Unit 4 how to become gifted L Teaching Objectives 1. To understand the audio materials of this unit 2. To grasp the key words, Phrases and structure 3. To mast the skills of writing and reading in this unit 1)try to master the writing skill of a summary which presents the most important ideas in a longer piece of writing by using a short piece of writing. 2) Basic Types of Prose Writing IL. Teaching Content 1. Lead-in activities 2. Text Organization 3. Skill learning in writing and reading 4. Language points( key words, phrases and difficult sentences 5. Grammar Focus 1)The word as used as a relative pronoun 2)the pattern would rather.. than 6. Guided Practice(exercises, oral practice and group work) IIL. Teaching Process 1. Warm-up Activity Questions for Ss'discussion 1) Are you gifted by nature? If not, do you think you can become a gifted one? 2)What do you think of expectations? What're your parents' expectation on you? How about your teachers"? Do their expectations play a key role in your upbringing? 2. Text-organization Topic (introduction by two examples): the labels given to people have a strong effect on how to Part I(para. 1-9) Example 1: a class of students of average intelligence labeled as gifted perform better in their work Part II(para. 10--11)Example 2: a similar experiment on mice---a group of ordinary mice labeled as gifted were trained to run as gifted were trained to run a maze more quickly than other mice Part Ill(para. 12--17): the principle of labeling and its effects Conclusion: Its effects can be positive and negative. We should understand its 3. Skill Learning in Writing and reading 1)Writing skill A summary is a short piece of writing which presents the most important ideas in a longer writing For example, of 1.000 wo A might be summ paragraph of 100 to 150 words. Good summaries are concise, representing the ideas in the original in as few words as possible. Generally, a summary will not include any words quoted from the
Unit 4 How to Become Gifted I. Teaching Objectives 1. To understand the audio materials of this unit. 2. To grasp the key words, Phrases and structure. 3. To mast the skills of writing and reading in this unit. 1）try to master the writing skill of a summary which presents the most important ideas in a longer piece of writing by using a short piece of writing.. 2) Basic Types of Prose Writing II. Teaching Content 1. Lead-in activities 2. Text Organization 3. Skill learning in writing and reading 4. Language points ( key words, phrases and difficult sentences) 5. Grammar Focus 1) The word as used as a relative pronoun 2) the pattern would rather… than … 6. Guided Practice (exercises, oral practice and group work) 7. After-class Assignments III. Teaching Process 1. Warm-up Activity Questions for Ss’ discussion: 1) Are you gifted by nature? If not, do you think you can become a gifted one? 2) What do you think of expectations? What’re your parents’ expectation on you? How about your teachers’? Do their expectations play a key role in your upbringing? 2. Text-organization Topic (introduction by two examples): the labels given to people have a strong effect on how to behave Part I (para.1--9) Example 1 : a class of students of average intelligence labeled as gifted perform better in their work. Part II(para.10--11) Example 2 : a similar experiment on mice---a group of ordinary mice labeled as gifted were trained to run as gifted were trained to run a maze more quickly than other mice. Part III(para.12--17): the principle of labeling and its effects Conclusion: Its effects can be positive and negative. We should understand its power and use it carefully. 3. Skill Learning in Writing and Reading 1) Writing skill A summary is a short piece of writing which presents the most important ideas in a longer piece of writing.. For example, an essay of 1,000 words such as Text A might be summarized in a paragraph of 100 to 150 words.. Good summaries are concise, representing the ideas in the original in as few words as possible.. Generally, a summary will not include any words quoted from the
original; all the ideas should be given in your own word 2)Reading skill Prose writing may be divided into four basic types: narration, description, exposition, and gumentation. This general division is based on the effect the writing is supposed to have on its readers 4. Language points 1. deceive: mislead sb to do sth eg. He deceived the old man into lending him all his money The teacher had been deceived about their potential 2. This study uncovered many answers. ---This research revealed many answers uncover: remove a cover from sth reveal. make known eg Uncover the plates, and you will know what I have prepared for our dinner The police have uncovered a plan to rob a bank. 3. superior(to) eg. He is a child of superior intelligence. is superior to that one in many respects 4. verbal: of or in word eg. We attach verbal instructions to each picture 5. irony: the opposite of ones thoughts eg. There was irony in his tone 6. irritation: a feeling of anger, annoyance; sth that annoys you The noise irritated me He tried not to let his irritation show. He describes her as an irritation 7. breed: n type of animal of plant V raise, bring up eg. a good breed of cattle He breeds dogs and sells them as pets He intends to breed his son to be a leader 8. all the variables in the test --all the factors that can bring about changes in the results of the variable: n a factor that can change, adj. easily change changable eg. Have you taken all the variable into account in your design? His mood is variabl Prices are variable according to the market 9. certainty: state of being sure eg. I cant say with any certainty where I shall be next week We can have no certainty of success 10. accordingly: in a manner that has been said eg I The mother was soothing her crying baby We tried to soothe his despair 11. We pin a very narrow label on a very broad, far from homogeneous group ---We use a phrase very limited in meaning to describe a very large group consisting of all types of people homogenous: disappear or die gradually; lose strength, color, freshness eg. The people of this country are homogenous
