Unit 13 Lesson 1教学设计教案含学案高中英语北京海淀

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Unit13 L1 Language study教学设计上课PPT课件英语北京海淀

5. In terms of 用… 的字眼, 从…的观点, 从…角度
Think of it in terms of an investment. 从投资的角度来考虑这件事情. 就薪水而言，这工作不错。 The job is great in terms of its salary.
6. end up v. to be in the end (in the stated place, condition,
What’s the matter?
4. suggest v.
① to state sth. indirectly ; to imply 指出；暗示 The police suggested that the move for the crime was
jealousy. 警察指出作案动机是嫉妒。 The look on his face suggested that he was angry. 他脸上的表情表明他生气了。
Unit13 L1 Period II
Language study
Learning Objectives
By the end of this lesson, we’ll be able to:
• work out the meaning of the words in the context;
• make sentences with some key words and phrases properly;
What matters is not how smart but how determined you are. matter n. (1) a subject to which one gives attention; situation or affair事

【教学设计】Unit 13 Lesson 1(北师大)

Unit 13 PeopleLesson 1 EQ:IQThis lesson is a reading passage.1. It plays a very important part in the English teaching of this unit.2、This lesson is the second part of Unit 1which is helpful to make the Ss learn the rest of this unit, for the task in the unit is to practice reading and there are some sentences which can be used to introduce the grammar.3、Of course, the Ss should receive some moral education. Let the Ss understand that success comes with a high EQ, which can be improved1．Get students to learn the useful words and expressions in this unit.KEY WORDSHair: bald, dark, fair, red, shoulder –length, straight, short blond, curly, long, wavyAge: in her/his (early/mid/late)teens/twenties/thirties, middle –aged elderlySpecial features: eyebrows, moustache, ponytail beard, wrinkleGeneral: good –looking, short, tall, well –built overweight, slim2．Help students to learn about useful expressions..【能力目标】To be able to talk about EQ and IQ.To practise using Past Participles with various functions in sentences.【情感目标】1．Help them understand more about EQ and IQ .2．Develop students' sense of cooperative learning.【教学重点】Practise using Past Participles with various functions in sentences【教学难点】1．Develop students' reading ability.2．Help students understand the difficulties of Grammar.MultimediaPart 1 ReadingStep1 Warming up1. Questions:1)What do IQ and EQ stand for?IQ stands for an intelligence quotient (智商) which tells you how smart you are and EQ stands for emotional quotient (情商) which tells you how well you use your smartness.2) Do you have any EQ or IQ test?。

Unit13Lesson1教学设计教案含学案高中英语北京海淀

Unit13Lesson1教学设计教案含学案高中英语北京海淀Unit 13 Lesson 1 EQ: IQ Name _______Group_____每类请找出你认为最重要的六个，并排序1. You and your parents have got into an argument during a discussion.【译文】你和你的父母在谈话时争吵起来● get into: to start dong or feeling something, or being in a particular situation . 含义陷入【翻译】她开始习惯于独自走长路。

She got into the habit of going for long walks by herself .● get 是非常有用的动词，请在第8-9页找到与get 有关的短语或结构（至少三处），并解释。

2. Professor Salovey suggests that when predicting someone’s future success their character, asmeasureed by EQ tests, might actually matter more than their IQ.【译文】萨洛维教授认为，当预测一个人未来的成功，其性格（可用EQ 来测量）实际上比其智力的作用更重要● suggest:①to put forward an idea or a plan for other people to think aobut ；② to state somethingindirectly 。

即其中文含义为① 建议② 指出认为，此处suggest 的含义是认为。

【辨析】根据所给中文选择合适动词完成句子.1．他认为我们与媒体有某种协议。

He suggests we had （had/have ） an agreement with the media.2．他建议我们与媒体有某种协议。

九年级英语Unit13第1课时教案

Unit 13 We’re trying to save the earth!Period 1 Section A 1a-2d【知识与能力目标】1.掌握重点单词及短语。

