Unit1SectionAAnimpressiveEnglishlesson市公開課一等獎(jiǎng)省賽課微課

Mainidea&structureCriticalthinking

AnIMPRESSIVEEnglishlessonSectionALanguageapplicationTextstudyParagraphtranslationSummary1/124Thispassageis____________thattalksabouttheauthor’spersonalexperienceingiving____________________________tohisson.Hestatesthatstudentscanlearnbetteriftheyare__________________.aneffectiveEnglishlessonproperlytaughtMainideasofthepartsMainidea&structureanarrativePara.12/1241.Whatdoesthesonthinkofthefather?(Para.1)TipsAtediousoddity.MainideasofthepartsMainidea&structurePara.1tedious:a.boringandcontinuingfortoolong冗長(zhǎng)乏味oddity:n.[C]astrangeorunusualpersonorthing怪人；怪物2.Whydoesthesonthinkthathisfatherisatediousoddity?Tips

Becauseheistiredoflisteningtohisfatherandheisnotinterestedingrammarrules.3/124Mainidea&structureIfIamtheonlyparentwhostillcorrectshischild'sEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.AnIMPRESSIVEEnglishlessonPara.1QuestionPara.2allergic:a.1)(be~tosth.)(infml)ifyouareallergictosth.,youdonotlikeitandtrytoavoidit.不喜歡某事，對(duì)某事反感2)havinganallergy過敏4/1242IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformerstudents,freshfromanexcursiontoEurope."Howwasit?"Iasked,fullofearnestanticipation.3Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthenexclaimed,"Itwas,like,whoa!"4

Andthatwasit.ThecivilizationofGreeceandthegloryofRomanarchitecturewerecapturedinacondensednon-statement.Mystudent's"whoa!"wasexceededonlybymyhead-shakingdistress.MainideasofthepartsMainidea&structurePara.5Howwasit?:(spoken)oftenusedinconversationtoasksb.abouttheiropinionorexperienceofsth.（口語慣用表示，用于問詢看法或經(jīng)歷）Thatwasit.:oftenusedinconversationtosaythatsth.iscompletelyfinishedorthatasituationcannotbechanged就這么（指某事徹底結(jié)束或形式不能更改）Howdoyouunderstandthissentence?ThecivilizationofGreeceandthegloryofRomanarchitecturearesomarvelousandremarkablethattheyshouldbedescribedatleastinabriefaccount;however,whatthestudentcoulddowasonlyonesingleutterance:“whoa!”withoutanyspecificcomment.5/124Whywasthewritershockedbyhisstudent’sanswer?(Paras.2-4)TipsSheisunabletodescribeherexcursiontoEuropewiththerightwords.MainideasofthepartsMainidea&structure6/124Whatconclusiondidthewriterdrawfromtheexampleofhisstudent?(Para.5)TipsStudents___________thebulkofthe_______fortheseknowledge______becausethereisasensethattheyshould___________.unfairlybearcriticismdeficitsknowbetterMainideasofthepartsMainidea&structurePara.57/124TherearemanydifferentstoriesaboutthedownturnintheproperuseofEnglish.Surelystudentsshouldbeabletodistinguish

betweentheir/there/they'reorthedistinctivedifferencebetweencomplimentaryandcomplementary.Theyunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.

MainideasofthepartsMainidea&structurePara.5Para.6givenfreetopeople無償贈(zèng)予sayingthatyouadmiresb.orsth.贊美；欽佩complementarythingsgowelltogetheralthoughtheyareusu.different互為補(bǔ)充；互補(bǔ)Question8/124Theauthorisabsorbedin________;Theauthorwasshockedbyhisstudent’s_______todescribeproperlyhertriptoEurope;Studentsshould____________fortheseknowledgedeficits.PartI(Paras.1-_)5thebackgroundofthestorygrammarinabilitynotbeblamedMainideasofthepartsMainidea&structure9/124Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?(Para.6)TipsThelearningenvironmentismisleading.Signingrocerystores…StationarysectionFriendsandlovedones…Haveyouate?MainideasofthepartsMainidea&structurePara.610/124Para.6Studentsarenotdumb,buttheyarebeingmisledeverywheretheylookandlisten.Forexample,signsingrocerystorespointthemtothestationary,eventhoughtheactualstationeryitems—pads,albumsandnotebooks—arenotnaileddown.Friendsandlovedonesoftenproclaimthey'vejustatewhen,infact,they'vejusteaten.Therefore,itdoesn'tmakeanysensetocriticizeourstudents.

