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剑桥雅思阅读6原文(test4)

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READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.

Questions 1-7

Reading Passage 1 has seven paragraphs, A-G.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i-x, in boxes 1-7 on your answer sheet.

List of Headings

i Not all doctors are persuaded

ii Choosing the best offers

iii Who is responsible for the increase in promotions?

Iv Fighting the drug companies

v An example of what doctors expect from drug companies

vi Gifts include financial incentives

vii Research shows that promotion works

viii The high costs of research

ix The positive side of drugs promotion

x Who really pays for doctors’ free gifts?

1 Paragraph A

2 Paragraph B

3 Paragraph C

4 Paragraph D

5 Paragraph E

6 Paragraph F

7 Paragraph G

Doctoring sales

Pharmaceuticals is one of the most profitable industries in

North America. But do the drugs industry’s sales and

marketing strategies go too far?

A A few months ago Kim Schaefer, sales representative of a major global pharmaceutical company, walked into a medical center in New York to bring information and free samples of her company’s latest products. That day she was lucky — a doctor was available to see her. ‘The last rep offered me a trip to Florida. What do you have?’ the physician asked. He was only half joking.

B What was on offer that day was a pair of tickets for a New York musical. But on any given day, what Schaefer can offer is typical for today’s drugs rep — a car trunk full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician $200 to prescribe her new product to the next six patients who fit the drug’s profile. And she also has a few $1,000 honoraria to offer in exchange for doctors’ attendance at her company’s next educational lecture.

C Selling pharmaceuticals is a daily exercise in ethical judgement. Salespeople like Schaefer walk the line between the common practice of buying a prospect’s time with a free meal, and bribing doctors to prescribe their drugs. They work in an industry highly criticized for its sales and marketing practices, but find themselves in the middle of the age-old chicken-or-egg question — businesses won’t use strategies that don’t work, so are doctors to blame for the escalating extravagance of pharmaceutical marketing? Or is it the industry’s responsibility to decide the boundaries?

D The explosion in the sheer number of salespeople in the field — and the amount of funding used to promote their causes — forces close examination of the pressures, influences and relationships between drug reps and doctors. Salespeople provide much-needed information and education to physicians. In many cases the glossy brochures, article reprints and prescriptions they deliver are primary sources of drug education for healthcare givers. With the huge investment the industry has placed in face-to-face selling, salespeople have essentially become specialists in one drug or group of drugs — a tremendous advantage in getting the attention of busy doctors in need of quick information.

E But the sales push rarely stops in the office. The flashy brochures and pamphlets left by the sales reps are often followed up with meals at expensive restaurants, meetings in warm and sunny places, and an inundation of promotional gadgets. Rarely do patients watch a doctor write with a pen that isn’t emblazoned with a drug’s name, or see a nurse use a tablet not bearing a pharmaceutical company’s logo. Millions of dollars are spent by pharmaceutical companies on promotional products like coffee mugs, shirts, umbrellas, and golf balls. Money well spent? It’s hard to tell. ‘ I’ve been the recipient of golf balls from one company and I use them, but it doesn’t make me prescribe their medicine,’ says one doctor. ‘I tend to think I’m not influenced by what they give me.’

F Free samples of new and expensive drugs might be the single most effective way of getting doctors and patients to become loyal to a product. Salespeople hand out hundreds of dollars’ worth of samples each week — $7.2 billion worth of them in one year. Though few comprehensive studies have been conducted, one by the University of Washington investigated how drug sample availability affected what physicians prescribe. A total of 131 doctors self-reported their prescribing patterns — the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.

G The bottom line is that pharmaceutical companies as a whole invest more in marketing than they do in research and development. And patients are the ones who pay — in the form of sky-rocketing prescription prices — for every pen that’s handed out, every free theatre ticket, and every steak dinner eaten. In the end the fact remains that pharmaceutical companies have every right to make a profit and will continue to find new ways to increase sales. But as the medical world continues to grapple with what’s acceptable and what’s not, it is dear that companies must continue to be heavily scrutinized for their sales and marketing strategies.

Questions 8-13

Do the following statements agree with the views of the writer in Reading Passage 1?

