新視野讀寫教程2第三版課文UNIT

TEXTAAnimpressiveEnglishlesson一堂難忘的英語課1IfIamtheonlyparentwhostillcorrectshischild'sEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.如果我是唯一一個還在糾正小孩英語的家長，那么我兒子也許是對的。對他而言，我是一個乏味的怪物：一個他不得不聽其教誨的父親，一個還沉湎于語法規(guī)則的人，對此我兒子似乎頗為反感。2IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformerstudents,freshfromanexcursiontoEurope."Howwasit?"Iasked,fullofearnestanticipation.我覺得我是在最近偶遇我以前的一位學(xué)生時，才開始對這個問題認真起來的。這個學(xué)生剛從歐洲旅游回來。我滿懷著誠摯期待問她：“歐洲之行如何？”3Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthenexclaimed,"Itwas,like,whoa!"她點了三四下頭，絞盡腦汁，苦苦尋找恰當(dāng)?shù)脑~語，然后驚呼：“真是，哇！”4Andthatwasit.ThecivilizationofGreeceandthegloryofRomanarchitecturewerecapturedinacondensednon-statement.Mystudent's"whoa!"wasexceededonlybymyhead-shakingdistress.沒了。所有希臘文明和羅馬建筑的輝煌居然囊括于一個濃縮的、不完整的語句之中！我的學(xué)生以“哇！”來表示她的驚嘆，我只能以搖頭表達比之更強烈的憂慮。5TherearemanydifferentstoriesaboutthedownturnintheproperuseofEnglish.Surelystudentsshouldbeabletodistinguishbetweentheir/there/they'reorthedistinctivedifferencebetweencomplimentaryandcomplementary.Theyunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.關(guān)于正確使用英語能力下降的問題，有許多不同的故事。學(xué)生的確本應(yīng)該能夠區(qū)分諸如their/there/they’re之間的不同，或區(qū)別complimentary跟complementary之間顯而易見的差異。由于這些知識缺陷，他們承受著大部分不該承受的批評和指責(zé)，因為輿論認為他們應(yīng)該學(xué)得更好。6Studentsarenotdumb,buttheyarebeingmisledeverywheretheylookandlisten.Forexample,signsingrocerystorespointthemtothestationary,eventhoughtheactualstationeryitems—pads,albumsandnotebooks—arenotnaileddown.Friendsandlovedonesoftenproclaimthey'vejustatewhen,infact,they'vejusteaten.Therefore,itdoesn'tmakeanysensetocriticizeourstudents.學(xué)生并不笨，他們只是被周圍所看到和聽到的語言誤導(dǎo)了。舉例來說，雜貨店的指示牌會把他們引向stationary（靜止處），雖然便箋本、相冊、和筆記本等真正的stationery(文具用品)并沒有被釘在那兒。朋友和親人常宣稱They’vejustate。實際上，他們應(yīng)該說They’vejusteaten。因此，批評學(xué)生不合乎情理。7Blameforthescandalofthislanguagedeficitshouldbethrustuponourschools,whichshouldbesettinghighstandardsofEnglishlanguageproficiency.Instead,theyonlyteachalittlegrammarandevenlessadvancedvocabulary.Moreover,theyoungerteachersthemselvesevidentlyhavelittleknowledgeofthesevitalstructuresoflanguagebecausetheyalsowentwithoutexposuretothem.Schoolsfailtoadequatelyteachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathofcompetentcommunication.對這種缺乏語言功底而引起的負面指責(zé)應(yīng)歸咎于我們的學(xué)校。學(xué)校應(yīng)對英語熟練程度制定出更高的標(biāo)準(zhǔn)。可相反，學(xué)校只教零星的語法，高級詞匯更是少之又少。還有就是，學(xué)校的年輕教師顯然缺乏這些重要的語言結(jié)構(gòu)方面的知識，因為他們過去也沒接觸過。學(xué)校有責(zé)任教會年輕人進行有效的語言溝通，可他們并沒把語言的基本框架——準(zhǔn)確的語法和恰當(dāng)?shù)脑~匯——充分地傳授給學(xué)生。