21st Century College English: Book 4 How to Become Gifted Unit 4: Part A.

21st Century College English: Book 421st Century College English: Book 4

How to How to Become GiftedBecome Gifted

Unit 4: Part AUnit 4: Part AUnit 4: Part AUnit 4: Part A

• Pre-Reading Activities

• Text A: Language Points

• Exercises

• Assignment

Unit 4: Part AUnit 4: Part A

How to Become GiftedHow to Become Gifted

Pre-Reading ActivitiesPre-Reading Activities

• Preview

• Pre-Reading Listening

Education plays a tremendously important role in all Education plays a tremendously important role in all of our lives. It is an ongoing struggle, however, to make of our lives. It is an ongoing struggle, however, to make the best education possible available to all citizens. The the best education possible available to all citizens. The texts in this unit present different ways in which the texts in this unit present different ways in which the process of education can be improved. Text A, “How To process of education can be improved. Text A, “How To Become Gifted” reports on a study which revealed that a Become Gifted” reports on a study which revealed that a teacher’s expectations can have a profound effect on the teacher’s expectations can have a profound effect on the level of success that students achieve. level of success that students achieve.

PreviewPreview

Pre-reading ActivitiesPre-reading Activities

First listening:First listening: Before listening to the tape, have a quick look at the Before listening to the tape, have a quick look at the following words.following words.

catch

stereotype

troublemaker

ethnic

隐藏的困难隐藏的困难

对对……形成固定看法形成固定看法

捣乱者捣乱者

种族的种族的


Second listening:Second listening: Listen to the tape and then choose the best Listen to the tape and then choose the best answer to each of the following questions.answer to each of the following questions.


Check-upCheck-upCheck-upCheck-up

1.1. What was unusual about the class?What was unusual about the class?

A) They was unusual about the class.A) They was unusual about the class.

B) The brought gifts for their teacher.B) The brought gifts for their teacher.

C) The teacher was misled about their abilities.C) The teacher was misled about their abilities.

D) They studied the effects of labeling.D) They studied the effects of labeling.


1.1. What was unusual about the class?What was unusual about the class?

A) They was unusual about the class.A) They was unusual about the class.

B) The brought gifts for their teacher.B) The brought gifts for their teacher.

C) The teacher was misled about their abilities.C) The teacher was misled about their abilities.


2.2. What is the main lesson taught by the experiment?What is the main lesson taught by the experiment?

A) Expectations have a strong influence on results.A) Expectations have a strong influence on results.

B) Some students are smarter than others.B) Some students are smarter than others.

C) A lot of communication is not express in words.C) A lot of communication is not express in words.

D) Racial stereotypes can be damaging.D) Racial stereotypes can be damaging.


2.2. What is the main lesson taught by the experiment?What is the main lesson taught by the experiment?

A) Expectations have a strong influence on results.A) Expectations have a strong influence on results.

B) Some students are smarter than others.B) Some students are smarter than others.

C) A lot of communication is not express in words.C) A lot of communication is not express in words.

D) Racial stereotypes can be damaging.D) Racial stereotypes can be damaging.

3.3. Which of the following is NOT true of labeling?Which of the following is NOT true of labeling?

A) It is powerful and can have negative effects.A) It is powerful and can have negative effects.

B) Its effects can be positive or negative.B) Its effects can be positive or negative.

C) It is very common throughout society.C) It is very common throughout society.

D) It is only powerful in the classroom.D) It is only powerful in the classroom.


3.3. Which of the following is NOT true of labeling?Which of the following is NOT true of labeling?

A) It is powerful and can have negative effects.A) It is powerful and can have negative effects.

B) Its effects can be positive or negative.B) Its effects can be positive or negative.

C) It is very common throughout society.C) It is very common throughout society.

D) It is only powerful in the classroom.D) It is only powerful in the classroom.

4.4. The main purpose of this passage is: The main purpose of this passage is:

A) To report on an experiment and its implications.A) To report on an experiment and its implications.

B) To discuss ways of improving school performance.B) To discuss ways of improving school performance.

C) To explain the dangers of racial stereotyping.C) To explain the dangers of racial stereotyping.



4.4. The main purpose of this passage is: The main purpose of this passage is:

A) To report on an experiment and its implications.A) To report on an experiment and its implications.

B) To discuss ways of improving school performance.B) To discuss ways of improving school performance.

C) To explain the dangers of racial stereotyping.C) To explain the dangers of racial stereotyping.


scriptscriptscriptscript

Recently, a teacher was assigned a class of “gifted” children. She was told that, since they were all above average in intelligence, she should be getting above-average work from them. And as the semester went on, her pupils did very high quality work, just as expected.

However, there was a catch: the teacher had not been told the truth. Her students were not really smarter than others; their actual IQs were all within the normal range. The only thing exceptional about the class was what the teacher thought of them. Did the teacher’s belief that her students were smart somehow make them into better learners?

The answer seems to be “yes”: a child will usually live up to the teacher’s expectations when the child believes those expectations are honest.


