剑桥Cambridge雅思IELTS剑10Test2Passage2Gifted children and learning 天才儿童和学习解析

剑10T2Passage2

2016年12月11日 20:43

Gifted children and learning 天才儿童和学习 A Internationally,‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%.国际上，“天才”最常规的被确定的方式是通过general intelligence test的分数，也就是公认的IQ test，“天才”是选择超过（score of IQ test ）一个临界点，通常大约是最高的2-5%。

key：determine [d??t?:m?n] vt.& vi. （使）下决心，（使）做出决定;vt. 决定，确定;

determined a.毅然的、确定的；cutoff point 截止点、临界点

主句：‘giftedness’is determined by…

which 引导IQ test的非限制性定语从句

Children’s educational environment contributes to the IQ score and the way intelligence is used. 孩子的教育环境会对IQ score很有贡献，同时the way intelligence is used.

For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010).例如，当把孩子的IQ scores和家庭教育情况做比较时，一个紧密正相关被发现(Freeman, 2010)。（直译） key：close positive relationship 正相关；educational provision 教育供给、教育

环境；provision n.v 规定、条款、准备、供应；provisional adj. 暂时的，临时的; 暂定的;n. 临时性; 临时人员;

A been compared with B.

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. 通过报告的测量/研究，高智商的孩子特别是IQ超过130的孩子，同时也有高质量的教育背景，被指出的有在他们家中和父母交流、读书和活动的数量等等。

key：in terms of 在…方面；verbal a.动词的、言语的；interaction inter+action

Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test.因为IQ Test受到孩子学习什么的影响，这是正常年龄孩子的成就标准的扩大的测试；这也就是说，孩子们多大程度上学习了操作他们的知识，记忆在测试项目

中知道如何去操作说。

key：how well多大程度上；manipulate vt. 操作，处理; 巧妙地控制; 操纵; The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.比如，在词汇量方面，是依靠他们之前听过的那些单词。但是IQ test 既不能识别出学习和思考的过程，也不能识别创造力。

Key: predict;creativity

B Excellence does not emerge without appropriate help.在缺少合适帮助下，卓越是不能显现的。

key：emerge [i?m?:d?] vi. 出现，浮现; 暴露; 摆脱; appropriate

To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition -and the encouragement to follow their

dream. 为了在任何一个领域达到一个异常的高标准成就，孩子需要学习的方法，包括学习的材料和专注有挑战的指导，还有鼓励他们追求他们的梦想。

key：except —exception—exceptional a.独特的、杰出的；tuition n.教学、教授、学

费

There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation.高智力的儿童的思考方式和平均水平或是更大的孩子有着本质的不同，对于后者而言，来自老师的外部的管理常常弥补了他们对自己的管理不足。

key：external regulation & internal regulation；lack of…;compensate

[?k?mpense?t] vt. 补偿，赔偿; 报酬; 抵消;vi. 补偿，弥补;

whom引导对average-ability or older pupils的非限制性定语从句

To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning – metacognition – which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.（这一段主要讲述学习方法/元认知包括的内容） key：Emotional awareness 情感意识

C High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. 高成就者被发现自我调整的学习策略比低成就者更有效，同时能更好的利用这些策略处理不熟悉的任务。

This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas.

key：demonstrate vt. 证明，证实; 论证; 显示，展示; 演示，说明;vi. 示威游行; such…that…句式，so…that…

Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think more quickly, then .we need only teach more quickly. If they merely make fewer errors, then we can

shorten the practice’.回顾高能力孩子的思维过程， (Shore and Kanevsky, 1993)留给教师的一个简单的问题：“如果天才孩子仅仅是思考更快，那我们只需要教的更快；如果他们仅仅是很少犯错误，那我们只需要减少练习。” key：succinct adj. 简明的，简洁的；mere [m??(r)] adj. 仅仅，只不过;

But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the

many ways individuals think.但这当然不能囊括所有的案例，需要对教学方法做出调整，以考虑到个性化的思维方式。

key：entire [?n?ta??(r)] adj. 全部的; 整个的; 全体的; take account 考虑到；individual

adj. 个人的; 独特的; 个别的;

D Yet in order to learn by themselves, the gifted do need some support from their teachers. 然而为了进行自主学习，有天赋的儿童需要一些来自其教师

的支持。

Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy.相反的，倾向于“过分指

导”的教师会减少有天赋儿童的学习自主性。

key：diminish v.减少、降低；autonomy n.自主、自治；

Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of

autonomy and motivation to discover.（这一句主要讲填鸭式教学虽然可以提高成绩却…）

However, when teachers to pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing.（这一段主要讲另外一种教学方式…)

Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience,

especially for the highly competent. 教育的基础目标是将学习的控制从教师转移给学生，通过学习技巧提升孩子学习技巧特别是高能力应该是学校经历的主要成果，特别是高能力。

key：competent adj. 有能力的，能胜任的; 能干的，称职的; 足够的，充足的; 有决定

权的;

learning to 不定式

There are quite a number of new methods which can help, such as child- initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.有很多可以帮助孩子进行child-initiated learning，ability-peer

tutoring 等的新方法。这些方法是特别为缺少教育的地区的聪明孩子建立的。 key：deprive vt. 使丧失，剥夺 ；deprived adj. 缺少食物的；缺乏足够教育的 Which引导限制性定语从句，先行词为methods

E But scientific progress is not all theoretical, knowledge is a so 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). 但是，科学的进步不全部是理论性的，知识在出色的表现中是

如此的关键：在某一特殊领域内了解更多的特别的人比起那些不那么了解的有更高的成就 (Elshout, 1995)。

key：outstanding performance 出色的表现；specific domain 特殊的领域；

individual adj. 个人的; 独特的; 个别的;n. 个人; 个体;

Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice.Simonton (1988)的一项创新性的科学研究结论表明，在某些高水平方面，性格例如独立性似乎比智力技巧更有作用，因为伟大需要努力和时间进行学习和练习。

Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).所有形式的创新都可以被看成是高动机的混合的技术。

Key:expertise [,eksp??'ti?z] n. 专门知识；专门技术；专家的意见; expert a.n.熟练

的、专家；

F To sum up, learning is affected by emotions of both the individual and significant others. 总结一下，学习会受到个体和重要的其他情绪的影响。 Positive emotions facilitate the creative aspects of earning and negative emotions inhibit it. Fear, for example, can limit the

development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour.积极情绪会促进学习的创造性而消极情绪会抑制创造力。比如，害怕则会限制好奇心的发展，好奇心是科学进步的重要动力，因为它会促进问题解决的行为。

key：facilitate [f??s?l?te?t] vt. 促进，助长; 使容易; 帮助;facility n. 设备; 容易; 能力; 灵

巧;

In Boekaerts’ (1991) review of emotion the learning of very high IQ and highly achieving children, she found 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.（这一段继续讲情绪的作用）

key：harness [?hɑ:n?s] n. 马具，挽具; 背带; 系带;vt. 利用; 给（马等）套轭具; 控制; efficient a.有效率的；efficiency n.效率 Questions 14-17

Reading Passage 2 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 14-17 on your answer sheet NB You may use any letter more than once.

14. a reference to the influence of the domestic background on the gifted child

15. reference to what can be lost if learners are given too much guidance

16. a reference to the damaging effects of anxiety

17. examples of classroom techniques which favour socially-disadvantaged children Questions 18-22

Look at the following statements (Questions 18-22) and the list of people below.

Match each statement with the correct person or people, A-E. Write the correct letter, A-E, in boxes 18-22 on your answer sheet.

18. Less time can be spent on exercises with gifted pupils who produce accurate work.

19. Self-reliance is a valuable tool that helps gifted students reach their goals.

20. Gifted children know how to channel their feelings to assist their learning.

21. The very gifted child benefits from appropriate support from close relatives.

22. Really successful students have learnt a considerable amount about their subject. List of People A Freeman

B Shore and Kanevsky C Elshout D Simonton E Boekaerts Questions 6-26

Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 23—26 on your answer sheet

23. One study found a strong connection between children’s IQ and the availability of…………..and………..at home.

24. Children of average ability seem to need more direction from teachers because they do not have………

25. Meta-cognition involves children understanding their own learning strategies, as well as developing………..

26. Teachers who rely on what is known as………….often produce sets of impressive grades in class tests. ******************

Step by step solution to CAMBREDGE IELTS 10 – TEST 2 – Reading Passage 1–Gifted children and learning

Locating Paragraph Questions 14-17

NB You may use any letter more than once. 14. a reference to the influence of the domestic background on the gifted child

FOR EXAMPLE, A VERY CLOSE POSITIVE RELATIONSHIP WAS FOUND WHEN CHILDREN’S IQ SCORES WERE COMPARED WITH THEIR HOME EDUCATIONAL PROVISION (FREEMAN, 2010). THE HIGHER THE CHILDREN’S IQ SCORES, ESPECIALLYOVER 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.

The line is taken from the 2nd line of the paragraph

A. Here educational backup, measured in terms of … refers to domestic background of education, IQ over 130 meansthe gifted child and positive relationship means the influence. **So the answer is A

15. reference to what can be lost if learners are given too much guidance

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