劍橋雅思閱讀6原文及答案解析(test4)

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劍橋雅思閱讀6原文(test4)

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 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

　　劍橋雅思閱讀6原文參考譯文(test4)

PASSAGE 1 參考譯文：

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?

醫藥營銷

製藥業是北美地區利潤最大的行業之一。但是製藥業的銷售和市場策略是否太過火了?

A 幾個月前，Kim Schaefer，一家全球主要製藥公司的銷售代表，帶着公司新藥的資料和免費試用品走進了紐約的一家醫療中心。那天，她非常幸運地見到了一位醫生。“上一位銷售代表給我提供了一趟到佛羅里達的旅行，你能提供什麼呢? ”醫生這樣半開玩笑地問道。

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′healsohasafew200toprescribehernewproducttothenextsixpatientswhofitthedrug′healsohasafew1,000 honoraria to offer in exchange for doctors’ attendance at her company’s next educational lecture.

B 那天給醫生提供的是紐約一場音樂喜劇的雙人套票。但是通常，Schaeffer所能提供的只是當今的醫藥代表一般能夠提供的東西— 一車廂用於促銷的禮物和小玩意，能支付一個小地區買午餐和晚餐的預算，數百個藥物免費試用品，並可以支付給醫生200美元，用以給其接下來的六個適宜使用她帶來的新藥品的患者開藥。同時，她還可以給醫生1000美元的謝禮作爲醫生參加公司下次教育講座的費用。

C 做醫藥銷售工作其實每天是在做倫理評判。像Schaefer這樣的銷售人員通常遊走於兩條路請可能購買藥品的人吃一頓飯，向醫生行賄以使其爲病人開自己公司的藥品。他們從事因銷售和營銷方式備受批評的行業，卻發現自己陷於一個蛋生雞、雞生蛋的老問題中——商業不會採取沒有效用的策略，那麼醫生是否應該爲藥品銷售的過度鋪張受到譴責呢?抑或是劃定界限的責任應該由製藥行業承擔?

D 這個行業中行銷人員數目的增長以及推銷該產品所用資金的增加，都使得有必要進一步審視醫藥銷售人員和醫生之間存在的壓力關係、相互影響和相互作用。銷售人員向醫生提供急需的信息和教育。很多情況下，光鮮的小冊子、打印的文章和處方是銷售人員向醫療護理人員提供的主要資源。通過巨大的投資，這個行業建立了面對面的銷售方式，銷售人員本質上已經成爲某一種藥品或者某些藥品的專家，這樣他們就有很大的優勢來獲取那些工作忙碌並需要快速瞭解信息的醫生的關注。

E 但是這些促銷很少僅僅止於辦公室。通常緊隨被銷售代表留在辦公室的製作精美的小冊子之後的，是昂貴餐廳裏的宴會、在溫暖而又充滿陽光的地方舉行的會議，以及洪水般涌來的促銷小禮品。病人總能看到醫生使用標有藥品名稱的筆、護士使用印有公司標識的小藥片。製藥公司在諸如咖啡杯、T恤、雨傘和高爾夫球之類的促銷品上花費了數百萬美元。這些錢花得有意義嗎?這一點很難說。“我一直接受一家公司的高爾夫球，我也使用這些球，但是這並不意味着我會在處方中開這家公司的藥品，”一名醫生這樣說，“我更傾向於認爲自己並沒有受到他們給我提供的物品的影響。”

F 那些昂貴的新藥的免費試用品或許是使醫生和病人堅持選擇某一藥品的最有效的方式。銷售人員每週都會分發數百美元的試用品——年分發的試用品價值達到72億美元。雖然在這方面很少有綜合研究，但是華盛頓大學的一項研究調查了藥品試用品的可獲取性是如何影響醫生開處方的。總計131名醫生記錄了他們自己開處方的方式，其結論是試用品的可獲得性使他們作出分發和開出不同於他們首選的藥品的選擇。

G 結果就是，製藥公司就整體而言，在市場上的投人遠遠大於在研發上的投人。最終在飛漲的處方價格中，病人會爲分發的每一支筆、每一張免費戲票、每一頓牛排晚餐買單。最終，事實就是製藥公司總能從中獲利，並不斷髮現促進銷售的新方法。但是隨着醫學界不斷爭論什麼可接受、什麼不可接受的底線問題，有一點是很清楚的，那就是製藥公司的銷售和市場策略必須繼續受到嚴格的監控。

TEST 4 PASSAGE 2 參考譯文：

Do literate women make better mothers?

