搜索
Unit1AnimpressiveEnglishlesson1IfIamtheonlyparentwhostillcorrectshischild'sEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.2IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformerstudents,freshfromanexcursiontoEurope.Howwasit?Iasked,fullofearnestanticipation.3Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthenexclaimed,Itwas,like,whoa!4Andthatwasit.ThecivilizationofGreeceandthegloryofRomanarchitecturewerecapturedinacondensednon-statement.Mystudent'swhoa!wasexceededonlybymyhead-shakingdistress.5TherearemanydifferentstoriesaboutthedownturnintheproperuseofEnglish.Surelystudentsshouldbeabletodistinguishbetweentheir/there/they'reorthedistinctivedifferencebetweencomplimentaryandcomplementary.Theyunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.6Studentsarenotdumb,buttheyarebeingmisledeverywheretheylookandlisten.Forexample,signsingrocerystorespointthemtothestationary,eventhoughtheactualstationeryitems—pads,albumsandnotebooks—arenotnaileddown.Friendsandlovedonesoftenproclaimthey'vejustatewhen,infact,they'vejusteaten.Therefore,itdoesn'tmakeanysensetocriticizeourstudents.7Blameforthescandalofthislanguagedeficitshouldbethrustuponourschools,whichshouldbesettinghighstandardsofEnglishlanguageproficiency.Instead,theyonlyteachalittlegrammarandevenlessadvancedvocabulary.Moreover,theyoungerteachersthemselvesevidentlyhavelittleknowledgeofthesevitalstructuresoflanguagebecausetheyalsowentwithoutexposuretothem.Schoolsfailtoadequatelyteachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathofcompetentcommunication.8Sincegrammarisboringtomostoftheyoungstudents,Ithinkthatitmustbehandleddelicately,stepbystep.ThechancecamewhenonedayIwasdrivingwithmyson.Aswesetoutonourtrip,henoticedabirdinjerkyflightandsaid,It'sflyingsounsteady.Icarefullyasked,Myson,howisthebirdflying?What'swrong?DidIsayanythingincorrectly?Hegotlost.Great!Yousaidincorrectlyinsteadofincorrect.Weuseadverbstodescribeverbs.Therefore,it'sflyingsounsteadilybutnotsounsteady.9Curiousaboutmycorrection,heaskedmewhatanadverbwas.Slowly,Isaid,It'sawordthattellsyousomethingaboutaverb.Itledtohisaskingmewhataverbwas.Iexplained,Verbsareactionwords;forexample,Daddrivesthetruck.Driveistheverbbecauseit'sthethingDadisdoing.10Hebecameattractedtotheideaofactionwords,sowelistedafewmore:fly,swim,dive,run.Then,outofhisowncuriosity,heaskedmeifotherwordshadnamesfortheiruseandfunctions.Thisledtoadiscussionofnouns,adjectives,andarticles.Withinthespanofa10-minutedrive,hehadlearnedfromscratchtothemajorpartsofspeechinasentence.Itwaspainlesslearningandgreatfun!11Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:oftenstudytheroadmap(checkgrammar)andtuneupthecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.12Theroadmapprovidestheframeworkandguidanceyouneedforyourtrip,butitwon'ttellyouexactlywhattreesorflowersyouwillsee,whatkindofpeopleyouwillencounter,orwhattypesoffeelingsyouwillbeexperiencingonyourjourney.Here,thevocabularymakesthejourney'struecolorscomealive!Agoodvocabularyenablesyoutoenjoywhateveryouseeasyoudrivealong.Equippedwithgrammarandagoodvocabulary,youhaveflexibilityandexcellentcontrol.Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.13Effective,precise,andbeneficialcommunicationdependsupongrammarandagoodvocabulary,thetwoessentialassetsforstudents,buttheyarenotbeingtaughtinschools.14Justthismorning,mysonandIwereeatingbreakfastwhenIattemptedtoaddmilktomytea.Dad,hesaid,IfIwereyou,Iwouldn'tdothat.It'ssour.15Ohmy!Isaid,swellingwithpridetowardmyson,That'sagrammaticallyperfectsentence.Youusedwereinsteadofwas.16Iknow,Iknow,hesaidwithalongagreeablesigh.It'sthesubjunctivemood.17Iwas,like,whoa!Translation一堂难忘的英语课1如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子似乎颇为反感。2我觉得我是在最近偶遇我以前的一位学生时，才开始对这个问题认真起来的。这个学生刚从欧洲旅游回来。我满怀着诚挚期待问她：“欧洲之行如何？”3她点了三四下头，绞尽脑汁，苦苦寻找恰当的词语，然后惊呼：“真是，哇！”4没了。所有希腊文明和罗马建筑的辉煌居然囊括于一个浓缩的、不完整的语句之中！我的学生以“哇！”来表示她的惊叹，我只能以摇头表达比之更强烈的忧虑。5关于正确使用英语能力下降的问题，有许多不同的故事。学生的确本应该能够区分诸如their/there/they're之间的不同，或区别complimentary跟complementary之间显而易见的差异。由于这些知识缺陷，他们承受着大部分不该承受的批评和指责，因为舆论认为他们应该学得更好。6学生并不笨，他们只是被周围所看到和听到的语言误导了。举例来说，杂货店的指示牌会把他们引向stationary（静止处），虽然便笺本、相册、和笔记本等真正的stationery（文具用品）并没有被钉在那儿。朋友和亲人常宣称They'vejustate。实际上，他们应该说They'vejusteaten。因此，批评学生不合乎情理。7对这种缺乏语言功底而引起的负面指责应归咎于我们的学校。学校应对英语熟练程度制定出更高的标准。可相反，学校只教零星的语法，高级词汇更是少之又少。还有就是，学校的年轻教师显然缺乏这些重要的语言结构方面的知识，因为他们过去也没接触过。学校有责任教会年轻人进行有效的语言沟通，可他们并没把语言的基本框架——准确的语法和恰当的词汇——充分地传授给学生。8因为语法对大多数年轻学生而言枯燥且乏味，所以我觉得讲授语法得一步一步、注重技巧地进行。有一天机会来了。我跟儿子开车外出。我们出发时，他看到一只小鸟飞得很不稳，就说：“它飞的不稳。”（It'sflyingsounsteady.）我小心翼翼地问：“儿子，鸟怎么飞?”“有问题吗？我说得不对吗？（DidIsayanythingincorrectly?）”他一头雾水。“太好了，你说的是incorrectly而不是incorrect。我们用副词来描述动词。所以，要用unsteadily来描述鸟飞，而不是u