2.复习语法：能正确区分和使用以下语法结构：现在进行时，现在完成时，被动语态，情态动词和used to 句型。

【过程与方法目标】本课主要采用任务型教学法，情景教学法以及多媒体辅助教学，充分发挥教师的主导作用和学生的主体地位。

利用现代化教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望，努力培养学生自主学习的能力。

【情感态度价值观目标】通过学习具有环境危机意识，学会关注环境保护环境。

【教学重点】（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。

（2）保护环境的措施方法。

【教学难点】能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。

【教学步骤】Step 1. PresentationShow the picture of the earth and tell students the earth is polluted now.For example: (1) The factories that burn coal pollute the air with a lot of black smoke.(2) Factories put waste into the river.(3) People should throw away litter in the bin.(4)There are more cars on the road.Learn some new words.Step 2. Work on 1aHere are some words related to different kinds of pollution. Write them in the box below. Then add more words.loud music cars rubbish planes littering ships factories smoking building houses mobile phonesnoise pollution air pollution water pollution____________ ___________ _________________________ ___________ _________________________ ___________ _________________________ ___________ _____________Step 3. Listening1. Work on1b. Listen and complete the sentences.What was the problem?The river was _____________. Even the bottom (底部) of the river was full of ________. There were no more ______ for fishermen (渔民) to catch.What caused the problem?People are throwing _______ into the river. Factories are putting ______ into the river.How should the problem be solved?We should write to the ____________ and ask them to ___________ the factories. Everyone should help to __________ the river.2. Listen again and answer the following questions.1)What does Tony want to do later this afternoon?He wants to go swimming with Mark in the river later this afternoon.2) Why doesn’t Mark want to go with Tony?Because the river was really dirty. Even the bottom of the river was full of rubbish, and there were no more fish for fishermen to catch.3) How was the river in the past?It used to be so clean. It has been the nicest river in this town.Step 4. Practice1. Role-play the conversation in 1c.Mark: The river was dirty. Even the bottom of the river was full of rubbish.Tony: But it used to be so clean!Mark: Yes, but people are throwing litter into the river.Tony: Everyone in this town should play a part in cleaning it up!2. Make conversations using the pollution in 1a.A: The river has always been the nicest river in this town.B: Yes, it used to be so clean.A: But I was there last weekend and the river was really dirty.B: What caused the problem?A: People are throwing litter into the river.B: What should we do?A: Factories are also putting waste into the river.B: Yes, everyone in this town should play a part.A: We should write to the government and ask them to close down the factories.B: What else can we do?A: Everyone should help to clean up the river.Step 5. Language points1. We’re trying to save the earth! 我们正在竭尽全力拯救地球!try to do =try one’s best to do 努力去做某事。

高一英语精品教案 Unit 13 Abraham Lincoln北师大版

Unit 13 Abraham Lincoln一、素质教育目标（一）知识教学点1．单词set fight end death spare honest2．短语fight for/against/with in the end set freeno more than in all set up of one's ownbreak out break away from join up consider…as beat to death call for.3．句型1）It's about a time when there were black slaves in North America.2） As a child he used to work hard.3）Happily for him, his father's second wife was kind to him.4）She did all she could to help him.4．日常交际用语1）What's on at the cinema this week?2）What's it about?3）That sounds interesting.5．语法复习已学的定语从句，学习由where/when引导的定语从句。

（二）能力训练点1．针对四十九课的四幅图进行练习，要求学生看图讲故事，以培养用英语思维的能力。

2．在熟读课文的基础上，能够用自己的语言复述主要内容。

3．模仿课文对人物的写法，以时间为顺序记叙一个人物（题目可自拟）。

4．掌握定语从句的用法，能够把两个句子合并成一个含有定语从句的句子。

（三）德育渗透点本单元是关于伟大的解放黑人运动的领袖、美国第16届总统林肯的故事。

美国人民在他的领导下取得内战的胜利。

因此林肯的名字激励着一代又一代人为自由民主而奋斗不息。

二、重点、难点、疑点及解决办法（一）重点set free set up in all no more than break out break away from death at the news of one's death beat to death call for（二）难点1．What's on 中的“on”2．no more than 与not more than3．几组词形的变化free ---- freedom law ---- lawyerdie---- death own ----ownerslave----slavery happy----happilypolitics----politicalend n. ----end v. fight n. ----fight v.4．在定语从句中，引导词where/when与which/that之间的不同。

