（1）英语课程内容由主题、语篇、语言知识、文化知识、语言技能和学习策略等要素构成。围绕这些要素，通过学习理解、应用实践、迁移创新等活动，推动学生核心素养在义务教育全程中持续发展。

课程内容的六个要素是一个相互关联的有机整体，共同构成核心素养发展的内容基础。其中，主题具有联结和统领其他内容要素的作用，为语言学习和课程育人提供语境范畴；语篇承载表达主题的语言知识和文化知识，为学生提供多样化的文体素材；语言知识为语篇的构成和意义的表达提供语言要素；文化知识为学生奠定人文底蕴、培养科学精神、形成良好品格和正确价值观提供内容资源；语言技能为学生获取信息、建构知识、表达思想、交流情感提供途径；学习策略为学生提高学习效率、提升学习效果提供具体方式方法。

（2）【中文版】教学目标

①语言能力目标：学生能够理解新单词“teacher,writer,doctor,worker”的含义和用法，并掌握新句型“—What does your father/mother do?—My father/mother is...”。

通过课堂活动，学生能够提高综合语言运用能力，并能准确运用新单词和新句型就新话题“父母的职业”进行简单交流。

②文化意识目标：学生能形成正确的职业观和积极的情感态度，提升社会责任感。

③思维品质目标：学生可以运用英语进行独立和创造性的思考。

④学习能力目标：学生乐于参与课堂活动，并能够与其他小组成员合作，提高团队协作意识。

【英文版】Teaching aims

①Language competence:Students can understand the meaning and usage of the new words“teacher,writer,doctor,worker”,and master the new sentence patterns“—What does your father/mother do?—My father/mother is...”.

Students can improve integrated language skills through classroom activities,and discuss the new topic of parents’jobs using the new words and sentence patterns exactly.

②Cultural awareness:Students can develop correct career values and positive emotional attitudes,and enhance their sense of social responsibility.

③Thinking quality:Students can use English to think independently and creatively.

④Learning ability:Students are willing to participate in the classroom activities and are able to cooperate with other group members to improve their teamwork awareness.

（3）【中文版】教学过程及理由

环节一：热身及导入

课堂一开始，师生互相问好后，教师会带领全班学生共同演唱What do you want to be?这首英文歌曲，活跃课堂气氛。接下来，教师会向学生展示关于不同职业的图片，提出问题：What do you want to be?Do you know your parents’jobs?并邀请学生分享他们的答案，教师给予相应的反馈，顺势引出本节课的核心话题。

【设计理由】图片的内容形象、生动，能够快速把学生的注意力吸引到教学活动中来，也可以自然而然地引出本节课的核心话题。

环节二：听前

预测。

请学生根据课文中的图片对文本内容进行预测，教师提问：Who are they?Where are they?What are they doing?

【设计理由】通过对文本内容的预测，为接下来的听力环节做铺垫并发散学生的思维。环节三：听中

①泛听。

a.学生初听课文，验证预测，并概括文章大意。

B.教师利用图片和视频，结合语篇上下文，呈现单词“teacher,writer,doctor,worker”的含义、发音和拼写。

②精听。

请学生再仔细听一遍课文，理解语篇细节，完成判断对错的任务。

Q1：Mike’s father is a teacher.He teaches English.（ ）

Q2：Mike’s mother is an English teacher.（ ）

Q3：Su Hai’s father is a factory worker.He makes sweets.（ ）

③跟读。

a.请学生跟随录音进行朗读，注意正确的语音、语调等。

b.学生在教师的引导下，归纳出对话的核心句型：“—What does your father/mother do?—My father/mother is...”，并进行结对练习。

【设计理由】帮助学生在语境中学习新词汇和核心句型。学生能够进一步理解对话内容，内化语言，为语言输出奠定基础。

环节四：听后

①角色扮演。

学生基于对话内容进行角色扮演。

②小组讨论。

学生四人一组，用所学的新知识围绕话题“What do your parents do?”进行讨论。讨论结束后，每小组选一名学生代表进行汇报，教师给予评价。

【设计理由】通过上述活动，学生可以在迁移语境中，创造性地运用所学语言就话题“父母的职业”展开交流。学生从课本走向现实生活，发展语用能力，形成正确的职业观，同时通过小组活动加强合作意识。

环节五：小结作业

①总结。

邀请一名学生担任“小老师”，总结今天所学的内容。

②家庭作业。

听音频并朗读教材中的新单词，并和朋友讨论父母的职业。

【设计理由】帮助学生养成良好的学习习惯并加深学生对所学新知识的印象，有助于学生将所学知识应用于实际生活中。

【英文版】Teaching procedures

Step 1:Warm-up and lead-in

At the beginning of the class,the whole class will sing a song named What do you want to be?to activate the classroom atmosphere.And then the teacher will show some pictures of different kinds of jobs and ask questions:What do you want to be?Do you know your parents’jobs?Some volunteers will be invited to share their answers.After that,the teacher will give corresponding comments on students’answers and show the topic of this lesson.

【Justification】The picture is vivid and interesting,which can arouse students’interest in the teaching activity.Meanwhile,it can also introduce the topic today naturally.

Step 2:Pre-listening

Prediction.

Let students predict the content of the conversation according to the pictures.The teacher asks some questions:Who are they?Where are they?What are they doing?

【Justification】Through predicting the content of the text,students can prepare for the next part of the listening and foster their divergent thinking.

Step 3:While-listening

①Extensive listening.

a.Students need to listen to the text for the first time to check their predictions and conclude the main idea.

b.With the help of some pictures,videos and the context of the discourse,the teacher will present the meaning,pronunciation and spelling of the new words“teacher,writer,doctor worker”.

②Intensive listening.

Ask students to listen to the conversation carefully and do the following task:True or False.

Q1:Mike’s father is a teacher.He teaches English.（ ）

Q2:Mike’s mother is an English teacher.（ ）

Q3:Su Hai’s father is a factory worker.He makes sweets.（ ）

③Repetition.

a.Ask students to read after the tape and pay attention to the pronunciation and intonation.

b.Under the guidance of the teacher,students can summarize the key sentence patterns“—What does your father/mother do?—My father/mother is...”.Then they can work in pairs to practice the dialogue.

【Justification】These activities help students learn new vocabulary and key sentence patterns in the context.Students can further understand the dialogue,internalize the language,and lay the foundation for linguistic output.

Step 4:Post-listening

①Role-play.

Students will have a role-play using the conversation as a script.

②Group discussion.

Students need to work in groups of four to discuss the question“What do your parents do?”by using the new knowledge.Several minutes will be given.When time’s up,some students will be invited to share their results.Then the teacher will comment on students’performance.

【Justification】Through these activities,students can creatively apply the language they have learned in the context and discuss the topic of parents’jobs.Meanwhile,they can develop their pragmatic ability and correct career values.Their teamwork awareness can also be enhanced through group activities.

Step 5:Summary and homework

①Summary.

One student will act as an assistant teacher to conclude what they have learned today.

②Homework.

First,listen to the audio and read the new words in the textbook.Second,talk about

parents’jobs with friends.

【Justification】Students can develop good study habits and deepen their impression of what they have learned.At the same time,it helps students apply what they have learned in real life.