英語的文章閱讀累積
英語的文章閱讀累積
提高英語的水平往往可以看一些英語的新聞和閱讀，還有英語的電視劇和電影，這樣可以很快的提高我們的英語口語，接下來小編給大家?guī)碛⒄Z新聞，需要的同學們可以看一看。
英語課外閱讀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)布的報告稱，我國超半數(shù)大學生表示自己的暑假是宅在家里度過的，而不是外出活動。
In fact, nearly 60% of them said they rarely or neverwent out at all during summer break.
事實上，近六成大學生表示，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.
報告指出，資金不足、缺乏有趣的活動以及沉迷網(wǎng)絡(luò)活動和手機是造成這一趨勢的原因。
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.
這是全國首份大學生暑期"宅"情調(diào)研報告。報告的數(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.
報告顯示，近48%的受訪大學生每天至少上網(wǎng)5個小時。
Social networking, watching videos and listening to music were the three most time-consumingactivities.
在社交網(wǎng)絡(luò)、看視頻、聽音樂這三個方面花費時間最多。
英語課外閱讀2
Being taught by a good teacher between 10 and 11 can stop children turning into bad-tempered teenagers, a study has found.
一項研究發(fā)現(xiàn)，在10至11歲之間的時候有一位好老師來教育，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)系一般或不好的學生相比，這些學生有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.
形成于青少年時期之前的學生和老師之間的這種積極關(guān)系的影響，在學生步入青少年之后仍然會持續(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，這些學生比其他人不易動怒的幾率仍然達到了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.
這份研究是通過一些調(diào)查問題來對學生進行評估的。例如：用“當某人痛苦或悲傷的時候，你有嘗試過安慰他們嗎?”這個問題來評估親社會的行為。用“你曾經(jīng)打過、踢過或者咬過別人嗎?”這個問題來評估攻擊性行為。
Having a good teacher had more impact on pupil behaviour than other interventions such asanti-bullying programmes and counselling.
相較于其他干預措施——反欺凌計劃和心理輔導——而言，一位良師帶來的影響更大。
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道：“教師對兒童的成長起著至關(guān)重要的作用，那些感覺自己和老師關(guān)系好的學生往往會更具親和力，對外界更友善。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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