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A.more children are being diagnosed
B.the average age at diagnosis has dropped
C.diagnosis needs to be even earlier
D.parents are always worried about their child getting autism
In 1906 the psychologist, Alfred Binet(1857—1911), devised the standard in relation to which intelligence has since been assessed. Binet was asked to find a method of selecting all children in the schools of Paris who should be taken out of ordinary classes and put in special classes for defectives. The problem brought home to him the need for a atandard of intelligence, and he hit upon the very simple concept of "mental age".
First of all, he invented a variety of tests and put large numbers of children of different ages through them. He then found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: "We are going to have a good time in the country." Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below ave rage, and that he had a mental age of nine.
The concept of mental age provided Binet, and through him, other psychologists, with the required standard. It enabled him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced; that is to say, the ratio of the mental age to the chronological age. Thus a boy of twelve with a mental age of nine has a mental ratio of 0.75.
The mental age was replaced by the "intelligence quotient" or "I. Q. '. The "I. Q." is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an "I. Q." of 75. Clearly, since the mental age of the average child is equal to the chronological age, the average 'I. Q.' is 100.
In order to judge a child' s intelligence, his marks in a test must be compared with marks gained by
A．thirteen-year-old children
B．children of different ages
C．the same child at different ages
D．other children of the same age
SECTION B INTERVIEW
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
听力原文： School Education
Interviewer: Janet, as a teacher, can you give us some idea on how the English school system works？
Janet: Um, well, first of all most children start school at the age of five and they can't leave school until the age of sixteen. Um ... they will go to primary school from the age of five until eleven ... um, and previously they used to take an eleven plus examination which would then determine whether they would go to a grammar school or alternatively a secondary school. But now we have a ... a new system where children aren't divided off at the age of eleven, instead, they could take the exams at the age of sixteen.
Interviewer: Do you think that's a ... an improvement to the system？
Janet: Well,... um, theoretically... it's supposed to be much better because it gives... it stops separating children at the age of eleven and gives them a better chance, and in fact what usually happens is that those children who wouldn't ... er who would have gone to a grammar school tend to be at the top end of the comprehensive system, and those that would have gone to secondary modern school find themselves at the lower levels of the school.
Interviewer: Do you think that the present school system is an efficient way of educating children？
Janet: Um... well if you, if you accept that, you know, there have to be schools, it seems to work fairly efficiently. Of course one of our great problems in England is that we have very large classes and ... um, it would be very nice if we could reduce that by at least half instead of there being forty children in a class, there are only twenty., um and so that each child gets more individual attention so that their own particular needs just aren't passed over.
Interviewer: Do you think the... subjects that er... children study today are adapted to present-day society？
Janet: It would be very good if... er, more children at school had the opportunity of learning about the society they live in... in economic terms and in social terms, so that they are much more aware of the problems that we face today. But I also think that education isn't only something that has to be... has to be relevant... um, I think education can be just a ... a gradual extension of oneself, and I don't think it's um ... important for subjects to be seen only in terms of how useful they are when you leave school... but how much you enjoy them and how much they mean to you.
Interviewer: What about games... er and drama and things like that？
Janet: Well, the students have about an hour and a half of games a week, and for about an hour a week they have a class called social studies, which um... provide them ... er with some basic information or knowledge about what life will be after they leave school... and they will do a drama in this class, They also study something about ecology, sociology et cetera ... It's not an "O" level class, it's just for ... er experience.
Interviewer: Janet, do you... really think that your students gain a lot from their education？
Janet: I think they gain a certain amount of necessary knowledge, yes, but I think it should be broader. I think more emphasis should be put on broadening their knowledge instead of studying towards passing an exam, or reading towards writing a paper.
Interviewer: Er... do you have any specific way in which you think... time at school could be improved？
Janet: Yes, I think there could be a... a lot more encouragement in doing things for their own sake, for getting the satisfaction out of them.
A．were at the age of 16
B．failed the eleven plus exam
C．did well in the eleven plus exam
D．were not qualified for secondary school
In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed. Binet was asked to find a method of selecting all children in the schools of Paris who should be taken out of ordinary classes and put in special classes for defectives. The problem brought home to him the need for a standard of intelligence, and he hit upon the very simple concept of" mental age".