One important factor was how the teacher communicated with her class. She had a certain power in her voice when she complimented her students, and she tended to see their mistakes as exceptions rather than evidence of their ‘real’ abilities. Probably, a lot of it had to do with communication that wasn’t even expressed in words. One thing that is certain is that expectations strongly influence results.

The practice of labeling people also has a strong impact outside of school. We tend to have different expectations for people from different countries, for people of different races, for men and for women. We even label the members of our own family — one child is the smart one, another is the troublemaker, and so on.

The school experiment shows that such labels have a great deal of power. When they are positive, they can lead to good results. When labels are unfair and negative, such as in the stereotyping of a racial or ethnic group, they can be very damaging.

Text AText A

Language PointsLanguage Points

How to Become How to Become Gifted Gifted

How to Become How to Become Gifted Gifted

How to Become GiftedHow to Become Gifted

Julius and Barbara Fast

11 In a study of educational techniques, a teacher was told that her In a study of educational techniques, a teacher was told that her

newclass were all newclass were all gifted children. “You should get above-average children. “You should get above-average

results from them”, she was advised, and by the end of the term she results from them”, she was advised, and by the end of the term she

was getting just that, better than average work.was getting just that, better than average work.

22 The remarkable thing about it all was that in reality the class The remarkable thing about it all was that in reality the class

was not unusual. They were just an average group of students with was not unusual. They were just an average group of students with

the IQs within the normal range. The teacher had been the IQs within the normal range. The teacher had been deceived

about their potential. about their potential.


33 This study This study uncovered many answers to many questions about teaching and children, but it left even more questions unanswered. One point it didit did make with unusual clarity is that a child will usually with unusual clarity is that a child will usually

live up to a teacher’s expectations when the child believes those expectations are honest.

44 An unanswered question was: In what way did the teacher An unanswered question was: In what way did the teacher

communicate toto the students that they were special and could do the students that they were special and could do

superior work? She didn't tell them that in so many words, but obviously something about her attitude convinced the students that they were gifted..


55 Further studies showed that the special “something” in the Further studies showed that the special “something” in the

teacher’s attitude was, teacher’s attitude was, in part, the type of work she gave the class, , the type of work she gave the class,

and in part how she presented it. But the strongest “something” and in part how she presented it. But the strongest “something”

was the teacher herself and her attitude toward the class and was the teacher herself and her attitude toward the class and

toward their ability.toward their ability.

66 There was an extra amount of confidence and interest in her There was an extra amount of confidence and interest in her

voice that said, “You’re bright children.” There was a constant voice that said, “You’re bright children.” There was a constant

reassuring tone that told them they would do well, very well. reassuring tone that told them they would do well, very well.

The children picked up these signals and reacted positively to them.



77 When a student’s work did not measure up to the teacher’s When a student’s work did not measure up to the teacher’s

expectations, as often happened, the students was not treated with expectations, as often happened, the students was not treated with

disappointment, anger, or annoyance. Instead, the teacher assumed disappointment, anger, or annoyance. Instead, the teacher assumed

that this was an exception, an accident, a bad day, a momentary slip that this was an exception, an accident, a bad day, a momentary slip

— and the student believed her and felt reassured. The next time — and the student believed her and felt reassured. The next time

around, he tried harder, determined to live up to what the teacher around, he tried harder, determined to live up to what the teacher

knew he could do.knew he could do.

88 The exact part of communication that tells a child, “I expect the The exact part of communication that tells a child, “I expect the

best,” is difficult to pinpoint. In part it best,” is difficult to pinpoint. In part it consists of a level tone showing

assurance, a lack of verbal impatience, an absence of negative qualities

such as irony, put-downs, and irritation. The teacher who expects the

best asks her questions with conviction, knowing the answers she gets

will be right, and the child picks up that conviction.

99 Most of this is transmitted through the voice, but a surprising Most of this is transmitted through the voice, but a surprising

amount is in the attitude, in touch, and in facial expression.amount is in the attitude, in touch, and in facial expression.


10 An experiment similar to the one done with “gifted” children

was done with “gifted” mice. A scientist was given a group of

ordinary mice, but told that they were a special breed, trained to run

a maze in record time. Working with these mice, the scientist found that

they did learn faster than other mice and did run the maze more quickly.


1111 But mice know nothing of our language. How was the scientist But mice know nothing of our language. How was the scientist

able to communicate his expectations to them? An examination of able to communicate his expectations to them? An examination of

all the variables in the test concluded that the unusually good all the variables in the test concluded that the unusually good

results were results were due to the way he had handled the mice, the way he talked

to them and the tone, the confidence, the reassurance, and the certainty

in his voice. They absorbed all the messages and performed accordingly!


