资源简介

Unit 1 Career Talks
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to talk about jobs. 2.Use the passive in the simple present and the simple future to tell stories about work. 3.Explain the meaning of work in our lives.
【Culture Awareness】 Learn about International Workers' Day celebrations in different countries. Respect all jobs and understand the diversity of career cultures. Recognize the changes of jobs in different countries due to technology development.
【Quality of Thinking】 Summarize main ideas and infer attitudes from job-related texts. 2.Think dialectically about the relationship between traditional and new jobs. 3.Organize ideas logically when talking or writing about jobs.
【Learning Abilities】 Use effective learning strategies (e.g., understanding words through context). Cooperate with peers in group work, interviews and report writing. Reflect on own learning and identify areas for improvement.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元的主题为：职业认知与发展。该主题属于 “人与自我” 及“人与社会”主题范畴。对应 “职业启蒙，职业精神”以及“社会变迁，对未来的畅想” 等子主题内容。本单元围绕话题 “Career talks”，学习和完成多个语篇，涵盖不同职业的特点、工作者的体验、职业的变迁趋势以及职业选择与适应等内容。通过学习，学生将逐步摒弃职业偏见，尊重各类职业的价值，培养适应职业市场变化的意识，为未来职业规划奠定基础。
Starting out
本部分通过图片观察、问答互动和职业匹配等活动，激活学生对日常职业的已有认知。学生将识别宇航员、清洁工、医生等常见职业，用恰当词汇描述职业特点，探讨不同职业对社会运转的作用，梳理职业相关的基础词汇和表达，为后续深入学习职业相关话题奠定语言和认知基础。
Understanding ideas
本部分的阅读文本为窗户清洁工罗伯特的退休演讲《Saying goodbye to my years up high》。演讲中，罗伯特分享了自己 30 年 “蜘蛛人” 工作的挑战与喜悦，回忆了遇到的善良之人和温暖故事，表达了对这份职业的热爱与自豪。文本传递了 “每份职业都有其价值，劳动不分高低贵贱” 的理念，引导学生尊重所有职业，体会工作中的成就感与人间善意。
Developing ideas
本部分包含听力、口语互动和语音训练模块。听力部分围绕年轻人严静尝试 20 份工作的访谈展开，引导学生了解不同职业的体验与收获，思考职业探索的意义；口语部分通过模拟职业访谈活动，让学生结合具体职业场景，分享工作的优缺点，锻炼职业相关话题的口语表达能力；语音训练聚焦 /sk//sm//sp//st / 等辅音连缀的发音，提升学生的语音准确性，为职业相关的口语交流提供支撑。
Reading
本部分的阅读文本《From mouse catcher to space tour guide...》围绕职业变迁展开，介绍了捕鼠人等已消失的职业、收银员等即将被淘汰的传统职业，以及太空导游、虚拟现实时尚设计师等新兴职业，分析了科技发展和社会需求变化对职业演变的影响。文本搭配网友评论，引发学生对职业未来的思考，培养学生辩证看待职业变化、主动适应时代发展的意识。
Writing
本部分聚焦职业描述类写作。学生需结合所学内容，选择一份 “即将消失的职业” 和一份 “未来新兴职业”，从工作内容、消失或兴起的原因等方面进行清晰描述，之后与同伴交换作品并给出评价。通过这一过程，学生将巩固职业相关词汇和语法结构，提升书面表达能力，同时深化对职业变迁的理解。
Presenting ideas & Reflection
本部分以小组合作的形式开展职业报告撰写与展示活动。学生需分组搜集感兴趣的职业信息，从职责、挑战、益处和未来趋势等维度组织内容，完成职业报告并在班级展示。反思环节中，学生将总结本单元学习收获，梳理职业相关语言的运用能力，明确自身在职业话题表达、语法运用等方面的不足与改进方向，进一步深化对工作意义的理解。
课时分解
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Talk about different types of jobs in daily life.
