#英语资源# 导语为了让同学们被少扣分甚至不扣分， 考 网总结了高考英语阅读理解题型的超详细解题技巧和方法，高考来啦，快快收藏起来好好研究吧！

阅读理解

通过详细分析历年高考英语试卷，我们可将阅读理解归纳为以下几种题型：主旨大意题，细节理解题，推理判断题（含写作意图、目的等），词义猜测题。英语阅读理解题的技巧与策略是学生提高阅读理解多需要具备的。

一、 主旨大意题

这类题在设题时常会用到title, subject, main idea, topic, theme等词。

1归纳标题题

特点：短小精悍，一般多为一个短语；涵盖性强，一般能覆盖全文意思；精确性强，表达范围要恰当，不能随意改变语意程度或色彩。常见命题形式有：

What’s the best title for the text

The best title for this passage is ___

Which of the following can be the best title for the passage

2 概括大意题

包括寻找段落大意（topic）和文章中心思想（main idea），常见命题形式有：

What is the general/main idea of the passage？ Which of the following expresses the main idea？ What is the subject discussed in the text

BThe writer of the story wants to tell us that_____ The passage/ text is mainly about_____ What’s the article mainly about ？

解题技巧

阅读理解文章多是议论文和说明文 ，这两种文体的结构可归纳为：提出问题——论述问题——得出结论或者阐明观点。对于这类文章，抓主题句是快速掌握文章大意的主要方法。主题句一般出现在文章的开头或结尾。主题句具有简洁性、概括性的特点。主题句在文章中的位置主要有以下几种情况。

位于段首 ：一般而言，以演绎法撰写的文章，主题句往往在文章的开头，即先点出主题，然后围绕这一主题作具体的陈述。判断第一句是否为主题句，可具体分析段落的首句与第二，三句的关系；如果从第二句就开始对第一句进行说明，论述或描述，那第一句就是主题句。有些段落，在主题句后面有明显引出细节的信号词，如for example, an example of; first, second, next, last, finally; to begin with, also, besides; one, the other; some, others等。在阅读中应尽量利用上述信号词来确定主题句的位置。

位于段尾 ：有些文章会在开头列举事实, 然后通过论证阐述作者的核心论点。因此，如果第一句话不是概括性的或综合性的话，快速读一读段落的最后一个句子，看看它是否具备主题句的特征。如果它具备主题句的特征，段落的主题思想就很容易确定了。一般说来，当一种观点不易向人解释清楚或不易被人接受时，主题句便会到段落的末尾才出现。学生可以充分利用引出结论的信号词。如so，therefore，thus，consequently；in conclusion，in short；in a word, to sum up等来确定主题句的位置在段尾。当无明显的此类信号时，学生可在段落的最后一句话前面添加一个引出结论的信号词，以确定其是否是主题句。

位于段中 ：有时段落是先介绍背景和细节，接着用一句综合或概括性的话概括前面所说的内容或事例，然后再围绕主题展开对有关问题的深入讨论。这种文章的主题句往往会在段落中间出现。归纳起来主要有两种情况：先提出问题，然后给予回答(主题句)，最后给予解释；或者，先提出问题，然后点出主题思想(主题句)，最后给予解释。

首尾呼应 ：主题句在段落的开头和结尾两个位置上先后出现，形成前呼后应的格局。这两个主题句叙说的是同一个内容，但用词不尽相同，这样不但强调了主题思想，而且显得灵活多变。这两个句子并非简单重复，后一个主题句或对该主题作最后的评述，或对要点作一概括，或使之引申留给读者去思考。

无明确主题句：找关键词（出现频率较高）, 归纳总结。

注意

新题型中有一个选项是干扰项，解答此类题时同学易犯以下三种错误：

（1）表述过于片面，只涵盖该段个别细节；

（2）表述太过于笼统，已经超出该段的内容；

（3）表述与段落内容无关，在段落中找不到相关依据

二、细节理解题

考查内容主要涉及时间、地点、人物、事件、原因、结果、数字等议论文中例证细节和定义类细节。这类题目的共同特点是：答案一般都能在文章中找到。当然，答案并不一定是文章中的原句，考生需要根据文章提供的信息自己组织语句回答问题。

1事实细节题→寻读法

分为直接理解题和间接理解题，前者常用who, what, which, when, where, why和how提问，或判断正误；后者需与原文信息转换，表达上与原文有差异。常见命题形式有：

