题文
According to a new study by Israel researchers from University of Haifa, posting blogs to express feelings and emotions is therapeutic for children aged 13-17. Psychology professors Meyran Boniel-Nissim and Azy Barak have found that a teenager writing a publicly-viewed blog on the Internet is more effective for relieving stress rather than keeping a private diary. The study, published in the journal Psychological Services, supports that expressing oneself through writing can be therapeutic.To conduct the research, Boniel-Nissim and Barak randomly selected Israeli high school students who displayed a certain degree of stress. The teenagers were then divided into six groups. Two groups were asked to post blogs twice a week about their social difficulties, but only one of them was asked to open the blogs for comments. The next set of groups were also asked to blog twice a week to post about whatever was going on in their mind, again with one group allowing comments. The two control groups were asked to keep an old-fashioned private diary.
The researchers then collected the blog posts and diaries to discuss the adolescents’ emotional and social position. From the research, they saw that the greatest improvement in mood was with the bloggers who wrote about their personal troubles and allowed people to interact with their posts. The research also noted that the comments were mostly positive and constructive. Boniel-Nissim and Barak said that the commentators’ interactions helped the bloggers while they were distressed. The conclusive research noted that expressing yourself on the Internet not only let others know what was personally going on with you, but also helped you figure out some things about yourself too.
小题1:The underlined word “therapeutic” in Paragraph 1 can be best explained as “ ”.A．attractive to teensB．addictive for childrenC．making people feel calm and relaxedD．able to be easily hurt小题2:______________were selected for the research.A．Those who blogged regularly.B．Those who suffered from stress. C．Those who had never blogged before.D．Those who had poor social skills.小题3:The research shows that teens benefit most when .A．they blog and allow commentsB．they discuss their study on the blogC．they keep a traditional diaryD．they comment on someone else’s blog小题4:We can infer from the last paragraph that blogging ___________.A．should not always be opened to commentsB．is most useful in improving one’s moodC．is not an effective way to express one’s feelings D．can help students see their problems better 题型：未知难度：其他题型
答案
小题1:C
小题2:B
小题3:A
小题4:D
解析
文章主要讲的当对一些有压力的人来说在博客中写下自己的烦恼并和别人一起讨论会让减轻自己的压力，比写私密日记更有用。小题1:细节理解题 根据第一段中“...have found that a teenager writing a publicly-viewed blog on the Internet is more effective for relieving stress rather than keeping a private diary...”可知把自己的想法表达出来会有积极的作用，会让人感到放松。因此选C。
小题2:细节理解题 根据第二段中“...selected Israeli high school students who displayed a certain degree of stress...”可知选的都是有压力的孩子。
小题3:细节理解题 根据最后一段“...they saw that the greatest improvement in mood was with the bloggers who wrote about their personal troubles and allowed people to interact with their posts....”可知当把他们自己事情公开并和别人进行讨论后他们的心情变得更好了。
小题4:推理判断题 根据最后一句话“...The conclusive research noted that expressing yourself on the Internet not only let others know what was personally going on with you, but also helped you figure out some things about yourself too.”可知blogging可以帮助人们解决有关自己的一些问题。因此选D。
考点
据考高分专家说，试题“According to a new s.....”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。
