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視頻標簽：Growing up
所屬欄目：小學英語優質課視頻
視頻課題：滬教版六年級年級上冊M1 1 Growing up Little Justin 蕪湖
教學設計、課堂實錄及教案：滬教版六年級年級上冊M1 1 Growing up Little Justin 蕪湖市
Title：Little Justin
Contents Little Justin（Adapted from Oxford English 6A Module 1 Unit 1 Growing up）
基于滬教2011課標版英語六年級上冊第一模塊第一單元教學欄目Read a story的文本故事，教師進行文本再構，使英文版的《小蝌蚪找媽媽》有頭有尾，角色經歷更加豐富完整。再構后的文本以“繪本（picture book）”的形式呈現，圖文并
茂，學生易于理解，易于產生親切感和興趣。此外，在“圖”的設計上，精選中國
水墨畫風格的故事圖片，以期帶給學生審美的熏陶；在“文”的設計上，除著力使主角Little Justin尋找媽媽的主線明晰，內心情感歷程確鑿可推敲外，教師有意強調了Little Justin（小蝌蚪）的生長演變過程，為學生充分體驗故事中暗含的科學事實做鋪墊，也為培養其邏輯思維的能力和科學探索的意識打下基礎。 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. 上課伊始，教師帶領學生
自由交談，先以談論天氣
作為切入點，再以此為基
礎繼續詢問季節，最后提示學生今天要欣賞的繪本故事發生在“春天”。為之后明確Little Justin（小蝌蚪）的生長起始點是春天這一科學事實埋下伏筆。
2. Enjoy a video.
T makes Ss watch a video which is related to the topic of the class.
通過讓學生欣賞BBC記錄
片《神奇的蛙類片段：小蝌蚪變青蛙全過程》，為揭示本節繪本課的角色和主題打下基礎。
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 通過一道關于“你在視頻里看到了什么？”的選擇
題，幫助學生開啟思維的
choose. Maybe there’s only one choice, maybe there are more choices.
What can you see in the video? A. caterpillar. （毛毛蟲） 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.
大門，并對學生的多元答案給予包容，目的是促進其仔細觀察、認真思考的意識。并為之后的環節留下有待解決的懸念，激發興趣。
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. 讓學生欣賞繪本故事視頻，并初步認識角色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?
繪本故事“一讀”：賈斯
汀（Little Justin）長什么樣？。
教師引導學生觀察圖一圖二，并提出問題“How is Little Justin?”,激發學生思考，并通過基于文本內容的課堂討論，明確
了賈斯汀從圖一的egg（卵）到圖二的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）產生了外貌變化的事實。板書卵時期的賈斯汀和蝌蚪時期的賈斯汀外貌特點關鍵詞，并通過自由說、跟讀及口頭再訴鞏固思考結果。
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.
通過幻燈片呈現一張賈斯汀（蝌蚪時期）的特寫照片圖，并輔助First,…Soon,…句式文字,幫助孩子們再次鞏固對蝌蚪從何而變的印象和認識。此環節強化了學
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.
生的語用發展，促進了口頭表達能力的提升。
此外，激發學生思考賈斯汀look around(四處張望)的原因，使小蝌蚪想
要尋找媽媽的故事主線浮出水面，并體驗賈斯汀孤單的心情。
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. …
繪本故事“二讀”：賈斯汀（Little Justin）遇見了誰？。
教師引導學生自主閱讀繪本故事圖2-4及文字，思考問題“Who does Little Justin meet? ”，
通過討論，得出賈斯汀遇見了魚、螃蟹和烏龜的答案。帶領學生認識這些動物。
5. T：Boys and girls, let’s look at the fish, the crab and the turtle. Guess! Is there any possible that one 繪本故事“三讀”：賈斯汀（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.
見的動物們長什么樣？賈斯汀的媽媽長什么樣？ 通過幻燈片呈現賈斯汀遇見的三只動物們，并幫助學生帶著問題“What do
they look like?”and “What does Little Justin’s mum look like? ”再次自讀繪本故事圖2-4及文字。 讓學生以I am…, I have…句式文字自我介紹賈斯汀遇見的第一只
動物——魚。并引發學生比較賈斯汀和魚的外貌的相似性，加大思考力
度，
通過個人讀，小組讀，男女生讀等多種朗讀方式鞏固賈斯汀媽媽外貌的線索。并體驗賈斯汀找不到媽媽的不開心的心情。
視頻來源：優質課網 www.www.fsyixinda.com
