题目

阅读理解     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 答案： D C A D

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