1 Growing up板书设计及意图

Title：Little Justin

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Contents 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。

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. Teaching About Skills:

Aims 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 Difficult Points Teaching Methods

Key words about appearance and sentence patterns such as He/She has…, He/ She is…

To comprehend the changing and growing of Little Justin. Situational approach The communicative approach Task-based teaching method

Cooperative teaching method Mind map Teaching PPT, board sticking cards, headgear, etc. Aids

ACTIVITIES PRE-TASK PREPARATION

Teacher and

students’ activities

1.

Free talk. Purpose

上课伊始，教师带领学生T makes Ss be ready for enjoying the picture book Little 自由交谈，先以谈论天气Justin. 作为切入点，再以此为基（1）T：Hi, everyone! Look out of the window. How’s the 础继续询问季节，最后提weather today? S1: It’s warm. S2: It’s sunny. S3: …

Teach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）T:What season is it? ing S1: It’s spring.

T: Do you like spring? Procedure

S2: Yes, I do. T: I like spring too. Let’s enjoy a video first. In that video, something happened in spring. 2.

Enjoy a video. 通过让学生欣赏BBC记录T makes Ss watch a video which is related to the topic 片《神奇的蛙类片段：小of the class.

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. 通过一道关于“你在视频里看到了什么？”的选择T: Boys and girls, what can you see in the video? Please 题，帮助学生开启思维的

choose. Maybe there’s only one choice, maybe there are 大门，并对学生的多元答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. WHILE-TASK PROCEDURE

Teacher and

students’ activities

1.

T makes Ss enjoy a picture book Little Justin.

Purpose

让学生欣赏绘本故事视案给予包容，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。

T: After listening to the story, can you tell me who he 频，并初步认识角色is? What is his name? Ss: Little Justin. 2.

Look and say. Little Justin。

绘本故事“一读”：贾斯（1）T leads Ss to focus on Picture 1 & 2 and talk about 汀（Little Justin）长the question “How is Little Justin?”

什么样？。

T: Look at Picture 1 and Picture 2. How is Little Justin? 教师引导学生观察图一S1: He is small and black. S2: He has a long tail. S3: He has a round head and a long tail. …

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（2）T:In Picture 1, are there many round eggs under the 了贾斯汀从图一的eggleaves?

（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. 3.

Look and say. 通过幻灯片呈现一张贾（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。

（1）T shows a slide which contains the summary about 斯汀（蝌蚪时期）的特写the appearance of Little Justin in Picture 1 & 2, then 照片图，并辅助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.

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. 生的语用发展，促进了口头表达能力的提升。

（2）T makes Ss think about a question“Why does Little 此外，激发学生思考贾斯Justin look around?”. Ss: Because he wants to find his mum. 汀look around(四处张望)的原因，使小蝌蚪想（3）T helps Ss understand the main thing that Little 要寻找妈妈的故事主线Justin wants to do in the whole story and lets them do 浮出水面，并体验贾斯汀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. 4.

T lets Ss read the picture book by themselves from 绘本故事“二读”：贾斯2-4 and think about a question“Who does Little Justin 汀（Little Justin）遇meet? ”. （1）T：Who does Little Justin meet? S1: He meets a fish. S2: He meets a crab. S3: He meets a turtle. 孤单的心情。

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? ”，（2）T leads Ss to recognize the three animals who Little 通过讨论，得出贾斯汀遇Justin meets. T: Who can read the three words together? Let’s challenge the best pronunciation. S1: Fish, crab, turtle. S2: Fish, crab, turtle. …

5.

T：Boys and girls, let’s look at the fish, the crab 绘本故事“三读”：贾斯and the turtle. Guess! Is there any possible that one 汀（Little Justin）遇

见了鱼、螃蟹和乌龟的答案。带领学生认识这些动物。

of the three animals who is Little Justin’s mum? One 见的动物们长什么样？of the three animals who looks like Little Justin’s mum? 贾斯汀的妈妈长什么（1）T makes Ss read the picture book by themselves again 样？

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? ”. 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 （2）T shows a slide which contains the image of the FISH they look like?”and and makes Ss say something as the fish according to the “What does Little structure pattern for expression. I am a ____. I am ____.（colour） I have ______ and ______. I am ____. （beautiful / lovely/ cute/ … ）

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S1: I am a fish. I am red. I have a round head and a long 动物——鱼。并引发学生tail. I am beautiful. …

比较贾斯汀和鱼的外貌的相似性，加大思考力通过个人读，小组读，（3）T shows Picture 2 of the picture book and lets Ss 度，compare the features between Little Justin and the fish.

