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 — .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 ‘a(chǎn)n 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

　　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(yī)藥營(yíng)銷(xiāo)

　　制藥業(yè)是北美地區(qū)利潤(rùn)最大的行業(yè)之一。但是制藥業(yè)的銷(xiāo)售和市場(chǎng)策略是否太過(guò)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 幾個(gè)月前，Kim Schaefer，一家全球主要制藥公司的銷(xiāo)售代表，帶著公司新藥的資料和免費(fèi)試用品走進(jìn)了紐約的一家醫(yī)療中心。那天，她非常幸運(yùn)地見(jiàn)到了一位醫(yī)生。“上一位銷(xiāo)售代表給我提供了一趟到佛羅里達(dá)的旅行，你能提供什么呢? ”醫(yī)生這樣半開(kāi)玩笑地問(wèn)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 那天給醫(yī)生提供的是紐約一場(chǎng)音樂(lè)喜劇的雙人套票。但是通常，Schaeffer所能提供的只是當(dāng)今的醫(yī)藥代表一般能夠提供的東西— 一車(chē)廂用于促銷(xiāo)的禮物和小玩意，能支付一個(gè)小地區(qū)買(mǎi)午餐和晚餐的預(yù)算，數(shù)百個(gè)藥物免費(fèi)試用品，并可以支付給醫(yī)生200美元，用以給其接下來(lái)的六個(gè)適宜使用她帶來(lái)的新藥品的患者開(kāi)藥。同時(shí)，她還可以給醫(yī)生1000美元的謝禮作為醫(yī)生參加公司下次教育講座的費(fèi)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 做醫(yī)藥銷(xiāo)售工作其實(shí)每天是在做倫理評(píng)判。像Schaefer這樣的銷(xiāo)售人員通常游走于兩條路請(qǐng)可能購(gòu)買(mǎi)藥品的人吃一頓飯，向醫(yī)生行賄以使其為病人開(kāi)自己公司的藥品。他們從事因銷(xiāo)售和營(yíng)銷(xiāo)方式備受批評(píng)的行業(yè)，卻發(fā)現(xiàn)自己陷于一個(gè)蛋生雞、雞生蛋的老問(wèn)題中——商業(yè)不會(huì)采取沒(méi)有效用的策略，那么醫(yī)生是否應(yīng)該為藥品銷(xiāo)售的過(guò)度鋪張受到譴責(zé)呢?抑或是劃定界限的責(zé)任應(yīng)該由制藥行業(yè)承擔(dān)?

　　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 這個(gè)行業(yè)中行銷(xiāo)人員數(shù)目的增長(zhǎng)以及推銷(xiāo)該產(chǎn)品所用資金的增加，都使得有必要進(jìn)一步審視醫(yī)藥銷(xiāo)售 人員和醫(yī)生之間存在的壓力關(guān)系、相互影響和相互作用。銷(xiāo)售人員向醫(yī)生提供急需的信息和教育。很多情況下，光鮮的小冊(cè)子、打印的文章和處方是銷(xiāo)售人員向醫(yī)療護(hù)理人員提供的主要資源。通過(guò)巨大的投資，這個(gè)行業(yè)建立了面對(duì)面的銷(xiāo)售方式，銷(xiāo)售人員本質(zhì)上已經(jīng)成為某一種藥品或者某些藥品的專(zhuān)家，這樣他們就有很大的優(yōu)勢(shì)來(lái)獲取那些工作忙碌并需要快速了解信息的醫(yī)生的關(guān)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 但是這些促銷(xiāo)很少僅僅止于辦公室。通常緊隨被銷(xiāo)售代表留在辦公室的制作精美的小冊(cè)子之后的，是昂貴餐廳里的宴會(huì)、在溫暖而又充滿(mǎn)陽(yáng)光的地方舉行的會(huì)議，以及洪水般涌來(lái)的促銷(xiāo)小禮品。病人總能看到醫(yī)生使用標(biāo)有藥品名稱(chēng)的筆、護(hù)士使用印有公司標(biāo)識(shí)的小藥片。制藥公司在諸如咖啡杯、T恤、雨傘和高爾夫球之類(lèi)的促銷(xiāo)品上花費(fèi)了數(shù)百萬(wàn)美元。這些錢(qián)花得有意義嗎?這一點(diǎn)很難說(shuō)?！拔乙恢苯邮芤患夜镜母郀柗蚯颍乙彩褂眠@些球，但是這并不意味著我會(huì)在處方中開(kāi)這家公司的藥品，”一名醫(yī)生這樣說(shuō)，“我更傾向于認(rèn)為自己并沒(méi)有受到他們給我提供的物品的影響?！?/p>