8Sincegrammarisboringtomostoftheyoungstudents,Ithinkthatitmustbehandleddelicately,stepbystep.ThechancecamewhenonedayIwasdrivingwithmyson.Aswesetoutonourtrip,henoticedabirdinjerkyflightandsaid,"It'sflyingsounsteady."Icarefullyasked,"Myson,howisthebirdflying?""What'swrong?DidIsayanythingincorrectly?"Hegotlost."Great!Yousaidincorrectlyinsteadofincorrect.Weuseadverbstodescribeverbs.Therefore,it'sflyingsounsteadilybutnotsounsteady."因為語法對大多數(shù)年輕學(xué)生而言枯燥且乏味，所以我覺得講授語法得一步一步、注重技巧地進行。有一天機會來了。我跟兒子開車外出。我們出發(fā)時，他看到一只小鳥飛得很不穩(wěn)，就說：“它飛的不穩(wěn)?！保↖t’sflyingsounsteady.）我小心翼翼地問：“兒子，鳥怎么飛?”“有問題嗎？我說得不對嗎？（DidIsayanythingincorrectly?）”他一頭霧水?！疤昧耍阏f的是incorrectly而不是incorrect。我們用副詞來描述動詞。所以，要用unsteadily來描述鳥飛，而不是unsteady?！?Curiousaboutmycorrection,heaskedmewhatanadverbwas.Slowly,Isaid,"It'sawordthattellsyousomethingaboutaverb."Itledtohisaskingmewhataverbwas.Iexplained,"Verbsareactionwords;forexample,Daddrivesthetruck.Driveistheverbbecauseit'sthethingDadisdoing."他對我的糾正很好奇，就問我什么是副詞。我慢慢解釋道：“副詞是用來修飾動詞的詞?！边@又導(dǎo)致了他詢問我什么是動詞。我解釋說：“動詞是表示行為的詞，例如：爸爸開卡車。‘開’是動詞，因為它是爸爸在做的事?！?0Hebecameattractedtotheideaofactionwords,sowelistedafewmore:fly,swim,dive,run.Then,outofhisowncuriosity,heaskedmeifotherwordshadnamesfortheiruseandfunctions.Thisledtoadiscussionofnouns,adjectives,andarticles.Withinthespanofa10-minutedrive,hehadlearnedfromscratchtothemajorpartsofspeechinasentence.Itwaspainlesslearningandgreatfun!他開始對表示行為的詞產(chǎn)生興趣，所以我們又羅列了幾個動詞：“飛行”、“游泳”、“跳水”、“跑步”。然后，他又好奇地問我，其他的詞有沒有說明它們的用法和功能的名稱。這就引發(fā)了我們對名詞、形容詞和冠詞的討論。在短短十分鐘的駕駛時間內(nèi)，他從對語法一無所知到學(xué)會了句子中主要詞語的詞性。這是一次毫無痛苦而又非常有趣的學(xué)習(xí)經(jīng)歷。11Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:oftenstudytheroadmap(checkgrammar)andtuneupthecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.也許，語言應(yīng)該被看成是一張路線圖和一件珍品：我們要常常查看路線圖（核對語法）和調(diào)整汽車的引擎（調(diào)節(jié)詞匯）。學(xué)好語法和掌握大量的詞匯就好比拿著路線圖在車況良好的車?yán)锺{駛。12Theroadmapprovidestheframeworkandguidanceyouneedforyourtrip,butitwon'ttellyouexactlywhattreesorflowersyouwillsee,whatkindofpeopleyouwillencounter,orwhattypesoffeelingsyouwillbeexperiencingonyourjourney.Here,thevocabularymakesthejourney'struecolorscomealive!Agoodvocabularyenablesyoutoenjoywhateveryouseeasyoudrivealong.Equippedwithgrammarandagoodvocabulary,youhaveflexibilityandexcellentcontrol.Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.路線圖為你的旅行提供所需的基本路線和路途指南，可是它不會告訴你一路上你究竟會看見什么樹或什么花，你會遇見什么樣的人，或會有什么樣的感受。這里，詞匯會使你的旅途變得五彩繽紛、栩栩如生。大量的詞匯讓你享受到開車途中所見的點點滴滴。借助語法和豐富的詞匯，你就有了靈活性，掌控自如。路線圖會把你帶到目的地，而一臺好車卻能讓你完全陶醉于旅途的所有景色、聲音及經(jīng)歷之中。13Effective,precise,andbeneficialcommunicationdependsupongrammarandagoodvocabulary,thetwoessentialassetsforstudents,buttheyarenotbeingtaughtinschools.