四年級“Jobs”（創編文本）融合教學設計

文 |夏雨嬋

教學過程

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.（教師提示學生以Nancy 口吻來回答問題。見圖1）

圖1

S1:My father is a firefighter.

S2:My mother is a doctor.

...

設計意圖：聽的環節讓學生在初學文本時能獲得整體感知，教師提出一個統領全篇的問題“How is Nancy’s family?”緊接著追問“And who are they?”，在了解了家庭結構的基礎上進一步學習職業類單詞。接下來要求學生略讀文本，對家庭成員和職業一一對應，并引導學生用句型“My...is a...”來回答。通過兩個任務幫助學生初步感知文本。

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.（見圖2）

圖2

（1）Firefighter

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

T:（呈現消防員救火時和累倒在地的照片）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（見圖3）

圖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.

（做游戲：快速大聲說出飛機上出現的數字）

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.（教師播放疫情期間醫護人員救助病人的短視頻）

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?

［教師呈現制作皮影的步驟流程圖：select leather（挑選皮質）→draw a draft（畫稿）→carve the puppet（鏤刻）→colour the puppet（上色）→complete the puppet（完成組裝）。在課前準備的基礎上，組內合作完成皮影組裝工作，體驗皮影工作的不易和特殊性。］

設計意圖：對職業的解讀是文本學習的精讀部分。教師分別運用了不同的方式呈現他們的工作：圖片、視頻、追問、游戲……這些設計與學生的實際生活緊密結合，問題具有互動性，并及時給予反饋與評價，引導學生體會每個職業的特殊性和對社會不同的貢獻，教會他們心懷感激，大聲說出自己的感謝。

4.Let’s read

（1）Read with the tape

（2）Let’s retell

設計意圖：朗讀和復述是對課文的鞏固和檢測。文本復述環節，教師提供了思維導圖，讓學生選擇自己喜愛的職業進行講解，既降低了難度，也進一步加強了學生對句型和單詞的掌握。

Step 3. Post-reading（略）

Step 4. Homework（略）