1、Lesson 1 EQ:IQActivate and shareActivate and shareActivate and shareAre you book smarts or street smarts?Which is more important to a person?Why?Read and explore1 Read the article.What is the writers opinion of EQ and IQ?EQ is very likely more important than IQ in terms of being successful.Success c
2、omes with a high EQ.(title)Success is not simply the result of a high IQ.(Para.1)EQ is as important,if not more important than IQ.(Para.7)Read and explore2 Read paragraphs 1-2.Complete the information about EQ and IQ.Understanding of EQ and IQIQ stands for _.EQ stands for _.Most students beliefs:IQ
3、_.New research findings:EQ _.Intelligence QuotientEmotional Quotientis what determines how well they are going to do in lifesuccess is not simply the result of a high IQRead and exploreUnderstanding of EQ and IQDescription of IQ and EQ IQ:_.EQ:_.Professor Saloveys description of IQ and EQ at work _.
4、tells how intelligent you aretells how well you use your intelligenceit is IQ that gets you employed but it is EQ that gets you promotedRead and explore1.What might be the reason for some smart students getting low grades?Read paragraph 3.Answer the question.Perhaps their failure is because of their
5、 lower EQ.(Line 3)Read and explore2.What are the characteristics of people with high EQs according to the article?People with high EQs are open to new ideas and have a positive attitude towards life,and they are less likely to be troubled by internal problems.(Line 1)Read paragraph 4.Read and explor
6、e3.What problems do people with low EQs have?People with low EQs have problems getting on with other people and dealing with difficult situations.(Line 4)Read paragraph 4.Answer the question.Read and explore4.What are“people skills”?Read paragraph 5.Answer the question.“People skills”refer to unders
7、tanding and communication.(Line 4)Read and explore5.How did the non-disabled students change in Professor Mayers study?Read paragraph 6.They were more willing to help people with difficulties(Line 5)and showed a better understanding of the disabled students feelings.(Line 7)Read and explore6.How did
8、 the disabled students change in Professor Mayers study?Read paragraph 6.They became more positive about life and more willing to try new things.(Line 8)Read and explore7.Why is EQ important to a person?Read paragraph 7.Because being successful and happy in life requires being able to get on well wi
9、th others and being able to understand and react to situations in the best possible way.(Line 2-4)Read and explore4 Figure out the structure of the text.(Para.1)Introduce the topic and elicit the argument:Success is not simply the result of a high IQ.2(Para.7)Conclude the statement:EQ is as importan
10、t,if not more important than IQ.3(Para.2-6)Elaborate(详细描述)the supporting details:para2 IQ VS.EQ at work para3 IQ VS.EQ at school para4 IQ VS.EQ in life para5-6 IQ VS.EQ in“people skills”1Even if they never see their results,they feel that their IQ is what determines how well they are going to do in
