Unit Six

Text I:

Grouping the Gifted : Pro

                  Kenneth Mott

I)                 Pre-reading Brainstorming:

What sort of children do you consider “gifted”

What differences are there, if any, between gifted and nongifted children?

Do you think gifted children should be treated differently from children at large?

Do you think you’d be grouped: Why or Why not?

Library Work

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.

Intelligence is a hypothetical construct used to describe individual differences in an assumed latent variable that is, by any direct means, unobservable and immeasurable. 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. Behavioural scientists, psychometrists, and educators will frequently describe individuals with reference to the intelligence quotient that is derived from standardized tests of intelligence.

The IQ score is an operational, manifest, observable, and measurable representation of intelligence. A person's IQ score represents his standing in relation to other people of his age group. The following is a table of IQ ratings:

 

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

II)              Comprehension:

1) Main Idea:

By applying such methods of persuasion as refuting opposing views and citing results of research and observations, the author argues for replacing the traditional heterogeneous classroom with grouping pupils according to their interest and ability 

2) Organization and Development:

Introduction: (P1-4)

Body: (P5-19)

Conclusion: (P20)

 

ORGANIZATION AND DEVELOPMENT

Mott's definition of the gifted is given in the very first paragraph of the article. For the opposing view, refer to paras. 5 and 10.

Pointing out erroneous notions held by the opposing party: In paras. 5 and 6, Mott points out that grouping the gifted will not create a caste of intellectual snobs. Such fears of the opposing party are groundless.

Finding fault with the opposing party's supporting evidence: In paras. 10 and 11, Mott refutes the evidence given by the other party that grouping the gifted yields no significant achievement. He says that in most of these cases, the grouping is based on IQ scores, which are far from reliable.

Instances of personalized evidence: "To the extent of my observation . . . "(para. 7), "My opinion, which is based on more than a decade in the classroom, is that . . ." (para. 13), "Several schools with which I am familiar have . . ." (para. 16). Such personalized evidence will surely to some extent weaken his argument because a personal observation or opinion can hardly represent a satisfactory proof, and what is proved true in one case will not always become a truth in another.

The way Mott concludes the article is not a strong, supportive way to end the argument. In the experiment he cites, the grouping is done according to the pupils' ability, which is very close to the criterion of intelligence used traditionally to distinguish between the gifted and the non-gifted. This makes the ending sound very much like a compromise.

3) Comprehension Questions:

1. How is Mott’s definition of the gifted different from the commonly held one?

---The notion of the gifted is normally associated with a high level of intelligence, but Mott's definition emphasizes interest and ability as well as intelligence.

2. What does mott think is the greatest advantage of grouping the gifted?

---The pupils are encouraged to develop their latent capacities to the fullest extent.

3. How do you understand the expression_r “a caste of intellectual snobs”?

---a caste : any of the hereditary Hindu social classes of a formerly segregated system of India

snob : one who despises those considered inferior to him in terms of social status,

income, etc.

"a caste of intellectual snobs" --- a group of students who consider themselves superior to others because of their outstanding ability and achievement, and special treatment they receive from the teachers

4. What difficulty does the author encounter when it comes to the assessment of the progress of the gifted organized into groups?

---There seems to be no viable way to assess their progress. Refer to paras. 11 and 12.

5.What is another kind of fear hinted at in the passage?

---It is the fear of pushing the gifted beyond their endurance. Refer to para. 15.

6. Can you identify instance of metaphorical language in the passage?

---In the last sentence of para. 18: "paid dividends".

7. Be critical and point out any vulnerable points in the argument

---Mott's definition of the gifted emphasizes a pupil's interest and ability. One could

probably argue: Do interest and ability always go together? Obviously, there are

many more people interested but not gifted in music than real music geniuses.

Even Mott himself admits that there are no reliable devices for measuring growth in

such areas as creativity, attitudes . . . (See para. 12)

If pupils are all grouped according to their interest and ability, can they all be

expected to fulfill the requirements set for primary and secondary schooling?

4) Difficult Sentences for Paraphrasing

1.  (L.1-3) In my opinion, gifted children are children who are specialy endowed with natural abilities which rank high on testing scales.

2.  (L.10-13) I am of the opinion that children should be grouped according to their interest and ability and be subject to a form of training that will develop their abilities and capabilities to the utmost.

3.  (L.33-350) It is the teacher, rather than the way that the classes are formed, that influences the students in how they look at differences in ability among themselves.

4.  (L.39-42) 1 am confident that if teachers are aware of individual differences and motivate young people in different ways, the students will develop through cultivating their own interests and abilities.

5) Difficult Sentences for Translation:

6) Key Words and expression_rs:

1. innate (L.1) belonging to an individual from birth

2. pursuit (l.3) an activity that one engages in as a profession, vocation, or avocation

3. athlete (L.4) person who practises athletics; competitor or skilled performer in physical

exercises

4. heterogeneously (L.14) in such a way that members are very different from one another

5. criterion /--ia (L.17)standard on which a decision may be based

6. snob (L.20)one who has an offensive air of superiority (here, in matters of knowledge)

7. elite (L.24)a socially superior group

8. instill (L. 34)put (ideas, etc. ) gradually but firmly into someone's mind by continuous effort

9. spark (L.38)encourage; stimulate into greater activity

10. latent (L.50)present and capable of becoming though not now visible or active

11.skyrocket (L.52) rise or increase rapidly

12.  pay dividends (L.76) produce an advantage. especially as a result of an earlier action (dividend: that

part of the money made by a business which is divided among those who own

shares in the business 红利)

8) Key Language Points:

1.    identify --- prove something because of a particular quality (as in the case of the text, prove that gifted children have innate ability because they show it) . Examples:

Can you identify whose handwriting this is?

The machine identifies () the owner of the credit card by his fingerprint pattern.

2.    manifest --- This is a formal word meaning "show clearly. " Examples:

What she did manifested her lack of confidence in herself.

The illness first manifests itself in splitting headaches.

3.    to grow to the fullest extent of their abilities and capacities --- to grow as much as their abilities and capacities allow them

To the extent of my observation - As far as I can see from what I have noticed / observed extent - scale, range, degree

To some extent (在某种程度上), to a large extent 在很大程度上, and to a certain extent 在一定程度上 are used to indicate that something is "partly true," "quite true," and "true to a certain degree" respectively.

Examples

To some extent l To a certain extent, he is a trustworthy person.

To a large extent, what he said is just make-believe.

4.    heterogeneously grouped --- grouped according to different levels of ability

The antonym of heterogeneous is homogeneous, which means "having the same parts or members."

5.    criteria --- This is the plural form of criterion, which means "an established standard or principle, on which a judgment or decision is based" 衡量标准  Examples:

Our criterion of happiness is wholehearted devotion to the interest of the people.

Different people have different criteria of success.

6. these fears are groundless ( 毫无根据的) --- these fears are not based on reason or evidence

They have no grounds 毫无理由. . . to fear . . . --- They have no reason or argument to fear . . .

The common element ground in the two examples means "a base for argument."

Examples to show some of the uses of ground

Don't listen to him. His arguments are groundless.

What grounds have you to say that child is an underachiever?

He declined the invitation to a game of tennis on the grounds that he was not well / on grounds of ill health.

7.    the fault probably lies with the teachers --- it's the teachers who are responsible for the fault.

lie with --- be the responsibility of. Example:

The final decision lies with the committee.

8.    if they challenge and spark interests in young people --- if they call upon young people to engage in a contest of skill and encourage or stimulate them into greater activity challenge - test the abilities of. Examples:

The difficult situation challenged us to find a suitable solution.