In boxes 8-13 on your answer sheet, write

YES if the statement agree with the views of the writer

NO if the statement contradicts the views of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

8 Sales representatives like Kim Schaefer work to a very limited budget.

9 Kim Schaefer’s marketing technique may be open to criticism on moral grounds.

10 The information provided by drug companies is of little use to doctors.

11 Evidence of drug promotion is clearly visible in the healthcare environment.

12 The drug companies may give free drug sample to patients without doctors’ prescriptions.

13 It is legitimate for drug companies to make money.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

Do literate women make better mothers?

Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts in public health accepted this idea decades ago, but until now no one has been able to show that a woman’s ability to read in itself improves her children’s chances of survival.

Most literate women learnt to read in primary school, and the fact that a woman has had an education may simply indicate her family’s wealth or that it values its children more highly. Now a long-term study carried out in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children’s health and survival.

In 1979, the government of Nicaragua established a number of social programmes, including a National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the country, many of whom had never attended primary school, had learnt how to read, write and use numbers.

During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all. The women were asked how many children they had given birth to and how many of them had died in infancy. The research teams also examined the surviving children to find out how well-nourished they were.

The investigators’ findings were striking. In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. At this point in their lives, those mothers who later went on to learn to read had a similar level of child mortality (105/1000). For women educated in primary school, however, the infant mortality rate was significantly lower, at 80 per thousand.

In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those who remained illiterate and for those educated in primary school remained more or less unchanged. For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still illiterate. The children of the newly-literate mothers were also better nourished than those of women who could not read.

Why are the children of literate mothers better off? According to Peter Sandiford of the Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the curriculum during the women’s lessons, so he and his colleagues are looking at other factors. They are working with the same group of 3,000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modern childcare techniques more quickly, or whether they merely have more respect for themselves and their children.

The Nicaraguan study may have important implications for governments and aid agencies that need to know where to direct their resources. Sandiford says that there is increasing evidence that female education, at any age, is ‘an important health intervention in its own right’. The results of the study lend support to the World Bank’s recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health.

‘We’ve known for a long time that maternal education is important,’ says John Cleland of the London School of Hygiene and Tropical Medicine. ‘But we thought that even if we started educating girls today, we’d have to wait a generation for the pay-off. The Nicaraguan study suggests we may be able to bypass that.’

Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful. ‘The crusade was part of a larger effort to bring a better life to the people,’ says Cleland. Replicating these conditions in other countries will be a major challenge for development workers.

Questions 14-18

Complete the summary using the list of words, A-J, below.

Write the correct letter, A-J, in boxes 14-18 on your answer sheet.

NB You may use any letter more than once.

The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate 14............... to read and write. Public health experts have known for many years that there is a connection between child health and 15............... . However, it has not previously been known whether these two factors were directly linked or not. This question has been investigated by 16............... in Nicaragua. As a result, factors such as 17............... and attitudes to children have been eliminated, and it has been shown that 18............... can in itself improve infant health and survival.

A child literacy B men and women C an international research team

D medical care E mortality F maternal literacy

G adults and children H paternal literacy I a National Literacy Crusade

J family wealth

Questions 19-24

Do the following statements agree with the claims of the writer in Reading Passage 2?

In boxes 19-24 on your answer sheet, write

YES if the statement agree with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what writer thinks about this

19 About a thousand of the women interviewed by the researchers had learnt to read when they were children.

20 Before the National Literacy Crusade, illiterate women had approximately the same levels of infant mortality as those who had learnt to read in primary school.

21 Before and after the National Literacy Crusade, the child mortality rate for the illiterate women stayed at about 110 deaths for each thousand live births.

22 The women who had learnt to read through the National Literacy Crusade showed the greatest change in infant mortality levels.

23 The women who had learnt to read through the National Literacy Crusade had the lowest rates of child mortality.

24 After the National Literacy Crusade, the children of the women who remained illiterate were found to be severely malnourished.

Question 25 and 26

Choose TWO letters, A-E.

Write the correct letters in boxes 25 and 26 on your answer sheet.

Which TWO important implications drawn from the Nicaraguan study are mentioned by the writer of the passage?

A It is better to educate mature women than young girls.

B Similar campaigns in other countries would be equally successful.

C The effects of maternal literacy programmes can be seen very quickly.

D Improving child health can quickly affect a country’s economy.

E Money spent on female education will improve child health.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.