北师大版高中英语unit13 lesson 1 EQ IQ导学案

Unit 13 Lesson 1 EQ: IQ(导学案)Part I Reading Comprehension1. Which of the following can show that a person has a high EQ?A.A person is very smart and intelligent.B.A person got good grades in the test.C.A person got himself promoted by his great efforts.D.A person got hired by a big company in the interview.2. What does the expression "if not more important than IQ"mean in Chinese?A.即使和智商一样重要B.即使不比智商重要C.即使和智商一样不重要D.即使比智商重要3.From the passage,we know EQ .A . is not very importantB. is as important as IQC . can lead us to successD.can make a person famous4.Which of the statements is TRUE according to the passage?A. The best and smartest students can always do well in the examsB. IQ can get you promoted and EQ can get you hired.C . Professor Mayer invented the term EQ .D. People who have high EQs can accept new ideas easily .5.From this passage,we can infer that .A . people with high IQs can survive easily in the worldB.we can certainly have a high EQ if we have a high IQC. it is possible to improve a person's EQD. people with low IQs have a harder time surviving in lifePart 2 Important words and phrases1.strength n.长处，优势；力量，体力strengths and weaknesses 长处和短处build up one's strength 增强体力strong adj.强壮的，坚固的→strength n.长处，优势；力量，体力→strengthen v.加强，巩固●They held the party to (strength) the relationship of the two companies.●When it comes to yourself, do you have any particular (strength) andweaknesses?2.concentrate vi. & vt.集中（思想、注意力等）;(使）汇集于concentrate on 全神贯注于，集中精力于concentrate one's efforts/attention on(doing)sth.集中精力/注意力于（做）某事“专心于，全神贯注于”的其他表达：be buried/lost/absorbed infocus onput one's heart intofocus/fix one's mind/attention onconcentrate v.→concentration n.专心，专注；集中，聚集●After gaining some weight, she is concentrating herself _______ losing someweight.●It's the sort of work that calls for a high level of ________(concentrate).3.pay attention to 注意pay attention to中的to是介词，后接名词、代词或动名词。

高一英语教案Unit-13

高一英语教案Unit-13高一英语教案Unit 13Period 1（一）明确目标1. Warming up to arouse the students'' love in talking.2. Do some listening to improve the students'' listening ability.3. Making simple dialogues to train the students'' speaking ability.(二) 整体感知Step 1 PresentationEvery day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we''re going to learn something about food.（三）教学过程Step 2(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.(2) Ask your classmates what they like to eat. And fill the table.Step 3Now let''s have some listening training.Step 4Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we'' re ill, we'' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.（四）总结扩展Step 5Today we''ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.（五）随堂练习用动词的适当形式填空：1. Tomorrow(be) Friday.2. The geography teacher told me tile earth(move) around the sun.3. He thinks it(grow) taller next year.4. He is always (think) of himself never thinking of others.5. How you (get) along with your classmates?6. Look! There (come) a bus.参考答案：1. is2. moves3. will grow4. thinking5. are getting6. comesPeriod 2（一）明确目标1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.2. Develop the students'' reading ability.（二）整体感知Step 1 PresentationToday we come to the Reading. It''s about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.Step 21. What do traditional diets often have?A. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy?A. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein?A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people become vegetarians?A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, ifA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.参考答案：CADADStep 3Read the text carefully again, and give the students some explanations.Step 4Play the tape for the students to listen and follow.Step 5l. Do post-Reading 1.2.2. Discuss the questions below, first in pair, then with the rest of the class.(1)Why do people go to fast food restaurant?(2)Why is it not good for you to eat too much sugar and fat?(3)Why are crash diets and supplements so popular?(4)What can we do to keep a balanced diet?（五）随堂练习单句改错l. They made some Chinese friends in Beijing so as to improve their Chinese better.2. He advised my giving up smoking.3. They try to keep a balancing diet.4. Only in this way we will be ready for the challenges in life.5. If our diet including foods from all the food groups, we do not have to buy any supplements.参考答案：1. 去掉better2. my giving 改为me to give3. balancing 改为balanced4. we will 改为will we5. including 改为includesPeriod 3（一）明确目标1. Review the text learnt in the last period including useful words and expression.2. Learn how to use "had better", "should" and "ought to" while giving advice. （二）整体感知Step 1 PresentationIn the class we’re going to review the words we learnt and also learn how to give advice using "had better, should, and ought to".（三）教学过程Step 2Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.Step 3After finishing the word-matching, the teacher can tell the students when people use "had better or had better not", "should or should not", "ought to or ought not to". Then have the students fill in the blanks in a right way.（四）总结扩展Step 4We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not)'', "ought (not) to or should (not)''.（五）随堂练习完成句子1. The teacher advised him __ (不要在马路上玩)。

