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新概念英语原作者亚历山大教授在北京外国语大学的演讲原文

新概念英语原作者亚历山大教授在北京外国语大学的演讲原文Professor L.G Alexander, who is well-known for almost every household in China, especially the learners of English, is a prolific author. I can remember that my first English textbook is written from him, the first volume of New Concept English. Thanks to his works, I began to get to Since that time, the name of the writer L.G Alexander has been deeply rooted in my heart. The speech here which he was given in Peking foreign studies university in 2005 was the last one before he died. So I think it’s memorable and inspiring one which you can learn so many useful things about English language learning.

第一部分：

北京外国语大学副校长何其莘教授的致辞：

Good afternoon, ladies and gentlemen:

First of all, it is my great pleasure to extend(向…至祝词) a warm welcome on behalf of the host institution Peking foreign studies university to all the teachers and students from other colleges and universities in Beijing. As far as I can remember, it’s quite uncommon for such large number of students from various institutions in Beijing to be together. But today is a very special occasion. Because you can see, from the band behind me, we are here to meet a very special man, a man of international eminence, a man who has been enjoying ever since the late 1970s, and ever growing popularity among the Chinese readers, especially Chinese learners of English. So, and his name is Louis Alexander. The name of Professor Alexander is known for almost every household in China. For the simple reason that he is the author of new concept English, the first circulated English textbook in China in the last twenty years. So it is not surprising that the receptionist at the Xianggelila hotel recognized his name immediately while he was filling up the registration form and took behind from the registration counter a new copy of new concept English asking for a signature. Professor Alexander is a prolific (fruitful,多产的) author, and his name is associated with dozens of books in the field of

English language teaching, such as “let’s listen and learn” and the well-known English TV series “follow me”. So it is very fortunate for us to have Professor Alexander today and I’m sure with his expertise in English language teaching his lecture will be most informative and inspiring as well.

英国朗文出版亚洲有限公司董事长William Shen先生致辞：

Good afternoon, ladies and gentlemen:

Thank you professor He Qixin and Li Pengyi of foreign language teaching and research press president for inviting me here today. It gives me great pleasure to introduce Mr. Louis Alexander to you all who has been an author with Longman for more than 30 years. And the relationship between Longman and Mr. Alexander is not only very long, but also highly successful. Longman is one of the largest English language textbook publishers in the world, while Mr. Alexander is probably the most famous English language teaching author in the world. Now as I heard from Professor Mr. He Qixin in China the most well-known works done by Professor Alexander is two: “Follow M e”, and “New Concept English”, which I’m sure you’re all quite familiar with. When we arrived in Beijing 2 days ago, we were again reminded how successful New Concept English is. As we were checking in that hotel, and before even we managed to get all about keys, the girls behind the counter recognized Mr. Alexander’s name, and they all produced their books and asked for the signature. Anyway, I hope you’ll enjoy Alexander’s talk today, and you’ll get this good opportunity to ask a lot of questions about English language today. Thank you.

外语教学与研究出版社社长李鹏义先生致辞：

Good afternoon, ladies and gentlemen:

Please allow me on behalf of foreign language teaching and research press to extend my thanks to Professor L.G Alexander who has come near all the

way(从伦敦远道而来) from London to Beijing. My special thanks to Mr. William Shen, the president of Longman Asia Limited and his colleagues. And I would also like to express my thanks to Professor He Qixin, vice president of Beijing Foreign Studies University and all the attendants. L.G. Alexander is a name, familiar to almost all English language teachers and the learners here in China. I’m quite sure that an overwhelming majority of those w ho’re attending today’s lecture have in one we all know that benefit from the textbook he has composed for learners of English as a secondary language. Regarding to English language teaching materials, I would like to underline here that my press is one of the few major publishing houses in this area in the country. We have published many series English language teaching materials, ranging from those for children, for middle school students, for college students and for adult learners. In the passed few years, taking up the challenge of the competition in the publishing market, our international activities are increasingly significant. We have established the close ties with world famous publishers like Longman Asia limited. Our long-term international cooperations have been very fruitful. And today is an important occasion symbolizing another significant cooperation with our international partner. We are joining to make planning for textbook projects involving Longman Asia Limited and Foreign Language teaching and research press with Professor L.G. Alexander. This cooperation I’m quite sure will not only benefits the presses involved, but also the English language teachers and learners here in China. I’m afraid we have to wait for some time for the new books to be out. But I know you can’t wait to here Professor L.G. Alexander to speak to us. So, with great pleasure I’ll give the chair to him. Thank you.

第二部分：

亚历山大教授的演讲：

Good afternoon, ladies and gentlemen:

First I’d like to thank my colleagues for the very generous introduction

and particularly now I’d like to thank you all for coming on this occasion. It’s great privilege to be here, to be able to address you and to satisfy your curiosity. I know for many years for teaching experience when I was a young teacher, especially and I had a textbook in my hand, and I kept looking at the same name and kept wondering, I wonder what is this person like, I wonder if I could meet him or her, I know that feeling’s very well and that feeling I hope we will satisfy this a fternoon. I know the name “Ya li san da” is well known to you from textbooks and so on. And it may surprise you to take care that this is my third visit here to Beijing. I have been here another two occasions: I came in 1981 when I spent a month travelling through the country; I came again in 1988, because I was associated with junior English for China with PEP and I’m here again at the invitation of the foreign language press and that is why I’m able through the generosity inviting me to be able to address you. We have a above now, I need a above now. I’ll speak to you about this subject-communication and grammar. When I finish speaking, just after 3:50 now, if you want to ask me any questions, you may, it’s a very large audience and it’s probably difficult for you to stand up and ask questions, but if you wish to write a question and there’s time I would be happy to answer it. But you have to have a question in language. My theme this afternoon is communication and grammar, in other words, the roll of grammar in English language teaching today. Does grammar still have relevance, I hear Mickey Mouse in the background, and does grammar still have relevance when we are teaching for communication. And I think that is a very important question. When we look at the way the language was taught in the past, we based language teaching on what we called grammar-translation method. All of you know about this method, consists of books which gave you a lot of rules with translation excises from English and into English, and you have to get the language right, get the grammar write, and you could spent many many years doing these excises and never become fluent in a language. There are very good reasons why you could never become fluent when using the

grammar-translation method. One of those reasons is that teachers were encouraged all the time to talk about the language, never to use it. And the language was somehow like a patient on the operating table with various doctors going over it, talking about it, but never doing anything to cure it and making a get up to walk again. And we’re concerned with is to make language alive, to consider the language is not some dead objects we study, but a performance skill. We think of language not how much we know about it, but how well we can perform it, how well speak it, how well we can understand it, how well we can use it and that is we are concerned with in language teaching today. I have been in classes where I heard a whole lesson of English conducted in student’s own language. I remember one lesson I attended where I heard a teacher speak for something like 15 minutes, and teacher spoken entirely in student’s language, I only heard three words of English during that lesson and those words were Anglo, Saxon and genitive. So, obviously if we teach like that we teach a living language as if it were a dead language, then that language remained permanently dead. So, one reason that students fail to learn through the grammar-translation method was they are always talk about the language. It was always knowledge, not performance; the second reason why students couldn’t learn from the grammar-translation method was they couldn’t transfer the language they have from a grammar book to re al life, so that language was permanently frozen. When I began teaching English as a young man, I was given one book to teach English from and it was called living English structure. It’s a set of dramatic al exercises with a rule at the top and lots of sentences to fill in the blanks and then the students somehow by some miracle were expected to perform from them. And I quickly realized that you couldn’t learn modern language in this way. You could use this information for certain purposes, but you couldn’t learn a language onl y in that way. You had to have human situations, you had to have texts, you had to have activities, you have to train students in four primary skills of understanding, speaking, reading and writing, because a language is not just a grammar. How have

things changed today?

For today’s emphasi s is on communication. We want to get students to perform in understanding, speaking, reading and writing. So that we have realized that one of the highest priorities when we are learning a language is listening comprehension everything begins with listening comprehension. You are exercising listening comprehension now. if you can’t understand what I’m saying, then you are in big trouble. And listening comprehension is the first step in language acquisition and what we have to train our students in before they can speak. They go through a kind of silent period while they are taking in a lot of language before they can give out a lot of language. That is a very very slow business, because learning a language is slow and cumulative. You can never learn a language in 24 hours as many advertisements promise you. I don’t know if you have this in China, but certainly in Europe. Newspapers are full of advertisements of how you can learn a language in 2 weeks of study. Learn to be a concert pianist of the 5 hours at the piano. Learn to a linguist after using this magic tape. Now if there were such simple solutions, you and I would surely know about them. We work all our life to learn languages. So they can’t be simple solutions. Why is it impossible to learn a languag e in a short period? The answer is listening comprehension. You can learn a lot of phrases, you can learn to ask a way to the station and order a couple of coffee and so on. But you have to listen to many hundred hours of English or any foreign language before you can understand it. And that is why it is a long-term study. Children of course are born with a language instinct that how we acquire our mother tongues. But when we are beyond the age of 5,6,7, life becomes more difficult when language acquisition is concerned. When speak of communication, we find that what we mean by communication is the ability to do things through language. If you look at all the textbooks, they are full of completely unnecessary bits of language, completely useless bits of language, things like this is my head and this is my nose and so on. And has she looked at the cows yet and so on. In other words, pieces of English you would never

use in several life styles. I want to quote an advertisement to you, which is from ATNT, the big American telephone company. I want you to try and understand what communicate as mean by communication. Telecommunication has the word communication in it, and it’s about telecommunication, and this is the advertisement reads like this, this machine communicates over 150 words per minute across oceans and less than one and half sends per word. It also listens, reacts, sympathizes, charms, persuades, pleads, apologizes, sews, explores, informs, explains and does whatever else it takes to solve the problem or close the sale. What’s this machine? Of course, this machine is telephone. And all these things that are spoken about here are what we do through language: listen, react, sympathize, charm, persuade, apologize, sew, explore, inform, explain and we can go on and on and on. Doing things through language is communication. And therefore, what we are concentrating on today is teaching communication skills. And we teach communication skills for primary skills—listening comprehension. We develop the speaking skills through training students to be socially appropriate, to use language that is appropriate. So when you have a guest, you don’t say, you say because you were been learnt imperative, you offer them something would you like, something to drink and so on. If you learn the imperative and you learn stand up, sit down, you may think that it’s the only way you can offer something to drink to someone. We have to learn socially appropriate ways of communicating with others. We also have to develop the reading skills, and there several different reading skills: skimming, scanning, reading for details and so on. And we also have to develop the writing skills, which mean controlling the syntax of a language that is the way sentences joining together. So communication is quite a complicated business. We can say in the past with the translation method, grammar was the master and communication was the servant. That is we began by teaching grammar and if communication resulted from that, that was a lucky coincidence. We say today that communication is the master and grammar is the servant. That is the way

things have changed. But has grammar disappeared? That is the question, and that is the question that I’m going to try to answer in the rest of this lecture. We must now look at grammar as a support system for learning a language. And I’m going to try to answer four questions: why do we teach grammar? What do we teach? When do we teach grammar? And how do we teach it? So there are four questions we should be looking at.

I t’s very reasonable to begin with the question why, because when we are speaking Chinese, when you’re speaking Chinese, do you think of grammar every time you have a conversation with your friends and your answer must be no! We are sitting at a restaurant, we are working in the garden, in the park and we have a conversation. I don’t think the grammar of Chinese ever and I’m thinking the grammar of English now as I’m speaking to you. And I’m saying I am not using the present perfect tense now, I am using the past tense. Of course not, In fact, if for a minute I think that I must use the past tense, something happens to me, I freeze, I can’t speak. In other words, grammar will interfere with my communicative skills. When you are riding a bicycle, you don’t con sider how it teaches you stay on the bicycle, the moment you think how it happens that I can balance on these two wheels. Once you stop thinking about that, what happens, you fall off. It’s like this story of the old man, granddad with a very long beard, and his grandchildren one morning said to him, “Granddad, when you go to bed at night, do you sleep with the beard under the sheet or over the sheet?” grand d ad said, “Why do you thought about that? I will tell you tomorrow morning.” So next morning, the grandchildren went to see the grandd ad and said, “Well, (he said) I was very cross with you.” “This is why, grand dad? Where was the beard when you slept last night?” he said, “that is the problem, I spent the whole night thinking about it and I didn’t get any sleep.”