男女生读等多种朗读方T: The fish has a round head and a long tail. Look! Little 式巩固贾斯汀妈妈外貌Justin has a round head and a long tail too. They look 的线索。并体验贾斯汀找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.

不到妈妈的不开心的心情。

Ss: B-E-L-L-Y, belly. T makes Ss read the sentence“Your mum has a white belly and she has no tail.”by different ways, e.g., personal reading, group reading, boys or girls reading. （4）T：At the beginning, Little Justin is lonely. He meets the fish. But the fish isn’t his mum. Is he happy or unhappy now? Ss: Unhappy. T lets Ss do some emotional experience about him and writes down “unhappy” on the whiteboard. 6.

（1）T shows a slide which contains the image of the 让学生以I am…, I CRAB and makes Ss say something as the crab according have…句式文字自我介to the structure pattern for expression. I am a ____. I am ____.（colour） I have a white belly. I have ____ legs. I am ____. （cool/… ） 绍贾斯汀遇见的第二只动物——螃蟹。通过对比螃蟹和贾斯汀妈妈的外貌的异同，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S1: I am a crab. I am black and white. I have a white 的线索。并体验贾斯汀尝belly. I have four legs. I am cool. …

（2）T shows Picture 3 of the picture book and lets Ss compare the features between the crab and Little Justin’s mum..

T: The crab has a white belly. Little Justin’s mum has a white belly too. They look similar. Is the crab Little Justin’s mum? Ss: No.

试了两次依然找不到妈妈的身心疲惫的状态。

T: What does Little Justin’s mum look like in Picture 3? S1: She is green and she has four legs. T makes Ss read the sentence“Your mum is green and she has four legs.”by different ways, e.g., personal reading, group reading, boys or girls reading. （3）T: When Little Justin meets the crab, the crab is still not his mum. Little Justin looks for his mum and swims for a long time. How is he? S1: He is tired. T: Does he stop looking for his mum? S2: No. T: He doesn’t give up. He decides to look for his mum continually. T lets Ss do some emotional experience about him and writes down “tired” on the whiteboard. 7.

教师引导学生归纳整理（1）T: Look at the turtle. He’s the third animal Little 之前层层递进、逐步积累Justin meets. Little Justin’s mum has four legs. Does 和挖掘出的信息：贾斯汀the turtle have four legs? 妈妈和乌龟外貌特点的Ss: Yes. 异同。并通过一组判断题T: Little Justin’s mum is green. Is the turtle green? 带领孩子们更深入地积Ss: Yes. 极探讨乌龟的外貌和能T: Little Justin’s mum has a white belly. Does the 力。为契合之后的文本内turtle have a white belly? 容，为贾斯汀找到妈妈后Ss: Yes. 揭示妈妈的外貌和能力（2）T: They look so similar. Maybe the turtle is Little 埋下伏笔。

Justin’s mum. Let’s check. 并体验贾斯汀尝试了三T provides some information about the turtle’s 次依然找不到妈妈的屡features and lets Ss check.

Check the sentences by using T or F. 1.

The turtle has a round head. （ T ）

2.

She has four legs and she is green. （ T ）

3.

She has a long tail. （ F ）

4.

She has a green shell. （ T ）

5. She can walk and swim. （ T ）

（3）T: Is the turtle Little Justin’s mum? Ss: No. 遭挫折的状态。

同时针对“贾斯汀妈妈会抓苍蝇。”这一事实进行自由讨论，引导学生思考

“In the nature, which animal has a big mouth and can catch flies?”（自然界中，哪种动物有大嘴巴并且会抓苍蝇？）

T: Oh, what a pity. Little Justin still cannot find his 通过幻灯片呈现图四，带mum. I think he is very poor. What a poor boy! 领学生观察贾斯汀的样T lets Ss do some emotional experience about him and 子是否变化？使学生体writes down “poor” on the whiteboard.