2.Understand main idea and key details of the speech.
3.Learn to respect all jobs and value kindness from others.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show the picture on page 2 to students, and then ask them to answer the question.
What are these people
What words would you use to describe these people
Let some students share the answers.
Starting out
Page 3，1
1.Ask students to look at the pictures and do the match exercise.
2.Let some students share the answers.
Page 3，2
1.Ask students to look at the picture and talk about the questions in pairs.
2.Encourage students to brainstorm more jobs share in class, then the teacher can give some extra complement.
3.Give students some useful expressions as language support.
4.Let students share answers in class.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 4，1
1.Ask students to look at the pictures and answer the questions.
2.Show the following words and expressions to help the students. Make sure they know the meanings.
3.Ask students to share the answers with the class.
★Step 3 While-task【过程任务】
Page 4，2
1.Ask students to read the passage and summarize the answer of the question.
2.Share the right answer with the class.
Page 6，3
1.Show the three sentences to students and make sure they understand the meanings of each sentence.
2.Ask students to choose the best summary of the passage and share their reasons.
3.Check answers with the whole class.
Page 6，4
1.Ask students to complete the post with the words and expressions from the speech.
2.Check the answers with the class.
More comprehensive questions:
Who is the speech for
Why does Robert call himself a "spiderman"
Robert says, “Window cleaning is not always considered a good job.” Why might some people think this way
What do you think of the job Share your opinions.
★Step 4　Post-task【后续任务】
Page 6，Think and share
1.Ask students to think about the following questions:
①What are the joys and challenges of being a "spiderman"
②Why does Robert say "That was the sweetest watermelon of my life."
③What does the last paragraph of the passage mean
2.Give some prompts to the students.
3.Let some students share their answers.
★Step 5　Language points　【语言要点】
1. All my days up high in the air will be kept in my memory. 我会永远记得那些在空中的日子。
keep sth in my memory表示“我记得某事”。例如:
I will keep his words in my memory.我会记住他的话。
The image has been kept alive in my memory.这个形象一直鲜活地留存在我的记里。
2. I still remember my first summer as a "spiderman". 我依然记得我成为“蜘蛛人”的第一个夏天。
这里的spiderman并非指美国流行文化中的超级英雄角色。通过上下文可以看出此句采用了比喻手法,spiderman指“窗户清洁工”，因为窗户清洁工靠保险绳和作业绳将自己悬挂在高楼外进行清洁工作时，就像蜘蛛一样在外墙上攀爬。
3.I was wet all over. 我浑身湿透了。
all over 意为“到处，各处” 例如:
The man looked all over for his keys. 那个人到处找他的钥匙。
He felt a sense of relief all over.他全身都感到如释重负。
4. I watched her grow bit by bit. 我看着她一点一点地成长。
bit by bit意为“逐渐地，一点一点地”，强调事情是慢慢地、逐步地发展或改变的。例如:He learnt the language bit by bit.他一点一点地学习这种语言。
5.Window cleaning is not always considered a good job, but I'll never regret it. 窗户清洁工作并不总是被认为是一份好工作，但我永远不会后悔。
be considered sth意为“被认为是……”，在句中是被动语态的一种使用形式，表示主体(窗户清洁工作)被外部(这里指其他人)认为有某种特性(不好的工作)。例如:
In some cultures, the elderly are considered a source of wisdom.在一些文化中，老年人被认为是智慧的源泉。
6. The city shines brighter because of us, and the job will make us shine, too. 城市因为我们更加明亮，而这份工作也会让我们大显身手。
shine字面意思是“发光”但在句中却有不同的含义。第一个shine引申为城市“闪耀，繁荣，充满活力和生机"; 第二个shine则表示窗户清洁工作使“我们”在社会中得到认同和尊重，引申理解为“出类拔萃，表现突出”。
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson effectively activated students’ prior knowledge of jobs through picture-based activities. Most students actively participated in discussions and grasped the main idea of Robert’s speech. However, some struggled to use new expressions like "a sense of achievement" correctly. Also, time for sharing personal opinions on job value was limited. Next time, I’ll add more paired practice for key phrases and allocate extra time for students to express their views, ensuring better integration of language learning and value guidance.
