1. 2011 年度河南省高等学校精品课程《高级英语》 (A New English Course, Book 5) Unit Five Grouping the Gifted: Pro Copyright: Henan University of Technology 2012 Lecturer: Wang Yan

2. Teaching Outline I. Teaching Objectives II. Background Information III. Warming-up: Listening and Speaking IV. Text Structure V. Discourse Analysis VI. Theme-related Reading and Translating VII. Theme-related Writing

3. I. Teaching Objectives 1 The exploration in education system [ Thematic Concern ] 2 [ Linguistic Competence ] The use of definition as argument 3 [ Stylistic Appreciation ] Inductive argument 4 [ Encyclopedic Knowledge ] The education system in ancient Greece

4. II. Background Information 1.IQ: IQ is the abbreviation of “Intelligence Quotient” ， which is a number used to express the apparent relative intelligence of a person determined by dividing his mental age as reported on a standardized test by his chronological age and multiplying the result by 100 ．

5. II. Background Information 1. IQ: Intelligence is a hypothetical construct used to describe individual differences in an assumed latent variable that is ， by any direct means ， unobservable and unmeasurable ． In its popular usage, the concept of the intelligence refers to variations in the ability to learn ， to get along in society ， and to behave according to contemporary social expectations ． Behavioral scientists ， psychometrics ， and educators will frequently describe individuals with reference to the intelligence quotient that is derived from standardized tests of intelligence ．

6. II. Background Information 1. IQ: IQ scores Description 130 or more Very superior 120—129 Superior 110—119 Bright normal 90—109 Average 80—89 Dull normal 70—79 Borderline 69 or lower Mentally defective

7. II. Background Information 2. Elite: An elite in political and sociological theory, is a small group of people who control a disproportionate amount of wealth or political power.

8. III. Warming-up: Listening and Speaking 1. Listening: the British educational system

9. III. Warming-up: Listening and Speaking 2. Speaking and Discussing: Q1: What sorts of children do you consider “gifted”? Q2:Do you think gifted children should be treated differently?

10. IV. Text Structure I. Presenting the Topic(1-2) II. Elaboration (2-10) III. Further Elaboration (11-19) IV. Conclusion (20) I. It introduces the definition of “gifted” children to lead out the topic of this text. II. The author firstly tries to refute opposing party’s view to support grouping the gifted children III. The author further elaborates on his own view of why we should group the gifted children IV. The conclusion of the text is not very strong because the author also believe this is only his personal view.

11. IV. Text Structure  What does Mott think is the greatest advantage of grouping the gifted?

12. IV. Text Structure  What difficulty does the author encounter when it comes to the assessment of the progress of the gifted organized into groups?

13. IV. Text Structure  Do you agree with the author’s view? Can you find any disadvantages of grouping the gifted?

14. V. Discourse Analysis 1. Inductive argument vs. deductive argument :

15. V. Discourse Analysis 2. Inductive examples: The classic philosophical treatment of the problem of induction was given by the Scottish philosopher David Hume. Hume highlighted the fact that our everyday habits of mind depend on drawing uncertain conclusions from our relatively limited experiences rather than on deductively valid arguments. For example, we believe that bread will nourish us because it has done so in the past, despite no guarantee that it will do so. Hume argued that it is impossible to justify inductive reasoning. Inductive reasoning certainly cannot be justified deductively, and so our only option is to justify it inductively. However, to justify induction inductively is circular. Therefore, it is impossible to justify induction.

16. VI. Theme-related Reading and Translating Exercises There were two forms of education in ancient Greece: formal and informal. Formal education was attained through attendance to a public school or was provided by a hired tutor. Informal education was provided by an unpaid teacher, and occurred in a non-public setting. Education was an essential component of a person’s identity in ancient Greece, and the type of education a person received was based strongly in one’s social class, the culture of one’s polis, and the opinion of one’s culture on what education should include.

17. VII. Theme-related Writing Exercises Greek education focused heavily on training the entire person, which included education of the mind, body, and imagination. The specific purposes of Greek education differed from polis to polis. The Spartans placed a high emphasis on military training, while the Athenians traditionally gave more attention to music, literature, dance, and later also to the natural sciences, such as biology and chemistry, as well as philosophy, rhetoric, and sophistry-the art of presenting an argument using deception and reason to persuade the public to agree with a certain point of view. The Spartans also taught music and dance, but with the purpose of enhancing their manoeuvrability as soldiers. Topic: Do you agree that we should group the gifted children or not?

18. Thank you!