So grammar is a bit like that. If we think too much about it, we can’t say anything, it’s anti-productive. When you want to speak English, you will sit in a corner and say, “I’ll begin with the present perfect, and I’ll move into the

past tense, sprinkling（用……点缀）a few adjectives, then I really slave them when I introduce the present perfect tense as well. They will really be impressed. If you try to do that, of course, you would never speak. So we can say that thinking about grammar is not a good thing, and we can not learn to communicate by thinking about grammar. But is it true that we never think about grammar when we communicate. And the answer to that question is well not entirely true. Imagine you are applying for a job, and you want to impress the person you are writing to with your curriculum vitae, with your CV, and what would the A mericans call “your resume”. And you are filing this out, and you then pick it up, you crush it up and throw into the bin. You try again, and you try again, and you keep throwing it away until you get it perfect. Why do you keep on doing this? Because you are monitoring yourself, and there are times when we think about the way we use language very very carefully. If you are talking to your boss, you are thinking about the language you are using very very carefully, you don’t come into the office in the morning and say, “hello, old thing, how are you today?” because that is not a appropriate way of speaking to your boss. You know you choose your words very carefully. If your boss says, “Well, did you do those report yesterday?” you don’t say, “Yeah, I’m knocked them off.” You say, “yes, sir. I …” And you explain very very carefully, choosing your words carefully. In other words, it’s not entirely true to say that we never think about language, we never think about grammar when we are communicating. We are always monitoring ourselves and we are always monitoring other people. When other people are using language badly we can hear it , we can say, “ I didn’t like the wa y he said that, I didn’t like the way she react ed to this”, because we didn’t like the language they use. I’m sure that it happens in Chinese as much as it happens in European languages. When we are learning a foreign language, we consistently have to fight a battle, and that is a battle with our own language, because our own language always wants to interfere with the target language. Every time we want to say something, we have to push aside our own language,

because it keeps coming up in front. And you only become successful doing this when we manage to suppress our own language and use the target language with some degree of fluency. So this means that grammar does have a role in language teaching. It is not something that we are completely unconscious. And I think there are three good reasons why we still need grammar. The first reason is that when we are teaching English as a foreign language, we can not avoid grammar. Why can’t we avoid it? Because every time we teach something, there is a student in the class who wants to know why, how. How does this happen? And when do I use some, and when do I use any? These are all questions which have grammatical answers. When do I use the present progressive and when do I use the simple present? These are questions which have grammatical answers. So every time your student asks a question. That question, the answer to that question is usually a grammatical answer. We can not avoid it. We are learning a language in a artificial situation, in the classroom. We are not learning a language as a young child follow in mother tongue round the room and copy things she says and doing things as she tell us to do. We are learning sitting in rows, in highly artificial way. So that’s, it takes a long time to acquire a language a nd grammar. Every time we learn something we have questions about it. Some of you may know that I have been doing a column in China Daily now for nearly two years. I had had thousands of questions of students, Chinese students from all over China. Of cours e, I can’t answer all of these questions in a small colum n. But all of these questions relate to some aspects of vocabulary use, and of grammar. I can’t avoid it, they can’t avoid it. And I try to find their answers.

（第三部分）

The second reason why we need grammar is when we are learning a language as grown-up. It’s that grammar gives us a short cut to learning. It’s a quick way to understanding something. Imagine I was teaching you English, and imagine that I didn’t tell you at all that English has two present tenses, and imagine I set to myself as if they can discover these for themselves. What

would happen? Well, I might wait a whole life time before the question even arosing your mind. You as a student might ask me why don’t you tell me these before? And yo u would thought what I’ll want you to discover for yourself. But if course language teaching doesn’t that way, the more information we give out to students, the more it helps them to understand principles of language acquisition so that they can communicate better.

The third reason why we learn grammar is that it’s expected. in other words it is unimaginable that we would do a language and not have any grammar. If we don’t have any grammar, all the mistakes we make will become a habit. And we will learn to form very very bad habits in the way we express ourselves, because no one could correct that. It is expected and it is provided. if you are teachers of English, and you are teaching young children, and their parents come and see you, they will very often ask you what kind of grammar work you are doing with the children as well as what other activities you’ re doing from a communicative point of you. So grammar plays a very important supportive role. We can say that we can not avoid it. We can that it is a short cut to language acquisition and we can say that it is expected. What it actually does is to raise the student’s consciousness of a problem. The student realizes it and then puts the grammar behind him, behind her. That consciousness raising is the role of grammar. That is if I tell you there are two present tenses in English, you understand that, you put that information behind you, and then you concentrate on that information. So that we can say, we learn grammar in order to forget it. Right? we learn grammar in order to forget it. We need to forget it. Because we keep remembering it, it will causes great problems in communication. But if we understand it and put it behind that, it will enhance our ability to communicate. The great applied linguist T.k. once observed: grammatical focus helps the learner to learn what he learn, but is not necessary what he learn. It helps the learner what he learns, but is not necessarily what he learns. What the students learn is to communicate, and grammar helps, grammar plays a supportive role. So I have answered the

question why.