Lesson 13 Beijing Is Great!教学设计

教师边板书边读，I love to travel.
1、指示love这个单词。发音示范。
a、哪位同学记得，大家以前学过的哪个单词中含有love这个单词？
love--gloves,教师提示，指导归类记忆方法，联想法(爱心牌手套)。
b、用法。爱，热爱……可以做名词，更常用作动词。体会与like这一单词的意义区别。
学情分析
学生在上一单元初步了解了北京的几个名胜，对于北京首都他们不陌生。本课学生学习用英语谈论旅行并对北京做简单描述。他们对于北京这个话题，仍然有兴趣去了解和学习描述。
教学目标
知识与能力目标
1、学生听懂、会说、认读并书写（四会）词汇：love, travel, interesting,place.
2、学生能听懂、会说并认读（三会）词汇：fun,great,famous.
2、Now , let’s look at some places .Do you know where they are ?(多媒体观看各个国家的名胜，最后是中国的一些名胜风景区。)
Do you love to travel? Go to the other cities or countries?
教学设计
基本信息
名称
Lesson 13 Beijing Is Great!
执教者
苏玉斌
课时
1
所属教材目录
冀教版英语第五册第十三课
教材分析
这是第三单元的第一课。课本中的小主人公李明（住在石家庄）热爱旅行，他想去北京旅行，并希望他的加拿大好朋友詹妮和丹尼也一起来。本课意在使孩子们了解谈论旅行的基本句子，如I love to travel, I want to go to …with … 上一单元关于国家介绍时提到的北京的名胜，孩子们在本课能做简单介绍和描述，如天安门广场、故宫博物院和长城，是在上一单元的基础上展开本单元的北京之旅。

Lesson 4 First impressions教学设计教案含学案高中英语北京海淀

教学设计2.教学内容分析：从上图的本单元知识整合梳理可以看出本单元不同课程之间均有紧密的逻辑关联：在Warm Up 及Lesson2 中，学生可以积累一定的描述人物外貌和性格的知识；在Lesson1中学生可以了解到如何通过IQ和EQ分析人物，在Lesson3中学生通过学习到了关于猜测人物的相关知识，本课内容是对本单元内容的深化拓展与延伸，也是话题内容与生活经验的有机结合。

本课以“第一印象”为主题，主课文讲述了两位好朋友初次相遇时的尴尬故事，目的是要说明人与人之间要多些宽容和友好。

本课的难点在于阅读策略（读出言外之意）的渗透，以及人物特点和心理活动变化的描写。

3.学情分析1）学生自然情况：本节课的授课对象是我校高二年级文科平行班学生，经过一年多的高中英语学习，学生们有一定的英语基础，课前早读已经带读并简单解释了一遍单词表中的生词，词汇上的阅读障碍减小很多。

