Unit 7 Careers Lesson 3 Meet The New Boss You 教学设计-2025-2026学年高中英语北师大版（2019）选择性必修第三册

该高中英语教学设计聚焦职业主题，核心围绕职业错误假设、作者态度及建议展开。通过Doubao AI生成的过去与未来职业视频导入，学生观察特点、讨论变化原因和准备，基于已学职业词汇，用句子模式总结搭建学习支架，为阅读铺垫。 特色在于AI技术深度融合与分层任务设计，课前AI生成视频和职业画像，课中分析错误假设目的培养思维品质，课后AI个性化辅导提升语言能力，小组竞赛评价激发参与。助力学生发展职业规划意识与数字学习能力，为教师提供技术融合与分层教学的实用方案。

教学设计 课题 Unit 7 Careers Lesson 3 Meet The New Boss: You 课型 新授课☑ 单元复习课□ 专题复习课□ 习题/试卷讲评课□ 学科实践活动课□ 其他□ 1. 教学内容分析（分析本课时教学内容在单元中的位置，学习内容对发展学生核心素养的功能价值分析，蕴含的正确价值观念，已学内容与本课内容的关联等） This lesson is the core reading of Unit 7 Careers for Senior Two, a vital link in the unit. Based on students’ prior learning of basic career-related vocabulary and topics, it lays a foundation for subsequent career planning learning. As a key carrier for cultivating core English competencies, it enhances students’ language and reading abilities, develops their logical thinking and cultural awareness, and conveys positive values of adaptive career outlook and independent planning in line with the New Curriculum Standards. 2. 课标解读 In line with the New English Curriculum Standards, this lesson centers on cultivating students’ four core competencies. It guides students to use English to explore career development trends, improves their language application and reading inquiry abilities, fosters their logical and critical thinking, shapes an era-adaptive career outlook, and embodies the curriculum’s requirements of integrating language learning with moral education and lifelong learning awareness cultivation. 3. 学情分析（共三个方面：分析学生已知、存在困难及对应解决措施） Students’ overall English proficiency is moderate. They have mastered basic career-related vocabulary and simple reading skills, and can make basic oral expressions on career topics. However, they struggle with sorting out text logical structure, understanding the deep meaning of core views, and flexibly applying related words and phrases in expression; oral communication is not fluent for in-depth discussion. Solutions: Design step-by-step reading tasks with visual cues for key points and logic; provide language prompts for group discussion, and adopt peer assistance and layered guidance to meet different learning needs. 4. 教学目标（根据课标及学生实际，指向学科核心内容、学科思想方法，描述学生经历学习过程后应达成的目标和学生应能够做到的事情。可分条表述。） 1. Students can obtain the main idea of each paragraph and wrong assumptions related to jobs through skimming. Also students can sort out and integrate the past and future characteristics of careers. 2. Students can describe the author’s attitude towards wrong assumptions and the relevant suggestions. At the same time, analyze the purpose of the author’s discussion of wrong assumptions. 3. Students can reason out the future career trends and discuss career plans based on one’s own situation. 5.学习重点难点 Key Points: To explore wrong assumptions related to jobs and Describe the author’s attitude towards wrong assumptions and the relevant suggestions. Difficult Points: To explore wrong assumptions related to jobs and analyze the purpose of the author’s discussion of wrong assumptions. 6.学习活动设计 教师活动 学生活动 环节一: Lead-in 教师活动 Make Short videos about various careers by inputting English descriptive phrases into Doubao AI before class. Show some short videos about the features of jobs in the past and in the future.And guide students to explore the causes of changes and preparations we should do. 学生活动 Watch videos and find out the features of jobs in the past and in the future. Even discuss the causes and preparations in pairs. Make a summary using the sentence patterns. 设计意图 Use videos to create a clear career scene, help students easily find job features in the past and future. Guide them to discuss in pairs and sum up with sentence patterns, lay a good foundation for the following reading. Train their cooperation and language skills. 环节二：Pre-reading 教师活动 Show some topics and guide students to predict the topics that are mentioned after looking at the title of the passage. 学生活动 Look at the title and select the topics that are related to the content of the passage. 设计意图 Activate students’ background knowledge, train prediction skills and arouse reading interest. 环节三: While-reading 教师活动 1. Guide students to read the passage quickly and explore the main idea of each paragraph. 