1212 In a broader view of both these experiments, the teacher and In a broader view of both these experiments, the teacher and the scientist used a principle common to all societies at all levels — the scientist used a principle common to all societies at all levels — the principle of labeling. All our expectations are prejudiced, and we the principle of labeling. All our expectations are prejudiced, and we have very different expectations for different people, even on a have very different expectations for different people, even on a national level. We think of people national level. We think of people in terms of national characteristics. We expect Americans to be greedy, after the big buck, and we label We expect Americans to be greedy, after the big buck, and we label them that way in our minds. We label Germans neat and orderly, them that way in our minds. We label Germans neat and orderly, English cold, distant, and reserved, Italians emotional, Japanese English cold, distant, and reserved, Italians emotional, Japanese polite — and so it goes. We pin a very narrow label on a very broad, polite — and so it goes. We pin a very narrow label on a very broad, far from homogeneous group. We do it on racial levels too. Blacks far from homogeneous group. We do it on racial levels too. Blacks are musical, Indians are stoic, Orientals inscrutable. We even label are musical, Indians are stoic, Orientals inscrutable. We even label the sexes — men are aggressive, women passive.the sexes — men are aggressive, women passive.


1313 On a family basis, the labels are sometimes attached by the On a family basis, the labels are sometimes attached by the

neighbors. “Those Joneses are trash … always on welfare.” Or the neighbors. “Those Joneses are trash … always on welfare.” Or the

label may be attached by the family itself. “We Smiths label may be attached by the family itself. “We Smiths would rather

go hungry go hungry than ask for government help! ” The Smith boy, growing ask for government help! ” The Smith boy, growing

up with this label of awesome independence, lives up to it as readily up with this label of awesome independence, lives up to it as readily

as the Jones girl lives up to her label. “They all think we’re trash? as the Jones girl lives up to her label. “They all think we’re trash?

I’ll act like trash!”I’ll act like trash!”


1414 The label may be less The label may be less inclusive, even sexist. One family might say proudly, “The men in our family are always professionals.” When Bill, a son in this family, finds that carpentry is the work he loves best, he faces a family conflict — and a conflict with himself. His inner strength may allow him to go through with his own desires and become a carpenter, but then he knows that he hasn’t lived up to the family label and he goes through life with a sense of guilt. He may even create his own label. “I’m a failure, really.” It doesn’t matter that Bill is a success in his field, that in time he owns his own business and makes more money than his brother Bob, who became a lawyer. Bill is still not a professional man, and as a result his inner label still reads failure.failure.


1515 Labeling within a family starts very early. Before the baby Labeling within a family starts very early. Before the baby

understands verbal language, he responds to body language and understands verbal language, he responds to body language and

indirect communication. He senses the love in his parents’ voice indirect communication. He senses the love in his parents’ voice

before he understands the words, and he also senses the rejection, before he understands the words, and he also senses the rejection,

indifference, fear, or hostility, and he reacts to those emotions too.indifference, fear, or hostility, and he reacts to those emotions too.


1616 If he’s treated with love and gentleness, he responds with both If he’s treated with love and gentleness, he responds with both

emotions. Later, when he understands speech, he accepts his label. emotions. Later, when he understands speech, he accepts his label.

Jimmy is the nice one in the family, or Sally, who’s been a Jimmy is the nice one in the family, or Sally, who’s been a difficult baby, earns the label of troublemakertroublemaker. Each child, along with his . Each child, along with his

given name, picks up a label. She’s the clever one. He’s the given name, picks up a label. She’s the clever one. He’s the pushy

one. Norman is always late. Betty is so hard to love. Barbara is cold. one. Norman is always late. Betty is so hard to love. Barbara is cold.

Jack is wild. Natalie is sweet, and so on. The labels may reflect Jack is wild. Natalie is sweet, and so on. The labels may reflect

reality. Natalie may be sweet, but reality. Natalie may be sweet, but as often as not the reality has been imposed on the child by the label. If Natalie hears that she is sweet often enough, she begins to act sweet. You tend to live up to your label


1717 In the same way, the students in the teaching experiment were In the same way, the students in the teaching experiment were

labeled bright, and they managed to be bright, to work beyond their labeled bright, and they managed to be bright, to work beyond their

ordinary ability.ordinary ability.


giftedgifted

—— aa. very intelligent or talented; more intelligent than . very intelligent or talented; more intelligent than average, esp. used of childrenaverage, esp. used of children

Examples:Examples:

• Even Even giftedgifted children fail to progress without good children fail to progress without good teaching. teaching.

• She is She is gifted gifted —— she is a wonderful athlete, she writes she is a wonderful athlete, she writes beautifully and plays the guitar and so on.beautifully and plays the guitar and so on.

deceivedeceive

—— deliberately mislead somebody (about something)deliberately mislead somebody (about something)

Example:Example:

• The leader had been The leader had been deceived deceived about their about their performance.performance.

TranslateTranslate

他骗她，使她相信他会开汽车。他骗她，使她相信他会开汽车。

KeyKey

He deceived her into thinking he could drive a car.He deceived her into thinking he could drive a car.

uncoveruncover

—— to remove the thing that covers something else; to find to remove the thing that covers something else; to find out about something, esp. what has been kept a secret.out about something, esp. what has been kept a secret.

Cf. Cf. uncover uncover andand discover discover

uncoveruncover means “to find out about something, esp. what means “to find out about something, esp. what has been kept a secret.”has been kept a secret.”

discover discover means “to find out about something that one means “to find out about something that one did not know about before and one finds it either by did not know about before and one finds it either by accident or because he has been looking for it.”accident or because he has been looking for it.”

