新视野大学英语第二册unit+1+单词+课文

Unitl的事，引起愤慨的事2[C]（尤指牵涉知名人士的）丑闻，

Newwords丑事

tediousa.冗长乏味的thrustv.猛推；猛塞

obligevt.迫使；使负有义务proficiencyn.[U]熟练；精通

absorbeda.极感兴趣的；全神贯注的；专注的moreoverad.[ml.）而且；再者；此外

allergica.不喜欢某事；对某事反感；过敏的evidentlyad.明显地；显然

excursionn.短途出行；远足exposuren.1[sing.,U]接触；体验2[U]暴露

earnesta.非常认真的；郑重其事的adequatea.足够的；充分的；合乎需要的

exclaimv.（由于惊奇、气愤或激动）呼喊，惊叫adequatelyad.足够地；充分地

whoainterj.哎呀，哇（表示惊讶或认为某事物令人赞competenta.合格的；能干的

叹）jerkn.猛的一动；猝然一动

civilizationn.文明（社会）jerkya.（在行进中）不平稳的，颠簸的

architecturen.[U]1建筑风格；建筑式样2建筑学functionn.[C,U]（事物的）功能，作用；（某人的）

capturevt.1（用文字或图片）记录下，描述，捕捉2职责vi.正常工作；正常运转

俘虏；逮捕spann.[C]（两个日期或事件之间的）时距，期间

condensevt.将（讲话或文章）压缩scratchn.[C]1（from~）从零开始；从头开始：白手

condenseda.压缩的起家2（物件或皮肤上的）刮痕，划痕

exceedvt.超过；超出tunevt.1（also~up）调整，调节（发动机）使达到最

distressn.忧虑；苦恼；悲伤佳状态2为（乐器）调音，定弦

distinguishv.区分；辨别adjustv.调整；调节vi.适应

distinctivea.与众不同的；特殊的；特别的destinationn.[C]目的地；终点

complimentarya.1免费赠送的2赞美的；钦佩的precisea.精确的；准

complementarya.互为补充的；互补的beneficiala.有利的；有帮助的；有用的

bulkn.（某物的）大部分，多半assetn.1[C]有利条件；长处2[C,usu.pl.]资产；财

criticismn.批评;批判：指责产

deficitn.[C]1（素质、技能或能力的）缺乏，不足2soura.酸的

赤字；亏损；逆差subjunctivea.（语法中的）虚拟语气的n.（语法中的）

dumba.愚蠢的虚拟语气

groceryn.1[C]超级市场2（~ies）[pl.]食品杂货

stationarya.不（移）动的；静止的Phrasesandexpressions

stationeryn.[U]文具be/feelobligedtodosth.（因形势、法律、义务等

padn.[C]1便笺本；拍纸簿2垫；衬垫；护垫关系而）非做不可，迫使

albumn.[C]（收存照片、邮票等的）簿，册get/beseriousabout对…是认真的；并非开玩笑的

proclaimvt.（fml.）宣称；宣布；声明runintosb.（infml.）偶然遇见某人全然忘记了她的生

scandaln.1[sing.]（尤指当局本应改变的）令人震惊日。

freshfrom刚从…来的；刚有…经历的

distinguishbetween区分；辨别

nailsth.Down1钉;将某物钉牢2(infml.)最终确定;

对某事作出定论

thruststh.uponsb.(usu.passive)迫使某人做某事;

迫使某人接受某事

get/feel/belost迷惘；困惑;不知所措

become/beattractedtosth.对某事/物产生兴趣

outofcuriosity出于好奇

lookuponsb./sth.as把某人/某物看作

beequippedwithsth.以…为装备;配备…

swellwithpride/anger,etc.洋洋得意/怒气冲冲等

AnimpressiveEnglishlesson

1IfIamtheonlyparentwhostillcorrectshischild'sEnglish,thenperhapsmysonis

right.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandaman

absorbedintherulesofgrammar,whichmysonseemsallergicto.

2IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformer

students,freshfromanexcursiontoEurope."Howwasit?"Iasked,fullofearnest

anticipation.

3Shenoddedthreeorfourtimes,searchedtheheavensfortherightwords,andthen

exclaimed,"Itwas,like,whoa!"

4Andthatwasit.ThecivilizationofGreeceandthegloryofRomanarchitecture

werecapturedinacondensednon-statement.Mystudent's"whoa!"wasexceeded

onlybymyhead-shakingdistress.

5TherearemanydifferentstoriesaboutthedownturnintheproperuseofEnglish.

Surelystudentsshouldbeabletodistinguishbetweentheir/there/they'reorthe

distinctivedifferencebetweencomplimentaryandcomplementary.Theyunfairlybear

thebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethat

theyshouldknowbetter.

6Studentsarenotdumb,buttheyarebeingmisledeverywheretheylookandlisten.

Forexample,signsingrocerystorespointthemtothestationary,eventhoughthe

actualstationeryitems-pads,albumsandnotebooks-arenotnaileddown.Friends

andlovedonesoftenproclaimthey'vejustatewhen,infact,they'vejusteaten.

Therefore,itdoesn'tmakeanysensetocriticizeourstudents.

7Blameforthescandalofthislanguagedeficitshouldbethrustuponourschools,

whichshouldbesettinghighstandardsofEnglishlanguageproficiency.Instead,they

onlyteachalittlegrammarandevenlessadvancedvocabulary.Moreover,the

youngerteachersthemselvesevidentlyhavelittleknowledgeofthesevitalstructures

oflanguagebecausetheyalsowentwithoutexposuretothem.Schoolsfailto

adequatelyteachtheessentialframeworkoflanguage,accurategrammarandproper

vocabulary,whiletheyshouldtaketheresponsibilityofpushingtheyoungontothe

pathofcompetentcommunication.

8Sincegrammarisboringtomostoftheyoungstudents,Ithinkthatitmustbe

handleddelicately,stepbystep.ThechancecamewhenonedayIwasdrivingwith

myson.Aswesetoutonourtrip,henoticedabirdinjerkyflightandsaid,"It's

flyingsounsteady."Icarefullyasked,"Myson,howisthebirdflying?""What's

wrong?DidIsayanythingincorrectly?"Hegotlost."Great!Yousaidincorrectly

insteadofincorrect.Weuseadverbstodescribeverbs.Therefore,it'sflying

sounsteadilybutnotsounsteady''

9Curiousaboutmycorrection,heaskedmewhatanadverbwas.Slowly,Isaid,"It's

awordthattellsyousomethingaboutaverb."Itledtohisaskingmewhataverbwas.

Iexplained,"Verbsareactionwords;forexample,Daddrivesthetruck.Driveisthe

verbbecauseit'sthethingDadisdoing."

10Hebecameattractedtotheideaofactionwords,sowelistedafewmore:fly,swim,

dive,run.Then,outofhisowncuriosity,heaskedmeifotherwordshadnamesfor

theiruseandfunctions.Thisledtoadiscussionofnouns,adjectives,andarticles.

Withinthespanofa10-minutedrive,hehadlearnedfromscratchtothemajorparts

ofspeechinasentence.Itwaspainlesslearningandgreatfun!

11Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:

oftenstudytheroadmap(checkgrammar)andtuneupthecarengine(adjust

vocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoad

mapinawell-conditionedcar.

12Theroadmapprovidestheframeworkandguidanceyouneedforyourtrip,butit

won'ttellyouexactlywhattreesorflowersyouwillsee,whatkindofpeopleyouwill

encounter,orwhattypesoffeelingsyouwillbeexperiencingonyourjourney.Here,

thevocabularymakesthejourney'struecolorscomealive!Agoodvocabulary

enablesyoutoenjoywhateveryouseeasyoudrivealong.E