Question

    Bullying(霸凌) can take a variety of forms, from the verbal to the physical as well as indirect forms, such as being excluded from social groups. 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.

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 answer if asked, 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.” 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 Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published, too. Third, there is evidence that these materials work, and that schools can achieve something.

Evidence suggests that a key step is to develop a policy on bullying, saying clearly what bullying means, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed and what punishments will be employed. The policy should be developed through consultation over a period of time. Pupils, parents and staff should feel they have been involved in the policy. 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. But curriculum work alone may only have short-term effects; it should be an addition to policy work. There are also ways of working with individual pupils, or in small groups. 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.

With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort is put in and the wider the whole school is involved, 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.

1.The writer thinks that the response „There is no bullying at this school‟ shows .

A. bullying can be easily dealt with

B. bullying doesn‟t exist in the school

C. the school knows nothing about bullying

D. the school lacks the knowledge and resources about bullying

2.From paragraph 2, we can learn that .

A. reasons for the increased rate of bullying are clear

B. in the previous years, British government policy failed

C. developments in dealing with bullying have led to a solution

D. there is no research into how common bullying is in British schools

3.According to the passage, what is the most important part of reducing bullying?

A. Develop a policy through consultation.

B. Deal with the topic through the curriculum.

C. Work with individual pupils or in small groups.

D. Give detailed guidelines on the right things to do.

4.Which of the following is the most suitable title for the passage?

A. Bullying: what parents can do

B. Bullying: are the schools to blame?

C. Bullying: the link with academic failure

D. Bullying: from no way out to prevention

Answer

1.D

2.C

3.A

4.D

【解析】

这是一篇议论文。短文阐述了校园欺凌的危害性，以及阐述了学校在对待校园欺凌问题反应上发生改变的原因，并着重阐述了解决校园欺凌所能够采取的有效措施，这些有效的措施能够有效地预防校园欺凌。

1.推理判断题。由第二段“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.” 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 .Third, there is evidence that these materials work, and that schools can achieve something”可知，幸运的是，现在有更多的学校表示:“这里没有太多欺凌行为，但当欺凌发生时，我们有一个明确的政策来应对。“这一变化涉及三个因素。首先是意识到了问题的严重性。第二，英国已经有了一些帮助解决欺凌问题的资源。第三，有证据表明这些材料很有效，而且学校可以有所作为。所以通过学校对校园欺凌的反应改变原因的分析，我们就可以通过逆向思维判断出之前学校对校园欺凌表现出的反应的原因。故作者认为，“这所学校没有欺凌行为”的反应表明了学校缺乏关于处理欺凌的知识和资源。故D选项正确。

2.推理判断题。由第二段“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 answer if asked, almost certainly untrue. ”可知，直到最近，人们对这一话题还知之甚少，老师们也很难得到帮助来应对欺凌。也许正因为如此，学校往往会否认这个问题。“这所学校没有恃强凌弱的现象”是一个普遍的回答，几乎可以肯定这是在说谎。所以通过老师所处的无人援助的境地，学校否认欺凌现象的存在。可以判断出，前几年，英国政府的政策是失败的。故C选项正确。

3.细节理解题。由第三段“Evidence suggests that a key step is to develop a policy on bullying, saying clearly what bullying means, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed and what punishments will be employed. The policy should be developed through consultation over a period of time”可知，有证据表明，关键的一步是制定一项关于欺凌的政策，明确说明欺凌的含义，并就发生欺凌时将采取什么样的行动、将保存什么样的记录、将通知谁，以及将采用何种惩罚给出明确的指导方针。政策的制定应经过一段时间的磋商。所以根据这篇文章，减少欺凌最重要的部分是通过磋商制定政策。故A选项正确。

4.标题归纳题。短文阐述了校园欺凌的危害性，使孩子抑郁甚至导致自杀。以及阐述了学校在对待校园欺凌问题上从否认到能够实话实说，且有一个明确的政策来处理欺凌这种改变发生的原因，并着重阐述了解决校园欺凌所能够采取的有效措施，这些有效的措施能够有效的预防校园欺凌。所以短文主要是围绕着“欺凌：从没办法到可以预防”展开的。故D选项“欺凌：从没办法到可以预防”为短文最佳标题。故D选项正确。