英語(yǔ)的文章閱讀累積
英語(yǔ)的文章閱讀累積
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英語(yǔ)課外閱讀1
More than half of China's college students said theyspent their summer holiday at home rather than onthe road, according to a newly released report.
一份新近發(fā)布的報(bào)告稱(chēng)，我國(guó)超半數(shù)大學(xué)生表示自己的暑假是宅在家里度過(guò)的，而不是外出活動(dòng)。
In fact, nearly 60% of them said they rarely or neverwent out at all during summer break.
事實(shí)上，近六成大學(xué)生表示，自己在暑期很少外出或是從不外出。
Inadequate funds and a lack of interesting activitieswere cited as reasons in the report for this trend, along with a fascination with online activities and mobile phones.
報(bào)告指出，資金不足、缺乏有趣的活動(dòng)以及沉迷網(wǎng)絡(luò)活動(dòng)和手機(jī)是造成這一趨勢(shì)的原因。
The report on summer break staycation among college students, the first of its kind in China, collected data from more than 500 universities, located in cities ranging from first-tier to third-tier. More than 3,000 university students took the survey.
這是全國(guó)首份大學(xué)生暑期"宅"情調(diào)研報(bào)告。報(bào)告的數(shù)據(jù)收集自一、二、三線城市的500多所高校，3000多名大學(xué)生參與了調(diào)查。
The report reveals that nearly 48% of the respondents spent at least five hours a day surfingthe Internet.
報(bào)告顯示，近48%的受訪大學(xué)生每天至少上網(wǎng)5個(gè)小時(shí)。
Social networking, watching videos and listening to music were the three most time-consumingactivities.
在社交網(wǎng)絡(luò)、看視頻、聽(tīng)音樂(lè)這三個(gè)方面花費(fèi)時(shí)間最多。
英語(yǔ)課外閱讀2
Being taught by a good teacher between 10 and 11 can stop children turning into bad-tempered teenagers, a study has found.
一項(xiàng)研究發(fā)現(xiàn)，在10至11歲之間的時(shí)候有一位好老師來(lái)教育，可以防止孩子們成為暴躁的青少年。
Teens who had good relationships with their tutors were found to be 38 per cent less aggressive.
調(diào)查發(fā)現(xiàn)，與老師形成良好關(guān)系的學(xué)生遇到叛逆青春期的幾率要低38%。
They were also found to be 18 per cent more 'pro-social' – co-operative or altruistic - compared to teenagers who had mixed feelings or negative towards their teachers.
另外，與老師關(guān)系一般或不好的學(xué)生相比，這些學(xué)生有18%的幾率更具親和力——在合作以及幫助他人方面表現(xiàn)更好。
The impact of having a positive relationship between a teacher and a student in the formative pre-teen years can last way beyond when they have left their class.
形成于青少年時(shí)期之前的學(xué)生和老師之間的這種積極關(guān)系的影響，在學(xué)生步入青少年之后仍然會(huì)持續(xù)下去。
The teens were 10 per cent less aggressive two years later, and 9 per cent less aggressivefour years later.
2年之后，這些學(xué)生比其他人不易動(dòng)怒的幾率仍然達(dá)到了10%，4年后是9%。
The students were assessed with survey questions such as: 'In moments when someone wassad or in pain, how often have you tried to comfort them?' for pro-social behaviour, and 'Howoften have you hit, kicked or bitten other people?' for aggressive behaviour.
這份研究是通過(guò)一些調(diào)查問(wèn)題來(lái)對(duì)學(xué)生進(jìn)行評(píng)估的。例如：用“當(dāng)某人痛苦或悲傷的時(shí)候，你有嘗試過(guò)安慰他們嗎?”這個(gè)問(wèn)題來(lái)評(píng)估親社會(huì)的行為。用“你曾經(jīng)打過(guò)、踢過(guò)或者咬過(guò)別人嗎?”這個(gè)問(wèn)題來(lái)評(píng)估攻擊性行為。
Having a good teacher had more impact on pupil behaviour than other interventions such asanti-bullying programmes and counselling.
相較于其他干預(yù)措施——反欺凌計(jì)劃和心理輔導(dǎo)——而言，一位良師帶來(lái)的影響更大。
The study's lead author Dr Ingrid said: 'Teachers play an important role in the development ofchildren. Students who feel supported tend to be less aggressive and more prosocial, and wenow have evidence that this is the case from preschool right through to adolescence.
這份研究的首席作者英格麗德教授說(shuō)道：“教師對(duì)兒童的成長(zhǎng)起著至關(guān)重要的作用，那些感覺(jué)自己和老師關(guān)系好的學(xué)生往往會(huì)更具親和力，對(duì)外界更友善。而現(xiàn)在我們有證據(jù)表明，從幼兒期到青春期都是如此。”
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