Let’s look at the question: what do we teach? Now if you are to open my Longman English Grammar, which is a big fat book of 384 pages, full of information. It would frighten you today if you thought I have to learn all these in order to speak English. I’ll do something else, I’ll take up tennis instead. But in fact, grammar, when expressing a grammmar book, it’s very very complicaed. In my longman-English grammar I separate grammar into 16 chapters with titles like the sentence, nouns, articles, pronounces, quantity, adjective, adverbs, preposition, verbs and verb tenses, be-have-do, modal verbs, passive, questions-answers-negative, conditionals, reported speech, infinitive form. Oh! What a lot of information! How can you possibly learn all these? If you are teachers of English which most of you are. You’ll know that the amount of information in any one of those topics is enormous. How can you teach it? Well, the answer is that you’re not going to teach it all at once. You can teach it very very gradually. You’re going to be highly selected. You are not going to teach all of the grammar that exists. But those bits of grammar that interfere with the students’ communication. And you choose things that are particularly difficult for speakers of chinese. For example, I am told that I’d know from my experience with China Daily at the column I write. Many chinese students have a lot of difficulties with prepositions. So that if we concentrate on teaching the skill of the control of prepostions, It helps students. They have difficulty with things which are elementary to students from other language backgrounds like pronouns. Professor He spoke to you a moment ago, his English name is written as he. So that if he becomes He, she becomes what? The problem of pronouns is highly highly complicated in English language for you, and you have to remember that because English has no gender-system, that nouns have no gender. So that we express gender entirely for pronouns. Article is a another big area of difficulty for students of English with a Chinese speaking background. So what has to happened when students are learning grammar is that they try and unlearn all the things that

interfere with a communicative skill in English. That is they unlearn Chinese in order to speak English. They discount the interfere from Chinese. When we say what do we teach, we cannot give an absolute answer to that question, because we have to think of different levels. What we teach in one level is different form what we teach in another level. And in fact we can itemize six levels of language learning. The first level is absolute beginners. The second level is elementary students, the third level is pre-intermediate students. The fouth one is intermediate students. The fifth one is upper-intermediate students and the sixth one is advanced students. There are six levels. So when we say, “what do we teach”, we have to say, “well, it depends on the level.” If it is absolute beginners we teach one kind of things, if it is advance students, we teach something else. So what do we teach? We select according to the level of our students. The first three levels: absolute students, elementery students, pre-intermediate students form a progression. We learn English step by step, building up bit by bit. We don’t give students all the information about nouns. But only enough, as much as they need for their purposes at that particular level. And we try to cover the basic of language up to the level of the pre-intermediate. Sometomes this is the first three years of study. When our students become intermediate students, then we allow them to pose their own sequence of what they want. So at intermediate level students say, I don’t understand how to use the word explains, the verb explains. Can I say it English? Please explain me it. And the answer is, of course, not. You can’t. Why? Well, let me tell you and I’ll give you a little exercise. So that helps students to understand why he can’t say, why she can’t say. Please explain me this. Can we say it in English? She greeted me friendly. It seems correct. Friendly looks at an adverb. So can we say she greeted me friendly? And the answer is N o. I’m not going to tell you why of course, because I’m not going to give you a grammar lesson. But these are kinds of questions students have as they go up the scale. When we get to the advanced the level, our students need to be taught English syntax. That is the way we join the sentences to

communicate and there are five major areas of syntax which students need to understand if they are going to read difficult texts. They need to understand how we form sentences with participles, being informed. I once watched a child two and half, trying to step on little waves, breaking across the beach. “Trying to step on”, “breaking”, this is participle. They need to understand relative clauses according to newspaper here to give you examples. The three goals who were represented hungry of chest of olympiade in as long as two weeks time have begun to demolish the assumption that at the top level of chest man will always prevail. That is “who” sentence are relative clause. They need to learn apposition, putting ideas side by side. There are father, Largelow, once in electric-psychology, now are business manager wanted to test host-halting period. They need to learn complementation. If you use a verb like “I feel like”. How do you follow it? Maybe the fact that I know that “feel like” can be jumping up and down at the interests. “Feel like” is followed by in and so on. Now this five areas participle constructions, relative clauses, apposition,adverbial clauses, complementation putting things together are the major areas of syntax which need to understand piece of written English. Chinese of course, represents itself with characters, chinese students from my quite limited experience, but growing experience now, tends to see English words as if they were characters. As if each word was a character. It is not. English doesn’t work like that. Chinese from what I understand works as a kind of short compared with English. So English we tend to link everything together, and that linking is syntax. If we want to understand something out of the English text or newspaper, we need to understand the way that the sentences are constructed, rather than the meaning of every individual word. Sometimes it dosen’t matter, if we don’t understand some of the words, as long as we can follow the sentence structure. So they are the things we teach at the different levels.

Answering the question “what do we teach?”, we have covered two questions now. Why do we teach grammar, which I try to answer. What do we

teach? It depends on level. And I have you examples for some of the words we teach.

When do we teach grammar? Well, again, it depends on level. At the 3 early levels, we teach grammar at every communicative lesson. We have a lesson in communication, and at the end of it, we have a drammatical support, if our students are in a short conversation about somethings, we give them the main points of grammar that have been covered, so that they would understand thay have to say “she is, he is, but not I is”. All these things have to be taught. When the students go upstairs,and become more advanced, we can give them less grammar, perhaps only once a week sometimes when they become intermediate students, and at the advanced level we use grammar as a mean for teaching students how to read difficult texts, so we teach grammar quite intensively in the early years,graually relaxing as the students progress. We now come to the very difficult question how do we teach grammar and the big contrast between accuracy and fluency. Now in the grammar translation days, every want to be 100% accurate and teachers marked every excercises very severely to make the even smallest mistake that was a very serious transgression. What is our view of accuracy today and grammar learnig in communicative teaching. Well, imaging a lesson where you have your students in front of you and you want your students speak to you in English. Let’s call a student Li Wei. Let’s see he is a common chinese boy’s name. and we say, “Ok, Li Wei, and want you to tell me how do spend your weekend?” So, Li Wei began to tell you how he spent the weekend. Li Wei has been speaking for 10 seconds, and the teacher said, “stop! You made a mistake”. And then the teacher gives a grammar lesson on the mistake. “Now continue, Li Wei.” Li Wei continues. “Up!” said the teacher 2 minutes later, you made another very serious mistake here. And the teacher every time Li Wei opens his mouth and the teacher stops it, because Li Wei’s made a mistake. What has happened to Li Wei？Well, I’ll tell you what have happened to Li Wei? He become so terrified of speaking. That next time the teacher says, “Tell me how you spent