第二课时　Grammar
Teaching Objects　【教学目标】
1. Master the formation of the passive in the simple present and the simple future.
2.Use the passive in the simple present and the simple future correctly.
3.Use the target language to talk about the challenges and joys of doing a job.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　
Page 7，5
Present the two sentences and ask students to read and translate.
All my days up high in the air will be kept in my memory.
I'm reminded of some other friends I met through the glass
Guide students to pay attention to the verb forms and circle the structure “ be done/will be done” in the sentences.
Tell students that the sentences are passives in simple present tense and simple future tense.
Have students find more sentences with these structures in the reading passage.
★Step 2　Grammar focus learning【语法学习】
被动语态(1)
英语动词有两种语态，即主动语态(Active Voice)和被动语态(Passive Voice)。当主语为动作的执行者时，谓语的形式为主动语态;当主语为动作的承受者时，谓语要用被动语态。
e.g. Many people speak English.(主动语态，句子的主语many people是动作speak的执行者)
e.g. English is spoken by many people.(被动语态，句子的主语English是动作speak的承受者)
一般现在时被动语态的构成
被动语态由“助动词be+及物动词的过去分词”构成。其人称、数和时态的变化都是通过助动词be的不同形式表现出来的。一般现在时的被动语态的谓语形式为“am/ is/ are+及物动词的过去分词”。
This jacket is made of cotton.
Many trees are planted by us every year.
一般现在时的被动语态句式结构
肯定句 主语+ am/ is/ are +过去分词（ + by+动作执行者 ）
否定句 主语+ am/ is/ are +not +过去分词（ +by+动作执行者）
一般疑问句 Am/ Is/ Are +主语+过去分词（ +by+动作执行者）？
特殊疑问句 特殊疑问词+ am/ is/ are +not +主语+过去分词（ +by+动作执行者）
e.g. This song is still loved by many young people today.
这首歌现在仍然受到许多年轻人的喜爱。(肯定句)
e.g. This camera is not made in Japan.
这部相机不是日本制造的。 (否定句)
e.g.—Is the animation called Snow White and the Seven Dwarfs
这部动画片是叫《白雪公主和七个小矮人》吗 (一般疑问句)
—Yes, it is. / No, it isn't. 是的。/不是。
e.g.—How many people are mentioned in the conversation
对话中提到了几个人 (特殊疑问句)
—Two.两个。
一般将来时被动语态的构成
一般现在时的被动语态的谓语形式为“will+be+及物动词的过去分词”以及“be(am/is/are) going to+be+及物动词的过去分词”
The result will be put up on the school website. 结果将被公布在学校的网站上。
Will cashiers be replaced by machines in the future 未来收银员会被机器取代吗
The decision is going to be announced soon.决定将很快被公布。
主动语态变被动语态
口诀：宾变主，主变宾，谓语动词变被动。
★Step 3　While-task【过程任务】
Page 7，6
Ask students to read the sentences to make sure that they get the meanings.
Have students rewrite the sentences and check answers in pairs.
Check the answers with the class.
Page 7，7
Show the job posting to students, then ask them to complete it .
2.Check the answers with the class.
★Step 4　Post-task【后续任务】
Page 8，8
Ask students to work in pairs and then choose a job to complete the table.
2. Ask students to use the words from the reading passage and the useful expressions.
3.Choose some students to share their answers.
★Step 5　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This grammar lesson focused on the simple present and future passive voice. Students grasped the basic structures through examples from the previous reading, and exercises like sentence rewriting were effective. However, some struggled with active-passive voice transformation and using "by" correctly. Group work on job discussions helped apply grammar, but time was tight for feedback. Next, I’ll add targeted practice for difficult points and extend peer feedback time to enhance grammar mastery and application.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the listening material and grasp the key information.