　　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 — .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 那些昂貴的新藥的免費(fèi)試用品或許是使醫(yī)生和病人堅(jiān)持選擇某一藥品的最有效的方式。銷(xiāo)售人員每周都會(huì)分發(fā)數(shù)百美元的試用品——年分發(fā)的試用品價(jià)值達(dá)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(xué)的一項(xiàng)研究調(diào)查了藥品試用品的可獲取性是如何影響醫(yī)生開(kāi)處方的?？傆?jì)131名醫(yī)生記錄了他們自己開(kāi)處方的方式，其結(jié)論是試用品的可獲得性使他們作出分發(fā)和開(kāi)出不同于他們首選的藥品的選擇。

　　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 結(jié)果就是，制藥公司就整體而言，在市場(chǎng)上的投人遠(yuǎn)遠(yuǎn)大于在研發(fā)上的投人。最終在飛漲的處方價(jià)格中，病人會(huì)為分發(fā)的每一支筆、每一張免費(fèi)戲票、每一頓牛排晚餐買(mǎi)單。最終，事實(shí)就是制藥公司總能從中獲利，并不斷發(fā)現(xiàn)促進(jìn)銷(xiāo)售的新方法。但是隨著醫(yī)學(xué)界不斷爭(zhēng)論什么可接受、什么不可接受的底線問(wèn)題，有一點(diǎn)是很清楚的，那就是制藥公司的銷(xiāo)售和市場(chǎng)策略必須繼續(xù)受到嚴(yán)格的監(jiān)控。

　　TEST 4 PASSAGE 2 參考譯文：

　　Do literate women make better mothers?

　　受過(guò)教育的婦女會(huì)是更好的母親嗎?

　　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.

　　在發(fā)展中國(guó)家，如果母親有讀寫(xiě)能力，孩子會(huì)更健康，更易活過(guò)五歲。雖然公共健康方面的專(zhuān)家數(shù)十年前就已經(jīng)接受了這一觀點(diǎn)，但是迄今為止，還沒(méi)有人能夠證明婦女自身的閱讀能力能增大其子女的存活幾率。

　　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.

　　大部分受過(guò)教育的婦女在小學(xué)期間學(xué)會(huì)閱讀。女性受到教育這一事實(shí)可能僅僅顯示出其家庭比較富?；蛘呒彝ジ鼮榭粗刈优Ｔ谀峒永线M(jìn)行的一項(xiàng)長(zhǎng)期研究消除了這些因素。在這項(xiàng)研究中，研究人員教會(huì)貧困的成年婦女閱讀，如果沒(méi)有這一研究，她們將維持原來(lái)不能閱讀的狀態(tài)。這項(xiàng)研究的結(jié)果表明婦女閱讀能力的提高對(duì)其孩子的健康和生存有直接影響。

　　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，尼加拉瓜政府開(kāi)展了包括全國(guó)掃盲運(yùn)動(dòng)在內(nèi)的許多社會(huì)活動(dòng)。到1985年，全國(guó)有30萬(wàn)的文盲人口學(xué)會(huì)了閱讀、寫(xiě)字和使用數(shù)字，這其中有許多人從來(lái)沒(méi)上過(guò)小學(xué)。

　　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.

　　在這期間，來(lái)自利物浦熱帶醫(yī)學(xué)學(xué)院、尼加拉瓜中美洲衛(wèi)生研究院、尼加拉瓜國(guó)立自治大學(xué)和哥斯達(dá)黎加衛(wèi)生研究院的研究人員訪問(wèn)了大約3000位婦女，其中一些在孩童時(shí)期學(xué)會(huì)了閱讀，一些在全國(guó)掃盲運(yùn)動(dòng)時(shí)學(xué)會(huì)閱讀，還有一些完全不會(huì)閱讀。這些婦女被問(wèn)及生了幾個(gè)孩子以及孩子在嬰兒時(shí)期的死亡數(shù)量。 研究小組同時(shí)也調(diào)查了存活的孩子，以了解他們的健康程度。

　　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.

