Unit 7 Careers Viewing Workshop 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-Viewing Workshop 教学目标和重难点 教学目标 It focuses on language ability, cultivating students’ skills in listening to and talking about career-related videos. It develops thinking quality, guides critical analysis of career requirements. It strengthens cultural awareness and fosters lifelong learning ability for career planning. 教学重难点 Key points: Understand core information in career videos and master career-related vocabulary and expressions. Difficult points: Integrate video information to express career views fluently and connect career choices with personal strengths. 教学过程 Step 1: Lead-in – Activate Prior Knowledge and Arouse Interest The lead-in part aims to activate students’ existing knowledge about careers, connect with the previous learning content of Unit 7, and arouse their interest in the viewing material, laying a solid foundation for the subsequent video viewing and discussion. First, the teacher greets students in English and starts with a free talk to narrow the distance with students. The teacher says, “In the previous lessons, we have learned about career choices, career skills and the importance of EQ and IQ in career development. Now, who can share one career you are interested in and briefly introduce its main responsibilities in English?” The teacher invites 2-3 students to answer freely, and gives positive and specific comments, such as “That’s a clear introduction! You have a good grasp of the key responsibilities of this career.” or “Your pronunciation is very standard, and you can use some simple career-related words correctly.” After the students’ sharing, the teacher shows some pictures of different careers on the screen, including teachers, doctors, engineers, entrepreneurs and other common occupations, and asks follow-up questions: “Look at these pictures. What qualities do you think are needed to be competent in these careers? Is IQ more important than EQ, or vice versa?” Students discuss in pairs for a short time, and then share their ideas. Some students may say that doctors need both high EQ and IQ, because they need to have professional knowledge to treat patients and also need to care about patients’ emotions. Some students may think that engineers need higher IQ to solve technical problems. Through this link, students can not only review the knowledge learned before, but also naturally lead to the theme of the Viewing Workshop – understanding different careers and their requirements through video viewing, and learning to connect personal qualities with career choices. Finally, the teacher briefly introduces the content of the viewing material: “Today, we will watch a video about different careers and the qualities required for them. Let’s work together to find out the key information in the video and improve our ability to talk about careers in English.” Step 2: Pre-viewing – Preview Vocabulary and Clarify Tasks Pre-viewing preparation is an important link to help students overcome language barriers and improve viewing efficiency. It mainly includes vocabulary preview and viewing task clarification, so as to let students know what to watch and how to watch. First, the teacher sorts out the core vocabulary and expressions related to the video content, which are closely related to careers and their requirements, such as “competent”, “responsibility”, “teamwork”, “communication skills”, “professional knowledge”, “adaptability”, “creativity” and so on. For each vocabulary, the teacher explains its meaning and usage briefly with simple English, and gives examples related to careers to help students understand and remember. For example, when explaining “teamwork”, the teacher says, “Teamwork means working together with others to finish a task. For example, in a company, employees need teamwork to complete a project successfully.” Then, the teacher organizes a quick vocabulary review activity: the teacher says the Chinese meaning of the vocabulary, and students respond with the corresponding English words quickly; or the teacher shows the English words, and students read them aloud and explain their meanings in simple English. This activity can help students consolidate the vocabulary quickly and lay a foundation for understanding the video content. After the vocabulary preview, the teacher clarifies the viewing tasks for students, which are divided into two levels: basic tasks and advanced tasks. The basic task is to help students grasp the key information of the video, and the advanced task is to guide students to think deeply and connect the video content with their own reality. The teacher writes the tasks on the blackboard or shows them on the screen in English: Basic Tasks: 1. How many careers are introduced in the video? What are they? 2. What are the main responsibilities and required qualities of each career? Advanced Tasks: 1. Which career in the video do you think is the most suitable for you? Why? 2. What qualities do you need to improve to be competent in your ideal career? The teacher explains the tasks in detail to ensure that every student understands the requirements. The teacher emphasizes: “When watching the video, you can take notes to record the key information, such as the name of the career, its responsibilities and required qualities. This will help you complete the tasks better after watching the video.” At the same time, the teacher reminds students to pay attention to the pronunciation and intonation of the speakers in the video, and try to imitate them, which is helpful to improve their oral