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Unit Six1、Background Introduction智慧并不是哪一个人生命之树上的特产，而是每个人都能够拥有的甜美的果实，就如阳光不会只偏爱哪一朵花，而是每一片绿叶都能沐浴到她的光辉。
智慧是一条通往人生幸福和快乐的心灵之路，就旭是要一条通往城市公园或风光无限的奇峰幽谷的道路，通过她每个人都能在充满希望和期待的人生岁月里，享受到生活的温馨和温馨的生活。
智慧不是知识，不是常识，不是聪明，也不是经验，智慧是我们站在知识、常识、聪明和经验的台阶上，观察这个世界时所张开的那双充满欣赏和不断有所发现的眼睛，是眼中的这个美丽世界融入我们的心灵时常常绽放的感悟的花朵。
现实＋梦想＋幽默＝智慧。
这是文学家林语堂列出的智慧公式。
IQ+EQ+SQ＝智慧。
这是一位科学家列出的智慧公式。
以不争而达到无所不争，以无为而达到无所不为，这是道家的智慧；天行健，君子当自强不息，学而思，则智如江河不绝，随心所欲而不逾矩，这是儒家的智慧；悟道明心，转识成智，善念如，佛境自至，这是佛禅的智慧……智慧总是豁达博大的襟怀相随，智慧总是与积极的心态为友，智慧总是与乐观向上的人们同行。
本单元里伯特兰·罗素会告诉你如何成为一个有智慧的人。
2、Analyzation of the TextParagraph 1 第一部分为引言部分。
Paragraph ２-５这一部分为文章的正文部分，这四段主要介绍了什么是智慧。
３、Words Study文中出现的重难点单词及短语：cease, eminent, prejudice, confer１. cease v. to come to an end停；息；停止<释例>At last they ceased working for lack of capital.他们终于由于缺乏资金而停工了。
Her mother never ceases thelling you about her troubles.她妈妈从来没有停止过向你诉说她的困难。
课时：2课时教学目标：1. 通过本单元的学习，学生能够掌握与主题相关的词汇和短语。
2. 学生能够理解并运用本单元中的语法知识。
3. 学生能够提高阅读、听力、口语和写作能力。
教学重点：1. 词汇和短语：掌握与主题相关的词汇和短语。
2. 语法知识：掌握时态、语态等语法知识。
3. 语言技能：提高阅读、听力、口语和写作能力。
教学难点：1. 词汇和短语：掌握与主题相关的难词和短语。
2. 语法知识：正确运用时态、语态等语法知识。
3. 语言技能：提高学生的综合语言运用能力。
教学准备：1. 教材：《大学英语综合教程1》2. 多媒体课件3. 教学参考书教学过程：第一课时一、导入1. 教师用英语简短介绍本单元的主题，激发学生的学习兴趣。
2. 学生自由讨论与本单元主题相关的话题。
二、词汇和短语学习1. 教师带领学生朗读并讲解本单元的词汇和短语。
2. 学生跟读，并尝试用所学词汇和短语进行造句。
三、语法知识讲解1. 教师讲解本单元的语法知识，如时态、语态等。
2. 学生跟读并练习运用所学语法知识。
四、阅读练习1. 教师指导学生阅读课文，并提出相关问题。
2. 学生回答问题，教师点评并纠正错误。
五、总结1. 教师对本节课的学习内容进行总结。
2. 学生复述本节课所学知识。
第二课时一、复习1. 教师提问，检查学生对上节课学习内容的掌握情况。
2. 学生回答问题，教师点评并纠正错误。
二、听力练习1. 教师播放听力材料，学生听后回答相关问题。
2. 教师点评并纠正错误。
三、口语练习1. 教师组织学生进行口语活动，如角色扮演、小组讨论等。
2. 学生积极参与，教师点评并纠正错误。
四、写作练习1. 教师布置写作任务，学生根据所学知识进行写作。
2. 教师点评学生作文，指出优点和不足。
五、总结1. 教师对本节课的学习内容进行总结。
2. 学生复述本节课所学知识。
教学反思：本节课通过多种教学活动，帮助学生掌握本单元的词汇、短语和语法知识，提高学生的阅读、听力、口语和写作能力。
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全新版大学英语综合教程第一册U nit6发布时间：2006-02-23Unit6An imalIntel ligen cePartI Pre-read ing T ask List en to therecor dingtwo o r thr ee ti mes a nd th en th ink o ver t he fo llowi ng qu estio ns: 1. Wh at do youknowabout Mich ael J ackso n?2. How does he f eel a boutBen?Why?3. D o you thin k the song Benrevea ls so methi ng ab out t he re latio nship betw een m an an d ani mals? If s o, wh at is it?4. I s the song rela ted t o the them e ofthe u nit — anim al in telli gence? How?P art I IT ext AFo od, w armth, sle ep? T heirthoug hts m ay be much deep er th an th at. WHAT ANIM ALS R EALLY THIN KE uqene Lind enOverthe y ears, I ha ve wr itten exte nsive ly ab out a nimal-inte llige nce e xperi ments andthe c ontro versy that surr ounds them. Doanima ls re allyhavethoug hts,whatwe ca llco nscio usnes s? Wo nderi ng wh ether ther e mig ht be bett er wa ys to expl ore a nimalinte llige nce t han e xperi ments desi gnedto te ach h umansigns, I r ealiz ed wh at no w see ms ob vious: ifanima ls ca n thi nk, t hey w ill p robab ly do thei r bes t thi nking when it s erves thei r own purp oses, notwhenscien tists askthemto. And s o I s tarte d tal kingto ve ts, a nimal rese arche rs, z oo ke epers. Mos t donot s tudyanima l int ellig ence, buttheyencou nterit, a nd th e lac k ofit, e veryday.The s torie s the y tel l usrevea l wha t I'm conv inced is a newwindo w onanima l int ellig ence: thekindofme ntalfeats anim als p erfor m whe n dea lingwithcapti vityand t he do minan t spe cieson th e pla net — huma ns. Let's Mak e a D eal Consi der t he ti me Ch arlen e Jen dry,a con serva tioni st at theColum bus Z oo, l earne d tha t a f emale gori lla n amedColowas h andli ng asuspi cious obje ct. A rrivi ng on thescene, Jen dry o ffere d Col o som e pea nuts, only to b e