剑6雅思阅读真题解析.

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澳际透析《剑6》阅读

澳际 剑8阅读题型分析

　　下面是对剑6雅思阅读真题所做的解析，非常详细，包括了阅读文章的内容，文章的题目和答案，题目的解答等问题都涉及到了。雅思阅读真题是大家备考雅思阅读考试最重要的材料，下面我们就一起来看一下这份剑6雅思阅读真题解析吧。

　　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 Shfield, directed the Shfield 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&apos has been a common rrain, 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.&apos

　　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 carully conducted ‘bore and after&apos 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 Shfield 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 teacher&aposs office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented fectively.

　　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 usul 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 usul in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term fects; 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&apos, can be usul 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 fort 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 fect 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&apos

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

　　C rlected the school&aposs lack of concern.　　D rlected 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 school&aposs 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 usul 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&apos approach, which avoids confronting the offender too directly, is often fective.

　　Playground supervision will be more fective 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 (explicit) guidelines　　37 (school) curriculum　　38 victims　　39 playful fighting

　　40 D

　　解析

　　篇章结构

　　体裁 说明文

　　主题 学校欺凌现象

　　结构

　　A段： 对英国学校欺凌现象的研究 B段：欺凌行为对孩子的影响

　　C段： 学校对欺凌现象的反应 D段：学校对付欺凌新办法的发展

　　E段： 防止欺凌的各种方法 F段：预见未来

　　必背词汇

　　persistent adj.持续的，持久稳固的　　evaluation n.评价，估价　　bullying n.欺凌，威吓

　　monitor v.监控　　prevent vt.防止，预防　　explicit adj.清楚的

　　psychology n.心理学;心理状态　　sanction n.制裁，处罚　　variety n.变化，多样性

　　consultation n.咨询，磋商　　verbal adj.口头的　　disseminate v.散布

　　taunt v.辱骂，嘲弄　　implement v.贯彻，执行　　exclude v.拒绝接纳，排斥

　　curriculum n.课程　　particularly adv.特别地，独特地　　revise v.修订，校订，修正

　　recalcitrant adj.反抗的，顽抗的　　substitute n.替代品　　depressed adj.沮丧的，情绪低落的

　　assertiveness n.自信　　extreme adj.极端的，极度的　　victim n.受害人，牺牲者

　　suicide n.自杀，自毁　　worthwhile adj.值得做的，值得出力的　　interpersonal adj.人与人之间的，人际关系的

　　approach n.方法，途径　　violent adj.狂暴的　　supervisor n.监督人，管理人

　　consequence n.结果，因果关系　　distinguish v.区别，辨别　　severity n.严重;严格

　　boredom n.厌倦　　tackle v.应付(难事等)，处理，解决　　frustration n.挫败，挫折

　　evaluation n.评价，估价　　reduction n.减少

　　试题解析

　　Questions 27-30

　　●题型：LIST OF HEADING

　　●题目解析：

　　Questions 31-34

　　●题型：MULTIPLE CHOICE

　　●题目解析：

　　Questions 35-39

　　●题型：SUMMARY

　　●题目解析：

　　小贴士：根据Summary标题“What steps should schools take to reduce bullying?”可迅速定位到原文E部分。

�

　　Question 40

　　●题型：List of Headings

　　●题目解析：

　　此类题目通常比较简单。考生在做完前面的段落大意题和细节题后，对文章的核心意思已经有了比较深刻的理解，可以很快选出最合适的文章题目，即D选项——“欺凌：从危机管理到预防”。

　　参考译文见下页

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剑6雅思阅读真题#e#

　　参考译文

　　不断受到欺凌是孩子所面临的最糟糕的经历之一。如何阻止其发生呢?谢菲尔大学心理学家教授彼得�史密斯在教育部的资助下组织了谢菲尔德反欺凌干预项目。以下是他的一些发现。

