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视频标签：Growing up
所属栏目：小学英语优质课视频
视频课题：沪教版六年级年级上册M1 1 Growing up Little Justin 芜湖
教学设计、课堂实录及教案：沪教版六年级年级上册M1 1 Growing up Little Justin 芜湖市
Title：Little Justin
Contents Little Justin（Adapted from Oxford English 6A Module 1 Unit 1 Growing up）
基于沪教2011课标版英语六年级上册第一模块第一单元教学栏目Read a story的文本故事，教师进行文本再构，使英文版的《小蝌蚪找妈妈》有头有尾，角色经历更加丰富完整。再构后的文本以“绘本（picture book）”的形式呈现，图文并
茂，学生易于理解，易于产生亲切感和兴趣。此外，在“图”的设计上，精选中国
水墨画风格的故事图片，以期带给学生审美的熏陶；在“文”的设计上，除着力使主角Little Justin寻找妈妈的主线明晰，内心情感历程确凿可推敲外，教师有意强调了Little Justin（小蝌蚪）的生长演变过程，为学生充分体验故事中暗含的科学事实做铺垫，也为培养其逻辑思维的能力和科学探索的意识打下基础。 Teaching Aims
About Language:
1. To recognize the characters of Little Justin and others and comprehend the whole story.
2. To make sure that Ss can recognize, collect and use useful information to express.
About Skills: 1. To develop Ss’ abilities of listening, reading, thinking and communicating by enjoying the story.
2. To train Ss’ abilities of working with each other. About Emotions:
1. To arouse Ss ’interests in class activities. 2. To enable Ss to appreciate changing and growing.
Key Points Key words about appearance and sentence patterns such as He/She has…, He/ She is…
Difficult Points To comprehend the changing and growing of Little Justin. Teaching Methods
Situational approach The communicative approach Task-based teaching method
Cooperative teaching method Mind map
Teaching Aids
PPT, board sticking cards, headgear, etc.
ACTIVITIES Teach
ing
Procedure
PRE-TASK PREPARATION
Teacher and students’ activities
Purpose
1. Free talk.
T makes Ss be ready for enjoying the picture book Little Justin. （1）T：Hi, everyone! Look out of the window. How’s the weather today? S1: It’s warm. S2: It’s sunny. S3: …
（2）T:What season is it?
S1: It’s spring.
T: Do you like spring?
S2: Yes, I do.
T: I like spring too. Let’s enjoy a video first. In that video, something happened in spring. 上课伊始，教师带领学生
自由交谈，先以谈论天气
作为切入点，再以此为基
础继续询问季节，最后提示学生今天要欣赏的绘本故事发生在“春天”。为之后明确Little Justin（小蝌蚪）的生长起始点是春天这一科学事实埋下伏笔。
2. Enjoy a video.
T makes Ss watch a video which is related to the topic of the class.
通过让学生欣赏BBC记录
片《神奇的蛙类片段：小蝌蚪变青蛙全过程》，为揭示本节绘本课的角色和主题打下基础。
3. Make choices.
T makes Ss choose what he or she saw in the video.
T: Boys and girls, what can you see in the video? Please 通过一道关于“你在视频里看到了什么？”的选择
题，帮助学生开启思维的
choose. Maybe there’s only one choice, maybe there are more choices.
What can you see in the video? A. caterpillar. （毛毛虫） B. tadpole. （蝌蚪） C. froglet.（幼蛙） D. frog.（青蛙）
S1: B. S2: B, C. S3: B, C, D. S4: …
T: Everyone has his or her opinion. What is the creature exactly? Let’s enjoy a picture book about him.
大门，并对学生的多元答案给予包容，目的是促进其仔细观察、认真思考的意识。并为之后的环节留下有待解决的悬念，激发兴趣。
WHILE-TASK PROCEDURE
Teacher and students’ activities
Purpose
1. T makes Ss enjoy a picture book Little Justin.
T: After listening to the story, can you tell me who he is? What is his name? Ss: Little Justin. 让学生欣赏绘本故事视频，并初步认识角色Little Justin。
2. Look and say.
（1）T leads Ss to focus on Picture 1 & 2 and talk about the question “How is Little Justin?”
T: Look at Picture 1 and Picture 2. How is Little Justin? S1: He is small and black. S2: He has a long tail.
S3: He has a round head and a long tail. …
（2）T:In Picture 1, are there many round eggs under the leaves?
绘本故事“一读”：贾斯
汀（Little Justin）长什么样？。
教师引导学生观察图一图二，并提出问题“How is Little Justin?”,激发学生思考，并通过基于文本内容的课堂讨论，明确
了贾斯汀从图一的egg（卵）到图二的tadpole Ss: Yes.
T: Is Little Justin one of them? Ss: Yes.
