英語(yǔ)課文背誦是學(xué)習(xí)英語(yǔ)的一種有效的方法,是知識(shí)輸入的一種有效途徑,它不但可以幫助學(xué)生們掌握大量的英語(yǔ)基礎(chǔ)知識(shí),還可以培養(yǎng)學(xué)生們豐富的語(yǔ)感。下面是學(xué)習(xí)啦小編帶來(lái)的學(xué)英語(yǔ)應(yīng)該背誦的文章，歡迎閱讀!

　　學(xué)英語(yǔ)應(yīng)該背誦的文章1

　　A-level Disillusionment

　　A等級(jí)幻滅

　　Anne Barrie's "Do We Over-educate Our Children?" reminded me that the German authorGunter Grass once said that failing his school leaving exams was a blessing without which hewould never have achieved the position he now holds.

　　安妮·巴瑞的《我們是不是給我們的孩子太多的教育了?》使我想到德國(guó)作家君特·格拉斯曾經(jīng)說(shuō)過(guò)的，他沒(méi)有通過(guò)中學(xué)畢業(yè)考試是一件幸事，否則他就永遠(yuǎn)不可能取得現(xiàn)有的地位。

　　I wonder how many other great men and women owe their success to having failed in theiracademic careers.

　　不知道有多少其他偉人和名人們將所取得的成就歸功于他們?cè)趯W(xué)業(yè)上的失敗。

　　I was a schoolgirl in the 1960s - the time when it was believed that the future wealth of thecountry depended on the education of the young:

　　60年代，我還是一名中學(xué)女生，那是一個(gè)認(rèn)為國(guó)家未來(lái)的富足寄托于年輕人的教育的時(shí)代：

　　money was plentiful, new universities sprang up and great myths evolved to lure young peopleinto the academic life.

　　資金充裕，不斷有新的大學(xué)出現(xiàn)，教育神話的巨大誘惑使年輕人都追求學(xué)業(yè)上的成就。

　　Three years later, I obtained a first-class degree in mathematics.

　　3年后，我獲得了數(shù)學(xué)的頭等學(xué)位。

　　For some months there had been pressure to try for a further degree - the more post-graduate students there are, the more financial benefits exist for us.

　　好幾個(gè)月里，我面臨著研讀更高學(xué)位的壓力&&研究生越多，經(jīng)濟(jì)利益就會(huì)越多。

　　My fellow postgraduates and I knew nothing of the outside world, and happily believed thatacademic life for another three years would enhance us in the eyes of future employers:

　　我和我的研究生同學(xué)們絲毫不了解外面的世界，高枕無(wú)憂地認(rèn)為學(xué)業(yè)上再深造三年能增加我們?cè)谖磥?lái)老板眼里的價(jià)值。

　　and so I went to London and began work for a doctorate.

　　于是我到了倫敦，開(kāi)始攻讀博士學(xué)位。

　　Here, for the first time, I came across "mature students" - people who had left school at 16and, years later, taken A-levels at technical colleges and come to university.

　　在那里我第一次遇到了“成熟的學(xué)生”，他們十六歲就離開(kāi)了學(xué)校，幾年后在技術(shù)學(xué)院參加了A等級(jí)課程考試，然后上了大學(xué)。

　　Having chosen their subject with great care, and being more mature, they found a joy in theircourses unknown to most of us.

　　他們的專業(yè)是經(jīng)過(guò)深思熟慮后選擇的，他們更成熟，能在所修的課程中獲得大多數(shù)我們這樣的學(xué)生無(wú)法體會(huì)到的樂(lè)趣。

　　I have been working now for several years:

　　現(xiàn)在我已經(jīng)工作好幾年了，

　　life has been very different from what I had been led to expect.

　　現(xiàn)實(shí)生活和我們?cè)趯W(xué)校的環(huán)境下所期待的樣子完全不同。

　　However, it is too late to change: the state of understanding will not pay to reeducate peoplecompletely.

　　不過(guò)，現(xiàn)在做出改變已經(jīng)太晚了，醒悟并不能給我們帶來(lái)完全的再教育。

　　As I think back, I regret that I did not fail my A-levels.