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 Sections A

28 Sections B

29 Sections D

30 Sections D

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 teacher’s 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 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 late 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 school’s 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 school’s 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 trough 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 recognize the difference between bullying and mere 39...............

Questions 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

剑桥雅思阅读6原文参考译文(test4)

PASSAGE 1 参考译文：

Doctoring sales

Pharmaceuticals is one of the most profitable industries in North America. But do the drugs industry’s sales and marketing strategies go too far?

医药营销

制药业是北美地区利润最大的行业之一。但是制药业的销售和市场策略是否太过火了?

A A few months ago Kim Schaefer, sales representative of a major global pharmaceutical company, walked into a medical center in New York to bring information and free samples of her company’s latest products. That day she was lucky — a doctor was available to see her. ‘The last rep offered me a trip to Florida. What do you have?’ the physician asked. He was only half joking.

A 几个月前，Kim Schaefer，一家全球主要制药公司的销售代表，带着公司新药的资料和免费试用品走进了纽约的一家医疗中心。那天，她非常幸运地见到了一位医生。“上一位销售代表给我提供了一趟到佛罗里达的旅行，你能提供什么呢? ”医生这样半开玩笑地问道。

B What was on offer that day was a pair of tickets for a New York musical. But on any given day, what Schaefer can offer is typical for today’s drugs rep — a car trunk full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician 200toprescribehernewproducttothenextsixpatientswhofitthedrug′sprofile.Andshealsohasafew200toprescribehernewproducttothenextsixpatientswhofitthedrug′sprofile.Andshealsohasafew1,000 honoraria to offer in exchange for doctors’ attendance at her company’s next educational lecture.

B 那天给医生提供的是纽约一场音乐喜剧的双人套票。但是通常，Schaeffer所能提供的只是当今的医药代表一般能够提供的东西— 一车厢用于促销的礼物和小玩意，能支付一个小地区买午餐和晚餐的预算，数百个药物免费试用品，并可以支付给医生200美元，用以给其接下来的六个适宜使用她带来的新药品的患者开药。同时，她还可以给医生1000美元的谢礼作为医生参加公司下次教育讲座的费用。

C Selling pharmaceuticals is a daily exercise in ethical judgement. Salespeople like Schaefer walk the line between the common practice of buying a prospect’s time with a free meal, and bribing doctors to prescribe their drugs. They work in an industry highly criticized for its sales and marketing practices, but find themselves in the middle of the age-old chicken-or-egg question — businesses won’t use strategies that don’t work, so are doctors to blame for the escalating extravagance of pharmaceutical marketing? Or is it the industry’s responsibility to decide the boundaries?

C 做医药销售工作其实每天是在做伦理评判。像Schaefer这样的销售人员通常游走于两条路请可能购买药品的人吃一顿饭，向医生行贿以使其为病人开自己公司的药品。他们从事因销售和营销方式备受批评的行业，却发现自己陷于一个蛋生鸡、鸡生蛋的老问题中——商业不会采取没有效用的策略，那么医生是否应该为药品销售的过度铺张受到谴责呢?抑或是划定界限的责任应该由制药行业承担?

D The explosion in the sheer number of salespeople in the field — and the amount of funding used to promote their causes — forces close examination of the pressures, influences and relationships between drug reps and doctors. Salespeople provide much-needed information and education to physicians. In many cases the glossy brochures, article reprints and prescriptions they deliver are primary sources of drug education for healthcare givers. With the huge investment the industry has placed in face-to-face selling, salespeople have essentially become specialists in one drug or group of drugs — a tremendous advantage in getting the attention of busy doctors in need of quick information.

D 这个行业中行销人员数目的增长以及推销该产品所用资金的增加，都使得有必要进一步审视医药销售 人员和医生之间存在的压力关系、相互影响和相互作用。销售人员向医生提供急需的信息和教育。很多情况下，光鲜的小册子、打印的文章和处方是销售人员向医疗护理人员提供的主要资源。通过巨大的投资，这个行业建立了面对面的销售方式，销售人员本质上已经成为某一种药品或者某些药品的专家，这样他们就有很大的优势来获取那些工作忙碌并需要快速了解信息的医生的关注。

E But the sales push rarely stops in the office. The flashy brochures and pamphlets left by the sales reps are often followed up with meals at expensive restaurants, meetings in warm and sunny places, and an inundation of promotional gadgets. Rarely do patients watch a doctor write with a pen that isn’t emblazoned with a drug’s name, or see a nurse use a tablet not bearing a pharmaceutical company’s logo. Millions of dollars are spent by pharmaceutical companies on promotional products like coffee mugs, shirts, umbrellas, and golf balls. Money well spent? It’s hard to tell. ‘ I’ve been the recipient of golf balls from one company and I use them, but it doesn’t make me prescribe their medicine,’ says one doctor. ‘I tend to think I’m not influenced by what they give me.’

E 但是这些促销很少仅仅止于办公室。通常紧随被销售代表留在办公室的制作精美的小册子之后的，是昂贵餐厅里的宴会、在温暖而又充满阳光的地方举行的会议，以及洪水般涌来的促销小礼品。病人总能看到医生使用标有药品名称的笔、护士使用印有公司标识的小药片。制药公司在诸如咖啡杯、T恤、雨伞和高尔夫球之类的促销品上花费了数百万美元。这些钱花得有意义吗?这一点很难说。“我一直接受一家公司的高尔夫球，我也使用这些球，但是这并不意味着我会在处方中开这家公司的药品，”一名医生这样说，“我更倾向于认为自己并没有受到他们给我提供的物品的影响。”

F Free samples of new and expensive drugs might be the single most effective way of getting doctors and patients to become loyal to a product. Salespeople hand out hundreds of dollars’ worth of samples each week — $7.2 billion worth of them in one year. Though few comprehensive studies have been conducted, one by the University of Washington investigated how drug sample availability affected what physicians prescribe. A total of 131 doctors self-reported their prescribing patterns — the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.

F 那些昂贵的新药的免费试用品或许是使医生和病人坚持选择某一药品的最有效的方式。销售人员每周都会分发数百美元的试用品——年分发的试用品价值达到72亿美元。虽然在这方面很少有综合研究，但是华盛顿大学的一项研究调查了药品试用品的可获取性是如何影响医生开处方的。总计131名医生记录了他们自己开处方的方式，其结论是试用品的可获得性使他们作出分发和开出不同于他们首选的药品的选择。

G The bottom line is that pharmaceutical companies as a whole invest more in marketing than they do in research and development. And patients are the ones who pay — in the form of sky-rocketing prescription prices — for every pen that’s handed out, every free theatre ticket, and every steak dinner eaten. In the end the fact remains that pharmaceutical companies have every right to make a profit and will continue to find new ways to increase sales. But as the medical world continues to grapple with what’s acceptable and what’s not, it is dear that companies must continue to be heavily scrutinized for their sales and marketing strategies.

G 结果就是，制药公司就整体而言，在市场上的投人远远大于在研发上的投人。最终在飞涨的处方价格中，病人会为分发的每一支笔、每一张免费戏票、每一顿牛排晚餐买单。最终，事实就是制药公司总能从中获利，并不断发现促进销售的新方法。但是随着医学界不断争论什么可接受、什么不可接受的底线问题，有一点是很清楚的，那就是制药公司的销售和市场策略必须继续受到严格的监控。

TEST 4 PASSAGE 2 参考译文：

Do literate women make better mothers?

受过教育的妇女会是更好的母亲吗?

Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts in public health accepted this idea decades ago, but until now no one has been able to show that a woman’s ability to read in itself improves her children’s chances of survival.

在发展中国家，如果母亲有读写能力，孩子会更健康，更易活过五岁。虽然公共健康方面的专家数十年前就已经接受了这一观点，但是迄今为止，还没有人能够证明妇女自身的阅读能力能增大其子女的存活几率。

Most literate women learnt to read in primary school, and the fact that a woman has had an education may simply indicate her family’s wealth or that it values its children more highly. Now a long-term study carried out in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children’s health and survival.

大部分受过教育的妇女在小学期间学会阅读。女性受到教育这一事实可能仅仅显示出其家庭比较富裕或者家庭更为看重子女。在尼加拉瓜进行的一项长期研究消除了这些因素。在这项研究中，研究人员教会贫困的成年妇女阅读，如果没有这一研究，她们将维持原来不能阅读的状态。这项研究的结果表明妇女阅读能力的提高对其孩子的健康和生存有直接影响。

In 1979, the government of Nicaragua established a number of social programmes, including a National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the country, many of whom had never attended primary school, had learnt how to read, write and use numbers.

