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English GrammarAfter discussing the basic marks and English vocabulary in last text, this text will talk about basic grammar and English grammar. Grammar is the rules of how words combine to represent the world in 2D space. It follows the development of marks, so we need to expand the introduction of marks to find more features of them for grammar.The basic positions and marks are introduced before; now we need the 2nd-level marks to be listed so their quantity can be calculated. These 2nd-level marks cannot be typed out and they will be drawn out in the video. We write horizontally as the elbow against the table supporting the arm from gravity, so it’s easier than write vertically. We’d better stand and write in a high table. With right posture and horizontal papers, we choose the structure of mark writing. Ancient Chinese writes up-down because our ancestors write vertically to follow the gravity and the strokes are designed for such convenience. When marks are written in paper which is more suitable to put in table, to write left-right is easier than up-down as arms don’t twist together. We choose left-right but not right-left because the hand won’t cover the marks as we use the right hand. We choose to write one line at a time but not two or three lines together because it’s easier for our eyes to move in one direction than to change directions frequently. Eventually the rule of writing up-left to up-right in one line is set as the first rule. It’s the easiest writing direction but not the only way. The first rule is raised initially because the 2nd-level marks are not basic marks; they need meet the feature of one direction line, which means some indiscriminate marks will be unified. This is why with 9 basic positions and marks combine into only 10 basic marks and 55 2nd-level marks in the line structure.With 10 basic marks and 55 2nd-level marks as well as 9 basic positions, the largest quantities of 3rd-level and 4th-level words are 10*55*9=4950 and 55*55*9=27225. The entire number is over 30000. Thus the 3rd-level and 4th-level marks can surely satisfy our daily need of less than 5000 vocabulary despite of some decrease in the real quantities. Then the 5th-level marks will satisfy our other representative need easily as they are around millions. Having the quantity of the marks, we know that there is no need to use words with more than 5 basic strokes. This bases the second grammar rule: the strokes of language marks can be designed in 2D in a cube as they are not more than 5 strokes. Being designed in 2D is like the structure of Chinese, so every word takes a same cube space. This means that the capacity of representing information by the length of words is saved. The one, two or more word putting together form a different length and can represent different information. This is what English can’t because their words take up different length. We can’t feel sequence in the line structure because we haven’t classified the marks. When we classify the marks as 6 classes in my knowledge structure or 10 classes in English, there appears the sequence of marks. This is the third rule of grammar: the different sequences of word classes can also represent different meanings. No matter how many features we divide the world, all the features form a complete unit of marks. Like the combinations under gravity, unit can form superordinate stores, which is ahierarchical system. Thus our mark system is an endless hierarchical system based on the basic word classes. Every unit has a core word and words of other classes explain it, because our marks are unsteady representation and can only represent one facet of the real thing; the explanation can go up levels or go down levels, which can represent whatever we want. This is the fourth rule of grammar: grammar is hierarchical but each level has the same features and every unit has core feature and explaining features. Besides the four rules of mark combination, there is also a fifth rule of mark division: the blank mark is used to represent breaks and the quantity of blank marks can represent different hierarchies just like the quantity of words.These are the basic grammar rules and let’s see how English uses them. English follows the easiest writing direction but not combine its characters as the second rule, so English has few letters. The few letters combine linearly so English can’t put words together and waste the representative capacity of words number and need use a blank mark for dividing words. English has used the word sequence well; as English classifies ten classes of words, it produces many different sequences: noun-head sequence, verb-head sequence, pronoun-head sequence, adjective-head sequence…English does discriminate the hierarchies and focus, but not as easy as the fourth rule. Every time a word wanting to be explained in a new hierarchy needs to transform itself into a noun when basic grammar just put words together or leave a blank mark indicating a unit. The classification of English words is more grammar than meaning, as different classes can turn to each other by changing marks. Lastly, English uses blank marks in three ways: dividing words with one blank mark, noting the beginning with two blank marks and noting paragraphs with a new line. The capacity of blank marks is not used much. Though the blank marks are not easy to count, we can divide it into one, two, one-fourth, half, three fourth and a line, so we can divide some more hierarchies with blank marks.The above are general English grammar, but how we learn detailed English grammar? We can expand the 3rd