学生上课状态积极活跃。

2）已有知识和能力：①话题知识：本单元一直在围绕单元话题People展开：在Warm Up 及Lesson2 中，学生已经积累了一定的描述人物的知识，；在Lesson1中学生了解到了如何通过IQ和EQ分析人物；在Lesson3中学生学习到了关于猜测人物的相关知识。

②能力：班中大多数学生具备一定的阅读能力与基础，能够比较顺利地完成阅读任务，从文章中获取和处理关键信息。

U13 L4 First Impressions1.Read the text and put the sentences in correct order.c. I studied but kept disturbed in the local libraryf. Jenny’s singing made me annoyed.a.I glared at her and declared that she was selfishe. I left my most important book in the libraryd. Jenny phoned and promised to bring the book.b. I met Jenny at the convenience store.g. I apologised for my rude behavior.h. We became friends._____________________________________________________________________________________ __1.Read the text and finish the blanks.Jane’s first impression of Jenny•She had ____________ on her face.•She was reading_______________________________________.•I heard her _______________behindme in the library.Jane’s later impression of Jenny• A ___________ voice introduced thespeaker as Jenny.•Jenny said she could _________ thebook around for me.•Jane felt so guilty , but Jenny just _______•She was glad to see Jane ‘d also lefther_____in the library.About Jane•I am surprised there wasn’t______________coming out of my ears.•I picked up my books , _____________ather and _____________ angrily“ Thanks to……You’re so _____________”•I ___________several times for my rudebehavior.•I invited Jenny back to _____________apartment for a quick cup of tea.2.Discussion.1. In this story , in which part that you think Jane/Jenny had dealt with the problems in the right/wrong way?2. How can we deal with the problems when we get on with others?3.Group workRetell the story from Jenny’s side .•What’s my first impression on Jane?•Why did I make Jane angry?•What did I do when I found Jane’s book?•Why could we become good friends?•…。

高一上Unit 13 教案(3)

高一上Unit 13 教案（3）教学目标1.掌握和运用本单元的核心词汇和短语；2.能够运用所学的语言知识进行口头和书面表达；3.培养学生的听、说、读、写的综合能力；4.培养学生独立学习和合作学习的能力。

