.

When Joe Bates was twelve years old, he lost interest in school. He stopped listening in his classes. Some of his teachers began to consider him a problem.

But a few of Joe’s teachers thought that Joe might have lost interest in schoolwork because he already understood it. They proposed that Joe try taking a university class in computer science. Joe did. He was the best student in the class. Later tests showed that his intelligence and knowledge were far greater than most children of his age. He entered university when he was thirteen, about four years earlier than most children. And by the time he was in his early twenties, Joe was teaching computer science at a university.

Joe’s story shows what can happen when a child’s unusual ability is recognized. Sadly, however, not all gifted children get this recognition. And educational experts say unusually gifted children may waste their abilities if they do not get help to develop them.

Studies show that almost twenty percent of students who fail to complete high school in the United States are gifted children.This is because gifted children can have special problems as well as special abilities. Teachers may not recognize their abilities or may not know how to keep them interested. Or they may consider such students to be troublemakers or rebels.

Gifted children may feel lonely or different because they do not know other children who share their interests.

Educators say there are more than two million gifted children in the United States today.  But they say fewer than half are taking part in special education programs designed for them.

One of the most successful programs is held every summer at John Hopkins University in the state of Maryland, where Joe Bates went to school. It started in 1980 when educators saw that there must be many children like Joe.

At first, only 100 children took part in it, and now more than 1,000 children between the ages of nine and sixteen are students in the summer program.

The John Hopkins program provides studies in math and science. It also has classes for children with unusual ability in language and writing. The children study the same subject every day for several weeks. It could be biology, or history, or literature. In those few weeks, they learn as much as in a normal nine-month school year.

William Durden, the director says the program succeeds because it permits children to make progress more quickly than in a traditional program. And the children get to meet others like themselves.

49. Joe Bates stopped listening in his classes because __________.

A. he lost interest in school

B. he hated those teachers who considered him a problem

C. he had already understood what he was taught

D. he wanted to take a university class

50. When a child’s unusual ability is recognized, __________.

A. he can do whatever he likes

B. he will no longer be considered to be a troublemaker or rebel

C. he may have more success than most children of his age

D. he will certainly take part in a special education program

51. According to the passage, the most important thing is to __________.

A. recognize and develop gifted children’s unusual abilities

B. design and support special education programs for gifted children

C. help gifted children get to meet others who share their interests

D. encourage gifted children instead of treating them as a problem

52. Many gifted students fail to complete high school in the United States because _________.

A. they take part in traditional education programs

B. their unusual abilities are not recognized 

C. their teachers don’t know how to keep them interested in schoolwork

D. they have special problems as well as special abilities.

 

 

When Joe Bates was twelve years old, he lost interest in school. He stopped listening in his classes. Some of his teachers began to consider him a problem.

But a few of Joe’s teachers thought that Joe might have lost interest in schoolwork because he already understood it. They proposed that Joe try taking a university class in computer science. Joe did. He was the best student in the class. Later tests showed that his intelligence and knowledge were far greater than most children of his age. He entered university when he was thirteen, about four years earlier than most children. And by the time he was in his early twenties, Joe was teaching computer science at a university.

Joe’s story shows what can happen when a child’s unusual ability is recognized. Sadly, however, not all gifted children get this recognition. And educational experts say unusually gifted children may waste their abilities if they do not get help to develop them.

Studies show that almost twenty percent of students who fail to complete high school in the United States are gifted children.This is because gifted children can have special problems as well as special abilities. Teachers may not recognize their abilities or may not know how to keep them interested. Or they may consider such students to be troublemakers or rebels.

Gifted children may feel lonely or different because they do not know other children who share their interests.

Educators say there are more than two million gifted children in the United States today.  But they say fewer than half are taking part in special education programs designed for them.

One of the most successful programs is held every summer at John Hopkins University in the state of Maryland, where Joe Bates went to school. It started in 1980 when educators saw that there must be many children like Joe.

At first, only 100 children took part in it, and now more than 1,000 children between the ages of nine and sixteen are students in the summer program.

The John Hopkins program provides studies in math and science. It also has classes for children with unusual ability in language and writing. The children study the same subject every day for several weeks. It could be biology, or history, or literature. In those few weeks, they learn as much as in a normal nine-month school year.

