大学英语精读第5册和第6册全文课文翻译 A Kind of Sermon It is probably easier for teachers than for students to appreciate the reasons why learning English seems to become increasingly difficult once the basic structures and patterns 一番说教 也许老师比学生更容易理解，为什么学生在掌握了英语基本结构和句型后英语学习反而变得越来越困难了。学生们自然感到惊奇并失望地发现本来应该变得越来越容 学生们并不感到多少安慰，在知道老师在其努力所产生的效果似乎不及一开始明显也会灰心丧气。他发现那些学生很容of the language have been understood. Students are naturally 易的学习过程却完全不是那么回事。 surprised and disappointed to discover that a process which ought to become simpler does not appear to do so. It may not seem much consolation to point out that 易去教，为他们能把所学的知识很快的用于可现在，他们却面对前阶段中从未学the teacher, too, becomes frustrated when his efforts appear 实践。to produce less obvious results. He finds that students who 过的大量生词，惯用法显得踌躇不前。他看到学生们在艰难地努力着，因为他们以前认were easy to teach, because they succeeded in putting 为已经认识的语言现在似乎充满了令人头陈旧用语以及在不同上下文everything they had been taught into practice, hesitate when 昏眼花的成语，confronted with the vast untouched area of English vocabulary and usage which falls outside the scope of basic textbooks. 中有不同含义的惯用词组。 要想让他们相信他们仍朝着精通的方向发展，他们英语就一定提高是很困难的。并且，只要肯花时间 有些学生在此情况下厌恶地放弃了学习，这并不出人意外；同时，另一些学生仍然充满希望地盼着老师象开始时那样He sees them struggling because the language they thought they 和持之以恒。 knew now appears to consist of a bewildering variety of idioms, clichéd and accepted phrases with different meanings in different contexts. It is hard to convince them that they 给他们以满怀信心的指导。从教师这方面由于往往不得不去讲解一些无法说清楚are still making progress towards fluency and that their 看，English is certain to improve, given time and dedication. 的东西，他常常会对同事们引用一些谚语权充台阶，比如：你能牵马河边走，马不饮水 In such circumstances it is hardly surprising that 你自愁， 或说得比较尊重对方但语法并不some give up in disgust, while others still wait hopefully 严谨：倒不在乎说什么，关键瞧您怎么说。for the teacher to give them the same confident guidance he was able to offer them at first. The teacher, for his part, 他的学生则会反唇相讥道：我越学越糊涂。 事实当然并非如此。师生们正体验着一种共识，即学习中遇到的较复杂的语言结构frequently reduced to trying to explain the inexplicable, may 在表达思想中并非至关重要，因此也就少有出于同样的理由，在老take refuge in quoting proverbs to his colleagues such as: 可能立刻派上用场。师看来，恰当地选择教材变得更困难了。任\选一种食品比从品种繁多的菜单上单挑一It's the way that you say it.\His students might feel inclined 道在某个特定日子里你想吃的菜要容易多to counter these with: \了。 Of course this is not true. What both students and teachers are experiencing is the recognition that the more 界定问题易于找出答案。你可建议学生去讲英语的国家住两三年，这等于撒手不管他们。没有几个学生陪得起时间花得起complex structures one encounters in a language are not as 钱。常言道：广泛阅读是最佳替代办法，但让学生走进图书馆随便vital to making oneself understood and so have a less 读书也应有所选择。immediate field of application. For the same reason, from the 拿起他们遇到的第一本书就读，这是无用的。我会这样劝他们；读无需查字典就懂的teacher's point of view, selecting what should be taught 书（但并非过眼即懂的书），读你感兴趣的becomes a more difficult task. It is much easier to get food 书； 读时间允许的书（杂志和报纸，而不of any kind than to choose the dish you would most like to eat on a given day from a vast menu. 