met with a bl ank s tare. Real izing they were nego tiati ng, J endry rais ed th e sta kes a nd of fered a pi ece o f pin eappl e. At this poin t,wh ile m ainta ining eyeconta ct, C olo o pened herhandand r eveal ed akey c hain.Rel ieved it w as no t any thing dang erous or v aluab le, J endry gave Colo thepinea pple. Care ful b argai ner t hat s he wa s, Co lo th en br oke t he ke y cha in an d gav e Jen dry a link, per hapsfigur ing.Why g ive h er th e who le th ing i f I c an ge t a b it of pine apple foreachpiece?If an a nimal canshowskill in t radin g one thin g for anot her,why n ot in hand lingmoney? One oran gutan name d Cha ntekdid j ust t hat i n a s ign-l angua ge st udy u ndert akenbyan throp ologi st Ly n Mil es at theUnive rsity of T ennes see.Chant ek fi gured outthatif he didtasks like clea ninghis r oom,he'dearncoins to s pendon tr eatsand r idesin Mi les's car. Butthe o rangu tan's unde rstan dingof mo ney s eemed to e xtend farbeyon dsim ple d ealin gs. M ilesfirst used plas tic c hipsas co ins,but C hante k dec idedheco uld e xpand themoney supp ly by brea kingchips in t wo. W hen M ilesswitc hed t o met al ch ips,Chant ek fo und p ieces of t in fo il an d tri ed to make copi es. Miles also trie d toteach Chan tek m ore v irtuo us ha bitssuchas sa vingand s harin g. In deed, when I ca ughtup wi th th e ora nguta n atZoo A tlant a, wh ere h e now live s, Isaw a nexa mpleof sh aring that anyo ne mi ght e nvy.WhenMiles gave Chan tek s ome g rapes andasked himto sh are t hem,Chant ek pr omptl y ate allthe f ruit. Then, asif he'd ju stre membe red h e'd b een a skedto sh are,he ha ndedMiles thestem.Ta le of a Wh ale Why w ouldan an imalwantto co opera te wi th ahuman? Beh avior istswould saythatanima ls co opera te wh en th ey le arn i t isin th eir i ntere st to do s o. Th is is true, but Ido n't t hinkit go es fa r eno ugh.Gail Laul e, aconsu ltant on a nimal beha vior, spea ks of Orky, a k iller whal e, sh e kne w. "O f all theanima ls I've wo rkedwith, he w as th e mos t int ellig ent," shesays. "Hewould asse ss asitua tionand t hen d o som ethin g bas ed on thejudgm entshe ma de."Like thetimehe he lpedsavea fam ily m ember. Whe n Ork y's m ate,Corky, gav e bir th, t he ba by di d not thri ve at firs t, an d kee perstookthe l ittle whal e out of t he ta nk by stre tcher foremerg encycare. Thin gs be gan t o gowrong when they retu rnedthe b aby w haleto th e tan k. As theworke rs ha ltedthe s tretc her a fewmeter s abo ve th e wat er, t he ba by su ddenl y beg an th rowin g upthrou gh it s mou th. T he ke epers fear ed it woul d cho ke, b ut th eyco uld n ot re ach t he ba by to help it.Appa rentl y siz ing u p the prob lem,Orkyswamunder thestret cherand a llowe d one of t he me n tostand on h is he ad, s ometh ing h e'd n everbeentrain ed to do.Then, usin g his tailto k eep s teady, Ork y let thekeepe r rea ch up andrelea se th e 420-poun d bab y sothatitco uld s lideintothe w aterwithi n rea ch of help.P rimat e She ll Ga meS ometi mes e viden ce of inte llige nce c an be seen in a ttemp ts to dece ive.Zoo k eeper Hele n She wmanof Se attle's Wo odlan d Par k Zoo reca lls t hat o ne da y she drop ped a nora nge t hroug h a f eedin g hol e for Mela ti, a n ora nguta n. In stead of m oving away to g et it, Mel ati l ooked Shew man i n the eyeand h eld o ut he r han d. Th inkin g the oran ge mu st ha ve ro lledoff s omewh ere i nacce ssibl e, Sh ewman gave heranoth er on e. Bu t whe nMel ati m ovedoff,Shewm an no ticed theorigi nal o range washidde n inher o therhand.Tow an, t he co lony's dom inant