受過教育的婦女會是更好的母親嗎?

在發展中國家，如果母親有讀寫能力，孩子會更健康，更易活過五歲。雖然公共健康方面的專家數十年前就已經接受了這一觀點，但是迄今爲止，還沒有人能夠證明婦女自身的閱讀能力能增大其子女的存活機率。

大部分受過教育的婦女在小學期間學會閱讀。女性受到教育這一事實可能僅僅顯示出其家庭比較富裕或者家庭更爲看重子女。在尼加拉瓜進行的一項長期研究消除了這些因素。在這項研究中，研?a href="">咳嗽苯袒崞獨У某贍旮九畝粒綣揮姓庖謊芯浚牆衷牀荒茉畝戀淖刺Ｕ庀鈦芯康慕峁礱韝九畝聊芰Φ奶岣叨雲浜⒆擁慕】島蛻嬗兄苯佑跋臁?/p>

在1979年，尼加拉瓜政府開展了包括全國掃盲運動在內的許多社會活動。到1985年，全國有30萬的文盲人口學會了閱讀、寫字和使用數字，這其中有許多人從來沒上過小學。

在這期間，來自利物浦熱帶醫學學院、尼加拉瓜中美洲衛生研究院、尼加拉瓜國立自治大學和哥斯達黎加衛生研究院的研究人員訪問了大約3000位婦女，其中一些在孩童時期學會了閱讀，一些在全國掃盲運動時學會閱讀，還有一些完全不會閱讀。這些婦女被問及生了幾個孩子以及孩子在嬰兒時期的死亡數量。研究小組同時也調查了存活的孩子，以瞭解他們的健康程度。

研究者的發現令人吃驚。在20世紀70年代末期，文盲母親的嬰兒死亡率約爲1000個嬰兒中有110個死亡。那些後來才學習閱讀的母親也有相同的嬰兒死亡率(105/1000)。然而對於那些在小學期間接受教育的女性而言，嬰兒死亡率相對大幅降低，爲80/1000。

在1985年，全國掃盲運動結束後，仍舊不識字和小學期間接受教育的母親的嬰兒死亡率幾乎沒有什麼改變。而那些在這場運動中學會閱讀的女性，其嬰兒死亡率爲84/1000，比仍然不識字的母親的嬰兒死亡率整整低了21點。剛剛學會識字的母親的孩子也比不能閱讀的母親的孩子更健康一些。

爲什麼有文化的母親孩子的境況要好一些呢?利物浦熱帶醫學院彼得?桑德福德認爲，沒有人知道確切的原因。兒童健康並不在母親學習期間的課程之內，因此，他和他的同事正在尋找其他的原因。他們仍然在同一組3000位婦女中進行研究，希望發現識字的母親是否能更好地利用醫院和診所，選擇小家庭，在家庭中的管理更多一些，能更快地學習現代兒童護理技巧，或者她們只是對自己和孩子有更多的尊重?

尼加拉瓜的研究也許能給政府和救助中心在如何分配其資源方面提供重要的提示信息。桑德福徳說，目前越來越多的證據表明，女性教育，在任何年齡階段，都是“對健康非常重要的影響因素”。這項研究的結果支持了世界銀行對於發展中國家增加教育預算的建議，這不僅能幫助發展中國家發展經濟，同時也能提高孩子的健康水平。

“我們很久以來就知道女性教育是很重要的”，倫敦衛生及熱帶醫學學院的約翰?克里蘭說，“但是我們原以爲即便從現在開始對女孩進行教育，其成果也需要等一代人之後才能看到。而尼加拉瓜的研究表明我們也許能夠避開這種模式。”

克里蘭提醒說，尼加拉瓜運動在很多方而是很特別的，同樣的運動在其他地方也許就不如其有效。教授成人對他們的日常生活沒有直接影響的技能是極其困難的。在其他國家的很多掃盲運動遠遠不如尼加拉瓜運動這麼成功。克里蘭說： “這一運動是給人們帶來更好的生活的更大努力的一部分”。在其他國家創造相同的這些條件對於發展工作者而言是一個很大的挑戰。

TEST 4 PASSAGE 3 參考譯文：

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 he reports on his findings.