　　A 欺凌有多种方式：从口头上的——比如被嘲笑或者被叫很伤人的外号，到身体上的——比如被打、被踢或推搡。此外，还有一些不太直接的欺凌方式，比如被社会团体排斥在外。在我和Irene Whitney开展的一项调查中，我们发现在英国小学中，有四分之一的小学生有过受欺凌的经历，其中十例中有一例为持续受到欺凌。中学的欺凌现象要好一些，大约二十五例中有一例是持续受到欺凌，但是在这些情况中，受欺凌者可能反抗极其强烈。

　　B 欺凌显然是很不愉快的，而且会使经历过的孩子产生自贬和沮丧情绪。在一些极端的情况中，欺凌甚至会导致自杀，但是很庆幸的是此类事件比较罕见。受到欺凌的小学生成年后更容易在人际沟通中遭遇困难，而那些经常实施欺凌的孩子长大后更有可能具有身体暴力倾向并且犯下反社会的罪行。

　　C 到目前为止，我们对这一问题的了解还远远不够，而且也几乎没有给教师提供处理欺凌问题的帮助。可能由此产生的一个现象就是学校经常会否认这一问题。“在这个学校没有欺凌的现象”已经被重复了无数次，但是绝大多数情况下这都不是事实。庆幸的是现在有越来越多的学校承认：“我们学校欺凌现象并不多，但是当其发生时，我们有很明确的处理方法”。

　　D 导致这一变化有三个原因。第一是对欺凌问题严重性的认识;第二，在英国有一些帮助处理欺凌问题的资源。比如，苏格兰教育研究局发行了一系列的材料：《反欺凌行动》在1992年夏被提供给英格兰、威尔士和苏格兰地区的所有学校。第二年又发行了《支持学校反对欺凌》。在爱尔兰地区，《在小学反抗遭遇欺凌行为指南》于1993年发行。第三，有证据表明，这些材料发挥了作用，学校也因此在反欺凌方面取得了一些成绩。这一结果来自于一项研究组监控的并认真开展的主题为“之前和之后”的对学校干预的评估。在挪威，经过一次全国范围的干预运动之后，对42所学校的一项评估显示，在两年多的时间内欺凌行为减少了一半。在谢菲尔德大学对16所小学和7所中学的一项调查中发现，大多数学校在减少欺凌行为方面取得了成功。

　　E 证据表明，控制欺凌行为最核心的步骤是制定针对欺凌行为的政策，明确欺凌行为意味着什么，并就其发生时应该采取哪些措施、保存哪些记录、通知何人、实施何种制裁方式等给出明确的指导。这一政策应该经过一段时间的磋商形成，而不是只在校长办公室里硬性实施的方案。应该使学生、家长和教职员工都感觉参与到政策的制定当中，而且这一政策需要广泛的传播和有效的执行。

　　可以采取其他措施来支持这个政策。可以通过使用影像、戏剧和文学等多种方法在课程中处理这一主题。这些方法对提高人们的意识是很有帮助的，而且最好将其放在学校讨论欺凌行为形成政策的早期阶段。此外，这为新入校的小学生更新政策或根据实际情况进行修订也很有用。但是仅靠课程只会有短期效果，它应该是对政策的补充，而非替代品。

　　还有一些方法适合用于单个小学生或小团体。对于那些容易成为被欺凌对象的学生而言，进行自信训练是很值得做的;在发生群体欺凌行为时，某些特定的方法，比如“不责备”是与实施欺凌行为的学生不直接对抗而改变他们行为的有效方法。然而，对于那些长期持续实施欺凌行为的学生，我们必须对其进行制裁。

　　在操场上开展工作也是很重要的。一个有效的步骤就是培训午餐时段督导员以区分嬉戏式争斗和欺凌行为，并帮助他们中止冲突。另一个可能的措施就是改善操场环境，从而使学生不太可能因为厌倦或感到挫折而实施欺凌行为。

