Unit 3 Jobs-D Wonderful jobs (Writing & Discovery)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-D Wonderful jobs (Writing & Discovery) This part of Unit 3 focuses on the topic of “Wonderful jobs”. Students will first read an article about different jobs that are considered wonderful, such as fashion designers, food critics, and architects. Through reading, they can learn about the responsibilities, skills required, and the appealing aspects of these jobs. After that, in the writing section, students are guided to write about their dream jobs, including what the job is, why they are interested in it, and what they need to do to achieve this goal. The discovery part may involve exploring some unique or less - known wonderful jobs and the factors that make a job wonderful. This unit aims to not only improve students' language skills in reading and writing but also help them think about their future career choices. 教学目标 Students can master the key vocabulary related to different jobs, such as “fashion designer”, “food critic”, “architect”, “model”, “astronaut” etc. Students are able to understand the sentence patterns used to describe jobs, for example, “A fashion designer is responsible for designing clothes.”, “To be an architect, one needs to have good spatial imagination.” Learn some useful expressions for writing about dream jobs, like “I have always been fascinated by...”, “In order to achieve my dream, I will...”. 教学重难点 1. Key Points The key vocabulary and sentence patterns related to jobs. The structure and organization of writing about dream jobs, including introduction, body, and conclusion. How to help students understand the characteristics and requirements of different wonderful jobs through reading. 2. Difficult Points Helping students express their reasons for choosing a dream job in detail and with logical thinking in writing. Guiding students to use vivid and accurate language to describe their dream jobs and the steps they will take to achieve them. 1. Vocabulary Jobs: fashion designer, food critic, architect, model, astronaut, journalist, photographer, etc. Adjectives related to jobs: creative, fashionable, delicious, amazing, imaginative, etc. Verbs and phrases: design, taste, build, show, be responsible for, in order to, achieve one's dream, etc. 2. Sentence Patterns A + job noun + is responsible for + verb - ing. To be + job noun, one needs to + verb - base form. I have always been interested in + job noun / verb - ing. In order to achieve my dream of being + job noun, I will + verb - base form. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different jobs on the PPT, such as a chef cooking in a kitchen, a pilot flying a plane, and a teacher teaching in a classroom. Ask students to quickly tell the names of the jobs they see. T: “Boys and girls, look at the pictures on the screen. What jobs can you see? Raise your hands and tell me.” Encourage students to answer actively and then briefly introduce the topic of this class: “Today, we are going to talk about some wonderful jobs. Let's get the ball rolling.” 2. Pre - reading (8 minutes) Brainstorming Write the title “Wonderful jobs” on the blackboard. Then ask students to think about what jobs they think are wonderful and why. Divide students into small groups of 4 - 5 to discuss for 3 minutes. T: “Now, work in groups and share your ideas about wonderful jobs. What makes a job wonderful in your opinion?” After the discussion, invite some groups to report their ideas. Write the jobs and reasons they mention on the blackboard. Vocabulary Introduction Present the new vocabulary related to jobs on the PPT. Teach students the pronunciation, meaning, and usage of each word. For example, when teaching “fashion designer”, show some pictures of famous fashion designers and their works, and explain: “A fashion designer is a person who designs clothes. They are very creative and always follow the latest fashion trends.” Let students read the words after the teacher several times to practice pronunciation. Then play a simple vocabulary game, like “vocabulary bingo”. Prepare some bingo cards with the new words, and the teacher calls out the definitions or shows related pictures, and students mark the corresponding words on their cards. The first one to get a bingo wins. 3. While - reading (15 minutes) Fast Reading Give each student a handout of the reading passage about wonderful jobs. Ask students to read the passage quickly within 2 minutes and find out what jobs are mentioned in the passage. T: “Read the passage quickly and circle the jobs you find. Then tell me the names of these jobs.” Check the answers with the whole class. Careful Reading Ask students to read the passage carefully again. Divide the passage into several parts and set different questions for each part. For example: For the part about fashion designers: “What are the main responsibilities of a fashion designer?” For the part about food critics: “How do food critics evaluate food?” For the part about architects: “What qualities does an architect need to have?” Let students read the relevant parts and answer the questions. They can work in pairs to discuss if they are not sure. T: “Read the passage carefully, paragraph by paragraph. Answer the questions on the screen. Discuss with your partner if you have any difficulties.” After students finish, invite them to answer the questions one by one. Guide students to find the relevant sentences in the passage to support their answers. Then explain some difficult sentences in the passage, such as “Food critics not only need to have a sensitive taste bud but also should be able to describe the taste precisely in words.” 