Unit 3 Jobs-A Job duties (Viewing and listening)教学设计 2025-2026学年沪教版（五四学制）英语七年级上册

Unit 3 Jobs-A Job duties (Viewing and listening) This unit focuses on the topic of jobs. In the "Viewing and listening" part, students will be exposed to various job duties through different materials such as videos and dialogues. They will get to know about the responsibilities of different occupations like doctors, teachers, police officers, etc. This section aims to improve students' listening comprehension ability, especially in understanding job - related information. It also helps students to expand their vocabulary related to jobs and job duties, and enhance their language skills in describing and discussing jobs. 教学目标 Students will be able to master key vocabulary and phrases related to job duties, such as "take care of patients", "teach students knowledge", "keep the city safe", etc. Students will understand the sentence structures used to describe job duties, like "The duty of a/an... is to...", "A/an... has to...". Students can improve their listening skills, especially in catching specific information about job duties from listening materials. They will be able to use the learned vocabulary and sentence structures to describe the duties of different jobs orally and in writing. Develop students' communicative ability by discussing job - related topics with their partners. 教学重难点 A. Key Points Key vocabulary and phrases related to job duties. Sentence patterns for describing job duties. Improving students' listening skills in understanding job - related information. B. Difficult Points Helping students to distinguish different job duties accurately and use appropriate vocabulary to describe them. Guiding students to express their own ideas about jobs and job duties fluently in English. Vocabulary: doctor: take care of patients, diagnose illnesses, prescribe medicine teacher: teach students knowledge, prepare lessons, correct students' homework police officer: keep the city safe, catch criminals, direct traffic nurse: look after patients, give injections, take patients' temperatures firefighter: put out fires, rescue people from danger Sentence Structures: The duty of a doctor is to take care of patients. A teacher has to teach students knowledge and help them grow. Police officers are responsible for keeping the city safe. 教学过程 A. Warming - up (5 minutes) Greet the students and show some pictures of different jobs on the PPT, such as a doctor in a white coat, a teacher standing in front of the blackboard, and a police officer on patrol. Ask students: "Do you know these jobs? Can you say something about them?" Encourage students to share their ideas freely. Write some job names on the blackboard, and let students recall and say some words related to these jobs. For example, for "doctor", students may say "hospital", "patient", "medicine", etc. This activity can activate students' prior knowledge about jobs and arouse their interest in the topic. B. Pre - listening (10 minutes) Present the key vocabulary and phrases about job duties on the PPT. Read them aloud and ask students to repeat after the teacher several times. For example, read "take care of patients" slowly and clearly, and let students imitate the pronunciation. Explain the meanings and usage of these vocabulary and phrases briefly. Use simple examples to help students understand. For instance, when explaining "The duty of a teacher is to teach students knowledge", you can say: "Just like I am your teacher, my duty is to teach you English knowledge in this class." Divide students into pairs. Let them practice using the vocabulary and phrases to make sentences about different jobs. Walk around the classroom to monitor and offer help if necessary. After a few minutes, invite some pairs to share their sentences with the whole class. C. While - listening (15 minutes) Play the first part of the listening material, which is a short dialogue about a doctor's job. Before playing, give students a task: "Listen carefully and find out what the doctor's main duty is in the dialogue." Play the audio once or twice if needed. After that, ask students to answer the question. Play the second part of the listening material, which may be a passage introducing the duties of a police officer. This time, give students more detailed tasks, such as "List three things that a police officer has to do according to the passage." Let students take notes while listening. After playing the audio, ask students to share their answers. Check the answers together and play the audio again to clarify any misunderstandings. For the third part of the listening, play a more complex dialogue with multiple job - related topics. Ask students to listen and fill in a form about different people's jobs and their duties. The form can have columns like "Name", "Job", and "Duties". After listening, ask students to work in pairs to complete the form. Then, invite some pairs to show their forms on the blackboard and explain their answers. D. Post - listening (10 minutes) Divide students into groups of four or five. Give each group a set of cards with different job names on them. Each group member draws a card randomly. Then, they need to use the learned vocabulary and sentence structures to describe the duties of the job on their card without showing the card to others. The other group members have to guess the job. After the guessing game, ask each group to choose one job and make a short dialogue about it. The dialogue should include information about the job duties. For example, one student may play a doctor and the other may play a patient. The doctor explains his/her job duties to the patient. Let each group perform their dialogues in front of the class. Summarize the key points of this class, including the important vocabulary, sentence structures, and the main job duties that students have learned. Ask students if they have any questions or need further explanations. E. Homework Assignment (5 minutes) Ask students to write a short passage about their dream jobs and the duties of these jobs. They should use at least three sentences with the learned sentence patterns. Encourage students to search for more information about different jobs on the Internet or in books, and share what they find in the next class. 教学反思 Positive Aspects The warming - up activities were effective in arousing students' interest and engaging them in the class. The use of pictures and free - talk helped students to quickly enter the context of the job - related topic. The pre - listening vocabulary teaching and practice provided a good foundation for students to understand the listening materials. Students were more confident in listening when they were familiar with the key words and phrases. The various while - listening tasks, such as answering simple questions, taking notes, and filling in forms, met the different levels of students' listening abilities. It also helped to train students' skills in catching specific information and overall comprehension. The post - listening group activities, like the guessing game and dialogue making, provided students with opportunities to use the learned knowledge in real - life - like situations. Students were actively involved in these activities, which improved their communicative and collaborative abilities. Areas for Improvement Some students still had difficulty in pronouncing certain vocabulary related to job duties accurately. More time could be spent on pronunciation training in future classes. In the while - listening part, a few students had trouble keeping up with the speed of the listening materials, especially in the more complex dialogue. Maybe some slower - paced practice materials could be provided for these students to improve their listening speed gradually. During the group activities, a few students were a bit passive and did not fully participate. In the future, more specific group roles could be assigned to ensure that every student has a clear task and is actively involved in the group work. Future Adjustments Based on the above reflections, in the next class, I will start with a short pronunciation review of the key vocabulary. Then, I will provide some extra listening practice with slower - paced materials for the students who need more help. During group activities, I will assign roles such as a group leader, a reporter, and a time - keeper to make sure all students are engaged. Also, I will encourage students to share their homework passages in the next class and give more detailed feedback on their writing. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$