original; all the ideas should be given in your own words.. 2) Reading skill Prose writing may be divided into four basic types:: narration, description, exposition, and argumentation.. This general division is based on the effect the writing is supposed to have on its readers.. 4. Language Points 1. deceive: mislead sb to do sth eg. He deceived the old man into lending him all his money. The teacher had been deceived about their potential. 2. This study uncovered many answers…---This research revealed many answers … uncover: remove a cover from sth; reveal, make known eg. Uncover the plates, and you will know what I have prepared for our dinner. The police have uncovered a plan to rob a bank. 3. superior (to) eg. He is a child of superior intelligence. His car is superior to that one in many respects. 4. verbal: of or in words eg. We attach verbal instructions to each picture. 5. irony: the opposite of one’s thoughts eg. There was irony in his tone. 6. irritation: a feeling of anger ,annoyance; sth that annoys you eg. The noise irritated me. He tried not to let his irritation show. He describes her as an irritation. 7. breed: n. type of animal of plant v. raise, bring up eg. a good breed of cattle He breeds dogs and sells them as pets. He intends to breed his son to be a leader. 8. all the variables in the test---all the factors that can bring about changes in the results of the test variable: n. a factor that can change; adj. easily change changable eg. Have you taken all the variable into account in your design? His mood is variable. Prices are variable according to the market. 9. certainty: state of being sure eg. I can’t say with any certainty where I shall be next week. We can have no certainty of success. 10. accordingly: in a manner that has been said eg. I The mother was soothing her crying baby. We tried to soothe his despair. 11. We pin a very narrow label on a very broad, far from homogeneous group.---We use a phrase very limited in meaning to describe a very large group consisting of all types of people. homogenous: disappear or die gradually; lose strength, color, freshness eg. The people of this country are homogenous
12. racial: racial discrimination 13. welfare: health, happiness, prosperity of a person or a group; care for the health, safecondition and financial problem; money paid by the government eg. social welfare program, child welfare 14. readily: willingly, easily eg. He readily promised to help They can be readily bought anywhere 15.The label may be less inclusive even sexist. ---The label may be applied only to some people, even only to people of one sex against the other. inclusive(of sth): including eg. The monthly rent is 50 Yuan, inclusive of light and water Make an inclusive list of your expenses 16. indifferent/indifference: lack of interest, feeling or reaction towards sb/st eg. She was much distressed by his indifference to her How can you be so indifferent to the suffering of the children. Theyre indifferent to the dangers 17. in reality: in fact eg. She gives the impression of being generous, but in reality she is a very selfish woman 18. live up to/measure up to: achieve what sb. expects, esp high standards g. He failed to live up to his parents' expectations Peter was a man who lived up to his promises It's difficult to live up to the standards set by our bo 19. due to: because of, caused by eg. The accident was due to careless driving 20. in terms of: as regards eg. Think of it in terms of an investment He is rich in terms of money, but not in terms of happiness 21. His inner strength may allow him to go through with his own dend become a carpenter---At heart he may have the strong will to realize his wishes and become a carpenter go through with: complete sth difficult Eg. He is determined to go through with the marriage despite his parents'objection 22. go through experience or suffer sth difficult eg. They went through hardships before liberation You ll have to go through a severe test. 23. but as often as not the reality has been imposed on the child by the label--but fairly often the childs impression of the reality has been created by the label as often as not: very frequentl eg. As often as not the buses are late on snowy days I as often as not wonder what he's really thinki 24 The driver seemed puzzled the driver didn't seem to understand how she could have caused the accident 25. barely touched the depths of their grief: hardly express their deep grief 26. the changes may be invisible to a casual observer:
