1 - ) Comprehension
1
. ] Read the magazine article , then answer the questions below :
How to cope with a child who shows outstanding
musical ability ? It’s not always clear how best to develop and encourage their
gift . Many parents may even fail to recognize and respond to their child’s
need until frustration explodes into difficult or uncooperative behavior .
And while most schools are equipped to deal with children who are especially
able in academic subjects , the musically gifted require special understanding
which may not always be available in an ordinary school - especially one where
music is regarded as a secondary activity . Such children - as well as those
whose ability is actively encouraged by parents or teachers - may well benefit
from the education offered by a specialist music school .
The five music schools in Britain are a
relatively recent introduction . They aim to provide a sympathetic environment
in which gifted children aged between seven and eighteen can develop their
skills to the full under the guidance of professional musicians .
Children
at specialist music schools spend between one third and one half of an average
day on musical activities , for example , individual lessons ( up to three
hours a week on first and second instruments ) , orchestras , chamber groups ,
voice training , conducting and theory . They also spend several hours a day
practicing in properly equipped private rooms , sometimes with a teacher . The
rest of their time is taken up with a restricted academic program , which tends
to concentrate on the essential subjects - English , math , basic sciences and
languages - although provision can be made for students who wish to study a
wider range of subjects . All five British specialist schools are independent ,
classes are small by normal school standards , with a high teacher / pupil
ratio . Most children attending specialist schools tend to be boarders ,
leaving home to live , eat and sleep full-time at school . This means they
spend their formative years in the company of others with similar aims and
interests .
What are the disadvantages ? An
obvious problem is the cost ; the fees are high
(
more than £ 60,000 - £ 70,000 a year for boarders ) . However , each school
will make every effort with scholarships and other forms of financial
assistance , to help parents of outstandingly gifted children to find the
necessary fees . Secondly , not all parents want to send their children to
boarding school , specially at a very early age . Almost all the directors of
the specialist schools express doubts about the wisdom of admitting children as
young as seven into such as intense and disciplined environment . They stress ,
however , that their main aim is to turn out ‘rounded and well-balanced
individuals’ .
There is little doubt that
setting musically gifted children apart from an early age can cause stress .
Early signs of musical ability may disappear in teenage years , while natural
competitiveness and the pressure to succeed can lead to a crushing sense of
failure . But all specialist schools do keep a close watch on the progress of
individual pupils , and offer help and advice if needed .
In addition , while most
former pupils at music school feel that they benefited enormously from the
range of high-quality music teaching available , many express reservations
about the wisdom of restricting the academic program , which definitely takes
second place to musical activities . Many musically gifted young people are
also highly intelligent , well able to deal with academic pressure , and feel
frustrated if their intellectual needs are not met . For these reasons , it may
be better to wait until the child is old enough to be able to make his or her
own decisions before considering a specialist education .
Those who are equally
gifted academically may do very well within a less specialized environment ,
for instance , at a school with a first class music department , or else by
combining a normal school routine with musical training at one of the junior
departments at the music college . These colleges offer Saturday morning
opportunities for individual lessons with fine teachers , plus orchestral and
chamber music experience . But this option is clearly not practicable for
families living out of reach of London or other major centers .
1
. If a child’s musical ability is not recognized ,
(
A ) the ability may fade away.
(
B ) the child may misbehave .
(
C ) the parents may become anxious .
(
D ) the child may lose interest .
2
. What problem may musically gifted children face in ordinary schools ?
(
A ) Music is ot seen as an important subject .
(
B ) Their academic work may suffer .
(
C ) Schools lack musical equipment .
(
D ) Parents and teachers do not work together .
3
. What makes specialist music schools different from other schools ?
(
A ) The children have mostly one-to-one lessons .
(
B ) Their working day is longer .
(
D ) A range of musical training is offered .
4
. What do most school directors see as a possible disadvantage for pupils ?
(
A ) They may not be mature enough on arrival .
(
B ) Poor children may be excluded .
(
C ) There may be a discipline problem .
(
D ) They may lose their individuality .
5
. A specialist musical education might be stressful for children if
(
A ) the teachers expect too much of them .
(
B ) they lose interest in music .
(
C ) they do not progress as expected .
(
D ) parents put pressure on them .
6
. Past pupils think that they should have
(
A ) had less academic pressure .
(
B ) studied more subjects .
(
C ) worked harder.
(
D ) concentrated more on music .
7
. What would be a good alternative to specialized music schools for gifted children
?
(
A ) having special classes at the weekend
(
B ) contacting a local orchestra
(
C ) arranging visits from a specialist music teacher
(
D ) waiting until they are old enough to go to college
8
. Who is this written for ?
(
A ) music teachers
(
B ) school directors
(
C ) musically gifted children
(
D ) parents of musical children
Answer
Key
1
. B 2 . A 3 . D 4 . A 5 . C 6 . B 7 . A
8 . D
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