教学重点1.学会使用条件状语从句表达假设；2.学习使用情态动词表示建议、推测等语义。

教学难点1.学会使用条件状语从句表达假设；2.学习使用情态动词表示建议、推测等语义。

教学准备1.教材：《高中英语》第一册（人教版）;2.多媒体教学设备。

教学过程Step 1：导入新课1.向学生展示一张漂亮的图片，引起学生对旅行的兴趣。

2.引发学生思考：“如果你有世界上一切的航班、酒店和旅游景点的信息，你最想去哪里旅行？为什么？”Step 2：语言输入1.呈现新单词和短语的发音和拼写。

2.解释新单词和短语的意思和用法，并进行示范。

Step 3：语言训练1.学生进行听力练习，听取录音并回答问题。

2.学生进行口语练习，使用所学的语言进行对话和演练。

3.学生进行书面练习，完成课本上的练习题。

Step 4：情境模拟1.将学生分组，并给每个小组分配一个旅行目的地。

2.学生根据所分配的目的地，设计一个旅行计划，并使用条件状语从句表达假设。

3.学生向其他小组展示并介绍他们的旅行计划。

Step 5：课堂总结1.总结本课学习的重点和难点。

2.引导学生反思和总结学习方法和技巧。

3.激励学生相信自己，继续努力提高英语能力。

课后作业1.完成课本上的练习题，巩固所学的语言知识。

2.设计一个旅行计划，并使用条件状语从句表达假设。

3.阅读一篇关于旅行的英文文章，提取关键信息。

参考资源1.《高中英语》第一册（人教版）教材;2.多媒体教学设备。

高一英语上学期Unit13Lesson1教学课件

1. Precisely 2. Recruitment 3. Agenda 4. Quick-witted 5. Geneticist 6. Release 7. Obstacle 8. Adaptability 9. Psychologist
a. List of things to be done b. Specialist in the science of genes c. Expert in people’s mental processes d. Allow to be known;set free e. Sth in the way that stops progress f. Intelligent;smart;bright;clever g. Employment h. Exactly i. Power of making suitable for a
Group 4: Do you think EQ and IQ tests should be a part of job recruitment? Why?
Some Quotes
Emotional Intelligence is a way of recognizing, understanding, and choosing how we think, feel, and act. It shapes our interactions with others and our understanding of ourselves. It defines how and what we learn; it allows us to set priorities; it determines the majority of our daily actions. Research suggests it is responsible for as much as 80% of the "success" in our lives. Intelligence quotient or IQ, is a score derived from a set of standardized tests that were developed with the purpose of measuring a person's cognitive abilities ("intelligence") in relation to their age group. It is expressed as a number normalized so that the average IQ in an age group is 100 — in other words an individual scoring 115 is above-average when compared to similarly aged people. It is common, but not invariable, practice to standardise so that the standard deviation

高中英语Unit 13 Lesson 1 EQ：IQ Reading(Teaching Plan)教

高中英语Unit 13 Lesson 1 EQ：IQ Reading(Teaching Plan)教案北师大版必修5Step I Give the students some words , numbers, names and years which are related to the teacher’s information.1963 No. 1 High School 43 2002, New Zealand 15 50Step II Come to the EQ Test and ask the students to do it right now and then report their scores.Step III Read the article as quickly as possible (skimming skills) and answer the questions of Part 2 .Check the answers.1. IQ tells you how smart you are while EQ tells you how well you use your smartness.2. Maybe they have low EQs (May be their EQ are not high enough)3. Yes, normal students helped the disabled students. They also showed a better understanding of thedisabled students’ feelings compared to students who hadn’t been introduced to disabled students.Disable students become more positive/more eager to try new things. But IQ couldn’t be improved4. “People skills” means ways of doing things. It is very important to get them improved. Better skillshelp you do things more easily and make you successful.5. Optimists have high EQs and untroubled by obstacles, a high EQ stands for a person’s ability tosurvive.6. It means that adaptability are important factors in surviving and succeeding in our complex world.Step IV Come back to the article again, read it aloud , find out the difficult sentences and new words while reading. T explaines the sentences and new words.1) Supposed by his research, he suggested that when predicting future successes, a person’s brainpower,as measured by IQ tests, might actually matter less than a person’s character, or IQ.2) They also showed a better understanding of the disabled students’ feelings compared to students whohadn’t been introduced to disabled students.3) It is also worth remembering that having a high IQ will help us in some ways while having a high EQmight help us even more.Term IQ EQDefinition How smart you are How well you use yoursmartnessAt work Get you hired. Get you promotedPredicting future success Not always / help you in someways.Always /help you even moreexamples High IQ and quick-wittedstudents end up failing exams Low EQ have a harder time surviving in lifeBe improved or not Genetics / no Socialist / yes Survive ability Biggest/ smartness/strongest Most adaptableFacing problems Pessimists / worried aboutproblems Optimists / untroubled by obstacles.Past Participles1…. It is IQ that gets you hired and EQ that gets you promoted.2. Supported by his research, he suggested that…3. For a long time, well- respected researchers discussed if a person’s IQ could be raised.4…. EQ is best observed in people described as either pessimists or optimists.5. disabled students / marked change /Mayer, recognized by many as a leading…r ecognize… as…/ consider…as(to be…)/ regard…as… / treat…ascompared to/ compared with…supported by his research…as measured1).compared to/ compared with…要是同……相比的话compare A to B …把A比做BPeople always compare children to the future of our country and compare teachers to candles.Compare A with B…把A同B相比较I can’t compared with him in learning English.2) Mayer, recognized by many as a leading…r ecognize… as…/ consider…as(to be…)/ regard…as… / treat…as3）get sth/ sb done. get sb to doget paid by the hour / get stuck / get hurt /4) have a hard time doing sth / have difficulty(trouble) in doing sth/ have trouble in doing sth.Which is more important in our daily life ,IQ or EQ?Teaching PlanStep I Give the students some words , numbers, names and years which are related to the teacher’s information.Wang Hangjing Cai Liying 1963 No 1 High School 43 Zhangzhou2002, New Zealand 15 50Step II Come to the EQ Test and ask the students to do it right now and then report their scores.Step III Read the article as quickly as possible (skimming skills) and answer the questions of Part 2 .Check the answers.Step IV Come back to the article again, read it aloud , find out the difficult sentences and new words while reading. T explaines the sentences and new words.Step V Fill in the blanks.Step VI Some language items.Step VII Reading comprehension exercises.Step VII discussionRead the article and then fill in the blanksItemsContentsIQ EQ Definition How smart you areAt work Get you promoted Predicting future successes Not always / help you in some waysCases of High IQs and low EQs Those with low EQs have a harder time surviving in lifeBe raised or not Genetics / noSocialist / yesSurviving ability Biggest/smartest/strongestFacing problems Optimists /untroubled byobstacles。

