很抱歉，我并没有说教的意思。
“不要对我说教，”他喊道。
你又在对我说教了！
记得不要唠叨、责骂、威胁或者说教，因为这些根本不管用！
Do not nag, scold, threaten or preach, because these do not work!
我们已力图避免任何形式的说教。
作为一名剧作家，我很讨厌说教。
然而，心理学家坚称他们并非一味说教。
The psychologists insist, however, that they are not being prescriptive.
她进行了一场家庭生活美德方面的说教。
他对学习过程采用的方法是比较说教式的。
He is more didactic in his approach to the learning process.
他变得更喜欢说教了。
接着是一场争论，许多乐队成员加入进来，对辛普森及其女友进行长达两个多小时的强力说教。
An argument ensued, with various band members joining in and haranguing Simpson and his girlfriend for over two hours.
克拉克女士打电话给史密斯先生，说教室的灯熄了。
Ms. Clark called Mr. Smith, saying the lights in the classroom had gone out.
简而言之，她的作品既没有升华，也没有说教。
另一个是告诫不要对牛弹琴，不要对那些听不见或不可感化者说教。
Another is the admonition not to throw your pearls before swine, not to preach to those who can't hear, or won't be perceptive.
令人惊讶的是，没有人知道有多少孩子在英国医院接受教育，更不用说教育的内容和质量了。
Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education.
这个义务包括娱乐和教育，贝姆认为，这两者在这些书中并不相互矛盾，娱乐也不是说教的糖衣。
This obligation included both entertainment and instruction, which are not, says Baima odds with one another in these books, nor is entertainment the sweet coating on a didactic pill.
贝姆说，这种义务既包括娱乐也包括指导，在这些书中两者并不矛盾，娱乐也不是披在说教药丸上的甜蜜外衣。
This obligation included both entertainment and instruction, which are not, says Baym, at odds with one another in these books, nor is entertainment the sweet coating on a didactic pill.
19世纪的美国女性小说虽然在当时广受欢迎，但20世纪受过教育的精英们却没有读过，他们被教导忽视这本书，认为这是说教。
Although vastly popular during its time, much nineteenth-century women's fiction in the United States went unread by the twentieth-century educated elite, who were taught to ignore it as didactic.
这部电影既不企图使用戏剧化的手法也不企图进行说教。
说教性轶事通常支持道德观点。
在听说教学法中，教师不必解释文法。
In audio-lingualism, there is no explicit grammar instruction.
我不会说教也不做评判。
不，不，不，我现在并不是在布道、说教。
也就是说教会应该供养传教士。
That is, churches should support the preachers and missionaries.
我们的方法是说教式的完全自愿的。
我再跟你说说教室里的情况吧。
但我并不是说教育就能消除问题。
But I am not persuaded that education will wipe out the problem.
所以本书的基调不是说教，而是交流。
So the tone of this book is not to teach but to communicate.
所以本书的基调不是说教，而是交流。
So the tone of this book is not to teach but to communicate.
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