Dạng Câu Hỏi Matching Information With Paragraph

Dạng câu hỏi Matching information with paragraph
Table of Contents
1. Matching information with paragraphs – Tips and strategies......................................................1
2. Matching information with paragraphs – Practice........................................................................2
3. Matching information with paragraphs – Homework...................................................................8
4. Matching information with paragraphs – KEY...........................................................................11
1. Matching information with paragraphs – Tips and strategies

- You are asked to match statements to paragraphs that contain these pieces of
information.
- The statements could be reasons, descriptions, summaries, definitions, facts or
explanations.
- You do not need to understand the whole paragraph, just find specific information in
the paragraph.
- The answer will normally be contained in a phrase, a sentence or maybe some
sentences.
Example:
Questions 1-6
Reading Passage 1 has nine sections, A-I.
Which section contains the following information?
Write the correct letter A-l, in boxes 1-6 on your answer sheet.
1. an account of a national policy initiative
2. a description of a global team effort
3. a hypothesis as to one reason behind the growth in classroom noise
4. a demand for suitable worldwide regulations
5. a list of medical conditions which place some children more at risk from noise
than others
6. the estimated proportion of children in New Zealand with auditory problems.
Some difficulties:
- The questions can relate to the whole paragraph or just a part of it
- Not all paragraphs contain an answer while some paragraphs contain more than on
answer.
- You have to look at the whole text. The answers could be anywhere in the text and do
not come in order.
Strategies
Analysing Read the questions first and identify key words in each question
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Finding You do not need to do this step
Read each paragraph one by one
Look at all the questions to see you can find the information in the question
Answering in that paragraph or not
If you cannot find anything, move on. There may be no answers in that
paragraph.
2. Matching information with paragraphs – Practice

