Unit2AcademicAchievement市公开课一等奖省赛课微课金奖课件.pptx

UNIT 2 ACADEMIC ACHIEVEMENTText 2-1:The Influence of Class size on Academic AchievementText 2-2:A Case Study:Shining StarText 2-3:The Asian Paradox:High Classes,High Scores1/87AUTHORSHIP AND SOURCE(REFER TO PAGE 76)Text 2-1:The Influence of Class size on Academic AchievementText 2-2:A Case Study:Shining StarSource:From a paper entitled“Class size and Student Achievement”,which was published in May issue of Psychological Science in the Public Interest(PSPI),co-authored by four distinguished scholars in this field.2/87AUTHORSHIP AND SOURCETwo versions:The original and academic one and the adapted popular one.The former one is 30 pages in length.Written by the same authorsPublished in two different sources:Psychological Science in Public Interest(PSPI);Scientific AmericanPurpose:To increase the influence of PSPI reports among scientists,laypersons and policymakers.3/87CITATION FROM“ANNOUNCEMENT”“According to an agreement between versions of the PSPI reports will be published in Scientific American,but the Scientific American version will be rewritten in collaboration with the reports authors,for the magazines broader audience.“We hope such collaboration will increase the influence of PSPI reports among scientists,laypersons,and policymakers.”(“Announcement”)4/87TEXT 2-1:THE INFLUENCE OF CLASS SIZE ON ACADEMIC ACHIEVEMENTPre-reading task:What factors in a school,college or university can have an influence on the academic achievements of the students?Reading-task:The authors have reviewed the research background,the studies so far carried out into the effect of class size on academic achievement,the research methods,and research findings.Read and identify their description of or evaluation on the above elements.Reading-task:Read“Announcement”and be ready to discuss“The birth of PSPI”.5/87PRE-READING TASK IN TEXT 2-1:Resources available:computers,laboratories,textbooksTeach level:qualifications,experience,etc.Student motivation:Other factors:Class sizeThe social-economic background of the studentsParental influenceDiscipline at school and at homeThe ethos is风气/reputation of the school Funding or support(e.g.from government or non-governmental sources)6/87TEXT 2-1:READING TASK 1Reading for a purpose:What are the aims of academic study and how can they be achieved?Look at the title.Do you think the text will be useful for writing an assignment about academic achievement?Why?The key words we can give from the title may be:7/87READING TASK 2:READING SELECTIVELYRead Lines 1-66 and answer the questions:The background for such a research:8/87READ LINES 1-66 AND ANSWER THE QUESTIONS:The background for such a research:key words Endless and passionate argument about:A heated debate on:Increasing concern over:How to improve the academic achievement of American kids.9/87READ LINES 1-66 AND ANSWER THE QUESTIONS:One idea:To reduce class size.Develop from a subject of academic interest to a key political issue.(Line 19)In practice:adopted(Line 23)In academic circle:surge of interest in(Line 50)Surge:a sudden increase急剧上升；激增10/87READING TASK 2:READING SELECTIVELYLines 31-49:The drawback to class-size reduction:But the economic benefits could be huge if(Lines 44-45):Read Lines 50-66:Have these analyses offered any conclusion?(Lines 57-58)What are the questions that must be answered?11/87READING TASK 2:READING SELECTIVELYRead Lines 50-66:Have these analyses offered any conclusion?offer tentative暂时性responsesThe questions researchers must answer:12/87SCAN LINES 67-117:WHAT ARE THE BENEFITS OF SMALLER CLASS SIZES?Educators have a multitude of explanations for why although frequently the ideas are anecdotal.(Line 69-72)1.Less noise and disruptive behavior from students2.More time and more freedom to engage student creatively by dividing them into groups for specific projects13/873.Give greater individual attention to struggling students4.More discussion,assign more writing and closely examine students written work5.Benefit the young age group:develop good study habits,higher self-esteem and other beneficial cognitive traitsSCAN LINES 67-117:WHAT ARE THE BENEFITS OF SMALLER CLASS SIZES?14/87READING TASK 2:READING SELECTIVELYAre these benefits based on facts and researches or on subjective views of teachers,parents or other interested people?How do you know?Anecdotal:subjective;unreliable.From an academic point of view,such opinions cannot be taken too seriously because lack concrete evidence backed by research data.15/87SCAN LINES 97-115 AND ANSWER THE QUESTIONS FOLLOWED.WHAT ARE THE FINDINGS,ACCORDING TO THE EXISTING DATA?PLEASE HIGHLIGHT THE KEY PHRASES.“the improvement in academic performance was negligible nelidbl.”“data from a series of texts show no significant gains.”“performance actually decreased slightly.”16/87LINES 97-117:From the above reading:Can we answer the question for sure?Can we draw the conclusion that reduction in class size has no direct link with academic achievement?All the information in this part is descriptive(description)or evaluative(evaluation)?If this part is the“findings”part of an experimental paper,what is the next part about?