《21世纪大学英语 21st Century College English》课程教学资源（PPT课件讲稿）Book 4 Unit 4 Text A How to Become Gifted

21st Century College english: Book 4 Unit 4a textA Knowledge Howto Become Gifted CLICK

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

Unit 4: Text A Lead in Activities Text Organization Reading Writing skills ° Language Points Knowledge Guided practice Assignment How to become gifted

Unit 4: Text A How to Become Gifted • Lead-in Activities • Text Organization • Reading & Writing Skills • Language Points • Guided Practice • Assignment

Lead-in activities Are you gifted by nature? If not, do you think you can become a gifted one? 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?

Lead-in Activities • Are you gifted by nature? If not, do you think you can become a gifted one? • 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?

Text Organization The Structure of Text A L. A class of students of average intelligence labeled as gifted perform better in their work. Paras, 1-9 IL. A similar experiment on mice shows the same effects Paras. 10-11 IL. Effects of labeling can be positive and negative. We should understand its power and use it carefull Paras, 12-17

Text Organization I. A class of students of average intelligence labeled as gifted perform better in their work. II. A similar experiment on mice shows the same effects III. Effects of labeling can be positive and negative. We should understand its power and use it carefully. The Structure of Text A Paras. 1-9 Paras. 10-11 Paras. 12-17

Reading &e writing Skills 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 words

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 words. Reading & Writing Skills

Reading &e writing Skills 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

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. Reading & Writing Skills

Language points TextA ↑5 口↑ oxto Become Gifted 10:00

Text A Language Points How to Become Gifted

Language Points How to Become Gifted Julius and Barbara Fast 1 In a study of educational techniques a teacher was told that her newclass were all gifted children. "You should get above-average results from them", she was advised and by the end of the term she was getting just that, better than average work 2 The remarkable thing about it all was that in reality the class was not unusual. They were just an average group of students with the iQs within the normal range the teacher had been deceived about their potential

How to Become Gifted Julius and Barbara Fast 1 In a study of educational techniques, a teacher was told that her newclass were all gifted children. “You should get above-average results from them”, she was advised, and by the end of the term she was getting just that, better than average work. 2 The remarkable thing about it all was that in reality the class was not unusual. They were just an average group of students with the IQs within the normal range. The teacher had been deceived about their potential. Language Points

Language points 3 This study uncovered many answers to many questions about teaching and children but it left even more questions unanswered One point it did make with unusual clarity is that a child will usually live up to a teacher's expectations when the child believes those expectations are honest 4 An unanswered question was: In what way did the teacher communicate to 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

3 This study uncovered many answers to many questions about teaching and children, but it left even more questions unanswered. One point it did make with unusual clarity is that a child will usually live up to a teacher’s expectations when the child believes those expectations are honest. 4 An unanswered question was: In what way did the teacher communicate to 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. Language Points

Language points 5 Further studies showed that the specialsomething" in the teacher's attitude was, in part, the type of work she gave the class, and in part how she presented it. But the strongest something was the teacher herself and her attitude toward the class and toward their ability 6 There was an extra amount of confidence and interest in her voice that said,"You're bright children. There was a constant reassuring tone that told them they would do well, very well. The children picked up these signals and reacted positively to them

5 Further studies showed that the special “something” in the teacher’s attitude was, in part, the type of work she gave the class, and in part how she presented it. But the strongest “something” was the teacher herself and her attitude toward the class and toward their ability. 6 There was an extra amount of confidence and interest in her voice that said, “You’re bright children.” There was a constant reassuring tone that told them they would do well, very well. The children picked up these signals and reacted positively to them. Language Points