Unit 7 Careers Reading Club 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-Reading Club 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentence patterns related to career adaptation and night jobs, improve reading comprehension and expression skills. Cultural Awareness: Understand the diversity of careers and cross-cultural differences in career concepts. Thinking Quality: Cultivate logical thinking and critical thinking through analyzing text structure and career choices. Learning Ability: Develop autonomous reading and cooperative learning skills to lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Grasp the main idea and detailed information of the two passages in Reading Club, master core vocabulary such as adjust, motivate, trend and key sentence patterns like “have a hard time doing sth” and “rather than”. Difficult Points: Understand the logical connection of the text, analyze the authors’ views on career adaptation and night jobs, and apply the learned language to express personal opinions on careers. 教学过程 Lead-in: Activate Prior Knowledge and Guide into the Topic The lead-in link aims to arouse students’ interest in the topic of careers, activate their existing vocabulary and knowledge related to careers, and smoothly lead them into the reading content of Reading Club. First, the teacher will show some pictures of different careers on the screen, including common careers such as physician, chef, receptionist and special careers such as night nurses, late-night radio hosts and night security guards. Then, the teacher will ask students to have a free discussion in pairs with the following questions: “What careers do you see in the pictures? Do you know any careers that work at night? What do you think of these careers?” During the discussion, the teacher will walk around the classroom to listen to students’ conversations, guide them to use English to express their ideas, and timely supplement relevant vocabulary, such as “night shift”, “career adaptation”, “work-life balance” and so on. After the discussion, invite 2-3 groups of students to share their views with the whole class. Some students may say that night jobs are tiring because they need to reverse their work and rest time, while others may think that night jobs are special and can experience a different life. The teacher will affirm students’ different views and summarize: “There are various careers in the world, some work during the day, some work at night, and each career has its own characteristics and challenges. Today, we will learn two passages in Reading Club to explore how to adapt to a new work environment and understand the stories of people who work at night.” Through this link, students’ enthusiasm for learning is mobilized, and they have a preliminary understanding of the theme of the lesson, laying a good foundation for the subsequent reading teaching. Pre-reading: Preview Vocabulary and Predict the Text Pre-reading is an important link to help students overcome reading obstacles and improve reading efficiency. In this link, the teacher will first focus on teaching the core vocabulary and key sentence patterns involved in the two passages of Reading Club, so as to help students avoid difficulties in understanding the text due to vocabulary problems. For vocabulary teaching, the teacher will adopt the method of combining context and example sentences to help students understand and memorize. For example, when teaching the word “adjust”, the teacher will give the example sentence: “It takes time to adjust to a new work environment.” and explain its meaning and usage, emphasizing the collocation “adjust to sth” (adapt to something). When teaching the word “motivate”, the teacher will introduce its derivative “motivation” and the collocation “motivate sb to do sth” (encourage someone to do something), and let students make sentences by themselves to consolidate their understanding. In addition, the teacher will also list some other key words, such as “comprehension”, “internal”, “solely”, “trend” and “guarantee”, and explain their parts of speech, meanings and common collocations. For key sentence patterns, such as “have a hard time doing sth” (have difficulty doing something), “rather than” (instead of), “What if...?” (What if...?), the teacher will analyze their structures and usages with example sentences in the text, and let students practice simple substitutions to master their application. After the vocabulary and sentence pattern teaching, the teacher will guide students to predict the content of the text. The teacher will show the titles of the two passages: “How to be Successful in a New Environment?” and “Working in the Dark”, and ask students to think and discuss: “What do you think the first passage will talk about? What advice will it give on adapting to a new work environment? What do you think the second passage will introduce? What difficulties may people who work at night encounter?” Students can combine their own life experience and the vocabulary they just learned to make predictions. For example, students may predict that the first passage will introduce methods such as communicating with colleagues and learning new skills to adapt to a new environment, and the second passage will talk about the work content and feelings of people who work at night. The teacher will record students’ predictions on the blackboard, and then tell students: “Let’s read the text to check whether your predictions are correct.” This link not only helps students preview the text content, but also improves their ability of logical prediction and lays a foundation for in-depth reading. While-reading: In-depth Reading and Information Extraction While-reading is the core link of reading teaching, which aims to help students grasp the main idea and detailed information of the text, understand the logical structure of the text, and improve their reading comprehension ability. In this link, the teacher will guide students to read the two passages separately, adopting the method of combining skimming, scanning and careful reading. First, guide students to skim the first passage “How to be Successful in a New Environment?”. Skimming requires students to read the text quickly, ignore details, and grasp the main idea. After skimming, the teacher will ask students: “What is the main idea of this passage?” Guide students to summarize: This passage mainly gives some practical advice on how to adapt to a new work environment and be successful in it. Then, guide students to scan the text to find the key advice given in the passage. Students will find that the passage puts forward several suggestions: be proactive in introducing yourself to colleagues, learn the rules and culture of the new workplace, ask for help when encountering difficulties, keep a positive attitude, and continuously improve your professional skills. The teacher will guide students to mark these key points in the text and explain the key sentences corresponding to each suggestion, such as “Being proactive in introducing yourself can help you build good relationships with colleagues quickly.” and “Keeping a positive attitude will help you overcome difficulties and adapt to the new environment better.” After scanning, guide students to read the passage carefully. During careful reading, the teacher will ask targeted questions to help students deeply understand the details and logical connections of the text. For example: “Why is it important to learn the rules and culture of the new workplace? What will happen if you don’t understand them? How can you ask for help when encountering difficulties? What should you pay attention to when asking for help?” Through these questions, students can deeply understand the connotation of each suggestion and the reasons behind it. At the same time, the teacher will guide students to analyze the logical structure of the passage: the beginning puts forward the problem that many