Unit 3 What's great about jobs? （教学设计）-2025-2026学年沪教版英语四年级下册

该小学英语教学设计围绕“职业认知与表达”核心，涵盖firefighter等职业词汇及“What do they do? They are...”等单复数句型。通过动作表演猜职业、谈论家人职业激活认知，搭建“识别名称-理解内涵-交际运用-价值升华”学习支架，衔接各板块知识点。 资料亮点在于主题与语言深度融合，如Explore板块借牙医文本整合句型学习，培养分类归纳的思维品质；Communicate设计调查梦想职业、仿写短文活动，提升语言运用能力；Extend用消防员短文渗透职业尊重的文化意识。活动真实可操作，助力学生语言能力与价值观养成，便于教师高效教学。

Unit 3：What's great about jobs? 单元整体分析 单元教学内容 本单元围绕“What's great about jobs?”这一核心问题展开，引导学生认识多种常见职业（firefighter, police officer, farmer 等），了解不同职业的工作内容、职责及对社会的重要意义。掌握核心词汇（职业类、工作相关动作类）和句型（“What do they do? They are...”“What does he/she do? He/She is...”），通过对话、调查、写作等活动，深化对“职业价值”的理解，激发对未来职业的思考。 单元学习遵循“激活职业主题—探究职业案例+语法融合—交际运用—拓展升华”的逻辑链，各板块功能如下： 板块 内容 功能 Get ready 激活职业类核心词汇（firefighter, teacher 等），通过“动作—职业”关联活动建立认知，初步感知职业与工作内容的联系。 输入铺垫功能：借助直观图像和互动游戏，激活学生对职业的已有认知，呈现核心词汇和话题，搭建“职业认知”框架。 Explore 通过“A dentist comes to school!”的文本，详细介绍牙医的工作内容、职责及职业意义；同步融入核心句型“What do they do? They are...”“What does he/she do? He/She is...”，区分第三人称单复数的职业询问与回答。 认知+语言形式融合功能：既引导学生从“识别职业名称”进阶到“理解职业内涵”，又同步完成核心句型的感知、理解与初步操练，为后续交际提供语言工具。 Communicate 通过“匹配职业制服与职业”“调查梦想职业”“仿写家庭成员工作介绍”等活动，将所学知识转化为实际交流能力，解决“如何用英语询问和描述职业”的问题。 语言输出功能：创设真实交际情境，让学生运用词汇和句型进行观察、表达和书写，实现知识向能力的转化。 Extend 通过“At the fire station”的短文，介绍消防员的工作环境、日常工作及职业价值，引导学生理解不同职业对社会的贡献，渗透“尊重职业、热爱劳动”的价值观。 主题升华与价值引领功能：将“职业表达”延伸到“职业精神”，让学生认识到不同职业的伟大之处，培养对各类职业的尊重和对劳动的热爱。 单元教学目标 语言能力目标 能听、说、读、写职业类核心词汇；能正确使用句型“What do they do? They are...”“What does he/she do? He/She is...”询问和描述职业；能结合职业特点，简单说明职业的工作内容（如“He puts out fires.”）；能仿写简单的职业介绍短文。 思维品质发展目标 通过分析不同职业的工作内容和职责，培养分类、对比、归纳的能力；能从“工作内容”“社会价值”等角度思考职业的“伟大之处”；发展提取文本关键信息、逻辑表达观点的能力。 文化意识目标 了解不同职业的社会分工和价值，尊重各行各业的劳动者；培养对劳动的热爱和对未来职业的规划意识；初步建立“职业无高低贵贱，每份工作都值得尊重”的认知。 学习策略目标 运用“职业—工作内容”思维导图梳理知识；通过小组合作、角色扮演等活动实践语言交际；借助句型模板、关键词提示完成写作任务。 教学过程设计 Get ready 教学设计 一、教学目标 ·听、说、认读词汇：firefighter, police officer, farmer, teacher, doctor, bus driver, job, people, sick。 ·正确使用句型“He/She is a...”“They are...”描述职业。 · 建立“职业名称—工作内容”的关联认知（如 firefighter → put out fires）。 ·激发对职业话题的兴趣，愿意用英语谈论职业。 ·情境任务：制作“职业卡片”（含职业图片 + 1 句职业描述）：“He is a firefighter.” 二、教学重难点 ·重点：职业词汇的认读与记忆；基础句型“He/She is a...”“They are...”的初步运用。 ·难点：部分职业词汇的发音（如 firefighter, police officer）；职业与工作内容的准确匹配。 三、教学过程设计 （一）导入：激活经验，建立语境 活动1：Guess the job（猜职业） 过程：① 教师通过动作表演（如模仿灭火、看病、教书）或描述工作内容（“He helps sick people.”），让学生猜测职业名称。② 学生用中文或英文回应，教师顺势呈现对应的英文词汇。③ 教师领读词汇，结合动作示范帮助记忆（如模仿消防员灭火动作说 firefighter）。 语言：T: He helps sick people. What job is he? Ss: 医生！T: Yes! He is a doctor. Read after me: doctor, doctor. Ss: doctor, doctor. 活动2：Talk about family jobs（谈论家人职业） 过程：① 教师示范：“My father is a teacher. He helps students learn.” ② 学生结合自身经验，用中文或简单英语分享家人的职业。③ 教师引导学生用英语关键词回应，如学生说“我妈妈是护士”，教师补充：“She is a nurse.” 语言：T: What is your mother’s job? S1: 护士。