B)Education is about giving people the opportunity to develop their potential，their personality and their strengths.This does not merely mean learning new knowledge，but also developing abilities to make the most of life.These are called life skills——including the inner capacities and the practical skills we need.

　　C)Many of the inner capacities——often known as psych0—social skills——cannot be taught as subjects.They are not the same as academic or technical learnin9.They must rather be modeled and promoted as part of learning，and in particular by teachers.These skills have to do with the way we behave—towards other people，towards ourselves，towards the challenges and problems of life.

　　They include skills in communicating，in making decisions and solving problems，in negotiating and expressing ourselves，in thinking critically and understanding our feelings.

　　D)More practical life skills are the kinds of manual skills we need for the physical tasks we face.Some would include vocational skills under the heading of life skills——the ability to lay bricks.sew clothes，catch fish or repair a motorbike.These are skills by which people may earn their livelihood and which are often available to young people leaving school.In fact，very often young people learn psycho-social skills as they learn more practical skills.Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.

　　E)We need to increase our life skills at every stage of life，so learning them may be part of early child—hood education.of primary and secondary education and of adult learning groups.Life skills can be put into the categories that the Jacques Delors report suggested;it spoke of four pillars of education，which correspond to certain kinds of life skills—Learning to know：Thinking abilities：such as problem—solving，critical thinking，decision making，understanding consequences.Learning to be： Personal abilities：such as managing stress and feelings，self-awareness，self-confidence.Learning to live together：Social abilities：such as communication，negotiation，teamwork.Learning to do： Manual skills：practicing know-how required for work and tasks.

　　F)In today’s world all these skills are necessary, in order to face rapid change in society.This means that it is important to know how to go on learning as we require new skills for life and work.In addition，we need to know how to cope with the flood of information and turn it in to useful knowledge.We also need to learn how to handle change in society and in our own lives.

　　G)Life skills are both concrete and abstract—practical skills can be learned directly, as a subject.For example, a learner can take a course in laying bricks and learn that skill.Other life skills，such as self-confidence，self-esteem，and skills for relating to others or thinking critically cannot be taught in such direct ways.They should be part of any learning process，where teachers or instructors are concerned that learners should not just learn about subjects，but learn how to cope with life and make the most of their potential.

　　H)So these life skills may be learnt when learning other things.For example：Learning literacy may have a big impact on self-esteem，on critical thinking or on communication skills;Learning practical skills s ach as drivin9，healthcare or tailoring may increase self-confidence，teach problem—solving processes or help in understanding consequences.

　　I) Whether this is true depends on the way of teachin9—what kinds of thinkin9，relationship building and communication the teacher or facilitator models themselves and promotes among the learners.

　　It would require measuring the individual and collective progress in making the most of learning and of life，or assessing how far human potential is being realized，or estimating how well people cope with change.It is easier to measure the development of practical skills，for instance by counting the number of students who register for vocational skills courses.However, this still may not tell us how effectively these skills are being used.

　　J)The psych0.social skills cannot easily be measured by tests and scores，but become visible in Chang behavior.Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils.The teacher’s experience of life，of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent.This kind of assessment is individual and may never appear in international tables and charts.

　　K)The current challenges relate to these difficulties：We need to recognize the importance of life skills　both practical and psycho-social　as part of education which leads to the full development of human potential and to the development of society.The links between psycho—social skills and practical skills must be more clearly spelled out，so that educators can promote both together and find effective ways to do this.Since life skills are taught as part of a wide range of subjects，teachers need to have training in how to put them across and how to monitor learners’growth in these areas.

　　In designing curricula and syllabuses for academic subjects，there must be a balance between content teaching and attention to the accompanying life skills.A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society.

　　L) Governments should recognize and actively advocate for the transformational role of education in realizing human potential and in socio—economic development.Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge，skills and attitudes.Show how life skills of all kinds apply in the world of work，for example，negotiating and communication skills，as well practical skills.Through initial and in-service teacher training，increase the use of active and participatory learning/teaching approaches.Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development.Make sure that education inspectors look not only for academic progress through teaching and learning，but also progress in the communication， modeling and application of life skills.Advocate for the links between primary and(early)secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children，and their parents，to complete primary education successfully.

