2017年5月6日雅思阅读预测【小范围】

　　雅思阅读速度的提升需要不断的坚持练习，即使在考前也不能放松练习，本文2017年5月6日雅思阅读预测【小范围】，大家可以对以下雅思阅读题目进行练习。

　　2017年5月6日雅思阅读预测【小范围】重点阅读题目如下：

　　Japan's ancient pottery 、 Children's adults、Ancient Greek Coins、 Birds intelligence、Gesture 、 Solving an Arctic Mystery 、British Woodlands 、Aquaculture in New Zealand、　Gifted children and learning

　　本文为大家分享的是此次雅思阅读预测题目中的Gifted children and learning阅读原文及答案解析，一起来具体的了解一下：

　　Gifted children and learning

　　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%. Children’s educational environment contributes to the IQ score and 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). 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. 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. 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.

　　B Excellence does not emerge without appropriate help. 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. 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. 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.

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

　　D Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. 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. However, when teachers help 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. 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. 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.

　　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). 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. Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).

　　F To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of learning 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. 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.

　　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 23-26

　　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 Metacognition 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.

　　以下是该篇阅读题目的答案解析，一起来具体的了解一下：

　　Question 14

　　参考译文：提到了家庭背景对天才儿童的影响。

　　难度及答案：难度低，答案为A。

　　关键词：domestic background

　　定位原文：A段第3句“For example...home educational provision(Freeman,2010).”比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman,2010).

　　解题思路：题目中的domestic background 与原文中的home educational provision是同义表达，此段后面进一步说明天才儿童与其家庭环境的关系。

　　Question 15

　　参考译文：暗示如果学习者被给予太多指导，某些东西就会缺失。

　　难度及答案：难度低;答案为D

　　关键词：loses、 too much guidance

　　定位原文：D段第2句“Conversely, teachers who have...pupils’ learning autonomy.” 反言之，那些喜欢“过分指导”的老师会降低有天赋学生的学习自主性。

　　解题思路：段落D当中的overdirect相当于题干中的too much guidance，diminish... autonomy 指的就是what can be lost。

　　Question 16

　　参考译文： 焦虑的破坏性影响的提及。

　　难度及答案： 难度低;答案为F

　　关键词：damaging effects s anxiety

　　定位原文: F段第 2、3 句 “Positive emotions facilitate…it motivates problem-solving behaviour.”积极的情绪可以促进学习的创造力，而消极的情绪则抑制了创造力。比如说恐惧会限制好奇心的发展，而好奇心恰恰是科学进步的重要推动力，因为它能够鼓励解决问题的行为。

　　解题思路：此段中提及了消极情绪，例如fear对好奇心的抑制，不利于好奇心的培养。而题目中的anxiety 与 fear是同义词，都是消极的情绪。

　　Question 17

　　参考译文： 有利于社会地位较低的孩子的课堂技巧的例子。

　　难度及答案： 难度低;答案为D

　　关键词： techniques 、socially-disadvantaged

　　定位原文： D 段最后一句 “Such practices have been…from deprived areas.” 我们发现这样的实践对贫困地区的聪明孩子尤其有用。

　　解题思路： 题目当中的 socially-disadvantaged children 相当于原文中的 children from deprived areas, favour 指的就是 be particularly use for、 classroom techniques对应于原文中的such practices。本题出现了大量的同义替换的设置。

　　Question 18

　　参考译文： 能准确完成学习任务的天才学生可以在练习上少花时间。

　　难度及答案： 难度低;答案为B

　　关键词： less time 、 accurate work

　　定位原文： C段第3、4句 “Overviewing research on the... teach more quickly.”， 纵览关于能力出众的孩子的思维模式的研究(Shore and Kanevsky，1993)，它更精确地指出教育者的问题：“如果他们(有天赋的孩子)仅仅思考得更快，那么我们只需要推进教学的进度。如果他们仅仅越来越少犯错，那么我们需要减少练习的时间。"

　　解题思路： 此题型应先浏览全文，快速找到选项中的人名在题目中的位置。题目当中的 accurate work 与原文当中的 fewer errors 相对应。题干当中的 less time spent on exercise 相当于 shorten the practice。所以答案择 B。

　　Question 19

　　参考译文： 自我依靠是有价值的工具，它可以帮助天才学生实现目标。

　　难度及答案： 难度低;答案为D

　　关键词： self-reliance 、reach their goal

　　定位原文： E段第2句 “Research with creative...for learning and practice.”Simonton(1998)关于有创意的科学家的研究让他有了这样一个结论：在一定的水平之上，性格特征诸如独立，比起智力在寻求最高水平的专业知识方面发挥的作用更大，因为学习和练习需要大量的精力和时间。

