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’s

a ______.

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 them

2. 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. I