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1、Unit 1An impressive English lesson1 If I am the only parent who still corrects his childs English,then perhaps my son isright.To him,I am a tedious oddity:a father he is obliged to listen to and aman absorbed in the rules of grammar,which my son seems allergic to.2 I think I got serious about this o
2、nly recently when I ran into one of my former students,fresh from an excursion to Europe.nHow was it?I asked,full of earnest anticipation.3 She nodded three or four times,searched the heavens for the right words,andthen exclaimed,nlt was,like,whoa!*4 And that was it.The civilization of Greece and th
3、e glory ofRoman architecture were captured in a condensed non-statement.My students whoa!”was exceeded only by my head-shaking distress.5 There are many different stories about the downturn in the proper use of English.Surelystudents should be able to distinguish between their/there/theyre orthe dis
4、tinctive difference between complimentary and complementary.They unfairly bearthe bulk of the criticism for these knowledge deficits because there is a sense that theyshould know better.6 Students are not dumb,but they are being misled everywhere they look and listen.Forexample,signs in grocery stor
5、es point them to the stationary,even though theactual stationery items pads,albums and notebooks are not nailed down.Friendsand loved ones often proclaim the/ve just ate when,in fact,they*ve just eaten.Therefore,it doesnt make any sense to criticize our students.7 Blame for the scandal of this langu
6、age deficit should be thrust upon our schools,whichshould be setting high standards of English language proficiency.Instead,they only teacha little grammar and even less advanced vocabulary.Moreover,the younger teachersthemselves evidently have little knowledge of these vital structures of language
7、becausethey also went without exposure to them.Schools fail to adequately teach the essentialframework of language,accurate grammar and proper vocabulary,while they should takethe responsibility of pushing the young onto the path of competent communication.8 Since grammar is boring to most of the yo
8、ung students,I think that it must be handleddelicately,step by step.The chance came when one day I was driving with my son.As weset out on our trip,he noticed a bird in jerky flight and said,IVs flying so unsteady.Icarefully asked,nMy son,how is the bird flying?*Whats wrong?Did I say anythingincorre
9、ctly?,He got lost.HGreat!You said incorrectly instead of incorrect.We use adverbsto describe verbs.Therefore,its flying so unsteadily but not so unsteady.9 Curious about my correction,he asked me what an adverb was.Slowly,I said,*lts aword that tells you something about a verb.*It led to his asking
10、me what a verb was.Iexplained,Verbs are action words;for example,Dad drives the truck.Drive is the verbbecause its the thing Dad is doing.,10 He became attracted to the idea of action words,so we listed a few more:fly,swim,dive,run.Then,out of his own curiosity,he asked me if other words had names for theiruse and functions.This led to a discussion of nouns,adjectives,and articles.Within thespan of a 10-minute drive,he had learned from scratch to the major parts of speech in a