At a primary school Manning. Carolina. second-grade teacher David Chadwell belie

At a primary school Manning， Carolina， second-grade teacherDavid Chadwell believed that segregating(隔离) elementary-age boys and girlsproduces immediate academic improvement—in both genders. “Although this is atendency，we can teach boys and girls based on what we now know.”

“They see differently. Literally，” he begins. Male andfemale eyes are not organized in the same way， he explains. The composition ofthe male eye makes it attuned(协调) to motion and direction. “Boys interpret the worldas objects moving through space，” he says. “The teacher should move around the roomconstantly and be that object.”

The male eye is also drawn tocooler colors like silver，blue，black，grey， andbrown. It’s no accident boys tend to create pictures of moving objects likespaceships，cars， andtrucks in dark colors instead of drawing the happy colorful family， like girls in theirclass.

The female eye， on the other hand， is drawn to texturesand colors. It’s also oriented toward warmer colors—reds， yellows， oranges—and visualswith more details，like faces. To engage girls，Chadwell says，the teacher doesn’t need to move as much， if at all. Girls work well incircles，facing each other. Using descriptive phrases and lots of color in overheadpresentations or on the chalkboard gets their attention.

Boys and girls also heardifferently. “When someone speaks in a loud tone， girls interpret it as yelling，” Chadwell says. “Theythink you’re mad and can shut down.” Girls have a more finely tuned auralstructure；they can hear higher frequencies than boys and are more sensitive to sounds. Headvises girls’ teachers to watch the tone of their voices. Boys’ teachersshould sound matter of fact，even excited.

A boy’s autonomic nervous systemcauses them to be more alert when they’re standing， moving， and the room temperature isaround 69 degrees. Stress in boys， he says， tends to increase blood flow to their brains， a process that helpsthem stay focused. This won’t work for girls， who are more focused seated in awarmer room around 75 degrees. Girls also respond to stress differently. Whenthey are exposed to threat and confrontation， blood goes to their guts(内脏)， leaving them feelingnervous or anxious.

“Boys will rise to a risk andtend to overestimate their abilities，” he says. “Teachers can help them by getting themto be more realistic about results. Girls at this age shy away from risk， which is exactly whylots of girls’ programs began in the private sector. Teachers can help themlearn to take risks in an atmosphere where they feel confident about doing so.”

Title：  Primary students learn 1.　

David’s belief ,Once we segregateelementary-age students，they will have the   tendency  to learn2.　. Differences betweenboys and girls, Sight ,Boys’ eyes are sensitive to 3.. and are drawn tocooler colors.

It is textures and   4.　 of objectsthat   attract   girls. Hearing ,Comparatively speaking， girls can hear 5. and are more sensitiveto sounds. They would interpret a loud tone as 6.　.Nervous system,Stress in boys tends to increase blood flow to their7.　， which helpsthem  keep 8.. Boys oftenoverestimate their abilities and are brave in face of the risk. 

When girls are exposed to 9.， blood goes to theirguts，leaving them feeling10.. Girls at this age inmany cases will shyly avoid  dealing with risk. SECTION B (10 marks)

试题答案

【答案】

1..differently　

2.better　

3.motion and direction

4.warmer colors

5.higher frequencies　

6.yelling/shouting

7.brains

8.focused/attentive　

9.threat andconfrontation

10.nervous or anxious

【解析】略