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，其中十例中有一例爲持續受到欺凌，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後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後更有可能具有身體暴力傾向並且犯下反社會的罪行。

C 到目前爲止，我們對這一問題的瞭解還遠遠不夠，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”已經被重複了無數次。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：“我們學校欺凌現象並不多，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爲指南》於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。這一結果來自於一項研究組監控的並認真開展的主題爲“之前和之後”的對學校干預的評估。在挪威，經過一次全國範圍的干預運動之後，對42所學校的一項評估顯示，在兩年多的時間內欺凌行爲減少了一半。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爲方面取得了成功。

E 證據表明，控制欺凌行爲最核心的步驟是制定針對欺凌行爲的政策，明確欺凌行爲意味着什麼，並就其發生時應該採取哪些措施、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。這一政策應該經過一段時間的磋商形成，而不是隻在校長辦公室裏硬性實施的方案。應該使學生、家長和教職員工都感覺參與到政策的制定當中，而且這一政策需要廣泛的傳播和有效的執行。

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.

可以採取其他措施來支持這個政策。可以通過使用影像、戲劇和文學等多種方法在課程中處理這一主題。這些方法對提高人們的意識是很有幫助的，而且最好將其放在學校討論欺凌行爲形成政策的早期階段。此外，這爲新入校的小學生更新政策或根據實際情況進行修訂也很有用。但是僅靠課程只會有短期效果，它應該是對政策的補充，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.

還有一些方法適合用於單個小學生或小團體。對於那些容易成爲被欺凌對象的學生而言，進行自信訓練是很值得做的;在發生羣體欺凌行爲時，某些特定的方法，比如“不責備”是與實施欺凌行爲的學生不直接對抗而改變他們行爲的有效方法。然而，對於那些長期持續實施欺凌行爲的學生，我們必須對其進行制裁。

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.

在操場上開展工作也是很重要的。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鬥和欺凌行爲，並幫助他們中止衝突。另一個可能的措施就是改善操場環境，從而使學生不太可能因爲厭倦或感到挫折而實施欺凌行爲。

F 隨着環境和方式方法的改進，我們可以預見至少可以最大程度地防止學校裏最嚴重的欺凌行爲的發生。我們付出的努力越多，學校參與的力度越大，取得的效果就可能越好。欺凌行爲的減少和因此產生的學生幸福感的遞增無疑是一個值得爲之努力的目標。

　　劍橋雅思閱讀6原文解析(test4)

Passage 1

Question 1

答案： v

關鍵詞：段落匹配題，暫無題幹關鍵詞

定位原文: A段內容

解題思路: A段將了一個醫藥公司銷售代表去一個醫療中心展示自己最新樣品的敘述，醫生半開玩笑地問了一個問題是what do you have?對照list，應該是v，一個事例的單純敘述。

Question 2

答案：vi

關鍵詞：段落匹配題，暫無題幹關鍵詞

定位原文: B段內容

解題思路: B段講述了藥品推銷代表Schaefer的推銷禮品預算，因此答案應爲選項vi。

Question 3

答案：iii

關鍵詞：段落匹配題，暫無題幹關鍵詞

定位原文: C段最後兩句

解題思路: 原文說……商業不會採取沒有效用的策略，那麼醫生是否應該爲藥品銷售的過度鋪張受到譴責呢?抑或是劃定界限的責任應該由製藥行業承擔?前面還說到一個類似的比喻，是先有雞還是先有蛋的問題。說明是一個爭執型的問題，對應選項iii“誰該爲不斷增加的推銷負責?”

