After the class, students will be able to: 【学习理解】 1.identify and name different types of jobsand describe their daily tasks in society. 【应用实践】 2.use learned expressions to describe the joys and challenges of a job and talk about their dream jobs with reasons. 【迁移创新】 3.share their dream jobs and explain the reasons from interests, strengths. 4.reflect on how jobs change over time due to technology and social needs, and share ideas on possible future job trends. 以上目标依据《学科课程标准》第页 第行 |
【语言能力】 学生具备主题相关的知识，能理解和表达简单的职业名称。对更加细分的职业专业词汇不熟悉，使用英语解释“职业价值”“社会贡献”等抽象概念时，表达可能受限。 【文化意识】 学生对常见职业有基本认知，但对某些职业（如地铁工程师、清洁工等）的具体工作内容与社会价值理解较浅。受社会、家庭观念影响，他们可能对某些职业存在刻板印象或价值高低判断。教师可通过展示多元职业图片，引导学生理解“职业无贵贱，社会运转靠协作”。同时，帮助学生初步建立职业平等观和劳动尊重意识，为树立正确的职业价值观打下基础。 【思维品质】 能理解具体职业，但对“职业与社会的关系”“理想职业的选择依据”等抽象问题需要引导。 开始具备初步的批判性思维，愿意表达个人观点，但逻辑性和深度有限。教师应及时提供帮助并在学生表达前搭建脚手架，引导学生积极输出。 【学习能力】 学生对多模态教学（如图片、视频）兴趣高，注意力易被视觉化内容吸引。能完成教师布置的明确任务，但自主搜集信息、整合资料的能力仍在发展。 |
What 本节课两个语篇属于“人与社会”主题范畴下的“职业与工作”，涉及不同职业类型、职业的社会价值、个人职业理想等子话题。 语篇一、二都属于多模态语篇。语篇1（教学启动）：通过图片展示警察、牙医、工人、歌手等职业，激活学生对职业的已有认知。语篇2（“Who keeps our world running?”）：通过地铁工程师、清洁工、外卖员、护士等职业的图片，引导学生思考各类职业对社会运转的贡献。 Why 作者希望通过多模态语篇唤醒学生对职业的已有认知，引导学生从“认识职业”到“思考职业价值”，再到“构想个人职业理想”，从而开始本单元的学习。 How 本节课通过看图说话、配对、选择、小组讨论等学习活动激活学生主题相关的背景知识，同时引发思考。教师以子话题为线索，将学生从“认知职业”引导至“思考职业价值”与“构建职业理想”，并为后续单元学习奠定了语言、思维与情感基础。 |
学习活动 课前欣赏视频，激活职业相关的词汇。 Guessing game 学生通过晾衣绳上的衣物猜测职业： farmer，chef，artist，carpenter，firefighter，astronaut 全班讨论对以上职业的认知，自由作答。如：A chef cooks for us. / An artist creates beautiful paintings... 学生理解什么事community helper，了解工作的价值。 学生头脑风暴，自由作答。 学生回答He / She is a/an police officer, dentist, worker, singer. 学生大声朗读单词，并识记。 【学习任务一】写出图片中对应职业的单词，并连线他们的职业任务。 a - A police officer - 2. keeps people safe. b - A dentist - 3. treats people's teeth. c - A worker - 1. does a particular type of job d - A singer - 4. sings as a career. 全班根据模版进行对话。 学生能根据英文释义，说出：职业等相关词汇。 | 教学活动 0 课前播放视频。 1 教师呈现相关图片，导入场景：Look at the clotheslines and see every clue! Who uses these things for the jobs that they do? 
