资源简介

Part One　Starting out
Study of the Text
What: The text centres on the topic of “Career talks”. It introduces different types of jobs, presents pictures of people in various occupations (such as a police officer and a dentist), and raises questions to guide students in exploring occupations. Its goals are to enable students to learn how to talk about jobs, apply relevant grammar(the passive voice) to describing work-related stories, and understand the role of work in people’s life.
How: The text uses a visual-aid and interactive approach. It starts with pictures of people in different jobs for the matching task, then uses questions(e.g., “What other jobs do you know How do jobs keep our world running ”) to engage students. The language is simple and clear, suitable for students to learn job-related vocabulary and basic sentence structures. The structure is step-by-step, from job matching to discussing the importance of jobs, facilitating students’ understanding and participation.
Why: The text intends to help students understand different occupations, realise the significance of work in people’s lives, and develop an awareness of respecting various jobs. By learning job-related expressions and grammar, students can better talk about careers. Also, it aims to inspire students to think about their dream jobs and the value of work, cultivating a positive attitude towards future career exploration.
Learning Objectives　　　
By the end of this lesson, we will be able to:
1.activate job-related knowledge, learn related vocabulary, and talk about jobs.
2.analyse the social value of different jobs through discussion, fostering respect for labour and understanding of societal interdependence.
3.present career-related content with proper language, pronunciation and creativity.
4.master and apply the key language points correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To activate job-related know-ledge, learn related vocabulary, and talk about jobs. Step 1: Lead-in Show job-related pictures, guide students to name jobs, use adjectives to describe workers, and match the pictures with job titles, helping them learn and talk about occupations. Check if students can name jobs, use adjectives and match the pictures with job titles by observing their responses to the picture-related task.
Purpose To help students activate their prior knowledge of occupations, learn job-related vocabulary, and gain familiarity with discussing occupations—all through picture-based interactions.
2.To analyse the social value of different jobs through discus-sion, fostering respect for labour and understanding of societal interde-pendence. Step 2: Presentation Present pictures of various jobs, ask students to describe workers with adjectives, discuss the importance of jobs, and imagine future occupations, guiding them to understand work roles. Evaluate if students understand work roles by assessing their descriptions of the importance of jobs and future occupation imaginations.
Purpose 1.To deepen students’ understanding of different jobs and their social values. 2.To inspire students to think about future occupations via discussion and imagination.
3.To present career-related content with proper lan-guage, pronunciation and creativity. Step 3: Practice Guide students to present, then assess their performance using the checklist, rating aspects like language, pronunciation, body language and creativity with stars. Determine if students master presentation skills by analysing star ratings on language, pronunciation, body language and creativity.
Purpose To provide students with a chance to practise oral presentation, and use the checklist to help them improve language expression and presentation skills.
4.To master and apply the key language points correctly. Step 4: Language Points Explain job-related vocabulary, break down sentence structures, and give examples to help students grasp language points about occupations. Step 5: Exercise Guide students to finish vocabulary-form exercises and translation tasks, and check answers, helping them practise and master job-related language usage. Verify if students grasp occupation-related language by testing their use of the explained vocabulary and sentence structures. Confirm if students practise and master job-related language usage by checking their completion and accuracy of vocabulary-form exercises and translation tasks.
Purpose 1.To systematically explain key vocabulary and sentence structures about occupations, enabling students to use them in language communication accurately. 2.To reinforce students’ mastery of job-related language through vocabulary-form exercises and translation tasks, and check their learning outcomes.
Homework Basic homework: Review and write the words and sentence structures you have learnt about jobs. Practical homework: Interview a family member about his or her job. Extended homework: Research an unusual future job (like the robot trainer) and create a “Job Card” with descriptions, skills and your opinion.
Teaching Reflection　



Part Five　Developing ideas—Reading for writing
Study of the Text　
What: The text is centred on “changing jobs”, covering content like analysing old jobs (e.g., a cashier, a pilot) that may disappear and new jobs (e.g., a space tour guide, a virtual reality fashion designer) emerging. It uses pictures, reading tasks and interactive exercises (completing the research report and writing a short passage about a job) to explore how jobs evolve with technology, including reasons for job change and future career trends.
How: The text adopts a multi-step, task-driven approach. It starts with image-based questions to engage readers, followed by a reading passage introducing the evolution of jobs. Subsequently, it incorporates practical tasks (such as completing the research report and writing a short passage about a job) and discussion prompts. The language is both informative and instructional, with clear task instructions, aiming to guide students to understand job changes, practise language skills and develop critical thinking.