MainideasofthepartsMainidea&structurePara.7Questiona.standingstillinsteadofmoving不（移）動(dòng)；靜止n.[U]materialsusedforwriting,suchaspaper,penspencils,etc.文具11/124Whydoestheauthorthinkthatstudents’languagedeficitsshouldbeblamedonschools?(Para.7)TipsBecausetheschoolsfailtosethighstandardsoflanguageproficiency.Theyonlyteachalittlegrammarandlessadvancedvocabulary.Andtheyoungerteachersthemselveshavelittleknowledgeofthevitalstructuresoflanguage.MainideasofthepartsMainidea&structurePara.712/124Para.7MainideasofthepartsMainidea&structureBlameforthescandal

ofthislanguagedeficitshouldbethrustuponourschools,whichshouldbesettinghighstandardsofEnglishlanguageproficiency.Instead,theyonlyteachalittlegrammarandevenlessadvancedvocabulary.Moreover,theyoungerteachersthemselvesevidentlyhavelittleknowledgeofthesevitalstructuresoflanguagebecausetheyalsowentwithoutexposuretothem.Schoolsfailtoadequatelyteachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathofcompetentcommunication.Para.8QuestionAdequate使用方法13/124Whydoestheauthorsaythattheworkofteachinggrammarmustbehandleddelicately?(Para.8)TipsBecauseteachinggrammarisnotaneasyjobandmostofthestudentswilleasilygetboredifit’snotproperlydealtwith.MainideasofthepartsMainidea&structurePara.814/124Para.8Sincegrammarisboringtomostoftheyoungstudents,Ithinkthatitmustbehandleddelicately,stepbystep.ThechancecamewhenonedayIwasdrivingwithmyson.Aswesetoutonourtrip,henoticedabirdinjerkyflightandsaid,"It'sflyingsounsteady."Icarefullyasked,"Myson,howisthebirdflying?""What'swrong?DidIsayanythingincorrectly?"Hegotlost."Great!Yousaidincorrectlyinsteadofincorrect.Weuseadverbstodescribeverbs.Therefore,it'sflyingsounsteadilybutnotsounsteady."MainideasofthepartsMainidea&structurePara.9Question15/124Whatdoesthefatherteachthesonwhilegivinghimagrammarlesson?Whydoesthesonfeelcuriousaboutwhathisfathersaid?

(Paras.9-10)Tips1.Hefamiliarizedhissonwithdifferentpartsofspeechinasentenceanddiscussedtheirspecificgrammaticalfunctionsincludinghowtouseadverbstodescribeverbs.2.BecausethesonhadneverheardaboutthevariousnamesandfunctionsofwordsinanEnglishsentencebefore.MainideasofthepartsMainidea&structurePara.916/124Para.9Curiousaboutmycorrection,heaskedmewhatanadverbwas.Slowly,Isaid,"It'sawordthattellsyousomethingaboutaverb."Itledtohisaskingmewhataverbwas.Iexplained,"Verbsareactionwords;forexample,Daddrivesthetruck.Driveistheverbbecauseit'sthethingDadisdoing."MainideasofthepartsMainidea&structurePara.10Question？Whatcanyouinferfromthisparagraph?Theboywasveryalerttosomethingneworinteresting.Hislearningexperienceillustratesthatlearninggrammarisnotnecessarilyboring.17/124Para.10Hebecameattractedtotheideaofactionwords,sowelistedafewmore:fly,swim,dive,run.Then,outofhisowncuriosity,heaskedmeifotherwordshadnamesfortheiruseandfunctions.Thisledtoadiscussionofnouns,adjectives,andarticles.Withinthespanofa10-minutedrive,hehadlearnedfromscratchtothemajorpartsofspeechinasentence.Itwaspainlesslearningandgreatfun!Mainidea&structurePara.11Question18/124Howshouldgrammarbetaughtasfarasthewriterisconcerned?(Paras.8-10)TipsGrammarmustbehandleddelicately,stepbystep.Aneffectivewayofteachingcouldarousechildren’sinterestinlearningEnglishgrammar.Anexample:agrammarlessonwithmysonMainideasofthepartsMainidea&structurePara.11Para.819/124Whatarethetwothingsthattheauthorusestodescribegrammarandvocabulary?(Para.11)TipsTheauthoruses“roadmap”and“car”todescribegrammarandvocabulary.Here,“roadmap”isconsideredasgrammarand“car”asvocabulary.MainideasofthepartsMainidea&structurePara.1120/124Para.11Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:oftenstudytheroadmap(checkgrammar)andtuneupthecarengine