　　F 随着环境和方式方法的改进，我们可以预见至少可以最大程度地防止学校里最严重的欺凌行为的发生。我们付出的努力越多，学校参与的力度越大，取得的效果就可能越好。欺凌行为的减少和因此产生的学生幸福感的递增无疑是一个值得为之努力的目标。

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《剑桥雅思6》阅读试题题型分析-祁连山

澳际透析《剑6》阅读

澳际 剑8阅读题型分析

　　下面是对剑6雅思阅读真题所做的解析，非常详细，包括了阅读文章的内容，文章的题目和答案，题目的解答等问题都涉及到了。雅思阅读真题是大家备考雅思阅读考试最重要的材料，下面我们就一起来看一下这份剑6雅思阅读真题解析吧。

　　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 Shfield, directed the Shfield 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&apos has been a common rrain, 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.&apos

　　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 carully conducted ‘bore and after&apos 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 Shfield 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 teacher&aposs office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented fectively.

　　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 usul 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 usul in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term fects; 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&apos, can be usul 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 fort 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 fect 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&apos

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

　　C rlected the school&aposs lack of concern.　　D rlected 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 school&aposs 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 usul 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&apos approach, which avoids confronting the offender too directly, is often fective.

　　Playground supervision will be more fective 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 (explicit) guidelines　　37 (school) curriculum　　38 victims　　39 playful fighting

　　40 D

　　解析

　　篇章结构

　　体裁 说明文

　　主题 学校欺凌现象

　　结构

　　A段： 对英国学校欺凌现象的研究 B段：欺凌行为对孩子的影响

　　C段： 学校对欺凌现象的反应 D段：学校对付欺凌新办法的发展

　　E段： 防止欺凌的各种方法 F段：预见未来

　　必背词汇

　　persistent adj.持续的，持久稳固的　　evaluation n.评价，估价　　bullying n.欺凌，威吓

　　monitor v.监控　　prevent vt.防止，预防　　explicit adj.清楚的

　　psychology n.心理学;心理状态　　sanction n.制裁，处罚　　variety n.变化，多样性

　　consultation n.咨询，磋商　　verbal adj.口头的　　disseminate v.散布

　　taunt v.辱骂，嘲弄　　implement v.贯彻，执行　　exclude v.拒绝接纳，排斥

　　curriculum n.课程　　particularly adv.特别地，独特地　　revise v.修订，校订，修正

　　recalcitrant adj.反抗的，顽抗的　　substitute n.替代品　　depressed adj.沮丧的，情绪低落的

　　assertiveness n.自信　　extreme adj.极端的，极度的　　victim n.受害人，牺牲者

　　suicide n.自杀，自毁　　worthwhile adj.值得做的，值得出力的　　interpersonal adj.人与人之间的，人际关系的

　　approach n.方法，途径　　violent adj.狂暴的　　supervisor n.监督人，管理人

　　consequence n.结果，因果关系　　distinguish v.区别，辨别　　severity n.严重;严格

　　boredom n.厌倦　　tackle v.应付(难事等)，处理，解决　　frustration n.挫败，挫折

　　evaluation n.评价，估价　　reduction n.减少

　　试题解析

　　Questions 27-30

　　●题型：LIST OF HEADING

　　●题目解析：

　　Questions 31-34

　　●题型：MULTIPLE CHOICE

　　●题目解析：

　　Questions 35-39

　　●题型：SUMMARY

　　●题目解析：

　　小贴士：根据Summary标题“What steps should schools take to reduce bullying?”可迅速定位到原文E部分。

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　　Question 40

　　●题型：List of Headings

　　●题目解析：

　　此类题目通常比较简单。考生在做完前面的段落大意题和细节题后，对文章的核心意思已经有了比较深刻的理解，可以很快选出最合适的文章题目，即D选项——“欺凌：从危机管理到预防”。

　　参考译文见下页

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