Why: The text intends to help students understand the impact of technology on the job market, recognise the dynamics of career changes
(disappearing and emerging roles). By involving reading, writing and discussion tasks, it aims to develop students’ language proficiency(reading comprehension and writing skills) and career awareness. It encourages students to think about future career possibilities and adaptability in a changing job landscape, fostering forward-thinking and preparedness for career development.
Learning Objectives　
By the end of this lesson, we will be able to:
1.observe the job-related pictures, use the given words and expressions to analyse jobs, and discuss their future changes.
2.find the main idea and job examples from different times, get details like job duties and reasons for job change to learn about job evolution.
3.complete a research report on changing jobs, plan and write a short passage about a job, then exchange for reviews and check on your own.
4.learn the key words and phrases, and use them in the context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To observe the job-related pictures, use the given words and expres-sions to analyse jobs, and discuss their future changes. Step 1: Pre-reading Guide students to observe the job-related pictures, use the given words and expressions to analyse jobs, and discuss their future changes. Check if students can analyse jobs and discuss their future changes by observing their picture-based discussions.
Purpose To help students get familiar with job-related topics via picture observation, practise using the given words and expressions to analyse job features, and spark discussions on how jobs might change in the future.
2.To find the main idea and job examples from different times, get details like job duties and reasons for job change to learn about job evolution. Step 2: While-reading 1.Skimming Instruct students to read the passage, guide them to analyse options for the main idea, and help find job examples from different times. 2.Reading carefully Instruct students to read various sections (jobs in the past, jobs soon to be history, jobs of the future and comments), guide them to extract details like job duties, reasons for job change, and analyse comment meanings, then answer questions and fill in blanks to master job-evolution insights. Evaluate students’ ability to grasp main ideas, extract details, and analyse meanings by reviewing their answers to questions and blanks filled.
Purpose To train students in skimming to quickly grasp the passage’s main idea (e.g., identifying job-evolution themes) and careful reading to extract detailed information (e.g., job duties, reasons for job change), so as to fully understand how jobs evolve over time.
3.To complete a research report on changing jobs, plan and write a short passage about a job, then exchange for reviews and check on your own. Step 3: Post-reading 1.Guide students to use the passage-based words and expressions, help them understand the sections (findings, examples and jobs of the future) of a research report, and complete the research report on changing jobs. 2.Lead students to plan writing by analysing the chart for old and future jobs, support them to write a short passage about a job by following Step 2, organise peer exchanges in Step 3 for commenting on written work, and guide self check with Step 4 to ensure the writing covers key points and uses target language. Verify if students can apply the passage-related information to complete reports, write a short passage about a job, peer reviewing and self check effectively.
Purpose 1.To guide students to use the words and expressions from the passage in a research report task and analyse sections like “background” and “findings”, reinforcing content understanding. 2.To lead students through a writing process: plan descriptions of old and future jobs using charts, write with structure, exchange work for peer feedback, and self check against assessment standards (e.g., covering chart points, using target language), improving writing skills and self-assessment.
4.To learn the key words and phrases, and use them in the context correctly. Step 4: Language Points Learn the meanings and usage of key words and phrases such as “spring up”, “on the way” and “go up in smoke”. Step 5: Exercise Complete phrase-filling, Chinese-to-English and English-to-Chinese translation tasks, then guide students to check answers and analyse language usage. Assess students’ command of key words and phrases by having them create context-rich dialogues by using these phrases. Determine students’ translation and phrase-usage proficiency by checking if they can identify and correct errors in their own work.
Purpose 1.To have students learn the precise meanings and usage scenarios of key phrases, enabling accurate use in speaking and writing about changing jobs. 2.To check if students can correctly use target phrases in context (phrase-filling) and accurately translate between Chinese-English related to job-evolution topics, then guide them to analyse language choices, deepening language point mastery.
Homework Basic homework: Rewrite your career predictions using 5 key phrases from the text. Practical homework: Create a “Jobs Timeline” poster showing 3 disappearing and 3 emerging careers with simple illustrations. Extended homework: Make a 1-minute video introducing a futuristic job (e.g., a space farmer) and its required skills.
Teaching Reflection　



Part Three　Understanding ideas—Grammar
Study of the Text
What: The text is centred on jobs and work-related learning. It includes tasks like summarising the grammar rules from the reading passage, rewriting the sentences in the passive in the simple present and the simple future, completing a job posting with the correct passive form of the given verbs, and discussing the joys and challenges of a chosen job in pairs. There are also grammar-focused activities and collaborative work-themed discussions, aiming to practise grammar (the passive voice) and job-related communication.