在1979年，尼加拉瓜政府开展了包括全国扫盲运动在内的许多社会活动。到1985年，全国有30万的文盲人口学会了阅读、写字和使用数字，这其中有许多人从来没上过小学。

During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all. The women were asked how many children they had given birth to and how many of them had died in infancy. The research teams also examined the surviving children to find out how well-nourished they were.

在这期间，来自利物浦热带医学学院、尼加拉瓜中美洲卫生研究院、尼加拉瓜国立自治大学和哥斯达黎加卫生研究院的研究人员访问了大约3000位妇女，其中一些在孩童时期学会了阅读，一些在全国扫盲运动时学会阅读，还有一些完全不会阅读。这些妇女被问及生了几个孩子以及孩子在婴儿时期的死亡数量。 研究小组同时也调查了存活的孩子，以了解他们的健康程度。

The investigators’ findings were striking. In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. At this point in their lives, those mothers who later went on to learn to read had a similar level of child mortality (105/1000). For women educated in primary school, however, the infant mortality rate was significantly lower, at 80 per thousand.

研究者的发现令人吃惊。在20世纪70年代末期，文盲母亲的婴儿死亡率约为1000个婴儿中有110个死 亡。那些后来才学习阅读的母亲也有相同的婴儿死亡率(105/1000)。然而对于那些在小学期间接受教育的女性而言，婴儿死亡率相对大幅降低，为80/1000。

In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those who remained illiterate and for those educated in primary school remained more or less unchanged. For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still illiterate. The children of the newly-literate mothers were also better nourished than those of women who could not read.

在1985年，全国扫盲运动结束后，仍旧不识字和小学期间接受教育的母亲的婴儿死亡率几乎没有什么改变。而那些在这场运动中学会阅读的女性，其婴儿死亡率为84/1000，比仍然不识字的母亲的婴儿死亡率整整低了21点。刚刚学会识字的母亲的孩子也比不能阅读的母亲的孩子更健康一些。

Why are the children of literate mothers better off? According to Peter Sandiford of the Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the curriculum during the women’s lessons, so he and his colleagues are looking at other factors. They are working with the same group of 3,000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modern childcare techniques more quickly, or whether they merely have more respect for themselves and their children.

为什么有文化的母亲孩子的境况要好一些呢?利物浦热带医学院彼得?桑德福德认为，没有人知道确切的原因。儿童健康并不在母亲学习期间的课程之内，因此，他和他的同事正在寻找其他的原因。他们仍然在同一组3000位妇女中进行研究，希望发现识字的母亲是否能更好地利用医院和诊所，选择小家庭，在家庭中的管理更多一些，能更快地学习现代儿童护理技巧，或者她们只是对自己和孩子有更多的尊重?

The Nicaraguan study may have important implications for governments and aid agencies that need to know where to direct their resources. Sandiford says that there is increasing evidence that female education, at any age, is ‘an important health intervention in its own right’. The results of the study lend support to the World Bank’s recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health.

尼加拉瓜的研究也许能给政府和救助中心在如何分配其资源方面提供重要的提示信息。桑德福徳说，目前越来越多的证据表明，女性教育，在任何年龄阶段，都是“对健康非常重要的影响因素”。这项研究的结果支持了世界银行对于发展中国家增加教育预算的建议，这不仅能帮助发展中国家发展经济，同时也能提 高孩子的健康水平。

‘We’ve known for a long time that maternal education is important,’ says John Cleland of the London School of Hygiene and Tropical Medicine. ‘But we thought that even if we started educating girls today, we’d have to wait a generation for the pay-off. The Nicaraguan study suggests we may be able to bypass that.’

“我们很久以来就知道女性教育是很重要的”，伦敦卫生及热带医学学院的约翰?克里兰说，“但是我们原以为即便从现在开始对女孩进行教育，其成果也需要等一代人之后才能看到。而尼加拉瓜的研究表明我们也许能够避开这种模式。”

Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful. ‘The crusade was part of a larger effort to bring a better life to the people,’ says Cleland. Replicating these conditions in other countries will be a major challenge for development workers.

