Unit 7 Careers-Topic talk Careers 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-Topic talk Careers 教学目标和重难点 教学目标 It focuses on developing students’ language competence in using career-related vocabulary and expressions, cultivating cultural awareness of career concepts, promoting thinking quality through analyzing career choices, and fostering learning ability to explore career knowledge independently and cooperatively. 教学重难点 Key points: Master career-related vocabulary and expressions, and talk about career dreams, reasons and required skills. Difficult points: Use English flexibly to express personal career views and analyze the relationship between personal qualities and career choices. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in link is designed to narrow the distance between students and the theme of careers, activate their existing knowledge and experience about careers, and lay a foundation for the smooth development of subsequent teaching activities. At the beginning of the class, the teacher will show students pictures and short video clips of various occupations, including doctors, teachers, engineers, artists, programmers, and volunteers. These materials cover different types of occupations, both traditional and emerging ones, so as to help students have a more comprehensive understanding of career diversity. After watching the materials, the teacher will start with simple and easy-to-answer questions to guide students to participate in the discussion actively. The questions are designed as follows: “What occupations do you see in the pictures and videos?”, “Which of these occupations do you know well?”, “What does a person in this occupation usually do?”. These questions are close to students’ life experience, so that every student can have something to say. During the discussion, the teacher will listen carefully to students’ answers, affirm their correct expressions, and appropriately supplement and correct their incorrect or incomplete expressions. For example, if a student says “A doctor works in a hospital”, the teacher can supplement “A doctor treats patients, prescribes medicine and helps people keep healthy”, so as to enrich students’ understanding of the occupation. On the basis of the discussion, the teacher will naturally lead to the theme of this lesson: “Today, we will talk about careers. We will learn how to talk about our career dreams, the reasons for choosing a career, and the skills and qualities needed for a career. Through this lesson, we can better understand ourselves and our future career directions.” This lead-in method not only stimulates students’ interest in learning, but also clarifies the learning objectives of the lesson, making students have a clear direction for the subsequent learning. Presentation: Learn New Vocabulary and Sentence Patterns This link is the key to helping students master the basic language knowledge of the lesson. The teacher will closely combine the theme of careers and the content of the textbook to present new vocabulary and sentence patterns in a vivid and intuitive way, so as to help students understand and remember them easily. First of all, the teacher will present the core vocabulary related to careers. According to the content of the Topic Talk in the textbook, the core vocabulary mainly includes occupation-related nouns (doctor, teacher, engineer, artist, programmer, journalist, lawyer, pilot), verbs and verb phrases (choose, pursue, devote to, specialize in, be good at, have a talent for), adjectives describing personal qualities (responsible, patient, creative, hard-working, cooperative, confident), and expressions related to career choices (career dream, career path, job prospect, personal interest, work experience). When presenting each word, the teacher will first read the word aloud, and ask students to follow along, paying attention to the pronunciation and stress of the word. Then, the teacher will explain the meaning of the word with simple English, and combine it with specific examples or sentences to help students understand its usage. For example, when teaching the word “cooperative”, the teacher can say: “Cooperative means willing to work with others. If you are cooperative, you can work well in a team. For example, a doctor needs to be cooperative to work with nurses and other medical staff.” After presenting the vocabulary, the teacher will introduce the key sentence patterns needed to talk about careers. The key sentence patterns mainly include three aspects: expressing career dreams, explaining the reasons for choosing a career, and talking about the skills and qualities needed for a career. For expressing career dreams, the common sentence patterns are: “My career dream is to be a...”, “I want to pursue a career as a...”, “I hope to become a... in the future”. For explaining the reasons, the common sentence patterns are: “I choose this career because...”, “The reason why I want to be a... is that...”, “I am fascinated by this career because it allows me to...”. For talking about skills and qualities, the common sentence patterns are: “To be a..., you need to be...”, “You should have good... skills to do this job”, “The key qualities for this career are...”. When introducing each sentence pattern, the teacher will give model sentences first, then explain the structure and usage of the sentence pattern, and then ask students to make sentences with the new vocabulary they have just learned. For example, the teacher can ask: “Use ‘My career dream is to be a... because...’ to talk about your own career dream.” Students can say: “My career dream is to be a teacher because I like children and I want to help them learn knowledge.” In this link, the teacher will pay attention to the interaction with students, encourage students to actively participate in the practice of vocabulary and sentence patterns, and timely correct their mistakes in pronunciation, intonation and grammar. At the same time, the teacher will also help students sort out the vocabulary and sentence patterns, and guide them to establish connections between knowledge, so as to lay a solid foundation for the subsequent listening and speaking activities. Listening Practice: Understand the Dialogue and Consolidate Knowledge Listening practice is an important part of improving students’ language competence. This link will take the dialogue in the textbook as the main material, guide students to listen to the dialogue, understand the main content and key information, and at the same time consolidate the vocabulary and sentence patterns they have just learned. Before listening, the teacher will briefly introduce the background of the dialogue: “There are two dialogues in our textbook. The first dialogue is between two senior high school students, talking about their career dreams, the reasons for choosing the careers, and the skills and personal qualities needed. The second dialogue is a simulation of a job interview, where the job applicant talks with the interviewer about the job position, his own qualifications, skills and personal qualities.” Then, the teacher will put forward specific listening tasks to guide students to listen with goals: “First, listen to the first dialogue and answer two questions: What are the two students’ career dreams? What are the reasons for their choices? Second, listen to the second dialogue and find out what job the applicant is applying for and what skills he has.” Then, the teacher will play the recording of the dialogue twice. For the first time, students will listen to get the general idea of the dialogue; for the second time, students will listen carefully to find out the key information and complete the listening tasks. During the listening process, the teacher will remind students to take notes briefly, such as writing down the key words related to career dreams, reasons, skills and so on. After listening, the teacher will invite students to share their answers, and then check and explain the answers together. For the key sentences and expressions in the dialogue, the teacher will play the recording again, let students follow along, and explain the difficult points in the dialogue. For example, in the second dialogue, if there is a sentence “I have a good command of English and I am familiar with computer skills”, the teacher will explain the meaning and usage of “have a good command of” and “be familiar with”, and ask students to make sentences with these phrases. In order to consolidate the listening effect, the teacher will arrange a follow-up listening activity: retell the dialogue. The teacher will play the recording sentence by sentence, and ask students to retell each sentence. Then, students will be divided into pairs to retell the whole dialogue together. This activity not only helps students deepen their understanding of the dialogue content, but also exercises their listening and speaking skills, and consolidates the vocabulary and sentence patterns they have learned. Speaking Practice: Cooperate and Communicate, Apply Knowledge Speaking practice is the key to applying the learned knowledge to practical communication, which can effectively improve students’ oral expression ability and thinking quality. This link will design a variety of speaking activities, from individual practice to pair practice and group practice, to let students have sufficient opportunities to practice speaking, and gradually improve their ability to use English to talk about careers. First of all, it is individual speaking practice: Talk about your own career dream. The teacher will ask students to think about their own career dreams, the reasons for choosing the dreams, and the skills and qualities they need to have to realize the dreams. Then, each student will have a short speech in front of the class, using the vocabulary and sentence patterns they have learned. For example, a student can say: “My career dream is to be a journalist. I choose this career because I like writing and I want to report the truth to people. To be a good journalist, I need to be patient, careful and have good writing skills. I will work hard to improve myself and realize my dream in the future.” During the speech, the teacher will listen carefully, affirm the advantages of students’ expressions, and put forward appropriate suggestions for improvement. For example, if a student uses the wrong sentence pattern, the teacher will correct it gently; if a student’s vocabulary is single, the teacher will help him supplement relevant vocabulary. Then, it is pair practice: Discuss career dreams with partners. Students will be divided into pairs. Each pair will take turns to talk about their own career dreams, and ask each other questions, such as “Why do you choose this career?”, “What skills do you need to improve to realize your dream?”, “Do you think this career has a good prospect?”. The teacher will walk around the classroom, observe the communication of each pair, and provide help and guidance in time. For example, if a pair of students can’t continue the conversation, the teacher will give them hints, such as “You can ask your partner about the difficulties he may encounter in realizing his dream”, to help them carry on the conversation smoothly. After the pair practice, the teacher will invite several pairs to show their communication process in front of the class, and make comments and evaluations, so as to promote the common progress of students. Finally, it is group practice: Hold a career discussion meeting. Students will be divided into groups of 4-5 people. Each group will choose a topic related to careers, such as “What factors should we consider when choosing a career?”, “What are the changes in career development in the digital age?”, “How to balance personal interest and career development?”