Unit 5 Launching Your Career Reading and Thinking教学设计 2024-2025学年高中英语人教版选择性必修第四册

"该高中英语教学设计聚焦职业规划与自我认知，围绕“领先一步开启未来职业”主题，通过展示青蛙、马等图片引发性格讨论导入，激活学生已知，自然衔接文本阅读，梳理职业能力倾向测验及图表分析的核心内容。\n采用任务驱动与小组讨论，分段设计速读寻读任务培养语言能力，结合图表渗透“看”的策略提升思维品质，小组讨论“职业与热情”深化主题促进学习能力。实例丰富，导入有趣，任务链清晰，助力学生掌握阅读技巧与职业规划方法，为教师提供高效实用的教学方案。"

高中英语人教版2019选择性必修四Unit 5 Launching Your Career Reading and Thinking教学设计 课程基本信息 授课教师：纪熙泽 指导老师：张琬珊 学校：三明市沙县区第一中学 课型：读思课 时长：40分钟 课题：选择性必修四Unit 5 Launching Your Career Reading and Thinking（一）Get a head start on your future career 文本解读 该板块的活动主题是“领先一步开启你的未来职业”(Get a head start on your future career)，主题语境是人与自我主题下的职业选择和规划。这里的“领先”并不是与他人比较，而是鼓励学生自己尽早树立规划未来职业和人生道路的意识。人的一生需要各种目标和规划，不管是长期的，如职业选择这种大的人生目标，还是近在眼前的高考填报大学志愿的短期目标，都应该早做规划。如果能够“少年立志”，对自己的目标及自己的能力和潜力有清晰的认识，再脚踏实地地行动，那么在未来就会少一些迷茫和彷徨，更好地应对人生中的变化。 该板块的阅读文本是一篇介绍职业能力倾向测验的说明文。标题“Working Ou tWhat You Want to Do”点明了文本的写作意图。并非每人都对自己的未来有明确的认识和规划。如何了解自己想要做什么、适合什么样的职业?这不仅要听从自己内心的声音，更需要对自己有深入全面的客观认知。从内容上分析，文本指出了学生应该尽早进行职业规划的必要性，提出了职业规划的实施建议，具体介绍了职业能力倾向测验的方法。此外，文本还强调了学生应该客观认识测验结果，并综合考虑各种因素，包括自身的教育背景和经历，这样才能更加客观和全面地给自己定位并确立目标，最后还强调了热情在职业选择中的重要性。文本中的两个图表，分别是职业能力倾向测验的表格和列举测验结果的条形图，需要与本单元“运用图表”的学习策略相结合，理解图表在文中的作用。理解和运用图表是培养课标中所提出的“看”的能力的方式之一。 学情分析 Students have completed the compulsory English courses and have a basic understanding of English reading skills. However, they may still struggle with complex sentence structures and specialized vocabulary, especially in the context of career planning. On the other hand, they are at a critical stage of career planning. They have many doubts about choosing university majors and future employment. Therefore, the topic of this class, "Working Out What You Want to Do," is closely related to students’ lives and can help them prepare for future career planning. 教学目标 1.Understand the main idea and key details of the article Working Out What You Want to Do. 2.Be able to understand charts and graphs. 3.Know the significance of planning career and how to know yourself better through self-assessment. 教学重难点 1.Understand the main idea and key details of the article Working Out What You Want to Do. 2.Know the significance of planning career and how to know yourself better through self-assessment. 教学方法 Task-driven teaching method; Group discussion method 教学过程 教学步骤 活动设计 设计意图 活动层次 Step1 Pre-reading 1. T shows Ss two amazing pictures and asks what their first impressions are. Different impressions indicate different personalities. A frog: Most people see a frog right away. If this is about you, then you have a straightforward personality. You are considered as confident, trustworthy and reliable. A horse: Those whose attention is first drawn to the horse are thoughtful individuals. If you are one of them, you have an analytical mind. You don' take things for what they seem to be. Two squirrels on a tree branch: You judge a situation at the first sight and thus solve subsequent problems efficiently. A woman's face: You are a unique individual with outstanding observational skills. This can help you in both your work and your social interactions with others. 