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英語(yǔ)可以閱讀的文章
小編今天給大家準(zhǔn)備了英語(yǔ)作文的優(yōu)秀范文，希望可以幫到同學(xué)們，同學(xué)們可以認(rèn)真的看一看，背一背，加深作文的印象
課外閱讀1
Parents who spend time and money to teach their children music, take heart -- a new Canadianstudy shows young children who take music lessons have better memories than theirnonmusical peers。
那些花錢花時(shí)間讓孩子學(xué)音樂(lè)的家長(zhǎng)們可以放心了，加拿大的一項(xiàng)最新研究表明，上過(guò)音樂(lè)課的兒童比那些沒(méi)上過(guò)音樂(lè)課的同齡兒童記憶力要好。
The study, published in the online edition of the journal Brain, showed that after one year ofmusical training, children performed better in a memory test than those who did not take musicclasses。
這項(xiàng)研究結(jié)果在《大腦》雜志的網(wǎng)站上發(fā)表，研究發(fā)現(xiàn)，上過(guò)一年音樂(lè)課的兒童在一項(xiàng)記憶力測(cè)試中的表現(xiàn)比沒(méi)有上過(guò)音樂(lè)課的兒童好。
"(The research) tells us that if you take music lessons your brain is getting wired up differentlythan if you don't take music lessons," Laurel Trainor, professor of psychology, neuroscience andbehavior at McMaster University in Hamilton, Ontario, said。
安大略省漢密爾頓市麥克馬斯特大學(xué)研究心理學(xué)、神經(jīng)系統(tǒng)科學(xué)和行為學(xué)的勞雷爾·特芮娜教授說(shuō)："這項(xiàng)研究告訴我們，是否上音樂(lè)課會(huì)對(duì)大腦的發(fā)育產(chǎn)生不同影響。"
"This is the first study to show that brain responses in young, musically trained and untrainedchildren change differently over the course of a year," said Trainor 。
特芮娜說(shuō)："這項(xiàng)研究首次發(fā)現(xiàn)，受過(guò)音樂(lè)訓(xùn)練的兒童和未受過(guò)音樂(lè)訓(xùn)練的兒童的大腦反應(yīng)在一年內(nèi)發(fā)生了不同的變化。
Over a year they took four measurements in two groups of children aged between four and six -- those taking music lessons and those taking no musical training outside school -- and founddevelopmental changes over periods as short as four months。
在一年的時(shí)間里，研究人員對(duì)兩組4至6歲的兒童進(jìn)行了四項(xiàng)測(cè)定，其中一組是在課外時(shí)間上音樂(lè)課的兒童，另一組是未上音樂(lè)課的兒童，研究發(fā)現(xiàn)，在短短的四個(gè)月內(nèi)，這兩組兒童的大腦發(fā)育都有所不同。
The children completed a music test in which they were asked to discriminate betweenharmonies, rhythms and melodies, and a memory test in which they had to listen to a series ofnumbers, remember them and repeat them back。
參加此項(xiàng)研究的兒童接受了一項(xiàng)音樂(lè)測(cè)試和一項(xiàng)記憶力測(cè)試。在音樂(lè)測(cè)試中，研究人員要求這些兒童對(duì)和聲、節(jié)奏和旋律進(jìn)行鑒別;而在記憶力測(cè)試中，他們需要聽(tīng)一系列的數(shù)字，將它們記住，然后再把它們復(fù)述出來(lái)。
Trainor said while previous studies have shown that older children given music lessons hadgreater improvements in IQ scores than children given drama lessons, this is the first study toidentify these effects in brain-based measurements in young children。
特芮娜教授說(shuō)，此前已有研究表明，在年齡稍大的兒童中，上過(guò)音樂(lè)課的兒童智商平均分比上過(guò)戲劇課的兒童進(jìn)步得快。而此項(xiàng)最新研究首次對(duì)幼童進(jìn)行了智商測(cè)試。
She said it was not that surprising that children studying music improved in musical listeningskills more than children not studying music。
