北师大高二5模块 Unit 13 People(优选.)

Unit 13 People I.单元教学目标
III. 教材分析与教材重组
1. 教材分析
本单元的话题是“People”, 从结构上来说，共分为8个小模块，模块的序列为：导入单元话题→阅读（语法）→听力（技能）→听力（语法）→阅读（技能）→表达（写作和口头表达）→文化交流→研究性学习。

整个单元的结构和序列遵循了语言知识输入→知识积累→输出的编排顺序，单元的整体性和结构性结合得很好。

模块之间的衔接设计也很有特色，EQ:IQ和Making Guesses About People侧重于语言知识的积累，Personalities and Jobs和First Impressions两个模块分别以听力和阅读为载体，侧重培养学生的技能。

8个模块之间知识和技能设计都有预设性特征，前部分知识和技能是后部分知识和技能的铺垫，知识和技能之间相互联系又互为促进。

例如Lesson 1 EQ:IQ的内容强调性格和人际关系等情商因素对人成功的重要作用，Lesson
２的内容以Personalities and Jobs为题，呼应Lesson 1。

本单元的重点语法知识是过去分词和情态动词表示推测的用法，单元设计融合这两个语法现象的学习于阅读和听力活动中，凸现了语言知识的运用性，强化了语言知识的学习目的，能够调动学生的学习积极性。

单元的词汇设计强化了词汇策略的形成和自然习得。

在每个单元的小模块中，都是以单元话题为载体承载了话题词汇。

例如在Personalities and Jobs模块中，词汇是以人物的性格、外貌和职业为主体的词汇群。

1．1 Warm-up的主题内容是人物的外貌描写。

Activity 1识别一些描写外貌类的词汇；Activity 2是听力练习，是从听的角度强化上述词汇；Activity 3以口头表达形式练习这些词汇。

1．2 Lesson 1 的主打课文是Success Comes With a High EQ，文章的主题是强调EQ对人的成功所扮演的重要作用，文章以两个研究报告的汇总说明发展EQ的重要性。

本模块包含８个活动：Activity 1的内容是一个EQ测试，以此导入模块话题；Activity 2是Question-answer，旨在检验学生对文章的理解程度；Activity 3训练学生的词形转化能力；本部分的语法现象是过去分词：Activity 4训练学生识别过去分词的功能和用法；Activity 5则注重培养学生运用分词的能力。

Activity 6是语言应用，要求学生根据相应词汇设计一个EQ测试试卷，借此来强化学生输入能力向输出能力的转化。

1．3 Lesson 2的大标题是Personalities and Jobs，设计目的是培养学生的听说写技能。

共包含十一个活动：Activity 1-3是听前活动设计，主要从语言知识和背景知识两个方面为听力做准备，Activity 1以mini discussion为基本形式，导入本部分的主题；Activity 2以图片内容为基本信息，激活学生对各行各业职业的理解；Activity 3是词汇学习，主要是描写人物性格方面的词汇；Activity 4的形式是Question-answer，旨在训练学生运用推荐的听力策略理解听力材料的内容；Activity 5是巩固练习，旨在通过写作形式训练学生学写表达观点的句型；Activity 6以填空形式强化一些语气词的运用，学会运用其表达谈话兴趣；Activity 7是语音语调练习，语音语调是语言表达社会功能的重要载体，对听力理解具有重要的促进作用；Activity 8是听后强化练习，旨在进一步巩固描述人物性格特征的词汇；Activity 9-11是听后练习设计，以说和写的形式巩固并强化本课的语言知识。

1．4 Lesson 3的主题是Making Guesses About People。

本模块训练的主要语言形式是情态动词表示推测。

设计以听力形式导入，以练习为强化和巩固的主要形式，要求学生不仅要掌握语言形式和功能，还要求学生能够运用这些语言形式。

本课共包含11个活动设计：Activity 1和Activity 2是听前和听力过程的活动设计，旨在让学生感知情态动词表示推测的基本语言形式；Activity 3-5的练习设计让学生理解这些形式的功能并能区别出其用法的差异；Activity 6则从语言的意义加以区别；Activity 7-9 是对语言形式、意义的联系，强化学生运用语言的能力；Activity 10和Activity 11是强化学生对该语言形式的运用，形式为看图说话。

