READING

　　TEST 4

　　PASSAGE 3

　　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.

　　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.

　　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.

　　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.

　　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 Behaviour 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.

　　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 teachers office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.

　　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.

　　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 behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.

　　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. 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.

　　Questions 27-30

　　Reading Passage 3 has six sections, A-F.

　　Choose the correct heading for sections A-D from the list of headings below.

　　Write the correct number, i-vii, in boxes 27-30 on your answer sheet.

　　List of Headings

　　i The role of video violence

　　ii The failure of government policy

　　iii Reasons for the increased rate of bullying

　　iv Research into how common bullying is in British schools

　　v The reaction from schools to enquiries about bullying

　　vi The effect of bullying on the children involved

　　vii Developments that have led to a new approach by schools

　　27 Section A　　28 Section B　　29 Section C　　30 Section D

　　Questions 31-34

　　Choose the correct letter, A, B, C or D.

　　Write the correct letter in boxes 31-34 on your answer sheet.

　　31 A recent survey found that in British secondary schools

　　A there was more bullying than had previously been the case.

　　B there was less bullying than in primary schools.

　　C cases of persistent bullying were very common.

　　D indirect forms of bullying were particularly difficult to deal with.

　　32 Children who are bullied

　　A are twice as likely to commit suicide as the average person.

　　B find it more difficult to relate to adults.

　　C are less likely to be violent in later life.

　　D may have difficulty forming relationships in later life.

　　33 The writer thinks that the declaration There is no bullying at this school

　　A is no longer true in many schools.　　B was not in fact made by many schools.

　　C reflected the schools lack of concern.　　D reflected a lack of knowledge and resources.

　　34 What were the findings of research carried out in Norway?

　　A Bullying declined by 50% after an anti-bullying campaign.

　　B Twenty-one schools reduced bullying as a result of an anti-bullying campaign.

　　C Two years is the optimum length for an anti-bullying campaign.

　　D Bullying is a less serious problem in Norway than in the UK.

　　Questions 35-39

　　Complete the summary below.

　　Choose NO MORE THAN TWO WORDS from the passage for each answer.

　　Write your answers in boxes 35-39 on your answer sheet.

　　What steps should schools take to reduce bullying?

　　The most important step is for the school authorities to produce a 35..... which makes the schools attitude towards bullying quite clear. It should include detailed 36.....as to how the school and its staff will react if bullying occurs.

　　In addition, action can be taken through the 37.....This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion. On its own, however, it is insufficient to bring about a permanent solution.

　　Effective work can also be done with individual pupils and small groups. For example, potential 38.....of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a no blame approach, which avoids confronting the offender too directly, is often effective.

　　Playground supervision will be more effective if members of staff are trained to recognise the difference between bullying and mere 39...... .

　　Question 40

　　Choose the correct letter, A, B, C or D.

　　Write the correct letter in box 40 on your answer sheet.

　　Which of the following is the most suitable title for Reading Passage 3?

　　A Bullying: what parents can do

　　B Bullying: are the media to blame?

　　C Bullying: the link with academic failure

　　D Bullying: from crisis management to prevention

　　Answers

　　27 iv　　28 vi　　29 v　　30 vii

　　31 B　　32 D　　33 D　　34 A

　　35 policy　　36 guidelines　　37 curriculum　　38 victims　　39 playful fighting

　　40 D

　　解析

　　篇章結(jié)構(gòu)

　　體裁 說(shuō)明文

　　主題 學(xué)校欺凌現(xiàn)象

　　結(jié)構(gòu)

　　A段： 對(duì)英國(guó)學(xué)校欺凌現(xiàn)象的研究 B段：欺凌行為對(duì)孩子的影響

　　C段： 學(xué)校對(duì)欺凌現(xiàn)象的反應(yīng) D段：學(xué)校對(duì)付欺凌新辦法的發(fā)展

　　E段： 防止欺凌的各種方法 F段：預(yù)見(jiàn)未來(lái)