rule. Grammar is how words combine in 2D space; this is the sequence of words or how they queue together. English divides words into noun, interjection, pronoun, numeral, article, verb, adjective, adverb, conjunction and proposition; grammar is how they line up. Firstly words can change forms; some of the changes are for grammatical purpose and some for lexical purpose. We need learn the grammatical changes. Secondly the sequences of words in one class represent some different meanings. They are word groups as you know. Noun groups, proposition groups… These groups are plenty and English doesn’t design a rigid rule for their usages so they can only be learnt in the word way. Thirdly classes of words line up represent different meanings. Such structure is phrase while clause is just a verb phrase to me. Fourthly the clause changes its phraeses’ sequence to represent meaning. This is the clause type. Clause is the complete grammatical unit of English which can contain all the word classes. Based on the unit, sentence takes the feature of hierarchy which can contain endless clause inside. In basic grammar, every class of word is endlessly explainable, such as Bob’s mother’s father’s father and in the country in the earth in the solar system. However, English usually represent hierarchies in sentence: the father of son who is the father of Bob’s mother; in thecountry which is in the earth which is in the solar system. The sequence is all the truth of grammar while word, group, phrase, clause and sentence represent some subclasses in it. The word classes of English mean to represent all the features of the world while subject, predicate, predicator, object, attribute, adverbial and complement mean to represent all the features of grammar. Since language is unsteady structure representing the world, I think that we can’t focus on the unsteady things. What we need is to understand the features of real world better and represent accordingly.英语语法在讨论了基础符号和英语词汇后，这一章讲基础语法与英语语法。
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 ina 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 a sentence. 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。
新视野大学英语读写教程〔第三版〕BOOK 2教案教学对象教学内容Unit 1 An Impressive English Teaching 2021 级大学英语本科Lesson Content LessonSubjects周次第 2-4 周授课时间 2 月 29 日 - 3 月 18 日课型□ 理论课√ 理论、实践课□ 实践课教学环境课时分配 6 Teaching 多媒体教室EnvironmentAfter studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B ；教学目标2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about Teachingcurrent way of teaching in an English class;Aims4. read with the skill “ finding key ideas in sentences 〞;5. write a composition with three main parts: introduction, body andconclusion.1. Vocabularytedious absorbed allergic capture condense exceed distinguish distinctive重点complimentary complementary proclaim evidently adequate competent adjust beneficialKey Issues2. Skills● Learn to read with the skill “ finding key ideas in sentences 〞 and writea composition with three main parts: introduction, body and conclusion.难点●To talk about language teaching and learning●write a composition with three main parts: introduction, body andPotential Problemsand Difficultiesconclusion.●To apply the phrases and patternsA combination of traditional teaching methods with the communicative approach教学方法will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussingMethodologythe questions and the difficult translation practice. More encouragement isneeded and more guidance will be given in their extracurricular study.教具Teaching Visual aids, projector, stereo and microphoneAids教学分组Teaching Group work and pair workGroups课堂学习任务与活动的组织Conduct of Tasks and Activities〔师生互动方式 Mode of Interaction; 学习策略 Learning Strategies 〕Students-centeredTask-based teaching and learning教学过程设计Teaching Procedures步骤 1 Step 1导入Lead-inI.Greeting and warming-up questions discussion.1.What are the key factors that help people learn English as a foreign language?2.Do you have any problem in English learning?3.Do you think grammar is important in English learning?II.Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III.Listening to a talk and answer questions on page 2步骤 2 Step 2课文学习Section A An Impressive English LessonI. New words1. tedious: a. boring and continuing for too long 冗乏味的 Telling the storyhas become tedious, as I have done it so many times.述个故事已得乏味，因我已了么屡次了。
父亲教儿子写作业英语作文Father Teaching Son to Write English Homework。
As a father, I always believe that it is my responsibility to guide and support my son in his studies. One of the most important tasks I have is to teach him how to write English homework effectively. In this essay, Iwill share my experience of teaching my son to write English homework.First and foremost, I always emphasize the importance of understanding the topic before starting to write. I encourage my son to read the instructions carefully and make sure he fully comprehends what is being asked of him. This helps him to stay focused and organized throughout the writing process. I also encourage him to brainstorm and jot down his ideas before he begins writing. This helps him to have a clear plan and structure for his homework, which ultimately leads to a more coherent and well-written piece.Secondly, I always stress the significance of using proper grammar and vocabulary in his writing. I constantly remind him to use correct tenses, punctuation, and sentence structures. I also encourage him to expand his vocabulary by reading extensively and learning new words every day. This not only improves the quality of his writing but also enhances his overall language skills.Moreover, I always encourage my son to be creative and expressive in his