Unit 7 Careers Lesson 3 Meet the New BossYou 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 3 Meet the New BossYou 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use career-related words and sentences, cultural awareness of career concepts, thinking quality to analyze career trends critically, and learning ability to plan their own careers independently. 教学重难点 Key points: Master career-related vocabulary and sentence patterns, understand the main idea and logical structure of the text. Difficult points: Grasp the metaphor of "new boss" and apply the text’s views to personal career planning. 教学过程 Pre-reading The pre-reading link is designed to activate students’ prior knowledge, arouse their learning interest, and lay a foundation for the smooth development of while-reading activities. It mainly includes two parts: lead-in and vocabulary preview. First, the lead-in activity. The teacher starts with a question closely related to students’ real life: “When you grow up, what kind of job do you want to do? Who do you think will decide your career success?” Guide students to have a free discussion in pairs. During the discussion, students can talk about their own career ideals, and express their views on the factors affecting career success, such as family, teachers, society or themselves. After the pair discussion, invite 2-3 groups of students to share their views in front of the whole class. The teacher will give positive comments and guidance, and then naturally lead to the topic of this lesson: “In fact, the key person who determines your career success is yourself. Today, we will learn a text titled Meet the New Boss: You, which will tell us how to be the master of our own careers.” This lead-in method is closely connected with students’ life experience, which can quickly attract students’ attention, stimulate their desire to learn, and help them establish a preliminary understanding of the theme of the text. Next is the vocabulary preview. Combined with the text content, the teacher sorts out key vocabulary and phrases related to careers, such as occupation, assumption, specialist, essential, security, outsource, keep up to date with, be responsible for, etc. The teacher presents these words and phrases through PPT, explains their pronunciation, part of speech and core meanings, and gives simple example sentences to help students understand and remember. For example, when explaining “keep up to date with”, the teacher gives the example sentence “We should keep up to date with the latest technology to adapt to the changing job market.”; when explaining “be responsible for”, the example sentence is “Everyone should be responsible for their own career choices.”. At the same time, the teacher can design a simple matching exercise: match the words with their corresponding meanings, so as to check students’ mastery of vocabulary. Through vocabulary preview, students can reduce the difficulty of reading the text, improve reading efficiency, and lay a solid language foundation for the subsequent while-reading link. While-reading The while-reading link is the core part of the teaching process, which aims to help students understand the main idea, logical structure and key details of the text, and cultivate their reading ability such as skimming, scanning and careful reading. This link is divided into three steps: skimming, scanning and careful reading. First, skimming. The teacher asks students to read the text quickly within a certain range, and puts forward two guiding questions: 1. What is the main idea of the text? 2. Who is the “new boss” mentioned in the title? After students finish reading, invite them to answer the questions. The teacher summarizes and sorts out: The text mainly discusses the changes of jobs and occupations in the past and future, and points out that everyone should be responsible for their own careers, so the “new boss” is ourselves. In this process, the teacher guides students to grasp the core information of the text, cultivate their ability to get the main idea through skimming, and help them establish a overall understanding of the text structure. Second, scanning. On the basis of skimming, the teacher asks students to read the text again, and asks them to find specific information according to the following questions: 1. What wrong assumptions about jobs did people have in the past? 2. What changes will happen to jobs in the future? 3. What should we do to succeed in a 21st century career? Students are required to find the corresponding sentences or paragraphs in the text and mark them. After students finish scanning, the teacher organizes students to exchange and discuss in groups, check each other’s answers, and then invites representatives of each group to report the results. The teacher corrects and supplements, and sorts out the key information: The wrong assumptions in the past include that people would do the work their parents did, work eight hours a day to build a career, and not be replaced by software or robots; Jobs in the future will change with the development of technology, some jobs will disappear, and new jobs will appear; To succeed in a 21st century career, we should keep up to date with technology, become experts or specialists, and develop new essential skills. Through scanning, students can quickly find specific information in the text, improve their reading speed and accuracy, and lay a foundation for in-depth understanding of the text. Third, careful reading. This step aims to help students deeply understand the details, logical relationships and rhetorical devices of the text, and cultivate their critical thinking ability. The teacher guides students to read the text paragraph by paragraph, and designs targeted questions for key paragraphs. For Paragraph 1, the teacher asks: “What is the contrast between past and present jobs mentioned in this paragraph?” Guide students to find that the past jobs were stable and predictable, while the present jobs are changing rapidly with the development of technology. The teacher helps students understand the function of this paragraph: it leads to the theme by contrasting the changes of jobs, and lays a foundation for the following discussion on wrong assumptions. For Paragraphs 2-4, the teacher focuses on guiding students to analyze the wrong assumptions and their reasons. The teacher asks: “Why does the writer discuss these wrong assumptions?” Students are invited to think and discuss. The teacher summarizes: The writer discusses the wrong assumptions to make readers realize the changes of the job market, abandon the outdated ideas, and pay more attention to the real trend of future careers. At the same time, the teacher guides students to pay attention to the pronouns such as “it”, “this” and “they” in the text, and explains their anaphoric functions, helping students understand the coherence of the text. For example, in the sentence “It will not bring career success”, “it” refers to the wrong assumption that “you can work eight hours a day and build a career”. For Paragraph 5, the teacher focuses on guiding students to understand the metaphor of “the new boss is you”. The teacher asks: “Why does the writer say that you are the boss of your career?” Guide students to realize that with the changes of the job market, the lifelong security from one employer is no longer certain. Everyone must be responsible for their own career development, decide their own career direction and make efforts to achieve their goals. At the same time, the teacher guides students to analyze the long and difficult sentences in this paragraph, such as “If you want to succeed in the 21st century career, you will have to develop new essential skills. Lifetime security from one employer is no longer certain or even likely.” The teacher parses the sentence