your weekend?” Li Wei had not anything to say. In fact, the teacher had destroy ed the students’ability of communication by over-correction. So we can say that we should not teach so much grammar. In other words, we should teach grammar with different styles. When we are teaching students coversation, we allow them to make a lot of mistakes, we allow Li Wei to speak freely, and the end of it, Li Wei might have made many mistakes. But at the end of it, we said, “excellent, Li Wei, ve ry nicely. Just one or two little mistakes. Just correct you, I didn’t understand what you meant, when you said I was have been here. I didn’t understand that. Otherwise, it was very good.” In other words, we are building up Li Wei’s confidence. We don’t c are if Li Wei is making mistakes. Our criterion is not 100% accuracy, but good communication. And people can make mistake when they communicate. It doesn’t matter, as long as they are understood. It dosn’t matter if they make quite a number of mistakes. So we are very tolerant of mistakes, grammatical mistakes in conversation lesson. If however we have a pattern drill lesson, and we are teaching a drammatical point, then we want 100% accuracy. If we are practising a pattern drill with a simple present or present-continue, then we don’t want our students to make mistakes, because they are what we are teaching. But when students are trying to communicate, we are extremely tolerent of the numbers of the mistakes they might make. So the first rule when teaching grammar is that we teach it with different levels of intensity. Sometimes we are very relaxed, tolerant, and sometimes we are quite strict.

第四部分：

How do we teach grammar? Let’s take a look at this last question on how we teach grammar. Now, basically, the teaching of grammar has 3 steps. Explanation, practice and correction, and you may say, explanation of what? Well we have to explain to things. First, we have to explain the form and then the use. First the form and then the use. If you are teaching question form for example, you have to explain the form, at all complicated business with do,

does, did, and what the verb does and how the verb changes into the stem. All of those things you might do in the blackboard, so the students can grasp it intellectually, know what happens when he or she is asking a question. If you are teaching the negative, you have to again, explain the form of do, does, did, the position of not in relation to the helping verb “be” and the model verbs, so that the expalnation of form is followed by practice in use. What kind of explanation do we give to students? Sometomes teachers say to me, “Do I explain grammar to children of 8? Do I give them the grammar lesson?” and my answer always is that you give a lesson which is appropriate to the age range of your students. If your students are only 8 years old, of course, you don’t go into say in class, now today we are going to explain the participle construction, because children won’t know what you’re talking about. They won’t understand anything. If however you come into class, and you say, I have some water in this cup, I have 3 pencils and I’m going to ask you to say, give some pencil or give me some water. You are actually giving them a grammar lesson in countable and uncountable nouns. You are not saying, I’m going to give a lesson in countable and uncountable nouns, but you are making them do a little practice or little routines which are in fact grammar lesson, but grammar lesson you are giving is appropriate to their age group. So they without realizing it, they are picking up grammar, they are picking up the difference between water which is a mass or a substance or a volume and a cup of galss which is a countable noun. Now countable and uncountable nouns are fundamantal in the understanding of English language. If we don’t understand countable and uncountable nouns, we’ll never understand how to use “a” and “the”, we’ll never understand how to use “some” and “any”, “little”and “a little”, “few”and “fewer”. Countable quantinty and amount all depending on understanding countable and uncountable nouns and what is countable in one language is not countable in another. That’s a problem. So for example, the word bread in English is uncountable, I can’t go to the backers’ and said, “Give me a bread, please.” Right? We want some bread, if

we want to say our bread, we have to say a loaf of bread, so we’re going to partitives, we’re going to another area of grammar. So that the notion of countability and uncountability is very very complicated. It’s also quite perverse. Would you believe that in English money is a countable. The noun money, we cannot say I have money, have you got a money? It’s an uncountable, we have to speak of some or any money, but we can never say a money, so that the facts of life money, which is eminently countable in real life, is uncountable as far as grammar is concerned. These are problems we face all the time and kinds of explanation we give depends on the level of our students. If our students are at your level, if I were going to give you a lesson at this very very advanced level on the use of the participle construction, I could make that very high level lesson, I could use technical terminology. I could ask you quite technical questions. So the answer that question “what kind of explanation”? The answer is it depends on the level of the class. Choose the words appropriate to the development of your students in any stage in the language learning career.

Let’s go to another question, “how do we teach grammar?”how much explanation do we give? My answer to that question is very simple-as little as possible. Teachers love explaining, that’s why we’re teachers, because we just love telling people how to do things, we are very bossy, and we also act as a monkey, you know, we like to show off, we like to be in front of the class, so if a student gives us an opportunity to show off, we like to cease it, so if a student says, “Please, I don’t understand the difference between put up and put down”. It sounds bright you ask me that question, very important question. You roll up your sleeves, say this question is so important. I have stopped the converstion lesson to answer it. Go to the blackboard, write the verb put, write besides up, down, cross, through, out, in. say what you really ask me a question is a phrasal verb, and I’ll give you a big lecture in the use of phrasal verbs. Now the poor student only ask you the difference between put up and put down, and you turned a small snack into a chinese banquet. You gave him

a terrific answer, but he didn’t ask you that question. What I’m saying is that we love to give information, we love to display our skill, we love to show that we have this knowledge. But when we are teaching for communication, we have to restrain ourselves. We have to control ourselves, we have to prevent ourselves from giving too much information. So we just answer the question that were asked, and not use it as an opportunity to show off. We can teach students new things by relating the things they know. So for example, if I’m going to explain to a student why he or she cann’t say “please, explain me this”, I would teach it like this. I would say, “W ell, we have a lot of verbs in English, like give, pass, hand. Well, we can say “please give this or please give this to me, but the verbs we like to explain or introduce. We can only say, “please explain this to me, but not explain me this. Do not behave like the ver

b give. So one way we can explain things, is we take a piece of new knowledge, and related to earlier knowledge. We take something to simple and connect with something more complicated. How do we explain? Well, there’re numbers of ways in which we explain. One way we explain is to draw the information from class, to get the class to explain. I call that the Cocks-group method, as if you are taking cocks out of bottles. That is you have a problem in a text. Instead of giving the expalnation automatically in chinese or in English-chinese or English, you get the students to explain the difficulty, so everybody understand it, and very often it’s possible here to use this as a way of contrasting chinese with englilsh. I think drammatically expalnation in two ways. I dentify a friend or I dentify an enemy. I dentify a friend mean we have a structure in English which is not a problem for chinese speaker, we have another strcture, that is friend. We have another strcture in English, which is a great problem for chinese speaker. We are dentify the enemy. We say this is difficult for us, because as you explain to your students, now on such occasions, you may use a combination of chinese and English to explain a difficult structure. The reason why I don’t normally approve the use of the mother tonuge when teaching a living language, but we are explaining, we