(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.MainideasofthepartsMainidea&structurePara.12QuestionTheroadmapandthecarareusedmetaphoricallytomeanthatgrammarandvocabularyarepowerfuldevicesthatwillenableyoutofreelyexploreinthelanguageworld.21/124MainideasofthepartsMainidea&structurePara.12Theroadmapprovidestheframeworkandguidanceyouneedforyourtrip,butitwon'ttellyouexactlywhattreesorflowersyouwillsee,whatkindofpeopleyouwillencounter,orwhattypesoffeelingsyouwillbeexperiencingonyourjourney.Here,thevocabularymakesthejourney'struecolorscomealive!Agoodvocabularyenablesyoutoenjoywhateveryouseeasyoudrivealong.Equippedwithgrammarandagoodvocabulary,youhaveflexibilityandexcellentcontrol.Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.Para.13Para.13Dictation22/124Para.13 DICTATION,,andanda,the,but.MainideasofthepartsMainidea&structurePara.13Effectiveprecisebeneficialcommunicationdependsupongrammargoodvocabularytwoessentialassetsforstudentstheyarenotbeingtaughtinschools23/124Para.13Effective,precise,andbeneficialcommunicationdependsupongrammarandagoodvocabulary,thetwoessentialassetsforstudents,buttheyarenotbeingtaughtinschools.MainideasofthepartsMainidea&structurePara.1424/124MainideasofthepartsMainidea&structure14Justthismorning,mysonandIwereeatingbreakfastwhenIattemptedtoaddmilktomytea."Dad,"hesaid,"IfIwereyou,Iwouldn'tdothat.It'ssour."15"Ohmy!"Isaid,swellingwithpridetowardmyson,"That'sagrammaticallyperfectsentence.Youusedwereinsteadofwas."16"Iknow,Iknow,"hesaidwithalongagreeablesigh."It'sthesubjunctivemood."17Iwas,like,whoa!Howdoyouunderstandtheinterjection“whoa!”saidbythefathertowardtheendofthetext?Sincethesubjunctivemoodhissonusedisafairlyadvancedgrammarstructure,theinterjection“whoa!”reflectsthetremendouspridethefatherhadtowardhisson;italsoreflectstheauthor’shumorinusingthewordbecauseitwasonceusedbyhisstudent,thoughintwodifferentsituationsandwithtwodifferentfeelings.25/124PracticalPhrasesSpecificMeanings1.tobe/feelobligedtodosth.感到有責(zé)任做某事2.tobe/getseriousabout對(duì)某事認(rèn)真；并非開玩笑3.freshfrom剛從…來；剛有…經(jīng)歷4.tomakesense解釋得通；有道理5.tothruststh.upon/onsb.迫使某人做某事；迫使某人接收某事6.totuneup調(diào)整，調(diào)整（發(fā)動(dòng)機(jī)）使抵達(dá)最正確狀態(tài)7.toswellwithpride/anger,etc.得意洋洋（怒氣沖沖等）LanguagefocusPracticalphrases26/124Introduction(Para.1-___)Conclusion(Para.______)Body1:Para._____Body2:Para._____511-1314-176-10GlobalTextUnderstanding

27/124感到有責(zé)任做某事(tofeelobligedtodo/toprovide...for...)Parentsfeelobligedtoprovidethebesttheycanforchildren.tobe/feelobligedtodosth.短語逆譯短語應(yīng)用父母以為有責(zé)任盡其所能給孩子提供最好。意群提醒LanguagefocusPracticalphrasesPara.1be/feelobligedtosb./sth.

指“對(duì)某人或某事心存感激”醫(yī)生，非常謝謝你。對(duì)您，我深表感激。Thankyouverymuch,doctor,Iamextremelyobligedtoyou.28/124對(duì)某事認(rèn)真(togetseriousabout/tocurb/corruption)It’stimetogetseriousaboutcurbingpoliticalcorruption.tobe/getseriousabout短語逆譯短語應(yīng)用應(yīng)該嚴(yán)厲認(rèn)真地大力懲治政治腐敗。意群提醒LanguagefocusPracticalphrasesPara.229/124剛從…來；剛有…經(jīng)歷(principals/freshfrom/todealwith)Schoolprincipalsshouldnotexpectteachers,freshfromcollege,todealwithalargegroupofdifficultchildren.freshfrom短語逆譯短語應(yīng)用學(xué)校校長(zhǎng)不應(yīng)指望剛從大學(xué)畢業(yè)老師來應(yīng)付一大群難以對(duì)付孩子。意群提醒LanguagefocusPracticalphrasesPara.230/124解釋得通；有道理(totalkmuch/tomakesense)

