新视野大学英语读写教程(第三版)第二册Unit1 An impressive English lesson翻译.pptx

新视野大学英语读写教程(第三版)第二册Unit1 An impressive English lesson翻译.pptx

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Unit1LanguageInMissionAnimpressiveEnglishlessonParagraph01IfIamtheonlyparentwhostillcorrectshischildsEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:

afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.tediousadj.boringandcontinuingfortoolong冗长乏味的Tellingthestoryhasbecometedious，asIhavedoneitsomanytimes讲述这个故事已变得单调乏味，因为我已经讲了这么多次了oddityn.boringandcontinuingfortoolongastrangeorunusualpersonorthing怪人，奇怪的东西Withhisneatsuitson，hefeltlikeanodditywalkinginthispoorneighborhood穿着笔挺的西装走在这个贫民窟里，他觉得自己就像个怪物be/feelobligedtodosth（因形势、法律、义务等关系）非做不可，迫使Tellingthestoryhasbecometedious，asIhavedoneitsomanytimesIthinkValentinesDayisawasteoftime,but讲述这个故事已变得单调乏味，因为我已经讲了这么多次了allergicbeallergictodosth不喜欢某事，对某事反感Mostmanareallergictohousework大多数男性都不喜欢做家务过敏的IdonotenjoypicnicsbecauseIamallergictograss我不喜欢野餐，因为我对草过敏Paragraph01IfIamtheonlyparentwhostillcorrectshischildsEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:

afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.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Paragraph02IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformerstudents,freshfromanexcursiontoEurope.Howwasit?

Iasked,fullofearnestanticipation.fullof充满get/beseriousabout对是认真的，并非开玩笑runintosb偶然遇见某人freshfrom刚从.来的；刚有的经历howwasit怎么样？

（口语常用于表达，用于询问看法或经历）Paragraph02IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformerstudents,freshfromanexcursiontoEurope.Howwasit?

Iasked,fullofearnestanticipation.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？

”Paragraph03Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthenexclaimed,Itwas,like,whoa!

.Searchsomewhereforsth在某些地方搜寻某物Search：

lookthrough检查；搜查Searchfor：

lookfor寻找；搜寻Paragraph03“Itwas,like,whoa!

”.means“itwasreallygreat”.“itwaslike”isaninformalexpressioninconversation，verycommonforyoungpeoplewholazyandincapabletoreferencetheirideas.TheexpressionisusuallyfollowedbyanadjectiveoranexclamationItwas,like,marvelous！

简直奇妙极了（itwaslike）whoa！

Howcanyougotahundredpercentcorrectonsuchahardtest？

哇！

这么难的考试你怎么全都答对了？

Paragraph03Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthenexclaimed,Itwas,like,whoa!

.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！

”Paragraph04Andthatwasit.ThecivilizationofGreeceandthegloryofRomanarchitecturewerecapturedinacondensednon-statement.Mystudentswhoa!

wasexceededonlybymyhead-shakingdistress.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。

Paragraph05downturninTherearemanydifferentstoriesaboutthetheproperuseofEnglish.Surelystudentsshouldbeabletodistinguishbetweentheir/there/theyreorthedistinctivedifferencebetweencomplimentaryandcomplementary.Theyunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.Paragraph05TherearemanydifferentstoriesaboutthedownturnintheproperuseofEnglish.Surelystudentsshouldbeabletodistinguishbetweentheir/there/theyreorthedistinctivedifferencebetweencomplimentaryandcomplementary.Theyunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.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/theyre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。

Paragraph06Studentsarenotdumb,buttheyarebeingmisledeverywheretheylookandlisten.Forexample,signsingrocerystorespointthemtothestationary,eventhoughtheactualstationeryitemspads,albumsandnotebooksarenotnaileddown.Friendsandlovedonesoftenproclaimtheyvejustatewhen,infact,theyvejusteaten.Therefore,itdoesntmakeanysensetocriticizeourstudents.Paragraph06Studentsarenotdumb,buttheyarebeingmisledeverywheretheylookandlisten.Forexample,signsingrocerystorespointthemtothestationary,eventhoughtheactualstationeryitemspads,albumsandnotebooksarenotnaileddown.Friendsandlovedonesoftenproclaimtheyvejustatewhen,infact,theyvejusteaten.Therefore,itdoesntmakeanysensetocriticizeourstudents.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Theyvejustate。

实际上，他们应该说Theyvejusteaten。

因此，批评学生不合乎情理。

Paragraph07Blameforthescandalofthislanguagedeficitshouldbethrustuponourschools,whichshouldbesettinghighstandardsofEnglishlanguageproficiency.Instead,theyonlyteachalittlegrammarandevenlessadvancedvocabulary.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。

Paragraph07Moreover,theyoungerteachersthemselvesevidentlyhavelittleknowledgeofthesevitalstructuresoflanguagebecausetheyalsowentwithoutexposureto