Unit 3 Careers and skills-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第四册

Unit 3 Careers and skills-Welcome to the unit 教学目标和重难点 1. 教学目标 Language competence: Master career-related words and expressions to express career preferences and skills. Cultural awareness: Understand career concepts at home and abroad and respect diverse career choices. Thinking quality: Analyze career needs and develop logical thinking. Learning ability: Improve cooperative learning and autonomous exploration skills. 2. 教学重难点 Key points: Master core vocabulary like consultant, passion and phrases such as commit oneself to, step out of one’s comfort zone; talk about careers and skills fluently. Difficult points: Use career-related language to express personal views and analyze the spirit of craftsmanship. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher greets the students and starts the class with an interactive question: “Good morning, everyone! When you think about your future, what kind of job do you want to do? Please share your initial thoughts with your deskmate in 1 minute.” After the pair discussion, invite 3-4 students to share their ideas with the whole class, and the teacher gives simple comments, such as “That’s a great choice! It requires a lot of patience and professional skills.” or “I appreciate your clear career direction. It shows your passion for this field.” Then, the teacher presents a short video (3-4 minutes) about different occupations, including art restorers, doctors, teachers, software engineers, and carpenters. The video shows the daily work of these professionals, focusing on the skills they need and the spirit of dedication they embody. After watching the video, the teacher asks two guiding questions: “What occupations did you see in the video? What skills do these professionals need to do their jobs well?” Guide students to express their views freely, and record the key words and expressions they mention on the blackboard, such as “patience”, “professional skills”, “dedication”, “creativity”, “communication skills”. Design Intention: The warm-up question closely links the lesson theme with students’ own life and future, which can quickly arouse students’ interest and enthusiasm for learning, and let them actively participate in the class discussion. The short video uses multi-modal teaching resources to present different occupations intuitively, helping students have a preliminary understanding of the diversity of careers and the corresponding skills, laying a foundation for the subsequent teaching links. At the same time, recording key words and expressions on the blackboard can help students accumulate vocabulary related to careers and skills in advance, reducing the difficulty of subsequent language output. Step 2: Presentation (Vocabulary and Topic Introduction) First, the teacher introduces the core vocabulary and phrases of this unit in combination with the video and students’ discussion results. The teacher presents the words and phrases one by one, explains their meanings, pronunciations and usages, and gives example sentences related to career scenarios to help students understand and remember. For example, when introducing “consultant”, the teacher says: “A consultant is a person who gives professional advice to others on a particular subject. For example, a career consultant can give you advice on how to choose a suitable job.” When introducing “passion”, the teacher explains: “Passion is a strong feeling of enthusiasm and love for something. If you have a passion for your job, you will work harder and be more likely to succeed.” For the phrase “commit oneself to”, the teacher gives the example sentence: “Many professionals commit themselves to working for the benefit of others, which is worthy of respect.” In addition, the teacher also introduces other important words and phrases, such as “attain”, “prejudice”, “operate”, “step out of one’s comfort zone”, “earn a living”, and guides students to read after the teacher to ensure correct pronunciation and intonation. After introducing the vocabulary, the teacher presents Huang Yanpei’s quote: “All occupations are equal, with no difference in status or worth. Any one that is beneficial to the public is praiseworthy.” The teacher reads the quote aloud and asks students to read it together. Then, the teacher guides students to discuss: “What does this quote mean? Do you agree with it? Why or why not?” Let students discuss in groups of 4 for 3 minutes, and then invite each group to send a representative to share their views. The teacher summarizes and comments, emphasizing that all occupations are worthy of respect as long as they contribute to society, and we should not have prejudice against any occupation. Design Intention: Vocabulary is the foundation of language learning. By introducing core vocabulary and phrases in combination with specific career scenarios and example sentences, students can not only remember the words and phrases, but also know how to use them in actual communication. Huang Yanpei’s quote is closely related to the unit theme, which can help students establish a correct view of occupation, cultivate their cultural awareness and positive values. Group discussion can encourage students to express their views bravely, improve their oral expression ability and cooperative learning ability, and deepen their understanding of the theme of “careers and skills”. Step 3: Practice (Interactive Activities and Language Application) This step includes two interactive activities to help students consolidate the learned vocabulary and phrases, and improve their ability to use language to talk about careers and skills. Activity 1: “Career and Skill Matching” The teacher prepares some cards, on which are written different occupations (such as art restorer, doctor, teacher, software engineer, carpenter, journalist) and corresponding skills (such as patience, professional knowledge, communication skills, creativity, operational skills, writing skills). The teacher divides the students into groups of 5, and distributes the cards to each group. The task of each group is to match the occupations with the corresponding skills, and explain the reasons for the matching in English. For example, if the occupation is “art restorer”, the corresponding skills should be “patience”, “carefulness” and “professional knowledge of art”, and the group needs to explain: “An art restorer needs patience because restoring an artwork usually takes a long time. They also need carefulness to deal with the details of the artwork, and professional knowledge of art to ensure the restoration is correct.” After each group completes the matching and explanation, the teacher checks the results, corrects the mistakes, and gives positive comments. For groups