescribesstudents’fearanddislikeofbooksandreading.IV.ExploringtheTextPart3:Paragraphs10-16DetailedExplanationThispartdescribes

Holt’sattemptathisnewtheoryinhisfifth-gradeEnglishclasswheremanystudentswerestrugglingwithreading.PassagesummaryReadparagraph11andsumupthedosanddon’tsforteacherswhenteachingreading.IV.ExploringtheTextPart3:Paragraphs10-16Discuss:Howcanweimproveuponthefollowingtranslationversion.

“Beforelongmanychildrenassociatebooksandreadingwithmistakes,realorfeared,andpenaltiesandhumiliation.Thismaynotseemsensible,butitisnatural.MarkTwainoncesaidthatacatthatsatonahotstovelidwouldneversitononeagain—butitwouldneversitonacoldoneeither.Astrueofchildrenasofcats.Ifthey,sotospeak,sitonahotbookafewtimes,ifbookscausethemhumiliationandpain,theyarelikelytodecidethatthesafestthingtodoistoleaveallbooksalone.”百度譯文：”不久，許多孩子將書籍和閱讀與真實(shí)或可怕的錯(cuò)誤、懲罰和羞辱聯(lián)系在一起。這可能看起來(lái)不明智，但這是自然的。馬克·吐溫曾說(shuō)過(guò)，一只坐在熱爐蓋上的貓?jiān)僖膊粫?huì)坐在爐子上了，但它也永遠(yuǎn)不會(huì)坐在冷爐蓋上了。孩子和貓一樣?？梢赃@么說(shuō)，如果他們幾次坐在一本熱騰騰的書上，如果書給他們帶來(lái)了羞辱和痛苦，他們可能會(huì)決定最安全的辦法就是把所有的書都放在一邊。“IV.ExploringtheTextPart3:Paragraphs10-16Discuss:Howcanweimproveuponthefollowingtranslationversion.“Beforelongmanychildrenassociatebooksandreadingwithmistakes,realorfeared,andpenaltiesandhumiliation.Thismaynotseemsensible,butitisnatural.MarkTwainoncesaidthatacatthatsatonahotstovelidwouldneversitononeagain—butitwouldneversitonacoldoneeither.Astrueofchildrenasofcats.”參考譯文：”不久之后，許多孩子就會(huì)把書籍和閱讀與錯(cuò)誤聯(lián)系在一起，無(wú)論這種錯(cuò)誤是他們實(shí)實(shí)在在犯過(guò)的抑或只是杞人憂天。進(jìn)而，他們會(huì)將書籍和閱讀與懲罰和羞辱聯(lián)系起來(lái)。表面看來(lái)，這種聯(lián)系匪夷所思，但細(xì)想起來(lái)卻也順理成章。馬克·吐溫曾經(jīng)說(shuō)過(guò)，坐在熱爐蓋上的貓?jiān)僖膊粫?huì)坐在爐蓋子上了，即便爐蓋子是冰涼的。同樣的道理。如果孩子屢次三番在讀書時(shí)感到如坐針氈、難受無(wú)比、無(wú)地自容，便會(huì)妄下斷言，覺(jué)得還是不讀書為妙，這樣最安全?！癐V.ExploringtheTextPart4:Paragraphs17-19DetailedExplanationThispartgivessuggestionstoparentsastohowtheycanhelptheirkidslikereading.Passagesummary(blank-filling)Q:WhatsuggestionsdidHoltoffertoparents?A:Heoffered2suggestionsasfollows.#1.Parentsshouldtrytogetschoolorteacherstochange,oratleastletthemknowthat12)________________________.#2.Parentsshouldtrynotletyourchildbecome13)_____________________________byschoolwork.Rather,youshouldhelpyourchild14)_________________________andtrytoprovide15)_________________________,suchas16)_____________________,athome.V.SummaryA200-wordsummaryofthearticleV.Summary-BlankFillingQuestionsToomanyteachersareusingtraditionalmethodstoteachreadinginschool.Theywantstudentsto_____________________________.Unfortunately,traditionalmethodsare______________.Theyhavemadestudentstoassociatebooksandreadingwith_________________________________,andthusdislikereading.Therefore,insteadofgivingstudentsmany_____________________andcomprehensionquestions,teachersshouldletthemto___________________________.Parentsshouldsupportthisandtrytoprovidemoreinteresting__________________________.V.Summary-BlankFillingQuestionsToomanyteachersareusingtraditionalmethodstoteachreadinginschool.Theywantstudentsto_____________________________(understandeverythingtheyread).Unfortunately,traditionalmethodsare______________(ineffective).Theyhavemadestudentstoassociatebooksandreadingwith_________________________________(mistakes,penalties,andhumiliation),andthusdislikereading.Therefore,insteadofgivingstudentsmany_____________________(vocabularydrillsandquizzes)andcomprehensionquestions,teachersshouldletthemto__________________________________(readonlyforpleasure).Parentsshouldsupportthisandtrytoprovidemoreinteresting__________________________(alternativesathome).Dividetheclassintogroupsof4-5.Eachgroupisassignedoneofthecriticalthinkingquestions.Theyhave5minutestodiscussandcomeupwithalistofpo