4. Post - reading (7 minutes) Retelling Based on the information in the passage, ask a student to retell the content of the passage in his/her own words. First, give the student 1 minute to prepare. T: “Now, I want someone to retell what we have read in the passage. You can use your own words and don't look at the passage. Take 1 minute to prepare.” After the student retells, give some positive feedback and point out the good points and areas for improvement. Discussion Put forward a discussion topic: “Among these wonderful jobs, which one do you think is the most challenging? And why?” Divide students into groups again to discuss for 3 minutes. T: “Work in groups and discuss which job is the most challenging. You can give your reasons according to what we have learned in the passage.” Then invite some groups to share their opinions. Encourage students to express different views and have a brief debate if necessary. 5. Writing (10 minutes) Writing Guidance Guide students to start writing about their dream jobs. First, ask them to think about three main points: What is your dream job? Why do you want to do this job? What will you do to achieve this dream? Write these three points on the blackboard and give some examples for each point. For example: What is your dream job? “My dream job is to be a journalist.” Why do you want to do this job? “I have always been interested in journalism because I like to explore different stories and share them with the public. Also, I think journalists can play an important role in society by reporting the truth.” What will you do to achieve this dream? “In order to achieve my dream, I will study hard, especially improve my writing and communication skills. I will also try to get some internship opportunities in media companies during my holidays.” Let students start writing. Walk around the classroom and offer help if students have any questions. Peer - review After students finish writing, ask them to exchange their compositions with their deskmates. Let them read each other's writings and give some suggestions, such as grammar mistakes, whether the content is clear, and if the reasons are sufficient. T: “Exchange your compositions with your deskmate. Read your partner's writing carefully and write down some suggestions for improvement.” Give students 2 - 3 minutes for peer - review. Then ask some students to share the good points and suggestions of their partners' writings. 6. Summary and Homework (5 minutes) Summary Summarize what we have learned in this class with the students, including the new vocabulary about jobs, the reading passage about wonderful jobs, and how to write about dream jobs. T: “Today, we have learned a lot. We learned some new words about jobs, read a passage about wonderful jobs, and wrote about our own dream jobs. Who can briefly summarize what we have learned?” Invite a student to summarize, and then the teacher makes some supplements if necessary. Homework Ask students to revise their writing according to the suggestions from their deskmates and the teacher, and then copy the final version onto their English exercise books. Let students search for more information about their dream jobs on the Internet or in books, and write a short report about it next class. 教学反思 After this class, overall, students showed great interest in the topic of wonderful jobs. The warming - up activity successfully aroused their enthusiasm, and most students actively participated in the brainstorming and vocabulary games. In the reading part, through fast reading and careful reading, students were able to understand the main content of the passage and answer the questions. However, some students still had difficulties in understanding long and complex sentences, which indicates that more training in sentence analysis is needed in future classes. During the writing process, most students could follow the guidance and write about their dream jobs. But there were some common problems, such as simple and repetitive language, and insufficient details in reasons. In peer - review, students were able to find some obvious grammar mistakes, but they may need more guidance on how to give more constructive suggestions on content. In future teaching, I will pay more attention to expanding students' vocabulary and teaching them how to use vivid words to express their ideas. Also, more writing exercises and model writings will be provided to help students improve their writing skills. Additionally, for reading comprehension, more difficult passages will be selected to strengthen students' ability to deal with complex texts. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$