Unit 7 Careers Lesson 1 教案-高中英语选择性必修第三册-USB迷|专注于互联网分享

2024年2月18日发(作者：务丝萝)

Unit 7 Careers

Lesson 1 EQ: IQ 教学设计

科目：英语课题：Lesson 1 EQ: IQ 课时：1课时

教学目标与核心素养：

知识目标：Students can learn some new words and Verb-ed Form.

能力目标：Students can have a further understanding of the passage.

情感目标：Students can think individually and learn cooperatively.

教学重难点

教学重点：How to learn the new words and Verb-ed Form.

教学难点：How to make students have a better understanding of the passage.

课前准备：多媒体，黑板，粉笔

教学过程：

一、Pre-reading

1. Greeting

2. Leading-in

ACTIVATE AND SHARE

教师活动：

(1) 教师活动：教师提问。

What do you know about EQ and IQ? Which is more important to a person? Why?

a high EQ/ IQ intelligence to be open to new ideas

to get promoted to get employed to be determined by

to have positive attitudes towards life to get on well with people

Example A person who has a high IQ is very intelligent, but to get promoted, you need a high EQ.

Ask students to think and share their answers.

二、 While- reading

READ AND EXPLORE

1. 学生活动：阅读文章，完成练习。

Read the article. What is the writer's opinion of EQ and IQ? Compare the writer's opinion with

your understanding from Activity 1.

2. 学生活动：阅读文章，完成练习。

Read paragraphs 1–2. Complete the information about EQ and IQ.

Understanding of EQ and IQ

IQ stands for ________________________________________

EQ stands for ________________________________________

Most students' beliefs IQ: _________________________________________

New research findings EQ: ________________________________________

Description of IQ and EQ IQ: ________________________________________

EQ: ________________________________________

Professor Salovey's description of IQ and EQ at work _________________________________

(Answers:

Intelligence Quotient

Emotional Quotient

IQ: is what determines how well they are going to do in life

EQ: success is not simply the result of a high IQ

IQ: tells how intelligent you are

EQ: tells how well you use your intelligence

it is IQ that gets you employed but it is EQ that gets you promoted)

3. 学生活动：阅读文章，回答问题。

Read paragraphs 3–7. Answer the questions.

1 What might be the reason for some smart students getting low grades?

2 What problems do people with low EQs have?

3 What are the characteristics of people with high EQs according to the article?

4 What are "people skills"?

5 How did the students change in Professor Mayer's study?

6 Why is EQ important to a person?

(Suggested Answers

1. Smart students might get low grades because they have a low EQ.

2. People with low EQs have problems getting on with other people and dealing with difficult

situations.

3. 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.

4. "People skills" refer to understanding and communication.

5. The people in Professor Mayer's study changed by being more willing to help people with

difficulties and by showing a better understanding of the disabled students' feelings. They also

became more positive about life and more willing to try new things.

6. EQ is important because being successful in life requires being able to get on well with others

and being able to understand and react to situations in the best possible way.)

4. 学生活动：Pair Work

Explain the terms "EQ" and "IQ" to your partner. Use a graphic organiser to help you organise

your points. An example is given.

三、After-reading

1. 学生活动：Group Work. Think and share.

1 Why does Professor Salovey say "it is IQ that gets you employed, but it is EQ that gets you

promoted"?

2 In what ways does the writer present his or her argument? Underline the words and expressions

in the text and discuss their functions.

(Suggested Answers

1. Professor Salovey means that when doing job interviews, interviewers often focus on your IQ

level or how clever you are. But in real working situation, your boss focuses more on your EQ, i.e.

"people skills". Professor Salovey means EQ matters more than IQ in real working situation.

2. The writer presents his or her arguments by commenting on what others say. For example, in

paragraph 3, the writer says that "Professor Salovey may be correct" and then gives examples of

people failing because of low EQ.

The writer presents his or her arguments by examples, for example, lines 32–40.

The writer presents his or her arguments by stating researchers' statements, for example, lines

28–29.

The writer presents his or her arguments by raising questions, for example, lines 16–18.)

2. Complete the summary with the words and expressions you have learnt.

Most students feel their IQ, which refers to 1 ___________, is what 2 ___________ how well they

are going to do in life, but new research suggests that EQ is a better way for 3 ___________

success. Professor Salovey says it is IQ that gets you 4 ___________ but it is EQ that gets you

promoted. He may be right. Students with high IQs sometimes end up failing exams and this may

be due to a 5 ___________ EQ. The 6 ___________ between IQ and EQ is interesting. People

with low EQs find it harder 7 ___________ in life and in their careers. 8 ___________, the results

of studies show that a high EQ is necessary for getting on with people and being able to 9

___________ in the best way. So schools need to be 10 ___________ to develop a student's entire

character.