2.Pronounce /sk/ /sm/ /sp/ /st/correctly and remember the letters and letter combinations that represent them.
3.Talk about what you have learnt about finding your dream job.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Ask students to look at the picture on page 9, then answer the questions.
What can you see in the picture
What do you think they are doing
Invite some students to share their answers.
★Step 3　While-task【过程任务】
Page 9，1
1.Show the three options to students to make sure they get the meanings.
2.Ask students to listen to the radio programme and choose the correct answer.
3.Check the answers with the class.
Page 10，2
1.Show the webpage to students, then ask them to guess what kinds of words may be filled in the blanks.
2.Ask students to listen to the radio programme again and complete the webpage. Before listening, remind students to take notes of the key information.
3. Check the answers with the class.
Page 11，3
1.Show the diagram to students, then ask them to guess what may be filled in the blanks.
2.Ask students to listen to the interview and complete the diagram.
3.Check the answers with the class.
Page 11
1. Explain to students what open questions and follow-up questions are.
2. Ask students to listen again and identify which are open questions and which are follow-up questions.
★Step 4　Post-task【后续任务】
Phonetics in use
1.Let students read the words on page 9 freely, and then ask them to pay attention to the pronunciation of the bold letters.
2.Play the recording and ask students to repeat them.
3.Tell the key points of the pronunciation of /sk/ /sm/ /sp/ and /st/ and give a correct demonstration.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 11，4
Ask students to work in pairs to act out a conversation based on the instruction.
Invite some pairs to role-play in class.
Let students talk about what they have learned about finding your dream job in this section.
★Step 5　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson integrated listening, speaking and phonetics around career exploration. Students engaged actively in the interview role-play and grasped key info from Yan Jing’s story. However, some struggled with /sk/ /sm/ /sp/ /st/ pronunciation, and group discussions lacked depth in sharing dream job insights. Next, I’ll add more pronunciation drills with visual aids and guide students to use open questions to enrich discussions, enhancing both language skills and career thinking.
第四课时　Reading
Teaching Objects　【教学目标】
1. Get the main idea and key details from the passage.
2. Discuss the impacts of technology on jobs, combining ideas from the passage and comments.
3. Talk about what people could do in the face of the changing job market.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture to students, then ask them to answer the questions.
What jobs can you see in the pictures
What do you think might happen to these jobs in the future
2.Invite some students to share their answers in class.
★Step 2　While-task【过程任务】
Page 12，2
1.Ask students to read the passage and identify the answer of the question.
2.Check the answer with the class.
Page 14，3
1.Ask students to complete the research report with the words and expressions from the passage.
2.Let some students say their answers.
3.Check the answers with the class.
Page 14，4
1.Ask students to answer the questions.
2.Let some students say their answers.
3.Check the answers with the class.
★Step 3　Post-task【后续任务】
Page 14，Think and share
1.Ask students to think about the questions.
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
★Step 4　Language points　【语言要点】
1. From mouse catcher to space tour guide...
从捕鼠人到太空旅行导游……
mouse catcher指“捕鼠人”，曾是一种常见的职业。标题“从捕鼠
人到太空旅行导游……”反映的正是随着科技的发展，一些工作会逐渐被新技术淘汰，而新的职业也会应运而生的现象和趋势。
2. Which jobs will soon be history, and which ones are on the way in 哪些工作即将成为历史，哪些工作正在兴起
(1)在这个句子中，ones是一个代词，指代的是jobs。用ones来避免在句子的后半部分重复使用jobs这个词。
(2) on the way in在此处表示“兴起，正在成为趋势”。例如:
Online shopping is on the way in, changing the way people buy products.网上购物正在兴起，改变着人们购买 商品的方式。
Remote work is on the way in, allowing people to work from anywhere with an internet connection.远程工作正在兴起，让人们可以在任何有网络连接的地方工作。
3. Some traditional jobs are disappearing. However, new ones are springing up to meet new needs.一些传统的工作正在消失，而新的工作正在涌现出来，以满足新的需求。
(1) spring up意为“突然出现”。例如:
Fast-food restaurants are springing up all over the town.
