英语的文章阅读累积

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　　英语课外阅读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.

一份新近发布的报告称，我国超半数大学生表示自己的暑假是宅在家里度过的，而不是外出活动。

In fact, nearly 60% of them said they rarely or neverwent out at all during summer break.

事实上，近六成大学生表示，自己在暑期很少外出或是从不外出。

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.

报告指出，资金不足、缺乏有趣的活动以及沉迷网络活动和手机是造成这一趋势的原因。

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.

这是全国首份大学生暑期"宅"情调研报告。报告的数据收集自一、二、三线城市的500多所高校，3000多名大学生参与了调查。

The report reveals that nearly 48% of the respondents spent at least five hours a day surfingthe Internet.

报告显示，近48%的受访大学生每天至少上网5个小时。

Social networking, watching videos and listening to music were the three most time-consumingactivities.

在社交网络、看视频、听音乐这三个方面花费时间最多。

　　英语课外阅读2

Being taught by a good teacher between 10 and 11 can stop children turning into bad-tempered teenagers, a study has found.

一项研究发现，在10至11岁之间的时候有一位好老师来教育，可以防止孩子们成为暴躁的青少年。

Teens who had good relationships with their tutors were found to be 38 per cent less aggressive.

调查发现，与老师形成良好关系的学生遇到叛逆青春期的几率要低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，与老师关系一般或不好的学生相比，这些学生有18%的几率更具亲和力——在合作以及帮助他人方面表现更好。

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.

形成于青少年时期之前的学生和老师之间的这种积极关系的影响，在学生步入青少年之后仍然会持续下去。

The teens were 10 per cent less aggressive two years later, and 9 per cent less aggressivefour years later.

2年之后，这些学生比其他人不易动怒的几率仍然达到了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.

这份研究是通过一些调查问题来对学生进行评估的。例如：用“当某人痛苦或悲伤的时候，你有尝试过安慰他们吗?”这个问题来评估亲社会的行为。用“你曾经打过、踢过或者咬过别人吗?”这个问题来评估攻击性行为。

Having a good teacher had more impact on pupil behaviour than other interventions such asanti-bullying programmes and counselling.

相较于其他干预措施——反欺凌计划和心理辅导——而言，一位良师带来的影响更大。

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.

这份研究的首席作者英格丽德教授说道：“教师对儿童的成长起着至关重要的作用，那些感觉自己和老师关系好的学生往往会更具亲和力，对外界更友善。而现在我们有证据表明，从幼儿期到青春期都是如此。”