Unit 6Unit 6

What Animals What Animals Really ThinkReally Think

Teaching ObjectivesTeaching Objectives

Students should be able to Students should be able to Understand the main idea and structurUnderstand the main idea and structur

e of the texte of the textAppreciate the importance of examples Appreciate the importance of examples

in expositionin expositionGrasp the key language points and graGrasp the key language points and gra

mmatical structures in the textmmatical structures in the text

Lead-in ActivitiesLead-in Activities

““Who am I?”Who am I?”

I am a human being-the most I am a human being-the most intelligent animals in the worldintelligent animals in the world

Are they intelligent enough?Are they intelligent enough?

ContentsContents

Background information Background information Text OrganizationText Organization Language PointsLanguage Points Text Analysis Text Analysis Useful ExpressionsUseful Expressions Word StudyWord Study Writing StrategyWriting Strategy

1. Background information1. Background information

• Gorilla: the largest of the great apes. Gorilla: the largest of the great apes.

The male is heavily built and may standThe male is heavily built and may stand

1.7m in height, with an arm-spread 1.7m in height, with an arm-spread

of 2.4m. It has a large head with of 2.4m. It has a large head with

a short neck, prominenta short neck, prominent

mouth. This huge animal has formidable mouth. This huge animal has formidable canine canine

teeth, yet it feeds on fruit and vegetablesteeth, yet it feeds on fruit and vegetables

• And has no natural enemies. Most of the And has no natural enemies. Most of the day is spent on the ground; they usuallyday is spent on the ground; they usually

walk on all fours leaning on the knuckleswalk on all fours leaning on the knuckles of their hands, but occasionally upright.of their hands, but occasionally upright.

• Orangutan: a species of large ape relatedOrangutan: a species of large ape related to chimpanzees, gorillas, and man. It is to chimpanzees, gorillas, and man. It is the largest fruit-eater in the world and the largest fruit-eater in the world and is known to eat at least 200 species of is known to eat at least 200 species of fruit.fruit. The prominent flanges of fat at theThe prominent flanges of fat at the side of the face are very striking side of the face are very striking in large adult males. The jaws in large adult males. The jaws project forward from the face, the project forward from the face, the eyebrow ridge is only slightly pronounce, eyebrow ridge is only slightly pronounce, and the eyes and ears are small.and the eyes and ears are small.

• The coat is coarse, long, and shaggy, The coat is coarse, long, and shaggy, especially over the shoulders and arms, where especially over the shoulders and arms, where it may grow to 45m in length. And the arms and it may grow to 45m in length. And the arms and hands are extremely long.hands are extremely long.

When extended the arms may span2.4m and When extended the arms may span2.4m and their length is exaggerated because the their length is exaggerated because the standing height of the animal is only 1.4m.standing height of the animal is only 1.4m.

2. Text organization2. Text organization

• Part I (para.1-2)Part I (para.1-2)

Main idea:Main idea:

Some animals demonstrate Some animals demonstrate intelligence intelligence

when dealing with captivity and when dealing with captivity and human human

beings. beings.

2. Text organization2. Text organization• Part II (para.3-12)Part II (para.3-12)

Subheadings:Subheadings:

I- Let’s make a deal (Some animals are I- Let’s make a deal (Some animals are intelligent enough to know how to intelligent enough to know how to bargain with people);bargain with people);

II-Tale of a whale (Animals like whales can II-Tale of a whale (Animals like whales can assess a situation and act accordingly)assess a situation and act accordingly)

III-Primate shell game (Animals can III-Primate shell game (Animals can sometimes be tricky) sometimes be tricky)

2. Text organization2. Text organization

• Part III (para.13)Part III (para.13)

Main idea:Main idea:

Some animals are intelligent.Some animals are intelligent.

3. Language points3. Language points

(para. 1) Over the years, I have……animal-(para. 1) Over the years, I have……animal- intelligenceintelligence experiments and the experiments and the controversycontroversy that surrounds them.that surrounds them. intelligence: ability to learn and understandintelligence: ability to learn and understand e.g. Don’t act like such an idiot-use your e.g. Don’t act like such an idiot-use your intelligence.intelligence. intelligentintelligent adj. adj. e.g. Even if you are intelligent, you can’t be an exe.g. Even if you are intelligent, you can’t be an ex

cellent student without working hard.cellent student without working hard.

