大学英语精读第5册课文全文翻译

大学英语精读第5册和第6册全文课文翻译

wide reading is the time or the money to do that. It 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. 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 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." And instead of "read", I could just as well say "listen to." My advice to teachers would be similar in a way. I would say "It's no good thinking that anything will do, or that all language is useful. It's no good relying on students to express themselves without the right tools for expression. It's still your duty to choose the best path to follow near the top of the mountain just as it was to propose a practicable short-cut away from the beaten track in the foothills. And 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 th

e paid guide and expert and there is a way to the top somewhere."

他们。没有几个学生陪得起时间花得起钱。 常言道：广泛阅读是最佳替代办法，但读书 也应有所选择。 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 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。并且，代之以读 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都可 以，或任何语言都有用。让学生没有掌握表 达方法就去表达自己的思想是无益的。 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条攀 顶之最佳路线。如果你选的路线荆棘丛生， 难以举步，全队则需返回，你应另择佳途。 你仍是雇用向导和登山专家， 总能找到一条 登顶之路。

The Fifth FreedomMore than three centuries ago a handful of pioneers crossed the ocean t Jamestown and Plymouth in search of freedoms they were unable to find in their own countries, the 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 them since, are fighting to protect these freedoms at home and throughout the world. And yet there is a fifth freedom - basic to those four that we are in danger of losing: the freedom to be one's best. St. Exupery describes a ragged, sensitive-faced Arab child, haunting the streets of a North African town, as a lost Mozart: he would never be trained or developed. Was he free? "No one grasped you by the shoulder while there was still time; and nought will awaken in you the sleeping poet or musician or astronomer that possibly inhabited you from the beginning." The freedom to be one's best is the chance for the development of each person to his

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 珍惜。它们是：脱离贫穷，消除恐惧、言论以及 宗教信仰的自由。如今这些拓荒者的后代以及后 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。它是达到 个人成就顶峰的自由， 在法国作家圣?埃克休帕里 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。这 个孩子有自由吗？“在还来得及的时候却得为到 培养。你也许很可能有着与生俱来的成为诗人、

highest power. How is it that we in America have begun to lose this freedom, and how can we regain it for our nation's youth? I believe it has started slipping away from us because of three misunderstandings. First, the misunderstanding of the meaning of democracy. The principal of a great Philadelphia high school is driven to cry for help in combating the notion that it is undemocratic to run a special program of studies for outstanding boys and girls. Again, when a good independent school in Memphis recently closed, some thoughtful citizens urged that it be taken over by the public school system and used for boys and girls of high ability, what it have entrance requirements and give an advanced program of studies to superior students who were interested and able to take it. The proposal was rejected because it was undemocratic! Thus, courses are geared to the middle of the class. The good student is unchallenged, bored. The loafer receives his passing grade. And the lack of an outstanding course for the outstanding student, the lack of a standard which a boy or girl must meet, passes for democracy. The second misunderstanding concerns what makes for happiness. The aims of our present-day culture are avowedly ease and material well-being: shorter hours; a shorter week; more return for less accomplishment; more softsoap excuses and fewer honest, realistic demands. In our schools this is reflected by the vanishing hickory stick and the emerging psychiatrist. The hickory stick had its faults, and the psychiatrist has his strengths. But hickory stick had its 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 considered judgment that the tougher subjects of the classics and mathematics should be thrown aside, as sugg …… 此处隐藏：5157字，全部文档内容请下载后查看。喜欢就下载吧 ……