是长篇小说，除非你能在一周左右读完它）；读现在写的文章，而不是二百年前的文章；读得尽量多一些，并尽量记住写作方法，而之以读文章，你应该听文章。 从某种意义上说，我对教师的劝告也是相同的。我会说：最好不要认为学什么并且，代 Defining the problem is easier than providing the 不要拘泥于令你困惑的个别单词。solution. One can suggest that students should spend two or three years in an English-speaking country, which amounts to washing one's hands of them. Few students have the time or 都可以，或任何语言都有用。让学生没有掌the money to do that. It is often said that wide reading is 握表达方法就去表达自己的思想是无益的。the time or the money to do that. It is often said that wide 正象在山脚下你弃老路而择近道一样，在距山顶不远处你也仍应尽心尽责为他们指一reading is the best alternative course of action but even here 条攀顶之最佳路线。如果你选的路线荆棘丛it is necessary to make some kind of selection. It is no use 生，难以举步，全队则需返回，你应另择佳telling students to go to the library and pick up the first book they come across. My own advice to them would be: \what you can understand without having to look up words in a dictionary (but not what you can understand at a glance); read what interests you; read what you have time for (magazines and newspapers rather than novels unless you can 途。你仍是雇用向导和登山专家，总能找到一条登顶之路。 第五种自由 一小群早期拓荒者为了寻找在他们自己的祖国已不存在的自由，在三百多年前远涉重洋，来到詹姆斯敦和普列茅斯。自由我们今天仍然格外read the whole novel in a week or so); read the English written 珍惜。它们是：脱离贫穷，消除恐惧、言论以及today, not 200 years ago; read as much as you can and try to 宗教信仰的自由。如今这些拓荒者的后代以及后remember the way it was written rather than individual words that puzzled you.\And instead of \I could just as well say \来加入其行列的新老移民仍然在美国本土和世界各地为这些自由而奋斗着。 与此同时还存在着第五种自由，也是上述四种自由之基石，我们有丢失它的危险。它是 My advice to teachers would be similar in a way. I 达到个人成就顶峰的自由，在法国作家圣埃克休would say \that all language is useful. It's no good relying on students 帕里的作品里，一个破衣烂衫却长得聪明伶俐的阿拉伯少年，经常闲逛于北非某城市，被描写成一个被埋没的莫扎特，他不可能受到训练或培养。to express themselves without the right tools for expression. 这个孩子有自由吗“在还来得及的时候却得为到It's still your duty to choose the best path to follow near 培养。你也许很可能有着与生俱来的成为诗人、音乐家或天文学家的潜能，但却不可能被唤醒了。the top of the mountain just as it was to propose a practicable 完善自我的自由是一种让每个人把自己的能力发short-cut away from the beaten track in the foothills. And 展到最高水平的机会。 if the path you choose is too overgrown to make further progress, the whole party will have to go back and you will have to choose another route. You are still the paid guide and expert and there is a way to the top somewhere.\ 在美国我们为什么会开始失去这一自由呢如何为我国的青年人重新获得这一自由呢它之所以开始从我们身边悄然离去，我认为是由于以下三种误解所导致的。首先是对民主的误解。在费城、一所名牌中学的校长被迫大声疾呼，号召人们反对一种观点，即认为给尖子生吃小灶是不民主的。再如，当孟菲斯的一所教学质量好的私 The Fifth Freedom More than three centuries ago a handful of pioneers 立学校在不久前停办时，一些有头脑的市民力主将其纳入公立学校系统，专门用来培养尖子人才。他们主张要设入学条件并为有兴趣、有能力的学crossed the ocean t Jamestown and Plymouth in search of 生提供高级研修课程。然而这项建议竟遭反对，freedoms they were unable to find in their own countries, the 理由是这样做不民主！