Unit 3 Careers and skills-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master career-related vocabulary, understand career diversity, develop critical thinking and form autonomous learning habits through integrated listening, speaking, reading and writing. 2. 教学重难点 Key: Mastering core vocabulary and expressions about careers and skills; completing integrated listening, speaking, reading and writing tasks. Difficulty: Using language flexibly to express career views and solve practical career-related problems. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing pictures of different occupations (such as lawyer, software engineer, teacher, doctor) and playing a short audio clip. The audio includes simple descriptions of these occupations, such as “A lawyer provides legal advice and helps people solve legal problems.” After playing the audio, the teacher asks students two questions: “What occupations do you hear in the audio? Which one do you want to choose in the future and why?” Then, invite 3-4 students to share their answers in front of the class. After the sharing, the teacher briefly comments and leads to the topic of this lesson: “Today, we will integrate listening, speaking, reading and writing skills to explore careers and the skills needed for different careers.” Design Intention: The lead-in links students’ real life and the unit theme through visual pictures and auditory materials, which can quickly attract students’ attention and arouse their interest in learning. Asking open questions encourages students to express their true thoughts, activates their existing knowledge about occupations, and lays a foundation for the smooth development of subsequent integrated skill training. At the same time, it subtly guides students to focus on the connection between careers and skills, highlighting the core of the lesson. Step 2: Pre-listening (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and expressions of this lesson on the screen, including key words such as attain, lawyer, operate, hire, swing, and key phrases such as earn a living, weigh up, put sth on the line, swing into action. For each word and phrase, the teacher provides simple English explanations and example sentences related to careers, such as “Attain means to achieve or get something through effort, e.g., We need to attain necessary skills to get our dream jobs.” Then, organize students to work in pairs to read the words and phrases aloud and make simple sentences with them, and the teacher walks around to correct their pronunciation and usage errors. Next, the teacher introduces the background of the listening material: “The listening material is a conversation between a student and a career counselor. The student is confused about his future career choice and asks the counselor for advice on the skills needed for different careers.” Then, ask students to predict the content of the listening material: “What do you think they will talk about? What skills may be mentioned?” Students can discuss in groups of 4 for a short time and then share their predictions. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary and expressions before listening helps students reduce language barriers when listening, ensuring that they can focus on understanding the main content of the listening material rather than being troubled by new words. The example sentences closely related to careers help students connect vocabulary with the theme, laying a solid foundation for the application of language in subsequent links. Predicting the listening content can activate students’ thinking, improve their listening initiative, and help them form the habit of predicting and inferring in listening, which is conducive to improving their listening ability. Step 3: While-listening (Listening Practice and Skill Training) The teacher plays the listening material twice. For the first time, ask students to listen carefully and finish the following two tasks: 1. Write down the two careers mentioned in the conversation. 2. Summarize the main idea of the conversation in one sentence. After listening, invite students to share their answers, and the teacher checks and corrects them, helping students grasp the overall content of the listening material. For the second time, the teacher plays the listening material again and asks students to finish a detailed listening task: fill in the blanks with the information heard. The blanks mainly involve the skills needed for the two careers mentioned (such as communication skills, programming skills, problem-solving skills) and the counselor’s suggestions (such as weighing up one’s strengths and weaknesses, learning relevant skills in advance). During the listening process, the teacher can pause appropriately at key points to help students catch important information. After listening, organize students to check their answers in pairs, then the teacher explains the key and difficult points in the listening material, such as the understanding of long sentences and the discrimination of similar expressions, and emphasizes the listening skills: grasping key words, predicting the content according to the context, and taking notes briefly. In addition, the teacher asks students to listen to the conversation again and imitate the tone and intonation of the speakers, paying attention to the emotional changes of the student and the counselor. Then, invite several groups of students to role-play the conversation, and the teacher comments on their performance, focusing on their pronunciation, intonation and the accurate use of language. Design Intention: The while-listening link is designed with hierarchical tasks, from grasping the overall idea to understanding the detailed information, which conforms to the law of students’ listening comprehension and helps students gradually improve their listening ability. The filling-in-the-blank task can test students’ ability to capture specific information, while the role-play activity combines listening with speaking, enabling students to apply the language heard to oral expression, realizing the integration of listening and speaking skills. Emphasizing listening skills helps students master scientific listening methods, which is conducive to their long-term language learning. The appropriate pause during listening takes into account the differences of students’ listening level, ensuring that most students can keep up with the teaching progress. Step 4: Pre-reading (Topic Guidance and Thinking Activation) After the listening practice, the teacher transitions to the reading link: “We have learned about the skills needed for two careers through listening. Now, let’s read a passage about career planning, which will tell us how to make a reasonable career plan and what factors we should consider.” Then, the teacher presents the title of the reading passage “How to Make a Practical Career Plan” and asks students to think about the following questions: “What factors do you think we should consider when making a career plan? Do you have your own career plan?” Organize students to discuss the questions in groups of 4, and each group selects a representative to share their views. The teacher listens carefully to the students’ answers, affirms their reasonable views, and supplements relevant factors, such as personal interests, strengths, social needs, and the development prospects of the career. Then, the teacher briefly introduces the structure of the reading passage: “This passage is an expository text, which mainly introduces the steps of making a practical career plan and the key points to pay attention to. It is divided into three parts: the importance of career planning, the steps of career planning, and the suggestions for career planning.” Design Intention: The transition from listening to reading is natural, which helps students maintain the continuity of learning and deepen their understanding of the unit theme. Asking discussion questions activates students’ thinking about career planning, combines their personal experience with the reading content, and improves their enthusiasm for reading. Introducing the structure of the passage helps students grasp the framework of the passage in advance, which is conducive to their fast reading and understanding of the main content, and lays a foundation for the subsequent detailed reading and reading comprehension training. Step 5: While-reading (Reading Comprehension and Skill Training) First, ask students to read the passage quickly (skimming) and finish the following task: match the main idea of each paragraph with the corresponding paragraph number. The main ideas are: 1. The importance of career planning. 2. The first step of career planning: understanding oneself. 3. The second step of career planning: investigating career information. 4. The third step of career planning: making a specific plan. 5. Suggestions for career planning. After reading, check the answers with students, and guide students to summarize the overall structure of the passage again, strengthening their understanding of the passage framework. Then, ask students to read the passage carefully (scanning) and finish the following detailed reading tasks: 1. Answer the questions: ① Why is career planning important? ② What should we do in the first step of career planning? ③ What suggestions does the passage give for career planning? 2. Underline the key sentences in each paragraph and analyze their functions. 3. Find out the transitional words and phrases in the passage (such as first, second, third, besides, however) and explain their roles in connecting the context. After students finish the tasks, organize them to discuss in groups to check their answers. Then, the teacher focuses on explaining the key and difficult points in the passage, such as the understanding of long and difficult sentences, the usage of transitional words and phrases, and the analysis of key sentences. At the same time, guide students to summarize reading skills: skimming to grasp the main idea, scanning to find specific information, analyzing the structure of the passage and the function of key sentences, which helps students improve their reading comprehension ability. In addition, the teacher asks students to pay attention to the vocabulary and expressions used in the passage that are related to careers and skills, such as career planning, personal strengths, social needs, development prospects, and ask students to take notes and accumulate these expressions, laying a foundation for the subsequent writing link. Design Intention: The while-reading link adopts the combination of skimming and scanning, which helps students master different reading skills and improve their reading efficiency. The hierarchical tasks from grasping the main idea to understanding the detailed information, and then to analyzing the structure and language of the passage, conform to the law of students’ reading comprehension and help students gradually deepen their understanding of the passage. The discussion link encourages students to communicate and cooperate, and learn from each other, which is conducive to improving their cooperative learning ability. Guiding students to accumulate vocabulary and expressions in the passage realizes the connection between reading and writing, laying a foundation for the application of language in writing. Step 6: Pre-writing (Writing Guidance and Framework Construction) After the reading practice, the teacher transitions to the writing link: “We have learned about career skills through listening and career planning through reading. Now, let’s apply what we have learned to writing. Today’s writing task is to write a short passage about your own career plan, including your dream career, the skills needed for this career, and your plans to improve these skills.” First, the teacher guides students to sort out the writing framework. Combined with the reading passage, the teacher summarizes the three parts of the writing: 1. Opening: Introduce your dream career. 2. Body: Introduce the skills needed for the dream career and your current situation in these skills. 3. Closing: Introduce your specific plans to improve the needed skills and realize your dream. Then, the teacher provides some useful vocabulary and expressions for writing, such as “My dream career is...”, “To be a..., I need to have... skills”, “At present, I have mastered... but I still need to improve...”, “In order to realize my dream, I plan to...”, and also provides some example sentences for students to refer to. For example, “My dream career is a software engineer. To be a software engineer, I need to have excellent programming skills, communication skills and problem-solving skills. At present, I have learned some basic programming knowledge, but I still need to improve my programming ability. In order to realize my dream, I plan to take programming courses, practice programming every day and participate in programming competitions.” In addition, the teacher reminds students of the key points of writing: pay attention to the logical connection between paragraphs, use transitional words and phrases flexibly, ensure the accuracy and fluency of language, and avoid grammatical errors. Then, organize students to discuss their own writing ideas in pairs, and the teacher walks around to guide students, helping them sort out their ideas and solve the problems they encounter in writing. Design Intention: The pre-writing link provides students with clear writing framework, useful vocabulary and expressions, which helps students overcome the difficulty of not knowing how to start writing. The example sentences make it easier for students to understand the writing