. Each group will discuss the topic fully, and each member will express their own views. During the discussion, students need to use the vocabulary and sentence patterns they have learned, and learn to listen to others’ views, express their own opinions clearly, and communicate and cooperate with group members. After the discussion, each group will send a representative to report the discussion results to the whole class. The representative needs to introduce the main views of the group, and answer the questions raised by other groups or the teacher. This activity not only exercises students’ oral expression ability and cooperative learning ability, but also cultivates their critical thinking ability, because they need to analyze and evaluate different views during the discussion. Consolidation and Extension: Deepen Understanding and Expand Vision This link is designed to help students consolidate the knowledge and skills they have learned in the class, deepen their understanding of the theme of careers, and expand their vision of career development. It mainly includes two parts: vocabulary and sentence pattern consolidation, and theme extension. In the part of vocabulary and sentence pattern consolidation, the teacher will arrange some interactive exercises. For example, “Fill in the blanks” : Students will fill in the blanks with the correct form of the given vocabulary, such as “He wants to be a pilot, so he needs to be ______ (confident) and have good eyesight.” “Translation” : Students will translate Chinese sentences into English using the key sentence patterns, such as “我的职业梦想是成为一名工程师，因为我喜欢设计和建造东西。” (My career dream is to be an engineer because I like designing and building things.) These exercises can help students consolidate the vocabulary and sentence patterns they have learned, and improve their ability to use language flexibly. In the part of theme extension, the teacher will introduce some emerging occupations in the current society, such as AI trainer, live streamer, environmental protection consultant, etc. The teacher will briefly introduce the work content, required skills and development prospects of these occupations, and guide students to discuss: “Do you know these emerging occupations? What do you think of them? Would you like to choose these occupations in the future?”. This activity not only expands students’ vision of career development, but also helps them understand the changes and trends of career development in the new era, and establishes a more comprehensive and forward-looking view of careers. At the same time, the teacher will also guide students to think about the relationship between personal qualities and career success. The teacher will put forward questions: “What qualities do you think are the most important for career success? Can a person with high IQ but low EQ achieve great success in his career?”. Through discussion, students can realize that career success not only requires professional skills, but also good personal qualities, such as responsibility, cooperation, perseverance, etc. This helps to cultivate students’ correct values and lay a foundation for their future career development. Summary and Homework: Sort Out Knowledge and Extend Learning The summary link is to help students sort out the knowledge and skills they have learned in the class, form a systematic knowledge structure, and deepen their understanding of the theme of the lesson. The teacher will lead students to review the key content of the lesson together: “Today, we have learned a lot of vocabulary and sentence patterns related to careers. We can use them to talk about our career dreams, the reasons for choosing careers, and the skills and qualities needed for careers. We also had a lot of listening and speaking practice, and discussed many topics related to careers. I hope everyone can remember what we have learned today and apply it to our daily communication.” When summarizing, the teacher will also focus on the four-dimensional core literacy, and guide students to reflect on their own learning gains: “In this lesson, we have improved our language competence through listening, speaking, reading and writing activities; we have understood the diversity of careers and cultivated our cultural awareness; we have thought about career choices and improved our thinking quality; we have learned to cooperate and explore independently and fostered our learning ability.” The homework is designed to extend the learning content of the class, help students consolidate the knowledge they have learned, and further explore the theme of careers. The homework includes two parts: basic homework and extended homework. The basic homework is: 1. Recite the core vocabulary and key sentence patterns of this lesson. 2. Write a short passage (about 80-100 words) about your own career dream, including the reasons for choosing the dream and the skills and qualities needed. The extended homework is: 1. Interview your parents or relatives about their careers, ask them about their work content, work experience and the reasons for choosing their careers, and take notes. 2. Search for information about an emerging occupation you are interested in, and prepare a short report to share in the next class. This homework design not only helps students consolidate the basic knowledge, but also encourages students to connect the classroom learning with real life, cultivate their ability to collect and sort out information, and further stimulate their interest in exploring careers. At the same time, the extended homework also lays a foundation for the subsequent teaching content of the unit. 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 creates a relaxed and active learning atmosphere. Through a variety of teaching activities, students are guided to actively participate in the learning process, master the language knowledge and communication skills related to careers, and at the same time develop the four-dimensional core literacy, so as to achieve the teaching goal of this Topic Talk. 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 $