跪求高人指点一篇雅思阅读的翻译，十万分感谢(不是我小气，是我没有积分悬赏了)

跪求高人指点一篇雅思阅读的翻译，十万分感谢（不是我小气，是我没有积分悬赏了）

在1991年，根据贸易和工业部记录48000英国公司倒闭了。当企业无法通过事后分析是进行传统会计师及市场策略。毋庸置疑组织都失败，因为资金不足引发的财务管理不善等不利的市场条件，但健全的财务支持与良好的产品理念和市场的敏锐反过来组织往往表现不佳，无法满足股东的要求。的复杂程度和组织业绩维持要求的解释，超出了资产负债表及作出的产出利润的“文件转换财政投入”去。一个“错了什么更完整的解释”，一定要考虑到一个组织实际上是本质，而财政投入的一个最重要的，往往是最昂贵的是人。
乙一个机构，只为人民的利益作为它雇用。选拔职位的合适的人不仅仅涉及查明技能必需或适当幅度的教育和专业资格所需的执行工作，然后招聘的候选人谁最有可能具备这些能力，或至少被认为有能力多获得这些倾向。这是一个纯粹的人/技能比赛方式的选择。
C工作都发生在在场和/或受别人在某一特定方向的组织设置。个人获得了“适合”与与工作安排和组织文化风格的组织气氛其他员工的工作环境英寸不同的组织有不同的文化（卡特赖特＆库珀1991年，1992年）。作为一个在英国航空航天工程师的工作，不一定会类似的经验，在通用或普莱西在相同容量的工作。
Ḏ贫困甄选决定昂贵。例如培训警察的费用约为￡20000（约美元$ 30000）。可能在一个对生命的损坏或损失数百万英镑的紧急情况而雇用的代价石油钻井平台上或在核电厂不适合的技术。作为一个贫穷的人的不协调，环境适应（聚乙烯配合），很可能导致低就业的组织承诺与员工压力的影响，即劳动生产率高的营业额和旷工和个人的成果，即组织成果表示满意缺乏身体心理和心理健康存在