requirements and learn how to apply the learned language to writing. The pair discussion link helps students communicate their writing ideas, learn from each other’s strengths, and improve their writing ideas. The teacher’s guidance takes into account the individual differences of students, ensuring that each student can have clear writing ideas and lay a foundation for the smooth completion of the writing task. Step 7: While-writing (Writing Practice and Individual Guidance) Ask students to start writing independently according to the writing framework and guidance. During the writing process, the teacher walks around the classroom to provide individual guidance for students. For students who have difficulty in writing, the teacher helps them sort out their ideas and reminds them of the use of vocabulary and expressions; for students who write quickly and well, the teacher encourages them to use more complex sentences and rich vocabulary to improve the quality of their writing. At the same time, the teacher pays attention to checking the students’ writing, and reminds them to avoid common grammatical errors, such as tense errors, subject-verb agreement errors, and the incorrect use of prepositions. If students encounter new words or expressions that they don’t know how to express, they can ask the teacher for help, and the teacher guides them to express them in simple and correct English, ensuring that the writing can be carried out smoothly. During the writing process, the teacher also reminds students to pay attention to the layout of the writing, write neatly, and leave appropriate margins. Design Intention: The while-writing link focuses on students’ independent writing practice, which helps students improve their writing ability and form their own writing style. Individual guidance takes into account the differences of students’ writing level, ensures that each student can get targeted help, and improves the effectiveness of writing teaching. Reminding students of grammatical errors and writing layout helps students form good writing habits, which is conducive to improving the quality of their writing. Allowing students to ask for help at any time reduces their writing pressure and improves their writing confidence. Step 8: Post-writing (Evaluation and Revision) After students finish writing, organize them to carry out peer evaluation in groups of 4. The evaluation criteria are: 1. Whether the content is complete (including dream career, needed skills and improvement plans). 2. Whether the logic is clear and the transitional words are used flexibly. 3. Whether the language is accurate and fluent, and whether there are grammatical errors. 4. Whether the layout is neat and the writing is standard. Each student reads his own writing aloud in the group, and other students put forward suggestions for revision according to the evaluation criteria. The author of the writing takes notes and revises his own writing according to the suggestions. After the peer evaluation, the teacher selects 2-3 representative works (including excellent works and works with common problems) to comment on in class. For excellent works, the teacher affirms their advantages, such as clear logic, rich vocabulary and accurate language, and asks students to learn from them; for works with common problems, the teacher points out the existing problems, such as incomplete content, grammatical errors and unclear logic, and guides students to revise them together. Then, ask students to revise their own writing again according to the teacher’s comments and peer suggestions, and submit their revised works to the teacher for review. In addition, the teacher summarizes the common problems in students’ writing, such as the incorrect use of vocabulary and expressions, tense errors, and unclear logic, and explains them in detail, helping students avoid similar problems in future writing. At the same time, the teacher affirms the progress of all students, encourages them to keep practicing, and improves their writing confidence. Design Intention: Peer evaluation not only helps students find the problems in their own writing through others’ suggestions, but also improves their ability to evaluate and appreciate articles. It also promotes communication and cooperation among students, and creates a positive learning atmosphere. The teacher’s comment focuses on typical works, which can help students understand the advantages and disadvantages of writing, and provide targeted guidance for their revision. Revising the writing twice (after peer evaluation and teacher’s comment) helps students continuously improve the quality of their writing, and deepen their understanding and application of the learned language. Summarizing common problems helps students sort out their knowledge and avoid making the same mistakes again, which is conducive to improving their writing ability in the long run. Step 9: Summary and Extension First, the teacher invites students to summarize what they have learned in this lesson: “What have you learned today? What skills have you improved?” Then, the teacher makes a brief summary: “In this lesson, we have integrated listening, speaking, reading and writing skills to explore the theme of careers and skills. We have mastered core vocabulary and expressions about careers, improved our listening, speaking, reading and writing abilities, and learned how to make a practical career plan. At the same time, we have also developed our critical thinking and cooperative learning ability.” Then, the teacher puts forward the extension task: 1. After class, interview your parents or relatives about their careers, including the skills needed for their careers and their work experience, and write a short interview report. 2. Collect information about your dream career, including its development prospects and the latest requirements for skills, and share it in the next class. 3. Review the core vocabulary and expressions of this lesson, and use them to make 5-8 sentences related to careers. Design Intention: The summary link helps students sort out the knowledge and skills learned in this lesson, strengthen their memory and understanding, and form a systematic knowledge framework. The extension task connects classroom learning with real life, enabling students to apply the learned language and skills to practical situations, realizing the transfer and application of knowledge. Interviewing parents or relatives and collecting career information can help students understand the real career situation, deepen their understanding of the theme, and also cultivate their ability to collect and sort out information. Reviewing vocabulary and making sentences helps students consolidate the learned language knowledge, laying a solid foundation for future learning. 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 $