1．5 Lesson 4以阅读为主要训练形式, 侧重培养学生的阅读技能和阅读策略，本节课所要求培养的阅读策略主要是推断能力。

Activity 1以讲故事的形式导入阅读文章的主题——First Impressions；Activity 2通过Question-answer的活动形式使学生迅速熟悉文章内容。

阅读策略注重提高学生的推断性阅读能力；Activity 3的设计是培养学生运用这种策略；Activity 4以英语释义的形式要求学生掌握课文的一些重点词汇；Activity 5以故事梗概的形式来巩固本课的重点词汇；Activity 6是本课词汇的拓展性练习，旨在通过词缀构词法扩大词汇量；Activity 7和Activity 8把本文的主题引向学生的自身经历，以口头表达和写作形式形成学习成果。

1．6 Communication Workshop模块是本单元的语言输出部分，旨在知识输入和技能发展的基础上，发展学生的输出性技能。

本模块共由Speaking和Writing两个小板块组成，以说写形式强化和巩固学习成果。

Speaking由2个活动组成：Activity 1是策略培训，旨在激活学生的口头表达策略并能运用到具体的口头表达过程；Activity 2旨在激活学生关于猜测的相关语言，为学生顺利开展有效交流做好铺垫。

最后是口头输出，以两两合作的形式谈论图片中的人物，描述其外貌特征并对画中发生的情境进行猜测。

Writing部分要求学生写一篇人物描写的文章，共包含2个活动：Activity 1以Reading形式出现，以match为基本形式，要求学生熟悉范本文章的结构；Activity 2以Question-answer形式出现，主要要求学生熟悉范文的文章内容，以期让学生把握一些人物表达的用法。

最后是出面输出，让学生按照步骤提示写段文章，描写一个自己喜欢的人。

1．7 Cultural Corner的阅读文章以Personalities and National Types为标题，把本单
元的话题拓展到国家和民族层面，阐明国民性格对塑造整个民族品质的重要性。

本模块共有两个活动设计：Activity 1检查学生对文章的整体理解；Activity 2是拓展性理解。

1．8 Bulletin Board的模块设计是以自我介绍为主题的研究性学习。

研究性学习的成果是写一篇自我介绍的文章。

2. 教材重组
本单元的教学内容结构安排紧凑合理，教学序列科学，首先通过输入性技能训练强化学生的听读能力，然后通过Communication Workshop 促进学生的输出性技能——说写能力。

但是各个模块的内容安排比例需要适当调整以适应课堂教学的课时要求，通过宏观考虑，课时安排如下：
2．1 本单元的主题是People，这就涉及到描写人的外貌、性格、年龄等，而这些词汇是日常生活中的积极词汇，运用非常广泛。

另外本单元中描写人物外貌、性格和职业的词汇贯穿单元教学始终，因此很有必要以此3类词汇为主题，对词汇适当归类分项并形成整体的认知，这不仅可以以词汇教学形式鸟瞰本单元的知识，又能够为单元后面知识的学习形成铺垫。

整合Warm-up和Key Word Bank (WB)的内容，可以设计一节词汇学习课。

2．2Lesson 1的阅读材料是研究报告体文章，读懂研究报告是高中英语阅读教
学的重要教学内容。

可以根据本节课设计一节以研究报告为题材的阅读专项训练。

2．3 Lesson 1的另一个重要目的就是通过阅读掌握过去分词，过去分词是高中英语的重要语法项目。

过去分词不仅难以理解，更是难以掌握其用法。

因此，用几个教学活动难以使得学生完全掌握这个语法项目。

可以在这些活动的基础上补充相应的辅助材料，设计一节语法课。

2．4 Lesson 2以听力技能培养为主要目标，可以根据这部分内容设计一节听力课。

2．5 Lesson 3的主要内容是情态动词表示推测这一语法现象，根据这一部分内容可以设计一节语法课。

2．6 Lesson 4的内容是以阅读为载体的技能训练课，可以根据这一部分内容设计一节精读课。

2．7 Communication Workshop的第一部分内容是以培养学生的口头能力为主，重
点强化学生的口语能力。

因此，可以根据第一部分内容设计一节口语课。

2．8 Communication Workshop的第二部分内容是写作练习，课后练习（62页）的内容也是写作训练，可以根据这两部分内容设计一节写作课。

2．9 Culture Corner以文化交流为主题，培养学生的跨文化意识，因此可根据本部分内容设计一节文化交流课。

2．10 Bulletin Board是以简单易行的project为主题的设计，是本教材的特色，旨在培养学生的探究能力，因此可根据本部分内容设计一节探究性学习课。