male, wat chedthiswhole tric k, an d the next dayhe, t oo, l ooked Shew man i n the eyeand p reten ded t hat h e had notyet r eceiv ed anoran ge. "Are y ou su re yo u don't ha ve on e?" S hewma n ask ed. H e con tinue d toholdher g aze s teadi ly an d hel d out hishand. Givi ng in, she gave himanoth er on e, th en sa wtha t hehad b een h iding hisorang e und ernea th hi s foo t.W hat i s int ellig enceanywa y? If life is a boutsurvi val o f a s pecie s —a nd in telli genceis m eantto se rve t hat s urviv al —thenwe ca n't c ompar e wit h pea-brai ned s ea tu rtles,whi ch we re he re lo ng be foreus an d sur vived thedisas ter t hat w ipedout t hedi nosau rs. S till, it i s com forti ng to real ize t hat o therspeci es be sides ourown c anst and b ack a nd as sessthe w orldaroun d the m, ev en if thei r hor izons aremorelimit ed th an ou rs. (928words)N ew Wo rds a nd Ex press ionsext ensiv ely ad. t o a l argeexten t, or in a larg e amo unt 广泛地；大量地i ntell igenc en.智力inte llige nta. 聪明的，有才智的co ntrov ersyn. 争论，争议sur roundvt. be o r goall a round (sth. orsb.)围绕；包围co nscio usnes sn.意识expl ore vt. e xamin e tho rough ly, l earnabout探究，探索o bviou sa. easy to s ee an d und ersta nd; c lear明显的vetn. 兽医e ncoun ter vt. m eet,esp.unexp ected ly 遇到，遭遇reve alv t. ma ke (s th.)known展示；揭露c onvin cev t. ma ke (s b.) f eel s ure b y the useof ar gumen t orevide nce 使确信，使信服f eat▲n. 技艺；业绩，功绩capti vityn. 被俘；监禁；束缚domin ant a. ru ling; most impo rtant or s trong est 统治的；占优势的speci esn. （单复同）物种mak e a d eal reach an a greem ent o r arr angem ent,esp.in bu sines s orpolit ics 达成交易cons ervat ionis tn.自然资源保护论者fem ale a. 雌的；女（性）的n.雌性的动物或植物；女人goril lan. 大猩猩su spici ous▲a. c ausin g orshowi ng afeeli ng th at st h. is wron g 可疑的；猜疑的pea nut▲n. 花生b lanka. w ithou t exp ressi on; w ithou t wri ting, or o thermarks没有表情的；空白neg otiat evi. dis cussin or der t o com e toan ag reeme nt 谈判，协商stak en. (usu.pl)奖品；奖金；赌注pine applen.凤梨，菠萝ma intai nvt. con tinue to d o orhave(sth.) 保持；继续relie vev t. fr ee (s b.) f rom p ain,anxie ty, e tc.;ease(pain, anx iety, etc.) 使减轻痛苦或焦虑等；减轻（痛苦或焦虑等）linkn. 链环；环节；联系v. joi n orconne ct 联系，连接oran gutann.猩猩under takevt.(unde rtook, und ertak en) c arryout;takeupononese lf (a task, etc.) 从事；承担（任务等）anth ropol ogistn.人类学者fig ure o utu nders tand; reas on ou t 理解；推断出exte ndv. (ca use t o) st retch or r each; make larg er or long er 延伸，伸展；扩大；加长dea lingn. (usu.p l) bu sines s rel ation s 交易，买卖plast ica. 塑料的ch ipn. 薄片；碎片；集成电路片expa ndv. (ca use t o) gr ow la rger扩大，扩展sw itchv. c hange; shi ft 转换，变换foil▲n.金属薄片，箔virtu ous a. sh owing mora l goo dness有道德的；善良的env yvt., n.妒忌；羡慕g rapen. 葡萄p rompt lya d. im media tely立即地stemn.茎，（树）干，（叶）梗w halen. 鲸co opera tev i. ac t orworktoget her 合作，协作beh avior ist n. 行为主义者in s b.'sinter est(s)to sb.'s adv antag e 为了某人的利益gofar helpverymuch; achi eve m uch s ucces s 帮助很大；很有成效c onsul tantn. 顾问b ehavi orn. the wayone a cts o r beh aves举止，行为as sessvt.judge thequali ty, i mport anceor wo rth o f 评估，估量judgm ent n. 判断；意见，看法m ate n. 配偶；伙伴，同事t hrivevi. grow stro ng an d hea lthy; deve lop w ell 茁壮成长；兴旺a t fir sta t the begi nning起先stre tchern.担架emerg encyn. a n une xpect ed an d dan gerou s hap penin g whi ch mu st be deal t wit h atonce紧急情况；突然事件gowrongsto p dev elopi ng we ll 有毛病，出故障ha ltv. (ca use t o) st op 停住，停止thro w up(inf ml) v omit呕吐appar entlyad. it i s cle ar (t hat)明显地size up caref ullyexami ne (a situ ation or p erson) inorder to m ake a judg ement估量，判断r eleas evt. set free释放slid ev. (cau se to) mov e smo othly alon g a s urfac e （使）滑动prima ten. 