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21世纪大学manbetapp读写教程第四册04

Unit 4

Text A

Pre-reading Activities

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

catch
隐藏的困难

troublemaker
捣乱者

stereotype
对…形成固定看法
ethnic
种族的

Second Listening
Listen to the tape again and then choose the best answer to each of the following questions.

1. What was unusual about the class?
A) They were all above average in intelligence.
B) The brought gifts for their teacher.
C) The teacher was misled about their abilities.
D) They studied the effects of labeling.
2. What is the main lesson taught by the experiment?
A) Expectations have a strong influence on results.
B) Some students are smarter than others.
C) A lot of communication is not expressed in words
D) Racial stereotypes can be damaging.
3. Which of the following is NOT true of labeling?
A)It is powerful and can have negative effects.
B)Its effects can be positive or negative.
C)It is very common throughout society.
D)It is only powerful in the classroom.
4. The main purpose of this passage is _________.
A) to report on an experiment and its implications
B) to discuss ways of improving school performance
C) to explain the dangers of racial stereotyping
D) to present various ways of communicating

How to Become Gifted

Julius and Barbara Fast

In a study of educational techniques, a teacher was told r 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.
The remarkable thing about it all was that in reality the class was not unusual. They were just an average group of students with IQs within the normal range. The teacher had been deceived about their potential.
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.
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.
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.
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.
When a student's work did not measure up to the teacher's expectations, as often happened, the student was not treated with disappointment, anger, or annoyance. Instead, the teacher assumed that this was an exception, an accident, a bad day, a momentary slip — and the student believed her and felt reassured. The next time around, he tried harder, determined to live up to what the teacher knew he could do.
The exact part of communication that tells a child, "I expect the 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.
Most of this is transmitted through the voice, but a surprising amount is in the attitude, in touch, and in facial expression.
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.
But mice know nothing of our language. How was the scientist able to communicate his expectations to them? An examination of all the variables in the test concluded that the unusually good 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!
In a broader view of both these experiments, the teacher and the scientist used a principle common to all societies at all levels — the principle of labeling. All our expectations are prejudiced, and we have very different expectations for different people, even on a national level. We think of people in terms of national characteristics. 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, English cold, distant, and reserved, Italians emotional, Japanese 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 are musical, Indians are stoic, Orientals inscrutable. We even label the sexes — men are aggressive, women passive.
On a family basis, the labels are sometimes attached by the neighbors. "Those Joneses are trash...always on welfare." Or the label may be attached by the family itself. "We Smiths would rather go hungry than ask for government help!" The Smith boy, growing 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? I'll act like trash!"
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.
Labeling within a family starts very early. Before the baby understands verbal language, he responds to body language and indirect communication. He senses the love in his parents' voice before he understands the words, and he also senses the rejection, indifference, fear, or hostility, and he reacts to those emotions too.
If he's treated with love and gentleness, he responds with both emotions. Later, when he understands speech, he accepts his label. Jimmy is the nice one in the family, or Sally, who's been a difficult baby, earns the label of troublemaker. Each child, along with his 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. Jack is wild. Natalie is sweet, and so on. The labels may reflect 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.
In the same way, the students in the teaching experiment were labeled bright, and they managed to be bright, to work beyond their ordinary ability.
(1 117 words)

New Words

above-average
a. 超过平均水平的

deceive
vt. make (sb.) believe sth. that is not true, esp. so as to persuade them to do sth.; mislead (sb.) deliberately 欺骗

uncover
vt. make known or disclose (sth.); discover (sth. previously secret or unknown) 揭露,暴露;发现

superior (to)
a. better in quality (than sth./sb. else) (在质量等方面)较好的;优良的,优秀的

positively
ad. in a positive or optimistic way: confidently 肯定地;积极地;乐观地;自信地

annoyance
n. the feeling of being annoyed; anger 恼怒;恼火

momentary
a. lasting for a very short time 片刻的,瞬息的;短暂的

pinpoint
vt. define (sth,) exactly 准确描述;确认;确定

verbal
a. of or in words 有言辞的;用文字的

irony
n. the expression of one's meaning by saying the direct opposite of one's thoughts in order to be emphatic, amusing, sarcastic, etc. 反语;冷嘲