writing. I often suggest that he uses descriptive language and vivid imagery to make his homework more engaging and interesting to read. I also encourage him to express his own thoughts and opinions on the topic, as this allows him to develop his own unique writing style.In addition, I always remind my son to revise and edit his work before submitting it. I teach him to carefully review his writing for any errors in grammar, spelling, or punctuation. I also encourage him to seek feedback from me or his teachers, as this helps him to identify areas for improvement and learn from his mistakes.Lastly, I always emphasize the importance of practice and perseverance in writing. I constantly remind my sonthat writing is a skill that requires continuous effort and dedication. I encourage him to write regularly and to never give up, even when he faces challenges or difficulties.In conclusion, teaching my son to write English homework has been a rewarding experience for both of us. I believe that by providing him with the necessary guidance and support, I am helping him to develop essential writing skills that will benefit him in his academic and professional life. I am confident that with continued practice and encouragement, my son will become a proficient and confident writer in the future.。
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。
Unit 1 Section A An impressive English lesson一堂难忘的英语课1 If I am the only parent who still corrects his child's English, then perhaps myson is right. To him, I am a tedious oddity: a father he is obliged to listen to anda man absorbed in the rules of grammar, which my son seems allergic to.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。
1 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 manabsorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if there is no other parent like me who still corrects hischild?s mistakes in English. To my son, I am a bor ing and strange father, who he has tolisten to; I am also the one who pays lots of attention to grammar rules, which he doesn?tseem to like.oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
新视野大学英语(第三版)第二册读写教程课后答案Unit 1 Language in missionText A An impressive English lessonEx.1 Understanding the text1、Because he is tired of listening to his father and he is notinterested in grammar rules.2、The civilization of Greece and the glory of Roman architecture areso marvelous and remarkable that they should be described at least in abrief account; however, what the student could do was only one singleutterance :“whoa!”without any any specific comment.3 、Because the schools fail to set high standards of languageproficiency. They only teach a little grammar and lessadvanced vocabulary.And the younger teachers themselves have little knowledge of the vitalstructures of language.4、Because teaching grammar is not an easy job and most of the studentswill easily get bored if it’s not properly dealt with.5、He familiarized his son with different parts of speech in a sentenceand discussed their specific grammatical functions including how to useadverbs to describe verbs.6、Because the son had never heard about the various names and functionsof words in an English sentence before.7、The author uses “road map”and “car”to describe grammar andvocabulary. Here, “road map”is considered asgrammar and “ car” asvocabulary.8、Since the subjunctive mood his son used is a fairly advanced grammarstructure, the interjection“whoa! ”reflects the tremendous pride thefather had toward his son; it also reflects the author’ s humor in usingthe word because it was once used by his student, though in two differentsituations and with two different feelings.Ex.3 Words in use1.condense2.exceed3.deficit4.exposure5.asset6.adequatepetent8.adjusting9.precisely 10.beneficialEx.4 Word building-al/-ial: managerial/editorial/substance/survival/tradition/margin-cy : consistency/accuracy/efficient-y : recovery/ministry/assemblyEx.5 Word building1.editorial2.recovery3.accuracy4.substance5.managerial6.margin7. assembly8. Ministry9. survival 10. tradition11.consistency12.efficientEx.6 Banked cloze1-5: L C J A I 6-10: O N E H FEx.7 Expressions in use1.feel obliged to2. be serious about3. run into4. distinguish between5.thrust upon6. was allergic to7. get lost8. be attracted to9. make sense10.looked upon asEx.8 Structured writingSome bookworms in my dormitory often spend hours reading their “Bible”,Practical English Grammar, and do a lot of exercises in that book , butI don’ t care about it at all. My assumption is since I have never learnedChinese grammar, what’s the sense of learning English grammar? In fact,English grammar has always been a big headache to me.English grammar is very complicated because, unlike Chinese, thereare many verb tenses. Even stranger than verb tenses, English grammar alsocontains something very confusing. For example, I don’ t remember how manytimes my middle school teacher tried to“impose” the differences betweenused to and be used to on us. Sometimes he would goon with the explanationfor 20 minutes or so. He even summarized the differences by listing threeor four points for us to memorize. However, they could never stay in myhead . I don’t remember how many times I got it wrong with the sentencescontaining used to or be used to on my exams . I was really confused withthese two phrases,and I can never get them right.In brief, I’m allergic to learning English grammar. Curiously, I justwonder if the native speakers of English have a microcomputer in theirbrain to help them utter the two phrases promptly with just a click oftheir brain mouse!Ex.9 E-C Translation人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。