帮助学生通过猜谜激活职业相关的单词，引入话题。 根据学情，教师可追问：What does a farmer / chef / ... / do? 建议使用支架问题，如：What does an artist do with brushes? 用游戏的形式帮助学生激活对不同类型职业的已有认知。 最后教师提问：Do you think these jobs are important? 总结：They are all community helper. They keep our world running. 引出community helper，为活动2的Who keeps our world running话题做铺垫。 2 提问：What other jobs do you know? What do they do? 教师呈现活动1中的图片，请学生大声说出词汇，带读dentist等难词、生词。 呈现对应职业的任务，请学生完成连线（【学习任务一】）。 核对答案。把全班分为两组进行问答对话，如： - What is the man's job? / What does the man do? / What is the man? - He is a police officer. A police officer keeps people safe. 3 请学生关注d中的单词career，展示career的含义：a job you do for a long period of your life。提问：What's career in Chinese? 请学生回答。 板书Career talks，引出单元话题：jobs。 |
学习活动 学生回顾语篇When duty shines内容，回答：Leng Wenying；She is a(n) (emergency) doctor / medical worker. 【学习任务二】两人一组，讨论Leng Wenying工作的优缺点。 
Write down the words you would like to use to describe Leng's job: __________ 学生根据模版分享讨论结果。 学生自由回答，不做评价。 | 教学活动 教师呈现Leng Wenying (7A阅读语篇人物) 图片，提问：Do you remember her? What is her job? 提问： What do you think her job? What are the good / bad parts of the job? 呈现思维导图，让学生两人一组讨论good / bad parts。 邀请学生分享答案：There are many good parts. For example, ... But it is... because... It's a ... job. 教师总结：Every job has it's joys and challenges. You just need to find a job right for you. 追问：What do you want to be in the future? Why? |
学习活动 【学习任务三】选择Amy等人喜欢的理想职业的原因。 1.Amy: I want to be a doctor. 2.Jack: I want to be a firefighter. 3.Tony: I want to be a police man. 4.Betty: I want to be a painter. 5.Da Ming: I want to be a pilot. A.I want to catch the bad guys and keep people safe. B.I want to help people who are sick. C.I love making beautiful art and I am good at painting. D.I want to fly airplanes and see the world from above. E.I want to help people when there's a fire. 【学习任务四】小组讨论，分享自己的理想职业。 | 教学活动 教师呈现Amy等人的理想职业，请学生选择正确的原因。 核对答案，请学生大声朗读/跟读句子。 教师引导学生关注每个人选择理想职业的原因，并概括我们可以从哪几个方面出发去寻找自己的理想职业。用不同颜色高亮对应的内容，最后总结：interest / passion；advantages / strength；values。 请学生小组讨论，使用模版，说一说自己的理想职业：Hi, I am... If I could be anything. I want to be a(n)... I want to / I love / I am good at... 教师巡视教室，及时为学生提供帮助。 邀请学生分享自己的理想职业。 |
学习活动 【学习任务五】请学生观看视频，完成下列单词和句子。 The video mentioned ____ jobs: lA subway track engine__ lA street sweep__ lA food delivery driv__ lA nurse They ______ ______ from morning till night. Their _____ ______ helps keep our lives ____ and ______. 【学习任务六】思考后在纸上写下你的答案。 Some jobs might disappear. For example, there might be no need for... because... In the future, we might need... because... | 教学活动 教师呈现几张图片，使用支架问题：（What is it?）Who keeps the subway running everyday? Who keeps our city clean everyday? Who deliver food to our home at anytime? Who takes care of the patients health everyday? 教师播放音频，提问：Whatjobs are mentioned in the video? How do they keep our world running? 请学生根据听力完成单词和句子。 播放视频，核对答案。教师引导学生注意后缀-er，总结：加在动词后，常常表示从事某种职业的人。 追问：These jobs are all important. What other things do you know about them? 提供相关事实和图片：The first subway was built in 1863 in London. Some cities like beijing, Shanghai and Shenzhen are using large, slow-moving autonomous sweepers to sweep the streets. 追问：Did we have subway track engineers before? Will the street sweepers disappear in the future? 总结：Jobs change over time because technology and society change and people have new need. 提问：What job do you think will disappear in the future? What new job will we do? Why? 请学生思考并分享答案。 教师最后提出导读问题：What are you going to learn in this unit? 请学生带着问题通读这段文字（无须回答其中的问题），引导他们梳理三个子话题：joys and challenges of a job, finding one's dream job, changes of jobs over time。 布置本单元的任务（板书）：Write a report about a job. 并提醒学生注意收集能够用于报告的词汇和信息。 |