克里兰提醒说，尼加拉瓜运动在很多方而是很特别的，同样的运动在其他地方也许就不如其有效。教授成人对他们的日常生活没有直接影响的技能是极其困难的。在其他国家的很多扫盲运动远远不如尼加拉瓜运动这么成功。克里兰说： “这一运动是给人们带来更好的生活的更大努力的一部分”。在其他国家创造相同的这些条件对于发展工作者而言是一个很大的挑战。

TEST 4 PASSAGE 3 参考译文：

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.

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 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.

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 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.

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 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.’

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 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.

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

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。

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.

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。

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.

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。

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.

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 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.

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。

剑桥雅思阅读6原文解析(test4)

Passage 1

Question 1

答案： v

关键词： 段落匹配题，暂无题干关键词

定位原文: A段内容

解题思路: A段将了一个医药公司销售代表去一个医疗中心展示自己最新样品的叙述，医生半开玩笑地问了一个问题是what do you have?对照list，应该是v，一个事例的单纯叙述。

Question 2

答案：vi

关键词：段落匹配题，暂无题干关键词

定位原文: B段内容

解题思路: B段讲述了药品推销代表Schaefer的推销礼品预算，因此答案应为选项vi。

Question 3

答案：iii

关键词：段落匹配题，暂无题干关键词

定位原文: C段最后两句

解题思路: 原文说……商业不会采取没有效用的策略，那么医生是否应该为药品销售的过度铺张受到谴责呢?抑或是划定界限的责任应该由制药行业承担?前面还说到一个类似的比喻，是先有鸡还是先有蛋的问题。说明是一个争执型的问题，对应选项iii“谁该为不断增加的推销负责?”

Question 4

答案： ix

关键词：段落匹配题，暂无题干关键词

定位原文: D段内容，第2句“Salespeople provide…”

解题思路: 第2句说销售人员向医师提供急需的信息和教育。很多情况下，光洁的小册子、打印的文章和处方是销售人员向健康护理人员提供的主要资源。对应选项ix“药品推销的积极面”。

Question 5

答案：i

关键词：段落匹配题，暂无题干关键词

定位原文: E段最后4句内容

解题思路: 最后4句话说这些钱花得有意义吗?这一点很难说。“我一直接受一家公司的髙尔夫球， 我也使用这些球，但是这并不意味着我会在处方中开这家公司的药品”，一名医生这样说，“我更倾向于认为自己并没有受到他们给我提供的物品的影响。”对应选项i“并不是所有的医生都被药品推销打动”。

Question 6

答案：vii

关键词：段落匹配题，暂无题干关键词

定位原文：F段第3句“Though few…”

解题思路: 定位局说虽然在这方面很少有综合研究，但是华盛顿大学的一项研究调查了药品试用品的可获取性是如何影响医生开处方的。对应选项vii“药品推销效果的研究。”

Question 7

答案：x

关键词：段落匹配题，暂无题干关键词

定位原文: G段第1、2句“The bottom line…”

解题思路: 定位句说制药公司就整体而言，在市场上的投入远远大于在研发上的投入。最终在飞涨的处方价格中，病人会为分发的每一支笔、每一张免费戏票、每一顿牛排晚餐买单。这个就回答了x选项中的问题，谁在真正为医生的免费礼物买单呢?

Question 8

答案： NO

关键词：Kim Schaefer, budget

定位原文: B段第2、3句“But on any given…”

解题思路: Schaefer所能提供的东西在医药销售中是非常有代表性的，一车厢用于促销的礼物和小玩意，能支付一个小地区买午餐和晚餐的预算，数百个药物免费试用品，以及可以自由给医生支付的200美元，用以给六个适宜使用其公司药品的患者开药。另外，她还有1000美金的酬金作为医生参加公司下次教育讲座的费用。这个叙述和题干的“类似Kim Schaefer这样的销售代表的预算十分有限。”是冲突的。

Question 9

答案： YES

关键词： criticism on moral grounds

定位原文: C段第3句“They work in…”

解题思路: 原文说他们从事的是因销售和营销的方式备受批评的行业，与题干“Kim Schaefer的销售策略有可能会受到道德的谴责”表达一致。

Question 10

答案： NO

关键词：information provided by drug companies

定位原文: D段第2句“Sales people provide…”

解题思路: much-needed这个词就说明这样的信息是非常需要的，和题干的“医药公司提供的信息对医生几乎没有什么用处”这个意思是冲突的。

Question 11

答案： YES

关键词：Evidence of drug promotion

定位原文: E段第3、4句“Rarely…”