(methods,discussion,conclusion)17/87READ LINES 118-191:For a variety of reasons,pay little attention to these figures(Figure 1).(Lines 121-122)Why?Highlight the keywords.(or Refer to page 20:4.3)Reason 1:Reason 2:Reason 3:18/87FOR A VARIETY OF REASONS,PAY LITTLE ATTENTION TO THESE FIGURES(FIGURE 1).(LINES 121-122)WHY?Reason 1:The objective of schools-High test scores;Decreased dropout ratesAnother reason for.(lines 133-135):Its hard to isolate the related factors from the myriad factors.1.Students family commitments2.Language background of students3.Higher parental education level4.More experienced teachers19/87FOR A VARIETY OF REASONS(LINES 121-122)WHY?Reason 3:Demographic shifts make it very difficult to assess the effect of reductions in pupil-teacher ratios.20/87READING TASK 3:READING SELECTIVELYWhat are the weaknesses of these studies?What did the authors do in this part“What the record shows”?Description or evaluation?21/87READING TASK 3:READING SELECTIVELYWeakness:These studies are poorly designed.22/87READING TASK 3:READING SELECTIVELYWhat did the authors do in this part“What the record shows”?Describing or evaluating?Positive or negative evaluation?In this part the authors analyzed the researches carried out on class size and provided a negative view of most researches.Weaknesses of the research methods have been explained(Lines 119-167)and mention of an notable exception has also been made.(“The notable exception was”)(Line 168)23/87READ LINES 168-191:(REFER TO PAGE 20:4.4)What factors,according to the writer,made Project STAR better than other poorly designed studies?Highlight the keywords.a.Children randomly assigned to three class sizesb.The research was carried out over 3 yearsc.Teachers randomly assigned to classesd.Few teachers specially trainede.No new curricular methods24/87READING TASK 3:IDENTIFYING THE WRITERS PURPOSE(REFER TO PAGE 19：3.1)Read Lines 118-191:What is the purpose of the writer?To persuade us to accept a certain point of view.To explain the importance of using research data instead of anecdotal explanations.To evaluate the importance of the research carried out into the effect of classroom size on the academic achievement.To describe the research method in various parts of the U.S.into the effect of classroom size on academic achievement.25/87WHAT IS THE FUNCTION(S)OF FIGURE 1:MILESTONE STUDIES IN CLASS SIZE?REFER TO PAGE 19:3.2a.To summarize the content of the textb.To outline the content of certain relevant research.c.To explain the importance of the STAR project.d.To compare the data from research about class size 26/87TEXT 2-2:A CASE STUDY:SHINING STARRead the section and answer the questions followed.What general point is made in the first paragraph of this section?(Lines 1-1)What are the benefits Jeremy and Charles found in their review of the project?(Lines 12 45)What is the comment of Eric on STAR and its key conclusions?(Lines 46 75)27/87TEXT 2-2:A CASE STUDY:SHINING STARWhat general point is made in the first paragraph of this section?The collected findings have yielded(provided)no consensus knsenss一致on the issues of real interest to policymakers.28/87TEXT 2-2:A CASE STUDY:SHINING STARWhat are the benefits Jeremy and Charles found in their review of the project?(Lines 12 45;also refer to page 21:1.2)“an array of benefits of small classes”：Outperformed their counterparts by a fifth of a SD(Lines 16-18)This sizable jump in appeared by the first grade(Lines 21-32)Persist into upper elementary levels(Lines 21-23)The effect was stronger for ethnic minority students(Lines 37-40)Turn to page 20 and finish 1.2 on page 21.29/87TEXT 2-2:A CASE STUDY:SHINING STAR(REFER TO PAGE 20)What is the comment of Eric on STAR and its key conclusions?(Lines 46 75)He agrees that:(Line 49)But he argues that:(Line 51)He also disagrees that:(line 57)He further asserts that:(line 71)30/87TEXT 2-3:THE ASIAN PARADOX:HUGE CLASSES,HIGH SCORESPre-reading questions:What do you know about academic performance in developed Asian countries,and how academic success is achieved?31/87TEXT 2-3:THE ASIAN PARADOX:HUGE CLASSES,HIGH SCORESRead the passage and answer the questions followed:What is the“Asian Paradox”?Which one word is used as one explanation for this contradictory statement?(Lines 1-11)What might be the reasons for the apparent academic success of Japanese students?