俺老人家回归课堂快乐地读英语

未飘落的雪

今天又沿地铁线走，这是最近的一条路。几分钟就有一列地铁开过

未飘落的雪

地铁线边的壁画

未飘落的雪

上课近2周，下课几乎天天走，走1－2个小时。晒黑并结实了。减肥效果挺好。看来还是去上课的好，益处多多。

上次游泳，感觉身体状况好些了。游起来更轻松些。

dongma

[quote]孩子喜欢中国文化，是挺高兴的，但担忧他没有适时把握学外语的最佳时机，以后再补就更花功夫。

是啊,在多伦多教育局的网站上我曾经下载过一个材料,里面说维持母语的学习(Maintance your own language),其实只要思维的深度够了,对哪种语言都一样。当然，可以适时引导让他学英语，问问他，你比较过吗？哪些作品？不要小看他们的文学。假如孩子的英语－２０过的话，不用担心啊！dongma 的儿子是１１年级，来到卡城转眼就快一年半了。

土著狼

一提学英语，狼的头就大大大大大 ……

英语这玩艺，实在令人痛苦 一一 英美的大学生，好些人读不懂莎士比亚剧本；几乎是文盲、半文盲。

若不是出于热爱，而是被逼去学英语，无疑是最痛苦的洋罪！

未飘落的雪

孩子喜欢中国文化，是挺高兴的，但担忧他没有适时把握学外语的最佳时机，以后再补就更花功夫。

是啊,在多伦多教育局的网站上我曾经下载过一个材料,里面说维持母语的学习(Maintance your own language),其实只要思维 ...
dongma 发表于 2009-9-26 13:59

                               
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孩子们是同一年级，都是11年级，读高二。不知英语-20是什么？

俺的孩子很少看英文小说，只看过老师要求看的几本书，没进入状态中。他还需多努力。

未飘落的雪

一提学英语，狼的头就大大大大大 ……

英语这玩艺，实在令人痛苦 一一 英美的大学生，好些人读不懂莎士比亚剧本；几乎是文盲、半文盲。

若不是出于热爱，而是被逼去学英语，无疑是最痛苦的洋罪！ ...
土著狼 发表于 2009-9-26 16:36

                               
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狼教授的观点。

被逼学英语，的确是受痛苦的洋罪。还是教授理智，免遭了最痛苦的洋罪


但若来了加国，到了西方社会，并打算长久居住下来，不学英语就要遭更多更痛苦的洋罪 权衡利弊，还是下决心读英语为上策。试着以轻松的心情来学，这是俺第三次进英语课堂后的心态。总之，当无法改变现状的时候，试着去接受会让日子好过很多。

dongma

孩子们是同一年级，都是11年级，读高二。不知英语-20是什么？

俺的孩子很少看英文小说，只看过老师要求看的几本书，没进入状态中。他还需多努力。 ...
未飘落的雪 发表于 2009-9-27 02:46

                               
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就是11年级的英语啊.10年级的英语有10-1,　还有10-2,　很多的ESL孩子在高二努力过１０－１的英语。所以假如过１１年级的英语就很好。我见过小学２年级来的孩子，英语到现在还不过的。但别的科很不错的。10-2比10-1要容易些。读莎翁的戏剧是班上老师的要求。他现在读的是IB英语。

未飘落的雪

就是11年级的英语啊.10年级的英语有10-1,　还有10-2,　很多的ESL孩子在高二努力过１０－１的英语。所以假如过１１年级的英语就很好。我见过小学２年级来的孩子，英语到现在还不过的。但别的科很不错的。10-2比10-1 ...
dongma 发表于 2009-9-27 14:12

                               
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你儿子来加不到一年半，就上IB班英语，很强大。俺儿子是读腻了中文的网络文学换读古典文学，他不愿投入大量的时间和精力学英语，说他应付一般的英语要求已够了。但他能写英语打油诗之类的，有点小天赋。也写过中文诗词，貌似写得挺不错。

jdp

zhichi!

玫瑰金

看到你们讨论不同语言的关联问题，建议可以看看我转到英语版的一个故事The Professor Is a Dropout  
那位教授因为很小到美国的时候还没有针对外国孩子的教育体制，用英文进行的智商测试将她评为智力发育迟缓，她只好在家跟祖父母学习母语－－西班牙语。待她有了三个孩子，而孩子们因为同样的原因被学校评为智力发育迟缓的时候，她下决心从头学英文。作为三个孩子的母亲，她不仅很快补上了英文课，还完成了博士学位，最终三个孩子也都培养成专业人士。抛开西班牙语和英语较为接近的因素不说，她取得这样的成就和她从小被祖父母培养出的学习习惯和大量广泛的母语阅读分不开。

这也就是dongma提到的思维深度，跟语言本身关系不大

dongma

谢谢分享这个故事,我把它贴到这里来了.也算我们回归课堂.
下面是这个故事:
Guadalupe Quintanilla is an assistantprofessor at the University of Houston.She is resident of her own communications company. She trains law enforcement officers all over the  ountry.She was nominated to serve as the U.S.Attorney General. She’s been a  epresentative to the United Nations.That’s a pretty impressive string of accomplishments. It’s all the more impressive when you consider this:“Lupe” Quintanilla is a first-grade dropout. Her school records state that she is retarded, that her IQ is so low she can’t
learn much of anything.How did Lupe Quintanilla,“retarded” nonlearner, become Dr.
Quintanilla, respected educator? Her remarkable journey began in the town of Nogales, Mexico, just below the Arizona border. That’s where Lupe first lived with her grandparents. (Her parents had divorced.) Then an uncle who had just finished medical school made her
grandparents a generous offer. If they wanted to live with him, he would support the family as he began his medical practice.Lupe, her grandparents, and her uncle all moved hundreds of miles to a town in southern Mexico that didn’t even have paved roads, let alone any schools.There, Lupe grew up helping her grandfather run his little pharmacy and
her grandmother keep house. She remembers the time happily. “My grandparents were wonderful,” she said.“Oh, my grandfather was stern, authoritarian, as Mexican culture demanded, but they were also very kind to me.” When the chores were done, her  randfather taught Lupe to read and write Spanish and do basic arithmetic.When Lupe was 12, her grandfather became blind. The family left Mexico and went to Brownsville, Texas, with the hope that doctors there could restore his sight. Once they arrived in Brownsville,
Lupe was enrolled in school. Although she understood no English, she was given an IQ test in that language. Not surprisingly, she didn’t do very well. Lupe even remembers her score. “I scored a sixty-four, which classified me as seriously retarded, not even  eachable,”
she said. “I was put into first grade with a class of six-year-olds. My duties were to take the little kids to the bathroom and to cut out pictures.” The classroom activities were a total mystery to Lupe—they were all conducted in English. And she was humiliated by the other children, who teased her for being “so much older and so much dumber” than they were.After four months in first grade, an incident occurred that Lupe still does not fully understand. As she stood in the

dongma

doorway of the classroom waiting to escort a little girl to the bathroom, a man approached her. He asked her, in Spanish, how to find the principal’s office. Lupe was elighted. “Finally someone in this school had spoken to me with words I could understand, in the language of my soul, the language of my grandmother,”she said. Eagerly, she answered his question in Spanish. Instantly her teacher swooped down on her, grabbing her arm
and scolding her. She pulled Lupe along to the principal’s office. There, the teacher and the principal both shouted at her, obviously very angry. Lupe was frightened and mbarrassed, but also bewildered. She didn’t understand a word they were saying.

dongma

“Why were they so angry? I don’t know,” said Lupe. “Was it because I spoke Spanish at school? Or that I spoke to the man at all? I really don’t know. All I know is how humiliated I was.”When she got home that day, she cried miserably, begging her grandfather not to make her return to school. Finally he agreed.From that time on, Lupe stayed at home, serving as her blind grandfather’s “eyes.” She was a fluent reader in Spanish, and the older man loved to have her read newspapers, poetry, and novels aloud to him for hours.
Lupe’s own love of reading flourished during these years. Her vocabulary was enriched and her imagination fired by the novels she read—novels which she learned later were classics of Spanish literature. She read Don Quixote, the famous story of the noble,  mpractical knight who fought against windmills. She read thrilling accounts of the Mexican
revolution. She read La Prensa, the local Spanish-language paper, and Selecciones,
the Spanish-language version of Reader’s Digest.When she was just 16, Lupe married
a young Mexican-American dental technician. Within five years, she had given birth to her three children, Victor, Mario, and Martha. Lupe’s grand-parents lived with the young family. Lupe was quite happy with her life. “I cooked, sewed, cleaned, and cared for everybody,” she said. “I listened to my grandmother when she told me what made a good wife. In the morning I would actually put on my husband’s shoes and tie the laces—anything to make his life easier. Living with my grandparents for so long, I was one generation behind in my ideas of what a woman could do and be.” Lupe’s contentment ended when her children started school. When they brought home their report cards, she struggled to understand them. She could read enough English to know that what they said was not good. Her children had been put into a group called “Yellow Birds.” It was a group for slow learners.
At night in bed, Lupe cried and blamed herself. It was obvious—not only was she retarded, but her children had taken after her. Now they, too, would never be able to learn like  ther children.But in time, a thought began to break through Lupe’s despair: Her children didn’t seem like slow learners to her. At home, they learned everything she taught them, quickly and easily. She read to them constantly, from the books that she herself had loved as a child. Aesop’s Fables and stories from 1,001 Arabian Nights were family favorites. The children filled the house with the sounds of the songs, prayers, games, and rhymes
they had learned from their parents and grandparents. They were smart children,
eager to learn. They learned quickly—in Spanish.A radical° idea began to form in
Lupe’s mind. Maybe the school was wrong about her children. And if the school system could be wrong about her children—maybe it had been wrong about her, too.Lupe visited her children’s school, a daring action for her. “Many Hispanic parents would not dream of going to the classroom,” she said. “In Hispanic culture, the teacher is regarded as a third parent,as an ultimate authority. To question her would seem most disrespectful, as though
you were saying that she didn’t know her job.” That was one reason Lupe’s grandparents had not interfered when Lupe was classified as retarded. “Anglo

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teachers often misunderstand Hispanic parents, believing that they aren’t concerned  bout their children’s education because they don’t come visit the schools,” Lupe said. ”It’s not a lack of concern at all. It’s a mark of respect for the teacher’s authority.” At her children’s  chool, Lupe spoke to three different teachers. Two of them told her the same thing: “Your children are just slow. Sorry, but they can’t learn.” A third offered a glimmer of hope. He
said, “They don’t know how to function in English. It’s possible that if you spoke English at home they would be able to do better.”Lupe pounced on that idea. “Where can I learn English?” she asked. The teacher shrugged. At that time there were no local English-language programs for adults. Finally he suggested that Lupe visit the local high school. Maybe she would be permitted to sit in the back of a classroom and pick up some English that way.Lupe made an appointment with a counselor at the high school. But when the two women met, the counselor shook her head. “Your test scores show that you are retarded,” she told Lupe. “You’d just be taking space in the classroom away from someone who could learn.”Lupe’s next stop was the hospital where she had served for years as a
volunteer. Could she sit in on some of the nursing classes held there? No, she was
told, not without a diploma. Still undeterred, she went on to Texas Southmost College in Brownsville. Could she sit in on a class? No; no highschool diploma. Finally she went to the
telephone company, where she knew operators were being trained. Could she listen in on the classes? No, only highschool graduates were permitted. That day, leaving the  elephone company, Lupe felt she had hit bottom.She had been terrified in the first place to
try to find an English class. Meeting with rejection after rejection nearly destroyed what little self-confidence she had. She walked home in the rain, crying. “I felt like a big barrier had fallen across my path,” she said. “I couldn’t go over it; I couldn’t go under it; I couldn’t go around it.” But the next day Lupe woke with fresh determination. “I was motivated by
love of my kids,” she said. “I was not going to quit.” She got up; made breakfast for her kids, husband, and grandparents; saw her children and husband off for the day; and started out again. “I remember walking to the bus stop, past a dog that always scared me to death, and heading back to the college. The lady I spoke to said, ‘I told you, we can’t do anything for you without a high-school degree.’ But as I left the building, I went up to the first Spanish-speaking student I saw. His name was Gabito. I said, ‘Who really makes the
decisions around here?’ He said, ‘The registrar.’” Since she hadn’t had any luck in the office building, Lupe decided to take a more direct approach. She asked Gabito to point out the registrar’s car in the parking lot. For the next two hours she waited beside it until its owner
showed up. Impressed by Lupe’s persistence, the registrar listened to her story. But instead of giving her permission to sit in on a class and learn more English, he insisted that she sign up for a full college load. Before she knew it, she was enrolled in four classes:  asic math, basic English, psychology, and typing. The registrar’s parting words to her were,
“Don’t come back if you don’t make it through.”

