第三版新视野大学英语第二册课文翻译.docx

第三版新视野大学英语第二册课文翻译.docx

《第三版新视野大学英语第二册课文翻译.docx》由会员分享，可在线阅读，更多相关《第三版新视野大学英语第二册课文翻译.docx（15页珍藏版）》请在冰豆网上搜索。

第三版新视野大学英语第二册课文翻译

Unit1

AnimpressiveEnglishlesson

1 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'swrong?

DidIsayanythingincorrectly?

" 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'tdothat.It's sour."

15 "Ohmy!

" Isaid,swellingwithpridetowardmyson,"That'sagrammaticallyperfectsentence.Youused were insteadof was."

16 "Iknow,Iknow,"hesaidwithalongagreeablesigh."It'sthe subjunctive mood."

17 Iwas,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，