C10-T2-R2
1.  题干：A reference to the influence of the domestic background on the gifted child (C10-T2-R2 T14)
原文：For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010).
同义替换：
Domestic background --- home educational provision
 
2. 题干：Reference to what can be lost if learners are given too much   guidance (C10-T2-R2 T15)
原文：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 teacher risks loss of autonomy and motivation to discover
同义替换：
What --- autonomy and motivation
Guidance --- dependence on the teacher
 
3. 题干：A reference to the damaging effects of anxiety(C6-T1-R1 T16)
原文：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.
同义替换：
Anxiety--- negative emotions, fear
Damaging effects--- limit the development of curiosity
 
4. 题干：Examples of classroom techniques which favour socially-disadvantaged children. (C10-T2-R2 T17)
原文：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.
同义替换：
Techniques --- methods
Favour --- be particularly useful
Socially-disadvantaged --- deprived areas
 
5. 题干：Less time can be spent on exercises with gifted pupils who produce accurate work. (C10-T2-R2 T18)
原文：‘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’.
同义替换：
Less time --- shorten
Exercises --- practice
Produce accurate work --- make fewer errors
 
6. 题干：Self-reliance is a valuable tool that helps gifted students reach their goals. (C10-T2-R2 T19)
原文：Research with creative scientists by Simonton (1998) 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 learning and practice.
同义替换：
Self-reliance --- independence
Helps --- contribute
Goals --- the highest levels of expertise
 
7. 题干： Gifted children know how to channel their feelings to assist their learning. (C10-T2-R2 T20)
原文：In Boekaerts’ (1991) review of emotion in the 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 efficiency, and increase their own learning resources.
同义替换：
Feelings --- emotion
Assist --- improve, increase
 
8. 题干：The very gifted child benefits from appropriate support from close relatives. (C10-T2-R2 T21)
原文：For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010).
同义替换：
Support from close relatives --- home educational provision
Benefits --- positive relationship
 
9. 题干：Really successful students have learnt a considerable amount about their subject. (C10-T2-R2 T22)
原文：Individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995).
同义替换：
Successful students --- achieve at a higher level
A considerable amount --- a great deal
Subject --- a specific domain
 
10. 题干：One study found a strong connection between children’s IQ and the availability of books and activities at home. (C10-T2-R2 T23)
原文：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.
同义替换：
A strong connection --- the higher...the better
 
11. 题干： Children of average ability seem to need more direction from teachers because they do not have internal regulation. (C10-T2-R2 T24)
原文：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.
同义替换：
Direction from teachers --- external regulation by the teacher
Do not have --- lack of
 
12. 题干：Metacognition involves children understanding their own learning strategies, as well as developing emotional awareness. (C10-T2-R2 T25)
原文：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
同义替换：
Involves --- include
As well as --- also
 
13. 题干：Teachers who rely on what is known as spoon-feeding often produce sets of impressive grades in class tests. (C10-T2-R2 T26)
原文：Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes.
同义替换：
Impressive --- extremely high
Grades --- results
Class tests --- examination