Unit1SectionAAnimpressiveEnglishlesson市公开课一等奖省赛课微课

Mainidea&structureCriticalthinking

AnIMPRESSIVEEnglishlessonSectionALanguageapplicationTextstudyParagraphtranslationSummary1/124Thispassageis____________thattalksabouttheauthor’spersonalexperienceingiving____________________________tohisson.Hestatesthatstudentscanlearnbetteriftheyare__________________.aneffectiveEnglishlessonproperlytaughtMainideasofthepartsMainidea&structureanarrativePara.12/1241.Whatdoesthesonthinkofthefather?(Para.1)TipsAtediousoddity.MainideasofthepartsMainidea&structurePara.1tedious:a.boringandcontinuingfortoolong冗长乏味oddity:n.[C]astrangeorunusualpersonorthing怪人；怪物2.Whydoesthesonthinkthathisfatherisatediousoddity?Tips

Becauseheistiredoflisteningtohisfatherandheisnotinterestedingrammarrules.3/124Mainidea&structureIfIamtheonlyparentwhostillcorrectshischild'sEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.AnIMPRESSIVEEnglishlessonPara.1QuestionPara.2allergic:a.1)(be~tosth.)(infml)ifyouareallergictosth.,youdonotlikeitandtrytoavoidit.不喜欢某事，对某事反感2)havinganallergy过敏4/1242IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformerstudents,freshfromanexcursiontoEurope."Howwasit?"Iasked,fullofearnestanticipation.3Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthenexclaimed,"Itwas,like,whoa!"4

Andthatwasit.ThecivilizationofGreeceandthegloryofRomanarchitecturewerecapturedinacondensednon-statement.Mystudent's"whoa!"wasexceededonlybymyhead-shakingdistress.MainideasofthepartsMainidea&structurePara.5Howwasit?:(spoken)oftenusedinconversationtoasksb.abouttheiropinionorexperienceofsth.（口语惯用表示，用于问询看法或经历）Thatwasit.:oftenusedinconversationtosaythatsth.iscompletelyfinishedorthatasituationcannotbechanged就这么（指某事彻底结束或形式不能更改）Howdoyouunderstandthissentence?ThecivilizationofGreeceandthegloryofRomanarchitecturearesomarvelousandremarkablethattheyshouldbedescribedatleastinabriefaccount;however,whatthestudentcoulddowasonlyonesingleutterance:“whoa!”withoutanyspecificcomment.5/124Whywasthewritershockedbyhisstudent’sanswer?(Paras.2-4)TipsSheisunabletodescribeherexcursiontoEuropewiththerightwords.MainideasofthepartsMainidea&structure6/124Whatconclusiondidthewriterdrawfromtheexampleofhisstudent?(Para.5)TipsStudents___________thebulkofthe_______fortheseknowledge______becausethereisasensethattheyshould___________.unfairlybearcriticismdeficitsknowbetterMainideasofthepartsMainidea&structurePara.57/124TherearemanydifferentstoriesaboutthedownturnintheproperuseofEnglish.Surelystudentsshouldbeabletodistinguish

betweentheir/there/they'reorthedistinctivedifferencebetweencomplimentaryandcomplementary.Theyunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.

MainideasofthepartsMainidea&structurePara.5Para.6givenfreetopeople无偿赠予sayingthatyouadmiresb.orsth.赞美；钦佩complementarythingsgowelltogetheralthoughtheyareusu.different互为补充；互补Question8/124Theauthorisabsorbedin________;Theauthorwasshockedbyhisstudent’s_______todescribeproperlyhertriptoEurope;Studentsshould____________fortheseknowledgedeficits.PartI(Paras.1-_)5thebackgroundofthestorygrammarinabilitynotbeblamedMainideasofthepartsMainidea&structure9/124Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?(Para.6)TipsThelearningenvironmentismisleading.Signingrocerystores…StationarysectionFriendsandlovedones…Haveyouate?MainideasofthepartsMainidea&structurePara.610/124Para.6Studentsarenotdumb,buttheyarebeingmisledeverywheretheylookandlisten.Forexample,signsingrocerystorespointthemtothestationary,eventhoughtheactualstationeryitems—pads,albumsandnotebooks—arenotnaileddown.Friendsandlovedonesoftenproclaimthey'vejustatewhen,infact,they'vejusteaten.Therefore,itdoesn'tmakeanysensetocriticizeourstudents.

