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Unit 1An impressive English lesson1If I am the only parent who still corrects his child's English, then perhaps my son is right.To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe."How was it?" I asked, full of earnest anticipation.3She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like,whoa!"4And that was it.The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement.My student's "whoa!" was exceeded only by my head-shaking distress.5There are many different stories about the downturn in the proper use of English.Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary.They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6Students are not dumb, but they are being misled everywhere they look and listen.For example, signs in grocery stores point them to the stationary, even though the actual stationery items —pads,albums and notebooks — are not nailed down.Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten.Therefore, it doesn't make any sense to criticize our students.7Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency.Instead, they only teach a little grammar and even less advanced vocabulary.Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step.The chance came when one day I was driving with my son.As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady."I carefully asked, "My son, how is the bird flying?""What's wrong? Did I say anything incorrectly?"He got lost."Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9Curious about my correction, he asked me what an adverb was.Slowly, I said, "It's a word that tells you something about a verb."It led to his asking me what a verb was.I explained, "Verbs are action words; for example, Dad drives the truck.Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more:fly, swim, dive, run.Then, out of his own curiosity, he asked me if other words had names for their use and functions.This led to a discussion of nouns, adjectives, and articles.Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in a sentence.It was painless learning and great fun!11Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary).Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey.Here, the vocabulary makes the journey's true colors come alive!A good vocabularyenables you to enjoy whatever you see as you drive along.Equipped with grammar and a good vocabulary, you have flexibility and excellent control.While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13Effective,precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea."Dad," he said, "If I were you, I wouldn't do that. It's sour."15"Oh my!"I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16"I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17I was, 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。
新视野大学英语第三版第二册读写课文所有翻译Unit 1 Text A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've just ate。
实际上，他们应该说 They've just eaten。
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。
Unit 1An impressive English lesson1 If I am the only parent who still corrects his child's English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2 I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe. "How was it?" I asked, full of earnest anticipation.3 She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like, whoa!"4 And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress.5 There are many different stories about the downturn in the proper use of English. Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6 Students are not dumb, but they are being misled everywhere they look and listen. For example, signs in grocery stores point them to the stationary, even though the actual stationery items — pads, albums and notebooks —are not nailed down. Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten. Therefore, it doesn't make any sense to criticize our students.7 Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency. Instead, they only teach a little grammar and even less advanced vocabulary. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady." I carefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anything incorrectly?" He got lost. "Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9 Curious about my correction, he asked me what an adverb was. Slowly, I said, "It's a word that tells you something about a verb." It led to his asking me what a verb was. I explained, "Verbs are action words; for example, Dad drives the truck. Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more: fly, swim, dive, run. Then, out of his own curiosity, he asked me if other words had names for their use and functions. This led to a discussion of nouns, adjectives, and articles. Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in asentence. It was painless learning and great fun!11 Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12 The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey. Here, the vocabulary makes the journey's true colors come alive! A good vocabulary enables you to enjoy whatever you see as you drive along. Equipped with grammar and a good vocabulary, you have flexibility and excellent control. While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13 Effective, precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14 Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea. "Dad," he said, "If I were you, I wouldn't do that. It's sour."15 "Oh my!" I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16 "I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17 I was, 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。
第三版新视野大学英语第二册课文翻译Unit 1 FriendshipText A Sweet SixteenA few days ago, I celebrated my sixteenth birthday with a party. The birthday party was held at my house and all of my close friends attended. We had a wonderful time together and created many memories.The preparations for the party started a week in advance. I helped my mother decorate the living room with colorful balloons and streamers. We also set up a table with snacks and drinks for everyone to enjoy. My mother made a delicious cake and I couldn't wait to share it with my friends.When the day of the party finally arrived, I was filled with excitement. I wore my favorite dress and eagerly welcomed my friends as they arrived. We greeted each other with hugs and laughs. The atmosphere was filled with joy and happiness.Throughout the party, we played various games and danced to our favorite songs. We took many photos together, capturing the special moments of our friendship. As the night went on, we sat around the table and talked about our dreams and aspirations for the future. It was a heartwarming experience to hear everyone's hopes and goals.As the clock approached midnight, my friends surprised me with a beautiful gift. It was a scrapbook filled with photos and handwritten messages from each of them. Tears of joy filled my eyes as I realized howmuch they truly cared about our friendship. I felt so blessed to have such amazing friends in my life.The party ended with a group hug and promises to keep in touch. Although it was a bittersweet moment, I knew that our bond would remain strong no matter the distance between us. The memories we created that night will forever be cherished in my heart.In conclusion, my sixteenth birthday party was an unforgettable event. It brought me closer to my friends and allowed us to celebrate our friendship. I am grateful for the love and support they have shown me throughout the years. As we move forward in life, I know that our friendship will only grow stronger.。
Unit 1An impressive English lesson1If I am the only parent who still corrects his child's English, then perhaps my son is right.To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe."How was it?" I asked, full of earnest anticipation.3She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like,whoa!"4And that was it.The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement.My student's "whoa!" was exceeded only by my head-shaking distress.5There are many different stories about the downturn in the proper use of English.Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary.They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6Students are not dumb, but they are being misled everywhere they look and listen.For example, signs in grocery stores point them to the stationary, even though the actual stationery items —pads,albums and notebooks — are not nailed down.Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten.Therefore, it doesn't make any sense to criticize our students.7Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency.Instead, they only teach a little grammar and even less advanced vocabulary.Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step.The chance came when one day I was driving with my son.As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady."I carefully asked, "My son, how is the bird flying?""What's wrong? Did I say anything incorrectly?"He got lost."Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9Curious about my correction, he asked me what an adverb was.Slowly, I said, "It's a word that tells you something about a verb."It led to his asking me what a verb was.I explained, "Verbs are action words; for example, Dad drives the truck.Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more:fly, swim, dive, run.Then, out of his own curiosity, he asked me if other words had names for their use and functions.This led to a discussion of nouns, adjectives, and articles.Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in a sentence.It was painless learning and great fun!11Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary).Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey.Here, the vocabulary makes the journey's true colors come alive!A good vocabularyenables you to enjoy whatever you see as you drive along.Equipped with grammar and a good vocabulary, you have flexibility and excellent control.While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13Effective,precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea."Dad," he said, "If I were you, I wouldn't do that. It's sour."15"Oh my!"I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16"I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17I was, 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。
新视野大学英语第二册读写教程课文翻译Unit 1 Text A An impressive English Lesson标题: 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've just ate。
实际上，他们应该说They've just eaten。
因此，批评学生不合乎清理。
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一一准确的语法和恰当的词汇一一充分地传授给学生。
Unit 1An impressive English lesson1 If I am the only parent who still corrects his child's English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2 I think I got serious about this only recently when I ran into one of my former students,fresh from an excursion to Europe. "How was it?" I asked, full of earnest anticipation.3 She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like, whoa!"4 And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress.5 There are many different stories about the downturn in the proper use of English. Surelystudents should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6 Students are not dumb, but they are being misled everywhere they look and listen. For example, signs in grocery stores point them to the stationary, even though the actual stationery items — pads, albums and notebooks —are not nailed down. Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten. Therefore, it doesn't make any sense to criticize our students.7 Blame for the scandal of this language deficit should be thrust upon our schools, whichshould be setting high standards of English language proficiency. Instead, they only teacha little grammar and even less advanced vocabulary. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language becausethey also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should takethe responsibility of pushing the young onto the path of competent communication.8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As weset out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady." I carefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anything incorrectly?" He got lost. "Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9 Curious about my correction, he asked me what an adverb was. Slowly, I said, "It's aword that tells you something about a verb." It led to his asking me what a verb was. Iexplained, "Verbs are action words; for example, Dad drives the truck. Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more: fly, swim, dive, run. Then, out of his own curiosity, he asked me if other words had names for theiruse and functions. This led to a discussion of nouns, adjectives, and articles. Within thespan of a 10-minute drive, he had learned from scratch to the major parts of speech in asentence. It was painless learning and great fun!11 Perhaps, language should be looked upon as a road map and a valuable possession:often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12 The road map provides the framework and guidance you need for your trip, but it won'ttell you exactly what trees or flowers you will see, what kind of people you will encounter,or what types of feelings you will be experiencing on your journey. Here, the vocabularymakes the journey's true colors come alive! A good vocabulary enables you to enjoy whatever you see as you drive along. Equipped with grammar and a good vocabulary, youhave flexibility and excellent control. While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13 Effective, precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14 Just this morning, my son and I were eating breakfast when I attempted to add milk tomy tea. "Dad," he said, "If I were you, I wouldn't do that. It's sour."15 "Oh my!" I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16 "I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17 I was, 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。
新视野大学英语第三版Book2课文翻译第一篇：新视野大学英语第三版 Book 2 课文翻译新视野大学英语第三版 Book 2 课文翻译 Unit 1 Text A 一堂难忘的英语课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。
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。
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。
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've just ate。
实际上，他们应该说They've just eaten。
因此，批评学生不合乎情理。
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。
Unit 1An impressive English lesson1If I am the only parent who still corrects his child's English, then perhaps my son is right.To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe."How was it?" I asked, full of earnest anticipation.3She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like,whoa!"4And that was it.The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement.My student's "whoa!" was exceeded only by my head-shaking distress.5There are many different stories about the downturn in the proper use of English.Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary.They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6Students are not dumb, but they are being misled everywhere they look and listen.For example, signs in grocery stores point them to the stationary, even though the actual stationery items —pads,albums and notebooks — are not nailed down.Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten.Therefore, it doesn't make any sense to criticize our students.7Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency.Instead, they only teach a little grammar and even less advanced vocabulary.Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step.The chance came when one day I was driving with my son.As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady."I carefully asked, "My son, how is the bird flying?""What's wrong? Did I say anything incorrectly?"He got lost."Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9Curious about my correction, he asked me what an adverb was.Slowly, I said, "It's a word that tells you something about a verb."It led to his asking me what a verb was.I explained, "Verbs are action words; for example, Dad drives the truck.Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more:fly, swim, dive, run.Then, out of his own curiosity, he asked me if other words had names fortheir use and functions.This led to a discussion of nouns, adjectives, and articles.Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in a sentence.It was painless learning and great fun!11Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary).Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey.Here, the vocabulary makes the journey's true colors come alive!A good vocabulary enables you to enjoy whatever you see as you drive along.Equipped with grammar and a good vocabulary, you have flexibility and excellent control.While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13Effective,precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea."Dad," he said, "If I were you, I wouldn't do that. It's sour."15"Oh my!"I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16"I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood." 17I was, 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。
电脑可以代替老师吗?A乔布斯不认为美国教育技术就可以解决问题。
值得记住的是,上周的报道之后,苹果的新iBooks平台,该公司承诺将彻底改变学生如何使用经验和教科书。
根据苹果的计划,公司和个人将能够出版教科书,理想情况下创建一个广泛的内容。
