北师大版（2019) 选择性必修第三册Unit 7 Careers Lesson 1 IQ EQ 教学设计（表格式）
文档属性
| 名称 | 北师大版（2019) 选择性必修第三册Unit 7 Careers Lesson 1 IQ EQ 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 203.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-15 21:32:21 | ||
图片预览
文档简介
大单元教学设计
单元主题：Unit 7 Careers
学科 英语 姓名
主题语境：人与自我
单元内容分析： 本单元的主题语境为人与自我，做人与做事主题群下的子主题“未来职业发展趋势，个人职业倾向、未来规划等”。本单元围绕主题展开，采用听、说、读、写、看等形式，通过多模态语篇的学习，提升学生对职业选择、职业发展趋势和未来职业挑战的认知。其具体内容为：在Topic Talk部分，以探讨未来职业和个人素养引入话题，相同话题的听力材料为辅助，名言赏析深化主题，同时在听、说、写等多种形式的实践活动中积累主题词汇，为后期阅读活动的开展做好铺垫；论说文关于智商和情商的阐述，引导学生重视对情商的培养；听力部分以对话形式探讨了应对未来职业变化所需的知识、技能以及所应有的态度；通过比较呈现未来职业的新特点、新趋势，引导学生深人思考这些变化，同时积极应对，做好规划；写作课承接阅读内容，让学生在真实的语境中明确求职信的特点和写作要求，学以致用；视频课介绍了机器人经济对未来劳动力市场和职业的影响，将课本内容与现实有机结合，同时引发学生思考在新的就业背景下如何更好地应对未来的挑战；Reading Club包含两篇文章，第一篇说明文提出了如何适应新环境的建议，第二篇介绍了四个不同职业的“夜班人”，激发学生思考不同工作的利与弊。通过上述不同语篇、不同形式内容的探究，可以帮助学生深化对主题意义的理解。 本单元的语法项目为动词-d形式的运用和固定搭配。语用内容为“表达同意或不同意”的句型，“表达讽刺和否定意义”的修辞手法。 总之，本单元围绕主题语境展开，强调职业素养和职业规划的重要性，并依托不同类型的语篇加强对主题语境的理解和对主题意义的探究。通过语言技能和学习策略运用等活动的开展，逐步构建和内化结构化知识，发展语言能力、文化意识、思维品质和学习能力，最终将核心素养落到实处。 单元学情分析： 单元学情：目前处于高二下学期，大部分学生的英语学习基础较薄弱，兴趣不够浓厚。另外，本单元的两篇阅读文本都是议论文，比较枯燥，故教师需要充分调动学生学习的积极性。因此本单元课程要提升学生兴趣，看重于知识大体与细节的教学，全方面提升学生整体水平。 单元目标： In this unit, you will: 1.listen, read and talk about the careers; 2.learn to use verb-ed form and would to use verbs and nouns that form a fixed collocation, and accurately use sentence patterns that express "agree, disagree, and deny"write a job application letter; 3.write a letter of application. 学习者分析： Students are relatively unfamiliar with the topic related to the careers, and they lack knowledge of future career development and essential career skills . The logical main line of this lesson is clear, from reading analysis to writing practice. It should challenging for students to complete the writing task. 达成评价： 1.讨论EQ和IQ的关系以及它们对人的职业生涯的影响。 2.获取更多关干信息时代职业的变化和改革，以及应当具备的职业技能。 3.组织学生完成进行关于未来职业发展方向的讨论，表达意见并给出支撑依据。 单元实施： 本单元基本结构为：topic talk，lesson1、2、3，writing 和viewing workshop。所以本单元课时设计为： 课时1主题情境讨论 课时2阅读 课时3听力 课时4阅读 课时5写作 课时6整体复习 课型安排课时设计课时目标任务活动当堂检测课时作业Reading3Listening2Writing1
Unit 7 Lesson 1 IQ :EQ Class Type: Reading Class
Teaching Objectives After this class, students will be able to: get the main idea and structure of this passage. have a further understanding of the passage. think individually and learn cooperatively. try to deepen students’ understanding about EQ is important in career after learning this lesson.
Teaching key and difficult points 1.Improve students’ ability of fast-reading and careful-reading . 2.How to make students have a better understanding of the passage. 3.Express their own ideas freely in English.
Teaching Methods Task-based methods; CW; IW; GW.
Teaching Aids Multimedia, blackboard
Teaching Procedures Activities Intentions Time
Step 1Warm up and Lead in
Warm up and Lead in 1.Show some pictures. 2.Ask a question:What do you think these two people have in common To arise Students’ interests. CW 3'
Step 2 Reading
Pre-reading Ask some quesions: 1.What do you know about EQ and IQ 2.Which is more important to a person in their career life And why Let students have their own attitudes about IQ&EQ. IW 3’
While-reading [Fast-reading] Read and explore:What is the writer's opinion of EQ and IQ Let Students find the main idea of the passage. IW 3’
[Careful-reading] Read paragraphs 1-2＆complete the information about EQ and IQ. Read paragraphs 3-7＆answer the following question: (1)What might be the reason for some smart students getting low grades (para3) (2)What problems do people with low EQs have (para4) (3）What are “people skills” (para5) (4）How did the students change in Professor Mayer’s study (para6) 3.Match the main ideas with each paragraph. 4.Figure out the structure and the type of the passage. Through a series of tasks,let students have a further understanding of this passage.And learn the genre of this passage:Argumentation.
Post-reading Group work: Offer students 4situations and let them discuss: 1.What would you do in each situation 2.What would a person with a high EQ do Let Students express their opinions freely. GW 10’
Step 3 Summary and Homework
Summary Lead students to do a summary together. To make a conclusion of this class. CW 4’
Homework Think a question and write down their opinions about the question： Which helps you more in your studies,EQ or IQ Please give some examples.
Blackboard Design Unit 7 Lesson 1 IQ:EQ
Teaching Reflection
单元主题：Unit 7 Careers
学科 英语 姓名
主题语境：人与自我
单元内容分析： 本单元的主题语境为人与自我，做人与做事主题群下的子主题“未来职业发展趋势，个人职业倾向、未来规划等”。本单元围绕主题展开，采用听、说、读、写、看等形式，通过多模态语篇的学习，提升学生对职业选择、职业发展趋势和未来职业挑战的认知。其具体内容为：在Topic Talk部分，以探讨未来职业和个人素养引入话题，相同话题的听力材料为辅助，名言赏析深化主题，同时在听、说、写等多种形式的实践活动中积累主题词汇，为后期阅读活动的开展做好铺垫；论说文关于智商和情商的阐述，引导学生重视对情商的培养；听力部分以对话形式探讨了应对未来职业变化所需的知识、技能以及所应有的态度；通过比较呈现未来职业的新特点、新趋势，引导学生深人思考这些变化，同时积极应对，做好规划；写作课承接阅读内容，让学生在真实的语境中明确求职信的特点和写作要求，学以致用；视频课介绍了机器人经济对未来劳动力市场和职业的影响，将课本内容与现实有机结合，同时引发学生思考在新的就业背景下如何更好地应对未来的挑战；Reading Club包含两篇文章，第一篇说明文提出了如何适应新环境的建议，第二篇介绍了四个不同职业的“夜班人”，激发学生思考不同工作的利与弊。通过上述不同语篇、不同形式内容的探究，可以帮助学生深化对主题意义的理解。 本单元的语法项目为动词-d形式的运用和固定搭配。语用内容为“表达同意或不同意”的句型，“表达讽刺和否定意义”的修辞手法。 总之，本单元围绕主题语境展开，强调职业素养和职业规划的重要性，并依托不同类型的语篇加强对主题语境的理解和对主题意义的探究。通过语言技能和学习策略运用等活动的开展，逐步构建和内化结构化知识，发展语言能力、文化意识、思维品质和学习能力，最终将核心素养落到实处。 单元学情分析： 单元学情：目前处于高二下学期，大部分学生的英语学习基础较薄弱，兴趣不够浓厚。另外，本单元的两篇阅读文本都是议论文，比较枯燥，故教师需要充分调动学生学习的积极性。因此本单元课程要提升学生兴趣，看重于知识大体与细节的教学，全方面提升学生整体水平。 单元目标： In this unit, you will: 1.listen, read and talk about the careers; 2.learn to use verb-ed form and would to use verbs and nouns that form a fixed collocation, and accurately use sentence patterns that express "agree, disagree, and deny"write a job application letter; 3.write a letter of application. 学习者分析： Students are relatively unfamiliar with the topic related to the careers, and they lack knowledge of future career development and essential career skills . The logical main line of this lesson is clear, from reading analysis to writing practice. It should challenging for students to complete the writing task. 达成评价： 1.讨论EQ和IQ的关系以及它们对人的职业生涯的影响。 2.获取更多关干信息时代职业的变化和改革，以及应当具备的职业技能。 3.组织学生完成进行关于未来职业发展方向的讨论，表达意见并给出支撑依据。 单元实施： 本单元基本结构为：topic talk，lesson1、2、3，writing 和viewing workshop。所以本单元课时设计为： 课时1主题情境讨论 课时2阅读 课时3听力 课时4阅读 课时5写作 课时6整体复习 课型安排课时设计课时目标任务活动当堂检测课时作业Reading3Listening2Writing1
Unit 7 Lesson 1 IQ :EQ Class Type: Reading Class
Teaching Objectives After this class, students will be able to: get the main idea and structure of this passage. have a further understanding of the passage. think individually and learn cooperatively. try to deepen students’ understanding about EQ is important in career after learning this lesson.
Teaching key and difficult points 1.Improve students’ ability of fast-reading and careful-reading . 2.How to make students have a better understanding of the passage. 3.Express their own ideas freely in English.
Teaching Methods Task-based methods; CW; IW; GW.
Teaching Aids Multimedia, blackboard
Teaching Procedures Activities Intentions Time
Step 1Warm up and Lead in
Warm up and Lead in 1.Show some pictures. 2.Ask a question:What do you think these two people have in common To arise Students’ interests. CW 3'
Step 2 Reading
Pre-reading Ask some quesions: 1.What do you know about EQ and IQ 2.Which is more important to a person in their career life And why Let students have their own attitudes about IQ&EQ. IW 3’
While-reading [Fast-reading] Read and explore:What is the writer's opinion of EQ and IQ Let Students find the main idea of the passage. IW 3’
[Careful-reading] Read paragraphs 1-2＆complete the information about EQ and IQ. Read paragraphs 3-7＆answer the following question: (1)What might be the reason for some smart students getting low grades (para3) (2)What problems do people with low EQs have (para4) (3）What are “people skills” (para5) (4）How did the students change in Professor Mayer’s study (para6) 3.Match the main ideas with each paragraph. 4.Figure out the structure and the type of the passage. Through a series of tasks,let students have a further understanding of this passage.And learn the genre of this passage:Argumentation.
Post-reading Group work: Offer students 4situations and let them discuss: 1.What would you do in each situation 2.What would a person with a high EQ do Let Students express their opinions freely. GW 10’
Step 3 Summary and Homework
Summary Lead students to do a summary together. To make a conclusion of this class. CW 4’
Homework Think a question and write down their opinions about the question： Which helps you more in your studies,EQ or IQ Please give some examples.
Blackboard Design Unit 7 Lesson 1 IQ:EQ
Teaching Reflection