MainideasofthepartsMainidea&structurePara.7Questiona.standingstillinsteadofmoving不（移）动；静止n.[U]materialsusedforwriting,suchaspaper,penspencils,etc.文具11/124Whydoestheauthorthinkthatstudents’languagedeficitsshouldbeblamedonschools?(Para.7)TipsBecausetheschoolsfailtosethighstandardsoflanguageproficiency.Theyonlyteachalittlegrammarandlessadvancedvocabulary.Andtheyoungerteachersthemselveshavelittleknowledgeofthevitalstructuresoflanguage.MainideasofthepartsMainidea&structurePara.712/124Para.7MainideasofthepartsMainidea&structureBlameforthescandal

ofthislanguagedeficitshouldbethrustuponourschools,whichshouldbesettinghighstandardsofEnglishlanguageproficiency.Instead,theyonlyteachalittlegrammarandevenlessadvancedvocabulary.Moreover,theyoungerteachersthemselvesevidentlyhavelittleknowledgeofthesevitalstructuresoflanguagebecausetheyalsowentwithoutexposuretothem.Schoolsfailtoadequatelyteachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathofcompetentcommunication.Para.8QuestionAdequate使用方法13/124Whydoestheauthorsaythattheworkofteachinggrammarmustbehandleddelicately?(Para.8)TipsBecauseteachinggrammarisnotaneasyjobandmostofthestudentswilleasilygetboredifit’snotproperlydealtwith.MainideasofthepartsMainidea&structurePara.814/124Para.8Sincegrammarisboringtomostoftheyoungstudents,Ithinkthatitmustbehandleddelicately,stepbystep.ThechancecamewhenonedayIwasdrivingwithmyson.Aswesetoutonourtrip,henoticedabirdinjerkyflightandsaid,"It'sflyingsounsteady."Icarefullyasked,"Myson,howisthebirdflying?""What'swrong?DidIsayanythingincorrectly?"Hegotlost."Great!Yousaidincorrectlyinsteadofincorrect.Weuseadverbstodescribeverbs.Therefore,it'sflyingsounsteadilybutnotsounsteady."MainideasofthepartsMainidea&structurePara.9Question15/124Whatdoesthefatherteachthesonwhilegivinghimagrammarlesson?Whydoesthesonfeelcuriousaboutwhathisfathersaid?

(Paras.9-10)Tips1.Hefamiliarizedhissonwithdifferentpartsofspeechinasentenceanddiscussedtheirspecificgrammaticalfunctionsincludinghowtouseadverbstodescribeverbs.2.BecausethesonhadneverheardaboutthevariousnamesandfunctionsofwordsinanEnglishsentencebefore.MainideasofthepartsMainidea&structurePara.916/124Para.9Curiousaboutmycorrection,heaskedmewhatanadverbwas.Slowly,Isaid,"It'sawordthattellsyousomethingaboutaverb."Itledtohisaskingmewhataverbwas.Iexplained,"Verbsareactionwords;forexample,Daddrivesthetruck.Driveistheverbbecauseit'sthethingDadisdoing."MainideasofthepartsMainidea&structurePara.10Question？Whatcanyouinferfromthisparagraph?Theboywasveryalerttosomethingneworinteresting.Hislearningexperienceillustratesthatlearninggrammarisnotnecessarilyboring.17/124Para.10Hebecameattractedtotheideaofactionwords,sowelistedafewmore:fly,swim,dive,run.Then,outofhisowncuriosity,heaskedmeifotherwordshadnamesfortheiruseandfunctions.Thisledtoadiscussionofnouns,adjectives,andarticles.Withinthespanofa10-minutedrive,hehadlearnedfromscratchtothemajorpartsofspeechinasentence.Itwaspainlesslearningandgreatfun!Mainidea&structurePara.11Question18/124Howshouldgrammarbetaughtasfarasthewriterisconcerned?(Paras.8-10)TipsGrammarmustbehandleddelicately,stepbystep.Aneffectivewayofteachingcouldarousechildren’sinterestinlearningEnglishgrammar.Anexample:agrammarlessonwithmysonMainideasofthepartsMainidea&structurePara.11Para.819/124Whatarethetwothingsthattheauthorusestodescribegrammarandvocabulary?(Para.11)TipsTheauthoruses“roadmap”and“car”todescribegrammarandvocabulary.Here,“roadmap”isconsideredasgrammarand“car”asvocabulary.MainideasofthepartsMainidea&structurePara.1120/124Para.11Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:oftenstudytheroadmap(checkgrammar)andtuneupthecarengine