Shedoesn’ttalkmuch,butwhatshesaysmakessense.tomakesense短語逆譯短語應(yīng)用她講話不多，但言之有理。意群提醒LanguagefocusPracticalphrasesPara.631/124迫使某人做某事；迫使某人接收某事tobeindifferentto/tothrust...on...Hewasindifferenttothecriticismthatwasthrustonhim.tothruststh.upon/onsb短語逆譯短語應(yīng)用對(duì)于強(qiáng)加給他指責(zé)，他從未放在心上。意群提醒LanguagefocusPracticalphrasesPara.732/124LanguagefocusUsageNote★tune:vt.1)(also~up)makesmallchangestoanenginesothatitworksaswellaspossible調(diào)整，調(diào)整（發(fā)動(dòng)機(jī)）是到達(dá)最正確狀態(tài)Inordertokeepdriverssafe,mechanicsareurgedtomakesurethatcarenginesareproperlytunedup.為了確保司機(jī)安全，一定要敦促機(jī)械師確保汽車發(fā)動(dòng)機(jī)已調(diào)整好。2)makesmallchangestoamusicalinstrumentsothatitwillproducethecorrectnotes為（樂器）調(diào)音，定弦Someoneiscomingtomorrowtotunethepiano.明天會(huì)有些人來給鋼琴調(diào)音。Para.11TUNEUP33/124調(diào)整，調(diào)好(tokeep...safe/tourge/mechanics/tomakesure/totuneup)Inordertokeepdriverssafe,mechanicsareurgedtomakesurethatcarenginesareproperlytunedup.totuneup短語逆譯短語應(yīng)用為了確保司機(jī)安全，一定要敦促機(jī)械師確保汽車發(fā)動(dòng)機(jī)已調(diào)整好。意群提醒LanguagefocusPracticalphrasesPara.1134/124洋洋得意/怒氣沖沖(graduatefromuniversity/swellwithpride)Herheartswelledwithprideasshestoodwatchingherdaughtergraduatefromuniversity.短語逆譯短語應(yīng)用當(dāng)她站在那兒看到她女兒大學(xué)畢業(yè)時(shí)，內(nèi)心充滿了驕傲。意群提醒toswellwithpride/angerLanguagefocusPracticalphrasesPara.1535/124LanguagefocusUsageNotePara.5distinguished,distinctive,distinct這三個(gè)詞詞形相近，但意思有很大差異，不能交換使用distinguished指

“卓越；出色；著名”Hisgrandfatherhadbeenadistinguisheduniversityprofessor.他曾祖父曾是一位出色大學(xué)教授。distinctive指

“(特征、性格或外表)獨(dú)特，有顯著不一樣”。強(qiáng)調(diào)

“表示差異”、

“有特色”、“特殊”Irenehadaverydistinctivevoice.艾琳有一個(gè)非常獨(dú)特聲音。distinct表明“分明、明了、清楚”Ihavethedistinctfeelingthatmyfrienddidnotrealizewhatwashappening.我顯著感到我朋友并未覺察所發(fā)生一切。distinct另一個(gè)詞義是“顯著不一樣；有區(qū)分”O(jiān)urinterestswerequitedistinctfromthoseofthem.我們興趣與他們截然不一樣?，F(xiàn)將distinct和distinctive用在一個(gè)句子里面，方便區(qū)分Oneofthedistinctivefeaturesofthisbookisitsdistinctillustrations.這本書很顯著特色一直就是其有著清楚明了圖解。36/124LanguagefocusUsageNotePara.5deficit:n.[C]alackofaquality,skill,orabilitythatyoushouldhave

（素質(zhì)、技能或能力）缺乏、不足knowledge/language/sleepdeficit知識(shí)、語言、睡眠缺乏2)theamountbywhichsth.islessthanyouneedorshouldhave

赤字；虧損；逆差Owingtotheheavydeficit,thecompanyisapparentlyonthevergeofbankruptcy.因?yàn)榫揞~虧損，該企業(yè)很顯著已到了破產(chǎn)邊緣。NoteTheworddeficitismainlyusedinthesecondmeaning(赤字；虧損；逆差)