dongma

With that “encouragement,” Lupe began a semester that was part nightmare, part dream come true. Every day she got her husband and children off to school, took the bus to  ampus, came home to make lunch for her husband and grandparents, went back to  ampus, and was home in time to greet Victor, Mario, and Martha when they got home from
school. In the evenings she cooked, cleaned, did laundry, and got the children to bed. Then she would study, often until three in the morning.“Sometimes in class I would feel
sick with the stress of it,” she said. “I’d go to the bathroom and talk to myself in the mirror. Sometimes I’d say, ‘What are you doing here? Why don’t you go home and watch I Love Lucy?’ ” But she didn’t go home. Instead, she studied furiously, using her Spanish- English dictionary, constantly making lists of new words she wanted to understand.“I still do that today,” she said. “When I come across a word I don’t know, I write it down, look it up, and write sentences using it until I own that word.”Although so much of the language and subject matter was new to Lupe, one part of the college experience was not.That was the key skill of reading, a skill Lupe possessed. As she struggled with English, she found the reading speed,comprehension, and vocabulary that she had developed in Spanish carrying over into her new language. “Reading,” she said, “reading was the vehicle. Although I didn’t know it at the time, when I was a

dongma

girl learning to love to read, I was laying the foundation for academic success.” She gives credit, too, to her Hispanic fellow students. “At first, they didn’t know what to make of me. They were eighteen years old, and at that time it was very unfashionable for an older  erson to be in college. But once they decided I wasn’t a ‘plant’° from the administration, they were my greatest help.” The younger students spent hours helping Lupe, explaining
unfamiliar words and terms, coaching her,and answering her questions. That first semester passed in a fog of exhaustion. Many mornings, Lupe doubted she could get out of bed, much less care for her family and tackle her classes. But when she thought of her
children and what was at stake for them, she forced herself on. She remembers well what those days were like. “Just a day at a time.That was all I could think about. I could make myself get up one more day, study one more day, cook and clean one more day. And those days eventually turned into a semester.”To her own amazement perhaps as much as anyone’s, Lupe discovered that she was far from retarded. Although she sweated blood over many assignments, she completed them. She turned them in on time. And, remarkably, she made the dean’s list her very first semester. After that, there was no stopping Lupe Quintanilla. She soon realized that the associate’s degree offered by Texas
Southmost College would not satisfy her.Continuing her Monday, Wednesday, and Friday schedule at Southmost, she enrolled for Tuesday and Thursday courses at Pan American University, a school 140 miles from Brownsville. Within three years, she had earned both
her junior-college degree and a bachelor’s degree in biology. She then won a fellowship that took her to graduate school at the University of Houston, where she earned a master’s degree in Spanish literature. When she graduated, the university offered her a job as director of the Mexican-American studies program.While in that position, she earned a doctoral degree in education. How did she do it all? Lupe herself isn’t sure. “I hardly know. When I think back to those years, it seems like a life that someone else lived.” It was a rich and exciting but also very challenging eriod for Lupe and her family. On the
one hand, Lupe was motivated by the desire to set an example for her children, to prove to them that they could succeed in the English-speaking academic world. On the other hand, she worried about neglecting her family. She tried hard to attend important activities, such as parents’ meetings at school and her children’s sporting events. But things didn’t always work out. Lupe still remembers attending a baseball game that her older son, Victor, was playing in. When Victor came to bat, he hit a home run. But as the crowd cheered and Victor  glanced proudly over at his mother in the stands, he saw she was studying a textbook. “I hadn’t seen the home run,”Lupe admitted. “That sort of thing was hard for everyone to take.” Although Lupe worried that her children would resent her busy schedule, she also saw her success reflected in them as they blossomed in school. She forced herself to speak English at home, and their language skills improved quickly.
She read to them in English instead of Spanish—gulping down her pride as their pronunciation became better than hers and they began correcting her. (Once the children were in high school and fluent in English, Lupe switched back to