(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.MainideasofthepartsMainidea&structurePara.12QuestionTheroadmapandthecarareusedmetaphoricallytomeanthatgrammarandvocabularyarepowerfuldevicesthatwillenableyoutofreelyexploreinthelanguageworld.21/124MainideasofthepartsMainidea&structurePara.12Theroadmapprovidestheframeworkandguidanceyouneedforyourtrip,butitwon'ttellyouexactlywhattreesorflowersyouwillsee,whatkindofpeopleyouwillencounter,orwhattypesoffeelingsyouwillbeexperiencingonyourjourney.Here,thevocabularymakesthejourney'struecolorscomealive!Agoodvocabularyenablesyoutoenjoywhateveryouseeasyoudrivealong.Equippedwithgrammarandagoodvocabulary,youhaveflexibilityandexcellentcontrol.Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.Para.13Para.13Dictation22/124Para.13 DICTATION,,andanda,the,but.MainideasofthepartsMainidea&structurePara.13Effectiveprecisebeneficialcommunicationdependsupongrammargoodvocabularytwoessentialassetsforstudentstheyarenotbeingtaughtinschools23/124Para.13Effective,precise,andbeneficialcommunicationdependsupongrammarandagoodvocabulary,thetwoessentialassetsforstudents,buttheyarenotbeingtaughtinschools.MainideasofthepartsMainidea&structurePara.1424/124MainideasofthepartsMainidea&structure14Justthismorning,mysonandIwereeatingbreakfastwhenIattemptedtoaddmilktomytea."Dad,"hesaid,"IfIwereyou,Iwouldn'tdothat.It'ssour."15"Ohmy!"Isaid,swellingwithpridetowardmyson,"That'sagrammaticallyperfectsentence.Youusedwereinsteadofwas."16"Iknow,Iknow,"hesaidwithalongagreeablesigh."It'sthesubjunctivemood."17Iwas,like,whoa!Howdoyouunderstandtheinterjection“whoa!”saidbythefathertowardtheendofthetext?Sincethesubjunctivemoodhissonusedisafairlyadvancedgrammarstructure,theinterjection“whoa!”reflectsthetremendouspridethefatherhadtowardhisson;italsoreflectstheauthor’shumorinusingthewordbecauseitwasonceusedbyhisstudent,thoughintwodifferentsituationsandwithtwodifferentfeelings.25/124PracticalPhrasesSpecificMeanings1.tobe/feelobligedtodosth.感到有责任做某事2.tobe/getseriousabout对某事认真；并非开玩笑3.freshfrom刚从…来；刚有…经历4.tomakesense解释得通；有道理5.tothruststh.upon/onsb.迫使某人做某事；迫使某人接收某事6.totuneup调整，调整（发动机）使抵达最正确状态7.toswellwithpride/anger,etc.得意洋洋（怒气冲冲等）LanguagefocusPracticalphrases26/124Introduction(Para.1-___)Conclusion(Para.______)Body1:Para._____Body2:Para._____511-1314-176-10GlobalTextUnderstanding

27/124感到有责任做某事(tofeelobligedtodo/toprovide...for...)Parentsfeelobligedtoprovidethebesttheycanforchildren.tobe/feelobligedtodosth.短语逆译短语应用父母以为有责任尽其所能给孩子提供最好。意群提醒LanguagefocusPracticalphrasesPara.1be/feelobligedtosb./sth.