解题思路: 病人几乎看不到医生使用没有药品名称的笔或者护士使用没有印上公司标识的小药片，很多钱都花在了制作促销产品上，什么咖啡杯，雨伞，T-shirt等等，这些证据都是清晰可见的，所以答案是YES。

Question 12

答案： NOT GIVEN

关键词：free drug samples, prescriptions

定位原文: F段最后1句“A total of…”

解题思路: 虽提到了药物试用品，但和题目的内容完全不相关。因此答案为NOT GIVEN。

Question 13

答案： YES

关键词：legitimate, make money

定位原文: G段第3句“In the end…”

解题思路: 定位句说最终，事实就是制药公司总能获取利润，并会不断发现促进销售的新方法，题干表述没有问题。

Test 4 Passage 2

Question 14

答案： B

关键词：Nicaraguan National Literacy Crusade, illiterate

定位原文: 第3段第2句“By 1985…”

解题思路: 到1985年，全国有30万文盲人口学会了阅读、 写宇和使用数宇，其中很多人没上过小学。因此答案为B选项。

Question 15

答案： F

关键词：pubic health experts, child health

定位原文: 第5段第2句开始到结束

解题思路: 明确提到研究结果表明女性的受教育程度和孩子的健康有密切联系。因此答案为F选项。

Question 16

答案： C

关键词：Nicaragua

定位原文: 第4段最后1句: “The research teams…”

解题思路: 研究小组同时也调查了存活的孩子以了解他们的健康程度。因此答案为C选项。

Question 17

答案：J

关键词：attitudes, eliminated

定位原文: 第2段第1句“Most…”

解题思路: 女性受到教育这一事实可能仅仅显示出其家庭比较富裕或者家庭更为看重子女…所以答案为J。

Question 18

答案： F

关键词：infant health and survival

定位原文: 第2段最后1句“Now a…”

解题思路: 这项研究的结果表明妇女阅读能力的提高对其孩子的健康和生存有直接影响。

Question 19

答案：NOT GIVEN

关键词：a thousand of the women

定位原文: 第4段第1句

解题思路: 就在这里说调查了3000名女性，然后一些怎么样，另一些怎么样，但是并没有说到题干说的研究人员调查的妇女中大约有1000人在儿童时期就学会了阅读。

Question 20

答案： NO

关键词：Before the National Literacy Crusade

定位原文: 第5段内容

解题思路: 研究者的发现令人吃惊。在20世纪70年代末期，文盲母亲的婴儿死亡率约为1000个婴儿中有110个死亡。那些后来才学习阅读的母亲也有相同的婴儿死亡率(105/1000)。然而对于那些在小学期间接受教育的女性而言，婴儿死亡率为相对而言比较低，为80/1000。”显然婴儿死亡率差异很大，因此答案为NO。

Question 21

答案： YES

关键词：110 deaths

定位原文: 第5段第2句和第6段的第1句

解题思路: 在20世纪70年代末期，文盲母亲的婴儿死亡率约为1000 个婴儿中有 110个死亡。……在1985年，全国扫盲运动结束后，仍旧不识字和小学期间接受教育的母亲的婴儿死亡率几乎没有什么改变。因此答案为YES。

Question 22

答案： YES

关键词：the greatest change in infant mortality levels

定位原文: 第6段第2句“For those…”

解题思路: 而那些在这场运动中学会阅读的女性，其婴儿死亡率为 84/1000，比仍然不识字的母亲的婴儿死亡率整整低了21点。因此答案为YES。

Question 23

答案： NO

关键词：the lowest rates of child mortality

定位原文: 第5段最后1句和第6段第2句

解题思路: 在全国扫盲运动中学会阅读的女性婴儿死亡率最低。 原文：“然而对于那些在小学期间接受教育的女性而言，婴儿死亡率相对而言比较低，为80/1000。……而那些在这场运动中学会阅读的女性，其婴儿死亡率为84/1000……”。可见，在全国扫盲运动中学会阅读的女性的婴儿死亡率髙于那些在小学期间接受教育的女性，因此答案为NO。

Question 24

答案：NOT GIVEN

关键词：severely malnourished

定位原文: 无

解题思路: 题目说在全国扫盲运动之后，仍旧不识字的母亲的婴儿严重营养不良。第6段说了全国扫盲运动之后，婴儿死亡率的问题，但是并没有说到营养不良的问题，所以是Not Given。