need a very complicated matter language, technical language to explain a drammatical point. And the use of two language is permissable. So may draw the information from the class, we may indentify a friend or indentify a enemy, we may use a combination of English and mother tongue. Now the question arises, who teaches English better? Or who teaches foreign languages better? The native speaker of English or the native speaker of chinese who has learnt English as a foreign language? And the answer to that question is neither of them teaches language better than the other. They both have different functions, and both have the ways of contributing to English language teaching. The advantage of being a native speaker is that you are very fluent, so one of the things you are as learners of English you are very advanced of English is to maintain your fluency. It’s very important to be fluency in English all the time. Never let your English atrophy( to decrease in size). That’s why you should never use a lot of Chinese when teaching English. Otherwise, your English will gradually die. Yo have to keep using it. The native speaker doesn’t have that problem. Bacause native speaker speaks English as his or her mother tongue. But the disadvantage of being a native speaker is that native speaker doesn’t learn English as a foreign language and very often does n’t know the answer of students’problem. And when a student says to native speaker, how do you form a question, the native speaker says, “well, I just do it. It’s miraculous. It must be magic. I just do it. I just ask a question. But I don’t know how to ask a question. Well, just try, listen to what I say.”That’s not good enough. The native speaker is useless very often and less native speaker becomes skills of course. But at the beginning, the native speaker can become productive, because the native speaker cannot good explanation. The native speaker can become an excellent teacher of English as a foreign language. When the native speaker learns all the ways in which English works. I always said to native speakers that if they want to be a good teacher of English, they should go and teach a class of beginner. In another country, if they’re in China, they would learn very good Putonghua, very

新概念英语第2册课文word版

Lesson 1 A private conversation 私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ' It's none of your business,' the young man said rudely. 'This is a private conversation!'. Lesson 2 Breakfast or lunch? 早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunch time. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy.' I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm still having breakfast,' I said. 'What are you doing ?' she asked. ' I'm having breakfast,' I repeated.

新概念英语第2册课文word版

版word册课文2新概念英语第新概念英语第二册 Lesson 1 A private conversation 私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking

loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ' It's none of your business,' the young man said rudely. 'This is a private conversation!'. Lesson 2 Breakfast or lunch? 早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunch time. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy.' I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm still having breakfast,' I said. 2 新概念英语第二册 'What are you doing ?' she asked. ' I'm having breakfast,' I repeated.

新概念英语第二册课文(96篇)

新概念英语第2册课文译文

1.私人谈话上星期我去看戏。我的座位很好。发挥是很有趣的。我不喜欢它。一青年男子与一年轻女子坐在我的身后。他们在大声地说话。我很生气。我听不见演员。我转过身。我看着那个男人和女人生气。他们没有注意。最后，我忍不住了。我又一次转过身去。”我不能听到一个字！”我愤怒地说。”这不关你的事，”那男的毫不客气地说。”这是私人间的谈话！” 2.早餐还是午餐？它是星期日。在星期天我是从来不早起。有时我要一直躺到吃午饭的时候。上周日我起床很晚。我看着窗外。它是黑暗的外面。”多好的一天！”我的思想。”又下雨了。”正在这时，电话铃响了。是我姑母露西打来的。”我刚下火车，”她说。”我来看你。”“但我还在吃早饭，”我说。”你干什么呢。她问。”我正在吃早饭，”我又说了一遍。”我亲爱的，”她说。”你总是起得这么晚吗？现在已经一点了！” 3.请给我寄一张明信片明信片总是破坏我的假期。去年夏天，我去了意大利。我参观了博物馆，然后坐在公园里。一位好客的服务员教了我几句意大利语。然后他借给我一本书。我读了几行，但一个字也不懂。我每天都想着明信片的事。假期过得真快，可我还没有给我的朋友寄卡片。在最后一天我做了一个重大的决定。我起得很早，买了三十七张明信片。我花了一整天在我的房间，但我没有写一张卡片！ 4.激动人心的旅行我刚刚收到弟弟的来信，提姆。他在澳大利亚。他有六个月了。提姆是一个工程师。他是一家大公司工作，他已经访问了许多不同的地方在澳大利亚。他刚买了一辆汽车和澳大利亚已经向爱丽丝斯普林斯，一个小镇的中心，澳大利亚。他将很快访问达尔文。从那里，他再飞往珀斯。我兄弟从来没有出过国，因此他觉得这次旅行非常激动。

新概念英语第二册课文及翻译

新概念英语第2册课文 1 A private conversation私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. 'It's none of your business,' the young man said rudely. 'This is a private conversation!' 上星期我去看戏。我的座位很好。发挥是很有趣的。我不喜欢它。一青年男子与一年轻女子坐在我的身后。他们在大声地说话。我很生气。我听不见演员。我转过身。我看着那个男人和女人生气。他们没有注意。最后，我忍不住了。我又一次转过身去。”我不能听到一个字！”我愤怒地说。”这不关你的事，”那男的毫不客气地说。”这是私人间的谈话！” 2 Breakfast or lunch?早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunchtime. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy. 'I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm still having breakfast,' I said. 'What are you doing?' she asked. 'I'm having breakfast,' I repeated. 'Dear me,' she said. 'Do you always get up so late? It's one o'clock!' 它是星期日。在星期天我是从来不早起。有时我要一直躺到吃午饭的时候。上周日我起床很晚。我看着窗外。它是黑暗的外面。”多好的一天！”我的思想。”又下雨了。”正在这时，电话铃响了。是我姑母露西打来的。”我刚下火车，”她说。”我来看你。”“但我还在吃早饭，”我说。”你干什么呢。她问。”我正在吃早饭，”我又说了一遍。”我亲爱的，”她说。”你总是起得这么晚吗？现在已经一点了！”

新概念英语第二册课文及翻译(教师用书)