学生将能够下载和使用这些书在iPad上就像他们会使用常规textbook-including突出的段落,做笔记和退出段落或章节尤其重要。
苹果公司说,它还计划帽教科书的价格可以通过iBooks,报14.99美元,一个重要的离开现在许多教科书的价格。
B批评者很快就批评苹果不够革命。
前校长和当前ed-tech(教育技术)汤姆。
范德比尔。
亚克投资者指责苹果不思考过去的教科书,他认为20世纪的不可救药。
其他人担心苹果的真正的目标不是打开教科书产业但控制和利润通过限制性许可协议和一个平台,主导着市场。
我相信盈利性公司的股东将对新闻感到恐惧。
C我们慢下来。
教科书或工具,看起来很像教科书不会很快在任何地方。
由于并不便宜,生成高质量的教育材料,仅仅拆除分布障碍在减少的成本只会到此为止生产好的内容。
然而,迷失在激烈的主张是一个更基本的问题:教育技术的努力到目前为止取得了什么样的成就,我们应该期待什么呢?D作为一个领域,教育很容易误导了技术的承诺。
教科书?托马斯·爱迪生看见电影来取代它们。
在前奏(序幕)今天的辩论,唱机和电影地带被誉为技术可以取代教学生活。
这些天,保守派爱上认为技术将不仅缩小在教室的老师的数量,使教师工会过时了。
E约会的经验是更令人印象深刻,更令人担忧的考虑的数十亿美元花在技术在过去的几十年里在学校。
交互式白板自1990年代初以来就已经存在,并且没有改变教师如何教,和电脑往往不与课堂教学,虽然全国90%的教室。
不过,在美国,根据教育部的数据从2009年开始,只有61%的学生使用电脑准备文本“有时或经常”,只有45%做更复杂的任务,例如,“解决问题,分析数据,或执行计算“定期。
F使用,没有足够的证据表明,技术改进学啦啦队减少认为各种教育技术工具是显而易见的,而非由多的证据支持。
你看,说,高中学生使用互联网准备研究论文,这很让人怀疑是否技术尤其加上缺乏训练teachers-isn做更使表面而不是为学生开放更丰富的信息来源。
G缓慢变化的原因是明显的固执。
改变课堂和学校实践广泛分散的教育体制一直是一个缓慢的过程。
许多教师不熟悉技术或如何使用它在教室里,和高质量的教育培训学校programs-either或作为教师持续专业发展是罕见的。
像往常一样,很少有指导教师确定这产品带来任何好处。
H,当然,在教育技术仍然承诺。
当脑袋瓜学习,在线数学课程上小学的学生,给了我一个免费试用看看,我做了我通常与新的教育工具把它的最终组织批评:我的孩子们。
脑袋瓜结合了实际内容和交互式格式所以孩子们学习,即使他们认为他们只是玩游戏。
我看过各种各样的产品,它是其中一个最强大的指令。
在很短的时间内,它大大提高了我的孩子的数学成绩。
(他们也有一个伟大的老师。
)至于订婚吗?也许太多了。
我的一个女儿早上5点把我叫醒另一天,因为她想做数学。
I 即使最好的产品只能帮助教学生活。
尽管脑袋瓜的整体功能好,有些地方的学生可以成为frustrated-not因为他们不知道如何做基本的数学,但因为在线活动的方向是令人困惑的。
同样,技术带回“翻转课堂的概念(翻转课堂)”老师作为“引导的”,而不是指令的主要来源。
我说“回来”,因为,具有讽刺意味的是,谈论老师作为内容提供商已经贬值夹具(固定特色)一个世纪的进步教育思想。
flipped-classroom想法的另一个变化是使用技术来解释概念在家里和教室使用时间不同。
再次,很多潜力,但只有敏锐的关注教学质量。
今天可用的在线内容只是复制枯燥的教学已经有太多的我们国家的学校。
J作为父母和分析师,我想技术,包括丰富的内容或使学生能够访问它。
我希望技术为学生参与但实际上教他们一些东西。
大量的应用程序失败或另一侧。
与大量的离线作业,都有浪费时间,不帮助别人学习很多东西。
如果有人告诉你一个ed-tech工具“游戏元素”,确保它不仅仅是一个游戏。
K美国教育迫切需要彻底改变,远远超出升级电脑在教室里。
这是美国最后一个主要领域相对没有受到技术。
但乔布斯是对的:技术本身无法解决麻烦我们的学校。
他看到教师工会和传统实践的大障碍。
也许,但我认为他们是我们教学质量更大的注意力不集中的症状。
技术的铃声和口哨声,所有的承诺,分散我们从这平凡但重要的现实。
1。
在线程序脑袋瓜证明教育技术可以履行承诺。
2。
有时学生可以被混淆的指令脑袋瓜的学习活动。
3所示。
有些人担心苹果的新iBooks平台的目的是控制教科书产业和获得经济效益。
4所示。
教育部从2009年的数据表明,技术已经不是真正的改变了教师如何教,尽管大量的钱花在它。
5。
是时候对美国教育体系有一个彻底的改变,而不是升级电脑在教室里。
6。
有些人认为计算机技术将减少在教室的老师。
7所示。
苹果计划让企业和个人通过iBooks平台创建和发布自己的教科书。
8。
为教师提供了一些指导来帮助他们决定哪些技术产品可能提高课堂练习。
9。
很多应用程序都无法为学生提供丰富的内容或实际教他们任何东西。
10。
教师被看不起作为内容提供商已经存在了很长时间。
阅读文学使我们聪明和更好的格雷戈里·库里,诺丁汉大学的哲学教授,最近在《纽约时报》认为,我们不应该认为文学可以提高我们作为人,因为没有“令人信服的证据表明,人们道德或社会更好的通过阅读托尔斯泰”或其他伟大的书。
实际上,这样的证据。
雷蒙德•a . Mar加拿大约克大学的心理学家和基思奥特利,一个多伦多大学的认知心理学名誉教授,在2006年和2009年发表的研究报告说,那些经常读小说似乎能更好地理解他人,同情(有同感)和他们站在他们的角度看待这个世界。
这个链接坚持即使研究人员考虑的可能性,更善解人意的人可以选择多读小说。
2010年的一项研究由3月小孩发现了相似的结果:他们读过的更多的故事,更希望他们的“心理理论”,或他人的意图的心智模型。
C“深度阅读”——通常反对肤浅的阅读万维网濒危的实践中,我们应该采取措施保护我们将历史建筑或艺术的一项重要工作。
它的消失会危及后代的智力和情感发展成长的网络,以及永存(永存)我们文化的一个重要部分:小说、诗歌和其他的文学作品,可以欣赏只有通过读者的大脑,毫不夸张地说,已经被训练理解他们。
D最近的研究在认知科学、心理学和神经科学已经证明了深reading-slow,细节丰富的感官和情感和道德复杂性是一种独特的体验,不同的仅仅是解码的字。
尽管深度阅读不,严格地说,需要一个传统的书,打印页面是独特的内置限制有助于深度阅读体验。
一本书的缺乏超链接,例如,使读者在决定要我点击这个链接吗?发挥他仍然完全沉浸在故事。
E浸泡的方式支持大脑处理语言丰富的细节和隐喻(比喻):通过创建一个心理表征,利用相同的大脑区域会积极如果场景在现实生活中上演。
情感状况和道德困境,文学的东西也对大脑剧烈运动,迫使我们在正面的虚构人物,甚至,研究表明,增加我们的真实的移情能力。
F(这是不可能发生的,当我们阅读在线娱乐新闻。
虽然我们调用相同名称的活动,深度阅读的书籍和网上信息阅读我们所做的是非常不同的,在他们生产的经验和发展的能力。
越来越多的证据表明,在线阅读可能是迷人和令人满意的,甚至是“数字原生代”来说,它是如此熟悉。
上个月,例如,英国国家文化信任公布了一项研究对34910个年龄在8到16岁。
研究人员报道,39%的儿童和青少年阅读每日使用电子设备,但只有28%的人每天阅读印刷材料。
那些只读三次屏幕是不太可能说他们非常喜欢阅读,第三不太可能有一个最喜欢的书。
研究还发现,年轻人读每天只少近两倍屏幕可能会高于平均水平的读者比那些每天在屏幕上打印或印刷和阅读。
G理解为什么我们要关心年轻人如何阅读,而不是他们是否阅读,有助于了解阅读能力发展的方式。
“人类从未出生读Maryanne Wolf指出,阅读和语言研究中心主任塔夫斯大学的作者普鲁斯特和鱿鱼:阅读的故事和科学的大脑。
不同的能力去理解和产生语言,在正常情况下将展开一个程序是由我们的基因决定的,必须精心阅读能力被每个人收购。
“阅读电路(巡回线路)“我们的大脑构造是由结构演变为其他目的,这些电路可以弱或强,根据频率和我们如何积极使用它们。
H的读者,免受干扰,意识到语言的细微差异,进入状态,维克多·内尔心理学家在一项研究中,心理学的快乐阅读,而令人昏昏欲睡的气氛(心醉神迷的状态)。
内尔发现,当读者最享受的经验,实际上他们的阅读的速度放缓。
快速的结合,流利的解码的单词和缓慢,从容不迫的页面上的进步给深读者时间与反思,丰富自己的阅读分析,自己的记忆和意见。
这给了他们与作者建立一种亲密的关系,他们两个从事一个扩展和热情的谈话就像人们坠入爱河。
I这不是阅读尽可能多的年轻人来知道。
阅读是实用工具:弗兰克•克蒙德文学评论家所说的区别“肉体的(肉体的)阅读”和“精神阅读”。
如果我们允许我们的孩子相肉体的阅读都是如果我们不开门精神阅读,通过早期坚持纪律和练习中,我们将会欺骗他们的愉快的经历也不会遇到。
我们将夺走了他们的一个提升和启蒙经验,扩大他们的人。
观察年轻人数码设备的附件,一些进步的教育家和随和的父母谈论需要“满足孩子在哪里”,形成指令在屏幕上的习惯。
这是错误的。
相反,我们需要向他们展示一些他们从未去过的地方,一个只有深度阅读可以带他们去的地方。
1。
一项研究显示,年轻的孩子只读电子设备从阅读得到更少的享受。
2。
缺乏精神阅读可能防止儿童享受一次极有启发性的体验。
3所示。
发现读者实际上减慢阅读速度当他们享受着最深刻的阅读体验。
4所示。
科学家的研究表明,那些经常读小说似乎更好地理解别人,同情他们。
5。
我们不是天生的能力来读。
相反,它是通过努力获得的人类。
6。
传统书籍发挥独特作用,帮助读者获得深刻的阅读体验。
7所示。
深度阅读可以帮助建立一个读者和作者之间的密切关系。
8。
存在深度阅读消失的危险,这要求我们的注意力和行动保护实践。
9。
一些教育家和家长认为我们应该给孩子指导自己的阅读习惯考虑周围电子设备的附件。
10。
一位大学教授认为,阅读好书不一定提高我们的人。
男性的少数民族梅格德龙在高中时在盖恩斯维尔的乔治亚州北部小镇,她与她的眼睛是一个严肃认真的学生在大学。
她的许多女朋友工作实现相同的目标。
但她的弟弟和她的大部分男性朋友似乎比学习更倾向于像福斯塔夫莎士比亚。
“很多人认为学习是女孩,“德龙说,现在法国专业大三学生在雅典乔治亚大学的。
“他们很聪明,但他们会混日子(偷懒),它似乎接受了老师。
”B在新生英语教程中,男人静静地坐着,女人的小集群主导课堂讨论。