How: The text uses a task-based approach, combining grammar practice (passive voice application in different tenses) and communicative activities (pair-work job discussion). It presents the grammar rules implicitly through sentence-analysis tasks, then has definite grammar rewriting exercises. The job posting completion integrates grammar into a realistic context, and the pair-work discussion encourages using the job-related words and expressions from the text. The structure moves from individual grammar tasks to collaborative communicative practice.
Why: The text intends to help students master the passive voice in English grammar, apply it in various contexts (sentence rewriting and the job posting). Also, by having students discuss the joys and challenges of jobs, it aims to develop their understanding of different professions, communication skills about work, and possibly foster appreciation of diverse jobs, be similar to how family was explored for job values before. It combines language skill(grammar and vocabulary) development with content about work and teamwork.
Learning Objectives
By the end of this lesson, we will be able to:
1.understand the form and function of the passive voice in the simple present and the simple future tenses.
2.apply passive voice structures to create job postings and describe work responsibilities.
3.distinguish between active and passive voices in job-related contexts.
4.grasp the key phrases, and use the passive voice in the simple present and the simple future tenses in the context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the form and function of the passive voice in the simple present and the simple future tenses. Step 1: Grammar Focus 1.Show the examples of the passive voice from the text, guide students to observe example sentences like “All my days up high in the air will be kept in my memory.”, analyse and summarise the “be+done” structure of the passive voice, explain the relationship between the subject and the action in active and passive voices, and also discuss the usage of the passive voice for focusing on actions or results, describing things with unknown doers, as well as its function of highlighting the receiver of the action. Check if students master passive voice structures and usage by analysing their application in examples and self-made sen-tences.
2.Guide students to analyse the sentence structure and summarise the basic passive voice rule [主语+be动词+动词过去分词(+by+执行者)]. Then, show more examples to summarise the rules of the simple present passive voice [主语+am/is/are+动词过去分词(+by+执行者)] and the simple future passive voice [主语+will be+动词过去分词(+by+执行者)].
Purpose To help students understand the basic structures, usage situations, and tense-based variations of the passive voice, laying a solid grammar foundation.
2.To apply passive voice structures to create job postings and describe work responsibilities. Step 2: Practice 1.Have students rewrite the sentences in the passive in the simple present and the simple future, guide them to practise the transformation, and check their pair-work results. 2.Provide the job posting template, guide students to use the correct passive form of the verbs in brackets to complete it, and check their understanding of the passive voice in context. Evaluate students’ ability to transform the active voice to the passive voice and apply the passive form of the verbs in context via their rewritten sentences and job-posting completions.
Purpose To let students practise transforming the active voice to the passive voice and applying the passive form of the verbs in real-life contexts like job postings, enhancing their practical grammar skills.
3.To distinguish between active and passive voices in job-related contexts. Step 3: Product Instruct students to work in pairs, choose a job and complete the table using the words and expressions from the reading passage and the given useful expressions. Guide them to discuss about the joys and challenges of doing the job. Determine if students can use the job-related expressions and discuss the joys and challenges in pairs by listening to their dialogues and table-filling content.
Purpose To enable students to use the job-related expressions, collaborate in pairs, and discuss work-related joys and challenges, improving communicative competence.
4.To grasp the key phrases, and use the passive voice in the simple present and the simple future tenses in the context correctly. Step 4: Language Points Explain the structures and meanings of “hold+活动”, “clean up+地点” and “make sure+从句” with examples. Then guide students to practise using them. Step 5: Exercise Finish the three-part exercises(word-form filling, sentence completion and translation). Then guide them to check answers and analyse errors to reinforce the usage of the passive voice. Verify if students grasp and correctly use “hold+活动”,“clean up+地点”, “make sure+从句” by checking their practice sentences and explan-ations. Confirm if students reinforce the usage of the passive voice by analysing accuracy in word-form filling, sentence completion, and translation tasks, plus error-analysis ability.
Purpose 1.To explain and have students practise specific phrases(“hold+活动” etc.), helping them master these language chunks for daily and academic use. 2.To have students reinforce the usage of the passive voice through varied exercises, check answers, and analyse errors, solidifying their grammar knowledge.
Homework Basic homework: Rewrite active voice sentences about jobs in passive voice ones. Practical homework: Interview a family member by using “What gives you a sense of achievement at work ”. Record his or her answer. Extended homework: Research an “Invisible Heroes” job (e.g., a sewer worker) and present 3 ways in which it makes communities shine.