3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用10课时教完）
1st period 词汇课
2nd period 阅读课
3rd period 语法课
4th period 听力课
5th period 语法课
6th period 阅读课
7th period 口语课
8th period 写作课
9th period 文化交流课
10 th period 探究性学习
IV. 分课时教案
The First Period Word Study
Teaching goals 教学目标
1.Target language目标语言
a. Words used to d escribe a person’s appearance
b.
stubborn, sophisticated, intelligent, dishonest, fair, impulsive, fierce, loyal, ambitious, trustworthy, stupid, ambitious, disloyal, mild, cool-headed, unfair, honest, naïve, easy-going, aggressive, anxious, athletic, cheerful, confident, creative, disorganized, generous, hard-working, helpful, independent, kind, lazy, nervous, neat, organized, outgoing, patient, reliable, selfish, sharp, shy, sociable
2. Ability goal 能力目标
Help students use the word bank as a resource to build word power and overlook the whole content of the unit using these words as a guide.
3. Learning ability goal 学能目标
Help students use the proper words to describe a person’s appearance and personalities. Teaching important points
Help students learn to describe a person’s appearance by using the picture.
Teaching difficult points
Enable students to describe a person’s appearance and characters: age; looks; clothes and shoes; personalities
Teaching methods
Team-work learning, co-operative learning, discussion, activity-based learning Teaching aids
Multimedia
Teaching procedures & ways
Step I Appearance
Activity one: Classification
T: Look at Activity one of Warm-up, read these words aloud and then add these words to the key words box.
Note: Students have to take a close look at all these words and put them into different categories.
Sample classification:
what occasions we use these words.
Activity two: Strengthen word power
T: Add more words to the lists.
Sample chart:
T: Next please turn to page 63 and look at the first part of PHYSICAL DESCRIPTION. Compare your classification with the one on this page and then reconstruct your chart to include as many words as possible.
Note: Students will enlarge their classification and include more words in the categories. Activity four: Listen and make descriptions
T: Listen to the tape about the police description. Make decisions on which people in the photo are the police are looking for.
Activity five: Quiz
T: Work in pairs. Take turns to describe people in the photos above. Your partner guesses who it is.
Sa: She has got long blond hair and she is wearing glasses.
Sb: The fourth woman in the third row.
Sa: She wears short curls with a pair of big glasses.
Sb: The seventh person in the third row.
Sa: A man of bald head in his fifties who wears a pair of glasses.
Sb: The last man in the first row.
Step II Practice writing
Activity one: Pick out the words used to describe the appearance of a person
T: Read the following passage and pick out the words used to describe the appearance of a person.
Sample passage:
Mr. Zhang, our English teacher, is in his early fifties. He has curly hair with reddish complexion, which suggests that he is a restless person. His eyes are small and round, but shine with funny light. He dresses casually. He is of average height but very strong. In winter he likes to wear a jacket with red waist-coat. His big and fat slacks always seem a little unfit for him.
Mr. Zhang is easy-going. He always wears two small dimples whenever he smiles, which looks child-like. His way of behavior seems different from others, and the funny actions seldom fail to make people laugh. We all like his class.
Ss: The underlined words are words used to describe Mr. Zhang’s appearance.
Mr. Zhang, our English teacher, is in his early fifties. He has curly hair with reddish complexion, which suggests that he is a restless person. His eyes are small and round, but shine with funny light. He dresses casually. He is of average height but very strong. In winter he likes to wear a jacket with red waist-coat. His big and fat slacks always seem a little unfit for him.
Mr. Zhang is easy-going. He always wears two small dimples whenever he smiles, which looks child-like. His way of behavior seems different from others, and the funny actions seldom fail to make people laugh. We all like his class.
Activity two: Describe the physical appearance of Mrs. Xiao
T: Look at the following picture and describe the woman using the words and sentence structures in the above passage.
Note:
Age: old, in her mid-sixties
Looks: short, stocky, curly hair, dark complexion, round face
Clothes and shoes: a matching blouse and skirt, high-heeled shoes
Personality: cheerful
Let a student present his description in the front.
Sample description:
Mrs. Xiao is my neighbour. She is an old lady in her mid-sixties. She is short but stocky. She wears short curly hair. She has a dark complexion and a round face. She is kind and always seems cheerful. She wears a matching blouse and skirt and high-heeled shoes.