新概念英语第二册课文及翻译 Lesson 1 A private conversation 私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily(状语). They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ‘It’s none of your business,' the young man said rudely. 'This is a private conversation!'. 上星期我去看戏。我的座位很好，戏很有意思，但我却无法欣赏。一青年男子与一青年女子坐在我的身后，大声地说着话。我非常生气，因为我听不见演员在说什么。我回过头去怒视着那一男一女，他们却毫不理会。最后，我忍不住了，又一次回过头去，生气地说：“我一个字也听不见了！”“不关你的事，”那男的毫不客气地说，“这是私人间的谈话！” 【NEW WORDS AND EXPRESSIONS】生词和短语 ★private adj.私人的 it's my private letter/house ；美式英语private school:私立学校英式英语：公学 ETON (private school) privacy：隐私 it's a privacy. adj. 《Private Ryan》 private soldier：大兵 private life：私生 Letter n. 首字母 public：公众的，公开的 public school ； public letter 公开信；public place :公共场所 ★conversation n.谈话 uni verse转动 uniform Uni--bi--tri--quar-pent-sex/hex-sept-oct-nov---dec Bilateral trade 双边贸易 triangle quarter pentagon sex 古罗马历法 10个月---12

完整版新概念英语第二册课文

新概念英语第二册课文（英汉对照）[1-24课] Lesson 1 A private conversation私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ‘It's none of your business,' the young man said rudely. 'This is a private conversation!'. Lesson 2 Breakfast or lunch?早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunch time. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy.' I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm still having breakfast,' I said. 'What are you doing?' she asked. ‘I'm having breakfast,' I repeated. 'Dear me,' she said. 'Do you always get up so late? It's one o'clock!'' Lesson 3 Please send me a card请给我寄一张明信片 Postcards always spoil my holidays. Last summer, I went to Italy. I visited museums and sat in public gardens. A friendly waiter taught me a few words of Italian. 'Then he lent me a book. I read a few lines, but I did not understand a word. Every day I thought about postcards. My holidays passed quickly, but I did not send any caboughtand early up got I decision. big a made I day last the On friends. my to rds thirty-seven cards. I spent the whole day in my room, but I did not write a single card! Lesson 4 An exciting trip激动人心的旅行

新概念英语第二册课文原文

Lesson 11 One good turn deserves another 礼尚往来 I was having dinner at a restaurant when Harry Steele came in. Harry worked in a lawyer's office years ago, but he is now working at a bank. He gets a good salary, but he always borrows money from his friends and never pays it back. Harry saw me and came and sat at the same table. He has never borrowed money from me. While he was eating, I asked him to lend me &2. To my surprise, he gave me the money immediately. 'I have never borrowed any money from you,' Harry said, 'so now you can pay for my dinner!' Lesson 12 Goodbye and good luck 再见，一路顺风 Our ncighbour, Captain Charles Alison, will sail from Portsmouth tomorrow. We shall meet him at the harbour early in the morning. He will be in his small boat, Topsail.Tapsail is a famous little boat. It has sailed across the Atlantic many times. Captain Alison will set out at eight o'clock so we shall have plenty of time. We shall see his boat and then we shall say good-bye to him. He will be away for two months. We are very proud of him. He will take part in an important race across the Atlantic. Lesson 13 The Greenwood Boys 绿林少年 The Greenwood Boys are a group of popular singers. At present, they are visiting all parts of the country. They will be arriving here tomorrow. They will be coming by train and most of the young people in the town will be meeting them at the station. Tomorrow evening they will be singing at the Workers' Club. The Greenwood Boys will be staying for five days. During this time, they will give five performances. As usual, the police will have a difficult time. They will be trying to keep order. It is always the same on these occasions. Lesson 14 Do you speak English? 你会讲英语吗？ I had an amusing experience last year.??After I had left a small village in the south of France, I drove on to the next town. On the way, a young man waved to me. I stopped and he asked me for a lift. As soon as he had got into the car, I said good morning to him in French and he replied in the same language. Apart from a few words, I do not know any French at all. Neither of us spoke during the journey. I had nearly reached the town, when the young man suddenly said, very slowly, 'Do you speak English?' As I soon learnt, he was English himself!

新概念英语第二册课文原文-新概念英语第二册第一篇课文原文

新概念英语第二册课文原文Lesson 1 A private conversation 私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ' It's none of your business,' the young man said rudely. 'This is a private conversation!'. Lesson 2 Breakfast or lunch? 早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunch time. Last Sunday I got up very late. I looked out of the window. It was dark outside.

新概念英语第二册原文-lesson 1 text & listening practice

Lesson 1 A private conversation 私人谈话一、First listen and then answer the question. 听录音，然后回答以下问题。Why did the writer complain to the people behind him? Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. 'It's none of your business,' the young man said rudely. 'This is a private conversation!' 二、New words and expressions 生词和短语 private adj. 私人的 conversation n. 谈话 theatre n. 剧场，戏院 seat n. 座位 play n. 戏 loudly adv. 大声地 angry adj. 生气的 angrily adv. 生气地 attention n. 注意 bear v. 容忍 business n. 事 rudely adv. 无礼地，粗鲁地三、参考译文上星期我去看戏。我的座位很好，戏很有意思，但我却无法欣赏。一青年男子与一青年女子坐在我的身后，大声地说着话。我非常生气，因为我听不见演员在说什么。我回过头去怒视着那一男一女，他们却毫不理会。最后，我忍不住了，又一次回过头去，生气地说：“我一个字也听不见了！” “不关你的事，”那男的毫不客气地说，“这是私人间的谈话！” 四、听力挖空练习 Lesson 1 A private conversation Question : ? Last week I went to the 1 . I had a very good 2 . The play was very 3 . I did not enjoy it. A young man and a young woman were sitting behind me. They were talking 4 . I got very angry. I could not hear the actors. I turned 5 . I looked at the man and the woman 6 . They did not pay any 7 . In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. 'It's none of your 8 ,' the young man said rudely. 'This is a 9 conversation!' 五、听力理解练习 Comprehension questions 1 Where did you go last week? 2 Did you have a good seat? 3 Was it an interesting play? 4 You enjoyed the play, didn't you? 5 Who was sitting behind you? 6 Could you hear what the actors were saying? 7 Why couldn't you hear?

