高中英语北师大版（2019）选择性必修第三册 Unit 7 Careers Lesson 1 EQ IQ 教案 (一)

Unit7CareersLesson1EQ:IQ教学设计科目：英语课题：Lesson1EQ:IQ课时：1课时教学目标与核心素养：知识目标：StudentscanlearnsomenewwordsandVerb-edForm.能力目标：Studentscanhaveafurtherunderstandingofthepassage.情感目标：Studentscanthinkindividuallyandlearncooperatively.教学重难点教学重点：HowtolearnthenewwordsandVerb-edForm.教学难点：Howtomakestudentshaveabetterunderstandingofthepassage.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1.Greeting2.Leading-inACTIVATEANDSHARE教师活动：(1)教师活动：教师提问。WhatdoyouknowaboutEQandIQ?Whichismoreimportanttoaperson?Why?ahighEQ/IQintelligencetobeopentonewideastogetpromotedtogetemployedtobedeterminedbytohavepositiveattitudestowardslifetogetonwellwithpeopleExampleApersonwhohasahighIQisveryintelligent,buttogetpromoted,youneedahighEQ.Askstudentstothinkandsharetheiranswers.While-readingREADANDEXPLORE1.学生活动：阅读文章，完成练习。Readthearticle.Whatisthewriter'sopinionofEQandIQ?Comparethewriter'sopinionwithyourunderstandingfromActivity1.2.学生活动：阅读文章，完成练习。Readparagraphs1–2.CompletetheinformationaboutEQandIQ.UnderstandingofEQandIQIQstandsfor________________________________________EQstandsfor________________________________________Moststudents'beliefsIQ:_________________________________________NewresearchfindingsEQ:________________________________________DescriptionofIQandEQIQ:________________________________________EQ:________________________________________ProfessorSalovey'sdescriptionofIQandEQatwork_________________________________(Answers:IntelligenceQuotientEmotionalQuotientIQ:iswhatdetermineshowwelltheyaregoingtodoinlifeEQ:successisnotsimplytheresultofahighIQIQ:tellshowintelligentyouareEQ:tellshowwellyouuseyourintelligenceitisIQthatgetsyouemployedbutitisEQthatgetsyoupromoted)3.学生活动：阅读文章，回答问题。Readparagraphs3–7.Answerthequestions.1Whatmightbethereasonforsomesmartstudentsgettinglowgrades?2WhatproblemsdopeoplewithlowEQshave?3WhatarethecharacteristicsofpeoplewithhighEQsaccordingtothearticle?4Whatare"peopleskills"?5HowdidthestudentschangeinProfessorMayer'sstudy?6WhyisEQimportanttoaperson?(SuggestedAnswers1.SmartstudentsmightgetlowgradesbecausetheyhavealowEQ.2.PeoplewithlowEQshaveproblemsgettingonwithotherpeopleanddealingwithdifficultsituations.3.PeoplewithhighEQsareopentonewideasandhaveapositiveattitudetowardslife,andtheyarelesslikelytobetroubledbyinternalproblems.4."Peopleskills"refertounderstandingandcommunication.5.ThepeopleinProfessorMayer'sstudychangedbybeingmorewillingtohelppeoplewithdifficultiesandbyshowingabetterunderstandingofthedisabledstudents'feelings.Theyalsobecamemorepositiveaboutlifeandmorewillingtotrynewthings.6.EQisimportantbecausebeingsuccessfulinliferequiresbeingabletogetonwellwithothersandbeingabletounderstandandreacttosituationsinthebestpossibleway.)4.学生活动：PairWorkExplaintheterms"EQ"and"IQ"toyourpartner.Useagraphicorganisertohelpyouorganiseyourpoints.Anexampleisgiven.三、After-reading1.学生活动：GroupWork.Thinkandshare.1WhydoesProfessorSaloveysay"itisIQthatgetsyouemployed,butitisEQthatgetsyoupromoted"?2Inwhatwaysdoesthewriterpresenthisorherargument?Underlinethewordsandexpressionsinthetextanddiscusstheirfunctions.(SuggestedAnswers1.ProfessorSaloveymeansthatwhendoingjobinterviews,interviewersoftenfocusonyourIQlevelorhowcleveryouare.Butinrealworkingsituation,yourbossfocusesmoreonyourEQ,i.e."peopleskills".ProfessorSaloveymeansEQmattersmorethanIQinrealworkingsituation.2.Thewriterpresentshisorherargumentsbycommentingonwhatotherssay.Forexample,inparagraph3,thewritersaysthat"ProfessorSaloveymaybecorrect"andthengivesexamplesofpeoplefailingbecauseoflowEQ.Thewriterpresentshisorherargumentsbyexamples,forexample,lines32–40.Thewriterpresentshisorherargumentsbystatingresearchers'statements,forexample,lines28–29.Thewriterpresentshisorherargumentsbyraisingquestions,forexample,lines16–18.)2.Completethesummarywiththewordsandexpressionsyouhavelearnt.MoststudentsfeeltheirIQ,whichrefersto1___________,iswhat2___________howwelltheyaregoingtodoinlife,butnewresearchsuggeststhatEQisabetterwayfor3___________success.ProfessorSaloveysaysitisIQthatgetsyou4___________butitisEQthatgetsyoupromoted.Hemayberight.StudentswithhighIQssometimesendupfailingexamsandthismaybeduetoa5___________EQ.The6___________betweenIQandEQisinteresting.PeoplewithlowEQsfinditharder7___________inlifeandintheircareers.8___________,theresultsofstudiesshowthatahighEQisnecessaryforgettingonwithpeopleandbeingableto9___________inthebestway.Soschoolsneedtobe10___________todevelopastudent'sentirecharacter.