快餐店一家家地冒出来，遍布整个小镇。
(2) meet... needs在此处表示“满足……的需求”。例如:
Schools must meet the needs of their pupils.学校必须满
足学生的需求。
4. They may soon be replaced by machines.
他们可能很快就会被机器取代。
be replaced by在此处表示“被……(所)取代，用.…替换”。例如:
The building will be replaced, most probably by a modern sports centre. 这栋大楼将很可能被一座现代化的体育中心所取代。
需注意replace sth with sth也是replace的常见搭配，表示
"用……替代……”，一般用于主动句。例如:
They will replace the traditional mail delivery method with
machines.他们将用机器取代传统的邮件投递方式。
5. Um, sign me up for a space tour, please!
嗯，请为我报名太空旅行!
sign up for意为“报名”
sign sb up for sth在此处表示“为某人报名……”
例如:
I'm thinking of signing up for piano lessons.
我在考虑报名参加钢琴课。
My mum wanted to sign me up for the summer camp.
我妈妈想为我报名参加夏令营。
★Step 5　Homework【家庭作业】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson focused on job changes due to technology. Students understood the passage well, grasping key details about disappearing and emerging jobs. Discussions on comments were active, but some struggled with idioms like "go up in smoke." Time for sharing future job ideas was insufficient. Next, I’ll add targeted idiom explanations and extend group discussion time to deepen understanding of career trends and enhance expressive skills.
第五课时　Writing
Teaching Objects　【教学目标】
1. Write clear descriptions of a "job soon to be history" and a "job of the future".
2. Share your writing with your partner and give comments on the partner’s writing.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show photos of some jobs and ask students to answer the following questions.
Do you know the jobs in the following pictures
Do these jobs still exist now
Why do they disappear
Invite some students to share their answers.
★Step 2　Pre-task【准备任务】
Let students think about an old job soon to be history, and then complete the chart.
★Step 3　While-task【过程任务】
Ask students to write the job descriptions with the help of the chart.
★Step 4　Post-task【后续任务】
1.Have students exchange their descriptions with a partner.
2.Ask students to write a short comment on their partner’s descriptions.
★Step 5　Homework【家庭作业】
Further polish your writing.
Teaching reflection　【教学反思】
This writing lesson focused on describing disappearing and future jobs. Students showed interest in choosing jobs like manual typists and drone delivery pilots. Most could list job duties and reasons for changes, but some lacked detailed descriptions. Peer feedback was brief and not constructive enough. Next, I’ll provide more writing models and guide students to give specific comments, helping them improve clarity and depth in job descriptions.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
Write a report about a job.
Understand the meaning of work in the daily life.
Teaching Aids　【教学工具】
an English book,a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Ask students to do a task: Write a report about a job.
★Step 2　While-task【过程任务】
1.Let students organise their ideas with the help of the outline on page 16 and prepare their report.
2.Ask students to use the language tips in the outline on page 16 or find useful expressions or sentences from this unit.
3.Ask some students to represent their report to the class.
★Step 3　Post-task【后续任务】
1.Ask students to vote on the best three reports.
2.Ask students to finish the reflection chart.
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 4　Homework【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson focused on job report writing and presentation with reflection. Students actively collaborated in groups to research jobs and complete reports. Most grasped the structure of job reports, including responsibilities and future trends. However, some reports lacked detailed analysis of job challenges, and presentation skills varied. Reflection time was a bit short for in-depth self-assessment. Next, I’ll provide more report examples, offer targeted guidance on presentation skills, and extend reflection time to help students deepen their understanding of work meaning.

展开更多......

收起↑