T: So how is Little Justin in Picture 1? Ss: He’s small and black.
T: Yes, he is a small and black egg.
T leads Ss to recognize Little Justin in Picture 1 by reading the word“egg”which is written on the board sticking card and puts the card on the whiteboard. Then write down the key words about features: small, black, round.
（3）T:Look, is Little Justin still an egg in Picture 2? Ss: No.
T: How is he in Picture 2?
Ss: He has a round head and a long tail.
T: He is not an egg any more. He is a tadpole now in Picture 2.
T leads Ss to recognize Little Justin in Picture 2 by learning the word“tadpole”on the board sticking card and puts it on the whiteboard. Then write down the key words about features: a round head, a long tail. （蝌蚪）产生了外貌变化的事实。板书卵时期的贾斯汀和蝌蚪时期的贾斯汀外貌特点关键词，并通过自由说、跟读及口头再诉巩固思考结果。
3. Look and say.
（1）T shows a slide which contains the summary about the appearance of Little Justin in Picture 1 & 2, then makes Ss look and say as Little Justin.
Hi, I’m Little Justin!
First, I am an egg. I’m small and black. I look around.
通过幻灯片呈现一张贾斯汀（蝌蚪时期）的特写照片图，并辅助First,…Soon,…句式文字,帮助孩子们再次巩固对蝌蚪从何而变的印象和认识。此环节强化了学
Soon I have a round head and a long tail. I am a tadpole now. I can swim in the river.
（2）T makes Ss think about a question“Why does Little Justin look around?”.
Ss: Because he wants to find his mum.
（3）T helps Ss understand the main thing that Little Justin wants to do in the whole story and lets them do some emotional experience about him .
T: Can Little Justin find his mum in Picture 1? Ss: No.
T: I think Little Justin is lonely now. Nobody accompanies him now.
T writes down “lonely” on the whiteboard.
生的语用发展，促进了口头表达能力的提升。
此外，激发学生思考贾斯汀look around(四处张望)的原因，使小蝌蚪想
要寻找妈妈的故事主线浮出水面，并体验贾斯汀孤单的心情。
4. T lets Ss read the picture book by themselves from 2-4 and think about a question“Who does Little Justin meet? ”.
（1）T：Who does Little Justin meet? S1: He meets a fish. S2: He meets a crab. S3: He meets a turtle.
（2）T leads Ss to recognize the three animals who Little Justin meets.
T: Who can read the three words together? Let’s challenge the best pronunciation. S1: Fish, crab, turtle. S2: Fish, crab, turtle. …
绘本故事“二读”：贾斯汀（Little Justin）遇见了谁？。
教师引导学生自主阅读绘本故事图2-4及文字，思考问题“Who does Little Justin meet? ”，
通过讨论，得出贾斯汀遇见了鱼、螃蟹和乌龟的答案。带领学生认识这些动物。
5. T：Boys and girls, let’s look at the fish, the crab and the turtle. Guess! Is there any possible that one 绘本故事“三读”：贾斯汀（Little Justin）遇
of the three animals who is Little Justin’s mum? One of the three animals who looks like Little Justin’s mum? （1）T makes Ss read the picture book by themselves again from P2-4 and underline the key sentences which can answer the questions“What do they look like?”and “What does Little Justin’s mum look like? ”.
（2）T shows a slide which contains the image of the FISH and makes Ss say something as the fish according to the structure pattern for expression.
I am a ____.
I am ____.（colour） I have ______ and ______. I am ____.
（beautiful / lovely/ cute/ … ）
S1: I am a fish. I am red. I have a round head and a long tail. I am beautiful. …
（3）T shows Picture 2 of the picture book and lets Ss compare the features between Little Justin and the fish. T: The fish has a round head and a long tail. Look! Little Justin has a round head and a long tail too. They look similar. Is the fish Little Justin’s mum? Ss: No.
T: What does Little Justin’s mum look like in Picture 2?
S1: She has a white belly and she has no tail. T: Do you know where your belly is? (Some student touches his/ her belly.)
T: Yes, here it is. Let’s read it. B-E-L-L-Y, belly.
见的动物们长什么样？贾斯汀的妈妈长什么样？ 通过幻灯片呈现贾斯汀遇见的三只动物们，并帮助学生带着问题“What do
they look like?”and “What does Little Justin’s mum look like? ”再次自读绘本故事图2-4及文字。 让学生以I am…, I have…句式文字自我介绍贾斯汀遇见的第一只
动物——鱼。并引发学生比较贾斯汀和鱼的外貌的相似性，加大思考力
度，
通过个人读，小组读，男女生读等多种朗读方式巩固贾斯汀妈妈外貌的线索。并体验贾斯汀找不到妈妈的不开心的心情。
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