T: Great! She is a nurse. Who wants to share more? （二）新知呈现：词汇与句型输入 活动1：Listen and point（听指联动） 过程：① 课件按顺序呈现职业图片和对应的词汇，播放录音。② 学生边听录音，边快速指出对应的图片，教师强调发音要点（如 police officer 分两部分读）。③ 分组竞赛：教师播放词汇录音，小组抢答，快速说出词汇并指向图片，答对加分。 语言：T: Listen to the tape. “firefighter” Point! Ss: （指向消防员图片）firefighter! T: “police officer” Read slowly: po-lice of-fi-cer. 活动2：Match jobs and work（职业与工作内容匹配） 过程：① 课件呈现职业词汇和工作内容短语（put out fires, help sick people, grow fruit and vegetables 等）。② 学生小组讨论，将职业与对应的工作内容匹配。③ 集体核对答案，教师引导学生用句型描述：“A firefighter puts out fires.” 语言：T: Match the job with what they do. Let’s check: A doctor helps sick people. Correct! A farmer grows fruit and vegetables. Yes! 活动3：Role-play - “I’m a...”（角色扮演） 过程：① 教师给学生分发职业卡片，学生手持卡片扮演对应的职业。② 教师提问：“What are you?” 学生回应：“I’m a firefighter.” 并做出对应的职业动作。③ 学生两人一组，轮流提问和回应，教师巡视纠错。 语言：T: What are you? S2: I’m a teacher. （做教书动作）T: Perfect! What about you? S3: I’m a bus driver. （做开车动作） （三）输出：练习巩固，表达自我 活动1：Quick response（快速回应） 过程：① 教师说职业词汇（如 teacher），学生快速说出对应的工作内容（如 help students learn）。② 教师说工作内容（如 put out fires），学生快速说出对应的职业（如 firefighter）。③ 增加难度：教师提问“What is he?” 学生快速回应“He is a...” 语言：T: “doctor!” Ss: help sick people! T: “grow fruit and vegetables!” Ss: farmer! T: “What is she?” S4: She is a nurse. 活动2：Draw and introduce（绘画介绍） 过程：① 学生用3分钟画出自己最喜欢的一种职业，标注职业名称。② 教师巡视，对绘画困难的学生提供简笔画模板。③ 邀请4-5名学生上台展示，用句型介绍：“This is a firefighter. He puts out fires.” 语言：T: Draw your favorite job. Write the word. Show us your picture! S5: This is a police officer. He keeps the city safe. T: Great! Clear and correct. 活动3：Fill in the blanks（填空练习） 过程：① 课件呈现句型框架，学生根据提示填空：“A ______ helps sick people. A ______ puts out fires.” ② 同桌互查答案，教师抽查并点评。 语言：T: Fill in the blanks. Let’s read Tom’s answer: “A doctor helps sick people. A firefighter puts out fires.” Perfect! 四、作业设计 1. Read the words and phrases. 2. Draw a “My Favorite Job” picture and write a sentence: “He/She is a... He/She...” Explore 教学设计 一、教学目标 ·能理解并朗读“A dentist comes to school!”的文本，提取牙医的工作内容、职责等关键信息。 ·能听懂并运用句型“What do they do? They are...”“What does he/she do? He/She is...”询问和描述职业及工作内容。 · 能对比不同职业的工作特点，用简单语言说明职业的“伟大之处”（如“A dentist is great. He looks after people’s teeth.”）。 ·感知字母组合“br”的发音（如 brush, breakfast），能认读含该发音的单词。 二、教学重难点 ·重点：理解第三人称单复数句型的用法；提取并梳理文本中牙医的职业信息。 ·难点：正确使用职业相关的动作短语（如 fill holes in teeth, pull bad teeth out）；在语境中灵活运用句型描述职业工作内容。 三、教学过程设计 （一）热身复习 活动1：词汇与句型回顾 过程：① 课件快速展示职业词汇，学生抢答，教师纠正发音。② 集体操练基础句型：“He is a... She is a... They are...” ③ 过渡提问：“We know many jobs. What does a dentist do? Let’s find out.” 引出文本主题。 语言：T: “farmer!” Ss: farmer! T: “What is she?” Ss: She is a teacher. T: What about a dentist? What does he do? 活动2：Chant 导入 过程：① 播放 Grammar in use 中的歌谣“What do they do?”，学生跟唱。② 提问歌谣中的关键信息：“What does the man do?” “What do the people do?” 