(Lines 35-49)Have you found any information which might be useful for your writing assignment?32/87READ THE PASSAGE AND ANSWER QUESTIONS FOLLOWED:What is the“Asian Paradox”?Which one word is used as one explanation for this contradictory statement?The title:Huge classes,high scores.The word“discipline(line 19);discipline from the bottom up(lines 60-61)”Discipline:a system of rules of conduct纪律33/87TEXT 2-3:THE ASIAN PARADOX:HUGE CLASSES,HIGH SCORESFind other short phrases in Lines 35-49 which might provide further reasons for the apparent academic success of Japanese students.34/87TEXT 2-3:THE ASIAN PARADOX:HUGE CLASSES,HIGH SCORES“Spend much more time together”:longer academic year“more time bonding黏合with”:more opportunities for teaches and students to bond“strong emphasis on class being meaningful entities”:emphasis on class,etc.,as“meaningful entities实体”35/87TEXT 2-3:THE ASIAN PARADOX:HUGE CLASSES,HIGH SCORESAbsence of“ethnic and linguistic diversity”:lack of“ethnic and linguistic diversity:Low divorce rate:stable family backgroundMore parental involvement in their childrens education:greater parental interest36/87TEXT 2-3:THE ASIAN PARADOX:HUGE CLASSES,HIGH SCORESHave you found any information which might be useful for your writing assignment?37/87TEXT 2-3:THE ASIAN PARADOX:HUGE CLASSES,HIGH SCORESInfluences on academic performance:the quality of teachers;supportive home;influence of teachers/teaching;bottom-up discipline;longer academic year;closer ties with teacher38/87POST-READING UNDERSTANDINGPractice some IELTS question.Present it orally.Questions for further reflection.39/87READ LINES 67-117 ON PAGE(REFER TO PAGE 18:2.2)(IELTS QUESTION TYPE)T/F type:Which of the following benefits of smaller classes do Finn and Achilles identify in their review of the project?Answer either True or False.Indicate the line number where you found your answer.40/87TRUE OR FALSEa.Better academic performance in small-sized b.Students benefit at an early stage in small classes c.Students later continue to perform well in normal-sized classes d.Average students make the most progress.e.Minority groups gained the most significant benefit f.On average,ethnic minority students improved one-fifth of standard deviation.41/87TEXT 2-2:ITELS QUESTION TYPEWhich of the findings of Finn and Achilles does Hanushek comment on?Put a tick()when Hanushek agrees and a cross()when he disagrees.Put NM if he does not mention these findings.42/87TRUE OR FALSEa.Better academic performance in small-sized b.Students benefit at an early stage in small classes c.Students later continue to perform well in normal-sized classes d.Average students make the most progress.e.Minority groups gained the most significant benefit f.On average,ethnic minority students improved one-fifth of standard deviation.43/87READ LINES 67-117 ON PAGE 74Below are some notes on this text made by a student.Read lines 67-117 and decide which of the points listed are mentioned in the text.44/87READ LINES 67-117 ON PAGE 74a.Easier to concentrateb.Students prefer smaller classesc.More cooperative learning occursd.More help for students with problemse.Students develop good methods of learningf.More opportunities to use resources if fewer students in classg.Students get much better academic results45/87WHAT ARE THE BENEFITS JEREMY AND CHARLES IDENTIFY IN THEIR REVIEW OF THE PROJECT?ANSWER EITHER TRUE OR FALSE(LINES 12 45;ALSO REFER TO PAGE 21:1.2)(ITELS QUESTION TYPE)a.Better academic performance in small-sized(Lines 16-18)b.Students benefit at an early stage in small classes(Lines 21-32)c.Students later continue to perform well in normal-sized classes(Lines 21-23)d.Average students make the most progress.Fe.Minority groups gained the most significant benefit(Lines 37-40)f.On average,ethnic minority students improved one-fifth of standard deviation.(Lines 40-42)F46/87ORAL PRESENTATION:SUMMARYPresent the first two texts orally with the help of key words:(Research background:)a heated debate(one idea:)reduction in class sizeHundreds of studies and analyses of existing data;research results:Reach no consensus:Researches unreliable,poorly designed;isolate from;demographic shifts;47/87ORAL PRESENTATION:SUMMARYPresent the first two texts orally with the help of key words:One exception:STAR Strengths:randomly assigned to three class sizes;research carried out a number of years;teachers randomly assigned to classes;few teachers specially trained;no new curricular methods48/87ORAL PRESENTATION:SUMMARYKey words:Jeremy and Charles identified benefits in their reviewa.Better academic performance in small-sized classesb.Students benefit at an early age in small classesc.Students later continue to perform well in normal-sized classesd.Minority groups gained the most significant benefit49/87ORAL PRESENTATION:SUMMARYKey words:Comment on the above findings:a.Criticize STAR and some key conclusionsb.Agree that;initial benefitc.Disagree/argue that;persist for years;accumulate;The findings of STAR;statistically significant benefit50/87REFLECTIONS:DEVELOP PAPER EVALUATIONPaper evaluation is a necessary skill and ability for postgraduates and would-be PhD.Any professional paper should be evaluated in terms of such elements as,etc.Papers can be evaluated by Evaluate by its appearanceEvaluate by its heart.51/87REFLECTIONS:DEVELOP PAPER EVALUATIONIn terms of the referencing style:Evaluating different reference stylesIn terms of the intended readership:Evaluating readershipIn terms of the publish date:Evaluat