First, he invented a variety of tests and put large numbers of children of different ages through them. He then found at what age each test was passed by the average child. Binet arranged the various tests in order of difficulty, and used them as a scale by which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below average, and that he had a mental age of nine.
The concept of mental age provided Binet, and through him, other psychologists with the required standard. It enabled him to state scores in intelligence tests m terms of norm. At first, it was usual to express the result of a test by the difference between the" mental" and the" chronological" age. Then the boy in the example given would be" three years retarded". Soon, however, the" mental ratio" was introduced; that is to say, the ratio of the mental age to the chronological age. Thus a boy of twelve with mental age of nine has a mental ratio of 0.75.
The mental age was replaced by the intelligence quotient or" I. Q". Clearly, since the mental age of the average child is equal to the chronological age, the average I. Q. is 100.
To judge a child's standard, his marks in a test must be compared with marks gained by ______.
A．others of the same age
B．older children
C．younger children
D．adults
My mother was of a darker complexion than either my grandmother or grandfather.
My father was a white man. The opinion was also whispered that my master was my father; but of the correctness of this opinion, I know nothing; the means of knowing was withheld from me. My mother and I were separated when I was but an infant-before I knew her as my mother. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a veryearly age. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an older woman, too old for field labor. For what this separation is done, I do not know, unless it was to hinder the development of the child's affection towards its mother.
SECTION B INTERVIEW
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
听力原文： School Education
Interviewer: Janet, as a teacher, can you give us some idea on how the English school system works？
Janet: Urn, well, first of all most children start school at the age of five and they can't leave school until the age of sixteen. Um... they will go to primary school from the age of five until eleven ... um, and previously they used to take an eleven plus examination which would then determine whether they would go to a grammar school or alternatively a secondary school. But now we have a.. a new system where children aren't divided off at the age of eleven, instead, they could take the exams at the age of sixteen.
Interviewer: Do you think that's a ... an improvement to the system？
Janet: Well,... um, theoretically.., it's supposed to be much better because it gives.., it stops separating children at the age of eleven and gives them a better chance, and in fact what usually happens is that those children who wouldn't ... er who would have gone to a grammar school tend to be at the top end of the comprehensive system, and those that would have gone to secondary modern school find themselves at the lower levels of the school.
Interviewer: Do you think that the present school system is an efficient way of educating children？
Janet: Urn... well if you, if you accept that, you know, there have to be schools, it seems to work fairly efficiently. Of course one of our great problems in England is that we have very large classes and .. urn, it would be very nice if we could reduce that by at least half instead of there being forty children in a class, there are only twenty., um and so that each child gets more individual attention so that their own particular needs just aren't passed over.
Interviewer: Do you think the.., subjects that er... children study today are adapted to present-day society.9
Janet: It would be very good if... er, more children at school had the opportunity of learning about the society they live in... in economic terms and in social terms, so that they are much more aware of the problems that we face today. But I also think that education isn't only something that has to be.. has to be relevant.., um, I think education can be just a... a gradual extension of oneself, and I don't think it's um... important for subjects to be seen only in terms of how useful they are when you leave school.., but how much you enjoy them and how much they mean to you.
Interviewer: What about games.., er and drama and things like that？
Janet: Well, the students have about an hour and a half of games a week, and for about an hour a week they have a class called social studies, which urn.., provide them ... er with some basic information or knowledge about what life will be after they leave school.., and they will do a drama in this class. They also study something about ecology, sociology et cetera... It's not an "O" level class, it's just for.., er experience.
Interviewer: Janet, do you.., really think, that your students gain a lot from their education？
Janet: I think they gain a certain amount of necessary knowledge, yes, but I think it should be broader. I think more emphasis should be put on broadening their knowledge instead of studying towards passing an exam, or reading towards writing a paper.