引导学生用句型回应。③ 强调歌谣中的职业词汇和句型结构。 语言：T: Listen to the chant. What does the man do? Ss: He’s a doctor. T: What do the people do? Ss: They’re firefighters. （二）探究文本：牙医的职业故事 活动1：Read and tick（信息勾选） 过程：① 课件呈现文本主题和问题：“What does Mrs Chen (the dentist) do?” 并列出多个动作选项（help children dance, check people's teeth 等）。② 学生默读文本1分钟，勾选正确答案。③ 集体核对答案，教师引导学生朗读文本中对应的关键句子。 语言：T: Read the text. Tick what Mrs Chen does. Let’s check: “She checks people's teeth and fills holes in their teeth.” Correct! So we tick these two. 活动2：Answer the questions（问题探究） 过程：① 课件呈现问题：“What does a dentist do every day?” “Why is Mrs Chen’s job great?” 等。② 学生再次阅读文本，寻找答案，小组讨论后举手回答。③ 教师将关键信息板书在“职业—工作内容—意义”表格中。 语言：T: What does a dentist do every day? S1: He checks people's teeth, fills holes in their teeth and pulls bad teeth out. T: Why is her job great? S2: Because she looks after people’s teeth. 活动3：Discuss and share（讨论分享） 过程：① 教师引导学生讨论：“What other jobs are great? Why?” ② 学生结合已有认知，分享不同职业的伟大之处，教师辅助总结（如“A firefighter is great. He puts out fires and helps people.”）。③ 学生两人一组，模仿练习表达职业的意义。 语言：T: What other jobs are great? S3: A teacher is great. He helps students learn. T: Excellent! That’s a good reason. （三）语法操练：职业句型运用 活动1：Fill in the blanks（填空练习） 过程：① 课件呈现文本中的关键句子，空出职业名称或动作短语（如 “Mrs Chen is a ______. She ______ people's teeth.”）。② 学生独立填空，同桌互查。③ 教师讲解句型结构：“What does he/she do? He/She is a + 职业. He/She + 动作短语.” 语言：T: Fill in the blanks. Let’s check: “Mrs Chen is a dentist. She checks people's teeth.” Correct! 活动2：Look, ask and answer（看图问答） 过程：① 课件呈现不同职业人物图片（如 cook, nurse, artist）和对应的工作内容。② 学生两人一组，轮流提问：“What does the cook do?” 对方回答：“He is a cook. He prepares food.” ③ 邀请2-3组上台展示。 语言：T: Pair work! Ask and answer about the people in the pictures. Group 1, your turn. S4: What does the nurse do? S5: She is a nurse. She helps sick people. 活动3：Role-play - “Career Interview”（职业采访） 过程：① 学生选择一个自己喜欢的职业，扮演该职业的从业者。② 其他学生用句型“What do you do?” “What do you usually do every day?” 提问，扮演者用 “I am a... I usually...” 回应。③ 教师给予评价和鼓励。 语言：T: Choose a job to be. Others ask questions. S6: What do you do? S7 (as nurse): I am a nurse. I help sick people. S6: What do you usually do every day? S7: I check patients' bodies. （四）语音学习：字母组合“br”的发音 活动1：Listen and find（听辨发音） 过程：① 课件呈现含“br”的单词（brush, breakfast, brown, brother）及对应图片。② 播放单词录音，学生跟读，感受发音特点。③ 教师总结发音规则，用手势辅助记忆（如双唇闭合后快速张开，发出 /br/ 音）。 语言：T: Listen to the words: brush, breakfast. They have “br”. Read after me: /br/ brush. Ss: /br/ brush. T: brown, brother. /br/ brown. Ss: /br/ brown. 活动2：Read and match（发音匹配） 过程：① 课件呈现单词和发音卡片（/br/）。② 学生将含“br”的单词与发音匹配，小组讨论后核对答案。③ 集体朗读单词，强化发音记忆。 语言：T: Match the words with the sound /br/. “brush” goes with /br/. “breakfast” goes with /br/. Let’s read all the words together. 