Question 25 & Question 26

答案：C E (in either order)

关键词：Nicaraguan

定位原文: 第6段第2句“For those…”;第8段第3句“The results…”

解题思路: 第6段定位句中说，而那些在这场运动中学会阅读的女性，其婴儿死亡率为84/1000，比仍然不识字的母亲的婴儿死亡率整整低了21点。----对应C选项;第8段定位句中说，女性教育，在任何年龄阶段，都是‘对健康非常重要的影响因素’。这项研究的结果支持了世界银行对于发展中国家增加教育预算的建议，这不仅能够帮助发展中国家发展经济，同时也能提高孩子的健康水平----对应E选项。

Test 4 Passage 3

Question 27

答案： iv

关键词：段落匹配题，无题干关键词

定位原文: A段第2、3句“A survey…”

解题思路: 这段描述了作者调查中的欺凌现象，对应选项iv。

Question 28

答案： vi

关键词：段落匹配题，无题干关键词

定位原文: B段第1句“Bullying is…”

解题思路: 段落一开头就说明了欺凌产生的影响是非常不愉快的，而且会使经历过的孩子产生自贬和沮丧情绪，后面接着描述了一些情况，极端的情况导致自杀等等。对应vi选项，欺凌行为对孩子的影响。

Question 29

答案：v

关键词：段落匹配题，无题干关键词

定位原文: C段第2句“Perhaps as…”

解题思路: 定位句说可能由此产生的一个现象就是学校经常会否认这一问题，后面反复提到school 如何如何，对应v选项，学校对于欺凌现象的反应。

Question 30

答案： vii

关键词：段落匹配题，无题干关键词

定位原文: D段内容

解题思路: D段一开头就说了three factors，说了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的资源。……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一些成绩。……因此答案应为选项vii“学校对付欺凌新办法的发展”。

Question 31

答案：B

关键词：A recent survey

定位原文: A段第2、3句“A survey…”

解题思路: 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，其中十个案例中有一例为不断受到欺凌。中学的欺凌现象要好一些……因此答案为B选项。

Question 32

答案：D

关键词：Children who are bullied

定位原文: B段第3句“Victimised…”

解题思路: 受到欺凌的小学生成年后更容易在人际沟通中遭遇困难。因此答案为D选项。

Question 33

答案：D

关键词：The declaration ‘There is no bullying at this school’

定位原文: C段前两句“Until…”

解题思路: 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。“这个学校没有欺凌”已经被重复了无数次，但是绝大多数情况下都不是事实。因此答案为D选项。

Question 34

答案： A

关键词：Norway

定位原文: D段倒数第2句“In Norway…”

解题思路: 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。因此答案为A选项。

Question 35

答案： policy

关键词：makes the school"s attitude towards bullying quite clear

定位原文: E部分的第1段第1句

解题思路: 证据表明，控制欺凌行为最核心的步骤是制定遭遇欺凌行为的政策(policy)……因此答案为policy。

Question 36

答案： (explicit) guidelines

关键词：how the school and its staff will react if bullying occurs

定位原文: E部分的第1段第1句

解题思路: ……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(explicit guidelines);what will be done 和题目空后的how…will react 是同义表达。

Question 37

答案： (school)curriculum

关键词： action can be taken

定位原文: E部分第2段第2句“There are ways…”

解题思路: 通过在课程(curriculum)中使用影像、戏剧和文学等方法去处理这一问题。”因此答案为(school)curriculum。

Question 38

答案： victims

关键词：potential, trained to be more self-confident

定位原文: E部分第3段第2句“Assertiveness…”

解题思路: 对于那些容易成为被欺凌对象(victims)的学生而言，进行自信训练是很有意义的”，因此答案为victims。

Question 39

答案： playful fighting

关键词： playground supervision

定位原文: E部分第4段第2句“One useful…”

解题思路: 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(playful fighting)和欺凌行为，并帮助他们中止冲突。因此答案为playful fighting。

Question 40

答案： D

关键词：most suitable title

定位原文: 全文

解题思路: 虽然是选择标题，但是难度并不大，A、B、C三个选项显然都非常片面，只有D选项——“欺凌：从危机管理到预防”是相对最全面的。

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