【雅思阅读翻译】C6T4P3——校园欺凌现象

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.
Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.Here he reports on his findings.
不断受到欺凌是一个孩子所能面对的最糟糕的经历之一。这种情况该如何避免呢？谢菲尔德大学的心理学教授 Peter Smith，在教育部资助下组织了谢菲尔德反欺凌干预项目。以下是他报告的发现。
A Bullying can take a variety of forms, from the verbal - being taunted or called hurtful names - to the physical - being kicked or shoved - as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.
欺凌有很多种形式，从口头欺凌——比如嘲笑或很难听的外号——到挨打或推搡——还有间接的欺凌形式，比如被社交集体孤立在外。我和Irene Whitney做的一个调查显示，英国小学中，有高大四分之一的学生表示收到过欺凌，大约有25分之1的学生收到持续欺凌，但是这些情况可能极其顽固。
B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.
很显然，受到欺凌会不开心，而且这会导致经历过欺凌的孩子产生自贬和沮丧的情绪。在极端的例子中，甚至会导致自杀，所幸这种情况比较少见。受害学生更有可能在成年后的人际交往中遇到苦难，而持续欺凌别人孩子长大后会变得身体暴力，而且会犯下反社会的罪行。
C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school' has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: ‘There is not much bullying here, but when it occurs we have a clear policy for dealing with it.'
直到最近，关于这个话题人们了解的还是很少，也少有对老师处理欺凌行为上的帮助。这可能导致的结果是，学校经常不承认这种问题。“这所学校里没有欺凌现象”一直是个很常见的说法，大部分时候都是瞎说。幸运的是，如今更多的学校会说：“这里的欺凌现象不多，但是如果发生了，我们有处理这种情况很明确的政策。”
D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behavior in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after' evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.
导致这种转变的有三个因素。第一个对这一问题严重性的认识。第二个是在英国，出现了一些帮助解决欺凌的可用的资源。比方说，苏格兰教育研究局出台了一系列资料：《反欺凌行动》1992年夏天提供给英格兰、威尔士以及苏格兰的所有学校。第二年又接着发行了《支持学校反对欺凌》。在1993年，在爱尔兰发行了《小学生遭遇欺凌行为指南》。第三个是有证据表明，这些材料都起作用了，而且学校也取得了一些成绩。这来自于一个研究组监控的名叫“之前和之后”的评估，，经过研究组认真实施，对学校的干预措施进行评价。
E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time - not just imposed from the head teacher's office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.
有证据表明在制定应对欺凌的措施时，关键的一步是说清楚什么叫做欺凌，并明确欺凌行为意味着什么。一旦发生器灵，会留下什么记录，会通知什么人，会采取什么惩罚。这项政策必须经过一定时间的磋商来制定——而不是在校长办公室里硬性实施！学生、家长和员工都应该感觉到自己参与了这项制度的制定，因为它需要广泛的传播和有效的执行。
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.
可以采取其他措施来支持这个政策。可以使用视频、戏剧和文学，在课堂中解决这个话题。这些都是提高意识的有效方法，而且可以与学校开始讨论欺凌问题时，早期的制度制定紧密结合起来。此外，为新学生更新政策也是很有效的，或者根据经验进行修订。但仅依靠可能吃能带来短期的效果，它应该是对于政策的补充而非替代品。
There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame', can be useful in changing the behavior of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.
也有一些方法适合于单个学生或者小团体。对于那些容易受成为欺凌对象的学生而言，自信训练是非常有价值的，而且当发生于群体欺凌时，像“不责备”这样的特定方法，也有利于在不直接对抗施期凌的学生的情况下，是他们的行为发生改变。然而对于持续欺凌，还是可能需要一些惩罚措施。
Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.
在操场采取措施也很重要。一个有效的步骤是培训午餐时间监督员分辨欺凌和打闹，并帮助他们终止冲突。另外，改进操场环境可能也是有效的，这样可以使学生不因感到厌倦或挫败而去实施欺凌。
F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying - and the consequent improvement in pupil happiness - is surely a worthwhile objective.
有了这些进步，我们至少可以期待最严重的欺凌行为得到尽可能大的避免。付出的努力越多，学校干涉的越广，取得的效果就越好。欺凌行为的减少——以及这带来的学生幸福感的增加——无疑是一个值得为之努力的目标。

关于雅思阅读的句子翻译

could 之前只有一个动词就是attack 。整个句子应该这样断句：The Argentinian weevil （主语）does not （否定助词） attack（谓语动词） any other plant（宾语） and（并列句连接词） a pair of adult bugs（并列句主语） could（情态动词） destory（并列句谓语动词） the weed（并列句宾语） in 4-5 days（并列句状语）.
另外，整句翻译为：阿根廷象鼻虫并不攻击其他植物，而且两只小虫子用4、5天时间就能把“某草”（联系上下文看具体是什么草）消灭干净。

雅思阅读翻译

玩耍的动物经常用独特的迹象-高速旋转犬例如-表明，表面上像成人的行为并不是认真的。
但如果发挥不仅仅是一个发育生物学家一旦呃逆，虽然，它为什么发展？最新的观点认为游戏可以促进大脑的发育。换句话说，玩耍使你变得聪明。玩兴，似乎是共同的，只有在哺乳动物中，虽然一些较大的鸟类——大脑也沉迷。在动物经常用独特的signs-tail-wagging犬，为禁用，表明表面上像成人的行为并不是真的在earnest.in流行的解释发挥了它帮助青少年发展的技能，他们将需要狩猎，交配以及社交为adults.another是它允许年轻的动物的形状得到成人生活改善他们的呼吸endurance.both这些观念受到质疑，近年来。

