Unit 7 Careers Lesson 2 Career Skills 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 7 Careers-Lesson 2 Career Skills 教学目标和重难点 教学目标 Language ability: Master career-related vocabulary and expressions to communicate and write about career skills. Cultural awareness: Understand career skill requirements in diverse cultures. Thinking quality: Develop critical thinking to analyze and evaluate career skills. Learning ability: Cultivate autonomous and cooperative learning abilities for career skill improvement. 教学重难点 Key points: Master core vocabulary (e.g., resume, interview, competence) and expressions about career skills; understand the importance of career skills. Difficult points: Use career-related language flexibly in practical scenarios and analyze personal career skill advantages and shortages. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest At the beginning of the class, the teacher greets students in English and starts with a daily topic closely related to their future to activate their prior knowledge and arouse their learning interest. The teacher asks questions like: "What kind of job do you want to do in the future? What skills do you think you need to have to get that job?" Then, the teacher invites 3-4 students to share their ideas in English. During the sharing process, the teacher listens carefully, gives positive feedback in time, and guides students to think about the types of career skills, such as communication skills, professional skills, and teamwork skills. For example, if a student says he wants to be a teacher, the teacher can ask follow-up questions: "What skills does a good teacher need? Can you list some specific ones?" After the student sharing, the teacher shows some pictures of different occupations (such as doctors, engineers, journalists, and teachers) on the screen, and matches them with simple English descriptions of the required skills. For example, the picture of a doctor is matched with "good communication skills, professional medical skills, patience", and the picture of an engineer is matched with "logical thinking ability, professional technical skills, teamwork ability". Then the teacher says: "Today, we will learn Lesson 2 Career Skills. We will explore what career skills are, why they are important, and how we can improve our own career skills. Through this lesson, you will be able to talk about career skills confidently and understand how to prepare for your future career." This lead-in link is closely connected with students' life and future expectations, which not only activates their existing knowledge about occupations and skills but also creates a relaxed and active classroom atmosphere, laying a good foundation for the subsequent teaching content. Presentation: Learn New Knowledge and Master Core Vocabulary and Expressions This link is divided into two parts: vocabulary presentation and text learning, focusing on helping students master core vocabulary and expressions related to career skills and understand the main content and core ideas of the text. Vocabulary Presentation The teacher first presents the core vocabulary of this lesson, including nouns (resume, interview, competence, qualification, teamwork), verbs (highlight, demonstrate, acquire, improve), adjectives (professional, competent, cooperative, flexible), and phrases (take part in, focus on, be good at, make progress in). For each vocabulary, the teacher explains its meaning in simple English, gives example sentences closely related to career skills, and guides students to read and practice repeatedly to ensure that they can pronounce correctly and understand the usage. For example, when teaching the word "resume", the teacher says: "A resume is a document that lists your personal information, education background, work experience, and skills when you apply for a job. For example, when you apply for a part-time job, you need to prepare a resume to show your advantages." Then the teacher writes the example sentence on the blackboard: "When applying for a job, a well-written resume can help you stand out." Then guide students to read the word and the example sentence together, and ask some students to read it individually to correct their pronunciation. When teaching the phrase "highlight one's strengths", the teacher explains: "If you highlight your strengths, you make others notice your good points. For example, in an interview, you should highlight your strengths to let the interviewer know you are competent for the job." Then invite students to make sentences with this phrase, and the teacher comments and corrects them in time. Through this way, students can not only master the meaning of vocabulary but also know how to use them in practical scenarios. After the vocabulary teaching, the teacher arranges a short matching exercise: match the vocabulary with their corresponding meanings. The exercise is displayed on the screen, and students complete it individually first, then check the answers together. This can help students consolidate the newly learned vocabulary and ensure that they have a preliminary grasp of the core vocabulary. Text Learning First, the teacher asks students to read the text quickly and answer two simple questions: "What is the main topic of the text?" and "What are the two important career skills mentioned in the text?" This link aims to help students get the main idea of the text quickly and train their fast reading ability. After students finish reading, the teacher invites some students to answer the questions. The correct answers are: "The main topic of the text is the importance of career skills and how to improve them." and "The two important career skills mentioned are communication skills and teamwork skills." Then the teacher guides students to read the text carefully again, and asks them to underline the key sentences about the importance of communication skills and teamwork skills, and the methods to improve these two skills. During the careful reading process, the teacher walks around the classroom, observes students' reading status, and helps students solve the difficulties encountered in reading, such as unfamiliar words, complex sentences, etc. For example, if a student does not understand the sentence "Good communication skills can help you express your ideas clearly and build good relationships with colleagues and customers", the teacher can explain it in simple English: "If you have good communication skills, you can tell others your ideas clearly, and get along well with your workmates and customers." After the careful reading, the teacher leads students to analyze the text paragraph by paragraph. The first paragraph introduces the importance of career skills in the workplace; the second paragraph focuses on communication skills, including their importance and improvement methods; the third paragraph talks about teamwork skills, and also introduces how to improve teamwork skills; the fourth paragraph summarizes that everyone should pay attention to cultivating career skills to adapt to the changing workplace. In the process of text analysis, the teacher emphasizes the key sentences and difficult sentences, guides students to understand the structure of the text and the logical relationship between paragraphs, and at the same time, combines the newly learned vocabulary to let students review and consolidate the vocabulary. For example, when analyzing the sentence "To improve your communication skills, you can practice speaking in public, listen carefully to others, and ask for feedback", the teacher points out the key phrase "improve one's communication skills" and "ask for feedback", and guides students to read the sentence repeatedly to master its usage. After the text analysis, the teacher arranges a group discussion: "Do you think communication skills and teamwork skills are the most important career skills? What other career skills do you think are important? Why?" Students are divided into groups of 4-5, and discuss the questions in English. During the discussion, the teacher walks around each group, listens to their discussions, gives guidance and help in time, and encourages students to express their ideas boldly. For example, if a group mentions professional skills, the teacher can ask: "What professional skills do you need for your ideal job? How can you acquire these professional skills?" After the group discussion, each group sends a representative to share their discussion results. The teacher gives positive comments and supplements, and guides students to realize that different occupations require different career skills, but communication skills, teamwork skills, and professional skills are the basic and important career skills for most occupations. This link not only helps students deepen their understanding of the text but also cultivates their cooperative learning ability and critical thinking ability. Practice: Consolidate Knowledge and Improve Language Application Ability The practice link is designed to help students consolidate the newly learned vocabulary, expressions, and text knowledge, and improve their ability to use English to communicate and express about career skills. This link includes three parts: oral practice, written practice, and comprehensive practice. Oral Practice: Role-Play The teacher sets up a practical scenario: "Suppose you are applying for a part-time job in a shopping mall as a salesperson. The interviewer asks you about your career skills. Please have a role-play with your partner: one is the interviewer, and the other is the applicant." The teacher gives some tips for the role-play, such as the interviewer can ask questions like: "What career skills do you have?" "How can your skills help you do this job?" "How do you plan to improve your skills in the future?" The applicant can answer according to their own actual situation and the knowledge learned in this lesson, using the newly learned vocabulary and expressions. Students have 5 minutes to prepare with their partners, then the teacher invites 2-3 groups to perform their role-play in front of the class. After each performance, the teacher gives comments and suggestions, affirming their advantages, such as correct use of vocabulary and fluent expression, and pointing out the areas that need improvement, such as pronunciation and sentence structure. For example, if an applicant says "I am good at communicate with others", the teacher corrects it to "I am good at communicating with others" and explains the usage of "be good at doing sth.". This role-play activity is close to real life, which can not only help students consolidate the learned knowledge but also improve their oral communication ability and practical application ability. Written Practice: Sentence Making and Short Paragraph Writing First, the teacher arranges a sentence-making exercise. The teacher gives 5 core vocabulary and phrases (resume, highlight, teamwork, improve, be good at), and asks students to make one sentence with each of them, requiring the sentences to be closely related to career skills. Students complete the exercise individually, then the teacher collects some students' sentences, displays them on the screen, and comments and corrects them in time. For example, if a student writes "I want to improve my teamwork skills", the teacher affirms it and asks other students to make similar sentences. Then, the teacher arranges a short paragraph writing task: "Write a short paragraph (about 80-100 words) about your ideal job and the career skills you need to have for this job, and how you plan to improve these skills." Before writing, the teacher gives some guidance: first, clearly state your ideal job; then, list 2-3 important career skills needed for this job; finally, talk about your plans to improve these skills. Students can use the vocabulary, expressions, and sentence patterns learned in this lesson to complete the writing task. After students finish writing, the teacher invites some students to read their paragraphs in front of the class, and gives comments and suggestions on their content, language, and structure. For example, if a student's paragraph lacks specific improvement plans, the teacher can guide them to add: "I plan to take part in group activities to improve my teamwork skills, and practice speaking English every day to enhance my communication skills." This written practice can help students consolidate the learned knowledge, improve their writing ability, and