37/124LanguagefocusUsageNotePara.6nailsth.down:1)fastensth.tosth.elsewithnails釘；將某物釘牢Willyounaildownthatlooseboardinthefloor?請(qǐng)把那塊松動(dòng)地板釘牢好嗎？2）（infml.）reachafinalanddefiniteagreementordecisionaboutsth.最終決定；對(duì)某事作出定論Twodaysisn’tenoughtonaildownthedetailsofanagreement.要把協(xié)議全部細(xì)節(jié)都確定下來，兩天時(shí)間是不夠。38/124LanguagefocusUsageNotePara.6proclaim,claimproclaim是正式宣告或公開宣告，“宣告”漢字意思比“申明”要嚴(yán)厲:(fml.)saypubliclyorofficiallythatsth.importantistrueorexists。Thegovernmenthasproclaimedanewlaw.政府公布了一箱新法令。claim是依據(jù)權(quán)力申明，依據(jù)權(quán)利要去索賠，依據(jù)權(quán)利認(rèn)領(lǐng)；“聲稱；斷言；主張”Theyclaimtohavediscoveredacureforthedisease.他們聲稱已經(jīng)發(fā)覺了治療此病方法。“要求；索賠”Theoldmanclaimedtheland.老人要求得到這塊土地。39/124LanguagefocusUsageNotePara.7scandal:n.1)[sing.]asituationthatshocksyouandmakesyouangry,esp.onethatyouthinksb.inauthorityshouldchange（尤指當(dāng)局本應(yīng)改變）令人震驚事，引發(fā)憤慨事Itisascandalthatapersoncanbestoppedbythepolicefornoreason.警察竟能夠毫無理由地?cái)r人，這很令人震驚。2)[C]aneventinwhichsb.,esp.sb.important,behavesinabadwaythatshockspeople(尤指牽涉著名人士)丑聞，丑事Theofficialgotinvolvedinascandalandwasforcedtoresignweekslater.那位官員卷入了一樁丑聞，幾個(gè)星期后被迫辭職。40/124LanguagefocusUsageNotePara.7moreover,however,consequently,also,etc.Moreover在劇中用作連接副詞，用于表示補(bǔ)充或增加信息，類似連接副詞還有therefore,however,also,furthermore等，因果、轉(zhuǎn)折、遞進(jìn)等。這類詞能夠位于拒收，也能夠位于句中。Shesawthattherewasindeedamanimmediatelybehindher.Moreover,hewasobservingherstrangely.她看到確實(shí)又一個(gè)人緊跟在她身后。而且，他還在怪異地觀察著她。Theharmfuleffectofthedryweatheronwildflowers,however,hasbeenenormous.可是，干燥天氣對(duì)野生花卉有害影響是巨大。Hehasseenthesituationbeforeandhasconsequentlydevelopedafeelingforwhatwillhappennext.他以前見過此情形，所以知道接下來會(huì)發(fā)生什么。Hisfirstbookwaspublishedin1932,anditwasfollowedbyaseriesofnovels.HealsowroteabookonBritishpubs.他第一本書于1932年出版，接著他出版了一系列小說。他還寫了一本

相關(guān)英國酒吧書。41/124LanguagefocusUsageNotePara.7exposure:

[sing.,U]thechancetoexperiencenewideas,waysoflife,etc.接觸；體驗(yàn)Exposuretoasecondlanguageshouldtakeplaceinelementaryschool.孩子們應(yīng)該從小學(xué)就開始接觸第二語言。[U]whensb.isinasituationwheretheyarenotprotectedfromsth.dangerousorunpleasant顯露ThedoctortoldPennythattoomuchexposuretothesunisbadfortheskinandmaycausecancer.醫(yī)生對(duì)彭妮說在太陽底下曬太陽對(duì)皮膚有害，可能還會(huì)致癌。Note

exposure是動(dòng)詞expose名詞形式，動(dòng)詞expose慣用于短語be/getexposedto中，表示“接觸、體驗(yàn)”。Somechildrenareneverexposedtoclassicalmusic.有些孩子們從來沒有接觸過古典音樂。42/124LanguagefocusUsageNotePara.7adequate:a.enoughinquantityorofagoodenoughqualityforaparticularpurpose足夠；充分；合乎需要Peopleaccusedthegovernoroffailingtotakeadequatemeasureswhichcouldhavepreventedthedisaster.人們指責(zé)該州長(zhǎng)對(duì)原來能夠防止災(zāi)難沒有采取充分辦法。adequate,abundantadequate表示“在數(shù)量或質(zhì)量上足以滿足特定標(biāo)準(zhǔn)”，強(qiáng)調(diào)剛好夠用、沒有多出。Hedoesn’tearnalargesalarybutitisadequateforhisneeds.他掙錢不多，但也夠用了。abundant

表示“充裕；綽綽有余”，強(qiáng)調(diào)數(shù)量很多或充分有余。Wehaveabundantproofofhisguilt.我們有他犯罪充分證據(jù)。43/124LanguagefocusUsageNote★jerk:n.[C]asuddenquickmovement猛一動(dòng)；猝然一動(dòng)Theoldbusstartedwithajerk,sothepassengersshookallofasudden.那輛舊公共汽車猛地一動(dòng)，車上乘客都突然搖擺了一下。