• ControversyControversy: a lot of discussion and ar: a lot of discussion and argument about sth., often involving strgument about sth., often involving strong feelings of anger or disapproval (fong feelings of anger or disapproval (followed by over or about)ollowed by over or about)

e. g. There is a fierce/bitter/heated cone. g. There is a fierce/bitter/heated controversy over the publishing of his bootroversy over the publishing of his book.k.

(para.2) The stories they tell us (para.2) The stories they tell us reveal reveal what I’m what I’m convincedconvinced is a new windo is a new window…..and the w…..and the dominantdominant species on th species on the planet-humans.e planet-humans.

reveal: make (sth.) knownreveal: make (sth.) known e.g. A survey of the Chinese diet has ree.g. A survey of the Chinese diet has re

vealed that a growing number of chilvealed that a growing number of children in cities are overweight.dren in cities are overweight.

ConvinceConvince: make (sb.) feel sure by the use of a: make (sb.) feel sure by the use of argument or evidence (used in the patterns: rgument or evidence (used in the patterns: convince sb. Of sth., convince sb. thatconvince sb. Of sth., convince sb. that ) )

e.g. We finally convinced the police of our ie.g. We finally convinced the police of our innocence.nnocence.

DominantDominant: : ruling; stronger, more powerful, oruling; stronger, more powerful, or more noticeable than other people or thir more noticeable than other people or things.ngs.

e.g. Charlie Chaplin was a dominant figure ie.g. Charlie Chaplin was a dominant figure in the American film industry.n the American film industry.

(para. 3) Let’s (para. 3) Let’s make a deal.make a deal. make a deal: make a deal: reach an agreement or arreach an agreement or ar

rangement, esp. in business or politicrangement, esp. in business or politicss

e.g. I’ll make a deal with you –you wae.g. I’ll make a deal with you –you wash the car and I’ll let you use it tonigsh the car and I’ll let you use it tonight.ht.

Arriving on the scene, Jendry offered CArriving on the scene, Jendry offered Colo some peanuts,olo some peanuts, only toonly to be met witbe met with a blank stare.h a blank stare.

Only toOnly to (do sth.) is often used to indicate t (do sth.) is often used to indicate that sb. did sth. With a disappointing or shat sb. did sth. With a disappointing or surprising result. Infinitive to functions as urprising result. Infinitive to functions as result adverbial.result adverbial.

e.g. He hurried to the railway station, onle.g. He hurried to the railway station, only to find that the train had left.y to find that the train had left.

Realizing they were Realizing they were negotiatingnegotiating, Jendry rai, Jendry raised the stakes and……sed the stakes and……

NegotiateNegotiate: discuss in order to come to an a: discuss in order to come to an agreement (used in the patterns: negotiatgreement (used in the patterns: negotiate for sth., negotiate to do sth., negotiate e for sth., negotiate to do sth., negotiate with sb.)with sb.)

e.g. The government refused to negotiae.g. The government refused to negotiate with terrorists.te with terrorists.

(para.4) (para.4) RelievedRelieved it was not anything da it was not anything dangerous or valuable, Jendry gave Colo ngerous or valuable, Jendry gave Colo the pineapple. the pineapple.

relieverelieve: free (sb.) from pain, anxiety, et: free (sb.) from pain, anxiety, etc.; ease (pain, anxiety, etc.) (used in thc.; ease (pain, anxiety, etc.) (used in the pattern: relieve sb. of sth.)e pattern: relieve sb. of sth.)

e.g. Drugs can relieve much of the pain.e.g. Drugs can relieve much of the pain.

(para.5) One orangutan named Chante(para.5) One orangutan named Chantek did just that in a sign-language studk did just that in a sign-language study y undertakenundertaken by anthropologist…. by anthropologist….

undertakeundertake: carry out; take upon ones: carry out; take upon oneself (a task, etc.)elf (a task, etc.)

e.g. The United Nations was supposee.g. The United Nations was supposed to undertake the role of global pead to undertake the role of global peace-keeper.ce-keeper.