A
Hearing impairment or other auditory function deficit in young children can have a major impact
on their development of speech and communication, resulting in a detrimental effect on their
ability to learn at school. This is likely to have major consequences for the individual and the
population as a whole. The New Zealand Ministry of Health has found from research carried
out over two decades that 6-10% of children in that country are affected by hearing loss.
B
A preliminary study in New Zealand has shown that classroom noise presents a major concern
for teachers and pupils. Modern treading practices, the organization of desks in the classroom,
poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units
all contribute to the number of children unable to comprehend the teachers voice. Education
researchers Nelson and Soli have also suggested that recent trends in learning often involve
collaborative interactions of multiple minds and tools as much as individual possession of
information. This all amounts to heightened activity and noise levels, which have the potential
to be particularly serious for children experiencing auditory function deficit. Noise in
classrooms can only exacerbate their difficulty in comprehending and processing verbal
communication with other children and instructions from the teacher.
C
Children with auditory function deficit are potentially failing to learn to their maximum
potential because of noise levels generated in classrooms. The effects of noise on the ability of
children to team effectively in typical classroom environments are now the subject of
increasing concern. The International Institute of Noise Control Engineering(I-INCE), on the
advice of the World Health Organization, has established an international working party,
which includes New Zealand, to evaluate noise and reverberation control for school rooms.
D
While the detrimental effects of noise in classroom situations are not limited to children
experiencing disability, those with a disability that affects their processing of speech and
verbal communication could be extremely vulnerable. The auditory function deficits in
question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit
disorders MDD/ADHD).
E
Autism is considered a neurological and genetic life-long disorder that causes discrepancies in
the way information is processed. This disorder is characterized by interlinking problems with
social imaginations, social communication and social interaction. According to Jenzen, this
affects the ability to understand and relate in typical ways to people, understand events and
objects in the environment, and understand or respond to sensory stimuli. Autism does not
allow learning or thinking in the same ways as in children who are developing normally.
Autistic spectrum disorders often result in major difficulties in comprehending verbal
information and speech processing. Those experiencing these disorders often find sounds such
as crowd noise and the noise generated by machinery painful and distressing. This is difficult
to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic
individual to another. But a child who finds any type of noise in their classroom or learning
space intrusive is likely to be adversely affected in their ability to process information.
F
The attention deficit disorders are indicative of neurological and genetic disorders and are
characterized by difficulties with sustaining attention, effort and persistence, organization
skills and disinhibition. Children experiencing these disorders find it difficult to screen out
unimportant information, and focus on everything in the environment rather than attending to
a single activity. Background noise in the classroom becomes a major distraction, which can
affect their ability to concentrate.
G
Children experiencing an auditory function deficit can often find speech and communication
very difficult to isolate and process when set against high levels of background noise. These
levels come from outside activities that penetrate the classroom structure, from teaching
activities, and other noise generated inside, which can be exacerbated by room reverberation.
Strategies are needed to obtain the optimum classroom construction and perhaps a change in
classroom culture and methods of teaching. ln particular, the effects of noisy classrooms and
activities on those experiencing disabilities in the form of auditory function deficit need
thorough investigation. It is probable that many undiagnosed children exist in the education
system with 'invisible' disabilities. Their needs are less likely to be met than those of children
with known disabilities.
H
The New Zealand Government has developed a New Zealand Disability Strategy and has
embarked on a wide-ranging consultation process. The strategy recognizes that people
experiencing disability face significant barriers in achieving a full quality of life in areas such
as attitude, education, employment and access to services. Objective 3 of the New Zealand
Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving
education so that all children, youth learners and adult learners will have equal opportunities
to
learn and develop within their already existing local school. For a successful education, the
learning environment is vitally significant, so any effort to improve this is likely to be of great
benefit to all children, but especially to those with auditory function disabilities.
I
A number of countries are already in the process of formulating their own standards for the
control and reduction of classroom noise. New Zealand will probably follow their example.
The literature to date on noise in school rooms appears to focus on the effects on
schoolchildren in general, their teachers and the hearing impaired. Only limited attention
appears to have been given to those students experiencing the other disabilities involving
auditory function deficit. lt is imperative that the needs of these children are taken into account
in the setting of appropriate international standards to be promulgated in future.
Questions 1-6
Reading Passage 1 has nine sections, A-I.
5. a list of medical conditions which place some children more at risk from noise than others
Reading
Step 1:Passage
Analysing1 has nine sections, A-I.
 account (noun): an explanation or a description of an idea, a theory or a process
 initiative (noun): a new plan for dealing with a particular problem or for achieving a
particular purpose
 Hypothesis (noun): an idea or explanation of something that is based on a few known
facts but that has not yet been proved to be true or correct
5. a list of medical conditions which place some children more at risk from noise than others
Step 2: Finding
You do not need to do this step
Step 3: Answering
A.
Hearing impairment or other auditory function deficit in young children can have a major
impact on their development of speech and communication, resulting in a detrimental effect on
their ability to learn at school. This is likely to have major consequences for the individual and
the population as a whole. The New Zealand Ministry of Health has found from research
carried out over two decades that 6-10% of children in that country are affected by hearing
loss.
Key words in the questions Similar words in the text
6-10% of children the estimated proportion of children
auditory problems hearing loss
B
A preliminary study in New Zealand has shown that classroom noise presents a major concern
for teachers and pupils. Modern treading practices, the organization of desks in the classroom,
poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units
all contribute to the number of children unable to comprehend the teachers voice. Education
researchers Nelson and Soli have also suggested that recent trends in learning often involve
collaborative interactions of multiple minds and tools as much as individual possession of
information. This all amounts to heightened activity and noise levels, which have the potential
to be particularly serious for children experiencing auditory function deficit. Noise in
classrooms can only exacerbate their difficulty in comprehending and processing verbal
communication with other children and instructions from the teacher.
a hypothesis …. have suggested
one reason collaborative interactions of multiple minds
and tools as much as individual possession
the growth in classroom noise heightened … noise levels
C
Children with auditory function deficit are potentially failing to learn to their maximum
potential because of noise levels generated in classrooms. The effects of noise on the ability of
children to team effectively in typical classroom environments are now the subject of
increasing concern. The International Institute of Noise Control Engineering(I-INCE), on the
advice of the World Health Organization, has established an international working party,
which includes New Zealand, to evaluate noise and reverberation control for school rooms.
global team effort an international working party
D
While the detrimental effects of noise in classroom situations are not limited to children
experiencing disability, those with a disability that affects their processing of speech and
verbal communication could be extremely vulnerable. The auditory function deficits in
question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit
disorders MDD/ADHD).
5. a list of medical conditions which place some children more at risk from noise than
others.
H
The New Zealand Government has developed a New Zealand Disability Strategy and has
embarked on a wide-ranging consultation process. The strategy recognizes that people
experiencing disability face significant barriers in achieving a full quality of life in areas such
as attitude, education, employment and access to services. Objective 3 of the New Zealand
Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving
education so that all children, youth learners and adult learners will have equal opportunities
to learn and develop within their already existing local school. For a successful education, the
learning environment is vitally significant, so any effort to improve this is likely to be of great
benefit to all children, but especially to those with auditory function disabilities.
National policy initiative … has developed a New Zealand Disability
Strategy and has embarked on a wide-
ranging consultation process
I
A number of countries are already in the process of formulating their own standards for the
control and reduction of classroom noise. New Zealand will probably follow their example.
The literature to date on noise in school rooms appears to focus on the effects on
schoolchildren in general, their teachers and the hearing impaired. Only limited attention
appears to have been given to those students experiencing the other disabilities involving
auditory function deficit. It is imperative that the needs of these children are taken into
account in the setting of appropriate international standards to be promulgated in future.
the needs of these children are taken into account a demand
suitable worldwide regulations appropriate international standards
3. Matching information with paragraphs – Homework
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 cut-off 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 as 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 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. 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 THREE 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.
Source: Cam 8 test 2 passage 2
4. Matching information with paragraphs – KEY
Step 1: Analysing all the questions

