Unit7 Period 1 Topic Talk & Lesson 1 （课件）英语北师大版选择性必修第三册

该高中英语课件聚焦“EQ与IQ”主题，围绕北师大选修第三册Unit 1 Careers内容，通过“未来职业所需素质”情境导入，衔接Pre-reading文本结构分析（段落匹配、主旨选择）、While-reading细节提取（EQ/IQ特征对比）、Post-reading高EQ行为案例讨论，搭建“输入-内化-输出”学习支架，帮助学生系统理解两者区别及EQ的重要性。 其亮点是以任务链驱动语言能力与思维品质发展，如Pre-reading的“段落-主旨匹配”训练略读策略（语言能力），While-reading的“高EQ特征提取”引导对比分析（思维品质），Homework的“考试成绩争议”“家庭争吵”等情境任务（学习能力），推动理论转化为实践。学科特色在于“阅读分层训练+情境化输出”，学生通过文本总结填空和小组讨论提升综合语言运用能力，教师可借助完整教学流程高效落实目标。

1 Unit 1 Careers Topic Talk & Lesson 1 EQ & IQ 北师大选修第三册 2 教学目标 Understand the key differences between EQ and IQ, and the importance of EQ in life and the workplace. 01. 02. 03. Learn to complete text summaries and answer reading comprehension questions based on the article. Analyze high-EQ behaviors in real-life situations to enhance communication and problem-solving awareness. 3 第一课时 4 目录 CONTENTS Lead-in 01. Pre-reading 02. While-reading 03. Post-reading 04. Summary 05. Assessment 06. Homework 07. 5 Lead-in 01. 6 Lead-in Use the diagram to talk about what you need in your future careers. If I want to be a / an ___, I think I need to have / be ___. Skills： ... Personal qualities: ... Example I want to be a lawyer. I think I need to have good communication skills. 7 Pre-reading 02. 8 Pre-reading Activity 1: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, he/she needs a high EQ. 9 Pre-reading Activity 2: Skim the article quickly, then match each paragraph with its corresponding main idea. Students think IQ decides life success. EQ is key to success; schools should focus on character. EQ can be improved, but IQ is fixed. High-IQ but low-EQ students fail some tasks. New research shows success is not just from high IQ. EQ matters more than IQ for success. High-EQ people get more trust and cooperation. Para.1 Para.2 Para.3 Para.4 Para.5 Para.6 Para.7 10 Pre-reading Activity 3: Based on the paragraph-main idea matching above, choose the best summary of the article: What is the main idea of the article? A. IQ is fixed at birth and determines a person’s success in school. B. EQ is more important than IQ for success, and it can be developed through education. C. High EQ people are always more intelligent than those with low EQ. D. Schools should only focus on improving students’ IQ to help them get employed. 11 While-reading 03. 12 While-reading Activity 1: 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 _________________________________________________. Intelligence Quotient Emotional Quotient It determines how well they will do in life It matters more than IQ for future success Tells you how intelligent you are; determined by birth Tells you how well you use your intelligence; can be improved through education IQ gets you employed, but EQ gets you promoted 13 While-reading Activity 2: 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? 14 While-reading 1. What might be the reason for some smart students getting low grades? Their lower EQ. 15 While-reading 2. What problems do people with low EQs have? They have trouble getting on with others, dealing with difficult situations, and adjusting in life/careers. 16 While-reading 3. What are the characteristics of people with high EQs according to the article? Open to new ideas, positive attitudes towards life, less troubled by internal problems. 17 While-reading 4. What are "people skills"? Skills like understanding and communication. 18 While-reading 5. How did the students change in Professor Mayer's study? Non-disabled students: More willing to help others; better understood disabled students' feelings. Disabled students: More positive about life; more willing to try new things. 19 While-reading 6. Why is EQ important to a person? It helps get on well with others, react to situations properly, and is key to future success (more important than IQ). 20 Post-reading 04. 21 Post-reading 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. 22 Post-reading 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. 23 Post-reading IQ measures intelligence, which helps people meet basic job requirements (so it gets them employed). But EQ determines how well people use their intelligence, work with others, and handle challenges — these skills are key to advancing in a career (so EQ gets them promoted). 1. Why does Professor Salovey say "it is IQ that gets you employed, but it is EQ that gets you promoted"? 24 Post-reading 2. In what ways does the writer present his or her argument? Underline the words and expressions in the text and discuss their functions. Using research findings: e.g., "new research into EQ suggests that success is not simply the result of a high IQ" (functions: adds credibility to the argument). Giving expert opinions: e.g., Professor Salovey’s description of IQ/EQ at work (functions: supports the claim with authority). Providing examples: e.g., "some of the smartest students... end up failing exams" (functions: makes the abstract idea of EQ’s role more concrete). Making comparisons: e.g., traits of high vs. low EQ people (functions: clarifies the differences between high/low EQ clearly). 25 Summary 05. 26 Summary 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. Intelligence Quotient determines predicting employed lower difference to adjust Furthermore react to situations focused 27 Assessment 06. 28 Assessment Learning Objectives Score(1-5) 1.After learning, I am able to read and talk about EQ and IQ. 2.After learning, I am able to read for general understanding, specific information and understanding words in context. 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 29 Homework 07. 30 Homework Look at the situations. What would you do in each situation? What would a person with a high EQ do? 01 03 02 04 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. 31 第二课时 32 1.employ vt.& n.雇用(hire) (1)employ sb to do sth 雇用某人做某事 employ sth to do sth 利用某物做某事 (2)employment n.雇用 unemployment n.失业 employee n.雇员 employer n.雇主 重点单词 33 2.reliable adj.可信赖的,可靠的(dependable/trustworthy) (1)rely v.信任,依赖;依靠 rely on/upon=depend on=count on依靠;依赖 rely on sb to do sth 指望某人做某事 rely on it that...相信…… (2)reliably adv.可靠地,可信赖地;确实地 reliability n.可靠性 重点单词 34 3.persuade vt.说服,劝服(convince) (1)persuade sb of sth/that...使某人相信…… persuade sb to do sth/into doing sth 说服某人做某事 persuade sb not to do/out of doing sth说服某人不要做某事 (2)persuasion n.说服,说服力,信念 persuasive adj.有说服力的,能说服人的 重点单词 35 4.adjust vi.& vt.适应,(使)习惯(adapt);调整,调节(modify) (1)adjust sth 调节…… adjust (sth/oneself) to (doing) sth (使某物/某人自己)适应(做)某事 (2)adjustment n.调整;调节;(思想、行为的)适应 make an adjustment 作出调整 (3)adjustable adj.可调整的;可调节 重点单词 36 5.recognise vt.辨认出(identify);承认,认可(admit) (1)recognise sb/one’s voice 认出某人/某人的声音 recognise sb/sth by sth 通过某物认出某人/物 recognise sb as/to be 承认某人是…… recognise that...承认…… (2)recognition n.认出,认可;赞誉 out of/beyond recognition 认不出 (3)recognised adj.公认的;经过检验的 重点单词 37 6.end up最终,最后(finish up) end up doing 最后/最终做…… end up with 以……结束 in the end 最后 come to an end 结束 make ends meet 勉强度日,收支相抵 重点单词 38 拓展单词 1.assist vt.帮助→assistance n.帮助→assistant n.助手,助理,副手 2.architect n.建筑师,建筑设计师→architecture n.建筑 3.chemistry n.化学→chemical adj.化学的→chemist n.化学家 4.consult vt.咨询,请教;商量→consultant n.顾问 5.operate v.运转;起作用;做手术→operation n.运转,操作;手术→operator n.操作员;电话接线员 6.economy n.经济,经济制度→economic adj.经济上的,经济学的→economical adj.经济的,节约的→economically adv.节约地,节俭地;在经济上 39 7.manage v.管理;控制;设法做到→manager n.经理 →management n.经营,管理 8.impress vt.使(人)印象深刻→impressive adj.给人深刻印象的,令人钦佩的→impressively adv.令人钦佩地,给人深刻印象地→impression n.印象 9.intelligence n.智力,智慧,理解力→intelligent adj.机智的,有才智的;有智慧的;聪明的 10.determine vt.决定,直接影响;测定,确定→determination n.决心,决定→determined adj.坚决的;坚定的 40 11.predict vt.预言,预料,预测→prediction n.预言,预测→predictive adj.预言性的,成为前兆的→predictable adj.可预言的 41 Thank You $