　　M)Funding agencies should support research，exchange and debate.nationally and regionally,　on ways of strengthening life skills education.Support innovative(創(chuàng)新的)teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about.Recognize the links between primary and secondary education in ensuring that children develop strong life skills.Support，therefore，the early years of secondary education as part basic education.

　　N) As support to governments and in cooperation with other international agencies，UNESC0：Works to define life skills better and clarify what it means to teach and learn them.Assists education. policy makers and teachers to develop and use a life skills approach to education.Advocates for the links between a life skills approach to education and broader society and human development.

　　46.The recognition of life skills as part of education will promote the development of human potential and society.

　　47.The abilities to make the most of life consist of the inner capacities and the practical skills.

　　48.The progress in psycho—social skills can be measured by changed behavior.

　　49.Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development.

　　50.According to Jacques Delors，four pillars of education include learning to know, learning to be， learning to live together and learning to do.

　　51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.

　　52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.

　　53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.

　　54.Learning vocational skills can be an approach to acquiring both practical and psycho—social skills.

　　55.The abilities to manage stress and feelings，self-awareness，self-confidence are personal abilities.

　　Section B

　　促進年輕人和成年人的學習和技能

　　A)這個目標以“終生學習”為背景，將重點放在年輕人和成年人的學習需要上。它提倡應(yīng)有公平的機會去學習適當?shù)恼n程，還特別提到生活技能。

　　B)教育要給人們發(fā)展?jié)撃堋€性和優(yōu)勢提供機會。【47】這并不僅僅意味著學習新知識，還指培養(yǎng)能力，充分地利用人生。內(nèi)在能力和我們需要的實用技能，這些都被稱為生活技能。

　　C)大部分的內(nèi)在能力——經(jīng)常被稱作“心理社會技能”——是不能作為學科來教授的。它與學術(shù)或技術(shù)的學習不同，但必須作為學習的一部分來塑造和促進，尤其要由教師來做。這些技能應(yīng)該和我們的行為方式有關(guān)——我們?nèi)绾螌Υ耍瑢Υ覀冏约海瑢Υ畹奶魬?zhàn)和問題。它們包括溝通，決策和解決問題，協(xié)商和自我表達，批判性思考和理解我們的情感等方面的技能。

　　D)更實際的生活技能是那些我們進行體力勞動時需要的手工技能，包括生活技能里的職業(yè)技能，例如鋪磚、縫紉、捕魚或是修理摩托車的能力。這些是人們謀生的技能，也是離開學校的年輕人經(jīng)常可以學習到的技能。事實上，年輕人在學習更實際的技能時，通常也就是在學習心理社會技能。【54】學習職業(yè)技能是可以同時掌握實際技能和心理社會技能的一種策略。

　　E)在生活的每個階段，我們都要提高自身的生活技能，因此，學習這些技能也許是早期兒童教育、中小學教育和成年教育的一部分。生活技能可被歸入 Jacques Delors報告所提出的分類;【50】該報告談糾了教育的四個支在，這和某些生活技能相呼應(yīng)：學習了解：思考能力，例如解決問題、批判性思維、決策、理解推理。學習生存：【55】個人能力，例婦應(yīng)付壓力和情緒、自我了解、自信。學習共存：社會能力，例如溝通、談判、團隊協(xié)　　作。學習動手：手工技能，具備完成工作和任務(wù)所需要的技能。

　　F)在當今世界，為了面對社會的迅速變化，所有這些技能都是必要的。這表明，當我們需要為生活和工作掌握新技能時，知道怎樣繼續(xù)學習是很重要的。另外，我們需要知道怎樣應(yīng)對潮水般的信息，并把它變成有用的知識。我們也需要學習如何應(yīng)對社會和我們自己生活中所發(fā)生的變化。

　　G)生活技能既是具體的，又是抽象的。實用技能可以作為一門學科直接學習，例如，學習者可以選修一門鋪磚的課程來學習這項技能。其他生活技能，例如自信、自尊，與他人相處的技能，或者批判性思維不可能以這樣直接的方式習得。它們應(yīng)該是所有學習過程的一部分。在這一過程里，教師或是講師應(yīng)該關(guān)心的是，學習者不僅在學習學科知識，而且還在學習如何應(yīng)對生活，充分發(fā)揮他們的潛能。

