Unit 5 KEY
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SZ7MP_2AB2 Angličtina pro pedagogy – D/English for Teachers – D 1 SS 2017 Unit 5 - KEY GIFTED AND TALENTED STUDENTS TEACHING GIFTED AND TALENTED STUDENTS GIFTED AND TALENTED STUDENTS VOCABULARY and GRAMMAR 1 Discuss the following questions. a) Is there any dif erence in meaning between the following terms? “a GIFTED child“ x “a TALENTED child“ b) Who is a “prodigy”? (A prodigy someone with a very great ability that usual y shows itself when that person is a young child.) 2 What are some of the areas where people typically show their giftedness or talents? 3 Choose the most suitable prepositions for the sentences below. 1 Peter has talent on/for/in languages. 2 Her talent on/for/in music showed at/in/for an early age. 3 Mike is talented in/to/on graphics and painting. 4 Talented learners show skil s in/on areas such as dance, music, and arts. 5 My brother is gifted in/to/for mathematics. TEACHING GIFTED AND TALENTED STUDENTS 4 What are the characteristics of gifted and talented students at school? You’l watch a short video about the characteristics of gifted and talented students. As you listen, note down the most important points, so that you can later characterize gifted and talented students in pairs. https:/ classroomcaboodle.com/teacher-resource/characteristics-of-gifted-students/ Gifted and talented students: have huge vocabularies; thrive having adult conversations; are social y awkward and that is why they have hard time making friends; feel dif erent and they withdraw sometimes; trumpet the fact that they are gifted sometimes, they brag about their smartness sometimes; have very involved parents. music, sports, arts, academic disciplines such as languages, mathematics SZ7MP_2AB2 Angličtina pro pedagogy – D/English for Teachers – D 2 SS 2017 SPEAKING 5 Discussion. 1 Consider the following situations: having a student with special needs (e.g. dyslexia) in your class having an exceptionally gifted/talented student in your class having a student with a behavioural disorder (e.g. ADHD) in your class 2 Number them 1, 2 and 3 from the “easiest” to the most challenging. 3 Exchange your views with a partner and explain why you numbered the situations the way you did. What does it involve to have such a student in the class? 6 Discuss the following questions. How can profound giftedness affect human personality and/or behaviour? Have you ever had a gifted classmate/student? What area(s) do they/did they excel in? What is/was their school experience like? READING 7 Learning approaches. Match the following learning approaches to their descriptions. 1 Cooperative learning approach 2 Project-based approach 3 Problem-based approach a Project-based approach Teachers facilitate learning through projects which might require students to analyse data, and to process and present the information found in various ways, such as posters, books, collages, etc. With independent work, gifted and talented students can choose topics they are interested in as well as more intricate* topics while stil participating in the mainstream class project style. *intricate / ˈ ɪ n.trɪ .kət/ = complex, difficult because of detail and depth b Cooperative learning approach Students with the same abilities are placed in smal groups. In a combined classroom, it may be advantageous to group the gifted and talented students together for most assignments as their assignments wil most likely be modified from the mainstream version. c Problem-based approach Teachers present students with a realistic and believable problem that needs to be solved through acquiring a new skil . Once you have established each student's ability and interest, you can target those in a problem- based assignment. 8 Now, add to each approach BENEFITS they might have for gifted and talented students. Approach Benefits Cooperative learning Responsibility, positive interdependence, able to clarify and understand important concepts, learn appropriate social behaviour Project-based learning Gives student's work meaning as knowledge is acquired by student, Work is based on real issues, experience authentic tasks in real-life context. Ability to choose subject of own interest and level. Problem-based learning Use authentic and personally relevant situations/problems. SZ7MP_2AB2 Angličtina pro pedagogy – D/English for Teachers – D 3 SS 2017 LISTENING: A child prodigy 9 Watch a video featuring an eleven-year-old child prodigy Jaxon Cota. Decide if the information about below is true (T) or false (F). https://www.youtube.com/watch?v=aIYBZIM10DA 1 One of the reasons Jaxon loves baseball is that it involves a lot of strategic thinking. T 2 Jaxon was admitted to Mensa, based on the test scores from his school. T 3 He could read long text passages when he was small. F 4 Usually, he doesn’t need a calculator to count. T 5 To compensate his partial hearing loss, he lip-reads. T 6 His parents want him to be with his peers to learn to socialize. T 7 Jaxon’s wish is to graduate from college at the age of eleven. F GRAMMAR: Reported speech 10 Finish each sentence so that it means the same as the one printed above it. 1 ‘A true genius is very rare,’ said the expert. The expert said (that) a true genius was very rare. 2 ‘Tom, you should develop a lesson plan for the majority of the class,’ said the headmaster. The headmaster pointed out that Tom should develop a lesson plan for the majority of the class. 3 The headmaster told Tom he also had to attend to the gifted students so that they didn’t get bored. The headmaster said, ‘Tom, you must also attend to the gifted students so that they don’t get bored’. 4 ‘Gifted and talented students may also feel neglected,’ the headmaster added. The headmaster added that gifted and talented students might also feel neglected. 5 ‘How many children are considered gifted?’ Tom asked the lecturer. Tom asked the lecturer how many children were considered gifted. SZ7MP_2AB2 Angličtina pro pedagogy – D/English for Teachers – D 4 SS 2017