★jerky:a.movingroughlywithmanystartsandstops（在進(jìn)行中）不平穩(wěn)，顛簸Afterthebuscametoajerkyhalt,thepassengersgotoffthebushurriedly.公共汽車顛簸著停下來以后，乘客們都慌忙下車了。Para.844/124LanguagefocusUsageNote★function：n.[C,U]thepurposethatsth.has,orthejobthatsb.orsth.does(事物)功效；作用；（某人）職責(zé)Oneofthechieffunctionsofeducationistoequipfuturecitizenswiththeirplacesinsociety.教育主要職能之一是幫助未來公民在社會(huì)上找到自己位置。vi.workoroperateinthecorrectway正常動(dòng)作；正常運(yùn)轉(zhuǎn)IftheInternetstoppedfunctioning,theconsequentlossescouldbemeasuredintensofbillionsofdollars.假如因特網(wǎng)停頓運(yùn)作，由此產(chǎn)生損失可用數(shù)百億美元來衡量。Para.1045/124LanguagefocusUsageNote★scratch:n.[C]1)(from~)fromapointwherenothinghasbeenthere.soyouhavetodoeverythingyourself從零開始；從頭開始；白手起家Itmaybethefirsttimeinyearswhenyouhavehadtostartfromscratchmakingnewfriends.這可能是多年來第一次你不得不從頭開始結(jié)交新朋友。2)athinmarkorcutonthesurfaceofsth.oronsb.’sskin

（物件或皮膚上）刮痕，劃痕Thescratchonthewatchwasalmosttoominutetosee.手表上劃痕幾乎小得看不見。Para.1046/124LanguagefocusUsageNote★beneficial:a.havingagoodeffect有利；有幫助；有用比如：Theresearcherisattemptingtoshowhowparentscanhavebeneficialconversationswiththeirchildren.這位研究者正試圖示范父母能夠怎樣跟他們孩子展開有益對(duì)話。

Note

beneficial常與to連用，引出對(duì)誰有利、有幫助、有用。比如：.Cyclingishighlybeneficialtohealthandtheenvironment.騎自行車對(duì)身體和環(huán)境都大有裨益。Para.1347/124LanguagefocusUsageNotePara.13★asset:n.1)[C]amajorbenefit有利條件；優(yōu)點(diǎn)Knowingaforeignlanguageisanimportantskill,amajorsocialandbusinessassetthatwillbringnewlifetotheworldsoftravelandentertainment.懂外語是一門主要技能，是蹲進(jìn)社交和商貿(mào)一個(gè)有利條件，它會(huì)給旅游和娛樂業(yè)帶來新生機(jī)。2)[Cusu.pl.]thethingsthatacompanyowns,thatcanbesoldtopaydebts資產(chǎn)；財(cái)產(chǎn)Inadditiontothemoneyinabankaccount,myassetsincludemyhouse,mycar,andmyfurniture.除了銀行賬戶里錢以外，我資產(chǎn)還包含房子、車子和家俱。48/124LanguagefocusUsageNotePara.11adjust,adapt當(dāng)表示“適應(yīng)…環(huán)境”時(shí)，adjust和adapt差不多。常與to搭配。能夠說adjust(sth./oneself)tosth.和adapt(sth./oneself)tosth.。其中adjust和adapt互為同義詞。OnceyougettotheUnitedStates,youwillhavetoadjustyourselftoacompletelynewlifestyle.一旦你到了美國，你就需要進(jìn)行調(diào)整，以適應(yīng)美國全新生活方式。Thechildrenfoundithardtoadapttothenewschool.這些孩子們發(fā)覺極難適應(yīng)這所新學(xué)校。adjust作及物動(dòng)詞用時(shí)，還有“”調(diào)整；使…適合；校準(zhǔn)“之意，而adapt不表示此意。Adjustaradio(dial)調(diào)準(zhǔn)收音機(jī)選臺(tái)指針adjustcoloronaTV調(diào)整電視色彩adjustone’stieinamirror照鏡子整理領(lǐng)帶adjustatelescopetoone’seyes調(diào)整望遠(yuǎn)鏡使之適合眼睛觀看adapt作及物動(dòng)詞時(shí)，還有“（改裝）使適合；改變“之意，其同義詞是modify,不是adjust。Theseteachingmaterialscanbeadaptedforolderchildren。這些教材修訂一下能夠給大一點(diǎn)孩子用。49/124FunctionalPatternsFunctions&Usages1.Ifsb./sth.do/issth.,thenperhaps…用于表述“在特定條件下可能發(fā)生事情”。2.Sb.failtodosth….,whilesb.shoulddosth….用于表述“實(shí)際情況與預(yù)期反差”。3.Whilesth./sb.is/does…,sth./sb.elseis/does…用于表述“人與人或事與事之間反差”。LanguagefocusFunctionalpatterns50/124假如我是唯一一個(gè)還在糾正小孩英語家長(zhǎng)，那么我兒子可能是正確。原句譯文逆譯練習(xí)IfI