Question 4

答案： ix

關鍵詞：段落匹配題，暫無題幹關鍵詞

定位原文: D段內容，第2句“Salespeople provide…”

解題思路: 第2句說銷售人員向醫師提供急需的信息和教育。很多情況下，光潔的小冊子、打印的文章和處方是銷售人員向健康護理人員提供的主要資源。對應選項ix“藥品推銷的積極面”。

Question 5

答案：i

關鍵詞：段落匹配題，暫無題幹關鍵詞

定位原文: E段最後4句內容

解題思路: 最後4句話說這些錢花得有意義嗎?這一點很難說。“我一直接受一家公司的髙爾夫球，我也使用這些球，但是這並不意味着我會在處方中開這家公司的藥品”，一名醫生這樣說，“我更傾向於認爲自己並沒有受到他們給我提供的物品的影響。”對應選項i“並不是所有的醫生都被藥品推銷打動”。

Question 6

答案：vii

關鍵詞：段落匹配題，暫無題幹關鍵詞

定位原文：F段第3句“Though few…”

解題思路: 定位局說雖然在這方面很少有綜合研究，但是華盛頓大學的一項研究調查了藥品試用品的可獲取性是如何影響醫生開處方的。對應選項vii“藥品推銷效果的研究。”

Question 7

答案：x

關鍵詞：段落匹配題，暫無題幹關鍵詞

定位原文: G段第1、2句“The bottom line…”

解題思路: 定位句說製藥公司就整體而言，在市場上的投入遠遠大於在研發上的投入。最終在飛漲的處方價格中，病人會爲分發的每一支筆、每一張免費戲票、每一頓牛排晚餐買單。這個就回答了x選項中的問題，誰在真正爲醫生的免費禮物買單呢?

Question 8

答案： NO

關鍵詞：Kim Schaefer, budget

定位原文: B段第2、3句“But on any given…”

解題思路: Schaefer所能提供的東西在醫藥銷售中是非常有代表性的，一車廂用於促銷的禮物和小玩意，能支付一個小地區買午餐和晚餐的預算，數百個藥物免費試用品，以及可以自由給醫生支付的200美元，用以給六個適宜使用其公司藥品的患者開藥。另外，她還有1000美金的酬金作爲醫生參加公司下次教育講座的費用。這個敘述和題乾的“類似Kim Schaefer這樣的銷售代表的預算十分有限。”是衝突的。

Question 9

答案： YES

關鍵詞： criticism on moral grounds

定位原文: C段第3句“They work in…”

解題思路: 原文說他們從事的是因銷售和營銷的方式備受批評的行業，與題幹“Kim Schaefer的銷售策略有可能會受到道德的譴責”表達一致。

Question 10

答案： NO

關鍵詞：information provided by drug companies

定位原文: D段第2句“Sales people provide…”

解題思路: much-needed這個詞就說明這樣的信息是非常需要的，和題乾的“醫藥公司提供的信息對醫生幾乎沒有什麼用處”這個意思是衝突的。

Question 11

答案： YES

關鍵詞：Evidence of drug promotion

定位原文: E段第3、4句“Rarely…”

解題思路: 病人幾乎看不到醫生使用沒有藥品名稱的筆或者護士使用沒有印上公司標識的小藥片，很多錢都花在了製作促銷產品上，什麼咖啡杯，雨傘，T-shirt等等，這些證據都是清晰可見的，所以答案是YES。

Question 12

答案： NOT GIVEN

關鍵詞：free drug samples, prescriptions

定位原文: F段最後1句“A total of…”

解題思路: 雖提到了藥物試用品，但和題目的內容完全不相關。因此答案爲NOT GIVEN。

Question 13

答案： YES

關鍵詞：legitimate, make money

定位原文: G段第3句“In the end…”

解題思路: 定位句說最終，事實就是製藥公司總能獲取利潤，並會不斷髮現促進銷售的新方法，題幹表述沒有問題。

Test 4 Passage 2

Question 14

答案： B

關鍵詞：Nicaraguan National Literacy Crusade, illiterate

定位原文: 第3段第2句“By 1985…”