對學(xué)生來說，有效、準(zhǔn)確且富有成效的溝通技能取決于語法和詞匯這兩大有利條件，可是學(xué)校并沒有教他們這些。14Justthismorning,mysonandIwereeatingbreakfastwhenIattemptedtoaddmilktomytea."Dad,"hesaid,"IfIwereyou,Iwouldn'tdothat.It'ssour."就在今天早上，我跟兒子吃早飯時，我想把牛奶加入我的茶里?！鞍职?，”他說，“如果我是你的話，我不會這樣做。牛奶會變酸。（IfIwereyou,Iwouldn’tdothat.It’ssour.）”15"Ohmy!"Isaid,swellingwithpridetowardmyson,"That'sagrammaticallyperfectsentence.Youusedwereinsteadofwas."“哦，上帝！”我滿懷著無比的驕傲說道，“這是一句語法完全正確的句子。你用了were而不是was?！?6"Iknow,Iknow,"hesaidwithalongagreeablesigh."It'sthesubjunctivemood."“我知道，我知道，”他愉悅地舒了口氣，“這是虛擬語氣！”17Iwas,like,whoa!這下輪到我“哇！”了。TEXTBThegreatjourneyoflearning偉大的學(xué)習(xí)之旅1MalcolmXwasanAfrican-Americancivilrightsactivist,religiousleader,writer,andspeaker.Bornin1925,hewasmysteriouslyassassinatedin1965.Bythetimeofhisdeath,hisowntellingofhislifestory,TheAutobiographyofMalcolmX,hadbeenwidelyknown.HewasbornMalcolmLittleintoapoorhousehold.Later,hetookthenameMalcolmXafterjoininganorganizationcalledtheNationofIslam,areligiousgroupthathadchangedmajorpracticesandbeliefsofmainstreamIslamtoapplymorespecificallytotheconditionofAfrican-AmericanpeopleintheUnitedStatesintheearly1960s.馬爾科姆·艾克斯是一位非裔美國民權(quán)活動家、宗教領(lǐng)袖、作家和演說家。他生于1925年，1965年被神秘地暗殺。在他去世之前，他對自己生平的自述——《馬爾科姆·艾克斯自傳》已聞名遐邇。他出生于一個貧民家庭，取名馬爾科姆·利特爾。后來，他加入了一個叫“伊斯蘭民族”的組織，之后改名為馬爾科姆·艾克斯?！耙了固m民族”是個宗教團體，它改變了美國主流伊斯蘭教的一些主要的習(xí)俗和信仰，使之更適用于19世紀(jì)60年代早期非裔美國人的特定情況。2MalcolmXlearnedabouttheNationofIslamwhileinprisonforcommittingcriminalactssuchastheft.Becausehewaspoorlyeducated,hefeltinadequatetoteachhisnewbeliefstoothers.Asayoungman,hecouldsketchhisthoughtswithpoorgrammarandlittlevocabularyusingthesimple,unsophisticatedlanguageofpeopleonthestreet.Asanadult,whenhetriedtoinformpeopleabouthisnewbeliefsatarally,hefoundthathedidn'thavetheadequatecommunicationskillsheneeded.Inhisownwords,he"wasn'tevenfunctional".馬爾科姆·艾克斯因當(dāng)時犯有諸如偷竊等罪而入獄。他在監(jiān)獄里得知了“伊斯蘭民族”組織。由于沒有受過良好的教育，他在向別人傳授他的新信仰時感到力不從心。作為一名年輕人，他可以用草根語言來概述自己的想法，語言簡單、粗淺、語法差勁，且詞匯貧乏?？勺鳛橐幻赡耆?，當(dāng)他在大型公眾集會上向人們闡述他的新信仰時，他發(fā)覺自己缺少了所需的語言交流技能。用他自己的話說，他“甚至沒有這個功能”。3Inabidtoincreasehisknowledgeandimprovehisskills,desperateMalcolmXdevisedascheme.Heturnedtobooks,believingthiswouldbebeneficial.However,whenhetriedtoreadseriousbooksonhisown,hewasdistressedashedidn'tknowmostofthewords."TheymightaswellhavebeeninChinese,"hewrote.Heskippedallthewordshedidn'tknowandthenwouldendupwithnoclueastowhatthebookwasabout."Ibecamefrustrated,"MalcolmXwroteinhisautobiography,speakingofhisinadequatelanguageskills.為了增長知識，提高溝通技能，深陷絕望的馬爾科姆·艾克斯為自己制定了一個計劃。他決定求助于書籍，相信書會使他受益匪淺?？墒钱?dāng)他試圖閱讀一些嚴(yán)肅的書本時，他不禁倍感苦惱，因為大部分的詞他都不認識。