dongma

at home, so that the children would be fully comfortable in both languages.) “I saw the change in them almost immediately,” she said. “After I helped them with their homework, they would see me pulling out my own books and going to work. In the morning, I would
show them the papers I had written. As I gained confidence, so did they.” By the next year, the children had been promoted out of the Yellow Birds. Even though Victor, Mario, and Martha all did well academically, Lupe realized she could not assume that they would face no more obstacles in school.  When Mario was in high school, for instance, he wanted to sign up for adebate class. Instead, he was assigned to woodworking. She visited the school to ask why. Mario’s teacher told her, “He’s good with his hands. He’ll be a great
carpenter, and that’s a good thing for a Mexican to be.” Controlling her temper, Lupe responded, “I’m glad you think he’s good with his hands. He’ll be a great physician someday, and he is going to be in the debate class.” Today, Lupe Quintanilla teaches at
the University of Houston, where she has developed several dozen courses concerning
Hispanic literature and culture. Her cross-cultural training for  law enforcement officers, which helps bring police and firefighters and local Hispanic communities closer together, is
renowned° throughout the country. Former President Ronald Reagan named her to a national board that keeps the White House informed of new programs in law enforcement. She has received numerous awards for teaching excellence, and there is even a  cholarship named in her honor. Her name appears in the Hispanic Hall of Fame, and she has been Two members of the Houston police department learn job-specific Spanish phrases from Lupe. Lupe also trains the officers in cultural awareness.co-chair of the White House Commission on Hispanic Education. The love of reading that her grandfather
instilled in Lupe is still alive. She thinks of him every year when she introduces to her students one of his favorite poets, Amado Nervo. She requires them to memorize these lines from one of Nervo’s poems: “When I got to the end of my long journey in life, I realized that I was the architect of my own destiny.” Of these lines, Lupe says, “That is something that I deeply believe, and I want my students to learn it before the end of their
long journey. We create our own destiny.” Her love of reading and learning has helped Lupe create a distinguished destiny. But none of the honors she has received means more to her than the success of her own children, the reason she made that frightening journey to seek classes in English years ago. Today Mario is a physician. Victor and Martha are lawyers, both having earned doctor of law degrees. And so today, Lupe likes to say, “When someone calls the house and asks for ‘Dr. Quintanilla,’ I have to ask, ‘Which one?’ There are four of us—one retarded and three slow learners.” Lupe surrounded

lotusleaf

晕死！看到这么长的英语，很晕！

dongma

叶子看这个：孩子的课堂作文，这个短。
关于莎士比亚戏剧《麦克白》的小论文
Macbeth: Killing Banquo not a coincidence

In Shakespearean time, family heritage and line of blood were considered to be of vital importance, and the lack of an heir was considered unfortunate, which was a possible reason to provoke jealousy and hatred, resulting in conflicts. William Shakespeare, in his play Macbeth, depicts this scenario to its extreme, as Macbeth violently murders Banquo. His reasons are given in his soliloquy in Act III, scene 1. His reasons are generally perceived as his fear of Banquo’s wisdom and valour. However, unlike what most readers think, Macbeth’s primary reason to murder Banquo is his jealousy of the fact that Banquo has an heir, and that heir is going to become the king.

Macbeth’s plan has been working for him tell this point in the play. He successfully murders Duncan and becomes the king. To his great surprise and pleasure, even Duncan’s sons help him, as they flee to England and Wales, putting suspicions on their head. The witches’ prophecy about Macbeth is fulfilled, and Macbeth is thoroughly convinced on the validity of the witches’ words. He even seeks advice from them when he is in doubt in Act IV scene 1. Everything is perfect except that the witches also “hail’d [Banquo] father to a line of kings”. There is no reason to think why this prophecy should fail when all the rest of the prophecies have come true. Banquo’s heir is going to be king. For most of us, it is in our instinct that we want an offspring and we want the best for our offspring, especially in Shakespearean time when the value of family and blood is so important. Such is the case for Macbeth. He doesn’t have a child, as Lady Macbeth previously mentioned in Act I. His childless status seems pitiful in contrast to the prophesized success of Banquo’s child. This provokes a strong sense of jealousy, as Macbeth reveals in this soliloquy:

…He chid the sisters

When first they put the name of king upon me,

And bade them speak to him: then prophet-like

They hail’d him father to a line of kings:

Upon my head they placed a fruitless crown,

And put a barren sceptre in my gripe,

Thence to be wrench’d with an unlineal hand,

No son of mine succeeding.