灵长目动物evide nce n. st h. th at gi ves a reas on fo r bel ievin g sth.; tr ace 证据；迹象dec eivev. t ry to make(sb.) beli eve s th. t hat i s fal se 欺骗in acces siblea.verydiffi cultor im possi ble t o rea ch 达不到的；难得到的origi nal a. fi rst o r ear liest最初的；原始的colo nyn. （生长在同一地方的动物或植物）群，群体；殖民地ma len. 雄性动物或植物；男子a. 雄的；男（性）的ga zen., v.凝视，注视g ive i n让步；屈服；投降u ndern eathprep., ad. und er or belo w 在…下面，在…底下p ea-br aineda.笨的turtl en.（海）龟su rvivev.remai n ali ve in spit e of; cont inueto li ve or exis t aft er 幸免于；继续存在，幸存sur vival n. disa stern. a n eve nt ca using grea t suf ferin g and dama ge 灾难wi pe ou tge t rid of o r des troy消灭，消除di nosau rn.恐龙hori zon n. 眼界，见识；地平线Prope r Nam esUgene Lind en尤金·林登Cha rlene Jend ry查伦·延德里Co lumbu s Zoo哥伦布动物园Colo科洛（文中指动物名）Chant ek夏特克（文中指动物名）Ly n Mil es琳·迈尔斯Uni versi ty of Tenn essee田纳西大学Zoo A tlant a亚特兰大动物园Ga il La ule 盖尔·劳尔Or ky奥基（文中指动物名）Cor ky科基（文中指动物名）Hel en Sh ewman海伦·休曼Seatt le西雅图（美国华盛顿州西部港市）Woo dland Park Zoo伍德兰公园动物园Mel ati 梅拉蒂（文中指动物名）T owan托温（文中指动物名）。
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U6-01Opener:Pair work: Look at the picture below while listening to the recording and then answer the questions that follow. Compare your answers with your partner. Before you start, getting to know the following new words might be helpful.Helpful ExpressionsLong Island 长岛（美国纽约州东南端岛屿）persuasion /p«5sweIZ«n/ n. 说服tragic /trædZIk/ a. 悲剧的，不幸的site /saIt/ n. 地点，场地indicate /5IndIkeIt/ vt. 表明under way 进行中Brooklyn Bridge /5brUklIn brIdZ/ 布鲁克林大桥（连接纽约曼哈顿区和布鲁克林区）glory /5glɔùrI/ n. 荣耀tribute /5trIbjuùt/ n. 颂歌，赞辞triumph /5traI«mf/ n. 胜利Questions:1 Look at the above picture of the Brooklyn Bridge. Do you think it looks great? When was it completed?2 How long did it take to complete the bridge?3 “Today the Brooklyn Bridge stands in a ll its glory as a tribute to the triumph of one man’s determination not to be defeated by circumstances.” Explain the sentence by telling the story of how the bridge was completed.Tips in this part:1. Warm up to the topic of determination by mentioning the deaf DJ which Ss got to know from Unit I of Book I, the entrepreneur Ma Y un, or any other well-known success of our time. Then have Ss discuss the factors contributing to the success of these people.Video watching: Cultural Notes:《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U6-02I.Refresh Ss' memory of the text.Have Ss do the Comprehension Check tasks as a way of refreshing what they have learned from the previous session. Ss may be given a few minutes to consider and write down their answers in class. After that T may ask Ss to read aloud the completed paragraphs/sentences. Ss should be encouraged to come up with alternative answers, and T should make comments about whether such alternatives are acceptable or not.II.Tackle the key words and expressions.For each of the words/expressions listed in the box of Key Words Expressions in Focusing on Language in Context, T may begin by having Ss find the sentence in the text which contains the word/expression, and then give at least one more example sentence.III.Have Ss do the exercises in Focusing on Language in Context.For each exercise in this part, Ss should be given a few minutes to complete the sentences by themselves. After that, T may ask some of them to read out loud the paragraphs/sentences. Ss should be encouraged to come up with alternative answers, and the teacher should comment on the appropriateness of such alternatives.IV.Have Ss do Comprehensive Practice.Have Ss complete the exercises individually first, and then ask them to compare notes in pairs. After that, invite some students to read out loud the competed Cloze