2.T asks Ss the meaning of a head start in the title on page 50. a head start: an advantage that sb already has before they start doing sth. 以两幅与性格相关的图片进行导入，引发学生思考讨论，引出课题，激活学生的已知，激发学生的兴趣。 感知与注意 Step2 While-reading 1.Read the passage for the text type and main idea. 2.Read for the main idea of each paragraph and the structure. 3.Read para. 3-4 and answer the questions. Why are you asked “What do you do?” when meeting a new person? When is the best time one should start thinking about his career? 4.Read para. 3-4 and answer the questions. What is one of the most effective ways of helping you see which career may be right for you? What is very important when you are completing the test? 5.Read para. 5-6 and answer the questions. Why is looking at higher-level careers very useful for high school students? How do people get their career suggestions ?(Work in pairs) 6.T instructs Ss how to understand charts and graphs as the preparation for next class. 7.Read para. 7 and answer the questions. What does the author think of the career aptitude tests? What is the secret to a good career? 分段设计有效任务，鼓励学生运用速度和寻读的阅读策略，迅速捕捉文本中的信息，提取文章中的关键词，培养学生逻辑思维能力。 获取与梳理 概括与整合 Step3 Post- reading 1.Work in group of 4 and solve the question: Do you agree with the text when it says “The secret to a godd career is finding something that you are passionate about”? Give your reasons. 2. T asks Ss to share their opinions. 引导学生思考和探究文章的主题意义，帮助他们超越文章的字面意思，深入理解文章的内涵。 分析与判断 Step4 Self-evaluation Guide students complete the self-evaluation form. 让学生通过自我评价表根据教学目标进行自我评，直观的反映学生对本节课所教授的知识的掌握情况。 批判与评价 Homework 1.Read the chart, and answer the questions. What is the participant’s work personality code? What does it mean by being an “A-I-R”? What careers would you recommend? 2.Complete activity4 on page51. 3.Complete a more detailed career test. Hint: Please answer quickly based on your first intuition. 引导学生运用本节课所学，增强语言运用能力,并能有意识的规划自己的人生。 内化与迁移 板书设计 教学反思 本次教学设计围绕高中英语人教版 2019 选择性必修四 Unit 5 “Launching Your Career” 的 Reading and Thinking 板块展开，以 “职业规划” 为主题，设计了读思结合的 40 分钟课程。回顾整个教学过程，有以下几点反思。 从教学亮点来看，在导入环节，通过展示包含不同隐藏图像的图片，如青蛙、马等，并让学生分享第一印象，进而关联到性格特点，这种方式成功激发了学生的兴趣，自然地引出了 “职业规划需了解自我” 的主题，为后续文本学习做了良好铺垫。在阅读过程中，采用任务驱动法，将文本分段，设计了如概括段落大意、回答细节问题等任务，引导学生运用速读和寻读策略，有效培养了学生提取关键信息和逻辑思维的能力。同时，结合文本中的图表，提前渗透 “运用图表” 的学习策略，有助于提升学生 “看” 的能力。此外，小组讨论 “对理想职业的秘密是找到热爱之事” 这一观点，促进了学生的深度思考和表达，实现了对主题意义的探究。 不过，教学中也存在一些不足之处。在学情把握上，虽然考虑到学生可能在复杂句式和专业词汇上有困难，但在实际教学中，针对这些难点的处理稍显仓促，没有充分结合语境进行详细讲解，可能导致部分学生理解不够深入。在时间分配方面，while - reading 环节的任务较多，学生讨论和思考的时间略显紧张，使得部分活动完成得不够充分，影响了教学效果。 在今后的教学中，需要进一步优化教学设计。对于语言难点，应在备课阶段充分预判，在教学中结合具体语境进行细致分析和讲解，帮助学生突破障碍。合理规划各环节时间，给学生留足思考和讨论的空间，确保活动质量。同时，关注学生的个体差异，设计分层任务，使每个学生都能在课堂上有所收获。此外，加强对学生自我评价的指导，让学生更准确地反馈学习情况，以便及时调整教学策略，提升教学效果。 学科网（北京）股份有限公司 $