amtheonlyparentwhostillcorrectshischild’sEnglish,thenperhapsmysonisright.句型提煉LanguagefocusFunctionalpatternsPara.151/124Ifsb./sth.do/issth.,thenperhaps…句型提煉應(yīng)用提醒用于表示“在特定條件下可能發(fā)生事情”。句型應(yīng)用LanguagefocusFunctionalpatternsPara.152/124(makeupyourmind/agoldenchance)經(jīng)典例句假如你依然無法下定決心，那么你可能會(huì)失去提升自己絕佳機(jī)會(huì)。意群提醒Ifyoustillcannotmakeupyourmind,thenperhapsyouwillloseagoldenchanceofimprovingyourself.LanguagefocusFunctionalpatternsPara.153/124學(xué)校有責(zé)任教會(huì)年輕人進(jìn)行有效語言溝通，可他們并沒把語言基本框架——準(zhǔn)確語法和恰當(dāng)詞匯——充分地傳授給學(xué)生。原句譯文逆譯練習(xí)Schoolsfailtoadequatelyteachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathofcompetentcommunication.句型提煉LanguagefocusFunctionalpatternsPara.754/124sb.failtodo…,whilesb.shoulddo…句型提煉應(yīng)用提醒用于表示“實(shí)際情況與預(yù)期反差”。句型應(yīng)用LanguagefocusFunctionalpatternsPara.755/124(tomakepromptresponseto/taketheresponsibilityof/toensure)經(jīng)典例句政府有責(zé)任保障公民安全，可它并未采取強(qiáng)有力辦法反抗連續(xù)增加犯罪。意群提醒Thegovernmentfailedtomakepromptresponsetoincreasingcrimes,whiletheyshouldtaketheresponsibilityofensuringitscitizens’safety.LanguagefocusFunctionalpatternsPara.756/124路線圖會(huì)把你帶到目標(biāo)地，而一臺(tái)好車卻能讓你完全陶醉于旅途全部景色、聲音及經(jīng)歷之中。原句譯文逆譯練習(xí)Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.句型提煉LanguagefocusFunctionalpatternsPara.1257/124Whilesth./sb.is/does…,sth./sb.elseis/does…句型提煉應(yīng)用提醒用于表示“人與人或事與事之間反差”。句型應(yīng)用LanguagefocusFunctionalpatternsPara.1258/124(tokeepstudents’mindsopentosth./tobefullof)經(jīng)典例句勉勵(lì)使學(xué)生樂于接收新知識(shí)，處罰則使學(xué)生充滿挫敗感。意群提醒Whileencouragementwillalwayskeepstudents’mindsopentonewknowledge,punishmentmaymakestudentsfulloffrustration.LanguagefocusFunctionalpatternsPara.1259/124課文譯文?一堂難忘英語課1

假如我是唯一一個(gè)還在糾正小孩英語家長(zhǎng)，那么我兒子可能是正確。對(duì)他而言，我是一個(gè)乏味怪物：一個(gè)他不得不聽其教誨父親，一個(gè)還沉湎于語法規(guī)則人，對(duì)此我兒子似乎頗為反感。60/124課文譯文

2

我以為我是在最近偶遇我以前一位學(xué)生時(shí)，才開始對(duì)這個(gè)問題認(rèn)真起來。這個(gè)學(xué)生剛從歐洲旅游回來。我滿懷著真摯期待問她：“歐洲之行怎樣？”3

她點(diǎn)了三四下頭，絞盡腦汁，苦苦尋找恰當(dāng)詞語，然后驚呼：“真是，哇！”4

沒了。全部希臘文明和羅馬建筑輝煌竟然囊括于一個(gè)濃縮、不完整語句之中！我學(xué)生以“哇！”來表示她驚嘆，我只能以搖頭表示比之更強(qiáng)烈憂慮。61/124課文譯文5

關(guān)于正確使用英語能力下降問題，有許多不一樣故事。學(xué)生確實(shí)本應(yīng)該能夠區(qū)分諸如their/there/they‘re之間不一樣，或區(qū)分complimentary跟complementary之間顯而易見差異。因?yàn)檫@些知識(shí)缺點(diǎn)，他們承受著大部分不該承受批評(píng)和指責(zé)，因?yàn)檩浾撜J(rèn)為他們應(yīng)該學(xué)得更加好。62/124課文譯文6

