2016年10月雅思阅读真题解析-The Adolescents

The Adolescents

A The American Academy 【n. 学会, 专科院校, （苏格兰）中等学校, （美国）私立学校】of Pediatrics recognizes three stages of adolescence【n. 青少年 adj. 青年期的】. There are early, middle and late adolescence, and each has its own developmental tasks. Teenagers【n.青少年】 move through these tasks at their own speed depending on their physical development and hormone levels. Although these stages are common to all teenagers, each child will go through them in his or her own highly individual【adj. 单独的，独有的；个别的；一个人（使用）的；独特的，与众不同的；个体的 n. 个人，个体；某种类型的人】 ways.

B During the early years young people make the first attempts【n. 尝试，企图，试图 v. 试图，尝试】 to leave the dependent, secure role of a child and to establish themselves as unique individuals, independent of their parents. Early adolescence is marked by rapid【adj. 瞬间的, 短时间内发生的, 迅速的, 快速的 n. 急流, 滩, 湍流】 physical growth and maturation【n. 成熟, 成熟过程, 成年过程, 长大成人】. The focus of adolescents' self-concepts【n. （心理）自我概念，自我评估】 are thus often on their physical self and their evaluation of their physical acceptability. Early adolescence is also a period of intense【adj. 十分强烈的；激烈的；尖锐的；热切的】 conformity【n. （对社会规则的）遵从，依照；与…一致，符合】 to peers. 'Getting along.' not being different, and being accepted seem somehow pressing to the early adolescent. The worst possibility, from the view of the early adolescent, is to be seen by peers as 'different.'

C Middle adolescence is marked by the emergence【n. 出现, 【虫】羽化, 【植】突出体, (柑果的)瓤胞】 of new thinking skills. The intellectual【adj. 智力的，脑力的，理智的 n. 知识分子】 world of the young person is suddenly greatly expanded. Their concerns about peers are more directed toward their opposite sexed peers. It is also during this period that the move to establish psychological independence from one's parents accelerates【v. 加速，增速】. Delinquency【n. （常指青年人的）犯罪】 behavior may emerge since parental【adj. 父亲的, 母亲的, 父母的, 双亲的】 views are no longer seen as absolutely correct by adolescents. Despite some delinquent behavior, middle adolescence is a period during which young people are oriented toward what is right and proper. They are developing a sense of behavioral maturity【n. 成熟, 成年, （思想行为、作品等）成熟, 完全长成】 and learning to control their impulsiveness【n. 冲动的】.

a sense of： phrase. 一种…的感觉
independent:adj. 依靠的, 依赖的; 取决于…的; 有瘾的 n. (=dependant) 依赖他人生活的人(尤指孩子)
independent：adj. 独立的，自主的，自立的

D Late adolescence is marked be the final preparations【n. 准备, 制剂, 预备, 准备工作】 for adult roles. The developmental demands of late adolescence often extend into the period that we think of as young adulthood【n. 成年】. Late adolescents attempt to crystallize【v. 结晶, 变明确, 使（想法、信仰等）明确】 their vocational【adj. 职业的, 职业技术的, 业务知识的】 goals and to establish sense of personal identity. Their needs for peer approval are diminished and they are largely psychologically independent from their parents. The shift to adulthood is nearly complete.

E Some years ago, Professor Robert Havighurst of the University of Chicago proposed that stages in human development can best be thought of in terms of the developmental tasks that are part of the normal. He identified eleven developmental tasks associated with the adolescent transition. One developmental task an adolescent needs to achieve【v. 完成, 实现; 达到, 得到, 获得】 is to adjust to a new physical sense of self. At no other time since birth does an individual undergo【v. 经历；接受；遭受；忍受】 such rapid and profound【adj. 深远的，深切的；深奥的；渊博的，造诣深的；极度的，彻底的】 physical changes as during early adolescence. Puberty【n. 青春期】 is marked by sudden rapid growth in height and weight. Also, the young person experiences the emergence and accentuation【n. 重读, 重音符号, (音的)抑扬, 强调】 of those physical traits that make him or her a boy or a girl. The effect of this rapid change is that the young adolescent often becomes focused on his or her body.