William Durden, the director says the program succeeds because it permits children to make progress more quickly than in a traditional program. And the children get to meet others like themselves.

1.Joe Bates stopped listening in his classes because __________.

A. he lost interest in school

B. he hated those teachers who considered him a problem

C. he had already understood what he was taught

D. he wanted to take a university class

2.When a child’s unusual ability is recognized, __________.

A. he can do whatever he likes

B. he will no longer be considered to be a troublemaker or rebel

C. he may have more success than most children of his age

D. he will certainly take part in a special education program

3.According to the passage, the most important thing is to __________.

A. recognize and develop gifted children’s unusual abilities

B. design and support special education programs for gifted children

C. help gifted children get to meet others who share their interests

D. encourage gifted children instead of treating them as a problem

4.Many gifted students fail to complete high school in the United States because _________.

A. they take part in traditional education programs

B. their unusual abilities are not recognized   

C. their teachers don’t know how to keep them interested in schoolwork

D. they have special problems as well as special abilities.

 

.

When Joe Bates was twelve years old, he lost interest in school. He stopped listening in his classes. Some of his teachers began to consider him a problem.

But a few of Joe’s teachers thought that Joe might have lost interest in schoolwork because he already understood it. They proposed that Joe try taking a university class in computer science. Joe did. He was the best student in the class. Later tests showed that his intelligence and knowledge were far greater than most children of his age. He entered university when he was thirteen, about four years earlier than most children. And by the time he was in his early twenties, Joe was teaching computer science at a university.

Joe’s story shows what can happen when a child’s unusual ability is recognized. Sadly, however, not all gifted children get this recognition. And educational experts say unusually gifted children may waste their abilities if they do not get help to develop them.

Studies show that almost twenty percent of students who fail to complete high school in the United States are gifted children.This is because gifted children can have special problems as well as special abilities. Teachers may not recognize their abilities or may not know how to keep them interested. Or they may consider such students to be troublemakers or rebels.

Gifted children may feel lonely or different because they do not know other children who share their interests.

Educators say there are more than two million gifted children in the United States today.  But they say fewer than half are taking part in special education programs designed for them.

One of the most successful programs is held every summer at John Hopkins University in the state of Maryland, where Joe Bates went to school. It started in 1980 when educators saw that there must be many children like Joe.

At first, only 100 children took part in it, and now more than 1,000 children between the ages of nine and sixteen are students in the summer program.

The John Hopkins program provides studies in math and science. It also has classes for children with unusual ability in language and writing. The children study the same subject every day for several weeks. It could be biology, or history, or literature. In those few weeks, they learn as much as in a normal nine-month school year.

William Durden, the director says the program succeeds because it permits children to make progress more quickly than in a traditional program. And the children get to meet others like themselves.

49. Joe Bates stopped listening in his classes because __________.

A. he lost interest in school

B. he hated those teachers who considered him a problem

C. he had already understood what he was taught

D. he wanted to take a university class

50. When a child’s unusual ability is recognized, __________.

A. he can do whatever he likes

B. he will no longer be considered to be a troublemaker or rebel

C. he may have more success than most children of his age

D. he will certainly take part in a special education program

51. According to the passage, the most important thing is to __________.

A. recognize and develop gifted children’s unusual abilities

B. design and support special education programs for gifted children

C. help gifted children get to meet others who share their interests

D. encourage gifted children instead of treating them as a problem

52. Many gifted students fail to complete high school in the United States because _________.

A. they take part in traditional education programs

B. their unusual abilities are not recognized 

C. their teachers don’t know how to keep them interested in schoolwork

D. they have special problems as well as special abilities.

Not all math skills are learned in the classroom．Some of them come naturally．Consider the split-second calculations  you make when you estimate（估计）the number of empty seats on the school bus or the number of cookies in a cookie jar．

These estimates can often be done without counting．That's because humans are born with the ability to closely guess the number of items in a group．Researchers call this ability a person's "number sense"．

To see how a person's inborn number sense might be linked to mathematical performance in the classroom, psychologist Justin Halberda and his colleagues from Johns Hopkins University in Baltimore, US ran some tests．

The scientists asked 64 14-year-olds to look at images of yellow and blue dots that flashed on a computer screen for a fraction （一小部分） of a second．Each image contained between 10 and 32 dots that varied in size．