　　回想起來(lái)，我真后悔當(dāng)年沒(méi)有讓我的A等級(jí)課程考試不及格。

　　學(xué)英語(yǔ)應(yīng)該背誦的文章2

　　Zen and the Art of Burglary

　　禪宗與盜竊藝術(shù)

　　If people ask me what Zen is like, I will say that it is like learning the art of burglary.

　　如果有人問(wèn)我禪宗是什么，我會(huì)告訴他禪宗就像是盜竊藝術(shù)。

　　The son of a burglar saw his father growing older and thought, "If he is unable to carry on his profession, who will be the breadwinner of the family, except myself?

　　竊賊的兒子看著他的父親一天天變老，心想，“要是父親不能繼續(xù)他的行當(dāng)，除了我之外還有誰(shuí)能承擔(dān)起養(yǎng)家糊口的重任呢?

　　I must learn the trade." He intimated the idea to his father, who approved of it.

　　我要學(xué)會(huì)這門手藝。”他把自己的這個(gè)想法給父親說(shuō)了，父親同意了。

　　One night the father took the son to a big house, broke through the fence, entered the house, and, opening one of the large chests, told the son to go in and pick out the clothing, as soon as the son get into it, the father dropped the lid and securely applied the lock.

　　一天晚上，父親把兒子帶到了一座大房子，鉆過(guò)籬笆進(jìn)入了房子。父親打開(kāi)一個(gè)大柜子，吩咐兒子進(jìn)去偷些衣服出來(lái)。

　　The father now came out to the courtyard and loudly knocked at the door, waking up the whole family; then he quietly slipped away by the hole in the fence.

　　兒子剛進(jìn)去，父親就蓋上了柜子的蓋子，并牢牢地鎖上了柜子。他來(lái)到院子里，大聲地敲門，把這家人全給吵醒了。接著，父親悄悄地從籬笆的洞里鉆了出去。

　　The residents got excited and lighted candles, but they found that the burglar had already gone.

　　驚慌失措的這家人點(diǎn)亮了蠟燭，卻發(fā)現(xiàn)竊賊已經(jīng)跑掉了。

　　The son, who remained all the time securely confined in the chest, thought of his cruel father.

　　兒子一直被牢牢地鎖在柜子里，想著他那無(wú)情的父親。

　　He was greatly mortified, then a fine idea flashed upon him.

　　他感到受了屈辱。突然一個(gè)點(diǎn)子閃現(xiàn)在他的腦海中。

　　He made a noise like the gnawing of a rat.

　　他發(fā)出了老鼠咬柜子的聲音，

　　The family told the maid to take a candle and examine the chest.

　　這家人就吩咐女仆拿著蠟燭去查看柜子。

　　When the lid was unlocked, out came the prisoner, who blew out the light, pushed away the maid, and fled.

　　女仆一打開(kāi)柜子的蓋子，里面的躲著的人就跳了出來(lái)，吹滅蠟燭，推開(kāi)女仆，逃走了。

　　The people ran after him. Noticing a well by the road, he picked up a large stone and threw it into the water.

　　人們?cè)诤竺孀汾s。他看到路邊有一口井，搬起一塊大石頭，丟到了井里。

　　The pursuers all gathered around the well trying to find the burglars drowning himself in the dark hole.

　　追趕者都聚集在井邊，想看看竊賊是不是掉進(jìn)黑洞洞的井里淹死了。

　　In the meantime he went safely back to his father's house.

　　這時(shí)候，他安全地回到了他父親的房子。

　　He blamed his father deeply for this narrow escape.

　　他斥責(zé)他父親說(shuō)他差點(diǎn)沒(méi)能活著回來(lái)。

　　Said the father, "be not offended my son.

　　父親說(shuō)，“兒呀，別生氣，

　　Just tell me how you got out of it." When the son told him all about his adventures, the father remarked, "There you are, you have learned the art."