四、总结与作业 课堂总结：教师引导学生回顾本节课核心内容：“Today we learned about Mrs Chen’s job as a dentist. We can use ‘What does he/she do? He/She is a...’ to ask about jobs and their work.” 学生集体复述核心句型。 作业设计： Read Explore from Student’s Book 4B on Page 24-25. Write 3 sentences about a job: “He/She is a... He/She... It’s a great job because...” Communicate 教学设计 一、教学目标 ·能运用“What do they do? ”“What does he/she do? ”句型完成对家人或同学梦想职业的调查，准确记录信息。 ·能根据调查结果，口头描述他人的职业或梦想职业，包含职业名称和核心工作内容。 ·能模仿写作模板，完成一篇简单的家庭成员职业介绍短文，语句通顺，信息完整。 ·培养主动交流、认真倾听的学习习惯，激发对未来职业的思考。 二、教学重难点 ·重点：运用句型完成真实调查；根据调查结果进行口头和书面表达。 ·难点：在调查中清晰记录信息，并用连贯的语言组织表达；写作中合理运用职业词汇和动作短语，描述职业特点。 三、教学过程设计 （一）热身复习 活动1：Review the句型 过程：① 教师展示不同职业的图片，学生用句型“What does he/she do? He/She is a... He/She...” 描述。② 邀请1名学生上台，抽取职业卡片，其他学生提问，该学生回答。③ 集体点评，纠正表达错误。 语言：T: Look at the picture. What does she do? Ss: She is a teacher. She helps students learn. T: Tom, pick a card. Ss: What does he do? Tom: He is a firefighter. He puts out fires. 活动2：Listen and match（听力练习） 过程：① 播放 Communicate A 中“Uniforms for different jobs”的听力材料。② 学生根据听力内容，将人物与对应的职业匹配。③ 集体核对答案，学生用句型描述：“Mr Sun is a... He...” 语言：T: Listen to the tape. Match the people with their jobs. Let’s check: What does Mr Sun do? Ss: He is a police officer. He keeps the city safe. （二）调查准备：明确任务与练习 活动1：Learn the survey task（明确调查任务） 过程：① 课件呈现调查任务：“Survey your classmate’s dream job”，列出需询问的2个关键问题（“What do you want to be? ”“What will you do in this job? ”）。② 学生分组讨论，补充其他想询问的问题（如“Why do you want to be...? ”）。③ 教师汇总问题，统一语言表达。 语言：T: Today we’ll survey your classmate’s dream job. We need to ask these 2 questions. What else do you want to ask? S1: Why do you want to be a doctor? T: Good! “Why do you want to be a...? ” 活动2：Practice the survey（模拟调查） 过程：① 教师扮演学生，学生分组上台模拟调查，用准备好的问题提问。② 教师故意给出详细回答（如“I want to be a farmer. I will grow vegetables and fruit. I like plants.”），引导学生正确记录。③ 其他学生认真倾听，评价每组的提问是否清晰、记录是否准确。 语言：S2: What do you want to be? T: I want to be an artist. S3: What will you do in this job? T: I will draw pictures. S2: Why do you want to be an artist? T: Because I like drawing. S2: Thank you. （三）真实调查：互动交流，收集信息 活动1：Group survey（分组调查） 过程：① 学生分成4-5组，每组3-4人，轮流对组内成员进行调查。② 每组指定1名学生记录答案（可用关键词记录：职业名称、工作内容、原因）。③ 教师在旁协助，确保交流顺畅。 语言：T: Each group surveys their members. Write down the answers. Group 1, start! S4: What do you want to be, Lily? Lily: I want to be a nurse. S4: What will you do? Lily: I will help sick people. 活动2：Share the information（信息汇总） 过程：① 各组派代表分享调查结果，教师将关键信息板书在黑板上（如 Name: Lily, Dream job: nurse, Work: help sick people）。② 学生补充各组未提到的职业，丰富职业词汇库。③ 集体用句型复述调查结果：“Lily wants to be a nurse. She will help sick people.” 