　　必背詞匯

　　persistent adj.持續(xù)的，持久穩(wěn)固的　　evaluation n.評(píng)價(jià)，估價(jià)　　bullying n.欺凌，威嚇

　　monitor v.監(jiān)控　　prevent vt.防止，預(yù)防　　explicit adj.清楚的

　　psychology n.心理學(xué);心理狀態(tài)　　sanction n.制裁，處罰　　variety n.變化，多樣性

　　consultation n.咨詢(xún)，磋商　　verbal adj.口頭的　　disseminate v.散布

　　taunt v.辱罵，嘲弄　　implement v.貫徹，執(zhí)行　　exclude v.拒絕接納，排斥

　　curriculum n.課程　　particularly adv.特別地，獨(dú)特地　　revise v.修訂，校訂，修正

　　recalcitrant adj.反抗的，頑抗的　　substitute n.替代品　　depressed adj.沮喪的，情緒低落的

　　assertiveness n.自信　　extreme adj.極端的，極度的　　victim n.受害人，犧牲者

　　suicide n.自殺，自毀　　worthwhile adj.值得做的，值得出力的　　interpersonal adj.人與人之間的，人際關(guān)系的

　　approach n.方法，途徑　　violent adj.狂暴的　　supervisor n.監(jiān)督人，管理人

　　consequence n.結(jié)果，因果關(guān)系　　distinguish v.區(qū)別，辨別　　severity n.嚴(yán)重;嚴(yán)格

　　boredom n.厭倦　　tackle v.應(yīng)付，處理，解決　　frustration n.挫敗，挫折

　　evaluation n.評(píng)價(jià)，估價(jià)　　reduction n.減少

　　試題解析

　　Questions 27-30

　　●題型：LIST OF HEADING

　　●題目解析：

　　題號(hào) 段落對(duì)應(yīng)部分 題解 27 原文A段第2、3句 原文：在我和Irene Whitney開(kāi)展的一項(xiàng)調(diào)查中，我們發(fā)現(xiàn)在英國(guó)小學(xué)中，有四分之一的小學(xué)生有過(guò)受欺凌的經(jīng)歷，其中十例中有一例為持續(xù)受到欺凌。中學(xué)的欺凌現(xiàn)象要好一些，大約二十五例中有一例是持續(xù)受到欺凌，但是在這些情況中，受欺凌者可能反抗極其強(qiáng)烈。對(duì)應(yīng)選項(xiàng)iv對(duì)英國(guó)學(xué)校欺凌現(xiàn)象的研究。 題號(hào) 段落對(duì)應(yīng)部分 題解 28 原文B段 原文：欺凌顯然是很不愉快的，而且會(huì)使經(jīng)歷過(guò)的孩子產(chǎn)生自貶和沮喪情緒。因此答案應(yīng)為選項(xiàng)vi欺凌行為對(duì)孩子的影響。 29 原文C段第2句 原文：可能由此產(chǎn)生的一個(gè)現(xiàn)象就是學(xué)校經(jīng)常會(huì)否認(rèn)這一問(wèn)題。對(duì)應(yīng)選項(xiàng)v學(xué)校對(duì)于欺凌現(xiàn)象的反應(yīng)。 30 原文D段 原文：導(dǎo)致這一變化有三個(gè)原因。第一是對(duì)欺凌問(wèn)題嚴(yán)重性的認(rèn)識(shí);第二，在英國(guó)有一些幫助處理欺凌的資源。第三，有證據(jù)表明，這些材料發(fā)揮了作用，學(xué)校也因此在反欺凌方面取得一些成績(jī)。因此答案應(yīng)為選項(xiàng)vii學(xué)校對(duì)付欺凌新辦法的發(fā)展。