Examples:Examples:

• Digging in her garden she Digging in her garden she uncovereduncovered a hoard of gold a hoard of gold dating back to the 9dating back to the 9thth century. century.

• These reasons can easily be These reasons can easily be uncovereduncovered with little with little inquiry.inquiry.

• Gravity was Gravity was discovereddiscovered by Newton when an apple fell by Newton when an apple fell on his head.on his head.

• The boss The boss discovereddiscovered him stealing money. him stealing money.

make a pointmake a point

—— express an idea express an idea

Examples:Examples:

• This is the first This is the first pointpoint I want to I want to makemake ..

• You You mademade some interesting some interesting pointspoints in your speech.in your speech.

live up tolive up to

— — (also (also measure up tomeasure up to) to keep to the high standards ) to keep to the high standards

of of 量入为出，配合，回应，实践，配得上量入为出，配合，回应，实践，配得上

Exercises:Exercises:

• His work His work lived up tolived up to his reputation. his reputation.

• He He lives up tolives up to his income. his income.

• Did the film Did the film live up tolive up to your expectations? your expectations?

量入为出回应配得上量入为出回应配得上

communicate sth to (sb or sth) communicate sth to (sb or sth)

— — make something known; convey something

Examples:Examples:

• This poem This poem communicatescommunicates the author’s despair. the author’s despair.

• Writers Writers communicatecommunicate their ideas to the readers their ideas to the readers

by writing.by writing.

superior superior

— — good or better in quality or value

Example:Example:

• This western restaurant is This western restaurant is superiorsuperior to the one we to the one we

went to last week. went to last week.

TranslateTranslate

这台机器在很多方面比那台好。这台机器在很多方面比那台好。

KeyKey

This machine is superior in many respects to that.This machine is superior in many respects to that.

in partin part

— to a certain extent; partly

Example:Example:

• His success was due His success was due in partin part to luck. to luck.

The children picked up these signals and reacted The children picked up these signals and reacted

positively to them.positively to them.

Paraphrase :Paraphrase :

— the children got the information ( conveyed by the

teacher’s voice and tone) into their minds and

performed well in response to this information.

consists ofconsists of

— be composed of, be made up of

Translation:Translation:

1)1) This is a mixture This is a mixture consists ofconsists of flour and water. flour and water.

The committeeThe committee consists ofconsists of ten membersten members..

这是面粉和水的混合物这是面粉和水的混合物 ..

2)2) 委员会由十人组成委员会由十人组成 ..

convictionconviction

— firm opinion or belief

ExamplesExamples

• It’s my It’s my convictionconviction that complacency is at the root that complacency is at the root

of our troubles.of our troubles.

• Do you always act in accordance with your Do you always act in accordance with your

convictionsconvictions.

In record timeIn record time

— — in the shortest time

Examples:Examples:• Unemployment was at a Unemployment was at a recordrecord high. high.• The bank rate was increased to a The bank rate was increased to a recordrecord 8%. 8%.• A A recordrecord number of people attended the concert number of people attended the concert

recordrecord

— — best performance or highest or lowest level ever best performance or highest or lowest level ever

reached, esp. in sportreached, esp. in sport

due todue to

— caused by; because of

Examples:Examples:

• He was late He was late due todue to/owing to the very heavy traffic./owing to the very heavy traffic.

• Accidents Accidents due todue to driving at high speed were very driving at high speed were very

common that weekend.common that weekend.

It is generally considered that It is generally considered that due to is a synonym for is a synonym for owing to .However, they are used differently..However, they are used differently. Due to can can be used immediately after a noun.be used immediately after a noun.

due todue to

—caused by; because of

It is generally considered that It is generally considered that due to is a synonym for is a synonym for

owing to .However, they are used differently..However, they are used differently. Due to

can be used immediately after a noun.can be used immediately after a noun.

accordinglyaccordingly

—— in a manner that is appropriate to the particular in a manner that is appropriate to the particular circumstancescircumstances

Examples:Examples:

• He had loved her and had been, He had loved her and had been, accordinglyaccordingly, good to , good to

her.her.

• When we receive your instructions we shall act When we receive your instructions we shall act

accordinglyaccordingly..

In terms ofIn terms of

— — with regard to the particular aspect specified; as with regard to the particular aspect specified; as regardsregards

Examples:Examples:

• Think of it Think of it in terms ofin terms of an investment. an investment.

• The figures are expressed The figures are expressed in terms ofin terms of a percentage. a percentage.

would rather … thanwould rather … than

— — more willingly, = would sooner…rathermore willingly, = would sooner…rather ，， would as would as

soon … assoon … as

ExercisesExercises::

1.1. I would rather you ________________ here.I would rather you ________________ here.

2.2. I would sooner ___ at once than ____ in this agonyI would sooner ___ at once than ____ in this agony

3.3. I would just as soon ____ at home as _____.I would just as soon ____ at home as _____.

A. died, lived B. dying, living C. die, living D. die, liveA. died, lived B. dying, living C. die, living D. die, live

A. remained B. would remain C. had remained D. remainA. remained B. would remain C. had remained D. remain

A. staying, go B. stay, go C. stay, going D. to stay, to goA. staying, go B. stay, go C. stay, going D. to stay, to go

inclusiveinclusive

— including sth.; including much or all

Example:Example:

• The monthly rent is 500 yuan The monthly rent is 500 yuan inclusiveinclusive of everything. of everything.

go through withgo through with

— — to complete; carry out;to complete; carry out;


• Do you intend to Do you intend to go through withgo through with this wedding? this wedding?