Teaching Reflection　



Part Four　Developing ideas—Listening and speaking
Study of the Text　
What: The text is centred on “Career talks”, covering content like understanding how people worldwide celebrate International Workers’ Day, listening to the preview of a radio to choose a show about jobs, completing the webpage and diagram tasks related to an interview with Yan Jing (who tried 20 different jobs), and doing pair-work interviews. It uses pictures, listening tasks, and interactive exercises to explore jobs, career experiences, and learning strategies.
How: The text adopts a rich and varied approach, combining visual elements(pictures of celebrations and radio-related images), listening tasks(a preview and an interview), and written exercises (webpage and diagram completion and pair work). It structures content to guide step-by-step exploration: starting with cultural celebration of work (International Workers’ Day), then moving to radio-based job-themed listening, followed by detailed interview-content tasks, and ending with practical pair-work. Language is instructional and task-driven, suitable for language learning, with clear prompts for listening, writing and speaking practice.
Why: The text intends to help students learn about diverse careers and work-related cultures (e.g., International Workers’ Day celebrations). By involving listening, writing and speaking tasks, it aims to develop students’ language skills(listening comprehension, note-taking and oral communication) in a career-focused context. It also promotes understanding of career exploration processes (trying different jobs and learning from experiences) and effective learning strategies (asking open questions), fostering career awareness and language proficiency simultaneously.
Learning Objectives　
By the end of this lesson, we will be able to:
1.observe and describe global work celebrations, linking them to labour and careers.
2.analyse the preview of a radio to select next week’s show and integrate phonetic knowledge.
3.grasp the key information, understand rhetorical questions, identify interview question types, and share job-finding insights.
4.pair up to conduct interviews and role-play with job-related information.
5.learn the key language points and structures of the text and apply them in context.
Teaching Process　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To observe and describe global work celebrations, linking them to labour and careers. Step 1: Lead-in Show visuals of global work celebrations, guide students to describe customs, ask about their observations, and link them to the theme of labour and careers. Check if students can　 describe work-celebration customs and link them to labour and career themes by　 discussing their observations.
Purpose To arouse students’ interest in labour and career themes by guiding them to observe and describe global work celebrations, laying a foundation for subsequent learning.
2.To analyse the preview of a radio to select next week’s show and integrate phonetic knowledge. Step 2: Pre-listening Have students listen to the preview of a radio, analyse the content to choose next week’s show, and learn by combining it with the phonetic knowledge on the right. Evaluate students’ ability to analyse the content of the preview and connect it to phonetics via their show-choosing and phonetic-practice performance.
Purpose To prepare students for listening comprehension by having them analyse the content of the preview, practise phonetics, and clarify the focus of the upcoming listening material.
3.To grasp the key information, under-stand rhetorical questions, identify interview question types, and share job-finding insights. Step 3: While-listening 1.Ask students to listen again, guide them to catch the key information to complete the webpage, and explain how rhetorical questions help grasp main ideas. 2.Have students listen to the interview, guide them to complete the diagram with key details, and teach them to identify open questions and follow-up questions. 3.Instruct students to share what they have learnt about finding dream jobs, guide them to organise thoughts, using examples from the section. Determine if students grasp the key infor-mation, understand rhetorical questions, and identify interview question types by checking their webpage and diagram filling and sharing.
Purpose To help students master listening skills(grasping key information, understanding rhetorical questions and identifying question types) and consolidate knowledge about career exploration through filling in materials and sharing insights.
4.To pair up to conduct interviews and role-play with job-related infor-mation. Step 4: Post-listening Have students pair up, utilise the provided job-related information and expressions, and guide them to carry out interviews and role-play conversations. Verify if students can use job-related infor-mation and expressions in interviews and role-plays by observing their pair-work conver-sations.
Purpose To improve students’ oral communication skills in career-related context by guiding them to use job-related information and expressions in interviews and role-plays.
5.To learn the key language points and structures of the text and apply them in context. Step 5: Language Points Learn and practise the language points, such as “take the day off”, “encourage sb to do sth” and “introduction”. Step 6: Exercise Finish the pronunciation, vocabulary, and translation exercises, then guide students to check answers and analyse language points. Check if students master and can apply the language points by reviewing their practice results. Confirm if students reinforce pronunciation, vocabulary, and trans-lation skills by analysing their exercise accuracy and error-handling.
Purpose 1.To help students master and apply specific language points in practical use by learning and practising them. 2.To reinforce students’ pronunciation, vocabulary, and translation skills by having them complete exercises and analyse language points.
Homework Basic homework: Listen and repeat the job-related expressions and sentences. Practical homework: Try to introduce a job hire experience. Extended homework: Create a simple “Career Day” poster about your dream job (draw or use magazine cut-outs).
Teaching Reflection



Part Two　Understanding ideas—Reading
Study of the Text
What: The text centres on the job experience of a window cleaner. It includes Robert’s speech about his 30-year career as a “spiderman” (window cleaner), describing his memories like the first summer on the job, interactions with kind people (such as the woman with the watermelon and the mother with the newborn baby), and his feelings towards the job. There are also tasks like answering questions about the job’s joys, challenges, and enjoyable factors, choosing the best summary of the speech, and completing a post with words and expressions from the speech.
How: The text uses a narrative-and-task-based approach. Robert’s speech is a first-person narrative, sharing personal experiences and emotions, which makes it relatable. The tasks(answering questions, choosing the best summary and completing the post) are designed to guide students to understand the content deeply. It combines descriptive language(e.g., “juicy watermelon”, “a sense of achievement”) and reflective questions to engage students. The structure has a clear flow from the narrative to comprehension and application tasks.
Why: The text intends to let students understand the realities of a window cleaner’s job, including both joys and challenges. By presenting Robert’s positive attitude and the meaningful interactions in his career, it aims to foster respect for ordinary jobs and highlight the value of finding achievement and warmth in work. It also helps students practise reading comprehension skills through various tasks, guiding them to analyse and reflect on the text content.
Learning Objectives　
By the end of this lesson, we will be able to:
1.grasp basic facts about window cleaning and use provided vocabulary to describe job-related information from pictures.
2.analyse speech content for summary-picking, discuss job-themed ideas logically, extract details from paragraphs, and use speech-based words accurately in writing.
3.recognise different labour values, explain how work contributes to society, and relate individual jobs to big-picture societal goals after watching the video.
4.grasp the key language points and use them in context correctly.
Teaching Process　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp basic facts about window cleaning and use provided vocabulary to describe job-related information from pictures. Step 1: Pre-reading Show the pictures of a window cleaner, present questions about the job, and guide students to answer the questions by using given words to help them understand the job’s features. Check if students understand the features of a window cleaner by　 observing their answers to picture-related questions.
Purpose To help students build background knowledge about window cleaning job, activate vocabulary, and form initial understanding of the job’s characteristics through picture-guided Q & A.
2.To analyse speech content for summary-picking, discuss job-themed ideas logically, extract details from paragraphs, and use speech-based words accurately in writing. Step 2: While-reading 1.Let’s choose Present the summary options of the speech, guide students to analyse each choice, and help them pick the best one based on the speech content. 2.Think and share Present the questions about the “spiderman” job, guide students to discuss joys, challenges and text meanings, and help them express ideas clearly. 3.Read and answer Guide students to read each paragraph one by one, present corresponding questions, and help them extract key information to answer, enhancing their reading comprehension skills. 4.Let’s complete Provide the post, guide students to choose and use correct word forms from the speech to complete it, practising vocabulary application. Evaluate students’ speech comprehension, text discussion, para-graph analysis and vocabulary application through their task performances.
Purpose To develop students’ skills of speech summary selection, text-based discussion, paragraph-level comprehension, and vocabulary application in context through reading tasks.
3.To recognise different labour values, explain how work contributes to society, and relate individual jobs to big-picture societal goals after watching the video. Step 3: Post-reading Play the “Invisible Heroes” video, guide students to reflect on the value of labour shown, and discuss how work supports societal dreams. Determine if students reflect on labour value and societal work con-nections by listening to their video-related discussions.
Purpose To inspire students to reflect on labour values, understand the social significance of work, and connect personal jobs to societal development via video-led discussion.
4.To grasp the key language points and use them in context correctly. Step 4: Language Points Learn language points such as “a sense of achievement”, “bit by bit” and “up high in the air”. Practise using these language points in context through example sentences. Step 5: Exercise Finish the vocabulary-form filling, translation tasks, check answers, and analyse errors to reinforce language point usage. Verify if students grasp and use language points correctly by checking their example sentence practices. Confirm if students reinforce language point usage by analysing their accuracy in vo-cabulary and translation tasks.
Purpose 1.To enable students to master key phrases, understand their structural usage, and apply them correctly in sentences through example-based learning. 2.To reinforce students’ retention of language points, improve accuracy in vocabulary form and translation, and enhance error-analysis skills through practice and feedback.
