新视野教案Book4Book4 Unit 10

Unit Ten Section A How to Cultivate EQ Objectives of teaching: _____To inform students of what is EQ and how to cultivate EQ. _____To help the students to grasp the structure of the text and the devices used in it Content of teaching: _____To help students to analyze the general organization of the text _____To learn some language points Focal points of teaching: _____To understand the language points and writing skills of this unit. Difficulties of teaching: _____To help students to understand the language points and learn to translate them and make use of them, and help them to acquire some knowledge about the functions of exercises. Arrangement of procedures: _____Give some background information about EQ. _____One or two students will give us their presentation in class. _____Brief introduction about the text _____Key words/phrases _____Discourse analysis Arrangement of time: _____Students’ presentation 10 minutes _____Pre-reading Activities 15 minutes _____Global Reading of the Text 20 minutes _____Detailed Reading of the Text 70 minutes _____Post-reading activities 20 minutes _____Exercises 40 minutes _____Brief conclusion of the teacher presentation 5 minutes I Pre-reading Activities 1. Background information: (1)EQ The expression “emotional intelligence” is used to indicate a kind of intelligence that involves the ability to perceive, assess and positively influence one’s own and other people’s emotions.  Intelligence is the “ability to adapt effectively to the environment, either by making a change in oneself or by changing the environment or finding a new one”. According to this definition, being intelligent entails much more than having good cognitive abilities, as measured by an intelligence test.   (2)IQ IQ is an abbreviation for “intelligence quotient”, a measure of a person’s intellectual ability in relation to that of the rest of the population. It is expressed as the ratio of mental age to actual age, multiplied by 100, and is based on the scores achieved in an intelligence test. The two most important scales for measuring IQ are the Standford-Binet test and the Weschler test. The distribution of IQ scores is more-or-less Gaussian, that is to say it follows the bell curve.  Modern ability tests produce scores for different areas (e.g. language fluency, three-dimensional thinking, etc.), with the summary score being the most meaningless. It is much more useful to know which are the strengths and weaknesses of a person than to know that he or she beats n percent of the populace in some “general intelligence” measure. Two persons with vastly different ability profiles may score the same IQ, but may exhibit different affinity to a given task, or may not be valued equally intelligent by other people.  IQ scores are sometimes taken as an objective measure of intelligence, and since intelligence is notoriously difficult to define, the definition “intelligence is what the IQ test measures” has been seriously proposed. However, IQ tests encode their creator’s beliefs about what constitutes intelligence. What various cultures dub “intelligence” differs. Most people also think that creativity plays a significant role in intelligence; creativity is almost immeasurable by tests.  The modern field of intelligence testing began with the Stanford-Binet test. It is worth noting that Alfred Binet, who created the IQ test in 1904, was aiming to identify students who could benefit from extra help in school: his assumption was that lower IQ indicated the need for more teaching, not an inability to learn. The following numbers apply to IQ scales. Scores between 90 and 110 are considered average—so a person scoring 95 is simply average, not below-average. For children scoring below 80, special schooling is encouraged, children above 125 are “highly gifted”. In previous years, scores below 90 were divided into ranges labeled moron, imbecile and idiot, while scores above 150 were labeled genius. Some writers say that such scores outside the range 55 to 145 are essentially meaningless because there are not enough people to make statistically sound statements.  2 Listening Listen to a short paragraph and discuss relative questions—the exercise on page 226. II Global Reading of the Text 1 Text structure analysis Main idea (central theme) of the text: Part I (Para. 1-3): According to some new research, EQ, compared with IQ, renders businessmen more adaptable and more able to succeed. Under the changing pressure of the market, therefore, it is the hot ticket for business success. Part I (Para. 4-8): Since EQ is the key to business successes, four skills are listed for individuals to cultivate it. Part I (Para. 9-12): It is possible to cultivate EQ through the improvement of four adaptive skills, because they are based on the mechanisms of the mind. So long as you have a discipline for practicing the skills, it is actually easier than overcoming a drug habit. Part I (Para. 13): Without EQ, academic training alone is worth less and less. 2 Devices for developing the passage The author begins his article with a pointed question, thereby bringing up the topic, his ready answer—a high performance of the mind or EQ. Then he devotes most of his ink to how to cultivate EQ through listing four adaptive skills and why the skills go a long way towards the cultivation of EQ through explaining the mechanisms of the mind. Finally, he reaches a conclusion that, without EQ, IQ alone is worth less and less, which in turn reemphasizes the role of EQ. III Detailed Reading of the Text New Words and Expressions 1. to have the right stuff (for something or to do something) 具有······才能/素质 2. to be the true measure of…是衡量······的真正尺度 3. the hot ticket for success 走向成功的通行证 4. to embrace a highly personal practice 积极进行自我训练 5. to escape the conditioned confines of your past 摆脱往事带来的种种限制 6. in the act of doing (sth.) 正在做某事时 7. to dream with passion about sth. 带着激情想象一番某事 8. to choose the most creative response to sth. 对某事作出最富创意的反应 9. to assign many interpretations to sth. 从多方面看问题 10. to integrate/incorporate the perspectives of others 综合考虑/吸纳别人的看法 11. to trigger a brain response 激发大脑的反应 12. to need a discipline for doing sth. 做某事需要训练 IV Post-reading 1 Text Summary Do the exercise on page 230 2 Further questions to be discussed among groups 1) What is “ EQ”, and what do you know about it? 2) Why is the adaptive ability the key to survival in this age? 3) What should people do to raise their consciousness according to the writer? 3 From reading to writing (Structured Writing) Write a composition with a general statement supported by details on one of the following topic: 1) Two Heads are Better Than One Homework: _____Read the passage and recite Para. 5,6,7,and 8. _____Finish the exercises on pages 235-236. Section B EQ Plays a Role in Personal Success Reading Skills: skimming Rapid reading for information is called skimming. When we skim a paragraph or a page, we are searching quickly among sentences for the answers to some questions we have.      Unlike scanning which involves searching for details or isolated facts, skimming requires the reader to note only information which provides an idea of the central theme or topic of a piece of writing. When we skim, we probably have to move our eyes faster than when we scan although similar steps of reading are involved. Of course, the key step is to decide what information we want to know, and then try to skim for it. When we skim, we read only selected sentences in order to get the main idea. We should also use textual clues such as italicized or underlined words, headlines or subtitles, spacing, paragraphing, etc. Do not read every word or sentence. Here are some hints for skimming.      1) Make sure that we know what information we are looking for. That is to say, we are reading with questions in mind.     2) Move our eyes quickly from line to line and from sentence to sentence, paying special attention to numbers, paragraph markers, italicized words, capital letters, subtitles, etc. while always having the questions in mind.     3) When we have found what we need, think about the questions to see whether the information answers the question.     4) Take down the answers to the questions we have in mind. Global Reading of the Text Choose the best answer to each of the relative questions according to your understanding of the text. (P 241) Post-reading Finish the exercises (P245-246)