解題思路: 到1985年，全國有30萬文盲人口學會了閱讀、寫宇和使用數宇，其中很多人沒上過小學。因此答案爲B選項。

Question 15

答案： F

關鍵詞：pubic health experts, child health

定位原文: 第5段第2句開始到結束

解題思路: 明確提到研究結果表明女性的受教育程度和孩子的健康有密切聯繫。因此答案爲F選項。

Question 16

答案： C

關鍵詞：Nicaragua

定位原文: 第4段最後1句: “The research teams…”

解題思路: 研究小組同時也調查了存活的孩子以瞭解他們的健康程度。因此答案爲C選項。

Question 17

答案：J

關鍵詞：attitudes, eliminated

定位原文: 第2段第1句“Most…”

解題思路: 女性受到教育這一事實可能僅僅顯示出其家庭比較富裕或者家庭更爲看重子女…所以答案爲J。

Question 18

答案： F

關鍵詞：infant health and survival

定位原文: 第2段最後1句“Now a…”

解題思路: 這項研究的結果表明婦女閱讀能力的提高對其孩子的健康和生存有直接影響。

Question 19

答案：NOT GIVEN

關鍵詞：a thousand of the women

定位原文: 第4段第1句

解題思路: 就在這裏說調查了3000名女性，然後一些怎麼樣，另一些怎麼樣，但是並沒有說到題幹說的研究人員調查的婦女中大約有1000人在兒童時期就學會了閱讀。

Question 20

答案： NO

關鍵詞：Before the National Literacy Crusade

定位原文: 第5段內容

解題思路: 研究者的發現令人吃驚。在20世紀70年代末期，文盲母親的嬰兒死亡率約爲1000個嬰兒中有110個死亡。那些後來才學習閱讀的母親也有相同的嬰兒死亡率(105/1000)。然而對於那些在小學期間接受教育的女性而言，嬰兒死亡率爲相對而言比較低，爲80/1000。”顯然嬰兒死亡率差異很大，因此答案爲NO。

Question 21

答案： YES

關鍵詞：110 deaths

定位原文: 第5段第2句和第6段的第1句

解題思路: 在20世紀70年代末期，文盲母親的嬰兒死亡率約爲1000 個嬰兒中有 110個死亡。……在1985年，全國掃盲運動結束後，仍舊不識字和小學期間接受教育的母親的嬰兒死亡率幾乎沒有什麼改變。因此答案爲YES。

Question 22

答案： YES

關鍵詞：the greatest change in infant mortality levels

定位原文: 第6段第2句“For those…”

解題思路: 而那些在這場運動中學會閱讀的女性，其嬰兒死亡率爲 84/1000，比仍然不識字的母親的嬰兒死亡率整整低了21點。因此答案爲YES。

Question 23

答案： NO

關鍵詞：the lowest rates of child mortality

定位原文: 第5段最後1句和第6段第2句

解題思路: 在全國掃盲運動中學會閱讀的女性嬰兒死亡率最低。原文：“然而對於那些在小學期間接受教育的女性而言，嬰兒死亡率相對而言比較低，爲80/1000。……而那些在這場運動中學會閱讀的女性，其嬰兒死亡率爲84/1000……”。可見，在全國掃盲運動中學會閱讀的女性的嬰兒死亡率髙於那些在小學期間接受教育的女性，因此答案爲NO。

Question 24

答案：NOT GIVEN

關鍵詞：severely malnourished

定位原文: 無

解題思路: 題目說在全國掃盲運動之後，仍舊不識字的母親的嬰兒嚴重營養不良。第6段說了全國掃盲運動之後，嬰兒死亡率的問題，但是並沒有說到營養不良的問題，所以是Not Given。

Question 25 & Question 26

答案：C E (in either order)

關鍵詞：Nicaraguan

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

解題思路: 第6段定位句中說，而那些在這場運動中學會閱讀的女性，其嬰兒死亡率爲84/1000，比仍然不識字的母親的嬰兒死亡率整整低了21點。----對應C選項;第8段定位句中說，女性教育，在任何年齡階段，都是‘對健康非常重要的影響因素’。這項研究的結果支持了世界銀行對於發展中國家增加教育預算的建議，這不僅能夠幫助發展中國家發展經濟，同時也能提高孩子的健康水平----對應E選項。

