Unit 3 Jobs-B Job qualifications (Speaking)教学设计 2025-2026学年沪教版（五四学制）英语七年级上册

该初中英语教学设计聚焦“工作资质”口语表达，核心为掌握hard-working、responsible等描述资质的词汇，以及“A [job] should be...”等句型，通过口语活动提升表达能力。课堂导入展示医生、教师等职业图片，引导学生识别并简述职业内容，搭建已知职业知识与新学资质词汇的学习支架，衔接前后知识。 资料特色在于多模态输入与任务型口语活动结合，用图片视频呈现词汇（如工人图片配例句解释hard-working），设计结对卡配练习（职业卡与资质卡问答）、角色扮演（模拟面试对话）、小组创业招聘讨论等分层任务，既提升语言能力（流利运用词汇句型），又培养思维品质（分析招聘需求时的创造与合作）。为教师提供清晰活动流程，助学生在真实情境中掌握目标语言，提升口语表达与自主学习能力。

Unit 3 Jobs-B Job qualifications (Speaking) This lesson, “Job qualifications (Speaking)” in Unit 3 Jobs of the 2024 Shanghai Education Press (Five - Four System) English textbook for Grade 7, focuses on helping students understand and express job qualifications. Through a series of speaking activities, students will learn vocabulary related to job requirements, such as “hard - working,” “responsible,” “creative,” etc. They will also practice using these words and phrases to describe the qualifications needed for different jobs. By the end of the lesson, students are expected to be able to conduct a simple conversation about job qualifications, which will lay a solid foundation for their future English communication in the context of career exploration. 教学目标 Students will be able to master key vocabulary and phrases related to job qualifications, such as “hard - working,” “responsible,” “diligent,” “creative,” “patient,” “have good communication skills,” “be good at...,” etc. Students will understand how to use adjectives and phrases to describe the qualifications for various jobs. 教学重难点 A. Key Points Key vocabulary and phrases related to job qualifications. The correct usage of adjectives and phrases to describe job qualifications. Developing students' speaking skills in the context of job qualifications. B. Difficult Points Helping students use the learned language to express their own ideas about job qualifications fluently and accurately. Guiding students to conduct a natural and meaningful conversation about job qualifications. Vocabulary Adjectives: hard - working, responsible, diligent, creative, patient, energetic, organized, reliable, friendly, honest Phrases: have good communication skills, be good at..., be skilled in..., have the ability to..., have experience in... Sentence Patterns To describe job qualifications: A [job] should be/have... To be a [job], you need to be/have... People who want to be [job]s must be/have... To ask about job qualifications: What qualifications do you need to be a...? What kind of person is suitable for a... job? To answer about job qualifications: You need to be... and have... A [job] needs to be... and be able to... 教学过程 A. Warming - up (5 minutes) Greet the students as usual and show some pictures of different jobs on the PPT, such as a doctor, a teacher, a police officer, and a chef. T: “Good morning/afternoon, class! Look at these pictures. Can you tell me what jobs they are?” Ss: “Doctor, teacher, police officer, chef...” Select one or two pictures randomly and ask students to briefly describe what these people do. T: “Great! Now, let's look at the picture of a doctor. What does a doctor do?” S1: “A doctor helps sick people.” T: “Very good. And what about a teacher?” S2: “A teacher teaches students knowledge.” B. Presentation (10 minutes) Present the key vocabulary related to job qualifications on the PPT. Show each word with an example sentence and an illustration if possible. For example, when presenting “hard - working”: T: “Look at this word, ‘hard - working’. It means someone who works with a lot of effort. For example, a hard - working student always finishes his homework on time and studies hard in class. Look at this picture of a worker who is working very hard. He is a hard - working person.” Teach the pronunciation of the word carefully, and ask students to repeat it several times. Do the same for other words like “responsible,” “creative,” etc. After presenting all the vocabulary, play a short video clip about different jobs and their requirements. While playing the video, ask students to listen carefully and pay attention to the words related to job qualifications they have just learned. T: “Now, let's watch a video. Listen carefully and see if you can hear the words we learned just now.” After the video, have a quick review of the vocabulary. Ask students to volunteer to describe a job using the words they heard in the video. T: “Who can describe a job using the words we learned? For example, you can say ‘A teacher should be patient and responsible.’” S3: “A doctor needs to be hard - working and have good communication skills.” C. Practice (15 minutes) Pair - work activity Divide the students into pairs. Give each pair a set of job cards (with different jobs written on them, such as a nurse, a waiter/waitress, a salesman/saleswoman, etc.) and qualification cards (with different qualifications written on them, like “be friendly,” “have good customer - service skills,” “be able to work under pressure,” etc.). T: “Now, work with your partner. One of you takes a job card, and the other takes a qualification card. Then, ask and answer questions like this: ‘What qualifications do you need to be a [job]?’ ‘You need to be [qualification].’ Change the cards and repeat the process.” Walk around the classroom, listen to their conversations, and offer help and guidance when necessary. Role - play activity Select several pairs of students to come to the front of the class and do a role - play. One student will act as an interviewer, and the other will act as a job applicant. The interviewer asks about the qualifications for a certain job, and the applicant answers. T: “Let's invite some pairs to come to the front and show us their role - play. The rest of you, please listen carefully and see if they use the words and sentences correctly.” After each pair finishes the role - play, give them some feedback and praise. Encourage the audience to ask questions or make comments if they have any. D. Production (10 minutes) Group discussion Divide the students into groups of four or five. Give each group a topic: “If you were to start a new business, what kind of people would you hire? What qualifications would they need?” T: “Now, work in your groups and discuss this topic. Each of you should express your opinions. Write down the jobs and the qualifications you think are necessary.” Walk around the groups, participate in their discussions, and help them with language problems. Group presentation Ask each group to choose a representative to present their discussion results to the whole class. T: “OK, each group, please send a representative to present your ideas. The representative can use the PPT or just speak in front of the class. The rest of the class, please listen carefully and take notes.” After each group finishes the presentation, have a brief Q&A session. Other students can ask questions about the group's ideas, and the group members can answer. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students, including the important vocabulary and sentence patterns related to job qualifications. T: “Today, we learned a lot about job qualifications. Who can tell me some of the words we learned to describe job qualifications?” Ss: “Hard - working, responsible, creative...” T: “Very good. And what are some of the sentence patterns we used?” S4: “What qualifications do you need to be a...? You need to be... and have...” Homework Ask students to write a short passage about the qualifications for their dream jobs. They should use at least five words and three sentence patterns learned in this lesson. T: “For your homework, please write a short passage about the qualifications for your dream jobs. Remember to use the words and sentence patterns we learned today. You can start like this: ‘My dream job is to be a... To be a... I need to be...’” 教学反思 Strengths The use of various visual aids, such as pictures and videos, in the warming - up and presentation stages effectively attracted students' attention and helped them better understand the new vocabulary. The pair - work and role - play activities provided students with sufficient opportunities to practice speaking, which improved their oral English skills. The group discussion and presentation at the production stage encouraged students to think creatively and work together as a team. Weaknesses Some students were still a bit shy to speak in front of the class during the role - play and group presentation. The time for the group discussion might not have been enough for some groups to fully explore all their ideas. Improvements In future lessons, more encouragement and positive feedback should be given to shy students to boost their confidence. For the group discussion, allocate more time or set more specific time limits for each part of the discussion to ensure that students can express their ideas more comprehensively. Also, consider providing more guidance or examples before the group discussion to help students better organize their thoughts. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$