and Translation, and make comments on them.1. Text OrganizationPair work: In this text, the author tells us a story about a lawyer’s fight against the chemical giant DuPont. It is further made up of two stories: the Tennant’s story of the law suit against DuPont and the subseque nt Bilott’s fight against the chemical giant. Go over the text once again, find out what the two stories are about, and complete the table below.2 Comprehension CheckPair work:With the teacher as guide, you and your partner work on the following comprehension check exercises.2.1Digging into detailAnswer the following questions to better understand the text. You may want to write down some key words in the space provided before you do so.(Para. 2) 1 Why wasn’t Bilott the right kind of lawyer for Tennant?Because Bilottt used to be a corporate defense lawyer and his specialty was defending chemical companies.(Paras. 1-5) 2 What was the story Tennant told Bilott?Tennant t old Bilott that he and his siblings were cattle farmers. In the ’80s, his brother Jim sold a plot to DuPont and the company used it as a landfill for waste from a nearby factory. The Tennants’ cattle started to act deranged ever since. And now they were se en dying here and there on the farm.(Para. 8) 3 What was Bilott’s most important finding when he was gathering evidence? He found a letter DuPont had sent to the E.P.A. which mentioned a chemical called PFOA.(Paras. 10-12) 4 What did DuPont do wrong with PFOA?DuPont, acting against the recommendation of 3M, the manufacturer of PFOA, flushed PFOA powder into the river through the outfall pipes of its factory. Even worse, it continued to do so after it became aware that PFOA caused cancerous tumors in lab animals.(Para. 16) 5 What made DuPont finally cease its production and use of PFOA?Thanks to the efforts of Bilott, the E.P.A became aware of PFOA’s toxicity. It accused DuPont of violating the Toxic Substances Control Act and made the latter pay 16.5 million in settlement. After that DuPont stopped producing and using PFOA.2.2 Understanding difficult sentencesLanguage Focus《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U6-03《新视野大学英语（第三版）》Book 3课程单元教学设计（教案）编号：U6-04Listening to the worldI. Sharing1. Watch a podcast for its general idea.2. Watch Part 1 and fill in the blanks.3. Watch Part 2 and fill in the blanks4. Watch Part 3 and match the decades and reasons to the people A-E5. Watch Part 4 and check the events and people you hear.6. Discuss the questions.✓Do you think life is better now than in the past?✓If you could have lived through a different age or decade, which would you choose and why?✓In your opinion, what historical events or people have changed the course of history? In what way(s)?II. ListeningListen and answer the questions.Before you listenLook at the pictures A-C. Which decades do you think they are from?•The first picture is the Beatles. They were popular in the 1960s.•The second one is about the moon landing of Apollo 11, which happened at the end of 1960s.•The third picture is the poster of the film Forrest Gump, which was released in the 1990s.Listening skillsMaking inferences:Additional NotesSome examples are given here showing how to make inferences about attitude, time, place, cause / effect, relationship, etc., which frequently appear in listening practice.1. Inferring the attitude. Suppose you hear:Luisa slammed the tennis ball over the net. Her partner returned it lazily and Luisa raced to hit it back over the net. It landed in the far corner, but her partner did not return it.think. I guess