会到遇见乌龟时的贾斯（4）T shows Picture 4 of the picture book and lets Ss 汀不再是蝌蚪而已成长think about the question“What does Little Justin’s mum 为幼蛙，板书幼蛙时期的look like in Picture 4?”. Ss: She has a big mouth. She can catch flies. T: In the nature, which animal has a big mouth and can catch flies? Ss: A frog. T shows the image of a frog who is catching a fly now on the slide. （5）T leads Ss compare the images of Little Justin in Picture 2,3 & 4. T: Is Little Justin still a tadpole in Picture 4? Ss: No. T: What does Little Justin look like in Picture 4? S1: He has four legs. T: He grows his back legs first, then gets his front legs.

贾斯汀外貌特点关键词。

What colour is he? S2: He is green. T: Does he have a long tail now? S3: No, he has a short tail. T: In Picture 4, he is not a tadpole any more, his tail becomes shorter and shorter, he is a froglet now. T leads Ss to recognize Little Justin in Picture 4 by learning the word“froglet”on the board sticking card and puts it on the whiteboard. Then T writes down the key words about features: four legs, green, a short tail.

8.（1）T lets Ss read the picture book again from P2-4 绘本故事“四读”：扮演and play roles. 角色体验读（鱼、螃蟹和T: Look at Picture 2, 3 & 4. Which is your favourite 乌龟为什么不是贾斯汀picture? Please choose the picture you love and act as 的妈妈？）。

the roles in it. You can act with your deskmate or partner. 教师设计任务型活动，让孩子们在绘本故事图2-4Ss communicate with his or her deskmate or partner by 中选择他们最喜欢的一themselves according to choosing the picture he or she 张图并扮演角色，以展示loves. （2）Do show-and-play. 秀的形式，两人组合，小组合作，男女生合作等多T chooses a student to act out picture 2 with her. Then 种体验表演方式帮助学divide the whole class into two team: boys team and girls 生内化故事内容。在此过team and let the two team make a competition by acting 程中，对贾斯汀妈妈的外out Picture 3 & 4. Picture 2 A: Little Justin B: Fish A:

貌与能力特点进行再次巩固和梳理。

Hello, I’m Little Justin. Are you my mum?

B: No, I’m a fish. I’m not your mum. You mum has a white belly and she has no tail.

Picture 3 A: Little Justin B: Crab A: Hello, I’m Little Justin. Are you my mum?

B: No, I’m a crab. I’m not your mum. You mum is green and she has four legs.

Picture 4

A: Little Justin B: Turtle A: Hello, I’m Little Justin. Are you my mum?

B: No, I’m a turtle. I’m not your mum. You mum has a big mouth. She can catch flies. 9.

（1）T: Can Little Justin find his mum finally? Please 绘本故事“五读”：思考read Picture 5 by yourselves. 问题自主读（贾斯汀最终T makes Ss listen to a sound of Mother Frog when they 找到妈妈了吗？）。

observe Picture 5 and leads Ss focus on Mother Frog and 教师让学生自主读绘本try to recognize her. 故事图五，并通过“听声T: Whose sound is it? It’s her sound. Let’s recognize 寻人”的方式引出Mother her.

Frog(青蛙妈妈）角色。

（2）T shows a mind map of Mother Frog which contains 在认识青蛙妈妈的环节some key words, e.g., when, what, where, how, who. T lets Ss think about the characteristics of Mother Frog. T: When is it? Is it spring in Picture 5? Ss: No. It’s summer. T: What is she doing? Ss: She’s singing. T: Where is she? Ss: She is on the leaf. 中，教师通过放射式思维导图让孩子们积极思考和讨论青蛙妈妈的外貌特点、声音、能力和所处季节。