　　H)因此，在學習其它東西時，就可以學習到這些生活技能。例如：【52】識字可能會對自尊、批判性思維或溝通技能有很大的影響，學習駕駛、保健或裁剪這類的實際技能可以增加自信，教導人們解決問題的過程，或者有助于人們理解邏輯推論。

　　I) 這一切是否如此取決于教學方式——教師或輔導者自己的以及他在學生中提倡的思維模式，人際關(guān)系類型和溝通方式。它要求衡量個人或集體在充分利用學習和生活上所取得的進步，或是評估人的潛能可以發(fā)揮到何種程度，或是估計人們應(yīng)對變化的能力。衡量實際技能的發(fā)展更容易一些，例如，通過

　　計算注冊學習職業(yè)技能課程的學生數(shù)量可知其發(fā)展。但是，這仍然不能告訴我們這些技能是否得到有效的利用。

　　J)【48】心理社會技能不能輕易她通過測試和分數(shù)來衡量，但是可以體現(xiàn)在發(fā)生了改變的行為方面。這方面的進步經(jīng)常在教師寫給學生父母的報告里提到。教師的生活經(jīng)驗、教學經(jīng)驗和最廣泛意義上的教學期望值可以在一定程度上作為個人成長和發(fā)展評估的標準。這種評估是針對個人的，決不會在國際表格和圖表里出現(xiàn)。

　　K)【46】目前的挑戰(zhàn)與以下這些困難有關(guān)：我們需要認識到生活技能的重要性——包括實際技能和心理社會技能——它是教育的一部分，可以使人們的潛能得糾充分發(fā)揮并促進社會的發(fā)展。心理社會技能和實際技能之間的聯(lián)系必須更清楚地被闡明，以便教育工作者能促進這兩方面的發(fā)展，并為此找到有效的方法。既然生活技能是作為眾多學科的一部分來進行教學，那么教師就需要接受培訓，學會如何傳授技能，如何檢測學習者在這些領(lǐng)域的進步。在設(shè)計學科的課程和教學大綱時，要平衡學科內(nèi)容教學和對相關(guān)生活技能的關(guān)注。更加有意識地努力提高生活技能，使學習者能夠成為社會生活中更加活躍的公民。

　　L)政府應(yīng)該對教育在實現(xiàn)人們潛能和社會經(jīng)濟發(fā)展方面所起到的改造作用給予認可和積極提倡;確保課程和教學大綱涉及生活技能的培養(yǎng)，并讓學習者有機會在現(xiàn)實生活中運用知識和技能，并表現(xiàn)自己的見解;展現(xiàn)各種生活技能在工作中是如何應(yīng)用的，例如，談判、溝通技巧和實用技巧;通過教師的初始教學培訓和在職培訓，增加積極參與式的學習方法/教學方法的運用;【49】檢查和調(diào)整教育的過程和內(nèi)容，以便平衡知識的輸八和生活技能的發(fā)展;確保督教員不僅檢查在教與學中所取得的學習進步，還要檢查在生活技能的溝通、塑造以及應(yīng)用上的進步。由于學習生活技能需要花費八到九年的時間，應(yīng)提倡把初級教育和(早期)中等教育聯(lián)系起來，并意識到，良好的中等教育能給孩子們帶來良好的前景，這對孩子和他們的家長來說都是一種讓孩子完成初級教育階段學習的激勵因素。

　　M)資助機構(gòu)應(yīng)該支持為加強生活技能方式雨進行的全國性和地區(qū)性研究、交流和辯論;支持創(chuàng)新的教師培訓，以便把提高生活技能作為學校教育的基本部分與課程科目結(jié)合起來;認識到初級教育和中等教育之間的聯(lián)系，以保證孩子們培養(yǎng)良好的生活技能。因此，中等教育的初期階段也是基礎(chǔ)教育的一部分，應(yīng)當予以支持。

　　N)作為各國政府的支持者和其他國際組織的合作者，【53】聯(lián)舍國教群文組織努力給“生活技能。下更好的定義，闡明這些技能的教學意義;【51】協(xié)助教育決策者和教師發(fā)揚和使用生活技能的教穿方法;提倡招生活技能的教育方法和更廣義上的社會和人類發(fā)展聯(lián)系在一起。

　　46.The recognition of life skills as part of education will promote the development of human potential and society.

