Unit 9 What Is Intelligence,Anyway? I.Teaching Aims 1.Enlarge the students'vocabulary by leaming the new words and doing the vocabulary exercises. 2.Help the studentstoget the general idea of the article 3.Help the students to build up their language skills through more exercises on oral practice,phrases and expression,grammar,writing.etc. II.Key and Difficult Points 1.New Words and Phrases make a fuss,register,complacent,worthy of,bent,take for granted,hasten,intricate, foist on,smug,uneasy 2.Sentences (1)Actually,though,don't such scores simply mean that I am very good at answering the type of academic questions that are considered worthy of answers by the people who make up the intelligence tests-people with intellectual bents similar to mine? (2)Yet,when anything went wrong with my car I hastened to him with it, watched him anxiously as he explored its vitals,and listened to his pronouncements as though they were divine oracles-and he always fixed my car. (3)Ina world where I could not use my academic training and my verbal talents but had to do something intricate or hard,working with my hands,I would do poorly. (4)And I have an uneasy feeling he had something there. III.Teaching Methods Discussion,explanation,ask and answer IV.Time:4 periods V.Teaching Procedures:Unit 9 What Is Intelligence, Anyway? I. Teaching Aims 1. Enlarge the students’ vocabulary by learning the new words and doing the vocabulary exercises. 2. Help the students to get the general idea of the article. 3. Help the students to build up their language skills through more exercises on oral practice, phrases and expression, grammar, writing, etc. II. Key and Difficult Points 1. New Words and Phrases make a fuss, register, complacent, worthy of, bent, take for granted, hasten, intricate, foist on, smug, uneasy 2. Sentences (1) Actually, though, don’t such scores simply mean that I am very good at answering the type of academic questions that are considered worthy of answers by the people who make up the intelligence tests — people with intellectual bents similar to mine? (2) Yet, when anything went wrong with my car I hastened to him with it, watched him anxiously as he explored its vitals, and listened to his pronouncements as though they were divine oracles — and he always fixed my car. (3) In a world where I could not use my academic training and my verbal talents but had to do something intricate or hard, working with my hands, I would do poorly. (4) And I have an uneasy feeling he had something there. III. Teaching Methods Discussion, explanation, ask and answer IV. Time: 4 periods V. Teaching Procedures: