第四部分：任务型阅读 （共 10 小题；每小题 l 分，满分 10 分）
请认真阅读下面短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。 注意：请将答案写在答题卡上相应题号的横线上。每个空格只填一个单词。Many of today’s young people have a difficult time seeing any moral dimension to their actions. There are a number of reasons why that’s true, but none more important than a failed system of education that avoids teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision-making,” was introduced in schools 25 years ago. It tells children to
decide for themselves what is right and what is wrong. It replaced “character education”, which didn’t ask
children to reinvent the moral wheel, but encouraged them to practice habits of courage, justice and self- control.
Decision-making curriculums pose ethical dilemmas to students, leaving them with the impression that all morality is problematic and that all questions of right and wrong are based on people’s own ideas. Youngsters are forced to question values and virtues they’ve never acquired in the first place. The assumption behind this method is that students will arrive at good moral conclusions if they are given the chance. But the actual result is moral confusion.
This kind of confusion further encouraged by values-education programs that are little more than courses in self-worth. These programs are based on the questionable assumption that a child who feels good about himself or herself won’t want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who always believes in and accepts himself will conclude that he or she can’t do anything bad.
It is time to throw “decision-making” and “none-judgementalism” into the rubbish heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it, but by practicing it.
Children Must Be Taught to Distinguish Right from Wrong
| Problem | Many young people find it (71) to see their actions in a moral way. |
| Reason | Replacing character education, the decision-making approach does not teach children (72) morality but emphasizes subjective judgment on right and wrong. |
| Consequences |
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| Solution | An immediate shift back to character education is needed. Moral formation can be achieved by means of (80) . |
这篇任务型讲了现代的一些教育方式造成的青少年道德困惑和导致的问题以及解决方式。总体考察理解概括，偶尔有原词重现，没有考察固定搭配，难度大。较难的是73题，需要结合段落推断语境；74题要找到arrive at才能正确的同义替换；79题drug use, sex activity 属于社会问题。
答案：
71. hard/difficult
72. traditional
73. While (个人觉得Whereas也可以）
74. draw/reach
75. morally
76. absence (个人觉得lack 也可以）
77. worsen(个人觉得increase / deteriorate 也可以）
78. fails
79. social
80. practice
第71题 原词重现。第一段第一句have a difficult time seeing any moral dimension... 年轻人觉得从道德角度审视他们的行为是困难的，直接填写，hard也可，故填 hard/difficult。
第72题 原词重现。定位到第一段第三行...avoids teaching children the traditional moral values...制定决策的教育方法并没有传授传统道德教育，而是注重于客观的对错。故填traditional。此题属于词性转换。
第73题 理解概括题。这一空的填写需要结合整体的含义来写，定位到第二段，结合整段来看，在说这种方式原来的用意是什么，但是也造成了不好的方面，可见要填写一个表示这种转折或者让步关系的词，故填While,个人觉得Whereas。
第74题 理解概括题。定位到第二段第四行...will arrive at good moral conclusions if they are given goodchances.学生们有好的机会就会自己到达良好的道德结论，这里将arrive at同意替换为一个词，故填draw/ reach。
第75题 第二段最后一句...moral confusion。注意题干中confused是形容词，因此要转化为副词，故填morally。
第76题 理解概括题。结合第二段第一句可知这种方法使得孩童认为对错只在个人判断，也就是没有固定的标准，标准缺席了，故填absence。不能填lack，lack表示缺乏但是还是有，absence表示完全没有。个人觉得lack也可以。
第77题 第三段第一句...moral confusion is further encouraged by values-education...价值教育更加推进了道德困惑，也就是恶化了这个情况，故填worsen。个人觉得increase还有deteriorate也可以。
第78题 理解概括题，结合第四段可知，这种教育下孩子还是会参与毒品和不良的性活动，也就是这种教育并没能指导孩子走正确的认识道路，故填fails。
第79题 理解概括题。定位到第四段第五行...in teen drug use and sexual activity in the first place。这些问题都可以概括为社会性问题，故填social。
第80题 原词重现。定位到最后一段最后一句not by debating it but by practicing it.学习道德不是靠讨论，而是靠实践。动名词变为名词，故填practice。