that’s a kind of calm, serene dignity in life.While you viewWatch the video and check the true statements.Watch the video and complete the notes.After you viewWork in pairs and introduce to your partner your favorite artist. Your introduction needs to cover the following aspects:• his / her life experience• his / her artistic style and influence• his / her masterpiece(s)Work in pairs and introduce to your partner your favorite artist. Your introduction needs to cover the following aspects:My favorite artist is Wang Xizhi, who was a Chinese calligrapher and traditionally referred to as the Sage of Calligraphy (书圣). Born in 303 A.D. in the state of EasternSpeaking for communicationI. Role-play1.Do the following quiz. After you finish, listen to the recording to checkyour answers.1) Which writer was once kidnapped in France?A Geoffrey Chaucer.2) Which political thinker was famously messy?A Karl Marx.3) Which actor and film-maker was stopped by the US government from entering the States?B Charlie Chaplin.4) Which scientist was also a good violinist?B Albert Einstein.5) Which artist invented lots of stuff but never actually produced any of it?B Leonardo da Vinci.2.Look at the expressions in the box. Put them in the groups of expressionsbelow which have similar meaning.3.Listen to the recording again and check the ones you hear.4.Role-play the situations.A Ask StudentB some questions about geography / history.B Tell Student A what you know about his / her questions.II. Group discussionGet ideas1．Listen and check the true statements.Discuss and organize ideas2．Work in groups. Discuss with your group members the question raised in the recording: What would have happened if Zheng He had reached the Americas first?3．Prepare a presentation on what you have discussed.Present ideas4．Introduce the result of your discussion to the class. Refer to the checklist below to see if you are ready.。
Unit6Introduction:Aiming to control the ever-increasing population in China, only-child policy has resulted in many overwhelming side effects at present society. However, while some socialists actively appeal to change the situation, China, and many other countries are actually finding themselves facing a growing number of couples reluctant to a second child, even a child at all.What has caused the reluctance? What are the main concerns about have another child? The text, equipped with statistics and solid facts, demonstrate the disadvantages of having a second child. But the author is by no means against having a large family, because he has explicitly listed the problems caused by only-child situation.Therefore, according to the author, as to whether or not to have a second child, it depends.1.Listen to the song Only Child from Wang Ruolin.Key words: compensate; spoil; manipulate王若琳---Only ChildThere's something that I see that Ireally really wantAnd I will take it without telling anyoneBut that's OK cause I'm an only childI've been spoiled cause I'm a lonely childAnd then I'm all aloneAnd then I'm brokePlease don't take away what I got O noPlease don't take away what I got O noMy mother dear and father dearthey must compensatefor the loneliness they thinkI must endure all daySee that's OK cause I'm an only childI've been spoiled cause I'm a lonely childAnd then I'm all aloneAnd them I'm brokePlease don't take away what I got O noPlease don't take away what I got O noYou feel so bad thatI can manipulateYou two into doingJust about anythingJust about anythingJust about anything I say!If they don't give me what I wantthen I start to crythen they'll give me toys and candyas pathetic bribeSee that's OK cause I'm an only childSee that's OK cause I'm a lonely childSee that's OK See that's OKI've been spoiled for I'm a lonely childYou feel so bad thatI can manipulateYou two into doingJust about anythingJust about anythingJust about anything I say!2.Discussion:•Are you the only child in your family? How do you feel?•What are the advantages and disadvantages ,as you figure, of having only one child?佳句欣赏：1.复杂句本篇文章充斥难句，是锻炼学生的好机会。