她說(shuō)，"學(xué)習(xí)音樂(lè)兒童的音樂(lè)視聽(tīng)能力上比未學(xué)音樂(lè)的兒童強(qiáng)，這并不奇怪。"
"On the other hand, it is very interesting that the children taking music lessons improved moreon general memory skills that are correlated with nonmusical abilities such as literacy, verbalmemory, visiospatial processing, mathematics and IQ," she said。
"但從另一方面看，十分有趣的是，學(xué)習(xí)音樂(lè)的兒童在一般性記憶力等非音樂(lè)技能方面的提高，如讀寫(xiě)能力、語(yǔ)言記憶、視覺(jué)空間分析、數(shù)學(xué)、智商，比未學(xué)習(xí)音樂(lè)的兒童大。"
課外閱讀2
A person who compares the annual earnings of college and high school graduates would nodoubt conclude that higher education is a good investment—the present value of the collegeearnings premium (the better part of class="main">
英語(yǔ)可以閱讀的文章
如果比較一下大學(xué)畢業(yè)生和高中畢業(yè)生的收入水平，當(dāng)然我們會(huì)發(fā)現(xiàn)高等教育是一項(xiàng)明智的投資，因?yàn)榇髮W(xué)所獲取的收入似乎遠(yuǎn)遠(yuǎn)超過(guò)學(xué)費(fèi)。但是對(duì)很多人來(lái)說(shuō)，如果單從經(jīng)濟(jì)角度分析，上大學(xué)并非一個(gè)明智的選擇。
First of all, college graduates on average are smarter and have better work habits than highschool graduates. Those who graduated from college were better students in high school, forexample. Thus, at least a portion of the earnings premium associated with college has nothingto do with college per se, but rather with other traits.
第一，從平均水平來(lái)看，大學(xué)畢業(yè)生要比高中畢業(yè)生更聰慧，有更好的工作習(xí)慣，那些考入大學(xué)的人都是高中里的尖子學(xué)生。所以，大學(xué)教育所帶來(lái)的額外收入當(dāng)中，至少有一部分與大學(xué)本身無(wú)關(guān)，而是學(xué)生素質(zhì)的問(wèn)題。
Second, a goodly proportion (more than 40 percent) of those attending four-year colleges full-time fail to graduate, even within six years. At some colleges, the dropout rate is strikinglyhigher. While college students sometimes still gain marketable skills from partial attendance, others end up taking jobs that are often given to high school graduates, making little moremoney but having college debts and some lost earnings accrued while unsuccessfully pursing adegree.
第二，一大部分學(xué)生(超過(guò)40%)在四年全日制大學(xué)中沒(méi)能畢業(yè)，甚至延長(zhǎng)到了年也無(wú)法畢業(yè)。有些高校中的退學(xué)率令人不敢相信。雖然有一些學(xué)生通過(guò)半日制學(xué)習(xí)也獲取了一些市場(chǎng)上需要的技能，但其他人只能獲得給高中畢業(yè)生預(yù)備的工作崗位。他們?cè)跊](méi)有獲得學(xué)位，沒(méi)有掙到錢，又背負(fù)了沉重的學(xué)費(fèi)貸款。
Third, not everyone is average. A non-swimmer trying to cross a stream that on average isthree feet deep might drown because part of the stream is seven feet in depth. The same kindof thing sometimes happens to college graduates too entranced by statistics on averages. Earnings vary considerably between the graduates of different schools, and within schools, earnings differ a great deal between majors. Accounting, computer science, and engineeringmajors, for example, almost always make more than those majoring in education, social work, or ethnic studies.