新概念英语第二册原文

新概念英语第二册原文 Lesson 1 A private conversation 私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ‘It’s none of your business,' the young man said rudely. 'This is a private conversation!'. Lesson 2 Breakfast or lunch? 早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunch time. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy.' I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm still having breakfast,' I said. 'What are you doing?' she asked. ‘I’m having breakfast,' I repeated. 'Dear me,' she said. 'Do you always get up so late? It's one o'clock!'' Lesson 3 Please send me a card 请给我寄一张明信片 Postcards always spoil my holidays. Last summer, I went to Italy. I visited museums and sat in public gardens. A friendly waiter taught me a few words of Italian. 'Then he lent me a book. I read a few lines, but I did not understand a word. Every day I thought about postcards. My holidays passed quickly, but I did not send any cards to my friends. On the last day I made a big decision. I got up early and bought thirty-seven cards. I spent the whole day in my room, but I did not write a single card!

新概念英语第二册课文原文大全

新概念第二册原文大全 Lesson 1 A private conversation私人谈话Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ' It's none of your business,' the young man said rudely. 'This is a private conversation!'. Lesson 2 Breakfast or lunch? 早餐还是午餐？It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunch time. Last Sunday I got up very late. I looked out of the window. It was dark outside.'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy.' I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm

新概念英语第二册课文篇

新概念英语第二册课文篇 Document serial number【KK89K-LLS98YT-SS8CB-SSUT-SST108】

新概念英语第2册课文译文

新概念英语第二册原文

新概念英语第二册课文与讲解笔记 1 Lesson 1 - A private conversation 1.1 Text Last week I went to the theatre. I had a very good seat. The play was very int eresting. I did not enjoy it. A young man and a young woman were sitting be hind me. They were talking loudly. I got very angry. I could not hear the actor s. I turned round. I looked at the man and the woman angrily. They did not p ay any attention. In the end, I could not bear it. I turned round again. ‘I can’t hear a word!’ I said angrily. ‘It’s none of your business,’ the young man said rudely. ‘This is a private conv ersation!’ 1.2 New words and expressions 生词和短语 o private adj. 私人的 o conversation n. 谈话 o theatre n. 剧场，戏院 o seat n. 座位 o play n. 戏 o loudly adv. 大声地 o angry adj. 生气的 o angrily adv. 生气地 o attention n. 注意 o bear v. 容忍 o business n. 事 o rudely adv. 无礼地，粗鲁地 1.3 参考译文上星期我去看戏。我的座位很好，戏很有意思，但我却无法欣赏。一青年男子与一青年女子坐在我的身后，大声地说着话。我非常生气，因为我听不见演员在说什么。我回过头去怒视着那一男一女，他们却毫不理会。最后，我忍不住了，又一次回过头去，生气地说：“我一个字也听不见了！” “不关你的事，”那男的毫不客气地说，“这是私人间的谈话！”

新概念英语第二册课文(中英文对照)

新概念英语第二册课文（中英文对照） Lesson 1 A private conversation 私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ‘ It n'on s e of your business,' the young man said rudely. 'This is a private conversation!'. 上星期我去看戏。我的座位很好，戏很有意思，但我却无法欣赏。一青年男子与一青年女子坐在我的身后，大声地说着话。我非常生气，因为我听不见演员在说什么。我回过头去怒视着那一男一女，他们却毫不理会。最后，我忍不住了，又一次回过头去，生气地说：“我一个字也听不见了！” “不关你的事，”那男的毫不客气地说，“这是私人间的谈话！” Lesson 2 Breakfast or lunch? 早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunch time. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy.' I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm still having breakfast,' I said. 'What are you doing?' she asked. ‘ I 'h m aving breakfast,' I repeated. 'Dear me,' she said. 'Do you always get up so late? It's one o'clock!'' 那是个星期天，而在星期天我是从来不早起的，有时我要一直躺到吃午饭的时候。上个星期天，我起得很晚。我望望窗外，外面一片昏暗。“鬼天气！”我想，“又下雨了。”正在这时，电话铃响了。是我姑母露西打来的。“我刚下火车，”她说，“我这就来看你。” “但我还在吃早饭，”我说。 “你在干什么？”她问道。 “我正在吃早饭，”我又说了一遍。 “天啊，”她说，“你总是起得这么晚吗？现在已经 1 点钟了！” Lesson 3 Please send me a card 请给我寄一张明信片 Postcards always spoil my holidays. Last summer, I went to Italy. I visited museums and sat in public gardens. A friendly waiter taught me a few words of Italian. 'Then he lent me a book. I read a few lines, but I did not understand a word. Every day I thought about postcards. My holidays passed quickly, but I did not send any cards to my friends. On the last day I made a big decision. I got up early and bought thirty-seven cards. I spent the whole day in my room, but I did not write a single card! 明信片总搅得我假日不得安宁。去年夏天，我去了意大利。我参观了博物馆，还去了公园。一位好客的服务员教了我几句意大利语，之后还借给我一本书。我读了几行，但一个字也不懂。我每天都想着明信片的事。假期过得真快，可我还没有给我的朋友们寄过一张明信片。到了最后一天，我作出了一项重大决定。我早早起了床，买来了37 张明信片。我在房间里关了整整一天。然而竟连一张明信片也没写成！ Lesson 4 An exciting trip 激动人心的旅行 I have just received a letter from my brother, Tim. He is in Australia. He has been there for six months. Tim is an engineer. He is working for a big firm and he has already visited a great number of different places in Australia. He has just bought an Australian car and has gone to Alice Springs, a small town in the centre of Australia. He will soon visit Darwin. From there, he will fly to Perth. My brother has never been abroad before, so he is finding this trip very exciting. 我刚刚收到弟弟蒂姆的来信，他正在澳大利亚。他在那儿已经住了6 个月了。蒂姆是个工程师，正在一家大公司工作，并且已经去过澳大利亚的不少地方了。他刚买了一辆澳大利亚小汽车，现在去了澳大利亚中部的小