Interviewer: Er... do you have any specific way in which you think.., time at school could be improved？
Janet: Yes, I think there
A．were at the age of 16
B．failed the eleven plus exam
C．did well in the eleven plus exam
D．were not qualified for secondary school
Children as young as few months are exposed to French and Spanish before many of them can even speak English. Educators use special songs and visual (视觉的) aids to ensure that when a child is ready to talk, the languages will not be so foreign. "Children have a unique capacity to learn many languages at the same time," said Thibaut. "Already at nine months, a child can tell the differences between the sounds he or she has heard since birth and the sounds he or she has never heard yet." Thibaut says the best time to expose children to language is from birth to 3 years old. For the last 30 years, the school has been using what it calls the Thibarut Technique, a system that combines language lessons with child's play.
"I always wanted to learn Spanish, but by the time I got to high school it was too late to pick it up and speak fluently," said Marc Lazare, who enrolled his son at the school. "I figured at this age, two, it's a perfect time for him to learn."
Aside from learning a language, the kids also gain a tremendous sense of confidence. One young student boasted that aside from French, she can speak five languages (though that included "monkey" and "lion"). The school gives children the tools to communicate, and sometimes that gives them an advantage over their parents. "I think they sometimes speak French when they think I won't understand them," said parent Foster Gibbons.
Depending on the age group, classes run from 45 minute up to 2 hours. Even when students are not in class, the program is designed to make sure the learning continues at home. Tapes and books are included so kids can practice on their own.
The word "bilingual" in the first paragraph probably means ______
A．capable of using two languages
B．both clever and confident
C．aware of their own limitations and strengths
D．independent of their parents
My mother was named Harriet Bailey. She was the daughter of Issac and Betsey Bailey, both coloured, and quite dark. My mother was of a darker complexion than either my grandmother or grandfather.
My father was a white man. He was admitted to be such by all I ever heard speak of my parentage. The opinion was also whispered that my master was my father; but of the correctness of this opinion, I know nothing; the means of knowing was withheld from me. My mother and I were separated when I was but an infant—before I knew her as my mother. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a very early age. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an older woman, too old for field labor. For what this separation is done, I do not know, unless it be to hinder the development of the child's affection towards its mother.
The author did not know exactly when he was born because
A．he did not know who his mother was.
B．there was no written evidence of it.
C．his master did not tell his father.
D．nobody on his farm knew anything about it.
Children raised in a dysfunctional family are at a higher risk for developing an eating disorder. In a home where physical or sexual abuse is taking place, the child may turn to an eating disorder to gain a sense of control. If they can't control what is happening to their bodies during the abuse, they can control their food intake or their weight. Self imposed starvation may also be their way of trying to disappear so they no longer have to suffer through the abuse.
Children may also develop eating disorders as a way of dealing with the many emotions that they feel, especially if they are raised in a home that does not allow feelings to be expressed. Children who are compulsive eaters are usually using food to help them deal with feelings of anger, sadness, hurt, loneliness, abandonment, fear and pain. If children are not allowed to express their emotions, they may become emotional eaters. Also, if parents are too involved in their own problems, the child may turn to food for comfort.
Children are at a risk for developing an eating disorder if the parents themselves are too preoccupied with appearance and Weight. If the parents are constantly dieting and expressing dislike towards their own bodies, the child will receive the message that appearance is very important. In some families the parents mistake baby fat for actual fat and may try to impose a diet on the child. Not only is that not right, it's cruel.
As parents you need to set a good example for your children, which means that you yourself should be involved in healthy eating patterns. Another thing to remember about children is that they eat when they are hungry and they stop when they are full. Never force a child to eat if they don't want to. Too many families still force children to remain at the table until they have eaten everything on their plate. Doing that could cause the child to hate meal times and develop an unhealthy attitude towards food.
Exercise is also an important part of everyone's life and we need to help our children become involved in physical activity, which means the parents themselves should participate in healthy exercise. Help the child to find activities they enjoy and activities the whole family can enjoy. They should be taught that physical activity is important in maintaining a strong and healthy body, but they should not be given the message that exercise is important in maintaining a slim figure.
What kind of message does the society give to the children who are becoming obsessed with dieting and their weight？
A．It is important to be thin.
B．It is fashionable to have diet.
C．It's a shame that children are being robbed of their childhoods.
D．It's a shame that children are developing eating disorders.
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