Unit1 Developing ideas reading for writing教学设计2025-2026学年外研版英语七年级下册

该初中英语教学设计聚焦“职业发展与趋势”核心知识点，通过图片匹配不同职业（如收银员、飞行员等）并讨论未来变化进行情境导入，借助思维导图提取语篇关键信息，以问题链搭建复述支架，梳理职业走势及变化原因的知识脉络。 该资料以“职业启蒙”为主题，融合情境互动、读写结合与迁移创新。通过图片讨论激活语言能力，分析在线评论与图表梳理培养思维品质，自主选择职业并写作描述提升学习能力。例如利用问题链复述文章，用核心词汇介绍职业，助力学生语言应用与思维发展，为教师提供清晰教学路径。

外研初中英语八下教案 课 题 8B Unit 1 Career talks 课 型 读写课 年级学科 八 年级 学科 英语 备课日期 教材分析 课标要求 Unit1 在围绕“人”的主题范畴中，是“做人与做事”主题群下的“职业启蒙，职业精神”子主题，本课依托关于职业发展和未来趋势的读写语篇，引导学生了解职业的多样性及其对社会的重要性，初步树立正确的职业价值观，并认识职业随时代发展而变化的特性，培养积极面对和适应职业变化的意识。 学习目标 通过本课的学习，学生能够： 1. 通过语篇阅读，理解文本大意，通过思维导图，提取语篇关键信息并梳理文中描述的不同职业走势的关键信息等；（学习理解） 2. 通过读思活动，理解不同职业不同走势的变化原因（应用实践） 3. 运用问题链搭建的支架，复述文章内容；（应用实践） 4. 利用本单元的核心词汇，介绍一种即将成为历史的职业和一种即将兴起的职业。（迁移创新） 学习重点 运用问题链搭建的支架，复述文章内容；（应用实践） 学习难点 利用本单元的核心词汇，介绍一种即将成为历史的职业和一种即将兴起的职业。（迁移创新） 学习程序 （按此流程呈现：情境创设→学习任务1→学习任务2……） 1. Situation Creation (Lead-in) Activity: Look and Say / Free Talk Task: Show students pictures of different jobs (e.g., cashier, pilot, tour guide, fashion designer). Have them match the pictures with job names. Then, ask: "What do you think might happen to these jobs in the future?" Encourage students to use expressions like "may be replaced by...", "might disappear", "could spring up" to discuss. 2. Learning Task 1: Reading for Global and Detailed Understanding Task 1.1: First Reading - Finding Main Idea Students read the passage quickly to answer the title question: "Which jobs will soon be history, and which ones are on the way?" (Answer: Soon to be history: Cashier, Pilot. On the way: Space tour guide, VR fashion designer.) Task 1.2: Second Reading - Understanding Structure and Reasons Students read carefully to complete comprehension tasks: Q: Why does the writer mention "mouse catcher"? (To show jobs change over time.) Q: What is the main reason for job changes according to the text? (Technology is developing rapidly, replacing old jobs and creating new needs.) Analyze the article's structure: Introduction (general idea + reason) -> Jobs soon to be history (with examples and reasons) -> Jobs of the future (with examples and reasons). Task 1.3: Reading Comprehension Check Students complete the "Read and choose" exercise to check understanding of details and inferences. 3. Learning Task 2: Deep Processing and Scaffolding Task 2.1: Analyzing Comments Students read the three online comments (Cynthia263, JerryMc, JZhang00). They decide True/False for the given statements and answer deeper questions about what the commenters mean (e.g., "go up in smoke" = disappear completely; "sit at our desks" = not adapt/learn). Think and Share:​ Students discuss which comment they most agree with and give a supported reason, fostering critical thinking on the topic. Task 2.2: Information Organization & Retelling Students fill in the provided chart for one "job soon to be history" and one "job of the future" based on the text (e.g., Cashier & Space tour guide). Using the completed chart and the question-chain from the reading tasks as a scaffold, students practice retelling the information about these two jobs in a coherent paragraph. 4. Learning Task 3: Migration and Innovation (Writing) Task 3.1: Preparation for Writing Students think of their own examples: one old job they believe is disappearing and one new job they predict will emerge. They fill out a blank chart with details: job title, what the worker does, and why it will disappear/appear. Task 3.2: Writing Descriptions Using the model text and the example provided ("taxi driver" & "AI trainer") as references, students write two short paragraphs describing their chosen jobs. They are instructed to use vocabulary and expressions from the reading (e.g., "be replaced by," "spring up," "meet new needs"). Task 3.3: Peer Review and Feedback Students exchange their writing with a partner. They read each other's job descriptions and write short comments, checking if the partner: mentioned all points from the chart, used expressions from the passage, and gave an opinion about changing jobs. 板书设计 作业设计 学科网（北京）股份有限公司 $