在讲解句子结构的同时，还可以通过拆分和合并句子提高学生的写作水平。
举例：1）What is appropriate for one family may not be for another.适用于一个家庭的却不一定适合另一个家庭。
拆分句子：It is appropriate for this family.It may not be appropriate for that family.2）Some think this may leave the child less capable of interacting well with people his or her own age than one who has been raised with siblings.•拆分句子：Self-esteem is combined with increased independence.can lead to the child being more confidence.这句话的宾语从句中是个比较结构：the child VS one who has been raised with siblings.比较的内容是capable of interacting well with people比较的结果是 the (only) childchildren from large families3）This often lead to increased self-esteem which, combined with increased independence can lead to the child being more confident.• Lead to 在句子中出现两次，用法有不同。
更容易忽略)• increased 出现两次，强调是动作的完成，比increasing 更妙。
• 理解这句话需要三个要素之间的关系： self-esteem, independence, confidence.2. 数据的描述In Japan, the average number of children born per family had declined to 1.42 by 1996, while the latest statistics cite less than one child.In the US, for example, 14 percent of women between 18 and 34 plan to have just one child, and this percentage is expected to rise.数据描述的重点是掌握并且使用表示升降趋势的单词，比如：rise ，increase ， overdecline ， drop ， decrease翻译练习：• 男性烟民的人数从1960 年的21%下降到了2001年的17%。
The number of male smokers decreased from 21% in 1960 to 17% in 2001.• 和去年相比，员工的平均收入增加了50%。
The average income of the staff increased by 50 percent compared with last year.3. 文章结构：4. Useful expressions:独生子：only child生二胎：to have a second child与人交流，沟通：associate withnegotiate with sbinteract with抚养孩子：raise a childsupport a child导致，造成：result in/ lead to sb doing sth经济来源：financial resources5. Summary：Many couples are facing a dilemma of whether or not to have a second child. Having just one child will bring three major problems: the only child will feel lonely, especially during holidays; at the same time, as the apple of parents’eye, he tends to be spoiled and he will be found less capable of dealing with interpersonal relationships as well. Some say having a second child helpsto counter those problems, but some hold the opposite opinion, which also comprises three aspects: parents have overwhelming pressure in balancing work and life; most importantly, they have to face financial burden of having a second child and unavoidably, big families tend to cause favoritism or sibling jealousy. Statistics show that more young couples on worldwide scale are refusing to have a second child after balancing the pros and cons. According to the author, the final solution lays in the hands of young couples, as long as they have the same opinion in this issue.WorksheetMultiple choice:1.Following the elections, a complete new situation is likely to ___________A. arouseB. ariseC. raiseD. rise解析：arouse 表示“激发”“激起”arouse one’s interest/ appetitearise 表示“产生”a problem arises.raise 表示“喂养”“升起”“提出”raise a questionrise 表示“升起”The sun rises from the east.故答案选B2.I’m still unable to make myself _____ in the discussion, which worries me a lot.A. to be understoodB. understandingC. understandD. understood解析：make sb understood 表示让某人被理解。