Step 2: Locating information related to as many questions as possible in the text
Step 3: Reading each paragraph in order and answer relevant questions
Step 1: Analysing all the questions

Questions 14-17 Matching information with paragraphs
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 Matching names
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 Sentence completion
Complete the sentences below. Choose NO MORE THAN THREE 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.
 Noun
24. Children of average ability seem to need more direction from teachers because they do not
have ........
 Noun
25. Meta-cognition involves children understanding their own learning strategies, as well as
developing ........
 Noun
26. Teachers who rely on what is known as ........ often produce sets of impressive grades in
class tests.
 Noun
Step 2: Locating information

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 cut-off point, usually Q23
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, A
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 - meta-cognition - which will include Q25
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, B
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
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 C
scientists by Simonton (1988) brought him to the conclusion that above a certain D
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 as 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 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. In Boekaerts’ (1991) review of emotion the learning of very high IQ and E
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.
Source: Cam 10 test 2 passage 2
A
Step 3: Reading each paragraph and answering relevant questions
Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence
test, known as an IQ test, which is above a chosen cut-off 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.
Answers:
14. A. a reference to the influence of the domestic background on the gifted child
21. A. The very gifted child benefits from appropriate support from close relatives.
23. One study found a strong connection between children’s IQ and the availability of
books and activities at home.
Domestic background Home educational provision
Close relatives Parents
Strong connection The higher .... the better ....
At home In their homes
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.
Answers:
24. Children of average ability seem to need more direction from teachers because they
do not have internal regulation
25. Meta-cognition involves children understanding their own learning strategies, as
well as developing emotional awareness
Direction from teachers External regulation by the teacher
Do not have .... Lack of ....
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.
Answers:
18. B. Less time can be spent on exercises with gifted pupils who produce accurate work.
Less time can be spent on exercises Shorten the practice
Produce accurate work Make fewer errors
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.
Answers:
15. D. reference to what can be lost if learners are given too much guidance
26. Teachers who rely on what is known as spoon-feeding often produce sets of
impressive grades in class tests.
17. D. examples of classroom techniques which favour socially-disadvantaged children
what can be lost can diminish ...learning autonomy
sets of impressive grades in class tests extremely high examination results
Favour socially-disadvantaged Be particularly useful for bright children from
children deprived areas.
E
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 as mixed with a high level of
motivation (Weisberg, 1993).
Answers:
22. C. Really successful students have learnt a considerable amount about their subject.
19. D. Self-reliance is a valuable tool that helps gifted students reach their goals.
Have learnt a considerable amount about Know a great deal about a specific domain
their subject
Self-reliance Independence
Reach the highest levels of expertise Reach their goals
F
To sum up, learning is affected by emotions of both the individual and significant others.
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. 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.
Answers:
16. F. a reference to the damaging effects of anxiety
20. E. Gifted children know how to channel their feelings to assist their learning.
Anxiety Fear
Damaging effect Limit the development of curiosity
Channel their feelings Control their environment

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Dạng câu hỏi Matching information with paragraph

1. Matching information with paragraphs – Tips and strategies

2. Matching information with paragraphs – Practice

Gifted children and learning

Step 1: Analysing all the questions

Step 1: Analysing all the questions

Reading Passage 2 has six paragraphs, A-F.

Questions 18-22 Matching names

Step 2: Locating information

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