structure, helps students understand the meaning of the sentence, and master the usage of conditional clauses. In the process of careful reading, the teacher encourages students to put forward their own questions, such as “What kind of new essential skills do we need to develop?” “How can we keep up to date with technology?”, and organizes students to discuss and explore, so as to cultivate their critical thinking and independent learning ability. At the same time, the teacher guides students to accumulate excellent sentences in the text, such as “Keep doing this, and you can become an expert or a specialist in something one day.”, which lays a foundation for the subsequent writing and speaking activities. Post-reading The post-reading link is designed to help students consolidate the knowledge learned, transfer and apply the language knowledge and theme views, and further improve their comprehensive language application ability. It mainly includes three parts: language consolidation, theme discussion and practical application. First, language consolidation. The teacher designs targeted exercises to help students consolidate the key vocabulary and sentence patterns learned in the text. 1. Fill in the blanks with the correct form of the given words: occupation, assume, essential, security, outsource. For example, “It is ______ for us to master new skills in the changing job market.” (essential) 2. Sentence transformation: Change the simple sentence into a compound sentence with “and” or “if”. For example, “Keep up to date with technology. You can adapt to the job market.” → “Keep up to date with technology, and you can adapt to the job market.” Through these exercises, students can further master the usage of key vocabulary and sentence patterns, and improve their language application ability. Second, theme discussion. The teacher puts forward a discussion topic closely related to the text and students’ real life: “As senior high school students, what should we do now to be the boss of our own careers in the future?” Students are organized to discuss in groups of 4-5. During the discussion, students need to combine the views in the text, such as keeping up to date with technology, becoming specialists, developing essential skills, etc., and combine their own actual situation, put forward specific measures. For example, some students may say: “We should study hard to master professional knowledge and improve our academic performance.”; some students may say: “We should pay attention to the development of new technologies and learn relevant skills in our spare time.”; others may say: “We should cultivate our ability of independent thinking and problem-solving.” After the group discussion, each group sends a representative to share their discussion results. The teacher makes comments and guidance, affirms the reasonable suggestions put forward by students, and guides students to establish a correct career outlook, realize that career planning should start from now, and lay a foundation for their future development. In addition, the teacher can also design a debate activity: “Is lifelong employment possible in the 21st century?” Divide students into two groups: the affirmative group and the negative group. Each group prepares for 5 minutes, and then carries out the debate. The affirmative group argues that lifelong employment is possible, and can put forward reasons such as stable industries and personal loyalty; the negative group argues that lifelong employment is impossible, and can put forward reasons such as the rapid development of technology, the change of job market and the need for personal development. Through the debate, students can further understand the changes of the job market, deepen their understanding of the theme of the text, and improve their oral expression ability and critical thinking ability. Third, practical application. The teacher assigns a practical task: Ask students to write a short passage titled “My Career Plan”, which requires students to combine the views in the text, clarify their own career ideals, and put forward specific measures to achieve their ideals. The teacher reminds students to use the key vocabulary and sentence patterns learned in the text, such as keep up to date with, be responsible for, become a specialist, etc. After students finish writing, the teacher invites some students to read their passages in front of the whole class, and makes comments and revisions, pointing out the advantages and deficiencies of the passages, and helping students improve their writing ability. This task not only helps students consolidate the language knowledge learned, but also guides students to apply the theme views of the text to their own career planning, realizing the transfer and application of knowledge, and effectively cultivating their learning ability and practical ability. Summary & Homework First, summary. The teacher guides students to review the content of this lesson together. First, ask students to recall the main idea of the text: The text discusses the changes of jobs in the past and future, points out the wrong assumptions about jobs, and emphasizes that everyone should be responsible for their own careers and be the boss of their own careers. Then, the teacher summarizes the key vocabulary, sentence patterns and core views of this lesson, and emphasizes the four-dimensional core literacy requirements of this lesson, such as improving language ability, cultivating cultural awareness, developing thinking quality and enhancing learning ability. Through the summary, students can sort out the knowledge system of this lesson, deepen their understanding and memory of the knowledge learned, and form a complete cognitive structure. Second, homework. The homework is designed to consolidate the knowledge learned in class, extend the learning content, and further promote the development of students’ core literacy. It is divided into two parts: basic homework and extended homework. Basic homework: 1. Recite the key vocabulary and excellent sentences of this lesson. 2. Finish the exercises in the textbook related to this lesson, including reading comprehension and vocabulary exercises. 3. Revise the short passage “My Career Plan” according to the teacher’s comments. The basic homework is mainly to help students consolidate the language knowledge and text understanding, ensuring that students master the basic content of this lesson. Extended homework: 1. Surf the Internet to find information about the development trends of future careers, and write a short report (about 100 words) to share in the next class. 2. Have a discussion with your parents about their career experience and their views on career planning, and write a reflection (about 80 words). The extended homework is designed to expand students’ horizons, connect classroom learning with real life, help students understand the real job market, and further deepen their understanding of career planning, so as to cultivate their independent learning ability and cultural awareness. In the whole teaching process, the teacher adheres to the student-oriented concept, takes the text as the carrier, integrates the four-dimensional core literacy into each teaching link, designs rich and diverse teaching activities, such as discussion, debate, writing, etc., to stimulate students’ learning enthusiasm and initiative, help students master language knowledge, understand the theme of the text, and realize the development of comprehensive language application ability and correct career outlook. At the same time, the teacher pays attention to the individual differences of students, gives timely guidance and help to students with learning difficulties, and ensures that every student can gain something in the class. 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 $