Step III Personalities
Activity one: Get familiar with words used to describe personalities
T: When we say we know Sb., it means we not only know his appearance, but also the personalities of the person. Every person’s personalities have two sides, some are positive and some are negative. Look at the following words and decide which words are used to show positive meanings and which negative meanings.
Words list:
stubborn, sophisticated, intelligent, dishonest, fair, impulsive, fierce, loyal, ambitious, trustworthy, stupid, ambitious, disloyal, mild, cool-headed, unfair, honest, naïve, easy-going, aggressive, anxious, athletic, cheerful, confident, creative, disorganized, generous, hard-working, helpful, independent, kind, lazy, nervous, neat, organized, outgoing, patient, reliable, selfish, sharp, shy, sociable
Ss: Words showing negative meaning: stubborn, dishonest, fair, impulsive, fierce, stupid, disloyal, unfair, naïve, aggressive, anxious, disorganized, hard-working, lazy, nervous, outgoing, selfish, sharp, shy. The rest words are used to show positive meaning. Activity two: Read and check
T: Read the following passage and underline the words to show the personalities of a
person.
Sample passage:
My Mother
My mother is an ordinary but diligent countrywoman. As far as I can remember, she has never stopped working, doing farming work in the field in the daytime while preparing dinners in the evening. In spite of this, she never complained about the hardness.
My mother loves her children very much. She would stay at the gate of our house waiting for my return on weekends when I was studying in the town. Mother is kind and generous to everybody and she keeps a good relationship with our neighbors. Now I am a grown-up, but the virtues I learnt from my mother have taught me how to love others. (Answers: ordinary but diligent, loves her children, kind and generous.)
T: Next please find in what way the writer describes the personalities of the person. Sa: In paragraph one, the writer gives an example.
Sb: In paragraph two, the writer lists some facts to show personalities of Mother. Activity three: Describe a person’s personality
T: In this practice, some facts or examples are given to show a certain personality of a person. Please generalize the personalities from the examples and write them down. eg: His stories and jokes always make all of us laugh. Personality—funny and humorous. Exercise:
1. Every day he is the last to leave the classroom, making sure that all the windows are locked and lights are off.
2. He lives alone and the only family he has is in the next town, where his sister lives with her husband and her only son. He never visits them. One day he got a big surprise. When he drove back from work only to find a policeman standing by his door. He was wondering what was the matter. Just then the young man came up to him and called him uncle. It was only when the young man called him ‘uncle’ that he realized it was his sist er’s son who came to visit him.
(Answers: 1. reliable and trustful 2. unsociable)
Activity four: List facts or examples
T: In this practice, you are to give an example or list some facts to show the personalities
of a person.
Exercise:
1. Bob was clever bu t he didn’t work very hard at his lessons, so he was good for nothing when he grew up.
2. He is kind and always ready to help others.
Sample answers:
1. Bob was clever but he didn’t work very hard at his lessons, so he was good for nothing when he grew up. He didn’t pay any attention to his studies. Of course, he learned little when he left college. His uncle introduced him to Mr. Baker, a manager of a computer company. Having asked him some questions, the manager refused to employ him.
2. He is kind and always ready to help others. Once on his way to the cinema, he saw an old woman wandering at a street corner. He went up to her. When he got to know that she would see her husband in hospital, but couldn’t find her way, he helped her get to the hospital. It was eight o’clock then, and he was too late for the film. But he didn’t mind at all. Such is my friend, a boy who is loved by us all.
Step IV Appearance, personalities and jobs
Activity one: Brainstorm the words showing professions
T: Our society is made up of different units and different people have different jobs. Each job has different requirements for the people who take up this job. What jobs can you name?
Ss: Accountant, actor, actress, artist, clerk, butcher, chef, cleaner, conductor, housewife, hunter, lawyer, librarian, musician, painter, physicist, poet, photographer, physician, reporter, sailor, scientist, scholar, secretary, shopkeeper, teacher, translator, tutor, waiter, waitress, policeman, host, clown, hostess…
