以语篇、语境带动语言学习——小学牛津英语4AM2U2《Jobs》教学案例

以语篇、语境带动语言学习——小学牛津英语4AM2U2<Jobs>教学案例案例背景：近年，上海的小学英语教学正实行着一次前所未有的改革,在小学英语领军人物、市教研员朱浦老师的带领下，小学英语教学从改变教学方式出发，着力于构建独立语段，从语段和语境的整体推动带动学生的语言学习，从而有效实现小学英语课堂的转型。

当前，我校英语教研组以“语篇教学中的单元设计”为主题项目实行课堂教学研究，分别就“语篇教学中的单元设计”之“目标再构、文本再构、过程再构”实行了一一研讨，本学期重在“过程再构”的研究。

开学初，我有幸又拜读了朱浦老师的《关于小学英语独立语段教学的实践与思考》报告，对于独立语段中的“过程再构”加深了理解，从报告中谈到的三种“过程再构”模式中不难看出“语段和语境的整体推动是激发学生学习兴趣，调动学生语用情趣，提升学习有效性的教学策略和方式。

”案例描述：4AM2U2教学主题Jobs，要求学生能够使用所学的的词汇来准确描述某人的职业，能使用What does…do?句型来询问职业，并用He’s/She’s…做出准确回答。

在语言交流的过程中，促使学生了解各种职业，并树立自己今后的职业理想。

1. Read the short passage and then answer the question.Hello, I’m Jill. I’m ten years old. I’m a student. My student number is sixteen. I live near our school. I walk to school every day. I like reading. And I can play basketball well. I can dance too. I like dancing very much.(1) Read it by one student(2) Read together(3) Answer：What does Jill do? (She’s a student.)片段二：从文本中学习新授词汇，操练新授句型。

1. Listen to Jill and then answer questions.I have a big family. There are eight people in it. They are my grandparents, my parents, my uncle, my aunt, my cousin and I. My father is a firefighter. He works at a fire station. He’s brave. My mother works in a hospital. She’s a nurse. She’s nice. Do you want to know others?Q：How many people are there in Jill’s family? Who are they?Q：What does Jill’s father/ mother do?To elicit：He’s/ She’s a …(He/ She works in/ at …)(He’s/ She’s …)To elicit：firefighter, nurse, fire station, brave, work片段三：在读一读，猜一猜活动中学习新授词汇，操练新授句型。

Guess their jobs：1. I can drive a bus. I drive a bus every day. What’s my job? You’re a ______.2. She works at school. She can teach Chinese well. What does she do? She’s a ______.3. He works in a hospital. He can help sick people better. What does he do? He’sa ______.4. Tom is tall and strong. He can put out the fire. He’s brave. What does Tom do? He’s a ______.5. Sally works in a restaurant. She can cook nice food. What does she do? She’s a ______.6. Joe is tall and strong. He’s cool. He works at a police station. What does Joe do? He’s a ______.To elicit：drive, bus driver, doctor, put out the fire, cook, police station片段四：在富有节奏的chant中巩固学习新授的句型与词汇。

What does, what does, What does your grandfather do?He is, he is, he is a doctor.What does, what does, What does your grandmother do?She is, she is, she is a nurse.What does, what does, What does your father do?He is, he is, he is a police officer.What does, what does, What does your mother do?She is, she is, she is a teacher.片段五：通过多种活动巩固操练新授句型和新授词汇。

e.g. A：What does …do? B：He’s/ She’s a … (He/ She works at/ in … He’s/ She’s …)1. Show Jill’s family tree. Have students talk about them2. Show some pictures. Have the students ask and answer in pairs.3. Do a survey.片段六：整体表现文本，再次阅读，并完成相对应练习，即时检查反馈学生对新知的掌握情况。

Hello, I’m Jill. I’m ten years old. I’m a student. My student number is sixteen. Ilive near our school. I walk to school every day. I like reading. And I can play basketball well. I can dance too. I like dancing very much.I have a big family. There are eight people in it. They are my grandparents, my parents, my uncle, my aunt, my cousin and I. My father is a firefighter. He works at a fire station. He’s brave. My mother works in a hospital. She’s a nurse. She’s nice. My uncle is strong. He can dive. He is a police officer. My aunt works at school. She’s a teacher. My cousin is eleven years old. He’s Wang Rong. He’s a student too. He likes swimming. He can swim very fast. My grandfather is a bus driver. He drives a bus every day. My grandmother works in a restaurant. She’s a cook. She can cook very well.How happy my family is! I like my family！1. What does Jill’s father do?2. What does Jill’s mother do?3. _____________________? She’s a teacher.4. _____________________? He’s a bus driver.5. What’s Jill’s cousin’s name?6. ______________________? Yes, Jill’s cousin is a student.片段七：使用新知展开说话练习。

Say something about ‘My family’ according to the tips.e.g. I have a big family. There are … people in it. They’re my … and I. My …is … He/She works in/at … He/She can … He/She likes … He/She is … I like my family!片段八：结合所学的内容，引导学生联系自己，谈谈各自的理想。

Answer：What do you do now? What do you want to be?Remember：Please study hard. Your dream will come true.案例反思：朱浦老师在第五届上海市小学英语优质课展示研讨活动中讲道：上海的中小学英语教学已经步入了应用性阅读教学的实践与探究阶段，在应用性阅读教学中，只相注重教学整体设计，才能改变缺乏真实英语语境的中小学外语课堂教学的课貌、课质和课效。

为了改变我们的课貌，提升我们的课质与课效，我们教研组对本单元实行了教学整体设计，并通过文本的再构让学生在语篇与语境中实行语言学习。

本课是本单元的第一课时，整堂课在目标再构和文本再构的基础上注重到了教学过程的再构，主要体现了以下教学流程：复习启动→任务表现→语段处理→语用输出。