Unit 7 Careers-Lesson 1 EQ:IQ 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 7 Careers-Lesson 1 EQ：IQ 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master EQ/IQ-related vocabulary, understand their roles in careers, develop critical thinking and form autonomous and cooperative learning habits. 教学重难点 Key points: Master the definitions, differences and usages of EQ and IQ; understand their importance in career development. Difficulty: Analyze the deep relationship between EQ/IQ and careers and express personal views in English fluently. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in link is designed to arouse students' interest in the topic, activate their prior knowledge, and lay a foundation for the subsequent teaching. First, the teacher will show two pictures on the screen: one is a student with excellent academic performance (high IQ) but often conflicts with classmates and has difficulty cooperating with others; the other is a student with average academic performance but good at communicating with others, helping classmates and being popular in the class. Then the teacher asks guiding questions: “Who do you think will achieve greater success in future careers? Why? Do you know the key factors that affect a person's career development besides academic performance?” After the students think for a short time, the teacher invites several students to share their views. During the sharing process, the teacher does not rush to comment, but guides students to realize that there is another important factor besides intelligence that affects a person's development. Then the teacher writes “EQ” and “IQ” on the blackboard, and says: “Today we will learn Lesson 1 EQ: IQ, and explore the relationship between EQ, IQ and careers, so as to better understand how to improve ourselves for future career development.” In this link, the teacher uses real-life scenarios to stimulate students' thinking, makes the abstract concepts of EQ and IQ close to students' daily life, and effectively mobilizes students' learning enthusiasm. At the same time, it naturally leads to the theme of the lesson, laying a good emotional and cognitive foundation for the follow-up reading and discussion activities. Step 2: Pre-reading (Vocabulary and Background Preview) Before formal reading, it is necessary to help students master key vocabulary and understand relevant background knowledge, so as to remove obstacles in reading. First, the teacher arranges students to work in groups of 4 to recall and sort out words related to “intelligence” and “emotion” that they have learned before, such as “intelligent”, “smart”, “emotion”, “feeling”, etc. Then the teacher presents the new words in this lesson on the screen, including “emotional quotient (EQ)”, “intelligence quotient (IQ)”, “competence”, “promote”, “interact”, “adapt”, “critical”, “motivate” and other words and phrases. For each new word, the teacher explains its pronunciation, part of speech and core meaning, and combines simple sentences related to careers to help students understand and remember. For example, when explaining “promote”, the teacher says: “If an employee has a high EQ and is good at cooperating with colleagues, he is more likely to be promoted by the boss.” When explaining “adapt”, the teacher gives the sentence: “In the workplace, people who can adapt to changes quickly usually have a better development.” After the explanation, the teacher arranges a quick memory game: the teacher reads the word, and students quickly respond with its Chinese meaning and make a simple sentence, so as to consolidate the memory of new words. Next, the teacher briefly introduces the background knowledge: IQ was first proposed by a psychologist, which mainly measures a person's cognitive ability, such as memory, reasoning and problem-solving ability; EQ was put forward later, which refers to a person's ability to recognize, manage and control their own emotions, and to understand and interact with others' emotions. In modern society, more and more enterprises pay attention to employees' EQ while valuing IQ, because good EQ can promote team cooperation and improve work efficiency. This background introduction helps students have a preliminary understanding of EQ and IQ, and lays a foundation for in-depth reading of the text. Step 3: While-reading (Text Analysis and Comprehension) The while-reading link is the core of this lesson, which is divided into fast reading and careful reading, guiding students to understand the text from the overall to the local, and improving their reading ability and thinking quality. First, fast reading: The teacher asks students to read the text quickly and complete two tasks: 1. Summarize the main idea of the text; 2. Find out the topic sentence of each paragraph. After students finish reading, the teacher invites students to share their answers. The main idea of the text is: The text discusses the definitions, differences and relationships between EQ and IQ, and emphasizes that both EQ and IQ are important for a person's career success, especially EQ plays a key role in career development. Then the teacher checks the topic sentences of each paragraph with students, and guides students to sort out the structure of the text: the first paragraph puts forward the view that EQ is as important as IQ; the middle paragraphs introduce the definitions of EQ and IQ, their differences and their roles in careers respectively; the last paragraph summarizes and puts forward suggestions on how to improve EQ. Through fast reading, students can quickly grasp the overall framework of the text, cultivate their ability of skimming and summarizing, and lay a foundation for careful reading. Then, careful reading: The teacher divides the text into three parts and guides students to read carefully, analyze key sentences and grasp key information. Part 1 (Paragraph 1): The teacher asks students to read Paragraph 1 carefully and answer the question: “What is the common misunderstanding about success mentioned in the text?” Students find that the common misunderstanding is that people usually think that a high IQ is the only key to success. Then the teacher guides students to analyze the sentence “However, recent studies have shown that EQ is just as important as IQ, if not more so, in determining a person's success.” This sentence is the core topic sentence of the text, which paves the way for the following discussion. The teacher asks students to pay attention to the usage of “if not more so” and invites students to make sentences with this structure to deepen their understanding. Part 2 (Paragraphs 2-4): This part introduces the definitions of EQ and IQ and their differences. The teacher arranges students to work in pairs to read this part carefully, and fill in a comparison table about EQ and IQ. The table includes the following columns: Definition, Focus, and Key Abilities. After students finish