语言：T: Group 1, what did you find? S5: Tom wants to be a bus driver. He will drive a bus. T: Group 2? S6: Amy wants to be a teacher. She will help students learn. （四）书面表达：仿写作家介绍 活动1：Analyze the model（分析范文） 过程：① 课件呈现写作模板范文《Mum at work》，学生齐读。② 教师引导学生分析范文结构：开头（介绍人物）— 主体（描述职业和工作内容）— 结尾（职业意义）。③ 标注范文中的核心句型和关键词（work in, is, helps）。 语言：T: Read the model. How does it start? Ss: It introduces Mum first. T: What does it say about her job? Ss: She works in Renmin Hospital. She is a nurse. She helps sick people. 活动2：Write your report（仿写报告） 过程：① 学生根据调查结果或自己家人的职业，参考模板进行写作，字数50词左右。② 教师巡视指导，对有困难的学生提供关键词提示（如 work in, is, does）。③ 学生完成后，同桌互查，纠正语法和拼写错误。 语言：T: Write about your family member’s job or your classmate’s dream job. Use the model. Remember to use “He/She works in... He/She is a... He/She...” Let’s check your partner’s work. 活动3：Show and comment（展示点评） 过程：① 邀请3-4名学生上台展示自己的作文，朗读给全班听。② 其他学生认真倾听，给出积极评价（如 “Good! You told us his job and work.”）。③ 教师总结共性优点和改进方向。 语言：T: Let’s listen to Lucy’s report. She wrote about her father’s job clearly. What a good job! Jack, you can add “He likes his job.” to make it better. 四、总结与作业 课堂总结：教师引导学生回顾调查和写作流程：“Today we surveyed dream jobs, shared the information and wrote a report. We can use these skills to talk about more jobs.” 学生集体复述核心句型。 作业设计： Ask and answer with the sentence structure on Page 29. Revise your report and stick a photo of your family member (or draw a picture) next to it. Extend 教学设计 一、教学目标 ·能理解短文“At the fire station”的主要内容，提取消防员的工作环境、日常工作及职业贡献等关键信息。 ·能运用核心词汇和句型（“They are... ”“They... ”）复述短文主要内容。 ·能参与“What’s great about firefighters?”的讨论，用简单理由表达观点（如 “Firefighters are great. They put out fires and help people.”）。 ·理解不同职业的社会价值，培养对劳动者的尊重和热爱。 二、教学重难点 ·重点：理解短文内容，掌握消防员的工作特点；运用核心词汇和句型复述短文。 ·难点：在讨论中清晰表达职业的“伟大之处”；将短文内容迁移，思考其他职业的社会价值。 三、教学过程设计 （一）热身复习 活动1：Review jobs（回顾职业表达） 过程：① 课件展示不同职业的图片（消防员、医生、教师），学生用句型“They are... They... ”描述。② 提问：“What’s great about firefighters? ” 引导学生用简单英语或中文回答（如 put out fires, help people）。③ 引出短文主题：“Today we’ll learn more about firefighters’ work at the fire station.” 语言：T: Look at the picture. What are they? Ss: They are firefighters. They put out fires. T: What’s great about them? S1: They help people. 活动2：Predict the passage（预测短文） 过程：① 课件呈现短文标题和消防站的图片，提问：“What do you think the passage is about? ” ② 学生自由猜测，教师汇总关键词（fire station, firefighters, work, help people）。③ 播放短文录音（无文字），验证猜测。 语言：T: The passage is “At the fire station”. What do you think it will talk about? S2: Firefighters’ work at the station. T: Let’s listen to the tape to check. （二）短文精读：梳理情节与细节 活动1：Read and circle（圈画关键信息） 过程：① 学生默读短文，圈画出短文中提到的消防员的工作内容（如 wait for calls, exercise, put out fires, help people）。② 小组讨论，汇总圈画的信息。③ 集体核对答案，教师引导学生朗读对应的句子。 