　　研究者的發(fā)現(xiàn)令人吃驚。在20世紀(jì)70年代末期，文盲母親的嬰兒死亡率約為1000個(gè)嬰兒中有110個(gè)死 亡。那些后來(lái)才學(xué)習(xí)閱讀的母親也有相同的嬰兒死亡率(105/1000)。然而對(duì)于那些在小學(xué)期間接受教育的女性而言，嬰兒死亡率相對(duì)大幅降低，為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，全國(guó)掃盲運(yùn)動(dòng)結(jié)束后，仍舊不識(shí)字和小學(xué)期間接受教育的母親的嬰兒死亡率幾乎沒(méi)有什么改變。而那些在這場(chǎng)運(yùn)動(dòng)中學(xué)會(huì)閱讀的女性，其嬰兒死亡率為84/1000，比仍然不識(shí)字的母親的嬰兒死亡率整整低了21點(diǎn)。剛剛學(xué)會(huì)識(shí)字的母親的孩子也比不能閱讀的母親的孩子更健康一些。

　　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.

　　為什么有文化的母親孩子的境況要好一些呢?利物浦熱帶醫(yī)學(xué)院彼得?桑德福德認(rèn)為，沒(méi)有人知道確切的原因。兒童健康并不在母親學(xué)習(xí)期間的課程之內(nèi)，因此，他和他的同事正在尋找其他的原因。他們?nèi)匀辉谕唤M3000位婦女中進(jìn)行研究，希望發(fā)現(xiàn)識(shí)字的母親是否能更好地利用醫(yī)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(xué)習(xí)現(xiàn)代兒童護(hù)理技巧，或者她們只是對(duì)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 ‘a(chǎn)n 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(shuō)，目前越來(lái)越多的證據(jù)表明，女性教育，在任何年齡階段，都是“對(duì)健康非常重要的影響因素”。這項(xiàng)研究的結(jié)果支持了世界銀行對(duì)于發(fā)展中國(guó)家增加教育預(yù)算的建議，這不僅能幫助發(fā)展中國(guó)家發(fā)展經(jīng)濟(jì)，同時(shí)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.’

　　“我們很久以來(lái)就知道女性教育是很重要的”，倫敦衛(wèi)生及熱帶醫(yī)學(xué)學(xué)院的約翰?克里蘭說(shuō)，“但是我們?cè)詾榧幢銖默F(xiàn)在開(kāi)始對(duì)女孩進(jìn)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們也許能夠避開(kāi)這種模式?！?/p>

　　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.

　　克里蘭提醒說(shuō)，尼加拉瓜運(yùn)動(dòng)在很多方而是很特別的，同樣的運(yùn)動(dòng)在其他地方也許就不如其有效。教授成人對(duì)他們的日常生活沒(méi)有直接影響的技能是極其困難的。在其他國(guó)家的很多掃盲運(yùn)動(dòng)遠(yuǎn)遠(yuǎn)不如尼加拉瓜運(yùn)動(dòng)這么成功。克里蘭說(shuō)： “這一運(yùn)動(dòng)是給人們帶來(lái)更好的生活的更大努力的一部分”。在其他國(guó)家創(chuàng)造相同的這些條件對(duì)于發(fā)展工作者而言是一個(gè)很大的挑戰(zhàn)。

　　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 Education.Here he reports on his findings.

　　不斷受到欺凌是孩子所面臨的最糟糕的經(jīng)歷之一。如何阻止其發(fā)生呢?謝菲爾大學(xué)心理學(xué)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(yù)項(xiàng)目。以下是他的一些發(fā)現(xiàn)。

　　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 欺凌有多種方式：從口頭上的——比如被嘲笑或者被叫很傷人的外號(hào)，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(huì)團(tuán)體排斥在外。在我和Irene Whitney開(kāi)展的一項(xiàng)調(diào)查中，我們發(fā)現(xiàn)在英國(guó)小學(xué)中，有四分之一的小學(xué)生有過(guò)受欺凌的經(jīng)歷，其中十例中有一例為持續(xù)受到欺凌，中學(xué)的欺凌現(xiàn)象要好一些，大約二十五例中有一例是持續(xù)受到欺凌，但是在這些情況中，受欺凌者可能反抗極其強(qiáng)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 欺凌顯然是很不愉快的，而且會(huì)使經(jīng)歷過(guò)的孩子產(chǎn)生自貶和沮喪情緒在一些極端的情況中，欺凌甚至?xí)?dǎo)致自殺，但是很慶幸的是此類(lèi)事件比較罕見(jiàn)。受到欺凌的小學(xué)生成年后更容易在人際溝通中遭遇困難，而那些經(jīng)常實(shí)施欺凌的孩子長(zhǎng)大后更有可能具有身體暴力傾向并且犯下反社會(huì)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 到目前為止，我們對(duì)這一問(wèn)題的了解還遠(yuǎn)遠(yuǎn)不夠，而且也幾乎沒(méi)有給教師提供處理欺凌問(wèn)題的幫助?？赡苡纱水a(chǎn)生的一個(gè)現(xiàn)象就是學(xué)校經(jīng)常會(huì)否認(rèn)這一問(wèn)題。“在這個(gè)學(xué)校沒(méi)有欺凌的現(xiàn)象”已經(jīng)被重復(fù)了無(wú)數(shù)次。但是絕大多數(shù)情況下這都不是事實(shí)。慶幸的是現(xiàn)在有越來(lái)越多的學(xué)校承認(rèn)：“我們學(xué)校欺凌現(xiàn)象并不多，但是當(dāng)其發(fā)生時(shí)，我們有很明確的處理方法”。