2. Guide students to find the feature of jobs in the past. 3. Ask students to read paragraph 2-4 and think the question: What do most people think about jobs? Even explore the author’s attitudes toward three opinions. 4. Ask students to read paragraph 2-4 again and find out the reasons why three opinions are wrong assumptions. And find out the author’s suggestions. 5. Ask students to read the last paragraph and think: How to succeed in a 21st century career. 6. Ask students to think two questions: 1). In paragraphs 2 to 4, the writer discusses some wrong assumptions to ____. 2). Why does the writer think the “new boss” is “you”? 学生活动 1. Read the passage and match the main idea with the paragraph. Talk about the answers in groups. 2. Read the first paragraph and underline the answer on the book. 3. Read paragraph 2-4 and find the three wrong assumptions and the author’s attitudes toward three opinions. 4. Read paragraph 2-4 again and fill in the blank about the reasons and link the author’s suggestions in order to face the changes in the future. 5. Read the last paragraph and explore Ways to succeed in a 21st century career. 6. Discuss the answers of two questions in groups and select the right answer. 1). In paragraphs 2 to 4, the writer discusses some wrong assumptions to ____. 2). Why does the writer think the “new boss” is “you”? 设计意图 To develop students’ skimming and analyzing skills, help them grasp main ideas and key details, identify wrong assumptions and the author’s attitude, and guide them to form correct career views for the 21st century. 环节四：Post-reading 教师活动 Ask students to finish the pre-class task in spare time: generate their unique future career portraits with Doubao AI before this lesson. In post-reading session, organize group sharing and discussions with students’ AI career portraits as materials. Guide students to talk about their own career plans and analyze the differences between traditional jobs and modern career trends in the text. 学生活动 Present their self-made AI career portraits completed after class in advance. Communicate their dream careers in English within groups, and exchange ideas about misleading career viewpoints and useful advice from the passage. 设计意图 Take students’ AI career portraits as the carrier to connect text reading with real personal career expectations. Improve students’ oral English competence, develop their digital learning ability and rational career awareness. 环节五：Summary 教师活动 Make a summary about the content of the passage and show a sentence to the students that is: When the future calls for a new direction, courage is not just an option—it is the fire that lights our way to the life we truly desire. 环节六：Homework 1. They can polish their oral scripts and writing about career plans with AI after class for personalized tutoring. (have to) 2. Simulate a job interview within the group. (choose to) 3. Complete the relevant exercises on the national smart education platform for primary and secondary schools. 7.板书设计（板书完整呈现教与学活动的过程，最好能呈现建构知识结构与思维发展的路径与关键点） Unit 7 Careers Lesson 3 Meet the new boss: You Jobs in the past: followed in parents’ footsteps Changes in job trend: 1. Wrong assumptions× 2. Reasons 3. Suggestions√ Ways to succeed: Develop new skills↑ 8.作业与拓展学习设计（关注作业的针对性、预计完成时间，发挥作业对复习巩固、引导学生深入学习的作用；面向全体，进行分层设计；检测类作业与探究类、实践类作业有机衔接。） 1. Polish your career plans. (have to) 2. Simulate a job interview within the group, with clear division of responsibilities. (choose to) 3. Complete the relevant exercises on the national smart education platform for primary and secondary schools. 9. 教学反思与改进（教与学的经验性总结，基于学情分析和目标达成度进行对比反思，教学自我评估与改进设想） During the class, the teaching process was a few minutes overtime, and the transition between some parts was not smooth enough. Besides, my vision when calling on students was not broad enough. In the future, I will better control the class time, optimize the connection of each link, and pay attention to more students to improve teaching efficiency and classroom participation. 10. 学习评价设计（从知识获得、能力提升、学习态度、学习方法、价值观念培育等方面设计过程性评价的内容、方式与工具等；过程性评价要适量、适度，通过学生的行为表现判断学习目标的达成度） Throughout the class, students were divided into five groups of eight. One student from each group was assigned to score another group, with one point awarded for each correct response. Five climbing paths were shown on the blackboard to see which group could reach the top first. 学科网（北京）股份有限公司 $