12. racial: racial discrimination 13. welfare: health, happiness, prosperity of a person or a group; care for the health, safecondition and financial problem; money paid by the government eg. social welfare program, child welfare 14.readily: willingly, easily eg. He readily promised to help. They can be readily bought anywhere. 15.The label may be less inclusive even sexist. ---The label may be applied only to some people, even only to people of one sex against the other. inclusive (of sth): including eg. The monthly rent is 50 Yuan, inclusive of light and water. Make an inclusive list of your expenses. 16.indifferent/indifference : lack of interest, feeling or reaction towards sb/sth eg. She was much distressed by his indifference to her. How can you be so indifferent to the suffering of the children. They’re indifferent to the dangers. 17. in reality: in fact eg. She gives the impression of being generous, but in reality she is a very selfish woman. 18. live up to /measure up to : achieve what sb. expects, esp. high standards eg. He failed to live up to his parents’ expectations. Peter was a man who lived up to his promises. It’s difficult to live up to the standards set by our boss. 19. due to :because of, caused by eg. The accident was due to careless driving. 20. in terms of : as regards eg. Think of it in terms of an investment. He is rich in terms of money, but not in terms of happiness. 21. His inner strength may allow him to go through with his own dend become a carpenter---At heart he may have the strong will to realize his wishes and become a carpenter go through with: complete sth difficult. Eg. He is determined to go through with the marriage despite his parents’ objection. 22. go through :experience or suffer sth difficult eg. They went through hardships before liberation. You’ll have to go through a severe test. 23. but as often as not the reality has been imposed on the child by the label---but fairly often the child’s impression of the reality has been created by the label as often as not: very frequently eg. As often as not the buses are late on snowy days. I as often as not wonder what he’s really thinking. 24 The driver seemed puzzled: ---the driver didn’t seem to understand how she could have caused the accident 25. barely touched the depths of their grief: ---hardly express their deep grief 26. the changes may be invisible to a casual observer:
---people who are nor careful may be unable to see the changes 27. where to go from there what happened afterwards a man whose contributions to his community would have made a difference a man who, if alive, would have made important contributions to the society in which he lives 29. a void opens a great loss is felt 30. defying all efforts to soothe the despair no words can comfort them 31. sleep offers no escape from the nightmare of awakening -day and night, awake or asleep, they can never escape from the pain of the loss 32. morning brings only the irreversibility of loss the loss will never be made up any day 33 as anticipation fades into nothingness when nothing can be expected 5. Grammar Focus l. The word as used as a relative pronoun The word as can be used as a relative pronoun in the sense of"in the way that"or"and so too"to introduce an attributive clause. In this use the word serves the functions of a noun phrase in the clause, such as the subject or the object, similar to which Examples: He was totally unprepared, as(which) is the way with many people in such matters The night had turned cold as is usual around here As is often the case with children, Amy was completely better by the time the doctor arrived She was extremely popular among students, as could be expected As I said a moment ago, we each want to win a prize in the contest As he predicted, the wind chang 2. the pattern would rather.. than The pattern would rather..than.. is used to express a preference, to say that you want to lo one thing instead of another. In the pattern a verb in the form of an infinitive without"to"is used after either rather or than Usually would rather is shortened to 'd rather Examples: Id rather walk than take a bus i would rather stay at home than go out He'd rather play golf than watch TV. She would rather die than lose the children(=She certainly does not want to lose the children) 6. Guided Practice(exercises, oral practice and group work) A). Ask several students to retell the text by using their own words B). Talk about the main idea or theme of the text 2)exercises: vocabulary and word-building 3)group the students in 4-6, discuss the possible consequences of labeling at various levels(i.e
---people who are nor careful may be unable to see the changes 27. where to go from there: --- what happened afterwards 28. a man whose contributions to his community would have made a difference: --- a man who, if alive, would have made important contributions to the society in which he lives 29. a void opens: --- a great loss is felt 30. defying all efforts to soothe the despair --- no words can comfort them 31. sleep offers no escape from the nightmare of awakening ---day and night, awake or asleep, they can never escape from the pain of the loss 32. morning brings only the irreversibility of loss ---the loss will never be made up any day 33. as anticipation fades into nothingness ---when nothing can be expected 5. Grammar Focus 1. The word as used as a relative pronoun The word as can be used as a relative pronoun in the sense of “in the way that” or “and so too” to introduce an attributive clause. In this use the word serves the functions of a noun phrase in the clause, such as the subject or the object, similar to which. Examples: He was totally unprepared, as (=which) is the way with many people in such matters. The night had turned cold, as is usual around here. As is often the case with children, Amy was completely better by the time the doctor arrived. She was extremely popular among students, as could be expected. As I said a moment ago, we each want to win a prize in the contest. As he predicted, the wind changed. 2. the pattern would rather… than … The pattern would rather … than … is used to express a preference, to say that you want to do one thing instead of another. In the pattern a verb in the form of an infinitive without “to” is used after either rather or than. Usually would rather is shortened to ’d rather. Examples: I’d rather walk than take a bus. I would rather stay at home than go out. He’d rather play golf than watch TV. She would rather die than lose the children (=She certainly does not want to lose the children). 6. Guided Practice (exercises, oral practice and group work) 1) Summary A). Ask several students to retell the text by using their own words. B). Talk about the main idea or theme of the text. 2) exercises: vocabulary and word-building 3) group the students in 4-6, discuss the possible consequences of labeling at various levels(i.e
racial, family. Interpersonal, etc. 7. After-class Assignments ecite the paragraph on page 113. and, 2. finish the exercises of translation and structure Textb the truth about college teachers Language points 1. a local school system-a community authority supervising local school 2. learned professors-professors who have gained a lot of knowledge; wise professors 3. relating to students in ways that make it difficult for students to stay awake, or-if awake -to learn--communicating with students so boringly that students find it difficult not to go to sleep, or-if they do stay awake--they hardly learn anything 4. adopt an elitist approach-treat others with a feeling of superiority 5. a fact person-a person interested only in facts 6. give students a voice-let students have an opportunity to express their ideas 7. This formality does not, as some students mistakenly suppose, indicate respect for the student as a fledgling member of the academic community. - Some students imagine that this formal use of "Mr " Or"Miss"is a way of showing respect for the student and regarding him or her as a young member of the academic world, but this is not true 8. No sooner has she delivered her last forgettable word than the Knowledgeable One packs up her notes and shoots out of the door . - -lmmediately when she has said her last word, which no one will care to remember, the learned professor gathers her notes and leaves quickly, No sooner.. than..--immediately when or after Examples He had no sooner arrived(or: No sooner had he arrived )than he was asked to leave again o sooner had he closed his eyes than he fell asleep 9. she would risk contagion from students, that great unwashed mass-she would possibly be affected by students, the large group of people who are not well-educated yet 10. about three weeks into the semester-about three weeks after the semester begins 11. Behind the Leader's democratic guise there hides a dictator-The leader only pretends to be democratic; in fact he always insists on his own ideas democratic guise-a pretended democratic attitude 12. Grade- conscious students soon learn not to chime in with their viewpoint -Students who care much about good academic grades soon become clever enough not to agree with other students' viewpoints( which are different from those of the teacher) 13. come across as the students'"Buddy"-appear to be the students'"Good Friend 14. their own exposure to many different kinds of teachers-the influences they have personally received from many different kinds of teachers
racial, family. Interpersonal, etc.). 7. After-class Assignments 1.Recite the paragraph on page 113.and, 2. finish the exercises of translation and structure Text B the truth About College teachers Language Points: 1. a local school system—a community authority supervising local schools 2. learned professors—professors who have gained a lot of knowledge; wise professors 3. relating to students in ways that make it difficult for students to stay awake, or—if awake –to learn—communicating with students so boringly that students find it difficult not to go to sleep, or—if they do stay awake—they hardly learn anything 4. adopt an elitist approach—treat others with a feeling of superiority 5. a fact person—a person interested only in facts 6. give students a voice—let students have an opportunity to express their ideas 7. This formality does not, as some students mistakenly suppose, indicate respect for the student as a fledgling member of the academic community. – Some students imagine that this formal use of “Mr.” Or “Miss” is a way of showing respect for the student and regarding him or her as a young member of the academic world, but this is not true. 8. No sooner has she delivered her last forgettable word than the Knowledgeable One packs up her notes and shoots out of the door,…--Immediately when she has said her last word, which no one will care to remember, the learned professor gathers her notes and leaves quickly, … No sooner…than…--immediately when or after… Examples: He had no sooner arrived (or: No sooner had he arrived) than he was asked to leave again. No sooner had he closed his eyes than he fell asleep. 9. she would risk contagion from students, that great unwashed mass—she would possibly be affected by students, the large group of people who are not well-educated yet 10. about three weeks into the semester—about three weeks after the semester begins 11. Behind the Leader’s democratic guise there hides a dictator.—The leader only pretends to be democratic; in fact he always insists on his own ideas. democratic guise—a pretended democratic attitude 12. Grade-conscious students soon learn not to chime in with their viewpoint.—Students who care much about good academic grades soon become clever enough not to agree with other students’ viewpoints (which are different from those of the teacher). 13. come across as the students’ “Buddy” – appear to be the students’ “Good Friend” 14. their own exposure to many different kinds of teachers—the influences they have personally received from many different kinds of teachers