• I can’t I can’t go through withgo through with this performance, I’m so this performance, I’m so

nervous.nervous.

• I will I will go through withgo through with my plan whatever the my plan whatever the

opposition?opposition?

a sense of guilt a sense of guilt

— — 犯罪感犯罪感


名誉心名誉心

责任感责任感

有理智的人有理智的人

方向感方向感

通情达理通情达理

a sense of honoura sense of honour

a sense of duty/ responsibilitya sense of duty/ responsibility

a man of sense a man of sense

a sense of locality/directiona sense of locality/direction

good sensegood sense

in timein time

— — after a certain amount of timeafter a certain amount of time

Examples:Examples:

• In timeIn time you’ll forget him. you’ll forget him.

• I will see him I will see him in timein time..

• She will be back She will be back in timein time to prepare dinner. to prepare dinner.

来得及经过一段时间以后早晚来得及经过一段时间以后早晚 , , 总有一天总有一天

read read

— — 可读（作…），写着…可读（作…），写着…

Translation:Translation:

1)1) The sign The sign readsreads “Stop.” “Stop.”

2)2) The book The book readsreads well. well.

3)3) The rule The rule readsreads in two ways. in two ways.

那个牌子上写着“止步”。那个牌子上写着“止步”。

那本书写的不错。那本书写的不错。

这项规则可做两种解释。这项规则可做两种解释。

difficultdifficult

— — not easy to please or satisfy; unwilling to co-operatenot easy to please or satisfy; unwilling to co-operate

ExamplesExamples::

a a difficultdifficult boy boy

a a difficultdifficult customer customer

a a difficultdifficult boss boss

Don’t be Don’t be difficultdifficult, just lend us the money., just lend us the money.

难哄的小孩难哄的小孩

难对付的顾客难对付的顾客

难讨好的上司难讨好的上司

别难为我们了别难为我们了 , , 快把钱借给我们吧快把钱借给我们吧 ..

pushypushy — — 粗鲁的；固执己见得粗鲁的；固执己见得

bossybossy

nosy nosy

— — 专横的，霸道的；爱指挥人专横的，霸道的；爱指挥人的的

— — 爱打听的爱打听的 , , 爱管闲事的爱管闲事的

airyairy — — 轻浮的，做作的轻浮的，做作的

crankycranky — — 易发脾气的，暴躁的易发脾气的，暴躁的

as often as notas often as not

— — fairly often; very frequentlyfairly often; very frequently

Examples:Examples:

• As often as notAs often as not the buses are late on foggy days. the buses are late on foggy days.

• In the evening, In the evening, as often as notas often as not, we sit down to , we sit down to

watch our favorite programs. watch our favorite programs.

• Comprehension

• Vocabulary

• Listening

ExercisesExercises

《读写教程 VI 》 : Ex. II, p. 98Ex. II, p. 98《读写教程 VI 》 : Ex. II, p. 98Ex. II, p. 98

Exercises Exercises • • ComprehensionComprehension

1.1. What was the actual range of IQs among the students in the What was the actual range of IQs among the students in the teaching experiment?teaching experiment?

2.2. What did the study show about how a teacher’s expectations What did the study show about how a teacher’s expectations affect students?affect students?

Answer the following questions:

The IQs among the students are within the normal range.The IQs among the students are within the normal range.

The study showed that the teacher’s positive view and high The study showed that the teacher’s positive view and high expectations of the students convinced them that they were expectations of the students convinced them that they were gifted and enabled them to do better than average work.gifted and enabled them to do better than average work.


3.3. How did the teacher deal with a student whose work did not How did the teacher deal with a student whose work did not measure up to her expectations?measure up to her expectations?

4.4. How did the teacher communicate to the students that she felt How did the teacher communicate to the students that she felt they were capable of doing outstanding work?they were capable of doing outstanding work?

She did not see this as evidence that the student was not She did not see this as evidence that the student was not bright or capable, but rather viewed it as one day’s poor bright or capable, but rather viewed it as one day’s poor performance; an exception to a normally good pattern of performance; an exception to a normally good pattern of work.work.

It is hard to describe exactly, but her tone was assured and It is hard to describe exactly, but her tone was assured and she did not express any negative qualities such as irony, she did not express any negative qualities such as irony, putdowns and irritation. putdowns and irritation.


5.5. What point is make by the example of the experiment with What point is make by the example of the experiment with the mice? the mice?

6.6. What is meant by the term “labeling” as used in the text? What is meant by the term “labeling” as used in the text?

This shows that positive expectation can be effective even This shows that positive expectation can be effective even on mice, who do not , of course, understand human on mice, who do not , of course, understand human language.language.