指“对某人或某事心存感激”医生，非常谢谢你。对您，我深表感激。Thankyouverymuch,doctor,Iamextremelyobligedtoyou.28/124对某事认真(togetseriousabout/tocurb/corruption)It’stimetogetseriousaboutcurbingpoliticalcorruption.tobe/getseriousabout短语逆译短语应用应该严厉认真地大力惩治政治腐败。意群提醒LanguagefocusPracticalphrasesPara.229/124刚从…来；刚有…经历(principals/freshfrom/todealwith)Schoolprincipalsshouldnotexpectteachers,freshfromcollege,todealwithalargegroupofdifficultchildren.freshfrom短语逆译短语应用学校校长不应指望刚从大学毕业老师来应付一大群难以对付孩子。意群提醒LanguagefocusPracticalphrasesPara.230/124解释得通；有道理(totalkmuch/tomakesense)

Shedoesn’ttalkmuch,butwhatshesaysmakessense.tomakesense短语逆译短语应用她讲话不多，但言之有理。意群提醒LanguagefocusPracticalphrasesPara.631/124迫使某人做某事；迫使某人接收某事tobeindifferentto/tothrust...on...Hewasindifferenttothecriticismthatwasthrustonhim.tothruststh.upon/onsb短语逆译短语应用对于强加给他指责，他从未放在心上。意群提醒LanguagefocusPracticalphrasesPara.732/124LanguagefocusUsageNote★tune:vt.1)(also~up)makesmallchangestoanenginesothatitworksaswellaspossible调整，调整（发动机）是到达最正确状态Inordertokeepdriverssafe,mechanicsareurgedtomakesurethatcarenginesareproperlytunedup.为了确保司机安全，一定要敦促机械师确保汽车发动机已调整好。2)makesmallchangestoamusicalinstrumentsothatitwillproducethecorrectnotes为（乐器）调音，定弦Someoneiscomingtomorrowtotunethepiano.明天会有些人来给钢琴调音。Para.11TUNEUP33/124调整，调好(tokeep...safe/tourge/mechanics/tomakesure/totuneup)Inordertokeepdriverssafe,mechanicsareurgedtomakesurethatcarenginesareproperlytunedup.totuneup短语逆译短语应用为了确保司机安全，一定要敦促机械师确保汽车发动机已调整好。意群提醒LanguagefocusPracticalphrasesPara.1134/124洋洋得意/怒气冲冲(graduatefromuniversity/swellwithpride)Herheartswelledwithprideasshestoodwatchingherdaughtergraduatefromuniversity.短语逆译短语应用当她站在那儿看到她女儿大学毕业时，内心充满了骄傲。意群提醒toswellwithpride/angerLanguagefocusPracticalphrasesPara.1535/124LanguagefocusUsageNotePara.5distinguished,distinctive,distinct这三个词词形相近，但意思有很大差异，不能交换使用distinguished指

“卓越；出色；著名”Hisgrandfatherhadbeenadistinguisheduniversityprofessor.他曾祖父曾是一位出色大学教授。distinctive指

“(特征、性格或外表)独特，有显著不一样”。强调

“表示差异”、

“有特色”、“特殊”Irenehadaverydistinctivevoice.艾琳有一个非常独特声音。distinct表明“分明、明了、清楚”Ihavethedistinctfeelingthatmyfrienddidnotrealizewhatwashappening.我显著感到我朋友并未觉察所发生一切。distinct另一个词义是“显著不一样；有区分”Ourinterestswerequitedistinctfromthoseofthem.我们兴趣与他们截然不一样。现将distinct和distinctive用在一个句子里面，方便区分Oneofthedistinctivefeaturesofthisbookisitsdistinctillustrations.这本书很显著特色一直就是其有着清楚明了图解。36/124LanguagefocusUsageNotePara.5deficit:n.[C]alackofaquality,skill,orabilitythatyoushouldhave

（素质、技能或能力）缺乏、不足knowledge/language/sleepdeficit知识、语言、睡眠缺乏2)theamountbywhichsth.islessthanyouneedorshouldhave

赤字；亏损；逆差Owingtotheheavydeficit,thecompanyisapparentlyonthevergeofbankruptcy.因为巨额亏损，该企业很显著已到了破产边缘。NoteTheworddeficitismainlyusedinthesecondmeaning(赤字；亏损；逆差)

