2019英语全国卷1

For Canaan Elementary’s second grade in Patchogue, N.Y.，today is speech day ,and right now it’s Chris Palaez’s turn. The 8-year-old is the joker of the class. With shining dark eyes, he seems like the of kid who would enjoy public speaking. 对于纽约州帕科格的迦南小学二年级学生来说，今天是演讲日，现在轮到克里斯·帕莱兹了。这个8岁的孩子是班上最爱开玩笑的人。他有一双明亮的黑眼睛，看起来像个喜欢在公众面前演讲的孩子。 But he’s, nervous.“I’m here to tell you today why you should … should…”Chris trips on the“-ld,”a. pronunciation difficulty for many non-native English speakers. His teacher ,Thomas Whaley ,is next to him, whispering support.“…Vote for …me …”Except for some stumbles, Chris is doing amazingly well. When he brings his speech to a nice conclusion ,Whaley invites the rest of the class to praise him. 但他很紧张。“我今天来告诉你为什么你应该……应该……”克里斯的演讲卡在“-ld”上，这个发音对于许多非英语母语人士来说比较困难。他的老师托马斯·惠利就在他旁边，轻声鼓励，“……投票给……我……”。除了一些失误，克里斯表现非常好。当他完美地结束演讲时，惠利邀请全班同学表扬他。 A son of immigrants, Chris stared learning English a little over three years ago. Whaley recalls how at the beginning of the year，when called upon to read，Chris would excuse himself to go to the bathroom. 克里斯是移民的儿子，三年多前开始学英语。惠利回忆道那年年初，克里斯被要求朗读时，他总是找借口上厕所。 Learning English as a second language can be a painful experience. What you need is a great teacher who lets you make mistakes. “It takes a lot for any student，” Whaley explains，“especially for a student who is learning English as their new language，to feel confident enough to say，‘I don’t know，but I want to know.’” 把英语作为第二语言学习可能是一种痛苦的经历，你需要的是一个让你犯错的好老师。”“对于任何一个学生来说，”惠利解释说，“尤其是对于一个将英语作为新语言学习的学生来说，要有足够的信心说‘我不知道，但我想知道。’” Whaley got the idea of this second-grade presidential campaign project when he asked the children one day to raise their hands if they thought they could never be a president. The answer broke his heart. Whaley says the project is about more than just learning to read and speak in public. He wants these kids to learn to boast about themselves. 有一天他问孩子们，如果认为自己永远不可能成为总统的话就举手，答案让他心碎。惠利想起了二年级的总统竞选项目，这个项目不仅仅是学习在公共场合阅读和演讲，他还想让这些孩子学会表扬自己。 “Boasting about yourself，and your best qualities,” Whaley says，“is very difficult for a child who came into the classroom not feeling confident.” “表扬自己，表扬自己最好的品质，”惠利说，“对于一个走进教室却没有自信的孩子来说是非常困难的。”

During the rosy years of elementary school, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself. 在小学的美好时光里，我喜欢和别人分享我的玩具、笑话，这让我保持了很高的社会地位。我是操场上的女王，然后是我十几岁的同伴，刻薄的女孩和酷酷的男孩。他们提高地位不是因为友好，而是因为抽烟、违反校规和开别人的玩笑，我很快发现自己也是其中之一。 Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables’ plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then there’s the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior. 受欢迎是社会心理学中一个被广泛探讨的课题。临床心理学教授米奇·普林斯坦把受欢迎的人分为两类：讨人喜欢的人和追求地位的人。讨人喜欢的人善于与人相处，这加强了校园友谊，提高了人际交往能力，而且很早就被发掘出来为生活和工作服务。然后是那种青春期流行的：权力，甚至是不光彩的行为导致的地位。 Enviable as the cool kids may have seemed, Dr. Prinstein’s studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are “most likely to engage in dangerous and risky behavior.” 普林斯坦博士的研究显示，尽管这些酷酷的孩子看起来令人羡慕，但结果却不令人满意。那些在高中地位最高的人，以及那些在小学最不受欢迎的人，“最有可能参与危险和冒险的行为。” In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys. “We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us." 在一项研究中，普林斯坦博士对235名青少年的两种受欢迎程度进行了调查，根据学生调查得出最不受欢迎、最受欢迎和地位最高的分数。 “我们发现，最不受欢迎的青少年随着时间的推移对他们的同学变得更具攻击性。但那些地位很高的人也是如此。这清楚地表明，虽然讨人喜欢可以带来有益的调整，但地位高对我们的影响恰恰相反。” Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others. 普林斯坦博士还发现，愿意和你成为同伴的特质——分享、友善、开放——会延续到以后，让你更好地与他人建立关系和联系。 In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ” he said. 在分析他和其他研究的过程中，普林斯坦博士得出了另一个结论：讨人喜欢不仅与积极的生活结果有关，而且还导致了这些结果。“讨人喜欢会为学习和新的生活体验创造机会，帮助人们获得优势”，他说。

因为report后面的增长和主语因纽特人是没有关系的，所以判断这里的report并不是报道的意思，而是"宣布，宣称"的意思，这样就可以一目了然看到主语主语和谓语report之间的关系是主动还是被动的了。