第三版新视野大学英语第二册课文翻译.docx

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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 is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2 I think I got serious about

2、 this only recently when I ran into one of my former students, fresh from an excursion to Europe. HHow was it? I asked, full of earnest anticipation.3 She nodded three or four times, searched the heavens for the right words, and then exclaimed, It was, like, whoa!*4 And that was it. The civilization

3、 of Greece and the glory of Roman 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. Surely students should be able to distinguish between theirl

4、there!theyre or the distinctive difference between complimentary and complementary. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6 Students are not dumb, but they are being misled everywhere they look and listen. For

5、example, signs in grocery stores point them to the stationary, even though the actual stationery items pads, albums and notebooks are not nailed down. Friends and loved ones often proclaim theyve just ate when, in fact, the/ve just eaten. Therefore, it doesnt make any sense to criticize our students

6、.7 Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency. Instead, they only teach a little grammar and even less advanced vocabulary. Moreover, the younger teachers themselves evidently have little kn

7、owledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent commu

8、nication.8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, Hlts flying so unsteady. I carefully asked, My so

9、n, how is the bird flying? Whats wrong? Did I say anything incorrectly?* He got lost. MGreat! You said incorrectly instead of incorrect. We use adverbs to 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

10、said, *lfs a word that tells you something about a verb/* It led to his asking me what a verb was. I explained, Verbs are action words; for example, Dad drives the truck. Drive is the verb because 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 their use and functions. This led to a discussion of nouns, adjectives, and articles. Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in a