　　將生活技能作為教育的一部分將會促進個人潛力和社會的發(fā)展。

　　【解析】 K)。細節(jié)題。由句中關(guān)鍵詞life skills as part of education可定位至K)段第一句。原文提到我

　　們需要認識到生活技能的重要性，它是教育的一部分，使人們的潛能和社會得到充分的發(fā)展。

　　47.The abilities to make the most of life consist of the inner capacities and the practical skills.

　　充分利用人生的能力包括內(nèi)在能力和實用技能。

　　【解析】 B)。細節(jié)題。根據(jù)句中關(guān)鍵詞the abilities to make the most of life和the inner capacities and the practical skills可定位在B)段后兩句。末句中的these代指the abilities to make the most of life。

　　48.The progress in psycho-social skills Can be measured by changed behavior.

　　心理社會技能的進步能夠通過被改變的行為來衡量。

　　【解析】J)。細節(jié)題。由句中關(guān)鍵詞progress in psycho-social skills定位至J)段第一句。原文提到心理社會技能不能輕易地通過測試和分數(shù)來衡量，但是可以體現(xiàn)在發(fā)生了改變的行為方面。

　　49.Governments should examine and adapt the processes and content of education SO as to balance the academic input and life skills development.

　　政府應(yīng)該檢查和調(diào)整教育的過程和內(nèi)容，以便平衡知識的輸入和生活技能的發(fā)展。

　　【解析】L)。細節(jié)題。由句中關(guān)鍵詞government和examine and adapt可定位至L)段。Examine and adapt the processes and content of education SO that there is a balance between academic input and life skills development.(政府應(yīng)該)檢查和調(diào)整教育的過程和內(nèi)容，以便平衡知識的輸入和生活技能的發(fā)展。

　　50.According to Jacques Delors，foul,pillars of education include learning to know,learning to be，learning to live together and learning to do.Jacques Delors認為教育的四大支柱是學習了解、學習生存、學習共存和學習動手。

　　【解析】 E)。歸納題。根據(jù)句中關(guān)鍵詞Jacques Delors和foul.pillars of education可定位在E)段。此段主旨是教育的四大支柱與某些生活技能相呼應(yīng)。答題時可以通過跳讀來獲取信息，總結(jié)出教育的四大支柱為：學習了解、學習生存、學習共存和學習動手。

　　51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.

　　資助機構(gòu)應(yīng)該把初等教育和中等教育聯(lián)系起來，以確保孩子們發(fā)展出較強的生活技能。

　　【解析】 N)。細節(jié)題。由句中關(guān)鍵詞funding agencies可定位在N)段。原文提到資助機構(gòu)應(yīng)該認識到初級教育和中等教育之間的聯(lián)系，以保證孩子們發(fā)展出良好的生活技能。原文是 Recognize the links between primary and secondary education，而句中用的是link sth.with sth.的結(jié)構(gòu)。

　　52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.識字能夠在自尊、批判性思考和溝通技能方面產(chǎn)生影響。

　　【解析】H)。細節(jié)題。由句中關(guān)鍵詞learning literacy可定位至H)段。原文提到讀書識字可能對自尊、批判性思維或溝通技能有很大影響。

　　53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.

　　聯(lián)合國教科文組織的一項功能就是幫助教育決策者和教師發(fā)揚和使用生活技能來進行教育。

　　【解析】 N)。細節(jié)題。由句中關(guān)鍵詞UNESC0可將答案定位在末段。原文提到“Assists educational policymakers and teachers to develop and use a life skills approach to education”。協(xié)助教育決策者和教師發(fā)揚和使用生活技能的教育方法。句中中把assist換成help。

　　54.Learning vocational skills can be an approach to acquiring both practical and psycho-social skills.