people have difficulty adapting to a new work environment, then gives specific suggestions, and finally summarizes the importance of adapting to a new environment for career development. This helps students cultivate logical thinking ability. Next, guide students to read the second passage “Working in the Dark” in the same way. First, let students skim the passage to grasp the main idea: This passage introduces the work experiences and feelings of four people with night jobs, including their work content, reasons for choosing night jobs, and the impact of night jobs on their lives. Then, guide students to scan the text to extract key information about each person. The teacher can design a table on the blackboard, and ask students to fill in the table with the name, occupation, work content, reasons for choosing night jobs and feelings of each person in the passage. For example, one of the people is a night nurse, whose work content is to take care of patients at night, the reason for choosing the night job is that she likes the quiet working environment at night, and her feeling is that although it is tiring, she feels meaningful when she helps patients recover. Students will complete the table through scanning, which helps them sort out the detailed information of the text and improve their ability of information extraction. After scanning, guide students to read the passage carefully. The teacher will ask questions to help students deeply understand the text: “What are the common characteristics of the four people’s night jobs? What difficulties do they encounter in their work and life? Do they regret choosing night jobs? Why?” Through these questions, students can understand the advantages and disadvantages of night jobs, and feel the persistence and dedication of people who work at night. At the same time, the teacher will guide students to pay attention to the descriptive language in the passage, such as the description of the working environment and the psychological activities of the characters, and analyze the role of these languages in expressing the theme of the passage. For example, the description of “the quiet night ward” helps readers feel the working environment of the night nurse and understand why she likes this job. This link not only improves students’ reading comprehension ability, but also cultivates their ability to analyze and appreciate the text. Post-reading: Consolidation Application and Expansion Extension Post-reading is an important link to consolidate the reading results, apply the learned knowledge, and expand students’ thinking. This link is divided into three parts: language consolidation, group discussion and expansion extension. In the language consolidation part, the teacher will design some exercises to help students consolidate the core vocabulary and key sentence patterns learned in the text. For example, fill in the blanks with the correct form of the given words: 1. It takes time to ________ (adjust) to a new life. 2. His words ________ (motivate) me to work harder. 3. There is a growing ________ (trend) towards online shopping. 4. The company ________ (guarantee) that the product is of high quality. In addition, the teacher will also design sentence-making exercises, asking students to make sentences with the key sentence patterns such as “have a hard time doing sth”, “rather than” and “What if...?”. For example, ask students to make a sentence with “have a hard time doing sth”, and some students may say: “I had a hard time adjusting to the new school life at first.” Through these exercises, students can consolidate the learned language knowledge and improve their language application ability. In the group discussion part, the teacher will put forward two discussion topics related to the text, and ask students to discuss in groups of 4-5. The first topic is: “If you start a new job, what will you do to adapt to the new work environment? Please combine the advice in the first passage to talk about your ideas.” The second topic is: “Do you want to choose a night job in the future? Why or why not? Please combine the content of the second passage to express your views.” During the discussion, the teacher will walk around the classroom to guide students to use the vocabulary and sentence patterns learned in the text to express their ideas, and help students solve the language difficulties encountered in the discussion. For example, if a student doesn’t know how to express “work-life balance”, the teacher will timely remind and explain. After the discussion, each group will send a representative to share the group’s views with the whole class. The teacher will make comments on students’ performances, affirm their correct expressions and unique views, and point out the problems existing in their expressions, such as incorrect collocation of vocabulary and incorrect use of sentence patterns, so as to help students improve their oral expression ability. In the expansion extension part, the teacher will guide students to expand their thinking and connect the text content with real life. The teacher will ask students: “In addition to the night jobs mentioned in the text, what other night jobs do you know? What challenges do people in these jobs face? How should we treat people who work at night?” Students can combine their own life experience to answer, such as night deliverymen, night cleaners and so on. The teacher will summarize: “Night jobs are an indispensable part of society. People who work at night have made important contributions to the operation of society. We should respect their work and understand their difficulties.” In addition, the teacher will also introduce some cross-cultural differences in career concepts, such as the differences between Chinese and Western countries in career choice and work attitude, so as to help students cultivate cultural awareness and broaden their horizons. Summary and Homework Arrangement In the summary part, the teacher will lead students to review the content of this lesson together. First, review the core vocabulary and key sentence patterns learned in the two passages, and ask students to repeat their meanings and usages. Then, review the main ideas and key details of the two passages, and guide students to sort out the logical structure of the text again. Finally, the teacher will summarize the four-dimensional core literacy goals of this lesson, emphasizing that through this lesson, students not only master the relevant language knowledge, but also improve their reading ability, cultivate logical thinking and cultural awareness, and develop good learning habits. In the homework arrangement part, the teacher will design layered homework to meet the needs of different students. The basic homework is: 1. Recite the core vocabulary and key sentence patterns of this lesson. 2. Read the two passages again and write a 100-word summary for each passage. The improved homework is: 1. Write a short passage of 150-200 words about “My Advice on Adapting to a New Work Environment” or “My View on Night Jobs”, using the vocabulary and sentence patterns learned in this lesson. 2. Interview a person around you who has a special job (such as night job, freelance job), and record his/her work experience and feelings. The expanded homework is: 1. Search for relevant materials about career adaptation and night jobs on the Internet, and write a short report. 2. Discuss with your family about their views on career choice, and write down your feelings. Before the end of the class, the teacher will encourage students: “Career is an important part of our life. Through this lesson, we have learned how to adapt to a new work environment and understood the stories of people who work at night. I hope you can keep a positive attitude towards career, continuously improve your abilities, and lay a good foundation for your future career development.” 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 $