Test 4 Passage 3

Question 27

答案： iv

關鍵詞：段落匹配題，無題幹關鍵詞

定位原文: A段第2、3句“A survey…”

解題思路: 這段描述了作者調查中的欺凌現象，對應選項iv。

Question 28

答案： vi

關鍵詞：段落匹配題，無題幹關鍵詞

定位原文: B段第1句“Bullying is…”

解題思路: 段落一開頭就說明了欺凌產生的影響是非常不愉快的，而且會使經歷過的孩子產生自貶和沮喪情緒，後面接着描述了一些情況，極端的情況導致自殺等等。對應vi選項，欺凌行爲對孩子的影響。

Question 29

答案：v

關鍵詞：段落匹配題，無題幹關鍵詞

定位原文: C段第2句“Perhaps as…”

解題思路: 定位句說可能由此產生的一個現象就是學校經常會否認這一問題，後面反覆提到school 如何如何，對應v選項，學校對於欺凌現象的反應。

Question 30

答案： vii

關鍵詞：段落匹配題，無題幹關鍵詞

定位原文: D段內容

解題思路: D段一開頭就說了three factors，說了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。……因此答案應爲選項vii“學校對付欺凌新辦法的發展”。

Question 31

答案：B

關鍵詞：A recent survey

定位原文: A段第2、3句“A survey…”

解題思路: 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爲不斷受到欺凌。中學的欺凌現象要好一些……因此答案爲B選項。

Question 32

答案：D

關鍵詞：Children who are bullied

定位原文: B段第3句“Victimised…”

解題思路: 受到欺凌的小學生成年後更容易在人際溝通中遭遇困難。因此答案爲D選項。

Question 33

答案：D

關鍵詞：The declaration ‘There is no bullying at this school’

定位原文: C段前兩句“Until…”

解題思路: 到目前爲止，我們對這一問題的瞭解還遠遠不夠，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”已經被重複了無數次，但是絕大多數情況下都不是事實。因此答案爲D選項。

Question 34

答案： A

關鍵詞：Norway

定位原文: D段倒數第2句“In Norway…”

解題思路: 在挪威，經過一次全國範圍的干預運動之後，對42 所學校的一項評估顯示，在兩年多的時間內欺凌行爲減少了一半。因此答案爲A選項。

Question 35

答案： policy

關鍵詞：makes the school's attitude towards bullying quite clear

定位原文: E部分的第1段第1句

解題思路: 證據表明，控制欺凌行爲最核心的步驟是制定遭遇欺凌行爲的政策(policy)……因此答案爲policy。

Question 36

答案： (explicit) guidelines

關鍵詞：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

解題思路: ……明確欺凌行爲意味着什麼，並就其發生時應該採取哪些措施、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(explicit guidelines);what will be done 和題目空後的how…will react 是同義表達。

Question 37

答案： (school)curriculum

關鍵詞： action can be taken

定位原文: E部分第2段第2句“There are ways…”

解題思路: 通過在課程(curriculum)中使用影像、戲劇和文學等方法去處理這一問題。”因此答案爲(school)curriculum。

Question 38

答案： victims

關鍵詞：potential, trained to be more self-confident

定位原文: E部分第3段第2句“Assertiveness…”

解題思路: 對於那些容易成爲被欺凌對象(victims)的學生而言，進行自信訓練是很有意義的”，因此答案爲victims。

Question 39

答案： playful fighting

關鍵詞： playground supervision

定位原文: E部分第4段第2句“One useful…”

解題思路: 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鬥(playful fighting)和欺凌行爲，並幫助他們中止衝突。因此答案爲playful fighting。

Question 40

答案： D

關鍵詞：most suitable title

定位原文: 全文

解題思路: 雖然是選擇標題，但是難度並不大，A、B、C三個選項顯然都非常片面，只有D選項——“欺凌：從危機管理到預防”是相對最全面的。

劍橋雅思閱讀6原文及答案解析(test4)

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