　　Questions 31-34

　　●題型：MULTIPLE CHOICE

　　●題目解析：

　　題號(hào) 題目定位詞 答案位置 題解 31 A recent survey 原文A段第2、3句 原文：我們發(fā)現(xiàn)在英國(guó)小學(xué)中，有四分之一的小學(xué)生有過(guò)受欺凌的經(jīng)歷，其中十個(gè)案例中有一例為不斷受到欺凌。中學(xué)的欺凌現(xiàn)象要好一些因此答案為B選項(xiàng)。 32 Children who are bullied 原文B段第3句 原文：受到欺凌的小學(xué)生成年后更容易在人際溝通中遭遇困難。因此答案為D選項(xiàng)。 33 The declaration There is no bullying at this school 原文C段前兩句 原文：到目前為止，我們對(duì)這一問(wèn)題的了解還遠(yuǎn)遠(yuǎn)不夠，而且也幾乎沒(méi)有給教師提供處理欺凌問(wèn)題的幫助。可能由此產(chǎn)生的一個(gè)現(xiàn)象就是學(xué)校經(jīng)常會(huì)否認(rèn)這一問(wèn)題。這個(gè)學(xué)校沒(méi)有欺凌已經(jīng)被重復(fù)了無(wú)數(shù)次，但是絕大多數(shù)情況下都不是事實(shí)。因此答案為D選項(xiàng)。 34 Norway 原文D段倒數(shù)第2句 原文：在挪威，經(jīng)過(guò)一次全國(guó)范圍的干預(yù)運(yùn)動(dòng)之后，對(duì)42所學(xué)校的一項(xiàng)評(píng)估顯示，在兩年多的時(shí)間內(nèi)欺凌行為減少了一半。因此答案為A選項(xiàng)。

　　Questions 35-39

　　●題型：SUMMARY

　　●題目解析：

　　小貼士：根據(jù)Summary標(biāo)題What steps should schools take to reduce bullying?可迅速定位到原文E部分。

　　題號(hào) 題目定位詞 答案位置 題解 35 makes the schools attitude towards bullying quite clear 原文E部分第1段第1句 原文：證據(jù)表明，控制欺凌行為最核心的步驟是制定遭遇欺凌行為的政策，因此答案為policy。 36 how the school and its staff will react if bullying occurs 原文E部分第1段第1句 原文：明確欺凌行為意味著什么，并就其發(fā)生時(shí)應(yīng)該采取哪些措施、保存哪些記錄、通知何人、實(shí)施何種制裁方式等給出明確的指導(dǎo)。因此答案為guidelines。

　　題號(hào) 題目定位詞 答案位置 題解 37 action can be taken 原文E部分第2段第2句 原文：通過(guò)在課程中使用影像、戲劇和文學(xué)等方法去處理這一問(wèn)題。因此答案為curriculum。 38 potential，trained to be more self-confident 原文E部分第3段第2句 原文：對(duì)于那些容易成為被欺凌對(duì)象的學(xué)生而言，進(jìn)行自信訓(xùn)練是很有意義的，因此答案為victims。 39 playground supervision 原文E部分第4段第2句 原文：一個(gè)有效的步驟就是培訓(xùn)午餐時(shí)段督導(dǎo)員以區(qū)分嬉戲式爭(zhēng)斗和欺凌行為，并幫助他們中止沖突。因此答案為playful fighting。

　　Question 40

　　●題型：List of Headings

　　●題目解析：

　　此類(lèi)題目通常比較簡(jiǎn)單。考生在做完前面的段落大意題和細(xì)節(jié)題后，對(duì)文章的核心意思已經(jīng)有了比較深刻的理解，可以很快選出最合適的文章題目，即D選項(xiàng)欺凌：從危機(jī)管理到預(yù)防。

　　參考譯文

　　不斷受到欺凌是孩子所面臨的最糟糕的經(jīng)歷之一。如何阻止其發(fā)生呢?謝菲爾大學(xué)心理學(xué)家教授彼得史密斯在教育部的資助下組織了謝菲爾德反欺凌干預(yù)項(xiàng)目。以下是他的一些發(fā)現(xiàn)。