filling in, the teacher checks the answers with the whole class, and emphasizes the key points: IQ focuses on cognitive ability, such as reasoning, memory and problem-solving; EQ focuses on emotional ability, such as recognizing emotions, managing emotions and communicating with others. Then the teacher asks students to find out the transitional words in this part, such as “on the other hand”, “however”, and analyzes their functions, helping students understand the logical relationship between paragraphs. In this process, the teacher focuses on guiding students to analyze key sentences, such as “IQ measures your ability to solve problems, while EQ measures your ability to manage your emotions and interact with others.” The teacher asks students to pay attention to the usage of “while” to express contrast, and invites students to imitate this sentence structure to compare two things related to careers, such as “Hard work helps you finish tasks, while creativity helps you stand out in the workplace.” Part 3 (Paragraphs 5-7): This part discusses the roles of EQ and IQ in careers and puts forward suggestions on improving EQ. The teacher asks students to read this part carefully and answer the following questions: 1. What role does IQ play in career development? 2. What role does EQ play in career development? 3. What suggestions does the text put forward to improve EQ? After students answer the questions, the teacher makes a summary: IQ helps people get employed because it reflects a person's basic cognitive ability; EQ helps people get promoted and achieve long-term success because it helps people cooperate with others, adapt to the workplace and manage pressure. The suggestions to improve EQ include: learning to recognize your own emotions, listening to others patiently, and practicing empathy. In the careful reading link, the teacher adopts the form of individual reading, pair work and group discussion, guides students to deeply understand the text content, master key vocabulary and sentence patterns, and at the same time cultivates students' ability of analyzing and summarizing, which lays a foundation for the follow-up language application. Step 4: Post-reading (Consolidation and Application) The post-reading link is designed to help students consolidate the knowledge learned, apply the language points to practice, and improve their ability of speaking and writing, so as to realize the integration of knowledge and skills. Activity 1: Group Discussion. The teacher divides students into groups of 5, and puts forward the discussion topic: “In your opinion, which is more important for career success, EQ or IQ? Give specific examples to support your view.” Before the discussion, the teacher gives some guiding words and phrases, such as “from my point of view”, “first of all”, “besides”, “for example”, “in conclusion” to help students express their views fluently. During the discussion, the teacher walks around the classroom, listens to the students' discussions, and gives guidance to students who have difficulties in expression. After the discussion, each group selects a representative to share their views with the whole class. After each group shares, the teacher makes comments, affirms the students' positive performance, and corrects the inappropriate expressions, guiding students to think more comprehensively. For example, some students may think that EQ is more important, because even if a person has a high IQ, if he can't get along with colleagues, he can't complete team tasks well; some students may think that IQ is the foundation, because without certain cognitive ability, it's difficult to master professional skills. The teacher guides students to realize that EQ and IQ are not opposed to each other, but complement each other. Only when both are improved can a person achieve greater success in his career. Activity 2: Sentence Imitation. The teacher presents several key sentence patterns in the text, such as “While IQ is important for academic and professional success, EQ is crucial for building relationships and managing stress.”, “The ability to adapt to change is one of the most important EQ skills in the modern workplace.”, and asks students to imitate these sentence patterns and write sentences related to careers. After students finish writing, the teacher invites some students to share their sentences, and corrects the mistakes in grammar and expression, helping students master the usage of key sentence patterns. Activity 3: Short Writing. The teacher asks students to write a short passage of about 100 words, with the topic “How to Improve Our EQ for Future Careers”. The teacher gives some tips: 1. Start with the importance of EQ in careers; 2. List 2-3 specific ways to improve EQ; 3. End with your own determination. Before writing, the teacher invites students to brainstorm together, sort out the ideas and key words, such as “listen carefully”, “put ourselves in others' shoes”, “control our emotions”, etc. During the writing process, the teacher provides guidance to students who have difficulties. After writing, students exchange their passages in pairs, revise each other's mistakes, and then the teacher selects several excellent passages to read to the whole class, and makes comments, affirming the advantages and putting forward suggestions for improvement. Step 5: Summary and Extension First, summary: The teacher invites students to review what they have learned in this lesson, including the definitions and differences of EQ and IQ, their roles in careers, and the ways to improve EQ. Then the teacher makes a comprehensive summary: In this lesson, we have learned the relevant knowledge of EQ and IQ, understood that both are important for career success, and mastered some ways to improve EQ. It is hoped that students can apply the knowledge learned to their daily study and life, pay attention to the cultivation of both EQ and IQ, and lay a solid foundation for their future career development. Then, extension: The teacher assigns after-class tasks to extend the teaching content and consolidate the learning effect. The tasks are divided into three levels to meet the needs of different students: Basic task: Review the new words and key sentence patterns in this lesson, and recite the key paragraphs of the text. Improved task: Interview your parents or relatives, ask them about the role of EQ and IQ in their work, and write a short interview report (about 150 words). Challenge task: Find a case of a successful person (at home or abroad), analyze the role of EQ and IQ in his career success, and prepare a 3-minute speech for the next class. In addition, the teacher recommends some related reading materials and videos to students, such as TED speeches about EQ and career development, so as to help students expand their horizons and deepen their understanding of the topic. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $