劍橋雅思10Test2閱讀Passage2答案解析 Gifted children and learning

劍橋雅思10Test2閱讀Passage2答案解析 Gifted children and learning

劍橋雅思10 Test2 Passage2閱讀答案解析

第14題答案：A

對(duì)應(yīng)原文：A段：a very close positive relationship was found when children’s IQ scores were compared with their home educational provision

答案解析：A段中間部分提到，孩子的智商與家庭教育存在十分緊密的聯(lián)系。后面又詳細(xì)給了具體的例子，如語(yǔ)言互動(dòng)，圖書(shū)和活動(dòng)等。即家庭背景對(duì)孩子的影響。由此確定答案為A。

第15題答案：D

對(duì)應(yīng)原文：D段：teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy.

答案解析：D段提到，有過(guò)度指導(dǎo)傾向的老師會(huì)消除學(xué)生的學(xué)習(xí)自主性。其中overdirect與too much guidance對(duì)應(yīng)，lost與diminish對(duì)應(yīng)，由此確定答案。

第16題答案：F

對(duì)應(yīng)原文：F段：negative emotions inhibit it. Fear, for example, can limit the development of curiosity

答案解析：F段中提到，負(fù)面興趣會(huì)抑制創(chuàng)造力。例如，恐懼會(huì)限制好奇的發(fā)展。其中fear對(duì)應(yīng)題干中的anxiety，而damage則與limit對(duì)應(yīng)，由此確定F為答案。

第17題答案：D

對(duì)應(yīng)原文：D段：Such practices have been found to be particularly useful for bright children from deprived areas.

答案解析：D段最后提到，這些方法對(duì)來(lái)自貧困地區(qū)的孩子尤其有用。其中deprived對(duì)應(yīng)socially-disadvantaged，useful對(duì)應(yīng)favour，practices對(duì)應(yīng)techniques，由此確定D為答案。

第18題答案：B

對(duì)應(yīng)原文：C段：Shore and Kanevsky, 1993 … If they merely make fewer errors, then we can shorten the practice

答案解析：C段中提到Shore and Kanevsky的觀(guān)點(diǎn)，如果學(xué)生很少犯錯(cuò)，老師就可以縮短練習(xí)的時(shí)間。其中fewer errors與accurate對(duì)應(yīng)，shorten與less time對(duì)應(yīng)，由此確定答案。

第19題答案：D

對(duì)應(yīng)原文：E段：Simonton … characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills

答案解析：E段中提到，Simonton認(rèn)為，相比于智力技能而言，諸如獨(dú)立這樣的性格特征似乎對(duì)達(dá)到某一專(zhuān)業(yè)的最高水平貢獻(xiàn)更大。由此確定答案為D。

第20題答案：E

對(duì)應(yīng)原文：F段：Boekaerts’ (1991) … emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency, and increase their own learning resources.

答案解析：F段最后提到，Boekaerts發(fā)現(xiàn)，情緒的力量至關(guān)重要。他們會(huì)渴望控制環(huán)境，提升學(xué)習(xí)效率，增加學(xué)習(xí)資源。即用情緒來(lái)輔助學(xué)習(xí)，由此確定答案為E。

第21題答案：A

對(duì)應(yīng)原文：A段：a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010)

答案解析：Freeman發(fā)現(xiàn)，孩子的智商和家庭教育有很強(qiáng)的聯(lián)系。即孩子可以從親近的親戚中受益，由此確定A為答案。

第22題答案：C

對(duì)應(yīng)原文：E段：knowledge is also vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995).

答案解析：E段中提到，知識(shí)對(duì)于杰出的表現(xiàn)也很重要。對(duì)某一領(lǐng)域知道很多的人會(huì)比那些不知道的人取得更高的成就，因此確定C為答案。

第23題答案：books activities

對(duì)應(yīng)原文：A段：The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc

答案解析：根據(jù)at home定位到A段的這一部分，從題干中可以推測(cè)空上填的應(yīng)該是家庭的兩種東西，而且它們還需要存在并列關(guān)系，由此確定答案為book和activities。

第24題答案：internal regulation/self-regulation

對(duì)應(yīng)原文：B段：more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation.

答案解析：根據(jù)average ability定位B段的這句話(huà)，題干中do not have與lack of同義替換，由此確定答案為internal regulation。

第25題答案：emotional awareness

對(duì)應(yīng)原文：B段：identify their own ways of learning – metacognition … Emotional awareness is also part of metacognition

答案解析：根據(jù)metacognition定位到B段的這一部分。also與題干中as well as對(duì)應(yīng)，由此確定答案為emotional awareness.

第26題答案：spoon-feeding

對(duì)應(yīng)原文：D段：Although ‘spoon-feeding’, can produce extremely high examination results, these are not always followed by equally impressive life successes.

答案解析：根據(jù)impressive grades與extremely high examination results的對(duì)應(yīng)定位到這句話(huà)。空前有known as，這種情況下，空上一般都要填專(zhuān)有名詞，而且答案在原文中往往會(huì)用單引號(hào)括起來(lái)，由此鎖定spoon-feeding。

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