Lesson1EQ：IQ—ReadingComprehension

Unit7CareerBytheendofthisperiod,studentswillbeableto:1.readandtalkaboutemotionalandintelligencequotients(EQandIQ);2.comparepersonalopinionswiththeideasofothers;3.readforspecificinformationtounderstandwordsincontext;4.noticeargumentsandsupportingdetailsinwrittenpassages.CONTENTSPre-readingIWhile-readingIIPost-readingIIISentencesanalysisIVPre-reading1.WhatdoyouknowaboutEQandIQ?IntelligenceQuotient(智商):tellsyouhowsmartyouare.EmotionalQuotient(情商):tellsyouhowwellyouuseyoursmartness.2.Whichismoreimportanttoaperson?Why?EQismoreimportantbecauseitcanhelppeoplegetonwellwithothers.IQismoreimportantbecauseitcanhelppeoplegaingoodgrades.…1.Whatdoesthetextmainlytellus?A.WhatahighEQis.B.EQismoreimportantthanIQ.C.ThedifferencebetweenEQandIQ.D.AhighEQisimportanttocareersuccess.While-readingActivity1

Fast-readingformainideas√2.Matchthemainideawitheachpart.Para.1

A.EQcanbedevelopedbyeducation.Para.2 B.EQmattersmorethanIQasforsomeone’sfuturesuccess.Para.3 C.PeoplewithhighIQsdonotalwayshavehighEQs.Para.4 D.SuccessisnotsimplytheresultofahighIQ.Paras.5-6 E.AhighEQisnecessaryforahappyandsuccessfullife.Para.7F.EQisimportantforapositivelife.1.UnderstandingofEQandIQIQstandsfor__________________.EQstandsfor_________________.Moststudents’beliefs:IQ_______________________________________________.NewresearchfindingsaboutEQ:______________________________________.IntelligenceQuotientEmotionalQuotientiswhatdetermineshowwelltheyaregoingtodoinlifesuccessisnotsimplytheresultofahighIQActivity2

Careful-readingfordetailsParas.1-21.UnderstandingofEQandIQDescriptionofIQandEQIQ:__________________________________.EQ:_________________________________.ProfessorSalovey’sdescriptionofIQandEQatwork_______________________________________________________.tellshowintelligentyouaretellshowwellyouuseyourintelligenceitisIQthatgetsyouemployed,butitisEQthatgetsyoupromoted2.Whatdoestheauthorwanttoemphasizeinthefirstparagraph?3.HowdoestheauthorpresenthisideaaboutIQandEQ?A.Byanalyzingcauses.B.Bygivingexamples.C.Bylistingnumbers.D.Bymakingcomparisons.√SuccessisnotsimplytheresultofahighIQ.4.WhichofthefollowingisTRUEaccordingtoParas.1－2?A.IQcannotbechanged.B.IQdeterminessomeone’ssituation.C.Someone’sfuturesuccessdependsmoreonone’sEQ.D.EQismoreimportantthanIQ.√2.WhatmayProfessorSaloveydisagreewith?A.AstudentwithahighIQissuretogethighergrades.B.Aperson’scharacterhasagreaterinfluenceonone’ssuccess.C.PeoplewithahighEQmaymakebetteruseoftheirIQ.D.AhigherEQmaycontributetoone’spromotion.

√1.Whatmightbethereasonforsomesmartstudentsgettinglowgrades?PerhapstheirfailureisbecauseoftheirlowerEQ.Para.33.HowdidtheauthorproveProfessorSalovey’stheoryaccordingtoParagraph3?A.Byanalyzingcauses.B.Bygivingexamples.C.Bylistingnumbers.D.Bymakingcomparisons.√peoplewithhighEQSpeoplewithlowEQSbeingopentonewideashavepositiveattitudeslifebeinglesslikelytobetroubledbyinternalproblemshavingproblemsgettingonwithothersanddealingwithdifficultsituationshavingahardertimeadjustinginlifeandcareers.Para.41.What’sthecommonbeliefaboutIQ?A．IQhasalottodowitheducation.B．EQhasalottodowitheducation.C．IQisdeterminedbybirth.D．EQisdeterminedbybirth.2.Whatare“peopleskills”?√“Peopleskills”refertoskillsabouthowtogetonwithothers,suchasunderstandingandcommunication.Paras.5-63.HowdidthedisabledstudentschangeinProfessorMayer’sstudy?A.Theyweremorewillingtohelppeoplewithdifficulties.B.Theycouldunderstandothers’feelingsbetter.C.Theybecameaspositiveaboutlifeasnon-disabledstudents.D.Theyweremorelikelytotrynewthings.√1.WhyisEQimportanttoaperson?EQisimportantbecausebeingsuccessfulinliferequiresbeingabletogetonwellwithothersandbeingabletounderstandandreacttosituationsinthebestwaypossible.2.Whatshouldschoolsdotodevelopstudents’EQ?A．Havelessonsaboutpeopleskills.B．Teachthemmorebasicknowledge.C．Improvestudents’studyskills.D．HavemoreEQtests.√Para.71.Wheredoestheessayprobablycomefrom?A.Asciencefictionnovel.B.Anadvertisement.C.Ascientificmagazine.D.Abookreview.2.Whatisthestructureofthetext?√Thewholepassage√WhydoesProfessorSaloveysay“itisIQthatgetsyouemployed,butitisEQthatgetsyoupromoted”?