通过幻灯片呈现图五，带领学生观察贾斯汀的样子是否变化？使学生体会到遇见妈妈时的贾斯T: She can jump on the leaf. Can she swim in the river? 汀不再是幼蛙而已成长Ss: Yes. 为小青蛙，板书青蛙时期T: That’s right. She can both jump on the leaf and swim 的贾斯汀外貌特点关键in the river. How is she? 词。

Ss: Green, a white belly, four legs, a big mouth and no 并体验坚忍不拔，不畏困tail. T: Who is she? Ss: Mother Frog. 难终于找到妈妈的贾斯汀的愉快的心情。

（3）T makes Ss summarize the features of Mother Frog

by looking at the board sticking cards on the whiteboard. （4）T：Who is Little Justin’s mum actually? Ss: Mother Frog. T: So Little Justin is a …? Ss: Little frog. T leads Ss to recognize Little Justin in Picture 5 by learning the word“Little Frog”on the board sticking card and puts it on the whiteboard. Then write down the key words about features: a big mouth, green, no tail.

（5）T： Little Justin find his mum finally. How is he feeling? Ss: He’s happy. T lets Ss do some emotional experience about him and writes down “happy” on the whiteboard.

POST-TASK ACTIVITY

Teacher and

students’ activities

1.

About Little Justin. Purpose

经过之前环节的铺垫，在（1）T shows a slide which contains the order and the 此时，教师依托板书呈现details of a frog’s metamorphosis. 的贾斯汀生长变化图和T: Little Justin finds his mum, he also completes the 关键词，带领学生们谈一frog life cycle. That means, he could be a tadpole from 谈贾斯汀（About Little an egg, then turns to be a froglet, at last he is a frog. Justin）。使学生内化：（2）T helps Ss try to talk about the characteristics 小蝌蚪找妈妈的过程也of the growth about Little Justin by looking at the board 是其经历生长演变的历sticking cards on the whiteboard. About Little Justin When spring comes, Little Justin is an egg in the river. He is small and black. Some days later, he 程。在此过程中，有诸多外貌变化、能力变化、季节变化的科学要素和事实值得我们观察、思考和becomes a tadpole（蝌蚪）. The tadpole has a round

head 领悟，从而进一步培养学and a long

tail. He can swim. After about four or five 生的逻辑思维能力和科weeks, the tadpole begins to grow back legs, then he 学探索精神。

gets his front legs. His tail starts to shrink (收缩). He is a froglet

now. The froglet’s tail becomes shorter and shorter(越来越短). At last, he has no

tail. When summer comes, Little Justin changes to be a little frog. He is green and he has a big mouth. He can swim and jump. He can also catch flies.

2.

T lets Ss read the whole story together. 整体朗读绘本故事，梳理故事脉络。

3.

T lets Ss complete the task of acting out the text 通过《小蝌蚪找妈妈》课drama. 本剧的表演，使学生进一步体验角色，加深认识，升华情感。

4.

T inspires Ss with changing and growing by enjoying 在美妙音乐的背景下，教some pictures which concern to the topic of the class. 师带领学生欣赏四幅图：T: An egg can change and grow to be a frog, a caterpillar ①蝌蚪变青蛙生长图②can change and grow to be a butterfly, a seed can change 毛毛虫变蝴蝶生长图③and grow to be a green tree, a baby can change and grow 种子变参天大树生长图to be a tall girl. On the process of changing and growing, ④婴儿变成女孩生长图。

maybe we need to solve problems, overcome difficulties, 并引发学生思考：从植even challenges. Let’s learn from this story, don’t 物、动物到人类，大自然give up and do your best, you will be better and better. 每天都发生着变化和成长。我们在日常学习生活中，或许也会像贾斯汀这样，历经变化与成长，遇到困难与挑战。从而使孩子们由内而外，发自内心地产生对贾斯汀不退缩不放弃精神的理解、认同和赞赏。

5.

Homework. T：Do you like the picture book of Little Justin? Ss: Yes. T: Please share the story with your parents and read more interesting picture books. Level 1

通过分级作业，培养学生热爱绘本，热爱阅读的良好习惯。

1. Retell the story and share with your parents. 2. Act out the story with your partners. Level 2 1.

Draw a picture about frog life cycle and talk about it. 2. Read more picture books and share with us. Blackboard Design