37/124LanguagefocusUsageNotePara.6nailsth.down:1)fastensth.tosth.elsewithnails钉；将某物钉牢Willyounaildownthatlooseboardinthefloor?请把那块松动地板钉牢好吗？2）（infml.）reachafinalanddefiniteagreementordecisionaboutsth.最终决定；对某事作出定论Twodaysisn’tenoughtonaildownthedetailsofanagreement.要把协议全部细节都确定下来，两天时间是不够。38/124LanguagefocusUsageNotePara.6proclaim,claimproclaim是正式宣告或公开宣告，“宣告”汉字意思比“申明”要严厉:(fml.)saypubliclyorofficiallythatsth.importantistrueorexists。Thegovernmenthasproclaimedanewlaw.政府公布了一箱新法令。claim是依据权力申明，依据权利要去索赔，依据权利认领；“声称；断言；主张”Theyclaimtohavediscoveredacureforthedisease.他们声称已经发觉了治疗此病方法。“要求；索赔”Theoldmanclaimedtheland.老人要求得到这块土地。39/124LanguagefocusUsageNotePara.7scandal:n.1)[sing.]asituationthatshocksyouandmakesyouangry,esp.onethatyouthinksb.inauthorityshouldchange（尤指当局本应改变）令人震惊事，引发愤慨事Itisascandalthatapersoncanbestoppedbythepolicefornoreason.警察竟能够毫无理由地拦人，这很令人震惊。2)[C]aneventinwhichsb.,esp.sb.important,behavesinabadwaythatshockspeople(尤指牵涉著名人士)丑闻，丑事Theofficialgotinvolvedinascandalandwasforcedtoresignweekslater.那位官员卷入了一桩丑闻，几个星期后被迫辞职。40/124LanguagefocusUsageNotePara.7moreover,however,consequently,also,etc.Moreover在剧中用作连接副词，用于表示补充或增加信息，类似连接副词还有therefore,however,also,furthermore等，因果、转折、递进等。这类词能够位于拒收，也能够位于句中。Shesawthattherewasindeedamanimmediatelybehindher.Moreover,hewasobservingherstrangely.她看到确实又一个人紧跟在她身后。而且，他还在怪异地观察着她。Theharmfuleffectofthedryweatheronwildflowers,however,hasbeenenormous.可是，干燥天气对野生花卉有害影响是巨大。Hehasseenthesituationbeforeandhasconsequentlydevelopedafeelingforwhatwillhappennext.他以前见过此情形，所以知道接下来会发生什么。Hisfirstbookwaspublishedin1932,anditwasfollowedbyaseriesofnovels.HealsowroteabookonBritishpubs.他第一本书于1932年出版，接着他出版了一系列小说。他还写了一本

相关英国酒吧书。41/124LanguagefocusUsageNotePara.7exposure:

[sing.,U]thechancetoexperiencenewideas,waysoflife,etc.接触；体验Exposuretoasecondlanguageshouldtakeplaceinelementaryschool.孩子们应该从小学就开始接触第二语言。[U]whensb.isinasituationwheretheyarenotprotectedfromsth.dangerousorunpleasant显露ThedoctortoldPennythattoomuchexposuretothesunisbadfortheskinandmaycausecancer.医生对彭妮说在太阳底下晒太阳对皮肤有害，可能还会致癌。Note

exposure是动词expose名词形式，动词expose惯用于短语be/getexposedto中，表示“接触、体验”。Somechildrenareneverexposedtoclassicalmusic.有些孩子们从来没有接触过古典音乐。42/124LanguagefocusUsageNotePara.7adequate:a.enoughinquantityorofagoodenoughqualityforaparticularpurpose足够；充分；合乎需要Peopleaccusedthegovernoroffailingtotakeadequatemeasureswhichcouldhavepreventedthedisaster.人们指责该州长对原来能够防止灾难没有采取充分办法。adequate,abundantadequate表示“在数量或质量上足以满足特定标准”，强调刚好够用、没有多出。Hedoesn’tearnalargesalarybutitisadequateforhisneeds.他挣钱不多，但也够用了。abundant