He liked to be challenged by thought-provoking questions. spark - stimulate into greater activity; kindle; animate. Examples:

The visiting professor's lecture sparked great interests in the students.

It is necessary to spark some ambition in that slothful young man.

9.    the lines of his interests and abilities --- the areas of his interests and abilities Reminder: "especially on lines which . . . had no ready answers", Unit 6, Text I

para. 4.

10.  associate --- join in a relationship based on friendship, business, or a shared purpose. Example

John's parents were in constant fear that he might associate with undesirable companions.

11.  cite --- mention as an example in a statement, or as proof of something. Examples:

It is wrong to cite someone's words in one's own writing without acknowledging

the source.

He cited from well-known scientists to prove his point.

12.  accelerated classes --- classes that move on faster than ordinary classes accelerate - (to cause) to move faster. Examples:

The rate of production accelerates with the growth in productive capacity.

The car accelerated its speed on the superhighway.

13. far from reliable --- not at all reliable

far from -- not at all; a long way from being. Examples: His performance on the stage was far from perfect. What he did was far from my expectation.

14. latent interest and talent --- interest and talent that are there, but not yet shown or developed 潜在的兴趣和天才

innate capacity --- capacity/ability that one was born with 天赋的能力

latent --- existing but not yet visible or active or fully developed, e. g. , latent

abilities / illness/qualities, etc.

innate --- (of qualities) which one was born with, e. g. , innate sense of humour / kindness/modesty, etc.

15.  learning skyrockets --- learning improves at a great speed like a skyrocket, which is a type of firework that flies up into the air before exploding 学习成绩急据上升

skyrocket --- go up suddenly and steeply. Prices, sale, profits may skyrocket.

16. that will yield some measure of success to them ---that will produce some amount of success to them yield - produce, bear, or provide, especially as a result of work or effort. Examples: The apple trees in this orchard yielded a record crop of fruit last year. First-rate management yields huge profits for that corporation. measure - amount (formal use). Examples: He's not at the top of the class, but he has achieved some measure of success. His talk is based in large measure (mostly) on his recent work on applied linguistics. I have no words to express the full measure of my thankfulness.

17. is content to proceed at . . . a snail's pace --- is satisfied to go on at a very slow speed Distinguish between the pronunciation of content   adj.  , meaning "satisfied, happy" and content , n.. meaning "the subject matter of a book, etc. Content is also a noun, meaning "satisfaction. " proceed - begin or continue in a course of action. Examples: The work in our group is proceeding smoothly. After he explained his viewpoint, he proceeded to give some concrete examples.

18. The control group is the group of students used as a standard against which the results of a study or an experiment is measured.(对照试验中作为比较标准的)对照组

19. overall progress --- total general progress overall - on the whole. general. Examples: Different people showed different views, but the overall impression is favourable. There might be some flaws and imperfections, but the overall effect of the performance was positive.

20.  paid dividends all around --- produced good results in every way

pay dividends --- produce an advantage, especially as a result of an earlier action. Example:

His hard work is paying dividends; he is already the assistant manager of the corporation at the age of twenty-five.

21.  they are endowed with certain characteristics and attributes --- they are favoured with certain qualities and abilities/ talents endow with - provide with (a good quality or ability) from birth.

Example

Her sister is endowed with talent in music/painting.

attribute --- a quality forming part of the nature of a person. Example:

Whole-hearted concern for the people is one of his attributes.

22.  potential success --- success that may come to them, although not actually existing at present

Latent and potential, both meaning 潜在的in Chinese are synonymous in that both refer to possibilities existing but hidden or not yet actualized. But there is some slight difference between the two. Latent 潜在的 emphasizes the hidden character or the inactive state of what is named, e. g. , latent qualities, latent defects, latent diseases. That which is potential (有潜力的) exists in an as yet underdeveloped state, but is thought of as capable of coming into full being or activity at some future time, e. g. , potential genius, potential tragedy, potential source of danger.