Labeling means thinking of people in terms of the general Labeling means thinking of people in terms of the general prejudices which we have about their nationality, their prejudices which we have about their nationality, their race, or their gender rather than thinking of them as race, or their gender rather than thinking of them as individuals.individuals.


7.7. According to the text, why is the practice of labeling wrong? According to the text, why is the practice of labeling wrong?

8.8. What was the example of Bill, who chose to be a carpenter What was the example of Bill, who chose to be a carpenter rather than a professional, show about the effects of labeling rather than a professional, show about the effects of labeling on individuals? on individuals?

Labels define a broad, heterogeneous group too Labels define a broad, heterogeneous group too accurately. They are usually prejudicial, non=inclusive, accurately. They are usually prejudicial, non=inclusive, and are often racist or sexist.and are often racist or sexist.

This example shows how labeling can create a sense of This example shows how labeling can create a sense of guilt in a person who does not do what is expected, even guilt in a person who does not do what is expected, even when he follows his talents and is quite successful.when he follows his talents and is quite successful.


• Vocabulary Vocabulary Ex. IV

Ex. V

VocabularyVocabulary

《读写教程 VI 》 : Ex. VI, p. 100Ex. VI, p. 100《读写教程 VI 》 : Ex. VI, p. 100Ex. VI, p. 100

VocabularyVocabulary

deceive uncover superior verbaldeceive uncover superior verbalirony irritation breed variableirony irritation breed variablecertainty accordingly homogeneous racialcertainty accordingly homogeneous racialwelfare readily inclusive indifference welfare readily inclusive indifference


Exercises Exercises • • VocabularyVocabulary

1.1. Even though animals within a Even though animals within a _______ may look similar to us _______ may look similar to us humans, they probably look unique to each other.humans, they probably look unique to each other.

2.2. Students have different individual abilities and potentials,and Students have different individual abilities and potentials,and therefore should be taught therefore should be taught _____________ ._____________ .

IV.IV. Fill in the blanks with the words given below. Change the Fill in the blanks with the words given below. Change the form where necessary. form where necessary.

breedbreed

accordinglyaccordingly




3.3. Many Americans would deny the existence of a single American cuMany Americans would deny the existence of a single American culture partly because there is such a lture partly because there is such a ________ diversity in the coun ________ diversity in the county.ty.

4.4. Preadolescent Preadolescent (( 青春前期的青春前期的 )) groups are groups are _____________ ; that is, _____________ ; that is, members are usually of the same sex and come from the same neimembers are usually of the same sex and come from the same neighborhood.ghborhood.


racialracial

homogeneoushomogeneous




5.5. The travel agency will make every arrangement for your trip and thThe travel agency will make every arrangement for your trip and the e __________ expense are estimated at $300.__________ expense are estimated at $300.

6.6. All developed nations maintain a variety of social All developed nations maintain a variety of social __________________ progr programs to help unemployed or underemployed people ro function moams to help unemployed or underemployed people ro function more fully in society. re fully in society.


inclusiveinclusive

welfarewelfare




7.7. Lying is defined as _________ someone about certain information.Lying is defined as _________ someone about certain information.

8.8. The ___________ my boss showed was simply due to my failure to The ___________ my boss showed was simply due to my failure to make a favorable comment on his management.make a favorable comment on his management.


deceivingdeceiving

irritationirritation




9.9. The ____________ that educational psychologists have found to The ____________ that educational psychologists have found to be important in classroom teaching include the time teachers be important in classroom teaching include the time teachers allocate to instruction, the amount of content they cover, the allocate to instruction, the amount of content they cover, the percent of time that students are engaged in learning, and so on.percent of time that students are engaged in learning, and so on.

10.10. The Austrian physician and founder of psychoanalysis, Sigmund The Austrian physician and founder of psychoanalysis, Sigmund Freud, used his psychotherapy to Freud, used his psychotherapy to ________________ painful and forgotten painful and forgotten memories in his patients.memories in his patients.


variablesvariables

uncoveruncover




11.11.An instance of _______ is the suggestion, put forward with An instance of _______ is the suggestion, put forward with apparent seriousness by the English satirist Jonathan Swift in his apparent seriousness by the English satirist Jonathan Swift in his A Modest Proposal, that the poor people of Ireland should rid A Modest Proposal, that the poor people of Ireland should rid themselves of poverty by selling their children to the rich to eat.themselves of poverty by selling their children to the rich to eat.

12.12. Human learning and memory have been studied mostly with Human learning and memory have been studied mostly with _______ materials (such as word lists and stories) or with tasks _______ materials (such as word lists and stories) or with tasks requiting motor skills (such as learning to type or to play an requiting motor skills (such as learning to type or to play an instrument).instrument).


ironyirony

verbalverbal




13.13.Babies will _______ learn to walk on their own when they are Babies will _______ learn to walk on their own when they are offered a reward.offered a reward.