(Answers1.IntelligenceQuotient2.determines3.predicting4.employed5.lower6.association7.adjusting8.Altogether9.react10.sure)四、FOCUSONLANGUAGE:VERB-EDFORM1.PairWorkLookatthesentencesfromthearticle.Underlinethe-edformoftheverb.Discusstheirfunctions.1ProfessorSalovey,whoinventedthetermEQ,givesthefollowingdescription:atwork,itisIQthatgetsyouemployed,butitisEQthatgetsyoupromoted.2Supportedbyhisresearch,ProfessorSaloveysuggeststhatwhenpredictingsomeone'sfuturesuccess,theircharacter,asmeasuredbyEQtests,mightactuallymattermorethantheirIQ.3Comparedtostudentswhohadnotbeeninvolvedinthestudy,theyalsoshowedabetterunderstandingofthedisabledstudents'feelings.Lookatsentences2and3again.Whatissimilarabouttheirstructures?(Answers:1.invented,employed,promoted2.supported,measured3.compared,involved,showed(Note:"disabled"isanadjective)2.Jointhesentencesbyusingthe-edformoftheverb.ExampleJohnwasaccusedofstealingmoney.Hewasbroughttocourt.Accusedofstealingmoney,Johnwasbroughttocourt.1Janewasscaredofthelightning.Sherefusedtogooutside.2Themanwasarrestedbythepolice.Hefelthopeless.3Thetwolionsweresenttoalocalzoo.Theyarereportedtohavesettleddownwell.4Themedicineistakenintime.Itwillbequiteeffective.(SuggestedAnswers1.Scaredofthelightning,Janerefusedtogooutside.2.Arrestedbythepolice,themanfelthopeless.3.Senttoalocalzoo,thetwolionsarereportedtohavesettleddownwell.4.Takenintime,themedicinewillbequiteeffective.)EXPRESSYOURSELF学生活动：GroupWorkLookatthesituations.Whatwouldyoudoineachsituation?WhatwouldapersonwithahighEQdo?·YoualwaysgetAsinexams,butyouhavejustfoundoutthatyourteachermadeamistakeandgaveyouaCforyourlasttest.·YouandyourparentsarehavinganargumentaboutyoustayingoutlateonFridaynight.·Youareagroupleader.Yourgroupisdoingaprojecttofindasolutiontoaproblem.Therearedisagreementsamonggroupmembers.·Youareonanaircraftthatbeginstorockfromsidetoside.Thepersonsittingnexttoyoustartstocry.语法：过去分词作状语一、过去分词（短语）作状语，表示被动或完成的动作1.作时间状语过去分词作时间状语时，相当于一个when,while,after,once等引导的时间状语从句。Oncepublished(=Onceitispublished),thedictionarywillbeverypopular.一旦出版，这本词典将大受欢迎。2.作原因状语过去分词作原因状语时，相当于一个as,since,because等引导的原因状语从句。Absorbedinpainting(=BecauseJohnwasabsorbedinpainting),Johndidn'tnoticeeveningapproaching.由于专心画画，约翰没有注意到夜幕正在降临。3.作条件状语过去分词作条件状语时，相当于一个if,unless等引导的条件状语从句。Givenanotherhour(=IfIamgivenanotherhour),Icanalsoworkoutthisproblem.如果再给我一个小时，我也能把这道题算出来。4.作让步状语过去分词作让步状语时，相当于一个though,although,evenif/though等引导的让步状语从句。Beatenbytheoppositeteam(=Thoughwewerebeatenbytheoppositeteam),wedidn'tloseheartandencouragedeachother.虽然被对方的队打败了，但我们并没有灰心而是相互鼓励。5.作方式或伴随状语过去分词作方式或伴随状语时，可以转换成一个并列句。Theoldmangotonthebus,supportedbyagirl(=andhewassupportedbyagirl).在一位姑娘的搀扶下，老人上了公共汽车。二、过去分词作状语的注意事项1.过去分词作状语时，其前面可以带有相应的连词，如when,though,although,asif,asthough,if,unless,until,once等，表时间、让步、条件、方式等。If(Iam)invited,Iwillattendtheweddingofmyfriend.如果受到邀请，我会参加我朋友的婚礼。2.过去分词作状语时，其逻辑主语必须与句子的主语保持一致（现在分词作状语同样如此），否则需加上自己的主语，构成独立主格结构。Givenachance,wecansurprisetheworld.若给我们一个机会，我们会使世界惊奇。Hewaslisteningattentivelyinclass,hiseyesfixedontheblackboard.他上课专心听讲，眼睛紧盯着黑板。3.有些过去分词已形容词化，作状语时表示人的状态。常见的有：satisfied,surprised,interested,moved,worried,pleased,disappointed等。Disappointedattheexaminationresults,thegirlstoodtherewithoutsayingaword.因为对考试结果很失望，小女孩站在那儿一句话也没说。三、过去分词与现在分词作状语的区别项目逻辑关系时间概念过去分词作状语过去分词作状语时，过去分词所表示的动作与句子的主语之间是逻辑上的动宾关系，即表被动过去分词所表示的动作往往发生于谓语动词所表示的动作之前，或表示一种状态，与谓语动词所表示的动作同时发生或存在现在分词作状语现在分词的一般式(doing)和完成式(