When Miles switched to metal chips,……When Miles switched to metal chips,…… switchswitch: change; shift (used with to): change; shift (used with to) e.g. He used to play tennis, but now he’s switce.g. He used to play tennis, but now he’s switc

hed to golfhed to golf.. (para.6) I saw an example of sharing that anyone (para.6) I saw an example of sharing that anyone

might might envyenvy when Miles gave Chantek some gra when Miles gave Chantek some graped……ped……

envyenvy: wish that you had a quality or possession t: wish that you had a quality or possession that another person has (used in the patterns: ehat another person has (used in the patterns: envy sb./sth., envy sb. sth., envy sb. for sth.)nvy sb./sth., envy sb. sth., envy sb. for sth.)

e.g. He became a millionaire overnight. Many e.g. He became a millionaire overnight. Many people envied him for his good luck.people envied him for his good luck.

(para. 7) Behaviorists would say that animals (para. 7) Behaviorists would say that animals cooperate when they learn it is cooperate when they learn it is in their interin their interestest to do so. to do so.

in sb’s interest (s): for or to sb.’s advantagin sb’s interest (s): for or to sb.’s advantagee

e.g. It would be in your interests to undertake.g. It would be in your interests to undertake this task although it’s difficult.e this task although it’s difficult.

(similar phrase: in the interest (s) of sth.: for t(similar phrase: in the interest (s) of sth.: for the sake of sth.)he sake of sth.)

e.g. In the interests of safety, please do not se.g. In the interests of safety, please do not smoke. moke.

(para.10) Apparently (para.10) Apparently sizing upsizing up the probl the problem, Orky swam under the stretcher anem, Orky swam under the stretcher and ……d ……

size upsize up: carefully examine a situation or : carefully examine a situation or person in order to make a judgmentperson in order to make a judgment

e.g. I don’t like the way the sales assise.g. I don’t like the way the sales assistants in that shop size you up as you wtants in that shop size you up as you walk through the door.alk through the door.

Sometimes evidence of intelligence can Sometimes evidence of intelligence can be seen in attempts tobe seen in attempts to deceivedeceive..

deceivedeceive: try to make (sb.) believe sth. that is fals: try to make (sb.) believe sth. that is false ( used in the patterns: deceive sb., deceive sb.e ( used in the patterns: deceive sb., deceive sb. Into doing sth.) Into doing sth.)

e.g. You can’t pass exams without working, so e.g. You can’t pass exams without working, so don’t deceive yourself into thinking you can.don’t deceive yourself into thinking you can.

(para.13) If life is about (para.13) If life is about survival survival of a species-andof a species-and…………

survivesurvive: 1) remain alive: 1) remain alive e.g. A few were killed but most survived in the ee.g. A few were killed but most survived in the e

arthquake.arthquake. 2) continue to live or exist after2) continue to live or exist after e.g. She survived the accident.e.g. She survived the accident.

4. Text analysis4. Text analysis With subheadings the organization of thWith subheadings the organization of th

e text is made very clear: the first two pe text is made very clear: the first two paragraphs serve as an introduction; it is aragraphs serve as an introduction; it is followed by supporting facts grouped ufollowed by supporting facts grouped under three subheadings; the last paragrnder three subheadings; the last paragraph is the conclusion.aph is the conclusion.

4. Text analysis4. Text analysis

Functions of subheadings:Functions of subheadings:Suggest to the reader the contents of Suggest to the reader the contents of

each sectioneach sectionEnhance the formal appearance of an Enhance the formal appearance of an

essayessayEliminate the need for wordy transitioEliminate the need for wordy transitio

nal devices between sectionsnal devices between sections

4. Text analysis4. Text analysis Besides the three Besides the three subheadingssubheadings employed employed

in the text, there are other kinds of in the text, there are other kinds of transitional devices:transitional devices:

In the beginning sentence of a new In the beginning sentence of a new paragraph, one may also sum up the main paragraph, one may also sum up the main idea of the previous paragraph or section, idea of the previous paragraph or section, then go on to introduce the topic of the then go on to introduce the topic of the current paragraph. The first sentence of current paragraph. The first sentence of para.5-”If an animal can show skill in para.5-”If an animal can show skill in trading one thing for another, why not in trading one thing for another, why not in handling money?” is a good case in point.handling money?” is a good case in point.

4. Text analysis4. Text analysis

Another common transitional device is the usAnother common transitional device is the use of e of anaphoraanaphora, which is seen in the use of pro, which is seen in the use of pronouns to refer to something, somebody of sonouns to refer to something, somebody of some event previously mentioned.me event previously mentioned.