　　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 導(dǎo)致這一變化有三個(gè)原因。第一是對(duì)欺凌問(wèn)題嚴(yán)重性的認(rèn)識(shí);第二，在英國(guó)有一些幫助處理欺凌問(wèn)題的資源。比如，蘇格蘭教育研究局發(fā)行了一系列的材料：《反欺凌行動(dòng)》在1992年夏被提供給英格蘭、威爾士和蘇格蘭地區(qū)的所有學(xué)校。第二年又發(fā)行了《支持學(xué)校反對(duì)欺凌》。在愛(ài)爾蘭地區(qū)，《在小學(xué)反抗遭遇欺凌行為指南》于1993年發(fā)行。第三，有證據(jù)表明，這些材料發(fā)揮了作用，學(xué)校也因此在反欺凌方面取得了一些成績(jī)。這一結(jié)果來(lái)自于一項(xiàng)研究組監(jiān)控的并認(rèn)真開(kāi)展的主題為“之前和之后”的對(duì)學(xué)校干預(yù)的評(píng)估。在挪威，經(jīng)過(guò)一次全國(guó)范圍的干預(yù)運(yùn)動(dòng)之后，對(duì)42所學(xué)校的一項(xiàng)評(píng)估顯示，在兩年多的時(shí)間內(nèi)欺凌行為減少了一半。在謝菲爾德大學(xué)對(duì)16所小學(xué)和7所中學(xué)的一項(xiàng)調(diào)查中發(fā)現(xiàn)，大多數(shù)學(xué)校在減少欺凌行為方面取得了成功。

　　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 證據(jù)表明，控制欺凌行為最核心的步驟是制定針對(duì)欺凌行為的政策，明確欺凌行為意味著什么，并就其發(fā)生時(shí)應(yīng)該采取哪些措施、保存哪些記錄、通知何人、實(shí)施何種制裁方式等給出明確的指導(dǎo)。這一政策應(yīng)該經(jīng)過(guò)一段時(shí)間的磋商形成，而不是只在校長(zhǎng)辦公室里硬性實(shí)施的方案。應(yīng)該使學(xué)生、家長(zhǎng)和教職員工都感覺(jué)參與到政策的制定當(dāng)中，而且這一政策需要廣泛的傳播和有效的執(zhí)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.

　　可以采取其他措施來(lái)支持這個(gè)政策?？梢酝ㄟ^(guò)使用影像、戲劇和文學(xué)等多種方法在課程中處理這一主題。這些方法對(duì)提高人們的意識(shí)是很有幫助的，而且最好將其放在學(xué)校討論欺凌行為形成政策的早期階段。此外，這為新入校的小學(xué)生更新政策或根據(jù)實(shí)際情況進(jìn)行修訂也很有用。但是僅靠課程只會(huì)有短期效果，它應(yīng)該是對(duì)政策的補(bǔ)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于單個(gè)小學(xué)生或小團(tuán)體。對(duì)于那些容易成為被欺凌對(duì)象的學(xué)生而言，進(jìn)行自信訓(xùn)練是很值得做的;在發(fā)生群體欺凌行為時(shí)，某些特定的方法，比如“不責(zé)備”是與實(shí)施欺凌行為的學(xué)生不直接對(duì)抗而改變他們行為的有效方法。然而，對(duì)于那些長(zhǎng)期持續(xù)實(shí)施欺凌行為的學(xué)生，我們必須對(duì)其進(jìn)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(chǎng)上開(kāi)展工作也是很重要的。一個(gè)有效的步驟就是培訓(xùn)午餐時(shí)段督導(dǎo)員以區(qū)分嬉戲式爭(zhēng)斗和欺凌行為，并幫助他們中止沖突。另一個(gè)可能的措施就是改善操場(chǎng)環(huán)境，從而使學(xué)生不太可能因?yàn)閰捑牖蚋械酱煺鄱鴮?shí)施欺凌行為。

