第三版新视野大学英语第二册课文翻译

Unit 1

An impressive English lesson

1 If I am the only parent who still corrects his child's English, then perhaps my son isright. To him, I am a tedious oddity: a father he is obliged to listen to and aman 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, andthen exclaimed, "It was, like, whoa!"

4 And that was it. The civilization of Greece and the glory ofRoman 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 orthe distinctive difference between complimentary and complementary. They unfairly bearthe bulk of the criticism for these knowledge deficits because there is a sense that theyshould know better.

6 Students are not dumb, but they are being misled everywhere they look and listen. Forexample, signs in grocery stores point them to the stationary, even though theactual stationery items — pads, albums and notebooks — are not nailed down. Friendsand 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 teachersthemselves evidently have little knowledge of these vital structures of language becausethey also went without exposure to them. Schools fail to adequately teach the essentialframework 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 handleddelicately, 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." Icarefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anythingincorrectly?" He got lost. "Great! You said incorrectly instead of incorrect. We use adverbsto 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 verbbecause it's the thing Dad is doing."

1 0 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 1 0-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 aroad map in a well-conditioned car.

1 2 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 enjoywhatever 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 yourdestination, an excellent vehicle helps you to fully enjoy all of the sights, sounds andexperiences along the way.

1 3 Effective, precise, and beneficial communication depends upon grammar and a goodvocabulary, the two essential assets for students, but they are not being taught in schools.

1 4 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."

1 5 "Oh my!" I said, swelling with pride toward my son, "That's a grammatically perfectsentence. You used were instead of was."

1 6 "I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."

1 7 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。 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 …… 此处隐藏：6718字，全部文档内容请下载后查看。喜欢就下载吧 ……