at the same time, guide them to think about their own career planning. Comprehensive Practice: Skill Evaluation and Planning The teacher distributes a "Career Skill Evaluation Form" to each student. The form includes several common career skills (communication skills, teamwork skills, professional skills, time management skills, problem-solving skills), and students need to evaluate their own level of each skill (excellent, good, average, poor) and write down the reasons for the evaluation. Then, students need to make a simple plan to improve the skills they are not good at, using the knowledge learned in this lesson. Students complete the evaluation form and improvement plan individually first, then exchange with their deskmates, share their evaluation results and improvement plans, and give suggestions to each other. For example, if a student says his communication skills are average, his deskmate can suggest: "You can practice speaking in public or join an English corner to improve your communication skills." The teacher walks around the classroom, listens to their exchanges, and gives guidance in time. This activity not only helps students understand their own career skill advantages and shortages but also cultivates their self-reflection ability and autonomous learning ability. Application: Expand and Extend to Real-Life Scenarios The application link aims to extend the classroom knowledge to real-life scenarios, help students apply the learned knowledge to practical problems, and deepen their understanding of career skills. The teacher designs a group project: "Group Project: Career Skill Investigation". The specific requirements are as follows: each group chooses one occupation (such as doctor, teacher, engineer, journalist), investigates the career skills required for this occupation through the Internet, books, or interviews with relevant people, then makes a PPT to introduce the occupation and its required career skills, and puts forward suggestions on how to cultivate these skills. First, the teacher divides students into groups of 5-6, and each group chooses an occupation. Then, the teacher introduces the investigation methods and precautions, such as how to search for information on the Internet, how to ask questions when interviewing, etc. Students have 10 minutes to discuss the division of labor in the group, such as who is responsible for searching for information, who is responsible for making PPT, who is responsible for speaking, etc. During the group project preparation, the teacher walks around each group, understands their progress, and helps them solve the problems encountered, such as difficulty in finding information, unclear division of labor, etc. For example, if a group chooses the occupation of journalist and has difficulty finding the required career skills, the teacher can suggest: "You can search for 'journalist career skills' on the Internet, or read some articles about journalists to find the key skills, such as writing skills, communication skills, and observation skills." After the preparation, each group presents their PPT in front of the class, introduces the occupation and its required career skills, and puts forward improvement suggestions. The presentation time of each group is 3-5 minutes. After each presentation, other students can ask questions, and the group members answer them. The teacher gives comments and evaluations on each group's presentation, affirming their advantages, such as comprehensive information, clear expression, and reasonable suggestions, and pointing out the areas that need improvement, such as insufficient detailed information and non-fluent expression. This group project not only helps students apply the learned knowledge to real-life scenarios but also cultivates their ability to collect and sort out information, cooperative learning ability, and presentation ability. At the same time, it also enables students to understand different occupations and their required career skills, which is helpful for their future career planning. Summary and Extension: Sort Out Knowledge and Guide Lifelong Learning First, the teacher leads students to sort out the knowledge of this lesson. The teacher asks students to review the core vocabulary, expressions, and key points of the text, and invites some students to summarize the main content of this lesson. Then the teacher makes a summary: "In this lesson, we have learned the core vocabulary and expressions related to career skills, understood the importance of communication skills and teamwork skills, and mastered some methods to improve career skills. We also practiced using the learned knowledge in oral communication, writing, and group projects. Career skills are very important for our future career development, so we should pay attention to cultivating our own career skills in daily life." Then, the teacher arranges the after-class extension tasks to guide students to continue learning and applying the knowledge learned in this lesson. The extension tasks are as follows: 1. Review the core vocabulary and expressions of this lesson, and make a vocabulary card; 2. Interview a family member or friend about their occupation and the career skills they need, and write a short interview report (about 100-120 words); 3. Based on the career skill evaluation form completed in class, improve your own career skill improvement plan and put it into practice. Finally, the teacher encourages students: "Career skills are not acquired in a day. They need long-term practice and accumulation. I hope you can apply the knowledge learned in this lesson to your daily study and life, continuously improve your own career skills, and lay a solid foundation for your future career success. If you have any questions about career skills or the knowledge of this lesson, you can ask me after class or discuss with your classmates." This summary and extension link not only helps students sort out the knowledge of the lesson and consolidate the learning results but also guides students to extend the classroom learning to daily life, cultivate their lifelong learning awareness, and achieve the goal of the four-dimensional core literacy. 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 $