【雅思阅读翻译】C4T1P2——鲸的感官

You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.
An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoises
一项对于鲸目动物（包括鲸、海豚、鼠海豚等哺乳动物）的感官功能测试
Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.
对于我们和其他陆地哺乳动物来说，一些感官是理所应当的，但是对于鲸来说，这些感官要么衰退或消失，要么在水中无法正常地发挥作用。例如，齿鲸的大脑结构显示，它们不具备嗅觉。然而，虽然须鲸具备与嗅觉相关的大脑结构，人们现在也不知道它们是否起作用。据推测，当它们的（呼吸）气孔进化并移动到头顶时，服务于嗅觉感官的神经通路就已经几乎不见了。同样，尽管还有一些鲸鱼拥有味蕾，服务于它们的神经也已经退化或者变得迟钝了。
The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and free ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.
有时，人们会认为它们的触觉也很弱，但是这种观点可能是错误的。圈养海豚和小海豚的训练员常常会谈论到它们对于碰触和摩擦的动物反应。而且无论是圈养海豚还是放养海豚，整个族群中个体之间的接触都更加频繁（尤其是成年海豚和幼年海豚之间，或同一亚群的成员之间）。这种接触有利于维护群体内部的秩序，而且对于大多数种类的鲸来说，轻抚和碰触都是求偶行为的一部分。气孔周围的区域是尤其敏感的，圈养鲸类非常反感被碰触那里。
The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters underwater – specifically a grey whale calf in captivity for a year, and free-ranging right whales and humpback whales studied and filmed off Argentina and Hawaii – have obviously tracked objects with vision under- water, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.
不同种类的鲸，视觉感官的发达程度也不尽相同。人们在水下近距离研究表明，须鲸（具体来说就人工饲养一年的灰鲸幼崽和阿根廷、夏威夷沿海拍摄的放养露脊鲸和座头鲸）明显具有可以利用视觉在水中追踪猎物，而且它们不论在水中还是在空中都能看得很清楚。然而，须鲸眼睛的位置限制了它们视线的区域，所以它们可能不具备立体视觉。
On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottle-nose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air–water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.
从另一方面看，大部分海豚和江豚的眼睛位置说明它们拥有向前和向下的立体视觉。淡水海豚经常测游，或在进食时肚皮朝上，这说明它们拥有向前和向后的立体视觉。相反的是，宽吻海豚在水下有很好的视力。从它观察和追踪空中飞鱼的方式看来，它穿过水面向空中也可以看得很清楚。而且，尽管初步试验结果表明海豚的空中视力并不好，但它们能从水中跃起很高，并准确地吃到驯兽师手里的小鱼。这就用事实证据表明上述结论是错误的。
Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.
当然，这些变异可以通过个别物种的生存环境来解释。例如，相比居住于混住的河流和洪水泛滥平原上的鲸，对于居住在清澈宽广水域中的鲸来说，视力无疑更加有用。比方说南美洲的亚马逊河豚和中国的白鳍豚视力都很有限，印度恒河豚根本看不见，它们的视力减弱成了两条缝，只能感知到方向和光的强度。
Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echo- locationv①. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bow-head whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.
尽管味觉和嗅觉严重退化，水下视力也不确定，这些缺陷却完全可以被它们非常发达的听觉系统所弥补。尽管音域不尽相同，但大部分种类的鲸鱼都很会“唱歌”而且可以利用回声定位来觅食。大须鲸主要使用低频段的声音，而且声音种类很有限。值得一提的例外是夏天里北极露脊鲸歌曲般的合唱和座头鲸复杂又令人难忘的话语。相比须鲸，齿鲸一般可以使用更多的频谱，并且发出更多种类的声音（尽管抹香鲸只能发出一系列单调尖锐的咔哒声）。尽管声音在鲸鱼的社交生活和“文化”中扮演什么角色更是一种胡乱猜测而不是严谨的科学，但显然，一些更复杂的声音更具备交流能力。
①. Echolocation: the perception of objects by means of sound wave echoes.