英语：unit13lesson1EQ：IQ教案（北师大版必修5）

英语：unit13lesson1EQ：IQ教案（北师大版必修5）Lesson 1 EQ: IQTeaching Aims:To be able to talk about EQ and IQTo practise using Past Participles with various functions in sentencesTeaching difficulties:To practise using Past Participles with various functions in sentencesTeaching Aids: computerTeaching procedures:Ⅰ. Warming upT: Today we study lesson 1 EQ: IQ. What does EQ stand for?S:T: yes. Emotional Quotient. It tells you how well you use your smartness. Do this test to find out your EQ. Then compare and discuss your results with a partner.Do the exercise1.T: How many points do you get in the EQ test?S:T: Now we know the meaning of EQ. we often hear someone refer to IQ, so we are familiar with IQ. What does IQ stand for?S:T: Intelligence Quotient. Tells you how well you use your smartness.Which do you think is more important? EQ or IQ? Why?ⅡReadingNow read the text you will learn something important about EQ and IQ. Do the exercise true or false.1. The article is mainly talking about the relationship between EQ and IQ.2. Whether we can succeed or not more depends on IQ than EQ.3. High EQ can make people get along well with other people.4. High EQs can make you full of confidence for life since you face many difficulties.5. EQ is always the opposite of IQ.6. A per son can’t have both high EQs and IQs.7. A person’s IQ can’t be improve while EQ can be changed.Answers: 1. F 2. F 3.T 4. T 5.F 6 .F 7.TⅢ listening and readi ngFirstly listen to the cassette. Secondly read the text aloud. Thirdly answer the following questions. Do the exercise 2.Do the exercise correct mistakes1.It is IQ which gets you hired and EQ that gets you promoted2. Many quick-witted students fail exams, perhaps it is because differences in person’s EQ.3. It is little doubt that those with low EQs have a harder time surviving in life.4. They also showed better understanding of the disabled students’ feeling.5. They suggest a link between EQ, IQ, genetics and environment.6. The social scientists said that they were possible to impro ve a person’s EQ.7. The book is very worth reading.8. It is hoped we can win the game in the end.Answers: 1. which 改为that 2. because后面加of 3. It 改为There 4. understanding 前加a 5. environment前加the 6. they were 改为it was7. very改为well 8. hoped后面加thatⅣ DiscussionDo you think EQ and IQ tests should be a part of job recruitment? Why?ⅤvocabularyDo the exercise 4Ⅵ Language points1. talk …into doing劝服某人做某事We finally talked father into buying a new car.我们总算说服爸爸买了一辆新车。

高一上Unit 13 教案(2)