For instance, “Relieved it was not anything For instance, “Relieved it was not anything dangerous or valuable, Jendry gave Colo the dangerous or valuable, Jendry gave Colo the pinapp.” (para.4) here “it” refers to the kepinapp.” (para.4) here “it” refers to the key chain held by Colo.y chain held by Colo.

..

4. Text analysis4. Text analysis

Besides, Besides, conjunctions conjunctions also pave the way for a salso pave the way for a smooth transition of ideas. mooth transition of ideas.

Take the first sentence of para. 6 for example, Take the first sentence of para. 6 for example, “Miles also tried to teach Chantek more virtu“Miles also tried to teach Chantek more virtuous habits such as saving and sharing.” The cous habits such as saving and sharing.” The conjunction “also” connects this paragraph onjunction “also” connects this paragraph with the previous one. “Such as” introduces with the previous one. “Such as” introduces a new example to be mentioned in the sentenca new example to be mentioned in the sentences to follow.es to follow.

5. Useful expressions5. Useful expressions---- 他们讲述的故事开启了我相信是研究动物智能的一扇新的他们讲述的故事开启了我相信是研究动物智能的一扇新的

窗口窗口 the stories they tell us reveal what I’m convinced is a the stories they tell us reveal what I’m convinced is a

new window on animal intelligence.new window on animal intelligence.---- 却被翻了个白眼却被翻了个白眼 only to be met with a blank stareonly to be met with a blank stare---- 我觉得这一解释尚不充分我觉得这一解释尚不充分 I don’t think it goes far enoughI don’t think it goes far enough---- 显然看出了问题显然看出了问题 apparently sizing up the problemapparently sizing up the problem

5. Useful expressions5. Useful expressions ---- 审时度势审时度势 assess a situationassess a situation ---- 让步让步 give in give in ---- 生命是讲物种的生存生命是讲物种的生存 life is about survival of a specieslife is about survival of a species ---- 意识到这是在讨价还价意识到这是在讨价还价 realizing they were negotiatingrealizing they were negotiating ---- 加大筹码加大筹码 raise the stakesraise the stakes

6. Word study6. Word study

at first, first, firstlyat first, first, firstly When you are contrasting feelings or actions at When you are contrasting feelings or actions at

the beginning of an event with ones that camthe beginning of an event with ones that came later, you say e later, you say at firstat first. .

e.g. e.g. At firstAt first I thought he was joking, but then I r I thought he was joking, but then I realized he meant it.ealized he meant it.

In speech or writing we use In speech or writing we use first/firstlyfirst/firstly, second, second/secondly, third/thirdly, etc. to introduce a se/secondly, third/thirdly, etc. to introduce a series of reasons, ideas, points, etc.ries of reasons, ideas, points, etc.

6. Word study6. Word study

e.g. e.g. First/FirstlyFirst/Firstly I’d like to talk about the b I’d like to talk about the book, then I’ll talk about its author.ook, then I’ll talk about its author.

Note that you do not use “at first” in the Note that you do not use “at first” in the above sentences.above sentences.

FirstFirst, when used as adverb, also means “b, when used as adverb, also means “before doing anything else or before any otefore doing anything else or before any others”hers”

e.g. Ann arrived e.g. Ann arrived firstfirst at the party. at the party.

6. Word study6. Word study

lack:lack: 1) 1) vt./vi.:vt./vi.: to not have or not have enough of som to not have or not have enough of som

ething that is needed or wanted:ething that is needed or wanted:e.g. e.g. He just He just lacks lacks a little confidence.a little confidence.What we What we lack inlack in this house is space to store thi this house is space to store things.ngs.

2)2)nounnoun: : lack of lack of sthsth the absence of something o the absence of something or when there is not enough of it:r when there is not enough of it:e.g.e.g.Her only problem is Her only problem is lack oflack of confidence. confidence.

6. Word study6. Word study

3) adj.: (3) adj.: (be lackingbe lacking)) If something that you need If something that you need is lacking, you do not have enough of it:is lacking, you do not have enough of it: (a) e.g. (a) e.g. Enthusiasm has Enthusiasm has beenbeen sadlysadly lacking lacking thethese past months at work.se past months at work.