Homework Basic homework: Write sentences using the phrases “a sense of achievement”, “bit by bit” and “up high in the air” from the text. Practical homework: Interview a family member about his or her job by using the question “What gives you a sense of achievement at work ”. Extended homework: Research another “ordinary but important” job (e.g., a garbage collector) and present 3 ways in which it helps society.
Teaching Reflection



Part Six　Presenting ideas & Reflection
Study of the Text　
What: The text is centred on “Presenting ideas about jobs”, including steps like working in groups to researching interesting jobs, deciding on a job to describe considering aspects like key responsibilities, challenges, benefits, and the job’s future, then organising ideas to write a report with provided language tips and expressions from the unit.
How: The text adopts a step-by-step, task-driven approach. It uses clear instructions and an outline(introduction, body and conclusion with specific content prompts) to guide students. The language is instructional and practical, with tips for writing a report, suitable for helping students systematically complete a job-related report and presentation, and facilitating classroom cooperation and communication.
Why: The author intends to help students master job-related vocabulary and expressions in the unit, learn to use the passive voice in the simple present and the simple future tenses to discuss jobs and understand the meaning of work in life. By organising group work, report writing and presentations, it aims to develop students’ research, writing, communication skills and career awareness, and convey the value of work and the importance of being prepared for future career development.
Learning Objectives　
By the end of this lesson, we will be able to:
1.search for information about jobs in groups, discuss key elements, analyse and present job features, organise ideas with a report outline, and write structured reports using the unit language.
2.write a complete job report with the provided outline and expressions, then practise presenting and conducting peer evaluation.
3.reflect on unit content, analyse the “meaning of work” structure and self-assess mastery of job-related language and concepts.
4.learn new words and phrases, and use them in context correctly.
Teaching Process　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To search for infor-mation about jobs in groups, discuss key elements, analyse and present job features, organise ideas with a report outline, and write structured reports using the unit language. Step 1: Lead-in Prompt students to analyse the shown jobs, guide them to discuss which job AI can never replace and explain the reasons, focusing on job characteristics and limitations of AI. Step 2: Presentation 1.Instruct students to work in groups, search for information about interesting jobs, discuss elements like key responsibilities, challenges, benefits and the future of the jobs, then use the “Let’s guess” activity to analyse and present job features, focusing on collaborative research and critical thinking. Check if students can analyse jobs and explain AI-irreplaceable reasons by discussing their ideas.
2.Guide students to organise ideas using the report outline (introduction, body and conclusion), help them apply unit-related language tips and expressions, and support writing a structured job report. Evaluate students’ group-work, research, and report-writing skills by reviewing their job-feature analysis and structured reports.　
Purpose 1.To activate students’ thinking about job characteristics and limitations of AI, and spark discussions on AI-irreplaceable jobs. 2.To develop students’ collaborative research and critical-thinking skills through group work, job-detail research, and the “Let’s guess” activity. 3.To help students organise ideas and apply the unit language to write structured job reports.
2.To write a complete job report with the provided outline and expressions,then practise presenting and conducting peer evaluation. Step 3: Practice Write a report about a job Guide students to use the provided outline and useful expressions to structure a job report, covering introduction, body(duties, benefits and challenges) and conclusion, then practise presenting and peer-evaluating. Assess if students can write a complete job report, present, peer-evaluate effectively by checking their work process.
Purpose To reinforce students’ ability to write structured job reports using outlines and expressions, and improve presentation and peer-evaluation skills.
3.To reflect on unit content, analyse the “meaning of work” structure and self-assess mastery of job-related language and concepts. Step 4: Reflection Guide students to reflect on the unit, analyse the “meaning of work” structure, and use self-assessment to check their mastery of job-related language and concepts. Determine students’ understanding of the meaning of work and self-assessment ability by analysing their reflections.
Purpose To guide students to summarise the unit learning, understand the “meaning of work” structure, and self-assess mastery of job-related language and concepts.
4.To learn new words and phrases, and use them in context correctly. Step 5: Language Points Teach phrases such as “report on”, “spend time (in) v.-ing” and “take effort to do”. Step 6: Exercise Complete Chinese-English translation, sentence-filling, and English-Chinese translation tasks, then analyse language points and usage in these exercises. Check students’ mastery of phrases like “report on” by having them create dialogues where these phrases fit naturally. Evaluate students’ ability to identify and　 correct hidden language-use errors in their translation and sentence-filling tasks.
