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

　　篇章結構

　　體裁 說明文

　　主題 學校欺凌現象

　　結構

　　A段： 對英國學校欺凌現象的研究 B段：欺凌行為對孩子的影響

　　C段： 學校對欺凌現象的反應 D段：學校對付欺凌新辦法的發展

　　E段： 防止欺凌的各種方法 F段：預見未來

　　必背詞匯

　　persistent adj.持續的，持久穩固的　　evaluation n.評價，估價　　bullying n.欺凌，威嚇

　　monitor v.監控　　prevent vt.防止，預防　　explicit adj.清楚的

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

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

　　taunt v.辱罵，嘲弄　　implement v.貫徹，執行　　exclude v.拒絕接納，排斥

　　curriculum n.課程　　particularly adv.特別地，獨特地　　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，人際關系的

　　approach n.方法，途徑　　violent adj.狂暴的　　supervisor n.監督人，管理人

　　consequence n.結果，因果關系　　distinguish v.區別，辨別　　severity n.嚴重;嚴格

　　boredom n.厭倦　　tackle v.應付，處理，解決　　frustration n.挫敗，挫折

　　evaluation n.評價，估價　　reduction n.減少

　　試題解析

　　Questions 27-30

　　●題型：LIST OF HEADING

　　●題目解析：

　　題號 段落對應部分 題解 27 原文A段第2、3句 原文：在我和Irene Whitney開展的一項調查中，我們發現在英國小學中，有四分之一的小學生有過受欺凌的經歷，其中十例中有一例為持續受到欺凌。中學的欺凌現象要好一些，大約二十五例中有一例是持續受到欺凌，但是在這些情況中，受欺凌者可能反抗極其強烈。對應選項iv對英國學校欺凌現象的研究。 題號 段落對應部分 題解 28 原文B段 原文：欺凌顯然是很不愉快的，而且會使經歷過的孩子產生自貶和沮喪情緒。因此答案應為選項vi欺凌行為對孩子的影響。 29 原文C段第2句 原文：可能由此產生的一個現象就是學校經常會否認這一問題。對應選項v學校對于欺凌現象的反應。 30 原文D段 原文：導致這一變化有三個原因。第一是對欺凌問題嚴重性的認識;第二，在英國有一些幫助處理欺凌的資源。第三，有證據表明，這些材料發揮了作用，學校也因此在反欺凌方面取得一些成績。因此答案應為選項vii學校對付欺凌新辦法的發展。

　　Questions 31-34

　　●題型：MULTIPLE CHOICE

　　●題目解析：

　　題號 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：我們發現在英國小學中，有四分之一的小學生有過受欺凌的經歷，其中十個案例中有一例為不斷受到欺凌。中學的欺凌現象要好一些因此答案為B選項。 32 Children who are bullied 原文B段第3句 原文：受到欺凌的小學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。 33 The declaration There is no bullying at this school 原文C段前兩句 原文：到目前為止，我們對這一問題的了解還遠遠不夠，而且也幾乎沒有給教師提供處理欺凌問題的幫助。可能由此產生的一個現象就是學校經常會否認這一問題。這個學校沒有欺凌已經被重復了無數次，但是絕大多數情況下都不是事實。因此答案為D選項。 34 Norway 原文D段倒數第2句 原文：在挪威，經過一次全國范圍的干預運動之后，對42所學校的一項評估顯示，在兩年多的時間內欺凌行為減少了一半。因此答案為A選項。

　　Questions 35-39

　　●題型：SUMMARY

　　●題目解析：

　　小貼士：根據Summary標題What steps should schools take to reduce bullying?可迅速定位到原文E部分。

　　題號 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，并就其發生時應該采取哪些措施、保存哪些記錄、通知何人、實施何種制裁方式等給出明確的指導。因此答案為guidelines。

　　題號 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：通過在課程中使用影像、戲劇和文學等方法去處理這一問題。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：對于那些容易成為被欺凌對象的學生而言，進行自信訓練是很有意義的，因此答案為victims。 39 playground supervision 原文E部分第4段第2句 原文：一個有效的步驟就是培訓午餐時段督導員以區分嬉戲式爭斗和欺凌行為，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：

　　此類題目通常比較簡單。考生在做完前面的段落大意題和細節題后，對文章的核心意思已經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選項欺凌：從危機管理到預防。

　　參考譯文

　　不斷受到欺凌是孩子所面臨的最糟糕的經歷之一。如何阻止其發生呢?謝菲爾大學心理學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項目。以下是他的一些發現。

　　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，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，比如被社會團體排斥在外。在我和Irene Whitney開展的一項調查中，我們發現在英國小學中，有四分之一的小學生有過受欺凌的經歷，其中十例中有一例為持續受到欺凌。中學的欺凌現象要好一些，大約二十五例中有一例是持續受到欺凌，但是在這些情況中，受欺凌者可能反抗極其強烈。

　　B 欺凌顯然是很不愉快的，而且會使經歷過的孩子產生自貶和沮喪情緒。在一些極端的情況中，欺凌甚至會導致自殺，但是很慶幸的是此類事件比較罕見。受到欺凌的小學生成年后更容易在人際溝通中遭遇困難，而那些經常實施欺凌的孩子長大后更有可能具有身體暴力傾向并且犯下反社會的罪行。

　　C 到目前為止，我們對這一問題的了解還遠遠不夠，而且也幾乎沒有給教師提供處理欺凌問題的幫助。可能由此產生的一個現象就是學校經常會否認這一問題。在這個學校沒有欺凌的現象已經被重復了無數次，但是絕大多數情況下這都不是事實。慶幸的是現在有越來越多的學校承認：我們學校欺凌現象并不多，但是當其發生時，我們有很明確的處理方法。

　　D 導致這一變化有三個原因。第一是對欺凌問題嚴重性的認識;第二，在英國有一些幫助處理欺凌問題的資源。比如，蘇格蘭教育研究局發行了一系列的材料：《反欺凌行動》在1992年夏被提供給英格蘭、威爾士和蘇格蘭地區的所有學校。第二年又發行了《支持學校反對欺凌》。在愛爾蘭地區，《在小學反抗遭遇欺凌行為指南》于1993年發行。第三，有證據表明，這些材料發揮了作用，學校也因此在反欺凌方面取得了一些成績。這一結果來自于一項研究組監控的并認真開展的主題為之前和之后的對學校干預的評估。在挪威，經過一次全國范圍的干預運動之后，對42所學校的一項評估顯示，在兩年多的時間內欺凌行為減少了一半。在謝菲爾德大學對16所小學和7所中學的一項調查中發現，大多數學校在減少欺凌行為方面取得了成功。