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1、V 第一单元The author is not a preacher, and yet he does deliver a kind of sermon here. 作者并不是一个传教士，然而他在这里却发表了一种友好的说教。Who is his audience? 他的观众是谁？Interestingly, his audience is your teachers of Advanced English as a foreign language. 有趣地是，他的观众是你们那些把高级英语作为外语的老师们。The author seeks to help them in their diffi
2、cult task of teaching advanced students, 作者试着探求去帮助他们如何教先进的学生这一艰难的任务。their task of leading their students to a higher level of ability and fluency. 他们的任务就是引导他们的学生到达更高一层的能力和流畅。Does it encourage you to know that you are not the only one who is struggling at this level of language acquisition? 它是否怂恿你，让你
3、知道你不是唯一的一个在语言获得阶段奋斗的人？A KIND OF SERMON 一番说教by W.S. Fowler W S福勒It is probably easier for teachers than for students to appreciate the reasons, 也许老师比学生更容易理解，why learning English seems to become increasingly difficult once the basic structures and patterns of the language have been understood. 为什么学生在掌
4、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。Students 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。It may not seem much consolation to point out that the teacher, too, 学生们并不感到多少安慰，在知道老师becomes frust
5、rated when his efforts appear to produce less obvious results. 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。He finds that students who were easy to teach, 他发现那些学生很容易去教，because they succeeded in putting everything they had been taught into practice, 因为他们能把所学的知识很快的用于实践。hesitate when confronted with the vast untounched a
6、rea of English vocabulary and usage which falls outside the scope of basic textbooks. 可现在，他们却面对前阶段中从未学过的大量生词，惯用法显得踌躇不前。He sees them struggling because the language they thought they knew now appears to consist of a bewildering variety of idioms, 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，cliches
7、and accepted phrases with different meanings in different contexts. 陈旧用语以及在不同上下文中有不同含义的惯用词组。It is hard to convince them that they are still making progress towards fluency and that their English is certain to improve, 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。given time and dedication. 并且，只要肯花时间和持之以恒，In su
8、ch circumstances it is hardly surprising that some give up in disgust, 有些学生在此情况下厌恶地放弃了学习，这并不出人意外；while others still wait hopefully for the teacher to give them the same confident guidance he was able to offer them at first. 同时，另一些学生仍然充满希望地盼着老师象开始时那样给他们以满怀信心的指导。The teacher, for his part, frequently r
9、educed to trying to explain the inexplicable, 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，may take refuge in quoting proverbs to his colleagues such as:“You can lead a horse to water but you cant make him drink,“ 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，”or, more respectfully if less grammatically:“It aint what you
10、say. 或说得比较尊重对方但语法并不严谨：“倒不在乎说什么，Its the way that you say it.“ 关键瞧您怎么说。 ”His 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。 ”Of course this is not true. 事实当然并非如此。What both students and teachers are experiencing is the recognition that the m
11、ore complex structures one encounters in a language are not as vital to making oneself understood. 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，and so have a less immediate field of application. 因此也就少有可能立刻派上用场。For the same reason, from the teachers point of view, selecting what should be taught becomes a
12、 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。It 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. 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。Defining the problem is easier than providing the solution. 界定问题易于找出答案。One can sugges
13、t that students should spend two or three years in an English-speaking country, 你可建议学生去讲英语的国家住两三年，which amounts to washing ones hands of them. 这等于撒手不管他们。Few students have the time or the money to do that. 没有几个学生陪得起时间花得起钱。It is often said that wide reading is the best alternative course of action but
14、 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，但读书也应有所选择。It 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。My own advice to them would be: 我会这样劝他们；“read what you can understand without having to l
15、ook up words in a dictionary(but not what you can understand at a glance); “读无需查字典就懂的书（但并非过眼即懂的书），read what interests you; 读你感兴趣的书；read what you have time for(magazines and newspapers rather than novels unless you can read the whole novel in a week or so); 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）；read th
16、e English written today, not 200 years ago; 读现在写的文章，而不是二百年前的文章；read as much as you can and try to remember the way it was written rather than individual words that puzzled you.“ 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。And 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” 。My 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。I would say “Its no good thinking that anything will do, 我会说：“最好不要认为学什么都可以，or that all language is useful. 或任何语言都有用。Its no goo