他寫道：“這些書還不如是用中文寫的?！彼^了所有不認識的詞，可是最終他全然不知這本書里寫了什么。馬爾科姆·艾克斯在他的自傳里談到他貧乏的語言技能時是這樣寫的：“我變得沮喪起來?！?MalcolmX'sconsiderablefrustrationathisinabilitytoreadandwritelaunchedhimonaquesttoovercomehisdeficiencies.Hesaid,"IsawthatthebestthingIcoulddowasgetholdofadictionary—tostudy,tolearnsomewords."Andhewasluckyenoughtoreasonalsothatheshouldtrytoimprovehishandwriting."Itwassad.Icouldn'tevenwriteinastraightline,"hetoldus.Theseideastogethermovedhimtoappealtotheprisonauthoritiesforsomepaperandpencils.由于無法閱讀和寫作所遭受的巨大挫折促使馬爾科姆·艾克斯開始探索如何攻克自己的語言缺陷。他說：“我明白我所能做的就是弄到一本詞典來學(xué)習(xí)，學(xué)一些單詞?！彼残疫\地意識到應(yīng)該嘗試去改進他的書寫。他告訴我們：“令人傷心的是我甚至不能把英文書寫得整齊?！边@些想法促使他向獄管請求，要了一些紙和鉛筆。5Forthefirsttwodays,MalcolmXjustskimmedthroughthepagesofthedictionarytryingtonegotiatehiswaythroughitsunfamiliarformat.Hetoldusofhisamazementathowcloselyrelatedthewordsseemed.Howmoistcouldbetherootofmoisture,andadvisableandadvisoryhadthesamerootword!"Ididn'tknowwhichwordsIneededtolearn,"hesaid,"finally,justtostartsomekindofaction,Ibegancopying."Inhisslow,careful,crudehandwriting,MalcolmXcopiedeverythingonthefirstfullpageofthedictionaryintoanotebook.Heevencopiedthequotationmarks!Thistookhimonefullday.Afterthat,hereadeverythinghehadwrittenaloud."Overandoveraloud,tomyself,Ireadmyownhandwriting."Malcolmrecalled.Healsologgedimportantthingsthathappenedeveryday.Repetitionhelpedmovehimfrombasicliteracytowardtrueproficiency.頭兩天，馬爾科姆·艾克斯只是很快地瀏覽了一下詞典，試圖在這不熟悉的格式里尋找出他自己的應(yīng)付方法。他告訴我們，他對這些單詞之間的密切關(guān)系感到詫異。moist怎么會是moisture的詞根；advisable跟advisory竟是同根詞！“我都不知道哪些單詞我需要學(xué)，”他說，“最后，為了有所行動，我開始抄寫詞典。”馬爾科姆·艾克斯用他緩慢、仔細、蹩腳的書寫，把詞典的第一頁全都抄寫在一個筆記本上，他甚至把引號也抄了。這花了他整整一天的時間。在此之后，他高聲朗讀所有抄寫下來的東西。“我一遍又一遍地給自己大聲朗讀自己抄寫的東西。”馬爾科姆回憶道。他還把每天發(fā)生的重要事情記錄下來。重復(fù)朗讀幫助他從一個僅有一些基礎(chǔ)文化知識的人變成真正精通語言的人。6MalcolmXdepictedhowthenextmorningwhenhewokeup,hekeptthinkingaboutthewordshehadcopiedandreadaloudandabouttheacquisitionoftheknowledgehewaspursuing.Itwasamarvelousfeeling.Hefeltimmenselyproud.馬爾科姆·艾克斯描述了他第二天醒來時，是如何努力回憶他抄寫和朗讀過的單詞及他苦苦追求所獲的知識。這是一種神奇的感覺，他感到無比自豪。7Hewassofascinatedthathewentoncopyingthedictionary'snextpage.Onceagain,heawoke,proudandenergized.Witheverysucceedingpagehecopiedandreadaloud,MalcolmXfoundhewaslearningandrememberingmoreandmorewords.Witheachsuccessiveday,hisconfusiondiminished.他對此如此著迷以至于他又繼續(xù)抄寫詞典的下一頁。又一次，他醒來時感到驕傲且精力充沛。隨著不斷抄寫和朗讀，馬爾科姆·艾克斯發(fā)現(xiàn)自己在學(xué)到東西，也記住了越來越多的單詞，他的困惑也逐日減少。8AsMalcolmX'swordbasebroadened,hebegantobetterunderstandthebooksheread.Itwasthefirsttimeinhislifethishadeverhappened,"Anyonewhohasreadagreatdealcanimaginethenewworldthatopened."Fromthenuntilheleftthatprison,hisconcentration