Activity two: Appearance and jobs
T: In our life, it is people’s appearance that makes first impressions on other people. Therefore, our appearance gives us different identities. When people are to apply for certain jobs, appearance makes a difference. Please brainstorm the jobs that have special requirements for appearance.
Ss: For people who will frequently show up on the stage or in public places, there are
certain requirements for their appearance, such as actors, actresses, clowns, hosts and so on.
Activity three: Personalities and jobs
T: Besides appearance, certain jobs need people to show certain personalities if you want to do well in the job. Work on the following questions and answer them.
Sample questions:
1. To become a good teacher, what qualities do you have to show?
2. What makes you a good hunter?
3. What are the basic virtues for an accountant?
4. What qualities can lead you to become a good lawyer?
5. How can you train yourself to become a doctor?
Sa: A teacher has to be knowledgeable and patient.
Sb: To become a good hunter you have to show good sense of direction. And you have to be brave and alert too.
Sc: She has to be careful, patient and organized.
Sd: A good lawyer has to be logical in thinking and talkative in argument.
Se: A doctor has to be kind, patient and hardworking.
Activity four: Conclusion
T: To become an expert in any field of work is no easy job. Each job has different requirements to accomplish it. But what makes you success in your field of work? …We’ll discuss this in the next period.
Step V Homework
Task one: Describe Mrs. Wilson
Age: middle-aged, in her thirties
Looks: of average height, slim, wavy hair, fair complexion, attractive
Clothes and shoes: a jumper and slacks
Personality: kind
Her photo:
Task two: Write a short paragraph to introduce your own personalities. Task three: Preview Lesson one—EQ:IQ according to the questions below. Sample questions:
Title
1. Look at the title, what does EQ mean?
2. Besides EQ, what is very important for a person’s success?
3. Predict what will be mainly talked about, IQ or EQ?
Paragraph one
4. When do students have to attend an IQ test?
5. What makes some students feel inferior to other students?
6. What does “while” in the first sentence mean?
7. What is Professor Salovery’s description of EQ?
8. W hat is Professor Salovery’s discovery?
Paragraph two
9. How does the writer think of Professor Salovery’s discovery?
10. What example does the writer give to support his opinion?
11. Will those with a high IQ also have a high EQ?
Paragraph four
12. What advantages do people with high EQ show?
13. What problems will people with low EQ have to face?
Paragraph five
14. What decides a person’s IQ?
15. What helps train people to develop high EQ?
16. Which field of study in EQ most interests scientists’ at tention?
The Second Period Reading
Teaching goals 教学目标
1. Target language 语言目标
Words and expressions 重点词汇和短语
emergency, pray, gifted, accurately, draw up, description, academic, predict, deserve, failure, mistaken, association, thus, possibility, disability, accuse, lightning
2. Ability goal 能力目标
Help students to understand the relationship between EQ and IQ.
3. Learning ability goal 学能目标
Help students learn to attack the structure and the content of the text by using the reading strategies—generalization, sorting and integrating.
Teaching important points
Help students follow certain reading procedures to attack the text genre and approach the full comprehension of it.
Teaching difficult points
Enable students to preview and do critical reading by reasoning and inference. Teaching methods
Team-work learning, co-operative learning, discussion, activity-based learning Teaching aids
Multimedia
Teaching procedures & ways
Step I Check homework
Activity one: Check writing
T: I will call some students to present your description of Mrs. Wilson, who will be the volunteer to come to the front?
Sample description:
Mrs. Wilson is our new history teacher. She is of average height and has a slim figure. She wears wavy hair and fair complexion. Dressed in a jumper and slacks, she seems very attractive. Our new teacher is kind and we all respect her.
T: Next, who would like to come to the front to introduce yourself?
Sample description:
My Personalities
I’m male, aged 17, single. I’m 1.76 meters tall, strong, healthy and handsome. At school I am accepted and liked by my classmates. I think it is my good characters that attract their attention.
I am easy-going. I like chatting and playing with friends. Making friends is my hobby, from which I benefit a lot. As for my friends, I treat them honestly and they trust me. Most important of all, I hardly become angry with them. As a result, I build strong ties with my friends.