第三，平均數(shù)不說(shuō)明問(wèn)題。一個(gè)不會(huì)游泳的人在橫越一條平均水深3英尺的河流時(shí)有可能被淹死，因?yàn)檫@條河流中有的地方水深達(dá)7英尺。用平均統(tǒng)計(jì)數(shù)據(jù)描述的大學(xué)畢業(yè)生也存在同樣的問(wèn)題。不同高校畢業(yè)的學(xué)生收入水平也有很大的差別，即使在同一所學(xué)校中，不同專業(yè)畢業(yè)生的收入也有很大差距。例如，財(cái)務(wù)、計(jì)算機(jī)和工程專業(yè)的畢業(yè)生通常比教育、社會(huì)工作和倫理學(xué)專業(yè)的畢業(yè)生收入高。
Fourth, the number of new college graduates far exceeds the growth in the number oftechnical, managerial, and professional jobs where graduates traditionally have gravitated. As a consequence, we have a new phenomenon: underemployed college graduates doingjobs historically performed by those with much less education. We have, for example, more than 100, 000 janitors with college degrees, and 16, 000 degree-holding parking lot attendants.
第四，大學(xué)畢業(yè)生的數(shù)量遠(yuǎn)遠(yuǎn)超過(guò)技術(shù)、管理和專業(yè)等吸引高等教育人才的就業(yè)崗位的增長(zhǎng)數(shù)量。所以我們發(fā)現(xiàn)：那些沒(méi)能找到好工作的大學(xué)畢業(yè)生，正在從事不需要高等教育人員的工作。在我們國(guó)家，現(xiàn)在有10萬(wàn)持有大學(xué)學(xué)位的看門人，有16000名大學(xué)畢業(yè)生在作停車場(chǎng)管理員。
Does this mean no one should go to college? Of course not. First of all, college is more thantraining for a career, and many might benefit from the social and non-purely academicaspects of advanced schooling, even if the rate of return on college as a financial investment islow. Second, high school students with certain attributes are far less likely to drop out ofschool, and are likely to equal or excel the average statistics.
這是不是說(shuō)所有人都不應(yīng)當(dāng)上大學(xué)呢?當(dāng)然不是。首先，大學(xué)不僅僅是提供就業(yè)培訓(xùn)的場(chǎng)所，人們還可以在大學(xué)中提升社交和其它非學(xué)術(shù)性的能力，即使從經(jīng)濟(jì)角度來(lái)看，這些能力的回報(bào)率并不高。其次，優(yōu)秀的大學(xué)生并不會(huì)輟學(xué)，他們的收入水平一般都會(huì)與平均數(shù)持平或者高。
Students who do well in high school and on college entrance exams are much more likely tograduate. Those going to private schools may pay more in tuition, but they also have lowerdropout rates. Those majoring in some subjects, such as education or one of the humanities, can sometimes improve their job situation by double majoring or earning a minor in, say, economics.
在高中和大學(xué)入學(xué)考試中成績(jī)優(yōu)秀的學(xué)生很多。進(jìn)入私立學(xué)校的學(xué)生雖然支付了昂貴的學(xué)費(fèi)，但退學(xué)的并不多。那些主修教育、人文學(xué)科的學(xué)生，還可以通過(guò)輔修其它專業(yè)，比如經(jīng)濟(jì)學(xué)，來(lái)提升他們的就業(yè)前景。
As a general rule, I would say graduates in the top quarter of their class at a high-quality highschool should go on to a four-year degree program, while those in the bottom quarter of theirclass at a high school with a mediocre educational reputation should not (opting instead foralternative methods of credentialing and training).
所以，在我看來(lái)，在高中排名前四分之一的學(xué)生應(yīng)當(dāng)就讀四年全日制大學(xué)，在普通高中排名位于后四分之一的學(xué)生應(yīng)當(dāng)選擇考慮其他。
Those in between should consider perhaps doing a two-year program and then transferring to afour-year school. There are, of course, exceptions to this rule, but it is important for us to keepin mind that college is not for everyone.
那些位于中間的學(xué)生或許可以考慮先讀一個(gè)兩年制的專業(yè)，然后轉(zhuǎn)到四年制大學(xué)。當(dāng)然，總有例外，重要的是，我們要記住，不是所有人都適合上大學(xué)。
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