新視野第大學(xué)英語(yǔ)讀寫教程2 (第三版) unit 1 課文原文

新視野第大學(xué)英語(yǔ)讀寫教程2(第三版)unit1課文原文新視野第大學(xué)英語(yǔ)讀寫教程2(第三版)unit1課文原文新視野第大學(xué)英語(yǔ)讀寫教程2(第三版)unit1課文原文xxx公司新視野第大學(xué)英語(yǔ)讀寫教程2(第三版)unit1課文原文文件編號(hào)：文件日期：修訂次數(shù)：第1.0次更改批準(zhǔn)審核制定方案設(shè)計(jì)，管理制度AnimpressiveEnglishlesson1

IfIamtheonlyparentwhostillcorrectshischild'sEnglish,thenperhapsmysonisright.

Tohim,Iama

tedious

oddity:afatherheisobliged

tolistentoandaman

absorbed

intherulesofgrammar,whichmysonseems

allergic

to.2

IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformerstudents,freshfroman

excursion

toEurope.

"Howwasit"

Iasked,fullof

earnest

anticipation.3

Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthen

exclaimed,"Itwas,like,

whoa!"4

Andthatwasit.

The

civilization

ofGreeceandthegloryofRoman

architecture

were

captured

ina

condensed

non-statement.

Mystudent's"whoa!"was

exceeded

onlybymyhead-shaking

distress.5

TherearemanydifferentstoriesaboutthedownturnintheproperuseofEnglish.

Surelystudentsshouldbeableto

distinguishbetween

their/there/they're

orthe

distinctive

differencebetween

complimentary

and

complementary.

Theyunfairlybearthe

bulk

ofthecriticism

fortheseknowledge

deficits

becausethereisasensethattheyshouldknowbetter.6

Studentsarenot

dumb,buttheyarebeingmisledeverywheretheylookandlisten.

Forexample,signsin

grocery

storespointthemtothe

stationary,eventhoughtheactual

stationery

items—

pads,

albums

andnotebooks—arenotnaileddown.

Friendsandlovedonesoften

proclaim

they'vejust

ate

when,infact,they'vejust

eaten.

Therefore,itdoesn'tmakeanysensetocriticizeourstudents.7

Blameforthe

scandal

ofthislanguagedeficitshouldbe

thrust

uponourschools,whichshouldbesettinghighstandardsofEnglishlanguage

proficiency.

Instead,theyonlyteachalittlegrammarandevenlessadvancedvocabulary.

Moreover,theyoungerteachersthemselves

evidently

havelittleknowledgeofthesevitalstructuresoflanguagebecausetheyalsowentwithout

exposure

tothem.Schoolsfailto

adequately

teachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathof

competent

communication.8

Sincegrammarisboringtomostoftheyoungstudents,Ithinkthatitmustbehandleddelicately,stepbystep.

ThechancecamewhenonedayIwasdrivingwithmyson.

Aswesetoutonourtrip,henoticedabirdin

jerky

flightandsaid,"It'sflyingsounsteady."

Icarefullyasked,"Myson,howisthebirdflying"

"What'swrongDidIsayanythingincorrectly"

Hegotlost.

"Great!Yousaidincorrectly

insteadof

incorrect.Weuseadverbstodescribeverbs.Therefore,it'sflyingso

unsteadily

butnotso

unsteady."9

Curiousaboutmycorrection,heaskedmewhatanadverbwas.

Slowly,Isaid,"It'sawordthattellsyousomethingaboutaverb."

Itledtohisaskingmewhataverbwas.

Iexplained,"Verbsareactionwords;forexample,Daddrivesthetruck.

Drive

istheverbbecauseit'sthethingDadisdoing."10Hebecameattractedtotheideaofactionwords,sowelistedafewmore:

fly,swim,dive,run.

Then,outofhisowncuriosity,heaskedmeifotherwordshadnamesfortheiruseand

functions.

Thisledtoadiscussionofnouns,adjectives,andarticles.

Withinthespan

ofa10-minutedrive,hehadlearnedfrom

scratch

tothemajorpartsofspeechinasentence.

Itwaspainlesslearningandgreatfun!11

Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:oftenstudytheroadmap(checkgrammar)and

tune

upthecarengine(adjust

vocabulary).

Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.12

Theroadmapprovidestheframeworkandguidanceyouneedforyourtrip,butitwon'ttellyouexactlywhattreesorflowersyouwillsee,whatkindofpeopleyouwillencounter,orwhattypesoffeelingsyouwillbeexperiencingonyourjourney.

Here,thevocabularymakesthejourney'struecolorscomealive!

Agoodvocabularyenablesyoutoenjoywhateveryouseeasyoudrivealong.

Equippedwithgrammarandagoodvocabulary,youhaveflexibilityandexcellentcontrol.

Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.13

Effective,

precise,and

beneficial

communicationdependsupongrammarandagoodvocabulary,thetwoessential

assets

forstudents,buttheyarenotbeingtaughtinschools.14

Justthismorning,mysonandIwereeatingbreakfastwhenIattemptedtoaddmilktomytea.

"Dad,"hesaid,"IfIwereyou,Iwouldn'td