Unit 5 Launching your career Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第四册

教学设计基本信息 教材 新人教版高中英语选择性必修（四） 单元主题 Unit 5 Launching Your Career 课型 Reading and Thinking 授课时长 40 min 授课年级 高三 Teaching Philosophy This lesson is designed to cultivate students' critical thinking and self-reflection skills through the exploration of career planning and decision-making. By engaging with the text "Working Out What You Want to Do," students will not only improve their reading comprehension but also develop a deeper understanding of how to align their personal interests, skills, and values with future career choices. The lesson emphasizes active participation, collaborative learning, and real-life application. Text Analysis The text "Working Out What You Want to Do" discusses the importance of self-assessment and planning in career development. It highlights key steps such as identifying personal interests, evaluating strengths and weaknesses, and exploring various career options. The text also emphasizes the role of perseverance and adaptability in achieving long-term goals. Key Themes: Self-discovery and career planning. The importance of aligning personal interests with career choices. Overcoming challenges and staying adaptable in the face of uncertainty. Students Analysis Grade Level: Senior High School English Proficiency: Students have completed the compulsory English courses and have a basic understanding of English reading skills. However, they may still struggle with complex sentence structures and specialized vocabulary, especially in the context of career planning. On the other hand, they are at a critical stage of career planning. They have many doubts about choosing university majors and future employment. Therefore, the topic of this class, "Working Out What You Want to Do," is closely related to students' lives and can help them prepare for future career planning. Teaching Objectives By the end of the class, Ss are expected to: 1. Understand the main idea and key details of the article "Working Out What You Want to Do." 2. Improve reading comprehension skills, including skimming and scanning and develop critical thinking skills by analyzing the text and discussing personal career plans. 3. Express their own thoughts and opinions on career choices combining the career aptitude test. Teaching Focus and Difficulties Teaching focus: 1. Guide students to understand the theme of this unit and get the structure of the text. 2. Work out the process of one popular test and use charts to understand the career aptitude test. Teaching difficulties 1. Evaluate objectively the role of the test playing in career choice. 2. Think about your career planning on the basis of a comprehensive self-cognition. Teaching methods 1. Interactive Teaching 2. Task-based Learning 3. Contextual Learning Teaching Process Duration Teacher Activities Student Activities Design Intent Lead-in (3 mins) Step 1: Greet the Ss Step 2: Introduce the topic 1. Introduce the topic through questions: 1) Have you been asked what you would like to be in the future? 2) Have your dreams changed so far? What factors would you take into consideration when planning your future career? 3) Why do these factors matter? (A: They can help to find out what we want to do.) 2. Conclude: by working out what you want to do in advance, you can get a head start on your future career. 3. Present the titles of the lesson and the passage and introduce the topic, then ask Ss: 1) What does “head start” mean here? 2) Is it essential that teenagers decide on a career before they become adults? Why? Watch the video attentively and think about their own childhood dreams. To capture Ss' attention and introduce the theme of career aspirations in a relatable way. The video will spark their curiosity and encourage them to reflect on their own experiences. Pre-reading (3 mins) Predict the content 1. Display the title and images from the article. Ask Ss to predict the content of the article based on the title and images. 1) Tips for Ss to interpret the chart and graph: Charts and graphs are a great way to convey a wide range of information in a limited space. To understand them, first read the title and then the labels on the edges of the chart (often called the x-axis, y-axis, and the key/legend). 2. Providing guiding questions: Q1: According to the title and the layout, what is the passage mainly about? Q2: What do you want to learn from the passage? 1. Predict the content of the article and share their predictions with the class. 2. Discuss any questions they might have about the article. 1. Activate prior knowledge and interest in the topic. 2. Encourage critical thinking and anticipation of the reading material. While-reading (20 mins) Step 1: Skimming for Main Ideas 1. Instruct Ss to read the first three paragraphs quickly to identify the main idea (why, when, how) of the article. 2. Skim through the article and sequence the statements about the main idea of each paragraph. 1. Skim the first three paragraphs to identify the main idea. 2. Share their findings with the class. 1. Develop skimming skills to quickly grasp the main idea of a text. 2. Prepare Ss for a more detailed reading of the article. Step 2: Scanning for specific details 1. Read para. 4-6 and complete the following tasks: 1) Find out what is very important when you complete the task. 2) Work out the process of the test mentioned in para.5. · Participants grade their ___________for a variety of work tasks. · The answers are analyzed and divided up between ______ different types of work personalities. · The participants are given a _____ showing their score for each type of work personality. · The top _____ scores are used to make a _____ that indicates the participant’s overall work personality. · The code is used to generate a list of_____. 3) Look at the chart and the graph again and answer: Q1: According to the test result, the testee night be a _____ person. Q2: Which of the following jobs may suit the testee? 2. Read para. 7 and find out the author’s comments on CAT. Highlight: CAT is useful but meant for guidance. 1. Scan para.4-7 individually to find answers to the questions, and learn more details about CAT. 2. Participate in a group discussion to share insights and clarify doubts. 1. Enhance comprehension of specific details within the text. 2. Foster collaborative learning and peer-to-peer interaction. Step 3: Critical thinking 1. Ask Ss to discuss the following question in groups then in class: 1) What’s your opinion toward the CAT? Why or why not? 2) Do you agree with the text when it says “The secret to a good career is finding something that you are passionate about”? Give your reasons 1. Share their opinions on whether they agree with the author. 2. Justify their views with examples from the article or personal experiences. 1. Encourage critical evaluation of the author’s perspective. 2. Develop argumentation skills and personal reflection on the topic. Post-reading (10 mins) Self-exploration and career planning 1. Ask Ss to complete the CAT and finish the career planning card. Based on the test results, the career direction I might be suitable for is: __________. 1. Are my favorite subjects related to these career directions? __________. 2. The career I want to pursue in the future is: __________. 3. What do I need to do to achieve this goal? __________. 2. Invite Ss to share their cards in groups then in class. 3. Collect all the cards into a booklet as a keepsake. Complete the career planning cards and share them within groups then in class. 1. To encourage critical thinking and personal connection to the text. 2. Encourage students to apply what they’ve learned to their own future planning. Summary and Homework (4 mins) 1. Review the main points of the article (why, when, how) together. 2. Write a short paragraph (50-80 words) about your own career goals and the steps you plan to take to achieve them, using the information on your career planning cards. Review the main points and complete the assignment. 1. To reinforce the lesson content and encourage Ss to think about their future plans. 2. To develop writing skills and the ability to articulate personal goals. Blackboard Design Working Out What You Want to Do 1. Main idea of the article 1) Why 2) When 3) How 2. The role of career aptitude test: useful but meant for guidance. 3. Career planning and CAT 学科网（北京）股份有限公司 $$