　　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 隨著環(huán)境和方式方法的改進(jìn)，我們可以預(yù)見(jiàn)至少可以最大程度地防止學(xué)校里最嚴(yán)重的欺凌行為的發(fā)生。我們付出的努力越多，學(xué)校參與的力度越大，取得的效果就可能越好。欺凌行為的減少和因此產(chǎn)生的學(xué)生幸福感的遞增無(wú)疑是一個(gè)值得為之努力的目標(biāo)。

　　劍橋雅思閱讀6原文解析(test4)

　　Passage 1

　　Question 1

　　答案： v

　　關(guān)鍵詞： 段落匹配題，暫無(wú)題干關(guān)鍵詞

　　定位原文: A段內(nèi)容

　　解題思路: A段將了一個(gè)醫(yī)藥公司銷(xiāo)售代表去一個(gè)醫(yī)療中心展示自己最新樣品的敘述，醫(yī)生半開(kāi)玩笑地問(wèn)了一個(gè)問(wèn)題是what do you have?對(duì)照l(shuí)ist，應(yīng)該是v，一個(gè)事例的單純敘述。

　　Question 2

　　答案：vi

　　關(guān)鍵詞：段落匹配題，暫無(wú)題干關(guān)鍵詞

　　定位原文: B段內(nèi)容

　　解題思路: B段講述了藥品推銷(xiāo)代表Schaefer的推銷(xiāo)禮品預(yù)算，因此答案應(yīng)為選項(xiàng)vi。

　　Question 3

　　答案：iii

　　關(guān)鍵詞：段落匹配題，暫無(wú)題干關(guān)鍵詞

　　定位原文: C段最后兩句

　　解題思路: 原文說(shuō)……商業(yè)不會(huì)采取沒(méi)有效用的策略，那么醫(yī)生是否應(yīng)該為藥品銷(xiāo)售的過(guò)度鋪張受到譴責(zé)呢?抑或是劃定界限的責(zé)任應(yīng)該由制藥行業(yè)承擔(dān)?前面還說(shuō)到一個(gè)類(lèi)似的比喻，是先有雞還是先有蛋的問(wèn)題。說(shuō)明是一個(gè)爭(zhēng)執(zhí)型的問(wèn)題，對(duì)應(yīng)選項(xiàng)iii“誰(shuí)該為不斷增加的推銷(xiāo)負(fù)責(zé)?”

　　Question 4

　　答案： ix

　　關(guān)鍵詞：段落匹配題，暫無(wú)題干關(guān)鍵詞

　　定位原文: D段內(nèi)容，第2句“Salespeople provide…”

　　解題思路: 第2句說(shuō)銷(xiāo)售人員向醫(yī)師提供急需的信息和教育。很多情況下，光潔的小冊(cè)子、打印的文章和處方是銷(xiāo)售人員向健康護(hù)理人員提供的主要資源。對(duì)應(yīng)選項(xiàng)ix“藥品推銷(xiāo)的積極面”。

　　Question 5

　　答案：i

　　關(guān)鍵詞：段落匹配題，暫無(wú)題干關(guān)鍵詞

　　定位原文: E段最后4句內(nèi)容

　　解題思路: 最后4句話說(shuō)這些錢(qián)花得有意義嗎?這一點(diǎn)很難說(shuō)?！拔乙恢苯邮芤患夜镜捏{爾夫球， 我也使用這些球，但是這并不意味著我會(huì)在處方中開(kāi)這家公司的藥品”，一名醫(yī)生這樣說(shuō)，“我更傾向于認(rèn)為自己并沒(méi)有受到他們給我提供的物品的影響?！睂?duì)應(yīng)選項(xiàng)i“并不是所有的醫(yī)生都被藥品推銷(xiāo)打動(dòng)”。

　　Question 6

　　答案：vii

　　關(guān)鍵詞：段落匹配題，暫無(wú)題干關(guān)鍵詞

　　定位原文：F段第3句“Though few…”

　　解題思路: 定位局說(shuō)雖然在這方面很少有綜合研究，但是華盛頓大學(xué)的一項(xiàng)研究調(diào)查了藥品試用品的可獲取性是如何影響醫(yī)生開(kāi)處方的。對(duì)應(yīng)選項(xiàng)vii“藥品推銷(xiāo)效果的研究。”

　　Question 7

　　答案：x

　　關(guān)鍵詞：段落匹配題，暫無(wú)題干關(guān)鍵詞

　　定位原文: G段第1、2句“The bottom line…”

　　解題思路: 定位句說(shuō)制藥公司就整體而言，在市場(chǎng)上的投入遠(yuǎn)遠(yuǎn)大于在研發(fā)上的投入。最終在飛漲的處方價(jià)格中，病人會(huì)為分發(fā)的每一支筆、每一張免費(fèi)戲票、每一頓牛排晚餐買(mǎi)單。這個(gè)就回答了x選項(xiàng)中的問(wèn)題，誰(shuí)在真正為醫(yī)生的免費(fèi)禮物買(mǎi)單呢?