14.14. When depressed, these patients experience painful sadness, When depressed, these patients experience painful sadness, negative thinking, and ______________ to things that used to bring negative thinking, and ______________ to things that used to bring them happiness.them happiness.


readilyreadily

indifferenceindifference




15.15.The probability of an outcome is represented by a number between The probability of an outcome is represented by a number between 0 and 1, with probability 0 indicating ____________ that an event 0 and 1, with probability 0 indicating ____________ that an event will not occur and probability 1 indicating __________ that it will will not occur and probability 1 indicating __________ that it will occur.occur.

16. 16. IQ scores may vary according to testing conditions, and thus it is IQ scores may vary according to testing conditions, and thus it is advisable to understand results of the tests as falling within a advisable to understand results of the tests as falling within a certain range, such as average or _________.certain range, such as average or _________.


certaintycertainty

superiorsuperior

certaintycertainty

《读写教程 VI 》 : Ex. V, p. 100Ex. V, p. 100《读写教程 VI 》 : Ex. V, p. 100Ex. V, p. 100



1.1. The major method of instruction for schools of the United States The major method of instruction for schools of the United States and many other countries stresses the educational development and many other countries stresses the educational development of the child of the child individual needs and interests. individual needs and interests.

2.2. The explosion in use and popularity of the Internet in the 1990s is The explosion in use and popularity of the Internet in the 1990s is most likely most likely he World Wide Web.he World Wide Web.

V.V. Fill in the blanks with the words given below. Change the Fill in the blanks with the words given below. Change the form where necessary.form where necessary.

in terms ofin terms of

due todue to

in realityin reality live/measure up to live/measure up to in partin part in terms of in terms of

consist of go through with due to as often as notconsist of go through with due to as often as not




3.3. A quality control inspector is responsible for making sure that A quality control inspector is responsible for making sure that every product ______________________ the specified standard every product ______________________ the specified standard before it goes into circulation.before it goes into circulation.

4.4. If you do what you are really interested in and try hard, you'll find, If you do what you are really interested in and try hard, you'll find, ____________________ that you are living with contentment.____________________ that you are living with contentment.


measures/lives up tomeasures/lives up to

as often as notas often as not






5.5. The Greek philosopher Socrates was also a great teacher, whose The Greek philosopher Socrates was also a great teacher, whose method __________________ asking questions that forced his method __________________ asking questions that forced his students to think deeply about the meaning of life, truth, and students to think deeply about the meaning of life, truth, and justice.justice.

6.6. His plan is an ambitious one, and I doubt whether he will really His plan is an ambitious one, and I doubt whether he will really _________________ it._________________ it.


consisted ofconsisted of

go through withgo through with






7.7. The secretary general, like the rest of the UN staff, is supposed to The secretary general, like the rest of the UN staff, is supposed to be independent, but _______________, he must rely on member be independent, but _______________, he must rely on member countries, especially the five permanent Security Council countries, especially the five permanent Security Council members, to get anything done.members, to get anything done.

8.8. It’s been argued that the problems with teaching have been It’s been argued that the problems with teaching have been brought about ________________ by inadequate facilities.brought about ________________ by inadequate facilities.


in realityin reality

in partin part





《听说教程 VI》 Ex. 2.2, p. 4Ex. 2.2, p. 4

00

《听说教程 VI》 Ex. 2.2, p. 4Ex. 2.2, p. 4

00

ListeningListening

ListeningListening

Spot DictationSpot Dictation

Listen to the following text-related conversation twice and fill in the missing parts while listening.

Start listeningStart listeningStart listeningStart listening

ListeningListening

A: I give up!A: I give up!

B: What’s the matter?B: What’s the matter?

A: I can’t do this translation. A: I can’t do this translation. 1)______________________.1)______________________. I should get I should get

a a 2)______________2)______________ — but I’m probably too stupid for that too. — but I’m probably too stupid for that too.

B: Oh, stop it! You are just B: Oh, stop it! You are just 3)__________________3)__________________..

A: What do you mean?A: What do you mean?

B: You are always talking about how stupid you are. If you keep B: You are always talking about how stupid you are. If you keep

saying that, you might end up believing it, and then what? You’ll start saying that, you might end up believing it, and then what? You’ll start

living up to your own expectations. Why don’t you living up to your own expectations. Why don’t you

4)___________________________?4)___________________________?

A: But…I don’t like people who are always telling everyone how smart A: But…I don’t like people who are always telling everyone how smart

they are.they are.

B: I don’t either. But you can tell yourself that you are a smart, B: I don’t either. But you can tell yourself that you are a smart,

capable person.capable person.

A: But I’m not smart! Look at this translation, for example! I can’t do A: But I’m not smart! Look at this translation, for example! I can’t do

it. It doesn’t matter if I tell myself I can. I can’t!it. It doesn’t matter if I tell myself I can. I can’t!

B: So? Does that mean you are stupid? Maybe it’s not a good B: So? Does that mean you are stupid? Maybe it’s not a good

exercise. Maybe the teacher didn’t explain things clearly. exercise. Maybe the teacher didn’t explain things clearly.

5)______________.5)______________. There are all kinds of reasons why you might have There are all kinds of reasons why you might have

trouble with an exercise. It doesn’t mean you are stupid.trouble with an exercise. It doesn’t mean you are stupid.

