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1、Unit1AnimpressiveEnglishlesson1 IfIamtheonlyparentwhostillcorrectshischild'sEnglish,thenperhapsmysonisright. Tohim,Iama tedious oddity:afatherheisobliged tolistentoandaman absorbed intherulesofgrammar,whichmysonseems allergic to.2 IthinkIgotseriousaboutthisonlyrecentlywhenIra
2、nintooneofmyformerstudents,freshfroman excursion toEurope. "Howwasit?"Iasked,fullof earnest anticipation.3 Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthen exclaimed,"Itwas,like, whoa!"4 Andthatwasit. The civilization ofGreeceandthegloryofRoman architectur
3、e were captured ina condensed non-statement. Mystudent's"whoa!"was exceeded onlybymyhead-shaking distress.5 TherearemanydifferentstoriesaboutthedownturnintheproperuseofEnglish. Surelystudentsshouldbeableto distinguishbetween their/there/they're orthe distinctive differencebet
4、ween complimentary and complementary. Theyunfairlybearthe bulk ofthecriticism fortheseknowledge deficits becausethereisasensethattheyshouldknowbetter.6 Studentsarenot dumb,buttheyarebeingmisledeverywheretheylookandlisten. Forexample,signsin grocery storespointthemtothe statio
5、nary,eventhoughtheactual stationery items— pads, albums andnotebooks—arenotnaileddown. Friendsandlovedonesoften proclaim they'vejust ate when,infact,they'vejust eaten. Therefore,itdoesn'tmakeanysensetocriticizeourstudents.7 Blameforthe scandal ofthislanguagedeficitshouldbe th
6、rust uponourschools,whichshouldbesettinghighstandardsofEnglishlanguage proficiency. Instead,theyonlyteachalittlegrammarandevenlessadvancedvocabulary. Moreover,theyoungerteachersthemselves evidently havelittleknowledgeofthesevitalstructuresoflanguagebecausetheyalsowentwithout
7、exposure tothem.Schoolsfailto adequately teachtheessentialframeworkoflanguage,accurategrammarandpropervocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothepathof competent communication.8 Sincegrammarisboringtomostoftheyoungstudents,Ithinkthatitmustbehandled
8、delicately,stepbystep. ThechancecamewhenonedayIwasdrivingwithmyson.