　　Question 8

　　答案： NO

　　關(guān)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(yī)藥銷(xiāo)售中是非常有代表性的，一車(chē)廂用于促銷(xiāo)的禮物和小玩意，能支付一個(gè)小地區(qū)買(mǎi)午餐和晚餐的預(yù)算，數(shù)百個(gè)藥物免費(fèi)試用品，以及可以自由給醫(yī)生支付的200美元，用以給六個(gè)適宜使用其公司藥品的患者開(kāi)藥。另外，她還有1000美金的酬金作為醫(yī)生參加公司下次教育講座的費(fèi)用。這個(gè)敘述和題干的“類(lèi)似Kim Schaefer這樣的銷(xiāo)售代表的預(yù)算十分有限。”是沖突的。

　　Question 9

　　答案： YES

　　關(guān)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(shuō)他們從事的是因銷(xiāo)售和營(yíng)銷(xiāo)的方式備受批評(píng)的行業(yè)，與題干“Kim Schaefer的銷(xiāo)售策略有可能會(huì)受到道德的譴責(zé)”表達(dá)一致。

　　Question 10

　　答案： NO

　　關(guān)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(gè)詞就說(shuō)明這樣的信息是非常需要的，和題干的“醫(yī)藥公司提供的信息對(duì)醫(yī)生幾乎沒(méi)有什么用處”這個(gè)意思是沖突的。

　　Question 11

　　答案： YES

　　關(guān)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(yī)生使用沒(méi)有藥品名稱(chēng)的筆或者護(hù)士使用沒(méi)有印上公司標(biāo)識(shí)的小藥片，很多錢(qián)都花在了制作促銷(xiāo)產(chǎn)品上，什么咖啡杯，雨傘，T-shirt等等，這些證據(jù)都是清晰可見(jiàn)的，所以答案是YES。

　　Question 12

　　答案： NOT GIVEN

　　關(guān)鍵詞：free drug samples, prescriptions

　　定位原文: F段最后1句“A total of…”

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

　　Question 13

　　答案： YES

　　關(guān)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(shuō)最終，事實(shí)就是制藥公司總能獲取利潤(rùn)，并會(huì)不斷發(fā)現(xiàn)促進(jìn)銷(xiāo)售的新方法，題干表述沒(méi)有問(wèn)題。

　　Test 4 Passage 2

　　Question 14

　　答案： B

　　關(guān)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(guó)有30萬(wàn)文盲人口學(xué)會(huì)了閱讀、 寫(xiě)宇和使用數(shù)宇，其中很多人沒(méi)上過(guò)小學(xué)。因此答案為B選項(xiàng)。

　　Question 15

　　答案： F

　　關(guān)鍵詞：pubic health experts, child health

　　定位原文: 第5段第2句開(kāi)始到結(jié)束

　　解題思路: 明確提到研究結(jié)果表明女性的受教育程度和孩子的健康有密切聯(lián)系。因此答案為F選項(xiàng)。

　　Question 16

　　答案： C

　　關(guān)鍵詞：Nicaragua

　　定位原文: 第4段最后1句: “The research teams…”

　　解題思路: 研究小組同時(shí)也調(diào)查了存活的孩子以了解他們的健康程度。因此答案為C選項(xiàng)。

　　Question 17

　　答案：J

　　關(guān)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(shí)可能僅僅顯示出其家庭比較富裕或者家庭更為看重子女…所以答案為J。

　　Question 18

　　答案： F

　　關(guān)鍵詞：infant health and survival

　　定位原文: 第2段最后1句“Now a…”

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

　　Question 19

　　答案：NOT GIVEN

　　關(guān)鍵詞：a thousand of the women

　　定位原文: 第4段第1句

　　解題思路: 就在這里說(shuō)調(diào)查了3000名女性，然后一些怎么樣，另一些怎么樣，但是并沒(méi)有說(shuō)到題干說(shuō)的研究人員調(diào)查的婦女中大約有1000人在兒童時(shí)期就學(xué)會(huì)了閱讀。

　　Question 20

　　答案： NO

　　關(guān)鍵詞：Before the National Literacy Crusade

　　定位原文: 第5段內(nèi)容

　　解題思路: 研究者的發(fā)現(xiàn)令人吃驚。在20世紀(jì)70年代末期，文盲母親的嬰兒死亡率約為1000個(gè)嬰兒中有110個(gè)死亡。那些后來(lái)才學(xué)習(xí)閱讀的母親也有相同的嬰兒死亡率(105/1000)。然而對(duì)于那些在小學(xué)期間接受教育的女性而言，嬰兒死亡率為相對(duì)而言比較低，為80/1000?！憋@然嬰兒死亡率差異很大，因此答案為NO。

　　Question 21

　　答案： YES

　　關(guān)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(jì)70年代末期，文盲母親的嬰兒死亡率約為1000 個(gè)嬰兒中有 110個(gè)死亡?！?985年，全國(guó)掃盲運(yùn)動(dòng)結(jié)束后，仍舊不識(shí)字和小學(xué)期間接受教育的母親的嬰兒死亡率幾乎沒(méi)有什么改變。因此答案為YES。

　　Question 22

　　答案： YES

　　關(guān)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(chǎng)運(yùn)動(dòng)中學(xué)會(huì)閱讀的女性，其嬰兒死亡率為 84/1000，比仍然不識(shí)字的母親的嬰兒死亡率整整低了21點(diǎn)。因此答案為YES。

　　Question 23

　　答案： NO

　　關(guān)鍵詞：the lowest rates of child mortality

　　定位原文: 第5段最后1句和第6段第2句

　　解題思路: 在全國(guó)掃盲運(yùn)動(dòng)中學(xué)會(huì)閱讀的女性嬰兒死亡率最低。 原文：“然而對(duì)于那些在小學(xué)期間接受教育的女性而言，嬰兒死亡率相對(duì)而言比較低，為80/1000?！切┰谶@場(chǎng)運(yùn)動(dòng)中學(xué)會(huì)閱讀的女性，其嬰兒死亡率為84/1000……”。可見(jiàn)，在全國(guó)掃盲運(yùn)動(dòng)中學(xué)會(huì)閱讀的女性的嬰兒死亡率髙于那些在小學(xué)期間接受教育的女性，因此答案為NO。

　　Question 24

　　答案：NOT GIVEN

　　關(guān)鍵詞：severely malnourished

　　定位原文: 無(wú)

　　解題思路: 題目說(shuō)在全國(guó)掃盲運(yùn)動(dòng)之后，仍舊不識(shí)字的母親的嬰兒嚴(yán)重營(yíng)養(yǎng)不良。第6段說(shuō)了全國(guó)掃盲運(yùn)動(dòng)之后，嬰兒死亡率的問(wèn)題，但是并沒(méi)有說(shuō)到營(yíng)養(yǎng)不良的問(wèn)題，所以是Not Given。

　　Question 25 & Question 26

　　答案：C E (in either order)

　　關(guān)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(shuō)，而那些在這場(chǎng)運(yùn)動(dòng)中學(xué)會(huì)閱讀的女性，其嬰兒死亡率為84/1000，比仍然不識(shí)字的母親的嬰兒死亡率整整低了21點(diǎn)。----對(duì)應(yīng)C選項(xiàng);第8段定位句中說(shuō)，女性教育，在任何年齡階段，都是‘對(duì)健康非常重要的影響因素’。這項(xiàng)研究的結(jié)果支持了世界銀行對(duì)于發(fā)展中國(guó)家增加教育預(yù)算的建議，這不僅能夠幫助發(fā)展中國(guó)家發(fā)展經(jīng)濟(jì)，同時(shí)也能提高孩子的健康水平----對(duì)應(yīng)E選項(xiàng)。

　　Test 4 Passage 3

　　Question 27

　　答案： iv

　　關(guān)鍵詞：段落匹配題，無(wú)題干關(guān)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(diào)查中的欺凌現(xiàn)象，對(duì)應(yīng)選項(xiàng)iv。

　　Question 28

　　答案： vi

　　關(guān)鍵詞：段落匹配題，無(wú)題干關(guān)鍵詞

　　定位原文: B段第1句“Bullying is…”

　　解題思路: 段落一開(kāi)頭就說(shuō)明了欺凌產(chǎn)生的影響是非常不愉快的，而且會(huì)使經(jīng)歷過(guò)的孩子產(chǎn)生自貶和沮喪情緒，后面接著描述了一些情況，極端的情況導(dǎo)致自殺等等。對(duì)應(yīng)vi選項(xiàng)，欺凌行為對(duì)孩子的影響。

　　Question 29

　　答案：v

　　關(guān)鍵詞：段落匹配題，無(wú)題干關(guān)鍵詞

　　定位原文: C段第2句“Perhaps as…”