What can we learn from the passage

All the following are mentioned except

Which of the following is mentioned (not mentioned)

Which of the following statements is true/right/false/wrong about…

2 排列顺序题→首尾定位法 （找出第一个事件和最后一个事件，用排除法缩小范围）

常出现在记叙文和说明文中，一般按事件发生的顺序。常见命题形式有：

Which of the following is the correct order of… Which of the following shows the path of signals described in Paragraph…

3 图文匹配题→按图索骥理清线索

设题形式：给出图表，根据图表提问问题。

4 数字计算题→ （方法：审题→带着问题找细节→对比、分析、计算）

可直接找到相关细节，但需经过计算方可找到答案。

三、推理判断题

主要考查学生对文章中隐含或深层的含意的理解能力。它要求考生根据文章内容做出合乎逻辑的推断，包括考生对作者观点的理解，态度的判断，对修辞、语气、隐含意思等的理解。题干关键词：infer(推断),

indicate(象征，暗示), imply/suggest(暗示), conclude(作出结论), assume(假定，设想)

1细节推理判断题

一般可根据短文提供的信息或借助生活常识进行推理判断，常见命题形式有：

It can be inferred/ concluded from the text that __________

The author implies/ suggests that_____

We may infer that _________

Which of the following statements is implied but NOT stated

2预测推理判断题

根据语篇对文章接下来的内容或可能的结局进行猜测，常见命题形式有： What do you think will happen if/when…

At the end of this passage, the writer might continue to write_____

3推测文章来源或读者对象

常见命题形式有：

The passage is probably take out of_____

The passage would most likely be found in_____

Where does this text probably come from

4写作意图、目的、态度推断题

作者的语气态度往往不会直接写在文章里，只能通过细读文章，从作者的选词及其修饰手段中体会出来。

询问写作目的的题，选项里常出现的词 是：explain(解释), prove (证明), persuade(劝说), advise(劝告), comment(评论), praise(赞扬), criticize(批评), entertain(娱乐), demonstrate(举例说明), argue(辩论), tell(讲述), analyze(分析)等。

询问语气态度的题，选项里 常出现的词 是：neutral(中立的), sympathetic(同情的), satisfied(满意的), friendly(友好的), enthusiastic(热情的), subjective(主观的), objective(客观的), matter-of-fact(实事求是的), pessimistic(悲观的), optimistic(乐观的), critical(批评的), doubtful(怀疑的), hostile(敌对的), indifferent(冷淡的), disappointed(失望的)。

常见命题形式有：

The purpose of the text is_____

What is the main purpose of the author writing the text By mentioning…, the author aims to show that_____

What is the author’s attitude towards…

What is the author’s opinion on…

The author’s tone in this passage is _____

解答技巧

推断题是考查学生透过文章表面的文字信息进行分析、综合、归纳等逻辑推理的能力。推理和判断必须以事实为依据，切莫主观臆断。

①那些文章中直接陈述的内容不能选，要选择根据文章推理出来的选项。

②推理不是凭空猜测，而是立足已知推断未知；作出正确答案时一定要在文中找到依据或理由。

③要忠实于原文，以文章提供的事实和线索为依据。不能以自己的观点代替作者的想法；不要脱离原文主观臆断。

四、词义猜测题

考点：

①猜测某个词、词组、句子的意义

②对文中的多义词或词组进行定义

③判断某个代词的指代的对象。常见命题形式有：

The underlined word/phrase in the second paragraph means _____

The word “it/they” in the last sentence refers to______

The word “…”（Line 6 para2）probably means ______

The word “…”（Line 6 para2）could best be replaced by which of the following

Which of the following is closest in meaning to the word “…”

解答技巧

1通过因果关系猜词通过因果关系猜词

首先是找出生词与上下文之间的逻辑关系，然后才能猜词。有时文章借助关联词(如because，as，since，for，so，thus，as a result，of course，therefore等等)表示前因后果。

例如：You shouldn't have blamed him for that，for it wasn't his fault 通过for引出的句子所表示的原因(那不是他的错)，可猜出blame的词义是"责备"。

2通过同义词和反义词的关系猜词

通过同义词猜词 ，一是要看由and或or连接的同义词词组，如happy and ，即使我们不认识这个词，也可以知道它是愉快的意思；二是看在进一步解释的过程中使用的同义词，如Man has known something about the planets Venus，Mars，and Jupiter with the help of spaceships 此句中的Venus(金星)、Mars(火星)、Jupiter(木星)均为生词，但只要知道planets就可猜出这几个词都属于"行星"这一义域。