　　解题思路： 题目当中的self-reliance与文章中的independence是对应的关系，而题目中的 reach their goal 与文中的 reach the highest levels of expertise 也是对应关系 。

　　Question 20

　　参考译文： 天才学生知道怎么引导他们的情绪从而辅助学习。

　　难度及答案： 难度低;答案为E

　　关键词： feeling、 assist、 learning

　　定位原文： F段最后两句 “In Boekaerts’ (1991)... their own learning resources.” 在 Boekaerts (1991)关于在智商很高和学习成果很好的孩子的情绪回顾上，她发现情绪力量是很重要的。他们不仅仅是好奇的，而且经常有强烈的欲望去控制自己的环境， 改善学习效率以及增加他们的学习资源。

　　解题思路： 题目当中的channel their feeling指的就是原文当中的emotional forces in harness。原文当中最后一句的论述表达的就是控制情绪对学习的辅助作用。

　　Question 21

　　参考译文： 特别天才的学生获益于近亲的适当支持。

　　难度及答案： 难度高;答案为A

　　关键词： benefit、support、close relatives

　　定位原文： A 段第 3、4 句和 B 段第 1 句 “For example…not emerge without appropriate help，比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman, 2010)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的……适当的帮助才能让人变得优秀。

　　解题思路： 此题需联系属于不同段落的两个句子，并且要进一步思考，才能得出题目中的结论，属于比较难的題。

　　Question 22

　　参考译文： 真正成功的学生对于他们的学科有一定的认知了解。

　　难度及答案：难度低;答案为C

　　关键词： successful student、a considerable amount、subject

　　定位原文： E 段第 1 句 “But scientific progress…do not (Elshout，1995).”， 但是科学过程并不总是理论式的，知识对一个人优异的表现也是关键的：那些对某一领域认知很深入的人会比对此没有认识的人水平更高(Elshout, 1995)。

　　解题思路： 题目中的a considerable amount相当于原文中的a great deal about， 题目当中的subject与原文中的a specific domain意思相同。

　　Question 23

　　参考译文： 一项研究表明儿童的智商与家中___和____的可获得性有深度的关联。

　　难度及答案： 难度低;答案为 books (and) activities

　　关键词： connection、at home

　　定位原文： A 段第 3、4 句 “For example…activities in their home etc.” 比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman，2010)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的。

　　解题思路： 此题要填两个表未并列关系的词，考生可以定位at home到A段第3句，发现 a very close positive relationship 与 strong connection 意思一致，此句中可以表示异列关系的只有books和activities。

　　Question 24

　　参考译文： 能力平庸的孩子看起来需要更多的教师指导，因为他们没有____.

　　难度及答案： 难度中等;答案为 internal regulation/self-regulation

　　关键词： average ability、do not have

　　定位原文： B 段第 3句“There appears to be a …internal regulation.”看上去智商高、能力强的孩子和那些智力平庸或年纪稍大的小学生之间有着质的区别，因为后者会需要老师给出外在的规范以弥补他们自我约束的缺乏。

　　解题思路： 题目当中的children of average ability可以定位到原文中B段第3句，而且 lack of与题目当中的do not have是同义替换。因此填写international regulation.

　　Question 25

　　参考译文：元认知涉及儿童对他们学习策略的理解以及开发____.

　　难度及答案： 难度中等;答案为 emotional awareness

　　关键词： metacognition、learning strategies

　　定位原文： B段倒数第一句“Emotional awareness is... or confidence for example." 情感认知也是元认知的一部分，所以，举个例子来说，孩子必须有人帮助他们认识对即将学习的领域的感受，比如觉得好奇或者自信的感受。

　　解题思路： 考生可以用metacognition来定位到B段的最后一句话，可以知道元认知包括ways of learning会以及 emotional awareness。

　　Question 26

　　参考译文： 依靠___教学的老师常常在班级测验中得到喜人的成绩。

　　难度及答案： 难度低，答案为spoon-feeding

　　关键词：rely on、 impressive grades

　　定位原文： D 段第 3 句 “Although 'spoon-feeding’ can produce... impressive life successes.” 因为“填鸭式”的教学会产生很好的考试结果，但这并不意昧着人生同等的成功。

　　解题思路: 题目当中的 impressive grades in class tests 相当于文章中的 high examination results，而后者是由spoon feeding 产生(produce ) 的。

　　希望以上网为大家分享的2017年5月6日雅思阅读预测题目能够对大家进行雅思阅读练习有帮助。