11、life.(para1,line2)即使即使从没见过测试结果，他们还是觉得自己的从没见过测试结果，他们还是觉得自己的IQIQ决定了他们在将来的生活中做得决定了他们在将来的生活中做得有多好。有多好。Detail reading para 1 复合句复合句1 1：they feel+that 引导的宾语从句引导的宾语从句（完整句子，什么都不缺，用（完整句子，什么都不缺，用that引引导）；导）；复合句复合句2 2：their IQ is what引导的表语从句（用引导的表语从句（用what引导说明缺主语，且缺中引导说明缺主语，且缺中文含义文含义“什么什么”）；）；复合句复合句3 3：what de
12、termines how 引导宾语从句（用引导宾语从句（用how引导说明缺状语，还原引导说明缺状语，还原为为they are going to do how well.(do作及物动词，意为作及物动词，意为“做做”，作，作“表现表现/进展进展”时时，用法多为，用法多为do+adv，you do well at school.在校表现不错在校表现不错.When they see other students doing better than them,they usually believe that those students have a higher IQ and that there
13、 is nothing they can do to change facts.(line4)当他们看到别的学生比自己做得好时，他们总是相信那些学生的当他们看到别的学生比自己做得好时，他们总是相信那些学生的IQIQ更高，而他们更高，而他们自己却无力改变事实。自己却无力改变事实。Detail reading para 1 复合句复合句1：they usually believe that 引导的宾语从句引导的宾语从句1 and that 引导的引导的宾语从句宾语从句2.（两个两个that之后都是之后都是完整句子，什么都不缺，用完整句子，什么都不缺，用that引导）；引导）；复合句复合句2：the
14、re is nothing(that/)they can do to change facts.简单句简单句1：There is nothing.简单句简单句2：They can do nothing to change facts.(重复的代词重复的代词nothing在简单句在简单句2中作中作宾语，且是不定代词，所以只能用宾语，且是不定代词，所以只能用that/，不能用，不能用which)However,new research into EQ suggests that success is not simply the result of a high IQ.(line8)然而，新的然而
15、，新的EQEQ研究表明，成功不仅仅是高研究表明，成功不仅仅是高IQIQ的结果。的结果。Detail reading para 1 复合句复合句1：new research(into EQ 介词短语作后置定语，修饰介词短语作后置定语，修饰research).new research suggests that 引导的宾语从句。引导的宾语从句。While your IQ tells you how intelligent you are,your EQ tells you how well you use your intelligence.(line10)你的你的IQ表明你有多聪明，表明你有多聪
16、明，而而你的你的EQ则表明你把你的聪明才智运用得多好。则表明你把你的聪明才智运用得多好。Detail reading para 2 复合句复合句1：your IQ tells you+how 引导的宾语从句，缺状语，引导的宾语从句，缺状语，you are how intelligent.复合句复合句2：your EQ tells you+how 引导的宾语从句，缺状语，引导的宾语从句，缺状语，you use your intelligence how well.At work,it is IQ that gets you hired but it is EQ that gets you pro
17、moted.(line 12)在工作上，是在工作上，是IQ使你被雇佣，但是使你被雇佣，但是EQ让你得到提高。让你得到提高。Detail reading para 2 强调句：强调句：it is+被强调部分被强调部分+that/who,把把it is 和和that/who删掉，如果句子完整，删掉，如果句子完整，那就是强调句型。那就是强调句型。IQ gets you hired.EQ gets you promoted.get+adj=达到进入某个状态达到进入某个状态 Dont get yourself sleepy.不要打瞌睡。不要打瞌睡。Supported by his academic re
18、search,Professor Salovey suggests that when predicting someones future success,their character,as measured by EQ tests,might actually matter more than their IQ.(line 13)以自己的学术研究作为依据，萨洛维教授认为预测一个人未来的成功，以自己的学术研究作为依据，萨洛维教授认为预测一个人未来的成功，其性格（其性格（由由EQ来测量），实际上比其智力（可用来测量），实际上比其智力（可用IQ测量）的作用更为重要。测量）的作用更为重要。Det
19、ail reading para 2 supported 引导非谓语短语，有逗号隔开，去逗号后面找引导非谓语短语，有逗号隔开，去逗号后面找support的逻辑主语，那的逻辑主语，那就是就是Professor Salovey,教授和支持之间是被动关系，还原为教授和支持之间是被动关系，还原为:简单句简单句1：Professor Salovey is supported by his academic research.=supported by(非谓语非谓语).简单句简单句2：Professor Salovey suggests that 引导的宾语从句。引导的宾语从句。Character is
20、measured by EQ tests.(句子句子)=measured by EQ tests(过去分词作状过去分词作状)For example,have you ever wondered why some of the smartest students in your class,who you think deserve good grades,sometimes end up failing exams?(line 16)例如，你想过为什么班里有些最聪明的学生，你觉得会拿到高分的人，有时结果例如，你想过为什么班里有些最聪明的学生，你觉得会拿到高分的人，有时结果会考不及格？会考不及格
21、？Detail reading para 3 复合句复合句1：you have ever wondered+why引导的宾语从句，引导的宾语从句，some of the smartest students(in your class 介词短语作后置定语介词短语作后置定语)sometimes end up failing exams,这句这句话完整，但是话完整，但是缺原因状语，所以加缺原因状语，所以加why引导。引导。end up doing sth 以以.而告终。而告终。复合句复合句2：some of the smartest students(who you think.)end up fa
22、iling exams.简单句简单句1:some of the smartest students end up failing exams.简单句简单句2：you think the smartest students=who/that/deserve good grades.People are often mistaken in thinking that those with high IQs always have high EQs as well.(line 19)人们通常会误以为那些高人们通常会误以为那些高IQ的人的人EQ也总是很高。也总是很高。Detail reading pa
23、ra 3 复合句复合句1：people are ofeten mistaken in thinking+that引导的宾语从句，什么都引导的宾语从句，什么都不缺，用不缺，用that作引导作用。作引导作用。Those(with high IQs 介词短语作后置定语介词短语作后置定语)have high EQs as well(=also位于句中位于句中).区分区分as well as 和和=andThis association can exist,but it is just as possible for someone with a low IQ to have a high EQ or
24、someone with a high IQ to have a low EQ.(line 20)这种联系可能存在，但是可能性只存在于这种联系可能存在，但是可能性只存在于IQ低的人低的人EQ高，或者高，或者IQ高的人高的人EQ低。低。Detail reading para 3 associate v.和和.有联系有联系 固定搭配：固定搭配：be associated with 和和.有联系有联系你的成绩和你的努力有联系。你的成绩和你的努力有联系。Your grade is associated with your effort.with引导的两个介词短语作后置定语引导的两个介词短语作后置定语I
25、t is generally believed that people with high EQs are open to new ideas and have positive attitudes towards life.They are also less likely to be troubled by problems.(line 22)人们一般认为人们一般认为EQ高的人有开阔的思维、有新的想法，而且对生活有着积极的态高的人有开阔的思维、有新的想法，而且对生活有着积极的态度。他们被难题困扰的可能性还小。度。他们被难题困扰的可能性还小。Detail reading para 4 句型结
26、构为：句型结构为：it is believed that从句从句/to do 不定式短语不定式短语.It 作形式主语，真正的主语是后面的作形式主语，真正的主语是后面的that从句从句/to do不定式不定式That people with high EQs are open to new ideas and have positive attitudes towards life(主语从句主语从句)is generally believed.be likely to do sth=be possible to dohave(adj)attitudes towards sth.对对.持有一种怎样
27、的态度持有一种怎样的态度On the other hand,there is little doubt that people with low EQs often have problems getting on with other people and dealing with difficult situations;hence they have a harder time adjusting in life and in their careers.(line 24)另一方面，勿庸置疑的是另一方面，勿庸置疑的是EQ低的人，通常在与人相处和应对艰难状况时存在问低的人，通常在与人相处和
28、应对艰难状况时存在问题；所以他们的一生会艰难一些。题；所以他们的一生会艰难一些。Detail reading para 4 固定搭配：固定搭配：there is little/no doubt that.get on(well)with sb 和某人相处愉快和某人相处愉快做某事困难做某事困难 have difficulties/problems/trouble/a hard time doing sth.Though you have problems improving yourself,do not give up.However,most social scientists agree
29、that EQ has a lot to do with education.(line 28)然而，大多数社会科学家们同意然而，大多数社会科学家们同意EQ与教育有很大关系。与教育有很大关系。Detail reading para 5 have nothing to do with 和和.没关系没关系have something to do with 和和.有关系有关系have a lot to do with 和和.有很大关系有很大关系have little to do with 和和.有一点关系，但关系不大有一点关系，但关系不大Professor Mayer,recognised by m
30、any as a leading expert in the study of changes to peoples EQs,recently announced the results of a study on senior high school students.(line 32)迈尔教授，在改变人们的迈尔教授，在改变人们的EQ的研究上被许多人认为是第一流的专家，他最近宣的研究上被许多人认为是第一流的专家，他最近宣布了一项针对高中学生进行的研究的结果。布了一项针对高中学生进行的研究的结果。Detail reading para 5 recognised 为非谓语的被动语态，有逗号隔开，
31、到另一个句子里找主语，也就是为非谓语的被动语态，有逗号隔开，到另一个句子里找主语，也就是Professor Mayer,还原句子为还原句子为:简单句简单句1：Professor Mayer=who(定从定从)is recognised=recognised(非谓语非谓语)by many as a leading expert in the study of changes to peoples EQs.简单句简单句2：Professor Mayer recently announced the results of a study on senior high school students.
