21世纪大学英语读写教程第四册第四课

21stCenturyCollegeEnglish:Book4HowtoBecomeGiftedUnit4:PartA•Pre-ReadingActivities•TextA:LanguagePoints•Exercises•AssignmentUnit4:PartAHowtoBecomeGiftedPre-ReadingActivities•Preview•Pre-ReadingListeningEducationplaysatremendouslyimportantroleinallofourlives.Itisanongoingstruggle,however,tomakethebesteducationpossibleavailabletoallcitizens.Thetextsinthisunitpresentdifferentwaysinwhichtheprocessofeducationcanbeimproved.TextA,“HowToBecomeGifted”reportsonastudywhichrevealedthatateacher’sexpectationscanhaveaprofoundeffectonthelevelofsuccessthatstudentsachieve.PreviewPre-readingActivitiesFirstlistening:Beforelisteningtothetape,haveaquicklookatthefollowingwords.catchstereotypetroublemakerethnic隐藏的困难对…形成固定看法捣乱者种族的Pre-readingActivitiesSecondlistening:Listentothetapeandthenchoosethebestanswertoeachofthefollowingquestions.Pre-readingActivitiesCheck-up1.Whatwasunusualabouttheclass?A)Theywasunusualabouttheclass.B)Thebroughtgiftsfortheirteacher.C)Theteacherwasmisledabouttheirabilities.D)Theystudiedtheeffectsoflabeling.Pre-readingActivities1.Whatwasunusualabouttheclass?A)Theywasunusualabouttheclass.B)Thebroughtgiftsfortheirteacher.C)Theteacherwasmisledabouttheirabilities.D)Theystudiedtheeffectsoflabeling.2.Whatisthemainlessontaughtbytheexperiment?A)Expectationshaveastronginfluenceonresults.B)Somestudentsaresmarterthanothers.C)Alotofcommunicationisnotexpressinwords.D)Racialstereotypescanbedamaging.Pre-readingActivities2.Whatisthemainlessontaughtbytheexperiment?A)Expectationshaveastronginfluenceonresults.B)Somestudentsaresmarterthanothers.C)Alotofcommunicationisnotexpressinwords.D)Racialstereotypescanbedamaging.3.WhichofthefollowingisNOTtrueoflabeling?A)Itispowerfulandcanhavenegativeeffects.B)Itseffectscanbepositiveornegative.C)Itisverycommonthroughoutsociety.D)Itisonlypowerfulintheclassroom.Pre-readingActivities3.WhichofthefollowingisNOTtrueoflabeling?A)Itispowerfulandcanhavenegativeeffects.B)Itseffectscanbepositiveornegative.C)Itisverycommonthroughoutsociety.D)Itisonlypowerfulintheclassroom.4.Themainpurposeofthispassageis:A)Toreportonanexperimentanditsimplications.B)Todiscusswaysofimprovingschoolperformance.C)Toexplainthedangersofracialstereotyping.D)Theystudiedtheeffectsoflabeling.Pre-readingActivities4.Themainpurposeofthispassageis:A)Toreportonanexperimentanditsimplications.B)Todiscusswaysofimprovingschoolperformance.C)Toexplainthedangersofracialstereotyping.D)Theystudiedtheeffectsoflabeling.scriptRecently,ateacherwasassignedaclassof“gifted”children.Shewastoldthat,sincetheywereallaboveaverageinintelligence,sheshouldbegettingabove-averageworkfromthem.Andasthesemesterwenton,herpupilsdidveryhighqualitywork,justasexpected.However,therewasacatch:theteacherhadnotbeentoldthetruth.Herstudentswerenotreallysmarterthanothers;theiractualIQswereallwithinthenormalrange.Theonlythingexceptionalabouttheclasswaswhattheteacherthoughtofthem.Didtheteacher’sbeliefthatherstudentsweresmartsomehowmakethemintobetterlearners?Theanswerseemstobe“yes”:achildwillusuallyliveuptotheteacher’sexpectationswhenthechildbelievesthoseexpectationsarehonest.Pre-readingActivitiesOneimportantfactorwashowtheteachercommunicatedwithherclass.Shehadacertainpowerinhervoicewhenshecomplimentedherstudents,andshetendedtoseetheirmistakesasexceptionsratherthanevidenceoftheir‘real’abilities.Probably,alotofithadtodowithcommunicationthatwasn’tevenexpressedinwords.Onethingthatiscertainisthatexpectationsstronglyinfluenceresults.Thepracticeoflabelingpeoplealsohasastrongimpactoutsideofschool.Wetendtohavedifferentexpectationsforpeoplefromdifferentcountries,forpeopleofdifferentraces,formenandforwomen.Weevenlabelthemembersofourownfamily—onechildisthesmartone,anotheristhetroublemaker,andsoon.Theschoolexperimentshowsthatsuchlabelshaveagreatdealofpower.Whentheyarepositive,theycanleadtogoodresults.Whenlabelsareunfairandnegative,suchasinthestereotypingofaracialorethnicgroup,theycanbeverydamaging.TextALanguagePointsHowtoBecomeGiftedHowtoBecomeGiftedJuliusandBarbaraFast1Inastudyofeducationaltechniques,ateacherwastoldthathernewclasswereallgiftedchildren.“Youshouldgetabove-averageresultsfromthem”,shewasadvised,andbytheendofthetermshewasgettingjustthat,betterthanaveragework.2Theremarkablethingaboutitallwasthatinrealitytheclasswasnotunusual.TheywerejustanaveragegroupofstudentswiththeIQswithinthenormalrange.Theteacherhadbeendeceivedabouttheirpotential.LanguagePoints3Thisstudyuncoveredmanyanswerstomanyquestionsaboutteachingandchildren,butitleftevenmorequestionsunanswered.Onepointitdidmakewithunusualclarityisthatachildwillusuallyliveuptoateacher’sexpectationswhenthechildbelievesthoseexpectationsarehonest.4Anunansweredquestionwas:Inwhatwaydidtheteachercommunicatetothestudentsthattheywerespecialandcoulddosuperiorwork?Shedidn'ttellthemthatinsomanywords,butobviouslysomethingaboutherattitudeconvincedthestudentsthattheyweregifted.LanguagePoints5Furtherstudiesshowedthatthespecial“something”intheteacher’sattitudewas,inpart,thetypeofworkshegavetheclass,andinparthowshepresentedit.Butthestrongest“something”was