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读者文摘:不是谁的一美元(1)

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It was only a dollar. Dylan Belscher noticed it on the floor as he sat at the back of his English class at John F. Kennedy High School in Cheek-towaga, New York, in March 2018.

那只是一美元。迪伦·贝尔舍注意到了它,那是2018年3月,当时他坐在纽约市约翰·F·肯尼迪高中英语教室的后排。
When the school day ended, Bel-scher wandered back to the classroom.
放学后,贝尔舍又回到了教室。
The wrinkled old bill was still there. He could easily have pocketed it without thinking twice.
那张发皱的旧钞票还在那里。他本可以不假思索的轻松把它放进口袋里。
Instead, he picked it up and brought it to his English teacher, Katie Mattison.
相反,他把它捡起来,交给了他的英语老师凯蒂·马蒂森。
"It wasn't my money," Belscher says, which he sees as ample explanation.
“那不是我的钱,”贝尔舍说,他认为这是充分的解释。
Mattison, 54, was a little surprised he'd turned the dollar in, knowing a lot of people would have just kept it.
54岁的马蒂森对贝尔舍把钱上交感到有点惊讶,因为他知道很多人都会把钱留着。
She suggested that Belscher tape it to the whiteboard at the front of the classroom, where she always puts lost things.
她建议贝尔舍把它贴到教室前面的白板上,她经常把丢失的东西放在那里。
Maybe the dollar was lunch money or bus fare for the student who dropped it.
或许它是某个丢钱学生的午饭钱或公交费。
"You can always tell when someone is looking for something," Mattison says.
“当某人找东西的时候,你总是能发现。”贝尔舍说道。
A day or two later, the school shut down for Easter break. Neither the teacher nor her student thought twice about the dollar.
一两天后,学校因复活节放假而停课。老师和她的学生都没有仔细想过那张一美元的事情。

不是谁的一美元(1).png

Taping it up "was just good karma," says Belscher. Hunter Rose, then a senior, was in English class after break when he spotted the dollar on the whiteboard.

把它贴起来“就是善业”,贝尔舍说道。亨特·罗斯当时是一名高三学生,课间休息后,他在英语教室发现了白板上的美元。
There was a mystery to it, Rose says. After class, he asked Mattison why it was there.
罗斯说,这有点神秘。下课后,他问马蒂森为什么这张钞票在那里。
She was still waiting for the original owner to claim it, so she replied, "I don't know."
她还在等原来的主人来认领,所以她回答说:“我不知道。”
Rose took the tape from Mattison's desk and taped a second dollar to the board. That got it rolling.
罗斯从马蒂森的桌子上拿起胶带,在木板上粘了一美元。这就开始了。
The sight of the two dollar bills, side by side, triggered something in Mattison's students.
看到两张一美元的钞票并排放在一起,马蒂森的学生们感到有些激动。
They started asking about the purpose of the money, to which Mattison always gave the same answer: She didn't know.
他们开始询问这笔钱的用途,马蒂森总是给出同样的回答:她不知道。
At that point, it was absolutely true. More students, intrigued, taped up single dollar bills.
在那时,这是绝对真的。更多的学生被激起了兴趣,用胶带把一元钞票粘在那里。
Mattison—a veteran teacher who recognized a phenomenon in the making—wrote the initials of each student on each specific bill, and she started to leave the tape on the tray of the whiteboard.
马蒂森是一位经验丰富的教师,他发现了这个过程中的一个现象,她把每个学生名字的首字母写在了每张特定的钞票上,然后开始把胶带留在白板的托盘上。
The effort snowballed. Even with no specific purpose, many students wanted to be part of whatever this was.
钞票贴的越来越多。即使没有明确的目标,许多学生还是想要参与其中。

重点单词   查看全部解释    
specific [spi'sifik]

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adj. 特殊的,明确的,具有特效的
n. 特

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absolutely ['æbsəlu:tli]

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adv. 绝对地,完全地;独立地

 
senior ['si:njə]

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adj. 年长的,高级的,资深的,地位较高的

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original [ə'ridʒənl]

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adj. 最初的,原始的,有独创性的,原版的

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claim [kleim]

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n. 要求,要求权;主张,断言,声称;要求物

 
phenomenon [fi'nɔminən]

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n. 现象,迹象,(稀有)事件

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mystery ['mistəri]

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n. 神秘,秘密,奥秘,神秘的人或事物

 
intrigued

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adj. 好奇的;被迷住了的 v. 引起…的兴趣;使迷惑

 
hunter ['hʌntə]

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n. 猎人,猎犬,猎马,搜寻者 Hunter: 亨特(姓

 
fare [fɛə]

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n. 路费,食物
vi. 过活,进展,进食

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