表示“充裕；绰绰有余”，强调数量很多或充分有余。Wehaveabundantproofofhisguilt.我们有他犯罪充分证据。43/124LanguagefocusUsageNote★jerk:n.[C]asuddenquickmovement猛一动；猝然一动Theoldbusstartedwithajerk,sothepassengersshookallofasudden.那辆旧公共汽车猛地一动，车上乘客都突然摇摆了一下。

★jerky:a.movingroughlywithmanystartsandstops（在进行中）不平稳，颠簸Afterthebuscametoajerkyhalt,thepassengersgotoffthebushurriedly.公共汽车颠簸着停下来以后，乘客们都慌忙下车了。Para.844/124LanguagefocusUsageNote★function：n.[C,U]thepurposethatsth.has,orthejobthatsb.orsth.does(事物)功效；作用；（某人）职责Oneofthechieffunctionsofeducationistoequipfuturecitizenswiththeirplacesinsociety.教育主要职能之一是帮助未来公民在社会上找到自己位置。vi.workoroperateinthecorrectway正常动作；正常运转IftheInternetstoppedfunctioning,theconsequentlossescouldbemeasuredintensofbillionsofdollars.假如因特网停顿运作，由此产生损失可用数百亿美元来衡量。Para.1045/124LanguagefocusUsageNote★scratch:n.[C]1)(from~)fromapointwherenothinghasbeenthere.soyouhavetodoeverythingyourself从零开始；从头开始；白手起家Itmaybethefirsttimeinyearswhenyouhavehadtostartfromscratchmakingnewfriends.这可能是多年来第一次你不得不从头开始结交新朋友。2)athinmarkorcutonthesurfaceofsth.oronsb.’sskin

（物件或皮肤上）刮痕，划痕Thescratchonthewatchwasalmosttoominutetosee.手表上划痕几乎小得看不见。Para.1046/124LanguagefocusUsageNote★beneficial:a.havingagoodeffect有利；有帮助；有用比如：Theresearcherisattemptingtoshowhowparentscanhavebeneficialconversationswiththeirchildren.这位研究者正试图示范父母能够怎样跟他们孩子展开有益对话。

Note

beneficial常与to连用，引出对谁有利、有帮助、有用。比如：.Cyclingishighlybeneficialtohealthandtheenvironment.骑自行车对身体和环境都大有裨益。Para.1347/124LanguagefocusUsageNotePara.13★asset:n.1)[C]amajorbenefit有利条件；优点Knowingaforeignlanguageisanimportantskill,amajorsocialandbusinessassetthatwillbringnewlifetotheworldsoftravelandentertainment.懂外语是一门主要技能，是蹲进社交和商贸一个有利条件，它会给旅游和娱乐业带来新生机。2)[Cusu.pl.]thethingsthatacompanyowns,thatcanbesoldtopaydebts资产；财产Inadditiontothemoneyinabankaccount,myassetsincludemyhouse,mycar,andmyfurniture.除了银行账户里钱以外，我资产还包含房子、车子和家俱。48/124LanguagefocusUsageNotePara.11adjust,adapt当表示“适应…环境”时，adjust和adapt差不多。常与to搭配。能够说adjust(sth./oneself)tosth.和adapt(sth./oneself)tosth.。其中adjust和adapt互为同义词。OnceyougettotheUnitedStates,youwillhavetoadjustyourselftoacompletelynewlifestyle.一旦你到了美国，你就需要进行调整，以适应美国全新生活方式。Thechildrenfoundithardtoadapttothenewschool.这些孩子们发觉极难适应这所新学校。adjust作及物动词用时，还有“”调整；使…适合；校准“之意，而adapt不表示此意。Adjustaradio(dial)调准收音机选台指针adjustcoloronaTV调整电视色彩adjustone’stieinamirror照镜子整理领带adjustatelescopetoone’seyes调整望远镜使之适合眼睛观看adapt作及物动词时，还有“（改装）使适合；改变“之意，其同义词是modify,不是adjust。Theseteachingmaterialscanbeadaptedforolderchildren。这些教材修订一下能够给大一点孩子用。49/124FunctionalPatternsFunctions&Usages1.Ifsb./sth.do/issth.,thenperhaps…用于表述“在特定条件下可能发生事情”。2.Sb.failtodosth….,whilesb.shoulddosth….用于表述“实际情况与预期反差”。3.Whilesth./sb.is/does…,sth./sb.elseis/does…用于表述“人与人或事与事之间反差”。LanguagefocusFunctionalpatterns50/124假如我是唯一一个还在纠正小孩英语家长，那么我儿子可能是正确。原句译文逆译练习IfI

