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Passage One

       While I was working as a child psychologist, a principal phoned me. "I'm baffled," he said. "A child has written an essay called ‘The Properties of the Nucleus.’ His teacher can't understand it. Neither can I."

    I went to the school and met Mark, an eight-year-old with ginger hair and freckles. He looked like a very ordinary boy to me. I proceeded with the intelligence test.

    "What is Mars?" I asked. Most children his age say, "A chocolate bar." He described the planet in detail.

    He quickly completed the tests, including a math test for much older children. Then he looked at me as if to say: "Can't you come up with something more difficult?"

    I had seen gifted children before, but this boy was "off the map" as far as assessing his IQ was concerned.

    Mark's principal and I arranged for Mark to be tutored by a science teacher. But in many ways he was just a normal child. We wanted him to be socially adjusted as well as intellectually outstanding. So we also encouraged him to join the Cub Scouts and we kept him in class with kids of his age for the time being.

    I asked Mark's parents what they thought of him. "He can be a pain in the neck," his mother said. "He asks such impossible questions." she smiled. "But we love him dearly."

    This was crucial. Like the rest of us, gifted children need to be loved. He gained a first-class honors degree from Cambridge, is now chairman of his own computer company and is happily married with two children.

    (225 words)

    1. The principal was puzzled because __________. ( B )

(a) he could not understand the strange ideas of a gifted boy

(b) he did not believe an eight-year-old boy could write a scientific essay on the nucleus

(c) he was shocked to see an eight-year-old boy interested in the nucleus

(d) he could not understand the essay

2. "Off the map" here means that __________. ( C )

(a) it was hard to assess how intelligent the boy was

(b) the boy surpassed the other children in intelligence and emotion

(c) the boy's intelligence was too high to register

(d) the boy was not satisfied with such an easy test

3. The author and the principal kept the boy in class with kids of his own age because____________. ( D )

(a) they did not intend to pamper the talented boy

(b) they thought the boy should learn how to put up with less smart kids

(c) they tried to set him up as a model for the class

(d) they wanted the boy to be more sociable

4. The boy's parents looked upon their son as __________. ( D )

(a) a real genius

(b) a normal boy

(c) a mischievous boy

(d) a boy that needs love

5. Which of the following is not true? ( A )

(a) The author and the principal separated the boy from the other children to be tutored by a science teacher.

(b) The author and the principal encouraged the boy to join the Cub Scouts.

(c) The gifted children needed love like the rest of us.

(d) The boy might not be so happy in life and successful in career without the author and the principal's help and love.
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Passage Two

       Karen was 14, depressed and not doing well at school. She had a twin sister who was bright and popular.

    Karen stood in my waiting room, stooped like a question mark, looking unsure of her self. She had lovely auburn hair, and when she relaxed she had the most beautiful smile. I noticed her long, artistic fingers.

    She told me she hated school. The only subject she liked was art. At the school, her art teacher showed me Karen's work. It was original and colorful. I asked the teacher to give Karen jobs to do and to praise her often. "We have to build up her self-esteem," I said. I suggested Karen's parents buy her watercolors. "She's very talented," I told them.

    The job of an educational psychologist is often to make adults see the child in a fresh light. Her parents began to appreciate her more and her teachers to believe in her. And Karen started to believe in herself.

    It can be difficult to have a gifted child. It requires time, dedication and constant support to ensure that the child's talents flourish.

    I know this from experience. At seven, my daughter Sally was an outstanding gymnast. As a teenager, she became a member of the British gymnastics team and trained in Moscow. Her talent meant she had to train six days a week and compete all over the country. We had to make sure her success didn't put our other two children in the shade, while giving her constant practical and emotional support. While training in Russia, Sally was told that her fingers were wrong. It took us weeks to reassure her that her fingers were perfect. At a party, I talked to the mother of a champion swimmer. Her daughter had to get up very early to train at the local pool. "Would you do it all again?" I asked the woman.

    "I wouldn't," she said. "My daughter would. That's what counts."

    Talented children can be a challenge. They can also fill us with a sense of wonder, widen our boundaries, shake up our world. They give us a taste of genius. They deserve only our best.

    (356 words)

    6. At the beginning of the story, Karen was __________. ( A )

(a) self-doubting and depressed

(b) unsure of herself and resentful

(c) unpopular and talkative

(d) bright and popular

7. The psychologist suggested ________. ( D )

(a) praising her more often no matter what she did

(b) giving her jobs to do and making her forget her loneliness

(c) buying her what she liked

(d) reestablishing her self-confidence

8. The job of an educational psychologist is to__________. ( C )

(a) help children to develop their talents

(b) find among the ordinary the really talented children

(c) help children and also help their parents to see their children from a new angle

(d) encourage children to study efficiently

9. Sally's parents spent weeks reassuring her that her fingers were perfect. This shows that_________. ( C )

(a) Sally was self-indulgent

(b) Sally's parents paid too much attention to her

(c) Sally needed devotion and emotional support

(d) Sally feared that she might lose the game

10. The above passage discusses ________. ( B )

(a) Karen the talented child

(b) the job of an educational psychologist

(c) a champion swimmer and her mother

(d) the education of talented children

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Passage Three

       She always knew her son Jo had special talents. How many nine-year-olds can build microphones and radios out of discarded electronic components and milk cartons? But at school the boy had problems. "Jo would slam the table, bang on the wall or stomp out," she says. She was advised to put Jo in a school for autistic kids. Instead, she took him to Associate Professor Usanee Phothisuk at Bangkok's Center for the Gifted and Talented.

    It turned out Jo's understanding of electronics was equal to a second-year engineering student's. The boy wasn't being challenged at school. Usanee introduced him to an electrical engineering professor with whom he shares his interest, and Jo's school now lets him show off his inventions.

    Experts agree that gifted children in Asia often don't get the encouragement they need. "There are few provisions for gifted children in mainstream schools," says Professor David Chan of the Chinese University of Hong Kong. It is usually up to parents to nurture their child's talent, says Professor Chiam Heng Keng, an educational specialist at University Malaysia. Chiam cautions, however, that parents must not assume that their child is gifted just because he or she is precocious. "Gifted children's rate of learning is faster than normal children and they have a greater comprehension," she explains. "They are also able to learn independently."

    So what should parents do? Give the child exposure to his special interest, ensure he is being challenged at school, and seek specialists' help.

    Jo is becoming happier and more settled at school. His mother offers parents this advice: "Love them, try to understand them and help them achieve what they want."

(293 words)

    11. She always knew her son was talented because_________. ( D )

(a) he dissected the electronic components out of a radio

(b) he behaved differently from an ordinary school child

(c) he spent his spare time repairing microphones and radios

(d) he showed an aptitude in building electronic appliances

12. Before Jo went to an electrical engineering professor, life at school was _____ to him. ( C )

(a) interesting

(b) challenging

(c) dull

(d) polemic

13.Professsor Chiam Heng Keng tells the parents _______.  ( B )

(a) that a child's precocity is a sign of talent

(b) that a child's precocity doesn't mean he/she is gifted

(c) that a precocious child should be taken greater care of

(d) that a precocious child is able to learn independently

14. Adults came to Dorothy for help because they wanted __________ . ( D )

(a) to be able to know the contents of bottles

(b) to assemble a shipment of chemicals

(c) to find jobs

(d) to be able to read

15.What should parents do when their child is gifted? ( C )

(a) Ask him to behave himself.

(b) Take him to another school.

(c) Go to a special hospital.

(d) Love, understand and help him.                                       TOP