　　學習職業(yè)技能是可以同時掌握實際技能和心理社會技能的一種途徑。

　　【解析】D)。細節(jié)題。根據(jù)句中關(guān)鍵詞learning vocational skills可將答案定位在D)段末句。學習職業(yè)技能是可以同時掌握實際技能和心理社會技能的一種策略。

　　55.The abilities to manage stress and feelings，self awareness，self-confidence are personal abilities.應(yīng)付壓力和情緒、自我了解、自信的能力是個人能力。

　　【解析】E)。細節(jié)題。由句中關(guān)鍵詞manage stress and feelings，self-awareness，self-confidence定位至E)段。原文提到處理壓力、控制情緒和自我了解、自信都屬于個人能力。

　　四級閱讀信息匹配精選練習二：

　　A) Most of us spend our lives seeking the natural world. To this end, we walk the dog, play golf, go fishing, sit in the garden, drink outside rather than inside the pub, have a picnic, live in the suburbs, go to the seaside, buy a weekend place in the country. The most popular leisure activity in Britain is going for a walk. And when joggers (慢跑者) jog, they don't run the streets. Every one of the minstinctively heads to the park or the river. It is my profound belief that not only do we all need nature, but we all seek nature, whether we know we are doing so or not.

　　B) But despite this, our children are growing up nature-deprived ( 喪失) , I spent my boyhood climbing trees on Stratham Common, south London. These days, children are robbed of these an cientfreedoms, due to problems like crime, traffic, the loss of the open spaces and odd new perceptions about what is best for children, that is to say, things that can be bought, rather than things that can be found.

　　C) The truth is to be found elsewhere. A study in the U.S. families had moved to better housing and　the children were assessed for ADHD -- attention deficit hyperactivity disorder ( 多動癥) .Those　whose accommodation had more natural views showed an improvement of 19%; those who had the　same improvement in material surroundings but no nice view improved just 4%.

　　D) A study in Sweden indicated that kindergarten children who could play in a natural environment had　less illness and greater physical ability than children used only to a normal playground. A U.S. study　suggested that when a school gave children access to a natural environment, academic levels were　raised across the entire school.

　　E) Another study found that children play differently in a natural environment. In playgrounds, children create a hierarchy (等級) based on physical abilities, with the tough ones taking the lead. But when a grassy area was planted with bushes, the children got much more into fantasy play, and the social hierarchy was now based on imagination and creativity.

　　F) Most bullying (持槍凌弱) is found in schools where there is a tarmac (柏油碎石) play ground; the least bullying is in a natural area that the children are encouraged to explore. This reminds mean pleasantly of Sunny hill School in Stratham, with its harsh tarmac, where I used to hang about incomers fantasizing about wildlife. The children are frequently discouraged from involvement with natural spaces, for health and safety reasons, for fear that they might get dirty or that they might cause damage. So, instead, the damage is done to the children themselves: not to their bodies but to their souls.

　　G) One of the great problems of modem childhood is ADHD, now increasingly and expensively treated with drugs. Yet one study after another indicates that contact with nature gives huge benefits to ADHD children. However, we spend money on drugs rather than on green places.

　　H) The life of old people is measurably better when they have access to nature. The increasing emphasis for the growing population of old people is in quality rather than quantity of years. And study after study finds that a garden is the single most important thing in finding that quality.

　　I) In wider and more difficult areas of life, there is evidence to indicate that natural surroundingsim prove all kinds of things. Even problems with crime and aggressive behavior are reduced when there is contact with the natural world. Dr. William Bird, researcher from the Royal Society for the Protection of birds, states in his study, "A natural environment can reduce violent behavior because its restorative process helps reduce anger and impulsive behavior." Wild places need encouraging for this reason, no matter how small their contribution.

　　J) We tend to look on nature conservation as some kind of favor that human beings are granting to the natural world. The error here is far too deep: not only do humans need nature for themselves, but the very idea that humanity and the natural world are separable things is profoundly damaging. Human beings are a species of mammals (哺乳動物) . For seven million years they lived on the planet as part of nature. Our ancestral selves miss the natural world and long for contact with nonhuman life. Anyone who has patted a dog, stoked a cat, sat under a tree with a pint of beer, given or received a bunch of flowers or chosen to walk through the park on a nice day, understands that. We need the wild world. It is essential to our well-being, our health, our happiness. Without the wild world we are not more but less civilized. Without other living things around us we are less than human.

　　K) Five Ways to Find Harmony with the Natural World Walk: Break the rhythm of permanently being under a roof. Get off a stop earlier, make a circuit of the park at lunchtime, walk the child to and from school, get a dog, feel yourself moving in moving air, look, listen, absorb.

　　Sit: Take a moment, every now and then, to be still in an open space. In the garden, anywhere that's not in the office, anywhere out of the house, away from the routine. Sit under a tree, look at water, feel refreshed, ever so slightly renewed.