　　A 欺凌有多種方式：從口頭上的比如被嘲笑或者被叫很傷人的外號(hào)，到身體上的比如被打、被踢或推搡。此外，還有一些不太直接的欺凌方式，比如被社會(huì)團(tuán)體排斥在外。在我和Irene Whitney開(kāi)展的一項(xiàng)調(diào)查中，我們發(fā)現(xiàn)在英國(guó)小學(xué)中，有四分之一的小學(xué)生有過(guò)受欺凌的經(jīng)歷，其中十例中有一例為持續(xù)受到欺凌。中學(xué)的欺凌現(xiàn)象要好一些，大約二十五例中有一例是持續(xù)受到欺凌，但是在這些情況中，受欺凌者可能反抗極其強(qiáng)烈。

　　B 欺凌顯然是很不愉快的，而且會(huì)使經(jīng)歷過(guò)的孩子產(chǎn)生自貶和沮喪情緒。在一些極端的情況中，欺凌甚至?xí)?dǎo)致自殺，但是很慶幸的是此類(lèi)事件比較罕見(jiàn)。受到欺凌的小學(xué)生成年后更容易在人際溝通中遭遇困難，而那些經(jīng)常實(shí)施欺凌的孩子長(zhǎng)大后更有可能具有身體暴力傾向并且犯下反社會(huì)的罪行。

　　C 到目前為止，我們對(duì)這一問(wèn)題的了解還遠(yuǎn)遠(yuǎn)不夠，而且也幾乎沒(méi)有給教師提供處理欺凌問(wèn)題的幫助。可能由此產(chǎn)生的一個(gè)現(xiàn)象就是學(xué)校經(jīng)常會(huì)否認(rèn)這一問(wèn)題。在這個(gè)學(xué)校沒(méi)有欺凌的現(xiàn)象已經(jīng)被重復(fù)了無(wú)數(shù)次，但是絕大多數(shù)情況下這都不是事實(shí)。慶幸的是現(xiàn)在有越來(lái)越多的學(xué)校承認(rèn)：我們學(xué)校欺凌現(xiàn)象并不多，但是當(dāng)其發(fā)生時(shí)，我們有很明確的處理方法。

　　D 導(dǎo)致這一變化有三個(gè)原因。第一是對(duì)欺凌問(wèn)題嚴(yán)重性的認(rèn)識(shí);第二，在英國(guó)有一些幫助處理欺凌問(wèn)題的資源。比如，蘇格蘭教育研究局發(fā)行了一系列的材料：《反欺凌行動(dòng)》在1992年夏被提供給英格蘭、威爾士和蘇格蘭地區(qū)的所有學(xué)校。第二年又發(fā)行了《支持學(xué)校反對(duì)欺凌》。在愛(ài)爾蘭地區(qū)，《在小學(xué)反抗遭遇欺凌行為指南》于1993年發(fā)行。第三，有證據(jù)表明，這些材料發(fā)揮了作用，學(xué)校也因此在反欺凌方面取得了一些成績(jī)。這一結(jié)果來(lái)自于一項(xiàng)研究組監(jiān)控的并認(rèn)真開(kāi)展的主題為之前和之后的對(duì)學(xué)校干預(yù)的評(píng)估。在挪威，經(jīng)過(guò)一次全國(guó)范圍的干預(yù)運(yùn)動(dòng)之后，對(duì)42所學(xué)校的一項(xiàng)評(píng)估顯示，在兩年多的時(shí)間內(nèi)欺凌行為減少了一半。在謝菲爾德大學(xué)對(duì)16所小學(xué)和7所中學(xué)的一項(xiàng)調(diào)查中發(fā)現(xiàn)，大多數(shù)學(xué)校在減少欺凌行為方面取得了成功。