amtheonlyparentwhostillcorrectshischild’sEnglish,thenperhapsmysonisright.句型提炼LanguagefocusFunctionalpatternsPara.151/124Ifsb./sth.do/issth.,thenperhaps…句型提炼应用提醒用于表示“在特定条件下可能发生事情”。句型应用LanguagefocusFunctionalpatternsPara.152/124(makeupyourmind/agoldenchance)经典例句假如你依然无法下定决心，那么你可能会失去提升自己绝佳机会。意群提醒Ifyoustillcannotmakeupyourmind,thenperhapsyouwillloseagoldenchanceofimprovingyourself.LanguagefocusFunctionalpatternsPara.153/124学校有责任教会年轻人进行有效语言沟通，可他们并没把语言基本框架——准确语法和恰当词汇——充分地传授给学生。原句译文逆译练习Schoolsfailtoadequatelyteachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathofcompetentcommunication.句型提炼LanguagefocusFunctionalpatternsPara.754/124sb.failtodo…,whilesb.shoulddo…句型提炼应用提醒用于表示“实际情况与预期反差”。句型应用LanguagefocusFunctionalpatternsPara.755/124(tomakepromptresponseto/taketheresponsibilityof/toensure)经典例句政府有责任保障公民安全，可它并未采取强有力办法反抗连续增加犯罪。意群提醒Thegovernmentfailedtomakepromptresponsetoincreasingcrimes,whiletheyshouldtaketheresponsibilityofensuringitscitizens’safety.LanguagefocusFunctionalpatternsPara.756/124路线图会把你带到目标地，而一台好车却能让你完全陶醉于旅途全部景色、声音及经历之中。原句译文逆译练习Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.句型提炼LanguagefocusFunctionalpatternsPara.1257/124Whilesth./sb.is/does…,sth./sb.elseis/does…句型提炼应用提醒用于表示“人与人或事与事之间反差”。句型应用LanguagefocusFunctionalpatternsPara.1258/124(tokeepstudents’mindsopentosth./tobefullof)经典例句勉励使学生乐于接收新知识，处罚则使学生充满挫败感。意群提醒Whileencouragementwillalwayskeepstudents’mindsopentonewknowledge,punishmentmaymakestudentsfulloffrustration.LanguagefocusFunctionalpatternsPara.1259/124课文译文一堂难忘英语课1

假如我是唯一一个还在纠正小孩英语家长，那么我儿子可能是正确。对他而言，我是一个乏味怪物：一个他不得不听其教诲父亲，一个还沉湎于语法规则人，对此我儿子似乎颇为反感。60/124课文译文

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我以为我是在最近偶遇我以前一位学生时，才开始对这个问题认真起来。这个学生刚从欧洲旅游回来。我满怀着真挚期待问她：“欧洲之行怎样？”3

她点了三四下头，绞尽脑汁，苦苦寻找恰当词语，然后惊呼：“真是，哇！”4

没了。全部希腊文明和罗马建筑辉煌竟然囊括于一个浓缩、不完整语句之中！我学生以“哇！”来表示她惊叹，我只能以摇头表示比之更强烈忧虑。61/124课文译文5

关于正确使用英语能力下降问题，有许多不一样故事。学生确实本应该能够区分诸如their/there/they‘re之间不一样，或区分complimentary跟complementary之间显而易见差异。因为这些知识缺点，他们承受着大部分不该承受批评和指责，因为舆论认为他们应该学得更加好。62/124课文译文6

