新视野英语教程（第四版）读写教程3 思政教案 Unit6 Seeking a Job and Career

教案课程名称新视野英语教程读写教程3课时班级专业教师系部教研室教材《新视野英语教程读写教程3》Unit6SeekingaJobandCareerTeachingFocusTextATextBThemeAJobSeeker’sStoryHowtoPlanYourCareerVocabularygrad,ambition,burden,dread,miserable,interaction,management,minor,passion,internship,facility,secretary,personality,unsettled,interpret,audiencenecessarily,routine,logical,factor,phase,estimate,outcome,alternative,feasible,examine,insight,represent,review,cope,motive,minimum,guarantee,analyzePhrasesandExpressionsasfarassth.goes;moveup;lineupeverysooften;copewith;startover;fedupwithGrammarHowtouse“where/whatto...”and“asfarassth.goes”(“FocusingonSentenceStructure”)WritingTopicSentences(“BasicWritingSkills”)WritingBusinessLetters(2)(“PracticalWriting”)ChineseWisdomSeekingaGoodJob–PresentandPast

TeachingPlan单元主题SeekingaJobandCareer课时安排8教育教学目标(学生)Toacquirebasicknowledgeabouttheemploymentenvironment,job-seekingprocess,andcareerplanning.Toenhancetheunderstandingoflabormarketdemandsandcareerdevelopmenttrends.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotextslistedintheabovetable.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedintheabovetable.Tobeabletomakesentenceswithmoveupto,invitesb.over,jokearound,andexcitedabout,etc.Tobeabletorewritesentencesaftermodels,usingthestructure“where/whatto...”and“asfarassth.goes.”Togetfamiliarwithrulesofwritingtopicsentences.Tobeabletounderstandandwritebusinessletters.教学设计教学内容SectionATextA:AJobSeeker’sStorySectionBTextB:HowtoPlanYourCareerSectionCPracticalWriting:WritingBusinessLetters(2)教学活动安排建议ExploringtheTopicTohelpthestudentspreparethemselvespsychologicallyforwhatliesahead,askstudentstotalkaboutthefollowingissues:•Jobinterviews•Workexperience•Choosingacareer•Identifyingone’slikes,dislikes,strengthsandweaknessesDuringclassdiscussions,goonestepfurtherbygivingstudentstipsonhowtoaddressacertainissue.Take“choosingacareer”forexample.Youmaypresentsomehelpfulstepsinchoosingacareer.Thefollowingareonlyforyourreference:Step1:Beginwithyourvalues.Step2:Identifyyourskillsandtalents.Step3:Identifyyourpreferences.Step4:Inyourfirstjob,optforexperiencefirst,moneysecond.Step5:Aimforajobwhichyoucanbecome110%committedto.Step6:Buildyourlifestyleonyourincome,notyourexpectationsThenaskstudentstoworkinpairsandfinishtheexerciseinExploringtheTopic.Askacoupleofpairstosummarizetheiranswerstotheclass.SectionAReadingThroughAskstudentstoskimthroughthetextforbasicstructure.

TextPartsParagraphsMainIdeasIntroductionPara.1Cindyandherpresentsituation.BodyPara.2Cindy’sbiggestproblem.Para.3Thenarrator’sintroductoryremarksandCindy’sfirstworkexperience.Para.4Thenarrator’sintroductoryremarksontherestofCindy’sworkexperienceanditseffectsonthedevelopmentofCindy’spersonalityplusCindy’scommentonit.Para.5Cindy’sownaccountofherbiggestmistake.Para.6Thenarrator’sremarksonCindy’simmediateplan.Askstudentstoreadthetextcarefullyparagraphbyparagraphanddiscussanythingtheyarenotsureabout.Highlightsomedifficultsentencesandelicitexplanationsfromstudentsandgivehelpwherenecessary.Thenhavestudentsactoutthestory:Onestudentactstheroleofthenarrator,andotherstheroleofCindy,respectivelyspeakingaboutherbiggestproblem,herstartingoutasawaitress,herbiggestmistake,etc.BasicWritingSkillsPrepareaPPTwithsentencesoftheexerciseonP111ofStudent’sBook.Asksomestudentstotelltheiranswerstotheclassandexplainwhy.SumuptherulesofwritingtopicsentenceslearnedinthisUnit.SectionBReadingMoreBeforethelesson,studentscanbeorganizedintopairsorgroupstodosomewarm-upexercises,includingansweringthefollowingquestionsaccordingtotheirownreal-lifesituations.Whatdoyouthinkarethemostimportantthingstobearinmindwhenplanningacareer?Whatcareerareyougoingtochoosewhenyougraduatefromthecollege?Why?Thelessonmayfollowthepairworkorgroupworkandhighlightthelanguagepoints.Afterthelesson,asummaryofthetextcanbewrittenbythestudentsafterclass.SectionCPracticalWritingGuidestudentstorecaponthepreviouslessononhowtowriteabusinessletter.Presentthelayoutofalettertostudentsindetailandpointouttostudentsthatthereferencenumbershouldnotbeforgotten.Givestudentsaclearpictureofwhatabusinessletterbyillustratingmoreexamples.PresentsomeguidelinesforwritingbusinesslettersandguidestudentstofinishthethreeexercisesonP118-P120ofStudent’sBookaccordingtothesamplesgiven.Askstudentstodraftabusinessletterandexchangewithoneanotherforimprovement.课后学习设计作业FinishalltheexercisesinUnitSix.ReadthepassageinReadingOutonPage107andreciteit.Writeasummaryofthetextafterclass.Writeabusinessletterandexchangewithotherstudentsforimprovement.课后总结与反思MoralReflections思政元素ExploringtheTopic通过分享“10TipsforJobSeekerstoHelpYourGettheJobYouWant”引入本单元内容，请学生深入思考和讨论每一个寻职技巧如何适应于个人职业发展规划，从而提升自我认知、增强面试信心、拓展职业视野。SectionATextA:AJobSeeker’sStory补充TED视频“SarahEllisandHelenTupper:Thebestcareerpathisn'talwaysastraightline|TED”，培养学生的个性化职业规划能力，引导学生根据自身的兴趣、特长和职业愿景，制定出符合个人特点的职业发展计划，鼓励学生拥有开放的心态和创造性思维，理解和接受非线性、多样化的职业发展模式，勇于尝试和应对职业生涯中的各种可能性和挑战。SectionBTextB:HowtoPlanYourCareer补充CGTN采访“HowChina'sGen-Zarebreakingcareerboundaries|1.4Billion:Gen-Z”，增强学生对于性别平等和职业多样性的理解，鼓励学生跨越性别和职业的传统界限，希望学生在未来的职业发展中保持开放的心态，敢于探索和挑战，实现自我价值和社会贡献。补充CGTN采访“HowGen-ZersinherittraditionalChineseembroideryandliondancing”，引导学生探讨传统文化艺术与现代职业发展之间的联系，强调个人如何通过对传统艺术的传承与创新，开拓职业道路，同时也为传统艺术注入新的生命力。AdditionalActivity补充英文视频“AIGCCareer-NewProfessions