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Unit 4 How to Become Gifted

By Beatrice Garcia,2014-05-10 22:23
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How to Become Gifted

    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.

    1try to master the writing skill of a summary which presents the most important ideas in 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 longer piece of writing by using a short piece of 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? Whatre 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 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 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 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 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 words. original; all the ideas should be given in your own words.

    2) Reading skill 2) Reading skill

    Prose writing may be divided into four basic types: narration, description, exposition, and 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 argumentation. This general division is based on the effect the writing is supposed to have on its 4. Language Points

    readers. readers. 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/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 childs 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

    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:

    Id rather walk than take a bus.

    I would rather stay at home than go out.

    Hed 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.

7. After-class Assignments

    1.Recite the paragraph on page 113.and, racial, family. Interpersonal, etc.).

    2. finish the exercises of translation and structure

    Text B the truth About College teachers

    Language Points:

    1. a local school systema community authority supervising local schools

    2. learned professorsprofessors who have gained a lot of knowledge; wise professors

    3. relating to students in ways that make it difficult for students to stay awake, orif awake

    to learncommunicating with students so boringly that students find it difficult not to go to

    sleep, orif they do stay awakethey hardly learn anything

    4. adopt an elitist approachtreat others with a feeling of superiority

    5. a fact persona person interested only in facts

    6. give students a voicelet 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 soonerthan--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 massshe would possibly be affected by students, the large group of people who are not well-educated yet

    10. about three weeks into the semesterabout three weeks after the semester begins

    11. Behind the Leaders democratic guise there hides a dictator.The leader only pretends to be democratic; in fact he always insists on his own ideas.

    democratic guisea 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 teachersthe influences they have personally received from many different kinds of teachers

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