四年级“Jobs”（创编文本）融合教学设计

文 |夏雨婵

教学过程

Step 1. Pre-reading（略）

Step 2. While-reading

1.Let’s listen

T: Today I bring you guys a new friend——Nancy, she is introducing her family’s jobs to us. Let’s listen first and answer how Nancy’s family is.

Ss: She has a big family.

T: Yes, it’s a big family. So who are they?

S1: Nancy’s grandparents,parents, uncle, aunt, cousin and Nancy.

2.Let’s scan

T: Now we know Nancy’s family members, this time let’s get to know their jobs. Scan your texts, then match the people and the jobs. You need to use“My...is a...”to answer this question.（教师提示学生以Nancy 口吻来回答问题。见图1）

图1

S1:My father is a firefighter.

S2:My mother is a doctor.

...

设计意图：听的环节让学生在初学文本时能获得整体感知，教师提出一个统领全篇的问题“How is Nancy’s family?”紧接着追问“And who are they?”，在了解了家庭结构的基础上进一步学习职业类单词。接下来要求学生略读文本，对家庭成员和职业一一对应，并引导学生用句型“My...is a...”来回答。通过两个任务帮助学生初步感知文本。

3.Let’s fill

T: Wonderful! You all did a good job！Now I want to know each job, what can they do? This time let’s get more details about this passage. Read silently and underline the key sentences, then fill the blanks on your task sheets.（见图2）

图2

（1）Firefighter

S1: Nancy’s father can save people from fires.

T:（呈现消防员救火时和累倒在地的照片）Have you ever seen a firefighter? Look at them! What do you think of them?

S2: They are tired.

S3: They are great.

T: Yes！It’s a tough job,and the firefighters are very selfless! So what can we say to them?

S4: Thank you, firefighters.

T: Wow！You are so sweet. I bet the firefighters would be very happy to hear your words. OK,what can Nancy’s uncle do?

（2）Pilot（见图3）

图3

S1: Nancy’s uncle can fly a plane.

T: Oh, do you think it’s easy or difficult to be a pilot?

S2: Difficult.

T: Yes. It takes great effort to be a pilot. You need not only a smart brain, but also a strong body. I have a little test here,let’s check if you are potential to be a pilot.

（做游戏：快速大声说出飞机上出现的数字）

T: Wow! What a great response! I think most of you can be a pilot in the future, so keep working!

（3）Doctor

S1: Nancy’s aunt can help people in need.

T: Guys, do you want to be a doctor in the future?

S2: Yes! Doctors can help people in need.

T: Great! Boys and girls,several months ago, we had experienced a very tough time because of the Covid -19. And the doctors, the nurses, they devoted themselves to helping people who were infected. Let’s enjoy a short video about that.And share your feeling with us.（教师播放疫情期间医护人员救助病人的短视频）

S3：The doctors are hardworking.

S4: I want to say: Thank you, doctors, you are so great!

（4）Cook

S1: Nancy’s grandma can cook nice food for them.

T: Nice try!What about you?Does your grandma cook nice food for you?

S1: Yes. I’d like some chicken soup.

T: Good for you! You have a great grandma like Nancy.

（5）Teacher

S1:Nancy’s mother can teach the students a lot of knowledge.

T: So what do your teachers teach you?

S2: You teach us English.

S3: My Chinese teacher teaches us Chinese.

T: Yes! Different teachers teach you different knowledge.But no matter what you learn,learn to be a good student!

（6）Handicraftsman

S1: Nancy’s grandpa can design the jobs as shadow puppets.

T: Yes, Nancy’s grandpa has a special job. He can do shadow puppetry. Do you know how we can make it?

［教师呈现制作皮影的步骤流程图：select leather（挑选皮质）→draw a draft（画稿）→carve the puppet（镂刻）→colour the puppet（上色）→complete the puppet（完成组装）。在课前准备的基础上，组内合作完成皮影组装工作，体验皮影工作的不易和特殊性。］

设计意图：对职业的解读是文本学习的精读部分。教师分别运用了不同的方式呈现他们的工作：图片、视频、追问、游戏……这些设计与学生的实际生活紧密结合，问题具有互动性，并及时给予反馈与评价，引导学生体会每个职业的特殊性和对社会不同的贡献，教会他们心怀感激，大声说出自己的感谢。

4.Let’s read

（1）Read with the tape

（2）Let’s retell

设计意图：朗读和复述是对课文的巩固和检测。文本复述环节，教师提供了思维导图，让学生选择自己喜爱的职业进行讲解，既降低了难度，也进一步加强了学生对句型和单词的掌握。

Step 3. Post-reading（略）

Step 4. Homework（略）