【雅思阅读翻译】C4T1P3——视觉符号与盲人

You should spend about 20 minutes on Questions 27–40 which are based on Reading Passage 3 below.
From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.
最近的一系列研究表明，盲人可以理解用轮廓线和透视图表示的物体排列及空中的其他表面。但是图片表达的意思更胜于文字表述。当我研究的一位盲人女性自发地划出一个正在滚动的车轮时，这个现象极大地吸引了我的注意。为了展示车轮的运动，她在圆的中心画了一条曲线。我被吓了一跳。表示运动的线，例如她刚画的这条，是插图史上最近才有的发明。事实上，正如艺术学者David Kunzle所说，引领了19世纪潮流的卡通画家Wilhelm Busch直到1877年之前都没有在他最流行的人物形象中使用动态线条。
When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines – or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.
当我要求其他接受研究的盲人画一个滚动的轮子时，一种很聪明的画法反复出现了：一些盲人把车轮的辐条画成了曲线。当被问到这些曲线时，他们都说这是一种表示运动的比喻手法。多数人规则，会认为，这种方式可以很好地表示运动。但是对于这种现象。会不会有种更好的表示方法，例如虚线和波浪线，或其他形式的线呢？答案还不明确。所以我决定测试各种表示运动的线条分别适合表示哪种运动，或者也许它们只是一些特殊符号。而且，我想要发现盲人和普通人眼中表示运动的线条有没有什么区别。
To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.
为了找出答案，我用凸起的线条画出了五个轮子，分别把辐条画成了曲线、折线、波浪线、虚线和伸出车轮的线。接着，我请18位盲人志愿者触摸轮子，并请他们把每个轮子对应在以下运动中：摇晃、迅速转动、稳定转动、颠簸或刹车。我的对照组由18多伦多大学的普通大学生组成。
All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.
除了其中一人，所有的盲人都把不同的运动与轮子相对应了。大部分人猜测曲线辐条表示轮子在平稳转动，波浪辐条表示车轮在摇晃，折线车轮表示车子受到颠簸。受试者猜测，辐条伸出车轮边缘表示轮子处于刹车状态，而虚线表示轮子在快速转动。
In addition, the favored description for the sighted was the favored description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.
另外，普通人喜爱的表达与盲人喜爱的表达基本一致。而且普通人之间的共识度并不比盲人高。因为盲人对运动装置并不熟悉，所以我给他们的任务中也包括解决一些问题。但是，很明显，盲人不仅搞明白了线条运动的意义，而且作为一个团队，他们达成共识的普遍频率也不比普通人低。
We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart – choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning. We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard?
我们发现，盲人也能理解其他种类的视觉符号。一个盲人女性在一个心形中间画了一个小孩——她说，选择这个符号，是为了表示孩子被爱包围。于是我和一个中国博士生刘长虹开始研究：盲人对于心形这样不直接表达含义的符号背后的意义，到底理解到了什么样的程度。我们给了普通人20对单词，并要求他们在每一对单词中选择一个代表圆圈的和一个代表方框的。比方说，我们问：哪个表示柔软呢？圆圈还是方框？哪个又表示坚硬？
All our subjects deemed the circle soft and the square hard. A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and ‘near’ to circle. In fact, only a small majority of sighted subjects – 53% – had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.
所有的受试者都认为圆形表示柔软而方块表示坚硬。94%的人认为开心与圆形对应，而不是悲伤。也有一些词组出现了不同的意见：79%的人在快-慢和强-弱对比上意见分别一致。而只有51%的人认为圆形表示深，方形表示浅。当我们用完全一样的列表测试四个完全看不到的盲人时，我们发现他们的选择与普通人的选择非常相似。有个先天失明的人做得特别好。他只有一次连线与之前的移至答案不同，那就是把“远”与方联系起来，把近和圆联系起来。事实上，只有刚刚53%的普通人在远近上给出了相反的答案。因此，我们可以得出结论：盲人可以像普通人一样理解抽象图案的意义。

谁帮忙翻译一下雅思阅读

我试着来吧
这句话里面大的结构是not noly，but also
在not noly 里面，动词有is, involved in, was 。结构有more of than 的用法。
所以在前半句里，involved in 和 was 应该是修饰brain 的，参加游戏的智力，用来怀疑的智力。
所以前半句的意思应该是，不仅仅。
我特么竟然翻译不出来！！！！！！！！！啊啊啊啊啊啊啊啊！！！！！！！！