Although he is a king, he won’t have a son succeeding him as a king. His crown is “fruitless”, it can not produce long lasting results. This turns into the bitter realization that what he has committed will eventually benefit Banquo’s heir:

…If ’t be so,

For Banquo’s issue have I filed my mind;

For them the gracious Duncan have I murder’d;

Put rancours in the vessel of my peace

Only for them; …

The plan that has been working for him will not benefit his offspring (as he doesn’t have one), but will benefit Banquo’s! Till this point, Macbeth is utterly outraged:

To make them kings, the seed of Banquo kings!

Rather than so, come fate into the list.

And champion me to the utterance! Who’s there!

This abundance of exclamation marks sticks into the readers’ eyes, and because of this, it is not hard for them to perceive Macbeth’s wild rage. His jealousy of Banquo’s child turns into a bitter realization of what he has done is for nothing, and then finally turns into a hatred and anger against Banquo himself. This is fatal, as he proceeds right after this to plan for the killing of Banquo.

Besides the emotional reasons for him to assassinate Banquo, Macbeth also has “reasonable” ones, being whatever seems reasonable to his state of mind. Since he still has the possibility of having a child, it is important for him to stay king. And for those of us that don’t have a child, we still ourselves that we need to enjoy our own lives. Again, Macbeth’s behaviour fitted into the though model of general people. In the soliloquy, he comments on Banquo:

… and in [Banquo’s] royalty of nature

Reigns that which would be fear’d: ‘tis much he dares;

And to that dauntless temper of his mind,

He hath a wisdom that doth guide his valour

To act in safety…

Macbeth’s high remark of Banquo’s ability should not be overlooked. He goes through a war with Banquo, and no doubt he has seen what Banquo can do in battle. Banquo and he received equal praises in their receptions. Banquo’s bravery bears no suspicion. What is more, when Macbeth tries to pull Banquo to his side, he fails. He asks for Banquo’s support in exchange of honour, but very cleverly, Banquo refuses by replying that only if he doesn’t lose his honour in the process of seeking for it, meaning that he doesn’t lose his morale and conscience. Further more, Banquo is the only one that hears the witches’ prophecy alongside Macbeth, and to himself, Banquo is already aware that Macbeth has “played most foul for it”. Banquo is the threat that can unseat Macbeth from his throne, and Macbeth is well aware of that, as he says:

To be thus is nothing;

But to be safely thus. –Our fear in Banquo

Stick deep…

There is none but he

Whose being I do fear: and under him,

My genius is rebuked…

Macbeth says, in his soliloquy that he fears Banquo. He fears that Banquo may take action against him, whether in reality he has or not. This strong sense of insecure and the wish to protect his throne add to his jealousy of Banquo, and determine him even more that he needs to kill Banquo.

Macbeth is aware of his own jealousy and his insecurity, but an even deeper, psychological reason, lies in his subconscious, and is not known to him, but can only be inferred from his words and actions. Before murdering Duncan, he knows perfectly that what he is about to do is wrong. Duncan has been so clear in his office, and has not any wrongdoings. As his subject and kinsman, Macbeth is supposed to serve him, and furthermore, he is the host of Duncan at the time, who should close the door to those who tries to hurt Duncan, not to bear the knife himself. After he kills Duncan, he is horrified of what he has done, as he unwisely takes the knife with him instead of leaving it to the servants as planned, and he does not dare to return to the chamber. It is evident that Macbeth feels guilt in his conscience, as all of us would feel. After his realization that what he has done can only benefit Banquo’s heir, he infers that he “filed [his] mind” and murdered the gracious Duncan for Banquo’s heir. This is an excellent opportunity to outlet his guilt, as he convinces himself that what he has done doesn’t benefit him, but benefits someone else, and to even relief himself further of his conscience, he should condemn Banquo, the beneficiary, by murdering him! And so he does. Ironically, Macbeth’s intention fails him. He does not get relieved from his guilt. Instead, the whole impact of the murders takes a toll on him, as the ghost of Banquo appears in the banquet and horrifies him. He says to his wife that there was a time when people are killed they die, but now, they stand back up and knock people out of their stools. Since there is only one ghost, the peculiar use of “they” is intriguing and it can be concluded that not only the guilt of murdering Banquo comes upon him, but also, the killing of Duncan weighs even more, unlike what he tries to do, by murdering Banquo.

There are multiple reasons for Macbeth to murder Banquo. The most important one is the value of family and blood provokes jealousy, and turns into hatred and rage. But whatever the reason is, the fact of one friend killing another is tragic, and this further adds to the already tragic Macbeth.