學(xué)生并不笨，他們只是被周圍所看到和聽到語言誤導(dǎo)了。舉例來說，雜貨店指示牌會(huì)把他們引向stationary（靜止處），即使便箋本、相冊(cè)、和筆記本等真正stationery（文具用具）并沒有被釘在那兒。朋友和親人常宣稱They'vejustate。實(shí)際上，他們應(yīng)該說They'vejusteaten。所以，批評(píng)學(xué)生不合乎情理。63/124課文譯文7對(duì)這種缺乏語言功底而引發(fā)負(fù)面指責(zé)應(yīng)歸咎于我們學(xué)校。學(xué)校應(yīng)對(duì)英語熟練程度制訂出更高標(biāo)準(zhǔn)?？上喾?，學(xué)校只教零星語法，高級(jí)詞匯更是少之又少。還有就是，學(xué)校年輕教師顯然缺乏這些主要語言結(jié)構(gòu)方面知識(shí)，因?yàn)樗麄冞^去也沒接觸過。學(xué)校有責(zé)任教會(huì)年輕人進(jìn)行有效語言溝通，可他們并沒把語言基本框架——準(zhǔn)確語法和恰當(dāng)詞匯——充分地傳授給學(xué)生。64/124課文譯文8因?yàn)檎Z法對(duì)大多多年輕學(xué)生而言枯燥且乏味，所以我以為講授語法得一步一步、重視技巧地進(jìn)行。有一天機(jī)會(huì)來了。我跟兒子開車外出。我們出發(fā)時(shí)，他看到一只小鳥飛得很不穩(wěn)，就說：“它飛不穩(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(duì)嗎？（DidIsayanythingincorrectly?）”他一頭霧水?！疤昧耍阏f是incorrectly而不是incorrect。我們用副詞來描述動(dòng)詞。所以，要用unsteadily來描述鳥飛，而不是unsteady?！?5/124課文譯文9

他對(duì)我糾正很好奇，就問我什么是副詞。我慢慢解釋道：“副詞是用來修飾動(dòng)詞詞?！边@又造成了他問詢我什么是動(dòng)詞。我解釋說：“動(dòng)詞是表示行為詞，比如：父親開卡車?！_’是動(dòng)詞，因?yàn)樗歉赣H在做事?！?6/124課文譯文10

他開始對(duì)表示行為詞產(chǎn)生興趣，所以我們又羅列了幾個(gè)動(dòng)詞：“飛行”、“游泳”、“跳水”、“跑步”。然后，他又好奇地問我，其它詞有沒有說明它們使用方法和功效名稱。這就引發(fā)了我們對(duì)名詞、形容詞和冠詞討論。在短短十分鐘駕駛時(shí)間內(nèi)，他從對(duì)語法一無所知到學(xué)會(huì)了句子中主要詞語詞性。這是一次毫無痛苦而又非常有趣學(xué)習(xí)經(jīng)歷。67/124課文譯文11

可能，語言應(yīng)該被看成是一張路線圖和一件珍品：我們要經(jīng)常查看路線圖（查對(duì)語法）和調(diào)整汽車引擎（調(diào)整詞匯）。學(xué)好語法和掌握大量詞匯就好比拿著路線圖在車況良好車?yán)锺{駛。68/124課文譯文12

路線圖為你旅行提供所需基本路線和路途指南，可是它不會(huì)告訴你一路上你終究會(huì)看見什么樹或什么花，你會(huì)遇見什么樣人，或會(huì)有什么樣感受。這里，詞匯會(huì)使你旅途變得五彩繽紛、栩栩如生。大量詞匯讓你享受到開車途中所見點(diǎn)點(diǎn)滴滴。借助語法和豐富詞匯，你就有了靈活性，掌控自如。路線圖會(huì)把你帶到目標(biāo)地，而一臺(tái)好車卻能讓你完全陶醉于旅途全部景色、聲音及經(jīng)歷之中。69/124課文譯文13

對(duì)學(xué)生來說，有效、準(zhǔn)確且富有成效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。70/124課文譯文14就在今天早上，我跟兒子吃早飯時(shí)，我想把牛奶加入我茶里?！案赣H，”他說，“假如我是你話，我不會(huì)這么做。牛奶會(huì)變酸。（IfIwereyou,Iwouldn'tdothat.It'ssour.）”15“哦，上帝！”我滿懷著無比驕傲說道，“這是一句語法完全正確句子。你用了were而不是was。”16“我知道，我知道，”他愉悅地舒了口氣，“這是虛擬語氣！”17

這下輪到我“哇！”了。71/124Translateaparagraphbasedonasummaryofthetextbyusingtheexpressionsfromthetext.Paragraphtranslation72/124盡管很多學(xué)生反感英語，經(jīng)常對(duì)英語學(xué)習(xí)感到迷茫，他們依然以為必須學(xué)好英語。那么老師怎樣使學(xué)生英語學(xué)習(xí)之旅變得愉快呢？有效、準(zhǔn)確且有益溝通技能取決于語法和詞匯。tobeallergictotogetlosttofeelobligedtodoENGLISHParagraphtranslation73/124所以，對(duì)于那些缺乏語言功底，需要從頭學(xué)起學(xué)生來說，教授語言基本框架，準(zhǔn)確語法和恰當(dāng)詞匯是非常有道理。學(xué)好語法和掌握大量詞匯就好比拿著路線圖在車況良好車?yán)锺{駛。languagedeficittolearnfromscratchtomakesensewell-conditionedENGLISHParagraphtran