大学英语精读第5册和第6册全文课文翻译A Ki nd of SermonIt is probably easier for teachers than for stude nts to appreciate the reas ons why lear ning En glishseems to becomein creas in gly difficult once the basic structures and patter ns of the Ian guage have bee n un derstood. Stude nts are n aturally surprised and disappo in ted 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 the teacher , too, becomes frustrated whe n his efforts appear to produce less obvious results. He finds that students who were easy to teach, because they succeeded in putting everyth ing they had bee n taught intopractice, hesitate when confronted with the vast un touched area of En glish vocabulary and usage which falls outside the scope of basic textbooks. He sees them struggling because the Ian guage they thought they一番说教一旦在掌握了英语基本结构和句型之后，再往下学习似乎变得越来越困难了；这其中的原因，也许老师比学生更容易理解。
当学生们发现一个本该变得越来越容易的学习过程似乎并未变的简单时，他们自然会感到惊讶并失望。
在知道老师在其努力所产生的效果似乎不及一开始明显时也会灰心丧气，学生们并不感到多少安慰。
他发现那些学生很容易去教，因为他们能把所学的知识很快的用于实践；而现在，他们面对大量未曾接触过的英语词汇和惯用法时会显得踌躇不前，因为这些词汇和惯用法都是基础教科书上所没有涉及的内容。
他看到学生们在挣扎，因为他们本以为已经认识的语言现在看上去似乎是由种种令人困惑不解的、在不同上下文中有不同含义的习语，陈词滥调和成语组成的。
很难让他们相信，他们仍朝着流利的方向发展，并且knew now appears to con sist of a bewilderingvariety of idioms,clich de andaccepted phrases with differe nt meaningsin differe ntcon texts.It is hard toconvince them that they are still maki ngprogress towards flue ncy and thattheir English is certain to improve,giventime and dedicati on.In such circumsta nces it is hardlysurprising that some give up in disgust, while others still wait hopefully for the teacher to give them thesame con fide nt guida nee he was able to offer them at first. The teacher , for his part, frequently reduced to trying to expla in the in explicable, maytake refuge in quot ing proverbs to his colleagues suchas: "You can lead a horse to water but you can't make him dr ink ” or,more respectfully if less grammatically :”ltain 'what you say, It's the way that you say it." His stude ntsmight feelin cli ned tocounter these with: "The more I learn, the less I kno w."只要肯花时间和持之以恒， 他们英语一定会有所提高。
在此情况下，有些学生厌恶 地放弃了学习并不出人意外；而 另外一些学生则仍然满怀希望 地等待着老师像最初那样给他 们以满怀信心的指导。
就教师来 说，由于经常不得不去解释一些 无法解释的东西，他们就可能对 冋事们引用 些谚语来聊以自 慰，比如：“引马河边易，逼马 饮水难” 或者引用一句虽语法 不严谨但比较尊重对方的话： “重要的不在于你说什么， 而在于你怎么说。
”对这些话，他的 学生也许会反唇相讥道：我学的 越多，懂得越少。
事实当然并非如此。
不管是 学生还是老师，他们都在经历着 这样一个认识过程，即我们［在某 种语言中所遇到的较复杂的语 言结构，在表达自己的意思来说Of course this is not true. What both students and teachers are experiencing is the recog niti on that the more complex structures one encoun ters in a Ian guage are not as vital to making on eself un derstood and so have a less immediate field of application. For the same reason, from the teacher's point of view, selecting what should be taught becomes a more difficult task. It is much easier to get food of any kind tha n to choose the dish you would most like to eat on a give n day from a vast menu.Defining the problem is easier tha n providi ng the soluti on. One can suggest that stude nts should spe nd two or three years in an English-speak ing coun try, which amounts to washing one's hands of them. Few stude nts have the time or the money to do that. It is often said that wide reading is the time or the money to do that. It is often said that wide readi ng is the best alter native course of acti on but eve n here it is 并非至关重要，因此它们的直接应用范围很少。
出于同样的理由，以教师的观点来看，选择适当的教材就成了一项更为困难的任务。
比起在某个特定日子从一份丰盛的菜单中选出你最想吃的菜来，随便准备点吃的东西要容易的多。
界定问题比找出答案容易。
有人可能会建议学生去讲英语的国家住两三年，这等于撒手不管他们。
没有几个学生有时间或者有钱出国。
人们常说：广泛阅读是最佳选择方法，但即使在这一方面，读书也需要进行某些选择。
让学生走进图书馆随便拿起他们遇到的第一本书就读，这是无用的。
我的建议是：要读无需查字典就能看懂的书（但并非一看即懂的书）；读你感兴趣的书；读有时间读的书（杂志和报纸而不是长篇小说，除非你能在一周左右的时间里读完它）；读当代写的英文，而不是二百年前的；要尽量多读并设法记住写作方法，而不要拘泥于令你困惑的个别单词。
并且，除了读文章，我n ecessary to make some kind of selecti on .It is no use telling students to go to the library and pick up the first book they come across.My own advice to them would be: "read what you can un dersta nd without hav ing to look up words in adictio nary (but n ot what you can un dersta nd at a gla nee); read what in terests you; read what you have time for (magaz ines and newspapersrather tha nno vels uni ess you can read the whole no vel in a week or so); read the En glish writte n today, not 200 years ago; read as much as you can and try to remember the way it was writte n rather tha n individual words thatpuzzled you." And in stead of "read", I could just as well say "liste n to."My advice to teachers would be similar in a way. I would say "It's no good thinking that any thi ng will do, or that all la nguage is useful. It's no good relyingon stude nts to express themselves without the right tools for expressi on. It's still your duty to choose 也可以说听。