Purpose 1.To help students distinguish usage scenarios of phrases like “report on” “spend time (in) v.-ing” in job-description contexts, and flexibly use them in different tenses and sentence structures. 2.To train students to identify connections of language points in translation and sentence-filling tasks, use error-analysis to deepen the understanding of phrase collocations, and improve cross-language conversion accuracy.
Homework Basic homework: Review and copy the key words and phrases about jobs in this unit. Practical homework: Do role-play with your partner and have a Q&A about what jobs you want to do in the future. Extended homework: Write a 5-sentence prediction about how technology will change jobs in your community.
Teaching Reflection　



Unit 1　Career talks
教材导学　
课标落实
导入一:“职业情景猜谜”互动导入
　　在教室屏幕上依次展示精心设计的职业情景描述,例如“TA 每天穿着白大褂,手持听诊器,耐心询问人们的身体状况,帮助人们恢复健康”(提示职业:医生)、“TA 站在三尺讲台,用粉笔书写知识,带领学生探索世界,解答各种疑问”(提示职业:教师)、“TA 在实验室里穿着实验服,操作精密仪器,通过反复试验寻找科学答案”(提示职业:科学家)。每个情景展示后预留 30 秒让学生独立思考,随后举手抢答。每当学生猜对职业,进一步引导提问,如“你是通过哪些关键信息判断出这个职业的 ”“除了这些特征,这个职业还有哪些工作内容 ”若出现答案分歧则组织 3—4 人小组讨论,让学生分享判断依据、共同梳理不同职业的核心特点。在完成3—4个职业情景猜谜后,通过总结引入本单元“职业探索(Career Exploration)”的主题,开启对职业世界的探索和学习。
导入二:“我的理想职业”分享
　　课前布置任务,让学生思考并简单描述自己的理想职业,以及向往该职业的原因。课堂上,请学生上台分享“我的理想职业”,讲述想从事的工作及背后的故事。分享结束后,引导其他同学提问交流,借对理想职业的探讨,自然地引入本单元与职业相关的学习内容。
导入三:“职业词汇联想”游戏
　　给出关键词“career”,让学生在规定时间内写出相关英文词汇,例如“teacher”“doctor”“engineer”“farmer”等。之后请学生分享,解释联想到这些职业的原因。通过词汇拓展、讨论,引入本单元的主题,开启职业探索之旅。
导入四:“职业的重要性”头脑风暴
　　在黑板上写下“Why Jobs Are Important in Our Lives”话题,让学生限时写出职业在生活中重要的原因,如“provide income”“realise self-worth”“contribute to society”等。邀请学生分享想法并讨论总结,以此引入本单元职业探索相关的学习活动,帮学生明晰学习方向。
导入五:“我的职业树”绘制
　　给学生每人发一张白纸,让学生绘制“职业树”。树干代表自己,树枝延伸出已知职业类型(如服务类、技术类、艺术类等),在树枝标注职业名称及简单工作内容。绘制完后,学生向同桌介绍自己的“职业树”,全班交流职业多样性,进而引入职业探索的主题。
活动设计
活动一: Introduction to the Theme——职业认知启航之旅
目标:
1.学生能用英语描述图片中的不同职业,熟悉职业相关词汇,锻炼口语表达。
2.初步感知职业多样性,思考不同职业的特点。
3.激发对职业探索的兴趣,开启本单元对职业的学习。
实施步骤:
Step 1　在黑板上写下“police officer(警察)”“dentist(牙医)”“worker(工人)”“singer(歌手)”等职业词汇并释义,结合图片简单介绍对应的工作场景。
Step 2　学生独自观察单元首页插图和“Starting out”版块中的人物图,用英语记录描述这些职业人物的词汇,如“helpful(乐于助人的,形容警察)”“careful(细心的,形容牙医)”等。
Step 3　学生自愿上台,用英语描述图片中人物的职业,分享对该职业的初步印象,其他同学倾听、提问,教师适时引导补充,营造对职业探索的氛围。
活动二: Group Discussion——职业价值研讨会
目标:
1.探讨不同职业对社会运转的作用,理解工作价值。
2.促进学生思想交流,培养团队协作与辩证思维能力。
3.深化对“职业如何让世界运转”的认知,构建对职业与社会关联的理解。
实施步骤:
Step 1　呈现“What other jobs do you know (你还知道哪些职业 )”“How do jobs keep our world running (职业如何让世界运转 )”等问题,将学生分组,各组围绕问题并结合生活经验讨论。