通过反义词猜词 ，一是看表转折关系的连词或副词，如but，while，however等；二是看与not搭配的或表示否定意义的词语，如：He is so homely，not at all as handsome as his brother根据not at allhandsome我们不难推测出homely的意思，即不英俊、不漂亮的意思。

3通过构词法猜词

根据前缀、后缀、复合、派生等构词知识判断生词词义。如：She is unlikely to have stolen the money ( “un”含否定意义，故为“不太可能”之意。)

4通过定义或释义关系来推测词义

例如：But sometimes，no rain falls for a long，long time Then there is a dry period，or drought 从drought所在句子的上文我们得知很久不下雨，于是便有一段干旱的时期，即drought，由此可见drought意思为"久旱"，"旱灾"。而a dry period和drought是同义语。这种同义或释义关系常由is，or，that is，in other words，be called或破折号等来表示。

5通过句法功能来推测词义

例如：Bananas，oranges，pineapples，coconuts and some other kind of fruit grow in warm areas假如pineapples和coconuts是生词，我们可以从这两个词在句中所处的位置来判断它们大致的意思。从句中不难看出pineapples，coconuts和bananas，oranges是同类关系，同属fruit类，因此它们是两样水果，准确地说，是菠萝和椰子。

6通过描述猜词

描述即作者对该人或该物作出的外在相貌或内在特征的描写。例如：The penguin is a kind of sea bird living in the South Pole It is fat and walks in a funny way Although it cannot fly，it can swim in the icy water to catch the fish从例句的描述中可以得知penguin是一种生活在南极的鸟类。后面更详尽地描述了该鸟类的生活习性。

7 根据常识猜词

如：The door was so low that he hit his head on the lintel（lintel “过梁”。）

Afraid of waking the baby up, she tiptoed out of the room（tiptoed “踮着脚走，蹑手蹑脚”）

七选五

高考阅读理解信息匹配的7选5题型，主要考查考生对文章的整体内容和结构以及上下文逻辑意义的理解和掌握。

从题型和内容我们可以看出 ，选项可分为：

a主旨概括句（文章整体内容）

b过渡性句子（文章结构）

c注释性句子（上下文逻辑意义）三类。

其多余的两个干扰项也往往从这三方面进行设置，如主旨概括句或过于宽泛或以偏概全或偏离主题，过渡性句子不能反映文章的行文结构，注释性句子与上文脱节等。

高考英语阅读七选五题型要求考生从整体上把握文章的逻辑结构和内容上的联系，理解句子之间、段落之间的关系，对诸如连贯性、一致性等语段特征有较强的意识和熟练的把握，并具备运用语法知识分析理解长难句的能力。可以说，此题型是对语言能力和阅读理解能力的综合测试。

一、解题思路

1、理清句际间的关系

文章的内容是根据各层各段的大意有机地组合而成，各个层次，各个段落之间不管怎样错落有致，但它所表达的内容都是要围绕中心的，各句之间都有一定的语脉，从逻辑意义上来看，语段的句际关系可分为平列、顺序、层递、转折、总分、解释、因果等关系。

构成语段的各个句子之间有时可以包含一种以上的句际关系。

因此，理解阅读材料时一定要把握语脉，理清句际间的关系，进而理解语段或全文的内容。

2、找出句子之间的连接性的词语

文章的语句间的组合，除了从语句间的意义关系分析外，还可借助句子之间的连接性词语来把握，因为连接性词语能表明这个语段句与句之间、层与层之间的基本关系有：

承接关系（如 so, therefore, thus, hence, accordingly, consequently, as a result 等）

平列关系（如first, second, third…; firstly, secondly, thirdly…; first, next, then…; in the first place, in the second place…; for one thing, for another thing…;to begin with, to conclude 等）。如文中的选项 71，由 Second、Third 得知应选表示平列关系的句子 G项。

转折关系（如 however, nevertheless, nonetheless, still, though, yet, in spite of, at any rate, in any case, whoever,whatever on the contrary, in contrast, by contrast, in comparison, by comparison, conversely, otherwise 等）。比如选项 75，与前句构成了转折关系，故应选 D 项答案。

层递关系（如 also, further, furthermore, likewise, similarly, moreover, in addition, what’s more, too, either, neither,not…but…, not only…but also 等）。如 72 选项，与前句组合为层递关系，故应选包含 also 的 E项句子。

解释关系，如 73 选项应选 F选项，与 74 选项平等的，是一组祈示句，而非陈述句，故应选 A项而非 B项。

二、解题步骤

1、通读全文

在 阅读过程中，要注意文章的开始与结束段落，尤其是文章的首段及末段末句，因为“开门见山”与“结尾总结”的写作方式为常见的写作方式，首段的末句一般是是 全文的主题所在，说明本文将探讨哪些内容，并简要指出文章的写作思路，有时甚至会以提纲的形式进行呈现。首段的末句对于快速掌握文章的主题具有重要意义， 如果它是文章的主题句，就可以使读者迅速明确文章情节将如何展开，并对文章的写作主题有了整体的了解。如果末句不是主题句，则需要继续寻找。这时，可以考 虑文章的写作方式是否为“结尾总结”式，如两者均可排除，则需在文章中其他段落寻找主题句，但要注意，首段与末段的提示作用。

2、详读段落

在短时间内，找出每段写作内容的关键词。明确各段的主题句或主旨大意。

文章正文部分通常分为若干小段落。各段落会根据整体文章写作主题展开，对文章主体进行的不同方面的描述。找出各个小段落中的关键词，明确其描述内容，为整体试题的解决做好铺垫。阅读各个空的前后句，标记关键词

在阅读文章的开始部分、明确文章的基本话题以后，要阅读五个空各自的前后句，并将前后句中的解题线索，即关键词标记下来。关键词包括句中的核心名词或名词词组（如带有形容词的名词词组）、专有名词、时间数字、代词、连词等。

重点阅读各个问题附近的句子，圈定线索词，然后从选项中寻找相关的特征词，以确定答案。做题时可以采用代入排除法。如果一题做不出或拿不准，可先放过，继续往下读，先做容易的能做出的题，直到读完整篇文章。至此，文章的要点和主旨、各个段落之间的逻辑关系应基本清楚了。

3、定位选项

明确各备选选项的含义，抓住其关键词语，根据文章整体结构与具体内容，将选项填入文中，填写时尤为注意各选项中出现的句子衔接手段及句中的衔接标志词。

在定位选项时，要特别注意空格上下段的写作内容，以及空格上段尾句和下段首句的结构和意义。将所选项放入空白处，看看是否与上下文构成语义及逻辑上的直接关系，是否符合该处语境。能否承接前后的写作线索。使文章无论内容还是衔接上都能做到通顺。

一篇文章作为一个整体，是有其写作的线索与思路的，在选项定位中，要尤其注意文章的写作线索，文章的写作思路的连贯使文章的每个段落、每个句子甚至每个短语均融为一体。如果带入选项后，发现文章写作线索中断或是前后矛盾，应更换其它选项。

4、通读复检

将所选答案代入文中，再次通读全文，重点考查逻辑关系和关联结构。

在 完成选项定位后，应通读全文，检查文章内容是否完整，语义是否连贯合理、各段落内容是否紧扣主题，语篇结构是否通顺连贯、具有一致性、合乎逻辑，写作思路 是否清晰明了，格式以及用语是否恰当贴切，从而判断选择的答案是否正确。同时，我们还应注意对相近选项的对比分析，个别干扰项由于与某个正确选项的内容相 近具有很强的干扰性，这时就需要我们认真分析，仔细甄别，排除干扰，从而得出正确选项。

5、确定排除

研究多余选项，确定排除理由，最终确定答案。

尽管答案都已经确定，但是为了避免失误，对多余的选项进行进一步的研究，确定它们和文章的主题和前后句意没有关联性之后，才是最终的结果。

本文整理了初中一年级英语思维导图，欢迎阅读。

初中一年级英语思维导图

7年级英语知识点

(1)单词

1 介词：in,on, under, behind, near, at, of

1) in表示"在……中"， "在……内"。例如：

in our class 在我们班上 in my bag 在我的书包里

in the desk 在桌子里 in the classroom 在教室里

2)on 表示"在……上"。例如：

on the wall 在墙上

on the desk 在桌子上

on the blackboard 在黑板上

3) under表示"在……下"。例如：

under the tree 在树下

under the chair 在椅子下

under the bed 在床下

4) behind表示"在……后面"。例如：

behind the door 在门后

behind the tree 在树后

5) near表示"在……附近"。例如：

near the teacher's desk 在讲桌附近

near the bed 在床附近

6) at表示"在……处"。例如：

at school 在学校

at home 在家

at the door 在门口

7) of 表示"……的"。例如：

a picture of our classroom 我们教室的一幅画

a map of China 一张中国地图日

2 冠词 a / an / the:

冠词一般位于所限定的名词前，用来署名名词所指的人或事物。冠词有不定冠词和定冠词两种。不定冠词有两个形式，即a和an。a用在以辅音音素开头的词前，如a book; an用在以元音音素开头的字母前，如an apple

a或an与可数名词单数连用，泛指某类人或某物中的一个。

This is a cat这是一只猫。

It's an English book 这是一本英语书。

His father is a worker他的爸爸是个工人。

the既可以用在可数名词前，也可以用在不可数名词前，表示某个或某些特定的人或事物，也可以指上文提到过的人或事物。

Who's the boy in the hat 戴帽子的男孩是谁呀

-- What can you see in the classroom -- 你能在教室里看到什么呀

-- I can see a bag -- 我能看见一个书包。

-- Where's the bag -- 书包在哪呀

-- It's on the desk -- 在桌子上。

3some和any

①在肯定句中用some例如：

There are some books>Lucy has some good books露西有一些好书。

②在疑问句和否定句中用any。例如：

Is there any ink in your pen你的钢笔里有墨水吗

Do you have any brothers and sisters你有兄弟姐妹吗

There isn't any water in the glass杯子里没有水。

⑵记住它们的特殊用法。

①some亦可用于表示盼望得到对方肯定的答复或表示建议、委婉请求的疑问句中，这一点我们不久就会学到。例如：

Would you like to have some apples你想吃苹果吗

②any也可用于肯定句中，表示"任何的"。例如：

Any one of us can do this我们当中任何一个都能做这个。

some 和any的用法是经常出现的考点，希望大家能准确地掌握它们的用法。

4family

family看作为一个整体时，意思是"家庭"，后面的谓语动词be用单数形式 is ;如把family看作为家庭成员时，应理解为复数，后面的谓语动词be应用are。

My family is a big family 我的家庭是个大家庭。

My family are all at home now 我的家人现在都在家。

Family强调由家人组成的一个集体或强调这个集体中的成员。home指个人出生、被抚养长大的环境和居住地点。house指"家"、"房屋"，侧重居住的建筑本身。

His family are all workers 他的家人都是工人

My home is in Beijing 我的家在北京。

He isn't at home now 他现在不在家。

It's a picture of my family 这是一张我全家的照片。

5 little的用法

a little dog 一只小狗，a little boy 一个小男孩。little常用来修饰有生命的名词。

但little还可表示否定意义，意为"少的"，加不可数名词。

There is little time 几乎没时间了。

There is little water in the cup 杯中水很少。

(2)词组

on the desk 在桌子上

behind the chair 在椅子后

under the chair 在椅子下面

in her pencil-box 在她的铅笔盒中

near the door 在门附近

a picture of a classroom 一个教室的

look at the picture 看这张

the teacher's desk 讲桌

a map of China 一张中国地图

family tree 家谱

have a seat 坐下，就坐

this way 这边走

二 日常用语

1 Come and meet my family

2 Go and see I think it's Li Lei

3 Glad to meet you

4 What can you see in the picture I can see a clock / some books

5 Can you see an orange Yes, I can / No, I can't

6 Where's Shenzhen It's near Hong Kong

7 Let me see(口语)让我想想看。

see 在这是"明白、懂了"，不可译作"看见"。For example :

8 Please have a seat seat表示"座位"，是个名词。have a seat表示"就坐"，也可以说take a seat, 和sit down的意思相同。

以上就是我整理的七年英语相关知识点，供参考！

第五周 

阅读《家谱图——评估与干预》第五章 解读家庭结构

阅读了华盛顿、黛安娜王妃、马丁路德金、富兰克林罗斯福、切格瓦拉、伊丽莎白泰勒、阿德勒、爱因斯坦等知名人士的家谱图。

一、多核心家庭要求孩子有更强的适应能力。

二、兄弟姐妹排序对人的影响

排序要看诸多因素，例如有一个妹妹有个哥哥，兄妹两人，但是妹妹同时嵌入了表哥表姐的家庭，他们经常在一起，就不能只从兄妹两人来看排行。

1、家庭解体时兄弟姐妹互相依靠；

2、老大会背负家庭的期待和压力，有责任感，可能过度担当；老大可能对弟妹有嫉妒和怨恨；兄长姐姐患病或残疾，小的子女可能承担老大的角色；

3、中间子女更少放纵自己，易迷失，他们必须格外努力，他们喜欢做调停者，成就他人；

4、最小的孩子可能因不必承担责任而自我放纵或认为自己无所不能，他们较少自我怀疑，而有较多创造力；

5、双胞胎的最大挑战是发展个体性，可能为了区别而走极端；

6、有男孩和女孩的家庭，男孩更容易欺凌女孩，女孩的心愿往往不受到重视；

7、姐妹关系可能错综复杂，需评估女性无法结盟时，谁在从中获益；

三、独生子女集长子的严谨、责任感和幼子的特立独行、特权感于一身。通常一生都和父母关系紧密，而和朋友或配偶建立亲密关系困难。

四、夫妻关系与家中排行

1、配偶间的嫉妒、权力争夺和对立竞争会在兄弟姐妹关系中预先上演。

2、夫妻在出生顺序上互补可带来熟悉感，但未必是幸福的保证。

五、父母可能会过度认同和性别、自己排行相同的孩子，有补偿行为。

　 Smother Love

　Every morning,Leanne Brickland and he sister would bicycle to school with the same words ringing in their ears:“watch out crossing the roadDon't speak to strangers”“Mum would stand at the top of the steps and call that out,”says Brickland,now a primary-school teachet and mother of four from Rotorua,New ZealandSubstitute boxers and thongs for undies(内衣),and the nagging fears that haunt parents haven't really changedWhat has altered,dramatically,is the confidence we once had in our children's ability to fling themselves at life without a grown-up holding their hands

　Worry-ridden Parents and Stifled Kids

　By today'sstandards,the childhood freedoms Brickland took for granted practically verge on parental neglectHer mother worked,so she and her sister had a key to let themselves in after school and were expected todo their homework and put on the potatoes for dinnerAt the family's beach house near Wellington,the two girls,from the age of five or six,would disappear for hours to play in the lakes and sands

　A generation later,Brickland's children are growing up in a world more indulged yet more accustomed to perilThe techno-minded generation of PlayStation kids who can conquer entire armies and rocket through spacecan't even be trusted to cross the street alone“I worry about the roadI worry about strangersIn some ways I think they're missing out,but I like to be able to see them, to know where they are and what they'redoing”

　Call it smother love,indulged-kid syndrome,parental neurosis(神经症)Even though today's children have the universe at their fingertips thanks to the Internet,their physical boundaries are shrinking at a rapid paceAccording to British social scientist Mayer Hillman,a child's play zone has contracted so radically that we're producing the human equivalent of henhouse chickens-plump from lack of exercise and without the flexibility and initiative of freerange kids of the pastThe spirit of our times is no longer the resourceful adventurer Tom Sawyer but rather the worry-ridden dad and his stifled only child in Finding Nemo

　In short,child rearing has become an exercise in risk minimization,represented by stories such as the father who refused to allow his daughter on a school picnic to the beach for fear she might drownWhile it's natural for a parent to want to protect their children from danger,you have to wonder;Have we gone too far

　Parents Wrap Kids up in Cotton Wool

　A study conducted by Paul Tranter,a lecturer in geography at the Australian Defence Force Academy in Canberra,showed that while Australian and New Zealand children had similar smounts of unsupervised freedom,it was far less than German of English kidsFor example,only a third of ten-year-olds in Australia and New Zealand were allowed to visit places other than school alone,compared to 80 percent in Germany

　Girls were even more restricted than boys,with parents fearing assault or molestation(骚扰),while traffic dangers were seen as the greatest threat to boysBike ownership has doubled in a generation,but“independent mobility”---the ability to roam and explore unsupervised---has radically declinedIn Auckland,for example,many primary schools have done away with bicycle racks because the streets are considered too unsafeAnd in Christchurch,New Zealand's most bike-friendly city,the number of pupils cycling to school has fallenfrom more than 90 percent in the late 1970s to less than 20 percentSafely strapped into the family 4x4,children are instead driven from home to the school gate,then off to ballet,soccer or swimming lessons--rarely straying from watchful adult eyes

　In the USJournal of Physical Education,Recreation&Dance,New Jersey assistant principal and hockey coach Bobbie Schultz writes that playing in the street after school with neighbourhood kids--creating their own rules,making their own decisions and settling disputes--was where the real learning took place“The street was one of the greatest sources of my life skills,”she says“I don't see‘on-the-street play’anymoreI see adult-organized activitiesParents don't realize what an integral part of character development their children are missing”

　Armoured with bicycle helmets,car seats,“safe”playgrounds and sunscreen,children are getting the messageloud and clear that the world is full or peril--and that they're ill-equipped to handle it aloneYet research consistently shows young people are much more capable than we think,says professor Anne Smith,directorof New Zealand's Children's Issues Centre“The thing that many adults have difficulty with is that children can't learn to be grown-up if they're excluded and protected all the time”

　Educational psychologist Paul Prangley reckons it's about time the kid gloves came offHe believes parenting has taken on a paranoid(患妄想狂的)edge that's creating a generation of naive,insecure youngsters whoare subconsciously being taught they're incapable of handing things by themselves“Flexibility and the ability to resist pressure and temptation are learned skills,”Prangley explains“If you wrap kids up in cotton wool and don't give them the opportunity to take risks,they're less equipped to make responsible decisions later in life”

　Parents Should Gain Proper Perspective

　Sadly,high-profile cases of children being kidnapped and murdered--such as ten-year-old Holly Wells and Jessica Chapman in the United Kingdom;five-year-old Chloe Hoson in Australia,whose body was found just 200 metres from where she lived;and six-year-old Teresa Cormack in New Zealand,who was snatched off the street on her way to school--only serve to reinforce parents'fearsTeresa Cormack's death,for example,was one of the rare New Zealand cases of random child kidnapIn Australia,the odds of someone under the age of 15 being murdered by a stranger have been estimated at one in four millionA child is at far greater risk from afamily member or someone they know

　However,parental fear is contagiousIn one British study,far more children feared an attack by a stranger than being hit by a car“We are losing our sense of perspective,”write Jan Parker and Jan Stimpson in their parenting book,Raising Happy Children“Every parent has to negotiate their own route between equipping children with the skills they need to stay safe and not restricting or terrifying them unnecessarily in the process”

　DrClaire Freeman,a planning expert at the University of Otago,points to the erosion of community responsibility as another casualty of that mutual distrustNot so long ago,adults knew all the local kids and werethe informal guardians of the neighbourhood“Now,particularly if you are a man,you may hesitate to offer help to a lost child for fear your motives might be questioned”

　More Space and More Attention to Kid's Needs

　As a planner in the mid-1990s,Freeman became concerned about the loss of green space to development and the erosion of informal places to playIn a study that looked at how children in the British city of Leeds spent their summer holidays,compared with their parents' childhood experiences,she found the freedom to explore had been severely contracted--in some cases,down to the front yardFreeman says she cannot remember being inside the house as a child,or being aloneGrowing up was about being part of a groupNow a mother offour,Freeman believes the “domestication of play”is robbing kids of their sense of belonging within a society

　Nevertheless,Freeman says children's needs are starting to get more emphasisIn the Netherlands,child-friendly “home zones”have been created where priority is given to pedestrians,rather than carsAnd ponds arebeing incorporated back into housing estates on the principle that children should learn to be safe aroundwater,rather than be surrounded by a barren landscapeAfter all ,as one of the smarter fosh says in Finding Nemo there's one problem with nothing ever will

　1According to Brickland,parents nowadays have changed their____________

　A)standards of the children's proper dressing

　B)worry about the children's personal safety

　C)ways to communicate with children

　D)confidence in the children's ability

　2When Brickland and her sister were little,they kept the home key because_____________

　A)they wanted to be trusted

　B)their mother had to work

　C)their mother didn't live at home

　D)they were very naughty and wild

　3Mayer Hillman indicates that children now have less and less_____________

　A)space for playing

　B)contact with animals

　C)concern about others

　D)knowledge about nature

　4Paul Tranter finds that eighty percent of the children were allowed to visit places other than school alone in_____________