A: I…A: I…6)_____________.6)_____________.

B: Well, maybe it’s time to start.B: Well, maybe it’s time to start.

Check-upCheck-upCheck-upCheck-up

ListeningListening



A: I can’t do this translation. I am A: I can’t do this translation. I am 1)____________________________.1)____________________________. I I

should get a should get a 2)______________________2)______________________ — but I’m probably too — but I’m probably too

stupid for that too.stupid for that too.

B: Oh, stop it! You are just B: Oh, stop it! You are just 3)_____________________________3)_____________________________..




living up to your own expectations. Why don’t you living up to your own expectations. Why don’t you

4)__________________________________?4)__________________________________?


they are.they are.

too stupid to be in collegetoo stupid to be in college

job selling vegetablesjob selling vegetables

programming yourself to failprogramming yourself to fail

focus on how smart you are insteadfocus on how smart you are instead

ListeningListening






exercise. Maybe the teacher didn’t explain things clearly. exercise. Maybe the teacher didn’t explain things clearly.

5)______________________________________.5)______________________________________. There are all kinds of There are all kinds of

reasons why you might have trouble with an exercise. It doesn’t mean reasons why you might have trouble with an exercise. It doesn’t mean

you are stupid.you are stupid.

A: I…A: I…6)____________________________________.6)____________________________________.


Maybe there is a mistake in the bookMaybe there is a mistake in the book

I guess I never thought of it that wayI guess I never thought of it that way

Listen again?Listen again?Listen again?Listen again? YesYes NoNo

A:A: I give up!I give up!

B:B: What’s the matter?What’s the matter?

A:A: I can’t do this translation. I’m too stupid to be in college. I should I can’t do this translation. I’m too stupid to be in college. I should

get a job selling vegetables — but I’m probably too stupid for that get a job selling vegetables — but I’m probably too stupid for that

too.too.

B:B: Oh, stop it! You are just programming yourself to fail.Oh, stop it! You are just programming yourself to fail.

A:A: What do you mean?What do you mean?

B:B: You are always talking about how stupid you are. If you keep You are always talking about how stupid you are. If you keep

saying that, you might end up believing it, and then what? You’ll saying that, you might end up believing it, and then what? You’ll

start living up to your own expectations. Why don’t you focus on start living up to your own expectations. Why don’t you focus on

how smart you are instead?how smart you are instead?

A:A: But … I don’t like people who are always telling everyone how But … I don’t like people who are always telling everyone how

smart they are.smart they are.

B:B: I don’t either. But you can tell yourself that you are a smart, I don’t either. But you can tell yourself that you are a smart,


A:A: But I’m not smart! Look at this translation, for example! I can’t do But I’m not smart! Look at this translation, for example! I can’t do


B:B: So? Does that mean you are stupid? Maybe it’s not a good So? Does that mean you are stupid? Maybe it’s not a good

exercise. Maybe the teacher didn’t explain things clearly. Maybe exercise. Maybe the teacher didn’t explain things clearly. Maybe

there is a mistake in the book! There are all kinds of reasons why there is a mistake in the book! There are all kinds of reasons why

you might have trouble with an exercise. It doesn’t mean you are you might have trouble with an exercise. It doesn’t mean you are

stupid.stupid.

A:A: I … I guess I never thought of it that way.I … I guess I never thought of it that way.

B:B: Well, maybe it’s time to start.Well, maybe it’s time to start.

ListeningListening



A: I can’t do this translation. I’m too stupid to be in college. I should A: I can’t do this translation. I’m too stupid to be in college. I should

get a job selling vegetables — but I’m probably too stupid for that too.get a job selling vegetables — but I’m probably too stupid for that too.

B: Oh, stop it! You are just programming yourself to fail.B: Oh, stop it! You are just programming yourself to fail.




living up to your own expectations. Why don’t you focus on how living up to your own expectations. Why don’t you focus on how

smart you are instead?smart you are instead?


they are.they are.






exercise. Maybe the teacher didn’t explain things clearly. Maybe there exercise. Maybe the teacher didn’t explain things clearly. Maybe there

is a mistake in the book! There are all kinds of reasons why you might is a mistake in the book! There are all kinds of reasons why you might

have trouble with an exercise. It doesn’t mean you are stupid.have trouble with an exercise. It doesn’t mean you are stupid.

A: I…I guess I never thought of it that way.A: I…I guess I never thought of it that way.


ListeningListening

1.1. Review Text AReview Text A

2.2. Do exercises:Do exercises:

•• StructureStructure (Ex.VIII,IX p.101,102)(Ex.VIII,IX p.101,102)

•• ClozeCloze (Ex. X, p. 102)(Ex. X, p. 102)

•• Translation Translation (Ex. XI & XII, p. 103)(Ex. XI & XII, p. 103)

AssignmentAssignmentAssignmentAssignment

21st Century College English: Book 4 How to Become Gifted Unit 4: Part A.

Documents

Transcript of 21st Century College English: Book 4 How to Become Gifted Unit 4: Part A.