Besides being easy-going, I am also warm-hearted. Whenever my friends are in trouble, I try my best to lend them a hand. For instance, when my classmates have troubles in study, they will ask me for help and I would willingly help them.
I am also very reliable and trustful, for which I won popularity from both my classmates and my teachers, especially the trust from my head-teacher. For example, she let me take charge of the duties of classroom safety. I am always the last one to leave because I will make sure the doors and windows closed and the lights are off.
While I have some good personalities, I am not perfect and I also have shortcomings. For some people think I am stubborn and I don’t change my opinions easily. But I am making efforts to correct them and become better and better. I wait for you to know more about me.
Activity two: Check reading
T: Since you have read the text before class, I am sure that you are very familiar with the text. First we will read the text aloud paragraph after paragraph. Then after finish reading each paragraph I will call some students to answer the questions I gave you. Note: Students will have to answer the questions to get a better understanding of the text. Thus they will become very familiar with the content of the text.
Possible answers for the homework:
1. EQ means abilities to handle emotions.
2. IQ
3. EQ.
4. When they starts their school career.
5. They have lower IQ.
6. Although.
7. At work, it is IQ that gets you hired but it is EQ that gets you promoted.
8. When we predict someone’s fu ture success, their character might actually matter more than their IQ.
9. Professor Salovey may be correct.
10. Students with high IQ may end up with failure.
11. It depends.
12. They are open to new ideas and have positive attitudes towards life. They are less
troubled by problems.
13. They have problems getting on with other people and dealing with difficult situations.
14. By birth.
15. Education.
16. People skills, such as understanding and communication.
17. Senior high school students.
18. Normal students were introduced to study with disabilities.
19. Normal students were more willing to help people with difficulties and showed better
understanding of disabled students. On the other hand, people with disabilities became more positive about life and more willing to try new things.
20. EQ is even more important than IQ.
21. Getting on with other people and being able to understand and react to situations in
the best way possible.
22. Educators should pay equal attention to train students EQ and develop their IQ.
Step II Lead-in
Activity one: Test your EQ
T: Do the test on page 8 and find out your score on page 91.
Students do the test and check their score.
Activity two: Understand the meaning of EQ
T: This is a test on EQ. (Write “EQ” on the board.) We all know IQ. What about EQ? What does it mean? Study the four questions and think what kind of abilities they test. Note: IQ is short for Intelligence Quotient, and EQ is short for Emotional Quotient. Intelligence means the ability to learn, understand, and think about things. Emotional is relating to your feelings or how you control them.
T: Which is more important, IQ or EQ? Now we’ll read a research report on this.
Step III Read for the structure of the text
Activity one: Know the strategy to start a text
T: Read the first paragraph and see how many layers of meaning there are in this paragraph.
Ss: I think there are two layers of meaning in this paragraph.
T: Where should we divide the two layers of meaning?
Ss: The last sentence will be the second layer of meaning and rest part will the first layer. T: Which layer is more important, the first layer or the second layer?
Ss: The second layer of meaning is more important.
T: In most cases, the writer may begin a passage in a roundabout way. He may first list some phenomena or facts that people are familiar with. However, his intended meaning is to use this start as a hook and his real meaning is to give his own statement. Read the following two paragraphs and find the real meanings of the two paragraphs. Paragraph one:
The idea that England stands for Fish & Chip, Speakers’ Conner, Big Ben and the
Tower of London is past. Though many people around the world study its language, their view of British culture is sometimes narrow. The fact that Great Britain is made up of three countries is still unknown to many. Within Great Britain for many years now, there has been a growing movement to make the most of its cultural diversity---to see it as it really is: a nation of different countries held together by a common language and culture. Paragraph two:
We use both words and body language to express our thoughts and opinions and to communicate with other people. Words are important, but the way a person stands, folds his or her arms, or moves his or her hands can also give us information about his or her feelings. We can learn a lot about what a person is thinking by watching his or her body language.
Sa: In the first paragraph, the author means to tell us about an important fact of the British Isles. However, he first lists some known historical interests to stimulate the readers’ interest.
Sb: In paragraph two, the writer wants to show that body language is an important tool for communication. But he talks about words first. This way he can naturally guide the reader to discover another important tool of communication---body language.
T: Yes, you have come to understand what trick the author uses. We often call first layer of meaning a hook. In fact it serves as the stimulus to catch the readers’ atten tion. The intended meaning often comes after the hook.
Activity two: Attack the structure of paragraph two
T: Read the second paragraph and answer the questions.
Sample questions:
1. What is the function of the first sentence in paragraph two?
2. Which sentence shows the opinion of Professor Salovey?
3. Which sentence shows the main idea of this paragraph?
Sa: Transitional sentence.
Sb: The last sentence.
Sc: The last sentence.
T: After answering the above three questions, we have come to understand a fact. In each academic research the conclusion/discovery plays the key role. This also helps our
readers to quickly know the central meaning of the text. Therefore, next time when we read an academic research we had better pick out the sentence or sentence groups to show the result of the research.
Activity three: Attack the structure of paragraph three
T: In the second paragraph we have come to understand that success comes more from EQ than from IQ, which is proved by professor’s study. But there is no eviden ce mentioned in this paragraph. Next read the third paragraph and answer the following questions.
1. What is the function of the first sentence?
2. What is the purpose for the writer to show the example?
3. Why didn’t people discover the secret of failed s tudents with a high EQ?
Sa: To continue the topic mentioned in the second paragraph.
Sb: The example serves as an evidence to support Professor Salovey’s discovery.
Sc: People’s misunderstanding caused such failure to find the fact. It is the EQ study that explains the reason why some students fail in their grades.
Activity four: Attack the structure of paragraph four
T: Although people have believed that EQ really plays a greater role in explaining the success of people, they still feel confused about their actual role. Read the fourth paragraph and answer the following questions.
Sample questions:
1. In what way does the writer state his opinion, by giving facts or by showing contrast?
2. What are the characteristics of people with high EQ?
Sa: By showing contrast.
Sb: Open to new ideas; have positive attitude towards life; strong ability to solve problems.
Activity five: Attack the structure of paragraph five
T: We have understood the importance of EQ, but can we develop EQ? If so, in what way? Read paragraph five and answer the following questions.
Sample questions:
1. What is the function of this paragraph?
2. What determines a person’s EQ?
Sa: This paragraph converts the topic talked about in the above paragraphs.
Sb: Education.
Activity six: Attack the structure of the paragraph six
T: Developing people’s EQ is no easy job, but scientists have found the way out. Read paragraph six and answer the following questions.
1. Why did Professor Mayer design the study?
2. What can we infer from the conclusion of his research?
Sa: He wants to find if we can develop people’s EQ by education.
Sb: Compared with IQ, EQ can be developed through certain channels, for example, education.
T: EQ not only plays a great role in the success of people, but more importantly, it can be developed.
Activity six: Attack the structure of paragraph seven
T: In most texts, the last paragraph plays a very important role. And the last paragraph in this text is no exception. Read the last paragraph and answer the following questions. Sample questions:
1. How many layers of meaning are there in the last paragraph?
2. What are these layers of meaning about?
3. What is the function of the last paragraph?
Sa: There are two layers of meaning in this paragraph.
Sb: The first layer is to summarize the importance of EQ while the second layer is to show how to develop EQ.
Sc: The last paragraph has two functions, one is to summarize the text and one is to show the meaning of the two important researches.
Step IV Attack the inter-relationship between paragraphs
Activity one: Summarize the main idea of each paragraph
T: Since we have known the content and structure of each paragraph, please summarize the main idea of each paragraph according to the chart below.
Sample chart:。