　A)Australia

　B)New Zealand

　C)Germany

　D)Britain

　5What is ranked by parents as the greatest threat to boys

　A)Gang crimes

　B)Online games

　C)Extreme sports

　D)Dangerous traffics

　6Bobbie Schultz points out that real learning takes place in______________

　A)on-the-street play

　B)adult-organized activities

　C)student-centered teaching

　D)home and nature

　7What accident had happened to a little girl called Chloe Hoson

　A)She was robbed on her way to school

　B)She was kidnapped and murdered

　C)She fell a victim to domestic violence

　D)She disappeared for no reason

　8Claire Freeman thinks that lack of mutual trust results in__________________

　9Freeman concludes that kids are robbed of their sense of belonging to the society by___________________

　10Netherlands has placed the rights of pedestrians before those of cars in such areas called____________

　答案：

　1[D][定位]首段末句。

　解析：题止中的changed与原文该句中的altered为同义词，可见altered的宾语confidence为答案的关键间，在4个选项中，只有D与confidence有关，为本题答案。A中的dressing试图将考生的注意力转移到首段倒数第2句的boxers(四脚裤)和undies(内衣)，虽然这两个词比较陌生，但看到该句末的haven't changed，就无须考虑太多，可以肯定A并非本题答案。其他两个选项的内容在原文并未提及。

　2[B][定位]根据题干中的Brickland, her sister及home key定位到第1个小标题Worry-ridden Parents and Stifled Kids下首段第2句。

　解析：原文该句中的so表明了与题干要求的同样的因果关系，so前面提到的原因与B相同，因此本题应选B。其他选项均来提及。

　3[A][定位]根据题干中的Mayer Hillman定位到笫1个小标题Worry-ridde Parents and Stifled Kids下第3段第3句。

　解析：该句中的contracted与less and less意思相近，与contracted前的play zone

　同义的选项为本题答案，因此A为本题答案。要小心B。原文该句中提到的henhouse chickens可能会误导考生选择B事宴上，henhouse chickens用于比喻受过分保护的小孩，与animals没有关系。

　4[C][定位]根据题干中的allowed to visit places 和school alone定位到第2个小标题Parents Wrap Kids up in Cotton Wool下首段末句。

　解析：原文该段提到多个国家的名称，只要按照题干中的eighty percent，再结合选项中的国家名称。应该很快可以确定本题答案为C。

　5[D][定位]根据the greatest threat to boys定位到第2个小标题Parents Wrap Kids up in Cotton Wool下第2段首句。

　解析：原文该句while引出的分句明确表明traffic dangers是对男孩最大的安全威胁，D是对traffic dangers的同义改写，为本题答案。

　6[A][定位]根据题干中的Bobbie Schultz和rcal learning定位到第2个小标题Parents Wrap Kids up in Cotton Wool下第3段首句和第3句。

　解析：将首句中破折号前后的内容结合起来可以知道playing in the street after school with neighbourhood kids就是真正学到本领的地方。在该段第3句Bobbie Schultz将此简称为on-the-street play，因此A为本题答案。

　7[B][定位]根据题干中的Chloe Hoson定位到第3个小标题Parents Should Gain Proper Perspective下首段首句。

　解析：该句笫2个分句中的body暗示Chloe Hoson被murdered(该句开头提到的)，因此本题应选B。本段提到的是kidnap和murder，其他选项提到的各种罪案在原文并未提及。

　8[the erosion of community responsibility]

　[定位]根据题干中的Claire Freeman和mutual定位到第3个小标题Parents Should Gain Proper Perspective下末段首句。

　解析：空白处应为名词(词组)。原文该句中的as another casualty of，表明mutual distrust导致the erosion of community responsibility，题目中的lack of mutual trust是对mutual distrust的同义改写，由此可见，the erosion of community responsibility为本题答案。

　9[the“domestication of play”]

　[定位]根据题干中的Freeman和kids are robbed of their sense定位到最后一个小标题More Space and More Attention to Kids’Needs下首段末句。

　解析：空白处应为名词(词组)。对比原文与题目可见，两个句子的语态相反：原文rob为主动语态，而题目中rob为被动语态，两句的主语和宾语位置相反，所以原文rob的主语the“domestication of play”即为本题答案。

　10[child-friendly“home zones”]

　[定位]根据题干中的The Netherlands和pedestrians定位到最后一个小标题 More Space and More Attention to Kids' Needs下末段第2句。

　解析：空白处应为名词(词组)。题干与原文中where引出的定语从句内容相同，两句对比可见题目中缺少了原句中的主语child-friendly“home zones”。