(Answers

1. Intelligence Quotient 2. determines 3. predicting 4. employed 5. lower

6. association 7. adjusting 8. Altogether 9. react 10. sure)

四、FOCUS ON LANGUAGE: VERB-ED FORM

1. Pair Work

Look at the sentences from the article. Underline the -ed form of the verb. Discuss their functions.

1 Professor Salovey, who invented the term EQ, gives the following description: at work, it is IQ

that gets you employed, but it is EQ that gets you promoted.

2 Supported by his research, Professor Salovey suggests that when predicting someone's future

success, their character, as measured by EQ tests, might actually matter more than their IQ.

3 Compared to students who had not been involved in the study, they also showed a better

understanding of the disabled students' feelings.

Look at sentences 2 and 3 again. What is similar about their structures?

(Answers:

1. invented, employed, promoted

2. supported, measured

3. compared, involved, showed (Note: "disabled" is an adjective)

2. Join the sentences by using the -ed form of the verb.

Example John was accused of stealing money. He was brought to court.

Accused of stealing money, John was brought to court.

1 Jane was scared of the lightning. She refused to go outside.

2 The man was arrested by the police. He felt hopeless.

3 The two lions were sent to a local zoo. They are reported to have settled down well.

4 The medicine is taken in time. It will be quite effective.

(Suggested Answers

1. Scared of the lightning, Jane refused to go outside.

2. Arrested by the police, the man felt hopeless.

3. Sent to a local zoo, the two lions are reported to have settled down well.

4. Taken in time, the medicine will be quite effective.)

EXPRESS YOURSELF

学生活动：Group Work

Look at the situations. What would you do in each situation? What would a person with a high EQ

do?

·You always get As in exams, but you have just found out that your teacher made a mistake and

gave you a C for your last test.

·You and your parents are having an argument about you staying out late on Friday night.

·You are a group leader. Your group is doing a project to find a solution to a problem. There are

disagreements among group members.

·You are on an aircraft that begins to rock from side to side. The person sitting next to you starts

to cry.

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。

Once published (= Once it is published), the dictionary will be very popular.

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。

Absorbed in painting (= Because John was absorbed in painting), John didn't notice evening

approaching.

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。

Given another hour (= If I am given another hour), I can also work out this problem.

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, even if/ though等引导的让步状语从句。

Beaten by the opposite team (= Though we were beaten by the opposite team), we didn't lose heart

and encouraged each other.

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。

The old man got on the bus, supported by a girl (= and he was supported by a girl).

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, as if, as though,

if, unless, until, once等，表时间、让步、条件、方式等。

If (I am) invited, I will attend the wedding of my friend.

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。

Given a chance, we can surprise the world.

若给我们一个机会，我们会使世界惊奇。

He was listening attentively in class, his eyes fixed on the blackboard.

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。

Disappointed at the examination results, the girl stood there without saying a word.

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

过去分词作状语

逻辑关系

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

时间概念

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(having done)作状语时，现在分词所表示的动作与句子的主语之间是逻辑上的主谓关系，即表主动

现在分词的一般式(doing)表示的动作与谓语动词所表示的动作同时发生或几乎同时发生；现在分词的完成式(having done)表示的动作发生在谓语动词所表示的动作之前

练习：

1. Clearly and thoughtfully _________ (write), the book inspires confidence in students who wish

to seek their own answers.

2. _________ (found) in the early 20th century, the school keeps on inspiring children's love of

art.

3. Video games can be a poor influence if __________ (leave) in the wrong hands.

4. Children, when _________ (accompany) by their parents, are allowed to enter the stadium.

5. The lecture _________ (give), a lively question-and-answer session followed.

(Answers:

1. written 2. Founded 3. left 4. accompanied 5. having been given)

四、Summary

重点词汇：persuade, impress, determine, intelligent, employ, predict, deserve, association, adjust,

announce, willing, base, react

重点句型：while作从属连词的用法；“It + be + 过去分词 + that…”句型；be + as + adj.，if

not + 比较级 + than；the + 比较级…，the + 比较级…

重点语法：过去分词作状语

五、Homework

Write a short passage to express your opinions about EQ and IQ.