据此，课程均被定位在中freedoms of we still cherish today: freedom from want, freedom from fear, freedom of speech, freedom of religion. Today the descendants of the early settlers, and those who have joined 等难度。尖子生未受到挑战，情绪低落，差生也能及格。没有为优等生开设的培优课程，没有每位男女生都必须达到的标准反而带来了民主。 其次是对幸福的误解。我们当今文化的them since, are fighting to protect these freedoms at home 取向明白无误地直指安逸和物质享受，更少的日工作小时和周工作日，干得更少，拿得更多，更and throughout the world. 多的滑头的借口，更少实实在在的要求。反映到 And yet there is a fifth freedom - basic to those four 我们的学校里，便是精神病医生取代了教鞭。以- that we are in danger of losing: the freedom to be one's 前用教鞭当然有不妥的时候，如今的精神病医生best. St. Exupery describes a ragged, sensitive-faced Arab 也功不可没。但趁势是显而易见的。Ｔｏｕｒ ｃｏｍｐｒｅｎｄ ｃ’ｅｓｔ ｐａｒｄｏｎｅchild, haunting the streets of a North African town, as a lost ｒ（原谅了一切才理解了一切。）我们真的相信较Mozart: he would never be trained or developed. Was he free 松的标准能带来幸福吗象某些教育专家建议的，\one grasped you by the shoulder while there was still time; and nought will awaken in you the sleeping poet or musician 用玩娃娃取代难学的古典文学和数学。这难道是我们经过深思熟虑作出的判断吗无怪乎黎巴嫩驻联合国代表查尔斯·马立克会这样写道： “在西or astronomer that possibly inhabited you from the 方（美国）普遍存在着道德滑坡。（我们的）领导beginning.\似乎无从应付史无前例的时代的挑战。” the development of each person to his highest power. How is it that we in America have begun to lose this 最后是对价值观的误解。这里仅举几项在过去五十年里在师范教育界最具影响的信仰，永恒的真理是不存在的；绝对的道德准则是不存在的；freedom, and how can we regain it for our nation's youth I 上帝是不存在的。但人类全部的历史却告诉我们：believe it has started slipping away from us because of three 否定这些基本原则，置人或国家于宇宙之中心，将导致使世界瘫痪的整体自私自利。而这恶果却misunderstandings. 已令人恐怖地初现端倪。 First, the misunderstanding of the meaning of 阿诺德汤因比曾经说，一切进步，一切democracy. The principal of a great Philadelphia high school 发展均来自挑战以及相应的反应。而没有挑战，is driven to cry for help in combating the notion that it is undemocratic to run a special program of studies for 当然也没有了反应，没有了进步，没有了自由。因此，首先我们要为我们的孩子提供最艰深，最具挑战性的在其力所能及的范围内的课程。米开outstanding boys and girls. Again, when a good independent 朗基罗学画时可不是心不在焉的乱画。莫扎特要school in Memphis recently closed, some thoughtful citizens urged that it be taken over by the public school system and 是整天看电视，也就不可能在八岁就成为小有名气的钢琴家。正象伊芙·居里和海伦·凯勒一样，他们都是以严格的训练来面对挑战。并且赢得了used for boys and girls of high ability, what it have entrance 新的自由。 requirements and give an advanced program of studies to superior students who were interested and able to take it. 我们可以给我们的男孩女孩们的第二个机会乃是有权失败。 “自由不仅仅是一种特权，而且也是一种考验，”德·纽伊写道。一个不允The proposal was rejected because it was undemocratic! Thus, 许失败的考验是一种什么样的考验呢这种自由又courses are geared to the middle of the class. The good student 将是什么自由呢：美国能为每一位来听上四年高is unchallenged, bored. The loafer receives his passing 中课程的学生,发张高中文凭。但不管是否学到东西，这个时代已一去不复返了。我们生活在一个grade. And the lack of an outstanding course for the 变得越来越小的世界里，我们必须知晓现实主义，outstanding student, the lack of a standard which a boy or 并对其保持警觉；而现实主义所要求的标准应是girl must meet, passes for democracy. The second misunderstanding concerns what makes for 一种要么必须达到，要么达不到的标准。这种说法过于严酷，但也句句是实。