put-down
n. (usu. sing.) a remark made by sb. in order to make another person look stupid or silly [口] 贬低(或奚落)的话

irritation
n. a feeling of slight anger because sth. that one does not like continues to happen 激怒,恼怒,生气

facial
a. of the face 面部的

breed
n. a particular type of animal or plant whose members have a similar appearance and are usu. developed by deliberate selection (尤指经人工培育的动植物的)同一品种;种;属

maze
n. a network of paths or hedges designed as a puzzle in which one must find one's way 曲径,迷宫

variable
n. (often pi.) a factor that can change in quality, quantity, or size, which one has to take into account when looking into a situation as a whole [常复数]可变因素;变量

reassurance
n. the action of reassuring sb. or of being reassured 再保证;再安慰

certainty
n. the state of being certain 确信;确实

accordingly
ad. in a manner that is appropriate to the particular circumstances 照着;相应地

greedy
a. showing, full of, too great a desire for food, money, power, etc. 贪食的;贪婪的,贪心的

homogeneous
a. formed of pans that are all of the same type 同种类的;由同类部分组成的

racial
a. connected with or resulting from race; happening or existing between people of different races 人种的,种族的;由种族引起的

stoic
a. of or like a stoic; enduring pain, etc. without complaint 经受痛苦等而无怨言的;坚忍的

inscrutable
a. that cannot be understood or known; mysterious 不可理解的;神秘的

trash
n. (US infml) people that one does not respect [美口] 废物,垃圾;无用的人;可怜虫;社会渣滓;败类

welfare
n. money paid by the government to people who are unemployed, have poorly paid jobs, or cannot work because they are ill 福利救济金

readily
ad. willingly; without difficulty, easily 情愿地;无困难地,容易地

inclusive
a. including sth.; including much or all 包括的;包含的

sexist
a. (尤指对女性)性别歧视的;性别主义的

carpentry
n. the art or work of a carpenter 木工手艺,木匠活

carpenter
n. a person whose job is making or repairing wooden objects and structures 木工,木匠

indifference
n. lack of interest, feeling or reaction towards sb./sth. 不感兴趣;不关心;冷淡;不在乎

indifferent
a. showing one's indifference (to sb. or about sth.) 不感兴趣的;冷漠的;不关心的

gentleness
n. the state of being mild, kind and careful 温和,温柔

troublemaker
n. a person who often causes trouble, esp. by involving others in trouble 惹是生非者,闹事者,捣乱者

pushy
a. [口] 粗鲁的;固执己见的

Phrases and Expressions

in reality
in actual fact; really 实际上,事实上

live up to
behave as well as or be as good as expected 符合,不辜负(期望)

measure up to
reach (the standard required or expected) 符合,达到(要求或期望的标准)

consist of
be composed of, be made up of 由…组成

due to
caused by; because of 由于,因为

in terms of
with regard to the particular aspect specified; as regards 根据,按照;在…方面,从…方面来说

go through with
do what is necessary to complete (an often difficult or unpleasant course of action) 把…进行到底;完成,实行(计划等)

but then
但另一方面,然而

go through
experience, endure or suffer (sth.) 遭受,经受,经历(苦难等)

as often as not
very frequently 常常,往往

Proper Names

Julius Fast
朱利叶斯·法斯特

Barbara Fast
芭芭拉·法斯特

Jones
琼斯(姓氏)

Jimmy
吉米(男子名)

Sally
莎莉(女子名)

Norman
诺曼(男子名)

Betty
贝蒂(Elizabeth 的昵称)

Natalie
纳塔莉(女子名)
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