新视野三版读写2unit1textA课后练习答案分析解析

•ReadingcomprehensionUnderstandingthetext1.Becauseheistiredoflisteningtohisfatherandheisnotinterestedingrammarrules.2.ThecivilizationofGreeceandgloryofRomanarchitecturearesomarvelousandremarkablethattheyshouldbedescribedatleastinabriefaccount;however,whatthestudentcoulddowasonlyonesingleutterance:“whoa!”withoutanyspecificcomment.•ReadingcomprehensionUnderstandingthetext3.Becausetheschoolsfailtosethighstandardsoflanguageproficiency.Theyonlyteachalittlegrammarandlessadvancedvocabulary.And,theyoungerteachersthemselvesevidentlyhavelittleknowledgeofthesevitalstructuresoflanguage.4.Becauseteachinggrammarisnotaneasyjobandmostofthestudentswilleasilygetboredifit’snotproperlydealtwith.5.Hefamiliarizedhissonwithdifferentpartsofspeechinasentenceanddiscussedtheirspecificgrammaticalfunctionsincludinghowtouseadverbstodescribeverb.•ReadingcomprehensionUnderstandingthetext6.BecausethesonhadneverheardaboutthevariousnamesandfunctionsofwordsinanEnglishsentencebefore.7.Theauthoruse“roadmap”and“car”todescribegrammarandvocabulary.Here,“roadmap”isconsideredasgrammarand“car”asvocabulary.8.Sincethesubjunctivemoodhissonusedisafairlyadvancedgrammarstructure,theinterjection“whoa!”reflectsthetremendouspridethefatherhadtowardhisson;italsoreflectstheauthor’shumorinusingthewordbecauseitwasonceusedbyhisstudent,thoughintwodifferentsituationsandwithtwodifferentfeelings.•Criticalthinking1.WhatarethemostimportantfactorsthatencouragestudentstolearnEnglish?MotivationfamilysupportPeerpressureFinancialstatusFuturecareergoal•Criticalthinking2.DoyouthinkEnglishgrammarhelpsyoualotinlearningEnglish?Whyorwhynot?Englishgrammarhelpsalotinthefollowing:Ordersentencecorrectly.Usewordsproperly.TalkwithotherEnglishspeakersconfidently.Englishgrammarisoflittlehelp:Onlygivesrulesthatarehardtoremember.Isnothelpfulinareallifesettingduetothelimitedtimetothinkandrecalltherules.Notalwaysapplicabletothereallanguage,especiallyidioms.•Criticalthinking3.Inwhatwayscanteachersimprovethetechniqueofteachinggrammar?Usemorecommunicativeways.Encouragealotofinteractions.Putsentenceinameaningfulcontexts•Criticalthinking4.Howcanstudentsmoreeffectivelyenlargetheirvocabulary?ReadmoreEnglishfromonlinesources.ListentoEnglishradio/watchEnglishTV/watchEnglishonlinevideos.TalkoftenwithEnglishspeakers.Listencarefullyandextensively.UsedictionarytolookupunfamiliarwordsUsenewwordsasoftenaspossible•Criticalthinking5.HowcanyouenhanceyourreadingandwritingskillsinEnglish?ReadEnglishnewspapers,magazines,andbooks.WriteEnglishasoftenaspossible.WriteemailsinEnglish.•LanguagefocusWordsinuse31condense2exceed3deficit4exposure5asset6adequate7competent8adjusting9precisely10beneficial•Wordbuilding4managerialeditorialsubstancesurvivaltraditionmarginconsistencyaccuracyefficientrecoveryministryassembly•Wordbuilding51editorial2recovery3accuracy4substance5managerial6margin7assembly8Ministry9survival10tradition11consistency12efficientBankedcloze61L2C3J4A5I6O7N8E9H10F•Expressionsinuse71feelobligedto2beseriousabout3runinto4distinguishbetween5thrustupon•Expressionsinuse76wasallergicto7getlost8beattractedto9makesense10lookeduponas•Translation9人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。与其他语言一样，英语也发生了很大的变化。英语的历史可以分为三个主要阶段：古英语，中古英语和现代英语。英语起源于公元5世纪，当时三个日耳曼部落入侵英国，他们对英语语言的形成起了很大的作用。在中世纪和现代社会初期，英语的影响遍及不列颠群岛。从17世纪初，它的影响力开始在世界各地显现。欧洲几百年的探险和殖民过程导致了英语的重大变化。今天，由于美国电影、电视、音乐、贸易和技术、包括互联网的大受欢迎，美国英语的影响力尤其显著。•Translation10Chinesecalligraphyisauniqueartandtheuniquearttreasureintheworld.TheformationanddevelopmentoftheChinesecalligraphyiscloselyrelatedtotheemergenceandevolutionofChinesecharacters.Inthislongevolutionaryprocess,Chinesecharactershavenotonlyplayedanimportantroleinexchangingideasandtransmittingculturebutalsodevelopedintoauniqueartform.Calligraphicworkswellreflectcalligraphers'personalfeelings,knowledge,self-cultivation,personality,andsoforth,thusthereisanexpressionthatseeingthecalligrapher'shandwritingislikeseeingtheperson.AsoneofthetreasuresofChineseculture,Chinesecalligraphyshinessplendidlyintheworld'streasurehouseofcultureandart.