英译汉（Unit1、2、3、5课文翻译）
Unit 1  A Kind of Sermon  一番说教
1、第一段：
①It 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 of the language have been understood.
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。
②Students are naturally surprised and disappointed to discover that a process which ought to become simpler does not appear to do so.
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易的学习过程却完全不是那么回事。
2、第二段：
①It may not seem much consolation to point out that the teacher, too, becomes frustrated when his efforts appear to produce less obvious results.
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时，学生们并不感到多少安慰。
②He finds that students who were easy to teach, because they succeeded inputting everything they had been taught into practice, hesitate when confronted with the vast untouched area of English vocabulary and usage which falls outside the scope of basic textbooks.
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地用于实践。可现在，他们却面对前阶段中从未学过的大量生词、习惯用法显得踌躇不前。
③He sees them struggling because the language they thought they knew now appears to consist of a bewildering variety of idioms, clichés and accepted phrases with different meanings in different contexts.
他看到学生们在艰难地努力着，因为他们以前认为已经认识的语言现在似乎充满了令人头昏眼花的成语、陈旧用语以及在不同上下文中有不同含义的惯用词组。
④It is hard to convince them that they are still making progress toward fluency and that their English is certain to improve, given time and dedication.
要想让他们相信他们仍朝着精通的方向发展，并且只要肯花时间和持之以恒，他们英语就一定提高是很困难的。
3、第三段：
①In such circumstances it is hardly surprising that some give up in disgust, while others still wait hopefully for the teacher to give them the same confident guidance he was able to offer them at first.
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像开始时那样给他们以满怀信心的指导。
②The teacher, for his part, frequently reduced to trying to explain the inexplicable, may take refuge in quoting proverbs to his colleagues such as: “You can lead a horse to water but you can’t make him drink,” or, more respectfully if less grammatically: “It ain’t what you say. It’s the way that you say it.”
从教师这方面看，由于往往不得不去讲解一些无法说清楚的东西，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，马不饮水你自愁， 或说得比较尊重对方但语法并不严谨：倒不在乎说什么，关键瞧您怎么说。
③His students might feel inclined to counter these with: “The more I learn,the less I know.”
他的学生则会反唇相讥道：我越学越糊涂。
4、第四段：
①Of course this is not true. 事实当然并非如此。
②What both students and teachers are experiencing is the recognition that the more compl
ex structures one encounters in a language are not as vital to making oneself understood and so have a less immediate field of application.
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在表达思想中并非至关重要，因此也就少有可能立刻派上用场。
③For the same reason, from the teacher’s point of view, selecting what should be taught becomes a more difficult task.
出于同样的理由，在老师看来，恰当地选择教材变得更困难了。
④It is much easier to get food of any kind than to choose the dish you would most like to eat on a given day from a vast menu.
basic语言是一种任选一种食品比从品种繁多的菜单上单挑一道在某个特定日子里你想吃的菜要容易多了。
5、第五段：
①Defining the problem is easier than providing the solution.
界定问题比提供解决方法要更容易。
②One can suggest that students should spend two or three years in an English-speaking country, which amounts to washing one’s hands of them.
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。
③Few students have the time or the money to do that.
没有几个学生有时间或者金钱去做这件事。
④It is often said that wide reading is the best alternative course of action but even here it is necessary to make some kind of selection.
常言道：广泛阅读是最佳替代办法，但有所选择也是有必要的。
⑤It is no use telling students to go to the library and pick up the first book they come across.
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。
⑥My own advice to them would be: “read 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 read the whole novel in a week or so); read the English written today, not 200 years ago; read as much as you can and try to remember the way it was written rather than individual words that puzzled you.”
我会这样劝他们；读无需查字典就懂的书（但并非过眼即懂的书），读你感兴趣的书；读时间允许的书（杂志和报纸，而不是长篇小说，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，而不要拘泥于令你困惑的个别单词。
⑦And instead of “read,” I could just as well say “listen to.”
并且，代之以读文章，你应该听文章。
6、第六段：
①My advice to teachers would be similar in a way.
从某种意义上说，我对教师的劝告也是相同的。
②I would say “It’s no good thinking that anything will do, or that all language is useful.

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