expression ability. Step 3: While-viewing – Watch Video and Complete Tasks The while-viewing link is the core of the Viewing Workshop. It aims to guide students to watch the video carefully, extract key information, and improve their listening ability and information processing ability. In this link, the video will be played twice, and each playing has a clear purpose to help students gradually deepen their understanding of the video content. First playing: Let students watch the video completely without pausing, mainly to get a general understanding of the video content, such as the main topic, the number of careers introduced and the overall structure of the video. During the playing process, the teacher reminds students not to take too many notes, but to focus on the overall content. After the first playing, the teacher invites students to share their general understanding of the video. For example, the teacher asks: “What is the main content of this video? How many careers are introduced in it?” Students can answer freely, and the teacher gives appropriate guidance and supplements to ensure that students have a correct overall understanding of the video. Second playing: Play the video segment by segment, and guide students to focus on the key information and complete the basic viewing tasks. When playing the part about each career, the teacher pauses appropriately to give students time to take notes and sort out the key information. For example, when the video introduces the career of a teacher, the teacher pauses and asks: “What are the main responsibilities of a teacher mentioned in the video? What qualities are required?” Students can discuss with their deskmates briefly, then share their answers, and the teacher writes the key information on the blackboard to help students sort out and consolidate. In the process of playing, the teacher pays attention to observing the performance of each student, and provides timely help for students who have difficulties in understanding. For example, if some students can’t catch the key words, the teacher can play the corresponding segment again, or prompt with simple words. At the same time, the teacher guides students to pay attention to the connection words in the video, such as “firstly”, “secondly”, “in addition”, “however”, which helps students understand the logical relationship of the video content and improve their ability to sort out information. After the second playing, the teacher organizes students to check the answers of the basic tasks in groups. Each group selects a representative to share the group’s answers, and other groups supplement and correct them. The teacher summarizes the basic tasks, emphasizes the key information of each career, and corrects the wrong understanding of students, ensuring that every student grasps the basic content of the video. For example, the teacher summarizes: “The video introduces three careers: teacher, software engineer and nurse. A teacher is responsible for teaching students knowledge and guiding their growth, and needs patience and communication skills; a software engineer needs professional technical knowledge and creativity; a nurse is responsible for caring for patients and needs care and adaptability.” Step 4: Post-viewing – Deepen Understanding and Practice Expression The post-viewing link is an important link to consolidate the viewing results, improve students’ oral expression ability and thinking quality, and realize the connection between classroom learning and real life. This link is divided into three parts: group discussion, individual presentation and language practice. First, group discussion. The teacher divides students into groups of 4-5, and asks them to discuss the advanced viewing tasks and some extended questions. The discussion topics are as follows: 1. Which career in the video do you think is the most suitable for you? Why? 2. What qualities do you need to improve to be competent in your ideal career? 3. Do you think the qualities required for careers will change with the development of society? Give examples to illustrate. 4. How can we balance EQ and IQ to better adapt to future career development? Before the discussion, the teacher reminds students to use the vocabulary and expressions learned in the class and the key information extracted from the video to express their views, and encourages each student to participate in the discussion actively, listen to the opinions of others patiently, and put forward their own suggestions. During the discussion, the teacher walks around each group, observes the discussion situation, provides timely guidance for groups with insufficient discussion, and helps students solve the language problems encountered in the discussion. For example, if some students don’t know how to express “adapt to the development of society” in English, the teacher can prompt them with “adapt to the social development”. After the discussion, each group selects a representative to make a presentation in front of the whole class. The presentation time of each group is 2-3 minutes, and the content should include the group’s views on the discussion topics and the reasons. When the representative is presenting, other students listen carefully and take notes. After the presentation, the teacher and other students can ask questions, such as “Why do you think you are suitable for this career?” or “What specific methods do you have to improve your communication skills?” The representative of the group answers the questions, which can further deepen the students’ understanding of the topic