(b) ((b) (be lacking in be lacking in sthsth)) to not have a quality: to not have a quality:e.g. e.g. He'He'ss totally totally lacking inlacking in charm. charm.

6. Word study6. Word study deceive, conceive, perceivedeceive, conceive, perceive deceive:deceive: 1) v.: to persuade someone that something 1) v.: to persuade someone that something

false is the truth; false is the truth; to keep the truth hidden from someone for to keep the truth hidden from someone for

your own advantage;your own advantage; to trick:to trick:

e.g. e.g. The company The company deceiveddeceived customers by customers by selling old computers as new ones.selling old computers as new ones.

2) v.: 2) v.: deceive yourselfdeceive yourself to refuse to accept to refuse to accept the truth:the truth:e.g. e.g. She thinks he'll come back, but she's She thinks he'll come back, but she's deceiving herself.deceiving herself.

6. Word study6. Word study

conceive conceive (imagine)(imagine) 1) vi./vt.: to imagine something:1) vi./vt.: to imagine something:

e.g. e.g. I think my uncle still I think my uncle still conceives conceives ofof me me asas a f a four-year-old.our-year-old.[+ question word] I can't [+ question word] I can't conceive conceive (= It is too s(= It is too shocking to imagine)hocking to imagine) howhow anyone could anyone could

behave so cruelly.behave so cruelly.[+ that] I find it hard to [+ that] I find it hard to conceive conceive (= It is too sho(= It is too shocking to imagine)cking to imagine) thatthat people are still treated people are still treated so badly.so badly.

6. Word study6. Word study

2) adj: possible to imagine or to believe:2) adj: possible to imagine or to believe:e.g. e.g. Books on every Books on every conceivable conceivable subject lsubject lined one wall.ined one wall.It's It's justjust conceivable conceivable (= possible although (= possible although difficult to imagine)difficult to imagine) (that)(that) the hospital m the hospital made a mistake.ade a mistake.

6.Word study6.Word study

(invent a plan or an idea):(invent a plan or an idea):e.g. e.g. He He conceived conceived the plot for this film wthe plot for this film while he was still a student.hile he was still a student.(to become pregnant, or to cause a baby (to become pregnant, or to cause a baby to begin to form):to begin to form):e.g. e.g. Do you know exactly when you Do you know exactly when you concconceived?eived?

6. Word study6. Word study

perceiveperceive: : vt 1) to see something or someone, or to becovt 1) to see something or someone, or to beco

me aware of something that is obvious:me aware of something that is obvious:e.g. e.g. Bill Bill perceived perceived a tiny figure in the distance.a tiny figure in the distance.I I perceived perceived a note of unhappiness in her voice.a note of unhappiness in her voice. 2) to come to an opinion about something, o 2) to come to an opinion about something, or have a belief about something:r have a belief about something:e.g. e.g. How do the French How do the French perceive perceive the British?the British?

7. Writing strategy7. Writing strategy

Learn to use examples in essay writingLearn to use examples in essay writing Examples are a very effective means to clarify a Examples are a very effective means to clarify a

thought, to support statements or to help perthought, to support statements or to help persuade. Besides, examples also add interest ansuade. Besides, examples also add interest and vividness to an essay. Indeed, it is hard to wrid vividness to an essay. Indeed, it is hard to write a good paper of any kind without using exate a good paper of any kind without using examples. Nevertheless, not all examples can servmples. Nevertheless, not all examples can serve your purpose equally well. You have to select e your purpose equally well. You have to select them carefully. How? Here are some tips:them carefully. How? Here are some tips:

7. Writing strategy7. Writing strategy

Make sure that all the examples are releMake sure that all the examples are relevant and persuasive.vant and persuasive.

Always bear in mind the examples you chAlways bear in mind the examples you choose should be closely related to and fully soose should be closely related to and fully support your points as in the story of Orky of upport your points as in the story of Orky of Tibby in the textsTibby in the texts..

7. Writing strategy7. Writing strategy

Choose typical examples.Choose typical examples. Of all the examples, choose those mOf all the examples, choose those m

ost likely to convince your reader. Afteost likely to convince your reader. After reading the story of Colo or Chantek, r reading the story of Colo or Chantek, do you still have any doubt about the do you still have any doubt about the bargaining skills of animals like gorillabargaining skills of animals like gorillas or orangutans?s or orangutans?