高一上Unit 13 教案〔2〕高一上Unit 13 教案〔2〕Unit 13 Healthy Eating 总课时数：2 课题Listening教学目的知识才能教育Do some listening to improve the students’ listening ability.教学重点教学难点1. Train the students’ listening ability.2. Make the students be free to talk about their favorite food and give reasons for their decisions.因材施教对策Different students for different methods.教法Free talk, listening and answering activities课型Listening教具及电教手段A puter, a projector, a tape-recorder教学过程教学内容师生互动StepⅠ Greeting sGreet the whole class asusual.StepⅡ Lead-in Everyday, we have food.Food makes us feel full and happy and it also helps tobuild our bodies. But have you ever thought what youeat is junk food or healthy food? Today we are goingto learn something about food.StepⅢ Lead-inFirst show the students some pictures of dishesand review something we had talked about yesterday.Here the students may have a short ask and answerin pairs to themselves more engaged in the topic. Askyour partners what they like to eat. And fill in the table.Step Ⅳ ListeningNow let’s have some listening training.1. Look at the listening part. Listen to what happened to Mike， and then be prepared to answer the questions below.(1) Where did this dialogue happen?(2) What happened to Sharon?(3) What do you think caused the problem?(4) What did the doctor tell her to do?The students are expected to answer the questions in pairs.You needs to listen carefully. Of course, you should write down the key words when you listen.2．Teacher plays for the first time. Then play for the second time, during this time, Teacher may pause for students to write down the information.3. Play parts of the tape more times if necessary. Finally teacher checks the answers with the whole class.TalkingTalkingTape-recorderPair workIndividual work稳固练习Ex.1 on page 71课堂小结In this class we’ve done some listening and speaking. And we know what food we eat is healthy food and what food is junk food.作业Ex.2 on page 72板书设计Warming-up and Listening课后反思The students’ listening ability needs improving.高一上Unit 13 教案〔2〕。

英语译林牛津版必修1Unit1第13课时教案(精品).docx

英语译林牛津版必修lUnitl第13课时教案（精品）Unit 1 School lifei.单元教学目标技能目标Skill GoalsAide ntify the d iff ere nces betwee n school life in the UK and in China ADiscuss the daily school life▲Understand vocabulary about school facilitiesA Write a notice about school activities▲Design a poster for a new school club▲Recognize attributive clauses功能句式Describing school lifeGoing to a British high school for one year was a very enjoyable and exciting experienee for me.We had to move to different classrooms for different classes. We also had d iff ere nt stude nts in some classes, so it was difficult to remember all the faces and names. Describing school activitiesNext month we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. Comparing school life in Britain and in China1 found the homework was not as heavy as what 1 used to get in my old school, but it was a bit challenging for me at first because all the homework was in English・1.四会词汇attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooki ng, prepare, drop, Spa nish, Germa n, woodwork, miss, dessert, field, experience, article, penfriend, introduce,词汇immediately, former; rece ntly, culture, develop, photograph, don ate, gift, display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover; recent, professor, regret, in form, run, host, approve, broadcast, preparation, close, outing, continue, poet, generation, poem, select, require, scary, nature2.认读词汇assembly3.短语for free, pay attention to语法Introduction to attributive clausesRelative pronouns: that, which, who, whom, and whose重点句子1.1 sat next to a girl whose name was Diane. P22.David was one of the most helpful studentsthat we ever had. P93.In 1998, he went to Oxford University where he got interested in Chinese culture. P94.Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. P95.Most of the students that he taught have become his friends. P96.Some of the books were gifts that he got from his Chinese friends and students. P97.The paintings that David donated to the school are being displayed in the assembly halL P98.During exam time we have a special programme that tells students the things they should or shouldn〃t do for preparation. P18ni.教材分析与教材重组i.教材分析本单元以School life为话题，旨在通过单元教学使学生了解英国校园生活的•些基木情况及屮英两国校园牛活的不同之处；学习并能运用表示校园设施的些基木词汇；学习定语从句的基木概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做岀报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。