题文
Encouraging pupils to keep noise to a minimum should be a valuable component of all children’s education, according to new research.
Dr. Helen Lees, from Stirling University’s school of education, says that “enforced（强制的）silence” is seen as a punishment and often acts to suppress children’s natural ability. But she says that teaching children about the benefits of “enforced silence”,--- deliberate stillness that gives them the opportunity to focus and reflect in a stress-free environment--- can have a significant effect on pupils’ concentration and behavior.
It is the latest in a string of researches to establish a link between the classroom environment and pupils’ academic ability.
A study almost a decade ago in London found that children’s exam results were cut by as much as a third if they were taught in noisy classrooms. Teaching unions have also called for a limit of 26℃ to be put on classroom temperatures because teachers and pupils struggle to work in hot conditions, and some educationalists claim that too much clutter（杂乱的东西）on classroom walls can prevent children from concentrating.
Dr. Lees said, “When we take some research on school settings and put it all together, what we see is that education without silence does not make much sense. In areas of better learning outcomes, better self- confidence and well-being measures, enforced silence in a person’s life and an individual’s education is shown throughout the relevant research to be a benefit.”
Dozens of schools across Britain have already introduced periods of “reflective silence” into the timetable.
Kevin Hogston, head of Sheringdale Primary, south London, has just introduced a minute’s silence at the start of twice-weekly meetings in which children are taught breathing techniques and encouraged to reflect. The school plans to introduce it into classrooms every day.
小题1:According to Dr. Helen Lees, “enforced silence” ＿＿A．is an effective way of punishmentB．does not make much sense in classC．can improve pupils’ confidenceD．makes pupils more creative小题2:The underlined word, “suppress”, in the second paragraph probably means “_________”.A．preventB．improveC．applyD．reveal小题3:What can be inferred from the research on school settings?A．Students are more active if taught in noisy classrooms.B．Silence makes a great difference to pupils.C．Clutter on the walls can help students concentrate.D．Most schools are not satisfactory in terms of classroom temperatures.小题4: What would be the best title for the text?A．Arranging classroom settings benefits studiesB．Achieving silence is beneficial for peopleC．Using enforced silence is effective punishmentD．Keeping quiet in class improves academic performance 题型：未知难度：其他题型
答案
小题1:C
小题2:A
小题3:B
小题4:D
解析
文章主要讲的是 Dr. Helen Lees,强制性安静对学生的影响的程度进行的实验，分析以及总结。小题1:细节理解题。根据文章倒数第三段Dr.Helen Lees 说的话中In areas of better learning outcomes, better self- confidence and well-being measures, enforced silence in a person’s life and an individual’s education is shown throughout the relevant research to be a benefit.可知强制性的安静对针对提高孩子自信心和建立良好行为的措施是有利的。
小题2:词意猜测题。根据"...enforced（强制的）silence” is seen as a punishment and often acts to suppress children’s natural ability."可推测这种强制性的安静被认为是一种惩罚，并且会经常压制着孩子没的天生的能力。因此只能选A。
小题3:推理判断题。根据文章第二段“ deliberate stillness that gives them the opportunity to focus and reflect in a stress-free environment--- can have a significant effect on pupils’ concentration and behavior.”及倒数第三段可知保持安静对学生的影响是很大的。
小题4:主旨大意题。根据文章开头和结尾，可知本篇重点在于保持课堂的安静对于提高学生的学习习惯和行为的好处。
考点
据考高分专家说，试题“ Encouraging pupils .....”主要考查你对 [健康环保类阅读 ]考点的理解。健康环保类阅读
健康环保累阅读概念：
健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。体裁有记叙文、 说明文、议论文和各种应用文。
健康环保类文章阅读技巧：
健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。阅读此类短文要以现象或事物为中心进行思考，理解现象产生的原因、条件和客观规律等。同时要抓住事物的特征、用途和相互关系等。科普环保类文章一般为说明文，从结构上看大致可分为三个部分：
第一部分一般是文章的首段，主要用来提出文章的主题，即文章想要阐述、说明的主要内容；
第二部分是文章的主体，可由若干个段落组成，对文章的主题进行展开说明；
第三部分是结尾段，对文章的主题进行归纳总结。这类文章多用一般现在时，而且一般多使用客观性词语表述。有时为了强调客观性，也常使用被动语态。
从近几年的考试题来看，科普环保类的文章越来越与人们的实际生活相接近。由于此类文章缺乏故事情节，很多同学对此类文章感到费解。但一般的科普类文章都是就事论事，需要逻辑推理和想象的时候较少，因此此类阅读题也没有同学们想象中的那么难，只要多加训练，就能较好地答题。
【阅读策略】
1、概要(Summarizing)：
阅完材料后，将所阅材料浓缩，摘要，做出所阅材料的书面或口头梗概。
2、组织(Organization)：
阅读后根据阅读内容，识别观点、人物、事件之间的关系以及文章的结构关系。如：时间关系、比较或对比关系、相关关系及因果关系等。