F Before adolescence, children's thinking is dominated【v. 支配，统治，控制；俯视；占据优势】 by a need to have a concrete【adj. 确定的，确实的；具体的，有形的；混凝土的 n. 水泥，混凝土 v. 用混凝土铺砌】 example for any problem that they solve. Their thinking is constrained【adj. 不自然的, 强迫的, 过于受约束的】 to what is real and physical. During adolescence, young people begin to recognize and understand abstractions. The adolescent must adjust to increased cognitive demands at school. Adults see high school in part as a place where adolescents prepare for adult roles and responsibilities and in part as preparatory【adj. 预备的, 筹备的 adv. 在先前, 作为准备 n. 〈美〉大学预科, 〈英〉(为升入高级中学作准备的)私立预科学校】 for further education. School curricula are frequently【adv. 频繁地, 时常, 不断地】 dominated by inclusion【n. 包含, 被包括的人（或事物）】 of more abstract, demanding material, regardless of whether the adolescents have achieved formal thought. Since not all adolescents make the intellectual transition at the same rate, demands for abstract thinking prior to achievement of that ability may be frustrating.

G During adolescence, as teens develop increasingly complex knowledge systems and a sense of self, they also adopt an integrated set of values and morals. During the early stages of moral development, parents provide their child with a structured set of rules of what is right and wrong, what is acceptable and unacceptable. Eventually the adolescent must assess【v. 评价, 评定; 估价, 估计】 the parents' values as they come into conflict with values expressed by peers and other segments 【n. 段；部分；片；弓形 v. 分割；划分】of society. To reconcile differences, the adolescent restructures those beliefs into a personal ideology【n. 意识形态, 思想意识, 思想（体系）, 观念形态】.

H The adolescent must develop expanded【adj. 膨胀的, 被扩大的, 被延伸的, (花瓣)展开的】 verbal skills. As adolescents mature intellectually, as they face increased school demands, and as they prepare for adult roles, they must develop new verbal skills to accommodate more complex concepts and tasks. Their limited language of childhood is no longer adequate. Adolescents may appear less competent because of their inability【n. 不能, 无力, 无能】 to express themselves meaningfully【adv. 意味深长地】.

I The adolescent must establish and psychological independence from his or her parents. Childhood is marked by strong dependence on one's parents. Adolescents may yearn【v. 渴望；渴求】 to keep that safe, secure, supportive, dependent relationship. Yet, to be an adult implies a sense of independence, of autonomy, of being one's own person. Adolescents may vacillate【v. 观点（或立场等）摇摆, 动摇】 between their desire for dependence and their need to be independent. In an attempt to assert their need for independence and individuality, adolescents may respond with what appears to be hostility【n. 敌意, 对抗, （对思想、计划或情形的）愤怒反对, 战争行为】 and lack of cooperation.

J Adolescents do not progress through these multiple developmental tasks separately. At any given time, adolescents may be dealing with several. Further, the centrality of specific developmental tasks varies with early, middle, and late periods of the transition.

Questions 1-6

Matching the following characteristics with the correct stages of the adolescents. Write the correct letter, A, B or C, in boxes 1-6 on your answer sheet.

A. early adolescence

B. middle adolescence

C. later adolescence

1. interested in the opposite sex  【B】

2. exposure to danger【B】

3. the same as others 【A】

4. beginning to form individual thinking without family context 【A】

5. less need approval of friends 【C】

6. intellectual booming 【B】

Questions 7-10

Complete each sentence with the correct ending, A-F, below.Write the correct letters, A-F, in boxes 7-10 on your answer sheet.

7. One of Havighurst's research 【E】

8. High school courses 【C】

9. Adolescence is time when young people 【A】

10. The developmental speed of thinking patterns【D】

List of the statements

A. form personal identity with a set of moral and values.

B. develops a table and productive peer relationships.

C. are designed to be more challenging than some can accept.

D. varies from people to people.

E. focuses on creating self image.

F. become an extension of their parents.

Questions 11-13

Do the following statements agree with the information given in Reading Passage 1? In boxes 11-13 on your answer sheet, write TRUE if the statement is true

FALSE if the statement is false NOT GIVEN if the information is not given in the passage

11. The adolescent lacks the ability of thinking abstractly. 【FALSE】

12. Adolescents may have deficit in their language ability.【TRUE】

13. The adolescent experiences a transition from reliance on his parents to independence.【TRUE】

参考资料：

1、http://ielts.zhan.com/ysziliao49661.html?page=2