Some images contained twice as many blue dots  as yellow dots．In other images, however, the number of blue and yellow dots was nearly equal．For each image, the students were asked to estimate which color had more dots．

The scientists found a wide variation in how well students could pick the color with the most dots．

The scientists then looked at the students' math scores dating back to kindergarten．Children that performed best in the image test also scored the highest in standard math tests．The same finding held true at the other end of the spectrum （范围）．Students who didn't score well on the image test received lower math scores．

The study was the first to show a link between a person's inborn number sense and his or her achievement in formal math training．

Does this connection mean that one cannot be good in math if they have a weak number sense? Or that having a strong number sense is a guarantee for good grades in math? The answers are not clear．

While scientists continue looking at the possible links between a person's number sense and math achievement, one thing is certain: Doing lots of math homework will  boost your chances of success．

1．Justin Halberda and his colleagues ran some tests to               ．   

       A．look at the students' math scores dating back to kindergarten．

       B．ask the students to estimate the dots

       C．see if a person's inborn number sense has something to do with math learning

       D．decide how to learn math well

2．What is the proper meaning of the underlined word "boost"?   

       A．increase              B．grasp         C．miss                      D．possess

3．According to the passage, the most important thing to learn math well is that             ． 

       A．one should have an inborn number sense

       B．one should practice a lot

       C．one should do a lot of tests

       D．one should do a lot of counting

4．What is the result of Justin Halberda's tests?

       A．Students who did well in the tests also did well in math exams．

       B．One cannot be successful in math if he has a well number sense．

       C．One who has a strong number sense can not do math well．

       D．One should do a lot of math homework if he wants to have a number sense．

NOT all math skills are learned in the classroom. Some of them come naturally. Consider the split-second calculations  you make when you estimate (估计) the number of empty seats on the school bus or the number of cookies in a cookie jar.

These estimates can often be done without counting. That's because humans are born with the ability to closely guess the number of items in a group. Researchers call this ability a person's "number sense".

To see how a person's inborn number sense might be linked to mathematical performance in the classroom, psychologist Justin Halberda and his colleagues from Johns Hopkins University in Baltimore, US ran some tests.

The scientists asked 64 14-year-olds to look at images (影像) of yellow and blue dots that flashed on a computer screen for a fraction (一小部分) of a second. Each image contained between 10 and 32 dots that varied in size.

Some images contained twice as many blue dots  as yellow dots. In other images, however, the number of blue and yellow dots was nearly equal. For each image, the students were asked to estimate which color had more dots.

The scientists found a wide variation in how well students could pick the color with the most dots.

The scientists then looked at the students' math scores dating back to kindergarten. Children that performed best in the image test also scored the highest in standard math tests.

The same finding held true at the other end of the spectrum (范围). Students who didn't score well on the image test received lower math scores.

The study was the first to show a link between a person's inborn number sense and his or her achievement in formal math training.

Does this connection mean that one cannot be good in math if they have a weak number sense? Or that having a strong number sense is a guarantee for good grades in math? The answers are not clear.

While scientists continue looking at the possible links between a person's number sense and math achievement, one thing is certain: Doing lots of math homework will  boost your chances of success.

 

56. Which of the following is not true according to the passage?    

A. Everyone has an inborn number sense.

B. Those who have a strong number sense are sure to do well in math.

C. Some of the math skills are inborn.

D. Doing a lot of math exercises may help to learn math well.

57. Justin Halberda and his colleagues ran some tests to               .    

A. look at the students' math scores dating back to kindergarten.

B. ask the students to estimate the dots

C. see if a person's inborn number sense has something to do with math learning

D. decide how to learn math well

58. What is the proper meaning of the underlined word "boost"?   

A. increase                                                                      B. grasp         

C. miss                                                                           D. possess

59. According to the passage, the most important thing to learn math well is that               .  

A. one should have an inborn number sense

B. one should practice a lot

C. one should do a lot of tests

D. one should do a lot of counting

60. What is the result of Justin Halberda's tests?    

A. Students who did well in the tests also did well in math exams.

B. One cannot be successful in math if he has a well number sense.

C. One who has a strong number sense can not do math well.

D. One should do a lot of math homework if he wants to have a number sense.