　　Drink: The best way to enjoy the natural world is by oneself; the second best way is in company. Take a drink outside with a good person, a good gathering: talk with the sun and the wind with bird-song for background.

　　Learn: Expand your boundaries. Leam five species of bird, five butterflies, five trees, five bird songs. That way, you see and hear more: and your mind responds gratefully to the greater amount of wildness in your life.

　　Travel: The places you always wanted to visit: by the seaside, in the country, in the hills. Take a week-end break, a day-trip, get out these and do it: for the scenery, for the way through the woods, for the birds, for the bees. Go somewhere special and bring specialness home. It lasts forever, after all.

　　46. The study in Sweden shows that more access to nature makes children less likely to fall ill.

　　47. The author's profound belief is that people instinctively seek nature in different ways.

　　48. It can be very helpful to provide more green spaces for children with ADHD.

　　49. Elderly people will enjoy a life of better quality when they contact more with nature.

　　50. Nowadays, people think things that can be bought are best for children, rather than things that can be found.

　　51. Dr. William Bird suggests in his study that access to nature contributes to the reduction of violence.52. According to a study in the U. S. Children with ADHD whose accommodation had more natural　views showed much better improvement.

　　53. Children who have chances to explore natural areas are less likely to be involved in bullying.

　　54. We can find harmony with the natural world in various ways, among which there are walking,　sitting, drinking, learning and traveling.

　　55. It is extremely harmful to think that humanity and the natural world can be separated.

　　Section B

　　大自然療法

　　A)【47】我們中的大多數(shù)人都套花時間尋求與大自然親近。為此，我們會遛狗，打高爾夫，釣魚，去花園靜坐，在外面喝酒而不是去酒館，去野餐，在郊區(qū)居住，逛海邊以及花錢去鄉(xiāng)村度周末。英國最受歡迎的休閑活動是散步。慢跑者不會在大街上跑步，都會本能地向公園或小河邊跑。我深信，我們不僅需要大自然，而且我們也都在尋覓著大自然，不管我們有沒有認識到這一點。

　　B)盡管如此，我們的孩子們似乎正在喪失自然的天性。我的童年是在倫敦南部的Streatham Common度過的，那時候我很喜歡爬樹。現(xiàn)如今，孩子們的那些自由已經(jīng)被剝奪了，因為犯罪、交通問題層出不窮，露天場所大量流失，【50】還有一些關(guān)于什么是對孩子們最好的奇怪新觀念，覺得是能買到的東西，而不是可以發(fā)現(xiàn)的東西。

　　C)這一現(xiàn)象在其他地方也得到了證實。美國人做了一項調(diào)查：關(guān)于家庭住房條件的改善對患多動癥的孩子的影響。【52】調(diào)查發(fā)現(xiàn)，住在自然風光視野更開闊的房子里的患兒改善了19%，而那些住在物質(zhì)條件得到同等改善，但沒有魅力的自然風景的房于里的患兒僅改善了4%。

　　D)【46】瑞典的一項研究顯示， 在自然環(huán)境中玩要的幼兒園小朋友比在只習慣在正規(guī)運動場玩耍的小朋友少患病，身依也更健康。美國的一項研究也表明，如果學校讓孩子們接觸自然環(huán)境，整個學校的學術(shù)水平也會上一個新臺階。

　　E)另一項研究發(fā)現(xiàn)，孩子們在自然環(huán)境中玩耍，其表現(xiàn)也不盡相同。在運動場上，孩子們會因體能的差異而形成一種等級秩序，身體結(jié)實的占主導地位。但是，如果在一片種了幾叢灌木的綠草坪上，孩子們的玩耍更多的則和想象力有關(guān)，他們的等級秩序建立在想象力和創(chuàng)造力上。

　　F)【53】大多數(shù)恃強凌弱的現(xiàn)象發(fā)生在有柏油碎石運動場的學校，在鼓勵孩子探索的自然環(huán)境中則很少發(fā)生。這讓我想起了在Streatham的 Sunnyhill學校里的不愉快的經(jīng)歷，學校里有粗糙的柏油碎石路，我常常躲在角落里幻想著外邊的野生動植物。但是，因為健康和安全的原因，擔心孩子們會把自己弄臟或讓自己受傷，他們往往被阻止去接觸自然環(huán)境。結(jié)果，這樣做反而對他們造成了傷害：不是身體上受傷，而是心靈上受傷。

　　G)現(xiàn)代兒童所面臨的最重大的問題之一是多動癥。越來越多的孩子已開始接受貴重的藥物治療。【48】但是。眾多研究表明，與自然接觸對患有多動癥的孩子最有益。 雖然如此，我們還是把錢花在了藥物上，而非綠色的生活空間上.