and improve their oral expression ability and on-site response ability. The teacher makes comments on each group’s presentation, affirming the advantages, such as clear logic, fluent expression and correct use of vocabulary, and pointing out the areas that need improvement, such as pronunciation, grammar errors or insufficient content. At the same time, the teacher guides students to learn from each other’s advantages and improve their own expression ability. Then, language practice. In order to help students consolidate the vocabulary and expressions learned in the class and improve their ability to use language in real situations, the teacher designs two language practice activities. Activity 1: Sentence making. The teacher gives the core vocabulary and expressions, such as “competent”, “teamwork”, “communication skills”, and asks students to make sentences related to careers. For example, students can make sentences like “To be a competent doctor, we need professional knowledge and good communication skills.” or “Teamwork is very important for us to complete career tasks successfully.” Each student makes 2-3 sentences, and then shares them with their deskmates, and the teacher checks and corrects them randomly. Activity 2: Role-play. The teacher asks students to choose a career introduced in the video or their ideal career, and work in pairs to carry out role-play. One student acts as an interviewer, and the other acts as an interviewee. The interviewer asks questions about the career, such as “What are the main responsibilities of this career?” “What qualities do you need to be competent in this career?” “Why do you want to engage in this career?” The interviewee answers the questions according to the knowledge learned and their own understanding. During the role-play, students should try to use the vocabulary and expressions learned in the class, and pay attention to their pronunciation and intonation. After the role-play, the teacher invites several pairs of students to perform in front of the whole class, and makes comments and guidance, helping students improve their oral expression ability and practical application ability. Step 5: Summary and Extension – Consolidate Knowledge and Guide Career Planning The summary and extension link aims to help students sort out the knowledge learned in the class, consolidate the learning results, and guide students to connect classroom learning with their own career planning, so as to realize the cultivation of core literacy. First, the teacher summarizes the content of the whole class in English. The teacher reviews the key points of the class: the core vocabulary and expressions related to careers, the key information of the video, the methods of extracting information from the video, and the skills of talking about careers in English. The teacher emphasizes: “Today, we have watched a video about different careers, learned the responsibilities and required qualities of each career, and practiced our oral expression ability through discussion and role-play. We should remember that choosing a career should be combined with our own strengths and interests, and we need to continuously improve our own qualities to adapt to the requirements of the career.” Then, the teacher guides students to reflect on their own learning. The teacher asks: “What have you learned in today’s class? What difficulties have you encountered? How can you solve these difficulties?” Students think independently for a short time, then share their reflections. Through reflection, students can have a clear understanding of their own learning situation, find out their own shortcomings, and put forward improvement methods. Finally, the teacher designs the after-class extension task, which is closely combined with the theme of careers and the students’ actual situation, to extend the classroom learning to after-class, and help students further deepen their understanding of careers and improve their language ability. The extension tasks are as follows: 1. Watch another English video about careers after class, extract the key information, and write a short summary (about 80-100 words). 2. Interview your parents or relatives about their careers, ask them about the responsibilities and required qualities of their careers, and take notes in English. 3. Write a short passage about your ideal career, introducing its responsibilities, required qualities and the reasons why you choose it (about 100-120 words). The teacher reminds students to complete the extension tasks carefully, and brings their notes and short passages to the next class for sharing. At the same time, the teacher encourages students to pay more attention to the English expressions related to careers in daily life, such as watching English news, reading English articles, which can help them continuously improve their language ability and lay a foundation for their future career development. In the whole teaching process, the teacher always adheres to the student-centered concept, pays attention to the interaction between teachers and students and between students and students, and combines viewing, listening, speaking, reading and writing organically. Through various activities, students’ language ability, thinking quality, cultural awareness and learning ability are comprehensively cultivated, which not only helps students master the knowledge and skills related to the Viewing Workshop, but also guides students to establish a correct career view and lay a foundation for their future career planning. 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 $