Step 2　小组内成员分享想法,如“Teachers teach students knowledge to help society develop.(教师传授知识助力社会发展。)”,共同梳理不同职业对社会的贡献,推选代表记录。
Step 3　各小组代表汇报讨论成果,其他小组补充不同职业案例,如“farmers grow food to support people’s lives.(农民种植粮食维持人们生活。)”,教师总结点评,强化职业对社会重要性的认知。
活动三: Role-play——职业情景再现
目标:
1.让学生沉浸式体验不同职业的日常工作内容,加深对不同职业的理解。
2.提升英语在职业场景中的运用与应变能力,熟练职业的相关表达。
3.强化对不同职业工作内容、职责的感知,将知识转化为实践体验。
实施步骤:
Step 1　教师准备情景卡片,如“你是交警(police officer),在路口指挥交通,引导行人安全过马路,用英语交流提醒。”“你是牙医(dentist),接待来看牙的患者,询问症状,沟通治疗建议,全程英语对话。”等。
Step 2　学生抽取卡片,组内分配角色(如交警与行人、牙医与患者),简单准备对话内容,尝试融入相关常用英语表达,如交警说“Please follow the traffic rules.(请遵守交通规则。)”,牙医说“Open your mouth and let me check your teeth.(张开嘴,让我检查你的牙齿。)”。
Step 3　学生进行角色扮演,用英语模拟工作场景。表演后,其他同学点评优点(如“对话很贴合牙医工作,英语表达自然”)与不足(如“交警指挥交通的指令可以更丰富”),教师指导鼓励,提升学生对职业场景中的英语运用和对职业的理解。
语法探究
　　Grammar Focus——掌握被动语态(Passive Voice)的用法
【观察】
The farmer plants flowers in early spring. 农民在早春种花。
We usually clean up our office. 我们通常打扫办公室。
Flowers are planted by the farmer in early spring. 花在早春被农民种下。
Our office is usually cleaned up by us. 我们的办公室通常被我们打扫。
【探究】
用法 主动语态(Active Voice) 被动语态(Passive Voice)
意义 强调动作的执行者(谁做了动作) 强调动作的承受者(动作作用于谁)
结构 主语(执行者)+谓语(主动动词)+宾语(承受者) 主语(承受者)+be 动词+动词过去分词[+by+宾语(执行者)]
例句 1.The school always holds parties. 学校总是举行派对。 2.The company will hold a job interview. 公司将举行一场工作面试。 1.Parties are always held by the school.派对总是由学校举行。 2.A job interview will be held by the company. 一场工作面试将被公司举行。
【总结】
1.主动语态聚焦“谁做动作”,结构是“执行者+主动动词+承受者”。
2.被动语态聚焦“动作作用于谁”,结构是“承受者+be动词+动词过去分词(+by+执行者)”。
3.当不需要强调执行者、想突出承受者,或执行者不明时,常用被动语态。
听说训练——职业探索与交流　
　　目标:
1.通过一系列听力任务,提升学生抓取与职业相关的信息(如工作经历、感悟等)的能力,强化听力理解水平。
2.依托采访、对话模拟等活动,为学生搭建口语表达平台,助力加深对职业的认知,提升口语表达的逻辑性与流利度。
实施步骤:
Step 1　预习活动:提供与职业话题相关的文字素材,如“People around the world celebrate International Workers’ Day in different ways. Some jobs are full of challenges and joys, and different people have unique career stories.”,让学生提前熟悉职业、节日等背景词汇,为听力做知识铺垫,降低理解难度。
Step 2　听力训练:
①第一遍听力:要求学生聆听广播预录内容,从选项(a. An introduction to 20 different jobs for college students;b. An interview with a young man who tried 20 jobs;c. A look at how people around the world celebrate International Workers’ Day)中选下周节目的主旨,训练快速掌握听力核心,培养整体理解能力。
②第二遍听力:再次聆听,完成细致任务,如在“Exploring Our World”网页填空(人物介绍、经历、分享内容等)、梳理 Yan Jing对职业的相关想法(老师鼓励、工作意义等)。聚焦细节信息,加深内容理解,提升对职业话题词汇、表达的敏感度。
③讨论与反思:围绕听力里的内容进行交流,比如探讨 Yan Jing 尝试 20 份工作的经历、不同职业的挑战与收获,以及国际工人节多样的庆祝方式等,引导学生思考职业价值与意义。
④模拟汇报:结合从听力中获取的与职业相关的知识,学生分组梳理“职业探索收获”,如“We learnt that each job has its meaning, and trying different jobs can bring unique experiences.”,进行汇报分享,锻炼信息整合与口语输出能力。

展开更多......

收起↑