　　H)【49】如果老年人有接觸大自然的機會， 他們的生活狀況會明顯改善不少。隨著老年人的增多，我們應(yīng)該更多地關(guān)注他們的生活質(zhì)量，雨不是生命年限。眾多研究發(fā)現(xiàn)，花園是提高老年人生活質(zhì)量唯一最重要的因素。

　　I) 有證據(jù)顯示，在更加廣闊、更困難的地區(qū)生活時，自然環(huán)境能改善一切事物。甚至在與自然界接觸時，和犯罪和攻擊行為有關(guān)的問題也減少了。英國皇家鳥類保護協(xié)會的研究員William Bird博士在他的研究中有這樣的陳述：【51】“自然環(huán)境能減少暴力行為，因為其恢復過程有助于減少憤怒和沖動。”為此，不管有多大作用，我們都應(yīng)該多鼓勵人們?nèi)ヒ巴庾咦摺?/p>

　　J) 我們傾向于把自然環(huán)境保護看作是人類賞給大自然的一種恩賜。l551但是，從深層次來理解，這種觀念是不正確的：不僅人類本身就很需要大自然， 而且這種把人類與自然界割裂矛來的觀念是毀滅性的。人類是一種哺乳動物。700萬年來，作為大自然的一部分，他們生活在這個星球上。人類天生眷戀著大自然，也渴望與身邊的其他種類的生命接觸。喜歡逗狗，撫摸小貓，坐樹下喝一品脫啤酒，送人花束或接受花束，以及在天氣好的時候去公園散步的朋友應(yīng)該很清楚這一點。我們需要大自然，因為它對我們的快樂、健康和幸福至關(guān)重要。沒有大自然，我們的文明只能倒退而無法前進。沒有其他生物圍繞在我們周圍，我們也不能被稱為人類。

　　K)【54】五種與大自然和諧相處的方法

　　散步：打破長久呆在屋檐下的節(jié)奏。提前一站下車，吃午餐時繞公園走一圈，讓孩子徒步上下學，養(yǎng)狗，在流動的空氣中放松自己，觀察，傾聽和吸收。

　　靜坐：經(jīng)常花些時間去露天場所坐一會兒。可以是花園，可以是辦公室之外的其他地方，可以是住所外面的其他地方，總之，是遠離自己日常工作生活的地方。坐在樹下，看看水面，感覺神清氣爽，如此也略微恢復了精神。

　　喝酒：享受大自然最好的方式是一個人欣賞，其次是找個人陪同。和好朋友在外面喝一杯，好好聚一次：談天論地，以陽光和風中的鳥聲做伴。

　　學習：擴大你的知識面。了解五種鳥類，五種蝴蝶，五種樹木和五類鳥聲。通過這種方式，你看多、聽多了之后，心靈也會漸漸對生活中更多的自然現(xiàn)象作出反應(yīng)。

　　旅行：去你一直想去的地方：海邊，鄉(xiāng)下或小山坡。周末可以抽一天去那里，為觀風景，為走那條林間小道，為聽鳥兒的歡聲笑語，為看成群的蜜蜂。去一個特殊的地方，帶特別的東西回來。畢竟，它會持續(xù)很久。

　　46.The study in Sweden shows that more access to nature makes children less likely to fall ill.瑞典的研究說明更多接觸大自然讓孩子更可能少生病。

　　【解析】 D)。細節(jié)題。根據(jù)句中關(guān)鍵詞a study in Sweden定位至D)段首句。瑞典的一項研究顯示，在自然環(huán)境中玩耍的幼兒園小朋友比在只習慣在正規(guī)運動場玩耍的小朋友少患病，身體也更健康。

　　47.The author’S profound belief is that people instinctively seek nature in different ways.作者深信人們本能地會通過各種方式尋找大自然。