　　解題思路: 定位句說(shuō)可能由此產(chǎn)生的一個(gè)現(xiàn)象就是學(xué)校經(jīng)常會(huì)否認(rèn)這一問(wèn)題，后面反復(fù)提到school 如何如何，對(duì)應(yīng)v選項(xiàng)，學(xué)校對(duì)于欺凌現(xiàn)象的反應(yīng)。

　　Question 30

　　答案： vii

　　關(guān)鍵詞：段落匹配題，無(wú)題干關(guān)鍵詞

　　定位原文: D段內(nèi)容

　　解題思路: D段一開(kāi)頭就說(shuō)了three factors，說(shuō)了導(dǎo)致這一變化有三個(gè)原因。第一是對(duì)欺凌問(wèn)題嚴(yán)重性的認(rèn)識(shí);第二，在英國(guó)有一些幫助處理欺凌的資源?！谌?，有證據(jù)表明，這些材料發(fā)揮了作用，學(xué)校也因此在反欺凌方面取得一些成績(jī)。……因此答案應(yīng)為選項(xiàng)vii“學(xué)校對(duì)付欺凌新辦法的發(fā)展”。

　　Question 31

　　答案：B

　　關(guān)鍵詞：A recent survey

　　定位原文: A段第2、3句“A survey…”

　　解題思路: 我們發(fā)現(xiàn)在英國(guó)小學(xué)中，有四分之一的小學(xué)生有過(guò)受欺凌的經(jīng)歷，其中十個(gè)案例中有一例為不斷受到欺凌。中學(xué)的欺凌現(xiàn)象要好一些……因此答案為B選項(xiàng)。

　　Question 32

　　答案：D

　　關(guān)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(xué)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(xiàng)。

　　Question 33

　　答案：D

　　關(guān)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: 到目前為止，我們對(duì)這一問(wèn)題的了解還遠(yuǎn)遠(yuǎn)不夠， 而且也幾乎沒(méi)有給教師提供處理欺凌問(wèn)題的幫助?？赡苡纱水a(chǎn)生的一個(gè)現(xiàn)象就是學(xué)校經(jīng)常會(huì)否認(rèn)這一問(wèn)題?！斑@個(gè)學(xué)校沒(méi)有欺凌”已經(jīng)被重復(fù)了無(wú)數(shù)次，但是絕大多數(shù)情況下都不是事實(shí)。因此答案為D選項(xiàng)。

　　Question 34

　　答案： A

　　關(guān)鍵詞：Norway

　　定位原文: D段倒數(shù)第2句“In Norway…”

　　解題思路: 在挪威，經(jīng)過(guò)一次全國(guó)范圍的干預(yù)運(yùn)動(dòng)之后，對(duì)42 所學(xué)校的一項(xiàng)評(píng)估顯示，在兩年多的時(shí)間內(nèi)欺凌行為減少了一半。因此答案為A選項(xiàng)。

　　Question 35

　　答案： policy

　　關(guān)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(jù)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(policy)……因此答案為policy。

　　Question 36

　　答案： (explicit) guidelines

　　關(guān)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: ……明確欺凌行為意味著什么，并就其發(fā)生時(shí)應(yīng)該采取哪些措施、保存哪些記錄、通知何人、實(shí)施何種制裁方式等給出明確的指導(dǎo)(explicit guidelines);what will be done 和題目空后的how…will react 是同義表達(dá)。

　　Question 37

　　答案： (school)curriculum

　　關(guān)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(guò)在課程(curriculum)中使用影像、戲劇和文學(xué)等方法去處理這一問(wèn)題?！币虼舜鸢笧?school)curriculum。

　　Question 38

　　答案： victims

　　關(guān)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(duì)于那些容易成為被欺凌對(duì)象(victims)的學(xué)生而言，進(jìn)行自信訓(xùn)練是很有意義的”，因此答案為victims。

　　Question 39

　　答案： playful fighting

　　關(guān)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(gè)有效的步驟就是培訓(xùn)午餐時(shí)段督導(dǎo)員以區(qū)分嬉戲式爭(zhēng)斗(playful fighting)和欺凌行為，并幫助他們中止沖突。因此答案為playful fighting。

　　Question 40

　　答案： D

　　關(guān)鍵詞：most suitable title

　　定位原文: 全文

　　解題思路: 雖然是選擇標(biāo)題，但是難度并不大，A、B、C三個(gè)選項(xiàng)顯然都非常片面，只有D選項(xiàng)——“欺凌：從危機(jī)管理到預(yù)防”是相對(duì)最全面的。

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