with creative explanations, the teacher can give extra praise, such as “Your explanation is very detailed and reasonable. It shows that you have a deep understanding of the occupation and skills.” Activity 2: “My Ideal Career Speech” Each student prepares a 1-2 minute short speech with the theme “My Ideal Career”. The speech should include the following points: What is your ideal career? What skills do you need to have to do this job well? Why do you choose this career? Students can use the vocabulary and phrases learned in this lesson, such as “passion”, “commit oneself to”, “step out of one’s comfort zone”, “earn a living” and so on. Students have 5 minutes to prepare individually, and then invite 5-6 students to give speeches in front of the class. After each speech, the teacher and other students can ask simple questions, such as “Do you think it is difficult to acquire the skills needed for this job?” or “What will you do to achieve your ideal career?” The speaker answers the questions in English. Design Intention: “Career and Skill Matching” activity can help students consolidate the connection between occupations and skills, and improve their ability to use language to explain and reason. The “My Ideal Career Speech” activity provides students with an opportunity to express their own ideas freely, which can not only consolidate the learned vocabulary and phrases, but also improve their oral expression ability and logical thinking ability. Asking and answering questions after the speech can further stimulate students’ thinking, promote the interaction between teachers and students and between students, and make the class atmosphere more active. At the same time, this activity is closely related to students’ own development, which can help them think about their future career planning and cultivate their sense of responsibility for their own future. Step 4: Exploration (Deep Thinking and Theme Promotion) The teacher guides students to explore the theme of “the spirit of craftsmanship” based on the previous video and activities. The teacher asks: “In the video, we saw that art restorers and carpenters are very dedicated to their work and pursue perfection. What do you think of the spirit of craftsmanship? What qualities does it include?” Guide students to discuss freely, and the teacher summarizes the spirit of craftsmanship as dedication, patience, carefulness, pursuit of quality and innovation. Then, the teacher asks: “What other professions demonstrate the spirit of craftsmanship? How is it shown?” Students can combine their own life experience and knowledge to answer, such as painters, sculptors, tailors, wine-makers and so on. The teacher encourages students to give specific examples to illustrate, such as “A tailor who pays attention to every detail of the clothes and tries his best to make the clothes fit the customer perfectly demonstrates the spirit of craftsmanship.” After the discussion, the teacher presents a short passage about the spirit of craftsmanship, which includes the definition of the spirit of craftsmanship, its important significance and examples of professions that embody this spirit. The teacher asks students to read the passage silently, and then answer the following questions: 1. What is the spirit of craftsmanship? 2. Why is the spirit of craftsmanship important? 3. Which professions are mentioned in the passage that embody the spirit of craftsmanship? After students answer the questions, the teacher checks the answers and explains the difficult sentences in the passage, such as “Craftsmanship spirit refers to the dedication craftspeople give to their work in order to strive to be the best and to make their craft as perfect as possible.” Design Intention: Exploring the spirit of craftsmanship can deepen students’ understanding of the theme of “careers and skills”, and let them realize that no matter what occupation they choose, they need to have a serious and dedicated attitude. The short passage can help students improve their reading ability, and at the same time enrich their knowledge about the spirit of craftsmanship. Answering questions after reading can help students extract key information from the passage, improve their information processing ability and logical thinking ability. This link also helps to cultivate students’ cultural awareness, let them understand the importance of craftsmanship spirit in society, and guide them to establish a correct attitude towards work. Step 5: Summary and Extension First, the teacher summarizes the content of this lesson with the students. The teacher says: “Today, we have learned some core vocabulary and phrases related to careers and skills, discussed different occupations and the skills they need, understood Huang Yanpei’s view on occupations, and explored the spirit of craftsmanship. We also shared our ideal careers and talked about how to achieve them. I hope everyone can remember what we have learned today and think about your own career planning.” Then, the teacher arranges the extension tasks: 1. Interview your parents or relatives about their occupations, including the daily work content, the skills they need and their feelings about their jobs, and write a short interview report (about 100 words) in English. 2. Collect some famous quotes about careers and skills, and share them in the next class. 3. Think about what skills you need to improve to achieve your ideal career, and make a simple skill improvement plan. Finally, the teacher ends the class with an encouraging sentence: “Every career is worthy of respect, and every effort will be rewarded. I hope you can keep your passion for your ideal career and work hard to acquire the necessary skills. Believe in yourself, and you will achieve your dreams in the future!” Design Intention: Summarizing the lesson content with students can help them sort out the knowledge they have learned, consolidate the key points and form a systematic knowledge framework. The extension tasks combine classroom learning with real life, which can help students apply the knowledge they have learned to practice, improve their comprehensive language application ability and autonomous learning ability. Interviewing parents or relatives can let students understand the real situation of different occupations more intuitively, and cultivate their communication ability. Collecting famous quotes and making skill improvement plans can help students further deepen their understanding of the theme of careers and skills, and guide them to think about their own growth and development. The encouraging sentence at the end of the class can stimulate students’ motivation and confidence, and help them establish a positive attitude towards life and career. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $