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