　　告訴我你怎么逃出來(lái)的。” 聽(tīng)完兒子講述了歷險(xiǎn)經(jīng)歷，父親說(shuō)，“現(xiàn)在好了，你已經(jīng)學(xué)會(huì)了盜竊這門藝術(shù)。”

　　學(xué)英語(yǔ)應(yīng)該背誦的文章3

　　Down with School!

　　打倒學(xué)校!

　　School is an institution built on the axiom that learning is the result of teaching.

　　學(xué)校是建立在學(xué)習(xí)是教學(xué)的結(jié)果這一理念基礎(chǔ)上的機(jī)構(gòu)。

　　And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary.

　　學(xué)院理論繼續(xù)接受這一理念，盡管有壓倒性的證據(jù)證明事實(shí)剛好相反。

　　Most learning happens casually, and even most intentional learning is not the result of programmed instruction.

　　大多數(shù)知識(shí)是在不經(jīng)意間學(xué)來(lái)的。即便是有意的學(xué)習(xí)，大多也不是有組織教導(dǎo)的結(jié)果。

　　Normal children learn their first language casually, although faster if their parents pay attention to them.

　　正常的孩子隨意地就學(xué)會(huì)了他們的母語(yǔ)，雖然如果父母用心的話，他們會(huì)學(xué)得更快些。

　　Most people who learn a second language well do so as a result of odd circumstances and not of sequential teaching.

　　大多數(shù)第二語(yǔ)言學(xué)得好的人是在特殊的環(huán)境下學(xué)成的，而不是系統(tǒng)教學(xué)所致。

　　They go to live with their grandparents, they travel, or they fall in love with a foreigner.

　　他們?nèi)ズ妥娓改敢黄鹕?，去旅行，或者?ài)上一個(gè)外國(guó)人。

　　Fluency in reading is also more often than not a result of such extra-curricular activities.

　　閱讀流暢也經(jīng)常是課外閱讀活動(dòng)的結(jié)果，

　　Most people read widely, and with pleasure out of school.

　　大多數(shù)人們?cè)谡n外廣泛地閱讀，并且得到很多樂(lè)趣。

　　Everyone learns how to live outside school.

　　每個(gè)人都是在校外學(xué)會(huì)如何生活的。

　　We learn to speak, to think, to love, to feel, to play, to curse, to politick and to work without interference from a teacher.

　　我們?cè)跊](méi)有老師干預(yù)的情況下，學(xué)會(huì)說(shuō)話、思考、去愛(ài)、感受、玩、罵人、談?wù)撜魏凸ぷ鳌?/p>

　　Even children who are under a teacher's care day and night are no exception to the rule.

　　即使是日夜處于老師照料下的孩子也無(wú)一例外地適用該規(guī)則。

　　Orphans, idiots and schoolteachers' sons learn most of what they learn outside the "educational" process planned for them.

　　孤兒、白癡和老師的孩子學(xué)到的東西大多是從為他們?cè)O(shè)置的“教育”過(guò)程之外得來(lái)的。

　　Teachers have made a poor showing in their attempt at increasing learning among the poor.

　　教師嘗試提高窮人知識(shí)水平的努力乏善可陳。

　　Poor parents who want their children to go to school are less concerned about what they will learn than about the certificate and money they will earn.

　　沒(méi)錢的父母把他們的孩子送到學(xué)校，他們更關(guān)心孩子將來(lái)取得的證書和報(bào)酬，而不是孩子能學(xué)到什么。

　　And middle-class parents entrust their children to a teacher's care to keep them from learning what the poor learn on the streets.

　　中產(chǎn)階級(jí)的父母把孩子托付給老師，是為了不讓他們學(xué)到窮人在街上學(xué)到的東西。

　　Increasingly, educational research demonstrates that children learn most of what teachers pretend to teach them from peer groups, from comics, from chance observations, and above all from mere participation in the ritual of school.

　　教育研究日益顯示，孩子們是從同齡人、漫畫、偶爾的觀察，及更重要的是學(xué)校的活動(dòng)，學(xué)到了教師假裝要教給他們的大多數(shù)東西。