学生并不笨，他们只是被周围所看到和听到语言误导了。举例来说，杂货店指示牌会把他们引向stationary（静止处），即使便笺本、相册、和笔记本等真正stationery（文具用具）并没有被钉在那儿。朋友和亲人常宣称They'vejustate。实际上，他们应该说They'vejusteaten。所以，批评学生不合乎情理。63/124课文译文7对这种缺乏语言功底而引发负面指责应归咎于我们学校。学校应对英语熟练程度制订出更高标准。可相反，学校只教零星语法，高级词汇更是少之又少。还有就是，学校年轻教师显然缺乏这些主要语言结构方面知识，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语言沟通，可他们并没把语言基本框架——准确语法和恰当词汇——充分地传授给学生。64/124课文译文8因为语法对大多多年轻学生而言枯燥且乏味，所以我以为讲授语法得一步一步、重视技巧地进行。有一天机会来了。我跟儿子开车外出。我们出发时，他看到一只小鸟飞得很不稳，就说：“它飞不稳。”（It'sflyingsounsteady.）我小心翼翼地问：“儿子，鸟怎么飞?”“有问题吗？我说得不对吗？（DidIsayanythingincorrectly?）”他一头雾水。“太好了，你说是incorrectly而不是incorrect。我们用副词来描述动词。所以，要用unsteadily来描述鸟飞，而不是unsteady。”65/124课文译文9

他对我纠正很好奇，就问我什么是副词。我慢慢解释道：“副词是用来修饰动词词。”这又造成了他问询我什么是动词。我解释说：“动词是表示行为词，比如：父亲开卡车。‘开’是动词，因为它是父亲在做事。”66/124课文译文10

他开始对表示行为词产生兴趣，所以我们又罗列了几个动词：“飞行”、“游泳”、“跳水”、“跑步”。然后，他又好奇地问我，其它词有没有说明它们使用方法和功效名称。这就引发了我们对名词、形容词和冠词讨论。在短短十分钟驾驶时间内，他从对语法一无所知到学会了句子中主要词语词性。这是一次毫无痛苦而又非常有趣学习经历。67/124课文译文11

可能，语言应该被看成是一张路线图和一件珍品：我们要经常查看路线图（查对语法）和调整汽车引擎（调整词汇）。学好语法和掌握大量词汇就好比拿着路线图在车况良好车里驾驶。68/124课文译文12

路线图为你旅行提供所需基本路线和路途指南，可是它不会告诉你一路上你终究会看见什么树或什么花，你会遇见什么样人，或会有什么样感受。这里，词汇会使你旅途变得五彩缤纷、栩栩如生。大量词汇让你享受到开车途中所见点点滴滴。借助语法和丰富词汇，你就有了灵活性，掌控自如。路线图会把你带到目标地，而一台好车却能让你完全陶醉于旅途全部景色、声音及经历之中。69/124课文译文13

对学生来说，有效、准确且富有成效沟通技能取决于语法和词汇这两大有利条件，可是学校并没有教他们这些。70/124课文译文14就在今天早上，我跟儿子吃早饭时，我想把牛奶加入我茶里。“父亲，”他说，“假如我是你话，我不会这么做。牛奶会变酸。（IfIwereyou,Iwouldn'tdothat.It'ssour.）”15“哦，上帝！”我满怀着无比骄傲说道，“这是一句语法完全正确句子。你用了were而不是was。”16“我知道，我知道，”他愉悦地舒了口气，“这是虚拟语气！”17

这下轮到我“哇！”了。71/124Translateaparagraphbasedonasummaryofthetextbyusingtheexpressionsfromthetext.Paragraphtranslation72/124尽管很多学生反感英语，经常对英语学习感到迷茫，他们依然以为必须学好英语。那么老师怎样使学生英语学习之旅变得愉快呢？有效、准确且有益沟通技能取决于语法和词汇。tobeallergictotogetlosttofeelobligedtodoENGLISHParagraphtranslation73/124所以，对于那些缺乏语言功底，需要从头学起学生来说，教授语言基本框架，准确语法和恰当词汇是非常有道理。学好语法和掌握大量词汇就好比拿着路线图在车况良好车里驾驶。languagedeficittolearnfromscratchtomakesensewell-conditionedENGLISHParagraphtran