　　【解析】A)。細節(jié)題。根據(jù)句中的“the author’s profound belief"可定位至文章A)段末句。作者深信人類不僅需要大自然，而且都在尋覓著大自然。

　　48.It can be very helpful to provide more green spaces for children with ADHD.給多動癥兒童提供更多綠色的生活空間會對他們大有幫助。

　　【解析】 G)。細節(jié)題。根據(jù)句中關(guān)鍵詞children with ADHD和green spaces可定位至G)段倒數(shù)兩句。但是，眾多研究表明，與自然接觸對患有多動癥的孩子最有益。雖然如此，我們還是把錢花在了藥物上，而非綠色的生活空間上。

　　49.Elderly people will enjoy a life of beber quality when they contact more with nature.老年人多接觸自然可享受優(yōu)質(zhì)生活。

　　【解析】 H)。歸納題。根據(jù)句中關(guān)鍵詞elderly people可定位至H)段。“如果老年人有接觸大自然的機會，他們的生活狀況會明顯改善不少。隨著老年人的增多，我們應(yīng)該更多地關(guān)注他們的生活質(zhì)量，而不是生命年限。眾多研究發(fā)現(xiàn)，花園是提高老年人生活質(zhì)量唯一最重要的因素。”句中是對此段的簡要歸納。

　　50.Nowadays，people think things that can be bought are best for children，rather than things that Can be found.如今，人們覺得可以買到的東西對孩子最好，而不是可以發(fā)現(xiàn)的東西。

　　【解析】B)。細節(jié)題。根據(jù)句中關(guān)鍵詞things that Can be bough found和best for children可定位至B)段末句。還有一些關(guān)于什么是對孩子們最好的奇怪新觀念，覺得是能買到的東西，而不是可以發(fā)現(xiàn)的東西。

　　51.Dr.William Bird suggests in his study that access to nature contributes to the reduction of violence.William Bird博士在研究中提到接近大自然有助于減少暴力行為。

　　【解析】 I)。細節(jié)題。由句中的Dr.William Bird定位至I)段倒數(shù)第二句。他在研究中提出這樣的觀點：自然環(huán)境能減少暴力行為，因為其恢復過程有助于減少憤怒和沖動。

　　52.According to a study in the U.S.Children with ADHD whose accommodation had more natural views showedmuch beRer improvement.

　　美國一項研究顯示：住在自然風光視野更開闊的房子里的多動癥兒童進步幅度更大。

　　【解析】 C)。推理題。根據(jù)句中關(guān)鍵詞a study in the U.S.定位至C)段。該段指出調(diào)查發(fā)現(xiàn)，住在自然風光視野更開闊的房子里的患兒改善了19%，而那些住在物質(zhì)條件得到同等改善，但沒有美麗的自然風景的房子里的患兒僅改善了4%。由此可以推演出：住在自然風光視野更開闊的房子里的多動癥兒童進步幅度更大。

　　53.Children who have chances to explore natural areas are less likely to be involved in bullying.

　　有機會探索自然界的孩子不太可能恃強凌弱。

　　【解析】 F)。細節(jié)題。根據(jù)句中關(guān)鍵詞explore natural areas定位至F)段首句。大多數(shù)恃強凌弱的現(xiàn)象發(fā)生在有柏油碎石運動場的學校，在鼓勵孩子探索的自然環(huán)境中則很少發(fā)生。

　　54.We can find harmony with the natural world in various ways，among which there are walking，sitting，drinking，learning andtravelin9.與自然和諧相處方式多多，比如：散步、靜坐、暢飲、學習和旅行。

　　【解析】 K)。歸納題。根據(jù)句中關(guān)鍵詞find harmony with the natural world可定位至K)段末段。該段列舉與自然和諧相處的方式，而句中是對整段的概括。

　　55.It is extremely harmful to think that humanity and the natural world can be separated.

　　人類和自然世界可以分離，這種想法是非常有害的。

　　【解析】 J)。細節(jié)題。根據(jù)句中關(guān)鍵詞humanity and the natural和separated定位至J)段第二句。原句為“but the very idea that humanity and the natural world are separable things is profoundly damagin9”(而這種把人類與自然界割裂開來的觀念是毀滅性的。)