(Creativethinking)ProfessorSaloveymeansthatwhendoingjobinterviews,interviewersoftenfocusonyourIQlevelorhowcleveryouare.Butinrealworkingsituations,yourbossfocusesmoreonyourEQ，i.e.“peopleskills”．ProfessorSaloveymeansEQmattersmorethanIQinrealworkingsituations.Post-readingActivity1

Discussion2.DoesahighEQincareermeanflattering(奉承)yoursuperiors(上司)?(Criticalthinking)No,becausehavingahigherEQmeansbeingopentonewideas,havingapositiveattitudetowardslife，andbeingabletounderstandandgetalongwellwithothers.NewresearchintoEQsuggeststhatsuccess1.___(be)notsimplytheresultofahighIQ.2._____________________yourIQtellsyouhowintelligentyouare,yourEQtellsyouhowwellyouuseyourintelligence.ProfessorSaloveygivesthefollowing3.__________(describe):atwork,itisIQthatgetsyouemployed,butitisEQthatgetsyou4._________(promote)．Hesuggeststhatwhen5._________(predict)someone’sfuturesuccess,theircharactermightactuallymattermorethantheirIQ.ProfessorSaloveymaybecorrect.PeopleareoftenmistakeninthinkingthatthosewithhighIQsalwayshavehighEQsaswell.Thisassociationcanexist，butitisjustaspossibleforsomeonewithalowIQ6._______(have)ahighEQorsomeonewithahighIQtohavealowEQ.However,7.___isgenerallybelievedthatpeoplewithhighEQsareopentonewideasandhavepositiveattitudes8.__________life.Besides,mostsocialscientistsagreethatEQhasalottodowitheducation.Altogether，theresultsofstudiesshowthatEQisasimportant，ifnot9.______________(important)thanIQ.AndthefactthatitmightbepossibletoraiseEQsmeansthatschoolsneedtomakesurethattheirstudentsarereceivinganeducationtheyreallyneed，not10.______(sole)basedonIQbutondevelopingtheentirecharacter.ismoreimportantsolelyActivity2

SummaryWhile/Though/Althoughdescriptionpromotedpredictingtohaveitto/towards1.Eveniftheyneverseetheirresults,theyfeelthattheirIQiswhatdetermineshowwelltheyaregoingtodoinlife.[句式分析]

本句是一個(gè)______句。

Evenif引導(dǎo)的是__________從句，意思是“_______”；

that引導(dǎo)的是動詞feel的_______從句；what引導(dǎo)的是________從句，且在從句中作_______。howwell引導(dǎo)的是_______從句，howwell在該從句中作狀語。[自主翻譯]

復(fù)合讓步狀語賓語表語

即使他們從來沒有看到過自己的測驗(yàn)結(jié)果，他們也會主語即使賓語SentencesAnalysis覺得自己的智商決定了他們?nèi)蘸笊钪械谋憩F(xiàn)如何。2.Whentheyseeotherstudentsdoingbetterthanthem,theyusuallybelievethatthosestudentshaveahigherIQandthatthereisnothingtheycandotochangetheirsituation.[句式分析]

本句是一個(gè)______句。when引導(dǎo)__________從句；兩個(gè)that引導(dǎo)的是動詞believe的并列______從句；theycando是一個(gè)______從句，修飾________，從句中省略了引導(dǎo)詞______。[自主翻譯]

當(dāng)看到其他學(xué)生比自己優(yōu)秀，他們通常會認(rèn)為那些學(xué)生復(fù)合時(shí)間狀語賓語定語nothingthat的智商更高，無論做什么也改變不了自身這一劣勢。3.ProfessorSalovey,whoinventedthetermEQ,givesthefollowingdescription:atwork,itisIQthatgetsyouemployed,butitisEQthatgetsyoupromoted.[句式分析]

本句是一個(gè)_____句。其中who引導(dǎo)的是______從句，在從句中作_______。atwork之后為but連接的______句，兩個(gè)分句都是______句，強(qiáng)調(diào)的都是_________。[自主翻譯]

最先使用情商一詞的沙洛維教授這樣描述：幫復(fù)合主語并列主語定語強(qiáng)調(diào)你找到工作的是智商，但讓你升職的是情商。4.Supportedbyhisresearch,ProfessorSaloveysuggeststhatwhenpredictingsomeone’sfuturesuccess,theircharacter,asmeasuredbyEQtests,mightactuallymattermorethantheirIQ.[句式分析]

本句是一個(gè)______句。過去分詞短語Supportedbyhisresearch在句中作_______；句子主語ProfessorSalovey與support構(gòu)成______關(guān)系，謂語是suggests，后面是that引導(dǎo)的_______從句，該從句中包含了when引導(dǎo)的_________從句的省略結(jié)構(gòu)。[自主翻譯]

復(fù)合狀語被動賓語時(shí)間狀語在其研究的基礎(chǔ)上，沙洛維教授建議，在預(yù)測某人未來的成功時(shí)，由情商測定的性格實(shí)際上可能比智商更重要。5.Whenstudentswereintrod