32、recognise A as B 固搭：把固搭：把A认为是认为是B announce v.宣布宣布 announcement n.Compared to students who had not been involved in the study,they also showed a better understanding of the disabled students feelings(line 36)比起那些没有参与到研究中来的学生而言比起那些没有参与到研究中来的学生而言，而且他们表现出的是能更好地理解残而且他们表现出的是能更好地理解残疾学生的感受。疾学生的感受。Detail rea
33、ding para 5 compared 为非谓语的被动语态，根据句意可知为非谓语的被动语态，根据句意可知they是主语，是主语，还原句子为还原句子为:简单句简单句1：They are compared to students who(定从定从)had not been involved in the study.=compared(非谓非谓)to students.简单句简单句2：They also showed a better understanding of the disabled students feelings.And the fact=that it might be pos
34、sible to raise EQs means that schools need to make sure that their students are receiving the education(which/that/)they really need,and know that their futures are not entirely determined by their IQs.(line 45)而且而且EQ可能提高这一事实，意味着学校必须确保他们的学生所接受的教育是学可能提高这一事实，意味着学校必须确保他们的学生所接受的教育是学生真正需要的，生真正需要的，而且要知道学生
35、的将来并不完全取决于他们的而且要知道学生的将来并不完全取决于他们的IQ。Detail reading para 5 第一个第一个that位于名词位于名词fact后，引导同位语从句，解释说明后，引导同位语从句，解释说明fact的具体内容。的具体内容。第二、三、四个第二、三、四个that分别位于动词分别位于动词means和和make sure词组，以及词组，以及know后面，引导后面，引导宾语从句，宾从句子完整，宾语从句，宾从句子完整，that只起引导作用。只起引导作用。简单句简单句1：Their students are receiving the education.简单句简单句2：They
36、really need the education=which/that/.简单句简单句1：John was accused of stealing money.简单句简单句2：He was brought to court.第一种合成方式：加连词，构成状语从句。第一种合成方式：加连词，构成状语从句。Because John was accused of stealing money,he was brought to court.第二种合成方式：两个句子主语相同时，删去重复的主语，用非谓语短语作状语第二种合成方式：两个句子主语相同时，删去重复的主语，用非谓语短语作状语John 和和 he重复
37、，删去重复，删去 John 这个主语，谓语动词的被动语态这个主语，谓语动词的被动语态was accused 变为非变为非谓语动词的被动语态谓语动词的被动语态 accused.Accused of stealing money,he was brought to court.Detail reading para 5 Read and exploreDiscuss“It is IQ that gets you employed,but it is EQ that gets you promoted.”Why does Professor Salovey say this sentence?Do
38、you agree?Professor Salovey means that when doing job interviews,interviewers often focus on your IQ level or how clever you are.But in real working situations,your boss focuses more on your EQ,i.e.“people skills”.Professor Salovey means EQ matters more than IQ in real working situations.Read and ex
39、ploreGroup work:Look at the situations.What would you do in each situation?What would a person with a high EQ do?And the fact=that it might be possible to raise EQs means that schools need to make sure that their students are receiving the education(which/that/)they really need,and know that their f
40、utures are not entirely determined by their IQs.(line 45)而且而且EQ可能提高这一事实，意味着学校必须确保他们的学生所接受的教育是学可能提高这一事实，意味着学校必须确保他们的学生所接受的教育是学生真正需要的，生真正需要的，而且要知道学生的将来并不完全取决于他们的而且要知道学生的将来并不完全取决于他们的IQ。Exercise 第一个第一个that位于名词位于名词fact后，引导同位语从句，解释说明后，引导同位语从句，解释说明fact的具体内容。的具体内容。第二、三、四个第二、三、四个that分别位于动词分别位于动词means和和make sure词组，以及词组，以及know后面，引导后面，引导宾语从句，宾从句子完整，宾语从句，宾从句子完整，that只起引导作用。只起引导作用。简单句简单句1：Their students are receiving the education.简单句简单句2：They really need the education=which/that/.