语言：T: Read the passage and circle what firefighters do. Let’s check: “They always wait for calls at the station. And they exercise every day.” Correct! “Firefighters put out fires. They help people too.” Yes! 活动2：Answer the questions（问题探究） 过程：① 课件呈现问题：“Where do firefighters work? ” “What do firefighters do every day? ” “Why are firefighters great? ” ② 学生再次阅读短文，寻找答案，小组讨论后回答。③ 教师将关键信息板书：“Work place: fire station; Daily work: wait for calls, exercise; Great: put out fires, help people.” 语言：T: Where do firefighters work? S3: They work at the fire station. T: What do they do every day? S4: They wait for calls and exercise. 活动3：Find the key sentences（寻找关键句） 过程：① 学生在短文中找出描述消防站和消防员工作的关键句子（“There are big red fire engines at the fire station.” “Firefighters put out fires. They help people too.”）。② 教师领读句子，引导学生体会消防员工作的辛苦和伟大。③ 学生分组朗读短文，感受语气。 语言：T: Find the sentences about the fire station. Ss: “There are big red fire engines at the fire station.” T: Find the sentences about their work. Ss: “Firefighters put out fires. They help people too.” （三）短文巩固：复述与讨论 活动1：Retell the passage with a mind map（借助思维导图复述） 过程：① 课件展示思维导图（Title: At the fire station → Work place: fire station → Daily work: wait for calls, exercise → Job: put out fires, help people）。② 教师示范复述，学生跟随。③ 学生同桌互述，邀请1-2名学生全班复述。 语言：T: Let’s retell the passage with the mind map. There are big red fire engines at the fire station... S5: There are big red fire engines at the fire station. Firefighters wait for calls and exercise every day. They put out fires and help people. 活动2：Group discussion（小组讨论） 过程：① 课件呈现问题：“What other jobs are great? What do they do for people? ” ② 学生分组讨论，用中文或简单英语记录观点。③ 每组派代表分享，教师汇总关键词（doctor: help sick people; teacher: help students learn）。 语言：T: Discuss in groups. What other jobs are great? Group 2, share your ideas. S6: A doctor is great. He helps sick people. S7: A teacher is great. She helps students learn. （四）拓展延伸：尊重职业，热爱劳动 活动1：Make a “Great Jobs” poster（制作“伟大的职业”海报） 过程：① 学生分组合作，制作海报，写下或画出3种伟大的职业及它们的贡献。② 教师巡视指导，提供词汇和绘画帮助。③ 各组展示海报，向全班介绍：“A firefighter is great. He puts out fires.” 语言：T: Make a poster with 3 great jobs. Write or draw what they do. Group 1, show your poster! S8: A farmer is great. He grows food for people. 活动2：Talk about my dream job（谈论我的梦想职业） 过程：① 学生结合讨论结果，分享自己的梦想职业及原因：“I want to be a... Because I want to... ” ② 教师给予积极评价，鼓励学生树立正确的职业观。 语言：T: What do you want to be? Why? S9: I want to be a nurse. Because I want to help sick people. T: That’s a great dream! 四、总结与作业 课堂总结：教师引导学生总结短文道理：“Firefighters and many other jobs are great. They help people and make our life better. We should respect all jobs and workers.” 学生集体回应。 作业设计： Read Extend from Student’s Book 4B on Page 30. Write a short passage about your dream job: “I want to be a... I will... I think it’s great because...” 学科网（北京）股份有限公司 $