如果剥夺了我们的孩子失败的权力，也就是剥夺了他们认识真实世happiness. The aims of our present-day culture are avowedly 界的权力。 ease and material well-being: shorter hours; a shorter week; more return for less accomplishment; more softsoap excuses 最后，我们应让孩子们全面了解我们已经找到的最好的价值。通过把我们的生活与各个时代，可资证明的事件联系起来，通过已经过历and fewer honest, realistic demands. In our schools this is 史证明为最真实的价值观来评判我们的人生哲reflected by the vanishing hickory stick and the emerging 学。我们也许能够提供一种充满真理、内容翔实、psychiatrist. The hickory stick had its faults, and the 满足我们的思维，打劫我们心扉、燃起希望之火的，时时萦绕于耳的启示，一种受用终生的启示。psychiatrist has his strengths. But hickory stick had its 这是一个意味着快乐力量和领袖才能的启示—即faults, and the psychiatrist has his strengths. But the trend is clear. Tout comprendre c'est tout pardoner (To understand everything is to excuse everything). Do we really believe that our softening standards bring happiness Is it our sound and 自由而非奴役。 美好生活的秘决 这个世纪心理学领域里最重要的发现就是considered judgment that the tougher subjects of the classics “自我行象”。无论意识到与否，我们每个人大and mathematics should be thrown aside, as suggested by some 脑中都有一幅关于自己的蓝图或画像。如果我们educators, for doll-playing Small wonder that Charles Malik, Lebanese delegate at the ., writes: \有意识地去注视它，这个心象也许地会显得模糊不清、难以界定。事实上，它也许完全不能被有意识地辨认出来。但它确实存在而且细节分明。(in the United States) \这个自我心象就是我们关于“我是哪种人”的自(Our) leadership does not seem to be adequate to the unprecedented challenges of the age.\我概念。它是建立在我们关于自己的信念之上的。但这大部分的关于我们自己的信念是在无意识中通过我们过去的经验、我们的成功和失败、我们 The last misunderstanding is in the area of values. 遭受的屈辱、我们的胜利以及别人对我们所作出Here are some of the most influential tenets of teacher 的反应，尤其是在儿童时期对我们的反应等等形成的。通过以上种种经历，我们在大脑中建立了education over the past fifty years: there is no eternal 一个“自我”（或是一个关于自我的画像。）一旦truth; there is no absolute moral law; there is no God. Yet 某种关于我们自己的想法和信念进入到这幅图象all of history has taught us that the denial of these 当中，就我们自己而言，它即变成了“真实”。ultimates, the placement of man or state at the core of the universe, results in a paralyzing mass selfishness; and the first signs of it are already frighteningly evident. Arnold Toynbee has said that all progress, all development come from challenge and a consequent response. Without challenge there is no response, no development, no 我们从不过问它的正确性，而是按此行事，似乎它确实是真的。 这个自我心象由于有了两个重要的发现而变成了打开通往更美好生活之门的金钥匙。 １、你所有的行动、情感、举止—甚至你的能力—总是与这个自我心象保持一致。 简言之，你将按照构想中的你去行事。 不仅如此，无论你尽多大有意识的努力 freedom. So first we owe to our children the most demanding, 或有怎样的毅力，你都不可能有其他的行为模式。 一位认定自己属于“失败型”的人们会challenging curriculum that is within their capabilities. 设法去失败，尽管他有着良好的愿望或意志力，Michelangelo did not learn to paint by spending his time 即便有时幸运之神已经来敲门了。一位认定自己doodling. Mozart was not an accomplished pianist at the age 是非正义的受害者的人，一位“注定要遭灾的of eight as the result or spending his days in front of a 人”，他将总是寻找一些根据去证实自己的观点。 自我心象是个“前提”，一个基地或基television set. Like Eve Curie, like Helen Keller, they 础，在此之上你建立起你全部的个性、举止甚至
大学英语精读第5册课文全文翻译 - 图文
