2014年職稱英語(理工類)教材補(bǔ)全短文文章及譯文12

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　　Musical Training Can Improve Communication Skills

　　American scientists say musical training seems to improve communication skills and language retardation. They found that developing musical skills involves the same process in the brain as learning how to speak. The scientists believe that1 could help children with learning disabilities.

　　(1)She says musical training involves putting together different kinds of information, such as hearing music, looking at musical notes, touching an instrument and watching other musicians. This process is not much different from learning how to speak.　(2)

　　The further explains musical training and learning to speak each make us think about what we are doing2. She says speech and music pass through a structure of the nervous system called the brain stem. (3)Until recently, experts have thought the brain stem could not be developed or changed. But Professor Kranss and her team found that musical training can improve a person's brain stem activity.

　　The study involved individuals with different levels of musical ability. They were asked to wear an electrical device that measures brain activity. The Individuals wore the electrode while they watched a video of someone speaking and a person playing a musical instrument -- the cello.　(4)The study found that the more years of training people had, the more sensitive they were to the sound and rhythm of the music3. Those who were involved in musical activities were the same people in whom the improvement of sensory events was the strongest. (5) She says using music to improve listening skills could mean they hear sentences and understand facial expressions better.

　　詞匯：

　　retardation 滯后 cello 大提琴

　　note 音符 rhythm節(jié)奏

　　electrode 電極 sensory 知覺的，感官的

　　注釋：

　　1.scientists believe that could help children with learning disabilities：科學(xué)家發(fā)現(xiàn)，音樂訓(xùn)練、對(duì)學(xué)習(xí)上有障礙的兒童有幫助。that是從句“that could help children with learning disabilities”中的主語。that指代上一句的developing musical skills involves the same process in the brain as learning how to speak。with learning disabilities是定語，修飾children。

　　2.musical training and learning to speak each make US think about what we are doin9：音樂訓(xùn)練和學(xué)習(xí)說話這兩者都使我們思考我們正在所做的事。each指musical trainin9和learning to speak中的任何一個(gè)。句子的主語是musical training and learning to speak，所以，謂語動(dòng)詞是復(fù)數(shù)的。

　　3.the more years of training people had，the more sensitive they were to the sound and rhythm of the music：人們接受音樂訓(xùn)練的年份越長，其對(duì)音樂聲音和節(jié)奏的敏感性也越高。people是前半旬中的主語。

　　練習(xí)：

　　A Both involve different senses.

　　B Nina Kraus is a neurobiologist (神經(jīng)生物學(xué)家)at Northwestern University in Illinois.

　　C Some disabled children attended~ the musical training Class.

　　D It shows the importance of musical training to children with learning disabilities.

　　E Professor Krauss says cellos have sound qualities similar to some of the sounds that are important with speech.

　　F The brain stem controls our ability to hear.

　　答案與題解：

　　1.B “空l”后面的句子的主語是代詞she，說明“空l”的句子中有一個(gè)女性的名字。選項(xiàng)B有Nina Kraus(Nina“尼娜”是女性名字)，句子的內(nèi)容是介紹Nina Kraus，與后面句子的意思配得上。B是答案。

　　2.A 本段的第二、三句說，音樂訓(xùn)練和學(xué)習(xí)這兩件事沒有什么很大的不同。選項(xiàng)A的“Both involve different senses”解釋了為什么這么說，因?yàn)閮烧叨忌婕安煌母泄伲簿褪巧衔乃信e的“hearing music”(耳聽)，“l(fā)ooking at musical notes/watching other musicians”(眼看)，“touching an instrument”(手觸)等。

　　3.F 在六個(gè)選項(xiàng)中，選項(xiàng)F的句子中出現(xiàn)特指的the brain stem，說明前文已出現(xiàn)過這個(gè)詞語。這是篇章寫作中常用的詞匯連接方式。從意義上看，選項(xiàng)F的句子是解釋上文提到的brain stem的功能。上下文意思連貫，所以是答案。

　　4.E 同上面第三題的解釋一樣，選項(xiàng)E的句子中出現(xiàn)特指的the cellos，與上一句的cello相呼應(yīng)，該句說明科學(xué)家為什么要選擇大提琴作為音樂訓(xùn)練的樂器，上下文意思連貫，所以E是答案。

　　5.D 最后一段介紹音樂訓(xùn)練的方法和結(jié)果，以及對(duì)學(xué)習(xí)的關(guān)聯(lián)和影響。選項(xiàng)D表達(dá)的意思是音樂訓(xùn)練的結(jié)果和對(duì)學(xué)習(xí)上有障礙的兒童所產(chǎn)生的正面影響，意思與其前后兩句的意思完全配合，D是答案。

　　譯文：音樂訓(xùn)練可以提高交流技能

　　美國科學(xué)家稱音樂訓(xùn)練可以提高交流技能并改善語言障礙。他們發(fā)現(xiàn)在大腦中，培養(yǎng)音樂技能和學(xué)習(xí)如何講話所經(jīng)歷的過程是相同的?？茖W(xué)家發(fā)現(xiàn)，音樂訓(xùn)練可以幫助那些在學(xué)習(xí)上有障礙的兒童。

　　妮娜?克勞斯是伊利諾伊州西北大學(xué)的神經(jīng)生物學(xué)家。她說音樂訓(xùn)練包括整合不同類型的信息，例如聽音樂、看音符、觸摸樂器和觀察其他音樂家。這個(gè)過程和學(xué)習(xí)講話并沒有太大的不同，它們都需要不同的感官參與。

　　她又進(jìn)一步解釋了音樂訓(xùn)練和學(xué)習(xí)說話兩者都使我們思考正在做的事。她說，話語和音樂都會(huì)通過稱為腦干的神經(jīng)系統(tǒng)組織，腦干控制我們的聽力。直到近日，老師們還都認(rèn)為腦干是不能被改善或改變的。但是克勞斯教授和她的團(tuán)隊(duì)卻發(fā)現(xiàn)音樂訓(xùn)練可以改善一個(gè)人的腦干活動(dòng)。

　　這項(xiàng)研究包含音樂能力水平各不相同的人。這些人被要求帶上一種可以測(cè)量腦部活動(dòng)的電極裝置。在這些人帶著電極裝置的同時(shí)，他們會(huì)觀看某人講話和某人演奏樂器――大提琴――的視頻?？藙谒菇淌谡f大提琴的音質(zhì)和一些對(duì)演講很重要的聲音的音質(zhì)非常相似。這項(xiàng)研究表明人們接收音樂訓(xùn)練的年份越長，其對(duì)音樂聲音和節(jié)奏的敏感性也越高。那些接受過音樂訓(xùn)練的人在感官測(cè)試中取得的進(jìn)步也最大。這表明了音樂訓(xùn)練對(duì)學(xué)習(xí)上有障礙的兒童的重要性?？藙谒菇淌谡f使用音樂來改善聽力意味著兒童可以更好地聽一些句子和更好地理解一些面部表情。

　　2014年職稱英語考前復(fù)習(xí)必讀攻略 2014年職稱英語老師輔導(dǎo)輕松通關(guān)