雅思阶梯阅读3unit five text A 的翻译

洛阳大华雅思提醒您，
Unit five
中英文对照翻译
Text A
Yes, We Can Support Mother Earth
1 Turning off the lights for an hour on March 26 is just a step to
recognize that mother earth needs our help. Together we can protect
earth
’
s precious resources by conserving developing, and spreading
the word. How can you conserve this year?
在
3
月
26
日熄灯一小时只是我们认识到地球母亲需要我们帮
助的一步。
我们可以通过节约、开发、宣传这一信息来共同保护地
球珍贵的资源。
熄灯一小时就是你对地球母亲的支持。除了熄灯
,
你今年还能怎样保护资源呢
?
2
Earth Hour was
first started in
Australia
in 2007 as a way
to
bring
community
together
to
acknowledge
the
importance
of
reducing consumption of earth
’
s natural resources. Turning off the
lights
for
an
hour
helps
us
see
the
impact
we
have
on
the
environment.
2007
年澳大利亚最先发起“地球一小时”活动
,
目的在于让全社
会认识到减少地球自然资源消耗的重要性。
熄灯一小时让我们看到
人类对环境的影响。
3 Just one year after the first Earth Hour in Sydney, Australia, it
became
a
widespread
phenomenon,
now
spreading
globally
with
a
movement
reaching
more
than 50
million
people
that
participate
in
more than 35 countries. Sydney set a goal to reduce carbon emissions
by
5%.
Recent
estimates
show
1
billion
supporters
in
4,100
cities
from
87
countries
located
on
seven
different
continents
joined
in
turning off their lights for Earth Hour. Earth Hour hopes encourage
consumers,
businesses,
and
governments
to
be
thoughtful
in
action
plans to carry out practical ways to reduce emissions
在澳大利亚悉尼举行过第一次“地球一小时”之后仅一年
,
这场
活动就掀起一阵热潮。
现在这个活动在全球传播
,
超过三十五个国家
的五千多万人参与进来。
悉尼的目标是降低
5%
的二氧化碳排放量。
在美国
,
估计八千万人加入
2009
年的“地球一小时”运动。
最新的
评估显示
,
来自七大洲
87
个国家
4100
个城市的
10
亿支持者加入到
了“地球一小时”活动的队伍中。
“地球一小时”的活动希望能鼓
励消费者、商人、政府深思熟虑
,
提出实际可行的减排行动计划。
4 Let
’
s go beyond the light switch! Look at what some are doing
to save energy to conserve precious fossil fuels:
让我们不仅仅是关灯吧
!
看看人们在保护珍贵的矿物燃料和节
约能源方面在做什么吧
!
5
“
For
me
it
starts
early
„
I
’
m
trying
to
teach
my
kids
to
conserve electricity by turning off lights when not in use. We try to
make it a game!
”
“对我来说
,
我着手比较早
,
我正努力教孩子节约电
,
让他们不用的
时候关掉灯。
我们设法把它弄成个游戏。
”
6
“
I
just
bought
a
bunch
of
energy-conserving light bulbs
and
replaced
my
old
‘
Watt
Guzzling
’
light
bulbs.
I
don
’
t
always
remember to turn off the lights, so at least I
’
m now using less energy
when I forget.
“我刚买了一批节能灯泡
,
换下了之前功率极大的旧灯泡。
我经
常不记得关灯
,
现在至少在我忘记关灯的时候
,
浪费的能源比以前少一
点。
”
7
“
We removed the old single pane windows and upgraded to the
double pane lo-e glass. Now my house is less drafty and it helps a bit
with the gas bill.
”
“我们把旧的单片玻璃窗升级成双片玻璃窗。
现在我的房子不像
以前那么漏风了
,
燃气费也比以前少了。
”
源自http://wenku.baidu.com/link?url=1Iebz8JnUKFVK1PF7hJ460mENj5XmyN-R52fK3O6ajHjEEKMPrqBhefee7YReAk74PgengxXF1LX3y2WF54gUA_cJnYURHyc03GCQTXb6e_

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